The document provides a detailed summary and analysis of the film "The Maze Runner". It discusses the key purposes of entertainment, persuasion and promotion. It describes the plot, characters, target audiences, representation of social groups, narrative structure, themes and technical codes used. The film follows teenage boys trapped in a giant maze who must work together to escape while grappling with issues of memory, identity and coming of age.
Pan's Labyrinth A-Level Film Studies student booklet e-book workbook study guideIan Moreno-Melgar
A detailed guide and workbook for Pan's Labyrinth as part of the A-Level Film Studies Specification covering context, a detailed analysis of the film, examinations of Spanish Cinema, Civil War, as well as work on representation and aesthetics as well as the aesthetic influences of Director Guillermo Del Toro.
Pan's Labyrinth A-Level Film Studies student booklet e-book workbook study guideIan Moreno-Melgar
A detailed guide and workbook for Pan's Labyrinth as part of the A-Level Film Studies Specification covering context, a detailed analysis of the film, examinations of Spanish Cinema, Civil War, as well as work on representation and aesthetics as well as the aesthetic influences of Director Guillermo Del Toro.
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.
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.
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.
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
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.
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.
1. Case Studies Guidance Notes
1: Fictional Product
The Maze Runner
Purpose
The key purposes of this product are entertainment,
persuasion, and promotion. The Maze Runner explores
the lives of adolescent boys who have formed an
organized society despite being trapped within the walls
of a giant labyrinth. All these young men (known as
Gladers) wake up inside a moving freight elevator with
no memory of their former lives, and when the lift
comes to a halt, they have arrived at a rural refuge
called ‘the Glade’. The elevator sends up a new resident every month.
But soon it becomes clear that the Gladers cannot spend their whole lives within the
confines of the maze, and now the time has come to escape.
The Maze Runner is actually the first installment of a three part series. It is exciting
and intriguing throughout, featuring likeable characters, intense action sequences,
and a great deal of tension and suspense. There are far more questions than
answers, regarding things like “Who put us here?” and “We’re trapped here. Aren’t
we?” There are revelations towards the end of the film, but clearly not enough
answers. However, this is only the first chapter and hopefully by the end of the
series, everything will make sense. There are lots of twists and turns and surprises
throughout the story as well as an amnesiac protagonist whose heroism and bravery
keeps the audience entertained. In some ways, the viewers are just as confused as
the characters are. The viewers get to observe the struggle of the characters and feel
their determination. The high paced action sequences and mystery provide an
intense experience for the audience all the way through and the idea that this is only
the first chapter of a trilogy makes it all the more exciting.
2. Another key purpose may be persuasion. Nowadays, movies based on dystopian
novels are very popular e.g. the Hunger Games and Divergent. The Maze Runner is
very similar because it is based on the 2009 novel of the same name by James
Dashner and is a science fiction dystopian thriller. Because of many similarities with
other products, there is a good chance that audiences will want to see the Maze
Runner due to other films they have seen which may have
turned out to be favorites and also had similar characteristics.
This film also contains elements of different genres including
action, mystery, horror, and sci-fi, meaning it may appeal to a
variety of audiences and convince fans of one or more of these
genres to watch The Maze Runner.
The Maze Runner has a third purpose: promotion. The film does
well to persuade viewers as its genre and initial origin ties to
movies based on dystopian novels that have increased
popularity and people should go and watch it, but through this
particular purpose, The Maze Runner is also promoting this
specific type of film. It is possible that the ones who decided to
adapt the novel into a film were aiming to expand a certain type
of movies: film adaptations of dystopian thrillers. They may have
also intended to make these movies a lot more popular. There is
no doubt that the film producers also aimed to promote the
original novel by James Dashner of the same name. A film
adaption would certainly make the book far more popular and
easily intrigue those who’ve read the book, thus attracting a
bigger audience.
Audience
The target audience for this film could be males because the main interests of this
gender include things like action and violence, and this film contains plenty of that.
Also, the Maze Runner features male characters that people of this specific gender
can easily relate to. The characters possess a great deal of bravery, but with that, a
great deal of foolishness. These could also be stereotypes for men. Females don’t
tend to prefer violence, so this film might not be recommended to this gender.
However, the presence of a female character (the only female in an all-boy
commune) could attract female audiences. This character is shown to be intelligent
and far more sensible than the others around her, and females could relate to these
characteristics.
The Maze Runner would appeal mainly to teenagers (aged 13-17) and adults (18-
40). It may be unsuitable for children (aged 0-12) due to intense scenes, violence,
language, and some disturbing imagery. The film would appeal to teenage audiences
because the main characters are young adults fighting to achieve freedom and
teenager viewers could relate to them more. Teenagers would be the primary target
audience. Adults may be attracted by this film because they could relate how life was
when they were younger to the characters, however they are not the main audience;
therefore they would be the secondary audience.
