Unit 1 Scene PLTS
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The document summarizes a student's experiences achieving various learning outcomes through work on a school project. It describes how the student identified questions to ask during visits, analyzed information from different perspectives, and adapted ideas when circumstances changed during a visit. It also notes how the student worked towards goals, showing initiative to complete a guide on time while dealing with competing pressures and demands of the project.
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This document contains a student's self-assessment of their learning and skills. It describes how the student achieved several personal learning and thinking skills (PLTS) when creating a film review and group project. For the film review, the student conducted research to answer questions and resolve issues about the film. When working in a group, the student adapted to changes when absent, worked towards goals by helping record speeches, and dealt with problems like technical issues that arose during the project.
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This document summarizes the learning outcomes and skills achieved by the student through their work on a PLTS (Personal, Learning and Thinking Skills) scene project. It describes how the student identified questions to answer about local venues through a questionnaire. It also discusses how the student analyzed and evaluated a film by completing a worksheet while watching. Finally, it notes how the student worked with a group to plan and adapt their scene guide ideas to meet deadlines and focus on the most relevant local industries.
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The document is a record of learning outcomes and skills achieved by a student named Shapla Arjan in planning and carrying out a school festival. It describes how the student asked questions to learn about festivals, participated in discussions to make planning decisions and manage the budget, helped generate creative event ideas, promoted the festival through posters and flyers, adapted plans when an activity was cancelled, took on supervision and other responsibilities on the festival day, and provided support to peers. It also notes some risks like lack of volunteers or going over budget that were anticipated.
Unit 1 Scene PLT's
1. The document describes Syeda Sabrina Ali's learning outcomes and experiences from creating media guides and conducting interviews.
2. She had to prepare questions to ask during interviews with various media outlets and learned to explore issues from different perspectives by discussing with her group.
3. Sabrina learned to analyze and evaluate information for relevance and importance through researching for a presentation and interviewing a music producer.
Unit 1 Scene PLTS
The document summarizes a student's experiences achieving various learning outcomes through work on a school project. It describes how the student identified questions to ask during visits, analyzed information from different perspectives during discussions, and researched and took notes from an interview. It also details how the student tried alternative solutions and adapted ideas when circumstances changed during visits. Further, it explains how the student worked towards goals, showed initiative and perseverance to complete an assigned guide on time while dealing with competing pressures and demands.
Unit 1 Scene PLTS
The document summarizes a student's work on a project where they visited various media organizations. It describes how the student achieved several learning outcomes, including asking questions to understand different perspectives, researching and analyzing relevant information from interviews, adapting ideas when circumstances changed during visits, working towards goals by completing their guide on time, and dealing with competing pressures and demands to meet deadlines.
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Scene plts
This document contains a student's self-assessment of their learning and skills. It describes how the student achieved several personal learning and thinking skills (PLTS) when creating a film review and group project. For the film review, the student conducted research to answer questions and resolve issues about the film. When working in a group, the student adapted to changes when absent, worked towards goals by helping record speeches, and dealt with problems like technical issues that arose during the project.
Plts scene
This document contains a PLTS skills self-assessment for a scene visit project. It describes how the student achieved various learning outcomes through their work on the project. They visited locations like TV and radio stations to develop questions and gain different perspectives. The student had to learn new software, adapt to changing circumstances, work hard towards goals while balancing other demands to complete the project on a tight deadline.
Plts scene
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Unit 1 Scene PLT's
1. The document describes Syeda Sabrina Ali's learning outcomes and experiences from creating media guides and conducting interviews.
2. She had to prepare questions to ask during interviews with various media outlets and learned to explore issues from different perspectives by discussing with her group.
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Unit 1 Scene PLTS
The document summarizes a student's experiences achieving various learning outcomes through work on a school project. It describes how the student identified questions to ask during visits, analyzed information from different perspectives during discussions, and researched and took notes from an interview. It also details how the student tried alternative solutions and adapted ideas when circumstances changed during visits. Further, it explains how the student worked towards goals, showed initiative and perseverance to complete an assigned guide on time while dealing with competing pressures and demands.
Unit 1 Scene PLTS
The document summarizes a student's work on a project where they visited various media organizations. It describes how the student achieved several learning outcomes, including asking questions to understand different perspectives, researching and analyzing relevant information from interviews, adapting ideas when circumstances changed during visits, working towards goals by completing their guide on time, and dealing with competing pressures and demands to meet deadlines.
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This document provides instructions for a "Find Your Voice" leadership project. Students are asked to identify 3 leadership traits they possess from a list. For each trait, they will explain how they use it and how it helped them find their voice. Students will then pick a person who has impacted them by using these traits and explain how that person helped them find their voice. Finally, students will describe what their voice is and how they will use it to inspire others to find their voice. The project utilizes various multimedia platforms like Powtoon, Animoto or Prezi and includes personalizing with photos and quotes.
Plts festival
The document discusses a student's involvement in planning and organizing a school festival. It describes the various skills and teamwork demonstrated by the student in areas such as creative thinking, reaching agreements, taking responsibility, and anticipating and managing risks. Some key activities mentioned include coming up with a festival logo and name, deciding on performances and activities, adapting plans as needed, and helping ensure the smooth running of the event on the day of the festival.
Vox Pops Production Log
Mirantee
- British
- Females
- 20 years old
- 2nd year students
Time: Daytime shoot
Place: City Campus; outside the library
Noise level: Moderate (other students around)
We decided to film Bethan and Mirantee on City Campus to get a variety of locations. We chose outside the library as it's a busy area with lots of students passing through.
Interviewee 13: Liberty
- British
- Female
- 19 years old
- 1st year student
Time: Daytime shoot
Place: City Campus; outside the library
Noise level: Moderate (other students around
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Photography by moushomi and shapla
Shapla Arjan
Photographer: Moushomi Hanif
Model: Shapla Arjan
Hair and Make-up artist:
Shapla Arjan
Photography
Photography involves using a camera to capture photographs. The photographer adjusts the camera's focus, aperture, shutter speed, and white balance to control aspects of the photograph like depth of field, light levels, and color balance. While the concepts and early experiments of photography date back millennia, the modern practice emerged through technical developments combining lenses, light sensitivity, and chemical development processes, starting with monochrome photographs and later incorporating color.
Hannie syeda
Hannie Syeda is a professional model who was interviewed about her role and responsibilities. She explained that the average photo shoot takes around 5 hours, with hair and makeup done beforehand. When first starting as a model, she was suggested by her aunt to audition and enjoyed her first shoot. As advice for choosing models, she recommends selecting enthusiastic, camera-confident candidates who are dedicated, allow artistic freedom with hair and makeup, and can follow instructions and be punctual.
Ws8.4.3
The student evaluated their role and performance in a group project. They split responsibilities with their partner to design and promote a fashion exhibition. The student's responsibilities included obtaining permission for the event space, designing promotional materials, recruiting professionals for interviews, and photography. They felt they met deadlines and developed photography and makeup skills. The student learned the importance of teamwork for successful group projects and developed skills in directing, managing, organizing, and communicating.
Ws8.4.2
The document describes a student's creative project to hold a photography exhibition displaying sights in London and fashion photography representing different cultures. The student developed initial ideas through meetings with their partner and research. They chose to combine their ideas of displaying London sights with fashion photography to show diversity in London. Research methods like interviews with professionals were successful in providing advice and skills development. Setting up the exhibition went well though preparing displays took longer than expected. The student would prepare the exhibition fully before an audience arrived for future projects.
Ws8.4.1
This document evaluates a student's fashion diversity project in London. The project involved taking pictures of girls in different cultural clothes at various London locations to illustrate fashion diversity. Strengths included effective teamwork between the student and their partner through meetings and target setting. A weakness was initial uncertainty about the project, but the student overcame this by learning new skills.
Ws8.3.1
The document describes a student's final project for a Creative and Media course. It lists the skills the student used and how they were applied. The student managed their time effectively to complete an exhibition on fashion diversity in London. They organized a venue for the exhibition and booked interviews. Different camera shots were used to take photographs at the exhibition. The student interviewed a model for primary research and communicated with the audience at the exhibition. The results were a successful exhibition and insights gained from the model interview.
Ws8.2.2
This document provides guidance for students taking a Level 2 Higher Diploma in Creative and Media. It instructs students to use a table to plan and keep records of secondary research sources used. The table includes fields to record the title or address of the source, any notes about the source, and the date used. An example is provided of researching the history of photography and cultural fashion from an internet source on March 24th, 2011.
Ws8.2.1
The document discusses primary research methods for a creative media project, including an interview with a professional model planned for April 8, 2011 and attendance at a photography workshop to develop camera skills and techniques. The table is intended to help plan and keep records of primary research methods used, noting the research method, details, and date used.
Ws8.1.6
This document provides a record of progress for a student's fashion diversity exhibition project in London. It lists the objectives of the project, including booking an exhibition venue, holding auditions for models, purchasing supplies, creating a poster, completing photography, and holding the exhibition. For each objective, it notes the student's progress so far and any remaining tasks. According to the record, the student has completed tasks like booking a venue, holding auditions, purchasing supplies, and taking some photographs. Remaining tasks include taking photos of the other two models and holding the final exhibition. The document is signed and dated by the student and tutor to acknowledge the progress made on the project.
