To Teach, Write, and Learn on YouTube
Media scholar Alexandra Juhasz (Pitzer College, Media Studies) explores the social and political implications of video sharing on YouTube.
Co-sponsored by the Center for the Arts in Society and The Fine Foundation.
For more, visit: www.cmu.edu/cas
President Obama's Address
President Barack Obama made an address from Carnegie Mellon's Wiegand Gymnasium on Wed., June 2, 2010. He thanked President Jared Cohon and the university community for hosting the speech and underscored the university's contribution to the Pittsburgh economy, especially in terms of job creation.
5 Conclusion
Children are subject to many forms of adversity, for example, poverty or ill health. However, a significant form of adversity experienced by children in many different regions of the world is violence. The form of violence against children varies widely and is hugely disparate. In this unit, the focus is on three different environments where children experience violence: at home, among peers at school and in the wider society (in the context of armed conflicts). The text considers the experience
4.4 Why shouldn't children fight?
Children are subject to many forms of adversity, for example, poverty or ill health. However, a significant form of adversity experienced by children in many different regions of the world is violence. The form of violence against children varies widely and is hugely disparate. In this unit, the focus is on three different environments where children experience violence: at home, among peers at school and in the wider society (in the context of armed conflicts). The text considers the experience
4.3 Children and the armed forces
Children are subject to many forms of adversity, for example, poverty or ill health. However, a significant form of adversity experienced by children in many different regions of the world is violence. The form of violence against children varies widely and is hugely disparate. In this unit, the focus is on three different environments where children experience violence: at home, among peers at school and in the wider society (in the context of armed conflicts). The text considers the experience
4.2 Violence within communities
Children are subject to many forms of adversity, for example, poverty or ill health. However, a significant form of adversity experienced by children in many different regions of the world is violence. The form of violence against children varies widely and is hugely disparate. In this unit, the focus is on three different environments where children experience violence: at home, among peers at school and in the wider society (in the context of armed conflicts). The text considers the experience
4.1 The effects of armed conflict on children
Children are subject to many forms of adversity, for example, poverty or ill health. However, a significant form of adversity experienced by children in many different regions of the world is violence. The form of violence against children varies widely and is hugely disparate. In this unit, the focus is on three different environments where children experience violence: at home, among peers at school and in the wider society (in the context of armed conflicts). The text considers the experience
3.3 Children as peacemakers – peer mediation
Children are subject to many forms of adversity, for example, poverty or ill health. However, a significant form of adversity experienced by children in many different regions of the world is violence. The form of violence against children varies widely and is hugely disparate. In this unit, the focus is on three different environments where children experience violence: at home, among peers at school and in the wider society (in the context of armed conflicts). The text considers the experience
3.2 Children as perpetrators
Children are subject to many forms of adversity, for example, poverty or ill health. However, a significant form of adversity experienced by children in many different regions of the world is violence. The form of violence against children varies widely and is hugely disparate. In this unit, the focus is on three different environments where children experience violence: at home, among peers at school and in the wider society (in the context of armed conflicts). The text considers the experience
2.2 Children's violence
Children are subject to many forms of adversity, for example, poverty or ill health. However, a significant form of adversity experienced by children in many different regions of the world is violence. The form of violence against children varies widely and is hugely disparate. In this unit, the focus is on three different environments where children experience violence: at home, among peers at school and in the wider society (in the context of armed conflicts). The text considers the experience
1.1 Children and violence
Children are subject to many forms of adversity, for example, poverty or ill health. However, a significant form of adversity experienced by children in many different regions of the world is violence. The form of violence against children varies widely and is hugely disparate. In this unit, the focus is on three different environments where children experience violence: at home, among peers at school and in the wider society (in the context of armed conflicts). The text considers the experience
Gender: Trajectories in International Development
Gender: Trajectories in International Development
2.6 Enlightenment, revolution and reform – the departments
This unit provides basic historical background to the French Revolution. It will show that the Revolution accelerated intellectual, cultural and psychological change, and opened up new horizons and possibilities. In fact, while much controversy and scepticism remain as to the real extent of underlying change in the social and economic structure of France, it is generally agreed by scholars that the Revolution stimulated a widening of expectations and imaginative awareness: a belief, inherited fr
Introduction This unit looks at the prevalence of maps in everyday life, their uses and their importance. From mental maps to public transport and street maps it moves on to historical and history-making maps. Along with assessing the political importance of some maps it examines how we read maps and looks at how to evaluate the information contained within them. Although maps might seem to be objective and factual the unit looks at the values embedded in both maps themselves and our perceptions of them.<
Introduction When you meet with a situation you experience as complex you need to think about yourself in relation to the process of formulating a system of interest. Only with this awareness, can you increase your range of purposeful actions in the situation which are ethically defensible. To do so is the hallmark of systemic thinking and practice compared to systematic thinking and practice. The metaphor of the systems practitioner as a juggler of four balls is introduced as a device to explore skill de
7 Experiencing the exotic
In this unit we examine the Royal Pavillion at Brighton, and its relationship to nineteenth century romanticism and exoticism. We begin with a biographical discussion of the Prince of Wales, afterwards Prince Regent and eventually King George IV, to whose specifications the Pavillion was built. With the help of video and still images we take a tour of the Pavillion, examining the exterior then a series of interior rooms as a visitor in the 1820s may have experienced them. Besides this we look at
5 ‘Indian’ on the outside
In this unit we examine the Royal Pavillion at Brighton, and its relationship to nineteenth century romanticism and exoticism. We begin with a biographical discussion of the Prince of Wales, afterwards Prince Regent and eventually King George IV, to whose specifications the Pavillion was built. With the help of video and still images we take a tour of the Pavillion, examining the exterior then a series of interior rooms as a visitor in the 1820s may have experienced them. Besides this we look at
4 ‘Chinese’ on the inside
In this unit we examine the Royal Pavillion at Brighton, and its relationship to nineteenth century romanticism and exoticism. We begin with a biographical discussion of the Prince of Wales, afterwards Prince Regent and eventually King George IV, to whose specifications the Pavillion was built. With the help of video and still images we take a tour of the Pavillion, examining the exterior then a series of interior rooms as a visitor in the 1820s may have experienced them. Besides this we look at
2 A prince at the seaside
In this unit we examine the Royal Pavillion at Brighton, and its relationship to nineteenth century romanticism and exoticism. We begin with a biographical discussion of the Prince of Wales, afterwards Prince Regent and eventually King George IV, to whose specifications the Pavillion was built. With the help of video and still images we take a tour of the Pavillion, examining the exterior then a series of interior rooms as a visitor in the 1820s may have experienced them. Besides this we look at
1.1 1 Why include a global dimension in science education? Western science drew on a world heritage, on the basis of sharing ideas. Sen (2002) The global dimension refers to approaches to education … which focus on global issues, events and interdependence. … pupils will develop … an understanding of different cultural and political perspectives, as well a
