Gender body performance 2013
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The document provides instructions for uploading a PowerPoint presentation to Slideshare from a group workshop on gender and body performance in 2013. Students are asked to log into Slideshare with provided credentials and upload their group's PowerPoint, then tweet a link to it using the hashtag #genderbody2013.
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Slideshare allows users to upload Powerpoint presentations and embed them into Wordpress sites. To do this, users first create a free Slideshare account, then upload their Powerpoint by clicking "upload" and selecting the file. This embeds the slides into Slideshare, where users can then copy the embed code and paste it into their Wordpress site or blog.
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Slideshare allows users to upload Powerpoint presentations and embed them into Wordpress sites. To do this, users first create a free Slideshare account, then upload their Powerpoint by clicking "upload" and selecting the file. This embeds the slides into Slideshare, where users can then copy the embed code and paste it into their Wordpress site or blog.
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This document tests including a video in best practices and moving videos from Slideshare to LinkedIn. It includes Mark's promo video as a test and checks if posting a video to Slideshare then LinkedIn was successful.
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The document describes how to add a presentation to a blog post in 3 steps: upload the slideshow to SlideShare, copy the embed code, and paste the code into a new blog post on Blogger. This allows sharing a presentation as part of a blog post in a concise and easy manner.
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Ben and Leonie participated in an exercise where one person was blindfolded and the other acted as a guide. Ben, as the blindfolded person, noticed he was heavier on his feet and cars sounded closer than they were. He was unable to determine his location but trusted his partner Leonie's guidance. As the blindfolded person, he relied most on touch and hearing to navigate.
Leonie, when blindfolded, was attentive to vehicle, people and food smells to identify locations. She could determine they were on the running track and near the food court based on environmental cues. As the guided person, she felt dependent on her partner's directions but also experienced unease when accidentally bumped into by others. She
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Abby and Alice went on a blindfolded walk around campus to experience moving without sight. They noticed sounds seemed louder and closer without vision. They relied heavily on hearing and touch to navigate by feeling for handrails and bushes. While they were familiar with the campus, not seeing made it difficult to keep track of location and speed. The experience highlighted their dependence on a sighted partner to guide them safely.
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The document summarizes observations from a walk through Barnt Green village. It notes that the main street was quiet with no other pedestrians but felt familiar. A park was unusually occupied by a single woman reading rather than children as expected. An area behind a social club with a museum was quiet but not strangely so. The residential areas felt intruding despite not actually being so. Overall the walk challenged normal feelings of comfort as everything appeared very normal and safe, though the observers sometimes looked for something out of the ordinary or strange that was never found.
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The document discusses how Isla and James felt when walking and standing in public spaces. When walking, they felt stupid and self-aware, and people seemed surprisingly uninterested. When standing, they felt more aware but less embarrassed, and felt like people were staring even though the weather likely played a role in others' reactions.
Intervention 2 Nick Karis Jess
The document provides guidelines for two intervention exercises - standing still on a street corner and making a normal journey from home to campus backwards. It then shares summaries from four students, Nick, Karis and Jess, of their experiences doing these exercises. Nick stood on the corner of Heeley Road at 5:30pm, noticing pedestrians and cars passing by but not interacting with him. He walked backwards to university, feeling weird but challenging social norms. Karis stood on a corner noticing her surroundings rather than people. Walking backwards, she got laughs and strange looks. Jess stood on a quiet corner by her house, getting puzzled looks. Walking backwards, she felt embarrassed but people's reactions were mixed between laughs and long st
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This document describes two interventions: standing on a street corner and walking backwards down the street. For standing on the corner, the author notes feeling uncomfortable as people rushed by in the rain and received strange looks. When walking backwards, the author felt unsafe, noticed new things but in an unfamiliar way, and other pedestrians laughed, stared, or looked annoyed at the abnormal behavior.
Intervention two!
Caroline and Alfie stood in the middle of the pavement outside a pub to experience what it was like for someone in a wheelchair. Caroline found it very uncomfortable and difficult both physically and mentally, having to balance differently and be hyperaware of others around her. Pedestrians and cars went around them but a few people stopped to check if Caroline was okay or give funny looks. The experience helped Caroline gain insight into the challenges of using a wheelchair.
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The document summarizes three friends - Aimee, Jess, and Casey - participating in intervention tasks. For the first task of standing on a street corner, Aimee felt awkward and uncomfortable with people looking at her, Jess felt out of place with a man staring at her, and Casey felt it was hard to stand still but many people didn't notice her. For the second task of walking backwards, Casey was warned by a fruit seller but knew she was safe, Jess felt better with an umbrella hiding her strange movement, and Aimee felt disoriented and uncomfortable though she walked into a pole. Overall they sensed people's focus on the rain rather than their backwards walking and felt like inconveniences people had to get
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Katie and Verity participated in two interventions involving their use of space in public:
1) Standing on a street corner without purpose made them feel strange but not out of place. They occupied themselves by observing details and thinking rather than physically interacting. Other pedestrians passed by without noticing them.
2) Walking backwards from campus made them feel disoriented, silly, and uncomfortable breaking social norms. It was difficult to navigate terrain without falling. Other pedestrians didn't respond or move out of the way, focused on their own activities, though one commented they may be walking for charity.
Intervention 2
Ben and Leonie participated in an experiment where one person was blindfolded and guided by the other person. Ben noticed more curry houses than usual during the experiment. He felt quite uncertain and nervous being blindfolded but trusted his partner. Most pedestrians moved around the pair without much reaction, though a couple gave funny looks. Leonie noticed the noise of traffic and noticed the weather more since it was raining. She felt relaxed and spent time thinking about other things rather than focusing on how she may have looked to others. People avoided her or went around her. For Ben's second turn being blindfolded, he noticed how busy and slow traffic was. He felt a bit weird and self-conscious but watched the cars pass. One
Intervention 1 the Derive by Koops and Sophie
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Gender body performance 2013
- 1. Gender Body Performance 2013 Slideshare upload
- 2. Uploading to slideshare • Log into slideshare with the username and password supplied on Canvas • Upload the PowerPoints your group produces for each workshop • Tweet a link using the hashtag #genderbody2013