The document provides storyboards for 9 scenes of a film. Scene 1 shows two girls running in fear from something in a graveyard. Scene 2 follows the character Jake throughout the day as he goes to different locations and encounters strange events. Scene 3 shows Jake exploring a basement alone where strange noises are heard. Scene 4 shows Jake writing in a church and later being pushed outside by another character. Scene 5 continues outside the church with dialogue between the two characters. Scenes 6-9 continue to follow Jake as strange events occur and another character goes missing, with Jake experiencing paranoia and strange noises chasing him.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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
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
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.
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.
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.
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. SCENE 1:
• Graveyard
• Go Pro Camera, Handheld vision.
• Tracking shot
• 2 girls are running away from
something in fear and shock. It links
to the film 'Blair Witch Project'
which will be our intertextuality.
• (5 Seconds)
3. SCENE 1:
• Graveyard
• Camera is handheld and then falls to
the floor.
• Low angle shot looking up to find the
girls moving backwards from a man.
Only showing just below their knees.
• (10 Seconds)
4. SCENE 2:
• Rooftop in common room
• Zoom shot, Steadicam, mid shot of Jake
from the front of him.
• The camera pans out to Jake whilst the
tiptoe song plays.
• (5 Seconds)
5. SCENE 2:
• Rooftop in common room
• ECU of Jakes watch
• Straight cut from watching ‘film 1’.
• Jakes watch shows 3:00pm.
• (2 Seconds)
6. SCENE 2:
• Ground floor, Aspire
• Long shot
• Cross cutting from common room
to the end of the stairs.
• Jake is about to leave building.
• (5 Seconds)
•
7. SCENE 2:
• Ground floor, Aspire
• Long shot
• Jump cut with white noise
• Going forward and back again.
• Jake is heading outside the building.
• (6 Seconds)
8. SCENE 2:
• Outside Aspire building.
• Long Shot then over the shoulder shot
– 1 second.
• Close up of Jake holding the pills pot.
• Throws them onto floor.
•
9. SCENE 2:
• Outside Aspire building
• Low angle shot from the bottom of
the stair upwards.
• Jump cut to the end of stairs.
• As the pills pot rolls down the stairs
and hits the camera everything is in
a deep focus shot.
• (7 Seconds)
10. SCENE 2:
• Harley Grove Building
• High Angle shot from French rooms
looking down on Jake walking up the
stairs to the playground.
• Cross cutting from outside Aspire into
Harley Grove
• (10 Seconds)
11. SCENE 2:
• Harley Grove playground/A-Block
building
• Establishing shot of Jake walking
towards A Block.
• Jump cuts to the entrance of building.
• (5 Seconds)
12. SCENE 2:
• A Block Building
• Through long shot he enters the
building and walks towards the
camera.
• Match on Action before he enters
• (4 Seconds)
13. SCENE 3:
• A Block Building
• Long shot
• Match on Action of Jake walking
down the stairs into the blue music
room.
• (3 Seconds)
14. SCENE 3:
• A Block Building/Blue music room
• Straight cut onto a letter left on
the board.
• ECU of note left by teacher.
• (4 Seconds)
15. SCENE 3:
• A Block Building/Blue music room
• Straight cut into Jake reading the note.
• Over the shoulder shot, hear him sigh.
• (3 Seconds)
•
16. SCENE 3:
• A Block Building/Blue Music
room/Basement
• Match on Action into basement of
him coming down with a box.
• Establishing shot
• (7 Seconds)
•
17. SCENE 3:
• A Block Building/Blue Music Room/Basement
• Straight cut into his position in the basement.
• Arc shot of Jakes surroundings in a Long shot.
• Whilst the Arc Shot occurs there is a whip pan
which captures someone standing there only
showing their shoes.
• (15 Seconds)
•
18. SCENE 3:
• A Block Building/Blue Music Room/Basement
• Match on action to outside the basement
door.
• Jump cuts to the outside of basement door.
• Close up of watching the door knob rattling to
open.
• (6 Seconds)
19. SCENE 3:
• A Block Building/Blue Music
Room/Basement
• Match on Action to outside basement
door.
• Changes to a long shot of Jake
banging the door open, who looks
worn out.
• (5 Seconds)
•
20. SCENE 3:
• A Block Building/Blue Music Room
• Straight cut to Johnny leaning on
the pillar.
• Mid shot of Johnny (dialogue)
• (10 Seconds)
21. SCENE 3:
• A Block Building/Blue Music Room
• Straight cut to Jakes face
• ECU of his facial expression
• (5 Seconds)
22. SCENE 3:
• A Block Building/Blue Music Room
• Straight cut to Johnny and Jake leaving
the room, through establishing shot.
• As Johnny walks past, there is an ECU
of his earphones playing tip toe but
changes to beats.
• (7 Seconds)
23. SCENE 3:
• A Block Building/Blue Music Room
• Through an establishing shot they
are shown to leave the room
• The screen fades to black to mark
the end of a day.
• (3 Seconds)
24. SCENE 4:
• Church
• Fades into an establishing
shot of Jake sitting inside
the church.
• Cross cutting to a new scene.
• (5 Seconds)
25. SCENE 4:
• Church
• Straight cut to an over the shoulder
shot of Jake writing in his journal.
• Close up of Jake noting down his
feelings on his journal whilst
looking at his watch again.
• (20 Seconds)
26. SCENE 4:
• Church
• Jump cut to the top of stairs of the
Church to suggest Johnny is coming
up the stairs.
