The document outlines the ISTE Technology Standards for Teachers which provide a framework for teachers to promote and model digital age work and learning. The standards are divided into 6 categories: 1) Facilitate student learning, 2) Develop digital age learning experiences, 3) Model digital age work, 4) Promote digital citizenship, 5) Engage in professional growth, and 6) Provide hands on learning with technology tools. Overall, the standards aim to support teachers in enhancing student learning and engagement through the purposeful use of digital resources and tools.
This document provides a brief history of art from classical to modern eras, discussing various artistic movements and influential artists. It then considers different perspectives on how to judge art and its relationship to morality. Some of the views discussed include Plato's view of art as an imitation of reality, Kant's notion of aesthetic judgment, and Tolstoy's view that art should convey understandings and feelings that direct arguments cannot. The document suggests that art can provide new perspectives and representations while being judged based on the artist's moral intentions, the content, and consequences of the work.
Audience and primary research questionnaire - uses and gratifications theory.Beccaa
The document contains summaries of questionnaires from 9 individuals between the ages of 16-19 about their film preferences and how they use film. The summaries provide each person's age range, favorite genres, and perspectives on whether they use film for escapism, social relationships, personal identity, or surveillance. Comedy, fantasy, horror and thriller were the most commonly preferred genres. Responses were mixed as to whether film is used for escapism, but most agreed it can foster social relationships or influence identity.
The document outlines the ISTE Technology Standards for Teachers which provide a framework for teachers to promote and model digital age work and learning. The standards are divided into 6 categories: 1) Facilitate student learning, 2) Develop digital age learning experiences, 3) Model digital age work, 4) Promote digital citizenship, 5) Engage in professional growth, and 6) Provide hands on learning with technology tools. Overall, the standards aim to support teachers in enhancing student learning and engagement through the purposeful use of digital resources and tools.
This document provides a brief history of art from classical to modern eras, discussing various artistic movements and influential artists. It then considers different perspectives on how to judge art and its relationship to morality. Some of the views discussed include Plato's view of art as an imitation of reality, Kant's notion of aesthetic judgment, and Tolstoy's view that art should convey understandings and feelings that direct arguments cannot. The document suggests that art can provide new perspectives and representations while being judged based on the artist's moral intentions, the content, and consequences of the work.
Audience and primary research questionnaire - uses and gratifications theory.Beccaa
The document contains summaries of questionnaires from 9 individuals between the ages of 16-19 about their film preferences and how they use film. The summaries provide each person's age range, favorite genres, and perspectives on whether they use film for escapism, social relationships, personal identity, or surveillance. Comedy, fantasy, horror and thriller were the most commonly preferred genres. Responses were mixed as to whether film is used for escapism, but most agreed it can foster social relationships or influence identity.
4. “ Le monde est rempli de rage et de combats. Personne ne peut me garder allumée.” La première chandelle, dit: “ Je suis la paix!” Et la chandelle de la paix s’est éteinte…..
5. “ Je ne suis plus indispensable. Ça ne fait aucun sens que je brûle un moment de plus.” La deuxième chandelle dit: “ Je suis la foi.. A ce moment une douce brise souffla la flamme de la Foi.
6. “ Les gens ne connaissent pas mon importance alors ils me mettent de coté. Ils oublient même d’aimer ceux qui sont près d’eux.” Tristement la troisième chandelle se mit à parler: “ Je suis l’ Amour!” Et sans plus attendre la flamme de l’amour s’est éteinte.
7. Soudainement… un enfant entra dans la chambre et vit les trois chandelles éteintes. “Pourquoi ne brûlez-vous pas? Vous devriez brûler jusqu’à la fin.” En disant cela, l’enfant commença à pleurer.
8. “ Pendant que je brûle encore on peut réallumer les autres chandelles.” Alors la quatrième chandelle répondit: “ N’ayez pas peur, Je suis l’Espoir!”
9. Avec des yeux brillants l’enfant pris la chandelle de l’espoir et réalluma les autres chandelles.
10. … mais la flamme de l’Espoir ne doit jamais quitter votre vie! L’Amour est la plus grande de toutes… Avec l’Espoir chacun de nous peut vivre en Paix, avec Foi et Amour.
11. PRIÈRE: “ Mon Dieu, Vous êtes ma lumière et mon salut. Vous êtes mon espoir. S’il vous plaît venez dans mon coeur, pardonnez mes torts et donnez-moi vôtre magnifique cadeau de la vie éternelle. Aidez-moi à être un instrument de votre amour et à faire luire vôtre lumière sur les autres. Amen.” Traduction de l’anglais par François Bérubé