1. The document reports on distribution of promotional materials and screenings of the film "They Killed Sister Dorothy" at several universities in Brazil. Posters and flyers were displayed and distributed on campus and discussions were held after screenings.
2. Short promotional videos were created and shared on YouTube and through emails to students and faculty.
3. Social media like Orkut and Facebook communities at the universities were used to promote the film and discussions were held in several classrooms as well.
O relatório resume as ações de divulgação do filme "Simonal - Ninguém Sabe o Duro que Dei" em vários meios, incluindo anúncios em jornais, exibições em aeroportos e shoppings, festas, marketing digital e parcerias com universidades, lan houses e academias.
A pré-estreia do filme-concerto teve lugar em 14 de outubro em um cinema no Rio de Janeiro e contou com uma fila animada na entrada e 501 espectadores, correspondendo a 86% da capacidade total. O lançamento foi amplamente divulgado tanto online quanto offline em vários veículos de comunicação e redes sociais.
El documento resume las enseñanzas de Monseñor Óscar Romero sobre el cristianismo. Romero dice que el cristianismo no es solo creencias o leyes, sino la persona de Cristo. También enseña que todos los trabajos son sagrados cuando se hacen con honestidad para Dios, y critica una religión de apariencias que ignora la injusticia. Finalmente, dice que la verdadera Iglesia está del lado de los pobres que sufren.
Mother of all who showed us the way to love the poor, forgive other, love god and help others.
How lucky are we to have a Mother like her.
Missionaries of Charity. Lets provide our Help to them
The document discusses Oscar Romero and Rutilio Grande. It mentions that Romero was assassinated on March 24, 1980 and quotes him saying "If they kill me, I will rise in the Salvadoran people." It also discusses the many martyrs in El Salvador during the 1970s-1990s who were killed by the military, including 6 Jesuit priests and 4 Maryknoll women. It provides photos and quotes from Romero about identifying with the poor and hoping his blood would be "the seed of freedom."
El documento contiene varios extractos de discursos y cartas del arzobispo Oscar Romero donde critica el capitalismo, la desigualdad económica, la idolatría del dinero y la riqueza, y llama a la Iglesia a estar del lado de los pobres. También habla de la necesidad de que todos los trabajos sean considerados como sacerdocio y de su compromiso con denunciar las injusticias a pesar de las amenazas en su contra.
El documento presenta una serie de fotos y descripciones de la vida de Mons. Oscar Romero, desde su infancia humilde en El Salvador hasta su papel como arzobispo durante la guerra civil salvadoreña. Defendió los derechos de los pobres y condenó la violencia y represión del gobierno, lo que le valió amenazas de muerte. Finalmente fue asesinado el 24 de marzo de 1980 mientras oficiaba misa.
O relatório resume as ações de divulgação do filme "Simonal - Ninguém Sabe o Duro que Dei" em vários meios, incluindo anúncios em jornais, exibições em aeroportos e shoppings, festas, marketing digital e parcerias com universidades, lan houses e academias.
A pré-estreia do filme-concerto teve lugar em 14 de outubro em um cinema no Rio de Janeiro e contou com uma fila animada na entrada e 501 espectadores, correspondendo a 86% da capacidade total. O lançamento foi amplamente divulgado tanto online quanto offline em vários veículos de comunicação e redes sociais.
El documento resume las enseñanzas de Monseñor Óscar Romero sobre el cristianismo. Romero dice que el cristianismo no es solo creencias o leyes, sino la persona de Cristo. También enseña que todos los trabajos son sagrados cuando se hacen con honestidad para Dios, y critica una religión de apariencias que ignora la injusticia. Finalmente, dice que la verdadera Iglesia está del lado de los pobres que sufren.
Mother of all who showed us the way to love the poor, forgive other, love god and help others.
How lucky are we to have a Mother like her.
Missionaries of Charity. Lets provide our Help to them
The document discusses Oscar Romero and Rutilio Grande. It mentions that Romero was assassinated on March 24, 1980 and quotes him saying "If they kill me, I will rise in the Salvadoran people." It also discusses the many martyrs in El Salvador during the 1970s-1990s who were killed by the military, including 6 Jesuit priests and 4 Maryknoll women. It provides photos and quotes from Romero about identifying with the poor and hoping his blood would be "the seed of freedom."
El documento contiene varios extractos de discursos y cartas del arzobispo Oscar Romero donde critica el capitalismo, la desigualdad económica, la idolatría del dinero y la riqueza, y llama a la Iglesia a estar del lado de los pobres. También habla de la necesidad de que todos los trabajos sean considerados como sacerdocio y de su compromiso con denunciar las injusticias a pesar de las amenazas en su contra.
