The document provides an evaluation of the student's film project. It discusses the pre-production research process, challenges during filming, audience feedback, and areas for improvement. The student analyzed other media to focus on camera work, editing, sound, and mise-en-scene. During filming, they struggled with camera angles but were able to adjust scenes. The audience feedback noted that the film could have used closer shots of the prop and better sound mixing, while the poster's text was difficult to read. Going forward, the student aims to improve editing, camera skills, and incorporating more realistic shots.
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.
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.
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.
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.
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.
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.
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!
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2. HOW HELPFUL WAS YOUR ANALYSIS
RESEARCH ON YOUR CHOSEN THEME?
• Before we started the pre-production of our film we first looked at other types of media.
These pieces of media helped me focus on four aspects. Camera, Editing, Sound, Mise
en scene
• The first media product we looked at was a documentary called “Making a Murderer”.
This type of media helped me learn about the different types of camera shots and
when to use them. The editing was used when showing headlines and photos on
newspapers.
• This type of media product also showed how different types of music appeal to a
scene whether its is a loud violent sound to make tension or a slow soft sound of a
tragedy or flashback. Mise en scene was used to describe to the family of the main
character and more.
• For camera we used a range of long and mid shots for the scenes. For Mise en scene
we used the cookie and the college environment with its everyday students. With
sound we used intense music for the running and random unexpected sound effects to
add that comedic humour.
• The second piece of media we looked at was a TV series called “Prison Break” this also
helped me with camera as the first part of the episode when they recap what
happens starts off with a establishing shot.
3. HOW HELPFUL/ SUCCESSFUL WAS THE PRE-
PRODUCTION PROCESS
• At the start of the pre-production process I was working on the treatment.
However I had a hard time understanding the treatment at first and had to
research it a bit more before I could fully understand how to do it.
• The four pieces of work for the pre-production process were split up evenly
so that it could be finished as soon as possible.
• The first of the 4 documents was the treatment. We used this to note down
the duration of the film, genre, audience, production team and more.
• The second document was the recce. This was used to show the areas that
we would be filming at and make a note of any complications involving
safety, crowds and more.
• The third document was the call sheet. This was used to plan when we would
be filming and who was on set we had to adjust it to our timetables so that
we could film when everyone who was needed for the scene was available.
• Finally the fourth document was the storyboard this was a rough sketch of
what each scene would be like and was our guideline to shooting the film.
However we did not follow it through all the way and had to adjust it slightly.
4. HOW SUCCESSFUL WAS YOUR
PRODUCTION (FILMING)?
• We didn’t start off well with the filming. We still were debating who was
going to be in the film. After that the filming process went well. However we
still have to work on our camera skills it took some time filming the shots right
and making sure we had the angle.
• We did not add any close ups of the facial expression shown on the
character or to get a real good look at the cookie which was a prop for the
film.
• We had to move around a lot to get the right angle for the shot and make
sure that people were not in the way if we were filming in crowded areas.
• There are also some scenes that may have had to be taken several times to
get the best shot possible.
• When filming we diverted from the storyboard a bit and changed some
scenes but it is still very close to what we wanted.
• At the start of the film we had to change the setting of the first scene
because it didn't fit well in the film and the continuity was off. Also some
parts of the scenes did have to be cut out during due to unwanted footage
that we accidently took.
5. STRENGTHS AND WEAKNESSES/ WHAT
CONVENTIONS DID YOU FOLLOW?
• With the genre for our film being comedy we make the start epic and build
up tension with the music while the actor is running. Then it turns into an anti-
climax when the view finds out that it is only for a cookie.
• Then to add more humour into it the actor ends up having the cookie stolen
from him as he is about to eat it. This is humorous showing how he did all that
running and tired himself out for nothing.
• When editing I used slow motion the emphasise the scene where the cookie
is stolen.
• In the film we could have added close ups of the character to see there
facial expression when the cookie gets stolen from him. Also we could of
added close ups of the cookie to show the main prop and what the film is
about.
• When looking at other media products the cut or transition to each scene
runs smoothly and an special effects like lighting or sound effects are timed
well and are added in at the right moments depending on the story.
6. AUDIENCE FEEDBACK
• The audience that I showed my film and poster 2 have given me feedback.
• Film
• The film has a good choice of music for the scenes and does make the
scenes drag on to long.
• However the film could have used a close up o the prop (cookie) used and
would be better with sound at the start.
• Poster
• They poster would look better with an image of the cookie. The text needs to
be simpler. The colour scheme needs to be different to see the text better
• The poster represents personality and has a good use of ticket and date.
• The feedback given was very helpful on showing me what I need to improve
on the next time I do any film making, designs or editing. This feed back from
the audience has already got me thinking on how I can improve.
7. WHAT IMPROVEMENTS COULD YOU HAVE
MADE?
• I feel like I could have made improvements on the film regarding
the editing and making sure everything fit perfectly. For example
using jump cuts and making sure there is not a long wait between
each scene and making it run smoothly.
• Also I need to remember names properly for when I write the
credits.
• I would change the colour scheme on the poster and try to make
the text simpler and easy to read.
• I could also work on my camera skills when filming and work on my
fading on scenes and music when editing.
• I would try to make the shots more realistic with my acting and add
scenes and shots like close ups that show facial expression.
