we have decide to make our film about a young teenage girls who is perceived as perfect but the reality is that she's not, she has so much going on in her life which shows the opposite of how she is perceived.
we have decide to make our film about a young teenage girls who is perceived as perfect but the reality is that she's not, she has so much going on in her life which shows the opposite of how she is perceived.
This presentation provides an introduction to quantitative trait loci (QTL) analysis and marker-assisted selection (MAS) in plant breeding. The presentation begins by explaining the type of quantitative traits. The process of QTL analysis, including the use of molecular genetic markers and statistical methods, is discussed. Practical examples demonstrating the power of MAS are provided, such as its use in improving crop traits in plant breeding programs. Overall, this presentation offers a comprehensive overview of these important genomics-based approaches that are transforming modern agriculture.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
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 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.
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.
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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
Eeeevaulation
1. Evaluation
In a team of four we produced the two minute opening to a chick flick film called ‘Queen
B’s’. Through extensive research and learning about the different factors that are needed to
use in producing a successful chick flick, we have followed the right conventions and this
has meant the film has had a successful result. I think that we have been able to portray a
good sense of knowledge about chick flicks and produce our own interpretation of that
genre. With having good research and planning behind us we were able to produce the film
with a good understanding of these factors:
•What genre of film would suit our group (e.g. having 4 girls meant that we would have
sufficient actors for a chick flick)
•Who our target audience is
•What attracts our target audience to want to watch the film
(clothing, actors, location, music etc.)
•What conventions are typically used in chick flicks
•Aspects in making a chick flick successful
‘Queen B’s’ has certain similarities to other chick flicks, this because of our research into
existing films (what makes them successful) and what our target audience is looking for.
These aspects coincide because this genre is only successful if their target audience
responds well to it.
2. 1) In what ways does your media product use, develop or challenge forms and
conventions of real media products?
This is a screen shot of our film Above is one of our final
very early on and below is some shots in the film showing
shots from the chick flick ‘Mean all the characters coming
Girls’. This shows similar shots together at the end about
that are used to capture the to enter school. Below is a
audiences attention. It is also a shot in ‘Mean Girls 2’.
good way of showing relationships Theses shots at first don’t
between characters in a different show many signs of
media. We thought this would be similarities, however
a good time to put the credits in although you can’t see the
so that it flowed well. Some girls faces they are still a
people that have viewed the final unit and you can see the
video have said that ‘It’s an connection that makes
innovative way of starting the them friends.
film, I’ve never seen that done
before’.
I believe that our film is very much a stereotypical view on chick flicks, it represents different characters and develops the conventions
that you would normally see in this genre of film. We have experimented a lot during this process but have still stuck to the usual
conventions of a chick flick so that we could make sure we attract our right target audience and keep them wanting to be interested
enough to watch the rest of the film.
Relationships are shown through these shot types as is seen in other chick flicks, towards the end these
relationships are re-enforced with partners pairing up and then the final four joining together at the end.
3. 2) How does your product represent particular social groups?
Our film represents four different social groups of people. We decided to represent
them as stereotypical characters because we knew that the viewers would respond
well to social groups that they already recognize and could relate to. By having these
characters it meant that we were able to connect with people from different types of
social groups. If we focused on just having one actress it would mean that it would
only apply to certain viewers; and by having a variety of characters it meant that there
is more to the storyline, therefore making the viewer intrigued to find out more/ want
to watch on.
By representing characters stereotypically sometimes this can
be a negative thing if they are usually shown in a bad light.
We wanted to make sure all the characters were all likable.
This is why we made some changes to aspects like costume.
For example we were originally going to introduce ‘chav’ as
more of a rough looking character and very boyish in her
personality and looks. However we realized that from looking
at past chick flicks all the females are attractive and
sometimes appealing to the ‘male gaze’. This didn’t concern
use as much however we wanted viewers to aspire to look
and be like her and in order to do so she needed to fit the
stereotype of being more girly in a chick flick. This is a modern
representation of a ‘chav’ because she is seen to be happy
and playful instead of moody and bad trouble.
4. 3) What kind of media institutions might distribute your media product and
why?
Because of the type of film that we are producing this means
that depending on what film company we use it can reflect
differently on what kind of film and genre we are trying to
portray. This is because of the different things associated with
each film company out there.
