Importance of Being a Member of CCI : Order in Jypee Case --K K Sharma KK SHARMA LAW OFFICES
Recently, the Competition Commission of India(Commission or CCI) came up with, perhaps, its first very closly contested order wherein a majority of 3 members held that the Jaypee Group was not in a dominant position in the relevant market of ‘residential units’ in Noida and Greater Noida and , therefore, was not to be imposed any penalty upon for abuse of dominant position. On the other hand, a minority of 2 Members imposed a penalty of Rs. 666 crores on the group for abusing its dominant position in the relevant market of ‘integrated townships’ in Noida and Greater Noida.This was a case wherein the DG was asked to submit a supplementary report after carrying out further investigations. The DG submitted his supplementary report which substantially differed from the earlier finding by the DG as far as the dominant position was considered. It was this aspect of the matter which dramatically changed the contours of the case. After the new recommendations of the DG pointed to considerably changed position and held Jaypee group to be dominant in the newly defined relevant market as suggested by the Commission, the majority opinion differed from this new finding and went back to the earlier finding of DG and thus not imposing penalty on the group but the minority went ahead and imposed a penalty. The author who headed the Antitrust Division of CCI , when now well known case of DLF was being examined within CCI, and was the first Director General of the functional Competition Commission of India and made the architecture for the competition law investigation in the country looks at this interesting order in this write up.
Importance of Being a Member of CCI : Order in Jypee Case --K K Sharma KK SHARMA LAW OFFICES
Recently, the Competition Commission of India(Commission or CCI) came up with, perhaps, its first very closly contested order wherein a majority of 3 members held that the Jaypee Group was not in a dominant position in the relevant market of ‘residential units’ in Noida and Greater Noida and , therefore, was not to be imposed any penalty upon for abuse of dominant position. On the other hand, a minority of 2 Members imposed a penalty of Rs. 666 crores on the group for abusing its dominant position in the relevant market of ‘integrated townships’ in Noida and Greater Noida.This was a case wherein the DG was asked to submit a supplementary report after carrying out further investigations. The DG submitted his supplementary report which substantially differed from the earlier finding by the DG as far as the dominant position was considered. It was this aspect of the matter which dramatically changed the contours of the case. After the new recommendations of the DG pointed to considerably changed position and held Jaypee group to be dominant in the newly defined relevant market as suggested by the Commission, the majority opinion differed from this new finding and went back to the earlier finding of DG and thus not imposing penalty on the group but the minority went ahead and imposed a penalty. The author who headed the Antitrust Division of CCI , when now well known case of DLF was being examined within CCI, and was the first Director General of the functional Competition Commission of India and made the architecture for the competition law investigation in the country looks at this interesting order in this write up.
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.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Palestine last event orientationfvgnh .pptxRaedMohamed3
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.
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
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!
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.
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.
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
1. Date Pre, Prod or Post production? Task Location Crew needed Costumes and props
needed
Equipment needed
25/10/16 Pre Production Genre Research At home Just me None Initial genre ideas
14/11/16 Pre Production Hot Fuzz opening analysis At home/media
classroom
Just me None None
Period 3 -
15/11/16
Pre Production Initial Ideas mind map Media classroom Just me None None
16/11/16 Pre Production Lost (TV Show) Opening analysis At home Just me None None
17/11/16 Pre Production Iron Man opening analysis At home Just me None None
19/11/16 Pre Production Target Audience At home/School
library
Just me None None
20/11/16 Pre Production Genre conventions collage At home Just me None Initial ideas mind map
Period 3
22/11/16
Pre Production Continuingwith genre
conventions collage
Media classroom Just me None Initial ideas mind map
Period 4
22/11/16
Pre Production Start draftingscript Media classroom Just me None None
23/11/16 Pre Production Continue writingscriptand
finalisingideas
At home Just me None None
Period 3 -
24/11/16
Pre Production Start draftinga brief storyboard
with minor details
At home/media
classroom
Just me None Script
Period 5 -
25/11/16
Pre Production Draw proper storyboard,
includingdialoguefrom
characters fromscriptetc.
At home Just me None Brief storyboard,script
27/11/16 Pre Production Start shot list School library/at
home
Just me None Storyboard, script
Period 3 -
28/11/16
Pre Production Add to script At home Just me None None
28/11/16 Pre Production Finish shotlist Media classroom
after school/ At
home
Just me None Storyboard, Script
Period 3 -
29/11/16
Pre Production Start drawingrough floor plans
for different scenes and
locations
Media classroom Just me None Shot list,storyboard
Period 4 -
29/11/16
Pre Production Start lookingat locationsfor
filmto take placeat
Media classroom/
outside
Just me None Storyboard
Period 1 - Pre Production Continue with floor plans School Library Just me None Rough floor plans
ProductionSchedule
2. 30/11/16
Period 2 -
30/11/16
Pre Production Start lookingat actors to use in
film
In school Just me None None
Period 3 -
1/12/16
Pre Production Start lookingat costumes for
actors
School Library Just me None None
Period 5 and 6/
after school -
2/12/16
Pre Production Take pictures locations for
location recce.
