‘Suspense, fright, emotion, happy ending’: documentary form and audience response to Touching the Void

2011 ◽  
pp. 60-80
Author(s):  
Thomas Austin
Keyword(s):  
Audience Response ◽  
Happy Ending

How leader gender influences external audience response to organizational failures.

2020 ◽  
Vol 118 (4) ◽  
pp. 639-660
Author(s):  
Nicole Votolato Montgomery ◽  
Amanda P. Cowen
Keyword(s):  
Audience Response ◽  
Gender Influences

Internal Medicine Physicians and Social Media: Knowledge, Skills, and Attitudes (Preprint)

2020 ◽  
Author(s):  
Mohaammed Nadir Bhuiyan ◽  
Jose R Medina-Inojosa ◽  
Ivana Croghan ◽  
Jasmine R Marcelin ◽  
Karthik Ghosh ◽  
...  
Keyword(s):  
Social Media ◽  
Medical Education ◽  
Healthcare Delivery ◽  
Medically Unexplained Symptoms ◽  
Audience Response ◽  
Cross Sectional ◽  
Physician Awareness ◽  
Medically Unexplained ◽  
Use Of Social Media ◽  
Continued Medical Education

UNSTRUCTURED This research study was designed to understand physician awareness and engagement with social media (sometimes referred to as #SoMe) within the digital landscape of healthcare delivery. An audience-response survey focused on social media “Social media in Healthcare: Physician Survey”, was administered during the “A Systematic Approach to Medically Unexplained Symptoms” continuing medical education conference. The Conference took place between August 22, 2019 and August 24, 2019. Data was collected on August 23, 2019. A range of 103 (59.5%) to 112 (64.7%) of the total 173 attendees participated in this cross-sectional audience-response survey, depending on the questions answered. Most responders were between the ages of 35 and 65 years (79.6%) and female (60.2%). A majority of responders were aware of social media terminology (88.7%), and many had used it personally (46.7%), but only 12% knew how to use social media to search medical topics, 18% used it to network professionally and most (68.9%) had a distrust of social media when it came to the protection of their privacy or their patients’ privacy. Overall, about 29.6% indicated an interest in future continued medical education focused on social media (and 27.4% were neutral). Awareness of social media’s role in healthcare has increased among physicians in practice, however their participation and knowledge of opportunities remains limited. Distance from academic institutions and concerns about privacy play the largest roles in the aversion towards professional use of social media.

The Ethics of Revenge and the Meanings of the Odyssey

2019 ◽  
Author(s):  
Alexander C. Loney
Keyword(s):  
Narrative Structure ◽  
Careful Analysis ◽  
Happy Ending ◽  
Epic Poem ◽  
Multiple Meanings

This book is the first in-depth examination of revenge in the Odyssey. The principal revenge plot of the Odyssey—Odysseus’ surprise return to Ithaca after twenty years away and his vengeance on Penelope’s suitors—is the act for which he is most celebrated. This story forms the backbone of the Odyssey. But is Odysseus’ triumph over the suitors as univocally celebratory as is often assumed? Does the poem contain and even suggest other, darker interpretations of Odysseus’ greatest achievement? This book offers a careful analysis of several other revenge plots in the Odyssey—those of Orestes, Poseidon, Zeus, and the suitors’ relatives. It shows how these revenge stories color one another with allusions (explicit and implicit) that connect them and invite audiences to interpret them in light of one another. These stories—especially Odysseus’ revenge upon the suitors—inevitably turn out to have multiple meanings. One plot of revenge slips into another as the offender in one story becomes a victim to be avenged in the next. As a result, Odysseus turns out to be a much more ambivalent hero than has been commonly accepted. And in the Odyssey’s portrayal, revenge is an unstable foundation for a community. Revenge also ends up being a tenuous narrative structure for an epic poem, as a natural end to cycles of vengeance proves elusive. This book offers a radical new reading of the seemingly happy ending of the poem.

“Careful the Spell You Cast”

2014 ◽  
Author(s):  
Ben Francis
Keyword(s):  
Sudden Death ◽  
Fairy Tales ◽  
Moral Maturity ◽  
Happy Ending ◽  
The World ◽  
Children's Stories

WithInto the Woodswe enter an enchanted landscape that is beset, however, by lengthening shadows. The show, which starts as an ingenious retelling of some familiar children’s stories, darkens in tone as the characters face up to difficult decisions and sudden death. In this show Sondheim and Lapine do not just retell fairy tales; instead they examine why we tell stories and how they can be used to bring the listener to moral maturity, which means—and this is a recurring theme in Sondheim’s work—accepting the necessity of choice and learning not to rely on the world to provide you with a happy ending.

scholarly journals Audience Response Software as a Learning Tool in University Courses

2020 ◽  
Vol 10 (12) ◽  
pp. 350
Author(s):  
Ana María Díez-Pascual ◽  
María Pilar García García Díaz
Keyword(s):  
Mobile Devices ◽  
Information And Communication Technologies ◽  
Control Group ◽  
Audience Response ◽  
Multiple Choice Questions ◽  
Positive Effects ◽  
Frequency Of Use ◽  
Questions And Answers ◽  
Information And Communication ◽  
Teaching Learning

The use of information and communication technologies (ICTs) has become a fundamental tool in all areas of today’s society, including higher education. Lessons cannot be envisaged without the use of tools such as computers, tablets or mobile devices. Many lecturers use audience response systems (ARS) to keep their classes engaged. ARS software allows teachers to interact with students via polls, text responses, or multiple-choice questions displayed via their mobile devices. A new example of the use of this type of devices in education is gamification, a technique that uses a set of activities with ludic character as a learning methodology in order to facilitate the acquisition of knowledge and competences. One of the most used gamification tools is Kahoot!, a free learning application based on a mixture of game and creativity, which encourages attention and participation of students through questions and answers formulated by the teacher and designed in a way that students respond via their mobile phones. This paper examines the use of Kahoot! in a subject belonging to the chemistry area. In order to assess the benefits of this tool, it was tested in a group of students to review the knowledge and skills acquired during the theoretical lessons prior to the exams, and the academic results were compared with those of a control group of students who did not use the tool. The results demonstrate that the use of Kahoot! led to an improvement in the teaching–learning process of the students and a noteworthy rise in their marks, and that its positive effects rise with increasing the frequency of use of this didactic tool.

Effects of Audience Response Systems on Student Achievement and Long-Term Retention

2011 ◽  
Vol 39 (10) ◽  
pp. 1431-1439 ◽  
Author(s):  
Selcuk Karaman
Keyword(s):  
Academic Success ◽  
Treatment Group ◽  
Undergraduate Students ◽  
Course Design ◽  
Control Group ◽  
Audience Response ◽  
Multiple Choice Questions ◽  
Audience Response Systems ◽  
Significant Difference ◽  
Response Systems

The effects of audience response systems (ARS) on students' academic success and their perceptions of ARS were examined in this study. Participants, comprising 44 undergraduate students, were randomly assigned to a control or treatment group. The course design was the same for both groups and the instructor prepared the multiple-choice questions in advance; students in the control group responded to these questions verbally whereas the treatment group used ARS. Two paper-based examinations were used to measure the learning of concepts and skills that were taught. Students' perceptions of ARS were collected via a questionnaire. Results showed that ARS usage has a significant learning achievement effect in the first 4 weeks but not at the end of the second 4 weeks. There was no significant difference in retention between either group. Students perceived the ARS tool positively, finding it very enjoyable and useful.

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