OCR is a leading UK exam board that provides qualifications for students of all ages, including AS/A levels, GCSEs, and vocational qualifications. This document contains the mark scheme for a January 2012 Media Studies exam on television drama. It outlines the requirements examiners will use to award marks for questions about how technical aspects construct representations in a media text and about patterns of media production, distribution, and consumption. Candidates will be assessed on their analysis, use of examples from the given materials, and use of relevant terminology.
The document provides guidance for students taking an exam on media production. It outlines the requirements for Section A, Question 1(a) which asks students to discuss their work on the Foundation and Advanced Portfolio units, including any other relevant media production work. It emphasizes describing a range of creative decisions made in post-production and how these impacted the final outcomes. Students should refer to multiple examples to demonstrate how their skills developed over time. The document also includes sample exam questions, marking criteria, and advice for examiners on assessing student responses.
This document provides mark schemes for three units (G322, G323, and thresholds) for the January 2009 Advanced Subsidiary GCE Media Studies examination. It outlines the assessment criteria for Section A (textual analysis of an unseen media extract) and Section B (discussion of media institutions and audiences) of G322 and G323. For each section, it describes four levels of achievement and the marks allocated to explanation, examples, and terminology. It also lists the threshold marks for a pass, merit, distinction, or fail for each unit on the exam.
This document provides a grading grid for assessing student work on three criteria:
1) Explanation, analysis, and argument - It outlines four levels of achievement from basic to excellent in discussing concepts and relating creative outcomes to media theory.
2) Use of examples - It describes expectations for the range and relevance of examples from the student's own production used to illustrate theoretical ideas.
3) Use of terminology - It establishes standards for using conceptual language from minimal to excellent usage of relevant terms.
Generic mark scheme for collective identity G325Mrs Ward
This document provides a summary of the marking scheme and levels for the G325 exam. It outlines 4 levels for student responses with criteria in the areas of explanation/analysis/argument, use of examples, and use of terminology. Level 1 indicates a limited response that may lack relevance or conviction. Level 2 is a basic response that connects some elements with limited discussion of history or the future. Level 3 is a proficient response that offers a clear argument using relevant examples and terminology. Level 4 responses adapt learning excellently, present a coherent argument using clear examples and terminology, and show informed engagement.
This document contains a specimen exam paper for the Higher Modern Studies exam in Scotland. It is divided into three sections worth a total of 52 marks. Section 1 is on democracy in Scotland and the UK and is worth 20 marks. Candidates must choose one question from three options examining factors influencing voting behavior and implications of leaving the EU. Section 2 covers social issues in the UK, worth 20 marks, and includes questions on causes of inequality and crime. Section 3 addresses international issues worth 12 marks, examining world powers and issues. For each section, candidates must choose one question from the options provided. The document provides the structure, requirements, and marking guidelines for the exam.
This document outlines the marking scheme and criteria for an assessment on postmodern media. It is divided into three sections:
1. The starter quiz section indicates the assessment will evaluate explanation, analysis, argumentation (EAA), examples and terminology (EG), and language (T). It is worth 50 marks total, making it worth 50% of the student's grade.
2. The mark breakdown section allocates 20 marks for EAA, 20 marks for EG, and 10 marks for T.
3. The language in mark scheme section defines the level of competence demonstrated by students for marks in each category, ranging from "limited" and "errors" for level 1 to "well developed," "fluent,"
This document outlines the requirements for a group assignment on e-marketing. It is divided into two parts: a 3,000 word report worth 70% of the grade and a 20 minute presentation worth 30%. The report must evaluate a company's existing e-marketing strategy and make recommendations. It should include sections on strategy identification, environmental analysis using tools like SWOT and PEST, and developing an e-marketing plan. The presentation will be assessed on content, communication skills, and ability to answer questions. Groups will be graded based on demonstration of research, analysis, referencing, and meeting learning outcomes.
1. This document provides guidance on the A Level Media Studies H409/02 exam paper. It explains how students should approach each question and how marks are awarded.
2. The questions assess knowledge and understanding of media industries and audiences as well as ability to apply knowledge, analyze products, evaluate theories, and make judgments.
3. The long-form question asks students to compare representations in two television dramas they have studied from different contexts and evaluate how contexts may have influenced representations.
The document provides guidance for students taking an exam on media production. It outlines the requirements for Section A, Question 1(a) which asks students to discuss their work on the Foundation and Advanced Portfolio units, including any other relevant media production work. It emphasizes describing a range of creative decisions made in post-production and how these impacted the final outcomes. Students should refer to multiple examples to demonstrate how their skills developed over time. The document also includes sample exam questions, marking criteria, and advice for examiners on assessing student responses.
This document provides mark schemes for three units (G322, G323, and thresholds) for the January 2009 Advanced Subsidiary GCE Media Studies examination. It outlines the assessment criteria for Section A (textual analysis of an unseen media extract) and Section B (discussion of media institutions and audiences) of G322 and G323. For each section, it describes four levels of achievement and the marks allocated to explanation, examples, and terminology. It also lists the threshold marks for a pass, merit, distinction, or fail for each unit on the exam.
This document provides a grading grid for assessing student work on three criteria:
1) Explanation, analysis, and argument - It outlines four levels of achievement from basic to excellent in discussing concepts and relating creative outcomes to media theory.
2) Use of examples - It describes expectations for the range and relevance of examples from the student's own production used to illustrate theoretical ideas.
3) Use of terminology - It establishes standards for using conceptual language from minimal to excellent usage of relevant terms.
Generic mark scheme for collective identity G325Mrs Ward
This document provides a summary of the marking scheme and levels for the G325 exam. It outlines 4 levels for student responses with criteria in the areas of explanation/analysis/argument, use of examples, and use of terminology. Level 1 indicates a limited response that may lack relevance or conviction. Level 2 is a basic response that connects some elements with limited discussion of history or the future. Level 3 is a proficient response that offers a clear argument using relevant examples and terminology. Level 4 responses adapt learning excellently, present a coherent argument using clear examples and terminology, and show informed engagement.
