This document appears to be a self-evaluation form for a student project where students created collages to illustrate stories. The form asks the student to analyze their project by looking at parts closely, evaluate the good and bad aspects, and support their collage by including facts and examples from the story. It also asks the student to evaluate their own collage by outlining what they did well and what they would change.
The document provides discussion questions about Chapter 3 of Shaun Tan's graphic novel The Arrival. The questions prompt analysis of various panels and pages to understand characters' perspectives, emotions, actions, and the symbolism/artistic choices of the illustrator. Questions explore topics like a character appearing blurry then in focus, what a character is looking for, representations of fear, and the purpose of stylistic choices like using black gutters during a flashback sequence.
The document provides discussion questions for analyzing various pages from Chapter 2 of Shaun Tan's graphic novel The Arrival. It asks questions about:
1) Images on pages 17-19 and what is being conveyed through panel size and cloud imagery.
2) Page 23 resembling a photograph of immigrants at Ellis Island and the symbolism of statues on pages 24-25.
3) How lighting and tone are used on page 26 to impact meaning.
4) Comparing pages from the book to film clips and photographs of Ellis Island.
5) Details examined in the immigration process and what caused some to be turned away.
The document contains review questions and answers about environments, organisms, and ecosystems. It defines key terms like environment, niche, natural selection, trophic levels, and describes processes like the carbon, nitrogen, and phosphorus cycles. It also analyzes an aquarium as an ecosystem, identifying abiotic and biotic factors, and listing examples of producers, primary consumers, secondary consumers, and decomposers.
The document contains discussion questions about the first chapter of Shaun Tan's graphic novel "The Arrival", asking the reader to infer details about the setting, characters, and plot based on images on various pages. It asks about a family living in a home, their actions as the man prepares to leave and the woman feels uneasy, what a young girl sees, where the people are going, whether the family is safe, why the man gives his daughter a bird as a gift, why the woman cries, and how the family members feel about not all being able to board a train.
A template to make a crafty troll head based on the characters from the new Dreamworks movie, Trolls. The second page has face ideas for students who have trouble thinking of how to decorate their troll heads
Watch the demonstration video here https://youtu.be/8EI9MRJuAyE
This document appears to be a self-evaluation form for a student project where students created collages to illustrate stories. The form asks the student to analyze their project by looking at parts closely, evaluate the good and bad aspects, and support their collage by including facts and examples from the story. It also asks the student to evaluate their own collage by outlining what they did well and what they would change.
The document provides discussion questions about Chapter 3 of Shaun Tan's graphic novel The Arrival. The questions prompt analysis of various panels and pages to understand characters' perspectives, emotions, actions, and the symbolism/artistic choices of the illustrator. Questions explore topics like a character appearing blurry then in focus, what a character is looking for, representations of fear, and the purpose of stylistic choices like using black gutters during a flashback sequence.
The document provides discussion questions for analyzing various pages from Chapter 2 of Shaun Tan's graphic novel The Arrival. It asks questions about:
1) Images on pages 17-19 and what is being conveyed through panel size and cloud imagery.
2) Page 23 resembling a photograph of immigrants at Ellis Island and the symbolism of statues on pages 24-25.
3) How lighting and tone are used on page 26 to impact meaning.
4) Comparing pages from the book to film clips and photographs of Ellis Island.
5) Details examined in the immigration process and what caused some to be turned away.
The document contains review questions and answers about environments, organisms, and ecosystems. It defines key terms like environment, niche, natural selection, trophic levels, and describes processes like the carbon, nitrogen, and phosphorus cycles. It also analyzes an aquarium as an ecosystem, identifying abiotic and biotic factors, and listing examples of producers, primary consumers, secondary consumers, and decomposers.
The document contains discussion questions about the first chapter of Shaun Tan's graphic novel "The Arrival", asking the reader to infer details about the setting, characters, and plot based on images on various pages. It asks about a family living in a home, their actions as the man prepares to leave and the woman feels uneasy, what a young girl sees, where the people are going, whether the family is safe, why the man gives his daughter a bird as a gift, why the woman cries, and how the family members feel about not all being able to board a train.