• Long shot
• High angle
• (20 Seconds)
27. SCENE 4:
• Church
• Jump cut back to Jake closing his
book, through an over the shoulder
shot.
• (5 Seconds)
28. SCENE 4:
• Church
• Establishing shot of Jake making his
way out of the room
• Off screen is a cluttering noise.
• Long shot of him looking back.
• (10 Seconds)
29. SCENE 4:
• Church
• Straight cut to the villains POV.
• POV shot of the villain spying on Jake,
we hear heavy breathing.
• Through POV we see Jake leaving the
room after looking.
• (7 Seconds)
30. SCENE 5:
• Church
• Match on Action when Jake comes
downstairs.
• Establishing shot to show Jake
looking for Johnny.
• (6 Seconds)
31. SCENE 5:
• Church/Outside of Church
• Straight cut to Johnny’s POV.
• Johnny’s POV shot coming behind Jake
and pushing his back, forcing him to
step out of the church.
• (8 Seconds)
32. SCENE 5:
• Church/Outside of Church
• Straight cut to Jake, medium shot of
Jake.
• Shot reverse shot - Jakes Dialogue
talking to Johnny.
• (8 Seconds)
33. SCENE 5:
• Outside of Church
• Cross cutting to Jake and Johnny walking
away from the church.
• Establishing shot and high angle of the
boys walking away.
• (7 Seconds)
34. SCENE 6:
• Victoria Park Pathway
• Establishing shot of Johnny and Jake
walking alongside each other,
while talking to each other.
• Tracking shot of the boys walking.
• (5 Seconds)
35. SCENE 6:
• Victoria Park Pathway
• Johnny’s POV shot watching Jake
• POV shot showing a medium shot
of Jake
• (6 Seconds)
36. SCENE 6:
• Victoria Park Pathway
• Straight cut to Jake
• Close up of Jake putting his
earphones in
• Whispering occurs – Jake’s dialogue
• (20 Seconds)
37. SCENE 6:
• Victoria Park Pathway
• Straight cut to Johnny’s POV shot.
• Mid shot – watching Jake speak.
• (7 Seconds)
38. SCENE 6:
• Victoria Park Pathway
• Tracking shot all the way around
Jake.
• Establishing shot to show Johnny
has gone missing.
• (7 Seconds)
39. SCENE 6:
• Victoria Park Pathway
• Camera starts to pan around Jake.
• Establishing shot of him walking away.
• Jakes dialogue
• Screen fades to black
• (10 Seconds)
•
40. SCENE 7:
• Aspire library
• Long shot of Jake sitting down
doing his journal.
• Over the shoulder shot of him
writing in his journal and close
up of the missing poster of
Johnny.
• (20 Seconds)
41. SCENE 7:
• Aspire Library
• Noise of books fall off screen.
• Jump cuts to a worms eye view of
the fallen books.
• (7 Seconds)
42. SCENE 7:
• Aspire Library
• Jakes hand appears on the camera
grabbing the books.
• The camera tracks Jakes moves.
• (6 Seconds)
43. SCENE 7:
• Aspire Library
• Straight cut to an over the
shoulder shot of Jake putting the
last book away.
• A figure runs past on the other
side of the book shelf.
• (7 Seconds)
44. SCENE 7:
• Aspire Library
• Straight cut of the doors
swinging open and closed.
• An establishing shot.
• (5 Seconds)
•
45. SCENE 8:
• Ground floor, Aspire
• Cross cuts to Jake walking near the
stairs.
• Establishing shot
• (5 Seconds)
46. SCENE 8:
• First Floor Stairs
• Straight cuts to the camera left on the
stairs for Jake to walk over.
• Villain walks over the camera straight
after.
• (10 Seconds)
•
47. SCENE 8:
• First Floor, Aspire
• Match on Action onto the first floor
corridor.
• Long shot.
• (6 Seconds)
48. SCENE 8:
• First Floor Corridor, Aspire
• Tracking Jake walk past the media
room.
• Silhouette of the villain in the media
room, which the camera focuses on.
• (10 Seconds)
49. SCENE 8:
• First Floor Corridor, Aspire
• Camera zooms in on the side of
Jakes eyes, capturing him looking
to the left.
• He starts to run and the camera
turns right and watches him run.
• (8 Seconds)
50. SCENE 8:
• Breakout Area, Aspire
• Establishing shot
• Straight cut to him running for the
exit stairs.
• Screeching, Banging and
whispering starts to occur.
• (5 Seconds)
51. SCENE 8:
• Exit Stairs, Aspire
• Camera quickly changes to a Dutch tilt
of Jake running down the stairs.
Tiptoe song starts to play
• High angle and Low angles.
• Match on action for when he moves
round the next flight of stairs.
• (10 Seconds)
52. SCENE 9:
• Bench Area
• Match on Action from outside of the
school.
• Steadicam, we see Jake run straight
past the camera.
• The noises are still playing.
• Establishing to close up as he starts to
run closer to the camera.
• (10 Seconds)
53. SCENE 9:
• Bench Area
• Mid shot of Jake going crazy.
• Slow motion of Jake shaking his
head whilst the sounds are also
playing slowly.
• (5 Seconds)
54. SCENE 9:
• Bench Area
• Mid Shot of Jake going crazy
• Camera movement starts to turn back
to natural movement.
• Noises play for 1 second.
• (2 Seconds)
•
•
55. SCENE 9:
• Bench Area
• Silence
• POV shot of looking left and right
• As the camera reaches the centre it
captures the villains face.
• Screen blacks out.
• (5 Seconds)
•
•