Audience feedback
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The document discusses feedback received on a documentary about the filmmaker's personal life. Feedback on the initial proposal was positive overall, but raised ethical concerns due to the personal nature. Feedback on the rough cut suggested interviewing more family members. Later feedback noted that improvements had been made based on advice, like including divorce statistics. While more family perspectives were wanted, viewers understood family members' sensitivity. Overall, feedback helped strengthen the documentary.
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What have you learnt for your audience feedback?
The document discusses the filmmaker's process of gathering audience feedback at different stages of creating their film. Initial feedback on the plot helped shape the abstract idea. A rough cut shared with their class received comments that parts lacked images. For the final cut, the filmmaker incorporated prior feedback, and the audience response was very positive. The filmmaker also shared the final film online to collect a variety of feedback from different age ranges, which was mostly positive.
What have you learnt from audience feedback?
The document discusses the filmmaker's process of gathering audience feedback at different stages of creating their film. Initial feedback on the plot helped shape the abstract idea. A rough cut shared with their class received comments that parts lacked images. For the final cut, the filmmaker incorporated prior feedback, and the audience response was very positive. The filmmaker also gathered feedback by posting the completed film online, receiving both constructive reviews and one-word responses from a varied audience across age ranges.
Q3: What have you learnt from audience feedback
The document discusses feedback received at various stages of creating a horror film. It includes:
- Conducting a survey to learn what type of victim, weapon, and setting audiences preferred, which informed the film's creation.
- Researching other horror films to understand conventions and what audiences want to watch, finding people prefer films set in family homes.
- Getting feedback on the film poster that most could identify it was for a horror film but did not make the link to the film's séance theme obvious.
- Limited feedback on the film review but suggestions to make it more visually engaging by adding an additional image.
What’ve you learnt from your audience feedback
The document discusses different methods used to collect audience feedback on a documentary: posting it on Facebook to get friends' reactions; an online questionnaire with questions about the documentary, print ad, and radio ad; and filming a family watching and then interviewing them. The main lessons learned were that Facebook feedback lacked criticism, the questionnaire clarified strengths and weaknesses of each part, and filming reactions provided spontaneous first-hand views of audience response and which specific moments elicited reactions.
Evaluation question 5
The filmmaker uploaded their completed film to Facebook to get reviews and comments from friends, who liked the film. They also took interviews from some friends, showing them the trailer from a reference film to get their opinions on the genre and what they liked about the potential movie.
What have you learnt from your audience feedback
The document discusses feedback the author received on various media products from posting on social media sites. Feedback helped the author improve a magazine cover design by changing the lettering color [1]. Positive feedback on a film trailer reassured the author their vision was coming across well and helped them realize they forgot to include a release date [2]. Getting feedback from audiences is essential to creating successful media texts that people will enjoy, as others may provide ideas you didn't think of [3].
Focus group feedback
The document summarizes feedback from a focus group on various marketing materials created for a music project, including a music video, digipak, and magazine advertisement. Key feedback included:
1. The music video effectively captured the genre but could have benefited from more tempo variation. Shots and narrative structure were easy to follow.
2. Photos in the digipak were low quality but slides complemented each other well.
3. The magazine ad had an unintended "wanted poster" look but still worked as an ad and tied the package together representing the rock genre.
Q3 evaluation
The document summarizes feedback received from the target audience (TA) of a music video project. Social media, including Twitter and Facebook, was used to collect feedback from a wide range of ages and genders. Focus groups of TA age peers provided more specific feedback when asked directed questions, though some only gave "yes" or "no" answers. Feedback indicated that shots were sometimes out of sync or had too long average shot lengths, so changes were made. Social media feedback noted that both genders enjoyed the video and found the narrative clear. Locations and black-and-white effects were well received. The TA research provided useful qualitative and quantitative feedback to evaluate the project.
Recommended
What have you learnt for your audience feedback?
The document discusses the filmmaker's process of gathering audience feedback at different stages of creating their film. Initial feedback on the plot helped shape the abstract idea. A rough cut shared with their class received comments that parts lacked images. For the final cut, the filmmaker incorporated prior feedback, and the audience response was very positive. The filmmaker also shared the final film online to collect a variety of feedback from different age ranges, which was mostly positive.
