
WITH THE PHOTOGRAPHER
QuizĀ by Freeza Susan Abraham
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āWho is the author of "With the Photographer"?*
Ā Ā - b) O. Henry
Ā Ā
Ā Ā - c) Stephen Leacock
Ā Ā -
a) P.G. Wodehouse
Ā Ā -Ā
Ā Ā - d) Mark Twain
āWhat is the main setting of the story?*
Ā Ā - d) A city street
a) A photographerās studio
Ā Ā
Ā Ā - c) The protagonistās home
Ā Ā
Ā Ā - b) A public park
Who is the author of "With the Photographer"?*
What is the main setting of the story?*
*Why does the protagonist visit the photographer?*
What is the protagonistās initial feeling about gettingphotographed?*
How does the photographer make the protagonist feel uncomfortable?*
What specific feature of the protagonist does the photographer criticize?*
How does the photographer suggest improving the protagonist's appearance?*
What does the protagonist think about the photographer's suggestions?*
*What technique does the photographer use to make adjustments to the photograph?*
*What aspect of the protagonist's appearance does the photographer decide to alter?*
How does the protagonist react to the final photograph?*
*What is the protagonist's profession?*
What is the underlying theme of the story?*
How does the story conclude?*
What literary device is predominantly used in the story?*
What is the tone of the story?*
Which aspect of the protagonist's personality is highlighted through his interactions with the photographer?*
What does the protagonist finally do with the photograph?*
How does the photographerās attitude contrast with the protagonistās?*
What does the protagonistās experience at the photographerās studio reveal about societal attitudes towards personal appearance?*
Which element of satire is evident in the story?*
What is the protagonist's reaction to the photographer'sexcessive adjustments?*
What does the photographer represent in the story?*
How does the protagonist view the concept of 'retouching'?*
What does the final photograph look like?*
How does the story critique professional practices in photography?*
What is the protagonist's expectation from the photograph before seeing it?*
What element of the photographer's character is most emphasized?*
How does the protagonist view his own appearance by the end of the story?*
What is the central irony in "With the Photographer"?*
WITH THE PHOTOGRAPHER BY STEPHEN LEACOCK
WHAT DOES THE WORLD GAIN WHEN WE PROTECT TIGERS? Tigers are one of the worldās most recognized animals. Throughout history they can be seen in cultural traditions across Asia, as well as in brand images and logos the world over. But while they might be omnipresent across our cultural landscape, their actual existence in the wild has been dramatically reduced to only a few pockets of their historical range. Wild tigers are now found in just 10 countries, their historical range shrunk by over 95%.er / WWF-US If tigers completely disappeared, weād be losing so much more than an iconic species⦠Protecting water sources for millions of people Tiger habitats overlap nine of Asiaās most important watersheds which supply water to more than 800 million people. Protecting these tiger forests is the most cost-effective way to prevent droughts, reduce flooding, and limit the impacts of climate change. Protected Areas are proven to reduce deforestation and across Asia tigers are the driving force behind creating and effectively managing protected areas. For example, India recently declared its 51st Tiger Reserve, Srivilliputhur Megamalai, in southern India and this new protected area will safeguard more than 1,000km2 of key river habitat. Lose tigers, and lose entire forests Here in Cambodia, where I photographed the countryās last wild tiger in November 2007, tiger spirits were used by indigenous communities to help regulate the management of forests and wildlife. Harvesting of valuable plants was only permitted in certain times of the year and only after the tiger spirits had been appeased. Failure to adhere would result in wild tigers stalking you in the forest. However, with the extinction of the tiger the spirits have vanished, and the forests become an open free-for-all.aysia / Lau Ching Fong Protecting tigers also protects a multitude of other species Tiger-protected areas save much of Asiaās amazing wildlife. Take, for example, Indiaās Manas Tiger Reserve in Assam where tiger populations are increasing. In addition to tigers the grasslands and forests of Manas Tiger Reserve support the only viable global population of the worldās smallest, and rarest pig āpygmy hog ā and, my personal favorite, the Bengal florican. This critically endangered gamebird, which I studied for my doctorate, finds a mate with an elaborate display involving males shooting themselves into the sky before plummeting down kicking their legs as if riding a bicycle. Without tigers, these and many more species would not be as well protected. A cultural and spiritual icon for millions There are plenty of examples of mythical animals, such as the unicorn, and extinct creatures, like the dodo and dinosaurs, which remain part of international consciousness. Tigers are a global phenomenon, but unless conservation is successful, they will only be known in zoos or in cultural media. A world without tigers would be economically and spiritually a much poorer place. Let us continue focusing our efforts towards doubling wild tigers and ensuring that this species does not become a vanished cultural icon.
