This document provides shooting directions for a music video for the song "Gasoline" by Monarch Records. It outlines various shots that show the artist singing and moving around different exterior and interior locations. These include shots of the artist near train tracks, sitting in a bathtub, and in a woodland area. Special effects like glow-in-the-dark face paint and a robotic eye are also described. The document provides detailed instructions for choreographing the artist and extras' movements and expressions to match the lyrics of the song.
This is a TV show I made. It is random and funny! Yeeeeeah. It's off my first Powerpoint site (www.star-angel-productions.com). Check out my newer Powerpoint site (www.powerpointsforall.webs.com) which is shared between me and my best friend. Go onto my two pages: Andy Productions and Two For One.
This is a TV show I made. It is random and funny! Yeeeeeah. It's off my first Powerpoint site (www.star-angel-productions.com). Check out my newer Powerpoint site (www.powerpointsforall.webs.com) which is shared between me and my best friend. Go onto my two pages: Andy Productions and Two For One.
This is a presentation in regards to the record label research I have done for my A2 coursework. It also includes information about my own record label that was constructed for the purpose of this coursework, as well as a letter to a preexisting record label asking for permission to use one of their songs.
Sent out to all collaborators through email attachment. This is my written treatment which is to give my actors and helpers some information prior to filming.
This is a presentation in regards to the record label research I have done for my A2 coursework. It also includes information about my own record label that was constructed for the purpose of this coursework, as well as a letter to a preexisting record label asking for permission to use one of their songs.
Sent out to all collaborators through email attachment. This is my written treatment which is to give my actors and helpers some information prior to filming.
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.
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
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.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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?
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
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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.
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.
2. 15s rain falling in reverse, in time with the tune of the song
Instrumental
30s
15s rain falling normally
Panning shot → from ground level, up to waist of singer to see her holding the champagne bottle
The actions that are
occurring in this first
section of the song
has been changed,
instead of rain falling
there are now shots of
the artist walking, the
artists’ hands and a
shot showing a
woodland area.
3. (Bad language to be
censored, either by muting
the song at the word, or by
covering it up with a sound
to make it radio/TV friendly)
Can see the whole artist,
however it’s a back view.
‘Saying that you shouldn’t
waste your pretty face like
me’ → View of half of
artist’s face
Exterior
shots
Film the
artist looking
over at train
tracks .
Show artist tapping the side of
their head.
Interior
shots
Artist is sitting in the
bathtub for these lines.
Are you insane like me? Been in pain like me?
Bought a hundred dollar bottle of champagne like me?
Just to pour that motherfucker down the drain like me?
Would you use your water bill to dry the stain like me?
Are you high enough without the Mary Jane like me?
Do you tear yourself apart to entertain like me?
Do the people whisper 'bout you on the train like me?
Saying that you shouldn't waste your pretty face like me?
4. Close up of
lips (artists)
saying this
line.
Extra’s will be added in
the music video at this
point, lips will be the
only thing that you can
see because of the glow
in the dark face-paint.
They will be lip-syncing
along with the artist.
Artist reveals robotic
eye at this point.
Zoom out from a secondary
camera where it’s focusing in
the artist on the screen.
The artist and extras drop
out of view and only the
artist gets back upThe burning of a
polaroid photo of the
artist.
Hands start on top of
the head, and move
down on this line.
Binary code (zeros
and ones) must be
edited over it.
Hands stay put on lower half of
the face.
Hands move back up
slowly and cover ears.
Hands move down
from the ears and
cross over the heart,
and out with palms up
to the camera.
And all the people say,
"You can't wake up, this is not a dream,
You're part of a machine, you are not a human
being,
With your face all made up, living on a screen,
Low on self esteem, so you run on gasoline."
Oh, oh, oh, oh,
I think there's a flaw in my code
Oh, oh, oh, oh,
These voices won't leave me alone,
,
Well my heart is gold, and my hands are cold
5. Are you deranged like me? Are you strange like me?
Lighting matches just to swallow up the flame like me?
Do you call yourself a fucking hurricane like me?
Pointing fingers ‘cause you'll never take the blame like me?
Close up shot of a
match lighting Censoring
Show artist tapping
the side of their
head.
Slice jump edit used
just before the first
line.
This verse would be shot in the woodland area.
The artist would create a
hurricane gesture with
their hands.
Mid- shot of the artist
crouching down
pointing towards the
camera.
6. And all the people say,
"You can't wake up, this is not a dream,
You're part of a machine, you are not a human being,
With your face all made up, living on a screen,
Low on self esteem, so you run on gasoline."
Oh, oh, oh, oh,
I think there's a flaw in my code,
Oh, oh, oh, oh,
These voices won't leave me alone,
Well my heart is gold, and my hands are cold.
Close up artists’
lips saying this line
Zoom out from a secondary
camera where it’s focusing in the
artist on the screen.
Reversal of clip with
burning of picture (that
looks like a polaroid of
the artist)
Artist and extras drop out of
shot, artist reappears
Extras appear with artist
(difference is that artist has
robotic eyes as well as lips
whereas extras just have
glow in the dark lips
Artist reveals robot eye again
Lighting dies out after/at each line of
the last half of the chorus
Hands move down from the ears
and cross over the heart, and out
with palms up to the camera.
Light goes out?
Light goes out?Single light stays
on the hands,
leaving them to
be the only thing
seen.
All movements from
previous chorus are
repeated?