Ws8.1.4
The document provides a list of different types of resources that a student may need to complete a creative media project, including equipment, software, consumables, finance, people, expert help, and other resources. For each resource type, the student identifies what they will specifically need for their project and how they plan to obtain it. They note that equipment like cameras and laminators are available from the school, no additional software is required, consumables like makeup and costumes will be purchased using the student's budget, finance for additional items will come from both the budget and their own money, people will be selected from an audition process, and an expert model friend will provide advice and connections.
Ws8.1.3
The document lists key activities that must be completed for a creative media project on fashion diversity photography. These include generating ideas, action planning, research, pre-production, production, post-production, evaluation, and communication. Time estimates are provided for each activity, with a total project time of approximately 5-6 weeks. Research activities like interviews and exploring different cultures are estimated to take 2 weeks. Production including photographing models at various venues is expected to take 2 weeks.
Audience Feedback
This document appears to be a random string of numbers without any clear meaning or message. It does not contain enough contextual information to generate a multi-sentence summary.
Permission
This document contains the names of 8 children, their parent/carers' names, telephone numbers, and whether parental permission was granted for each child. Permission was granted for all children listed. The children's names are Fardin Ahmed, Shadin Ahmed, Farhan Miah, Janat Begum, Inayah Begum, Shemul Arjan, Ruji Hanif, and Shamim Hanif.
Photography
A digital camera records images digitally using an electronic image sensor instead of film. It can display images immediately and store thousands of images on memory. A lens or assembly of lenses is used in cameras to make images on film or electronically. A tripod is a three-legged stand used to support cameras or optical instruments to stabilize the image. Lights are used in photography to illuminate subjects and increase exposure, while focus determines how clearly light from objects is converged in an image.
Discussing Project Ideas
The document discusses the ideas, opportunities, threats, strengths, and weaknesses of a higher project. The main budget and travel costs to venues far away are threats. Opportunities include taking a photography workshop to improve skills and interviewing an experienced model. Strengths are a passion for fashion and understanding the teenage target audience. Weaknesses are not being good at taking professional photographs, but a plan to learn and improve through experimentation.
Auditionposter 110516101336-phpapp01
This document appears to be a random string of numbers without any context or meaning. It does not contain enough information to generate a meaningful 3 sentence summary.
4.2.4
The document provides a checklist for students to consider when making a record as part of their coursework. It lists the key factors students should consider, including the materials and resources needed, the time available, costs, any legal or ethical issues, and how the group will communicate. Having the proper resources, setting a deadline, addressing copyright, and coordinating communication are essential to ensuring the successful production of the student record.
4.2.3m
The document provides information for recording ideas for a music video production project. It includes a mind map diagram outlining potential ideas such as including animations, choosing song options from the 1980s, and developing a rough story plan about a girl celebrating her birthday with friends by going out to various London locations. It also discusses the target audience for the music video as being between ages 8 to 30 who enjoy dancing, partying, or having fun and access music videos online.
4.2.2
This document provides examples of records that have inspired the student, including:
1. The 2010 music video "Check It Out" by Will.I.Am and Nicki Minaj, which samples the 1979 song "Video Killed the Radio Star" and features futuristic graphics and dancing clones.
2. The 2008 science fiction film "Jumper" based on the novel, directed by Doug Liman, about protagonists who can teleport, featuring over 100 jumps created using visual effects software.
3. A 1938 black-and-white photograph of New York City financial district rooftops by American photographer Berenice Abbott, showing 1930s urban architecture.
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skeleton System.pdf (skeleton system wow)
๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ
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2- ุชุญุชูู ุนูู 78 ุฑุณู
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3- ุฏูุฉ ุงููุชุงุจุฉ ูุงูุตูุฑ ุนุงููุฉ ุฌุฏุงู ุฌุฏุงู ุฌุฏุงู
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ุชูุถูุญูุง ุจุดูู ุชูุตููู ุฌุฏุงู (ุชูุนุชุจุฑ ูุฏู ุงูุทุงูุจ ุฃู ุงูุทุงูุจุฉ ุจุฅููุง ู
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A Free 200-Page eBook ~ Brain and Mind Exercise.pptx
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin ๐๐ค๐ค๐ฅฐ
Information and Communication Technology in Education
(๐๐๐ ๐๐๐) (๐๐๐ฌ๐ฌ๐จ๐ง 2)-๐๐ซ๐๐ฅ๐ข๐ฆ๐ฌ
๐๐ฑ๐ฉ๐ฅ๐๐ข๐ง ๐ญ๐ก๐ ๐๐๐ ๐ข๐ง ๐๐๐ฎ๐๐๐ญ๐ข๐จ๐ง:
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.
