This document outlines Emma McConologue's film production process from pre-production through post-production and evaluation. It details the various tasks involved in researching genres, writing scripts and storyboards, filming at locations with actors and equipment, editing footage, adding effects, and evaluating the final film. The production took place from November 2016 to March 2017 and involved pre-production planning, filming over multiple days on location, and post-production editing at home with software.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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.
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
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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!
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
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.
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.
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.
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
1. Emma Mc Conologue
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. Emma Mc Conologue
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. Emma Mc Conologue
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. Emma Mc Conologue
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
18/2/17 Evaluation Do the firstof the 7 evaluation
questions.
At home Just me None None
1/3/17 Evaluation Do the second of the 7
evaluation questions.
At home and in the
School Library
Just me None None
8/3/17 Evaluation Do the third of the 7 evaluation
questions.
At home and in the
School Library
Just me None None
10/3/17 Evaluation Do the fourth of the 7
evaluation questions.
At home Just me None None
13/3/17 Evaluation Do the fifth of the 7 evaluation
questions.
At home and in the
School Library
Just me None None
18/3/17 Evaluation Do the sixth of the 7 evaluation
questions.
At home Just me None None
21/3/17 Evaluation Do the lastevaluation question. At home and in the
School Library
Just me None None
