When the bombs dropped
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The participants journey creative task
The participants journey creative taskViviana Mat
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This is an optional activity for the "No turning back" project. "No turning back" Project marking rubric
"No turning back" Project marking rubricViviana Mat
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The document provides a marking rubric for the No Turning Back Project that evaluates visual and written content on a scale from A to E. Visual content is assessed on the sophistication and effectiveness of visual choices, while written content is assessed on the appropriateness and control of language used. An A grade reflects sophisticated and seamless use of elements, while an E grade signifies limited and disconnected use of elements with many errors.2013 yr 9 ass tk essay on an issue
2013 yr 9 ass tk essay on an issueViviana Mat
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The document provides instructions for a Year 9 assessment task requiring students to write an essay analyzing an issue presented in a documentary studied in class. Students must choose one documentary, identify an issue it explores, and discuss how the documentary composer uses techniques to present their point of view on that issue. Students are to plan their essay in dot points before the due date and hand in the plan with their completed essay. The essay should be a minimum of one page and include an introduction, at least two body paragraphs using a "WHY" structure, and a conclusion. Students will be marked based on their understanding of the issue and techniques, and the structure and language used in their essay composition.Writing a WHY paragraph- "Go back to where you came from" documentary
Writing a WHY paragraph- "Go back to where you came from" documentaryViviana Mat
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The document outlines how to write a 'why' paragraph to support an argument in expository essays, focusing on the purpose of documentary filmmakers and the techniques they use. It provides a structured approach to organize thoughts using a 'why grid' to develop a topic sentence, examine techniques with examples, and conclude with the significance of the technique's effect. Additionally, it includes peer review guidelines to improve the paragraph structure and content.Planning sheet for Documentary Essay writing
Planning sheet for Documentary Essay writing Viviana Mat
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This document is an assessment task for Year 9 students focusing on analyzing a documentary, specifically 'Go Back to Where You Came From' by Dr. David Corlett. Students are required to discuss how Corlett explores and develops his point of view using various documentary techniques, including presentation style, graphics, and interviews. The assignment includes a structured planning sheet to guide students through their essay, including an introduction, body points, and a conclusion.Related text grid for Area of Study Discovery
Related text grid for Area of Study DiscoveryViviana Mat
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The document outlines a study focused on the theme of discovery in a chosen text, including its transformative aspects. It highlights the contributions of Lynn Calluaud and Lynne Slarke, prompts an analysis of the techniques used by the composer, and encourages personal reflection on the theme of discovery. Furthermore, it emphasizes the importance of linking the chosen text back to prescribed texts and personal learning outcomes regarding discovery."Go back to where you came from" - Documentary questions
"Go back to where you came from" - Documentary questionsViviana Mat
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The document analyzes the documentary 'go back to where you came from', exploring its purpose, audience, and the initial presentation through news montage. It discusses the experiences of Iraqi refugees in Australia, their coping mechanisms, and the challenges faced during their journey. Additionally, it questions the effectiveness of the documentary's presentation and statistical usage in conveying the refugee crisis.AOS Discovery: Related texts handout
AOS Discovery: Related texts handoutViviana Mat
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This document provides a list of 26 suggested texts related to the theme of "discovery" that could be used for an English teaching area of study. The texts include paintings, poems, novels, short stories, dramas, essays, picture books, and non-fiction works. A brief description is given for each text highlighting how it relates to and explores ideas around discovery, such as depicting scientific discoveries, experiences of discovering new worlds or cultures, rediscovering lost knowledge, or metaphorically representing discovery through dreams or imagination. The document encourages students and teachers to draw from a variety of genres and media that represent discovery in different ways.No turning back project task
No turning back project taskViviana Mat
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This document outlines an empathy project assignment for students. They are tasked with creating a text such as a documentary, website, or picture book to raise empathy for refugees in the wider school community. Students will interview volunteer students from the New Arrivals ESL class who have recent refugee experiences to incorporate into their text. They are also encouraged to conduct additional research through interviews, speaking with local support groups, online research, and reading refugee stories. The completed projects will be shared publicly.Esl scales 2