This document contains a specimen exam paper for the Higher Modern Studies exam in Scotland. It is divided into three sections worth a total of 52 marks. Section 1 is on democracy in Scotland and the UK and is worth 20 marks. Candidates must choose one question from three options examining factors influencing voting behavior and implications of leaving the EU. Section 2 covers social issues in the UK, worth 20 marks, and includes questions on causes of inequality and crime. Section 3 addresses international issues worth 12 marks, examining world powers and issues. For each section, candidates must choose one question from the options provided. The document provides the structure, requirements, and marking guidelines for the exam.
This document outlines the marking scheme and criteria for an assessment on postmodern media. It is divided into three sections:
1. The starter quiz section indicates the assessment will evaluate explanation, analysis, argumentation (EAA), examples and terminology (EG), and language (T). It is worth 50 marks total, making it worth 50% of the student's grade.
2. The mark breakdown section allocates 20 marks for EAA, 20 marks for EG, and 10 marks for T.
3. The language in mark scheme section defines the level of competence demonstrated by students for marks in each category, ranging from "limited" and "errors" for level 1 to "well developed," "fluent,"
This document outlines the requirements for a group assignment on e-marketing. It is divided into two parts: a 3,000 word report worth 70% of the grade and a 20 minute presentation worth 30%. The report must evaluate a company's existing e-marketing strategy and make recommendations. It should include sections on strategy identification, environmental analysis using tools like SWOT and PEST, and developing an e-marketing plan. The presentation will be assessed on content, communication skills, and ability to answer questions. Groups will be graded based on demonstration of research, analysis, referencing, and meeting learning outcomes.
1. This document provides guidance on the A Level Media Studies H409/02 exam paper. It explains how students should approach each question and how marks are awarded.
2. The questions assess knowledge and understanding of media industries and audiences as well as ability to apply knowledge, analyze products, evaluate theories, and make judgments.
3. The long-form question asks students to compare representations in two television dramas they have studied from different contexts and evaluate how contexts may have influenced representations.
This document outlines the requirements for Coursework 2, which comprises 60% of the grade for the International Business Theory and Strategy module. Students must submit a 3,500 word individual professional management report by May 21st, 2019. The report must critically evaluate the current strategic position and competitive advantage of a chosen organization, develop and analyze strategic options for the next 3-5 years, and select and discuss implementation issues for the most appropriate strategic option. The assignment assesses several module learning outcomes and strict word count penalties apply. Feedback will be provided within 3 weeks through Turnitin.
This document provides an overview of how students can use their EuroQuest reports to help plan their future career and educational paths. The reports include [1] an interest profile showing their key interests, [2] career worksheets describing six suitable career areas based on their interests, and [3] a subject interest chart to help choose diploma subjects for potential careers. Students can use the information and test results in their reports to reflect on their strengths, consider different career options, and make informed decisions about their next steps after school.
1) Evidence-centered design (ECD) is a methodology for test design that emphasizes the role of evidentiary reasoning in assessment. It involves six models: student, evidence, task, presentation, assembly, and delivery.
2) The task model describes how evidence is collected through test tasks. Effective tasks elicit evidence relevant to the constructs being tested.
3) Describing tasks involves identifying the constructs being tested and the relationship between constructs and behaviors. It also describes task features that provide evidence for inferences about constructs.
This document provides guidance on writing a proposal for a BSc CSIT project. It discusses the key components of a project proposal, including the title, statement of problem, objectives, literature review, methodology, and references. It provides examples and recommendations for each section. The document also covers other aspects like project evaluation, structuring a presentation, and avoiding plagiarism. Overall, the document aims to help students structure a well-written proposal that clearly outlines their project plan and justification.
Practical Language Testing Glenn Fulchertranslatoran
Practical LanguageTesting
Glenn Fulcher
Specifications for testing and teaching.
A sample detailed specification for a
reading test.
In this section we present an example of an architecture for a reading test. This includes
the test framework that presents the test purpose, the target test takers, the criterion
domain and the rationale for the test content. The architecture is annotated with explanations
in text boxes. This is a detailed test specification. The complexities of coding
in test specifications of this kind are usually necessary in the design and assembly of
high-stakes tests where it is essential to achieve parallel forms. There are problems with
this type of specification for use in classroom assessment, which we deal with in Section
4 below.
This document outlines the assessment objectives and structure for a 2-hour exam in Critical Perspectives in Media. The exam consists of two sections. Section A involves a theoretical evaluation of a student's own media production work and accounts for 50 marks. Section B covers contemporary media issues and also accounts for 50 marks. Students will choose one question from a selection related to "Media in the Online Age" that involves discussing the historical, contemporary, and future aspects of specified online media forms or issues. The document provides examples and definitions to help students prepare for the different question types and topics that may appear. It stresses the importance of using correct terminology, applying concepts from the course, and drawing from up-to-date examples and evidence in exam
007 a college of administrative and financial sciencesassignmesmile790243
This document contains instructions for three separate assignments. The first assignment is for an Introduction to Operations Management course and involves drawing a network diagram and performing forward and backward passes to determine start/finish times and identify critical paths for a project. The second assignment is for a Management of Technology course and involves answering questions about a case study on protecting innovation in the music industry. The third assignment is for an Introduction to International Business course and involves writing a 500-word report and SWOT analysis on a Saudi company operating in Europe and/or Africa.
The Graduate Aptitude Test in Engineering (GATE) is an all-India examination administered by 8 zones across the country. GATE is used for admission to M.Tech programs in top institutions and is required for some PSU jobs. It contains 65 multiple choice and numerical answer questions testing comprehension, application, analysis and synthesis abilities. Candidates are advised to thoroughly study previous year papers and focus on both strong and weak topics over 6 months of preparation.
This document provides an assessment cover sheet and brief for a BA Performance & Media major project portfolio submission. It outlines the tasks, learning outcomes, grading criteria, and rubric that will be used to evaluate the extended portfolio. The portfolio is worth 75% and must include any available recorded performance material, documentation of the project process, and a written critical reflection. It will be graded based on the quality and presentation of creative work, critical evaluation and reflection abilities, research, and organization. A video call may also be used to further discuss the project.