What have you learnt from audience feedback?
The document discusses the filmmaker's process of gathering audience feedback at different stages of creating their film. Initial feedback on the plot helped shape the abstract idea. A rough cut shared with their class received comments that parts lacked images. For the final cut, the filmmaker incorporated prior feedback, and the audience response was very positive. The filmmaker also gathered feedback by posting the completed film online, receiving both constructive reviews and one-word responses from a varied audience across age ranges.
Q3: What have you learnt from audience feedback
The document discusses feedback received at various stages of creating a horror film. It includes:
- Conducting a survey to learn what type of victim, weapon, and setting audiences preferred, which informed the film's creation.
- Researching other horror films to understand conventions and what audiences want to watch, finding people prefer films set in family homes.
- Getting feedback on the film poster that most could identify it was for a horror film but did not make the link to the film's séance theme obvious.
- Limited feedback on the film review but suggestions to make it more visually engaging by adding an additional image.
What’ve you learnt from your audience feedback
The document discusses different methods used to collect audience feedback on a documentary: posting it on Facebook to get friends' reactions; an online questionnaire with questions about the documentary, print ad, and radio ad; and filming a family watching and then interviewing them. The main lessons learned were that Facebook feedback lacked criticism, the questionnaire clarified strengths and weaknesses of each part, and filming reactions provided spontaneous first-hand views of audience response and which specific moments elicited reactions.
Evaluation question 5
The filmmaker uploaded their completed film to Facebook to get reviews and comments from friends, who liked the film. They also took interviews from some friends, showing them the trailer from a reference film to get their opinions on the genre and what they liked about the potential movie.
What have you learnt from your audience feedback
The document discusses feedback the author received on various media products from posting on social media sites. Feedback helped the author improve a magazine cover design by changing the lettering color [1]. Positive feedback on a film trailer reassured the author their vision was coming across well and helped them realize they forgot to include a release date [2]. Getting feedback from audiences is essential to creating successful media texts that people will enjoy, as others may provide ideas you didn't think of [3].
Focus group feedback
The document summarizes feedback from a focus group on various marketing materials created for a music project, including a music video, digipak, and magazine advertisement. Key feedback included:
1. The music video effectively captured the genre but could have benefited from more tempo variation. Shots and narrative structure were easy to follow.
2. Photos in the digipak were low quality but slides complemented each other well.
3. The magazine ad had an unintended "wanted poster" look but still worked as an ad and tied the package together representing the rock genre.
Q3 evaluation
The document summarizes feedback received from the target audience (TA) of a music video project. Social media, including Twitter and Facebook, was used to collect feedback from a wide range of ages and genders. Focus groups of TA age peers provided more specific feedback when asked directed questions, though some only gave "yes" or "no" answers. Feedback indicated that shots were sometimes out of sync or had too long average shot lengths, so changes were made. Social media feedback noted that both genders enjoyed the video and found the narrative clear. Locations and black-and-white effects were well received. The TA research provided useful qualitative and quantitative feedback to evaluate the project.
Question 3 of media evaluation
The document discusses different types of feedback the author received on their music video and other products. Preference feedback involved tallying audience preferences for different photos, which showed a clear favorite but not why. Hot desk feedback from classmates provided specific comments on what they liked, needed improving, and thoughts on editing. A focus group with the target audience allowed for a discussion where feedback was recorded, which provided more insights than written comments alone. The author learned that qualitative feedback provides more useful information than just numbers, and getting feedback from the target audience is important since they will decide whether to buy the product.
What have you learnt from your audience feedback?
The document discusses audience feedback received from questionnaires distributed on Facebook about a short film exploring teenage depression. Key findings include:
- Respondents provided both factual and emotional accounts of depression from personal experiences and YouTube videos that informed the filmmaker's research.
- The questionnaires helped assure the filmmaker their film addressed legitimate themes and issues relevant to the target audience.
- Responses gave insight into the target audience and how they view depression, short films, and social realism genres.
