Transcript: Hypoglycemia or Hyperglycemia??? My dad says, " When I was first diagnosed with diabetes, I knew that it required a lifestyle change for me. Living with this condition, I have to constantly be aware of my diet, and eat as healthy as possible. A balanced diet is extremely important in people with type II diabetes. Also, I have to check my blood sugar before every meal and before taking my medication in the morning. Checking my blood sugar is important to evaluate the effectiveness of my medication and to make sure that my blood sugar doesn't drop to low or get to high." What happens in my dad's body because of this condition ? Diabetes Melllitus type II is when your body becomes resistant to insulin (hormone that regulates the movement of sugar into cells) or an inadequate production of insulin. This can cause an accumulation of glucose (sugar) in the blood. Medication used to treat/help his condition? Diabetes Mellitus Type II ft. Scott Morris What is it like to live with diabetes on a daily basis? More Info on Type II Diabetes: Recently, my dad forgot to eat after taking his medication, and began to feel dizzy, nauseated, and sweating. Not eating after taking an anti-diabetic such as MetFORMIN, your blood sugar could potentially "bottom out", which means, drop below normal blood levels and cause severe adverse affects such as the ones mentioned above. Because of the medication's ability to lower his glucose levels, this would be an example of hypoglycemia. Another instance of not taking the medication correctly, and having severe affects, is not taking the medication at all. My dad mentions that it is difficult to remember to take a medication at the same time every single day. Not taking this type of medication days in a row could cause increased thirst, dry mouth, stomach pain and frequent urination. And this would be an example of hyperglycemia. By: Taylor Morris MetFORMIN (Glucophage) 500 mg twice daily is the type of anti-diabetic that my dad takes to manage his glucose levels and control hyperglycemia, however it cannot cure diabetes. MetFORMIN decreases hepatic glucose production and increases sensitivity to insulin.
Transcript: The Music Video Global Statement Conclusion Discrimination Moral obligations Racism/Stereotypes Children/future Love Main Idea USA Statement Materialism Aesthetic Object Presentation Austin Avanesian Global Statement "As I'm gettin' older, y'all, people gets colder Most of us only care about money makin' Selfishness got us followin' our wrong direction" Money is the most important thing on peoples minds now The world is losing sight of what is important "What's wrong with the world, mama people livin' like they ain't got no mamas I think the whole world addicted to the drama. Only attracted to things that'll bring you trauma" "Nations droppin' bombs Chemical gasses fillin' lungs of little ones With ongoin' sufferin' as the youth die young So ask yourself is the lovin' really gone" "Where Is The Love" by the Black Eyed Peas Cosmopolitan view: What is your moral obligation to the world Ideas in the Appiah, Cosmopolitanism, text Unger and Singer "People killin', people dyin' Children hurt and you hear them cryin' Can you practice what you preach And would you turn the other cheek" Unger and Singer You are morally obligated to help your global community Racism/Discrimination "The Bloods and the Crips and the KKK, but if you only have love for your own race, Then you only leave space to discriminate and to discriminate only generates hate" Children in America going down bad paths "Wrong information always shown by the media Negative images is the main criteria Infecting the young minds faster than bacteria Kids wanna act like what they see in the cinema" Materialism
Transcript: AEsthetic Project Presented by PERSON for COMPANY What is Movement? What is Movement? Movement: 1. an act of changing physical location or position or of having this changed. 2. a group of people working together to advance their shared political, social, or artistic ideas. Synonyms: Synonyms: Exercise Evolving Action CHANGE CHANGE Antonyms Antonyms Pause Pause Decline Decline Cessation Cessation Movement of the body equals cessatioin of the brain Movement of the body equals cessatioin of the brain Being Moved: Being Moved: creating a movement together creating a movement together