El documento presenta una serie de fotos y descripciones de la vida de Mons. Oscar Romero, desde su infancia humilde en El Salvador hasta su papel como arzobispo durante la guerra civil salvadoreña. Defendió los derechos de los pobres y condenó la violencia y represión del gobierno, lo que le valió amenazas de muerte. Finalmente fue asesinado el 24 de marzo de 1980 mientras oficiaba misa.
The teaching of visual anthropology by jay ruby presentation by sajjad haider...Sajjad Haider
This document discusses the teaching of visual anthropology. It begins by providing context on the field of visual anthropology, noting that it occupies a marginal position in academia. It then discusses challenges in teaching visual anthropology, such as limited funding and conservative forces within universities. The document argues that training programs in visual anthropology should be located within general anthropology departments rather than separate programs. It also argues that anthropologists need to be more involved in teaching media production skills to train "anthropological image makers," rather than deferring to film schools. The document concludes by examining three common assumptions about film that are problematic for teaching visual anthropology.
This document provides an overview of the interactive documentary field, outlining its key stages of development. It discusses the genre's origins in precedents from earlier eras, the experimentation period of the 1990s-2000s, and its consolidation in the 2000s. The document also examines examples of interactive documentaries from each stage, related technologies, major producers, and software used. It aims to chart the evolution of the genre and situate specific works within the field's historical development.
The USC Institute for Multimedia Literacy offers several programs and projects focused on incorporating multimedia into education. Its key programs include an Honors in Multimedia Scholarship, Multimedia in the Core curriculum, and Multimedia Across the College support. Projects include a journal, learning spaces in Second Life, and a Digital Educators Consortium of local colleges. The Institute also helps redesign large enrollment classes and supports K-12 initiatives.
The Black Death was a devastating pandemic that swept through Europe in the 14th century. It was caused by the bacterium Yersinia pestis, which was carried by fleas on rodents and spread to humans. The disease had three forms: bubonic plague, pneumonic plague, and septicemic plague. Symptoms varied but included swollen and painful lymph nodes, coughing, and bleeding from orifices. Treatment options were limited and mortality rates for each form were extremely high. The plague drastically reduced Europe's population and permanently changed societal structures and practices.
This document discusses the evolution of media from traditional to new media. It describes the four major media ages: pre-industrial age, industrial age, electronic age, and information age. Examples of technologies used for communication, information storage, and broadcasting are provided for each age, ranging from clay tablets and cave paintings to the internet, social media, and mobile devices. The key differences between traditional and new media are also outlined.
The document discusses the Institute for Multimedia Literacy at USC and its programs related to multimedia scholarship. It describes an honors program in multimedia scholarship for students, efforts to incorporate multimedia into core courses and across the college, a journal on culture and technology, and use of spaces in Second Life for learning. It also discusses how students' media skills and needs are changing and the need for new teaching models to address these changes.
This document summarizes what is known and not known about film education research. While there have been some case studies and smaller projects exploring how students understand and make films, connect to other subjects, and use new technologies, much is still unknown. Specifically, large-scale studies are needed to understand the broader benefits of film education, learning progressions over time, pathways after education, and outcomes across Europe. The document calls for longitudinal studies and a synthesis of research to help address these gaps. It also discusses expanding the definition of "film" to include evolving digital and interactive media.
This document provides information about audiovisual language and film techniques. It discusses the history of cinema from its origins in inventions like magic lanterns to the work of early filmmakers like the Lumière brothers. It also explains essential cinematic elements like shot types, camera movements, angles, and the typical three-act narrative structure of films. Key points covered include establishing shots, close-ups, pans, tilts, and analyzing films in terms of their title, director, and intended message.
This unit introduces high school students to the horrors of World War II and the Holocaust through various activities. Students will analyze WWII propaganda posters and their use of persuasion. They will learn about key events of the Holocaust through timelines, maps, and first-hand accounts from survivors. The unit aims to help students understand the experiences of ordinary people during this period. It also discusses drawing connections between the Holocaust and current events in Darfur to show how history can repeat itself if lessons are not learned.
COMM 3110 Newsletter materialInfo about an alumnus —Darti.docxmccormicknadine86
COMM 3110: Newsletter material
Info about an alumnus —
Dartise Johnson, content producer, WCIU-TV, The U, Chicago, Illinois and Owner/production manager, Dartise Media Design, Class of 2004
Job responsibilities: At WCIU-TV, I am responsible for efficient storytelling, utilizing the skills necessary to redefine television in the nation’s third largest television market. I am required to conceptualize, book, plan, shoot and edit engaging and visual television. I work under tight deadlines and self-manage. I frequently work with Avid Adrenaline; also responsible for field shooting, lighting and sound.
