This music video can be analyzed through various narrative theories. It begins with two miners in a dark tunnel who discover a trap door leading to a colorful dance studio. One minor, Arthur, engages with the two female dancers, while the other watches. At the end, the second minor returns to the tunnel alone, stating he never saw Arthur again, implying Arthur died. The video can be interpreted through various character archetypes, with Arthur as the hero and the dancers as princesses. It also demonstrates the disruption and restoration of equilibrium through the miners' transition between realities.
This is the script for our music video: "Hitchhiker" by OMI
This script will help us cover how we are to film our music video e.g. how we will use the various shot types, locations, characters
Новые форматы: Расширенные объявления на поиске, Адаптивные объявления в КМС, Price extensions,
- Новое в таргетинге: аудиторные таргетинги на поиске, таргетинг по устройствам, DSA 2.0
- Новое в продвижении приложений: Универсальные кампании v.2
- Google Покупки и другие новинки для интернет-магазинов
This is the script for our music video: "Hitchhiker" by OMI
This script will help us cover how we are to film our music video e.g. how we will use the various shot types, locations, characters
Новые форматы: Расширенные объявления на поиске, Адаптивные объявления в КМС, Price extensions,
- Новое в таргетинге: аудиторные таргетинги на поиске, таргетинг по устройствам, DSA 2.0
- Новое в продвижении приложений: Универсальные кампании v.2
- Google Покупки и другие новинки для интернет-магазинов
This portfolio contains representative samples of work published in a diverse number of print publications, addressing interests ranging from Lifestyle, Business, Automotive to Social Causes.
Экосистема программатика. Чем программатик похож на контекст? Как работает программатик и для каких целей стоит использовать этот канал. Краткий словарик начинающего программатик-менеджера.
Imagine a world where the United States produces more goods than Western Europe and China combined. A world where the US pumps out 20 times more oil than Saudi Arabia. A world where America's debt is dwarfed by its powerful and productive economy. This world, which today sounds more like a fantasy, was a reality not so long ago. Yet a mere 70 years later, the world looks quite different: the US economy's debt has reached a crippling 59 trillion dollars, the government is forced to borrow trillions of dollars every year just to avoid financial collapse, and the income of more than half of America's families can't even keep up with the cost of living. How did things take such a sharp turn so quickly? What will come next for what's called the world's greatest economy? You cannot really answer these questions and truly understand the world we live in without understanding the history of money, an amazing tool invented some 6,500 years ago. This book is not for economists and it is not about the bits and pieces of economic theory, though you cannot cover the history of money without touching upon some important highlights of economics. The book also does not strive to be an encyclopedia of money. Rather it is an overview, designed to give an idea of how step by step we got here, and what should we expect from the years ahead.
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.
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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
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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.
• 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
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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.
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The French Revolution Class 9 Study Material pdf free download
Narrative Theory Analysis - Since I Left You
1.
2. This music video can be classified as a narrative video due to the chain of
events that follow a story within it. Therefore a number of narrative
theories can be applied when analysing the video.
3. Synopsis
The music video begins with a black and white, long shot of two minors in a
dark confined space, as the camera tracks toward them the muffled sound of
music grows louder. The music is obviously diagetic as the men then move
toward it and begin to remove the roof to reach it. They come across a trap
door and push it up, there is a media close of two women's bodies as the
camera tracks up changing from black and white to colour through a point of
view shot. The minors then climb out of the tunnel in to a large dance studio
with two dancers and two judges present. The first minor then walks into the
centre and begins dancing with the ladies as the other stands and watches.
After a prolonged dance sequence with short cuts in-between of the second
minor sitting with one of the dancers, him playing the tambourine and the
judges applauding, the second minor begins to fade to black and white and
through a point of view shot the audience sees the first minor fading into the
light with the dancer. The shot then cuts to an old man stating he went back to
the tunnel and never saw ‘Arthur’ again.
4. Vladimir Propp (1928)
Key aspects of the music video include ‘The Hero,’ ‘The Donor,’ ‘The Helper,’
‘The Father’ and ‘The princess.’ Propp suggests when an audience reads a
media text it deploys its knowledge of these character types in order to
decode the meaning of the text.
Although in the beginning of the video we are first introduced to two minors
as the black and white shot tracks toward them, through the course of the
video it becomes clear which is ‘The Hero,’ later named ‘Arthur’ and which is
his ‘Dispatcher.’
