Faster than a..._reading_q_booklet_-_with_sourcessparkly
KS4
Unit 1: Non-Fiction
Unit 1: Non-Fiction
1) This document outlines a reading comprehension exam for a non-fiction unit. It provides three sources related to extreme sports and asks students to answer questions about each source.
2) The questions require students to summarize details about Felix Baumgartner's skydive from Source 1, explain how the headline and picture in Source 2 are effective, and discuss Usain Bolt's thoughts and feelings about his career from Source 3.
3) The final question asks students to compare the language used in Sources 1 and 3 and analyze the different effects created in each text. However, the full sources are not provided so
1) The document proposes a storyline for a music video about a woman struggling to leave her drug-addicted past behind, as a hallucination of her "bad" self tries to tempt her back.
2) The proposed scenes include the woman having difficulties at work due to memories of her past, brief shots of the band, the woman comparing herself unfavorably to who she wants to be in the mirror, and her running away from her "bad" self telling it to leave her alone.
3) The final scene would show other people with problems singing the chorus line "Don't Let Me Get Me."
The document provides guidance for a case study on the production cycle of a film made by a British film institution. It outlines various aspects of the filmmaking process to research, from initial development through production, distribution, marketing, exhibition, and audience reception. Key points to analyze include the film's genre, budget, casting, technology used, distribution deals, marketing strategy, box office performance, and critical and audience reactions. The goal is to understand how the chosen institution approached filmmaking and targeted audiences.
This document analyzes an ideal target audience for a new song. It discusses the importance of understanding audience demographics like age, gender, interests and hobbies. A survey was conducted to learn about people's favorite music genres, which varied widely. The document then profiles an 18-year-old woman named Stacy who studies media and enjoys indie/rock concerts, social media, shopping at trendy stores, and horror movies. She is proposed as an ideal target audience because her interests align with the genre of the new song, described as pop rock/indie.
This document discusses media representations of collective identity and youth culture. It provides examples of how youth have been represented in news media as moral panics, and how they represent themselves online through videos and memes. The document suggests using theories from scholars like David Buckingham, Angela McRobbie and Henry Jenkins to analyze how media both construct and reflect collective identities for different audiences. Students are advised to select case studies of youth culture and two different media examples, from past to present to future, and discuss whether media construct or reflect collective identities using these theories and examples.
The homework for the soap opera project includes completing Task 7 and placing it in the folder, finishing the casting video to be put on a DVD, filming approximately 20 minutes of footage using lights to be given to Matt on Tuesday morning, creating a production log of the filming process with at least one entry, choosing a soundtrack, drafting a two week filming schedule with all filming completed by January 20th listing who is needed, dates, times, locations and what will be filmed, and planning for the title sequence. Examples of an acceptable production log and important diary dates are also provided.
This document summarizes key concepts from Chapter 4 of the textbook Organizational Behavior. It discusses 4 study questions: 1) what is personality, the influences on personality development, and components of personality, 2) how personalities differ in traits like problem-solving style, personal conceptions, and emotional adjustment, 3) what are individual values and attitudes and how they differ, and 4) what are individual differences and their relationship to workforce diversity in areas like gender, age, ability, and race/ethnicity. The summary provides concise answers to each study question in the areas of personality, traits, values, attitudes, and diversity factors.
Faster than a..._reading_q_booklet_-_with_sourcessparkly
KS4
Unit 1: Non-Fiction
Unit 1: Non-Fiction
1) This document outlines a reading comprehension exam for a non-fiction unit. It provides three sources related to extreme sports and asks students to answer questions about each source.
2) The questions require students to summarize details about Felix Baumgartner's skydive from Source 1, explain how the headline and picture in Source 2 are effective, and discuss Usain Bolt's thoughts and feelings about his career from Source 3.
3) The final question asks students to compare the language used in Sources 1 and 3 and analyze the different effects created in each text. However, the full sources are not provided so
1) The document proposes a storyline for a music video about a woman struggling to leave her drug-addicted past behind, as a hallucination of her "bad" self tries to tempt her back.
