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!
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.
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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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.
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.
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.
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.
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
2. Q1) In what ways does your media product use, develop or
challenge form and conventions of real media
products?
Musical
Action
I decided to attempt to create a film trailer based
on the genre of romantic comedy aimed at
teenagers twelve to eighteen. I did a variety of
research to get the best possible product out of it.
The first thing to decide on was the genre, I
wanted to go with one I had an interest in and
romantic comedy is by far my favourite. It worked
in my favour having an interest and having plenty
of access to this type of film. I began looking at
various different genres for example: A Team, Fantasy
Mean Girls, Pirates of the Caribbean and
Burlesque. All very different in genre, this helped
me finalise what genre I wanted to focus on.
As a result from this I did a lot of research in depth
into the conventions and forms of romantic Romantic Comedy
comedies, looking at some more genre specific
trailers.
http://media.ksgs.cumbria.sch.uk/blog/rebeccalawa2/2011/11/04/main-product-research/
3. After gathering a more in depth analysis of these trailers I then played some other trailers of similar
genre to a focus group. I recorded their reaction and their views on what made them good trailers and
what aspects were most effective. This helped develop my ideas and gain a wider knowledge of what
the target audience wants.
http://media.ksgs.cumbria.sch.uk/blog/rebeccalawa2/2011/12/14/focus-group/
Another part of my research where I involved the audience is music research, I choice some copy free
music and made a poll. I used ‘Poll Daddy’ to create a interactive poll in which the public can vote as to
which track they think would fit best with my trailer. I used this to my advantage and the one with the
most votes became my main sound track. I used my analysis of similar products to also decide on my
music choices. The track I chose is a upbeat track which I thought represented my comedy well, this
seemed to fit the conventions of existing romantic comedies with a happy, bouncy soundtracks.
However in certain scenes I dropped the tone with a slower beat to create a more romantic atmosphere
when appropriate. As well as that I chose to have a soundtrack for each character depending on what
they are like and there stereo type, for example when Adam appears (the main love interest) I wanted a
tough strong track that enhanced his masculine side to make him seem more attractive. This was an
idea I was influenced by on the trailer ‘She's out of my league’ where the main character and love
interest appears in the air port, in slow motion and to a track that implies she is ‘out of this world’
gorgeous.
Doing the research in such depth gave me a clear idea of conventions found within the Rom-com genre,
however having a sub-focus of high school based films I narrowed the conventions down to then base
on that.
http://media.ksgs.cumbria.sch.uk/blog/rebeccalawa2/2011/12/03/conventions-of-romantic-comedy-high-school-
4. Title of film
I have my film title ‘Life Being Jan’ near the
beginning of my trailer. It is large with a quirky
font and multicoloured. I wanted it to be
different and if not slightly unusual to reflect my
main character, Jan, and her odd personality. I
chose to put it in different colours as I wanted it
to stand out and grab the audiences attention
so they wont easily forget it. I also inserted
some illustrations of a heart and some stars.
This was to give it a young feel to is as it is the
sorts of ‘doodles’ and images associated with
school.
5. Setting and Location
As my trailer is a high school based genre it
seemed appropriate to film it in a school. To
enhance the fact I was filming in a school I got
plenty of long shots of the location. For example in
the first shot of Jan I rotated the camera around
her head to get a 360 degree view of her face and
the clear picture that the scene is based within a
library. If that is not enough then the next shot of a
close up of her body and face is backed by a
bookshelf which instantly suggests learning and
school. I also filmed some of the shots in the
corridor which also has big connotations of school,
these long shots really enhance this image.
I wanted to create a realistic atmosphere to
develop a verisimilitude of real life so the audience
can easily relate to the film having all been though
school.
To help me decide on the areas I wanted to shot
my trailer in I went around school and took pictures
of the most suitable areas, I then did a health and
safety risk assessment on them, for example what
could be a hazard to those on location.
6. Costume and Props
Costume and props were very important aspect to planning
and producing my trailer. My film is based on very stereo
typical character and I wanted to get this across not just
though the way the characters act but by what they wear.
