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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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
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.
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?
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.
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.
2. My Film For my media product I chose to complete the video task instead of the music magazine as I felt I had more to give with this. I felt it made me work harder and really I just enjoy working with moving images, I find it more interesting. I chose to work on my own rather than in a group. I feel that working on my own gave me more of a chance to show what I can do and just pushed me that bit further knowing I couldn’t just leave bits to other people to do, I had to complete it all myself. Working on my own meant I didn’t have to wait around for other people, I could go out and try things out when ever I felt I could and needed too, I wasn’t dependent on anyone else. Doing film for my final product also gave me the chance to use new programs and work with things I have never used before, I found this interesting as it was all new and a bit different.
3. I chose to use these two films and a Jodi Picoult book for inspiration for my own film. I chose the genre romantic / thriller as I did not want a typical straight forward love story. All these stories deal with conflict, confusion and I feel it just makes it a bit more interesting.
5. For my media product I chose film and used the genres romance and thriller to create it. I have included twists and turns which challenges other products out there as it is not just a typical love story. But I have used the typical male female relationship and the sort of ‘fairytale’ story of not being able to live without the other. The characters of the guy and the girl are conventions of a love story. How does your media product represent particular social groups? I don’t think my media product represents any individual social group negatively but the female character in my film does appear to maybe have mental issues as she does self harm and finally commits suicide. She cannot seem to live without the boy she is in love with and this is what leads her to her decision. So I guess she is sort of represented negatively. In what ways does your media product use, develop or challenge forms and conventions of real media products?
6. What kind of media institution might distribute your media product and why? As I made a film there are many companies that I would love to distribute my product - the ‘big players’ in the film industry are mostly based in Hollywood, but the British film industry still creates products that are able to find a world wide audience. A similar British films maybe something like Notting Hill, I would love my film to get a viewing like this. Who would the be audience for your media product? My film is aimed at mainly females but I chose to cross over to the thriller genre as to attract some of the opposite sex. This is why I also added the twists as not to make it straight forward and just like any other romance film out there. I wanted to make it different as to attract more People. I am aiming an mainly teenagers of the ages about 15-19, this is why In my questionnaire the majority of people I asked were of this age.
7. How did you attract / address your audience? I researched and looked into exactly what my focus audience want to see and get out of a romance film. I realised that the audience was going to be mainly females so this is why I chose to cross over to the thriller genre to attract males as well. I decided to construct a questionnaire as to find out even more, looking into music, flashbacks and special effects. Most people said they expected music in the opening sequence of a film so instead I chose to use a voiceover as to add effect. I wanted to create a film that would interest people, so this is why I made my questionnaire, I wanted to take the audience into account. The majority of people said they prefer a few twists and turns in a story line rather than a straight forward film which helped me decide what to include in mine. What have you learnt about technologies from the process of constructing this product? I have learnt a lot from this experience as I have used programs I have never use before. Using a video camera was different and quite new for me, I have only ever used one before which was for my for my prelim task. I chose to use the program imovie HD to put my film together and to begin with I found it quite difficult but after a while it began to get the hang of it and found it rather fun editing and playing around with sound and effects.
8. Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the final product? I have learnt a lot during the progression from my prelim task to my final product, I feel I have shown it as well. My prelim task was very basic and not very interesting, I feel that I pushed myself for my final film as I have sat and spent time editing and using new programs, adding transitions and sound.