This document provides instructions for a group research assignment comparing two similar businesses in different locations. Students must form groups of up to 7 members, select two businesses in the same industry, conduct primary and secondary research, and write a 2,500-3,000 word report. The report must include background on the businesses and industry, a comparative analysis, and recommendations. Students will also present their findings in a 20-25 minute presentation. The assignment aims to help students improve their research, writing, and presentation skills.
ACC30205 New Course Outline - September 2015 SemesterChengFern
This document provides information about a 5-credit hour module on basic accounting taught over 18 weeks. The module aims to develop students' understanding of accounting concepts like balance sheets, income statements, and financial ratio analysis. It will be taught through lectures, tutorials, and self-directed study. Assessment includes a class test, group assignment, individual final exam, and e-portfolio. The module schedule outlines weekly topics covering introduction to accounting, bookkeeping, balance adjustments, and business forms over the semester.
This document outlines an assignment for an English class to write a compare and contrast essay about two movie genres. Students must choose between disaster/adventure films or science fiction films, research the genre, watch examples, and write a 6 paragraph essay comparing or contrasting two movies. The essay must be 600-1000 words and follow APA style for citations and references. A draft is due for feedback before the final December 4th deadline. Students will be graded on organization, structure, content, style, and overall presentation.
The document discusses an empirical study that examines the impact of professional status and expertise on comprehension of UML class diagrams. It aims to determine whether years of experience or professional status is a better indicator of expertise by comparing the performance of students, junior professionals, and senior professionals on UML class diagram comprehension tasks. The study analyzed the results to answer four research questions related to the effect of status, expertise, their relationship, and question precision.
This document discusses how to create a psychometrically valid certification examination. It outlines the process, which begins with a job task analysis survey of the target audience and employers to identify important tasks. These results are used to create certification requirements that define the exam objectives and domains. A psychometrically valid exam matches these published requirements, is repeatable, does not introduce bias, and does not contain inaccuracies. This ensures the exam accurately assesses the defined skills and knowledge.
This document is an assessment cover sheet for a BA Performance & Media major project module. It provides information about the assignment such as the module code and title, assessment title and tasks, date set, submission date, and word count.
The assignment is an extended portfolio worth 75% of the module grade. It requires submission of any available recorded performance material, documentation of the project process including research and design choices, and a written critical reflection on the project.
The cover sheet also includes information about plagiarism, intellectual property, submission details, marking criteria, and a rubric that will be used to grade the assignment.
This document discusses how to create a valid certification examination through a process informed by psychometrics. It involves performing a job task analysis to determine the skills and knowledge to assess. Requirements are developed and published, then subject matter experts write exam items and a beta period tests them. An Angoff session sets the passing score. Ongoing maintenance through analysis ensures continued validity. Interested parties can get involved by assisting as subject matter experts or helping promote awareness of the certification.
This document outlines the requirements for an oral presentation assignment for a course on effective public communication. Students will work in groups of 6-8 people to analyze and compare two different businesses. They must research the businesses, describe their backgrounds, competitive traits, and make recommendations for improving competitiveness. The presentation should be about 25 minutes. Students will be evaluated on their understanding of the topic, organization, use of references, and language. The presentation and materials are due on May 24, 2016.
This document provides a mark scheme for a media studies exam assessing students' understanding of how representations are constructed in television drama through technical aspects. It evaluates students across three criteria: explanation/analysis/argument, use of examples, and use of terminology. Higher levels are awarded more points and require a clear understanding of how techniques shape representations, relevant examples from the text, and accurate terminology. Lower levels receive fewer points and demonstrate a more basic grasp of the concepts and partial fulfillment of the criteria.
This document outlines the marking criteria for Question 1(a) which asks candidates to refer to their work from previous portfolio units. It is divided into four levels:
1) The lowest level (0-10 marks) requires a descriptive answer with limited analysis and few relevant examples. Terminology is minimal.
2) Level 2 (11-15 marks) requires a clearer answer with a narrow range of partly relevant examples and basic terminology.
3) Level 3 (16-20 marks) requires some progression, useful skill descriptions, and a clear evaluation with a reasonable range of relevant examples and proficient terminology.
4) The highest level (21-25 marks) requires a clear sense of progression,
The document provides guidance for students taking an exam on media production. It outlines the requirements for Section A, Question 1(a) which asks students to discuss their work on the Foundation and Advanced Portfolio units, including any other relevant media production work. It emphasizes describing a range of creative decisions made in post-production and how these impacted the final outcomes. Students should refer to multiple examples to demonstrate how their skills developed over time. The document also includes sample answer guidance, marking criteria, and terms that could be used in responses.
This document outlines the requirements for Coursework 2, which comprises 60% of the grade for the International Business Theory and Strategy module. Students must submit a 3,500 word individual professional management report by May 21st, 2019. The report must critically evaluate the current strategic position and competitive advantage of a chosen organization, develop and analyze strategic options for the next 3-5 years, and select and discuss implementation issues for the most appropriate strategic option. The assignment assesses several module learning outcomes and strict word count penalties apply. Feedback will be provided within 3 weeks through Turnitin.
This document provides an overview of how students can use their EuroQuest reports to help plan their future career and educational paths. The reports include [1] an interest profile showing their key interests, [2] career worksheets describing six suitable career areas based on their interests, and [3] a subject interest chart to help choose diploma subjects for potential careers. Students can use the information and test results in their reports to reflect on their strengths, consider different career options, and make informed decisions about their next steps after school.
1) Evidence-centered design (ECD) is a methodology for test design that emphasizes the role of evidentiary reasoning in assessment. It involves six models: student, evidence, task, presentation, assembly, and delivery.
2) The task model describes how evidence is collected through test tasks. Effective tasks elicit evidence relevant to the constructs being tested.
3) Describing tasks involves identifying the constructs being tested and the relationship between constructs and behaviors. It also describes task features that provide evidence for inferences about constructs.
