Through the Eye of the Lens
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This document outlines the course content for a photography course. The course will include photo expeditions around the world to locations like the Atacama Crossing and Sahara Race. Students will learn camera skills, work with professionals, create a blog and portfolio, and have a final exhibition. Other course activities include mind mapping reasons to take photographs, identifying appealing photography genres, customizing blogs, analyzing inspiring images, taking photos around school for a collage focusing on color or texture, and creating a group collage of the alphabet using everyday objects found in the environment.
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Propoganda 2015
The document discusses Nazi propaganda techniques. It begins by explaining Joseph Goebbels' view that propaganda must be simple and repeated to be effective. It then outlines how Goebbels established the Ministry for Popular Enlightenment and Propaganda in 1934 to control all aspects of German media. The document identifies several forms of Nazi propaganda, including newspapers, rallies, books, radio, and films. All of these media were tightly controlled and used to spread Nazi ideology and messages to the German population.
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Mission photography www.lollywoodlife.com
The document provides guidance on how to take better digital photographs. It discusses various techniques for composing quality photos including using the rule of thirds, framing shots, managing lighting and exposure, and considering elements like color, focus and perspective. The document also encourages sharing photos across cultures to help young people understand different communities and traditions around the world.
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What do you do when you teach in a computerless classroom and you happen to be a technogeek? Moreover, you teach adult students who claim they have no time to work on their English between classes? And then, you notice that their writing is lagging behind their other competences? You can accept the situation, or you can try to change something.
Online forums can help here, by creating a real need for communication. While I havenโt flipped my classroom completely, I have managed to rotate it slightly. To motivate the students to write, I tempted them with authentic online materials, such as YouTube videos, short stories, non-fiction texts and webquests. In my presentation I will show how these serve as effective writing prompts. Moreover, they help both the teacher and the students explore their own interests and hobbies, which might not always be catered for in the textbooks.
Give them homework they will love rs
This document provides suggestions for using online forums to teach writing. It begins by outlining what will be covered, including sharing teaching experiences, practical writing activity ideas, and potential issues. Various online tools and resources are proposed for motivating students to write, such as using images, videos, readings and discussions. Suggested writing prompts involve describing images, responding to videos, and discussing readings. Potential issues with online discussions like slow conversations, unequal participation, and errors are addressed, along with strategies for dealing with them, such as teaching netiquette and encouraging feedback.
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This document outlines the schedule and topics to be covered for three introductory courses on DSLR photography, Photoshop for photographers, and InDesign. Each 8-week course will cover basic techniques and skills through demonstrations and practical tasks each week. The host has many years of experience in teaching, photography, and graphic design. Students are asked to bring their own equipment and complete short homework assignments between classes.
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The document provides instructions for a Photoshop lesson. The objectives are to develop an understanding of the clone stamp and blur tools in Photoshop and to be able to use prior tools like quick selection, move, and rubber tools to create an effective image. Students are instructed to create head swaps using images and the demonstrated tools, discussing their progress. They are asked to complete another head swap using all tools and then reflect on their learning progress.
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The document provides an overview of an A-Level photography course, outlining the techniques, critical analysis, and processes that will be covered, including composition, creative camera controls, portraiture and lighting, as well as how students' work will be recorded and organized through OneDrive, Adobe Lightroom, and a digital portfolio website. Students are advised to develop their own style, spend quality time on their photography, and manage their time effectively to meet assignment deadlines.
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The document provides guidance on developing a critical eye when evaluating photographs. It discusses asking three key questions about what is good, not good, and how a photo could be improved. Group critique sessions are recommended to more objectively analyze others' work. When evaluating a print, factors like style, value, clarity, composition, and presentation should be assessed. Tips are provided for improving areas like exposure, focus, and preventing defects during development. Sample critiques are also included to demonstrate analyzing photos based on these criteria.
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Digital Scrapbooking in the Classroom
This document provides information about digital scrapbooking, including what it is, examples of curriculum-based scrapbooking projects, tips for planning and creating digital scrapbook pages, and suggestions for free image editing tools and scrapbooking resources. Digital scrapbooking allows people to preserve memories in a shareable digital format using photos, graphics, and image editing software. Some proposed projects include reflective learning timelines, alphabet books, maps, nature studies, and documenting school events and milestones. Planning, image selection, layout, and use of programs like PowerPoint and free online editors are discussed.