At Dartise Media Design, I am a deadline-driven manager who executes and coordinates production in all areas of video service; I plan and facilitate field-based and studio video pre-production, production and post-production; work with clients to ensure proper planning for successful and effective videos; and perform other production related duties as necessary to deliver finished video assets, manage complex video projects effectively and efficiently, supervise video production specialists and also provide technical direction assistants assigned specific projects.
Your best career advice for SSU mass communications majors: Get as much hands-on experience as possible. Find the job you want to do and volunteer somewhere. Create a blog or a website to highlight your talents and abilities.
Don’t leave the Journalism and Mass Communications Department without: …talking to your professors. Ask them what your strengths and weaknesses are and do what is necessary in order to improve them.
If I could do it all over again (my years at SSU in the JMC), I would: I don’t think I’d change anything.
My fondest memory of the Journalism and Mass Communications Department: We were discussing blacks on television in class (African Americans in the Media) and the show “A Different World” came up in the conversation. During the discussion, I found out that half of the class made the conscious decision to go to college through watching that show. I then understood how important it is to have “positive” images of African Americans in the media.
SSU’s first Fulbright Postgraduate Scholar
MaSovaida Morgan was in the second grade when she first developed an itch for journalism and publishing
As one of the students in Parkwood Elementary School’s gifted program, she, along with other students, was assigned a class project.
Morgan decided to create a newspaper, the “Parkwood Elementary Multi-Cultural Gazette,” that would focus on her peers from various cultural backgrounds in her Durham, North Carolina neighborhood.
“I conducted the interviews, typed the articles on an old Mac computer, printed them in columns, photocopied pictures and made it look like a real newspaper from start to finish,” Morgan said.
A big Barbie Doll fan, she entered her newspaper in “Barbie Magazine’s” contest for the 10 Most Outstanding Girls in America.
Morgan won the contest, and wi ...
September 2014 - Index
Concept of the final publication, part I
Report about 3rd meeting in Salamanca
EHISTO in UMEA/Stanford conference
Results of work packages 6, 7 and 8
Announcement of the Wroclaw conference
Further Echoes of EHISTO in China
EHISTO network
EHSITO related events
This document summarizes a presentation on social media and linguistics as part of integrative risk management. It discusses how social media can serve important communication functions during disasters like the Fukushima Daiichi nuclear accident. Social media provides breaking news, situational updates, advice, and gives voice to victims. However, research on social media's effects is still emerging and issues around accessibility, credibility, and manageability remain.
Comenius Project: Stories of everyday lifebeatriz44
This document outlines activities for a school project on stories of everyday life, past and present. Students will study how technology, women's roles, sports, music, food, and industry have changed over time. They will interview family members and locals about the history of the area. Specifically, activities include comparing old recipes to modern ones; exploring how mining and British culture influenced the region; and learning about immigration experiences through films and interviews.
The document discusses three blog posts about events involving the production company Meridian Hill Pictures. The first blog post announces that Robert Putnam will discuss his book "Our Kids" at the Aspen Institute, examining growing inequality in America and implications for social mobility. The second post describes Meridian Hill Pictures' participation in a Hackathon event at the Silverdocs Festival, where they will develop a web prototype of one of their films. The third post announces that Meridian Hill Pictures' short film "Anacostia Paddle" will be featured in the Smithsonian Anacostia Community Museum exhibition "Reclaiming the Edge" about urban waterways.
This document outlines an etwinning project between three schools in Sweden, Lithuania, and Spain. The objectives of the project were to expand students' cultural knowledge, improve English skills, and use technology for communication. Over the course of 9 months, students participated in forums, created blogs and articles about cinema in their countries, discussed films and awards, and organized video chats. The project aimed to foster multicultural exchange and awareness of film across Europe.
The Theatre and Media Studies track at University College Roosevelt offers students an in-depth understanding of cinema studies and broader media studies. The main focus is on film, but the track also explores relationships between film and other media like theatre, art, and digital media. Courses combine theory, history, and analysis to teach key concepts in cinema studies, an overview of film history and its connections to other media, and audio-visual analysis skills. The track helps students build knowledge of media studies and general academic abilities like critical thinking and writing. It provides preparation for master's programs in film or media studies.
Initiative Against Discrimination 2009-2014Holly R Jones
This document summarizes initiatives by the organization Nexos Voluntarios (NeVo) from 2009-2014 to address discrimination in Peru. It began in 2009 by helping pass an anti-discrimination ordinance in Urubamba province. Since then, NeVo has organized annual "Days Against Discrimination" involving schools, local government, and community members to raise awareness. NeVo has also conducted workshops in schools to educate youth on discrimination and conducted research on how it affects access to public services in the region. The initiatives aimed to promote recognition of discrimination as a problem and Peru's obligations to combat it.