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The document provides an overview of the ESL Scales resource, which was developed in Australia to assess and track the progress of ESL students. It describes the history, rationale, significant features, and application of the Scales. The Scales focus on oral interaction, reading/responding, and writing skills. For each skill area, there are guidelines on communication, language/cultural understanding, language structures, and strategy use. Teachers can use the detailed criteria and benchmarks at each level to consistently evaluate students and identify needs."Go back to where you came from" Student essay (3)
"Go back to where you came from" Student essay (3)Viviana Mat
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The director uses a variety of documentary techniques to argue that refugees are not illegal and to emphasize the difficult conditions that force people to flee their home countries. He interviews refugees who have experienced war and hardship firsthand and uses statistics and footage to illustrate the dangers in countries like Iraq and the large scale of the refugee crisis. The documentary aims to help viewers understand why refugees risk dangerous journeys to reach Australia and to change negative perceptions of refugees seeking asylum."Go back to where you came from" Student essay (2)
"Go back to where you came from" Student essay (2)Viviana Mat
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The documentary "Go Back To Where You Came From" aims to build empathy for refugees by documenting their experiences. It uses techniques like interviews, close-ups, handheld camera footage, and statistics to convey the difficulties refugees face both in their home countries and on their journeys to find safety. An interview with a refugee woman who fled violence shows her displaying emotion while recounting her experiences. Footage from a refugee camp demonstrates the challenging living conditions and long queues for inadequate food. Overall, the documentary seeks to educate viewers about why refugees flee and the risks they endure to help audiences become more understanding of their plights."Go back to where you came from" documentary analysis
"Go back to where you came from" documentary analysisViviana Mat
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The documentary "Go Back Where You Came From" uses several techniques to effectively tell a story and influence the audience's perspectives. These include using archival footage to add credibility and context, voiceover narration to guide the audience, and first-hand interviews that provide authentic experiences. Locations were also filmed on-site to connect viewers visually to the actual settings discussed.Long journey website activities
Long journey website activitiesViviana Mat
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The document introduces an interactive website that allows users to embark on a journey through the experiences of young refugees, featuring comments from Australian schoolchildren and four chapters detailing their stories. Users are encouraged to explore the website, complete activities, and reflect on the narratives shared by young refugees such as Bavhithra, who escaped conflict in Sri Lanka. The story emphasizes the challenges of being a refugee, the journey to safety, and the contrasting experiences in a new country.Go back to where you came from- Previewing activities
Go back to where you came from- Previewing activitiesViviana Mat
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This document provides pre-viewing activities for students to think about and discuss refugees and asylum seekers before watching the documentary "Go back to where you came from". It includes questions for students to consider their own views on refugees as well as background information on key terms and participants in the documentary who have differing views on refugees and asylum seekers, such as being supportive or suspicious of them. The goal is to encourage critical thinking on this topic in preparation for viewing the documentary.The Devious Fox
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The devious fox hatches a plan to hunt a big fat pig by blending in with a flock of sheep. His plan works and he is able to carry the pig home to eat. After resting, the fox goes for a walk and encounters a goat looking to bash him, so the fox gets what he deserves.Contingent Scaffolding
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The document provides guidance for tutors on how to scaffold assessments for students who need urgent help completing an assignment that is due the next day. It recommends establishing the task demands, planning what the student must do, scaffolding the next step, monitoring progress, and communicating with the student and teachers. A multi-step process is outlined that involves reading the task, creating a checklist, developing a timeline, providing examples, gathering ideas, composition assistance, and discussing next steps. Scaffolds like annotated texts, word banks, mind maps and column guides are suggested to help students through each part of the process."No turning back"Unit of work
"No turning back"Unit of workViviana Mat
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The unit 'We Are the World - No Turning Back' focuses on exploring the global issue of refugees and asylum seekers over ten weeks. Students engage with various texts, including the documentary 'Go Back to Where You Came From,' to develop empathy and understanding, and work on a project to raise awareness about refugees. The curriculum emphasizes language, critical thinking, and creative expression while students analyze different media and cultural perspectives.Contingent scaffolding