Filmic Techniques Based on the work of Brad Smilanich Mis-en-Scene: originally a French theatrical term arrangements of all the visual elements of the stage area in film ā āthe contents of the frame and the way those contents are organizedā include: lighting, costume, dĆ©cor, props, camera movement or distance . . . all photographic decisions etc. Proxemics: Spatial relationship among characters within the mis-en-scene Rule of Thirds: a compositional rule of thumb in painting, design, photography etc. suggests image divided into 9 equal parts with two vertical and two horizontal lines important elements of the mis-en-scene should be placed along these lines and their intersections some suggest aligning with intersections makes for more interesting pictures than just centreing the subject Proxemics Camera Distance: Quite literally, how far the camera is from the subject being filmed The Hand Camera Camera Distance: Quite literally, how far the camera is from the subject being filmed Extreme Close Up: Singles out one small portion of the body or object Used to intensify emotion, or show reaction Camera Distance: Close up Shot: Shows head of character or small significant object Used to show emotions Camera Distance: Medium Shot: shows figures from the waist up allows character to be seen within background Camera Distance: Long Shot: shows figures from feet up similar to the āstageā in live theatre orients audience to figures within a location or surrounding Camera Distance: Extreme Long Shot: Sometimes called an āestablishing shotā Panoramic view of an exterior location orients audience to a location Camera Distance: Camera Angle: Cameraās angle of view relative to the subject being photographed High Angle Shot: looks down on the subject often used to make the subject look small and insignificant (in combination with camera distance) puts the camera (audience) in āpowerā position Camera Angle: Low Angle Shot: looks up at the subject often used to make the subject look large and powerful puts the camera (audience) in a āsubmissiveā position Camera Angle: Flat Angle Shot: camera on same plane as the subject feels most ānormalā to an audience Camera Angle: Canted Shot: frame is unbalanced in relation to the subject may indicate a symbolic unbalance in the character Camera Angle: Camera Movement literally the camera moving with or around or to follow the subjects in the mis-en-scene or frame Camera Movement: Tilting Movement camera moves up or down on a horizontal axis similar to head nodding movement may be used to show subjects relation to surroundings Camera Movement: Panning Movement camera moves side to side on a vertical axis similar to head shaking movement may be used to establish setting Camera Movement: Dolly Movement camera mounted on a vehicle that moves along with the subject (camera moves, not pivots) follows the subject to signify something important Camera Movement: Crane Shot camera mounted on a crane or boom permits camera to move in & out, up & down, backward & forward often used for high aerial establishing shots Misc. Shots: Hand Held: camera carried to seem jerky, giving ārealistic feelā Push In: camera moves up to a characterās face to indicate an epiphany (realization) Spiral: camera circles subject for effect End for ELA 20-2 and 10-1 Shot Transitions/Editing: artificial editing done to string together multiple shots to create a narrative scene or sequence a cut is the change from one shot to another usually separated in to āsoftā and āhardā cuts Jump Cut: an instantaneous change from one shot to another this can be very natural or may disorient the audience, depending on how it is used Transitions/Editing Swish Pan: A pan where the speed of the camera is so fast that images are blurry used often to connect events in different settings that are connected by time Transitions/Editing Dissolve: transition where one shot gradually dissapears while another shot gradually appears often used to suggest change of setting or long time passage i.e. flashbacks Transitions/Editing Fade In/Out: transition where the shot gradually overexposes to white or underexposes to black often used to suggest a lengthy passage of time or change in location Transitions/Editing Wipe: transition where one shot is gradually eliminated as another shot moves onto the screen can be vertically or horizontally often suggests movement of the camera to another location Transitions/Editing Iris In/Out: transition where one shot gradually appears as an expanding circle in the middle of an old image suggests . . .??? Transitions/Editing Shot-Reverse Shot: one character is shown looking (often off-screen) at another character, and then the other character is shown looking "back" at the first character. Since the characters are shown facing in opposite directions, the viewer unconciously assumes that they are looking at each other. Transitions/Editing Two-Shot: Face-up shot of two people. Often used in interviews, or when two presenters are hosting a show. A "One-Shot" could be a mid-shot of either of these subjects. A "Three-Shot", unsurprisingly, contains three people. Transitions/Editing Shot Transitions/Editing: Sound: used to reflect or enhance what is shown visually on the screen can include dialogue, music, sound effects, voiceover etc. Diegetic Sound: sound that has a source in the world of the story dialogue spoken by characters, sound made by objects, or music coming from a source grounded in the story of the film Non-diegetic Sound: sound that has a source outside the world of the story usually part of the score or the soundtrack Parallel Sound: sound that complements the image shown i.e. romantic music during a love scene Counterpoint Sound: sound that contradicts the āfeelingā of the image a happy song played while images of graphic violence are portrayed Voiceover: voice of a non-visible narrator laid over the scene often provides some comment about the narrative of the film Sound Bridge: used to āsoftenā the transition between one scene and another takes sound from the next shot and overlays it on the current shot 2-3 seconds earlier than we see the image Examples of Diegetic/Non-Diegetic: In the first clip, the non-diegetic music changes to diegetic music when the main character moves inside of the convenience store. In the second clip, the āduhn duhn duuuuhā which often is non-diegetic becomes diegetic because it is the band in the passing bus playing that music! End for ELA 20-1 Lighting: Can be used by a director to: Control the mood of a scene guide a viewerās eye to a specific place in mis-en-scene Emphasize and de-emphasize elements in frame Add texture and color Make people look beautiful, ugly, sinister, or angelic Standard 3-Point Lighting: uses three lights called theĀ key light,Ā fill lightĀ andĀ back light forms the basis of most lighting. once you understand three point lighting you are well on the way to understanding all lighting. Key Light: main light usually the strongest and has the most influence on the look of the scene. it is placed to one side of the camera/subject so that side is well lit and other side has shadow. Fill Light: secondary light is placed on the opposite side of the key light used to fill the shadows created by key softer and less bright than key Back Light: placed behind the subject ; lights it from the rear. provides definition and subtle highlights around the subject's outlines. Separates subject from background provides a three-dimensional look. Standard 3-Point Lighting: http://www.zvork.fr/vls/ Try using this simulator to play with lighting with those 3 points.