Unit 4 focus group write up
The focus group provided feedback on a film produced by the document's author. All four people who saw the film said they would watch it if it was a full-length feature and thought it touched on current world problems. Most thought the target age range was 12-21 due to some violence, and agreed it should receive a 12 age certificate. The author found the results predictable as the film seemed tailored to its target audience.
Question 3
From the audience feedback, the creator learned:
1) Some viewers were confused about the identity of the teenage male performer.
2) One viewer enjoyed the editing but was undecided about watching it again.
3) Another viewer rated the video 3 out of 5 for enjoyment, and enjoyed the black and white style and newspaper scene.
4) Closer shots of the teenage male could improve emotional connection for viewers.
Audience feedback
The document discusses feedback received on a student film project from its audience on Facebook. The feedback informed improvements and identified what worked well, such as different camera angles. Suggestions were also made on how to improve elements like having the attacker die as a plot twist. Through receiving audience feedback, the students learned how to better make videos in the future, especially the importance of considering how the audience will perceive and understand the media text.
Research findings -
The student conducted research into film trailers to help understand their production and codes. Research methods included analyzing trailers of different genres on YouTube and collecting questionnaire responses. This research helped the student gain a clearer understanding of trailers and what makes them successful. The research was uploaded to a blog to demonstrate the in-depth nature of the work. The student learned about action movie conventions commonly featured in trailers and how to implement these lessons to create an effective trailer.
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Sebenta de Direito Comercial e Títulos de Crédito, (2013/4)
Raquel Alves, ISCAD, Solicitadoria
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Internet es una red mundial descentralizada que conecta ordenadores de todo el mundo a través de protocolos de comunicación sobre cables y conexiones inalámbricas. Esta red proporciona servicios como navegación web, correo electrónico, grupos de noticias, transferencia de archivos, comunicaciones de voz y video, y acceso a contenidos de radio, televisión y prensa. Internet ha facilitado la interconexión global entre personas e instituciones, reduciendo las barreras de distancia y tiempo.
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El padre expresa en la carta su gran amor por su hija Evelyn, a quien considera la luz que ilumina su vida. Recuerda el día en que la tuvo por primera vez en sus brazos y sintió una felicidad y amor indescriptibles, entendiendo entonces su misión como padre. Le desea a su hija que sea feliz, que acepte a los demás tal como son, y que enfrente la vida con valentía y sin rencores.
Audience Feedback - Evaluation
Hailey Marks-Burton created a documentary on cyberbullying and received feedback from various sources to evaluate and improve her work. Students in a Year 10 drama class enjoyed the documentary and understood the topic. Some feedback suggested improving sound quality during outdoor recordings and adding more interviews. Overall, the audience engaged with the documentary and felt it effectively addressed the issue of cyberbullying.
What have you learned from your audience feedback
Felan created questionnaires to get feedback from classmates on documentaries. Most preferred human behavior documentaries and said they provided relatability. This informed Felan's focus on abuse in care homes.
Felan got feedback on drafts of ancillary tasks by leaving images around the classroom with comment sticky notes. This improved the work by providing new ideas and catching mistakes.
Additional feedback found voiceovers important for explaining the narrative. This guided Felan to include a voiceover for an informative, expository style.
Overall, feedback helped shape the documentary, advertisement, and DPS to work together promoting the topics and drawing in the target audience.
Audience Feedback
Beth conducted extensive audience research through profiles, online surveys, and focus groups to inform the creation of her music video and ancillary materials for the band Southlakes. The feedback revealed preferences for narrative videos featuring emotional storylines and uncovered opportunities to improve pacing and character relatability. Edits were made to address these points and increase audience engagement. Beth learned it is crucial to continually refer to target audiences to shape products according to their wants. Detailed audience understanding facilitates smooth creation of appealing materials.
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Question 3 of media evaluation
The document discusses different types of feedback the author received on their music video and other products. Preference feedback involved tallying audience preferences for different photos, which showed a clear favorite but not why. Hot desk feedback from classmates provided specific comments on what they liked, needed improving, and thoughts on editing. A focus group with the target audience allowed for a discussion where feedback was recorded, which provided more insights than written comments alone. The author learned that qualitative feedback provides more useful information than just numbers, and getting feedback from the target audience is important since they will decide whether to buy the product.
What have you learnt from your audience feedback?