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The document provides guidance for tutors on supporting students who arrive with an assessment due the next day. It advises tutors to establish the demands of the task, plan what the student must do, scaffold the next step, monitor the student's progress, and communicate with the student and teachers. It then outlines specific steps tutors can take to contingently scaffold students, including reading the task, creating a checklist, developing a plan and timeline, providing examples, scaffolding information gathering, monitoring composition, and discussing revisions.A program
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The document discusses a pedagogy for teaching English language skills to young refugee students. It aims to develop students' academic literacy through explicit instruction in various text types and their features. Key components of instruction include scaffolding language structures and text features, situated practice engaging with texts, and metadiscussion comparing first and second languages. Ongoing habits to develop language skills involve reading practice, vocabulary building, journaling, games, and family support for home language development. The pedagogy also considers issues like selecting culturally sensitive tutors and providing cross-cultural communication training.Lonely racoon
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A lonely raccoon named Elvis sits in the woods and stares at the moon. A neighbor tells him the story of three angry bears leaving behind a gold honey bottle. Elvis gets the idea to find the bottle to become rich. Though he searches his kitchen and the desert, he remembers throwing the bottle out and races to the trash pile to search through the garbage. When he doesn't find it, he runs around crying, realizing the bottle is lost forever."Go back to where you came from" participants' journey
"Go back to where you came from" participants' journeyViviana Mat
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The document outlines a method to track attitude shifts of participants throughout their experiences. It emphasizes recording key events, comments, and reactions for individuals including Raye, Darren, Glena, Adam, Roderick, and Raquel across three episodes. The focus is on documenting changes over the course of the event series.Ras lecture
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This document provides statistics and facts about the Refugee Advice and Support (RAS) program from 2007 to 2010. It discusses that in 2007, the program operated in 4 schools with 36 tutors supporting 60 students, of which 87% improved significantly. In 2008, the program expanded to 9 schools with 82 tutors supporting 216 students. The program continued expanding in 2009 to include a new university partner and to support 239 students across 10 schools, with 91% showing significant improvement. By 2010, the program involved over 70 tutors in 14 schools. Overall, the partnership facilitated over 10,000 hours of additional support for students since 2007. The document also discusses the challenges refugee students face and the need for holistic support approaches inAdvertisement
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This advertisement is trying to convince people to become foster parents. It uses images of a heart and smaller hearts inside to symbolize having room in one's heart for foster children. The text asks if the reader has room in their heart for more than one child and provides a phone number and website for more information. It emphasizes the support and training provided to foster parents to make it seem like a generous opportunity. The goal is to make the reader feel involved and want to participate in fostering."She came by boat" picture book
"She came by boat" picture bookViviana Mat
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This is one of the products samples created by students as part of the "No turning back" projectAustralian Visions Unit of work
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This document outlines a syllabus for an English ESL unit focusing on developing cultural knowledge through texts. It includes 14 student outcomes addressing skills like comprehending relationships between texts and contexts, identifying intertextual relationships, and analyzing the effects of technology on meaning. The syllabus then provides a 4-week plan involving activities like analyzing related texts and films, writing blog posts, and engaging with online resources to meet the outcomes through developing cultural and linguistic understanding. Formative and summative assessments include blog contributions, worksheets, and deepening understanding through additional activities.The Rabbits
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The rabbits were looking for shelter from an approaching storm and went to ask their friend Tom if they could stay at his house. Tom agreed and the rabbits helped with chores like hanging laundry in exchange. Little rabbit enjoyed staying at Tom's cozy home, where they read books while their mother knitted. They threw a birthday party for the littlest rabbit. Eventually, the rabbits' mother decided she preferred living outside again, so they thanked Tom and returned to their rabbit home, remaining good friends."The space in between" short story
"The space in between" short storyViviana Mat
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This is the end product created by students in the "No turning back" project on the issue of refugees/asylum seekersESL listening presentation
ESL listening presentationViviana Mat