Stages in the Sale of a Property Stage 1 ā Getting to Instruction ⢠Initial contact with the vendor: need to check the following: type of property, contact details of vendor, address of property/Eircode and purpose of the contact - sale or valuation? If a sale, does the vendor need a quick sale? Qualify the lead i.e. is the vendor buying another property? If an investment property, is the tenant in situ? Check if there is a folio number available and confirm the ownership of the property. Schedule the viewing. ⢠Pre-viewing: Set up a file & record all info from initial contact on CRM system. Check the Property Price Register to help get a general idea of property valuation (subject to viewing, helps to display knowledge of area/market and set expectations for the vendor). Nature of property may affect pricing e.g. starter home vs. larger property with vendor seeking to downsize. Consideration for comparables may include similar/same location, size and condition of property, availability and type of parking, layout of property, plot size, orientation of garden, extensions undertaken etc. Nature of market conditions, state of wider economy, cost of capital and availability of credit may also be factors. ⢠Appraisal/viewing: Bring an advertising pack/sales & marketing brochures. Walk through property with client, note nice features/selling points for the brochure, let the client talk about upgrades/specific features of the property. It is very important to listen to the vendor and build rapport. Confirm property details e.g. condition and layout, plot size, orientation of garden. Check for certificates of compliance for any extensions, planning permissions for conversions, right of way if applicable etc. Check if a BER available/provide details for approved assessors. Demonstrate your/the practiceās professional expertise, justify why you should get the instruction, discuss recent local sales and give your potential valuation. Discuss the sales fee, marketing fee and any additional charges e.g. professional photography, drone footage, virtual tours (walkthrough video, Matterport etc.) Ask how the vendor heard about you/your practice and why are they considering you for the sale. Where appropriate offer advice to help vendor increase potential sales price. (If possible, leave with signed Property Services Agreement/Letter of Engagement.) Thank you, send/email market appraisal, any queries/questions do get in touch and let the vendor know that weāll be in touch in coming days. ⢠Post appraisal ā letter sent that pm/next morning with market appraisal; diary note to follow up. Check that market appraisal letter received and check for questions. If did not get sale, find out why not/debrief. If get the sale, email confirmation of instruction. Once PSRA sent and LOE returned signed = stage 2. Other details required ā ID, proof of address, proof of ownership/title, solicitor details, BER certificate (refer to assessor if not available). All these should be uploaded to CRM. Stage 2 ā Getting to āSale Agreedā Set up appointment to measure & photograph, note any special features e.g., upgraded kitchen, south-facing garden. Provide ideas for improving sales potential (declutter, painting, tidy garden etc. Check if has vendor potential buyers in mind already e.g., relations, friends, other parties interested. Seek vendor approval for photos/text of brochure. Check for access (tenants in situ/working from home etc) and confirm viewing times. If given a key for viewings ā tag it! Check alarm codes & whether a sign is allowed on the property. Bring to market ā upload to all websites e.g., daft/my home, in house websites and create window display. Match the property against your internal database of potential purchasers /CRM system. Set up appointments for viewings on CRM or arrange for open viewings. Confirm viewings with vendor & purchaser. Turn on lights, open windows, secure valuables, leave out brochures & business cards, bring viewings sheets to keep record of attendees. Introduce yourself and get attendee details. Let people view the property and address any questions. Point out key features. Record questions to be answered and any feedback from viewers. Ask are they selling property? Let viewers know of offers already received. Lock up/alarm property/close windows. Provide vendor with feedback on viewings - number of viewers / questions raised/overall reaction to property. Offers should be confirmed in writing & upload to on CRM/ offers will be input by bidders onto online bidding platforms āProof of fundsā required for offers in some practices. Successful bidder will be chosen by vendor, who might want quick sale/no chain or prefer the highest bidder. Booking deposit will be sought from successful bidder. The amount varies by practice but must cover fees. Sales Advice Notice/letter should be sent to both solicitors (and may be ccād to vendor/buyer or notify both that SAN have gone out). Booking deposit receipt should be issued. The BER certificate and report should go to the solicitor. Send requests for docs/info to successful bidder including steps they need to take to progress sale e.g., organise the bank valuation and/or schedule the survey. Once the deposit is paid the property is Sale Agreed, inform other bidders, and update all websites/sales board etc. Stage 3 ā Getting to closing Access should be organised for the bank valuation/survey. Stay in touch with both solicitors ācontract-chasingā i.e., check when contracts are issued, signed and queries answered. Legal searches undertaken by the solicitors may include checking boundaries, land registry, title, rights of way, compliance certs etc. When contracts are signed 10% purchase price/booking deposit should be sent to the vendorās solicitor. Once all queries satisfied = drawdown of mortgage/funding, house/life insurance in place. Title deeds will be requested once contract is signed. Decide final closing date. Check that the property taxes have been paid. Check that vendor has vacated the property. When vacant, conduct the final walkthrough and take final readings (MPRNs ). Check with solicitor if the drawn down funds h, and once received the solicitor gives authorisation to the estate agent to release the keys. The agent will do up invoice, send the balance of funds to solicitor and provide gift to purchaser. Finally remove sign, mark as sold on CRM, seek testimonials, upload to social media and close a/c on CRM
1.Linguistics is the science that studies language. 2.Linguist:Someone who studies linguistics. 3.The Subfields of Linguistics Phonetics deals with the sounds of language. Phonology deals with how the sounds are organized. Morphology deals with how sounds are put together to form words. Syntax deals with how sentences are formed. Semantics deals with the meaning of words, sentences, and texts. Pragmatics deals with how sentences and texts are used in the world (i.e., in context) Text Linguistics deals with units larger than sentences, such as paragraphs and texts. 4.Prescriptive: This approach consists basically of stating what is considered right and wrong in language. 5.Descriptive: This approach, on the other hand, consists of describing the facts. Descriptive linguistics is dedicated to describing the rules of the language, and the language is seen as essentially rule governed. 6.Language is rule-governed, creative, universal, innate, and learned, all at the same time. 7.Linguists understand language as a system of arbitrary vocal signs. 8.Linguistic signs: involve sequences of sounds which represent concrete objects and events as well as abstractions.Signs may be related to the things they represent in a number of ways. 9.Iconic: which resemble the things they represent (as do, for example, photographs, diagrams, star charts, or chemical models). 10.Indexical: which point to or have a necessary connection with the things they represent (as do, for example, smoke to fire, a weathercock to the direction of the wind, a symptom to an illness, a smile to happiness, or a frown to anger). 11.Describe the characteristics of human language: Creative: (The structural elements of human language can be combined to produce new utterances, which neither the speaker nor his hearers may ever have made or heard before.) Rule-governed: (Language is made of rules.) Universal: (There are some aspects that are present in all languages of the world.) Innate:(all humans possess an innate capacity for language, activated in infancy by minimal environmental stimuli. Chomsky) Uniquely human: (Language is what sets us apart from other species. It is what makes us human.) Learned:(Children acquire language from their natural setting.) 12.Differentiate between iconic, indexical and symbolic signs. A. iconic, which resemble the things they represent (as do, for example, photographs, diagrams, star charts, or chemical models) B. indexical, which point to or have a necessary connection with the things they represent (as do, for example, smoke to fire, a weathercock to the direction of the wind, a symptom to an illness, a smile to happiness, or a frown to anger). c. symbolic, which are only conventionally related to the thing they represent (as do, for example, a flag to a nation, a rose to love, a wedding ring to marriage). 12. Distinguish between different senses of the grammar word. The prescriptivistĀ“s grammar (Grammar is a set of rules that label the different utterances as either right or wrong.) The descriptivistĀ“s grammar (Grammar is a set of rules that govern the langauge spoken by people. ) The linguistĀ“s grammar (Grammar is the subconscious knowledge of the set of rules that enables speakers to use the language) The speakerĀ“s grammar (Grammar is the intrinsic linguistic knowledge within a native speaker) 13.Describe common fallacies about language and grammar: āŗOne type of grammar is simpler than another. āŗChanges in grammar involve deterioration in a language āŗGrammars should be logical and analogical (that is, regular) āŗPeople must be taught the grammatical rules of their language. āŗOnly some languages have grammar. āŗGrammars differ from each other in unpredictable ways. 14.Generality: All Languages Have a Grammar 15. Equality: All Grammars Are Equal 16.Changeability: Grammars Change Over Time 17. Universality: Grammars Are Alike in Basic Ways 18.Tacitness: Grammatical Knowledge Is Subconscious 19.Linguistics is defined as the study of language systems. It is the scientific study of language. 20.Historical approach:It is the study of language change. 21.Linguistic Competence: is the unconscious knowledge speakers of a language have about the system that enables them to create and understand novel utterances. 22.Performance: is the use of it. Performance is āthe actual use of language in concrete situations.ā 23.I-Language (internal language): which is the intrinsic linguistic knowledge within a native speaker. 24.E-Language (external language): which is the observable languageāthe output from a speaker. 25.Parole ('speech') refers to the concrete instances of the use of langue, including texts which provide the ordinary research material for linguistics. 26.Langue: 27.Language: is a system of communication that is non-stereotyped and non-finite; it is unlimited in its scope. 