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Something in the water? Why we love shark films From the Steven Spielberg classic Jaws, to predators stalking the Seine in Under Paris, there is no shortage of shark films. Hollywood and audiences love them, seemingly never tiring of the suspense, gore and terror. There are prehistoric giant sharks in The Meg, genetically engineered ones in Deep Blue Sea, and sharks high on cocaine in the ingeniously named Cocaine Shark. Even Donald Trump is a fan – he was reportedly due to play the US president in a Sharknado film, before becoming the actual president. I became hooked on them after watching James Bond film Thunderball, where the villain keeps sharks in his swimming pool. It led to a lifelong interest in shark films, as well as an irrational fear of swimming pools, even ones filled with chlorine inside leisure centres. Hayley Easton Street is the British director behind a new shark film, Something in the Water, which tells the story of a group of women stranded at sea. She explains that, as fan of shark films herself, she “absolutely wanted” to make the movie. So why are shark movies so popular? “It's the fear of what could be going on with the unknown of [the sea]” she tells BBC News. “Just being stuck in the middle of the ocean is scary enough. You're trapped in something else's world and anything could happen.” But despite Street's love of shark films, she did not want the ones in hers to be portrayed as marine serial killers. “We kill 100 million sharks every year” she notes. The director was also aware that the release of Jaws led to a huge rise in the hunting of sharks, partly because they had been portrayed as merciless killers. “As much as I love shark films, I love sharks.” “I was really conscious of that, because it's easy for people to start seeing them as killing machines... or monsters, which they are not.” She adds: “I feel it's more scary to have the realistic theme of it, that, you know, if you are out in the ocean and there are sharks and they do mistake you for something else, they will kill you.” Despite the huge success of Jaws, Spielberg has said he “truly regrets the decimation of the shark population because of the book and the film”. Spielberg is not the only person concerned about Hollywood's portrayal of sharks and the impact it continues to have. US marine biologist Andriana Fragola dedicates herself to educating people about sharks, often sharing videos of her diving with them. She says they are “misunderstood predators” that have been harmed by movies and the media. Andriana tells me that she has watched Netflix's new shark film, Under Paris, and was not impressed. “Their whole thing was it's about conservation, about studying them, but then the sharks are still eating people.” “So it's giving a little bit more of a rounded education and a little bit more depth to the story, it's not just people swimming at the beach and getting attacked and eaten.” “But the bottom line and what people can draw from the movie is that sharks are still really dangerous to people and they're just going to continuously hunt and eat people.” “If that was true, we would be reduced as a human species. Everyone who goes to the beach, they would be threatened.” Andriana says the perception of sharks causes a real issue for conservation. “It's a huge problem because people don't want to protect something that they're scared of.” “The perception from people is that they're dangerous to humans so we should eradicate them, and that's obviously a huge problem for conservation and getting people to want to empathise or sympathise with sharks and wanting to actually protect them.” “It's unfortunate because 100 million sharks are killed every year, and globally sharks kill fewer than 10 people every year.” “We're really focused on the sharks being the monsters and them being out to get us. In reality it's the opposite.” It is unlikely that Hollywood will stop making shark films, or we will stop watching them. But the figures show that far from being the serial killers of the sea, sharks are actually much more likely to be the victims of humans. (Charlotte Gallagher, Culture reporter, BBC 2024. Accessed: 29 July 2024. Available in: . Adapted.)

READ THE TEXT AND ANSWER THE QUESTION: Chatbots could be used to steal data, says cybersecurity agency The UK’s cybersecurity agency has warned that there is an increasing risk that chatbots could be manipulated by hackers. The National Cyber Security Centre (NCSC) has said that individuals could manipulate the prompts of chatbots, which run on artificial intelligence by creating a language model and give answers to questions by users, through “prompt injection” attacks that would make them behave in an unintended manner. The point of a chatbot is to mimic human-like conversations, which it has been trained to do through scraping large amounts of data. Commonly used in online banking or online shopping, chatbots are generally designed to handle simple requests. Large language models, such as OpenAI’s ChatGPT and Google’s AI chatbot Bard, are trained using data that generates human-like responses to user prompts. Since chatbots are used to pass data to third-party applications and services, the NCSC has said that risks from malicious “prompt injection” will grow. For instance, if a user inputs a statement or question that a language model is not familiar with, or if they find a combination of words to override the model’s original script or prompts, the user can cause the model to perform unintended actions. Such inputs could cause a chatbot to generate offensive content or reveal confidential information in a system that accepts unchecked input. According to the NCSC, prompt injection attacks can also cause real world consequences, if systems are not designed with security. The vulnerability of chatbots and the ease with which prompts can be manipulated could cause attacks, scams and data theft. The large language models are increasingly used to pass data to third-party applications and services, meaning the risks from malicious prompt injection will grow. The NCSC said: “Prompt injection and data poisoning attacks can be extremely difficult to detect and mitigate. However, no model exists in isolation, so what we can do is design the whole system with security in mind.” The NCSC said that cyber-attacks caused by artificial intelligence and machine learning that leaves systems vulnerable can be mitigated through designing for security and understanding the attack techniques that exploit “inherent vulnerabilities” in machine learning algorithm. Adapted from: The Guardian , Wednesday 30 August 2023, page 4.

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Text I Multimodality in the English language classroom: A systematic review of literature Literacy in the 21 st century is now no longer regarded simply as the ability to use a language competently in a mono-cultural setting. Literacy today involves students knowing how to navigate across an increasingly complex communication landscape and to negotiate a range of contexts and patterns of intercultural meanings as well as the prevalence of multimodal texts. Contemporary communication environment is characterised by multimodal meaning-making, that is the “multiplicities of media and modes”, as well as “increasing local diversity and global connectedness” (New London Group, 1996, p. 62) which necessitates a shift in the pedagogical approaches that are adopted by teachers. This is especially so in the digital age where a sole focus on language in literacy is no longer sufficient for the new workplace given that a revised sense of ‘competence’ is required. The recognition of social diversity also demands pedagogical approaches that engage with the transcultural and multicultural classroom. Issues of the day such as fake news and social justice concerns also need to be addressed in the literacy classroom. Multimodality focuses on understanding how semiotic resources (visual, gestural, spatial, linguistic, and others) work and are organised. Multimodality in education adopts an expanded view of literacy to include the range of multimodal communicative practices which young people are involved in today's digital age. Multimodal pedagogies refer to the ways in which the teacher can design learning experiences using a range of multimodal resources. It involves teachers making design choices in the ways in which the curriculum content is expressed, arranged, andsequenced multimodally. Multimodal pedagogies also involve designing opportunities for students to explore and perform ideas and identities using a range of meaning-making resources. The teaching and learning activities often involve drawing from the students’ funds of knowledge and their lifeworld. With multimodal pedagogies, teachers orchestrate the learning process by weaving together a series of knowledge representations into a cohesive tapestry and in so doing make apt selection of meaning-making resources to design the students’ learning experience. Adapted from https://www.sciencedirect.com/science /article/abs/pii/S0898589822000365