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La bronquitis crónica se define como la producción crónica de expectoración mucosa y tos durante al menos tres meses al año por más de dos años. Los principales síntomas son la tos productiva y la expectoración. El humo del cigarrillo es el factor causal más común. Morfológicamente, se caracteriza por hipersecreción de mucosas, inflamación e hipertrofia del aparato mucosecretor bronquial. Puede presentarse en forma simple o complicarse con infecciones recurrentes y obstrucción de las vías respiratorias.
Ll lower pri phrases
This document discusses phrases and how to use them to enhance sentences. It defines a phrase as a group of words without a subject or verb and explains the four main types of phrases: noun phrases, verb phrases, adjective phrases, and adverb phrases. The document provides examples of each phrase type and teaches how to identify phrases in sentences. It also offers learning activities to practice identifying phrases.
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This document discusses enhancing sentences through the use of conjunctions. It explains that simple sentences with just a subject and verb are not descriptive enough. Additional details can be added using adjectives, adverbs, and phrases. When more information is needed than one sentence allows, coordinating conjunctions like FANBOYS can join two independent clauses, while subordinating conjunctions connect one main clause to a secondary dependent clause. The document provides examples and activities to help readers learn how to effectively enhance sentences for storytelling.
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The document discusses how a language unit will give students a greater understanding of language, teach them how to communicate better, and allow creative processes through writing. It explains that project-based learning allows students to work together using different ideas and technology to discover better ways to understand new topics. The teacher will use project-based learning to introduce a fun snack to students and relate the story to creating a new story with proper punctuation and grammar.
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Bronquitis crónica
La bronquitis crónica se define como la producción crónica de expectoración mucosa y tos durante al menos tres meses al año por más de dos años. Los principales síntomas son la tos productiva y la expectoración. El humo del cigarrillo es el factor causal más común. Morfológicamente, se caracteriza por hipersecreción de mucosas, inflamación e hipertrofia del aparato mucosecretor bronquial. Puede presentarse en forma simple o complicarse con infecciones recurrentes y obstrucción de las vías respiratorias.
Ll lower pri phrases
This document discusses phrases and how to use them to enhance sentences. It defines a phrase as a group of words without a subject or verb and explains the four main types of phrases: noun phrases, verb phrases, adjective phrases, and adverb phrases. The document provides examples of each phrase type and teaches how to identify phrases in sentences. It also offers learning activities to practice identifying phrases.
Lower pri fanboys
This document discusses enhancing sentences through the use of conjunctions. It explains that simple sentences with just a subject and verb are not descriptive enough. Additional details can be added using adjectives, adverbs, and phrases. When more information is needed than one sentence allows, coordinating conjunctions like FANBOYS can join two independent clauses, while subordinating conjunctions connect one main clause to a secondary dependent clause. The document provides examples and activities to help readers learn how to effectively enhance sentences for storytelling.
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The document discusses how a language unit will give students a greater understanding of language, teach them how to communicate better, and allow creative processes through writing. It explains that project-based learning allows students to work together using different ideas and technology to discover better ways to understand new topics. The teacher will use project-based learning to introduce a fun snack to students and relate the story to creating a new story with proper punctuation and grammar.
SMR-100
SMR-100 is a 2.1 VOC clearcoat formulated for mobile repair that offers fast cure and high gloss while maintaining quality. It utilizes new resin technology allowing extremely fast cure within 15 minutes for buffing. SMR-100 is applied in 2-5 coats at 5-15 psi with a 1.0-1.3mm tip and activated at a 4:1 ratio with SMR-150 activator and optional reduction of up to 5% with SMR-300 reducers. It can be recoated after 1 hour of air dry or after cool down when baked and requires light sanding or compounding after 15-20 minutes of air dry or after cool down from express drying.
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Actividad lectura N° 12
Este documento presenta un ejercicio que relaciona definiciones de la Columna A con conceptos de la Columna B. La Columna A incluye conceptos como libertad, igualdad, justicia y paz; filosofía bolivariana; patriotismo; y valores morales y éticos. La Columna B incluye términos como Simón Bolívar, revolución francesa, y Ezequiel Zamora. El propósito es vincular los conceptos clave de la ideología de Simón Bolívar con sus respectivas definiciones.