28.Grammar: to refer to a subconscious linguistic system of a particular type. Grammar makes possible the production and comprehension of a potentially unlimited number of utterances. 29.Communication and animals: Selecting a mode of communication (speech,writing, gesture). Delivering the symbols through a medium, a physical basis for communication, light, air, or ink. Decoding of the symbols to obtain the information. 30.SIGNS: Communication relies on using something to stand for something else. Words are an obvious example of this: You do not have to have a car, a sandwich, or your cousin present in order to talk about themāthe words car, sandwich, and cousin stand for them instead. This same phenomenon is found in animal communication as well. 31.The signifier: A signifier is that part of a sign that stimulates at least one sense organ of the receiver of a message.A signifier can also be a picture, a photograph, a sign language gesture, or one of the many other words for tree in different languages. 32.The signified: The signified component of the sign refers to both the real world object it represents and its conceptual content. The first of these is the real world content of the sign, its extension or referent within a system of signs such as English, avian communication, or sign language. 33.Iconic signs or icons: always bear some resemblance to their referent. A photograph is an iconic sign; so too is a stylized silhouette of a female or a male on a restroom door. 34.Some iconic tokens: a. open-mouth threat by a Japanese macaque; b. park recreation signs; c. onomatopoeic words in English. 35.An indexical sign, or index, fulfils its function by pointing out its referent, typically by being a partial or representative sample of it. Indexes are not arbitrary, since their presence has in some sense been caused by their referent. For this reason it is sometimes said that there is a causal link between an indexical sign and its referent.The track of an animal, for example, points to the existence of the animal by representing a part of it. The presence of smoke is an index of fire. 36.Symbolic signs: bear an arbitrary relationship to their referents and in this way are distinct from both icons and indexes. Human language is highly symbolic in that the vast majority of its signs bear no inherent resemblance or causal connection to their referents, as the following words show. 37.Mixed signs Signs: are not always exclusively of one type or another. Symptomatic signs, for example, may have iconic properties, as when a dog opens its mouth in a threat to bite. Symbolic signs such as traffic lights are symptomatic in that they reflect the internal state of the mechanism that causes them to change color. 38.Signals: All signs can act as signals when they trigger a specific action on the part of the receiver, as do traffic lights, words in human language such as the race starter's "Go!", or the warning calls of birds. 39.SIGN STRUCTURE: No matter what their type, signs show different kinds of structure. A basic distinction is made between graded and discrete sign structure. 40.Graded signs convey their meaning by changes in degree. A good example of a gradation in communication is voice volume. The more you want to be heard, the louder you speak along an increasing scale of loudness. There are no steps or jumps from one level to the next that can be associated with a specific change in meaning. 41.Discrete signs are distinguished from each other by categorical (stepwise) differences. There is no gradual transition from one sign to the next. The words of human language are good examples of discrete signs. 42.A VIEW OF ANIMAL COMMUNICATION āŗLargely iconic āŗLargely symptomatic āŗLittle arbitrary āŗNot deliberate āŗNot conscious āŗNot symbolic āŗStimulus bound
Now, there are some guidelines in terms of proper place of hanging pictures. The right places in which to hang pictures are as follows: 1. Religious pictures, family photograph, pictures of popular basketball players , actors or actresses should be hanged in bedroom. 2. Beauties of nature, flowers and landscape are suitable in the living room. Where to hang pictures? Home Economics and Livelihood Education 7 Seibo College 114 3. The Last Supper, fruits and other foods are suitable in the dinning room. Hanging pictures is important in home furnishing because it enhances the look of the room, it accentuates a certain focal point in the wall, it displays a certain art work and it gives cheerfulness at home. Mounting is the technique used to secure a photograph to a display board. There are several different methods and materials to choose from when mounting a photograph. Following will guidelines will help you to mount pictures. Pictures look best when properly mounted. Factors to consider in mounting pictures: 1. Choose the correct picture frame for your artwork. Choosing the wrong frame can reduce the look of your picture. 2. There should be a space between your picture and the mat, to preserve the picture better. 3. Picture should be firmly supported and secured up by the mount. 4. The mount should contribute to the pictureās appearance and not ļ· to draw attention away from it. How to mount pictures? Why is it important to hang pictures? Home Economics and Livelihood Education 7 Seibo College 115 There are different shapes and figures by which pictures are represented. Familiarize yourself with the following figures presented below, so that groupings and accentuating will be easier. Itās time to be creative! Study the different pictures with different shapes. Give a little time and effort add a dash of your creative imagination, before you knew it, you have made an attractive wall decoration.
