Building multimedia files soc 4853 fannie escalante 2


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Fannie Escalante

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Building multimedia files soc 4853 fannie escalante 2

  1. 1. Fannie Escalante Bullying Youth & 210.379.9261
  2. 2. Table of Contents Youth and Education Key Subfield Concepts o Photos/Illustrations o Infographics o Video  Clips  Programs/Documentaries o Audios  Music  Clips  Programs/Documentaries o Websites o Online Articles o Miscellaneous In the News/On the Web Class Notes Course Journal My Work
  3. 3. Key Subfield Concepts Bullying Dyslexia Peer Pressure School Violence Cyber Bullying Physical Bullying Stop Bullying Identification Prevention Suicide Trends in Adolescents Bullying in the work place Bullying by adults Bullying statistics Bullying through text message/cell phone Cultural aspects of bullying Therapy Parental support Elementary Jr. High High School Social Aggression Depression Anxiety Safety Self-Concept Reporting Bullying Awareness Programs Bullying Consequences Victims Violence Effects of bullying Social withdrawal due to bullying Gender School attendance rates due to bullying
  4. 4. Youth & Education/Bullying Photos
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  12. 12. Video
  13. 13. Audio
  14. 14. Websiteswww.sociologyi
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  16. 16. Online Articles1. county/article233662.ece2. about-bullying-1.23828605. kids/201010/teasing-and-bullying-boys-and-girls6. dyn/content/article/2010/10/26/AR2010102602074.html7. Battle-Bullying-oct-26-20109. says-child-expert.html11. bullied-school.html14. p1017-q3623116.html15. 29/justice/massachusetts.bullying.suicide_1_scheibel-statutory-school- assembly?_s=PM:CRIME16. st_bullying.php18. schools-what-happens-to-the-bullies19. berbullying+causes+long-lasting+emotional+pain20. nvolves+repetitive+taunting++intimidation22. targets-bullying-via-technology23. D=20101212001624. 1210phoenix-parents-pull-son-out-school-allege-bullying-wasnt- stopped.html
  17. 17. Class NotesAugust 26, 2010  Michael Miller-Instructor; office 4th floor of MS bldg  Producing digital media  Blackboard=syllabus  Buy min 4gig flashdrive  Study PowerPoint  Need access to video camera, still digital camera, microphone  Grading is based on what is produced  Assignment: World Cloud; tell everyone who you are; 20 words/phrases; Who Am I?  Assignment: Photo Mosaic; further elaborate who you are  Wally Wallington Stonehenge video  Begin thinking about a sub-field of Sociology  Complete survey online & print out for next classAugust 31, 2010  Use sub-field to build media files; websites, video, articles, own media production  Review PowerPoint  Journal: class day by day account of observations; express thoughts about course; example-describe Wordle & experience; how you feel; your impressions of the class; note date & entry  Control C=copy; Control V=Paste  Approach: play with it…explore features…try different things out; develop lists & save; not how it might be applied to your studies; “print screen” functionSeptember 2, 2010  Present photo mosaic; those who have not introduced themselves with Wordle  (student website)  Write down new URLs for work in journal (put image if possible)  Start jounal  Download “Google Chrome”  Read for Sept 7th/links on syllabus online @ BlackboardSeptember 7, 2010  For Thursday: start to google info on sub-field  Brief annotation= 1-2 sentence statement about what is in media  Learning Goals: What is online media? What is the online media production process?  Constructivist Approach=knowledge; not given, but constructedSeptember 9, 2010  Look through an Intro. To Soc. Book & Sociology of Education for media files
  18. 18.  What is Multimedia? “media” & “multimedia” symbolic communication-not fundamentally text- based “multimedia” combinations of media appealing to more than one sense Ex. Illustrations, photos, info. graphics & video, music, audio programs/interviews/clips, games & virtual words Images: What the World Eats/Waiting for Help Viewed photos of families from around the world-what they eat in a week & expenditure for the food Information Graphics: display data in an interesting & attention getting way A lot of info. can be conveyed easily NPR-check out website (personal use) Can take info. from web & construct graphs or videos like movie maker-make info. graphics George Carlin-podcast The Online Multimedia Production Process 3 elements within an ongoing cyclical process: location, generation, publication Sub-field media-review syllabus for changes Key concepts: laundry list those new concepts, examples, and definition if needed Check “youtube” for music/audio clips; enter “education” or “youth” Sept. 14th create gmail account for class; special account for relevant class materials Sept 16th Create feeds for all on