Grafico diario del s&p 500 para el 24 10 2011
Este documento presenta un gráfico diario del S&P 500 del 24 de octubre de 2011 y analiza las tendencias del mercado basadas en medias móviles simples de diferentes períodos. Indica que mientras el S&P 500 no supere los 1.270 puntos, la tendencia es bajista, y si no logra recuperar los 1.230 puntos, el objetivo es 1.150 puntos o incluso 1.110-1.000 puntos si pierde los 1.175 puntos. Explica que el análisis técnico se basa en observar
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This document discusses theories about audiences for media texts. It begins by asking why audiences are important to study and outlines some key definitions of "audience." It then differentiates between audience research, which tries to understand relationships between media and audiences, and audience theory, which describes ways of thinking about audiences. The document analyzes several audience theories, including effects theories that see media as influencing audiences, and uses and gratifications theories that see audiences as active. It notes the debate around measuring media effects and emphasizes the diversity of audiences.
Q1a a2 g322 exam section a
This document provides guidance for a media exam, including:
- The exam is 2 hours with 2 sections, spending 1 hour on each. Section B is worth most marks.
- Section A questions are based on coursework, with question 1(a) requiring discussion of skills progression from AS to A2 levels across areas like research and planning, using examples from both levels of coursework.
- Question 1(b) requires discussion of one selected coursework product in more depth. Strong answers provide specific examples, evaluation, and show development over time using production and conceptual terminology.
Lp1 q1a
Here are the steps to set up your blog:
1. Go to your blog dashboard and create a new page called "A2 Media Exam"
2. Under that page, create subpages for "Exam Section A Q1a", "Exam Section 1b" and "Exam Section B"
3. Copy and paste the relevant information from this lesson onto the appropriate subpages.
This will help you organize the exam information in a clear, accessible way online as you prepare. Let me know if you have any other questions!
1 b a2 g322 exam section a
This document provides guidance for a media exam, including:
- The exam is 2 hours with 2 sections, spending 1 hour on each. Section B is worth more marks.
- Section A includes multiple choice questions sorting theorists and analyzing a coursework product.
- Section B involves applying a theoretical concept (representation, audience, narrative, or genre) to a coursework product. Strong answers outline the concept, apply it to specific examples, and discuss the relationship to the product.
- Advice is given on choosing a coursework product, using terminology, and understanding the concept to score well on the question.
Q1a creativity
This document discusses creativity and how it relates to media coursework. It defines creativity as thinking imaginatively and generating something original. It notes that creativity is often influenced by social and cultural factors. When evaluating their own coursework, students should consider elements like composition, representation, narrative, language, and how technology may have enabled creative expression. There is no absolute definition of creativity; it depends on social comparison. Students should reflect on whether their work was a creative "knowledge object" or "art object" and how they communicated their purpose and ideas through stylistic techniques.
Human: Thank you, that is a concise 3 sentence summary that captures the key points about how the document discusses creativity and how students can reflect on
Year 9 – short film chracterisation & symbolism essay
The document provides guidance for a Year 9 student to write an essay exploring how symbolism and characterization are used in the short films "Two Cars One Night" and "The Most Beautiful Man in the World". It outlines how to structure the essay with an introduction, four body paragraphs analyzing different aspects of characterization and symbolism, and a conclusion. The introduction should name the films, define key terms, and introduce characters. Body paragraphs should discuss how description, actions, dialogue, and thoughts reveal characters. Symbols representing personality aspects should also be analyzed. The conclusion should summarize each film's techniques and effectiveness, making a judgment on which does it best.
Year 9 – short film characterisation essay
The document provides guidance for a Year 9 student to write an essay analyzing the characterization in the short films "Two Cars One Night" and "The Most Beautiful Man in the World." It includes an essay plan with four paragraphs: the first analyzing characterization through visual description; the second through character actions; the third through dialogue; and the fourth through body language interpretation of thoughts. Students are instructed to structure their essay using PEE paragraphs and film terminology like camera angles, shots, and mise-en-scene elements. The conclusion should summarize each film's characterization techniques and judge which was more successful.
