This presentation delves into the effects used by Blink 182 to create the unique video for their 2003 album 'Blink 182', coupled to the song 'Always', which is one of the best selling records in their history. I analyse techniques and the purpose of such, such as audience engagement, throughout the presentation.
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.
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Embracing GenAI - A Strategic ImperativePeter 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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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.
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.
1. BLINK 182 – ALWAYS
MUSIC VIDEO ANALYSIS
BY ALEX MCEWAN
2. INTRODUCTION
• The music video produced for ‘Always’ by Blink 182 uses a variety of techniques to
entice the audience, using visuals, colours and intertextuality to do so. The shot
below is the first image seen as the video starts, depicting a white lily, which itself
symbolizes faith, passion and promise; ironically, each of these factors are opposed
throughout the video. The lily features constantly in this hybrid video, being both a
narrative and performance based production. The skateboard in the background
holds connotations of youth, a characteristic that band members attempt to
convey as part of their collective demeanour. The camera itself doesn’t have a
significant depth of field, yet the lily is intentionally the focal point of the shot, to
contrast against the background, in order to emphasise its significance to the
scene and even the production as a whole.
3. OVERVIEW
• The narrative depicts the protagonist, Sophie Monk, flirting with each of the band members. DeLonge, Barker
and Hoppus all attempt to win her heart, which is met with arguments, frustration and passion, in the form of
kissing. The relationship they each have with her is obviously separate, yet the split-screen attempts to bind
each character together, to create a singular, dysfunctional relationship. Travis Barker is always the character to
be seen kissing Monk, which is a clarification of the reality of the band members, with Travis Barker often
known to be quiet, mellow and nonchalant in real life, whilst Mark and Tom have somewhat extravagant
personalities. The lyrics also intertwine with the video, as when the chorus repeats ‘Come on et me hold you,
touch you, feel you, always’, then followed by ‘Kiss you, taste you, all night, always’, the visuals are either of
the characters kissing, touching, holding or feeling Monk, or performing the song, exhibiting Hoppus’ iconic
pink Fender bass guitar and Travis’ breakneck drumming. There’s an evident motif of deception within the
narrative, as whilst the three characters often merge into one, they are indeed separate, therefore Monk is
regularly seen to be hiding another band member, in order to make way for the next, cheating on all three.
This conforms to female stereotypes, which states that women are flirtatious and dishonest, whilst also
conforms to the stereotype that men are easily led on and only want intimacy, rather than a deep connection.
4. • The video that my group are attempting to create will also feature a split-
screen, inspired by this video, due to the positive reception it received. We
also gained inspiration from Weezer’s music video ‘The Good Life’ which
portrays a pizza delivery girl on her daily route, highlighting the tedium that
she feels towards her duties. This video also uses split screen, yet does it
vertically, whilst also using obscure and intriguing camera angles. This
appealed to us tremendously, as the music video became a pleasure to watch,
fascinated by what the next scene might be, an effect that will surely succeed
through our target market, being teenagers and early adults.
5. CAMERA ANGLES
• The camera angles used within the video often change, however using a tracking shot to capture the constant movement of the characters,
due to the incessant fighting they endure. It’s evident that the video was shot handheld, rather than on a dolly, as the variety of low shots,
close ups and even fast-paced movement couldn’t be captured on a dolly, apparent in the shaky movements and lack of stability. However,
this is intentionally used for heightened effect, as in the first few scenes, the visuals are segregated, becoming a split-screen, hybrid video.
The screen is split three ways, horizontally, to first depict the clock on the wall. Whilst the camera attempts to merge each screen together, to
create one image, it cleverly differentiates slightly by being noticeably out of position, potentially capturing the visuals of three individual
characters. A clever use of camera angles is shortly after this, when the camera tracks down, to quickly focus on the floor, covered in
shattered glass. This immediately represents danger, which is followed by the introduction to shoes stepping across the screen, indicating that
this individual is the source of such danger. The camera pans upwards to capture the attractive, idealistic body of the protagonist, Sophie
Monk. By doing so, the slow track of her body allows the female to be seen through the male gaze, identifying her impeccable figure,
therefore creating an enigma code, to who she is and her underlying intentions. The close-up shot of Travis, Mark and Tom as Monk opens
the door to each of them is so powerful, in relation to the context of the video. This is because the camera holds its position, almost
lingering on their faces, to again attempt to view them as one singular person, however with their individual feature so distinct, it’s evident
they’re very different, allowing the viewer to process this. Furthermore, both DeLong and Hoppus are singing in the narrative, therefore
creating a cross-over between the narrative and performance aspects, which is noticeable during the entirety of the video.
6. PURPOSE
• The attire of each character is very similar, only differing in the distinction of their ties. This is deliberate, to again encompass the motif of one
character, however incorporating the differentiation between this and their individual characters by a single tie, possibly suggesting that the
intense sensation of love is the identical for all of us, no matter who it is you love or how you show it. The shot of Hoppus performing the song
with three separate backgrounds is a successful way of strengthening the case that each character is indeed separate, with each character in the
shot wearing the same tie, indicating they’re all Hoppus, therefore stating that they are individuals, and whilst all feel the same passion for this
woman, do not occupy one body. Additionally, this may signify that their love is just as profound no matter where they go, with the locations
differing, yet the repetition of the lyrics only enhancing their validity. The video itself also incorporates Star Image, when the camera lingers on
their faces at the beginning of the video, used to identify the band members, with the audience identifying their significance, whilst highlighting
who’s behind the lyrics, rather than random characters portraying their roles. This is only heightened by the fact that the band are performing
throughout the video, whether it be singing, drumming or playing guitar; they’re always selling themselves to the target market. There’s also a
clever implementation of intertextuality within the narrative, as Tom DeLonge is seen performing through the television, within a music video.
The positive impact that this has on the music video is due to the recognition that the director has for an evolving society, therefore
incorporating other forms of media to entice younger audiences to watch the video, appealing to their interests, almost suggesting that the
band hold such superiority that they can fluctuate between a music video and live television as they please, a conveyance of their status and
quality of performance.
7. GOODWIN
• Theories such as Goodwin’s ‘Relation of visuals to the song’ is relevant within this
music video, especially his ‘Amplification’ theory. This suggests that re-enforcing or
repeating a crucial aspect within the video will preserve its significance within our
memory, therefore associating that artist/specific song with the memorable
meaning, potentially implementing this factor into our own lives. This is certainly
applicable within the Always video, with the prelude to the chorus always
incorporating a fight or argument between Monk and the characters, however as
soon as the chorus is introduced, they simply begin to kiss, forgetting all their
prior differences. This suggests that despite the fact every couple will argue, it’s
worth it to eventually solve your problems, as the love between you is so strong it
overshadows any other emotions you may bear.
8. CONCLUSION
• In conclusion, the reason for creating such a unique music video is to
ultimately draw the attention of the audience, to then portray a story that’s
relatable to a variety of viewers, especially teenagers experiencing their first
love or adults who are struggling to keep the spark alive in their relationship.
The split-screen concept is incorporated potentially to suggest that no matter
who the character is, the underlying theme is still relevant, despite aesthetic
features or personal barriers.