This document contains an edit decision list for shots taken during the filming of a documentary. It includes 100 shots with details like camera code, length, shot type, movement, quality and the camera operator. Shots include interviews with subjects, recreations of burglaries and assaults, and B-roll footage of locations around London.
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.
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?
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.
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
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!
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.
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.
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.
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
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.
1. Units 4, 5, 24, 31 - Lauren Rosenfeld, Millie West, Ben Karrass, Ben Goldstone & Nikon
Ahamed
Edit Decision List
Shot No. Camera
code
Length
(mm:ss:ms)
Shot type /
angle /
movement
Good
or
bad
take
Cameraoperator, with any
comments / descriptions of shot
1 1 00.09.16 MS/EL/ STILL N LR: Hosts introducedocumentary.
2 2 00.04.21 MS/EL/ STILL N LR: Hosts introducedocumentary.
3 3 00.04.21 MS/EL/ STILL N LR: Hosts introducedocumentary.
4 4 00.06.19 MS/EL/ STILL N LR: Hosts introducedocumentary.
5 5 00.11.02 MS/EL/ STILL Y LR: Hosts introducedocumentary.
6 6 00.07.06 CU/EL/ STILL N LR: Hosts introducedocumentary.
7 7 00.04.09 CU/EL/ STILL N LR: Hosts introducedocumentary.
8 8 00.06.19 LS-MS/EL/
STILL
N LR: Hosts introducedocumentary.
9 9 00.10.15 LS-MS/EL/
STILL
Y LR: Hosts introducedocumentary.
10 10 00.03.22 LS-MS/EL/
TRACK
N LR: Hosts concludedocumentary.
11 11 00.06.19 MS/EL/ TRACK N LR: Hosts concludedocumentary.
12 12 00.06.07 MS/EL/ TRACK N LR: Hosts concludedocumentary.
13 13 00.08.17 MS/EL/ TRACK N LR: Hosts concludedocumentary.
2. Units 4, 5, 24, 31 - Lauren Rosenfeld, Millie West, Ben Karrass, Ben Goldstone & Nikon
Ahamed
14 14 00.06.07 MS/EL/ TRACK N LR: Hosts concludedocumentary.
15 15 00.14.22 MS/EL/ TRACK N LR: Hosts concludedocumentary.
16 16 00.07.06 MS/EL/ TRACK N LR: Hosts concludedocumentary.
17 17 00.25.24 MS/EL/ TRACK Y LR: Hosts concludedocumentary.
18 18 00.09.16 MS/EL/ TRACK Y LR: Hosts concludedocumentary.
19 19 00.07.18 MS/EL/ STILL Y LR: Hosts areshot from behind
walking awayfrom thescene.
20 20 00.07.18 MS/EL/ STILL N LR: Hosts areshot from behind
walking awayfrom thescene.
21 21 00.22.15 --- N OUT TAKE
22 22 00.04.21 MS/EL/ STILL N LR: Clinton's interview.
23 23 01.03.10 MS/EL/ STILL Y LR: Clinton's interview.
24 24 02.02.11 MS/EL/ STILL Y LR: Subway interview.
25 25 00.05.08 MS/EL/ STILL N LR: Host introducing theinterview.
26 26 00.09.04 MS/EL/ STILL N LR: Host introducing theinterview.
27 27 00.11.02 MS/EL/ STILL N LR: Host introducing theinterview.
28 28 00.08.05 MS/EL/ STILL Y LR: Host introducing theinterview.
29 29 00.07.18 MS → LS/
EL/ PAN
Y LR: Host walking into the
interviewee's workplace.
3. Units 4, 5, 24, 31 - Lauren Rosenfeld, Millie West, Ben Karrass, Ben Goldstone & Nikon
Ahamed
30 30 02.39.10 MS/ OTS/
STILL
Y LR: Statisticalanalyst interview.
31 31 00.06.07 CU/ OTS/
STILL
Y LR: Statistics shown on computer
screen.
32 32 00:06:19 CU/ OTS/
STILL
Y LR: Statistics shown on computer
screen.
33 33 00:06:07 CU/ OTS/
STILL
Y ‘LR: Statistics shown on computer
screen.
