This presentation shows the storyboards that are being used in our horror movie trailer, to show the progression of how the trailer will play out as well as a basis for the shots used in the trailer.
This presentation shows the storyboards that are being used in our horror movie trailer, to show the progression of how the trailer will play out as well as a basis for the shots used in the trailer.
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?
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.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
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
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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.
1. Shot: Brief description of action: Shot size: Setting:
Close up
1 Focus of girl lighting the candle Study
Time: Dialogue / Voiceover: Props:
Camera movement:
Female protagonist reading something
that she’s written Candle and match on a dark, wooden table
None
C/F/D
Costume:
Camera angle:
n/a
High angle/tilt Music:
n/a
Lighting:
Sound FX:
Dimly lit only by the candle light
Instrument (low)
Shot: Brief description of action: Shot size Setting:
Close-up
2 Close up of girls eyes being lit by the Study
candle light
Time: Props:
Camera movement:
……… Dialogue / Voiceover:
n/a
None
C /F/D Female protagonist reading something
that she’s written Costume:
Camera angle:
n/a
Straight Music:
n/a
Lighting:
Sound FX:
Candle light
Instrument (low)
2. Shot: Brief description of action: Shot size: Setting:
Medium close up
3 Focus on girl writing the letter Study
Time: Props:
Camera movement:
……… Pan (moves to the right to look over a
Dialogue / Voiceover: the candle and then the pile of letters Costume:
C /F/D screwed up)
Female protagonist reading something Music:
that she’s written
Camera angle: Sound FX:
Pile of letters screwing up
High angle/ tilt
Lighting:
Candle lit
Shot: Brief description of action: Shot size: Setting:
Close up
4 Focus on girl finish the end of the letter Study
(full stop)
Time: Props:
Camera movement:
……… None
Paper and pen
C/ F/D Dialogue / Voiceover:
Camera angle: Costume:
Female protagonist reading something
that she’s written Music:
High angle/ tilt
n/a
Lighting:
Sound FX:
Dimly lit-candle light
3. Shot: Brief description of action: Shot size: Setting:
Medium close up
5 Female protagonist looking up from Study
writing
Time: Props:
Camera movement:
Dialogue / Voiceover:
n/a None
C/F/D Costume:
n/a
Camera angle:
Music:
Straight
Lighting: Sound FX:
n/a
Dimly lit only by the candle light
Shot: Brief description of action: Shot size Setting:
Establishing shot
6 Establishing shot of the surroundings Surroundings of the house
around the house , audience see
Time: brothers playing Props:
Camera movement:
……… Dialogue / Voiceover:
Manor house
Panning
C /F/D
Costume:
Camera angle:
Boys- grey shorts, black school shoes, long
socks, tie and shirt
Straight
Music:
Lighting:
Sound FX:
High key-natural lighting
4. Shot: Brief description of action: Shot size: Setting:
Medium close up
7 Close up of boys eyes glaring at Surroundings of the house (grass)
something (freaky) … pause and then
Time: the boy starts laughing Props:
Camera movement:
……… None
Costume:
C /F/D Dialogue / Voiceover:
Camera angle: Music:
Sound FX:
Straight
Lighting:
Natural lighting (daylight)
Shot: Brief description of action: Shot size: Setting:
Long shot
8 Boy running through fields, laughing Field (long crops either side of boy)
Time: Props:
Camera movement:
……… Dialogue / Voiceover: Tracking
Costume:
C/ F/D
Camera angle: Grey shorts, white shirt, long socks, tie, black
shoes
Straight Music:
Lighting:
Sound FX:
Natural lighting (daylight)
5. Shot: Brief description of action: Shot size: Setting:
Long Shot
9 Leapfrog; Brother 1 jumps over Brother Garden/outside
2’s back.
Time: Props:
Camera movement:
Dialogue / Voiceover:
Echoing laughter None
None
C/F/D
Costume:
Camera angle:
““
Low angle/tilt Music:
n/a
Lighting:
Sound FX:
Natural light. Perhaps eclipsing the sun?
N/a
Shot: Brief description of action: Shot size Setting:
Extreme close-up
10 Hair blowing in wind (slow motion) Garden/outside
Time: Dialogue / Voiceover: Props:
Camera movement:
……… n/a
None
Track
C /F/D
Costume:
Camera angle:
““
Straight Music:
n/a
Lighting:
Sound FX:
Natural light
N/a
6. Shot: Brief description of action: Shot size Setting:
Medium shot
11 Focus on muscle tightening under strain Garden/outside
Time: Props:
Camera movement:
………
Dialogue / Voiceover: None
Track
C /F/D
n/a Costume:
Camera angle:
““
Straight Music:
n/a
Lighting:
Sound FX:
Natural light
N/a
Shot: Brief description of action: Shot size Setting:
long shot
12 Boy landing after the leap-frog onto the Garden/outside
ground- he is old now, looks different,
Time: different actor # Props:
Camera movement:
………
None
None
C/ F/D
Costume:
Dialogue / Voiceover: Camera angle:
““
n/a
Straight Music:
n/a
Lighting:
Sound FX:
Natural light
N/a
7. Shot: Brief description of action: Shot size: Setting:
Medium close up
13-25 Rapid action shots Study
• Solider in mud
Time: • Girl’s face in the rain Props:
Camera movement:
• Superior man intimidating
female protagonist
• Young boy’s play fighting None Costume:
C/F/D • Key antagonist sending boys
to fight in the war
n/a
Camera angle:
Dialogue / Voiceover:
Music:
n/a Straight
Lighting: Sound FX:
n/a
Dimly lit only by the candle light
Shot: Brief description of action: Shot size Setting:
Dialogue / Voiceover:
Time: Props:
Camera movement:
………
C /F/D Costume:
Camera angle:
Music:
Lighting:
Sound FX:
8. Shot: Brief description of action: Shot size: Setting:
Camera movement:
Time: Dialogue / Voiceover: Props:
………
Costume:
Camera angle:
C /F/D
Music:
Sound FX:
Lighting:
Shot: Brief description of action: Shot size: Setting:
Camera movement:
Time: Props:
Dialogue / Voiceover:
……… Camera angle:
Costume:
C/ F/D
Lighting: `
Music:
Sound FX: