Vaudeville
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They would usually be on in the afternoon after 3pm when they had the most audience. It had a variety of unrelated entertainment acts grouped together. Anyone of any status was welcome to watch from different seating areas, with higher class in front and middle/lower class in back, and some took place live in theaters or were early screen showings.
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Film script
Hugo is a hacker who is tracking an employee of an evil corporation at night. He hacks into the employee as they walk by without noticing. Hugo then has an internal monologue about how technology has taken over the world but people don't fear it yet. The next day at school, Hugo zones out while his friend Alex tries to talk to him about what he did the night before. Hugo lies and says it was nothing, having another internal monologue where he admits he can't let Alex know the truth about what he does. Hugo further monologues that while Alex thinks he knows him, Hugo has actually already hacked into all of Alex's online accounts and knows a lot more about him.
Proyecto de ingles._presentacion[3]
Trudy and her friend Lily debated two plans for how to spend their Saturday - going to the museum and cinema or going to the theatre and a movie marathon at Trudy's house. They chose the theatre option because tickets were half price. They saw Romeo and Juliet at the national theatre and cried at Romeo's death. Later at Trudy's house, they had spaghetti for dinner and watched horror movies until 3am, with Trudy saying the play was the most interesting of Shakespeare's dramas.
Film script
1) Hugo is a hacker who hacks into the account of an employee from B.A.D Corp at night while the employee walks past. Hugo whispers "Got you" after hacking into the account.
2) Hugo has a monologue about how technology has taken over the world but people are still not fearful of it despite its power.
3) The next day, Hugo is with his friend Alex at school but is distracted, having flashed back to hacking the employee the night before. Hugo lies to Alex about what he did the previous night.
Vaudeville
They would usually be on in the afternoon after 3pm when they had the most audience. It had a variety of unrelated entertainment acts grouped together. Anyone of any status was welcome to watch from different seating areas, with higher class in front and middle/lower class in back, and some took place live in theaters or were early screen showings.
Vaudville and burlesque
Vaudville and burlesque acts emerged in the late 19th century as entertainment forms featuring musicians, dancers, comedians, trained animals, magicians and freak shows. Vaudville originated in 1870 and featured simple, everyday clothing while burlesque began in the late 17th century and was known for more revealing attire. These variety acts performed in vaudeville theaters, concert saloons, and other venues sought to amuse audiences with a range of performances.
Vaudeville
Vaudeville originated in the late 1800s as a light song in France that was later adapted for the stage in France, England, and the United States. It evolved into a variety show consisting of music, comedy, and theater acts intended to appeal to a wide audience. Vaudeville became popular in the United States in the 1870s, with acts performing in theaters across the country. Audiences of up to two million people would flock to the vaudeville shows daily. Burlesque originated as a parody of popular songs and arias from opera until the 1870s, when it became one-hour shows parodying popular music and entertainment.
Charlie Chaplin
Charlie Chaplin was a pioneering icon of the silent film era, known for playing the "Little Tramp" character. He had a difficult childhood in England with a mentally ill mother before beginning his acting career at age 8. Chaplin became internationally famous after moving to the US and directing over 35 films at Keystone Studios. Throughout his career, he faced controversy over his political views and relationships, which caused issues when he traveled. Chaplin continued making films successfully until his later years, and he was honored for his contributions to film before his death in 1977 in Switzerland.
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Film script
Hugo is a hacker who is tracking an employee of an evil corporation at night. He hacks into the employee as they walk by without noticing. Hugo then has an internal monologue about how technology has taken over the world but people don't fear it yet. The next day at school, Hugo zones out while his friend Alex tries to talk to him about what he did the night before. Hugo lies and says it was nothing, having another internal monologue where he admits he can't let Alex know the truth about what he does. Hugo further monologues that while Alex thinks he knows him, Hugo has actually already hacked into all of Alex's online accounts and knows a lot more about him.
Proyecto de ingles._presentacion[3]
Trudy and her friend Lily debated two plans for how to spend their Saturday - going to the museum and cinema or going to the theatre and a movie marathon at Trudy's house. They chose the theatre option because tickets were half price. They saw Romeo and Juliet at the national theatre and cried at Romeo's death. Later at Trudy's house, they had spaghetti for dinner and watched horror movies until 3am, with Trudy saying the play was the most interesting of Shakespeare's dramas.
Film script
1) Hugo is a hacker who hacks into the account of an employee from B.A.D Corp at night while the employee walks past. Hugo whispers "Got you" after hacking into the account.
2) Hugo has a monologue about how technology has taken over the world but people are still not fearful of it despite its power.
3) The next day, Hugo is with his friend Alex at school but is distracted, having flashed back to hacking the employee the night before. Hugo lies to Alex about what he did the previous night.
