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Key character in soap opera - Vladimir ProppJadethompson_
This is an PowerPoint that explains who Vladimir Propp was, what his ideology was and how is idea is still used in modern film making and in the soap opera Genre.
Key character in soap opera - Vladimir ProppJadethompson_
This is an PowerPoint that explains who Vladimir Propp was, what his ideology was and how is idea is still used in modern film making and in the soap opera Genre.
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.
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!
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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.
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
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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.
For more information, visit-www.vavaclasses.com
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The Roman Empire A Historical Colossus.pdfkaushalkr1407
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.
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.
2. SNAKE
• Denotation
A long limbless reptile which
has no eyelids, a short tail, and
jaws that are capable of
considerable extension.
• Connotation
Venomous, evil, death, deadly,
poisonous
3. FLAG
• Denotation
A piece of cloth or similar
material, typically oblong or
square, attachable by one edge
to a pole or rope and used as
the symbol or emblem of a
country or institution or as a
decoration during public
festivities.
• Connotation
Proud, represent country, royal,
4. GUN
• Denotation
A weapon incorporating a metal
tube from which bullets, shells,
or other missiles are propelled
by explosive force, typically
making a characteristic loud,
sharp noise.
• Connotation
Death, destruction, crime,
murder, tension.
5. The Wicker Man
The use of colours throughout the film are seen to be pretty film, since this is a
horror cult film. Usage of props is large because the story houses very weird and odd
elements. The islanders of SummerIsle wear animal masks and creepy costumes
because this is their way of worshipping the pagan God they believe in.
The film was shot almost entirely in the small Scottish towns of Gatehouse of Fleet,
Newton Stewart, Kirkcudbright, and Creetown in Dumfries and Galloway. The ending
scene of the burning was shot at Burrow Head. The lighting and framing was taken
from the locations of the film such as the local pub and the houses, and for the
outside coming from the sun. At night, small campfire fires enticed within the scenes
of the film. The actors and actresses involved in this film consists of the legendary
Christopher Lee and Edward Woodward. Lee’s character was the iconic Lord
SummerIsle, who leads the islanders as well as the ritual of the burning of the Wicker
man. Woodward plays Sergeant Neil Howie, a devoted Christian officer who comes to
SummerIsle to investigate the disappearance of a young girl. Throughout the film, he
6. My Little Pony Equestria Girls Friendship Games
The usage of colours in this film is huge because this is a kids film
and more specifically targeted towards little girls. Since this is an
animation film, the only props needed was microphones and
animation software to create the film. The costumes were not
needed in this film. The location of the story takes place at both
Canterlot High and Crystal Prep Academy. The lighting and
framing are mainly enticed within the film since it is animation not
reality. Actors involved such as Tara Strong and Rebecca Shoichet
who play Twilight and Sunset are mostly fen amine due to it
7. This film is a comedy, which means the colours used is consistent,
meaning that when's there's comedy there’s a lot of colours. There is a
lot of props used in this film such as a Tuck Truck in the Tuck Truck
scene, as well as the use of the Moore Street Market, obviously with
permission. The costume use was large because it is a real life film and
the costume change was large to make the comedy element come to life.
This film is filmed in the heart of Dublin as the action takes place nearly
every part of it. The lighting and framing of the film is done inside and
out of the Mrs Brown TV universe, where the TV series only took place in
her kitchen, living room and the local pub Foley’s. In this case, lighting
and framing from the studio were used for effect. Whilst in Dublin itself,
lighting comes from around the characters such as the sun and lights on
walls. Brendan O'Carroll and his family play Mrs Brown and her family,
and parts of her family were played by fellow colleagues and friends.
8. SOUNDTRACK
Clip 1
• What Genre is it taken from?
It sound like the audio is coming directly from a horror thriller
film.
• What connotations does this music create
when used in conjunction with this image?
Evil, horror, scary, frightening, hair raising
• What does it suggest about the characters
or what is about to happen?
The characters are scary and dangerous, and the victims are
terrified.
Clip 2
• What Genre is it taken from?
A magical fantasy film such as Harry Potter and the Hobbit.
• What connotations does this music create
when used in conjunction with this image?
