The opening sequence uses many established conventions of horror films. It features two vulnerable female protagonists being stalked through creepy woods by a male antagonist, drawing on common tropes. Several aspects of mise-en-scene, including the antagonist's slow following and the girls' fearful body language, mimic conventions seen in films like Friday the 13th. Sound design with ominous tones and amplified whispers also follows horror film norms. Editing techniques such as intercutting and a faster pace during climaxes adhere to conventions used to build suspense. Overall, the sequence draws heavily on familiar forms from the genre while challenging some expectations through an unconventionally dressed antagonist.
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
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
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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 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.
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.
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.
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.
1. In what ways does your media product use,
develop, or challenge forms and conventions
of real media products?
Lucas Murrain
2. Character
• Our opening sequence included three characters, two
female teenage protagonists who were stock characters,
and a young adult male antagonist who is a main character.
We decided to feature female protagonists as they are
conventional of horror films in general, mainly due to the
fact that they’re able to be represented as more vulnerable
than men, making them a more effective victim in the film.
• As well as this it follows the conventional final girl trope that features in
many horror films, such as Alien (Scott, 1979) and Halloween
(Carpenter, 1978) , when we see a final female in confrontation with
the antagonist. A binary opposition is created within the sequence
between males and females, revealing how patriarchy still occurs, and
females are culturally marked as more vulnerable, whereas males are
marked as more dominant.
• We featured a male antagonist as this is
conventional of horror films that feature a
chronic killer on the loose. As well as this it’s able
to create a binary opposition within the text and
represent males as more dominant and females
as more defenceless.
3. Plot & Location
• The plot of our opening sequence follows conventions of many horror films. As the two
girls are being followed by the male antagonist who has been watching them.
• The events that take place in the sequence
are strongly conventional of horror films.
For example we see the two girls get split
up as they run from the antagonist, also
we see the final girl get caught by the
antagonist.
• The sequence takes place in the location of creepy
woods, which again is a generic convention of horror
as a setting, and has been featured in films such as
Friday the 13th, and Cabin in the Woods. This is an
effective location as the trees and bushes are used
for cover for the antagonist.
Shot from Friday the 13th
4. Mise-en-scene
• Several aspects of the mise-en-scene in our sequence are conventional,
and used as key iconography, for example the props that appear in the
film are weapons, used by the antagonist, which you see in all horror
films that feature a killer.
• Character blocking is also used conventionally as through the sequence
we decided to place the antagonist behind the girls, so that they were
being followed which is quite a typical situation to see within a horror.
The idea of this positioning came from the film Friday the 13th , in which
the antagonist arises from behind the victim. This provides visceral
pleasure for the audience as they know that the antagonist is there
however the characters don’t.
• Another feature that is conventional is the external location that we
decided to use which was the woods, which is included in many horror
films, as it is seen as a place where people are vulnerable and
exposed.
• Our internal setting of the antagonists lair is conventional of the psycho genre, as it
is a place of planning for the antagonist. Few lights were used within the set
design, as darkness is able to provide fear within the audience, which is
conventional of all horror films, as it allows things to be revealed very late on, and
connotes the idea of anxiety, and fear.
5. Mise-en-scene
• One aspect of the mise-en-scene that
may be considered as unconventional
to the genre, is the costume used for
the antagonist. He is dressed in a suit &
tie, which juxtaposes the location of
the woods that he is in. However we
decided to use this as it reinforces the
idea that our antagonist is a
psychopath, so therefore he dresses
inappropriately for the situation, as if
it’s his occupation.
• Within our piece the non-verbal language
of our antagonist is very conventional of
the genre. He travels slowly through the
woods as he follows the girls, dragging his
knife along walls et. This is useful for the
exposition of this character as it connotes
that he knows what he is doing and is
experienced in what he does.
• The non-verbal language of our female
characters is rather reserved. The girls
walk closely side by side through the
woods suggesting that there is a degree of
fear already, before they know they’re
being followed. This allows them to be
depicted as vulnerable as they are showing
signs of weakness and dread. This is
conventional of the genre as from research
into films such as Friday the 13th and Cabin
in the Woods, such representations
through body language are used
6. Sound
• There was conventional use of non-diegetic sound within our piece as we used constant low tone bass sounds
humming in the background in order to connote the tension building up within the scenes. This technique is
used in other psychological horror films and almost any other film of the horror genre as it causes pressure
upon the audience as they know something is soon to happen.
• As well as there being use of selective sound in order to conform to conventions, for example amplifying the
whispers of the antagonist as he draws closer, along with the girl’s scream at the end when she is caught by
the antagonist. The whispers are diegetic sound and are used effectively to connote the mental illness of the
antagonist.
• Ambient sound was also used effectively to help connote the state of equilibrium for the
protagonists, which is conventional of the genre. Sounds such as the wildlife in the woods , making
it seem like any other woodland area.
7. Editing
• Furthermore a conventional cutting rate was used throughout our sequence as is begins slow during a state of
equilibrium, however is sped up effectively when the sequence reaches a climax. The fast rate is used to connote the
chaos of the situation as the two girls are running away from the antagonist, and are lost in the woods, not knowing
where he is.
• We decided to use intercutting in our sequence which is a conventional aspect of editing in horror as it helps form
suspense within the scenes, especially when there is a killer on the loose, as the audience experience the fear as to
whether the protagonists will come across the antagonist, cutting between two lines of action until the eventual
confrontation.
• As well as this we used the conventional technique of continuity editing, which is used in almost any
film to connote continuous action occurring. This was used as the girls and the antagonist walk through
the woods
8. Typography
• The title was conventionally placed on a black background, and the font colour used throughout
was white, this is as it corresponds with the colour of the antagonists mask, which is used as
iconography.
• Our final title was more significant than the others, we decided to research into title sequences for
other psychological horrors, and resultantly took inspiration from the film “Creep”.