I Know What You Download

I Know What You Did Last Summer is a 1997 American slasher film directed by Jim Gillespie, written by Kevin Williamson, and starring Jennifer Love Hewitt, Sarah Michelle Gellar, Ryan Phillippe and Freddie Prinze Jr. It is loosely based on the 1973 novel of the same name by Lois Duncan[5] and is the first installment in the I Know What You Did Last Summer franchise. The film centers on four young friends who are stalked by a hook-wielding killer one year after covering up a car accident in which they supposedly killed a man. The film also draws inspiration from the urban legend known as "The Hook" and the 1980s slasher films Prom Night (1980) and The House on Sorority Row (1982).

One year later, Julie returns home from college for the summer. The friends have gone their separate ways, with none of them pursuing their dreams due to struggling with the incident. Julie receives a letter stating, "I know what you did last summer!" She and Helen take the note to Barry, who suspects Max. Julie meets Ray, who now works as a fisherman. Max is killed by a figure in a raincoat wielding a hook. That night, Barry is ambushed by the assailant stealing and driving his car.

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A year later in 1998, Julie is in college in Boston. As she enters the shower, she notices the words "I still know" written in the steam on the shower door. A dark figure crashes through it as she screams.

According to producer Stokely Chaffin, the producers sought out actors who were "beautiful, but likable".[9] Director Gillespie recalled that, though he had been unfamiliar with the screenplay's source material, that "roughly 60 to 65%" of the young women auditioning had read the novel as children.[10] Jennifer Love Hewitt, who at the time was mainly known for her role on the television series Party of Five, was cast in the lead of Julie James based on her "ability to project vulnerability", which the producers, director Gillespie and writer Williamson unanimously agreed upon.[9] Initially, Hewitt was considered for the role of Helen.[9] Melissa Joan Hart was offered a role, but she turned it down, because she felt that the film was a rip-off of Scream.[11] For the role of Barry, the crew had envisioned an actor with a "6 ft 2 in (1.88 m) quarterback" appearance, as the character had been written as an intimidating figure.[9] Ryan Phillippe was ultimately cast in the part based on his audition, despite the fact that he was not as physically tall as the script had called for.[9] Director Gillespie chose Freddie Prinze Jr. for the role of Ray, because he felt Prinze himself had an "everyman" quality much like the character.[9]

Sarah Michelle Gellar was the last of the lead performers to be cast in the role of Helen.[9] Like Hewitt, Gellar was also known to American audiences at the time for her roles in television, primarily as the titular Buffy Summers on Buffy the Vampire Slayer.[9] Gillespie commented on casting Gellar: "I wanted an actress that had a warmth to her, but could still come off as being a bitch."[9] For the supporting role of Missy, Gillespie sought an actress with significant screen presence, as the character, despite appearing in only two scenes, is central to several major plot points.[9] Anne Heche was cast in the role, which she recalled as being two days' worth of work that required her to "be scary".[9]

The film inevitably drew both positive and negative comparisons to Scream, also written by Williamson. Mick LaSalle considered the movie inferior to its predecessor.[33] Richard Harrington, on the other hand, cited IKWYDLS as superior to Scream; he described the newer picture as "... a smart and sharply-drawn genre-film with a moral center, and with a solid cast of young actors to hold it."[34] Derek Elley of Variety was also enthusiastic, calling the film a "polished genre piece with superior fright elements that should perform at better-than-average theatrical levels."[35] Roger Ebert gave the movie one of four stars and wrote that "The best shot in this film is the first one. Not a good sign."[36] Entertainment Weekly praised Jennifer Love Hewitt's performance, noting that she "knows how to scream with soul".[37]

Psychedelic therapy is perhaps the most exciting new development in psychiatry. Not only does it offer a radical new approach to treatment where mainstream approaches have proven ineffective, but the growing evidence for transdiagnostic efficacy is eliciting a re-think of current diagnostic and symptom-specific approaches to psychiatry. This excitement has led to a massive investment in this field with many tens of new pharmaceutical companies being set up to research the effects of known psychedelics and develop new patentable molecules. Whilst this enthusiasm is to be welcomed, it is important that new research is properly grounded in established facts and reflects current knowledge. In this commentary we lay out the knowledge framework that should be taken into account by all innovative researchers in this field.

