OpenLLM-France/wikimedia huggingface dataset:
# Filmmaking Basics/Thumbnail Storyboard/Step by Step/aaaaaaaaaaaa
## Lesson #004 - Creating the Thumbnail Storyboards

    One Possible Storyboard

## Current Location

    Wikiversity (English) $\Leftrightarrow$ Humanities $\Leftrightarrow$ Art and Design $\Leftrightarrow$ Fine Arts $\Leftrightarrow$ Film and Television $\Leftrightarrow$ Narrative Film Production $\Leftrightarrow$ Course #01 - Learning the Basics of Filmmaking $\Leftrightarrow$ Lesson #004: Thumbnail Storyboards $\Leftrightarrow$ Page 4 - Step by Step - Thumbnail Storyboarding of Seduced by the Dark Side! $\Leftrightarrow$ One possible storyboard

## The Thumbnail Storyboards for "Seduced by the Dark Side"

EXTERIOR - The local movie theater - NIGHT
$\Rightarrow$ Fade In $\Rightarrow$ $\Rightarrow$ Cut To $\Rightarrow$ $\Rightarrow$ Dolly Out $\Rightarrow$
(1) The Young Person and Old Person stand looking at the movie poster outside the theater.
$\Rightarrow$ Pedestal Down $\Rightarrow$
(2) Young Person: "That was a great movie..."
$\Rightarrow$ Dolly Left $\Rightarrow$
(3) Young Person (contined): "but I do not understand one thing."
$\Rightarrow$ Cut To $\Rightarrow$
(4) Old Person: "What's that?"
$\Rightarrow$ Cut To $\Rightarrow$
(5) Young Person: "How can anyone be seduced by the Dark Side?"
$\Rightarrow$ Cut To $\Rightarrow$
(6) The old person thinks for a while.
$\Rightarrow$
(7) Old Person: "What computer do you have at home?"
$\Rightarrow$ Cut To $\Rightarrow$
(8) Young Person (eagerly): "A Macintosh!"
$\Rightarrow$ Cut To $\Rightarrow$
(9) Old Person: "But what computer does your father use at work?"
$\Rightarrow$ Cut To $\Rightarrow$
(10) The young person thinks for a moment.
(11) Young Person (amazed and excited): "Seduced by the Dark Side!"
$\Rightarrow$ Cut To $\Rightarrow$
(12) The Old Person smiles.
$\Rightarrow$ Cut To $\Rightarrow$ $\Rightarrow$ zoom out $\Rightarrow$
(13) Old Person and the Young Person walk toward home together.
(14) Fade to Black.
          The End

## Want to Try Again?

To start over, go back to the beginning.
# Filmmaking Basics/Thumbnail Storyboard/Step by Step/aaaab
## Not A Good Decision!

You have cut from one side of the imaginary line between the two actors to the other side of this line.
$\Rightarrow$ $\Longrightarrow$ Cut To $\Longrightarrow$ $\Rightarrow$ BAD!!!!
Currently, the line is between the two actors. You can cross it only with the camera rolling. Cutting is not good.
Also, there is another problem. Very soon, the Young Person will turn to talk to the Old Person so the Young Person's face will point away from the camera. So now is not a good time to cut to the right side of the Young Person.

### Think about this and…

    go back and try again.

### Reference Material

* All the thumbnail storyboard frames.
   * The unformatted script.
      * The original story.
         * The formatted script.
            * To start over, go back to the beginning.
# Filmmaking Basics/Thumbnail Storyboard/Step by Step/aaaaaaaaa
## Excellent Decision!

