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2.2 The semiotic approach to textual meaning: image and ideology

Activity 2

Think of an image of a celebrity winning an award. How is s/he photographed, dressed and accompanied?

Perhaps the most likely image you thought of was a full-length or mid-shot of the celebr
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7.3 Monitoring your progress

Use your records or logbook to provide a reflective commentary on:

  • what you did to help you set up and use information literacy methods and techniques to achieve your goals; for example, what you did to:

    • search for information and explore alternative lines of enquiry;

    • use different search strategies and tools effectively;

    • choose criteria and use them to critically evaluate th
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Asteroids
In this lesson, students learn some basic facts about asteroids in our solar system. The main focus is on the size of asteroids and how that relates to the potential danger of an asteroid colliding with the Earth. Students are briefly introduced to the destruction that would ensue should a large asteroid hit, as it did 65 million years ago.
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Spring 2010 Education Abroad Fair
Tuesday, Jan. 19, 2010 Contact: Candace Chenoweth, Education Abroad Director, 509-335-6204, chenow@wsu.edu PULLMAN, Wash. -- Washington State University students attend Spring 2010 Education Abroad Fair Tuesday. The fair allowed students to learn more about cost-effective programs, where to travel to, and how to transfer credits back to WSU. WSU students are able to travel to more than 70 countries for their studies. Watch the video to see why one student is ready to head overseas.
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Business students on a study tour of Vietnam
Students take a global learning study tour of Vietnam.
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Institute of Politics: General Raymond T. Odierno: Commanding General, Joint Forces Command
General Raymond Odierno, Commander of the United States Joint Forces Command, spoke to a capacity audience about the importance of leadership in a complex environment.
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Animals 1
Explore the wonderful world of animals Listen to the animal sound. See if you can identify the animal.
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Dividing Fractions Word Problems (Example 2) - Khan Academy
Sal Khan shows how to divide fractions in word problems with the second example. (02:41)
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3.04.2011 – Langsam gesprochene Nachrichten
Trainieren Sie Ihr Hörverstehen mit authentischen Materialien. Nutzen Sie die Nachrichten der Deutschen Welle von Sonntag – als Text und als verständlich gesprochene Audio-Datei. Drei Wochen nach Beginn der Protestwelle in Syrien hat Präsident Baschar al-Assad einen neuen Regierungschef ernannt. Der bisherige Agrarminister Adel Safar erhielt den Auftrag, ein neues Kabinett zu bilden, wie das Staatsfernsehen berichtet. Die Regierung seines Vorgängers Nadschi Otri war am Dienstag zurückgetr
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Prof. Yuli Tamir, Minister of Education, Israel
The 6th International Conference on Holocaust Education Teaching the Shoah -- Fighting the Racism and Prejudice Opening Ceremony -- Monday, July 7, 2008 http://www1.yadvashem.org/yv/en/education/conference/2008/index.asp
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The Scientific Milestones That Shaped Humanity
The Scientific Milestones That Shaped Humanity - Adam Bly, founder & editor-in-chief of Seed Magazine, discusses scientific milestones. Students should have knowledge of Newton and Einstein, as he uses their accomplishments to jumpstart his discussion. This is a 'talking head' video that lasts 5 minutes and 27 seconds.
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Search for the Northwest Passage
Countless explorers spend centuries looking in vain for a western route to the Orient and the lucrative Spice Trade over the northern part of Canada. This video names some of the explorers and what they accomplished. A good video to help explain one reason why the Panama canal was built.
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Afghanistan: Life in the Northern Balkh Province
This year, Anna Badkhen returns to Afghanistan to observe how the NATO effort to turn the quickening tide of insurgency affects the people who live there. This audio slideshow offers a glimpse into the life of Afghans in the northern Balkh province almost a decade after the U.S.-led invasion. Read more at her reporting project: http://pulitzercenter.org/projects/northern-afghanistan-taliban-insurgency-nato
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6.5.4 Monitor and critically reflect on your use of IL skills

As you develop your information literacy skills, refer back to the outcomes you hope to achieve and goals you have set yourself. Ask yourself questions such as:

  • am I on track to achieve my outcomes?

  • what difficulties in using information literacy techniques have I experienced and what have I done about them?

  • how have the choices and decisions I made impacted on the quality of my work?

  • do I need to mak
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6.3.1 Identify opportunities for using IL skills

Where and how will you use information literacy skills over the next 3–4 months? You may need IL to help you identify, search for, evaluate and present information for a specific task, such as an essay or project report. You may have to visit and learn how to use an academic library, or need to search for, select and evaluate information from specialist databases or the Internet. Spend some time thinking about your study or work requirements and what opportunities you will have or can creat
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6.2 Working on improving your IL skills

The three-stage framework for developing and improving your skills provides the basis for you become more confident in:

  • developing a strategy for using a variety of IL skills, including being clear about what you want to achieve, identifying relevant sources of information that will help you to achieve your goals, and planning how you intend to improve your skills;

  • monitoring your progress and critically reflecting on your performance
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4.3.3 Communicate relevant information

A main outcome of this key skill is that you will be able to communicate complex information orally, visually and through writing.

Complex subjects are those that include a number of ideas, some of which may be abstract, very detailed, difficult to follow or require you to deal with sensitive issues or the interpretation of others’ viewpoints. Communicating information at this level may involve using technical vocabulary, carefully structuring what you say and/or write, and using diag
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3.8.3 Identify ways of further improving your own learning and performance

Remember that improving your own learning and performance is not something that you can do once and then forget about it. It is a process that needs to become an integral part of your normal approach to work and study throughout your career in higher education and in the world of work. Developing and using the skill of improving your own learning and performance can enhance all other learning. As you worked through this key skill, what is it that you have learned? What can you take away with
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3.8.2 Assess the effectiveness of your strategy

If you were asked to assess how effective your planning, researching, monitoring and evaluating have been in improving your learning and performance, what would be your assessment? You may comment on factors that impacted on your learning, for example the feedback you received from your tutor or manager, a workshop you attended, or discussions with other students or colleagues. Other factors might be your improved awareness of what you are trying to achieve or having a structured approach to
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