This slide gives you the basic information about the types of photography lenses used worldwide.
Image source: Google Images
*the content provided here has been copied from various sources. no authentication proof is available.
Film Language: Mise-En-Scene explanation and examples.Ian Moreno-Melgar
A long and detailed look at what mise-en-scene is and how it can be looked at in different aspects of film language. The presentation is split into the areas of Setting & Props; Costume, Hair and Make-up; Lighting and Colour; Positioning of Objects and People; Facial expression and Body
Language. Each section contains a range of examples (many of which are gifs and videos which obviously won't play on here) and some activities for students to engage with.
Camera shots commonly used in movie making and what they are used for, with examples (pictures and gifs) of each given about the explanation, all from some good movies.
This slide gives you the basic information about the types of photography lenses used worldwide.
Image source: Google Images
*the content provided here has been copied from various sources. no authentication proof is available.
Film Language: Mise-En-Scene explanation and examples.Ian Moreno-Melgar
A long and detailed look at what mise-en-scene is and how it can be looked at in different aspects of film language. The presentation is split into the areas of Setting & Props; Costume, Hair and Make-up; Lighting and Colour; Positioning of Objects and People; Facial expression and Body
Language. Each section contains a range of examples (many of which are gifs and videos which obviously won't play on here) and some activities for students to engage with.
Camera shots commonly used in movie making and what they are used for, with examples (pictures and gifs) of each given about the explanation, all from some good movies.
Understanding Camera Exposure, Aperture, ISO & Shutter SpeedRahat Kazmi
This tutorial has been put together to help new photographers to have understanding of basic DSLR functions so that they can start capturing professional looking images.
If this tutorial has been helpful, please Like our pages to support us and don't forget to share this with others.
Basic Photography Workshop
Part I:
• What is Photography? (General definition)
• Why would you choose Photography?
• Types of Photography
• Tools of Photography
• Physical appearance of a DSLR
• Lens (Short overview)
Part II:
• Exposure
• How to manipulate exposure
• Aperture
• Shutter Speed
• ISO
• Mode dials (Short Overview)
• Composition and its Types
• Demonstration
Understanding Camera Exposure, Aperture, ISO & Shutter SpeedRahat Kazmi
This tutorial has been put together to help new photographers to have understanding of basic DSLR functions so that they can start capturing professional looking images.
If this tutorial has been helpful, please Like our pages to support us and don't forget to share this with others.
Basic Photography Workshop
Part I:
• What is Photography? (General definition)
• Why would you choose Photography?
• Types of Photography
• Tools of Photography
• Physical appearance of a DSLR
• Lens (Short overview)
Part II:
• Exposure
• How to manipulate exposure
• Aperture
• Shutter Speed
• ISO
• Mode dials (Short Overview)
• Composition and its Types
• Demonstration
Embark on a literary odyssey with this comprehensive PowerPoint presentation tailored for Graduation students. Uncover the nuances of literature, exploring diverse genres, critical theories, and iconic literary movements. From classic works to contemporary masterpieces, this presentation navigates through the realms of poetry, prose, and drama. Engage in thought-provoking discussions about literary analysis, cultural contexts, and the impact of literature on society. Whether you're a seasoned literature enthusiast or a newcomer to the world of letters, this presentation promises to deepen your appreciation for the written word and enhance your literary journey through the academic landscape.
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.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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?
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.
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.
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.
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
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.
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.
Unit 8 - Information and Communication Technology (Paper I).pdf
Documentary Production stage
1.
