This document provides guidance on how to write an effective treatment for an opening sequence of a film. It explains that a treatment outlines the key visual and audio elements of the sequence to sell directors' ideas. An opening sequence treatment should take the reader through the story and introduce characters without revealing too much information. It should be 1-2 pages long and grip the reader from the start while moving the action forward. The document includes a treatment template that prompts writers to outline elements like the film title, genre, locations, visual style, and equipment needs. It stresses that treatments must be submitted individually by the deadline to begin filming.
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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.
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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.
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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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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.
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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.
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.
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.
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.
1. HOW TO WRITE YOUR OPENING SEQUENCE
TREATMENT
A treatment is a guideline used in the industry for Directors to express their ideas in a
more detailed form than a pitch.
It is a process whereby every code or message can be broken down into visual and
audible segments and discussed in terms of reasons for using them.
YOUR TREATMENT MUST:
• Take the reader through the story of the opening sequence. It must
bring across the characters and events, as they will appear.
• It must not give more information than the audience of the opening
sequence will have.
• It should be about 1-2 pages.
• A treatment sells the video to both creative and financial minds,
therefore it must:
Grip the reader from the first line of the first page.
Make the reader want to keep reading until the end.
Move the action forward and not linger on descriptions.
Attached is your treatment template.
Discuss all of these elements in your groups and make sure you all
have a copy.
Write up your treatment in essay form.
PLEASE BE AWARE THAT:
Your treatment must be written and submitted
individually.
Treatment
Deadline and Presentation
Thursday 3rd
November
2. IF THESE ARE NOT SUBMITTED BY THE DEADLINE
YOU WILL NOT BE ALLOWED TO BEGIN
PLANNING & FILMING.
TREATMENT TEMPLATE
Fill out a template treatment as a group before writing your treatment so that you
are all clear on your ideas:
TREATMENT OUTLINE
In this first section, outline the basic elements of your opening sequence (points below)
as well as any other information that you may feel is relevant.
Film Title
Genre
Target audience
Synopsis – Summarise the plot of the entire film.
Narrative Style (Linear/Non-Linear)
Themes / Binary Oppositions
Music (Have you gained copyright approval to use the song? If not, how do
you plan on doing this?)
OVERVIEW/CONCEPT
This needs to be an in depth overview of everything that the audience will see and hear
in your opening sequence. It will be a step-by-step breakdown of each shot and scene.
- Talk about titles, camera angles, sound and editing techniques you will use.
- Will you incorporate the enigma code? How?
CHARACTERS
Briefly describe the main characters in the opening sequence and their character
profiles and purpose. Link this to Propp.
LOCATIONS
Outline every location you intend to use and detail how they will be effective in your
opening sequence:
- Why have you chosen them?
- Do they fit with the genre and how?
VISUAL ELEMENTS/MISE EN SCENE /STYLE CHOICES
Discuss your choices for colour, lighting, costume and props as well as the general style
of the opening sequence:
- Why have you chosen these?
- How will they link to the genre and appeal to your target audience?
3. EQUIPMENT AND RESOURCES YOU WILL NEED
Describe all equipment you will need to achieve your creative choices and how you will
access it.
Do you have any gaps in your skills that you need to address?
Editing/Shooting/Sound/After Effects.
Will you be using your own equipment? What camera will you be using?
POSSIBLE STRUGGLES AND HOW YOU’LL OVERCOME IT
Think ahead and discuss any difficulties that may occur during the making of your
opening sequence.
How will you as a group overcome these?
SUMMARY
Summarise your ideas and conclude.