For example Jan is a geeky nerd who isn’t the coolest girl in
the school, after looking as similar genres I believe the best
way to convey this was to dress her to fit the stereo type.
After much though I chose quite practical outfit skinny black
jeans and a checked shirt. The shirt however was
accessorised with a dickey-bow tie which is unusual, this
was to reflect her personality.
The glasses where my main prop which really portrayed her
character, glasses are a well known sign of cleverness,
intelligence, perhaps geeky and un-cool in some peoples
views. These connotations are the stereotypical ideas I
wanted to get across to the audience. The props in which
helped to create this persona were satchels, books and a lot
of bags and folders. This again is a connotation of school
and ‘nerds’, but I exaggerated this by giving her more than a
couple so it really stood out and caught the eye of the
audience.
An important part of filming in keeping continuity, I believe I
achieved this. I did so by using the same props in every
scene so it was important to be aware and organised when
filming, checking I had the right props where they needed to
be.
7. Pink has
connotations of girls.
Product research They are dressed
typical to their
example: stereotype.
Mean girls is a great example of
stereo typical costume connotations,
the three girls in pink represent the
‘popular’ and ‘hot’ girls in the school,
which is a similar role to Arella in my
film and the girl in the image at the
bottom is an example of a ‘not so
cool’ character, however I wanted to
really enhance my characters
differences compare to the other. So
gave her glasses, books and folders.
Checked shit and plain
trousers and shoes.
8. Camera work and editing
I used a variety of shots but keeping them simple so not to confuse the audience. I tried to
establish the shot with longer shots so it was easy to see where the shot was located. I used
fading transitions between each scene as it moved to a different location so that it flowed and
was clear where the story was going. I also included different ways of establishing the character,
especially the main character. I first gave a close up of her head rotating 360 to get the full
impact, then did I full body shot which again give the audience a good impression of the
character. I introduced the main male character by pausing him mid walk to create impact I
added titles to ensure the audience knew exactly who he was and that he was important to the
story.
I chose to use close ups again when the two main characters, Jan and Adam, got close and I
wanted to draw out the emotions by letting the audience had a good view of the facial
expressions.
9. Camera work and editing
continued…
The shots jumped to different scenes a lot but before
most shots I tried to get the camera to follow the
character as if we where them. For example when Jan
walks into the library you get a shot of her coming up
the corridor to set the scene.
To focus the audience on a part of the trailer I used the
technique of freeze framing. Taking a still shot and
keeping it on the screen for a couple of minutes. For a
couple of these shots I added titles for extra impact but
I believe it really grabs attention. For example I used it
to effect at the end, freeze framing the shot on a
confused face of Adam, swapping shot into a full
screen title of ‘who will he choose?’ this makes the
audience want to know more, encouraging them to go
watch the film.
10. Q2) How effective is the combination of
your main product and ancillary tasks?
Through out creating my main and ancillary tasks I
have tried to keep continuity and a link. I kept this clear
link mainly through the use of photographs and images
of the main characters and in similar locations. For
example a picture of the main actors Sally (Jan) and
Will (Adam) with the same hair, makeup and costume
to it was easily recognized.
I also made sure the title of the film was eye catching
and tried to keep them in the same font style, quite big,
bold and slightly quirky which is a refection of the film
being different. I kept bright colours and similar one to
the titles used on the trailer. I also put the production
company name on all three products too, the trailer it
comes up at start and on the poster and magazine it
Title in same font and style to
features somewhere. The tagline ‘Not your usual Rom- show link, however these are just
com’ I wanted to include in my magazine and poster as developments but even when
designing I kept them all similar.
it may not be a s obvious as to the genre.
11. Q3) What have you learned from your audience feedback?
A lot of films get feed back from audiences though the internet, blog’s, sites based on the film or
films in general, polls, voting systems etc.
