Harry conducted audience research through a survey to help decide what type of video to create for his intended audience. He analyzed YouTube statistics to choose YouTube as the platform to upload his video since it was the most popular answer. Harry researched existing Coronation Street videos and locations in York to inform his own video's story, characters, and filming locations. He created a script and storyboard and began filming in York, though had some camera issues. Harry has been editing his footage, adding effects and refining his video.
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.
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?
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.
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
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.
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!
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.
3. Audience
Demographics
/Survey
Results
For my audience research, I made a survey asking people what age
range they are, what genres they like, how they watchTV and what
platform do they watch videos on. I did this because It made it
easier to decide what to make to suit my intended audience.
What went well
The questions I came up with were easy to understand and were
easy enough to answer.
I got more responses than I expected to get.
What didn’t go well
There isn’t a lot of questions in the survey which could have an
impact later in the project.
The questions were simple, but not complex.
What to improve on
Try and think of some complex questions for the next project (e.g
what genre do you like?What elements do you like to see in this
genre?).This will help for future projects because I’ll be able to add
more to them to make them better and easier for the audience to
understand.
4. YouTube
Statistics
I researchedYouTube statistics because after my survey results, I
decided to upload my video toYouTube because it was the most
popular answer. I looked for statistics because I wanted to know
how many people watchYouTube every month, how many videos
are watched each day and how and whyYouTube is so popular.
What went well
I managed to find the information I wanted to learn about.
What didn’t go well
When I was researchingYouTube statistics, I was putting a long
question into google instead of ‘YouTube demographics’.This made
it difficult to do this part of the research because it was hard to find
what I was looking for.
What to Improve
Next time, I will think of the question I want to ask, then I will
simplify it.This will make the research quicker because I will find
what I want to look for more easily.
6. For my existing product research, I looked at three
different videos from Coronation Street.The first one was
about the uncovering of an affair and the two others were
about people being run over.
For each video I researched the locations of the scene, the
camera angles, the costumes, lighting, props and why it
appeals to the audience.
I researched the video of the affair being uncovered
because my video is based around someone who has
been having an affair and is caught out by his girlfriend. I
researched the videos of people being run over because I
plan to have a stunt at the end of my video which will end
on a cliff hanger.
7. York
Research
For my city research, I researched the locations I plan to
film at for my opening titles. For each location, I looked at
the history of each place and why I want to film there.
10. Script • This is the first version of the script.At this point I
hadn’t thought of characters names because it was
something I was still thinking about.
• The script needed changing because I over complicated
the idea in the first version.The second version made a
lot more sense and the idea was easier to understand.
When writing the second version, I learnt how to script
write properly.This included writing the characters
names in capital letters at any point in the script,
putting the dialogue in the middle of the page and
stage directions at the side of the page in italics.
• I’ve learnt that script writing takes a lot of time and
anything can change at any point.
11. Storyboard
This is my storyboard for my Drama which is set inYork.
I made a new storyboard for my drama because I over complicated the original Idea. I think
this storyboard is better than the old one because each part is shown in a different shot. In
the old storyboard, every part was shown in a long shot.
13. Week 1 • Unfortunately I’ve had to delay filming for a week
because I’ve had a lot of appointments outside of
college, meaning I’ve had to work around the time I
would normally do my college work outside of college.
14. Monday 21st
October
Today I went intoYork City Centre and filmed at the
locations for my opening titles. I went to CliffordsTower,
Parliament Street, the Railway Station andThe Shambles.
I decided to film the shot ofYork Minster from the walls
opposite the station because the minster can be seen
from there and it overlooked the city, making it easier for
the audience to identify where the film is set.
I had a problem with the camera – it came up with a
message which I didn’t understand. So I used the camera
on my phone instead.
Next time when I book kit out, I will check all my
equipment before I leave college. If there is something
wrong with it, I can ask my teacher to help me sort it out.
15. Week 3 • Thursday 24th October
• Today I started editing. I put all my opening title scenes in
Premiere Pro and re-ordered them into a better sequence.
• I took the Parliament Street scene out because it was all
road.Although you can see what’s happening on the street,
it didn’t
• I cut the first two scenes down and made them brighter by
using the tone sliders. I turned the tone highlights,
• I added the music to the opening titles. I cut the track down
to the second chorus because it was the most upbeat part
and it was better for the timing.
16. Wednesday
6th
November
• Today, I filmed the story of my video.
• I changed the sequence for the car accident scene. Instead of
filming the accident happen, I filmed ‘George’ lying under the
car. A sound effect will be in the car accidents place. As the sound
gets louder, Isabelle will run to the door, and she will run out
after the sound disappears.
What went well
• The filming went smoothly and the shots were very clear.
• The changes I made didn’t have an impact on the story telling.
What didn’t go well
• The camera was in the same position in the living room scenes
and was turned slightly as the actors moved.
Improvements
• Next time I will use more than one camera as well as use more
camera angles.This will make the storytelling clearer
17. Week 4 –
Thursday
7th
November
• Today I edited the scenes of my video. I renamed all the
shots so I know what all the shots are and where they
need to go.
• I used the speed/duration tool to add slow motion to the
scene of ‘George’ watching tv because it cut away from
him too quick.
• I used the audio gain to turn the volume down in the
scenes where ‘Isabelle’ speaks because it was louder than
what it needed to be.
• I added a ’Tyre screeching and car crashing’ sound effect
for the part where George gets run over.The part where
he gets run over is off-screen.
• I added credits to the ending because then the audience
know the actors names and the people who worked
behind the scenes.
• I used key frames for the final scene to make it look like
‘Isabelle’ is in a rush to see what’s happened.