The document discusses audience feedback received from questionnaires distributed on Facebook about a short film exploring teenage depression. Key findings include:
- Respondents provided both factual and emotional accounts of depression from personal experiences and YouTube videos that informed the filmmaker's research.
- The questionnaires helped assure the filmmaker their film addressed legitimate themes and issues relevant to the target audience.
- Responses gave insight into the target audience and how they view depression, short films, and social realism genres.
Unit 4 focus group write up
The focus group provided feedback on a film produced by the document's author. All four people who saw the film said they would watch it if it was a full-length feature and thought it touched on current world problems. Most thought the target age range was 12-21 due to some violence, and agreed it should receive a 12 age certificate. The author found the results predictable as the film seemed tailored to its target audience.
Question 3
From the audience feedback, the creator learned:
1) Some viewers were confused about the identity of the teenage male performer.
2) One viewer enjoyed the editing but was undecided about watching it again.
3) Another viewer rated the video 3 out of 5 for enjoyment, and enjoyed the black and white style and newspaper scene.
4) Closer shots of the teenage male could improve emotional connection for viewers.
Audience feedback
The document discusses feedback received on a student film project from its audience on Facebook. The feedback informed improvements and identified what worked well, such as different camera angles. Suggestions were also made on how to improve elements like having the attacker die as a plot twist. Through receiving audience feedback, the students learned how to better make videos in the future, especially the importance of considering how the audience will perceive and understand the media text.
Research findings -
The student conducted research into film trailers to help understand their production and codes. Research methods included analyzing trailers of different genres on YouTube and collecting questionnaire responses. This research helped the student gain a clearer understanding of trailers and what makes them successful. The research was uploaded to a blog to demonstrate the in-depth nature of the work. The student learned about action movie conventions commonly featured in trailers and how to implement these lessons to create an effective trailer.
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Danielle Ferrier used various media technologies throughout the stages of her documentary project. During research, she watched other documentaries for inspiration and used the internet to research appropriate institutions and narratives. For filming, she used a Panasonic camcorder to record interviews. During editing, she used Premiere Pro on her MacBook Pro and VLC media player to organize footage. She uploaded clips to Vimeo and images to Imgur to include in her blog. She also used tools like Voki and SlideShare to engage readers of her blog evaluation.
Case Forest pedagogy
This document describes a teacher's experimentation with the Case Forest pedagogical method with their third grade class. The process began with (1) discussing a forest phenomenon by analyzing photographs, which led the class to choose the driving question "Why do leaves change color?". Next, the students (2) designed learning objects by suggesting collecting and photographing autumn leaves, and classifying them. The teacher found that the students were enthusiastic about the activity-based and student-oriented method.
A2 Media Coursework - Production/Evaluation - Final Magazine Advert
The document describes the steps taken to create a magazine advertisement. It explains that the creator first selected an image and edited it in photo editing software. They then added design elements like a black rectangle, the album cover, text for the artist name, album title, release date, and other details. Font colors and sizes were chosen intentionally to draw attention to key information. Ancillary texts provide context for each design choice and the reasoning behind the overall layout, making the final advertisement effective at its intended purpose of promoting the artist and album.
5th Sunday A
The document provides commentary and analysis of the readings for the 5th Sunday in Ordinary Time A. It discusses the first reading from Isaiah which focuses on giving justice to the oppressed. The psalm emphasizes that God loves the righteous who are gracious to others. The second reading from Corinthians notes that faith comes from God's power, not human wisdom. The Gospel reading from Matthew calls Christians to be "salt and light" in the world through good deeds. The commentary encourages developing a sense of radicalism by addressing social issues like poverty in the light of faith.
Honeypots - The Art of Building Secure Systems by Making them Vulnerable
1. The document is a presentation by Andrei Avădănei, President of the Cyber Security Research Center from Romania, about honeypots - systems designed to detect attacks by appearing vulnerable.
2. Honeypots are used to collect valuable security information from attackers with minimal resources, help prevent attacks, and catch new malware and vulnerabilities.
3. There are different types of honeypots including low, medium, and high interaction systems, as well as production honeypots within an organization and research honeypots to study threats.
