The document summarizes feedback from the target audience, aged 18-25, on various aspects of an advertising campaign. The audience felt the TV ads would be effective at raising awareness due to their realistic portrayal of common situations. They thought the radio ad would reach a wide audience but the pop-up may be ignored. Overall, the campaign appealed to the target age group as binge drinking is a common issue they face. Suggestions to improve included showing different characters and concluding the story.
This questionnaire was constructed to allow me to gain a better understanding of the demographics of my target audience. I was able to identify the audiences expectations for thriller films and psychological thriller films through the use of qualitative and quantitative data responses which will influence the way that my media product will be constructed because I am aware of my target audiences needs.
This questionnaire was constructed to allow me to gain a better understanding of the demographics of my target audience. I was able to identify the audiences expectations for thriller films and psychological thriller films through the use of qualitative and quantitative data responses which will influence the way that my media product will be constructed because I am aware of my target audiences needs.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
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.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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.
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.
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.
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.
2. Areas which used audience
feedback…
• Colour scheme
• Title
• Logo
• Pop-up
• Evaluation
3. My Colour Scheme
• In order to decide on a colour scheme for my
campaign I used audience feedback as this meant
that the colour scheme would attract my intended
audience of 18 – 25 year olds.
• I created an online question directly asking the
intended audience which colours they think best
suit what I am trying to achieve with the campaign.
• From my feedback I found that the colours they
chose were red and black due to the negative
connotations associated with these colours.
4. My campaign title
• In order to decide on a campaign title I posed a
question to my intended audience stating the
possible campaign titles.
• They then voted and I tallied up the results.
• The title with the most votes then became my
campaign title.
5. My Logo
• I created a post on Facebook, Twitter and
the Blog showing the five different logo
designs.
• I asked the intended audience to decide
on their favorite and post their vote.
• The logo with the highest votes then
became the one I used for my campaign
logo.
6. My Pop-up
• I created three skeleton
layouts for my ancillary pop-
up which I then uploaded to
sites which reach my
intended audience.
• The audience then voted for
their favorite colour scheme
for the pop-up.
• This then became the design
for my actual pop up.
7. The Evaluation…
• I used a printed survey
in order to get
feedback from my
intended audience.
• I chose to directly ask
those who my
campaign is aimed at
as I feel that their
opinion is the most
important and
relevant.
• Here is the feedback…
9. Alfie, 18
“On one hand I feel that the
adverts would have been really
effective due to there realistic
setting and characters, however
I also felt that they had a
comical undertone which would
have made the audience take
the message less seriously.”
10. “As I acted in this advert I found
it hard to look at it in a critical
way. I do however feel that if
someone else was to play the
character that I played, then
this advert would be clever and
effective in the way it appealed
to the audience.”
Amelia, 18
11. Austin, 18
“As I work in a nightclub I see
this sort of thing quite a lot
therefore think this advert
would be really effective and
meet the target audience.”
12. Charlotte, 18
“As I often go on nights out I
feel that these adverts would
make me more aware of what is
going on around me and be
wary of people.”
14. Helena, 19
“I think these would be really
effective adverts as they are
quite graphic and illustrate a
scene that is common on night
outs.”
15. Kieran, 20
“As I go to university I think
these adverts would be
effective as they give students a
wake up call. They also use
young and fashionable
characters which the audience
can relate to.”
16. Sophie, 18
“The adverts would be effective
at meeting the aim and would
reach the target audience”
17. Tyrone, 19
“I think that the characters
being young would help the
audience to relate and connect
with the advert.”
18. Taylor, 18
“I feel these adverts would be
effective because they feature
an issue I haven’t really thought
about before.”
19. From this feedback…
• After receiving this feedback I am confident
that the target audience feel that the adverts
would be really effective in their aim and
would be very relatable for the majority of
teenagers.
20. How effective do you
feel that the Radio
advert and internet
pop-up were?
21. Alfie, 18
“The radio advert would
definitely reach the intended
audience because all people our
age listen to the radio,
especially in the car.”
22. “Although not as affective as
the television advert I still feel
that the radio advert would be
effective as it means that even
people who don’t see it on the
TV would hear it on the radio.
The pop-up is less likely to be
effective as people usually cross
them off without looking at
them. ”
Amelia, 18
23. Kieran, 20
“I think the image on the pop-
up is likely to catch the
audiences eye as its quite
powerful. I think the radio
advert is good because people
in the car are likely to hear it.”
24. Taylor, 18
“The radio advert would be
effective as it has a voice of
authority which would make
the audience question there
actions and the situations that
they put themselves in.”
25. Tyrone, 19
“The radio advert wouldn’t
really work as there is no visual
representation of what is
happening in the scene. The
pop-up is likely to be ignored by
most people in this age group.”