Magical, mystical, mythical, natural, glimmering.
• What does it suggest about the characters
or what is about to happen?
The characters could be like that of fairies and elves, as well
as mythical animals.
9. SHINING
The music and screen shots from the beginning
to the end make it appealing as a romantic
comedy film. The timing also entices with the
theme well.
10. SCARY MARY
To change the initial Mary Poppins, they added
an extra element of horror by added dark music
and eerie colours to make it scary and
frightening unlike the original happy concept.
11. STEREOTYPES
Men
•Working hard at
work
•In charge of house
•Good at DIY
•In the old times,
men used to dictate
women
•Aggressive at
boxing etc.
•Care for family
Women
• Good fashion
sense
• Housewife
• Care for
children
• Loves fashion
and makeup
• Do the chores
12. STEREOTYPES
Upper Class
•Lords and Ladies
•Highest of the
system
•Has servants
working for them
•Very wealthy and
rich in fortune
Working Class
• Attends work for
money
• No higher in
profile that upper
class
• Works for upper
class
13. STEREOTYPES
Old People
• Too tired
• May suffer from
arthritis
• Head of family
• People look after them
• Not full of energy
anymore
• Retired
Young People
• Full of energy
• Look after family
• Become parents
• Work to the bone
for money.
• Look after older
people
14. ICONOGRAPHY- WESTERN
• Saloon door and building
• Desert atmosphere
• Horses
• Cowboy and western clothing
• Wagons and carriages
• Bank building
• Sherriff office
• Homes
16. ICONOGRAPHY- FANTASY
•Woodland or forest landscape
•Mythical and mystical creatures
created by CGI
•Animals
•Magical music
•Magical special effects
17. NARRATIVE
• Narrative Definition
The storyline of the product
• Linear Narrative Definition
The storyline is chronological through the beginning,
middle and end
• Linear Narrative Film Example
Coco by Disney Pixar
• Non-Linear Narrative Definition
The story is not chronological but out of order
• Non-Linear Narrative Film Example
Comet by Sam Esmail
18. CLIP ANALYSIS
Costume
The costumes i.e. Darth Vader’s suit is shown to be
an image of destruction and power, since he was
once Anakin Skywalker.
Dialogue
The dialogue said during the battle is strong and
effective, which brings to life the power of the scene.
Props
The props in this clip is the powerful lifesabers
wielded like swords and contain a power energy
which makes the setting powerful because of their
nature.
Lighting
This is an animated film, so the lighting revolves
around the darkness atmosphere of the scene
and the fighting that en sues, the lighting
represents the tension of the battle.
Camerawork
The camera screen shots on different
perspectives of the battle, making it more
dramatic and powerful looking.
Editing
The editing enticed within this it the action
of the characters to make it more dramatic
and powerful.
Music
Music composed in this scene is very
dramatic and skilful in a way that it revolves
around the battle to create power
Colour
Editor's Notes
Include a poster of a film/video game and analyse the meaning created from the use of colours, props, costume, location, lighting, framing, actor/model
Include a poster of a film/video game and analyse the meaning created from the use of colours, props, costume, location, lighting, framing, actor/model
Include a poster of a film/video game and analyse the meaning created from the use of colours, props, costume, location, lighting, framing, actor/model
Discuss what genre the music gives the image. Reference the sort of music and how it makes you feel about the image? What does it suggest about the characters or what is about to happen?
What techniques have been used to make the trailer appear as if it is a romantic comedy. Discuss sound and editing.
What techniques have been used to make the trailer appear as if it is a horror film. Discuss sound and editing.
List the positive and negative stereotypes linked with these social groups
List the positive and negative stereotypes linked with these social groups
List the positive and negative stereotypes linked with these social groups
List iconography you would associate with the genre. Add images where/if relevant
List iconography you would associate with the genre. Add images where/if relevant
List iconography you would associate with the genre. Add images where/if relevant
Discuss the clip and reference how meaning has been created through the use of Costume/Dialogue/Props/Lighting/Camerawork/Editing/Music/Colour
Reference clear examples from the clip
https://www.youtube.com/watch?v=BXoJeLDyVBY