2. THE ACTUAL SHOOT
LOCATION SHOOTING
•SUCCESS IN THE PRODUCTION STAGE IS FIRST MEASURED BY THE
THOROUGHNESS OF YOUR PREPARATION DURING PRE-PRODUCTION
•THE SECOND MEASURE OF SUCCESS IS THE AMOUNT OF FIELD EXPERIENCE YOU
HAVE
•SOME OF THE MOST INTERESTING SEGMENTS ARE THOSE THAT ARE UNEXPECTED
3. THE VIDEO SETUP
•THE CAMERA SERVES AS THE DIRECTOR’S EYES; THE CAMERA IS TO
THE DIRECTOR WHAT THE PEN IS TO THE WRITER
4. SHOTS IN THE STORYTELLING PROCESS:•ESTABLISHING SHOT – INSTANTLY SETSTHE STORY AND LURESTHEVIEWER INTO IT
•SHOT SEQUENCE – NUMBER OF SHOTS OFTHE SAME SCENE,WHICH CONVEYSA
SINGULAR MESSAGE
•INSERT SHOT – IT GIVESTHEVIEWER A CU (CLOSE-UP)OF AN ESSENTIAL DETAILTHAT
IS PART OFTHE MAIN ACTION ONWIDER SHOT (ALSO CALLEDTHE MASTER SHOT)
•POINT-OF-VIEW SHOT (POV) – TAKEN FROMTHE PERSPECTIVE OF ONE OFTHE
CHARACTERS
•REACTION SHOT – SHOWSTHE REACTION OF A PERSON OR A GROUP OF PEOPLETO
AN ACTION OR A SPEAKER’S STATEMENTS SHOWN INTHE PREVIOUS SHOT
•TRANSITION SHOT – USEDTO LINK A SCENE OR SEQUENCETOTHE NEXT ONE
5. SHOT IN STORYTELLING ACCORDING TO
THE WAY THEY ARE FRAMED:•WIDE SHOT OR LONG SHOT (LS) – RANGES FROM A PANORAMIC SHOT OR AN EXTREME
LONG SHOT (XLS)TAKEN FROM AN AIRPLANETO A FULL SHOT (FS) OF A PERSON
FROM HEADTOTOE
•MEDIUM SHOT (MS) – CAN BE NARROWTO PRESENT A SINGLE INDIVIDUAL FROM ABOVE
THEWAISTTOTHETOP OF HIS HEAD ORWIDERWITHTHREE PEOPLE (ATHREE-SHOT)
ORTWO PEOPLE (ATWO-SHOT) SHOWN AT MEDIUM RANGE FROMTHETHIGHTOTHE
TOP OFTHE HEAD
•CLOSE-UP (CU) – ISOLATES A PERSON OR AN OBJECT ENTIRELY FROM HIS OR ITS
SURROUNDINGS BY SHOWING, FOR INSTANCE, A PERSON’S HEAD OR SHOULDERS
CALLED MEDIUM CLOSE-UP (MCU) OR JUSTTHE EYES OR LIPS CALLED AN EXTREME
CLOSE-UP (ECU)
6. FOUR ANGLES FROM WHICH YOU CAN
SHOOT A SUBJECT:
•NORMAL ANGLE – YOU POSITIONTHE CAMERA ATTHE SAME HEIGHT OR ATTHE EYE
LEVEL OFTHE SUBJECT
•HIGH ANGLE – TAKENWITHTHE CAMERA SET ABOVETHE SUBJECT, GIVINGTHE
VIEWER A FEELING OF SUPERIORITYAS HE LOOKS DOWN ONTHE SUBJECT
•LOW ANGLE – TAKENWITHTHE CAMERA BELOW A SUBJECT’S EYE LEVEL, HASTHE
OPPOSITE EFFECT
•OBLIQUE ANGLE – TAKENWITH ATILTED CAMERA, SHOWSTHE IMAGE AT A
DIAGONAL OR SLANTED PERSPECTIVE
7. DIRECTOR’S CHOICE OF LENSES
•STANDARD OR NORMAL LENS – GIVES AN UNDISTORTED PICTURE
•TELEPHOTO LENS OR LONG LENS – OFTEN USEDTO CAPTURE CUS OF
SUBJECTS FROM A DISTANCE
•WIDE-ANGLE LENS OR SHOT LENS – OFFERSAWIDEVIEW OFTHE SCENE
BEING SHOT
•ZOOM – TYPE OF LENSTHATALLOWSTHE DIRECTORTO GO FROMA
WIDE OR NORMAL LENSTO ATELEPHOTO LENS ANDVICE-VERSA
8. THE AUDIO SETUP
•SOUND ELEMENTS RECORDED DURING A FIELD SHOOT INCLUDE
NATURAL (OR NAT) SOUND AND THE SPOKEN WORD
•NAT SOUND OR AMBIENT SOUND: INCLUDE TRAFFIC NOISE IF YOU ARE
