The document discusses what the author learned from their preliminary task to their final film project. They realized the importance of effective communication within their group, allowing them to meet deadlines. They also learned to properly plan casting, research conventions, engage audiences on social media, improve mise-en-scene with locations and props, and enhance editing skills like using color, sound, and higher quality software. Going through challenges on the preliminary task helped them identify areas for improvement to create a more polished final product.
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
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.
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.
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!
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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
1. Question 7: Looking back at your preliminary task, what do you feel you have learnt in the
progression from it to the full product?
2. Communications with Group Members
Looking back at the process from firstly creating my preliminary task, to producing an
opening scene to my film, I experienced many learning curves. The preliminary task was a
key element to the process as it was the first time working with others from my group and
the first piece of work produced as a group. This caused challenges as I feel as a group, we
did not communicate with each other as effectively as possible. For example when a
member of our group was absent, they were not caught up with the work fully as we relied
on lessons to have group discussions, however this meant deadlines were missed because
we had to wait until the following lesson to explain the work they needed to catch up on, by
which time work was due. However, experiencing this made me consider alternative ways
of communication for my group in producing our opening scene. Our group used a group
chat on imessage to keep in touch with each other and it was much more effective as we
were able to communicate at all times, receiving fast responses which helped deadlines to
be met on time.
3. Effective time Management and Casting skills
Another aspect we did not consider carefully enough in our preliminary task was the
importance of casting. We under – estimated the time it would take to cast not only
appropriate actors, but to also find actors who were available on our shooting days and so
ended up using two of our group members as actors in the film, myself and Louis which
made the filmlook less professional and not reach its full potential. However this helped us
fully prepare for our final production as we decided to seek more professional actors for the
final cut, using ‘Casting Call Pro’ and allowing more time to find suitable actors. Although we
did not end up using actors from ‘Casting Call Pro’, this was not an issue because we had
allowed time for issues, such as unavailable actors, to occur.
4. Research and Planning
Research and planning also played a much more significant role in our final film as we
understood through the lack of research and planning we did for our preliminary task, how
much of an impact poor research and planning can have on a production. In our preliminary
task we had not researched the typical conventions to an opening of a film, nor had we
considered the conventions of our genre. Instead we were focused on just reaching the
requirements of a match on action, shot reverse shot and obeying the 180 degree rule
needed to pass the task which was shown as the preliminary task appears to have little
common conventions and little sense of who it is being targeting at. Therefore for our final
production, we spent much more time researching into the genre and opening scene
conventions through deconstructing filmopenings and putting a lot more efforts into
planning the shots needed to portray these conventions such as actually including opening
credits and using establishing shots which were not considered in our preliminary task.
5. Using Social Media Effectively
I also feel I have learnt how to use social media effectively in our research stage as in our
preliminary task, we were unaware of how best to reach our audience via social media. At
the start we only used ‘twitter’ and did not retrieve many responses, however we learnt to
engage our audiences more, we would need to make our social media’s more interacting
and use a variety of platforms. For our final production we also used our personal social
media pages to share information about our film, encouraging those we know to interact
more and engage with our film. In addition, we lacked audience feedback in our preliminary
task and so learnt how effective having focus groups and being able to communicate with
your potential audience is.
6. Mise-en-scene Improvement
In addition, I feel the mise-en-scene was improved dramatically from our preliminary task to
our final cut. Our use of Props and Locations were considered much more, firstly in our
preliminary task we used our school location as it was convenient, however this limited our
opportunities and made our filmlook like a student film as the narrative would have been
fitted much more on an off-school site. For our final cut we used two location’s to set our
film in the main protagonist’s house and then the churchyard. These locations suited our
narrative much more as well as our sub genre of tragedy as the churchyard connotes
sadness, grief and loss and so suggest the element of tragedy, but also foreshadow the
themes within our film. Our use of props was also planned for much more in advance as we
organised to hire the wheelchair from a family relative, whereas in our preliminary task we
tried to find a bat from the school PE equipment, on the day of filming which we were very
lucky to have been able to gain so last minute. Therefore we learnt to organise props prior
to the filming date to allow time for any possible issues. In addition, our Props conveyed
Propp’s character types much more effectively in our final cut as the use of a wheelchair
suggested our female was weak and almost a damsel in distress, wheras Props in our
preliminary task, such as a phone, did not give the audience an insight into the type of
characters nor did it portray the narrative to the same effect as we learnt to do in our final
cut.
7. Editing Skills
Our editing skills were also improved throughout the task. Prior to this process I had not
appreciated the impact and importance of lighting and colour to a film. I feel our use of
black and white colour on the flashback scenes were much more effective than maintaining
the original colour because it not only signified the change in time, highlighting it was a
memory from the pass but also colour usually conveys a particular era and so using black
and white generated a sense of un-certainty, foreshadowing the theme of uncertainty
within our narrative. Using black and white also created shadows and darker shades,
suggesting the darkness and heartbreak within our narrative caused by the car accident. The
casted shadows also further support the idea of it being an event from the past as they
resemble time casting over events and creating a memory of the past. I also learnt how
colour can enforce your narrative as having the car crash scene the only scene in black and
white, focuses the audience’s attention on this particular moment, therefore highlighting
the importance of this scene and moment within our narrative, ensuring the audience do
not miss a key part to the film.
8. During our prelimtaskwe used‘Movie Plus’, this was a basic use of software which we continuedto have issues withsuch
as our footage rendering. Therefore our transitions were lessfocusedon as the renderingmade it almost impossible to
edit our transitions smoothly. For our final cut, we used‘imovie’ and ‘FinalCut Pro’ andsohigher qualitysoftware was
used. Inediting our finalcut we alsotriedto conveyour filmgenre of romance through slow transitions, anelement of
editing we didnot consider in our prelimtasknor would it have been possible due to the rendering andsoftware usedand
so prepared us to consider the software andour film genre conventions to a higher level. Another area of editingthat
improveddramaticallywas our use ofsound. Previous to our productionprocess I had not thought ofsoundeffects in
addition to music. For our final cut I editedthe diegetic soundof doors opening, footsteps ect which not onlymakes the
film more realistic but ofbetter qualityas keysoundeffects were not lost. Inadditionto this, using‘Movie Pluss’ for our
preliminarytask, soundbridges were limitedandyou could not alter the volume of one soundas manytimes nor as varied.
However, through usingother software, this was possible and I was ableto graduallyincrease the volume ofmusic
graduallyto make it look like it wasincreasing onthe radio, alsoediting the sound to treble boost to make the soundseem
more naturalistic andas thoughbeing playedout from the radioas well as i ncreasingtensionas this causes the distraction
for the car accident in our final film. Therefore learningto use sound bridgeswere much more effective thanmaintaining
the same volume level inour final cut.
9. Therefore in conclusion, there were many new skills I learnt during the process from my
preliminary task to my final cut, many of which I learnt from experiencing issues in my
preliminary task and having to overcome them, gaining a better knowledge on how to
approach similar tasks for my final cut to avoid similar issues, making my final cut more
successful than it would have been without learning important aspects along the way.