The document discusses how the filmmakers represent the main character, a young female office worker, through various filmmaking techniques. She is represented as vulnerable, weak, and isolated through shots that show her alone in open fields and close-ups that highlight her struggle against the zombie. Her gender both challenges and reinforces stereotypes by showing her as initially weak but then dominant when fighting the zombie. The use of costume, setting, camera shots, music, and editing are all discussed as ways the character's social groups and traits are represented on screen.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
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.
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
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An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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.
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
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
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”.
1. Evaluation Question 2:
How does your media product
represent particular social groups?
Gelsomina De Lucia
Kelly Morales
Chelsea Hopkins
Tayla Humphris
2. What social groups does your
main character represent and why?
The female protagonist is a young working
class office worker. She is therefore
represented as vulnerable as she is still not
very aware of the dangers the outside
world may have in store for her.
This is reinforced by the way she is
unaware of the zombies presence.
The horror genre aims to make
victims appear vulnerable which is
why we felt it was appropriate to
do so, as it will give our audience a
better understanding of the
character
3. What social groups does your main
character represent and why?
The protagonists gender happens to both challenge and reinforce the stereotype that
women are generally much weaker than men and will therefore be unable to escape
death.
In this shot the main character
reaches for a hammer which Is
usually an item that relates to male
labour, this shot is then followed by
her hitting the zombie with the
hammer, representing her as
dominant
As she is the only character
in frame in this shot we are
able to establish her
dominance, which
therefore challenges the
stereotype that women are
the weaker sex
4. What social groups does your main
character represent and why?
Her weakness is reinforced in the final scene where we
are able to witness her fight against changing into the
zombie overcome her. A close up shot allows us to
witness this change through the colour of her eyes,
which indicate she is now lifeless. The sound also allows
us to establish this as the heartbeat stops.
The music further reinforces
this stereotype as it is quite
sympathetic and focuses on
the sudden stop of her
heartbeat
5. How do you represent your character
through the mis-en-scene?
Our character is represented as a
female who has a professional
job. We show this by having the
blazer and her white shirt which
seems to give the allusion to an
office job.
Also, the use of the bun
emphasises her professional
job as stereotypically, females
in office jobs have their hair in
a bun.
6. How do you represent your character
through the mis-en-scene?
She is also represented as
wealthy through the
setting as she seems to
own a house to herself
which also reinforces the
idea that females with a
high professional job are
career minded and do not
have the time to have a
family of there own.
Also as she has possession
of the key prop, it shows
that the house is hers.
7. How do you represent your character
through the mis-en-scene?
Through costumes, our character
is represented as intellectual as
glasses are normally symbolic of
a person being clever.
Furthermore, she can also be
described as knowledgeable as
people with glasses tend to read
alot which leads to the idea of
her being hard working which
lead our character to have an
office job.
8. How do you represent your character
through the mis-en-scene?
Through the change of setting,
our character is then
represented as weak and
vunerable as she is alone
throughout the field scenes.
9. How do you represent your character
through the camera shots and editing?
In this long shot the character is presented formally and
professional. This is accomplished through her costume
(e.g. her suit) and props.
10. How do you represent your character
through the camera shots and editing?
It is in this high angles that our character is represented as a
dominant character. She is represented in this way ,because by her
killing the Zombie with a hammer she has more authority over the
Zombie and therefore makes the Zombie seem weak. As this shot is
also a POV it portrays the Zombie as helpless.
11. How do you represent your character
through the camera shots and editing?
-In this two shot the Zombie is introduced and
in the second shot the close up and high angle
represents the protagonist in a vulnerable
state as she is bit.
-Through this shot reverse shot it highlights a
relationship between the two characters.
-It is open to interpretation whether these
two characters were related or whether the
Zombie happened to wander.
12. How do you represent your character
through the camera shots and editing?
In this 360 degree the main character is represented
vulnerable as she is exposed to the outside and is
defenceless and she is not protected. Through this degree
it highlights her isolation.
13. How do you represent your character
through the camera shots and editing?
In all these shots our protagonist is represented
as weak. This is through close up shots, POV,
High angles and Over head shot that we show
this through.
POV- Zombie is shown in a high angle as the
other character struggles to escape
Close up- The characters bite on her leg is
shown in detail. She is seen as weak
through the use of blood and her
slumberous walk
Over head/ High angle- Through this she is
presented weak as she tosses in pain
14. How do you represent your character
through the music?
At the start of our
opening sequence we
start with a non- diegetic
calm music of
“cornerside material” to
introduce the field scene
which represents the
character as being injured
or hurt.
15. How do you represent your character
through the music?
“Cornerside material” is
continued and overlapped to
the next scene to represent
the character being a peaceful
and vulnerable person, it’s
also representing that is a
normal day of the female
character coming from work.
16. How do you represent your character
through the music?
The music changes which builds tension and which also
illustrates something bad is going to happen. Through this music
the character is represented as being worried and scared.
17. How do you represent your character
through the music?
A heartbeat is introduced in our
360 degree shot to show the
characters facial expressions
which represents her as being
Isolated as she’s unaware of
what’s going to happen. Also the
fast heartbeat represents her
being scared
The fast and high tension music
in this scene represents the
danger for the female character.
It also connects with the fast
pace in this scene.
18. How do you represent your character
through the music?
“Cornside Material” is introduced again
at the last scene to show to the
relationship between the first scene.
“Last call” is also added to our score
music to represent the character being
in pain and also hurt which makes the
audience feel pity for the character.
At the end of our opening
sequence we use a “bang”
sound effect to represent the
character transforming. The
“bang” will also build tension
and make the audience jump .