News Opinion Sport Culture Lifestyle Show more Books Music TV & radio Art & design Film Games Classical Stage āHollywood doesnāt do very much of that business, they have the nice sign, and everythingās good, but they donāt do very much,ā said Trump. View image in fullscreen āHollywood doesnāt do very much of that business, they have the nice sign, and everythingās good, but they donāt do very much,ā said Trump. Photograph: Lucy Nicholson/Reuters Film āIām not trying to hurt the industryā: Trump softens tone on movie tariffs California governor Gavin Newsom announces a $7.5bn tax incentive scheme as Trumpās announcement of 100% tariffs on films āproduced in foreign landsā is mocked by Jimmy Kimmel and Fallon Andrew Pulver Tue 6 May 2025 11.24 BST Share Donald Trump appears to be softening his tone after widespread dismay in Hollywood and further afield at his bombshell announcement of 100% tariffs on films āproduced in foreign landsā, saying he was ānot looking to hurt the industryā. In remarks reported by CNBC, Trump said he was planning to discuss the plan with film industry leaders. āIām not looking to hurt the industry, I want to help the industry.ā He added: āSo weāre going to meet with the industry. I want to make sure theyāre happy with it because weāre all about jobs.ā Trump also took aim again at California state governor Gavin Newsom, saying the film industry āhas been decimated by other countries taking them out, and also by incompetence, like in Los Angeles, the governor [Gavin Newsom] is a grossly incompetent man, heās just allowed it to be taken away fromā. Trump added: āHollywood doesnāt do very much of that business, they have the nice sign, and everythingās good, but they donāt do very much.ā Trumpās talk of film tariffs makes no sense, but itās already doing damage ā to Hollywood Peter Bradshaw Peter Bradshaw Read more Newsom responded with a statement saying: āGovernor Newsom continues to champion Californiaās iconic film and television industry ā recognising it as a cornerstone of the stateās economy, one that sustains hundreds of thousands of good-paying jobs across every sector around the state.ā āHis plan to more than double the stateās film and television tax credit reflects a commitment to keeping production here at home, supporting workers and maintaining Californiaās global leadership in entertainment. If the President announces a proposal with more details, we will review it.ā Newsom had earlier responded to Trumpās announcement by proposing a $7.5bn federal tax incentive scheme, saying in a statement to Variety: āBuilding on our successful state program, weāre eager to partner with the Trump administration to further strengthen domestic production.ā Tax incentive schemes in the US currently operate on a state-by-state basis, and Newsom had announced a plan in April to boost Californiaās to $750m. California senator Adam Schiff also condemned Trumpās tariff proposal while backing calls for a federal tax credit scheme, saying in a statement: āBlanket tariffs on all films would have unintended and potentially damaging impacts, [but] we have an opportunity to work together to pass a major federal film tax credit to re-shore American jobs in the industry.ā Late night TV hosts Jimmy Kimmel and Jimmy Fallon also joined the chorus of dismay and bafflement at Trumpās plan. Commenting that Trump was ānow aiming his wrecking ball at Hollywoodā, Kimmel questioned whether foreign-made movies were a ānational security threatā as Trump claimed. āI donāt care where theyāre made. I really donāt. I guess itās what the late, great Hannibal Lecter wouldāve wanted. Sonic, the illegal immigrant hedgehog, is a national security threat and he must be stopped!ā Kimmel also mocked actor Jon Voightās role in Trumpās thinking, saying: āThis is where he reportedly got the tariff movies idea ā from Angelina Jolieās 86-year-old father she wonāt talk to. What a great idea. Next year, The White Lotus is gonna be set at a Hampton Inn.ā Fallon also took aim at Trumpās implication that foreign locations were somehow taboo, saying: āGonna be fun seeing the next Lord of the Rings filmed in Bayonne, New Jersey,ā adding: āIf you donāt like that, you can also watch Emily in Des Moines [instead of Emily in Paris]. Itās just as charming.ā Explore more on these topics Film Film industry Donald Trump Trump tariffs Gavin Newsom Jimmy Kimmel Jimmy Fallon news Share Reuse this content Most viewed Live German parliament votes again on Merzās bid to be chancellor after humiliating first round ā Europe live Trump and Carney to meet at White House in closely watched encounter Mushroom lunchās sole surviving guest details deadly meal and its aftermath as trial of Erin Patterson continues āItās the misogyny slop ecosystem!ā How Candace Owens and the American right declared war on Blake Lively Wisconsin woman missing for more than 60 years found āalive and wellā
Alright, Isti ā hereās a longer and more detailed English version of the Isaac Newton text, still written at a level thatās accessible for Grade 4 students, but rich enough in information to meet PISA literacy expectations and EF A2-level vocabulary. Iāve kept sentences short, clear, and with explanations for new concepts so itās easier for young learners to follow, while still including both famous facts and lesser-known stories. āø» Isaac Newton: The Man Who Changed the Way We See the World A Boy from a Small Village Isaac Newton was born on January 4, 1643, in Woolsthorpe, a small village in England. His life was not easy. His father died before he was born. When he was just a few months old, his mother remarried and left him to live with his grandmother. Isaac missed his parents, but he kept himself busy by making things and exploring the world around him. As a child, Isaac liked to