Now the first four shots are:
$\Rightarrow$ Fade In $\Rightarrow$ $\Rightarrow$ Cut To $\Rightarrow$ $\Rightarrow$ Dolly Out $\Rightarrow$ $\Rightarrow$ Pedestal Down $\Rightarrow$ $\Rightarrow$ $\Rightarrow$ Cut To $\Rightarrow$ $\Rightarrow$ Cut To $\Rightarrow$ $\Rightarrow$ Cut To $\Rightarrow$ $\Rightarrow$
EXTERIOR - The local movie theater - NIGHT
(1) The Young Person and Old Person stand looking at the movie poster outside the theater.
(2) Young Person: "That was a great movie..."
(3) Young Person (contined): "but I do not understand one thing."
(4) Old Person: "What's that?"
(5) Young Person: "How can anyone be seduced by the Dark Side?"
(6) The old person thinks for a while.
(7) Old Person: "What computer do you have at home?"
(8) Young Person (eagerly): "A Macintosh!"

## Next Frame?

The Old Person says, "What computer do you have at home?"

### Option A

    The Young Person eagerly says, "A Macintosh!"

### Option B

    The Young Person eagerly says, "A Macintosh!"

## Now Decide!

* Select either option A or B
    If you change your mind, you can go back to the previous page.

### Reference Material

* All the thumbnail storyboard frames.
   * The unformatted script.
      * The original story.
         * The formatted script.
            * To start over, go back to the beginning.
# Filmmaking Basics/Thumbnail Storyboard/Step by Step/aaaaaaaaaa
## Excellent Decision!

Now the first four shots are:
$\Rightarrow$ Fade In $\Rightarrow$ $\Rightarrow$ Cut To $\Rightarrow$ $\Rightarrow$ Dolly Out $\Rightarrow$ $\Rightarrow$ Pedestal Down $\Rightarrow$ $\Rightarrow$ $\Rightarrow$ Cut To $\Rightarrow$ $\Rightarrow$ Cut To $\Rightarrow$ $\Rightarrow$ Cut To $\Rightarrow$ $\Rightarrow$ $\Rightarrow$ Cut To $\Rightarrow$
EXTERIOR - The local movie theater - NIGHT
(1) The Young Person and Old Person stand looking at the movie poster outside the theater.
(2) Young Person: "That was a great movie..."
(3) Young Person (contined): "but I do not understand one thing."
(4) Old Person: "What's that?"
(5) Young Person: "How can anyone be seduced by the Dark Side?"
(6) The old person thinks for a while.
(7) Old Person: "What computer do you have at home?"
(8) Young Person (eagerly): "A Macintosh!"
(9) Old Person: "But what computer does your father use at work?"

## Next Frame?

The Old Person says, "But what computer does your father use at work?"

### Option A

    The Old Person says, "But what computer does your father use at work?"

### Option B

    The Old Person says, "But what computer does your father use at work?"

## Now Decide!

* Select either option A or B
    If you change your mind, you can go back to the previous page.

### Reference Material

* All the thumbnail storyboard frames.
   * The unformatted script.
      * The original story.
         * The formatted script.
            * To start over, go back to the beginning.
# Filmmaking Basics/Thumbnail Storyboard/Step by Step/aaaaac

fix

## Excellent Decision!

Now the first four shots are:
$\Rightarrow$ Fade In $\Rightarrow$ $\Rightarrow$ Cut To $\Rightarrow$ $\Rightarrow$ Dolly Out $\Rightarrow$ $\Rightarrow$ Pedestal Down $\Rightarrow$ $\Rightarrow$ $\Rightarrow$ Cut To $\Rightarrow$ $\Rightarrow$ Cut To $\Rightarrow$
EXTERIOR - The local movie theater - NIGHT
(1) The Young Person and Old Person stand looking at the movie poster outside the theater.
(2) Young Person: "That was a great movie..."
(3) Young Person (contined): "but I do not understand one thing."
(4) Old Person: "What's that?"
(5) Young Person: "How can anyone be seduced by the Dark Side?"
(6) The old person thinks for a while.

## Next Frame?

You want to see the Old Person think.

### Option A

    The old person thinks for a while.

### Option B

    The old person thinks for a while.

### Option C

    The old person thinks for a while.