A template to make a crafty troll head based on the characters from the new Dreamworks movie, Trolls. The second page has face ideas for students who have trouble thinking of how to decorate their troll heads
Watch the demonstration video here https://youtu.be/8EI9MRJuAyE
Smart With Art: Nocturnal Animals Reference Sheet - 1st gradegrantthomasonline
Simple line drawings for 1st grade students to draw. Many of these animals have tutorials found here: https://www.youtube.com/playlist?list=PLVZ6AffWsaB5CDzw1rWbLmo_xLLxmFn50
A child completed a craft project where they painted pieces of fruit, glued them together to form a fruit bowl, and reflected that they did a good job with each step of painting, assembling, and construction. They documented the beginning, middle, and end of the project and rated their work.
This template is roughly 6" x 10" and can be reduced to fit into a digest sized mini comic or zine.
There is a tutorial here ( http://makingvisualnarratives.com/2013/09/30/using-microsoft-publisher-to-make-a-mini-comic/) that explains how to assemble a comic book for students use this and other templates.
To make a simple sketchbook, start with 5 sheets of blank copy paper and 1 sheet of colored cardstock folded in half and nested together. Punch 3 holes through the folded edges using an awl or needle. Thread embroidery floss through the holes from the outside to inside, pulling it through each hole and tying the ends together to bind the pages into a makeshift book.
The document is a worksheet for designing a t-shirt. It prompts the reader to provide their name and use the circle on the sheet to keep their drawing for the final t-shirt design contained within.
This document provides a worksheet for students to plan a fantastical photography project. The worksheet prompts students to sketch the composition of their photograph, list any props or costumes needed, and make a sketch of their mask.
This document provides directions for a reflection sheet activity involving cutting out and ordering six rectangles describing steps of a project, such as painting with watercolors, cutting out mountains and a winter person, and gluing them into a landscape. Students are asked to glue the rectangles in the provided order on the sheet and then circle their favorite part.
This self-evaluation form asks a student to analyze and evaluate their Wayang Kulit puppet. The student is asked to analyze their puppet by looking at it closely and in parts, then evaluate the good and bad aspects of how it was put together, cut out, colored, and painted. The form also contains multiple choice questions to test the student's knowledge that Wayang Kulit puppets are made of paper in Indonesia and perform stories originally from India such as Rama and Sita.
A student completed a self-evaluation form for an art project where they drew, painted, and used oil pastels to create their "Wild Thing." The student stated they did their best when drawing, painting, and using oil pastels on their Wild Thing creation.
This self-evaluation form asks a student to analyze and evaluate different aspects of an art project where they drew a tiger. The student is asked to analyze their image by looking at it closely and in parts, and evaluate the good and bad of how they drew the tiger, added oil pastels, and painted the background. They are also asked what shapes and letters were used to make the picture, why they drew a tiger in art class, and what other animal they would like to learn to draw.
This self-evaluation form evaluates a student's still life collage project. The student indicates they did their best when painting fruit, designing a bowl, cutting out the bowl, cutting out fruit, and collaging the pieces together.
This self-evaluation form asks a 4th grade student to analyze and evaluate two animations they created - a scrolling animation and a name animation. For each, the student is prompted to consider whether they kept the camera in focus, if the movements were smooth, and if the camera moved or shook during filming. The student is also asked to summarize the process for making the animations and provide an overall self-evaluation of what went well and could be improved.
This document appears to be a self-evaluation form for a student named Romare Bearden to analyze and evaluate their collage project. The form prompts the student to analyze their cutting, gluing, and painting techniques. It asks the student to identify what materials they appropriated into their collage and how their included elements support the type of song depicted. Finally, it prompts the student to evaluate what they did well on the project and what they would change about it.
The document provides instructions for a student to analyze and evaluate their own looping animation project. The student is asked to consider whether their camera stayed in focus, the movement was smooth, and the animation made sense when looped. They are also asked to identify new skills learned, such as keeping focus or making smooth animations. Finally, the student must summarize the process used to create the animation and evaluate what they did well and could improve.