This document provides guidance on writing a proposal for a BSc CSIT project. It discusses the key components of a project proposal, including the title, statement of problem, objectives, literature review, methodology, and references. It provides examples and recommendations for each section. The document also covers other aspects like project evaluation, structuring a presentation, and avoiding plagiarism. Overall, the document aims to help students structure a well-written proposal that clearly outlines their project plan and justification.
Practical Language Testing Glenn Fulchertranslatoran
Practical LanguageTesting
Glenn Fulcher
Specifications for testing and teaching.
A sample detailed specification for a
reading test.
In this section we present an example of an architecture for a reading test. This includes
the test framework that presents the test purpose, the target test takers, the criterion
domain and the rationale for the test content. The architecture is annotated with explanations
in text boxes. This is a detailed test specification. The complexities of coding
in test specifications of this kind are usually necessary in the design and assembly of
high-stakes tests where it is essential to achieve parallel forms. There are problems with
this type of specification for use in classroom assessment, which we deal with in Section
4 below.
This document outlines the assessment objectives and structure for a 2-hour exam in Critical Perspectives in Media. The exam consists of two sections. Section A involves a theoretical evaluation of a student's own media production work and accounts for 50 marks. Section B covers contemporary media issues and also accounts for 50 marks. Students will choose one question from a selection related to "Media in the Online Age" that involves discussing the historical, contemporary, and future aspects of specified online media forms or issues. The document provides examples and definitions to help students prepare for the different question types and topics that may appear. It stresses the importance of using correct terminology, applying concepts from the course, and drawing from up-to-date examples and evidence in exam
007 a college of administrative and financial sciencesassignmesmile790243
This document contains instructions for three separate assignments. The first assignment is for an Introduction to Operations Management course and involves drawing a network diagram and performing forward and backward passes to determine start/finish times and identify critical paths for a project. The second assignment is for a Management of Technology course and involves answering questions about a case study on protecting innovation in the music industry. The third assignment is for an Introduction to International Business course and involves writing a 500-word report and SWOT analysis on a Saudi company operating in Europe and/or Africa.
The Graduate Aptitude Test in Engineering (GATE) is an all-India examination administered by 8 zones across the country. GATE is used for admission to M.Tech programs in top institutions and is required for some PSU jobs. It contains 65 multiple choice and numerical answer questions testing comprehension, application, analysis and synthesis abilities. Candidates are advised to thoroughly study previous year papers and focus on both strong and weak topics over 6 months of preparation.
This document provides an assessment cover sheet and brief for a BA Performance & Media major project portfolio submission. It outlines the tasks, learning outcomes, grading criteria, and rubric that will be used to evaluate the extended portfolio. The portfolio is worth 75% and must include any available recorded performance material, documentation of the project process, and a written critical reflection. It will be graded based on the quality and presentation of creative work, critical evaluation and reflection abilities, research, and organization. A video call may also be used to further discuss the project.
This document provides instructions for a group research assignment comparing two similar businesses in different locations. Students must form groups of up to 7 members, select two businesses in the same industry, conduct primary and secondary research, and write a 2,500-3,000 word report. The report must include background on the businesses and industry, a comparative analysis, and recommendations. Students will also present their findings in a 20-25 minute presentation. The assignment aims to help students improve their research, writing, and presentation skills.
ACC30205 New Course Outline - September 2015 SemesterChengFern
This document provides information about a 5-credit hour module on basic accounting taught over 18 weeks. The module aims to develop students' understanding of accounting concepts like balance sheets, income statements, and financial ratio analysis. It will be taught through lectures, tutorials, and self-directed study. Assessment includes a class test, group assignment, individual final exam, and e-portfolio. The module schedule outlines weekly topics covering introduction to accounting, bookkeeping, balance adjustments, and business forms over the semester.
This document outlines an assignment for an English class to write a compare and contrast essay about two movie genres. Students must choose between disaster/adventure films or science fiction films, research the genre, watch examples, and write a 6 paragraph essay comparing or contrasting two movies. The essay must be 600-1000 words and follow APA style for citations and references. A draft is due for feedback before the final December 4th deadline. Students will be graded on organization, structure, content, style, and overall presentation.
The document discusses an empirical study that examines the impact of professional status and expertise on comprehension of UML class diagrams. It aims to determine whether years of experience or professional status is a better indicator of expertise by comparing the performance of students, junior professionals, and senior professionals on UML class diagram comprehension tasks. The study analyzed the results to answer four research questions related to the effect of status, expertise, their relationship, and question precision.
This document discusses how to create a psychometrically valid certification examination. It outlines the process, which begins with a job task analysis survey of the target audience and employers to identify important tasks. These results are used to create certification requirements that define the exam objectives and domains. A psychometrically valid exam matches these published requirements, is repeatable, does not introduce bias, and does not contain inaccuracies. This ensures the exam accurately assesses the defined skills and knowledge.
This document is an assessment cover sheet for a BA Performance & Media major project module. It provides information about the assignment such as the module code and title, assessment title and tasks, date set, submission date, and word count.
The assignment is an extended portfolio worth 75% of the module grade. It requires submission of any available recorded performance material, documentation of the project process including research and design choices, and a written critical reflection on the project.
The cover sheet also includes information about plagiarism, intellectual property, submission details, marking criteria, and a rubric that will be used to grade the assignment.
This document discusses how to create a valid certification examination through a process informed by psychometrics. It involves performing a job task analysis to determine the skills and knowledge to assess. Requirements are developed and published, then subject matter experts write exam items and a beta period tests them. An Angoff session sets the passing score. Ongoing maintenance through analysis ensures continued validity. Interested parties can get involved by assisting as subject matter experts or helping promote awareness of the certification.
This document outlines the requirements for an oral presentation assignment for a course on effective public communication. Students will work in groups of 6-8 people to analyze and compare two different businesses. They must research the businesses, describe their backgrounds, competitive traits, and make recommendations for improving competitiveness. The presentation should be about 25 minutes. Students will be evaluated on their understanding of the topic, organization, use of references, and language. The presentation and materials are due on May 24, 2016.
