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How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
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.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
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
1. Planning Audience Research
We’ve been through it before,
but this lesson will recap the
basic theories about audience
and give you the idea of how
to design your surveys and
analyse the results.
Objective: Revise and understand how to apply models of audience to our A2 research and
analysis
2. Reception theory (Hall)
As a media producer, you will
encode a preferred or intended
meaning into a media text, using
media language and narrative, etc.
Preferred meaning
You need careful understanding of
your primary audience to make sure
they appreciate your intended
message.
What is the preferred meaning of
this advert here?
Objective: Revise and understand how to apply models of audience to our A2 research and
analysis
3. Objective: Revise and understand how to apply models of audience to our A2 research and
analysis
4. Reception theory (Hall)
Oppositional meaning
Remember, audiences can choose to
reject your meaning and adopt
something different. You need to ask
questions that make sure you know what
your audience will accept within the
genre and style of your video/ancillary
products.
What oppositional meaning might an
audience member – maybe one who
knows something about diet – get from
this advert?
Objective: Revise and understand how to apply models of audience to our A2 research and
analysis
5. Objective: Revise and understand how to apply models of audience to our A2 research and
analysis
6. Reception theory (Hall)
Negotiated meaning
Most likely, your audience will
negotiate a meaning for your video
based on things like their existing
knowledge and expectations of the
genre/form and intertextual factors.
It is important for you to establish
what they already know and expect.
Objective: Revise and understand how to apply models of audience to our A2 research and
analysis
7. Objective: Revise and understand how to apply models of audience to our A2 research and
analysis
8. Recap
To show you have included Hall’s Reception Theory in your survey
design you need to ask questions that uncover:
• Who the audience members are (are they in the group that would
accept your preferred meaning, e.g. this musical artist is great?)
• What they like in terms of music videos (in general) and the genre
you are promoting.
• What they (if they are fans) would expect to see in products related
to that genre and music products on the whole.
Objective: Revise and understand how to apply models of audience to our A2 research and
analysis
9. Uses and gratifications
Blumer and Katz (1974) state a media text might be used for the
following purposes (usually all):
• Diversion – escape from everyday problems and routines
• Personal Relationships – using the media for emotional and other
interaction, e.g. media texts are the social ‘grease’ for peer groups
• Personal Identity – finding yourself reflected in texts, learning your
behaviour, habits and values from them; imagining yourself in them
• Surveillance/information – information which could either be useful
for living or for one of the other gratifications, e.g. latest trends
Objective: Revise and understand how to apply models of audience to our A2 research and
analysis
10. Uses and gratifications
Your job is to ask questions that establish what your
audience members think they use media texts for.
E.g. if they use music videos to see what the latest trends
are then your video needs to reflect the latest trends.
Any other examples you can think of based on the four
gratifications?
Objective: Revise and understand how to apply models of audience to our A2 research and
analysis
11. Cross-Cultural Consumer Categories
(the 4Cs)
Young and Rubicam divide audiences by attitudes and beliefs:
• The resigned
• The struggler
• The mainstream
• The aspirer
• The reformer
• The explorer
• The succeeder
Objective: Revise and understand how to apply models of audience to our A2 research and
analysis
13. Cross-Cultural Consumer Categories
(the 4Cs)
So again, obviously, you need to show you have thought about this
within the 10-12 questions you ask in your survey. This will elevate it
above last year’s in that you are making advertising, and using the
methods advertisers use.
What ideas can you come up with for responding to this?
Surveys sometimes ask abstract and unrelated questions for this, such
as asking audiences what supermarket they use, what car they drive or
what home electronics they own.
Objective: Revise and understand how to apply models of audience to our A2 research and
analysis
14. Maslow’s Hierarchy of Needs
Objective: Revise and understand how to apply models of audience to our A2 research and
analysis
15. Maslow’s Hierarchy of Needs
Objective: Revise and understand how to apply models of audience to our A2 research and
analysis
Advertisers design their texts to
make the audience think the
product will meet needs on this
hierarchy.
If selling something like toothpaste
or house insurance they will aim at
the ‘Safety’ level, whereas car and
perfume adverts promote ‘self-
actualization’.
Your video needs to suggest being
into your artist will meet needs in
the top three levels.
16. Maslow’s Hierarchy of Needs
Objective: Revise and understand how to apply models of audience to our A2 research and
analysis
Survey questions should
therefore investigate
which needs audience’s
get from existing music
video texts within the
target genre.
They should also prompt
the survey subjects to
identify how this works.
17. Recap
To show you have included U&G, the 4Cs and Maslow, your survey
needs to:
• Find out what needs existing music video texts fulfil (in the sense of
both U&G and Maslow) and how that works for the audience.
• Find out where the audience members mainly fit in the 4Cs
categories, by finding out what their preferences and attitudes are
and analysing the results.
NOTE – it is worth applying some audience theory to your textual
research to speculate on what audiences would make of other videos.
Objective: Revise and understand how to apply models of audience to our A2 research and
analysis
18. Deadline
Surveys should be designed and carried out this week/over the weekend
– preferably in some kind of public setting, rather than just in school.
Results analysis should include some kind of evaluation of your survey
methods.
Analysis should be written up by the end of next week – remember you
are expected to use free/home time to do some media work as well as
these lessons.
Objective: Revise and understand how to apply models of audience to our A2 research and
analysis