This storyboard summarizes 9 shots from a short film called "Jade". It shows scenes such as the opening credits with Jade looking at the camera, Jade writing a letter to her mother, and a shocking twist at the end where Jade discovers her deceased mother was actually her adoptive mother. The storyboard analyzes how the narrative does not fully follow Todorov's typical structure of equilibrium, disruption, acknowledgement, solving, and return to equilibrium, instead focusing more on disruptions to keep the story engaging.
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.
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
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.
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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.
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.
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. Kieran Morris
Storyboard:
This storyboard features screenshots from the first cut of Jade.
Shot
1
Shot Type:
Close-Up,
Low Angle
Shot.
Panoramic
Tilt.
Action: Cold Weather,
Opening Credits
Diegetic: N/A
Non-Diegetic: ‘Choose
Music: Royalty Free Music’
Location: Outside of
school, grass area
Text: ‘A Kieran Morris
Production.’
Av.
Time
6
secs
Edit: Fade in, Blue-Shade Effect
Shot
2
Shot Type:
Mid-Shot
Panoramic,
following
characters
Action: Characters walk
through shot and away into
school.
Diegetic: N/A
Non-Diegetic: Jade’s
voiceover: ‘Look at us all
smiling…’
Location: Outside of
School
Text: Credits: ‘Anita
Brahimi’, ‘Max Potter’ etc.
Av.
Time
24
secs
Edit: Cut in
Shot
3
Shot Type:
Mid-Shot
Action: Jade looks directly
at the camera.
Diegetic: N/A
Non-Diegetic: Music from
previously ends and fades
out.
Location: Outside of
school, grass area
Text: ‘Jade’ fades in and
then fades out.
Av.
Time
4
secs
Edit: Cut in, Fade out into black
Shot
4
Shot Type:
Mid-Shot,
Low Angle
Shot
Action: Jade is writing a
letter to her Mum.
Diegetic: Ambient Sound
Non-Diegetic: ‘Queen of
the Skies’ by Nicolai
Heidlas. Jade’s Voiceover:
‘Dear Mum. I want you…’
Location: Study Room
Text: N/A
Av.
Time
4
secs
Edit: Cut in
2. Kieran Morris
Shot
5
Shot Type:
Over-the-
Shoulder
Shot
(OSS), Low
Angle
Action: Cara and Jade are
talking to each other about
their feelings.
Diegetic: Cara and Jade
are talking: ‘Did you tell
her?’…
Non-Diegetic: Mobile
Phone Ring
Location: Outside of
School
Text: N/A
Av.
Time
8
secs
Edit: Cut in, Shot-Reverse-Shot (SRS)
Shot
6
Shot Type:
Over-the-
Shoulder
Shot
(OSS),
High Angle
Action: Jade and Olly are
informed that Carol has
died.
Diegetic: ‘I’m afraid that I
have to inform you…’
Non-Diegetic: N/A
Location: Classroom
Text: N/A
Av.
Time
8
secs
Edit: Cut in
Shot
7
Shot Type:
Long Shot
(LS)
Action: Jade and Olly
meet after hearing about
their mother’s death.
Diegetic: Ambient Sound,
‘I have this for you. It’s
from mum…’
Non-Diegetic: N/A
Location: Outside of
School
Text: N/A
Av.
Time
6
secs
Edit: Cuts in
Shot
8
Shot Type:
High Angle,
Zoom Out,
Pedestal
into sun
Action: Jade discovers
her deceased mother is
actually her adoptive mum.
She cries and credits roll.
Diegetic: Jade Crying
Non-Diegetic: ‘Letting Go’
by Nicolai Heidlas.
Location: Outside of
School
Text: Credits
Av.
Time
8
secs
Edit: Cuts in, Fades out into credits
3. Kieran Morris
Shot
9
Shot Type:
N/A
Action: Closing Credits
roll and ‘#FindJadesMum’
appears at the end.
Diegetic: N/A
Non-Diegetic: ‘Letting Go’
by Nicolai Heidlas
Location: N/A
Text: #FindJadesMum
Av.
Time
38
secs
Edit: Fades in, Fades out into black
The storyboard shows that ‘Jade’ does not fully follow Todorov’s Narrative Structure Theory (1969).
The theory suggests that all films will have a narrative that goes through five stages: Equilibrium,
Disruption, Acknowledgement, Solving and Return to Equilibrium.
However, Jade starts by portraying the events of a ‘disruption’, whereby Jade informs the audience in
the opening sequence that she is a lesbian. Whilst this may not be seen as a problem for many
people in 21st century society, it is clear in the opening segment that Jade is struggling with her
sexuality and identity. Further disruption occurs when Olly and Jade have a small fallout, when Jade
becomes paranoid about Olly discovering her secret.
The following scene then demonstrates the next two stages of Todorov’s theory; ‘Acknowledgement’
and ‘Solving’. During this scene, Jade recognises that she can no longer keep her identity from her
brother and mum; and decides to write a letter to resolve problems. Jade then discovers later in the
film that her mother has died in a car crash, resulting in another ‘disruption’ in the narrative. This
indicates to the audience that Jade has not been able to tell her mum about her identity and therefore
equilibrium has not yet been met. Towards the end of the film, Jade discovers that her so-called
mother is actually an adoptive mum and that her biological mum is still somewhere in the world. This
causes further ‘disruption’ and makes the audience feel sympathetic for Jade and her brother Olly.
Overall, my short film doesn’t follow Todorov’s Narrative Structure and instead jumps to ‘disruptions’. I
made the decision to do this to keep the audience engaged and not make a film that was too
predictable for them. The shock twist at the end of the narrative suggests that ‘equilibrium’ may never
be restored as Jade has lost the person she called her mum and was never able to tell her about her
sexuality.