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The document provides information about the listening exam for an ESL English course. It discusses the exam format, including the time allotted, number of readings of the text, and time for writing. It describes the skills tested in the exam such as understanding the purpose and structure of the text. Different types of questions are outlined, including literal, inferential, and analytical questions. Suggestions are provided for how students can prepare for the exam, such as practicing listening to different audio texts and learning language techniques. Sample exam questions and responses are also included to demonstrate strong and weak answers.Go back
Go backViviana Mat
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The document explores the multifaceted nature of discovery through individual experiences, emphasizing how encounters with new perspectives can challenge or affirm personal beliefs, especially regarding refugees. It discusses the impact of texts in shaping perceptions of discovery and the importance of empathy in understanding different human experiences. Participants undergo significant emotional and cognitive changes as they navigate their understandings of discovery and its implications in a sociopolitical context.More Related Content
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No turning back project task
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This document outlines an empathy project assignment for students. They are tasked with creating a text such as a documentary, website, or picture book to raise empathy for refugees in the wider school community. Students will interview volunteer students from the New Arrivals ESL class who have recent refugee experiences to incorporate into their text. They are also encouraged to conduct additional research through interviews, speaking with local support groups, online research, and reading refugee stories. The completed projects will be shared publicly.Esl scales 2
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The document provides an overview of the ESL Scales resource, which was developed in Australia to assess and track the progress of ESL students. It describes the history, rationale, significant features, and application of the Scales. The Scales focus on oral interaction, reading/responding, and writing skills. For each skill area, there are guidelines on communication, language/cultural understanding, language structures, and strategy use. Teachers can use the detailed criteria and benchmarks at each level to consistently evaluate students and identify needs."Go back to where you came from" Student essay (3)
"Go back to where you came from" Student essay (3)Viviana Mat
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The director uses a variety of documentary techniques to argue that refugees are not illegal and to emphasize the difficult conditions that force people to flee their home countries. He interviews refugees who have experienced war and hardship firsthand and uses statistics and footage to illustrate the dangers in countries like Iraq and the large scale of the refugee crisis. The documentary aims to help viewers understand why refugees risk dangerous journeys to reach Australia and to change negative perceptions of refugees seeking asylum."Go back to where you came from" Student essay (2)
"Go back to where you came from" Student essay (2)Viviana Mat
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The documentary "Go Back To Where You Came From" aims to build empathy for refugees by documenting their experiences. It uses techniques like interviews, close-ups, handheld camera footage, and statistics to convey the difficulties refugees face both in their home countries and on their journeys to find safety. An interview with a refugee woman who fled violence shows her displaying emotion while recounting her experiences. Footage from a refugee camp demonstrates the challenging living conditions and long queues for inadequate food. Overall, the documentary seeks to educate viewers about why refugees flee and the risks they endure to help audiences become more understanding of their plights."Go back to where you came from" documentary analysis
"Go back to where you came from" documentary analysisViviana Mat
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The documentary "Go Back Where You Came From" uses several techniques to effectively tell a story and influence the audience's perspectives. These include using archival footage to add credibility and context, voiceover narration to guide the audience, and first-hand interviews that provide authentic experiences. Locations were also filmed on-site to connect viewers visually to the actual settings discussed.Long journey website activities
Long journey website activitiesViviana Mat
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The document introduces an interactive website that allows users to embark on a journey through the experiences of young refugees, featuring comments from Australian schoolchildren and four chapters detailing their stories. Users are encouraged to explore the website, complete activities, and reflect on the narratives shared by young refugees such as Bavhithra, who escaped conflict in Sri Lanka. The story emphasizes the challenges of being a refugee, the journey to safety, and the contrasting experiences in a new country.Go back to where you came from- Previewing activities
Go back to where you came from- Previewing activitiesViviana Mat