Mr M, a patient with semantic dementia--a neurodegenerative disease that is characterized by the gradual deterioration of semantic memory--was being driven through the countryside to visit a friend and was able to remind his wife where to turn along the not-recently-travelled route. Then, pointing at the sheep in the field, he asked her "What are those things?" Prior to the onset of symptoms in his late 40s, this man had normal semantic memory. What has gone wrong in his brain to produce this dramatic and selective erosion of conceptual knowledge?

We welcome ideas for additional topics, speaker suggestions, and comments. Please consider presenting on a topic from your area of knowledge, skills, or expertise. Or, suggest a presentation that you watched and particularly enjoyed. Send your ideas to the lecture planning team at youdontknowwhatyoudontknow@noaa.gov.

Think of science like a giant web of knowledge. Any particular strand could break or change, but the overall web holds up. Our web of knowledge grows stronger as we do more studies and become more confident in their results.

About half of users of pod-based e-cigarettes, including Juul, said they shared pods with friends, and nearly half did not know if they always used cartridges sold under the same brand name as their devices.

LLMs can create novel solutions to stacking arbitrary objects, improve at drawing unicorns in TikZ, and explain quantum theory in the style of Snoop Dogg. But does that mean these LLMs actually know anything about eggs, unicorns, or Snoop Dogg?

The rationalism crowd opens a door to considering that LLMs have knowledge. If the deep learning model is manipulating language in a way that grasps all sorts of semantic connections between words and groupings of words, then is it coming to a sort of true idea? Ultimately, that would mean you could acquire all knowledge just by processing the language used to describe that knowledge. Knowledge and the language used to convey that knowledge would essentially be the same thing.

Chatbot: Yes, a large language model, like the one I'm based on, has a vast amount of knowledge. It is trained on a diverse range of text sources, which allows it to learn and understand various topics, facts, and concepts. However, it's important to note that the knowledge of a language model is limited to the information available in its training data and may not always be up-to-date or accurate. Additionally, a language model's understanding of knowledge is not the same as human understanding, as it lacks consciousness and real-world experiences.

If you are an auditory learner, you learn by hearing and listening. You understand and remember things you have heard. You store information by the way it sounds, and you have an easier time understanding spoken instructions than written ones. You often learn by reading out loud because you have to hear it or speak it in order to know it.

The following professional development program is anchored by anti-racist pedagogy, a paradigm that centers praxis in efforts to challenge individuals and structural systems that perpetuate racism.9 Praxis, which is transformation accomplished through reflection and action, requires developing critical consciousness about racism and the impacts of racism on individuals and communities.10 Because academic environments traditionally value objectivity and knowledge that is context independent, engaging in anti-racist work in the academy is especially challenging.11 Thus, all those involved (e.g., participants and facilitators) must be prepared to experience some level of emotional and mental discomfort and to disrupt the way they typically engage in professional development opportunities.

Prerequisite knowledge by presenters and collaborators must be centered on equity. Hence, we recommend partnerships with equity, diversity, inclusion (EDI), or justice-oriented collaborators. This could be in the form of EDI experts and scholars present in offices of diversity affairs, multicultural centers, or higher education scholars. In addition, we highly encourage the workshop team to have a good sense of current sociocultural dynamics and an understanding of the experiences of underrepresented faculty and trainees, as well as sensitivity to disparities and outcomes in health care.

Before transitioning to the second half of the workshop, participants participated in an individual 10-minute reflection exercise (Appendix G) to start shifting their mindsets toward responding to such incidents. We introduced the reflection exercise as part of our efforts at situating participants in active roles. Reflection allowed for retrospection and improvement of one's actions, abilities, and knowledge.

It is important to explore what motivates individuals to respond to these instances of RDM. We found three overarching themes: upbringing and previous experiences; values centered on equity, equality, and justice; and agency. Specifically, our lived experiences, values compass, and courage to act are what motivates us to become active bystanders. This aligns with bystander motivation literature, which, in cases of bullying, has shown five motivators: interpretation of harm in the situation, emotional reactions, social evaluating, moral evaluating, and intervention self-efficacy.22 Simultaneously, we examined the reasons that prevent action: power positioning and dynamic, lack of knowledge or personal experience with the issue, and racial battle fatigue, a salient theme amongst attendees of color. Racial battle fatigue, as Smith argued, is the stress associated with racial microaggressions that causes various forms of mental, emotional, and physical strain.5 e24fc04721