A teenage girl named Amelie begins noticing a mysterious green figure that follows her, especially when she goes running. No one else can see the figure except for Amelie. She tries talking to it but it always runs away or hides. In the climax, Amelie writes a letter asking the figure to reveal itself. When she returns to the park with her friend James, the green figure is holding the letter. It then unveils its face, revealing its identity to both Amelie and James.
It Follows Monster: What does the monster represent?Reverlavie
It Follows Monster is not like Chucky, Pennywise, Dracula, The Babadook, Anna Belle, and many classic horror characters whether monsters or villains all have their own names to call, to learn, to know, to frighten. These same names also lead to the deeper origins and specific stories of each character.
The prostate is an exocrine gland of the male mammalian reproductive system
It is a walnut-sized gland that forms part of the male reproductive system and is located in front of the rectum and just below the urinary bladder
Function is to store and secrete a clear, slightly alkaline fluid that constitutes 10-30% of the volume of the seminal fluid that along with the spermatozoa, constitutes semen
A healthy human prostate measures (4cm-vertical, by 3cm-horizontal, 2cm ant-post ).
It surrounds the urethra just below the urinary bladder. It has anterior, median, posterior and two lateral lobes
It’s work is regulated by androgens which are responsible for male sex characteristics
Generalised disease of the prostate due to hormonal derangement which leads to non malignant enlargement of the gland (increase in the number of epithelial cells and stromal tissue)to cause compression of the urethra leading to symptoms (LUTS
Pulmonary Thromboembolism - etilogy, types, medical- Surgical and nursing man...VarunMahajani
Disruption of blood supply to lung alveoli due to blockage of one or more pulmonary blood vessels is called as Pulmonary thromboembolism. In this presentation we will discuss its causes, types and its management in depth.
Ozempic: Preoperative Management of Patients on GLP-1 Receptor Agonists Saeid Safari
Preoperative Management of Patients on GLP-1 Receptor Agonists like Ozempic and Semiglutide
ASA GUIDELINE
NYSORA Guideline
2 Case Reports of Gastric Ultrasound
Title: Sense of Taste
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the structure and function of taste buds.
Describe the relationship between the taste threshold and taste index of common substances.
Explain the chemical basis and signal transduction of taste perception for each type of primary taste sensation.
Recognize different abnormalities of taste perception and their causes.
Key Topics:
Significance of Taste Sensation:
Differentiation between pleasant and harmful food
Influence on behavior
Selection of food based on metabolic needs
Receptors of Taste:
Taste buds on the tongue
Influence of sense of smell, texture of food, and pain stimulation (e.g., by pepper)
Primary and Secondary Taste Sensations:
Primary taste sensations: Sweet, Sour, Salty, Bitter, Umami
Chemical basis and signal transduction mechanisms for each taste
Taste Threshold and Index:
Taste threshold values for Sweet (sucrose), Salty (NaCl), Sour (HCl), and Bitter (Quinine)
Taste index relationship: Inversely proportional to taste threshold
Taste Blindness:
Inability to taste certain substances, particularly thiourea compounds
Example: Phenylthiocarbamide
Structure and Function of Taste Buds:
Composition: Epithelial cells, Sustentacular/Supporting cells, Taste cells, Basal cells
Features: Taste pores, Taste hairs/microvilli, and Taste nerve fibers
Location of Taste Buds:
Found in papillae of the tongue (Fungiform, Circumvallate, Foliate)
Also present on the palate, tonsillar pillars, epiglottis, and proximal esophagus
Mechanism of Taste Stimulation:
Interaction of taste substances with receptors on microvilli
Signal transduction pathways for Umami, Sweet, Bitter, Sour, and Salty tastes
Taste Sensitivity and Adaptation:
Decrease in sensitivity with age
Rapid adaptation of taste sensation
Role of Saliva in Taste:
Dissolution of tastants to reach receptors
Washing away the stimulus
Taste Preferences and Aversions:
Mechanisms behind taste preference and aversion
Influence of receptors and neural pathways
Impact of Sensory Nerve Damage:
Degeneration of taste buds if the sensory nerve fiber is cut
Abnormalities of Taste Detection:
Conditions: Ageusia, Hypogeusia, Dysgeusia (parageusia)
Causes: Nerve damage, neurological disorders, infections, poor oral hygiene, adverse drug effects, deficiencies, aging, tobacco use, altered neurotransmitter levels
Neurotransmitters and Taste Threshold:
Effects of serotonin (5-HT) and norepinephrine (NE) on taste sensitivity
Supertasters:
25% of the population with heightened sensitivity to taste, especially bitterness
Increased number of fungiform papillae
New Directions in Targeted Therapeutic Approaches for Older Adults With Mantl...i3 Health
i3 Health is pleased to make the speaker slides from this activity available for use as a non-accredited self-study or teaching resource.
