The shooting script outlines 29 scenes depicting three performers - a Punk Girl, Upper Class Girl, and Lower Class Girl - over the course of a day and night. It begins with establishing shots of the countryside and the performers going about their morning routines. As night falls, the Lower Class Girl walks alone through town drinking at a pub with little money, while the Upper Class Girl rides her horse miserably. The next day, the three girls' paths converge as Punk Girl bikes across the field and bumps into the other two, reuniting smiling and laughing while flashbacks depict their time together the night before.
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What is a screenplay is a a beginner's guide to learning how to properly write, format, and create a script out of that swirling vision you have had in your creative brain all these years.
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.
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
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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.
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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.
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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?
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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.
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 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.
1. Shooting script
SCENE ONE - DAY
Extreme, still shot of the country side
Fade:
SCENE TWO - DAY
Mid shot of performer (PUNK GIRL- Emily) making a cup of tea
Jump cut:
SCENE THREE - DAY
Close up of a MAN with a face of disgust
Fade:
SCENE FOUR - DAY
Long shot of performer (UPPER CLASS GIRL – Ibby)
LADY comes walking in
LADY “Take that hoodie off Isabella, I don’t want
you to scare anyone away”.
Jump cut:
SCENE 5 - DAY
Close up of UPPER CLASS GIRL huffing and taking her hoodie
down.
UPPER CLASS GIRL walks off scene
Fade:
SCENE SIX - DAY
Extreme close up of clock bleeping
Jump cut:
SCENE SEVEN - DAY
Close up of performer (LOWER CLASS GIRL – Sian) sleeping in
bed
Voice from down stairs “GET UP YOU’RE LATE!”
2. LOWER CLASS GIRL jumps out of bed
Fade:
SCENE EIGHT - DAY
Front door
Title of song and name of artist fades up to screen “Sub
Focus, Turn it Around”
LOWER CLASS GIRL then storms out of door
The song begins in the back ground
Fade:
SCENE NINE - NIGHT
Close up of LOWER CLASS GIRL walking through streets at night
Camera behind LOWER CLASS GIRL
I don't know what they're telling you
Fade:
SCENE TEN - NIGHT
Mid shot of LOWER CLASS GIRL walking through streets
Camera in front of LOWER CLASS GIRL
But I know I can turn it around
Fade :
SCENE ELEVEN - NIGHT
Close up of LOWER CLASS GIRL drinking a pint of beer in a pub
Blurred background
I know I've hurt you, and I've not been true
Fade:
SCENE TWELVE - NIGHT
Long shot of LOWER CLASS GIRL walking out of pub back into
streets.
A song of desperation, but I'm not letting go
3. Fade:
SCENE THIRTEEN - NIGHT
Close up of small amount of change in LOWER CLASS GIRL’s hand
Not enough money for a taxi.
I'll be with you in the hour, fade
Fade:
SCENE FOURTEEN - NIGHT
Mid shot of LOWER CLASS GIRL walking away from camera to walk
home
I'll be with you
Jump cut:
SCENE FIFTEEN - DAY
Long shot of UPPER CLASS GIRL mucking out horse looking
miserable
They said we were too young, to keep our love so strong
Fade:
SCENE SIXTEEN - DAY
Mid shot of UPPER CLASS GIRL brushing her horse main with her
hoodie up
She looks outside into the distance
You said you want devotion, look no further
Jump cut:
SCENE SEVENTEEN - DAY
The beet of the song has dropped
UPPER CLASS GIRL is galloping away on her horse
Jump cut:
SCENE EIGHTEEN - DAY
Long shot of UPPER CLASS GIRL on her horse galloping in a
field
4. Jump cut:
SCENE NINETEEN - DAY
Mid shot of UPPER CLASS GIRL getting off horse and tying it to
the fence
UPPER CLASS GIRL turns around and looks confused
I don't know what they're telling you
Jump cut:
SCENE TWENTY - DAY
Long shot of LOWER CLASS GIRL walking down the path with the
camera behind her
LOWER CLASS GIRL turns around and is surprised
But I know we can turn it around
Jump cut:
SCENE TWENTY-ONE - NIGHT
Flashback to the night before when LOWER CLASS, UPPER CLASS
and PUNK GIRL were dancing together at a party
I know I've hurt you, and I've not been true
Jump cut:
SCENE TWENTY-TWO - DAY
Long shot of PUNK GIRL walking out of house with a bicycle
But I know I can turn it around
Fade:
SCENE TWENTY-THREE - DAY
Mid shot of PUNK GIRL cycling up the hill
She stops and looks down a footpath
A song of desperation, but I'm not letting go
Fade:
5. SCENE TWENTY-FOUR - DAY
Long shot of PUNK PERFORMER cycling down the down the field
The camera is behind PUNK GIRL
I'll be with you in the hour,
Fade:
SCENE TWENTY-FIVE - DAY
Mid shot of PUNK GIRL cycling from the field onto a path
I'll be with you
Jump cut:
SCENE TWENTY-SIX - DAY
Over-the-shoulder shot of the PUNK GIRL bumping into the UPPER
CLASS GIRL and LOWER CLASS GIRL
The UPPER CLASS GIRL and LOWER CLASS GIRL turn around and look
shocked
You said you want devotion,
Fade:
SCENE TWENTY-SEVEN - DAY
Long shot of PUNK GIRL, UPPER CLASS GIRL and LOWER CLASS GIRL
walking towards the camera smiling and laughing
LOWER CLASS GIRL, PUNK GIRL and UPPER CLASS GIRL walk past the
camera
look no further
Jump cut:
SCENE TWENTY-EIGHT - NIGHT
The beet of the song drops
Mid shot of a flashback from the night before when the UPPER
CLASS GIRL, LOWER CLASS GIRL and PUNK GIRL were dancing at a
party
Fade:
6. SCENE TWENTY-NINE - DAY
As the music is fading away the UPPER CLASS GIRL,LOWER CLASS
GIRL and PUNK GIRL are walking away from the camera (camera
behind them)
Fade:
CUT TO BLACK.