The document discusses the British Board of Film Classification (BBFC) film rating system. It provides details on the criteria for each rating level: U, PG, 12A, 12, 15, and 18. For lower ratings like U and PG, films can contain very mild language, brief violence shown as negative, and kissing but no sexual detail. Higher ratings allow increasingly strong language, violence, sexual content and themes but must still avoid harm or encourage bad behavior.
This powerpoint is an overview of the certificate ratings used in films nowadays. These ratings are seen in everyday life when watching movies in cinemas or even in our homes via DVD.
This powerpoint is an overview of the certificate ratings used in films nowadays. These ratings are seen in everyday life when watching movies in cinemas or even in our homes via DVD.
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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Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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.
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!
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.
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.
2. U – Suitable for all
• U is a universal film that is appropriate for anyone over the age of 4.
• In a U rated film there will be no bad language bar a couple of
infrequent uses of very mild language such as ‘damn’ or ‘hell’.
• Drugs, violence and any other bad behaviour are not found in a U rated
film unless it is clear that these are negative activities and they will not
be shown as the correct behaviour. They may be included for
educational purposes but would not be the aim of the film. Any
activities that a child may copy will be made clear as a negative
experience.
• ‘Baddies’ may be shown with weapons but they will not be a focus, the
main character would deal with situations without violence, unless it is
historical, and be shown as a positive influence.
• Any danger for the characters will be brief and resolved quickly, with
the outcome as reassuring to the viewer.
• Kissing and cuddling may be included but details of anything more
would not be shown, and the focus will not lay in sex or innuendo.
• The film would always end happy with a message of reassurance and
include positive messages for any children viewers.
3. PG – Parental Guidance
• A film that can be watched by everyone but could contain
scenes that could be inappropriate for young children, they
should be acceptable for children over the age of 8. Not all PG
films are made specifically for children, the rating just means
that the language and themes are appropriate for the age range
of most of the viewers.
• There will be nothing inappropriate for children but they may
include and explore themes such as bullying, losing a loved one
or racism.
• Context and delivery of bad language affects the rating, if said
aggressively or if there is a lot of it then it could be higher but
for a PG then mild bad language such as ‘shit’ or ‘son of a bitch’
are accepted.
• Sexual references are unlikely but if the audience wouldn’t
understand them, and they are few and far between without
much detail, the film can still be PG rated.
• There will be no glamorization of drugs or violence but they may
be shown as long as there is no detail and they are shown as a
negative action, not as something to recreate.
4. 12A
• 12 means that no one under the age
of 12 can watch the film at the
cinema even if accompanied by
someone over the age of 18.
• 12A are rated a 12 DVD as there is no
one to judge whether someone is
underage.
• The guidelines for a 12 film are
exactly the same for a 12A.
• Films rated 12 can contain mature
themes, discrimination, soft drugs,
infrequent strong language and
moderate violence, sex references
and nudity. Sexual activity may be
briefly and discreetly portrayed and
sexual violence may be implied or
briefly indicated.
12
• A 12A can be viewed by someone
under the age of 12 as long as there
is an adult accompanying them,
although it still doesn’t mean the film
is any more suitable to an under
twelve than a 12 rated film.
• Strong language can be accepted in a
12A as long as it is not used
aggressively, there is some leeway
for puns but it must be infrequent.
• Moderate sex references or
innuendo can be found in a 12A but
nothing more than what would be
acceptable around a young person.
Crude use of language will not be
accepted and strong references to
sex would push the rating up. Sexual
activity may be briefly and discreetly
portrayed.
6. 15
• A 15 is available to anyone over the age of 15. Nothing
is prohibited, as long as it is appropriate, and doesn’t
suggest viewers to copy what they see on screen.
• A lot of strong language can be found in a 15 rated film
as there is no limit to the number of times that strong
language can be used (f***) although there can be uses
of the strongest language (c***) but that depends on
the manner it is used. Continuous use or use in an
aggressive manner will not be accepted.
• Drugs and violence could be seen in a 15 as long is it is
not with instruction and doesn’t promote bad actions
on screen.
• Sex and nudity are accepted as long as there is no
specific details.
• A lot of things are acceptable within a 15 age rating
especially with the right kind of context and used with
justification .
7. 18
• No theme is prohibited at 18. Adults are free to
choose their own entertainment provided the
material is not illegal or potentially harmful, so it is
possible some themes tackled at 18 may be
offensive even to some adult viewers.
• Films under this category do not have limitation on
the foul language that is used. Hard drugs are
generally allowed, and explicit sex references
along with detailed sexual activity are also
allowed. Scenes of strong real sex may be
permitted if justified by the context. Very strong,
gory, and/or sadistic violence is usually permitted.
Strong sexual violence is permitted unless it is
eroticized or excessively graphic.
9. COPYRIGHT
• Is the ownership of an original piece of work
• Sometimes they get artists to sing on the soundtrack of a movie, this gets attention for the
film but also puts a nice bit of money in the artist’s pocket. They can get paid what is known
as royalties.
• Some can even get paid:
• Whenever the film is shown on TV
• Whenever a DVD is sold
• Whenever the soundtrack is purchased
• Whenever the music is played on the radio
• Any time something is used that is owned by someone else the person who wants to feature
it has to ask for permission. If you see a clip of an old movie or TV show while watching a film
they have had to get permission. If you hear a song playing in a film that you have heard
before that has been out for years before the film has they have had to ask permission to
feature it.
10. COPYRIGHT
• Is the ownership of an original piece of work
• Sometimes they get artists to sing on the soundtrack of a movie, this gets attention for the
film but also puts a nice bit of money in the artist’s pocket. They can get paid what is known
as royalties.
• Some can even get paid:
• Whenever the film is shown on TV
• Whenever a DVD is sold
• Whenever the soundtrack is purchased
• Whenever the music is played on the radio
• Any time something is used that is owned by someone else the person who wants to feature
it has to ask for permission. If you see a clip of an old movie or TV show while watching a film
they have had to get permission. If you hear a song playing in a film that you have heard
before that has been out for years before the film has they have had to ask permission to
feature it.