This document provides a mark scheme for a media studies exam assessing students' understanding of how representations are constructed in television drama through technical aspects. It evaluates students across three criteria: explanation/analysis/argument, use of examples, and use of terminology. Higher levels are awarded more points and require a clear understanding of how techniques shape representations, relevant examples from the text, and accurate terminology. Lower levels receive fewer points and demonstrate a more basic grasp of the concepts and partial fulfillment of the criteria.
This document outlines the marking criteria for Question 1(a) which asks candidates to refer to their work from previous portfolio units. It is divided into four levels:
1) The lowest level (0-10 marks) requires a descriptive answer with limited analysis and few relevant examples. Terminology is minimal.
2) Level 2 (11-15 marks) requires a clearer answer with a narrow range of partly relevant examples and basic terminology.
3) Level 3 (16-20 marks) requires some progression, useful skill descriptions, and a clear evaluation with a reasonable range of relevant examples and proficient terminology.
4) The highest level (21-25 marks) requires a clear sense of progression,
The document provides guidance for students taking an exam on media production. It outlines the requirements for Section A, Question 1(a) which asks students to discuss their work on the Foundation and Advanced Portfolio units, including any other relevant media production work. It emphasizes describing a range of creative decisions made in post-production and how these impacted the final outcomes. Students should refer to multiple examples to demonstrate how their skills developed over time. The document also includes sample answer guidance, marking criteria, and terms that could be used in responses.
This document outlines the marking criteria for a 1B assignment with three categories: Explanation/analysis/argument, Use of examples, and Use of terminology. There are four levels of achievement with associated point ranges and descriptions of the expected quality for each category at each level. A high level of explanation relating creative decisions to theory and use of a broad range of relevant examples earns marks in the top level. Minor errors in writing may occur in lower levels.
This document provides guidance for the G322 exam section on institutions and audiences in the videogames industry. It outlines that students will have 45 minutes to answer the question. Answers will be marked out of 50 total marks across three categories: explanation/analysis/argument, use of examples, and use of terminology. Higher marks are awarded for more in-depth understanding and arguments supported by relevant examples and accurate terminology from the provided case studies of Grand Theft Auto 4 and the student's own case study. Students are advised to engage fully with the exam question, present both sides of arguments, and demonstrate knowledge of the videogames industry context.
This document provides guidance for the G322 exam section on institutions and audiences in the videogames industry. It outlines that students will have 45 minutes to answer the question. Answers will be marked out of 50 total marks across three categories: explanation/analysis/argument, use of examples, and use of terminology. Higher marks are awarded for more in-depth understanding and argument supported by relevant examples and accurate terminology. Students should draw from two provided case studies of games and compare the production, distribution, marketing, and audience reception of each.
This document provides guidance for the G322 exam section on institutions and audiences in the videogames industry. It outlines that students will have 45 minutes to answer the question. Answers will be marked out of 50 total marks across three categories: explanation/analysis/argument, use of examples, and use of terminology. Higher marks are awarded for more in-depth understanding and argument supported by relevant examples and accurate terminology. Students should draw from two provided case studies of games and compare the production, distribution, marketing, and audience reception of each.
1. This document outlines a marking scheme for a question assessing candidates' ability to summarize their progress and use of digital technology over time.
2. The marking scheme has 4 levels, with level 4 earning 21-25 marks for a clear, fluent, and articulate response using specific examples and excellent terminology. Level 3 earns 16-20 marks for a good response with a clear description and evaluation.
3. Level 2 earns 10-15 marks for a mostly clear response with a narrow range of examples and limited discussion of progress. Level 1 earns 0-9 marks for a descriptive response with little evaluation and partly relevant examples.
Ocr gcse media studies exam mark schemeNick Crafts
The document provides information about OCR (Oxford Cambridge and RSA) examinations and GCSE qualifications. It discusses that OCR offers a wide range of qualifications to meet the needs of all candidates. It also notes that OCR develops new specifications to meet national requirements and the needs of students and teachers. The document serves as a mark scheme for a GCSE Media Studies exam on textual analysis and media studies topics related to moving images. It provides guidance for examiners on how to apply marks to student responses.
This seminar gave an insider’s view on bidding for EU research funds. It focused on EU FP7 IST research instruments (IPs, STREPS etc), what they are, how they are evaluated, why bids fail and what a successful bid looks like.
The document is a mark scheme for a GCE Advanced Subsidiary exam on media studies. It provides assessment criteria for two sections - a textual analysis question focusing on representations in an unseen TV extract, and an essay question on institutions and audiences. For each section, it outlines four levels of achievement and describes the characteristics of responses for explanation/analysis, use of examples, and use of terminology at each level.
This document outlines a marking scheme for analyzing a text. It defines four levels of performance with criteria for explanation/analysis, use of examples, and terminology. Level 2 earns basic marks for a simple understanding. Level 3 earns higher marks for a proficient understanding demonstrated through consistent examples and accurate terminology. Level 4 achieves the highest marks for an excellent understanding using frequent textual analysis, a full range of relevant examples, and accurate technical terminology expressed clearly.
This document provides a mark scheme for evaluating responses to an OCR AS Media G322 exam. A level 4 response would demonstrate excellent understanding of the task and technical aspects in the extract through a discussion clearly linked to textual analysis and relevant to the question. It would offer frequent textual examples from each technical area in the extract to fully address all parts of the question, and use relevant and accurate terminology.
This document provides guidance for a 25 mark question evaluating skills development from Foundation to Advanced Portfolio. It outlines the requirements to achieve a level 4 answer including demonstrating progression, reflective examples, and fluent evaluation. Candidates must address the specific production practices in the question using media terminology. Final key points emphasize timing the answer, directly addressing the question using a P-D-Q structure, and including a range of relevant examples.