This slide deck presented by Dr. Kami Maddocks, Professor-Clinical in the Division of Hematology and
Associate Division Director for Ambulatory Operations
The Ohio State University Comprehensive Cancer Center, will provide insight into new directions in targeted therapeutic approaches for older adults with mantle cell lymphoma.
STATEMENT OF NEED
Mantle cell lymphoma (MCL) is a rare, aggressive B-cell non-Hodgkin lymphoma (NHL) accounting for 5% to 7% of all lymphomas. Its prognosis ranges from indolent disease that does not require treatment for years to very aggressive disease, which is associated with poor survival (Silkenstedt et al, 2021). Typically, MCL is diagnosed at advanced stage and in older patients who cannot tolerate intensive therapy (NCCN, 2022). Although recent advances have slightly increased remission rates, recurrence and relapse remain very common, leading to a median overall survival between 3 and 6 years (LLS, 2021). Though there are several effective options, progress is still needed towards establishing an accepted frontline approach for MCL (Castellino et al, 2022). Treatment selection and management of MCL are complicated by the heterogeneity of prognosis, advanced age and comorbidities of patients, and lack of an established standard approach for treatment, making it vital that clinicians be familiar with the latest research and advances in this area. In this activity chaired by Michael Wang, MD, Professor in the Department of Lymphoma & Myeloma at MD Anderson Cancer Center, expert faculty will discuss prognostic factors informing treatment, the promising results of recent trials in new therapeutic approaches, and the implications of treatment resistance in therapeutic selection for MCL.
Target Audience
Hematology/oncology fellows, attending faculty, and other health care professionals involved in the treatment of patients with mantle cell lymphoma (MCL).
Learning Objectives
1.) Identify clinical and biological prognostic factors that can guide treatment decision making for older adults with MCL
2.) Evaluate emerging data on targeted therapeutic approaches for treatment-naive and relapsed/refractory MCL and their applicability to older adults
3.) Assess mechanisms of resistance to targeted therapies for MCL and their implications for treatment selection
micro teaching on communication m.sc nursing.pdfAnurag Sharma
Microteaching is a unique model of practice teaching. It is a viable instrument for the. desired change in the teaching behavior or the behavior potential which, in specified types of real. classroom situations, tends to facilitate the achievement of specified types of objectives.
Prix Galien International 2024 Forum ProgramLevi Shapiro
June 20, 2024, Prix Galien International and Jerusalem Ethics Forum in ROME. Detailed agenda including panels:
- ADVANCES IN CARDIOLOGY: A NEW PARADIGM IS COMING
- WOMEN’S HEALTH: FERTILITY PRESERVATION
- WHAT’S NEW IN THE TREATMENT OF INFECTIOUS,
ONCOLOGICAL AND INFLAMMATORY SKIN DISEASES?
- ARTIFICIAL INTELLIGENCE AND ETHICS
- GENE THERAPY
- BEYOND BORDERS: GLOBAL INITIATIVES FOR DEMOCRATIZING LIFE SCIENCE TECHNOLOGIES AND PROMOTING ACCESS TO HEALTHCARE
- ETHICAL CHALLENGES IN LIFE SCIENCES
- Prix Galien International Awards Ceremony
- Video recording of this lecture in English language: https://youtu.be/lK81BzxMqdo
- Video recording of this lecture in Arabic language: https://youtu.be/Ve4P0COk9OI
- Link to download the book free: https://nephrotube.blogspot.com/p/nephrotube-nephrology-books.html
- Link to NephroTube website: www.NephroTube.com
- Link to NephroTube social media accounts: https://nephrotube.blogspot.com/p/join-nephrotube-on-social-media.html
Explore natural remedies for syphilis treatment in Singapore. Discover alternative therapies, herbal remedies, and lifestyle changes that may complement conventional treatments. Learn about holistic approaches to managing syphilis symptoms and supporting overall health.