After research into romantic comedies and high school films I found that the main certification ages
are 12, 12a and 15. I wanted my target audience to between the ages of 12 and 18. However when
it comes to classifying it I would make my trailer a 12 because it meets the criteria I found when
researching on The BBFC website :
http://www.bbfc.co.uk/
But I think the film could be a 12a or 15 if the story continues it may contain a few sexual
references or bad language.
After creating a focus group of males and
females between 12 and 18 I came to the
conclusion that it is the right age as they could
relate to it, they feel more involved in the film
resulting in enjoying it more. I believe my
audience is reliable as it is coming straight from
those who watched the trailers however I could
have had a more varied age range as they
where within two years of each other and I could
have had more people to give feedback as I
would have got a larger variety of opinions,
resulting in having more information to develop
my ideas from. But getting feedback on
microelements such as props, costume, sound,
location etc was a big help and added to the all
important research to develop my trailer
12. Q3) …Continued
I believe that although I want my film to be aimed at a mixed gender I think that it is more for
females. I only think this because Rom-Com’s are preferred by that gender. This is stereo typical
but so is my film, it really exaggerates the difference in class within schools, this is easy to relate
to as it is a modern aspect of high school and always has. However this is what the trailer shows,
if I developed it into a full length film, I would challenge this typical view of high schools and give it
a twist.
Including the audience focus group to get feedback I used other methods to make the best of my
trailer, I created a music poll to see what the audience thought would fit the best with my film. This
was very useful and helped me create the best trailer possible.
I also uploaded my trailer onto You Tube after a first draft to get the public to comment and share
their ideas on where its good and where it could be improved, I took these into consideration and
developed my trailer to improve it. I also showed the trailer draft to the class to get even more feed
back on which areas could be improved and developed.
One of the main feedbacks I received was that they though my trailer would be better with a
backing track, to create a atmosphere that evoked feelings and emotions from the audience. For
example after my research I found that changing the track to suit the moment in the trailer was a
better idea than keeping the same track throughout. So when the film starts it’s a upbeat modern
track, this changes when the main characters meet to create a romantic atmosphere, so I added a
slower track.
I believe that using audience feedback to develop and improve my product was of significant
importance as it gave me a real idea of what those who would actually be watching my type film
think and feel about my product.
13. Q4) How did you use new media technologies in the construction and research,
planning and evaluation stages?
I used many new technologies and some I had already used, some id never used before. I developed
skills in many new medias and improved on those since AS. The main technologies used where
computer editing software Adobe Elements which was totally new to me as last year we used Pinnacle
14 which caused so many problems on the school network. This new software forced me to learn new
ways of editing and creating products.
Another technology used, and a very important one, is the video camera which I already had skills in
but developed them even more creating my trailer, trying new shots and experimenting with different
aspects of filming.
I used the digital camera to take photos for my ancillary products, I needed to set up the photos to get
the best shot, this was a skill I had already used before however when it came to editing them I found
new ways. Usually we are expected to use Adobe Photoshop however I wanted to show I had other
skills in photo editing so research and found other editing sites on the internet, finally settling on
‘Picnik’, a free online editing site that I can create, develop and improve my images to a full extent,
adding text and laying pictures etc.
A technology that came in to huge use was Google, researching and learning new things though this
site to help develop my ideas and look on sites to find out similar products. You Tube was one which I
search though Google, this helped me watch similar products and upload my work to get feedback.
Audacity was a technology I had very little experience with, I wanted to record a narration but due to
lack of high quality equipment I didn’t end up using it. It was a good experience to gain though.
14. Q4) ..continued
A technology which came in use a lot was media converter WINFF as it was important to get the media
into the right format before uploading to either the blog, you tube or any other site or software. The
format supported on my blog for videos was FLV, however when creating a film on Adobe Element the
film comes out as a WMV, it then needs converting to AVI then FLV. This was quickly picked up and I
used WINFF to do so. I used this converter to change you tube trailers into the correct format to upload
to my blog, as well as pictures, music and images relevant to my products.
Email was another important technology I used especially when gaining permissions and copyright,
however I tried to gain copyright free music, which was played in Windows Media Player this was a
programme used a lot to replay, listen and watch clips and music.