This document outlines an assignment for a research methodology course. It includes 6 questions assessing key concepts in research methods. Question 1 distinguishes between management decision and research problems and requires examples. Question 2 classifies research designs and their distinguishing features with examples. Question 3 discusses four levels of measurement and permissible/non-permissible statistical techniques for each. Question 4 explains data processing steps like editing, coding, classifying and tabulating with an example. Question 5 distinguishes between various research concepts. Question 6 defines chi-square test of goodness of fit and its role, and requires solving a problem comparing two sampling techniques.
MERR5030 AUTUMN 2018 COURSEWORK BRIEF
MERR5030
Managing Energy Resources and Regulations
Autumn 2018
Coursework Brief
Handout: Monday 8th October 2018
Access via GSM Learn
Deadline for Submission:
Thursday, 20-12-2018 2pm
Submit this coursework through the Student Portal with a Turn-it-in Report
Word Limit: 2,500 (Plus or minus 10%)
Learning outcomes assessed:
At the end of a module students will be expected to be able to:
1. Identify and explain the factors affecting energy resources availability and
management and the impact of the rising energy demand.
2. Critically analyse the influence of current and new policies and regulation on
energy availability and management.
3. Appraise the impact of technological advancement on the energy sector.
This Coursework is worth 100% of the total marks for this module.
GSM LONDON Page 2 of 9
Coursework Instructions
Please read carefully
• Carefully read the module handbook, the marking criteria and the grade
descriptors.
Academic Misconduct
You are responsible for ensuring you understand the policy and regulations
about academic misconduct. You must:
• Complete this work alone except where required or allowed by this
assignment briefing paper and ensure it has not been written or composed
by or with the assistance of any other person.
• Make sure all sentences or passages quoted from other people’s work in
this assignment (with or without trivial changes) are in quotation marks, and
are specifically acknowledged by reference to the author, work and page.
GSM LONDON Page 3 of 9
Assignment Brief
Regulatory Energy Policies
Background
The UK has set clear policy objectives in the areas of energy and climate
change committing to achieve ambitious targets with respect to reduction of
Green House Gas (GHG) emissions. The UK and other EU countries have
increasingly favoured economic or market-based instruments (MBI) to address
environmental policy.
Assignment Task
In 2,500 words write a report to critically analyse the following environmental
regulatory policy tools used by the UK to address environmental objectives:
I) Carbon tax
II) Cap and Trade
Evaluate the differences and effectiveness of these regulatory instruments
towards mitigating the impact of climate change and preventing temperature
from rising above 2⁰C. Analyse how these two policy instruments can shape
energy markets and impact the management of energy resources. (LO1)
Assess the performance of European Emissions Trading System (EU ETS) to
date explaining the effect of the permit allocations and the price of carbon.
(LO2, LO3)
End of Assignment Brief
GSM LONDON Page 4 of 9
Marking Criteria (Level 5)
KNOWLEDGE & UNDERSTANDING INTELLECTUAL & COGNITIVE SKILLS Graduate Skills:
transferable,.
This document provides instructions for students to create an e-portfolio as part of an English course assignment. The e-portfolio involves reflecting on assignments completed throughout the semester and demonstrating learning outcomes. Students are asked to provide reflective entries on each graded assignment, discussing aims, accomplishments, strengths, weaknesses and learning strategies. They must also upload photos or media with 150-200 word descriptions related to a compare/contrast essay and research project. The e-portfolio will be assessed based on understanding of requirements, exploration of assessment criteria, language quality and clarity of presented information. A rubric is provided to evaluate e-portfolios on written language, reflections, multimedia use, navigation, layout and meeting objectives.
SIM335 Managing Projects
1
Faculty of Business and Law
Level: 3 Module: Managing Projects (Full-Time)
Assignment Code: SIM335 Module Leader: Peter Coleman
Issue date: 10-April-2017 Return date: 1-Sep-2017
Contribution to module assessment: 100%
Students are required to submit their assignments through JIRA. Only assessments
submitted through JIRA will be marked. Any other submission including
submission to your study centre in hard copy will be treated as a non-submission
This is an individual assignment - complete both tasks 1 and 2
Background: The assignment is intended to bring out the benefits and limitations of
different approaches to project planning and control by relating these to the
circumstances in the cases outlined. It is also intended to allow students to demonstrate
their learning and competence in respect of the effective project management with focus
on resources, trade-offs among scope, cost and time, as well as key elements of the
project life cycle.
Task 1 (40 marks) 700 words (+/- 10%) each short answer question requires a
response in a few sentences for the questions awarded up to 4 – 6 marks and a paragraph
for questions awarded up to 8 – 10 marks. Citations are essential to demonstrate
students’ ability to fulfill academic writing style in accordance to Harvard referencing.
1) Project Control Systems are often used to ensure the quality of project outcomes.
Identify and briefly discuss methods (project evaluation, monitoring and control) you
could introduce to ensure a project meets the desired outcome and is successful.
(8 marks)
2) Smart Apps Pte Ltd, with business operations in Singapore, develops Apps for IOS and
Android. The company business portfolio consists of 50% customised Apps
development projects and 50% providing standarize Apps training courses. Which
project structure would you recommend for this organisation? Together with a
diagram, write short notes to describe the proposed structure and provide
appropriate justifications to support your recommendation. (6 marks)
3) What is the purpose of setting project priorities? And what would normally be
considered when setting project priorities. (6 marks)
4) Identify and briefly discuss the FOUR (4) determinants of project success. (4 marks)
5) Identify and discuss THREE (3) project closure deliverables. (6 marks)
SIM335 Managing Projects
2
6) Your organisation is undergoing expansion and needs to be relocated to another
premises in order to accommodate additional headcount in the months ahead.
Appointed as the project manager to spearhead the office relocation work, you have
mapped out the activities and durations in the table below:
Activity ID Description Preceding
Activity
Activity
Duration
A Permit applica.
College of administrative and financial sciences mgt325 manageAMMY30
This document provides instructions for an assignment for a Management of Technology course. It includes details like the course name, deadline, submission requirements, and grading criteria. Students must answer 5 questions in 300-500 words each based on a case study reading. They are instructed to support their answers with concepts from the course materials and at least two scholarly journal articles. Late or plagiarized assignments will not be accepted. The assignment is meant to demonstrate students' understanding of technological innovation concepts covered in the course.
