Mia Johnson prepared a rushes log summarizing over 130 video files shot for the production "Until I Met You". The log notes the file name, duration, usable portions of each video, and where each is stored. Many clips have issues like poor lighting, actors visible in shots, or being out of focus, and may require reshoots. The log provides an overview of the raw footage and identifies portions that can be used in editing versus those that need re-shooting.
This slideshow is about the topic editing used in media. I have created slides with information and images representing editing and what editing is. Please open the slideshow to see the information and facts I have research and found out about on editing.
This slideshow is about the topic editing used in media. I have created slides with information and images representing editing and what editing is. Please open the slideshow to see the information and facts I have research and found out about on editing.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
1. Unit 17: Preparing material for editing
Rushes Log
Name of editor Mia Johnson
Title of production Until I Met You
Date
Shot
Number
File Type File Name Duration
(Seconds)
Possibilities and limitations of shots Where stored
1 Video File 1.MOV 10 Seconds 4-10 useable, filmed on a clear day may reshot on
cloudy day
Unit17/Film/Footage/1
2 Video File 2.MOV 5 Clip is good Unit17/Film/Footage/1
3 Video File 3.MOV 10 Do not use first 3 seconds- Katie is visible in the background Unit17/Film/Footage/1
21 Video File 21.MOV 13 Use last 3 seconds- first 10 I am giving direction to the actor Unit17/Film/Footage/2
22 Video File 22.MOV 3 Camera refocuses throughout clip- may need to re shot Unit17/Film/Footage/2
23 Video File 23.MOV 9 Use last 2 seconds- first 7 I am giving direction to the actor Unit17/Film/Footage/2
24 Video File 24.MOV 31 Last 10 seconds useable Unit17/Film/Footage/2
25 Video File 25.MOV 26 Good footage Unit17/Film/Footage/2
25b Video File 25b.MOV 29 Last 20 seconds useable Unit17/Film/Footage/2
26 Video File 26.MOV 30 Last 15 seconds are good- the position of the camera and the
actors are good.
Unit17/Film/Footage/2
27 Video File 27.MOV 12 Use 2 seconds - 10 seconds Unit17/Film/Footage/2
2. Unit 17: Preparing material for editing
28 Video File 28.MOV 36 Full shot useable Unit17/Film/Footage/2
48 Video File 48.MOV 23 Very dark so possible need to re-shoot with more lighting. Unit17/Film/Footage/3
50 Video File 50.MOV 26 Actress is talking till 19 seconds which deems the first 19
seconds unusable.
Unit17/Film/Footage/4
51 Video File 51.MOV 5 The camera slightly shakes however doesn’t need re-
shooting.
Unit17/Film/Footage/4
52 Video File 52.MOV 11 Screen turns on at 7 seconds however unfocused so may
need re-shooting.
Unit17/Film/Footage/4
53 Video File 53.MOV 2 Shot is in focus and is good for use. Unit17/Film/Footage/4
54 Video File 54.MOV 5 Actress is talking for the first 2 seconds however is useable
when she stops.
Unit17/Film/Footage/4
56 Video File 56.MOV 6 May be used instead of 54 as shows the scene better. Unit17/Film/Footage/4
57 Video File 57.MOV 7 Shot is slightly out of focus and therefore may need to be re-
shot.