Linford Bottom,
Ringwood
Just me None Storyboard
After school -
2/12/16
Pre Production Take pictures of locations for
location recceand finish it.
Finish Floor plans.
Bournemouth
Beach
Just me None Storyboard
Morning -
3/12/16
Pre Production Finish costumesection of
costume, actors and props
At home Just me None None
Afternoon -
3/12/16
Pre production Finaliseactors and finish Actors
section of costume, actors and
props
At home Just me None None
Period 3 -
5/12/16
Pre production Write up Props section of
costume, actors and props and
finish wholesheet.
School Library Just me None None
6/12/16 Pre production Start fillingoutproduction
schedule
School library/at
home
Just me None None
8/12/16 Pre production Finish addingkey to floor plans
and finalisingscriptand
storyboard
Media classroom
after school
Just me None None
9/12/16 Pre production Finish production schedule School library/at
home
Just me None None
17/11/16 Production Arrange filmingtimes with
actors
At home Alex, Jade and
I
None None
20/11/16 Production Check out location 1 and do
initial shots (1-4) in the forest,
filminga video blog in the
process.
Linford Bottom,
Ringwood
Alex, Jade and
I
James: Brown shirt,blue
jeans,dirty white shoes
Olivia: Yellow Shirt, blue
jeans,dirty black
converse
Canon 600D Camera, SD
Card, tripod and
Microphone
22/12/16 Production Filmshots 4-8 back in the forest
to complete shootingat
location 1;take images of
Linford Bottom,
Ringwood
Alex, Jade and
I (with an
extra camera
James: Brown shirt,blue
jeans,dirty white shoes
Olivia: Yellow Shirt, blue
Canon 600D Camera, SD
Card, tripod,microphone,
shot list,storyboard,script
3. filming. man to take
filmingshots)
jeans,dirty black
converse
28/12/16 Production Start shootingshots 9 to 15 at
second location,filming
outtakes etc.
Bournemouth
beach
Alex, Jade and
I
James: Brown shirt,blue
jeans,dirty white shoes
Olivia: Yellow Shirt, blue
jeans,dirty black
converse
Canon 600D Camera, SD
Card, tripod,microphone,
Shot list,Storyboard,Script
29/12/16 Production Shoot shots 16 to 23 on the
beach
Bournemouth
beach
Alex, Jade and
I
James: Brown shirt,blue
jeans,dirty white shoes
Olivia: Yellow Shirt, blue
jeans,dirty black
converse
Canon 600D Camera, SD
Card, tripod,microphone,
Shot list,Storyboard,Script
5/1/17 Production Shoot shots 24 to 28 back on a
different partof the beach
Bournemouth
beach
Alex, Jade and
I
James: Brown shirt,blue
jeans,dirty white shoes
Olivia: Yellow Shirt, blue
jeans,dirty black
converse
Canon 600D Camera, SD
Card, tripod,microphone,
Shot list,Storyboard,Script
7/1/17 Production Re-shoots for any scenes or
shots that didn’t work etc.
Linford Bottom,
Ringwood
OR
Bournemouth
beach
Alex, Jade and
I
James: Brown shirt,blue
jeans,dirty white shoes
Olivia: Yellow Shirt, blue
jeans,dirty black
converse
Canon 600D Camera, SD
Card, tripod,microphone,
Shot list,Storyboard,Script
7/1/17 Production Filmsome outtakes from re-
shoots etc.
Linford Bottom,
Ringwood
OR
Bournemouth
beach
Alex, Jade and
I
James: Brown shirt,blue
jeans,dirty white shoes
Olivia: Yellow Shirt, blue
jeans,dirty black
converse
Canon 600D Camera, SD
Card, tripod,microphone,
Shot list,Storyboard,Script
9/1/17 Post Production Start looking/playingaround
with effects on After Effects
At home Just me None Adobe After Effects
11/1/17 Post Production Start editing film At home Just me None Adobe Premiere Pro and
my USB Stick
15/1/17 Post Production Whileediting film,take short
clips to showprogress made so
far.
At home Just me None Adobe Premiere Pro and
my USB Stick
17/1/17 Post Production Do a colour gradingtest At home Just me None Adobe Premiere Pro and
my USB Stick
4. 19/1/17 Post Production Do a step by step video of the
editing process so far and show
the special effects I’ve added
throughout.
At home Just me None Adobe Premiere Pro and a
camera.
21/1/17 Post Production Show how I inserted and/or
made my titles and how I chose
my fonts for my film.
At home Just me None Adobe Premiere Pro and a
camera.
Period 3 23/1/17 Post Production Finalisefilmedit– make sure
everything runs smoothly.
School Library Just me None Adobe Premiere Pro and
my USB Stick
24/1/17 Post Production Put everything onto my blog Media Classroom Just me None My USB Stick