The document provides guidance for tracking the production process of a music video. It includes sections for filming and editing with prompts to explain technical issues, logistics, personnel, planning, problems that arose, and lessons learned. For filming, the creator describes using different cameras depending on lighting conditions and issues with locations, personnel, and rushed planning. For editing, positives included software skills, fixing shots, and smoothing transitions, while problems encompassed inconvenient locations, software version errors, and unusable shots requiring reshoots. Main lessons learned centered around not skipping steps, better planning, and understanding time-consuming aspects.
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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.
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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
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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.
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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 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.
2. PRODUCTION LOG:
GUIDANCE
• This document is for you to track the progress of your
production – filming, editing and post-production.
• This is so you can track what you did and how you did it,
explaining and amendments and changes you made and
tracking the decisions that have shaped the practical
creation of your music video.
• The more detail you include about how you made your music
video, the better. The document is broken down in to two
sections, Filming and Editing, each of these is then made of
specific elements that occur in both.
• For each slide there is a prompt detailing what you should
include, delete the prompt after you have complete the slide.
• Remember, images often show what you’ve done more
effectively than words. Use text to explain an illustration.
3. FILMING
Explain what worked and didn’t work about your filming and how you
managed this covering the following areas:
• Technical – using the cameras and any technical equipment; this
could be how you did your lip sync, used the green screen, dealt
with problems with batteries, etc
• Logistical – did your locations work? Did you have any access
problems? Did it rain?
• Personnel – how were your cast/crew? Did anyone let you down?
How did you manage this?
• Planning – did your planning help? Do you think it could have
worked better? How?
• Next steps – do you need to re-film? Film more? Have you
changed your video? How/why?
4. TECHNICAL
For the majority of my clips, I used my DSLR camera I bought
for GCSE photography. However in more difficult lighting
conditions, It was easier for me to stick my phone onto the
tripod as it would do a better job at managing the lighting
conditions for filming. During the recording of myself, I had
spotify playing through my phone for some shots however
some I just read the lyrics I needed to read and would say
them which lead to some shots not being completely acurate
to the timing of the video so I then had to change the speed
that some clips ran at to make them work with the song.
5. LOGISTICAL
I had some issues when it came to accessing certain
locations. This was because of my dicorced parents living 30
mins apart so it was always as easy as picking up my camera
and heading to where I wanted to film a shot. I instead would
have to wait for certain times of the week so I could be at the
appropriate house for filming the shots I needed. I never ran
into any access problems, the only other thing I had to work
around was if I needed others in the shots I needed and
making sure they were available at the same time’s, however
that turned out to be easier than I originally expected it to be.
6. PERSONNEL
I'm really grateful that the people who helped me with my
video helped where they did, however they caused some
issues. If someone was using the camera to film me, they
were not always as familiar with DSLR’s so the focus was not
always right. It was also difficult to see how perfect a shot
was on the small screen featured on the camera so some
shots left me annoyed when I opened them on a larger
computer monitor only to find things would look worse than
they did on the camera. When it also came to filming shots
with others in, theyre lyrics were not always up to speed with
the song or they said the worng thing so I had to try hide
errors like that where and when I could during the editing
process.
7. PLANNING
When I was filming my video, I realised that I had rushed
areas of my planning as at the time I thought that it would
have been all I needed. But when it came to the filming, I
would be staring at my laptop screen not knowing what the
specifics of some shots were. This meant I had to go back to
the documents during free time I had to try go into more
detail and make things more clear to me as then I was at that
first shooting day with some friends, I had to try figure out
what I wanted quickly on the spot and that meant some shots
did not turn out as well as they could have if I had not rushed
my planning so much.
8. EDITING
• Record your edit progress, decisions, problems, etc. in
this section
• Include screenshots with annotations, statements, etc
where possible
• Try to explain how you worked and justify why you chose
to work the way you did.
• Follow the structure and what to include on each slide as
this is necessary for evidence for assessment
• Pick notable moments in the editing process and discuss
them, what worked/didn’t work and why, how you adjusted
to problems. Discuss how you worked and what you
learned from the process
9. WHAT WENT WELL
[3 EXAMPLES]
• Before coming to college, I was already familiar with a
selection of Adobe’s programs including Premier Pro. This
was helpful as the time I would have spent learning the
software was instead spent being more productive
• It was my opportunity to fix some shots that on there own
did not work well with the song. I could cut bits out and
change the speed if someone did not say the lyrics fast
enough
• It a cut from one clip to another looked rough (for example
it was 2 shots in the same location and I suddenly moved
from one side to the other) I was able to implement things
to make the transitions look smoother
10. WHAT PROBLEMS DID
YOU HAVE? [3
EXAMPLES]
• During editing, I had to edit some shots and film more later as
the difficulty of living in different locations proved to be much
more inconvenient than I was hoping it would have been, making
my productivity less efficient.
• I worked on some editing at home and my copy of premier was
running on a newer version than the school computers so when I
brought my files back to college, I encountered an error stopping
me from editing as the file was now too new for the college
computers, however I managed to later update the college
software but that error meant I lost a day in college I could have
spent editing
• Some shots did not end up working when I came to editing them
so I had to do some reshoots for the ones I was not happy with
which slowed down my editing process.
11. NEXT STEPS…
What are the main things you’ve learned from this project? Pick a
minimum of 5 to discuss…
• I have learnt that its important to not skip things as they’re more
important than you might realise
• I have a better understanding of what is and isn’t time
consuming and to plan future projects with that knowledge
• Its important to add detail in select areas as it will make the later
productivity smoother and faster
• I discovered the meaning of more effects used in filming that I
would have otherwise missed
• I learnt tricks that can be used in video that is pleasing to the eye