2) The proposed scenes include the woman having difficulties at work due to memories of her past, brief shots of the band, the woman comparing herself unfavorably to who she wants to be in the mirror, and her running away from her "bad" self telling it to leave her alone.
3) The final scene would show other people with problems singing the chorus line "Don't Let Me Get Me."
The document provides guidance for a case study on the production cycle of a film made by a British film institution. It outlines various aspects of the filmmaking process to research, from initial development through production, distribution, marketing, exhibition, and audience reception. Key points to analyze include the film's genre, budget, casting, technology used, distribution deals, marketing strategy, box office performance, and critical and audience reactions. The goal is to understand how the chosen institution approached filmmaking and targeted audiences.
This document analyzes an ideal target audience for a new song. It discusses the importance of understanding audience demographics like age, gender, interests and hobbies. A survey was conducted to learn about people's favorite music genres, which varied widely. The document then profiles an 18-year-old woman named Stacy who studies media and enjoys indie/rock concerts, social media, shopping at trendy stores, and horror movies. She is proposed as an ideal target audience because her interests align with the genre of the new song, described as pop rock/indie.
This document discusses media representations of collective identity and youth culture. It provides examples of how youth have been represented in news media as moral panics, and how they represent themselves online through videos and memes. The document suggests using theories from scholars like David Buckingham, Angela McRobbie and Henry Jenkins to analyze how media both construct and reflect collective identities for different audiences. Students are advised to select case studies of youth culture and two different media examples, from past to present to future, and discuss whether media construct or reflect collective identities using these theories and examples.
The homework for the soap opera project includes completing Task 7 and placing it in the folder, finishing the casting video to be put on a DVD, filming approximately 20 minutes of footage using lights to be given to Matt on Tuesday morning, creating a production log of the filming process with at least one entry, choosing a soundtrack, drafting a two week filming schedule with all filming completed by January 20th listing who is needed, dates, times, locations and what will be filmed, and planning for the title sequence. Examples of an acceptable production log and important diary dates are also provided.
This document summarizes key concepts from Chapter 4 of the textbook Organizational Behavior. It discusses 4 study questions: 1) what is personality, the influences on personality development, and components of personality, 2) how personalities differ in traits like problem-solving style, personal conceptions, and emotional adjustment, 3) what are individual values and attitudes and how they differ, and 4) what are individual differences and their relationship to workforce diversity in areas like gender, age, ability, and race/ethnicity. The summary provides concise answers to each study question in the areas of personality, traits, values, attitudes, and diversity factors.
O documento discute como Jesus viveu de acordo com os evangelhos e encoraja os leitores a desenvolverem suas próprias interpretações espirituais através da intuição e meditação. Ele sugere que Jesus confiava em Deus dia a dia, conhecia sua missão e andava com pessoas marginalizadas.
The document defines what an expert is and outlines the benefits and rating process for joining the Global Experts Association network. An expert is defined as someone with a high degree of skill or knowledge in a subject who is seen as a reliable source. Benefits of joining include being able to post a profile, give advice to clients, negotiate fees, and bid on projects. Experts will be rated by clients based on how quickly they respond, their expertise, how well they follow the seven steps of consulting process, the impact and quality of their work.
El documento describe las instalaciones de un jardín de niños llamado Enrique C. Rebsamen, incluyendo fotos del edificio A (interior y exterior), la protección de una cisterna, la biblioteca en el edificio C, sanitarios anteriores, lavabos, mingitorios, la azotea, puertas y ventanas, el centro de carga anterior, arreglos de acometida, pisos y techos anteriores.
Alguma poesia carlos drummond de andrademariliarosa
Carlos Drummond de Andrade escreveu uma coleção de poemas curtos que descrevem paisagens e lugares do Brasil. Os poemas usam linguagem simples para retratar cenas do cotidiano com humor e perspectivas diferentes.
A revolução russa começou com a queda do czar Nicolau II em fevereiro de 1917 e culminou com a tomada do poder pelos bolcheviques liderados por Lênin em novembro do mesmo ano. Os bolcheviques estabeleceram um governo socialista autoritário que enfrentou oposição de diversos grupos e uma guerra civil, mas acabou vencendo e fundando a União Soviética em 1922.