## Now Decide!

* Select either option A or B or C
    If you change your mind, you can go back to the previous page.

### Reference Material

* All the thumbnail storyboard frames.
   * The unformatted script.
      * The original story.
         * The formatted script.
            * To start over, go back to the beginning.
# Filmmaking Basics/Thumbnail Storyboard/Step by Step/aaaaaa
## Excellent Decision!

Now the first four shots are:
$\Rightarrow$ Fade In $\Rightarrow$ $\Rightarrow$ Cut To $\Rightarrow$ $\Rightarrow$ Dolly Out $\Rightarrow$ $\Rightarrow$ Pedestal Down $\Rightarrow$ $\Rightarrow$ $\Rightarrow$ Cut To $\Rightarrow$
EXTERIOR - The local movie theater - NIGHT
(1) The Young Person and Old Person stand looking at the movie poster outside the theater.
(2) Young Person: "That was a great movie..."
(3) Young Person (contined): "but I do not understand one thing."
(4) Old Person: "What's that?"
(5) Young Person: "How can anyone be seduced by the Dark Side?"

## Next Frame?

You want to see the Young Person as the Young Person speaks.

### Option A

    The Young Person says, "How can anyone be seduced by the Dark Side?"

### Option B

    The Young Person says, "How can anyone be seduced by the Dark Side?"

### Option C

    The Young Person says, "How can anyone be seduced by the Dark Side?"

## Now Decide!

* Select either option A or B or C
    If you change your mind, you can go back to the previous page.

### Reference Material

* All the thumbnail storyboard frames.
   * The unformatted script.
      * The original story.
         * The formatted script.
            * To start over, go back to the beginning.
# Filmmaking Basics/Thumbnail Storyboard/Step by Step/aaaaaaaaaaa
## Excellent Decision!

Now the first four shots are:
$\Rightarrow$ Fade In $\Rightarrow$ $\Rightarrow$ Cut To $\Rightarrow$ $\Rightarrow$ Dolly Out $\Rightarrow$ $\Rightarrow$ Pedestal Down $\Rightarrow$ $\Rightarrow$ $\Rightarrow$ Cut To $\Rightarrow$ $\Rightarrow$ Cut To $\Rightarrow$ $\Rightarrow$ Cut To $\Rightarrow$ $\Rightarrow$ $\Rightarrow$ Cut To $\Rightarrow$ $\Rightarrow$ Cut To $\Rightarrow$
EXTERIOR - The local movie theater - NIGHT
(1) The Young Person and Old Person stand looking at the movie poster outside the theater.
(2) Young Person: "That was a great movie..."
(3) Young Person (contined): "but I do not understand one thing."
(4) Old Person: "What's that?"
(5) Young Person: "How can anyone be seduced by the Dark Side?"
(6) The old person thinks for a while.
(7) Old Person: "What computer do you have at home?"
(8) Young Person (eagerly): "A Macintosh!"
(9) Old Person: "But what computer does your father use at work?"
(10) The young person thinks for a moment.

## Next Frame?

The young person thinks for a moment.

### Option A

    The young person thinks for a moment.

## Now Decide! → By now, the rest of the storyboard is defined.

* Select either option A
    If you change your mind, you can go back to the previous page.

### Reference Material

* All the thumbnail storyboard frames.
   * The unformatted script.
      * The original story.
         * The formatted script.
            * To start over, go back to the beginning.
# Filmmaking Basics/Thumbnail Storyboard/Step by Step/aaaaab

fix

## Excellent Decision!

Now the first four shots are:
$\Rightarrow$ Fade In $\Rightarrow$ $\Rightarrow$ Cut To $\Rightarrow$ $\Rightarrow$ Dolly Out $\Rightarrow$ $\Rightarrow$ Pedestal Down $\Rightarrow$ $\Rightarrow$ Dolly Left $\Rightarrow$ $\Rightarrow$ Cut To $\Rightarrow$ $\Rightarrow$ Cut To $\Rightarrow$
EXTERIOR - The local movie theater - NIGHT
(1) The Young Person and Old Person stand looking at the movie poster outside the theater.
(2) Young Person: "That was a great movie..."
(3) Young Person (contined): "but I do not understand one thing."
(4) Old Person: "What's that?"
(5) Young Person: "How can anyone be seduced by the Dark Side?"
(6) The old person thinks for a while.