The Maze Runner doesn’t appear to target a specific ethnic group. The film doesn’t
focus on language, religion, or ancestry; it only focuses on a society of young adults
stuck in a certain place and looking for a way out. However, this society is somewhat
diverse; with several characters belonging to a different race e.g. African-American.
3. The film might also appeal to the following NRS Social Grades: C2 (upper working
class), D (working class), and E (lowest level of subsistence). This is because the
Maze Runner is set in a green and fertile location surrounding by the towering walls.
The occupants a required to grow their own food, build their own shelter, and raise
animals in a location devoid of electricity. A location such as this may appeal to those
of lower social groups and perhaps reassure them that this way of life is okay, or that
they should acknowledge their own social group.
The Maze Runner could also target a specific type of person, depending on what
kind of person they are. The film could apply to Achievers (serious people aiming to
achieve power and wealth), Socially Conscious Type A (those who are concerned
with how the actions of humanity affect the world) and Needs Driven (people who act
on instinct and impulse). For the Achiever, messages in the film are expressed
quickly and in an effective manner. These messages regard individuality (within the
characters). For Socially Conscious Type A groups, the film provides messages
regarding differences being made to the environment, as well as society. One or two
key points in the story convey these messages. Those who are Needs Driven will
respond to messages which relate to missing opportunities, and the Maze Runner
has a great deal of focus on that particular subject.
Genre Codes and Conventions
The Maze Runner is a Sci-Fi dystopian action thriller film. There are various
elements of the film which define it as a Sci-Fi, and a good example is the cyborg-like
creatures that live in the maze, which are half-mechanical and half-slimy. Other
elements include the idea of how the maze was created, and the operations and
motivations of the organization responsible. The organization is shown to be highly
technologically advanced, possessing hi-tech facilities and rooms (as discovered
later on). The film also contains elements of the action genre including fast-paced
fight sequences, violent encounters, and other intense scenes. The Maze Runner
also contains elements of the thriller genre including anticipation, expectation,
uncertainty, anxiety, surprise, and terror.
The producers clearly managed to convey the elements of these genres through use
of specific technical codes. These codes consist of camerawork, editing, sound, and
mise en scene. During production, certain shots and camera angles will have been
used to convey meaning e.g. a long shot would be intended to depict the whole body
of one or more characters whilst placing them in relation to their surroundings, and a
close-up shot would be intended to make the audience understand what the
character might be thinking. There are a variety of other shots (including extreme
long shot, extreme close-up, medium shot, etc.) throughout the film. Each one of
these conveys a different meaning for scenes in the film.
Editing also plays a part in creating meaning within the Maze Runner. Things such as
alteration of lighting in separate sequences could convey that one has a dark and
unsettling atmosphere, whereas the other has a positive atmosphere. The use of low
key lighting is very prominent in the flashbacks of the film (which show the people
behind the maze); this technique means the audience isn’t fully aware of what is
happening because it isn’t clear. This could also add a
slight sense of mystery and hint that the people behind
the maze have evil intentions. Another editing technique
that is employed during this film is colour grading, which
During Filming In Actual Movie
4. makes the characters look very different from their actors during filming. This
technique is effective because it makes
the film look visually appealing.
Sound is also utilized throughout the film, in almost every sequence. The soundtrack
of the film changes at times; for example, slow and relaxing music is heard during the
introduction of the Glade and its inhabitants. This music gives a peaceful tone.
During the night in the Maze, the music is fast and intense as two characters struggle
and tension is built up. During the flashback featuring the people behind the maze,
an eerie and slightly melancholy soundtrack plays. This soundtrack creates an
unsettling atmosphere which fits with what is taking place within the scene. Eerie
sounds echo in the background, thus adding to the atmosphere.
These codes are clearly dependent of each other. They all add to the excitement and
tension of the film. Without the use of these technical codes, this film wouldn’t look
appealing at all. The whole thing would seem a lot worse. The use of sound, editing,
and camerawork enhance the qualities of the film and make it very appealing.
Stars
The Maze Runner stars Dylan O’Brien, Kaya Scodelario, Will Poulter, Thomas
Brody-Sangster, Aml Ameen, Ki Hong Lee, Blake Cooper, and many more. There
are some reasons as to why these people will have been brought in to portray
characters of the film. Some of these actors are well-known in films, including Will
Poulter (The Chronicles of Narnia, Wild Bill, We’re The Millers) and Thomas Brody-
Sangster (Doctor Who, Nanny McPhee, Love Actually). These two may have been
cast to promote past films they have appeared in or to make them more popular.
Also, Blake Cooper is a young actor and the Maze Runner is the first movie he has
starred in, also it is the only film he has appeared in so far. Some of these actors
may have been well-known by audiences who have seen them in films; therefore
their characters in the Maze Runner would appeal to the audience.