Transcript: Jim Carrey: I Needed Color Aesthetic Presentation Grace Tysinger COMM 143 Jim Carrey: I Needed Color 2017. Directed by David L. Bushell Jim Carrey: I Needed Color made with a 14 person crew made with a 14 person crew Visuals Footage of Carrey at work, rather than mostly talking head interviews helps connect the audience visually to Carrey and his paintings this was very literal but effective in his monologue about self relfection while painting his shadow Carrey's works of art themselves shows audience how truly talented Carrey is and how much he is connected to his work Visuals Audio + Music No direct traditional interview questions Carrey speaks more in a stream of consiousness, explaining his feelings and process The music is very atmospheric and adds to the mystery and wonder of the piece Altogether simplistic and minimalistic but powerful Audio + Music Content Do you relate to Carrey's feelings of loneliness? What about his opinions about life, color, and emotions? Overall, what did you agree and disagree with in Carrey's words? Did you think this content warranted a documentary to be made about it? Why or why not? What are you thoughts on his minor Jesus obsesssion? Content gorgeous shots with tons of variation editing was very fluid shot from different angles, heights, distances Editing and Cinematography Editing and Cinematography How does this change your perspective on Jim Carrey? Does it change it at all? Why or why not? What impacted you from this short documentary? Do you think you can pick up any tricks from the style of this film? What did you dislike or what would you change about this doc? no, you can't just cop out and say "nothing", we need to criticize things, ESPCECIALLY documentaries in a documentary class Final Thoughts + Questions Final Thoughts + Questions
Transcript: Perfect by PINK Welcome to my silly Life Pretty, pretty please Don't you ever, ever feel Like you're less than Less than perfect Renee Maroulis Notre Dame University of Maryland- Cohort 308 Made a wrong turn once or twice Dug my way out Blood and Fire That's alright Mistreated Misplaced Misunderstood Miss no way it's all good It didn't slow me down Mistaken Always second guessing Underestimated Look I'm still around Aesthetic Re-Presentation
Transcript: Emma's Aesthetic Meaning and Background Background & Meaning to my Pieces Personal Biography Personal Biography I don't exactly have any sort of elaborate back story about how I got into art or how I found my aesthetic. I never really liked things like horror movies or anything creepy until around sixth grade when I first got into my emo phase. I never really got out of my emo phase, as you can tell from my taste in music and style of artwork. You never truly leave the emo phase, no matter how much pink you wear. Symbolism Symbolism Most of my pieces include such random symbolism. My aesthetic is focused on the use of distortion. Typically my pieces will involve symbolism, such as my piece "Growing into a New Me" (which is about changing yourself and making yourself a better person by creating a new you) and "See All Hear All Speak All Evil" (which is a reversed take on the Three Wise Monkeys) Beliefs Beliefs I'm gonna be real with you, I believe in the Universe and Karma. I use crystals to meditate and to spiritually guide me. I also like to put spiritual and supernatural elements into my pieces. Fandom & Memes Fandoms & Memes Fandoms: The main reason I really started doing art was because of the fan art of bands I listen to. Artists such as XOBillie inspired me to really start creating portraits and wanting to improve my artwork. Memes: I love moths, so when the moth meme was created I fell in love with it. It was a way for people who loved moths as much as me to express themselves in a relatable way. I just really love moths man Artists That Inspire Me Inspiration Zmiya Mochoruk Zmiya Mochoruk Art such as Zmiya's inspires me to create pieces that can sometimes be controversial or show dark themes. Most of his pieces give off some sort of sacrilegious theme, and if I did not live with my parents my artwork would for the most part show the same themes as his pieces (both of my parents are very religious people). Emil Melmoth Emil Melmoth Melmoth's pieces inspire me to not follow what people consider "normal" art. His sculptures are macabre, and I enjoy making most, if not all, of my pieces with this element. Clive Barker Clive Barker Barker's pieces are very strange and seemingly dark. He inspires me to continue my style of artwork and to continue my creepy and unusual style. What makes up most of my pieces Compositions Elements of Art Elements of Art Form - I typically paint and draw people and organic things Value - I like to play with values, most of the time I paint monochromatic people Texture - I mainly love the messy look of textures Principles of Design Principles of Design Emphasis - I create emphasis in my pieces by putting light colors in my dark pieces to make it pop Movement - I like to make my pieces look like they move Balance - In order to make my pieces look like it has good composition I definitely use balance Color Color I typically use dark colors, but I enjoy using lots of reds in my pieces. I like to paint monochromatic people, and more often than not I do black and white pieces. Aesthetic My Aesthetic My Aesthetic I enjoy making macabre pieces that are intended to make others feel uneasy and uncomfortable. Distortion is typically my main focus on my pieces, as well as showing dark themes or just plain bizarreness. I love creating creepy artwork to get reactions out of people, as well as to express myself. My artwork and my aesthetic reflects my personality and I love my pieces so much more now that I've found my aesthetic.