Vaudeville
They would usually be on in the afternoon after 3pm when they had the most audience. It had a variety of unrelated entertainment acts grouped together. Anyone of any status was welcome to watch from different seating areas, with higher class in front and middle/lower class in back, and some took place live in theaters or were early screen showings.
Vaudville and burlesque
Vaudville and burlesque acts emerged in the late 19th century as entertainment forms featuring musicians, dancers, comedians, trained animals, magicians and freak shows. Vaudville originated in 1870 and featured simple, everyday clothing while burlesque began in the late 17th century and was known for more revealing attire. These variety acts performed in vaudeville theaters, concert saloons, and other venues sought to amuse audiences with a range of performances.
Vaudeville
Vaudeville originated in the late 1800s as a light song in France that was later adapted for the stage in France, England, and the United States. It evolved into a variety show consisting of music, comedy, and theater acts intended to appeal to a wide audience. Vaudeville became popular in the United States in the 1870s, with acts performing in theaters across the country. Audiences of up to two million people would flock to the vaudeville shows daily. Burlesque originated as a parody of popular songs and arias from opera until the 1870s, when it became one-hour shows parodying popular music and entertainment.
Charlie Chaplin
Charlie Chaplin was a pioneering icon of the silent film era, known for playing the "Little Tramp" character. He had a difficult childhood in England with a mentally ill mother before beginning his acting career at age 8. Chaplin became internationally famous after moving to the US and directing over 35 films at Keystone Studios. Throughout his career, he faced controversy over his political views and relationships, which caused issues when he traveled. Chaplin continued making films successfully until his later years, and he was honored for his contributions to film before his death in 1977 in Switzerland.
Performing ‘Cell Block 33’
Cell Block 33 is a performance piece set in a prison cell block. The performers take on roles as inmates and guards confined within the space of the cell block. Through movement, dialogue, and interaction the performance explores the psychological dynamics and tensions that arise within the close quarters of the prison environment.
Performing ‘Cell Block 33’
Cell Block 33 is a performance piece set in a prison cell block. The performers take on roles as inmates and guards confined within the space of the cell block. Through movement, dialogue and interaction the performance explores the psychological dynamics and tensions that arise within the close quarters of the prison environment.
Performing ‘Cell Block 33’
Cell Block 33 is a performance piece set in a prison cell block. The performers take on roles as inmates and guards confined within the space of the cell block. Through movement, dialogue, and interaction the performance explores the psychological dynamics and tensions that arise within the close quarters of the prison environment.
Performing ‘Cell Block 33’
Cell Block 33 is a performance piece set in a prison cell block. The performers take on roles as inmates and guards confined within the space of the cell block. Through movement, dialogue and interaction the performance explores the psychological tensions that arise within the close quarters of the prison environment.
Screenshots of Website
This document provides links to 4 web pages for a paper week campaign website: the homepage created by Michael, an "About us" page by Nazish, a "Facts and statistics" page by Navina, and a "Contact us" page also by Michael.
Data from Questionnaires
The document contains questions from a questionnaire about a "Paper Week" environmental campaign. Respondents were asked about their gender, year of study, awareness and understanding of the campaign, whether it persuaded them to reduce paper waste, what they learned, which activities they enjoyed and why, something specific they learned from the website or quiz, and how the campaign could be improved.
Data from Questionnaires
This document summarizes the responses from a questionnaire about a "Paper Week" environmental campaign. Students provided feedback on their gender, year of study, awareness of the campaign, understanding of its purpose, whether it persuaded them to reduce paper waste, what they learned, which activities they enjoyed, and how the campaign could be improved. The key activities mentioned were an online quiz for older students and paper model making for younger students. Students reported learning the most from facts on the website and from discussing answers to the quiz questions with their form groups. Respondents suggested opening the campaign to all grade levels and promoting it more extensively around the school.
Data from Questionnaires
This document contains a 7 question survey about a "Paper Week" campaign aimed at reducing paper waste. The survey asks about the respondent's gender and year, their awareness and understanding of the campaign through various promotions, whether the campaign persuaded them to reduce paper waste, if they learned something new, and if they enjoyed the campaign activities.
Questionnaire for Success of 'Paper Week' Campaign
This questionnaire collects feedback about a "Paper Week" campaign created by students as part of a creative media course. It asks respondents about their gender, year in school, awareness of the campaign, understanding of its purpose to reduce paper waste, whether it persuaded them to waste less paper, if they learned something new, and liked the activities, then provides free response fields to elaborate on favorite activities, new things learned, and suggested improvements.
Questionnaire for Success of 'Paper Week' Campaign
This questionnaire collects information about a "Paper Week" campaign created by students for a creative media course. It asks respondents about their demographics, awareness and understanding of the campaign, whether it persuaded them to reduce paper waste and what they learned, and how the campaign could be improved. The final question thanks participants for completing the survey.
