This short film script follows two groups of sixth form students and their eccentric teachers. It shows various scenes of the immature antics of the boys - Craig, Peter, and Barry - in between classes, where they joke around and get in trouble. The girls - Emma, Alice, and Lucy - gossip in the bathroom. Both groups struggle in their lessons as the teachers behave oddly, with one obsessed with bees. Though the students and teachers clash at times, there is also mutual understanding between them as they work to get through the school year together.
The finished script for Assenav Production's Fast Love, a comedy short, 6 to 7 minutes in length, about average-man, John, trying to find love at a speed-dating event, but the speed-daters are a little more eccentric than he had hoped.
The finished script for Assenav Production's Fast Love, a comedy short, 6 to 7 minutes in length, about average-man, John, trying to find love at a speed-dating event, but the speed-daters are a little more eccentric than he had hoped.
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.
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.
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.
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
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.
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.
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
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.
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.
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.
2. EDUCATING IDIOTS
EXT. WE SEE AN IMAGE OF THE SCHOOL, AND THEN WE SEE AN IMAGE OF
THE STUDENTS SMOKING. THEN ANOTHER IMAGE OF SOME STUDENTS
PUSHING AND PULLING EACHOTHER.
INT. WE SEE A TEACHER REACHING INTO THEIR DRAW WITH THEIR HAND
AND OPENING A BOTTLE OF LIQOUR AND POURING IT INTO THEIR COFFEE.
EXT. WE THEN SEE A SHOT OF A GROUP OF BOYS AND A GROUP OF GIRLS
STOOD AT THE FRONT OF THE SCHOOL WITH THE TITLE OF THE PROGRAM
APPEARING ABVE THEIR HEADS.
Whilst the montage is playing the VOICE OVER begins to explain the premise
of the show.
VOICE OVER
This is EDUCATING IDIOTS. Here we follow two groups of sixth form students
and their teachers, so we can get an insight into what sixth forms in
contemporary society are like.
3. [SCENE ONE]
EXT. WE SEE THE FOCUS GROUP OF BOYS (BARRY, CRAIG AND PETER) WALKING TOWARDS THE SIXTH FORM BEING IMMATURE WITH ONE ANOTHER.
VOICE OVER
Here we see CRAIG, PETER, and BARRY outside, walking towards the sixth form building messing around.
BARRY
[TO CRAIG]
You alright mushy.
CRAIG
[TO BARRY]
Yeah pal, bit tired like.
PETER
[TO CRAIG]
Why are you tired? You don’t do anything you dosser.
CRAIG
[TO PETER]
I was up all night doing your mam Pete.
PETER
[TO CRAIG]
Right mature that mate. I’m sure your parents are proud of you.
CRAIG
[TO PETER]
Your mum was proud of me last night haha.
PETER
[TO CRAIG]
Haha Idiot.
They both start to push each other laughing, CRAIG gets PETER in a headlock and a teacher walks around the corner.
TEACHER
[TO CRAIG AND PETER]
Oi! Pack that in now. You are both 16 not 6.
They separate and BARRY is seen to be sniggering to himself.
TEACHER
[TO BARRY]
What are you laughing at?
[TO ALL]
Now the lot of you get inside please and stop messing about.
INT. WE SEE THE TEACHER IN A CLASSROM TALKING ABOUT THE BOYS.
TEACHER
Those boys will be the death of me. Craig stinks, Barry, well don’t even get me started on him I mean he is constantly late, he always has a face like a smacked arse, and he doesn’t ever come in
the right uniform. The other week he came as a chuppa chups lolly pop.
INTERVIEWER
[TO TEACHER]
What about PETER? He’s another lad in that little group right?
TEACHER
He seems really nice but let me tell you right. I have worked here for near on ten years, and in all that time I have never met a student who is as much of a brown nose as PETER is. Every day with
him he is always over polite and over complimentary. It is really annoying. He’s a right pain in my…
4. [SCENE TWO]
[THE GIRLS]
INT. WE SEE THE FOCUS GIRLS (EMMA ALICE AND LUCY) IN THE TOILETS AND THERE IS A GIRL IN THE CUBICLE BEHIND THEM HAVING A POO.
VOICE OVER
The Girls ALICE, LUCY and EMMA are in the bathroom doing their makeup.
EMMA
[TO ALL]
Oh my god can you hear that scruffy cow in there? You stink you scruff! (Shouting)
ALICE
[TO EMMA]
Emma, shush a bit, it’s only a natural thing.
LUCY
You’d never see or hear me having a crap in the toilets here. You’d probably catch Diarrhoea.
ALICE
[TO LUCY]
You can’t catch diarrhoea from sitting on bog you silly cow.
INT. A FINAL TRUMP NOISE IS HEARD AND THE GIRL IN THE CUBICLE FLUSHES THE TOILET AND LEAVES LOOKING REALLY PROUD OF HERSELF.
ALL OF THE GIRLS
(Screams) Oh my god!
A female member of staff enters the toilets after she hears the screams from the girl’s toilets.
TEACHER
What is going on? Stop with all the noise!
ALL OF THE GIRLS
There’s a bloody floater in bog
TEACHER
Grow up and get out. It can’t be that b……
On entering the toilet and talking to the girls the teacher takes a look halfway through the previous line and panics.
TEACHER
Oh my god, (gagging noises) Get out, call the cleaner, call a fumigator, just call someone oh my god!
Everybody flees from the toilets and the teacher leaves the toilets hunched over gipping.
The next shot is in the interview room with the TEACHER.