1. The document outlines the agenda for a 2011 training and standardization event for Edexcel examiners, including a welcome, training on sampling rules and report forms, and a standardization exercise.
2. The standardization exercise involves questions to test examiners and discussion of answers, with the goal of improving consistency in assessment decisions.
3. Guidelines are provided on assessment processes such as ensuring assignment briefs include clear evidence requirements and that feedback is linked to grading criteria.
Similar to 62842 mark-scheme-unit-g322-key-media-concepts-tv-drama-january (20)
This document appears to be a list of song titles from various artists. It includes 14 songs ranging from "If these wings could fly" to "Farewell & goodnight". Many of the songs reference themes of love, relationships, and emotions.
The narrative structure of the music video is based on the song lyrics and tells the story of two sisters sharing memories together. It begins with a tranquil shot of the sky to represent equilibrium. There is no disruption to this calm state as the sisters are happily enjoying their time together. The video does not have a clear ending to indicate a new equilibrium or that the characters have changed, but does reveal that one sister was the person blowing glitter at the start. Overall, the narrative structure is circular in nature and maintains the initial equilibrium state throughout, though does not return fully back to the beginning.
The target audience for the creator's products is 15-24 year old students to appeal to a sense of youth and freedom. Feedback was gathered through an online survey linked on social media that asked about what was done well and could be improved. Suggestions to make lighting more consistent, include more camera movement, and use a variety of question types provided useful feedback to enhance the video's professionalism.
The combination of the main music video product and two ancillary tasks of a digipak and magazine advertisement are effective at promoting the artist and song. The music video conveys the narrative of the song lyrics visually through the story of two sisters sharing memories. Both the digipak and magazine advertisement feature the same imagery of birds to maintain branding consistency across products and link them to the title of the song, "Wings". A neutral color palette is used throughout the products to match the indie music genre.
This document contains a shot list for a music video production. It details 26 shots ranging from 0:00 to 1:43 minutes including various shots of a girl dancing, an artist lip syncing to a song, shots of a city, close ups of glitter and polaroid pictures, and more. The shots progress from mid shots to close ups and include details about camera movements, timing, and content of each shot.
This week the producer completed three tasks: a props list, actor release forms, and a filming and editing schedule. The props list was created by looking at previous work and music videos for inspiration to match the narrative of two friends looking back on their lives. Release forms with contact details were printed for the actors, musicians, and those under 18 required parental consent. A schedule was made for filming locations and times as well as reserving spaces, with the plan to edit it as production changes.
This document contains schedules for July 2014 through January 2015 related to filming and editing a music video and other promotional materials. In July 2014, the actor's availability was checked and the black box room was booked for filming. Shooting took place with the actor in the black box room. Footage was edited using Premiere Pro. In November, additional footage was captured and added to the editing. Actors came to a house to film more footage. The digipak template was started. Images were taken for the digipak. Footage was added in December with an artist outside. The digipak first draft was finished. More filming was booked in the black box room. In January 2015, previous black box footage was improved
This document contains schedules for July 2014 through January 2015 related to a film project. It outlines various filming dates, editing sessions, and design work. Key events include filming with the actor Zoe in a black box room in July 2014, taking footage in central London in November 2014, editing footage and adding it to the video, designing a digipak template and adding images to it in December 2014, and further filming and editing sessions in January 2015 to complete the video and design advertisements for a music album magazine.
The speaker recalls memories of time spent with their partner, including dancing under the stars, taking pictures at a stage, and being lost in moments together. The memories make the speaker think of their partner and feel like their thoughts are slipping away. They hope to continue remembering the night they shared for the rest of their lives.
This week, the student started the planning stage of their coursework. They realized the task of contacting the artist was part of planning, not research. For initial planning ideas, the student detailed song choice, props, and costumes in a Prezi presentation. The student also created a mood board with images representing the narrative, audience likes/appearance, and social status. Finally, the student planned outfits and looks for the artist and actors in their music video to help prepare costumes and practice hair/makeup.
The document discusses the use of media technologies in the planning, construction, and evaluation of a music video project. A Canon 550D DSLR camera was used to capture footage with different lenses and settings to achieve specific visual effects. Adobe Premiere Pro was used to edit the footage and construct the music video, taking advantage of features like multicam and layers. Social media platforms like YouTube, Twitter, and Facebook were utilized to share the video and gather audience feedback to evaluate and improve the project.
1) The music video challenges conventions of the indie pop genre in its audience demographic and representation of the artist. While typical videos target 15-21 year olds, this one focuses more on secondary school teens. It also challenges the typically male audience by including child actors.
2) The video challenges conventions in how the artist is represented. Rather than portraying them as heavy drinkers/drug users, the artist Natalie and children are presented as young and innocent.
3) The video includes a narrative structure following two best friends, challenging the convention of typical videos focusing solely on the live performance of the artist. This engages the audience more than a typical performance-based video.
This week marked the completion of the research stage of the student's coursework, including researching equipment, music channels, festivals, and locations. The research, especially on equipment and locations, provided useful information for the upcoming production stage of a music video. Now that research is finished, the student will begin considering ideas and planning for the production stage, using the research conducted to help guide their vision and process.
This week, the student completed research on equipment, music channels, festivals, and locations for their music video coursework. The research provided insight into what equipment should be used and potential filming locations. Now that the research stage is complete, the student will begin considering ideas for the music video production and look back on their research blog for guidance during the production stage.
The document provides details for a music video production including five potential locations - a black box room, London, a bedroom, a party room, and a field. The producer is Mary Medrana. Each location has advantages such as staff assistance, weather protection, and easy access. However, locations also have considerations like needing to reserve time, restrictions, unpredictable lighting, and potential distractions. Permission must be obtained and schedules will need to be planned around location availability and time limits.
