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!! :)
Research, planning and production is complete for "The Longing". Now it is on to the Evaluation stage, where our group must assess how successful our media product is. This is the first question in our evaluation. :)
This is the same slideshare as the previous one I have blogged about the first evaluation question. However I have included some images, and screenshots from our actual opening sequence "The Longing".... just so it looks a bit more interesting! :)
Research, planning and production is complete for "The Longing". Now it is on to the Evaluation stage, where our group must assess how successful our media product is. This is the first question in our evaluation. :)
This is the same slideshare as the previous one I have blogged about the first evaluation question. However I have included some images, and screenshots from our actual opening sequence "The Longing".... just so it looks a bit more interesting! :)
Influential figures for our media productionjarcher1998
A little slideshare, showing the influential figures of our social realism genre- media production. We have looked at certain directors, actors producers and institutions.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
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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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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Acetabularia Information For Class 9 .docxvaibhavrinwa19
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.
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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.
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
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
Feedback from the audience feedback (!)
1.
2. What did I/we expect?
0 As we have aimed our media product, in
terms of our primary audience, at more
sophisticated audiences (i.e. those in
the A/B income bracket who are mainly
thinkers and innovators), we expect
that our audience would mainly be
active. This would mean that these
audience members would have the
capability to question the ideologies
and (stereotypical) representations that
we have conveyed in our opening
sequence.
3. Were the audience members form our
audience feedback active viewers
though?
0 I feel that our audience feedback members were fairly active, but not
as active as perhaps expected. This may have been because I asked
questions that didn’t delve deeper into their opinions of the
representations shown.
0 However, Glenn (the male audience feedback member) touched on
the fact that he thought that the costumes for the actors were not
quite accurate, as he said that they possibly should have worn “shell
suits, track-suit bottoms, trainers”, due to having experience in retail,
and having people (some from the working class) thieving at the
shop he works at. This could be an example of how our sophisticated
audience members may take the stereotypes (of the protagonist) as
read as opposed to challenging them.
4. How does this show that our
audience feedback members were
active?
0 Glenn’s comment about mise-en-scene elements i.e. the
inaccuracy of costume (and props(?)) could also indicate he has
almost compared our representations with his experiences and
opinion, rather than reading the representation. Therefore,
disagreeing with out representations (as he then realises that
our representations are not a reflection on reality) gives
evidence that he in particular, has actively questioned and
challenged the representations, making him more of a
sophisticated viewer and therefore an active viewer.
5. However…
0 Neither of our audience feedback
members mentioned any ideas or
opinions on the representations of Rosie,
such as the representation of an
empowered female for example and
whether her gender had any influence on
their interpretation of our product.
0 This may have happened maybe because
I didn’t ask specific enough questions or
perhaps these audience members were
not able to ‘notice’ these representations.
6. Why would this be?
0 This may have been because sometimes, we fell in the trap of being
too stereotypical for a sophisticated audience, and therefore they
were unable to fully pick up on the representations, such as the
empowered female.
0 In order to have improved on this, we could have perhaps been less
stereotypical and even swap our primary and secondary audiences,
so that our sophisticated viewers were our secondary audience.
This may be beneficial, as our current secondary audience (those in
the E income bracket) would be able to relate to the character more
easily as a result of personal identity (according to Blumer and
Katz’s uses and gratifications.)
7. Continued...
0 Evidence to suggest that this might have been a better
audience set-up, as our audience feedback members reflect
and talk more about formal aspects as opposed to aspects of
the narrative, as they perhaps were unable to relate to the
narrative content. Particularly, as Glenn especially didn’t
relate to the engagement between characters over the money.
8. So… did we chose the right
audience in the end??
0 In the end, as a result of our audience feedback, we were right in
choosing an older A/B income bracket audience, as they seemed to
have enjoyed the intellectual audience of pleasure of genre, and also
enjoyed the information that our media product conveyed about
social issues.
0 On the other hand, it could be argued that we over-estimated our
sophisticated audience, in the sense that they were slightly confused
by the sophisticated structure or our opening sequence narrative,
especially as Julie (the female audience feedback member) wanted
clarification at the end of the opening sequence with diegetic
dialogue from the policeman.
9. So... Did we choose the right
audience in the end?? (con...)
0 Originally, there was some swearing in the dialogue that we then
removed from our opening sequence and, according to the Media
institutional regulations of ‘bbfc’, the inclusion of anti- social
behaviour such as theft all requires us to rate our film a 15.
Therefore I think that we chose the appropriate film certification
as although there was no swearing in the opening sequence, this
would not mean that there would be swearing in the rest of the
film. In addition having our certification at 15 still allows all of our
audience members, both primary and secondary to watch the film
as they are all over 15 years of age.
10. Continued...
0 However, the audience feedback only consisted of 2 members and
therefore maybe this verdict would be more reliable/ accurate if we
had more people watch, and express their opinions on our opening
sequence. This could have been improved by possibly doing an
online survey via the use of web 2.0, whereby our target audience
via Facebook/ Twitter are able to answer the same questions as
those asked in the audience feedback. This would enable us to fully
gage and evaluate whether these target audiences were the correct
choices.