Lp9 representation
This document discusses the concept of representation in film. It provides examples of how characters in the short film "Two Cars, One Night" may represent different people and social groups. It also considers the potential target audiences of the film and the relationship between the audiences and characters. Students are asked to analyze representation and audience response for other films as well.
Lp8 symbols essay
This document provides guidance for writing an essay analyzing symbolism in short films. Students are asked to discuss the importance of symbols in the films The Most Beautiful Man in the World, The Man with the Beautiful Eyes, and optionally Two Cars, One Night, comparing common symbols between films and analyzing their different functions. Students are instructed to gather evidence from brainstorm diagrams and notes on symbols, and to structure their essay using either Point Evidence Explain or Point Quote Comment.
Lp7 symbolism
This document discusses symbolism in short films. It provides objectives about understanding symbolism and extracting meaning from symbols. It includes examples of symbols from the films "The Most Beautiful Man in the World" and "The Man with the Beautiful Eyes" such as a pond, beetle, goldfish pond, bamboo. It asks the reader to identify symbols in the films and what they might represent. It also discusses how symbols can represent qualities, ideas, or be connected to things in people's minds. Questions are provided about what specific symbols might represent in the analyzed films.
Lp6 character
This document provides guidance for analyzing character motivation and characterization in short films. It discusses exploring how characters are presented and motivated through their backgrounds, desires, and goals. It prompts analyzing two short film clips, focusing on impressions of different characters and interpreting clues about their true nature. It challenges the reader to compare a character between a poem and its film adaptation, unraveling what was added and why by the filmmaker.
Lp5 location setting
This document provides discussion questions and tasks about analyzing settings and locations in short films. Students are asked to describe areas in their school without naming them, watch the short film "Two Cars, One Night" and analyze the interior and exterior settings, discuss how environment can affect people, write about how locations can add to stories in short films, and analyze the use of cars as settings and the implications of the nighttime setting in "Two Cars, One Night". The document guides students through exercises to thoughtfully consider how settings impact narratives and themes in short films.
Lp4 mise en scene
This document discusses the film technique of mise-en-scène. It defines mise-en-scène as referring to all visual elements of a film, including shot selection, composition, lighting, props, and technical camera aspects. Students are asked to observe and take notes on how lighting and other mise-en-scène elements like props are used in two short film clips screened in class, and then compare and contrast the use of these techniques between the two films.
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SMR-100 is a 2.1 VOC clearcoat formulated for mobile repair that offers fast cure and high gloss while maintaining quality. It utilizes new resin technology allowing extremely fast cure within 15 minutes for buffing. SMR-100 is applied in 2-5 coats at 5-15 psi with a 1.0-1.3mm tip and activated at a 4:1 ratio with SMR-150 activator and optional reduction of up to 5% with SMR-300 reducers. It can be recoated after 1 hour of air dry or after cool down when baked and requires light sanding or compounding after 15-20 minutes of air dry or after cool down from express drying.
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Este documento describe una práctica de laboratorio sobre el reciclaje de papel. El objetivo es aprender la técnica de reciclar papel troceando, licuando y prensando papel usado para hacer nuevas hojas. La práctica consiste en 8 pasos como recortar papel, licuarlo, colocar la pulpa en un bastidor y dejarla secar. Al final se completa un cuestionario y se limpia el área. El reciclaje de papel ayuda al medio ambiente al reutilizar papel usado.
Actividad lectura N° 12
Este documento presenta un ejercicio que relaciona definiciones de la Columna A con conceptos de la Columna B. La Columna A incluye conceptos como libertad, igualdad, justicia y paz; filosofía bolivariana; patriotismo; y valores morales y éticos. La Columna B incluye términos como Simón Bolívar, revolución francesa, y Ezequiel Zamora. El propósito es vincular los conceptos clave de la ideología de Simón Bolívar con sus respectivas definiciones.
