The music video for "Call Me Maybe" by Carly Rae Jepsen shows a man doing chores outside while a woman watches from her house and tries to get his attention by washing her car seductively. Both reveal some skin in their outfits. The woman seeks the man's attention and the song's message is that the woman wants the man to give her attention.
The music video for "G.O.M.D." by J. Cole depicts African Americans overtaking white slave owners, with the message being equality and that slavery was wrong.
The music video for "A$$ like that" by Eminem sexually objectifies women through explicit lyrics about shaking one's butt and
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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This will be used as part of your Personal Professional Portfolio once graded.
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Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
1. Music Video Analysis
Gender Roles
Song Title: ___Call me Maybe___________________________________
Artist: __________Carly Rae Jepsen____________________________
Directions: As you closely watch the music video, answer the following questions with as
much detail as possible.
1. What are the men/women doing? (Dancing, sitting, swimming, etc.)
Man is doing chores such as mow grass and fixing car. Girl is watching him mow grass
through a window in the house next door. She then attempts to get his attention by
washing her car while trying to look attractive
2. How are the men/women dressed? How much skin is revealed?
The man starts out wearing jeans and a shirt but takes the shirt off while mowing grass.
The girl is wearing pants and a tank top at first but changes into shorts and a different
tank top. The male figure when he takes his shirt off shows his upper half.
3. Are there more, fewer, or the same number of men as women?
Equal number 1 male and 1 female
4. Describe the body language of the men/women: are they sitting, standing, gyrating,
mugging, etc.?
Man is mowing grass then working on a car. Girl is staring at the man while mowing
grass then is trying to be attractive and get his attention by washing her car while he
works on his.
5. Do the men/women have power? How do you know?
The man has more power because the girl is seeking his attention.
6. What³s the message of the song?
The girl wants the guy to be with her and give her his attention.
7. What type of music is the song?
Pop
2. Music Video Analysis
Race
Song Title: ________G.O.M.D.______________________________
Artist: ____________J.Cole__________________________
Directions: As you closely watch the music video, answer the following questions with as
much detail as possible.
1. What races do you see represented?
African American and White American
2. Are there any dark skinned women shown? How many?
Yes there are four dark skinned women.
3. What is the race of the person at the focus of the video?
African American
4. What are the black/Latino/Asian/white/Native American/Pacific Islander people
doing?
The African American are a part of slavery but over take their white owners.
5. What³s the message of the song?
The message is that everyone should be equal and slavery was a bad thing.
6. What type of music is the song?
Hip Hop
Music Video Analysis
Sexuality
Song Title: ________A$$ like that______________________________
Artist: ___________Eminem___________________________
3. Directions: As you closely watch the music video, answer the following questions with as
much detail as possible.
1. Describe any sexually explicit body language:
Shaking of the butt
2. Who is more sexualized • men or women? Both?
Women
3. Are there sexually explicit lyrics or messages?
Yes shake the butt
4. How are subjects of the music video dressed?
Skimpy outfits, showing of the butt
5. Describe the relationships between the men and women: Are they long or short term?
Casual or serious?
Short term, one night stand
6. What³s the message of the song?
Shake the butt
7. What type of music is the song?
Hip hop
Music Video Analysis
Materialism
Song Title: _______________CoCo_______________________
Artist: ___________________O.T. Genasis_______________
Directions: As you closely watch the music video, answer the following questions with as
much detail as possible.
1. Describe the products that are highlighted in the video: (cars, jewelry, clothes, etc.)
Drugs (Cocaine) Lambos, Jewelry and houses
4. 2. Are any brand names shown?
All are blurred out
3. How is wealth defined in the video?
Making money by selling cocaine
4. Are products mentioned in the song lyrics?
Yes,Cocaine
5. What³s the message of the song?
A man loves selling cocaine to make his self-wealthier.
6. What type of music is the song?
Rap
Music Video Analysis
Violence
Song Title: _____________________F the Police_________________
Artist: _______NWA_______________________________
Directions: As you closely watch the music video, answer the following questions with as
much detail as possible.
1. Describe any violent lyrics in the song:
Killing the police in several and violent ways, shooting and fighting
2. Describe any violent body language:
Acting like throwing punches or making gun signs
3. Describe any violent actions or weapons that are shown:
Sniper scopeshowingpeople beingshot.
4. Describe any self-mutilation or violence:
5. No there isn’t any.
5. What³s the message of the song?
The police will arrest a person based on their skin color and what they have. This group did
not care about the police just because of how they were treated based on their skin color. They
felt like they was going to do what they wanted no matter what the police or anyone had to say.
7. What type of music is the song?
Rap