John Cumming is a Senior Lecturer in Film and Television who has written a book about Australian filmmaker John Hughes. Over his career, John Cumming has made several short films and documentaries. He has also served leadership roles with organizations that support independent filmmaking in Australia. The book provides insights into John Hughes' experimental and socially engaged films over the past several decades, and how he was able to sustain a career in creative and independent filmmaking in Australia. It discusses the efforts required to keep one's work fresh through collaboration and engagement with institutions and other art forms over many years.
Since the end of the last century, the digital revolution has modified our way of understanding the contents and forms of mythical narratives in film and videogames. In these pages I will deal with the impact of this digital revolution on traditional myths (classic, Norse, biblical). I will also reflect on the relationship between myth, science fiction and fantasy in TV series and videogames.
The document outlines a lesson plan for teaching high school students about the Black Death plague in Europe during the 14th century. It includes objectives, a day-by-day breakdown of activities, and descriptions of activities. Students will learn about medieval life, the spread and symptoms of the plague, its social and historical impacts, and create fictional accounts of the plague from different perspectives. Activities include videos, maps, simulations, presentations, role playing, and building robots. Technology integration includes social media, videos, and interactive tools.
HCL Notes and Domino License Cost Reduction in the World of DLAUpanagenda
Webinar Recording: https://www.panagenda.com/webinars/hcl-notes-and-domino-license-cost-reduction-in-the-world-of-dlau/
The introduction of DLAU and the CCB & CCX licensing model caused quite a stir in the HCL community. As a Notes and Domino customer, you may have faced challenges with unexpected user counts and license costs. You probably have questions on how this new licensing approach works and how to benefit from it. Most importantly, you likely have budget constraints and want to save money where possible. Don’t worry, we can help with all of this!
We’ll show you how to fix common misconfigurations that cause higher-than-expected user counts, and how to identify accounts which you can deactivate to save money. There are also frequent patterns that can cause unnecessary cost, like using a person document instead of a mail-in for shared mailboxes. We’ll provide examples and solutions for those as well. And naturally we’ll explain the new licensing model.
Join HCL Ambassador Marc Thomas in this webinar with a special guest appearance from Franz Walder. It will give you the tools and know-how to stay on top of what is going on with Domino licensing. You will be able lower your cost through an optimized configuration and keep it low going forward.
These topics will be covered
- Reducing license cost by finding and fixing misconfigurations and superfluous accounts
- How do CCB and CCX licenses really work?
- Understanding the DLAU tool and how to best utilize it
- Tips for common problem areas, like team mailboxes, functional/test users, etc
- Practical examples and best practices to implement right away
The teaching of visual anthropology by jay ruby presentation by sajjad haider...Sajjad Haider
This document discusses the teaching of visual anthropology. It begins by providing context on the field of visual anthropology, noting that it occupies a marginal position in academia. It then discusses challenges in teaching visual anthropology, such as limited funding and conservative forces within universities. The document argues that training programs in visual anthropology should be located within general anthropology departments rather than separate programs. It also argues that anthropologists need to be more involved in teaching media production skills to train "anthropological image makers," rather than deferring to film schools. The document concludes by examining three common assumptions about film that are problematic for teaching visual anthropology.
This document provides an overview of the interactive documentary field, outlining its key stages of development. It discusses the genre's origins in precedents from earlier eras, the experimentation period of the 1990s-2000s, and its consolidation in the 2000s. The document also examines examples of interactive documentaries from each stage, related technologies, major producers, and software used. It aims to chart the evolution of the genre and situate specific works within the field's historical development.
The USC Institute for Multimedia Literacy offers several programs and projects focused on incorporating multimedia into education. Its key programs include an Honors in Multimedia Scholarship, Multimedia in the Core curriculum, and Multimedia Across the College support. Projects include a journal, learning spaces in Second Life, and a Digital Educators Consortium of local colleges. The Institute also helps redesign large enrollment classes and supports K-12 initiatives.
The Black Death was a devastating pandemic that swept through Europe in the 14th century. It was caused by the bacterium Yersinia pestis, which was carried by fleas on rodents and spread to humans. The disease had three forms: bubonic plague, pneumonic plague, and septicemic plague. Symptoms varied but included swollen and painful lymph nodes, coughing, and bleeding from orifices. Treatment options were limited and mortality rates for each form were extremely high. The plague drastically reduced Europe's population and permanently changed societal structures and practices.
This document discusses the evolution of media from traditional to new media. It describes the four major media ages: pre-industrial age, industrial age, electronic age, and information age. Examples of technologies used for communication, information storage, and broadcasting are provided for each age, ranging from clay tablets and cave paintings to the internet, social media, and mobile devices. The key differences between traditional and new media are also outlined.