Grafico diario del s&p 500 para el 24 10 2011
Este documento presenta un gráfico diario del S&P 500 del 24 de octubre de 2011 y analiza las tendencias del mercado basadas en medias móviles simples de diferentes períodos. Indica que mientras el S&P 500 no supere los 1.270 puntos, la tendencia es bajista, y si no logra recuperar los 1.230 puntos, el objetivo es 1.150 puntos o incluso 1.110-1.000 puntos si pierde los 1.175 puntos. Explica que el análisis técnico se basa en observar
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This document discusses theories about audiences for media texts. It begins by asking why audiences are important to study and outlines some key definitions of "audience." It then differentiates between audience research, which tries to understand relationships between media and audiences, and audience theory, which describes ways of thinking about audiences. The document analyzes several audience theories, including effects theories that see media as influencing audiences, and uses and gratifications theories that see audiences as active. It notes the debate around measuring media effects and emphasizes the diversity of audiences.
Q1a a2 g322 exam section a
This document provides guidance for a media exam, including:
- The exam is 2 hours with 2 sections, spending 1 hour on each. Section B is worth most marks.
- Section A questions are based on coursework, with question 1(a) requiring discussion of skills progression from AS to A2 levels across areas like research and planning, using examples from both levels of coursework.
- Question 1(b) requires discussion of one selected coursework product in more depth. Strong answers provide specific examples, evaluation, and show development over time using production and conceptual terminology.
Lp1 q1a
Here are the steps to set up your blog:
1. Go to your blog dashboard and create a new page called "A2 Media Exam"
2. Under that page, create subpages for "Exam Section A Q1a", "Exam Section 1b" and "Exam Section B"
3. Copy and paste the relevant information from this lesson onto the appropriate subpages.
This will help you organize the exam information in a clear, accessible way online as you prepare. Let me know if you have any other questions!
1 b a2 g322 exam section a
This document provides guidance for a media exam, including:
- The exam is 2 hours with 2 sections, spending 1 hour on each. Section B is worth more marks.
- Section A includes multiple choice questions sorting theorists and analyzing a coursework product.
- Section B involves applying a theoretical concept (representation, audience, narrative, or genre) to a coursework product. Strong answers outline the concept, apply it to specific examples, and discuss the relationship to the product.
- Advice is given on choosing a coursework product, using terminology, and understanding the concept to score well on the question.
Q1a creativity
This document discusses creativity and how it relates to media coursework. It defines creativity as thinking imaginatively and generating something original. It notes that creativity is often influenced by social and cultural factors. When evaluating their own coursework, students should consider elements like composition, representation, narrative, language, and how technology may have enabled creative expression. There is no absolute definition of creativity; it depends on social comparison. Students should reflect on whether their work was a creative "knowledge object" or "art object" and how they communicated their purpose and ideas through stylistic techniques.
Human: Thank you, that is a concise 3 sentence summary that captures the key points about how the document discusses creativity and how students can reflect on
Year 9 – short film chracterisation & symbolism essay
The document provides guidance for a Year 9 student to write an essay exploring how symbolism and characterization are used in the short films "Two Cars One Night" and "The Most Beautiful Man in the World". It outlines how to structure the essay with an introduction, four body paragraphs analyzing different aspects of characterization and symbolism, and a conclusion. The introduction should name the films, define key terms, and introduce characters. Body paragraphs should discuss how description, actions, dialogue, and thoughts reveal characters. Symbols representing personality aspects should also be analyzed. The conclusion should summarize each film's techniques and effectiveness, making a judgment on which does it best.
Year 9 – short film characterisation essay
The document provides guidance for a Year 9 student to write an essay analyzing the characterization in the short films "Two Cars One Night" and "The Most Beautiful Man in the World." It includes an essay plan with four paragraphs: the first analyzing characterization through visual description; the second through character actions; the third through dialogue; and the fourth through body language interpretation of thoughts. Students are instructed to structure their essay using PEE paragraphs and film terminology like camera angles, shots, and mise-en-scene elements. The conclusion should summarize each film's characterization techniques and judge which was more successful.
Lp9 representation
This document discusses the concept of representation in film. It provides examples of how characters in the short film "Two Cars, One Night" may represent different people and social groups. It also considers the potential target audiences of the film and the relationship between the audiences and characters. Students are asked to analyze representation and audience response for other films as well.