ARTIFICIAL INTELLIGENCE IN HEALTHCARE.pdfAnujkumaranit
Artificial intelligence (AI) refers to the simulation of human intelligence processes by machines, especially computer systems. It encompasses tasks such as learning, reasoning, problem-solving, perception, and language understanding. AI technologies are revolutionizing various fields, from healthcare to finance, by enabling machines to perform tasks that typically require human intelligence.
NVBDCP.pptx Nation vector borne disease control programSapna Thakur
NVBDCP was launched in 2003-2004 . Vector-Borne Disease: Disease that results from an infection transmitted to humans and other animals by blood-feeding arthropods, such as mosquitoes, ticks, and fleas. Examples of vector-borne diseases include Dengue fever, West Nile Virus, Lyme disease, and malaria.
These simplified slides by Dr. Sidra Arshad present an overview of the non-respiratory functions of the respiratory tract.
Learning objectives:
1. Enlist the non-respiratory functions of the respiratory tract
2. Briefly explain how these functions are carried out
3. Discuss the significance of dead space
4. Differentiate between minute ventilation and alveolar ventilation
5. Describe the cough and sneeze reflexes
Study Resources:
1. Chapter 39, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 34, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 17, Human Physiology by Lauralee Sherwood, 9th edition
4. Non-respiratory functions of the lungs https://academic.oup.com/bjaed/article/13/3/98/278874
Title: Sense of Smell
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the primary categories of smells and the concept of odor blindness.
Explain the structure and location of the olfactory membrane and mucosa, including the types and roles of cells involved in olfaction.
Describe the pathway and mechanisms of olfactory signal transmission from the olfactory receptors to the brain.
Illustrate the biochemical cascade triggered by odorant binding to olfactory receptors, including the role of G-proteins and second messengers in generating an action potential.
Identify different types of olfactory disorders such as anosmia, hyposmia, hyperosmia, and dysosmia, including their potential causes.
Key Topics:
Olfactory Genes:
3% of the human genome accounts for olfactory genes.
400 genes for odorant receptors.
Olfactory Membrane:
Located in the superior part of the nasal cavity.
Medially: Folds downward along the superior septum.
Laterally: Folds over the superior turbinate and upper surface of the middle turbinate.
Total surface area: 5-10 square centimeters.
Olfactory Mucosa:
Olfactory Cells: Bipolar nerve cells derived from the CNS (100 million), with 4-25 olfactory cilia per cell.
Sustentacular Cells: Produce mucus and maintain ionic and molecular environment.
Basal Cells: Replace worn-out olfactory cells with an average lifespan of 1-2 months.
Bowman’s Gland: Secretes mucus.
Stimulation of Olfactory Cells:
Odorant dissolves in mucus and attaches to receptors on olfactory cilia.
Involves a cascade effect through G-proteins and second messengers, leading to depolarization and action potential generation in the olfactory nerve.
Quality of a Good Odorant:
Small (3-20 Carbon atoms), volatile, water-soluble, and lipid-soluble.
Facilitated by odorant-binding proteins in mucus.
Membrane Potential and Action Potential:
Resting membrane potential: -55mV.
Action potential frequency in the olfactory nerve increases with odorant strength.
Adaptation Towards the Sense of Smell:
Rapid adaptation within the first second, with further slow adaptation.
Psychological adaptation greater than receptor adaptation, involving feedback inhibition from the central nervous system.
Primary Sensations of Smell:
Camphoraceous, Musky, Floral, Pepperminty, Ethereal, Pungent, Putrid.
Odor Detection Threshold:
Examples: Hydrogen sulfide (0.0005 ppm), Methyl-mercaptan (0.002 ppm).
Some toxic substances are odorless at lethal concentrations.
Characteristics of Smell:
Odor blindness for single substances due to lack of appropriate receptor protein.
Behavioral and emotional influences of smell.
Transmission of Olfactory Signals:
From olfactory cells to glomeruli in the olfactory bulb, involving lateral inhibition.
Primitive, less old, and new olfactory systems with different path
2. Initial ideas
The genres I would like to work with, is a psychological thriller and a drama. I would like to work with both of these
genres, because I want to base my ideas from real life events. The ideas that I am going to go with is a real life
stalker, who stalks people on a daily basis and it leads you down a dangerous path. I want to put the audience in
the shoes of the victim and show them what it looks like from their point of view.