๐๐ข๐ฌ๐๐ฎ๐ฌ๐ฌ ๐ญ๐ก๐ ๐ซ๐๐ฅ๐ข๐๐๐ฅ๐ ๐ฌ๐จ๐ฎ๐ซ๐๐๐ฌ ๐จ๐ง ๐ญ๐ก๐ ๐ข๐ง๐ญ๐๐ซ๐ง๐๐ญ:
-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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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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A Visual Guide to 1 Samuel | A Tale of Two Hearts
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
(๐๐๐ ๐๐๐) (๐๐๐ฌ๐ฌ๐จ๐ง ๐)-๐๐ซ๐๐ฅ๐ข๐ฆ๐ฌ
๐๐ข๐ฌ๐๐ฎ๐ฌ๐ฌ ๐ญ๐ก๐ ๐๐๐ ๐๐ฎ๐ซ๐ซ๐ข๐๐ฎ๐ฅ๐ฎ๐ฆ ๐ข๐ง ๐ญ๐ก๐ ๐๐ก๐ข๐ฅ๐ข๐ฉ๐ฉ๐ข๐ง๐๐ฌ:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
๐๐ฑ๐ฉ๐ฅ๐๐ข๐ง ๐ญ๐ก๐ ๐๐๐ญ๐ฎ๐ซ๐ ๐๐ง๐ ๐๐๐จ๐ฉ๐ ๐จ๐ ๐๐ง ๐๐ง๐ญ๐ซ๐๐ฉ๐ซ๐๐ง๐๐ฎ๐ซ:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
ๆฌงๆดฒๆฏไธๆณจ-ๆฌงๆดฒๆฏไธๆณจๆผๆณจๅฎ็ฝ-ๆฌงๆดฒๆฏไธๆณจๆผๆณจ็ฝ็ซ|ใโ็ฝๅโ๐ac44.net๐โใ
ๆฌงๆดฒๆฏไธๆณจ-ๆฌงๆดฒๆฏไธๆณจๆผๆณจๅฎ็ฝ-ๆฌงๆดฒๆฏไธๆณจๆผๆณจ็ฝ็ซ|ใโ็ฝๅโ๐ac44.net๐โใandagarcia212
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จไธ็็ฉๅฎถ้ฝๅฏไปฅๆพๅฐ่ชๅทฑๆๅ
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ณๆณจใๅจๅคๅญฃๆๅฌๅญฃๅฅฅ่ฟไผๆน้ข๏ผๆฌงๆดฒๆฏไธๆณจไธบ็ฉๅฎถๅผๅบไบไธฐๅฏๅคๅฝฉ็ๆๅก๏ผๆฏไฝ ็ไธไบไน้ใไฝ ่ฟๅฏไปฅๆๆณจๆฐด็ใ่ช่ก่ฝฆๅ็ญ่ฟช็็ญๅฐไผไฝ่ฒ้กน็ฎ๏ผ็่ณๅฏไปฅไธบๆญฆๆฏใๆณๅปๅ็ปผๅๆ ผๆๆๆณจใๆฌงๆดฒๆฏไธๆณจไธบไผๅคไฝ่ฒ้กน็ฎๅผๅบๆป็ๆๆณจใย
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ุตุญู ุงููุฑุงุกุงุช ุงูุนุดุฑ ุฃุนุฏ ุฃุญุฑู ุงูุฎูุงู ุณู
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Unit 1 Scene PLTS
- 1. PLTS SCENE<br /> <br />Learning OutcomeSkill (General)Skill (Specific)Description (How did you achieve this PLTS?)1.3 Independent Enquirers1 identify questions to answer and problems to resolveWhen we had to make up our own questionsTo ask the people who we visit.1.3 Independent Enquirers3 explore issues, events or problems from different perspectivesWe visited Voice of Africa Radio Station And everyone had different groups and had A discussion.1.3 Independent Enquirers4 analyse and evaluate information, judging its relevance and valueI researched information for my presentation. Niraj Chag also visited us and we had to ask him about his job. I asked a few questions and as he told us about his work, i made notes and wrote down the relevant information.1.4 Creative Thinkers5 try out alternatives or new solutions and follow ideas throughFor my guide, my partner and i went out to get images to be used and we judged which one would be better and selected the ones that we would use. We also decided that we should have both images and sounds. We chose several types of music and tried out all of them and chose the one which suited our guide best.1.4 Creative Thinkers 6 adapt ideas as circumstances change When we visited Bangla TV, we watched a presenter presenting live news therefore it was vital we were quiet. We didnโt get a chance to ask her any questions so a couple of us asked the tour guy and I made a few notes.1.4 SelfManagers2 work towards goals, showing initiative, commitment and perseveranceI had to make sure that our guide had all the relevant information and would be completed on time. 1.4 SelfManagers5 deal with competing pressures, including personal and work-related demandsWe had a deadline to complete our guide and me and my partner had to ensure that all the work is completed and meets high standards.<br />