Unit17/Film/Footage/4
68 Video File 68.MOV 14 Useable after 9 seconds as the actors are laughing too much,
Lighting is slightly dark however will brighten in edit
Unit17/Film/Footage/6
68 1 Video File 681.MOV 6 Shot is good, too dark so will brighten in edit Unit17/Film/Footage/6
68 2 Video File 682.MOV 12 Shot is good, too dark so will brighten in edit Unit17/Film/Footage/6
68 3 Video File 683.MOV 20 Use after 10 seconds- Camera is too shaky for first 10 Unit17/Film/Footage/6
69 Video File 69.MOV 5 Camera is shaky and shot Is too dark- do not use Unit17/Film/Footage/6
69 1 Video File 691.MOV 20 Shot is good after 5 seconds- they start laughing together Unit17/Film/Footage/6
71 Video File 71.MOV 5 Shot is good after 3 seconds- too shaky before Unit17/Film/Footage/7
3. Unit 17: Preparing material for editing
72 Video File 72.MOV 30 Shot is very dark and shaky however good and therefore will
change brightness in edit
Unit17/Film/Footage/7
73 Video File 73.MOV 11 Shot is good Unit17/Film/Footage/7
82 Video File 82.MOV 11 Shot is good Unit17/Film/Footage/9
82 b Video File 82b.MOV 48 Shot is good after 34 seconds however doesn’t follow actress
therefore do not use
Unit17/Film/Footage/9
83 Video File 83.MOV 4 Shot is good Unit17/Film/Footage/9
83 b Video File 83b.MOV 25 The text isn’t the correct wording- do not use Unit17/Film/Footage/9
85 Video File 84.MOV 18 First 10 seconds is me directing to the actors- rest of shot is
useable
Unit17/Film/Footage/10
85b Video File 85b.MOV 20 Possibly use last 5 seconds- the start is slightly shaky Unit17/Film/Footage/10
86 Video File 86.MOV 9 The Shot is slightly shaky but good- use 4-8 seconds Unit17/Film/Footage/10
88 Video File 88.MOV 4 Shot is good Unit17/Film/Footage/11
90 Video File 90.MOV 8 Shot is slightly shaky towards end, otherwise good Unit17/Film/Footage/11
91 Video File 91.MOV 22 Shot is good Unit17/Film/Footage/11
106 Video File 106.MOV 43 Use after 30 seconds- first 30 is me directing Unit17/Film/Footage/14
106 1 Video File 1061.MOV 4 Shot is good Unit17/Film/Footage/14
106 2 Video File 1062.MOV 4 Shot is too bright- do not use Unit17/Film/Footage/14
4. Unit 17: Preparing material for editing
106 3 Video File 1063.MOV 23 Shot is good Unit17/Film/Footage/14
107 Video File 107.MOV 7 Shot is good- Actress starts to get out too early possible re-
shot
Unit17/Film/Footage/14
115 Video File 115.MOV 18 Shot is good- use last 8 seconds Unit17/Film/Footage/16
116 Video File 116.MOV 7 Shot is good- use last 3 seconds Unit17/Film/Footage/16
117 Video File 117.MOV 13 Shot is good Unit17/Film/Footage/16
118 Video File 118.MOV 7 Shot is good- slightly shaky for first 2 seconds Unit17/Film/Footage/16
119 Video File 119.MOV 12 Phone starts ringing at 7 seconds- use from this point. Unit17/Film/Footage/18
120 Video File 120c.MOV 8 Phone starts ringing at 3 seconds- use after this point. Unit17/Film/Footage/18
121 Video File 121.MOV 12 A little shaky for the first 4 seconds use after 8 seconds. Unit17/Film/Footage/18
122 Video File 122.MOV 6 The room is too dark- needs to be re-shot in lighter conditions
to match rest of the film.
Unit17/Film/Footage/18
127 Video File 127.MOV 7 Shot is good Unit17/Film/Footage/20
128 Video File 128.MOV 6 Shot is good Unit17/Film/Footage/20
129 Video File 129.MOV 10 Shot is slightly shaky however rest is good. Unit17/Film/Footage/20
130 Video File 130.MOV 10 Quite dark- fix in post-production Unit17/Film/Footage/20
131 Video File 131.MOV 5 Can’t see actor too dark re-shot Unit17/Film/Footage/20
132 Video File 132.MOV 39 For the first 10 seconds the actor is talking to the camera
however rest is good.
Unit17/Film/Footage/20
133 Video File 133.MOV 6 Shot is good Unit17/Film/Footage/21
134 Video File 134.MOV 12 Useable after first 4 seconds Unit17/Film/Footage/21
135 Video File 135.MOV 4 Shot is good Unit17/Film/Footage/21
137a Video File 137a.MOV 4 The actress is slightly unfocused and therefore may have to
re-shot
Unit17/Film/Footage/22
137b Video File 137b.MOV 7 Lighting is bad-needs colour grading Unit17/Film/Footage/22
5. Unit 17: Preparing material for editing
138 Video File 138.MOV Unit17/Film/Footage/22