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Great product photography helps your products sell, It isnโt rocket science, product photographs are often the only way customers get to interact with the product before a purchase. Thereโs a whole lot of agencies that help ecommerce stores to do just this, but what if you want to do all the work by yourself. Hereโs a quick guide to all you need to know to get started.
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This document outlines 8 steps for making a film opening: 1) Take stock of the task, assessment, timeframe, and equipment. 2) Set up a blog to document the process. 3) Investigate film openings and student work. 4) Brainstorm ideas and get feedback. 5) Plan shots, locations, storyboards. 6) Shoot the opening. 7) Edit and get feedback on rough cuts. 8) Finalize the edit and submit the opening along with evidence on the blog. The blog should creatively showcase research, planning, production, and editing using a variety of media.
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The document provides steps to develop a well-focused research question. It instructs readers to choose a topic of interest, describe it in one sentence, study it because they want to find out something specific, convert the statement to a question, evaluate the question, restate it using different terms, review it with teachers, and begin research. The goal is to formulate a clear research question about an issue the reader cares about to guide their project work.
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The Death of Lenin
In his final years from 1922 to 1924, Lenin was concerned with the future leadership and direction of communism in Russia. He grew disillusioned with some members of the Communist party and believed Stalin and others were not fit to lead. In 1922, Lenin dictated his "Political Will" document outlining criticisms of key party members and recommending others to succeed him, but it was not published openly. He died in January 1924 after suffering multiple strokes.
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The document discusses the New Economic Policy (NEP) introduced by Lenin in 1921 in response to economic crisis and opposition in Russia. It provides background on War Communism, the Kronstadt rebellion, and reasons for the NEP. The NEP allowed private enterprise, markets, and a tax on peasant production. It aimed to restore the economy but faced criticism from communists and ideological concerns over private property and capitalism. Overall the sources discuss debates around the success and failure of the NEP in achieving economic recovery while maintaining communist principles.
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The document discusses two major revolts against the Bolsheviks in 1921 - the Tambov Rebellion and the Kronstadt Revolt. The Tambov Rebellion was a widespread peasant uprising in response to millions of deaths from starvation under War Communism. The Kronstadt Revolt involved sailors and soldiers rebelling against compulsory labor and the replacement of soviet influence with the Vesenkha ministry. The Politburo anticipated the rebels would be unhappy about political oppression, economic misery, and witnessing the dire situation in cities like Petrograd. After defeating an initial attack, Trotsky mobilized over 60,000 troops equipped with artillery to put down the Kronstadt Revolt over almost three weeks of fighting, executing around
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War Communism was introduced by the Bolshevik government during the Russian Civil War to help fight against opposing forces and take control of industry and food production. It involved the nationalization of factories, mines, and railways as well as forced grain requisitioning from peasants using violence and arrest. However, it failed as peasants hid grain and food shortages led to a severe famine in 1921 that killed millions. War communism damaged the economy and led to unrest, forcing the Bolsheviks to transition to the New Economic Policy.
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Here is a paragraph analyzing Trotsky's role in the Russian Civil War:
Trotsky played an extremely important role in the Bolshevik victory in the Civil War, as evidenced by the sources in the document "Trotsky and the Civil War." As People's Commissar for Military and Naval Affairs, Trotsky was responsible for organizing and leading the Red Army. He introduced conscription, established a communist political department within the army to ensure soldiers' loyalty, and divided the army into mobile units that could be rapidly deployed to counter White threats. Trotsky also showed great skill as a military strategist, directing the Red Army to defeat the larger and better equipped forces of Denikin, Kolchak, and Yudenich. Through his leadership and
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The document discusses the Russian Civil War that took place after the Bolshevik Revolution in Russia from 1917-1922. It provides background information on key terms, events, and figures involved in the civil war. It then examines the impact of the Treaty of Brest-Litovsk signed in 1918, which required Russia to cede significant territory and resources to the German Empire, contributing to economic and political instability in Russia and opposition to the Bolshevik government. This further exacerbated other ongoing issues including foreign intervention, opposition to Bolshevik rule, and food shortages, leading to escalating conflict between the Bolshevik Red Army and opposing White forces.
