The document is a script that outlines shots and camera movements for a music video of the song "Small Things" by Ben Howard. It includes various shots of the male protagonist - close-ups of his face and body, mid-shots as he walks through nature and a town, and performances playing guitar. It follows his movements through the countryside and town as he interacts with the environment and other characters, including a female protagonist. The script aims to tell the story and emotions of the song through these visuals.
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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!
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
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.
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.
2. Instrumental
00:00-00:09: Close upof the male protagonistthenthe camerarevolvesaroundhim90 degrees.The
shotthencuts on the beat.
Jump cut
00:09-00:11: Quick extreme close upof male protagonist’shandwiththe camerashakingandbeing
unsteady.
Jump cut
00:11-00:12: Close upof the male protagonist’sfootwiththe camerabeingunsteadyandshaky
again.
Jump cut
00:12-00:14: Still close upof the male protagonist’sface.
Jump cut
“Oh my Mind”
00:14-00:18: Mid-shotof the male protagonistandthenhave the cameraslowlymovingbackwards.
Hedgeswill be eitherside of him,focusinghimascentre shot.
Jump cut
“I walk down Mayflower road again”
00:18-00:22: A still establishingshotof the countryside of Clutton.
Jump cut
“The wailing sun, Echoes from the park seem so absurd”
00:22-00:28: Mid-shotand thenslowzoomoutof the male protagonistsittingdownonthe sofaand
lookingdown.
Jump cut
“The bus takes hours”
00:28-00:33: Have a QuickTime shotintownof the busesquicklygoingpast.
Jump cut
“I knew it would but I can’t shake the sting”
00:33-00:38: Mid-shotof the male protagonistwalkingwithacrabbingeffect.Camerashaking
slightlywiththe walkof the protagonist.
Jump cut
“Can’t spend my time”
3. 00:38-00:40: Mid-shotof the back of the male protagonistsittingonthe sofa.Guitarshowninthe
corner of the shot.
Jump cut
“On everybody else”
00:40-00:43: A low-angle close upof the feetof the male protagonistandthe guitarto the leftof
these feet.Matchon actionshotwiththe previousshot.
Jump cut
“If buildings fell”
00:43-00:47: Wide shot of the male protagonistfrombehind.Trackinghimashe walksdowna road
witha hedgeseitherside.
Jump cut
“At least we’d be in matrimony”
00:47-00:52: Pull focusshotof male protagonistintownandthenswitchingthe focustothe female
protagonistbehindhim.
Jump cut
“I can’t control”
00:52-00:54: Over the shouldershotof the male protagonistplayingthe guitarandperforming.
Cameraslightlyshaking.
Jump cut
“The words Kaleidoscope inside my head”
00:54-01:00: Mid shot of the male protagonistperformingandsigningthe wordstothe camera
while playingthe guitar.
Jump cut
01:00-01:05: Establishingwide shotof the Cluttoncountryside withthe male protagonistwalking
intoshot.
Jump cut
01:05-01:08: Close upof the male protagonistsface withamateurshaking.
Jump cut
01:08-01:12: Over the shouldertrackingshotof male protagonistwalkinginthe fieldsin Clutton.
Jump cut
Chorus
“Has the world gone mad?”
01:12-01:18: Side on shotof the male protagonistplayingthe guitarandsigningthe lyricsinthe
bedroom.
4. Jump cut
“Or is it me?”
01:18-01:22: Mid-shotof male protagonistlookingatandsingingtothe camera.The camera will
thenslowlyzoomintohimashe performs.
Jump cut
“All these Small things”
01:22-01:27: Close upshowingthe guitarwiththe male protagonist’smouthinframe atthe top. He
will alsobe singingthe songaswell asplayingthe guitar.
Jump cut
“They gather round me, they gather round me”
01:27-01:33: Mid-shotof the male protagonistplayingthe guitarandsinging.Slightcrabmovement
withthe camera as it revolvesaroundthe male 90 degrees.
Jump cut
“Is it all so very bad?”