Companies like Paramount and Warner brothers, are looked at
as dominating the media industry because they are American and
have big budget, they also produce a large amount of what we
see in the cinema's. Although our film is low budget we want it
too seem like a high budget film. This is why we have decided to
not go with smaller film companies like Coffee Films, who are a
smaller British independent film company the produces films like
'Lucid' and 'Drop'. Instead we have chosen to go with Universal.
This is because Universal is an American film company with a big
budget but is also known for its great British influence because of
the synergy between them and Working Title. They have
produced box office hits like: 'Bridget Jones: Edge of
Reason', 'Bridesmaid' and 'Snow White & the Huntsman'. We
want to reflect this high quality style of film with our piece, this is
why we have chosen to use Universal as our distribution
company.
5. 4) Who would be the audience for your media product?
The target audience that we have tried to appeal to is girls aged 12-19. We have
done this because:
• The age range in our group that are acting in the production is 17-18 which means
that the audience watching can relate even more to the characters they are seeing.
• Because of our age range we know what our target audience is looking for in a
chick flick and we have friends in this age group that we can interview and ask
questions about what they’d like to see.
• Chick Flicks that are box office hits tend to aim for the same age range of girls that
we have looked at appealing to so we know that a majority of girls in that age range
like this genre.
6. 5) How did you attract/address your audience?
We have researched extensively in what we think out target audience would get excited about
when watching our chick flick. We have incorporated different aspects of: shot
types, costume, props, makeup etc to make the film appeal to teenagers and want to feel the urge
to watch on in anticipation.
We used certain ‘girly’ colours throughout (pink: writing, costume, makeup and even hair) these
light elements are still effective continuing the genre of the film as well as catching the viewers eye.
The location was also key in addressing the audience because of the school backdrop. This
coincided with the characters, their costume and props (eg. books and bags).
The young female voice over addresses the audience very early on in the clip. The viewer then feels
like one of the girls is directly speaking to them; this makes them feel like they are already a part of
the story and are being welcomed to find out information about each characters personality. This
tec
hnique helps the audience feel like they can join in. This relates to the theory that people watch
films for the aspect of ‘escapism’. You can also look at the characters and they attract you in a way
that you choose who your favorite character is and if you were in the film who would you be?
The style of music that we used to address the audience worked well because the genre of pop is
something that is very common in both chick flicks and with teenagers aged in our target audience
range (12-19). It’s upbeat and is vibrant which in turn makes the footage seem more exciting.
7. 6) What have your learnt about technologies from the process of constructing
this product
At the beginning of this process we wanted our film to be the best quality as
possible so that didn’t take away anything from the film. As a group we went
out and did some practice filming and found out that camera’s aren’t that
reliable and with having a limited amount of equipment we had to find out what
shots worked well and what didn’t. The same with certain movements and
angles, we saw that this was going to be quite tricky. We knew after looking
back at he footage and seeing that it wasn't as good as we thought, that we
need to make a in-depth plan into filming and review on what shots worked well
and what didn’t.
I feel that through this process I have learnt a lot about editing on Premier Pro,
this is because the edit needed to look as if it flowed and was natural. Although
at first it seemed easy we learnt it was more difficult because the cuts couldn’t
be abrupt. Using After Effects was very intriguing and we were able to make
some significantly beneficial effects, eg. the stars moving on our production
company logo at the start.
Growing technology has definitely improved the way we were able to produced
our film. Cameras are very advanced with good quality picture and it doesn’t
cost too much money. This ideal for students and the process that we have gone
through. If it wasn’t for modern technology we wouldn’t have been able to
produce our film in the quality that we did.
8. 7) Look back at your preliminary task, what do you feel you have learnt in this
progression from it to the full product?
I feel that I have improved immensely from the beginning of the processes
when we started with the preliminary. This is because in learning new skills
I have been able to apply them in our final film. I have learnt a great deal
about the importance of certain shots and what is represented in each
one. Also how position can affect how a character is viewed. As well as
how you have to try and make a connection with your viewer by appealing
to what they like and what they want to see in a film.
I have also learned that planning and sticking to plans is essential when making
sure that you meet your goals and deadlines so that you have done the
right amount of work to get a good end result.
I have learned an excessive amount of knowledge in the three aspects of:
• Planning new ideas
• Filming
• Editing
I believe that the process of doing research on existing films, looking into what
our target audience enjoys and more, has insured that we could make our
final product to the best of our ability.