1) The documentary series Educating the East End follows the daily lives of staff and students at a secondary school in East London, using a mix of observational footage and interviews.
2) It opens with a montage of humorous shots depicting various aspects of school life, accompanied by narration and an interview with the headteacher introducing the theme of change at the school.
3) The title sequence uses a simple silver font on a black background, with the word "Educating" in bold capital letters to establish it as part of a series focusing on education.
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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.
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.
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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.
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.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
2. Channel Four
Documentary Analysis – Educating the East End
Educating the East End is a Channel Four documentary series, focusing on the everyday lives of staff and
students of a comprehensive secondary school in East London. This series follows the format of award-
winning series Educating Essex and Educating Yorkshire. The series acts in a mixed documentary styles
combining aspects of expository (narration) and observational (fly-on-the-wall camera use). The series also
includes ‘talking heads’ interviews with both staff and students about their lives in school.
The opening sequences begins with a montage of shots showing
visuals of different aspects of school life, initially beginning with the
sound of a school bell ringing and a child running down a corridor,
which gives the effect of the beginning of the school day. The
montage consists of some typical school situations e.g. shots of
students walking to class, however the majority of shots are
humorous and often unconventional actions made by students and
teachers. The sequence seems to be attempting to engage with both
older and younger audiences, as they may be able to relate to similar
things that happened in their time at school and therefore creating a
sense of nostalgia, encouraging the audience to keep watching. The
use of camera in the montage uses a wide variety of different shot
types to demonstrate all aspects of school life. For example, it the top
picture on the left we see a high angle long shot of children skipping,
in comparison to the mid-close up of a girl in class (bottom left).
3. Channel Four
Documentary Analysis – Educating the East End
The opening is assisted by ‘voice-of-God’ narration and intercutting segments of a ‘talking head’ interview with
the school’s headteacher. The narration and interview act as a narrative bridge to introduce the documentary
and the theme of change within the school. This has been edited to fit with visuals and observation to support
their claims. For example, “We have… lots of potential, but not a lot of self belief.” is said and followed by a clip
of a child claiming that “[he] can’t do it.”
The title page consists of a plain black background with silver text. The
font is simple and professional, reflecting the subject of school life.
Additionally the word ‘Educating’ is in bold capital letters compared to
the rest of the title, possibly to emphasise the point of the
documentary but also to indicate that it is a part of a collective of
series with the word being an anchor to establish them e.g. Educating
Essex.
The soundtrack of the opening consists of diegetic dialogue and non-
diegetic music to represent mood. For example, the music is uplifting
as the idea of encouraging the children is introduced. Music is also
used in humorous ways, such as when Aretha Franklin’s ‘Respect’ is
played ironically when some students are seemingly ‘disrespecting the
teachers.
4. Channel Four
Documentary Analysis – Legally High
Legally High is a hard-hitting, controversial documentary which explores the world of legal drug use. It is a part of
Channel Four’s ‘True Stories’ documentaries and was created by award-winning director, Dan Reed.
The documentary looks into drug dealing chemists and how they invent new types of highs faster than the
Government can ban them. This is an expository documentary with ‘voice-of-God’ narration to establish and explain
the observation and interviews that go along with it. The opening of Legally High seems fairly balanced in that we are
shown visuals of young people enjoying the usage in contrast to the ‘talking head’ interviews with ‘experts’ discussing
the dangers of these drugs. The narrator remains impartial, providing the audience with the facts, however his
sombre tone along with the slow and eerie non-diegetic soundtrack gives a darker atmosphere to the documentary.
This may be implying that we should agree with the ‘expert’ interviews and that the drugs are dangerous.
The documentary opens with a series of establishing shots of an industrial town. This seems
to be ‘setting the scene’ for what is to come as the weather is cloudy and fairly gloomy,
foreshadowing the dark theme of the documentary. This significance of this shot of heavy
industrialism also has associations with the topic itself as it links to the drug industry and the
process of formation of new drugs.
We are then shown observational shots of the man in the bottom screenshot. A low angle
shot here is used, to create the impression that he is important to the documentary in that he
is knowledgeable about the topic and that, as an audience, we should listen to him. We
immediately assume that he has something to do with the topic of legal drug use as a result
of our preconceived stereotypes of drug users link with his own appearance and manner. He
uses explicit language and talks philosophically about life. He goes on to talk about his
previous aspirations, which adds personality and creates realism, allowing us to sympathise
with him. It seems to be implied that he has had a hard life and uses drugs as an ‘escape’, it is
also suggested that drugs have ruined his ambitions in life adding to that sense of argument.