01:33-01:40: Establishingshotof the house withthe fieldsinthe background.Male protagonist
slowlywalksintoframe.
Jump cut
“I can’t see, all these small things they gather round me, they gather round me”
01:40-01:53: Shot starts witha close upof the male protagonistsface anditthenslowlyrevolves
aroundhimturningit intoan overthe shouldershotbefore revolvingaroundenoughtomake itinto
an establishingshot.
Jump cut
01:53-01:57: Shaky mid-shotof the male protagonistplayingthe guitar,satonthe sofa inthe
bedroom.
Jump cut
“I saw the police”
01:57-02:00: Extreme close upof male protagonistplayingthe stringsonthe guitar.
Jump cut
“Screaming something trivial”
02:00-02:05: Over the shouldershotof male protagonistplayingthe guitar.
Jump cut
“Like ‘keep the peace’, the world moves on and you can’t shake the sound”
02:05-02:12: Establishingshotof the fieldsbefore aquickjumpcutto a close upof the male
protagonistlookingoff intothe distance.
5. Jump cut
“I know she’s home”
02:12-02:14: Close upshot of the male protagonist.Stillcamerashotbutthenthe male protagonist
movesoutof frame.
Jump cut
“Waiting on somebody”
02:14-02:17: Mid shot froma side onangle of the male protagonistsatinthe coffee shopwithhead
down.
Jump cut
“Loathe in light”
02:17-02:19: Extreme close upof the male protagonistsfingerstappingonthe side of acoffee mug.
“All in my mind”
02:19-02:21: Extreme close up of the male protagonist.
Jump cut
“The anvil and the weight upon my back”
02:21-02:26: Wide shot of male protagonistleddownona hill withsunintopcorner of the frame.
Jump cut
Instrumental
02:26-02:31: QuickTime shotof the Cluttoncountryside throughoutthe day.
Jump cut
02:31-02:35: Close upof the male protagonistwithslightlyshakymovement.
Jump cut
02:35-02:41: Mid-shotof the back of the protagonist’sbackand playingthe guitar.
Jump cut
“Has the world gone mad?”
02:41-02:45: A highangle shotof the male protagonistthroughthe coffee shopwindow looking
leftwards.
Jump cut
“Or is it me?”
02:45-02:49: Over the shouldershotof the male protagonistwithbothhandsoncoffee muglooking
leftwards.Matchon actionwiththe previousshot.
Jump cut
6. “All these small things that gather round me, they gather round me”.
02:49-02:56: Close upof the male protagonistplayingthe guitarandsinging.Slightlyshakycamera
movementwithaslowandsteadyzoom.
Jump cut
02:56-03:00: Extreme close upof the male protagonistlyingdownandshowingthe movementof
the eye.
Jump cut
“Is it all so very bad?”
03:00-03:05: Mid-shot,slightzoom,focusedonthe male protagonistsurroundedbypeople intown.
Metaphorical aspectswiththisshot.
Jump cut
“I can’t see”
03:05-03:10: Mid-shotof male protagonistata 45 degree angle playingthe guitarandsinging.
Slightlyshakycameramovement.
Jump cut
“All these small things they gather round me”
03:10-03:14: Mid-shotof the male protagonistplayingthe guitarandsinging.Frontonangle.
Jump cut”
“They gather round me”
03:14-03:20: Slowzoomintothe sky.
Jump cut
03:20-03:23: Mid shot of the male protagonistfromaside (90 degrees) angle surroundedbypeople
intown.
Jump cut
03:23-03:26: Over the shoulderpull focusstartingwithfocusonmale protagonistsshoulderand
thenswitchingthe focustothe female protagonistinthe crowdof people,clearlyshowingfocuson
her.
Jump cut
“And I can’t see my love”
03:26-03:29: Extreme close upof the male protagonist’seye movingfromlefttoright.
Jump cut
03:29-03:31: Still mid-shotof femaleprotagonistinacrowd of people intown.
Jump cut
7. 03:31-03:38: Tracks the male protagonistputtingdownthe guitarandthenuse the slidertosee him
leave the room.
Cut to black.