- The audience provided some helpful feedback but did not strongly challenge the stereotypes portrayed in the film, suggesting the film's representations could have been clearer.
- Both audience members found the businessman character out of place and thought the working class character's kitchen was too sophisticated, indicating issues with how the working class life was depicted.
- The plot was confusing for both audience members to follow, suggesting it was too complex, though the primary member was interested to solve the mysteries.
Feedback from the audience feedback (!)jarcher1998
This is a little slideshare on what our audience feedback members said about our opening sequence, why they said it and the improvements we could have made in terms of choosing the correct audience. Enjoy!! :)
Feedback from the audience feedback (!)jarcher1998
This is a little slideshare on what our audience feedback members said about our opening sequence, why they said it and the improvements we could have made in terms of choosing the correct audience. Enjoy!! :)
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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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.
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.
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http://sandymillin.wordpress.com/iateflwebinar2024
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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.
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The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
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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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Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2. What to expect from the
audience
I expected my primary audience to be
sophisticated due to us aiming at A-B income
brackets so they would want to challenge the
stereotypes as they are active
3. An active audience??
My primary audience feedback member was quite
active in how he noticed some stereotypes but
wasn't as active as I suspected him to be. He didn’t
seem uncomfortable meaning that we may have
overestimated our audience.
Both my primary and secondary members thought
that the business man looked out of place, however
oddly my primary audience member didn't think that
Ethan dressed too stereotypical as he thought he
could have not been poor and wasn’t represented
like that as well as it could have been.
4. Active audience members
My primary audience member noticed how he thought that due to the
kitchen being so sophisticated that then gave him the impression of Ethan
not being working class, showing again that we didn't show our
representations well enough.This is probably due to lack of planning and
not enough thought going into the display of the working class life. My
member thought that the performance of the actor was good and
portrayed the working class well however there again is not enough detail
with mise-en-scene. So if we were to do it again we would have to pay
more attention to setting, props and costumes.
5. Audience feedback
The audience gave some helpful feedback but
did not really challenge the stereotypes that
we put out for them, giving us the reflection on
that our audience have just accepted them as
dysfunctional and reckless and not attracting
them by challenging them.
This could be because of the questions not
being representation specific however I believe
my questions would have at least gave them a
chance to express their opinions.
6. Why??
This may be because that the audience are now so
active that they don’t see just the working class
being represented like this as my member said
that he couldn't tell the difference.This could lead
to us having to make our representations even
clearer so that the audience can see them so that
in hand will then allow them to challenge them.
My secondary audience member noticed the
stereotype more maybe due to her getting
personal identity from it and can relate to it,
meaning that maybe we should of had our
secondary as our primary.
7. Extra feedback
Both of the audience members found the plot of the film hard to follow as they
had to watch it a couple of times to actually put some of the enigmas together.
This would suggest that we made it too complex and this had put our secondary
audience off, however the primary audience were keen to discover the enigma s
and put them together meaning that they would be intrigued to watch it.
They both though that the locations especially the urban train location was used
effectively , as it represented a working class and would associate someone in
the working class to be using local transport instead of a car due to them having
a lower income.
8. Extra feedback
My secondary audience member found the
flashbacks rather confusing and couldn't put them
together which could mean that again we made it
too complex as this is shown again as the primary
audience didn’t really understand the meaning
behind it, so got a bit confused by this, however
after I told him how this would be explained later on
in the film he then became intrigued to watch it and
find out what happens.
9. Was it the right audience?
I think it was the correct audience as even
though they didn’t understand some parts, I
think it was our fault for overestimating
their intelligence as it would be confusing
for most. So I would say that the use of a
sophisticated audience is the best choice as
any audience who is less sophisticated
would stand no chance at challenging the
stereotypes.
10. Audience feedback
However due to the audience feedback being very
small we could have possibly done an online survey
to include more people by using web 2.0. However
last time we put an online survey up it was not
answered so may be a waste of time.
Maybe our audience would have enjoyed the
production if we made it simpler as we
underestimated them as they don’t always want it
to be intellectual for example the title as the
majority wanted ‘alone’ instead of ‘Reflux’.
11. To conclude...
After seeing the audience feedback, I have
come to the conclusion that our audiences
could have been improved if we did more
research. As we could have had a younger
audience as they may have related to it more
with the main protagonist being a youth.This
could mean that instead our secondary
audience should be E income class and 18-24
years old