Representation
Certain social groups are represented in different ways. This includes males and
females and certain age groups. There are only two (integral) female characters: the
female teenager at the Glade, and the Head of Operations of the organization behind
the maze. Everyone else who appears in the film is male. In the Maze Runner, males
are represented as unorganized, stubborn, feeble-minded, loud, easily angered, and
foolish, whereas the only female characters are represented as calm, intelligent,
quick-thinking, and less likely to resort to violence unless absolutely necessary.
There are different age groups within the film. It is clear that most of the boys are
aged 15-16, some 18. The youngest member is probably 12. The operatives on the
other side of the maze are adults. There are many differences between these age
groups. The adolescents (15-16) are represented as immature, feeble-minded, and
selfish. The older ones are represented as far more mature and kind e.g. the ones
who first arrived at the Glade. The youngest member is represented as immature at
times, but it is also hinted that he is unwilling to take part in combat, especially when
it comes to fighting the creatures of the maze. This could imply that young children
are incapable of fighting.
These representations can be considered stereotypical because the characters are
teenagers seeking escape from confinement using their own methods. They are
completely on their own with no one to help them, but despite this they remain strong
5. and focused, determined to achieve their one goal: freedom. In reality, teenagers are
considered quite able to help themselves and always seem to come up with ideas
that will work. These are characteristics that the film explores.
Narrative Structure
The Maze Runner follows a linear narrative as it has a beginning, middle, and an
end, with all events in the correct order. However, in some ways it also has a non-
linear narrative structure. Although the film follows the journey of the characters
without any flashbacks or flash-forwards, there are some hints at the previous life of
the main character, which appear as dreams. The character has no memory of his
past life, until later on in the story when he regains some of his memory and learns
about his past. Also, it is not revealed why the maze was created and why its
inhabitants were placed in the Glade until the film’s climax, at which point a sequel is
implied. The way the dreams appear as flashbacks could suggest that the film jumps
around in its timeline a little bit. The same goes for the revelation at the end, which
nods at significant past events in the film which weren’t even known of.
The producers use mise en scene to combine the actors and the setting of the film
into a single large piece of action. This technique is very effective as it creates
meaning. The lighting, location, costume design, and character movements all work
together to convey the themes of the Maze Runner. There is use of low key lighting
which gives a grim atmosphere. The location is a green expanse situated within giant
stone walls and the characters are wearing ragged clothing. These two
characteristics could easily give the impression that the characters are prisoners.
The characters move around in a natural manner.
The narrative structure also creates meaning, simply because a variety of things are
being established throughout the film. A series of events are shown to be taking
place and the story slowly unfolds as the film progresses. The aspects of the story
create meaning; if all the events are in the correct order, the audience will make
sense as to what is happening. However, if the story jumps around and is out of
order, it will be slightly more difficult for the audience to determine the course of the
story.
Themes and Subtext
There are many underlying themes within the Maze Runner that give audiences an
idea as to why the initial novel may have been written in the first place, and years
later, its film adaptation. Here are two recurring themes from the film that are quite
distinctive:
Forget about the past and move on
In the Maze Runner, all characters are drugged into a state of amnesia and zapped
up into the Glade via an underground freight elevator. They are unable to remember
their past lives, therefore they have no memories whatsoever to tell them who they
are or what they should be. It is constantly hinted throughout the film that the past
shouldn’t be considered; there is no point in regretting bad decisions or wishing you’d
taken a different path, because those things don’t matter anymore.
And they certainly don’t matter for all those amnesiac characters in the Glade,
because they don’t even remember.
6. It is stated in the film: “The people we were before don’t exist anymore. What matters
is what we do now”. This quote could be trying to give the audience a positive
message regarding how they should live their lives. It is pointless to resent the past
because nothing can be done to change it, and the only thing that matters is the
decisions people make in the present that will determine their future.
Growing up
The Maze Runner also explores the one big issue we all have to deal with: growing
up. The Glade is a peaceful place, with lots of space, trees, and shelter. It is
comfortable and safety is ensured, whereas the Maze, which surrounds the Glade, is
highly treacherous, risky, and unpredictable. There are lots of obstacles within and
death is more than likely to occur. These locations can both be compared to
childhood and adulthood. Childhood is safe and comforting, whereas adulthood is
difficult and can be dangerous.
It becomes increasingly obvious that the teenagers cannot stay within the confines of
the Glade all their lives. The only danger is that one day, they may have to step into
the maze and face the dangers that lie within. The same goes for children in real life.
They cannot stay young forever, nor stay at home or at school. They have to grow up
and face life as adults. Children are given safety and confinement, but they don’t
consider how big the world really is and feel unwilling to find out.
This can be compared to the Gladers who are scared to go beyond the walls that
surround their home. Adults understand all too well the dangers they need to
overcome in the world and accept the fact that death comes for us all. Again, this
compares to the courage the Gladers will need to face the treacherous labyrinth
around them. It may be very tempting to remain in the Glade, but the characters
can’t. It is also said in the film: “You know we can’t stay here forever, right?”