The Bolshevik Consolidation of Power
The document summarizes key decisions made by Lenin and the Bolsheviks to consolidate power in Russia after the October Revolution in 1917. These included forming an exclusively Bolshevik government called Sovnarkom instead of ruling through the Soviet congress; banning opposition press and political parties like the Kadets; refusing to include other socialist parties in government despite pressure; implementing the decree on land to redistribute estates to peasants; granting workers control of factories; recognizing rights of national minorities; and accepting the punitive Treaty of Brest-Litovsk to exit World War I. These moves helped the Bolsheviks establish sole control over the government but also sparked opposition and protests.
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The Provisional Government that ruled Russia after the February Revolution faced several weaknesses and mistakes that undermined its authority. It lacked a strong power base since it had simply assumed leadership without a popular mandate. It was also unable to resolve important issues like land reform in a timely manner. Additionally, the Provisional Government struggled to end Russian participation in World War I as desired by the Petrograd Soviet, which exercised power through the Bolshevik-controlled Red Guards. Several crises, like the June offensive and Kornilov Affair, further weakened the Provisional Government and strengthened the Bolsheviks.
The Provisional Government
The Provisional Government that ruled Russia after the February Revolution faced several weaknesses and mistakes that undermined its authority. It lacked a strong power base since it had simply assumed leadership without a popular mandate. It was also unable to resolve important issues like land reform in a timely manner. Additionally, the Provisional Government struggled to end Russia's involvement in World War I as it relied on allies for loans. Meanwhile, the Petrograd Soviet exercised power through its workers' councils despite having no constitutional authority. These issues, along with military defeats, allowed the Bolsheviks to gain popularity by demanding peace and Soviet rule.
The February Revolution
The February Revolution of 1917 in Russia was caused by widespread dissatisfaction with World War I and Tsar Nicholas II's autocratic rule. Major factors included heavy losses and poor conditions for Russian soldiers, food and fuel shortages exacerbated by harsh winter weather, and growing strikes and protests. On International Women's Day, demonstrations in Petrograd swelled to over 90,000 protesters demanding bread and an end to the war. The Tsar ordered military suppression but the soldiers mutinied, depriving the Tsar of power. Nicholas abdicated on March 2, ending over 300 years of Romanov rule and beginning Russia's transition to a provisional democratic government.
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Rasputin gained influence over Tsarina Alexandra and contributed to political instability through his control over her decisions and appointments of ministers. As an uneducated peasant with questionable personal behavior, Rasputin's prominence in royal circles undermined faith in the Tsar's leadership. His assassination in late 1916 further damaged the reputation of the Romanov dynasty and fueled the growing revolutionary sentiment that would erupt in early 1917.
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The women's rights movement developed due to growing dissatisfaction among women with traditional gender roles following World War 2. During the war, many women had taken on jobs formerly restricted to men, giving them a taste of independence. However, postwar society encouraged women to return to being homemakers. Over time, factors like higher education rates, more women in the workforce, and new social movements empowered women to demand equal rights and challenge societal expectations. Influential figures like Eleanor Roosevelt and Betty Friedan played key roles in advocating for women's issues and establishing organizations like NOW to advance women's civil rights.
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The document discusses the development of the women's rights movement in the United States. It provides context on key figures and organizations that advanced women's rights like Betty Friedan, Eleanor Roosevelt, and NOW (National Organization for Women). NOW aimed to achieve equal rights and end discrimination against women. The movement faced opposition from those who wanted to preserve traditional gender roles. A major point of contention was abortion rights and the Supreme Court's 1973 Roe v. Wade decision legalizing abortion nationally. The movement achieved some successes but also faced limitations that prevented goals like passing the Equal Rights Amendment from being fully realized.
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The document provides background information on the student protest movement of the 1960s. It discusses key events, organizations, and issues that students protested including:
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- Protests against the Vietnam War as many students were drafted to fight. Opposition grew due to the rising death toll and US military tactics.
- Support for the Civil Rights Movement through freedom rides, marches, and sit-ins to end racial discrimination and segregation.
- The developing hippie counterculture that rejected mainstream values and advocated for free love, art, music and drug experimentation.