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This document provides pre-viewing activities for students to think about and discuss refugees and asylum seekers before watching the documentary "Go back to where you came from". It includes questions for students to consider their own views on refugees as well as background information on key terms and participants in the documentary who have differing views on refugees and asylum seekers, such as being supportive or suspicious of them. The goal is to encourage critical thinking on this topic in preparation for viewing the documentary.The Devious Fox
The Devious FoxEric Brace
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The devious fox hatches a plan to hunt a big fat pig by blending in with a flock of sheep. His plan works and he is able to carry the pig home to eat. After resting, the fox goes for a walk and encounters a goat looking to bash him, so the fox gets what he deserves.Contingent Scaffolding
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The document provides guidance for tutors on how to scaffold assessments for students who need urgent help completing an assignment that is due the next day. It recommends establishing the task demands, planning what the student must do, scaffolding the next step, monitoring progress, and communicating with the student and teachers. A multi-step process is outlined that involves reading the task, creating a checklist, developing a timeline, providing examples, gathering ideas, composition assistance, and discussing next steps. Scaffolds like annotated texts, word banks, mind maps and column guides are suggested to help students through each part of the process."No turning back"Unit of work
"No turning back"Unit of workViviana Mat
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The unit 'We Are the World - No Turning Back' focuses on exploring the global issue of refugees and asylum seekers over ten weeks. Students engage with various texts, including the documentary 'Go Back to Where You Came From,' to develop empathy and understanding, and work on a project to raise awareness about refugees. The curriculum emphasizes language, critical thinking, and creative expression while students analyze different media and cultural perspectives.Contingent scaffolding
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The document provides guidance for tutors on supporting students who arrive with an assessment due the next day. It advises tutors to establish the demands of the task, plan what the student must do, scaffold the next step, monitor the student's progress, and communicate with the student and teachers. It then outlines specific steps tutors can take to contingently scaffold students, including reading the task, creating a checklist, developing a plan and timeline, providing examples, scaffolding information gathering, monitoring composition, and discussing revisions.A program
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The document discusses a pedagogy for teaching English language skills to young refugee students. It aims to develop students' academic literacy through explicit instruction in various text types and their features. Key components of instruction include scaffolding language structures and text features, situated practice engaging with texts, and metadiscussion comparing first and second languages. Ongoing habits to develop language skills involve reading practice, vocabulary building, journaling, games, and family support for home language development. The pedagogy also considers issues like selecting culturally sensitive tutors and providing cross-cultural communication training.Lonely racoon
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A lonely raccoon named Elvis sits in the woods and stares at the moon. A neighbor tells him the story of three angry bears leaving behind a gold honey bottle. Elvis gets the idea to find the bottle to become rich. Though he searches his kitchen and the desert, he remembers throwing the bottle out and races to the trash pile to search through the garbage. When he doesn't find it, he runs around crying, realizing the bottle is lost forever."Go back to where you came from" participants' journey
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The document outlines a method to track attitude shifts of participants throughout their experiences. It emphasizes recording key events, comments, and reactions for individuals including Raye, Darren, Glena, Adam, Roderick, and Raquel across three episodes. The focus is on documenting changes over the course of the event series.Ras lecture
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This document provides statistics and facts about the Refugee Advice and Support (RAS) program from 2007 to 2010. It discusses that in 2007, the program operated in 4 schools with 36 tutors supporting 60 students, of which 87% improved significantly. In 2008, the program expanded to 9 schools with 82 tutors supporting 216 students. The program continued expanding in 2009 to include a new university partner and to support 239 students across 10 schools, with 91% showing significant improvement. By 2010, the program involved over 70 tutors in 14 schools. Overall, the partnership facilitated over 10,000 hours of additional support for students since 2007. The document also discusses the challenges refugee students face and the need for holistic support approaches inAdvertisement
Advertisement Viviana Mat
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This advertisement is trying to convince people to become foster parents. It uses images of a heart and smaller hearts inside to symbolize having room in one's heart for foster children. The text asks if the reader has room in their heart for more than one child and provides a phone number and website for more information. It emphasizes the support and training provided to foster parents to make it seem like a generous opportunity. The goal is to make the reader feel involved and want to participate in fostering."She came by boat" picture book