Sebenta de direito comercial e titulos de crédito, das aulas do Prof. Doutor ...
Sebenta de direito comercial e titulos de crédito, das aulas do Prof. Doutor ...A. Rui Teixeira Santos
Sebenta de Direito Comercial e Títulos de Crédito, (2013/4)
Raquel Alves, ISCAD, Solicitadoria
Direito Comercial 1P1 e1 internet
Internet es una red mundial descentralizada que conecta ordenadores de todo el mundo a través de protocolos de comunicación sobre cables y conexiones inalámbricas. Esta red proporciona servicios como navegación web, correo electrónico, grupos de noticias, transferencia de archivos, comunicaciones de voz y video, y acceso a contenidos de radio, televisión y prensa. Internet ha facilitado la interconexión global entre personas e instituciones, reduciendo las barreras de distancia y tiempo.
Para mi hija evelyn
El padre expresa en la carta su gran amor por su hija Evelyn, a quien considera la luz que ilumina su vida. Recuerda el día en que la tuvo por primera vez en sus brazos y sintió una felicidad y amor indescriptibles, entendiendo entonces su misión como padre. Le desea a su hija que sea feliz, que acepte a los demás tal como son, y que enfrente la vida con valentía y sin rencores.
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Similar to Audience feedback
Audience Feedback - Evaluation
Hailey Marks-Burton created a documentary on cyberbullying and received feedback from various sources to evaluate and improve her work. Students in a Year 10 drama class enjoyed the documentary and understood the topic. Some feedback suggested improving sound quality during outdoor recordings and adding more interviews. Overall, the audience engaged with the documentary and felt it effectively addressed the issue of cyberbullying.
What have you learned from your audience feedback
Felan created questionnaires to get feedback from classmates on documentaries. Most preferred human behavior documentaries and said they provided relatability. This informed Felan's focus on abuse in care homes.
Felan got feedback on drafts of ancillary tasks by leaving images around the classroom with comment sticky notes. This improved the work by providing new ideas and catching mistakes.
Additional feedback found voiceovers important for explaining the narrative. This guided Felan to include a voiceover for an informative, expository style.
Overall, feedback helped shape the documentary, advertisement, and DPS to work together promoting the topics and drawing in the target audience.
Audience Feedback
Beth conducted extensive audience research through profiles, online surveys, and focus groups to inform the creation of her music video and ancillary materials for the band Southlakes. The feedback revealed preferences for narrative videos featuring emotional storylines and uncovered opportunities to improve pacing and character relatability. Edits were made to address these points and increase audience engagement. Beth learned it is crucial to continually refer to target audiences to shape products according to their wants. Detailed audience understanding facilitates smooth creation of appealing materials.
Evaluation- Question 3
Leah created drafts of ancillary tasks and asked peers for feedback. They reviewed each other's work and provided constructive feedback on improvements and successes. The mixed feedback helped Leah think more creatively and improve her work, such as adjusting structure and text positioning. Overall, peer feedback was valuable for enhancing her coursework and gaining inspiration from classmates' work.
Q3 evaluation
The document discusses feedback received from the target audience (TA) of 15-16 year olds on a music video project. Focus groups and surveys with the TA provided feedback, such as a comment that music videos help understand lyrics and messages. Social media also helped gather a wider range of feedback. The feedback informed changes like shortening shot lengths. Overall, the TA found the narrative clear and engaging with the visuals and song. Conducting multiple research methods helped ensure an appealing end product for the TA.
Evaluation Question 3
The document discusses using a questionnaire created with Survey Monkey to gather opinions for a documentary. The questionnaire asked about gender and preferred documentary genres. The results showed that interviews and voiceovers were most popular documentary conventions. Peer feedback on drafts was also valuable, helping to improve designs and ensure the final product met audience needs. Focus groups and interviews could provide additional perspectives beyond what a questionnaire captures alone.
Q3 evaluation
The document discusses feedback received from the target audience (TA) of 15-16 year olds on a music video project. Focus groups and surveys with the TA provided feedback, such as a comment that music videos help understand lyrics and messages. Social media also helped collect wider feedback, mostly from females. The feedback informed changes like shortening long shots. Overall, the TA found the narrative clear and engaging, validating the creative choices made based on the research.