## Next Frame?

You want to see the Old Person think.

### Option A

    The old person thinks for a while.

### Option B

    The old person thinks for a while.

### Option C

    The old person thinks for a while.

## Now Decide!

* Select either option A or B or C
    If you change your mind, you can go back to the previous page.

### Reference Material

* All the thumbnail storyboard frames.
   * The unformatted script.
      * The original story.
         * The formatted script.
            * To start over, go back to the beginning.
# 4-momentum

Including a time element of energy as
* $\mathbf {p} =\left({\frac {E}{c}},p^{x},p^{y},p^{z}\right)$
This four element vector transforms as a tensor
* $p'^{\mu }={\frac {\partial x'^{\mu }}{\partial x^{\nu }}}p^{\nu }$
And as such constitutes a four-vector, a rank 1 tensor, called the 4-momentum. The mass of a particle is an invariant given by the spacetime length of the 4-momentum according to
* $m^{2}c^{2}=g_{\mu \nu }p^{\mu }p^{\nu }$
which for the metric of special relativity yeilds
* $E^{2}=p^{2}c^{2}+m^{2}c^{4}$
For a particle with mass, the 4-momentum can be related to the 4-velocity by
* $p^{\mu }=mU^{\mu }$
# 4-velocity

4 velocity is a four-vector whose elements are given by the contravariant expression
* $U^{\mu }={\frac {dx^{\mu }}{d\tau }}$
where $\tau$ is the proper time.
For special relativity an inertial frame observer finds the proper time from his own coordinate time $t$ and the coordinate speed $u$ of the thing being observed by
* $dt={\frac {d\tau }{\sqrt {1-{\frac {u^{2}}{c^{2}}}}}}=\gamma d\tau$
So we can write
* $U^{\mu }=\gamma {\frac {dx^{\mu }}{dt}}$
Giving us the relation between 4-velocity and coordinate velocity as
* $U^{\mu }=\gamma u^{\mu }$
# 5 lines/4 intersection points/Sketch/Exercise

Sketch (as many as possible) essentially different configurations of five lines in the plane, which intersect all together in four intersection points.
# 4-number-matrix/Characteristic polynomial/Exercise

Let
    $M={\begin{pmatrix}-1&1&0&0\\0&-1&1&0\\0&0&-1&1\\-1&0&0&1\end{pmatrix}}\,.$
* Determine the characteristic polynomial of $M$.
* Determine a zero of the characteristic polynomial of $M$, and write the polynomial using the corresponding linear factor.
* Show that the characteristic polynomial of $M$ has at least two real roots.
# 4-number-matrix/Zero/Eigenvector/Exercise

Let $\lambda$ be a zero of the polynomial
    $X^{3}+2X^{2}-2.$
Show that
    ${\begin{pmatrix}{\frac {1}{(1+\lambda )^{3}}}\\{\frac {1}{(1+\lambda )^{2}}}\\{\frac {1}{(1+\lambda )}}\\1\end{pmatrix}}$
is an eigenvector of the matrix
    ${\begin{pmatrix}-1&1&0&0\\0&-1&1&0\\0&0&-1&1\\-1&0&0&1\end{pmatrix}}$
for the
eigenvalue $\lambda$.
# Industry and Community Engagement (Health)/Book/2019/YLC/Log Book/20

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# Overview

This is the twentieth entry of a series of entries completed to satisfy the requirements of Assessment 2a: Log Book for the unit, Industry and Community Engagement (Health) at University of Canberra.