I would like to outline the most important parts of the story, possibly towards the end of the movie and leave the
audience guessing what happens next. The practicalities of my movie are going to include, the victim trying to run
away and the predator is going to run after them. Other things that I am going to include in my movie are
flashbacks of past events, from the beginning and the middle of my movie.
3. Characters
Needs to be part of the
friendship circle!
• Music
• Pictures of this person
• Videos
• Poems
Olivia Stalker ?
(kay)
Stalker ?
(Sabrina)
The person who
gets stalked.
(friend of
Sabrina's)
Someone who stalks Sabrina
(Eva)
Someone who stalks Sabrina
(Emelia)
Background extra/ supporting artist
Describe the relevant characters in
detail that are present in my idea.
Jane
Miss Ann Sheila
4. Film proposalFilm synopsis
My project is based on real events that happen, and I want to make people more aware that stalking can come in all forms. It could be someone
quiet close to you, it could be a neighbor, or even a student! I am passionate about making this film, because the internet is a dangerous place,
stalking happens on a daily basis and people don’t usually see the dangers.
The logline
A school teacher attempts to fix two students who are both suffering a mental illness, until it spirals out of hand and one of them turns out to be a
stalker. The other student is unaware, until the very end when the truth is revealed and the stalkers self-image is released.
Screenplay structure
Act 1: Whilst still students at the college, jane and Olivia gain support for their mental illness from Miss Ann Sheila. She is eager to help the
students through their exams, until something bad happens to Miss Ann Sheila. One of the students turns out to be a stalker and both get
questioned by the other teachers.
Act 2: Janes anxiety gets worse to a point where she can't leave the house, and she ends up falling out with Olivia. Then Olivia's anxiety gets bad,
so she decides to see Miss Ann Sheila who attempted to help before, but when Jane goes back to school, she isn't allowed to see Miss Ann Sheila,
because she is accused of being a stalker.
Act 3: In the end, Jane confronts Olivia and everyone that was against Jane finds out the truth, and Olivia's true face is revealed to them and all
the photos, videos and poems are released of Miss Ann Sheila, the person she has been stalking all along and there is justice for Jane through all
the pain.
5. The Pitch
My film is going to be about three people, one of them is a teacher who bonds with her students well. Both of the students
have mental health problems and she helps them both, however there is a twist in the story and it all turns around when one
of the students turns out to be a stalker. Plus the other student doesn’t realize until the end of the movie when the puzzle is
put together and everything starts to make sense.( 30 second plot)
My script is going to be about two people who are friends and get on well with a teacher the two students names are Olivia
and Jane , until the teacher thinks that one of them is stalking her, so she asks Jane if she is stalking her. But she didn’t realize
that it was actually the other student that was stalking her and she was manipulating Jane into thinking that she wasn’t
stalking her. Plus, she made her think that the teacher was the one that was stalking her, then the teacher falls out with Jane,
even though she didn’t do anything because she believed that she was the one making the videos, photos, music and poems
about her. As the other student gets away with it.
The reason I have chose this as my pitch, is because I think that it will grab the audiences attention and it will be handed out
to each potential investor for my movie.
6. Change of plan
Film proposal
Film synopsis
Sine I have changed my thoughts about how I want to make my movie, I am going to change a few things in my film proposal
and pitch. My project is based on real events that happen, and I want to make people more aware that stalking can come in all
forms. It could be someone quiet close to you, it could be a neighbor, or even a student! I am passionate about making this
film, because the internet is a dangerous place, stalking happens on a daily basis and people don’t usually see the dangers.
The logline
Instead of a teacher getting stalked, it is going to be a normal teenager who likes running. As Amelie travels different places, she notices a Green
Blob following her constantly. Each time she goes to ask it what it wants, it runs away or hides. Only Amelie can see The Green Blob and nobody
else. She is unaware of who it is, until the very end of the movie when it reveals itself to both her and her friend James.
Screenplay structure
Act 1: When Amelie goes for a run near the beach, she sits down to get her breath back. As she goes to stand up, something green catches the
corner of her eye and she decides to ask people what it is, but they can't see it. Only she can.