The document provides context on
Student Protest Movement
There were several key reasons for the growth of student protest movements in the 1960s. Students were dissatisfied with strict social norms and the ongoing Vietnam War. The civil rights movement inspired students to protest for equality and against racism. The emerging counter-culture embraced freedom of expression, music, drugs and sexuality. Rising student populations and expectations of change further fueled demonstrations against the government and universities.
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skeleton System.pdf (skeleton system wow)
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KHUSWANT SINGH.pptx ALL YOU NEED TO KNOW ABOUT KHUSHWANT SINGH
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THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
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Aims and objectives of national policy on information and communication technology(ICT) in school education in india
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Brand Guideline of Bashundhara A4 Paper - 2024
It outlines the basic identity elements such as symbol, logotype, colors, and typefaces. It provides examples of applying the identity to materials like letterhead, business cards, reports, folders, and websites.
Information and Communication Technology in Education
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Students will be able to explain the role and impact of Information and Communication Technology (ICT) in education. They will understand how ICT tools, such as computers, the internet, and educational software, enhance learning and teaching processes. By exploring various ICT applications, students will recognize how these technologies facilitate access to information, improve communication, support collaboration, and enable personalized learning experiences.
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-Students will be able to discuss what constitutes reliable sources on the internet. They will learn to identify key characteristics of trustworthy information, such as credibility, accuracy, and authority. By examining different types of online sources, students will develop skills to evaluate the reliability of websites and content, ensuring they can distinguish between reputable information and misinformation.
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Ideas that are good for business and good for the world that we live in, are what Iโm passionate about.
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Through the Eye of the Lens
- 1. Through the Eye of the Lens
- 2. Who am I?
- 10. Sahara Race
- 11. Gobi March
- 12. The Last Desert (Antarctica)
- 17. Course Outline THIS IS YOUR COURSE! โข What are your expectations? Complete the Google Form and give you feedback
- 18. Course Outline This is YOUR course! โข Project based โข Photo expeditions and exhibitions โข Getting to know your camera โข Sessions with professionals โข Blog and portfolio โข Exhibition at end โข Skills development - creativity, collaboration, communication, capacity to learn, conscience
- 19. Why do we take photographs? Work with someone you havenโt worked with before to create a mind map. This will be the first piece of work included in your blog http://photographyconcentrate.com/54-reasons-why-you-should-be- photographer/
- 47. Imagine a world without photography! Which genres of photography most appeal to you. Add your top three to a post it and place it on the board.
- 48. Now lets build our blog! โข Follow the instructions at this link if you have not created a blog before; โข Ensure that you are logged in with your school account; โข Your blog must start with โphoto15โ
- 49. Now lets build our blog! โข Use any template except DYNAMIC view; โข Add some gadgets to your blog. Suggestions are Labels, Newsreel; โข Customize your blog by altering the layout and template.
- 50. Your Ultimate Photograph โข Find three different images that when you look at them you just go, wow! โข What do you like about those images? โข Describe what is happening in those picture. Do they tell a story? What is the background behind the image? โข Is there anything that you would change about the image at all? โข Use the websites on the next slide if needed.
- 51. Inspiring Photographic Galleries โข Sony World Photography Awards โข National Geographic Traveller Award โข Smithsonian Photo Contest โข Wildlife Photographer of the Year โข World Press Photo of the Year Add your image to the Smugmug link you have been sent
- 59. Inspiring images are often not the ones that are the best composed but are ones that tell a story.
- 60. Todayโs Project You are going to take some photographs around school to make a collage. You will need to choose enough photos to form a square after editing (minimum 9). Your camera should be on auto unless you know how to use the other settings. Either choose to study colour or texture to focus on. 1. Colour: pick a colour, and take photos where that colour is dominant in the image. 2. Texture: rough, smooth, serrated, bumpy, brick, wood, metal...there are tons of textures to capture out there. Shoot close and fill the frame.
- 61. Examples
- 62. Examples
- 63. Home Learning Finish your collage of either colour or texture. In groups of 4 or 5 you are now going to develop a group collage of the alphabet. This might sound simple as we see text and writing everywhere we go in our daily lives. However, each letter you take must be created from an everyday object that you might also see in your environment. Have a look at the examples on the next slides for some ideas.
- 64. Examples
- 65. Examples