## Learning Outcomes

As specified in the individual learning agreement, the outcomes relate to the following:
* Consider various modes of communication with study participants and project members during training to improve inquiry-based learning
* Effectively apply and clarify use of contextual knowledge to industry

## General Tasks

The tasks satisfied at the time of completion for this entry include:
Part A
* Read and reviewed Armstrong-James, Cadogan, Williamson, Rumsey and Harcourt (2018)
Part B
* Reviewed interview set-up
* Revised interview questions
* MessageNet
Part C
* Conducted second interview

### Comments

In Part A, a chronological breakdown for the amount of time spent on each of the activities are as follows: read [00:30] and reviewed [00:30] Armstrong-James et al. (2018).
In Part B, a chronological breakdown for the amount of time spent on each of the activities are as follows: reviewed interview set-up after first initial interview [00:30]; revised choice of words used in interview questions [00:30]; used the ‘Send date and time’ feature on MessageNet to send out messages ahead of time [00:30].
In Part C, a chronological breakdown for the amount of time spent on each of the activities are as follows: conducted second interview with participant [00:20]; MessageNet and data entry [00:10].

### Insights

Once you are comfortable with understanding a particular topic, search for additional sufficient resources that may help to expand aspects of the topic or clarify aspects of the process.

#### Training

Despite differences in the way certain things are approached, there are broad similarities that can still be readily identified.

#### Industry

Certain information are presented in particular forms with respect to the environment in which one is engaged.

# External links

MessageNet
# Industry and Community Engagement (Health)/Book/2019/YLC/Log Book/18

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# Overview

This is the eighteenth entry of a series of entries completed to satisfy the requirements of Assessment 2a: Log Book for the unit, Industry and Community Engagement (Health) at University of Canberra.

## Learning Outcomes

As specified in the individual learning agreement, the outcomes relate to the following:
* Appropriately maintain a certain level of transparency regarding administrative matters of project management with supervisor, unit convener, and other project members, to optimise work-life balance

## General Tasks

The tasks satisfied at the time of completion for this entry include:
Part A
* Updated participant data
* MessageNet
Part B
* Updated participant data
* Revised interview set-up

### Comments

In Part A, a chronological breakdown for the amount of time spent on each of the activities are as follows: identified in the participant data who had been already interviewed at the camp [00:05]; called all home phone numbers to check once more its availability [00:10]; sent out second batch of SMS messages on MessageNet [00:15].
In Part B, a chronological breakdown for the amount of time spent on each of the activities are as follows: data entry (i.e., updated responses from Canberra Health Qualtrics in participant data) [00:05]; reviewed interview set-up for interview scheduled on Friday afternoon [00:25].

### Insights

Manage participant data responsibly and frequently. Ensure best practices are applied also to sending and receiving messages about setting up times to conduct potential interview.

#### Training

Explicit knowledge prioritises what you can see, rather than on what you do not see. It seeks to be directly accessible without much difficulty.

#### Industry

Interdisciplinary and multidisciplinary knowledge asserts that there are different ways in which constructs are currently being operationalised and how these problems are to be understood.

# External links

MessageNet
# Industry and Community Engagement (Health)/Book/2019/YLC/Log Book/14

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# Overview

This is the fourteenth entry of a series of entries completed to satisfy the requirements of Assessment 2a: Log Book for the unit, Industry and Community Engagement (Health) at University of Canberra.

## Learning Outcomes

As specified in the individual learning agreement, the outcomes relate to the following:
* Consider various modes of communication with study participants and project members during training to improve inquiry-based learning

## General Tasks

The tasks satisfied at the time of completion for this entry include:
Part A
* Revised and practised using ‘Parent/Guardian’ and ‘Youth’ interview templates
Part B
* Reviewed desk set-up with computer and on paper

### Comments

In Part A, a chronological breakdown for the amount of time spent on each of the activities are as follows: revised structure of template provided for the Parent/Guardian and Youth documents [00:30]; revised choice of words used within template [01:00]; practiced physical articulation of words using the revised version [00:30].
In Part B, a chronological breakdown for the amount of time spent on each of the activities are as follows: reviewed set-up of desk for interview using only the computer [00:30] or on a desk with paper [00:30].

