Jamie Smith used several new media technologies in the production of a short film. Adobe Premier Pro was used to edit footage and add sound effects and music. Adobe Photoshop and Illustrator were used to design the film poster. Blogger allowed the group to collaborate and record research. Google Forms provided a way to get audience feedback on the storyline. Celtx was used to write the script in a proper format. A camera, tripod, and zoom recorder were also used to capture footage and sounds. Overall, the technologies enhanced skills in editing, camerawork, research, planning, and gaining audience feedback.
My final evaluation task for A2 Media Studies. This evaluates the software I used in order to produce the Magazine Cover, Poster and Teaser Trailer for my coursework.
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
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
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.
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
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.
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.
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.
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.
1. How did you use new media
technologies in the construction and
research, planning and evaluation
stages?
BY JAMIE SMITH
2. Adobe Premier Pro CC 2015
For editing, we used ‘Adobe Premier Pro’ to help piece each
of our individual shots together to create our film. This
programme was very useful as it gave us the option to layer
shots with sound effects and music and also use things such a
colour correction which came in use for some of our more
darker and discoloured shots. We also used Premier to help
piece together our Radio Trailer. Premier was good for this as
it allowed us to work with audio alone as well as audio and
video for our film.
3. Adobe Photoshop & Illustrator
We used both Photoshop and Illustrator to create our film
poster. The majority of our poster was put together on
Photoshop and this was a good programme to use at it allows
you to build up the poster in layers. You can also lock layers and
edit different layers separately, making the process very quick
and simple. We also created our own font for ‘UNKNOWN’ and
‘KNOCK KNOCK’ and we did this using Illustrator. We took a
sample font (shown below) and we opened this into Illustrator.
We then decided to image trace the font, making it more solid
and easier to manage and we changed the colour to make it
more fitting for our poster.
4. Blogger
To record our research and planning, we used
Blogger, a site that allows people to write blogs
using posts and this is the platform we used to
record our research into genre, narrative and
audience and also used this to plan our film. We
did this by posting things onto Blogger such as
storyline ideas, character profiles and scripts.
This was a good website to use as it allowed all
members of our group to contribute to our
research and planning as each member of the
group could access the blog and, as we were all
administrators of the blog, we could create and
edit posts meaning each person could do
individual research as well as all of the group
doing research together.
5. Google Forms
Google Forms was used to help us gain feedback from
our audience in terms of our original storyline. We
used google forms to create an online survey for
people to fill out once they had read through our
detailed outline of our storyline. This was very useful
as this helped direct us in terms of our approach to
our film and how we should include different types of
music, mise-en-scene and characters to create a
successful short film. Google forms was also useful as
it gave us the results in a very clear way which meant
we could easily interpret what the audience thought
of and expected from our film.
6. Celtx
The programme ‘Celtx’ is what we used to help write
our script. This programme was very effective to use
as it helped us write our script in an appropriate
format, making it easier for us to establish what the
characters would say, what they would do and when
they would do it. It also helped us visualise how to
shoot each part of the film. This programme was also
very easy to use and we could easily change the script
and export it as a PDF to put onto blogger when we
were happy with it.
7. Camera and Tripod
When filming our footage we used a camera and a tripod. The camera was useful as it allowed
us to record, zoom and control the focus which really helped during our filming sessions. Also,
the size of the camera was very convenient as it was small and compact and this allowed us to
take shots that would’ve been tricky to shoot with a larger camera. We also used a tripod
during our filming sessions. This was very helpful as it allowed us to take still shots and also
allowed us to experiment with camera angles and also panning.
8. Zoom Recorder
We used a zoom recorder during the production of
our short film. We used this to record the sound of
knocking which is a vital element to the film. We felt
like this would be the best way to produce the
knocking as we felt that all the knocking sounds we
found online weren’t suitable so we recorded our
own to ensure we obtained the right sound for our
film.
9. What we learnt
From using these different technologies, we learnt, and enhanced on, many new skills and
these include:
- Working with editing programmes
We learnt how to use Adobe Premier to make a high quality film. We learnt how to edit
footage while maintaining continuity as well as using a range of different camera angles and
movement.
- Using a camera and tripod effectively
We learnt how to shoot footage in the most effective way. This included repeating the same
action to ensure that we maintained continuity. We also learnt how to use a tripod effectively
which also helped us use a range of shots.
10. What we learnt
From using these different technologies, we learnt, and enhanced on, many new skills and
these include:
- How to research and plan effectively
We learnt during our research stages that research is key to creating a high quality final
product. We used a variety of different online resources and platforms to carry out effective
research and planning
- We learnt how to gain feedback from our target audience
We used Google Forms to reach out to our audience and this helped us gain knowledge on
how to improve our film, making it of higher quality and more enjoyable to watch.