5. Channel Four
Documentary Analysis – Legally High
The shot later changes to him speaking directly to the ‘invisible’ interviewer, which adds to
the sense of verisimilitude. Additionally, many of the shots of him are slightly blurred or
distorted possibly to reflect how drug use can affect us. Visuals of him taking the drugs are
intercut with interviews with expert’s discussing the banning of drugs and how dealers can
find loopholes to still provide the same kind of high that can be achieved by taking illegal
substances.
The mise-en-scene of the interview across suggests intelligence and authority. For example,
there are folders and atom models in the background suggesting that he is possibly in an
office and has some scientific knowledge. He is also older which subconsciously suggests
wisdom and his clothing is fairly smart. This all adds to the sense of believability and realism,
allowing the audience to believe what he is saying to be authentic and implying that we
should agree with him. Furthermore, the framing of this ‘talking head’ interview is
significant in that we get an impression of intimacy due to the fact that this is almost a close
up and that he dominating the shot. This is possibly due to the hard-hitting nature of the
documentary and the topic. Similarly, his tone, body language and expression suggest his
worry about legal drug use, which furthers the argument of them being dangerous; ”just
because they’re legal does not mean they’re safe.”
The title of the documentary is simplistic and almost unseen. The font is small which could
be reflecting how the topic isn’t very well-known. It also fades in slowly, possibly again to
represent the process and effects of legal highs.
6. Channel Four
Documentary Analysis – The Fried Chicken Shop
The Fried Chicken Shop is a documentary film (and later series) broadcasted by Channel Four as a
part of their ‘Cutting Edge’ series. It follows the life of staff and costumers of a fried chicken shop in
London and exploring contemporary life through fast food. Much like Educating the East End, The
Fried Chicken Shop is a mixed documentary as it combines ‘fly-on-the-wall’ observation with ‘talking
head’ interviews and ‘voice-of-God’ narration. The narrator of the film contrasts the ‘typical’
documentary narrator, for example older, ‘high-class’ accent, as instead the filmmakers have chosen
a younger individual who speaks with more of an informal tone. This may be reflecting the
documentary’s target audience, and in fact Channel Four’s main audience, to make the narration
more relatable and keep interest high.
The film opens with narration, giving factual information about chicken and our
consumption of it in the UK. This is firstly accompanied by visuals of seemingly free-
range living chicken as the exposition speaks of how chicken used to be a luxury. Later
we are told that in contemporary society we consume mass amounts of chicken every
year. Comparably, these statements are accompanied with visuals of battery chicken
and of butchery in factories. This may be to build an argument that we are eating too
much chicken and that it is morally wrong. In addition to this, showing these shocking
visuals so early on, entices audience interest and intrigues them to watch on.
This sequence leads into a montage of different observations of people ordering and
eating chicken. The soundtrack that partners this is modern and electronic. It is also
very repetitive, representing how much and often people eat chicken.
7. Channel Four
Documentary Analysis – The Fried Chicken Shop
The titles of this documentary are different compared to the other two Channel Four documentaries
I have explored, in that the use of camera here is innovative and attention-
grabbing. The camera is placed as if it were a piece of fried chicken and is
‘picked up’ by a pair of tongs and put into a take away box. This creates a
sense of realism and immediately submerges the audience into this world.
The simplistic font here is similar to the other documentaries, however but
is accompanied by the colours of raw chicken meat, which in itself is
thought-provoking, much like Channel Four’s aims to create.
Following this, we are shown another sequence of montage combining
interviews and observation as the exposition establishes what the documentary
is exploring. The interviews in the film use medium to close-up shots. This could
be to create empathy as they touch on personal matters, in particular as Ali, the
Branch Manager (across) talks about his staff and how they are like family to him.
The use of camera throughout the observational scenes of the documentary
seem to be acting like CCTV camera, which therefore may mean that what we
are observing is very much so the real actions of real people. This creates a high
sense of verisimilitude and allows the audience to fully ‘believe’ what is being
shown to be truth. However we can not assume that the film is purely objective
in that the editing process may have left out footage which could alter our
reading of the film, despite the fact that the observational aspects seem to lack a
clear argument.