TEACHER
I cannot believe someone would leave a floater in the toilets but in all my years this hasn’t been the first case. I remember back in the summer of 97. When
this young little transfer student came he was constantly in the toilet but never really left anything other than a slight smell. The on the morning of the 23rd
of February I walked into the toilets to a similar situation like the one today, but this time boys were screaming, sinks were overflowing and soap was
everywhere. I walked in to the cubicle and little BARRY BLACKETT had left a mars bar like floater right in the bowl. Pebble dashes everywhere. Oh the
horror. I am not saying I justify the actions of the lads but whoever left that thing in the toilet is absurd. He left a ten pound turd.
5. [SCENE THREE]
INT. THE BOYS ARE IN LESSON TALKING AT THE BACK OF THE CLASS.
VOICE OVER
Here the boys are in their history lesson learning about Hitler. Or at least they’re meant to be.
BARRY
You watch Eastenders last night lads?
PETE
Yes I did it was quite a good episode
CRAIG
Since when did you grow boobs?
PETE
I am not a lady
BARRY
You calling me a bird pal?
CRAIG
This a bit of guy love going off here lads?
BARRY
Oh get felt CRAIG
CRAIG
What by your mam?
They start to have a little scuffle at the back of the classroom and the teacher walks in and shouts at them. A big bang is heard as the teacher throws down
his books on the table.
TEACHER
Pack it in lads with the horse play I am getting tired of this.
PETE
I haven’t done anything
TEACHER
Shut up PETER.
CRAIG
Ere are man don’t talk to are PETER PETER the scrotum eater like that.
TEACHER
One more remark from any of you and you are all going out of the classroom
BARRY
I heard your wife’s got a right tash on her
TEACHER
Get out! (Shouting)
The lads exit the classroom; we follow them with the camera.
6. Continued
PETE
Can’t believe he sent me out as well, I never did anything wrong
BARRY
S’all your fault CRAIG you bellend
CRAIG
Nah it’s him in it, he just hates us all, proper unprofessional that like, hope he gets sack.
PETE
Well he’s never really liked me, it’s not my fault my mum dumped him
BARRY
I know it’s not my fault my mum dumped him
CRAIG
So that’s why they both came mine asking for a bit of three way action then?
BARRY
Gi over CRAIG, you saying crap like that gets us sent out all the time.
PETE
Yes CRAIG, I am tired of getting into trouble because of you
CRAIG
All right lads I’m sorry, I don’t mean to get you in bother an that but it’s just how I am.
PETE and BARRY (together)
S’arlight mate.
The TEACHER is in the interview room discussing the lads.
TEACHER
I like the boys I really do, I just think they’re a bit troubled I mean, I changed PETES bum when he was younger.
INTERVIEWER
What do you mean by that?
TEACHER
Well I used to date his mum, she was quite nice.
INTERVIEWER
Oh right.
TEACHER
Anyway, I think the lads are alright. I think we have a mutual respect between us but they just loose it most of the time. All they need is just a bit of tender
love and care and they will be back on the right track
7. [SCENE FOUR]
INT. IN THIS SCENE WE SEE BOTH FOCUS GROUPS IN THE SAME CLASS BUT SPREAD OUT ACROSS THE CLASROOM. THEY ARE ALL TALKING.
VOICE OVER
In the final lesson of the day the boys and the girls are in their English lesson.
TEACHER
Right so were going to buzz off to a start and fly off the flower with a few questions.
What kind of word is bee?
(she see’s Lucy with her hand up)
Yes Lucy!
LUCY
Erm is it a, erm like (2) erm. Adjectivey noun?
TEACHER
(whilst thinking) bzzzzzzzzzzzzzzzzzzzzzzzzzzzzz no!
LUCY
Don’t care
TEACHER
Does anybody know the answer? No right well you’ll bee excited to know it is a buzzing noun.
CRAIG
[TO PETER]
Seriously, what’s with her and bee's.
PETER
I don’t really know but it’s a little weird if you ask me
BARRY
A little weird haha, she needs to be sectioned pal. She’s off her head.
TEACHER
Can you boys be quiet please?
They stop talking and listen.
TEACHER
Right so now I am going to set you off with a task. What I want you to do is get into groups of three and then work on this text. (She presents some kind of bee book.) I want you to analyse the
language for things such as nouns, anaphoric repetition, Modifiers, qualifiers and every other thing we have been learning for the past few days. Do you all understand?
CLASS
Yes Miss.
TEACHER
Okay let’s buzz into our work then guys you have ten minutes.
CRAIG
I don’t have a clue me lads.
PETER
Well why didn’t you put your hand up then?
CRAIG
Like I’d ask for help haha I think I know the basic stuff anyway, like that word running, that’s a noun innit?
PETER
Wait till miss is finished with LUCY and that and I’ll get her over.
Camera goes over to show the TEACHER with LUCY.
TEACHER
See an adjective is a describing word. Disgusting is a describing word. Not like bee, that is a noun because it is the name of something.
LUCY
ah right I think I get you now.
The TEACHER see’s PETER with his hand up.
8. Continued
TEACHER
I’m coming PETER
She runs across the room with her head down and arms behind her back making a buzzing noise, very loudly to distract all of the students.
We see them covering their mouths in an attempt to not laugh out loud.
TEACHER
Right what’s up my love
PETER
Well we are just a little confused that’s. *TEACHER interrupts+
TEACHER
It’s a nice day out isn’t it?
EMMA
[Shouting over]
No it’s like two degrees out.
TEACHER
I think we should have the lesson outside.
CRAIG
You mental?
TEACHER
What do you think class?
CLASS
[Shouting]
No!
INT we cut to the same classroom but with children throwing things around the classroom and the camera is zooming in on the window
where we see the TEACHER running around and making bee noises still. We see her sniff a flower and giggle then she runs again.
VOICE OVER
Throughout the hardships and struggles this sixth form has had. It is still going strong. In this short film we have seen Teachers and students
battle, but also unify in hard times. It is educating idiots but they are proud idiots. Good bye!