The production schedule outlines 6 days of filming between December 5-17, with scenes taking place at the school, house, and for the suspenseful final scene. The budget totals £12.70 for props including duct tape, rope, and a fake knife. The script tells the story of Chantel who begins texting a stranger named Kyle and decides to meet him, but it turns out to be a trap where she is kidnapped along with other girls. The site plan shows the layout of Gabe's house where some scenes will take place. A risk assessment identifies potential hazards like loose wires, sharp objects, dust, and pests.
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.
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.
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.
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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.
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.
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?
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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.
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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.
2. PRODUCTION SCHEDULE
Day 1 5th dec Break 20
Minutes
School
scene
Break 20
Minutes
Last part of the
scene
William and chantal
Day 2 8th dec Break 20
Minutes
House
scene
Break 20
Minutes
Full scene everyone
Day 3 9th dec Break 20
Minutes
House
scene
Break 20
Minutes
The last part of the
scene
everyone
Day 4 10 dec Break 20
Minutes
House
scene
Break 20
Minutes
The next scene everyone
Day 5 15th dec Break 20
Minutes
House
scene
Break 20
Minutes
The second part of
the scene
everyone
Day 6 16th dec Break 20
Minutes
House
scene
Break 20
Minutes
The beginning part
of the final scene
every one
Day 7 17th dec Break 20
Minutes
suspense
scene
Break 20
Minutes
The final scene William and kyle
4. Characters
Bran- Paul Bernardo (Real Name) Kyle Ross (Online Name)
Melodie- Chantel Brown
Gabe- William Smith
Brandon - Josh Abrahams
5. SCRIPT
Bran-Paul Barnardo (Real name)Kyle Ross(Online name)
Melodie-Chantel Brown
Gabe – William Smith
Brandon – Josh Abrahams
(Scene set in Chantel‘s bedroom)
(Begins as an Instagram live)
Chantel: hey guys… How are you all…Ask me questions.
(She answers a few of them)
(Stranger popped up to her)
(Ends live stream)
(On phone)
‘Kyle Ross texts’
6. script
Kyle: hey
Chantel: hey
Kyle: what you up to
Chantel: Just ended the live, what about you
Kyle: nothing much
Kyle:what area do I live in?
Chantel: Essex, wbu?
Kyle: ahh live in Harlow
Chantel:oh okay that’s far.
Kyle:yeah ik
...MORNING SCENE...
mum: Chantel, get up your breakfast is ready!!
Chantel: I’m coming!!
Mum: hurry, your going to be late.
Chantel: I’m cominggggg!
7. script
..DAY AT SCHOOL...
(Chantel runs over to William)
Chantel: William!! William!
William: hey Chantel, what’s up?
Chantel: a boy texted me last night and I really like him
William: do you know who he is?
Chantel: um yeah I guess so. We were texting each other all last night.
William: well that doesn’t mean you know him does it
Chantel: yes I do!
William: no You don’t!
Chantel: whatever William!
(Chantel walks away and sits down)
(William sat worried)
...4846 TEXTS LATER...
8. script
(Chantels watching tv)
(Phone pings)
(Text from Kyle)
(Speech bubble)
Kyle:heyy x
Chantel: hiyaaa x
Kyle: guess what x
Chantel: what? X
Kyle:I’m in Essex x
Chantel:OMG!! How comes? X
Kyle: my dad just moved down here x
Kyle: we can finally meet x
Chantel: omg yessss!! X
Kyle:tonight? X
Chantel: I’ll have to sneak out x
Kyle: ahh alright, meet at this address. 47 Victoria road, north Chingford London E46BZ. X
Chantel: alright I’ll be there soon x
... 1 hour later...
9. script
Chantel: mum I’m going to meet William
Mum: for what?
Chantel: we are studying
Mum: alright be home soon dinner almost ready.
Chantel: alright mum, love you
Mum: love you 2
(hugs good bye)
(Chantel leaves house)
( makes her way to Derelict house)
( arrives at derelict house)
( someone comes up behind her)
(Snatched her)
‘Screaming’
..Fades to black..
..fades back..
(Chantels tied up)
(Surrounded by men in balaclavas)
(Chantel screams)
Josh: shut up!
10. script
(Silence..)
(Enters Kyle)
Kyle: hello Chantel
(Chantel crying)
( Kyle turns to josh)
Kyle: take the tape from her
Josh: alright boss
(Josh take tape off chantels mouth)
(Chantel screams)
(Josh hits her)
( she cry’s)
Chantel: whyyy
Kyle: should of listened to William. Now you gonna end up like the rest of these girls.
( camera turns on girls hanging from the wall )
(Camera turns back to Chantel)
(Screen flashes back and forth)
(Scream)
(Fades to Black)
T H E E N D .
12. RISK ASSESSMENT
Any loose wires need to be replaced
Potential sharp objects need to be checked before hand
Dust particles
Industrial machines
Cat feces
Insects
13. LOCATION RELEASE FORM
I have permission for the owner of the property to film at this location
Owner