5. The Hero
The second shot is a close up of Arthurs reaction in
response to the beginning of the muffled music. This
establishes him as a key character. The second shot is
another close up establishing the second minor. This
beginning sequence of shots may indicate that Arthur is
‘The Hero’ and the other minor ‘The Dispatcher’ purely
because he is introduced first. However as the narrative
continues it is portrayed that Arthur is the key, dominant
character. Through a media close up shot he is scene to
start removing the roofing and the other follows. Similarly it
is Arthur that lifts the door seen in a close up shot and
again he has the first close up of his reaction to seeing the
girls followed by the other minor. Through a wide angle
shot we then see Arthur begin to exit the tunnel before the
other minor, and are left to assume that he exits as we are
shown a close up of Arthur.
6. The Donor
This is an object which provides some magic property. This concept may
be linked to the trap door they went through which brought them into the
colourful studio where they met ‘The Princess.’ It’s magic property is
emphasised by the wide angle shot as the men open the door and the
extreme amount of light floods the darkness of the tunnel.
7. The Princess
Within the video there are two female dancers who may be perceived as
‘The Princess’ as they are the perceived as the reward for ‘The Hero.’ This is
conveyed from their first introduction. Through a medium close up shot of
their legs the camera tracks up toward their faces as a point of view shot as
the black and white fades to colour. This may be an example of ‘The Male
Gaze’ (Laura Mulvey 1975) as the audience is aligned with the male
protagonist and view the females from his perspective that may be
interpreted as sexual objectification as the camera focuses on their body
and tracks up in slow motion which is superfluous to the narrative, the shot
then cuts back to a close up again of Arthur to view his reaction. As the
shot cuts to a wide angle shot of the dancers beginning to dance, due to
their synchronisation the audience may perceive them both as ‘The
Princess.’
8. As the narrative continues Arthur begins dancing with the blonde female.
The sequence of shots in slow motion convey a dreamlike atmosphere
enhanced by the use of exposure and harsh lighting behind them.
At the end of the video as the second minor begins to fade into black and
white, Arthur is seen standing with the blonde dancer with bright golden
light shining behind them. This visually pairs ‘The Hero’ and ‘The Princess.’
9. The Helper
It is clear that the other miner within the video is ‘The Helper.’
Although throughout the beginning of the video both miners are scene
together, as I explained in a previous slide, the first miner ‘Arthur’ (The
Hero) is always shown first in close ups before the second miner and then
goes on to join the dancers where as the second miner sits on the side and
watches. He is even shown to miss his chance to dance with them as the
dancer invites him to join yet he stays seated. Then toward the end of the
video he leaves the colourful alternate reality and fades to black and white.
10. Tzvetan Todorov (1969)
Equilibrium – Disruption of Equilibrium – Recognition of disruption –
An attempt to repair the damage – New Equilibrium – Equilibrium
By the time there is a new equilibrium the character is no longer the As the
video begins with the miners underground, in black and white, this is a
realistic, mundane situation and may be considered the ‘equilibrium.
Then as the miners enter the alternate reality above ground with the
dancers this may be considered the ‘disruption’ and is established through
the change to vibrant colour and use of slow motion in many shots.
Then as the disruption begins to repair and return to a new equilibrium the
second miner fades to black and white showing the transition and goes on
to tell the story of returning to the mine.
11. Roland Barthes (1960)
5 Codes:
Action Code - may be considered in this video as the dancing that takes place between the two female dancers
and Arthur. Showing him accustoming to this alternate reality and separating him from the other miner.
Referential Code referring to the information and explanation
Semantic Code – the main characters are the two female dancers and two male miners. It is clear that although
the miners enter this alternate reality, where one begins to fit in with the dancers and become one the other
watches and then leaves and continues as he always was, a miner, without Arthur. Arthur’s characterisation
therefore chances as the narrative progresses.
Enigma Code – this may also be the dancing, as it leaves the audience questioning its meaning and prolongs the
narrative as Arthur continues to become happier as the second miner watches until at last the second miner fades
back to reality.
Symbolic Code – one interpretation made from the signs within the narrative is that Arthur dies. This may be
implied as he is seen to fade into the bright light with the dancer as if at peace and further confirmed when the
second miner speaks of the mines collapsing and him never seeing Arthur again. One may then assume that the
alternate reality was fake and symbolic of his death.
12. Claude Levi-Strauss (1972)
In this video the binary oppositions may be the miner dancing, as it is the
complete opposite to what miners would usually do and so the meaning
behind this may be interpreted as not letting yourself be defined by how
other people see you and that you can pursue whatever you wish to
pursue.
Further to this there is great contrast between the softness and elegance
of the dancers and the bold, extravagant movements of the dirty miner.