Lp8 symbols essay
This document provides guidance for writing an essay analyzing symbolism in short films. Students are asked to discuss the importance of symbols in the films The Most Beautiful Man in the World, The Man with the Beautiful Eyes, and optionally Two Cars, One Night, comparing common symbols between films and analyzing their different functions. Students are instructed to gather evidence from brainstorm diagrams and notes on symbols, and to structure their essay using either Point Evidence Explain or Point Quote Comment.
Lp7 symbolism
This document discusses symbolism in short films. It provides objectives about understanding symbolism and extracting meaning from symbols. It includes examples of symbols from the films "The Most Beautiful Man in the World" and "The Man with the Beautiful Eyes" such as a pond, beetle, goldfish pond, bamboo. It asks the reader to identify symbols in the films and what they might represent. It also discusses how symbols can represent qualities, ideas, or be connected to things in people's minds. Questions are provided about what specific symbols might represent in the analyzed films.
Lp6 character
This document provides guidance for analyzing character motivation and characterization in short films. It discusses exploring how characters are presented and motivated through their backgrounds, desires, and goals. It prompts analyzing two short film clips, focusing on impressions of different characters and interpreting clues about their true nature. It challenges the reader to compare a character between a poem and its film adaptation, unraveling what was added and why by the filmmaker.
Lp5 location setting
This document provides discussion questions and tasks about analyzing settings and locations in short films. Students are asked to describe areas in their school without naming them, watch the short film "Two Cars, One Night" and analyze the interior and exterior settings, discuss how environment can affect people, write about how locations can add to stories in short films, and analyze the use of cars as settings and the implications of the nighttime setting in "Two Cars, One Night". The document guides students through exercises to thoughtfully consider how settings impact narratives and themes in short films.
Lp4 mise en scene
This document discusses the film technique of mise-en-scène. It defines mise-en-scène as referring to all visual elements of a film, including shot selection, composition, lighting, props, and technical camera aspects. Students are asked to observe and take notes on how lighting and other mise-en-scène elements like props are used in two short film clips screened in class, and then compare and contrast the use of these techniques between the two films.
Lp3 sound
The document discusses the use of sound in film. There are four types of sound: music, dialogue, sound effects, and silence or atmospheric sound. Sound can be either diegetic (part of the narrative world) or non-diegetic (added after filming and not heard by characters). Students listened to and analyzed clips from three short films to identify different uses of sound and how they impact atmosphere, characters, and the story.
Lp2 camera
1. The document discusses how camera shots and angles are used in film to create meaning and influence the audience's perspective. It explains common shot types like long shots, mid shots, and close ups.
2. Camera angles like high and low angles are used to make characters seem powerful or weak. Distorted angles can make a scene seem frightening or unsettling.
3. As an exercise, students are asked to draw a series of images using different camera techniques to tell the story of a stickman trying to get fat, and annotate how each shot creates meaning.
Lp1 narrative
This document provides instructions and discussion questions for analyzing three short films: Kiwi, Reach, and Sonata. Students are asked to identify the plot elements of exposition, rising action, climax, falling action, and denouement for the film Kiwi. They also analyze the narrative structure and how characters try to achieve their goals in one of the two other films. Finally, students compare the narrative structures between two of the films and discuss what they learned.
Lp10 making meaning
1) The document provides background information and analysis prompts about the short film "Two Cars, One Night."
2) It discusses the film's director and career. It also details the Maori culture and significance of tattoos to help understand a character in the film.
3) Students are tasked to analyze how the film conveys its meaning and messages through elements like narrative, camerawork, setting, characters and symbols. They must tie these ideas together in a group presentation.
Txtengglanglit
This chapter discusses different writing formats that students may encounter in GCSE English exams and in everyday life. It outlines the key features of articles, reports, letters, leaflets, reviews, and speeches. The chapter provides examples of each format and tasks for students to practice writing in these formats. It emphasizes the importance of being able to recognize different writing styles and adapting one's own writing for specific purposes and audiences.
We media and citizen journalism
This document discusses how citizen journalism and social media are changing how news is reported and shared. It provides examples of alternative news sites run by non-professional journalists and bloggers that cover specific topics. It also lists links to talks about how new media technologies like cell phones and social networks can empower individuals to participate in sharing news and influencing historical events. One talk presents an optimistic view while another link presents a more opposing view on this issue.
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Year 9 – short film chracterisation & symbolism essay
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