The document is an evaluation response that discusses how a short social realism film challenges and conforms to conventions of the genre. It begins with a documentary-style opening using a character monologue to introduce the protagonist and create empathy. This challenges expectations by not establishing initial equilibrium. However, it also uses conventions like realistic settings and exploring a contemporary taboo issue. Camerawork is mostly naturalistic to maintain continuity but some shots like extreme close-ups are used to convey mood. Overall, the response analyzes how the film both challenges expectations and adheres to realist conventions.
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?
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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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
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.
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.
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.
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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.
Chapter 3 - Islamic Banking Products and Services.pptx
Evaluation: Q1
1. Kieran Morris
A2 Media Studies: Evaluation
Q1) In what ways does your media product use, develop or challenge forms and conventions
of real media products?
The short social-realism film I have created attempts to
challenge the forms and conventions of short-realism films;
engaging the target audience from the start by using a
documentary-style opening. This involved writing and asking a
cast member to perform a monologue which was non-
diegetically placed over a variety of shots of protagonist and
principal characters walking on a cold, wintery morning. The monologue
instantly provides the audience with protagonist character Jade’s
perspective on the world and her fear of being negatively judged because of
her homosexuality. This instantly provokes an empathic response from
viewers who may feel they know Jade’s ‘secret’, creating a personal
attachment between the viewer and Jade. I decided to use this
documentary-style opening to create a character that the audience could
relate to and view as a ‘normal’ person living in the ‘real world’, unlike other
films which create ‘characters’ living in un-naturalistic environments or
experiencing un-natural events. By starting with this documentary-style, I
also instantly introduce the ‘disruption’ in order to provide drama and intrigue
viewers. This challenges Todorov’s Narrative Structure theory (1969) which
implies that ‘equilibrium’ first occurs in stories and life for the characters is
introduced to the audience as normal. I felt that starting with ‘equilibrium’
was not necessary to the plot development and would cause the audience to
not engage with Jade’s feelings and emotions. I also feel that life is not
structured in the five stages Todorov suggests, and therefore believe that it would be
inaccurate to start a social-realism film with equilibrium.
Despite this, I also conform and use conventions of social-realism films. Short films that are
categorised to this particular genre often use real-life settings for filming, including streets,
schools, parks and other public places. In my short film, I use
both a school and surrounding streets in order to create a
naturalistic environment that effectively portrays the struggles
protagonist character Jade faces in her day-to-day life. The main
issue that is explored in this short film is homosexuality and the
mental struggles people face before revealing to others their ‘true
identity’. I felt that a key issue in contemporary society that is
sometimes viewed as taboo was necessary for a social-realist film due to the conventions of
this genre offering ground-breaking narratives that explore taboo themes and issues. The
characters I created were from working-class backgrounds in order to allow audience
members (mostly working-class) to develop sympathy for Jade and relate to the lifestyle she
has. These various elements were demonstrated through the mise-en-scene of the street
paths and characters casual clothing, further highlighting to the audience that Jade is a
working-class social-realist film.
I also ensured that the use of camera-angles and editing techniques in the short film were
mostly naturalistic in order to compliment the chronological narrative created and provide
continuity throughout most of the film. This was in particular evident in scene 2, in which
Jade, Olly and Carol arrive at school and a naturalistic conversation happens. The camera
angles used provide an insight into the characters daily lives. This was demonstrated
through the use of mid-shots and long-shots showing events from the perspective of
someone watching in on the conversation; thus making the audience feel they are finding out
Equilibrium
Resolution
Recognition
Disruption
New Equilibrium
2. Kieran Morris
about Jade’s life. However, I also use non-naturalistic camera shots in order to create
montage sequences. This includes at the beginning of the film in which the three characters
are walking in the street and the film switches to extreme close-ups of frosty grass. This has
been used to provide a cold and harsh nature to the film, whilst also helping the audience to
establish where the film is mostly located; in this instance being outdoors.