The document discusses the Institute for Multimedia Literacy at USC and its programs related to multimedia scholarship. It describes an honors program in multimedia scholarship for students, efforts to incorporate multimedia into core courses and across the college, a journal on culture and technology, and use of spaces in Second Life for learning. It also discusses how students' media skills and needs are changing and the need for new teaching models to address these changes.
This document summarizes what is known and not known about film education research. While there have been some case studies and smaller projects exploring how students understand and make films, connect to other subjects, and use new technologies, much is still unknown. Specifically, large-scale studies are needed to understand the broader benefits of film education, learning progressions over time, pathways after education, and outcomes across Europe. The document calls for longitudinal studies and a synthesis of research to help address these gaps. It also discusses expanding the definition of "film" to include evolving digital and interactive media.
This document provides information about audiovisual language and film techniques. It discusses the history of cinema from its origins in inventions like magic lanterns to the work of early filmmakers like the Lumière brothers. It also explains essential cinematic elements like shot types, camera movements, angles, and the typical three-act narrative structure of films. Key points covered include establishing shots, close-ups, pans, tilts, and analyzing films in terms of their title, director, and intended message.
This unit introduces high school students to the horrors of World War II and the Holocaust through various activities. Students will analyze WWII propaganda posters and their use of persuasion. They will learn about key events of the Holocaust through timelines, maps, and first-hand accounts from survivors. The unit aims to help students understand the experiences of ordinary people during this period. It also discusses drawing connections between the Holocaust and current events in Darfur to show how history can repeat itself if lessons are not learned.
COMM 3110 Newsletter materialInfo about an alumnus —Darti.docxmccormicknadine86
COMM 3110: Newsletter material
Info about an alumnus —
Dartise Johnson, content producer, WCIU-TV, The U, Chicago, Illinois and Owner/production manager, Dartise Media Design, Class of 2004
Job responsibilities: At WCIU-TV, I am responsible for efficient storytelling, utilizing the skills necessary to redefine television in the nation’s third largest television market. I am required to conceptualize, book, plan, shoot and edit engaging and visual television. I work under tight deadlines and self-manage. I frequently work with Avid Adrenaline; also responsible for field shooting, lighting and sound.
At Dartise Media Design, I am a deadline-driven manager who executes and coordinates production in all areas of video service; I plan and facilitate field-based and studio video pre-production, production and post-production; work with clients to ensure proper planning for successful and effective videos; and perform other production related duties as necessary to deliver finished video assets, manage complex video projects effectively and efficiently, supervise video production specialists and also provide technical direction assistants assigned specific projects.
Your best career advice for SSU mass communications majors: Get as much hands-on experience as possible. Find the job you want to do and volunteer somewhere. Create a blog or a website to highlight your talents and abilities.
Don’t leave the Journalism and Mass Communications Department without: …talking to your professors. Ask them what your strengths and weaknesses are and do what is necessary in order to improve them.
If I could do it all over again (my years at SSU in the JMC), I would: I don’t think I’d change anything.
My fondest memory of the Journalism and Mass Communications Department: We were discussing blacks on television in class (African Americans in the Media) and the show “A Different World” came up in the conversation. During the discussion, I found out that half of the class made the conscious decision to go to college through watching that show. I then understood how important it is to have “positive” images of African Americans in the media.
SSU’s first Fulbright Postgraduate Scholar
MaSovaida Morgan was in the second grade when she first developed an itch for journalism and publishing
As one of the students in Parkwood Elementary School’s gifted program, she, along with other students, was assigned a class project.
Morgan decided to create a newspaper, the “Parkwood Elementary Multi-Cultural Gazette,” that would focus on her peers from various cultural backgrounds in her Durham, North Carolina neighborhood.
“I conducted the interviews, typed the articles on an old Mac computer, printed them in columns, photocopied pictures and made it look like a real newspaper from start to finish,” Morgan said.
A big Barbie Doll fan, she entered her newspaper in “Barbie Magazine’s” contest for the 10 Most Outstanding Girls in America.
Morgan won the contest, and wi ...
September 2014 - Index
Concept of the final publication, part I
Report about 3rd meeting in Salamanca
EHISTO in UMEA/Stanford conference
Results of work packages 6, 7 and 8
Announcement of the Wroclaw conference
Further Echoes of EHISTO in China
EHISTO network
EHSITO related events
This document summarizes a presentation on social media and linguistics as part of integrative risk management. It discusses how social media can serve important communication functions during disasters like the Fukushima Daiichi nuclear accident. Social media provides breaking news, situational updates, advice, and gives voice to victims. However, research on social media's effects is still emerging and issues around accessibility, credibility, and manageability remain.
Comenius Project: Stories of everyday lifebeatriz44
This document outlines activities for a school project on stories of everyday life, past and present. Students will study how technology, women's roles, sports, music, food, and industry have changed over time. They will interview family members and locals about the history of the area. Specifically, activities include comparing old recipes to modern ones; exploring how mining and British culture influenced the region; and learning about immigration experiences through films and interviews.