Act 2: Amelie minds her own business and gets on with her work when she hears a knock at the door. She goes to take a look at what was
knocking on the door and there was no one there, so she thought she was hearing things. However, when she sits down there's another knock
at the door and it's The Green Blob. She goes outside and finds it hiding behind a bush, when she says that she can see it, it runs away into the
distance.
Act 3: After Amelie goes out for a run in the park, she notices that The Green Blob is hiding behind a tree, so she calls her friend James to see if
he can see it. When James arrives he can't see it, only Amelie can and so she decides to write a letter to it, to try and make it reveal its identity.
The Green Blob then shows up in the park with the letter and it reveals itself, so that James can see it as well. They both are shocked and the
movie ends after its face is revealed.
7. Pitch
My film is going to be about a teenager who keeps seeing a mysterious Green figure and
when she asks other people what it is they don’t seem to understand what she is talking
about. She tells her close friend James about it and he can't see the green figure either.
Amelie attempts to talk to the green figure, but every time she tries to talk to it-it either hides
or runs away from her. She starts to question herself and tries to come up with different ways
to talk to it. Could the stalker be someone she knows? (30 second plot)
My script is going to be about a mysterious Green figure who follows Amelie everywhere she
goes, especially when she goes out for a run in different places. When she goes home on the
third day she zones out and has flashbacks of the green figure and tries to work out what to
do.
She knows that it is stalking her, but she doesn’t know what to do, so she tries many different
ways to communicate with it. After many failed attempts, she decides to write a letter to it
and succeeds as it holds her letter when she returns to the park with James. Her friend James
still can't see it, until it unveils its mask and its face is revealed to the characters.
8. Screenplay structure
In the beginning, Amelie is unaware of what the mysterious figure is doing on the beach. So decides to ask people what it is and
why it is there, but the people who walk past think she is crazy. Because they can't see the figure and only she can. She decides
to leave it and continue with her run, but once she starts running again the green figure is behind her and hides in the bus stop
away from her. She doesn’t notice this but the audience does.
In the middle, Amelie decides to work on a book that she had read previously. Until she hears the door go and there is nobody
there, so she decides to do her work again. Then the door goes a second time, she jumps and is shook. She walks towards the
door and there's a green silhouette standing outside then she opens the door and it runs and hides behind the bushes. When
she says that she can see it, it runs away and she chases after it to see what it wants. Unfortunately, it disappears into the
distance and she can't get any information out of it. She returns inside finishing her work, until there is a third knock at the door
this time she runs to the door to see if she can catch it, but it turns out to be one of her friends James who comes to visit every
so often. She tells James what has happened on the first day and second, but he is confused as he couldn’t see it either and he
thought she was hallucinating.
Then in the end of the movie, she decides to go for a run in the park and spots it again. She phones James and he comes ten
minutes later. The green blob hides behind the tree or attempts to but Amelie can see it. Amelie tries to show James where it is,
but he cannot see it. When Amelie gets home, she decides to write a letter for it and leave it under a stone on the ground.
When she returns to the park with James, she sees the figure and it has the letter that she wrote in its hand. James still can't see
it, so she tells it to reveal itself and it does, but only the characters see this happening, once its face is revealed they look
shocked and the movie ends.
9. Film Treatment
My project is based on real events that happen, and I want to make people more aware that stalking can come in all forms. It
could be someone quiet close to you, it could be a neighbor, or even a student! I am passionate about making this film, because
the internet is a dangerous place, stalking happens on a daily basis and people don’t usually see the dangers. for the first part of
my movie, I will get James to be the director and tell me what the characters need to do and what is written in the script. For the
second part of my film, I am going to get dan or phil to shoot the scenes. And for the third part I will get Dan to shoot my movie.
The whole movie will be planned out well and is set out, from the beginning, middle and end just how the screenplay has been
structured. My movie has 6 different scenes, plus it will flow like a normal script does. For the future I am planning on using
different shots in my movie and I am going to draw them all on a storyboard. I will set up the camera, like you would normally
and double check that everything is good enough for me to shoot. If the weather is bad I will have to reschedule for another day.
There will be different people directing my movie, so that it can be double checked and people can act in it to.
This is what my camera will look like, one it is set up on the tripod
ready to shoot different scenes. For a few of my scenes I am looking
to create Foley, which means different sound effects that I will edit
into my movie. I will be using a microphone that will be provided by
a colleague when it comes to filming my movie. I will also be using
a tripod to place my camera on and keep it in place whilst people
film.