page; “Sociology Lens” (video); “Sociological Images” (photos); “Graphic Sociology” (infographics); “Office Hours” (audio) = Discipline relevant blogs Multimedia Directories/Repositories: “Merlot”; “Mindgate Media”; “Sociological Cinema” Tag = keyword to describe Media search engines: “Google Images,” “Picsearch,” “Google video,” “OV Guide,” “Clicker” (tv media) User Generated/Sharing Sites: “Flicker” “SlideShare” “Vimeo” “Youtube” Notification Vehicles: “Open Culture” “Web-Based Video in Education” RSS = really simple syndication Subscriptions: “New York Times” *Take out subscription on our page Other Good Sites: “NPR” Documentary Collections: “Public Broadcasting System” “Frontline” “Sling”September 14, 2010 Read syllabus for re-submission of wordle & photo mosaic o On blackboard; assignments tab; paste URL in submission box; add comment if you want; submit Always post assignments here Re-save wordle and photo mosaic to flash drive Review syllabus to add info. to sub-field creations Ck youtube for music/audio; enter “education” or “youth”
  19. 19.  Sept 14 assignment; create gmail account; create special account for relevant class materials  Sept 16 assignment  “Sociology Lens” video  “Sociological Images” photos  “Graphic Sociology” infographics  “Office Hours” audio  Create feeds for all the discipline relevant feeds listed above  Multimedia Directories Repositories: Merlot; Mindgate Media; Sociological Cinema  Tag = keyword to describe work  Media search engines: Google images, Picsearch; Google video, OV Guide, Clicker (TV media)  User Generated/Sharing Sites: Flicker, SlideShare, Vimeo, Youtube  Notification Vehicles: Open Culture, Web-Based video in Education  RSS = really simple syndication  Subscriptions: New York Times; take out subscriptions on page  Other good sites: NPR  Documentary Collections: Public Broadcasting System, Frontline, Sling  Early childhood education and secondary education = concepts for my subfield  Email Professor Miller with sub-field topic  Can also subscribe to newsletters on websites if RSS feed is not availableSeptember21, 2010  Places- Basic Rules of Thumb o On public property-you must have the right to photograph it o Private property-need owner permission o Take pics without permission-can be asked to stop, leave, or be arrested o If photography is not allowed-leave  People o Don’t need permission to take someone’s pic if in public view o If they have reasonable expectation of privace-not allowed to photograph o You are within rights to photograph children on a public playground, even if they are not your own children; if parents are caution explain to them what you are doing  TX Penal Code  Anyone can object; but they have no legal grounds  You can’t break other laws while taking pics  Can photograph, but may be problematical; children, celebrities, police & security officers  Use of images; almost do anything you want; unless using for commercial purposes; signed release need for commercial; get a release if you think you may use commercially; for class-get the release if the subject has a significant role in the study (focus of photos or being interviewed)  Code of Ethics 1. Be accurate & comprehensive in the rep. of subjects 2. Resist being manipulated by staged photo opps.
  20. 20. 3. Be complete and provide context when photographing or recording subjects; avoid stereotypes; avoid presenting one’s own biases 4. Treat all subjects with respect and dignity; give special consideration to grieving subjects, etc. 5. Do not alter subjects or events 6. Do not manipulate images or add or alter sound to mislead or misrepresent 7. do not pay or reward subjects 8. do not accept gifts, favors or compensation 9. Do not intentionally sabotage efforts of other journalists  Mulitmedia ethics; making multi-media reports: 1) intrusiveness 2) manipulation of events; restageSeptember 23, 2010Types of slideshows:  Text-driven  Picture-driven-collection of images with given theme, often no voice- over  Story-driven-images with voice-over; a) journalistic b) anecdotal (digital storytelling)Type of screen structure (SS)-the concepts & design that hold viewer’s attentionduring slide presentationNarrative-storytelling; series of events/chronologicalDocumentary-reporting on what’s going on who, what, when, where, how?Aesthetic/Art/Design-emphasis on form not content,; focus on design, shape, colors,texturesIn slideshow, image of certain design type may appear with othersEmotional- 2 kinds; 1) overt display of emotion in image 2) emotion evoked byimageCopyright & Online MediaAbundant digital materials available onlinePublic domain vs copyrightedInternet Archive-can look for relevant materials for subfieldNot violating copyright when video/audio URLs linked to syllabus or presentation“four use” is legal defense; allows limited use 1. What is character of the use? 2. What is the nature of work to be used?