"She came by boat" picture bookViviana Mat
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This is one of the products samples created by students as part of the "No turning back" projectAustralian Visions Unit of work
Australian Visions Unit of workViviana Mat
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This document outlines a syllabus for an English ESL unit focusing on developing cultural knowledge through texts. It includes 14 student outcomes addressing skills like comprehending relationships between texts and contexts, identifying intertextual relationships, and analyzing the effects of technology on meaning. The syllabus then provides a 4-week plan involving activities like analyzing related texts and films, writing blog posts, and engaging with online resources to meet the outcomes through developing cultural and linguistic understanding. Formative and summative assessments include blog contributions, worksheets, and deepening understanding through additional activities.The Rabbits
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The rabbits were looking for shelter from an approaching storm and went to ask their friend Tom if they could stay at his house. Tom agreed and the rabbits helped with chores like hanging laundry in exchange. Little rabbit enjoyed staying at Tom's cozy home, where they read books while their mother knitted. They threw a birthday party for the littlest rabbit. Eventually, the rabbits' mother decided she preferred living outside again, so they thanked Tom and returned to their rabbit home, remaining good friends."The space in between" short story
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The document provides information about the listening exam for an ESL English course. It discusses the exam format, including the time allotted, number of readings of the text, and time for writing. It describes the skills tested in the exam such as understanding the purpose and structure of the text. Different types of questions are outlined, including literal, inferential, and analytical questions. Suggestions are provided for how students can prepare for the exam, such as practicing listening to different audio texts and learning language techniques. Sample exam questions and responses are also included to demonstrate strong and weak answers.Go back
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"Go back to where you came from" Student essayViviana Mat
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What features to use in QuickBooks to track programs and grants2025 June Year 9 Presentation: Subject selection.pptx
2025 June Year 9 Presentation: Subject selection.pptxmansk2
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2025 June Year 9 Presentation: Subject selectionROLE PLAY: FIRST AID -CPR & RECOVERY POSITION.pptx
ROLE PLAY: FIRST AID -CPR & RECOVERY POSITION.pptxBelicia R.S
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Role play : First Aid- CPR, Recovery position and Hand hygiene.
Scene 1: Three friends are shopping in a mall
Scene 2: One of the friend becomes victim to electric shock.
Scene 3: Arrival of a first aider
Steps:
Safety First
Evaluate the victims condition
Call for help
Perform CPR- Secure an open airway, Chest compression, Recuse breaths.
Put the victim in Recovery position if unconscious and breathing normally.
Battle of Bookworms 2025 - U25 Literature Quiz by Pragya
Battle of Bookworms 2025 - U25 Literature Quiz by Pragya Pragya - UEM Kolkata Quiz Club
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Battle of Bookworms is a literature quiz organized by Pragya, UEM Kolkata, as part of their cultural fest Ecstasia. Curated by quizmasters Drisana Bhattacharyya, Argha Saha, and Aniket Adhikari, the quiz was a dynamic mix of classical literature, modern writing, mythology, regional texts, and experimental literary forms. It began with a 20-question prelim round where star questions played a key tie-breaking role. The top 8 teams moved into advanced rounds, where they faced audio-visual challenges, pounce/bounce formats, immunity tokens, and theme-based risk-reward questions. From Orwell and Hemingway to Tagore and Sarala Das, the quiz traversed a global and Indian literary landscape. Unique rounds explored slipstream fiction, constrained writing, adaptations, and true crime literature. It included signature IDs, character identifications, and open-pounce selections. Questions were crafted to test contextual understanding, narrative knowledge, and authorial intent, making the quiz both intellectually rewarding and culturally rich. Battle of Bookworms proved literature quizzes can be insightful, creative, and deeply enjoyable for all.Paper 107 | From Watchdog to Lapdog: Ishiguros Fiction and the Rise of Godi...
Paper 107 | From Watchdog to Lapdog: Ishiguros Fiction and the Rise of Godi...Rajdeep Bavaliya
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Dive into a captivating analysis where Kazuo Ishiguros nuanced fiction meets the stark realities of post2014 Indian journalism. Uncover how Godi Media turned from watchdog to lapdog, echoing the moral compromises of Ishiguros protagonists. Well draw parallels between restrained narrative silences and sensationalist headlinesare our media heroes or traitors? Dont forget to follow for more deep dives!
M.A. Sem - 2 | Presentation
Presentation Season - 2
Paper - 107: The Twentieth Century Literature: From World War II to the End of the Century
Submitted Date: April 4, 2025
Paper Name: The Twentieth Century Literature: From World War II to the End of the Century
Topic: From Watchdog to Lapdog: Ishiguros Fiction and the Rise of Godi Media in Post-2014 Indian Journalism
[Please copy the link and paste it into any web browser to access the content.]