The document discusses three blog posts about events involving the production company Meridian Hill Pictures. The first blog post announces that Robert Putnam will discuss his book "Our Kids" at the Aspen Institute, examining growing inequality in America and implications for social mobility. The second post describes Meridian Hill Pictures' participation in a Hackathon event at the Silverdocs Festival, where they will develop a web prototype of one of their films. The third post announces that Meridian Hill Pictures' short film "Anacostia Paddle" will be featured in the Smithsonian Anacostia Community Museum exhibition "Reclaiming the Edge" about urban waterways.
This document outlines an etwinning project between three schools in Sweden, Lithuania, and Spain. The objectives of the project were to expand students' cultural knowledge, improve English skills, and use technology for communication. Over the course of 9 months, students participated in forums, created blogs and articles about cinema in their countries, discussed films and awards, and organized video chats. The project aimed to foster multicultural exchange and awareness of film across Europe.
The Theatre and Media Studies track at University College Roosevelt offers students an in-depth understanding of cinema studies and broader media studies. The main focus is on film, but the track also explores relationships between film and other media like theatre, art, and digital media. Courses combine theory, history, and analysis to teach key concepts in cinema studies, an overview of film history and its connections to other media, and audio-visual analysis skills. The track helps students build knowledge of media studies and general academic abilities like critical thinking and writing. It provides preparation for master's programs in film or media studies.
Initiative Against Discrimination 2009-2014Holly R Jones
This document summarizes initiatives by the organization Nexos Voluntarios (NeVo) from 2009-2014 to address discrimination in Peru. It began in 2009 by helping pass an anti-discrimination ordinance in Urubamba province. Since then, NeVo has organized annual "Days Against Discrimination" involving schools, local government, and community members to raise awareness. NeVo has also conducted workshops in schools to educate youth on discrimination and conducted research on how it affects access to public services in the region. The initiatives aimed to promote recognition of discrimination as a problem and Peru's obligations to combat it.
John Cumming is a Senior Lecturer in Film and Television who has written a book about Australian filmmaker John Hughes. Over his career, John Cumming has made several short films and documentaries. He has also served leadership roles with organizations that support independent filmmaking in Australia. The book provides insights into John Hughes' experimental and socially engaged films over the past several decades, and how he was able to sustain a career in creative and independent filmmaking in Australia. It discusses the efforts required to keep one's work fresh through collaboration and engagement with institutions and other art forms over many years.
Since the end of the last century, the digital revolution has modified our way of understanding the contents and forms of mythical narratives in film and videogames. In these pages I will deal with the impact of this digital revolution on traditional myths (classic, Norse, biblical). I will also reflect on the relationship between myth, science fiction and fantasy in TV series and videogames.
The document outlines a lesson plan for teaching high school students about the Black Death plague in Europe during the 14th century. It includes objectives, a day-by-day breakdown of activities, and descriptions of activities. Students will learn about medieval life, the spread and symptoms of the plague, its social and historical impacts, and create fictional accounts of the plague from different perspectives. Activities include videos, maps, simulations, presentations, role playing, and building robots. Technology integration includes social media, videos, and interactive tools.
Similar to THEY KILLED SISTER DOROTHY - REPORT (20)
HCL Notes and Domino License Cost Reduction in the World of DLAUpanagenda
Webinar Recording: https://www.panagenda.com/webinars/hcl-notes-and-domino-license-cost-reduction-in-the-world-of-dlau/
The introduction of DLAU and the CCB & CCX licensing model caused quite a stir in the HCL community. As a Notes and Domino customer, you may have faced challenges with unexpected user counts and license costs. You probably have questions on how this new licensing approach works and how to benefit from it. Most importantly, you likely have budget constraints and want to save money where possible. Don’t worry, we can help with all of this!
We’ll show you how to fix common misconfigurations that cause higher-than-expected user counts, and how to identify accounts which you can deactivate to save money. There are also frequent patterns that can cause unnecessary cost, like using a person document instead of a mail-in for shared mailboxes. We’ll provide examples and solutions for those as well. And naturally we’ll explain the new licensing model.
Join HCL Ambassador Marc Thomas in this webinar with a special guest appearance from Franz Walder. It will give you the tools and know-how to stay on top of what is going on with Domino licensing. You will be able lower your cost through an optimized configuration and keep it low going forward.
These topics will be covered
- Reducing license cost by finding and fixing misconfigurations and superfluous accounts
- How do CCB and CCX licenses really work?
