Three friends, Adaline, Alice and Mason go camping in the forest. Adaline tells a scary story about a boy who became obsessed with a girl and killed her in the woods years ago. The next day, while exploring the woods, they discover an abandoned tent belonging to someone named Nick Blade. Mason takes the girls on a different route back but they realize they are lost. Mason attacks Alice and Adaline with a baseball bat, knocking them unconscious. While hunting for food, Mason is accidentally impaled on a tent spike and dies.
A TV Comedy Pilot (and series as well)
(Premise/Tagline: This show chronicles the life of college student Xandria Eduwa as she attempts to survive the academic juggernaut that is the eccentric University of Chicago, while also attempting to hide her film major life and interests from her strict, "Med School is the Best School" parents.)
Female Version of the Pardoner's Tale
.
Script written by: Ms Cristina Panganoran
.
Based on the original story of Geoffrey Chaucer's "The Canterbury Tales"
A TV Comedy Pilot (and series as well)
(Premise/Tagline: This show chronicles the life of college student Xandria Eduwa as she attempts to survive the academic juggernaut that is the eccentric University of Chicago, while also attempting to hide her film major life and interests from her strict, "Med School is the Best School" parents.)
Female Version of the Pardoner's Tale
.
Script written by: Ms Cristina Panganoran
.
Based on the original story of Geoffrey Chaucer's "The Canterbury Tales"
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.
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!
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
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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.
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.
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.
2024.06.01 Introducing a competency framework for languag learning materials ...
Death road (script)
1. DEATH ROAD (SCRIPT)
Three friends Adeline, Alice, Mason, of different likes and interests go camping in a forest,
on their summer vacation!
Characters:
Adaline(Reisha) : ( who loves camping and is a know it all. And she has been
camping before and knows what she is doing. )
Alice(Tasnuva) : (who is safety conscious about everything and has to get everything
right.)
Mason(Josh) : (A tattooed guy who tries to impress people and acts all tough.)
Stranger: The mystery man….
Scene 1:
(All sit round the fire with marshmallows on a stick and Adaline suggests to tell a scary
story.)
A: let me tell you a scary story! A true story.( says excitedly)
A: No, oh i hate scary stories… and it's dark as well..
M: Go on... (saying it in a nervous tone and nervously smiles).
(Everyone shines a torch under their faces, to make more of an effect to the story).
A:. They called the event ‘Poisoned Love ’.... Deep in the forest, deep in love, something so
pure got crushed. A young teenage boy, many years ago fell in love with a girl, she had long
brown earthy hair, he used to get lost in her sparkling brown eyes, his heart that took over his
brain, heavily breathing when she was around because his heart raced so fast when he saw
her. And thought about her non stop. The boy took a lot of care over her, then this became
obsessive over time, he tried to control her and then restricted her from time with her family
and friends. One day in the forest his obsession got really bad something came over him, he
tied her up to a tree and slit her throat and made her bleed…. to this day nobody knows what
happened ? Her body was found where was he, Did he survive ?
M: That wasn't scary, you must be joking! How is that a true story ? (sarcastically) .
A: oh okay,why don't we find the answer ourselves.
oh, no way i don't like the sound of that. We will get hurt, someone will get hurt
themselves…. Something bad could happen ( over dramatically says it).
2. A: Don't be so silly, just bring your safety kit ( laughs under her breathe). Anyways we leave
tomorrow at dusk, when it starts to get dark.
A: Are you actually insane to go when it's dark …. who's idea was it to go camping in the
first place ! This man is still on the loose, I am not planning to go any deeper in the forest at
this rate ! (Panicking)
M: don't worry. It's okay I'll protect you ;) let's just all go, don't worry about it.
A: protect me … protect me ( laughs) in your dreams Mason.
A/A:(look over at each other) ok fine !
Scene 2:
(The next day they woke up in the tent with the sun brightly shining, birds singing they
packed up quickly).
M: (Grab the bags).
(off they all went! Through the forest, past the lake, under a bridge and by the bend by the
lake was…an old fire with bones sticking out from it...They stare at the ashes).
M: aren’t they bones
A: Ohh yes (poking them with a stick). I think they are chicken bones.
A: someone has been camping here.
M: come on let's go!
(They hear squawking of a bird, a black crow pecking at some worms).
(Alice looks up sharply).
M: it's only a black bird, it's a crow.
(Walking away from the fire, they see a tent).
M: hey! Anyone there (shouts). (No further response, unzips the tent and he sees clothes,
flood and a pair of smelly socks).
A: who do you think lives here?
3. (Whilst M is outside. The girls A and A looking up at him. You can hear the crunchy leaves).
A: (looks around nervously, glancing backwards and forwards. Looking at Adaline, the
woods, back at Adaline). Why we here, let's go back… I'm scared, I don't want to be here
anymore. Something might happen,what if…
(An Amazon card was lying on his pillows, with his name …. Nick Blade).
M: Nick Blade … how do I …. ( picks up card).
A&A: uuuuhhhh (looks at one another ) .
M: I'll be back going to the toilet.
Scene 3:
( Mason gets behind a bush waiting… he says nothing… picks the bag up and looks inside
the bag with no expression).
Scene 4:
(5 minutes later comes back to the girls)
A:(looks at their watch)
A: what have you got in that bag ?
M: I have a bag with some old clothes. ( pulls out the jumper under his belongings).
A: I wanna go back .
M: I will take you back. (Takes them a different route).
(After walking that seemed like ages).
A: There's something quite not right.
A: Are you sure you know where we are going, I don't recognise where we are ?
M: ( turns around) don't worry it won't be long.
(One of the girls get distracted. On the other hand Mason pulls out a baseball bat out of his
coat and hits her, on the back of her neck. And put her unconscious, then slums her by an
4. rusty tree).
A: (striking ahead, urgently wanting to go home. She ends up tripping up and falls to the
floor).
M: (he comes up behind her, with the same bat and hits her on the back of her neck too).
(Feeling a bit hungry, after a long day of events … he grabs his knife and goes to kill an
innocent animal for dinner. Not realising, he turns the corner and falls on a spike of a tent and
falls back on himself. And dies in an instant).
(Subtitles saying what happened years later) !!