26. Sophie, 18
“The radio advert means that
the campaign is likely to reach a
wide audience making it
effective in meeting its aim.”
27. Aston, 18
“Despite not being as affective
as television due to the lack of
anything visual I still found that
the radio advert would be very
effective.”
28. Charlotte, 18
“I really liked the radio advert I
think it was really clever how it
created a scene without
showing it. I also think the pop
up would work really well
especially if it came up on a
clothing website as this would
reach many of the intended
audience”
29. Austin, 18
“The colours in the pop up work
really well as it makes me think
of danger which sort of fits with
the aim of the campaign.”
30. Helena, 19
“If the pop-up was on a clothes
website people would definitely
see it. I always listen to the
radio in my car so an advert
such as this would draw my
attention.”
31. From this feedback…
• After receiving this feedback I have found that
the audience think the pop-up may be ignored
by the potential audience however feel the
radio advert would help the campaign reach a
wider audience.
32. Do you feel that this
advertisement as a
whole appeals to your
age group?
33. Alfie, 18
“I think the use of young
characters means that the
advert would appeal to our age
group and the subject.”
34. “As most people our age go out
drinking every weekend this is
probably an issue or situation
people will be able to relate to
meaning that it would appeal to
the target age group. As I took
part in making the film I feel as
if I especially can relate to it.”
Amelia, 18
35. Kieran, 20
“I think that this advert appeals
to me as it uses characters my
age and popular music.”
36. Taylor, 18
“Yeah, I think this appeals to me
as I have definitely found wither
myself or a friend in this
situation.”
37. Tyrone, 19
“As a nineteen year old boy I
have definitely found myself in
this situation a couple of times
so feel it is an effective bit of
work.”
38. Sophie, 18
“If I were to see this on TV I
think the up to date music and
fashionable character would
make me pay attention
meaning that it would appeal to
me.”
40. Charlotte, 18
“I really like the clothing worn
by the main advert so this
advert is very likely to appeal to
me. I also think this is an issue
very common in my age group.”
41. Austin, 18
“As the adverts are set in a club
style setting and a home setting
with ‘prinking’ the advert would
appeal to people my age.”
42. Helena, 19
“I feel that this advert is
relatable for people of my age
and above.”
43. From this feedback…
• After receiving this feedback I am confident
that the target audience feel that the adverts
would be really effective in their aim and
would be very relatable for the majority of
teenagers.
44. Do you feel that this is
an issue that is
common with your age
group?
45. Alfie, 18
“I have found myself in a
situation like that shown in
advert one many times where I
am getting ready with friends
and drink so much that I am
sick.”
46. “I have never been in the
situation where I have walked
off with a stranger but I have
drunk enough to be sick quite a
few times.”
Amelia, 18
47. Kieran, 20
“I have drunk to much lots of
times but hadn’t realized the
vulnerable position I have put
myself in by doing it.”
48. Taylor, 18
“Binge drinking is most
definitely an issue that all
teenagers have to deal with at
some point in their lives, some
more than others.”
50. Sophie, 18
“I as well as many of my friends
have been affected by binge
drinking, however have not
been in the situation of being
taken away by a stranger so this
has opened my eyes to this
risk.”
51. Aston, 18
“Binge drinking is a common
issue among young people and I
have heard a few stories about
girls ending up going home with
a stranger so this is a good issue
to show this audience about.”
52. Charlotte, 18
“I have known people who
binge drink and I hate it when
friends are sick on nights out so
think this is a good advert for
people our age, especially my
friends!”
53. Austin, 18
“In the club I work at people
drink to much all the time and
rely on other people to look
after and clean up after them.”
54. Helena, 19
“I have been in situations
exactly like that depicted in
these adverts.”
56. Alfie, 18
“To improve the adverts I would
use more than two characters
just so that it shows the affect
on different people not those
directly involved.”
57. “To improve I would consider
using real videos from an actual
situation.”
Amelia, 18
58. Kieran, 20
“I would consider showing a
larger range of characters in
terms of race and gender.”
59. Taylor, 18
“Maybe use authorities such as
the police in order to show the
sincerity of the situation.”
65. Helena, 19
“I think the advert would be
more effective if the story had
an actual conclusion.”
66. From this feedback…
• From looking at this feedback its clear that the
main thing the audience would do to make my
adverts more effective is add more characters
as this would seem to make the advert more
realistic.
67. Overall
• Throughout this whole unit of work audience feedback
has allowed me to make products that are exactly as
the audience would expect them to be.
• It has also helped me decide things such as colour
schemes which would not have been easy to decide
without feedback.
• Facebook and Twitter have been the most useful
portals to get feedback as they have a direct link with
the intended audience.
• I have found that the main audience feedback that I
have received has been about the content of the
adverts instead of the construction so this is an area I
would get feedback from in future.