FILMING OUT ON THE STREET, OR MUSIC FROM A JUKEBOX IN BAR
WHERE YOU ARE SHOOTING
9. DIFFERENT TYPES OF MICROPHONES USED TO
CAPTURE THE SOUND ELEMENTS IN THE FIELD:•HANDHELD MICROPHONES: WORKHORSES OFTHE NEWSROOM BUT ARE NOT IDEAL
FOR DOCUMENTARY SOUND RECORDING
•LAVALIERE MICROPHONE (ALSO CALLED CLIP-ONS OR TIE-TACKS): SMALL RECORDING
DEVICESTHAT ARE CLIPPEDTOTHE LAPEL OR COLLAR OFTHE PARTICIPANT’S
OUTFIT
•SHOTGUN MICROPHONE: HIGHLY SENSITIVE IN PICKING UP SOUND IN ONE DIRECTION
(UNIDIRECTIONAL)
•WIRELESS TRANSMITTERS RECEIVERS: PROVIDETHE ON-CAMERA PARTICIPANTS
GREATER MOBILITY BECAUSETHERE ARE NO CABLESTO RESTRICTTHEIR
MOVEMENTS
10. •TO ACHIEVE SOUND REALISM, YOU MUST ALWAYS
RECORD ROOM TONE- THE AMBIENT SOUND
PECULIAR TO EACH LOCATION OR ENVIRONMENT
WHERE YOU ARE FILMING
•IT IS ALSO ESSENTIAL TO RECORD SOUND EVEN IF
YOU PLAN TO USE A VOICE-OVER (VO)
11. WORKING WITH THE CREW
•WHEN YOU ARRIVE AT A NEW LOCATION, MAKE IT A POINT TO INCLUDE
THE REST OF THE CREW ON WHAT YOU PLAN TO ACHIEVE ON THAT DAY
•WHEN YOU COMMUNICATE YOUR INTENTIONS TO THE CREW, THEY
ARE MORE FORTHCOMING IN MAKING SUGGESTIONS
•THE ATTITUDE IS NECESSARY IN ANY HUMAN INTERACTION
12. PRODUCTION FORMS
•TAPE AND SHOTS LOG (ONE LOG FOR EACH VIDEOTAPE USED) –
WRITTEN RECORD OF ALL SHOTS TAKEN ON THE FIELD
•TALENT RELEASE FORM – MUST BE FILLED OUT BY EVERY PARTICIPANT
AS HIS AGREEMENT TO ALLOW THE DOCUMENTARIST TO USE HIS
IMAGE AND VOICE FOR THE PURPOSES OF THE DOCUMENTARY,
INCLUDING PUBLICITY AND PROMOTION
13. DRAMATIZATIONS, RE-CREATIONS, AND
REENACTMENT•DRAMATIZATIONS: REFERSTOTHE DRAMATIC PRESENTATIONOF A
HISTORICAL OR BIOGRAPHICAL EVENT
•RE-CREATIONS: REFERSTOTHE PORTION OF A DOCUMENTARY ON A
HISTORICAL EVENTWHICH ARE DRAMATIZED USING ACTORS
•REENACTMENTS: STAPLE IN CRIME-BASED DOCUMENTARIESAND IT IS
POPULAR IN NEWS-BASED DOCUMENTARIESAND NEWS MAGAZINE
PIECES ASWELL,WHERE ACTORS ORTHE ORIGINAL PEOPLE
INVOLVED RECONSTRUCTTHE INCIDENT UNDER DISCUSSION FOR
THE CAMERA
14. DIRECTING ACTORS
•ONCE A DOCUMENTARIAN MAKES THE DECISION TO USE DRAMATIZATION AND
RE-CREATIONS, HE SHOULD USE ACTORS WHO ARE TRAINED TO EMOTE AND TO
PERFORM IN A DRAMATIC ROLE
•IT SHOULD FOLLOW A SCRIPT FORMAT WHICH INCLUDES THE SETTING,
CHARACTERS’ NAMES, DIALOGUE AND BRIEF DESCRIPTIONS OF THE ACTION
•SHOOTING SCRIPT CONTAINS THE CAMERA SHOTS DETERMINED BY THE
DIRECTOR AND IS SHOT OUT OF SEQUENCE
15. DIRECTING NONACTORS
•ONE WAY OF DIRECTING NONFACTORS IS THROUGH THE INTERVIEW
•THE INTERVIEWER SHOULD TAKE CARE TO LISTEN CLOSELY TO THE
RESPONSES AND FOLLOW UP ON WHAT IS INTERESTING AND
REVEALING
•THE INFORMATION DERIVED FROM ON-CAMERA INTERVIEWS CAN BE
USED AS THE BASIS FOR THE DEVELOPMENT OF THE STORY