The document provides a daily summary of the editing process for a film over 4 days. On day 1, the editor imported the first 3 shots and trimmed unnecessary footage, joined the shots together, and added titles. On day 2, they imported 4 more clips and added titles, filters, and ambient sounds. On day 3, they imported 4 more clips and worked on precisely joining two clips together. On the last day, they added the final 2 clips including the film title, made adjustments to colors and speeds, and added non-diegetic music over the film.
Presentation for the Office of Graduate Studies at UT Arlington on 2/9/2016 and 2/10/2016 on Copyright and permissions and how that applies to your thesis and dissertation.
Presentation for the Office of Graduate Studies at UT Arlington on 2/9/2016 and 2/10/2016 on Copyright and permissions and how that applies to your thesis and dissertation.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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.
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.
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.
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.
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
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.
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.
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
"Protectable subject matters, Protection in biotechnology, Protection of othe...
Editing updates
1. Adam Cook Media Mr Benzie
EditingUpdates
Day 1
For the firstday we managedto importthe firstthree shotsthatwill be usedduringthe startof the
filmopening.The firsttwoshotsare establishingshots topresentthe scene andworldtothe
audience.We needed tojointhemtogetherandcutout an unnecessary footage forexample during
the firstshot a boommicrophone isshownwhichruinsthe shotthiswouldhave ruinedthe Mise-en-
scene therefore Itrimmedthe footage tomake itlook more professional. Followingthatwe hadto
trimthe secondshotand jointhemtomake the two shotsfitperfectlyand thusshowingmatchon
actionand continuity. We decidedto use straightcutsbetweenthe three shotsto increase the
footage tempoasthe camera needstokeepupwiththe runner. The third shotisa pan shotof the
runnerwhoruns fromleftto rightacross the bridge thiscan be usedto connote herrunningintothe
unknown.Duringeachof the three shots we introducedtitlesone foreach shot.Forshot one it
introducesthe productioncompany ‘AdamTeskeyProductions,forshottwoitintroducesthe
director‘Jade Paul’andlastlywithinshotthree itintroduces one of the keycast members ‘Adam
Cook’. Furthermore ambientsoundisaddedandthe blockbusterfilterisusedwitha26.8% strength.
Day 2
For the secondday of editing we managedtoimport4 more clipswithinthe timeline. The 1st
clipof
the four consistsof the runnerjoggingtowardsthe camera.We importedtitles intothe firstclip and
‘EmilyTaylor’is fadedinandout of the shotand islocatedinthe bottomrightcorner. The filter
blockbusterisaddedtoeachof the 4 clipswitha strengthof 26.8%. A few ambientsoundisinvolved
withinthe shotslike the squelchingof the feet. Itisa straightcut from the clipintothe nextshot.
The secondshot isa panningshotfrom rightto left,ithasno ambientsoundhoweverithasa title
that says‘AdamCook’whichisone of the keycast in the film.The nextfew clipshave notitleswithin
themand are editedwhichcuts.Withinthe fourthclipthere issome ambientsoundwhichallows
the audience tofeel asease fromthe waterrunning.
2. Adam Cook Media Mr Benzie
Day 3
For the thirdday of editingwe managedtoimport4 more clipsintothe timeline.The 1st
clipisof the
joggerrunningacrossthe bridge thenhavinga breatherasthis happensthe title of ‘KieronPaul’in
placedona piece of wood. The editingisfastpacedso it connotesa build-upof tensionthiswill
engage the audience andgetthemreadyforwhat isnext. The 3rd
clipisa longshotof the bridge
whichthenzoomsoutand move downwardstosee the deadbodyalongthe embankment.We had
trouble witheditingthispartas we had to combine twoclipsintoone andmake sure the joining
pointwasprecise anddone correctly.
8th
clip
11th
clip10th
clip
9th
clip
3. Adam Cook Media Mr Benzie
Day 4
The last day we addedthe last 2 clipsincludingthe filmname. Afterthe deadbodythere isPOV shot
of the antagonistlookingatthe runnerandfollowingthem afterthisclipthere isone withthe calling
card floatingacrossthe river.Duringthisthere are straightcutsand non-diegeticsoundoverthe top
as we createdour ownmusicand placedthisoverthe top of the filmitself.We thenaddedthe film
name of ‘Riverside’andthenmade adjustmentstocertainareasforexample we dimmedthe colour
of the grass inthe secondclipof the filmopeningasitwastoo brightwe didthisby usingthe
‘brightnessandcontrast’ feature.We alsosloweddownthe panning shotof the 5th
clipwhenthe
joggerrunsfrom rightto leftpassedthe trees.
12th
clip
14th
clip
13th
clip