O documento descreve um curso de pós-graduação em gestão de segurança pública, com o objetivo de capacitar profissionais da área por meio da formação científica e acadêmica. O curso tem duração de 2 anos letivos mais 1 ano para produção de TCC, e abrange disciplinas como direito penal militar, processos penais, segurança pública e inteligência.
Este documento discute as responsabilidades de um agrupamento de produtores no contexto de indicações geográficas. Antes de solicitar o registro de uma IG, um agrupamento deve estudar o produto, mapear a cadeia produtiva e garantir o interesse dos produtores. Após o registro, o agrupamento é responsável por zelar pela qualidade do produto, promovê-lo comercialmente e aplicar sanções a produtores que não cumpram as especificações. O trabalho com IGs requer um compromisso contínuo para garantir seu sucesso
The document discusses the validation of assessments at a faculty. It notes that the faculty has over 120 validated assessments available on SharePoint for reuse. It emphasizes the importance of continuous validation to meet quality standards and ensure fair student results that can withstand disputes. It advises conducting risk assessments to prioritize validating core units and high risk assessments.
This document provides an overview of various media theories that can be applied to analyzing representations in media. It discusses theorists such as Laura Mulvey, John Berger, Bell Hooks, Stuart Hall, Tricia Rose, Paul Gilroy, Michael Eric Dyson, Kobena Mercer, Jacques Lacan, Michel Foucault, and concepts like narrative theory, audience reception theory, and moral panic. Revision tips are provided, emphasizing applying these theories to coursework and case studies through references to different media like films, music videos, and magazines. Key ideas from different theorists are summarized, such as Hall's notions of "slave figure," "the native," and "the clown/entertainer" characterizations of
This document provides guidance for answering an exam question on media language in relation to a student's film production. It defines media language as the technical elements that communicate meaning in a specific medium, like film. These include mise-en-scene, cinematography, sound, and editing. Students are instructed to analyze how they used these elements in their own production to create meaning and communicate with the audience. While media language can be discussed separately, it is also connected to other concepts like genre, narrative and representation that influenced production decisions.
The document discusses creativity in the context of a media studies coursework. It provides guidance on reflecting on the development of creativity over the course of the media projects. Some key points covered include defining creativity as bringing something new into existence, considering original and influenced elements of works, and how technology may enhance or limit creativity. Students are prompted to think about creative skills used, how their work communicated ideas and style, and influences on their creative process and potential for future projects.
Despite the presence of 6,000 police officers, trouble started near Tower Bridge during a 1936 demonstration in London. A journalist, Bill Maguire, witnessed a boy light a firecracker, spooking horses and causing chaos. As police struggled to control the situation, the crowd broke through barriers in an explosive surge. Though shaken by being knocked over, Maguire was undeterred from observing the excitement as a reporter.
This passage describes Julia's experience getting lost in the Kapawi jungle in Ecuador after being separated from her parents during a flash flood.
In paragraph 1, the jungle is described as "steaming and hissing" as Julia and her family struggle through the "dense undergrowth" accompanied by "howler monkeys" and "tropical birds."
In paragraph 4, Julia's difficult walk through the jungle in search of her parents is portrayed through vivid imagery, with the foliage "snak[ing], twist[ing] and snar[ing] her" and "swarms of insects" attacking her as she staggers through in a "torturous journey."
The summary effectively captures the key
The document provides instructions for Question 3 of an IGCSE Extended Paper exam. Students will be asked to:
- Identify 15 bullet points summarizing the key information from a passage.
- Write a 200-250 word summary incorporating all 15 bullet points using their own words.
The question is worth 20 marks total - 15 for the bullet points and 5 for the quality of writing in the summary. Students should spend 45 minutes on this question focusing on concision, focus, and using their own words where appropriate.