10. Target audience
What is my unique selling point that helps my project stand out from the crowd?
who is my envisaged audience?
How do I know that this is my audience? (Talk about how codes and conventions reveal my target audience)
How can I justify that my project fits well with the interests of this demographic?
12. Mood board of ideas
For the park scene, I was thinking
about running along this path
when I enter this gate. I was
thinking about doing a longshot
for this scene.
When I enter the gate this is
the back of the park, so I was
thinking that I could shoot a
scene here.
When my crew film
in seaburn, I will be
running along the
path.
This is the costume I
am planning on using in my
movie.
For my beach scene, this
will be the bench that I will
sit on after my run in the
movie.
13. Notes for script/ initial ideas
These are all of
the notes/
ideas for my
script. I have
wrote out
what I intend
to use in my
script, and
these are the
main ideas of
what I want to
include in my
script.
14. I didn’t like some of my
ideas, so I crossed them
off and came up with a
new idea. I decided to
annotate my notes so I
can see what fonts have
been used and where I
should place things in
my script and what
order.
18. Equipment/resources
The equipment I am going to use, is a canon camera, microphone that will attach to my camera and a tripod.
The props I am going to use are; poems, videos, pictures, music/songs made by the predator about the victim.
Mobile phones will also be considered and used as props as they will display different images of the victim. My
characters will need to bring their own clothes that a normal teenagerteacher would wear, but they mustn't
have any logos on them as this would be advertising a certain brand.
19. Personnel/contributorsThese are the people who are going to help with my production work
and filming too. James, Emelia, Dan and phil are all going to act in my
movie.
This is the role of each person in my movie. I am going to be acting as
the victim in my movie, for different scenes, me phil and dan are going
to be directors. Phil is going to be the first a.d. dan is going to be the
second a.d. and I'm going to be the third a.d. Since I have decided to
change the roles of my actors, I'm going to play Amelie the victim still.
James is going to be my friend, playing as James. Dan is going to play
the most important role, which is going to be the Green Blob who stalks
Amelie(me) in the movie. Phil is going to play in the role of person one
for the beach scene. Plus Emelia is going to play person 2, in the beach
scene as well. I wrote down all of their contact details, which I have
but I have covered them for safety reasons online.
Emelia is going to contribute, by acting and reading
the script to the characters when it comes to their
role. Dan is going to contribute, by using the camera
to film me acting with James, plus dan is also going
to act. James is going to contribute, by making sure
that everyone's costumes, makeup and props are
correct. Phillip is going to contribute, by making sure
the sound, lighting and camera focuses are ok to
start filming. He is also going to direct most of the
film and act in it too.
I am going to be a director, actor and make sure
everyone's job is correct when we start filming.
20. Location scouting/Recces
My movie will be shot in three different locations, the first location will be at a house and I have permission
from the owners, my second location is going to be a park in Sunderland, so I will need permission from the
council to film on their property, this will also apply for the beach too. I have chosen to shoot in these
locations, because they are out in public places and I'm showing the audience that stalking can happen
anywhere and at any time and it can be someone you know well, or it can be someone that isn't close to you,
but still knows you and you can feel betrayed by them.
21. I have chosen to film in
three locations, one is the
beach, the second is a park
and the third is my mums
home.
24. Budget planning
My overall budget
towards the film would
be around 50 pound.
This is due to the fact
that I will have to buy
different costumes,
props and different
things for my movie.
26. Permissions for filming
When I had to get permission for using my parents house, I got their details and
they also said I am allowed to film on the tuesday and wednesday. I got the
name of the property and the adress. Again for safety, I had to cover up the
information, as they didn’t want their information shared online. I had to put
the production company down, the production title, the producers name down
and signature too, to show that I have gone to ask the property owner for
permission to use the interior and exterior of their household. I had to write
how many hours our team would be at the location for, just so the property
owner knew. As I have had to reschedule there was a 20 pound fine, as they had
to change certain things in their property, such as the environment and
workspace.
29. Filming
The cast and crew went out to shoot for 5 hours at a house where we had permission to film there. However, the camera died
so we had to pay the residents for rescheduling at their home. Our team decided that it would be the next day, as it was okay
with the owners and the weather was good for filming. My production team filmed all of scene