### Insights

Using the knowledge accumulated from your readings, start by identifying the basic structural elements before making changes to the document. During practice scenarios, consider using different settings to test its impact on delivery.

#### Training

There are various, alternative suggestions one can make or take when planning, managing and organising tasks.

#### Industry

Change is inevitable, but is necessary and produces scope for interaction and thought.
# Industry and Community Engagement (Health)/Book/2019/YLC/Log Book/15

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# Overview

This is the fifteenth entry of a series of entries completed to satisfy the requirements of Assessment 2a: Log Book for the unit, Industry and Community Engagement (Health) at University of Canberra.

## Learning Outcomes

As specified in the individual learning agreement, the outcomes relate to the following:
* Effectively apply and clarify use of contextual knowledge to industry

## General Tasks

The tasks satisfied at the time of completion for this entry include:
Part A
* Read and reviewed Szabo, Ferris, Urso, Aballay and Duncan (2017)
Part B
* Read and reviewed:
** Bakker, Maertens, Van Son and Van Loey (2013)
** Woods, Mayes, Bartley, Fedele and Ryan (2013)

### Comments

In Part A, a breakdown for the amount of time spent on each of the activities are as follows: read [00:30] and reviewed [00:30] Szabo et al. (2017).
In Part B, a breakdown for the amount of time spent on each of the activities are as follows: read [00:30] and reviewed [00:30] Bakker et al. (2013); read [00:30] and reviewed [00:30] Woods et al. (2013).

### Insights

Return to general readings, which you can extract from the HREC Application and other academic sources, to reinforce the reasons for why the topic is relevant and current.

#### Training

Social differences exist in the way we come to understand how particular things are shared.

#### Industry

Social transactions do not always determine how levels of engagement will manifest across situations.

# References

Szabo, M. M., Ferris, K. A., Urso, L., Aballay, A. M., & Duncan, C. L. (2017). Social competence in pediatric burn survivors: A systematic review. Rehabilitation Psychology, 62, 69–80. doi:10.1037/rep0000116
Woods, K., Mayes, S., Bartley, E., Fedele, D., & Ryan, J. (2013). An evaluation of psychosocial outcomes for children and adolescents attending a summer camp for youth with chronic illness. Children's Health Care, 42, 85–98. doi:10.1080/02739615.2013.753822
# Industry and Community Engagement (Health)/Book/2019/YLC/Log Book/16

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# Overview

This is the sixteenth entry of a series of entries completed to satisfy the requirements of Assessment 2a: Log Book for the unit, Industry and Community Engagement (Health) at University of Canberra.

## Learning Outcomes

As specified in the individual learning agreement, the outcomes relate to the following:
* Consider various modes of communication with study participants and project members during training to improve inquiry-based learning

## General Tasks

The tasks satisfied at the time of completion for this entry include:
* Team meeting (physical attendance)

### Comments

Listened to individual experiences by observing individual levels of success and strategies from other project members in being able to secure interviews [01:30]; reviewed economically how messages are to be sent to participants to maximise opportunity of receiving response from participant [00:20]; reviewed general interview set-up [00:10].

### Insights

Withholding information, such as not disclosing how certain procedures were managed, by listening to another person’s experiences does not improve your interaction with those who have shown the willingness to share openly their thoughts about it.

#### Training

Levels of guidance and expectations set by others are useful only when it is simultaneously clear, logical and persuasive. Set examples for yourself; if successful, promote them to others for future use.

#### Industry

Merits exist across both positive and negative aspects of discussion; these contributions diversify ways of thinking.