Questionnaire for Success of 'Paper Week' Campaign
This questionnaire collects information about a "Paper Week" campaign created by students for a creative media course. It asks respondents about their demographics, awareness and understanding of the campaign, whether it persuaded them to reduce paper waste, what they learned, and how they think the campaign could be improved.
Questionnaire for Success of 'Paper Week' Campaign
This questionnaire collects information about a "Paper Week" campaign created by students for a creative media course. It asks respondents about their demographics, awareness and understanding of the campaign, whether it persuaded them to reduce paper waste, what they learned, and how they think the campaign could be improved.
Questionnaire for success of Campaign
This questionnaire collects information about a "Paper Week" campaign created as part of a Creative and Media Diploma course. It asks respondents about their gender, school year, awareness and understanding of the campaign, whether it persuaded them to reduce paper waste, what they learned, and how they think the campaign could be improved.
Questionnaire for Campaign
The document is a questionnaire about a "Paper Week" campaign created by students as part of a creative media course. The 10 question survey asks respondents about their gender, school year, awareness of the campaign, understanding of its purpose to reduce paper waste, whether it was effective or they learned something new, and how the campaign could be improved.
Questionnaire to measure success of Campaign
This questionnaire collects feedback from students on a website created by the respondent for a school course project on stopping paper waste. It asks about the student's gender and school year, their opinions on the ease of use and effectiveness of the website in conveying the campaign's purpose and persuading people to reduce paper usage. It also requests they identify their favorite page, why they liked it, something new they learned, and suggestions for improvement.
Process of Creating my Page for Website
The document describes the process of creating a website page about treats. It discusses selecting a layout with text on one side and an image/video on the other. The creator found adding a video easy but changing text box colors difficult. Images were added but some were too large, so different images were chosen. The layout and colors were adjusted until a final pleasing design was achieved, with text and images arranged neatly with an additional corner image.
Process of Creating my Page for Website
The document describes the process of creating a website page using the Wix website builder. It discusses selecting layouts, adding images, video and text, and customizing colors and fonts. Creating the basic page structure was straightforward, while changing text box colors and resizing images required more trial and error. The final layout places text at the top and images/video below, which the author is pleased with as it looks neat and presentable.
About us- 2nd Initial Idea
This document aims to raise awareness about the importance of paper recycling and reducing waste. It notes that many students waste paper by not using every page, making paper balls, and not recycling. The campaign wants to encourage people to reuse, recycle and reduce paper usage, as paper production harms the environment by cutting down trees. Recycling paper saves trees and the environment by providing oxygen for humans to survive.
About us- 1st Initial Idea
We are a campaign to raise awareness about the importance of paper and encourage students to reduce waste and recycle more. Students often waste paper without realizing how harmful paper production can be to the environment. Recycling paper helps save the environment for future generations by reducing pollution and conserving natural resources.
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Performing ‘Cell Block 33’
Cell Block 33 is a performance piece set in a prison cell block. The performers take on roles as inmates and guards confined within the space of the cell block. Through movement, dialogue, and interaction the performance explores the psychological dynamics and tensions that arise within the close quarters of the prison environment.
Performing ‘Cell Block 33’
Cell Block 33 is a performance piece set in a prison cell block. The performers take on roles as inmates and guards confined within the space of the cell block. Through movement, dialogue and interaction the performance explores the psychological dynamics and tensions that arise within the close quarters of the prison environment.
Performing ‘Cell Block 33’
Cell Block 33 is a performance piece set in a prison cell block. The performers take on roles as inmates and guards confined within the space of the cell block. Through movement, dialogue, and interaction the performance explores the psychological dynamics and tensions that arise within the close quarters of the prison environment.
Performing ‘Cell Block 33’
Cell Block 33 is a performance piece set in a prison cell block. The performers take on roles as inmates and guards confined within the space of the cell block. Through movement, dialogue and interaction the performance explores the psychological tensions that arise within the close quarters of the prison environment.
Screenshots of Website
This document provides links to 4 web pages for a paper week campaign website: the homepage created by Michael, an "About us" page by Nazish, a "Facts and statistics" page by Navina, and a "Contact us" page also by Michael.
Data from Questionnaires
The document contains questions from a questionnaire about a "Paper Week" environmental campaign. Respondents were asked about their gender, year of study, awareness and understanding of the campaign, whether it persuaded them to reduce paper waste, what they learned, which activities they enjoyed and why, something specific they learned from the website or quiz, and how the campaign could be improved.
