Shown within this powerpoint is how my media product represents particular social groups. I have discussed and evaluated my film opening to be able to consider the issues involved.
Shown within this powerpoint is how my media product represents particular social groups. I have discussed and evaluated my film opening to be able to consider the issues involved.
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.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
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.
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 French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
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.
2. AGE RATING
I decided to certificate rate my film at a 15. I chose to make it a 15 as I felt the
elements of alcohol intake and possible language content would not be appropriate for
a film that could be viewed by viewers younger than 12. The BBFC suggest that any of
the following would be appropriate to be viewed in a 15 rated film:
strong violence, frequent strong language (e.g. 'f***'), portrayals of sexual activity,
strong verbal references to sex, sexual nudity, brief scenes of sexual violence or verbal
references to sexual violence, discriminatory language or behavior, drug taking.
This film would also not be explicit enough to need to fall under the 18 rated category
as although there may be sexual references, there will be no explicit imagery or
violence featured what so ever. Henceforth why I chose to rate it at a 15, this will also
allow the film to be viewed by a wider audience.
3. INITIAL RESEARCH
I decided to ask 30 people to
answer a few questions
relating to genre of film in
the early stages of the
project. This information
allowed me to decide on a
genre of film to choose
and which films would
appeal to different types of
audience members. Here
is an example of one of
the types of questions that
I asked and the
percentage of audience
members that preferred
each genre mentioned.
4. PROFILE OF TARGET AUDIENCE
Age: 17
Gender: Female
Three favourite films: Mean Girls, Dirty Dancing and A
Cinderella Story
Favourite Actors/Actress’: Jenifer Lawrence, Josh
Hutcherson, Emma Stone, Lindsay Lohan and Chloe
Moretz
Favourite genre of film: Rom-com
Favourite film of the Comedy genre: Rush Hour
Other: I enjoy going to the cinema with my friends whenever
I can. I would rather watch a light hearted and fun film
that was about characters that were near the same age
as me. I enjoy storylines that are funny or have a
romantic twist to them as they are more engaging and I
would be more willing to spend money going to see
them.
5. FEEDBACK FROM VIEWING OF
PRODUCT
I decided to ask some target audience members to view my final
piece and send me some feedback on what they thought of the
sequence and whether they’d be interested in viewing more of the
film.
6. RESPONSE TO FEEDBACK
Having looked at the comments I received in my feedback I could
see that my film wasn’t going to appeal to every member of my
target audience. As I am targeting teens I tried to make the film
relatable to teenagers and the common issues that they face on a
daily basis. However, maybe the reason for the film not appealing to
some audience members- particularly the male members- might
have been because the main character was a girl and the mise en
scene that I used within the piece all related to girls, eg the make up
and the clothes etc. Perhaps if I were to do this project again I
would consider what sort of characters may be more appealing to
male audience members or even try to include some scenes that
were more thrilling and exciting in terms of action to address their
needs and increase audience viewing rates. However, this could be
hard to achieve within my chosen genre. But overall I am very
happy with the feedback that I received and I am glad that a lot of
people that viewed my sequence would choose to go and watch it
at the cinema.
7. HOW DID I REPRESENT MY CHARACTER
IN MY PIECE TO ATTRACT MY AUDIENCE?
As my target audience is teenagers, I knew that I
wanted my protagonist to be of the same age so that
my audience would be able to find ways to relate to
her. I tried to represent this through the mise en scene
and the presentation of the character. For example a
stereotype of many teenagers is that they are
constantly miserable, this is why Rosie doesn’t tend to
smile a lot throughout the sequence- apart from when
she is ‘drunk’. I also wanted to set the titles in an
environment that would be relatable to young people
and this is why half of the piece is set in Rosie’s
bedroom, which contrasts quite nicely to the outside
setting which could feel quite unnerving to younger
viewer, demonstrating the negative portrayal.
8. Was the portrayal of Rosie’s character
accurate and does she attract the audience?
I deliberately chose to represent Rosie negatively
in my sequence. I wanted to demonstrate to the
audience the extreme characteristics of some
teenagers in today's society. Through Rosie’s
character I wanted to make people aware of the
dangers that face some teens and the sort of
things they can easily get involved with. Whilst this
representation may be negative it is accurate in
portraying the extremes of teenage lives. I feel
however that her character does attract the target
audience as she is relatable and does live the
‘desired’ teen lifestyle, but I wanted to show that
this fantasy doesn’t always end happily and can
turn into a vicious cycle very easily.
10. How these shots attract the
audience
A lot of the shots that I used throughout my
sequence focus solely on Rosie and commonly
from her shoulders upwards. I chose to do this so
that the audience had a chance to follow Rosie
and almost put themselves in her shoes. I felt this
let older audience members feel sympathy for her
and younger audience members were then able to
empathise with her. The way that I chose to shoot
my footage was in a deliberately personal way and
almost invasive of Rosie’s privacy so that her
social issues were correctly highlighted. The close
up shots also allowed for the audience to see her
emotional reaction to the events that were taking
place to see that she wasn’t always enjoying what
she was doing.
11. These four shots I feel
particularly attract my
audience. They are the most
stereotypical shots within the
sequence and show my
character in different teenage
style stereotyped clothing. This
tends to be appealing to
audience members as they the
use of stereotypical humour. I
also felt it represented teenage
girls well and therefore would
attract them as audience
members as girls like picking,
choosing and trying on clothes
so they would find these shots
relatable and the character
would be represented more
positively.
12. Why my actress took on the role
Erin- who is the actress that played Rosie- decided to
take on this role as she felt that the storyline for my
sequence was fun and exciting. As a person Erin’s
lifestyle is the complete opposite to Rosie’s as she isn't
involved in drugs and smoking like Rosie is. However, she
wanted to take on this role because of this. Erin has a
very innocent look to her that is young and fresh, making
what she acts out as Rosie even more shocking to the
audience. As Erin is of the same age as my target
audience it felt right that she should take on the role to
attract people of a similar age to view the film and both
she and them could relate to the character.