build models and machines. He made a small windmill that could turn with the wind. He built a water clock that told the time by dripping water into a container. He even made a sundial ā a clock that tells the time by using the shadow of the sun. š” Did you know? The sundial marks that Isaac carved as a boy can still be seen today on the wall of his old house. āø» School and Curiosity When Newton first went to school, he was not the top student. At first, he did not pay much attention in class. But one day, another boy teased him for not being smart. Newton decided to study hard to prove him wrong. Soon, he became the best in his class. Isaac loved asking questions. He wanted to know how and why things happened. He enjoyed watching the stars at night and thinking about how the world worked. āø» The Falling Apple and Gravity One of the most famous stories about Newton is the falling apple. One afternoon, Isaac sat in his motherās garden and saw an apple drop from a tree. This made him think: āWhy does the apple fall straight down? Why doesnāt it fly up into the sky?ā From this question, Newton began to think about gravity ā an invisible force that pulls objects toward each other. Gravity is what keeps our feet on the ground. Itās also what keeps the Moon moving around the Earth and the planets moving around the Sun. š” Fun fact: The apple did not hit Newtonās head. Thatās just a story people made up later to make the tale more exciting. āø» Newtonās Three Laws of Motion Newton studied movement and wrote three important rules: 1. Objects stay still or keep moving unless something makes them change. ⢠Example: A ball will not roll unless you push it. 2. The bigger the push, the bigger the movement. ⢠Example: If you kick a ball harder, it will go faster and farther. 3. Every action has an equal and opposite reaction. ⢠Example: When you jump off a boat, the boat moves backward as you move forward. These three laws are still used today to understand how cars, rockets, and even roller coasters work. āø» Discoveries in Light and Color Newton also studied light. He found that white light is not just one color ā it is made of many colors. He used a glass prism to split sunlight into a rainbow. This helped scientists understand how colors work. āø» Inventions and New Ideas Newton made a special telescope that used mirrors instead of lenses. This type of telescope made images of planets and stars much clearer. It is still called the Newtonian telescope today. He also worked in mathematics and helped create a new type of math called calculus, which is used to study changes and movement. āø» Strange Experiments Newton was so curious that he sometimes tested ideas on himself. Once, he put a thin needle, called a bodkin, beside his eye to see how it would change his vision. It was very dangerous, but luckily he did not go blind. š” Did you know? Newton also studied alchemy ā an old kind of science where people tried to turn metal into gold. He never succeeded, but it showed how wide his interests were. āø» Later Life and Work At the age of 27, Newton became a professor at Cambridge University. He later worked for the Royal Mint, making sure coins were made safely and stopping people from making fake money. He was very strict, and some criminals were sent to prison because of his work. Newton never married. He spent most of his life reading, writing, and doing experiments. āø» The End of His Life Isaac Newton died in 1727 at the age of 84. He was buried in Westminster Abbey, a famous place in London where great people of Britain are honored. His work changed the world forever. Even today, scientists, engineers, and students still use Newtonās laws and ideas. š¬ Newton once said: āIf I have seen further, it is by standing on the shoulders of giants.ā This means we can make new discoveries by learning from the work of others who came before us. give 10 questions to each passage with PISA literacy standard for kid 10 years, 1. Nikola Tesla: The Man Who Dreamed of Lightning Born: July 10, 1856 Died: January 7, 1943 When Nikola Tesla was a boy in Croatia, he saw a flash of lightning and asked his mother, āCan we catch the light?ā That question never left him. As he grew older, Tesla became a brilliant inventor, especially fascinated by electricity. He believed in a future where energy could be sent wirelessly through the airālike music through the radio! Tesla invented the alternating current (AC) system, which became the foundation of modern electricity. At the time, Thomas Edison promoted direct current (DC), and the two men had a fierce competition. Many laughed at Tesla's bold ideas, but he never gave up. He dreamed of wireless communication, flying machines, and even free energy for everyone. Though he died alone and poor, today the world honors his vision. Think About It: Why do you think people didnāt believe Tesla at first? What can we learn from Teslaās courage to dream big? 2. Charles Darwin: The Man Who Studied the Worldās Weirdest Creatures Born: February 12, 1809 Died: April 19, 1882 When young Charles Darwin got on a ship called HMS Beagle, he didnāt know he would change science forever. He sailed around the world for five years, collecting plants, animals, and fossils. On the GalĆ”pagos Islands, he noticed something curious: finches had different beaks depending on their island. Why? Darwinās observations led him to write the theory of evolution by natural selection. It explained how animals adapt and survive. But his ideas shocked many people because they seemed to challenge religious beliefs. Despite the controversy, Darwin continued his work. His book On the Origin of Species changed how we see life on Earth. Think About It: Should scientists share their ideas even if they go against what others believe? How did traveling help Darwin make new discoveries? 