Shad

Shad loves attending the voluntary sessions. He has a relatively stable homelife. His father lives with him. He does not have home office problems, as he has been successful in his British citizenship application. He arrived in UK in the back of a lorry. He is excited by the video project. He has used the video camera before and likes to be in control. He always reminds the group to bring the camera along. He likes to take footage of people in strange circumstances. He takes close-ups and starts to annoy some of the participants. Some of the students are rock climbing and are struggling on the bouldering wall. He starts shooting and they react nervously. An incident occurs when some of the girls begin shouting at him. I have to interject and take the camera from him. I give it to another student.
He is so keen to see the footage and plays a major role in the choice of clips. His IT ability is good and has no trouble collecting possible clips into folders, ready for further editing. He finds it hard collaborating with some of the students. There is an instance where he has an argument with one student over the use of the video camera. I feel he is being critical rather than supportive of her filming technique. He looks to me for support and a try to explain that not everyone has had experience using the camera.
He is keen to include himself in the final edit. He is not able to give a talking heads interview due to family commitments elsewhere. He is disappointed that he cannot be a part of the media crew shoot.
He is unable to attend the public performance in the piazza, due to a relocation in the country.
He has continued with his education at his new college.