The filming was kind of a long process, but maybe it didn't need to be? Or maybe it did? The first night of filming at the Thornbury Bowls Club was for a test shoot with mine and Rosie's camera, to work out which one we wanted to use for her film. The second night of filming involved us getting establishing shots of the location. The third night of filming involved us mainly shooting Rosie's script. And the fourth night of shooting involved us mainly shooting Bell's script and getting any other shots we needed to get. Perhaps we didn't need an entire night of filming just to get establishing shots and filler shots, but it certainly made it a lot easier having multiple shots to choose from. For the two nights of shooting we certainly didn't get that much coverage, which meant in the edit we were somewhat stuck using certain shots because we didn't have other options. This was mainly because of time limitations with actors and batteries on cameras dying and such. I'm so neurotic I would have happily spent two nights shooting establishing shots and filler shots and two nights on each shoot, but not everyone wants to rearrange the rest of their life to fit around such projects. I get a tad obsessive if I'm allowed, which can often benefit me, although I do become a giant pain in everyone else's ass. The main thing I learnt from the filming process was that you can plan out exactly what you want to do, and how your going to do it, but once you get into the location with the actors this plan often changes however, you are still much better of having the plan than none at all! As the neurotic freak I am, I had all the shots I wanted to use storyboarded. I had originally planned to shoot all the establishing shots, stick them in a timeline and then also shoot the other shots (with fill in actors) and add them to the timeline to see how it looked. Of course no one else was interested in spending an entire night shooting the film but with them as stands in just so I could complete my psychotic endeavour of... According to the above context, answer the following question. What is probably true about the narrator?
OPTIONS:
- he loves making films
- not enough information
- he hates making films
- he wants to be an actor

Answer: he loves making films

Question: I end this small run of blog posts with the question posed by Professor Brian Boyd at the beginning of our evening: Do we want to close the achievement gap? We know we can close the gap. It's been done or almost been done before in Scottish education, but the answers have been ignored as they pass us by. The simple clue is this: poverty is single biggest predictor of achievement, and according to research (Hammonds sic, reference required), aged 10, a child living in poverty is 60% less likely to get to university. Boyd borrowed from his own mother's report card to ask us what kind of education we desire. Is it the academic success at all costs route, or is there another option we need to value as much, if not more? His mother's report card, one that prevented her from becoming a secondary school pupil in Glasgow, is filled with G and FG, until the last point: Character and conduct - excellent. What kind of pupils do we want to develop in Scotland? What do we value in our assessment system? Opening up opportunity for all is a tough game to play when the examination system rewards only certain types of behaviour, few of them related to what the Curriculum for Excellence says we stand for. In his own small community in East Kilbride, three secondary schools enter a period of meltdown as the local rag sets about creating its own local league table of performance, with those three 'teams' in competition for the top spot (or at least not the bottom one). Therefore, we must stop basing "the gap" largely on attainment. First of all, Boyd would like us to remove the traditional, and non-sensical academic/vocational divide. Is the law or medicine degree we value not vocational? (Are all General Practitioners not Plumbers, as Dr Murray on the panel suggests?) According to the above context, answer the following question. The writer thinks that:
OPTIONS:
- the educational system worked better in the past
- the educational system in Scotland operates as it should
- not enough information
- the educational system in Scotland needs reform
Answer: the educational system in Scotland needs reform

Question: November always dragged around the station, but today was one dead Sunday. Not one car pulled off the interstate all morning. Nothing hit the drive but a thin steady rain, puddling slow rainbows in the oil. Me and Harnie just tilted back our chairs against the cigarette rack, watched the monster movie, and waited for the game to start. The big flying turtle was about set to barbeque downtown Tokyo when the drive bell rang, and up sluiced a car so damn gorgeous it hurt to look at it. A '37 Buick Roadmaster it was, painted a red so rich it was nearly black, that straight eight engine whispering like a lover while teardrops of rain rolled down the chrome grill. Out climbed this tall fellow, dressed like God's grandpa done up for a wedding or a funeral. His skin was brown as a buckwheat cake, with creases deep as drainage ditches. Took a mighty long stretch of sweat and toil, love and birth and dying, to carve a face like that. He flexed his shoulders, then rolled his neck till it cracked. He pulled a pack of Camel straights from inside his vest and flipped one out. "Got a light?" His voice was deep and warm, half gravel, half honey. I tossed him a pack of matches through the open door; he caught it left-handed, then flipped it open, folded over a match, and struck it with his thumb. "This the town with the dead fiddler?" he said after a long drag on the smoke. "You might say so," I said, ignoring the look Harnie gave me. Nobody talked about her; I wondered how this fellow had even heard about her. "Ain't a fiddle, though. It's a cello, like in the symphony." The stranger shrugged. "Close enough." "She ain't d-dead, neither," Harnie said. "M-more sleeping, like." He puffed out a wreath of smoke. Then another. "Let's go wake her up," he said. "You best not try, mister," I said. "She been sleeping for thirty some year." According to the above context, answer the following question. What is true of the man with the car?
OPTIONS:
- not enough information
- he is rich
- he smokes
- he has a gun
Answer:
he smokes