This document discusses the differences between titles and credits in movie trailers. Titles provide information about the plot to help viewers understand the narrative and are usually shown in the middle of the trailer. Credits acknowledge those involved in the film's production and are typically displayed at the end. Both titles and credits can include information like actor names, awards, and critic quotes to help market the film. They are purposefully designed and timed within a trailer to intrigue audiences and fit the narrative style and genre of the movie.
Paving the way for a new composite indicator on business model innovationsFranz Barjak
In the USA, 40% of the 27 companies founded in the last 25 years, that grew their way into the Fortune 500 in the past 10 years did so through business model innovation (Johnson, Christensen, & Kagermann, 2008). David Teece (2010) suggested that the more radical a technological innovation, the greater the need for business model innovation (BMI) in order to capture (part of) the value created by the new technology. Overall, there is a growing focus on business models and business model innovations (BMI) (Zott, Amit, & Massa, 2011). However, academic research seems to lag behind business practice (ibid.) and we currently know rather little on business model innovations. A big part of the growing literature on BMI is conceptual (see the reviews in Morris, Schindehutte, & Allen, 2005; Osterwalder, Pigneur, & Tucci, 2005; Zott, et al., 2011). Others have developed instruments for using the concept in business practice and consulting (Osterwalder & Pigneur, 2009). Empirical evidence on BMI results mainly from case studies and very few ad-hoc and mostly non-scientific surveys.
Methodologically stronger innovation surveys, such as the harmonized European Community Innovation Survey (CIS) 2010, the Japanese National Innovation Survey 2012 or the US Business R&D and Innovation Survey (BRDIS) 2010 do not know the concept of BMI (see Barjak, Niedermann, & Perrett, 2013). The same applies for the Oslo Manual, the OECD guidelines for collecting innovation data, which defines and describes four types of innovation but excludes BMI in its most recent edition (OECD, 2005).
CIS experts have complained about the low use and impact of the CIS dataset, the most comprehensive multi-country data set on corporate innovation (Arundel, 2007; Bloch & Lopez-Bassols, 2009). The development and analysis of complex indicators can be a remedy to this, raising the policy relevance of CIS survey questions (Arundel, 2007). A number of such indicators have been suggested to identify different innovation modes or types (Frenz & Lambert, 2012), however, the construct of BMI is also omitted in this line of work.
The present paper aims to close this gap by
• linking the BMI construct conceptually and empirically to established innovation surveys and their definitions,
• identifying gaps in the survey coverage with regard to the BMI construct,
• developing suggestions on how to close these gaps.
We first introduce our understanding of business models and business model innovations in the next section. In section 3 we implement this definition, develop a composite indicator for BMI and measure it with data from CIS 2008 and CIS 2010. The last section summarizes and concludes the paper.
Self assessment is core to self learning or open learning. Children at aarohi unschool in India use self assessment as part of their learning process on a daily basis and usage of tools helps them look back at their day / work in many diff ways and hence enhancing learning.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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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.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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.
2. What is the difference between titles and credits?
(what do they say/what are they about?)
Titles Credits
- give the audience an idea about the plot of
film. (This can we shown through the choice
of font, colour and size of the titles).
- aids the viewers understanding of the
narrative. (This is closely linked with when
the titles appear during the trailer).
-Credit those involved in the whole process
of the film. (E.g. the names of the director,
the cast, those involved in production).
-Usually occur at the end of the trailer.
-Sometimes are at the start – called
‘opening credits’.
-Can have ratings/ quotes from critics or
other directors.
or newspapers - that help with the
marketing of the film.
‘A Farewell To Arms’ (1932)
‘Inception’ (2010)
3. What do they say/What are they about?
• Can have ratings from critics/ other
directors/newspapers - that help with the
marketing of the film.
• Can have quotes from a book the film was
inspired by or quotes from widely known critics/
other directors/newspapers.
• Can have nominations/ awards the film won.
• Can have the release date of the film
• Can include information about social networking
sites so that the audience have the opportunity to
interact with the institution.
• In some trailers – the film is associated with other
successful films which have the some of the same
people involved. (E.g. ‘The Book Thief is
associated with the same studios as ‘Life of Pi’).
4. Who?(who and what are they about and
why is this?)Titles:
• Actors: titles display the names of the most well-known actors involved in the film.
Allows for acknowledging the actor+ the film will appeal to wider audience as
people/fans may want to see a certain actor.
• Production/Distribution companies: titles display the name of who funded the
film which acknowledges their contribution to the film.
• Key people: titles display the names of the people well-known in the film-making
of the film e.g. a well-known director/ cinematographer/ screen-writer etc.
• Words related to storyline: titles can display words that link to the main plot of
the film – can make it memorable to the audience to remember the key
points/themes etc.
5. Who?(who and what are they about and
why is this?) continued…
Credits:
• Names: Displays the names of those involved in the whole process of the film e.g.
editors
• Awards: Displays the awards the film has won.This can interest the audience,
making them want to watch it as they know it is good or a “must see”
• Quotes: Displays positive comments on the film, by well-know critics/ ect. This can
make the audience interested in seeing the film.
6. Why? (what is their purpose and why are
they there?)Titles:
• To inform the audience on the main plot so that they are aware of what the is
happening/ what the film is about.
• To mention a few well-known actors/ the director so as to give the audience an
idea of what to expect (e.g. a particular director has their own style – like:
Tarantino – postmodernism).
Credits:
• To acknowledge and thank those involved in all stages of the film production. (e.g.
in production/filming/ post- production e.g. editors).
7. When? (when in the sequence? How close together/
how far apart/ how long do they last ect)
Titles: Credits:
• Usually last about 3 seconds.
• Tend to be around 5 seconds apart.
• Tend to stop at the middle of the
trailer.
• Towards the end of the trailer (usually
the last 10 seconds) there are more
titles (which are about 3 seconds
apart).
• How fast the titles change depends on
the pace of the editing.
• Usually appear towards the end of the
trailer (sometimes at the middle).
• Last enough time to allow someone to
read them.
• Tend to be spread apart as they can
contain a lot of information.
8. Where is the title placed in the
sequence? Why?
• Titles are usually placed in the centre of the screen.
• The production and distribution companies names appear at the start as
they funded the film and under financial terms contributed most.
• The names of the main actors appear mainly in the middle and towards
the end of the trailer but can appear throughout. The main actors can
attract the audience to watch the film and are paid more than the rest of
the cast.
9. How they fit in with the narrative
structures and narrative enigmas?
• Titles aid the audiences understanding of the main plot, ideas and themes
within the narrative.
• Titles fit in with the narrative especially to intensify suspense and tension
as they make the narrative seem mysterious which intrigues the audience,
leaving them with questions.
10. How do they fit in with the psychological horror
genre?
• Tend to have a black background (as black is associated with
darkness and evil/ something scary)
• Titles tend to be in capital letters and large font size (which
makes it seem intimidating and memorable for the audience).
• Explores the realistic or unnatural which creates fear in the
audience through leaving many enigma codes.
11. How? (How are they done?
style/font/colours/animation etc)
• Typically the horror genre uses the colours of black, white or red for the
titles’ colours. (screen shots of one with each colour)
• The titles tend to be in bold, clear font, and sometimes the titles are in
capital letters to maintain the audiences attention as it is dramatic and
intriguing.