The document discusses the casting choices for various roles in a music video. Frances was chosen as the main character due to her acting experience. Elishia was selected as the singer for her caring face and some singing experience. Beth and Karis were chosen as professional dancers due to their dance competition experience. Sam was picked as the doubting character because he has acting experience and knows Frances. Mike, Jack and Eleanor were selected as the bullies due to intimidating heights and previous experience playing similar roles. Cameron will play the victim role due to his acting experience. Emily was chosen as the love heart character for her loving face. Ben will play the sad to happy character since he can convey those emotions with limited experience. Minimal props may
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.
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
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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.
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.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2. My Main Character
My main character is to be played by Frances.
She has had many previous experiences with acting due to taking Theatre Studies for A-level and being involved in
many school plays, she has the confidence to do what she is instructed to act and I feel looks the part I want.
However she has no professional experience with regards to dancing, but says she will have a go and try, which is
what I am looking for.
She also has a friendly face and looks like someone who would go out and help people,
which is exactly what her character does throughout the video, meaning she is perfect for
this role.
3. My Singer
My singer I have chosen is Elishia because she has a caring looking face, which goes along nicely with the
tone and message of my video; people caring for others.
She also has long hair to give me the potential to style it
how I wish; (curly/straight/up/down) and has had some
previous experience with singing so knows what she is
doing.
She has also taken Theatre Studies for GCSE and her As-
level as well as been involved in multiple shows, meaning
she has that experience to act as I need her to.
4. My Two Professional Dancers
I have chosen for Beth and Karis to be my dancers in my video because of the experience they have both
had; going to competitions and dance clubs. They have both done freestyle and street dance, which is the
genre of dancing I am hoping to include in my video. Karis and Beth are both dance partners within their
duet competitions, which is perfect as I know that they will be able to work together well and be in time
with the music.
They will also play a part in the narrative of the video, at the beginning they will play
as two best friends who are having an argument, which they will be able to play well
because they already are best friends and occasionally argue in which I hope they will
be able to re-create as naturalistically as possible, I am hoping that their actual
rapport will show through in the video.
5. Doubting Character
For this character I wanted an average boy who lacks in confidence and believing
in himself. For this character I decided to have Sam to act as him.
Sam has had previous basic experience with acting due to school plays so will be able
to act how I wish, he is also fairly good friends with Frances (my main character)
meaning that he will be okay to act with her without feeling awkward, I will hopefully
be able to see the rapport of their real friendship and show it into my video.
I feel that he has an innocent face, which fits perfectly with this character and also has
experience with media, which may help me with regards to different camera angles in
this scene.
6. The Bullies x3
I wanted two boys and a girl to play as the bullies to show that in reality it can be both genders bullying in
reality, however I made the majority male because stereotypically the females are the ones to use social
media and verbal abuse rather than physical, (ratio of 2:1).
I chose for Mike, Jack and Eleanor to act as my bullies this is because of their height, to make them look more
intimidating when standing near their victim. Jack and Mike also featured in my music video last year and were
required to play similar part, in which I know they can do.
They are also all good friends which I hope their rapport will show through into the video, the bullies being
friends and ‘in it together’ I suppose to pick on an innocent person.
7. The Victim
I wanted my character (a victim of being physically bullied) to have an innocent young looking face (no
facial hair), someone who needs that confidence boost to stand up for themselves and I felt that
Cameron would fit this role.
He has had many previous experiences with acting due to taking Theatre Studies for
A-level and being involved in many school plays, he also wants to act in the future as
his career, meaning that he would take this seriously and do what I instruct him to do.
Due to having much experience with acting he has been required to play multiple
roles throughout this time, therefore he will potentially be able to portray this
character well.
8. Love Heart Character
This character I wanted to be someone with a loving and caring face, so I chose Emily for this role as I
feel she looks the part.
She has the confidence to act well which I have seen over the years, but has no professional experience. This
character won’t be in the video for much of the time since her full narrative isn’t shown but is another
person that France’s character has helped, but I feel that she will be able to make an impact with her acting
skills/ability.
9. Sad to Happy Character
I wanted this character to be a boy to balance out the gender ratio to 3:3 with the
characters my main character helps throughout the song. So for this I have chosen to
have Ben.
This is because he has a fairly young looking face (no facial hair) and has the capability to
look both upset and happy, in which is what his character does. I know he would also be
able to act as I instruct him to.
He has however had not much acting experience, but I know through knowing him that he
had the capability of acting sad and happy.
10. Props
I will not require any props in which my actors will hold, but may use minimalistic props or set for the
inside scenes. Since the majority of my video is shot outside I will use the surroundings I have around me
at the time rather than adding in any props or set.
I may however use a rucksack for the bullying scene for the bullies to get hold of and throw back at the
victim.