This self-evaluation form asks the student to analyze their kimono image by looking at it closely and in parts, and then evaluate the good and bad aspects of how they painted the top layer and cut out the papers to make the kimono. It also asks the student to circle the appropriate season to wear the kimono.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Smart With Art: Nocturnal Animals Reference Sheet - 1st gradegrantthomasonline
Simple line drawings for 1st grade students to draw. Many of these animals have tutorials found here: https://www.youtube.com/playlist?list=PLVZ6AffWsaB5CDzw1rWbLmo_xLLxmFn50
A child completed a craft project where they painted pieces of fruit, glued them together to form a fruit bowl, and reflected that they did a good job with each step of painting, assembling, and construction. They documented the beginning, middle, and end of the project and rated their work.
This template is roughly 6" x 10" and can be reduced to fit into a digest sized mini comic or zine.
There is a tutorial here ( http://makingvisualnarratives.com/2013/09/30/using-microsoft-publisher-to-make-a-mini-comic/) that explains how to assemble a comic book for students use this and other templates.
To make a simple sketchbook, start with 5 sheets of blank copy paper and 1 sheet of colored cardstock folded in half and nested together. Punch 3 holes through the folded edges using an awl or needle. Thread embroidery floss through the holes from the outside to inside, pulling it through each hole and tying the ends together to bind the pages into a makeshift book.
The document is a worksheet for designing a t-shirt. It prompts the reader to provide their name and use the circle on the sheet to keep their drawing for the final t-shirt design contained within.
This document provides a worksheet for students to plan a fantastical photography project. The worksheet prompts students to sketch the composition of their photograph, list any props or costumes needed, and make a sketch of their mask.
This document provides directions for a reflection sheet activity involving cutting out and ordering six rectangles describing steps of a project, such as painting with watercolors, cutting out mountains and a winter person, and gluing them into a landscape. Students are asked to glue the rectangles in the provided order on the sheet and then circle their favorite part.
This self-evaluation form asks a student to analyze and evaluate their Wayang Kulit puppet. The student is asked to analyze their puppet by looking at it closely and in parts, then evaluate the good and bad aspects of how it was put together, cut out, colored, and painted. The form also contains multiple choice questions to test the student's knowledge that Wayang Kulit puppets are made of paper in Indonesia and perform stories originally from India such as Rama and Sita.
A student completed a self-evaluation form for an art project where they drew, painted, and used oil pastels to create their "Wild Thing." The student stated they did their best when drawing, painting, and using oil pastels on their Wild Thing creation.
This self-evaluation form asks a student to analyze and evaluate different aspects of an art project where they drew a tiger. The student is asked to analyze their image by looking at it closely and in parts, and evaluate the good and bad of how they drew the tiger, added oil pastels, and painted the background. They are also asked what shapes and letters were used to make the picture, why they drew a tiger in art class, and what other animal they would like to learn to draw.
This self-evaluation form evaluates a student's still life collage project. The student indicates they did their best when painting fruit, designing a bowl, cutting out the bowl, cutting out fruit, and collaging the pieces together.
This self-evaluation form asks a 4th grade student to analyze and evaluate two animations they created - a scrolling animation and a name animation. For each, the student is prompted to consider whether they kept the camera in focus, if the movements were smooth, and if the camera moved or shook during filming. The student is also asked to summarize the process for making the animations and provide an overall self-evaluation of what went well and could be improved.
This document appears to be a self-evaluation form for a student named Romare Bearden to analyze and evaluate their collage project. The form prompts the student to analyze their cutting, gluing, and painting techniques. It asks the student to identify what materials they appropriated into their collage and how their included elements support the type of song depicted. Finally, it prompts the student to evaluate what they did well on the project and what they would change about it.
The document provides instructions for a student to analyze and evaluate their own looping animation project. The student is asked to consider whether their camera stayed in focus, the movement was smooth, and the animation made sense when looped. They are also asked to identify new skills learned, such as keeping focus or making smooth animations. Finally, the student must summarize the process used to create the animation and evaluate what they did well and could improve.
This self-evaluation form asks the student to analyze their kimono image by looking at it closely and in parts, and then evaluate the good and bad aspects of how they painted the top layer and cut out the papers to make the kimono. It also asks the student to circle the appropriate season to wear the kimono.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.