Here are the key points you need to consider for this question:
- Address the three bullet points clearly in your response
- Use your own words and do not copy directly from the passage
- Include relevant details from the passage to describe what happened and support your response
- Convey the thoughts and feelings of the narrator during the experience
- Explain how the narrator survived after being thrown into the sea
- Write in a journal entry format using first person ("I/my")
- Use appropriate vocabulary and tone for a journal entry
- Write between 200-300 words
- Check your spelling, punctuation and grammar
Taking time to plan your response addressing each bullet point will
O documento discute como Jesus viveu de acordo com os evangelhos e encoraja os leitores a desenvolverem suas próprias interpretações espirituais através da intuição e meditação. Ele sugere que Jesus confiava em Deus dia a dia, conhecia sua missão e andava com pessoas marginalizadas.
The document defines what an expert is and outlines the benefits and rating process for joining the Global Experts Association network. An expert is defined as someone with a high degree of skill or knowledge in a subject who is seen as a reliable source. Benefits of joining include being able to post a profile, give advice to clients, negotiate fees, and bid on projects. Experts will be rated by clients based on how quickly they respond, their expertise, how well they follow the seven steps of consulting process, the impact and quality of their work.
El documento describe las instalaciones de un jardín de niños llamado Enrique C. Rebsamen, incluyendo fotos del edificio A (interior y exterior), la protección de una cisterna, la biblioteca en el edificio C, sanitarios anteriores, lavabos, mingitorios, la azotea, puertas y ventanas, el centro de carga anterior, arreglos de acometida, pisos y techos anteriores.
Alguma poesia carlos drummond de andrademariliarosa
Carlos Drummond de Andrade escreveu uma coleção de poemas curtos que descrevem paisagens e lugares do Brasil. Os poemas usam linguagem simples para retratar cenas do cotidiano com humor e perspectivas diferentes.
A revolução russa começou com a queda do czar Nicolau II em fevereiro de 1917 e culminou com a tomada do poder pelos bolcheviques liderados por Lênin em novembro do mesmo ano. Os bolcheviques estabeleceram um governo socialista autoritário que enfrentou oposição de diversos grupos e uma guerra civil, mas acabou vencendo e fundando a União Soviética em 1922.
O documento descreve um curso de pós-graduação em gestão de segurança pública, com o objetivo de capacitar profissionais da área por meio da formação científica e acadêmica. O curso tem duração de 2 anos letivos mais 1 ano para produção de TCC, e abrange disciplinas como direito penal militar, processos penais, segurança pública e inteligência.
Este documento discute as responsabilidades de um agrupamento de produtores no contexto de indicações geográficas. Antes de solicitar o registro de uma IG, um agrupamento deve estudar o produto, mapear a cadeia produtiva e garantir o interesse dos produtores. Após o registro, o agrupamento é responsável por zelar pela qualidade do produto, promovê-lo comercialmente e aplicar sanções a produtores que não cumpram as especificações. O trabalho com IGs requer um compromisso contínuo para garantir seu sucesso
The document discusses the validation of assessments at a faculty. It notes that the faculty has over 120 validated assessments available on SharePoint for reuse. It emphasizes the importance of continuous validation to meet quality standards and ensure fair student results that can withstand disputes. It advises conducting risk assessments to prioritize validating core units and high risk assessments.
This document provides an overview of various media theories that can be applied to analyzing representations in media. It discusses theorists such as Laura Mulvey, John Berger, Bell Hooks, Stuart Hall, Tricia Rose, Paul Gilroy, Michael Eric Dyson, Kobena Mercer, Jacques Lacan, Michel Foucault, and concepts like narrative theory, audience reception theory, and moral panic. Revision tips are provided, emphasizing applying these theories to coursework and case studies through references to different media like films, music videos, and magazines. Key ideas from different theorists are summarized, such as Hall's notions of "slave figure," "the native," and "the clown/entertainer" characterizations of
This document provides guidance for answering an exam question on media language in relation to a student's film production. It defines media language as the technical elements that communicate meaning in a specific medium, like film. These include mise-en-scene, cinematography, sound, and editing. Students are instructed to analyze how they used these elements in their own production to create meaning and communicate with the audience. While media language can be discussed separately, it is also connected to other concepts like genre, narrative and representation that influenced production decisions.
