| 1 |
Corona-Rechtsprechung des Bundesverfassungsgerichts (BVerfG-Corona) ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 2 |
[R] Source Code der Corona-Rechtsprechung des Bundesverfassungsgerichts (BVerfG-Corona-Source) ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 3 |
[R] Source Code der Corona-Rechtsprechung des Bundesverfassungsgerichts (BVerfG-Corona-Source) ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 4 |
Corona-Rechtsprechung des Bundesverfassungsgerichts (BVerfG-Corona) ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 5 |
[R] Source Code der Corona-Rechtsprechung des Bundesverfassungsgerichts (BVerfG-Corona-Source) ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 6 |
Corona-Rechtsprechung des Bundesverfassungsgerichts (BVerfG-Corona) ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 7 |
[R] Source Code der Corona-Rechtsprechung des Bundesverfassungsgerichts (BVerfG-Corona-Source) ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 8 |
Corona-Rechtsprechung des Bundesverfassungsgerichts (BVerfG-Corona) ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 10 |
Open Legal Data: Freie juristische Daten im Rechtsstaat ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 11 |
Student interview for Place-Based WAC/WID writing instruction in Tropical Plant and Soil Sciences, clip 10 of 15
|
|
|
|
Abstract:
This item includes a segment of a student interview in a Writing Intensive course in Tropical Plant and Soil Sciences at the University of Hawaiʻi at Mānoa. The interview was conducted in 2015, and in this clip the interviewee is responding to the question 'As you anticipate life after graduation, what are your goals and aspirations? Do you see writing figuring into them?' ; Brief excerpt from interview: Graduation is coming, and I know I need to set a goal, and I have not been able to figure it out yet. I want to focus on spreading awareness through visual media . . . I made a documentary for my final project in an Ocean Economy class, and I loved it . . . I was the only one who did a video in the class--everyone else did a ten-page paper . . . we chose a policy and had to focus on two effects. I chose the expansion of the Marine National Monument in the Pacific remote islands, and how it affected the commercial fishing industry, and how it affected conservation . . . ten interviews edited into fifteen minutes . . . in Final Cut Pro . . . it is hard to connect other people's words with your own in-between . . . you have to take other people's words and cut them up into this story arc to keep people interested . . . I developed a methodology . . . going through the clips and writing down keywords . . . post-it notes on the wall . . . each interviewee I thought of as a paragraph . . . In my future, I will probably not write as much with a pen and pencil, as in school, but grants, and contracts, and stuff like that, and a lot of e-mailing, I am sure.
|
|
Keyword:
career goal; challenge/solution; commercial fishing; conservation; director; documentaries; documentary; DSLR; editing; editor; educational context; Final Cut Premier; Final Cut Pro; final project; fishing industry; general education requirements; grant writing; identity; iMovie; interview clips; interview footage; interview notes; interview questions; interview summary; interviews; keywords; kind of learning; Marine National Monument in the Pacific Remote Islands; narrative; other people's' words; place-based writing; post-graduation goals; post-it notes; primary sources; production values; quotable quotes; scholarship of teaching and learning; script; scripting; sequencing; story arc; storyboard; video; video vs. essay; visual editing; visual media; visual vs. textual; voiceover; writing across the curriculum; writing in the disciplines; Writing Intensive courses; writing pedagogy
|
|
URL: http://hdl.handle.net/10125/38474
|
|
BASE
|
|
Hide details
|
|
|
| 12 |
Topic-sensitive PageRank
|
|
|
|
In: http://cs.wellesley.edu/~cs315/Papers/Haveliwala_TopicSensitivePR.pdf (2002)
|
|
BASE
|
|
Show details
|
|
|
|
|