  21. 21. 3. How much of the work will you use? 4. What effect would this use have on the market for the original or for permission?September 28, sign up for free serviceCreate your own Prezi using sub-fieldThewildernessdowntown.comGuest speaker regarding Prezi for next classSeptember 30, 2010Prezi presenterWorked with Prezi in classUse magnifiers instead of stabilizer to control canvasImage will darken so you will know you are working with itOctober 5, 2010Assignment due Oct 12th; choose 3 concepts related to subfield; how have they beenmeasured previously (journals online library); 2 articles per conceptEx. Race and ethnic relation concepts = prejudiceAfter this process select 1 concept yo are interested in and write a short statementwhyFinal syllabus postedSociological inquiryMain goal-to devise useful explanationsExplanation = theory (answers the question “why”)A set of interrelated propositions that collectively attempt to explain eventsTheory…a set of interrelated propositions (a stmt of relationship between 2 or moreconcepts)Concept? An abstract image or idea; what is this? Why?Move up and down ladder of abstraction by becoming more inclusive or specificSociological concepts may be subject to different interpretations
  22. 22. A theory consists of concepts-linked in the form of propositionsConcepts employed in research: variablesDependent variable- (effect) variable to be explainedIndependent variable (cause) “explaining”Operational concepts: research concepts are commonly “operationally defined”That is, the concept is defined in terms of how it is measured in the study.October 12, 2010Re-enter assignments 2morrow if you haven’t received gradesControl + enlarges screenOct 19th-guest speaker; Professor Miller will post TX monthly piece onlineReview syllabusOctober 14, 2010Check syllabus for URL’s on guest speakerReview Data Visualization (Oct 12th assignment)October 26, 2010Bring multi-media flash drive for next weekWhen you use an image, copy the URL; you can discretely place URL on the slideEmail Professor Miller-concept definition not showing as submitted; not gradedFor voice over, can leave music on but may have to turn music volume downRSS feeds: Washington Post; Wallstreet; NPRWrite a script for voice over; important points; approach it as a whole instead offrame by frameNovember 2, 2010Download “Any Video Convertor” free versionConversion to go through= “wmv” fileWindows Movie Maker= downloadSearch for video to bring in-relevant to subfield
  23. 23.; Myrta’s Story; example of our final storyAudacity; ck online to mix music and voice for voice overSound effect websiteYoutube mp3 player to import videoLimit text on slides; use more voiceCk images for fuzzinessNovember 4, 2010Video streaming through power point (if it is no longer on youtube it will not be inyour presentation)  Open Power Point  Open Youtube  Select video  Go to URL-copy  Go to Power Point  Developer tab  Controls  Click hammer on Controls  More controls  Shockwave flash object-click on  Back to Power Point slide  Rt click-properties  “Movie”  Rt click paste URL  Highlight-“watch?” in URL-delete  Delete “=” and put in slash “/”  Slideshow; play from the beginningDownload free Version of any video convertor professionalGo onlineSkip over “ad” in youtube; play video ad then stop where video itself beginsNovember 9, 2010Take all images from the Photostory and drop them into Movie Maker (from file)(import)Convert video-any video convertorAt least one video; can do more if you wantCartoon around 2 characters/revolve around; sign up
  24. 24. Infographics; manyeyes and gapminderDecember 2, 2010Dec. 13, Mon. 10:30am FinalSociological cinema-accept entries/clips with lessonUpload final project to BlackboardSave as pdf-allow you to upload a word doc to make it a pdf; then upload; for journal submission
  25. 25. Course JournalAugust 26, 2010First day of class was great. It sounds like it’s going to be fun and I’m going to learnsome new technology! I am really excited! My professor seems really nice and down-to-earth and understanding. I agree with his style of teaching, I believe technologyas a form of teaching will help students learn more and keep them interested. I don’tlike to be lectured or read to for an hour or so. When you can create and visually seeyour assignments or tasks it helps to know you are doing what you should.We have our first assignment…the Wordle. This assignment doesn’t seem hard at alland actually sounds fun.Wordle was fun and easy to use. I didn’t like the way you had to keep starting overwhen you wanted to edit though. I think I will play with the software to create gifts.Until next time August 31, 2010Some of class introduced themselves through their Wordles today, including me. Igot chocked up when I spoke in class, especially about the divorce. But, now I ampassed that and moving on. It was neat to learn about someone in, not only, wordsbut images. For next class, we are to make a photo mosaic. This should be fun!The photo mosaic maker was also easy to use. I enjoyed this project. I would like todo it again with music.Until next time September 2, 2010Class introductions continued today with photo mosaics. It is interesting how muchsomeone will tell you through this project. I agree with what Professor Miller when hesaid that people tend to say more personally through these types of introductions.Its true about some of these students, you really would think some of the thingsthey said about themselves were true or at least hard to imagine.We have a reading assignment for next class and that’s about it.Until next time September 7, 2010Professor Miller highlighted more on why media is a good teaching tool and howeventually universities and colleges will be more active in online information asopposed to paper. We had class discussion about our opinions and experiences withonline courses we had taken. There are good and bad experiences. Professor Milleralso wants us to prepare to begin working on our sub-field media assignment. Itwas another interesting day of class and looking forward to the next.
