The document analyzes how age is represented in a video clip through various film techniques. It discusses how shots are framed to portray teenagers and older adults consistently with stereotypes. Teenagers are shown as inexperienced, rebellious, and attention-seeking through mid-shots, close-ups, and the time spent on the teenage girl protagonist. Meanwhile, older adults are depicted as authoritative, experienced, and protective through long shots, costumes, posture, and dialogue. The editing, sound, and mise-en-scene are also described as reinforcing conventional stereotypes about teenagers and older adults.
Bibliotheques numeriques : contenus et mediationFleury Christine
Cadre : formation à destination du CNFPT Hérault : "Bibliothèques numériques bibliothèques sur le web : contenus et médiations" - sensibilisation, découverte du contexte du web 2.0, médiation numérique ; intervenante : christine fleury
Bibliotheques numeriques : contenus et mediationFleury Christine
Cadre : formation à destination du CNFPT Hérault : "Bibliothèques numériques bibliothèques sur le web : contenus et médiations" - sensibilisation, découverte du contexte du web 2.0, médiation numérique ; intervenante : christine fleury
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.
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.
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!
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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
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.
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.
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?
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.
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.
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.
2. Link to clip:
• https://www.youtube.com/watch?v=gLQwQk_
PQtE&app=desktop
3. CAM SAMC
• Long shot at the beginning- to show both of the men holding all of the
equipment - men this age are stereotyped to be into farm things. This also
shows us that they are more experienced as they are carrying all of the
equipment.
• Mid shot of the teenage boy - it doesn't show his whole body as he is sweeping
the floor. For them not showing us the whole broom it makes it seems as if he
is doing something shameful where as when they show the two men with all
the equipment it looks commendable.
• Slow zoom on the girls face whilst in the car to show confusion. This shows that
teenagers are inexperienced. Then a close up when she starts the car to show
her surprise.
• Establishing shot to show the whole car when it crashed . This makes the crash
seem more dramatic and because she is young , it shows that young people
can't drive.
• The man standing in front of the teenage girl . This shows protection as older
people tend to protect the younger ones.
4. ...
• Establishing shot when they walk into the office ... The man walk in before
the old man. This shows that it's not always the old people that have the
most authority . This also shows that he doesn't respect the old man.
• Small tilt when the man storms out of the door to show his anger and
grabs the girl to show his authority over her.
• When the man and the teenage girl are talking it is a high angle on the girl
to show her vulnerability and a low angle on the man to show his
authority.
• Close up to show the girls anger, and long shot to show the girl running
out of the room. This reinforces the stereotype of teenagers being
rebellious.
• In the shot whilst everyone is working and moving things, the younger
adults tend to do most of the hard work to show that the old people are
more vulnerable.
5. Mise en Scene
• Teenage girl – costume: casual clothing (bright top with jeans and noticeable necklace)
depicts that she is a teenager that wants to express her individuality fitting the
conventional stereotype of teenagers wanting to be noticed, and attention seekers.
• Teenage boy – costume: casual clothing (hoodie and jeans) implies that he is the
stereotypical male teenager that does not take that much interest in his clothing and
also that he is doing practical work.
• Man – costume: smart casual (shirt with jacket and jean) suggests that he is an average
man who works.
• Older man (headmaster) – costume: smartly dressed (shirt and tie with a blazer and
trousers) highlights that he is sensible, wise and educated – therefore his class is also
represented.
• Teenage girl – facial expression: figuring out how to start up the car implies that she is
does not how to and therefore lied shows the stereotype that teenagers are not honest.
• Teenage girl – body language: shouts at the man, it emphasises that she is the
stereotypical rebellious teenager that answers back when not achieving what they
want, showing disrespect.
• The adults- body language: stand up with a good posture depicting that they are
mature and sensible .
6. Editing
• Medium pace – fits with the conventional stereotype that teenagers are
usually active as they are running in the clip which highlights that they
have energy and therefore are more lively.
• Time allocation - the teenage girl (Amy) has the most time on screen,
when usually it is an adult or a wise person (e.g. An old person). This
highlights that teens want to be the centre of attention.
• The 180° rule is followed when conversations or arguments occurs.
• There are no special effects used.
• Transitions – the clip contains a lot of straight cuts from one scene to the
other, in order to maintain a medium pace and show realism as well as
continuity.
• There is a close up shot of the mirror when the Amy runs away, which is a
conventional stereotype of teenage girls having pictures in their room and
on their mirrors.
7. Sound
• At the beginning of the clip the non diegetic sound is very country like, so
it fits in with where they are.
• When she talk to herself in the car (diegetic sound), it is evident that she
does not know what she is doing. This can be seen as a stereotype that
teenage girls think they know it all and are naive.
• When the oldest man speaks (diegetic sound) saying ‘all hands on deck’, it
suggests he has authority, therefore because he is wiser and also can be
linked with middle aged men having or wanting authority.
• When the oldest man is first introduced he speaks in a concerned and
quite serious tone, showing that he is angry of serious.
• The head teacher is well spoken, which shows that he is educated.