Transcript: Creativity and evaluative skills are evident throughout this unit Year 7: Through involvement in this dance unit pupils will explore and communicate ideas, concepts and emotions and make links between PE and other subjects and areas of the curriculum Literacy: To improve knowledge and understanding of key dance vocabulary Numeracy: All pupils will be able to independently count themselves in and hold the rhythm ICT: Mindmaps Posters Self-assessment sheet Recording PLTS In groups of 4, through the use of chance dance, create a sequence which represents a team sport at the Olympics. There must be at least 4 points of physical contact and at least two changes of level In groups of 4, create a short sequence to represent a medal ceremony at the Olympics. The sequence must include at least one example of assisted flight. The sequence should also show both unison and canon. By the end of the unit the class will come together to perform an Olympic story which will link the Olympic opening ceremony, individual sport motif, team sport motif and medal ceremony. Pupils will have the opportunity to watch the performance back and complete a self-evaluation sheet. Lesson 1 learning objective: Pupils will be aware of the 5 basic dance actions and will be able to include these with fluency, control and precision in a short motif. Pupils will also be able to work with others to identify strengths and areas for improvement Most Most pupils will know the 5 basic dance actions and will a combination of these in a short motif with fluency, control and precision. Most pupils will be able to work with a partner to identify three strengths and one area for improvement Range and content: Accurate replication Exploring and communicating ideas, concepts and emotions Curriculum opportunities: Perform as an individual, in a group or as part of a team Make links between PE and other subjects and areas of the curriculum Key Concepts: 1.1a) Producing imaginative images, artefacts that are both original and of value Key Processes: 2.1a) Develop ideas and intentions by working from first hand observation, experience, inspiration, imagination and other sources 2.1d) Draw to express perception and invention to communicate feelings, experiences and ideas and for pleasure 2.2c) Reflect on and evaluate their own and others work, adapting and refining their own images and artefacts at all stages of the creative process Core tasks Creative thinkers: Working with others to come up with an imaginative solution Effective participators: Work in different size groups and discuss ideas to the given theme Team workers: Work with others to improve performance, share ideas and learn from those within the group Compelling learning experiences are activities that can enhance pupils interest in the subject. If pupils are interested it is likely that their motivation will be increased thus helping them to develop their mental determination to succeed. What I will use: Video clips Photos Talk from Olympic athlete and volunteer Georgia France 20027855 Examples of Core Tasks Why teach this unit of work? All pupils will be aware of the 5 basic dance actions and attempt to apply these in a short motif with some fluency, control and precision. All will be able to work with a partner to identify at least one strength of the performance Other curriculum links Physical Education Gower, C. (2010) Planning in PE. In Capel, S. and Whitehead, M. (eds) (2010)Learning to Teach Physical Education in the Secondary School: A Companion to School Experience. (3rd ed.) London: Routledge: 24-45 London 2012. (2012) Official London 2012 Website. [Online] Available from: http://www.london2012.com/ [accessed 22 April 2013] Macfadyen, T. and Bailey, R. (2002) Teaching Physical Education 11-18. London: Continuum. QCA. (2007) English Programme of Study for Key Stage 3 and Attainment Target. [Online] Available from: http://media.education.gov.uk/assets/files/pdf/e/english%202007%20programme%20of%20study%20for%20key%20stage%203.pdf [accessed 22 April 2013] QCA, (2007) Physical Education Programme of Study for Key Stage 3 and Attainment Target. Nottingham: Crown. Swindlehurst, G. and Chapman, A. (2008) Teaching Dance: A Framework for Creativity. In Lavin, J. (eds) (2008) Creative Approaches to Physical Education: Helping Children to Achieve Their True Potential. Oxon: Routledge: 29-55 Youtube. (2012) Best of London 2012. [Online] Available from: [accessed 22 April 2013] "Units of work are medium term plans which...outline expected learning for particular groups of pupils...over a specified period of time" (Gower, 2010) What needs to be considered? Who is being taught What objectives are to be achieved What is being taught How is it going to be taught Functional Skills Some Using ideas from the Olympic montage and your own ideas, select three still positions to represent the Olympic opening ceremony and link these together with at least two of the following - turns, jumps, travelling, twists
Transcript: Shattering Boundaries of the World Meditation The Theatrical Event Berlin Cabaret Disney World Grounds for Sculpture Dramatic Structure Burning Man Revolution The Secret Absurd World Claude Debussy Rockabye Ibsen Nature Peer Gynt Play Beckett The Mets Brand The Supernatural World The Sound of Music Transcendental Experience The Jabberwocky I Love Lucy Casablanca Ghosts The Beatles 8 1/2 twas brillig and the slithy toves did gyre and gimble in the wabe... Not I Curb Your Enthusiasm Fighting Against Inevitability Love Triangles Tosca Woodstock
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