Data from Questionnaires
This document summarizes the responses from a questionnaire about a "Paper Week" environmental campaign. Students provided feedback on their gender, year of study, awareness of the campaign, understanding of its purpose, whether it persuaded them to reduce paper waste, what they learned, which activities they enjoyed, and how the campaign could be improved. The key activities mentioned were an online quiz for older students and paper model making for younger students. Students reported learning the most from facts on the website and from discussing answers to the quiz questions with their form groups. Respondents suggested opening the campaign to all grade levels and promoting it more extensively around the school.
Data from Questionnaires
This document contains a 7 question survey about a "Paper Week" campaign aimed at reducing paper waste. The survey asks about the respondent's gender and year, their awareness and understanding of the campaign through various promotions, whether the campaign persuaded them to reduce paper waste, if they learned something new, and if they enjoyed the campaign activities.
Questionnaire for Success of 'Paper Week' Campaign
This questionnaire collects feedback about a "Paper Week" campaign created by students as part of a creative media course. It asks respondents about their gender, year in school, awareness of the campaign, understanding of its purpose to reduce paper waste, whether it persuaded them to waste less paper, if they learned something new, and liked the activities, then provides free response fields to elaborate on favorite activities, new things learned, and suggested improvements.
Questionnaire for Success of 'Paper Week' Campaign
This questionnaire collects information about a "Paper Week" campaign created by students for a creative media course. It asks respondents about their demographics, awareness and understanding of the campaign, whether it persuaded them to reduce paper waste and what they learned, and how the campaign could be improved. The final question thanks participants for completing the survey.
Questionnaire for Success of 'Paper Week' Campaign
This questionnaire collects information about a "Paper Week" campaign created by students for a creative media course. It asks respondents about their demographics, awareness and understanding of the campaign, whether it persuaded them to reduce paper waste, what they learned, and how they think the campaign could be improved.
Questionnaire for Success of 'Paper Week' Campaign
This questionnaire collects information about a "Paper Week" campaign created by students for a creative media course. It asks respondents about their demographics, awareness and understanding of the campaign, whether it persuaded them to reduce paper waste, what they learned, and how they think the campaign could be improved.
Questionnaire for success of Campaign
This questionnaire collects information about a "Paper Week" campaign created as part of a Creative and Media Diploma course. It asks respondents about their gender, school year, awareness and understanding of the campaign, whether it persuaded them to reduce paper waste, what they learned, and how they think the campaign could be improved.
Questionnaire for Campaign
The document is a questionnaire about a "Paper Week" campaign created by students as part of a creative media course. The 10 question survey asks respondents about their gender, school year, awareness of the campaign, understanding of its purpose to reduce paper waste, whether it was effective or they learned something new, and how the campaign could be improved.
Questionnaire to measure success of Campaign
This questionnaire collects feedback from students on a website created by the respondent for a school course project on stopping paper waste. It asks about the student's gender and school year, their opinions on the ease of use and effectiveness of the website in conveying the campaign's purpose and persuading people to reduce paper usage. It also requests they identify their favorite page, why they liked it, something new they learned, and suggestions for improvement.
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Process of Creating my Page for Website
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About us- 2nd Initial Idea
This document aims to raise awareness about the importance of paper recycling and reducing waste. It notes that many students waste paper by not using every page, making paper balls, and not recycling. The campaign wants to encourage people to reuse, recycle and reduce paper usage, as paper production harms the environment by cutting down trees. Recycling paper saves trees and the environment by providing oxygen for humans to survive.
About us- 1st Initial Idea
We are a campaign to raise awareness about the importance of paper and encourage students to reduce waste and recycle more. Students often waste paper without realizing how harmful paper production can be to the environment. Recycling paper helps save the environment for future generations by reducing pollution and conserving natural resources.
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We take a look at everything that you need to know in order to deploy effective WhatsApp marketing strategies, and integrate it with your buyer journey in HubSpot. From technical requirements to innovative campaign strategies, to advanced campaign reporting - we discuss all that and more, to leverage WhatsApp for maximum impact. Check out more details about the event here https://events.hubspot.com/events/details/hubspot-new-delhi-presents-unlocking-whatsapp-marketing-with-hubspot-integrating-messaging-into-your-marketing-strategy/
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Vaudeville
- 1. What time would they be on?They would usually be on in the afternoon. They were mostly watched after 3pm (that was when they had the most audience).<br />What was the content?It had a variety of entertainment. Each act was made up of a series of separate, unrelated acts grouped together on a common bill.<br />Who would go to watch it?It was one of those performances that anyone, no matter what your status was you were welcome to go and watch it. However, they did have different seating areas for different people (higher class people would sit right at the front, middle and lower class people would sit towards the back. But there was definitely no restriction to who could or could not go to watch it and enjoy themselves.<br />Where would they take place?They would take place mostly in theatres if they were live entertainment, however there were some that were shown on screens (the first performance ever was actually a screen showing)<br />