Video Link: https://youtu.be/kIEqwzhHJ54
For a more in-depth discussion of this presentation, please visit the full blog post at the following link: https://rajdeepbavaliya2.blogspot.com/2025/04/from-watchdog-to-lapdog-ishiguro-s-fiction-and-the-rise-of-godi-media-in-post-2014-indian-journalism.html
Please visit this blog to explore additional presentations from this season:
Hashtags:
#GodiMedia #Ishiguro #MediaEthics #WatchdogVsLapdog #IndianJournalism #PressFreedom #LiteraryCritique #AnArtistOfTheFloatingWorld #MediaCapture #KazuoIshiguro
Keyword Tags:
Godi Media, Ishiguro fiction, post-2014 Indian journalism, media capture, Kazuo Ishiguro analysis, watchdog to lapdog, press freedom India, media ethics, literature and media, An Artist of the Floating WorldLDMMIA Practitioner Student Reiki Yoga S2 Video PDF Without Yogi Goddess
LDMMIA Practitioner Student Reiki Yoga S2 Video PDF Without Yogi GoddessLDM & Mia eStudios
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A bonus dept update. Happy Summer 25 almost. Do Welcome or Welcome back. Our 10th Free workshop will be released the end of this week, June 20th Weekend. All Materials/updates/Workshops are timeless for future students.
Your Attendance is valued.
We hit over 5k views for Spring Workshops and Updates-TY.
Coming to our Shop This Weekend.
Timeless for Future Grad Level Students.
Practitioner Student. Level/Session 2 Packages.
* The Review & Topics:
* All virtual, adult, education students must be over 18 years to attend LDMMIA eClasses and vStudio Thx.
* Please refer to our Free Workshops anytime for review/notes.
* Orientation Counts as S1 on introduction. Sold Separately as a PDF. Our S2 includes 2 Videos within 2 Mp4s. Sold Separately for Uploading.
* Reiki Is Japanese Energy Healing used Globally.
* Yoga is over 5k years old from India. It hosts many styles, teacher versions, and its Mainstream now vs decades ago.
* Teaching Vod, 720 Res, Mp4: Yoga Therapy is Reviewed as a Hatha, Classical, Med Yoga (ND) Base. Take practice notes as needed or repeat videos.
* Fused Teaching Vod, 720 Res, Mp4: Yoga Therapy Meets Reiki Review. Take Practice notes as needed or repeat videos.
* Video, 720 Res, Mp4: Practitioner Congrats and Workshop Visual Review with Suggestions.
Bonus Studio Video, 720 Res, Mp4: Our 1st Reiki Video. Produced under Yogi Goddess, LDM Recording. As a Reiki, Kundalini, ASMR Spa, Music Visual. For Our Remastered, Beatz Single for Goddess Vevo Watchers. https://www.reverbnation.com/yogigoddess
* Our Videos are Vevo TV and promoted within the LDMMIA Profiles.
* Scheduled upload for or by Weekend Friday June 13th.
* LDMMIA Digital & Merch Shop: https://ldm-mia.creator-spring.com
* As a student, make sure you have high speed connections/wifi for attendance. This sounds basic, I know lol. But, for our video section. The High Speed and Tech is necessary. Otherwise, any device can be used. Our Zip drive files should serve MAC/PC as well.
* On TECH Emergency: I have had some rare, rough, horrid timed situations as a Remote Student. Pros and Cons to being on campus. So Any Starbucks (coffee shop) or library can be used for wifi hot spots. You can work at your own speed and pace.
* We will not be hosting deadlines, tests/exams.
* Any homework will be session practice and business planning. Nothing stressful or assignment submissions.
How to Manage Multi Language for Invoice in Odoo 18
How to Manage Multi Language for Invoice in Odoo 18Celine George
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Odoo supports multi-language functionality for invoices, allowing you to generate invoices in your customers preferred languages. Multi-language support for invoices is crucial for businesses operating in global markets or dealing with customers from different linguistic backgrounds. SCHIZOPHRENIA OTHER PSYCHOTIC DISORDER LIKE Persistent delusion/Capgras syndr...