  26. 26. Until next time September 9, 2010Class is beginning to focus on the building of the multi-media files. Professor Millerdefined items and gave examples of what could be used in our work. Class wasinteresting and again looking forward to another visit.Until next time September 14, 2010Professor Miller asked us to review our syllabus for changes and additions and againfocused on subfield media files. He has several requests for work to be completedand I hope I get everything done correctly. It’s starting to seem like a lot for me andI hope I am able to manage my low technical knowledge with what is expected.Until next time September 21, 2010Lots of information based on building the media files. This document seems like it’sgoing to be huge! I hope I can keep up with all of this.Until next time September 23, 2010We discussed the different classifications of the 15-20 images that are to be used forour next assignment. I don’t know if I will be able to actually take all new images forthis assignment. I’m not much of a photographer, just the amateur momma takingpictures of her kids. We’ll see what happens.Until next time September 28, 2010Prezi looks like fun!!Until next time September 30, 2010Prezi presentation was helpful and interesting; we received a hand out from outpresenter that will help with future work. I really enjoyed using this program I canreally see using this over and over in the future. I think this will be a really helpfulaid when I become a teacher. It’s really attention getting!Until next time 
  27. 27. October 5, 2010This class was slow, seemed like a lot of definitions. I like the more media relatedstuff Until next time October 12, 2010Excited about our next guest speaker, this sounds like it’s going to be reallyinteresting…can’t wait!Until next time October 26, 2010Learned about voice-over and learned you should always save image URLs. Need towork on concept definition. Another good class!Until next time November 2, 2010I’m excited to see if I can use a video converter and audacity to mix some music andvoice over for future projects. We reviewed an example of a digital story I’m still not sure if I’m going to pull off this digital story.Until next time November 4, 2010Today we learned how to stream through power point. I’m not sure how I’m going touse this in my project. But at least I have another option for integration. Good class!Until next time November 9, 2010Today we talked about modifying our photostory by adding video. This sounds like itwill be easy to accomplish. We also talked about the cartoon we will be creating soonon xtranormal. I’m really excited about the cartoon, I have been looking forward tothis assignment.Until next time December 2, 2010Today we talked about our final project and uploading our multi-media file tophotoshare for submission. I can’t believe we are talking about our final projectalready; the semester has flown by so fast.
  28. 28. I have really enjoyed this class and I’m so excited to continue learning with ProfessorMiller in my independent study. I have learned so much and I’m excited to refine mylearning and polish my projects.
  29. 29. My WorkAugust 31, 2010Wordle Assignment: 2, 2010Photo Mosaic Assignment:
  30. 30. September 16, 2010igoogle page:September 23, 2010 29, 2010Prezi: 5, 2010 Fannie Escalante SOC 4853 October 11, 2010 Youth & Education ConceptsConcept #1 Dyslexia and Youth and Education:Reading fluency: implications for the assessmentof children with reading disabilitiesElizabeth B. Meisinger - Juliana S. Bloom •George W. HyndReceived: 19 December 2008 /Accepted: 12 October 2009 /Published online: 24 December 2009© The International Dyslexia Association 2009Journal: Annals of DyslexiaISSN: 0736-9387Publisher Name: Springer SMB B.VFrequency: Semi-AnnuallyOperationalization: “Reading fluency versus word reading measures to assess for the presence of reading disabilities in children across diagnostic models. The primary aim of this study is to fill this gap in theliterature by demonstrating the superior diagnostic utility of reading fluency to identify children with reading disabilities.”An evaluation of two emergent literacy screening toolsfor preschool childrenShauna B. Wilson· Christopher J. LoniganReceived: 18 December 20081 Accepted: 16 April 20091 Publi hed online: 16 October 2009The International Dyslexia Association 2009Journal: Annals of DyslexiaISSN: 0736-9387Publisher Name: Springer SMB B.VFrequency: Semi-AnnuallyOperationalization: The GRTR-R is a 25-item test that measures print knowledge and phonological awareness and takes less than 10 min to administer. For each item, the child is shown a page with four pictures. Thetest administrator reads the question at the top of each page aloud and the child answers by pointing to one of the four pictures.Concept #2 Bullying and Youth and Education:The Effect of an Education Program onAttitudes and Beliefs about Bullying andBullying Behavior in Junior SecondarySchool StudentsCaroline Hunt