- Understanding the DLAU tool and how to best utilize it
- Tips for common problem areas, like team mailboxes, functional/test users, etc
- Practical examples and best practices to implement right away
leewayhertz.com-AI in predictive maintenance Use cases technologies benefits ...alexjohnson7307
Predictive maintenance is a proactive approach that anticipates equipment failures before they happen. At the forefront of this innovative strategy is Artificial Intelligence (AI), which brings unprecedented precision and efficiency. AI in predictive maintenance is transforming industries by reducing downtime, minimizing costs, and enhancing productivity.
Monitoring and Managing Anomaly Detection on OpenShift.pdfTosin Akinosho
Monitoring and Managing Anomaly Detection on OpenShift
Overview
Dive into the world of anomaly detection on edge devices with our comprehensive hands-on tutorial. This SlideShare presentation will guide you through the entire process, from data collection and model training to edge deployment and real-time monitoring. Perfect for those looking to implement robust anomaly detection systems on resource-constrained IoT/edge devices.
Key Topics Covered
1. Introduction to Anomaly Detection
- Understand the fundamentals of anomaly detection and its importance in identifying unusual behavior or failures in systems.
2. Understanding Edge (IoT)
- Learn about edge computing and IoT, and how they enable real-time data processing and decision-making at the source.
3. What is ArgoCD?
- Discover ArgoCD, a declarative, GitOps continuous delivery tool for Kubernetes, and its role in deploying applications on edge devices.
4. Deployment Using ArgoCD for Edge Devices
- Step-by-step guide on deploying anomaly detection models on edge devices using ArgoCD.
5. Introduction to Apache Kafka and S3
- Explore Apache Kafka for real-time data streaming and Amazon S3 for scalable storage solutions.
6. Viewing Kafka Messages in the Data Lake
- Learn how to view and analyze Kafka messages stored in a data lake for better insights.
7. What is Prometheus?
- Get to know Prometheus, an open-source monitoring and alerting toolkit, and its application in monitoring edge devices.
8. Monitoring Application Metrics with Prometheus
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9. What is Camel K?
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11. What is a Jupyter Notebook?
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12. Jupyter Notebooks with Code Examples
- Hands-on examples and code snippets in Jupyter Notebooks to help you implement and test anomaly detection models.
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3. Mailing Praga : Marketing e-mail of the premiere on PUC, sent 14th April for more then ten thousand email addresses.
4. University Premiere - 04/15/09 (14h): The discussion after the movie exhibition had the collaboration of two debaters specialized in advocacy: Miguel Baldez, professor of Lawsuit and retired lawyer of MST Movement and Marcelo Alves, professor of Sociology of Law. The discussion was very interesting. Coordinators of Advocacy and International Relations were there, besides the Academic Director of Faculties IBMEC, Antonio Marcos Duarte Jr. The initiative was very well received by all. Distribution of the material : The posters were displayed on the floor where is the copier of the university and on the floors of laboratories and computers, where is a large flow of students. The flyers were distributed on the Cine-Discussion. Academicals Medias: 1 – The 30’ trailer produced by MovieMobz was shown on CEI TV (IBMEC Center for Entrepreneurship). It has an internal circulation into the university. IBMEC
5. Academical Medias: 2 – It was published an article in IBMEC newspaper, “A Falácia”, written by a Coletivo Praga agent in university, Emanuela Nóbrega. Below the transcript: “ O documentário Mataram Irmã Dorothy , surpreende pelo seu posicionamento forte, porém meticuloso, sobre o caso da Irmã Dorothy Stang, morta em 2005. O filme apresenta cenas chocantes, inquietantes, causa revolta no que diz respeito à falta de ética dos advogados de defesa, da insipiência dos testemunhos que, ainda assim, deixaram os supostos mandantes em liberdade. As cenas do julgamento são mostradas com uma lente crítica que mostra bem as nuances do processo e dá destaque a importância do documentário na resolução do caso, até hoje em andamento na justiça. É interessante, no filme, ver o conflito que o projeto da irmã gerava na região de Anapú, no Pará. Mesmo com parte da população contra as PDSs (Projetos de Desenvolvimento Sustentável), ela lutava pelo bom uso daquele espaço da Floresta Amazônica, o que traria menor renda, mas melhores condições de vida aos habitantes e isso levou à insatisfação dos maiores fazendeiros, que são os acusados de terem-na matado. É importante saber que a causa não foi esquecida. As missionárias da região seguem implantando esse projeto que, para elas, pode ser um exemplo a ser utilizado em todo o mundo. Assim, Dorothy Stang, demonizada por alguns, tornou-se mártir da causa do uso sustentável da Floresta Amazônica.” IBMEC
6. PUC University Premiere- 04/16/09 (11h): The discussion after the movie exhibition had the collaboration of the professors Miguel Pereira and Roberto Mader, from the Department of Communication and Gustavo Gelmini, the film producer. The team from the PUC Technical Center Audiovisual recorded the discussion. The material was shown on PUC’s web tv ( http://puc-riodigital.com.puc-rio.br/ ), and still availed to watch. Distribution of the material: The posters were placed in specifics places, like murals thus have a greater visibility on Frings, Kennedy and Leme building. Beside of posters, flyers were put on the copier of the university, restaurants, and the village, where is the center of the academic directories. The flyers were also distributed to the students in campus. The premiere was divulgated on the Department of Advocacy, Communication, Psychology, Social Service, Geography, Sociology and History by posters and word-of-mouth. Medias: Premiere on the newspaper “Puc-Urgente”.