3. Marie Curie: The Woman Who Glowed in the Dark Born: November 7, 1867 Died: July 4, 1934 Marie Curie was born in Poland at a time when girls were not allowed to study science. But that didnāt stop her. She moved to France, worked day and night, and discovered radioactivity, a powerful energy hidden inside atoms. She and her husband, Pierre Curie, found two new elements: polonium and radium. She became the first woman to win a Nobel Prize, and the only person to win in two different sciences: physics and chemistry. Even when Pierre died in an accident, Marie continued their work. Her discoveries helped doctors treat cancerābut working with radioactive materials also harmed her health. She died from radiation exposure, but her legacy lives on. Think About It: What challenges did Marie Curie face as a woman in science? Why is it important to balance discovery with safety? 4. Galileo Galilei: The Star Watcher Who Defied the Church Born: February 15, 1564 Died: January 8, 1642 Galileo loved looking at the stars. He built one of the first powerful telescopes and made stunning discoveries: mountains on the Moon, moons around Jupiter, and that the Earth orbits the Sunānot the other way around. This idea, called heliocentrism, went against the teachings of the Church. He was put on trial and forced to say he was wrong. But he wasnāt. He spent his last years under house arrest, quietly writing. Today, Galileo is called the father of modern science for daring to question what others blindly believed. Think About It: Why do you think Galileo was punished for telling the truth? Should science always follow evidence, even if it goes against powerful beliefs? 5. Isaac Newton: The Man Who Asked āWhy?ā When an Apple Fell Born: January 4, 1643 Died: March 31, 1727 One day, an apple fell from a tree, and Isaac Newton began to wonder: Why did it fall down, not sideways or up? This simple question led to his theory of gravity. Newton also invented calculus, described the laws of motion, and changed physics forever. But Newton wasnāt just a geniusāhe was curious, quiet, and often worked alone. He believed everything in nature followed rules, and it was our job to discover them. Thanks to him, we understand how planets move, how rockets launch, and why you fall when you trip. Think About It: How did Newtonās curiosity lead to great discoveries? Do you think working alone helped or hurt Newton? 6. Ada Lovelace: The First Computer Programmer Before Computers Existed Born: December 10, 1815 Died: November 27, 1852 Ada Lovelace was the daughter of the famous poet Lord Byron, but she didnāt love poetryāshe loved numbers! At a time when girls were expected to sew, Ada studied mathematics. She met Charles Babbage, who designed an early computer called the Analytical Engine. Ada imagined the machine could do more than just mathāit could create music, art, and even write! She wrote what is now considered the first computer program, long before real computers were built. Think About It: How did Ada imagine something that didnāt exist yet? Why do we call her a pioneer in technology? 7. Albert Einstein: The Man Who Brought Time and Space Together Born: March 14, 1879 Died: April 18, 1955 Albert Einstein wasnāt always a good student. In fact, his teachers thought he was slow. But Einstein thought deeply. He asked big questions like, āWhat if you could ride a beam of light?ā His theories of relativity changed how we see space, time, and gravity. He also warned the world about the dangers of nuclear weapons, even though his ideas helped create them. Einstein believed science should help people, not harm them. With his messy hair, kind smile, and brilliant mind, he remains a symbol of genius. Think About It: Can someone be bad in school but still be brilliant? Should scientists be responsible for how their inventions are used? 8. Pythagoras: The Musician Who Loved Math Born: Around 570 BC Died: Around 495 BC Long ago in ancient Greece, Pythagoras believed the universe followed numbers. He discovered the Pythagorean Theorem, a rule about triangles that helps us build houses, design computers, and navigate space. He also believed that music had math inside itāthat certain notes made perfect harmony because of mathematical ratios. Pythagoras started a secret school and taught his students to search for truth through numbers, shapes, and sound. Think About It: Why do you think Pythagoras saw math in everything? How does music relate to math? 9. Rosalind Franklin: The Woman Behind the DNA Discovery Born: July 25, 1920 Died: April 16, 1958 Rosalind Franklin loved looking closely at things. She used a special machine called X-ray crystallography to photograph molecules. One of her greatest photos, called Photo 51, showed the shape of DNA, the molecule that carries lifeās instructions. But her work was taken without credit. Two men, Watson and Crick, used her photo to build their famous model of DNA and won the Nobel Prize. Rosalind died young and never knew how important her work became. Think About It: Why is it important to give credit in science? What can we learn from Rosalindās quiet strength? 10. Carl Linnaeus: The Man Who Gave Names to Everything Born: May 23, 1707 Died: January 10, 1778 Have you ever wondered why a tiger is called Panthera tigris? Thatās thanks to Carl Linnaeus, a Swedish scientist who created a way to name and organize every living thing. His system is still used today in biology. Linnaeus loved nature and spent his life collecting plants, animals, and even rocks. He believed that by organizing life, we could better understand it. Thanks to him, we now have a global ādictionary of nature.ā Think About It: Why is it important to name and organize living things? How does order help us understand the world?