  31. 31. School of Psychology, University of Sydney, New South Wales, 2006, Australia. E-mail: and Adolescent Mental Health Volume 12, No. 1, 2007, pp. 21–26 doi: 10.1111/j.1475-3588.2006.00417.xOperationalization: Participants completed self-report questionnaires that assessed various aspects of bullying behavior, and attitudes and beliefs about bullying. In addition, participants completed a questionnairethat assessed ethnic identification that is a focus of a second paper based on the study (Nguy & Hunt, 2004).How schools tackle bullying, and the use of whole school policies: changes over the last decadeMuthanna Samaraa* and Peter K. SmithDepartment of Psychology, University of Warwick, Coventry, UK; Department of Psychology, Goldsmiths, University of London, UK (Received 12 December 2007; final version received 9 May 2008)ETOM01adrru.04iyu.1gt 048lchM0io-0ana8r3t0anu 0i4&2lotn/ 1h0nAa 0aF01a.rS nlr84(t anaipP4cnmar3slicSeyn4aiacstr1m)ah0/@1o8a4lr0owa62g9a1yr-9w518i9c21k00. a(oc.nulkine)Educational PsychologyVol. 28, No. 6, October 2008, 663–676Operationalization: The DfEE (in 1996) and the Department for Education and Skills (DfES, in 2002) selected schools randomly within the constraint of having a spread across geographical regions of England, inboth the primary and secondary sectors. These schools were approached to ask if they would fill in the survey questionnaire.Concept #3 Peer Pressure and Youth Education:The Role of Peer Groups in Adolescents’ EducationalExpectations and AdjustmentNoona Kiuru · Kaisa Aunola · Jukka Vuori ·Jari-Erik NurmiReceived: 24 May 2006 / Accepted: 17 July 2006 / Published online: 23 September 2006C _Springer Science+Business Media, Inc. 2006J Youth Adolescence (2007) 36:995–1009DOI 10.1007/s10964-006-9118-6Operationalization: “Participants’ peer groups were identified by using a sociometric procedure developed by Coie et al. (1982). The participants were asked to nominate up to three classmates withintheir classroom with whom they most liked to spend time andthree classmates with whom they least liked to spend time (positive and negative nominations).”Aggressive and Prosocial Behaviors within EarlyAdolescent Friendship CliquesWhat’s Status Got to Do with It?Leanna M. Closson University of British ColumbiaMERRILL-PALMER QUARTERLY, VOL. 55, NO. 4Operationalization: “Students who received parental permission to participate completed a series of questionnaires that were group administered in their classrooms during a 45-minute session. Students completed anumber of self-report and peer-report measures: Peer regard perceived popularity; classification of clique perceived popularity; clique identification; friend regard, within-clique social behavior, and social dominance;classification of individual dominance rank within cliques.”I have chosen to focus on bullying and youth and education because of the so many recent reports lately.October 26, 2010Photostory with video clip on Movie Maker photostory: Documentary Images: Narrative: Movie Maker: 16,2010Bullying Cartoon:
  32. 32. November 18, 2010 Fannie Escalante/SOC 4853/ 11-29-2010 Mindgate Media Assignment has become quite an epidemic in our schools today; a frightening ingredient is the episode of suicide. The preceding videohighlights “some main points from the International Bullying Prevention Association’s recent conference.” The video not only givesinformation about the most common form of bullying, but it also gives resources for parents, students, and teachers alike. The videoalso gives ownership to students and gives them the power to take an active role in the prevention of bullying. What can be asked about this video? 1. What other forms of bullying are there? 2. What may cause someone to bully? 3. Do you know someone who is being bullied or someone who is a bully? 4. What other educational resources are available about the subject of bullying? 5. What type of programs can be created and or implemented in your own school to aid in the prevention/cessation of bullying? 6. Identify individuals who will be available to anyone who is being bullied, who has information about a bullying incident, or who has any ideas about preventing bullying.December 8, 2010Digital Storytelling
  33. 33. Miscellaneous on Sociology of Education:A Sociology of Education Since 1944Social Analysis of EducationRace and Gender Disparity in Urban EducationSociology of Education TodayInternational Encyclopedia of Sociology of EducationSociology of Sport and Physical EducationEducation and Social ChangePower and Ideology in EducationSchools and SocietiesDurkheim and Modern EducationA Guide for First-Time Researchers in EducationHigher Education and Social Class
  34. 34. Contemporary Perspectives in EducationThe Social Impact of Lesbian and Gay Issues in EducationDivide and School Gender and Class DynamicsResearching Education PolicyIlliberal EducationThe Impact of Street Culture on SchoolingCulture in American Colleges and UniversitiesEducation and Sociology Encyclopedia