The document discusses creativity in the context of a media studies coursework. It provides guidance on reflecting on the development of creativity over the course of the media projects. Some key points covered include defining creativity as bringing something new into existence, considering original and influenced elements of works, and how technology may enhance or limit creativity. Students are prompted to think about creative skills used, how their work communicated ideas and style, and influences on their creative process and potential for future projects.
Despite the presence of 6,000 police officers, trouble started near Tower Bridge during a 1936 demonstration in London. A journalist, Bill Maguire, witnessed a boy light a firecracker, spooking horses and causing chaos. As police struggled to control the situation, the crowd broke through barriers in an explosive surge. Though shaken by being knocked over, Maguire was undeterred from observing the excitement as a reporter.
This passage describes Julia's experience getting lost in the Kapawi jungle in Ecuador after being separated from her parents during a flash flood.
In paragraph 1, the jungle is described as "steaming and hissing" as Julia and her family struggle through the "dense undergrowth" accompanied by "howler monkeys" and "tropical birds."
In paragraph 4, Julia's difficult walk through the jungle in search of her parents is portrayed through vivid imagery, with the foliage "snak[ing], twist[ing] and snar[ing] her" and "swarms of insects" attacking her as she staggers through in a "torturous journey."
The summary effectively captures the key
The document provides instructions for Question 3 of an IGCSE Extended Paper exam. Students will be asked to:
- Identify 15 bullet points summarizing the key information from a passage.
- Write a 200-250 word summary incorporating all 15 bullet points using their own words.
The question is worth 20 marks total - 15 for the bullet points and 5 for the quality of writing in the summary. Students should spend 45 minutes on this question focusing on concision, focus, and using their own words where appropriate.
Here are the key points you need to consider for this question:
- Address the three bullet points clearly in your response
- Use your own words and do not copy directly from the passage
- Include relevant details from the passage to describe what happened and support your response
- Convey the thoughts and feelings of the narrator during the experience
- Explain how the narrator survived after being thrown into the sea
- Write in a journal entry format using first person ("I/my")
- Use appropriate vocabulary and tone for a journal entry
- Write between 200-300 words
- Check your spelling, punctuation and grammar
Taking time to plan your response addressing each bullet point will
The local community met to debate a proposal regarding development on common land. Rufus Carmichael, a representative from a company, argued that warehouses should be built, which would generate jobs and economic benefits. However, Anfua disagreed, noting that the land holds ancient oaks and rare wildlife. As the debate continued, tensions rose between the two sides. In the end, Anfua's arguments in favor of preserving the land's natural beauty and history resonated more with the crowd, who cheered her position. While the outcome is uncertain, it appears the common land was successfully defended from Rufus Carmichael's development plans.
The document provides character descriptions and discussion questions for J.B. Priestley's play "An Inspector Calls". It includes a character chart to compare Gerald Croft and Eric Birling and their involvement with Eva Smith/Daisy Renton. It also includes discussion points about how Mr. and Mrs. Birling treat Eric and Sheila like children. Finally, it provides a number of comprehension questions to test knowledge about characters, events and quotes from the play.
This document provides details about a homework assignment on An Inspector Calls by J.B. Priestley. Students are asked to complete reflection and character pages, with a spelling focus on "Priestley." The learning objectives are to explain how language presents character, analyze language techniques like pronouns and repetition, and analyze how writers use language to present ideas about society. Two examples of quotes from the play are provided for analysis focusing on how Priestley presents the characters of Mr. Birling and the Inspector.
Here is a potential interview dialogue based on the article:
Interviewer: Thank you for joining us today Alex. You've said people shouldn't walk on eggshells around disabled people. Why do you feel this way?
Alex: Thanks for having me. Disability is just a natural part of life and we should feel comfortable interacting with disabled people like anyone else. If someone falls out of their wheelchair, it's normal to react - we've all seen crazy crashes in wheelchair rugby. The Paralympics can help reduce awkwardness by showing disability is just part of diversity in sport.
Interviewer: You've also said we shouldn't necessarily sympathize with Paralympians who underperform. Why is that?