Q3 Evaluation Arun Bhullar
From receiving audience feedback on various parts of the documentary and promotional materials, the documentarian learned several things:
1) The message and interviews came across clearly but some audio needed adjusting.
2) Simple, effective music choices worked well but some elements needed more refinement.
3) Expert interviews helped reinforce the topic but using a variety of experts would have provided more perspectives.
4) The magazine layout and design could have been improved with more planning and attention to conventions.
5) Including clips from the documentary in the radio trailer intrigued listeners but the music and sound levels required further work.
Evaluation Question 3
The document discusses audience feedback methods used for a romantic film project. A questionnaire distributed through Google Docs received over 50 responses that identified the target audience as teenagers interested in romance genres. A focus group was conducted where teenagers viewed and discussed trailers for reference films. They responded most positively to "A Walk to Remember" which influenced the project. The film was also posted on Facebook, where comments indicated the story was well-crafted while some disliked the unconventional sad ending. Overall, the feedback methods provided useful insight into targeting the film to teenagers and assessing audience reception.
Evaluation 3
The document summarizes feedback received from an audience survey about a documentary. 15 people provided feedback on the introduction length, audio syncing, use of multiple interview perspectives, background music volume, camera techniques, a narrative photo section, advertising format, and color scheme. The filmmaker found that teenagers provided more criticism than adults, who mostly gave positive feedback, suggesting the content appeals more to the intended adult target audience.
Evaluation - Question 3
The document discusses feedback the student received from peers on coursework projects. For ancillary tasks, peers provided feedback by reviewing each other's work and identifying small fixes and improvements. This helped the student think creatively and improve. For a documentary project, the student created a survey to understand audience preferences. Responses showed a preference for a style similar to a factual medical documentary, with music, interviews, and voiceovers. Peer feedback helped the student narrow their documentary choices to better match the target audience.
Evaluation task 7 - unit 5,31
Suela created a documentary with their group and gathered feedback from a focus group of 6 people to evaluate it. They designed a questionnaire to collect demographic and psychographic data about the audience as well as their opinions on the documentary. Most of the focus group were young students who had been impacted by the documentary and thought it effectively addressed the topic of bullying. However, some suggested adding more on-screen text and including an interview with a bully. Overall, the feedback helped identify improvements that could further strengthen the documentary.
Question 3
Keyshawna created a horror short film, trailer, and poster as final projects. She surveyed her target audience of teenagers on Facebook to gather feedback. The initial feedback informed changes to her short film, such as including both male and female perspectives. After completing her projects, further feedback praised her use of music, transitions, and ability to convey the narrative and create tension. However, some critiqued that the plot and audio levels needed clarification. Overall, the feedback helped Keyshawna improve her work and understand how well she achieved her goals of entertaining and pleasing her target audience.
Evaluation Q3
The document discusses gaining feedback from a target audience of teenagers aged 14-20 on a video project. The author created polls to get feedback on the song and storyline, talked to friends and peers, and shared a rough cut on social media. The feedback was mostly positive but suggested some timing and editing improvements. The author made changes like adding transitions and adjusting video quality. Showing the final video to classes of different ages provided further feedback that confirmed the intended messages were received.
Evaluation Question 3
The document discusses the importance of audience feedback in improving media products. It describes using qualitative feedback in the form of surveys and focus groups to gather feedback on a movie poster, film review, and short film from target audiences. Feedback was useful in identifying needed improvements like adding more details, colors, and transitions. Though audience feedback helped strengthen the media products, there are limitations since the opinions of those providing feedback may differ from the broader target audience. Overall, the document advocates for using audience feedback in an iterative process to refine and improve media works for maximum audience approval and success.
Evaluation question 3 notes pdf
The document discusses the importance of obtaining feedback from peers throughout the development of a short film project. The creator developed their idea from an exploration of a relationship through simple imagery to a more complex exploration of long-distance relationships through feedback. They created treatments and scripts, asking for advice on improving representation and dialogue. While editing privately, they sought feedback on ancillary texts like posters. Screenings with peers provided feedback that improved aspects like pacing, lighting and sound. Formal screenings and surveys provided understanding of the intended themes being conveyed and the target demographic.