9. Media: advertising of the premiere and the discussion were written by Luisa Mello, Coletivo Praga Aggent on PUC. “ Na quinta-feira, 16, às 11h, na sala 102k, será feita a pré-estréia do filme Mataram Irmã Dorothy, de Daniel Junge. Estarão presentes os professores Miguel Pereira e Roberto Mader, do Depto. de Comunicação, Maria Clara Bingemer*, do Depto de Teologia e Gustavo Gelmini, Produtor do filme.” * A professora Maria Clara Bingemer não pôde comparecer. PUC
10. UERJ Distribution of the material: The posters and the flyers were displayed on UERJ - Maracanã Campus on all the levels of the building. Academical Communication : The divulgation of the premiere was made by word-of-mouth and by email adresseses just like from CACOS’s (Academical Center of Communication) list. The short-film’s link was divulgated on Twitter.
15. UFRJ - Campus Praia Vermelha Distribution of the material : The posters and the flyers were displayed in specific places, like murals thus have a greater visibility on ECO, Psychology, and Social Service building, Academic Centers, on the halls, in two restaurants and on the copier of the university. Academical Communication: The divulgation of the movie was made in class with the professor Moha Hajji, who teach History of the Communication. The divulgation of the short-film was made by Coletivo Praga Aggent’s email list.
17. UFRJ Divulgation of the short-film was made by sending emails to Coletivo Praga Aggent UFRJ, Jefferson Carrasco’s personal list:
18. UFRJ- Campus IFCS Distribution of the material: The posters were put on all levels of I FCS. The flyers were distributed personally on the entrance of the Institute, on the copier and on the canteen.
20. UNIRIO Distribution of the material: The posters were put on all the levels of the university (Murals in CLA, CCH and CCBS, copier of the CCH, D.A. of Biology). The flyers were distributed on the copier and on the recepcion of CCH, in the entrance of CCBS and Biology D.A. Beside of the personally distribution to students and professors, word-of-mouth with students of Biology D.A and museology about Dorothy Stang’s case was very important on the university. Academical Communication: The trailer was shown in class and on the Academic Directory of Biology. The divulgation of the short-film was made by email.
23. UNIRIO Divulgation of the short-film to the personal email adresses’ list made by Coletivo Praga Aggent in UNIRIO, Mariana Stolze:
24. UCAM- Instituto de Humanidades Distribution of the material: The posters were put on specif places like murals of Academical Directory located on 2º,6º and 11º level. They are floors with a great flow of students. The flyers were put on the copier, on the living room of the academical coordination and on the canteen.
26. Estácio de Sá – campus Rebouças Distribution of the material: The posters were put on murals in Communication Departament and at the entrance of the academical cinema. The flyers were put on murals, in specific areas for flyers at the Cinema Departament and were distributed personally. Academical Medias : The trailer is being shown before the movie sessions and on a academical TV - Estácio de Sá – Rebouças.
27. FACHA Distribution of the material: The posters were distributed on FACHA campus in Botafogo 1 and 2 and on the Méier Campus. In all of them they were put on murals. The flyers were distributed in cafererias.
37. Emails with links to virals were send to Rede Praga users, bloguers, teachers and universities media Olá, A Praga Conexões realizou dentro da campanha de lançamento do documentário Mataram Irmã Dorothy pré-estréias seguidas de debate, nas universidades IBMEC e PUC (RJ). O ator Wagner Moura , que narra o filme, foi entrevistado e depõe sobre o assassinato da freira Dorothy Stang e a importância do filme para o caso. 4 Gustavo Gelmini , produtor associado do filme, fala sobre sua recepção em diferentes regiões do Brasil e a necessidade de se discutir o julgamento do crime. Todas essas ações estão disponíveis em filmetes online . Acesse: Pré-estréias: http://www.youtube.com/watch?v=m7F9PoUOX1E Wagner Moura em depoimento: http://www.youtube.com/watch?v=Xj8aoHtEnpw Bate-papo entre Gustavo Gelmini e Coletivo Praga: http://www.youtube.com/watch?v=VzEKxtf9mxI Confira o circuito de exibição do filme Mataram Irmã Dorothy : www.moviemobz.com/dorothy