Alex:
The document provides background information on several key characters in the novel Mister Pip including: Mr Watts, the only white man on the island who teaches the children; Matilda, the 13-year old narrator of the story; Dolores, Matilda's mother who hates the white man; Grace, Mr Watts' depressed wife; and the settings of Bougainville and the conflict between the Redskins and Rebels. The characters experience loss, conflict, brutality and the horrors of war as the village is destroyed during Bougainville's civil wars. Religion and education also emerge as themes in how the characters respond to their changing world.
The passage describes what home means to the author. Home embraces all the formative experiences and influences that shape a person's life. For the author, home represents the natural landscapes and smells of his childhood, including the bush tracks, mountains, sea, and blood from hunting. Home also represents the social environment, such as the laughter of women washing clothes and their teasing. The repetition of "it was" suggests the author finds deep comfort and familiarity in these memories and sensations.
The soldiers come to the village and take down the names of all the residents, ostensibly for security reasons. The villagers comply without protest, as the officer in charge speaks to them in a pleasant voice and asks for their cooperation. As the names are collected on two sheets of paper, the officer slowly reviews the list, looking for a particular name of someone who joined the rebels. It becomes clear he is only interested in the grown-ups, and sees it as a victory whenever one of the parents averts their eyes from his intense gaze.
1. The timeline provides details of events from the novel Mister Pip, including Mr Watts introducing the villagers to Great Expectations, the book going missing, Mr Watts telling the story as Pip to entertain rambos, and him and Delores being killed for their refusal to deny Mr Watts' identity as Pip.
2. Key events include Mr Watts becoming the teacher and sharing Great Expectations with the villagers, the book going missing and later being found by Matilda, and Mr Watts telling his story as Pip to rambos before being shot and killed for being identified as the fictional character Pip.
3. The timeline concludes with Matilda being rescued and reunited with her father, going to
This document provides instructions for creating an A4 poster advert using Photoshop. It describes how to set up an A4 size document, add a solid color, gradient or image as the background, import a photo and cut out the background, and add text. The key steps are to create a new A4 size document, add a background using various tools, import images and cut out parts as needed, and add text layers that can be formatted and repositioned. Layers are used to build up the poster with the background on bottom and photo and text above.
This document provides guidance for answering evaluation questions for a coursework assignment. It notes that the evaluation section is worth 20% of the overall marks, so it should be taken seriously. It then lists the four evaluation questions to be answered: 1) How your media product uses or challenges conventions; 2) The effectiveness of combining the main product with ancillary texts; 3) What was learned from audience feedback; 4) How new media technologies were used in construction, research, and evaluation. A number of online resources and examples are provided for each question.
This document provides guidance for evaluation activities due on March 22nd and April 11th with no extensions. It includes 6 questions to address in the evaluation: 1) How the media product uses or challenges conventions, 2) How social groups are represented, 3) What type of institution would distribute the product, 4) The intended audience, 5) How the audience was attracted/addressed, and 6) What was learned about technologies from constructing the product. It also provides example student responses and resources to help answer the questions.
This document provides guidance on analyzing music videos using Andrew Goodwin's theory and techniques. It discusses Goodwin's theory, which includes elements like genre characteristics, relationships between lyrics/music and visuals, demands of record labels, and intertextual references. It then analyzes the music video for "Thinking of You" by Katy Perry based on Goodwin's theory. Students are assigned to create a presentation applying Goodwin's theory to this video or to storyboard their own music video opening using techniques like camera angles, editing, lighting and composition. The deadline is Wednesday the 21st.
The purpose of music videos is to promote artists and songs in several ways:
1) They are advertisements that illustrate and draw attention to songs while expressing emotions and stories to appeal to visual audiences.
2) Videos help create and market artist brands to inspire audiences to identify with and purchase those brands.
3) They allow artists to promote songs when unavailable via live performances by providing content to music channels and programs.
4) Videos extend artists' incomes and outlets through increased music, DVD, and merchandise sales, as well as synergistic opportunities like film placements.
Major record labels, independent labels, and self-produced artists all utilize different video production strategies to promote songs and artists. Case studies of