Q3 - Evaluation
The document discusses feedback the student received from peers on coursework. They presented drafts to classmates and received suggestions for small improvements. This feedback helped the student think creatively and improve their work. The student also conducted a questionnaire for their documentary project, asking about preferred documentary styles. Most respondents preferred a mix of observational footage and interviews. Based on this feedback, the student decided on a style similar to a particular TV show. The feedback ensured the student was creating what their target audience wanted.
Q3 - Evaluation
The document discusses feedback the student received from peers on coursework. They presented drafts to classmates and received suggestions for small improvements. This feedback helped the student think creatively and improve their work. The student also conducted a questionnaire for their documentary project, asking about preferred documentary styles. Most respondents preferred a mix of observational footage and interviews. Based on this feedback, the student decided on a style similar to a particular TV show. They incorporated music and factual narration as suggested. Overall, the peer feedback helped the student understand their audience and create a documentary that met most viewers' preferences.
Q3 media a2 evaluation
The document discusses feedback received from an audience questionnaire about documentaries. Key findings include:
- Respondents preferred archive footage and interviews as codes/conventions. This informed including more interviews in the documentary.
- Genre preferences helped decide what genre the documentary would be.
- Asking about gender ensured the survey wasn't gender biased and allowed comparing male and female preferences.
Peer and family feedback on documentary drafts and ancillary tasks helped improve the products by highlighting ineffective areas and changes needed. The most useful feedback came from reviewing the documentary itself.
Question 3
The document discusses lessons learned from gathering audience feedback on creative works. The author found it most effective to get feedback from both similar peers and outsiders without context. They also utilized social media to get feedback from a wide range of objective viewers on early drafts. While online surveys provided feedback, the author learned direct feedback was more impactful for visual learning and guidance on improvements. It was also important to gather perspectives from different genders and age ranges to appeal to a broad audience. Overall, audience feedback was found to be vital for successful creation of digital content for public consumption.
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Throughout the session, participants will discover how this synergy empowers testers to automate repetitive tasks, enhance testing accuracy, and expedite the software testing life cycle. Topics covered include the seamless integration process, practical use cases, and the benefits of harnessing AI-driven automation for UiPath testing initiatives. By attending this webinar, testers, and automation professionals can gain valuable insights into harnessing the power of AI to optimize their test automation workflows within the UiPath ecosystem, ultimately driving efficiency and quality in software development processes.
What will you get from this session?
1. Insights into integrating generative AI.
2. Understanding how this integration enhances test automation within the UiPath platform
3. Practical demonstrations
4. Exploration of real-world use cases illustrating the benefits of AI-driven test automation for UiPath
Topics covered:
What is generative AI
Test Automation with generative AI and Open AI.
UiPath integration with generative AI
Speaker:
Deepak Rai, Automation Practice Lead, Boundaryless Group and UiPath MVP
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Imagine a world where software fuzzing, the process of mutating bytes in test seeds to uncover hidden and erroneous program behaviors, becomes faster and more effective. A lot depends on the initial seeds, which can significantly dictate the trajectory of a fuzzing campaign, particularly in terms of how long it takes to uncover interesting behaviour in your code. We introduce DIAR, a technique designed to speedup fuzzing campaigns by pinpointing and eliminating those uninteresting bytes in the seeds. Picture this: instead of wasting valuable resources on meaningless mutations in large, bloated seeds, DIAR removes the unnecessary bytes, streamlining the entire process.
In this work, we equipped AFL, a popular fuzzer, with DIAR and examined two critical Linux libraries -- Libxml's xmllint, a tool for parsing xml documents, and Binutil's readelf, an essential debugging and security analysis command-line tool used to display detailed information about ELF (Executable and Linkable Format). Our preliminary results show that AFL+DIAR does not only discover new paths more quickly but also achieves higher coverage overall. This work thus showcases how starting with lean and optimized seeds can lead to faster, more comprehensive fuzzing campaigns -- and DIAR helps you find such seeds.
- These are slides of the talk given at IEEE International Conference on Software Testing Verification and Validation Workshop, ICSTW 2022.