SCHIZOPHRENIA OTHER PSYCHOTIC DISORDER LIKE Persistent delusion/Capgras syndr...parmarjuli1412
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SCHIZOPHRENIA INCLUDED TOPIC IS INTRODUCTION, DEFINITION OF GENERAL TERM IN PSYCHIATRIC, THEN DIFINITION OF SCHIZOPHRENIA, EPIDERMIOLOGY, ETIOLOGICAL FACTORS, CLINICAL FEATURE(SIGN AND SYMPTOMS OF SCHIZOPHRENIA), CLINICAL TYPES OF SCHIZOPHRENIA, DIAGNOSIS, INVESTIGATION, TREATMENT MODALITIES(PHARMACOLOGICAL MANAGEMENT, PSYCHOTHERAPY, ECT, PSYCHO-SOCIO-REHABILITATION), NURSING MANAGEMENT(ASSESSMENT,DIAGNOSIS,NURSING INTERVENTION,AND EVALUATION), OTHER PSYCHOTIC DISORDER LIKE Persistent delusion/Capgras syndrome(The Delusion of Doubles)/Acute and Transient Psychotic Disorders/Induced Delusional Disorders/Schizoaffective Disorder /CAPGRAS SYNDROME(DELUSION OF DOUBLE), GERIATRIC CONSIDERATION, FOLLOW UP, HOMECARE AND REHABILITATION OF THE PATIENT, Communicable Diseases and National Health Programs Unit 9 | B.Sc Nursing 5t...
Communicable Diseases and National Health Programs Unit 9 | B.Sc Nursing 5t...RAKESH SAJJAN
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This PowerPoint presentation covers Unit 9 Communicable Diseases and National Health Programs, a core part of the 5th Semester B.Sc Nursing (Community Health Nursing I) syllabus, as outlined by the Indian Nursing Council (INC).
This unit enables nursing students to understand the epidemiology, prevention, control, and nursing management of common communicable diseases in India, while also offering a structured overview of the National Health Programs implemented to address them.
The content is critical for effective field practice, disease surveillance, early detection, referral, and health education, equipping students to participate in public health interventions and outbreak control at community and national levels.
Key Topics Covered in the PPT:
Definition and classification of communicable diseases
Modes of transmission and chain of infection
Common communicable diseases in India:
Malaria
Tuberculosis
Leprosy
Dengue
HIV/AIDS
Hepatitis
COVID-19 (if included in the current curriculum)
Diarrheal diseases
Acute Respiratory Infections (ARIs)
Epidemiological factors, causative agents, symptoms, and incubation periods
Prevention and control strategies: primary, secondary, and tertiary levels
Nursing responsibilities in patient care, contact tracing, community surveillance, and outbreak control
Health education and behavior change communication for community awareness
Vaccination schedules and cold chain maintenance
National Health Programs related to communicable diseases:
National Vector Borne Disease Control Program (NVBDCP)
Revised National Tuberculosis Control Program (RNTCP)
National Leprosy Eradication Program (NLEP)
National AIDS Control Program (NACP)
Universal Immunization Program (UIP)
IDSP Integrated Disease Surveillance Program
Overview of standard treatment protocols, referral mechanisms, and community nurses role in program implementation
This presentation is ideal for:
Nursing students preparing for university exams, class tests, and field projects
Tutors teaching infectious disease nursing and public health interventions
Nurses involved in immunization, outbreak investigation, and contact tracing
It provides a student-friendly breakdown of concepts, aligned with national priorities, including flowcharts, tables, case examples, and simplified text for field-level application.How to Manage Inventory Movement in Odoo 18 POS
How to Manage Inventory Movement in Odoo 18 POSCeline George
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Inventory management in the Odoo 18 Point of Sale system is tightly integrated with the inventory module, offering a solution to businesses to manage sales and stock in one united system.Revista digital preescolar en transformaci坦n
Revista digital preescolar en transformaci坦nguerragallardo26
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EVOLUCIN DEL CONTENIDO DE LA EVALUACIN DE LOS RECURSOS Y DE LA FORMACIN DE LOS DOCENTESAd