34 34 01:09:04 M/S
E/L
Y LR: Street interview
35 35 00:32:17 M/S
E/L
Y LR: Street interview
36 36 00:53:08 M/S
E/L
Y LR: Street interview
37 37 01:17:20 --- N OUT TAKE
38 38 01:01:00 --- N OUT TAKE
39 39 01:33:16 --- N OUT TAKE
40 40 00:10:15 M/S
E/L
Track
N LR: Host introduces personal
interviews (Victim)
41 41 00:22:03 M/S
E/L
Track
Y LR: Host introduces personal
interviews (Victim)
42 42 00:14:11 M/S
E/L
Track
Y LR: Host introduces personal
interviews (Victim)(#2 interview)
43 43 00:06:19 --- N OUT TAKE
4. Units 4, 5, 24, 31 - Lauren Rosenfeld, Millie West, Ben Karrass, Ben Goldstone & Nikon
Ahamed
44 44 00:13:00 C/U
E/L
N LR: (#2 interview)
-Introduction
45 45 00:09:04 C/U
E/L
N LR: (#2 interview)
-Introduction
46 46 00:06:07 C/U
E/L
N LR: (#2 interview)
-Introduction
47 47 00:05:08 C/U
E/L
x LR: (#2 interview)
-Introduction
48 48 00:05:08 C/U
E/L
N LR: (#2 interview)
-Introduction
49 49 01:10:03 --- N OUT TAKE
50 50 00:13:00 —- N OUT TAKE
51 51 00:10:03 ‘’( AS BEFORE) N LR: Host introduces victim
interview (#2)
52 52 00:13:00 C/U
E/L
N LR: Host introduces victim
interview (#2)
53 53 00:14:11 C/U
E/L
Y LR: Host introduces victim
interview (#2)
54 54 00:12:01 M/L
E/L
PAN
Y LR: Host walking into victimhouse
55 55 00:09:16 M/L
E/L
PAN
Y LR: Host walking into victimhouse
56 56 00:12:01 LS → MS
E/L (Blur)
N LR: Burglaryreconstruction
57 57 00:13:12 LS → MS
E/L (Blur)
N LR: Burglaryreconstruction
58 58 00:14:23 LS → MS
E/L (Blur)
Y LR: Burglaryreconstruction
5. Units 4, 5, 24, 31 - Lauren Rosenfeld, Millie West, Ben Karrass, Ben Goldstone & Nikon
Ahamed
59 59 00:08:17 M/S E/L (Blur) Y (Into thedoor)
60 60 00:14:23 M/S E/L (Blur) N (Into thedoor)
61 61 00:16:21 M/S E/L (Blur) Y (Into thedoor)
62 62 00:13:00 M/S E/L Y (Taking items)
63 63 00:10:15 M/S E/L Y (Taking items)
64 64 00:07:18 L/S E/L (Track) Y (Leaving the house)
65 65 00:04:21 M/S E/L
STILL
N LR: Introducing statisticalanalyst
(Host)
66 66 00:04:21 M/S E/L
STILL
N LR: Introducing statisticalanalyst
(Host)
67 67 00:06:07 M/S E/L
STILL
N LR: Introducing statisticalanalyst
(Host)
68 68 00:11:02 M/S E/L
STILL
Y LR: Introducing statisticalanalyst
(Host)
69 69 00:08:17 C/U E/L
STILL
N LR: Introducing statisticalanalyst
(Host)
70 70 00:05:20 C/U E/L
STILL
N LR: Introducing statisticalanalyst
(Host)
71 71 00:16:21 C/U E/L
STILL
N LR: Introducing statisticalanalyst
(Host)
72 72 00:15:22 C/U E/L
STILL
N LR: Introducing statisticalanalyst
(Host)
73 73 00:12:13 C/U E/L
STILL
Y LR: Introducing statisticalanalyst
(Host)
74 74 00:14:23 L/S E/L PAN N LR: Host walking through thedoor
of theschool
6. Units 4, 5, 24, 31 - Lauren Rosenfeld, Millie West, Ben Karrass, Ben Goldstone & Nikon
Ahamed
75 75 00:11:14 L/S E/L PAN N LR: Host walking through thedoor
of theschool
76 76 00:32:05 L/S E/L PAN Y LR: Host walking through thedoor
of theschool
77 77 00:12:13 L/S E/L PAN N LR: Host walking through thedoor
of theschool
78 78 00:09:04 M/S OTS STILL N LR: Host interviews ateacher of
King Solomon High School
79 79 03:09:04 M/S OTS STILL Y LR: Host interviews ateacher of
King Solomon High School
80 80 00:08:17 M/S-L/S E/L
TRACK
N LR: Victimof sexualassault
reconstruction (Back)
81 81 00:07:06 M/S-L/S E/L
TRACK
Y LR: Victimof sexualassault
reconstruction (Back)
82 82 00:09:16 M/S-L/S E/L
TRACK
Y LR: Victimof sexualassault
reconstruction (Back)
83 83 00:09:04 M/S-L/S E/L
TRACK
Y LR: Victimof sexualassault
reconstruction (Front)
84 84 00:08:17 M/S-L/S E/L
TRACK
Y LR:Victimof sexualassault
reconstruction (with perpetrator)
85 85 00:06:07 M/S-L/S E/L
TRACK
Y LR:Victimof sexualassault
reconstruction (with perpetrator)
86 86 00:06:07 M/S-L/S E/L
TRACK-STILL
Y LR:Victimof sexualassault
reconstruction (with perpetrator)
87 87 00:04:09 M/S E/L Y LR:Victimof sexualassault
reconstruction (with perpetrator)
88 88 00:11:02 M/S E/L Y LR:Victimof sexualassault
reconstruction (with perpetrator)
89 89 00:09:04 M/S E/L Y LR: Victimof sexualassault
reconstruction witness intervenes
7. Units 4, 5, 24, 31 - Lauren Rosenfeld, Millie West, Ben Karrass, Ben Goldstone & Nikon
Ahamed
90 90 00:05:20 M/S H/A Y MW: victimcrouchedtow, with
witness
91 91 00:04:21 C/U H/A Y BK: Calling 999
92 92 00:06:07 M/S E/L Y NA: Bus (Redbridge)
93 93 00:03:22 M/S/ L/A Y BG: FullwellCross LeisureCentre
94 94 00:04:09 M/S L/A (Pan) Y BK: Bus stopsign
95 95 00:04:21 X/L/S W/A
(Pan)
Y MW: Street View
96 96 00:10:03 L/S E/L (Pan) Y NA: Street view with ambulance
97 97 00:07:18 L/S E/L (Pan
up)
Y BG: Long street view (Down high
road)
98 98 00:10:03 L/S E/L (Pan
and Zoom out)
Y BK: Street view
99 99 00:09:04 M/S → L/S
E/L (Zoom
out)
Y MW: Cat on street
100 100 00:04:09 L/S E/L Y NA: Traffic