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Presentation of the OECD Artificial Intelligence Review of Germany
Consult the full report at https://www.oecd.org/digital/oecd-artificial-intelligence-review-of-germany-609808d6-en.htm
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Robin van Emden, Senior Director of Data Science at Network Optix, presents the “Building and Scaling AI Applications with the Nx AI Manager,” tutorial at the May 2024 Embedded Vision Summit.
In this presentation, van Emden covers the basics of scaling edge AI solutions using the Nx tool kit. He emphasizes the process of developing AI models and deploying them globally. He also showcases the conversion of AI models and the creation of effective edge AI pipelines, with a focus on pre-processing, model conversion, selecting the appropriate inference engine for the target hardware and post-processing.
van Emden shows how Nx can simplify the developer’s life and facilitate a rapid transition from concept to production-ready applications.He provides valuable insights into developing scalable and efficient edge AI solutions, with a strong focus on practical implementation.Pushing the limits of ePRTC: 100ns holdover for 100 days
At WSTS 2024, Alon Stern explored the topic of parametric holdover and explained how recent research findings can be implemented in real-world PNT networks to achieve 100 nanoseconds of accuracy for up to 100 days.
Essentials of Automations: The Art of Triggers and Actions in FME
In this second installment of our Essentials of Automations webinar series, we’ll explore the landscape of triggers and actions, guiding you through the nuances of authoring and adapting workspaces for seamless automations. Gain an understanding of the full spectrum of triggers and actions available in FME, empowering you to enhance your workspaces for efficient automation.
We’ll kick things off by showcasing the most commonly used event-based triggers, introducing you to various automation workflows like manual triggers, schedules, directory watchers, and more. Plus, see how these elements play out in real scenarios.
Whether you’re tweaking your current setup or building from the ground up, this session will arm you with the tools and insights needed to transform your FME usage into a powerhouse of productivity. Join us to discover effective strategies that simplify complex processes, enhancing your productivity and transforming your data management practices with FME. Let’s turn complexity into clarity and make your workspaces work wonders!
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UiPath Test Automation using UiPath Test Suite series, part 6
UiPath Test Automation using UiPath Test Suite series, part 6
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Audience feedback
- 1. WHAT HAVE YOU LEARNED FROM YOUR AUDIENCE FEEDBACK? Danielle Ferrier
- 2. Throughout the making of my documentary I received qualitative feedback from my focus group, sixth form students and teachers. The first feedback I gained was after presenting my film proposal to my focus group, overall I gained positive feedback and they thoroughly liked the idea of my documentary. However one of the main concerns was the ethical issues due to how personal the documentary was to my life, which then lead to the question on where my documentary would be viewed. My focus group also helped me to determine how I was actually going to present the conflict in my documentary after they expressed their own opinions on what they'd expect.
- 3. I then next gained feedback once I created the rough cut, this was presented to the other media students, my media teacher and head of sixth form. Everyone filled out feedback sheets in order for it to be easier to evaluate what they liked and what I had to improve. I was quite nervous about the viewing of my rough cut as the topic makes me quite vulnerable, yet everyone liked the intimacy and rawness of the footage. A few of the feedback sheets stated that they would liked to of seen interviews with more family members, which was an issue for me as quite a few family members backed out at last minute as they didn't feel comfortable discussing particular events.
- 4. My focus group had seen the previous feedback sheets before watching my final edit of the documentary. They liked the fact I had taken into consideration some of the advice on how to improve it such as using statistics based on divorce rates. Some also said that although having more family views would of provided more information it shows the sensitivity of the subjects and highlights that maybe there is a bigger effect than they are aware of. But overall they all agreed that if it was made into a full documentary that they would watch it as its something that a lot of people could easily relate too. I showed my media class the final product and I gained similar responses.
- 5. Overall the feedback helped me to improve my documentary and showed me how important it is to gain primary research. I didn't want to gain feedback by posting my documentary on social sites as I wasn't comfortable with displaying family events for anyone to see. By listening to the opinions of others that i knew it allowed me to create a better documentary which I am proud of, although its a vulnerable subject for me the fact that so many people enjoyed watching it and were so enthusiastic made me feel more comfortable about showing people.