Music channels play music videos on dedicated television channels to promote music. MTV originally launched in 1981 to play music videos but now airs reality and scripted TV shows. 4Music and The Box are UK music channels that broadcast music videos and music-related programming. Viva was a German music channel that was acquired by MTV Networks. Music festivals feature live music performances and other attractions. Reading and Leeds Festivals began in the 1970s focusing on rock and metal but now feature more indie artists. The Wireless Festival in London attracts global artists and fans due to its publicity and location in a tourist center.
Family Guy is a highly postmodern television show that includes numerous references to popular culture in its episodes. Each episode features a non-linear narrative with frequent flashbacks and references to other media. These flashbacks allude to celebrities and events from real life to blur the lines between reality and fiction. The show also parodies other television shows and movies through episodes replicating their plots and characters. Family Guy regularly mocks itself and its network through self-referential humor, a postmodern trait that helps contribute to its popularity and success.
This week the student continued research for their music video project. They analyzed a previous student's music video work to learn techniques. Audience research was also conducted to understand the demographics of indie music fans. Additionally, the artist's management was contacted to request permission to use a song in the video. All of this research will help with creating the ancillary tasks and music video.
Fueling AI with Great Data with Airbyte WebinarZilliz
This talk will focus on how to collect data from a variety of sources, leveraging this data for RAG and other GenAI use cases, and finally charting your course to productionalization.
How information systems are built or acquired puts information, which is what they should be about, in a secondary place. Our language adapted accordingly, and we no longer talk about information systems but applications. Applications evolved in a way to break data into diverse fragments, tightly coupled with applications and expensive to integrate. The result is technical debt, which is re-paid by taking even bigger "loans", resulting in an ever-increasing technical debt. Software engineering and procurement practices work in sync with market forces to maintain this trend. This talk demonstrates how natural this situation is. The question is: can something be done to reverse the trend?
AppSec PNW: Android and iOS Application Security with MobSFAjin Abraham
Mobile Security Framework - MobSF is a free and open source automated mobile application security testing environment designed to help security engineers, researchers, developers, and penetration testers to identify security vulnerabilities, malicious behaviours and privacy concerns in mobile applications using static and dynamic analysis. It supports all the popular mobile application binaries and source code formats built for Android and iOS devices. In addition to automated security assessment, it also offers an interactive testing environment to build and execute scenario based test/fuzz cases against the application.
This talk covers:
Using MobSF for static analysis of mobile applications.
Interactive dynamic security assessment of Android and iOS applications.
Solving Mobile app CTF challenges.
Reverse engineering and runtime analysis of Mobile malware.
How to shift left and integrate MobSF/mobsfscan SAST and DAST in your build pipeline.
Introduction of Cybersecurity with OSS at Code Europe 2024Hiroshi SHIBATA
I develop the Ruby programming language, RubyGems, and Bundler, which are package managers for Ruby. Today, I will introduce how to enhance the security of your application using open-source software (OSS) examples from Ruby and RubyGems.
The first topic is CVE (Common Vulnerabilities and Exposures). I have published CVEs many times. But what exactly is a CVE? I'll provide a basic understanding of CVEs and explain how to detect and handle vulnerabilities in OSS.
Next, let's discuss package managers. Package managers play a critical role in the OSS ecosystem. I'll explain how to manage library dependencies in your application.
I'll share insights into how the Ruby and RubyGems core team works to keep our ecosystem safe. By the end of this talk, you'll have a better understanding of how to safeguard your code.
Taking AI to the Next Level in Manufacturing.pdfssuserfac0301
Read Taking AI to the Next Level in Manufacturing to gain insights on AI adoption in the manufacturing industry, such as:
1. How quickly AI is being implemented in manufacturing.
2. Which barriers stand in the way of AI adoption.
3. How data quality and governance form the backbone of AI.
4. Organizational processes and structures that may inhibit effective AI adoption.
6. Ideas and approaches to help build your organization's AI strategy.
Essentials of Automations: Exploring Attributes & Automation ParametersSafe Software
Building automations in FME Flow can save time, money, and help businesses scale by eliminating data silos and providing data to stakeholders in real-time. One essential component to orchestrating complex automations is the use of attributes & automation parameters (both formerly known as “keys”). In fact, it’s unlikely you’ll ever build an Automation without using these components, but what exactly are they?
Attributes & automation parameters enable the automation author to pass data values from one automation component to the next. During this webinar, our FME Flow Specialists will cover leveraging the three types of these output attributes & parameters in FME Flow: Event, Custom, and Automation. As a bonus, they’ll also be making use of the Split-Merge Block functionality.
You’ll leave this webinar with a better understanding of how to maximize the potential of automations by making use of attributes & automation parameters, with the ultimate goal of setting your enterprise integration workflows up on autopilot.
[OReilly Superstream] Occupy the Space: A grassroots guide to engineering (an...Jason Yip
The typical problem in product engineering is not bad strategy, so much as “no strategy”. This leads to confusion, lack of motivation, and incoherent action. The next time you look for a strategy and find an empty space, instead of waiting for it to be filled, I will show you how to fill it in yourself. If you’re wrong, it forces a correction. If you’re right, it helps create focus. I’ll share how I’ve approached this in the past, both what works and lessons for what didn’t work so well.
Northern Engraving | Modern Metal Trim, Nameplates and Appliance PanelsNorthern Engraving
What began over 115 years ago as a supplier of precision gauges to the automotive industry has evolved into being an industry leader in the manufacture of product branding, automotive cockpit trim and decorative appliance trim. Value-added services include in-house Design, Engineering, Program Management, Test Lab and Tool Shops.
"Scaling RAG Applications to serve millions of users", Kevin GoedeckeFwdays
How we managed to grow and scale a RAG application from zero to thousands of users in 7 months. Lessons from technical challenges around managing high load for LLMs, RAGs and Vector databases.
High performance Serverless Java on AWS- GoTo Amsterdam 2024Vadym Kazulkin
Java is for many years one of the most popular programming languages, but it used to have hard times in the Serverless community. Java is known for its high cold start times and high memory footprint, comparing to other programming languages like Node.js and Python. In this talk I'll look at the general best practices and techniques we can use to decrease memory consumption, cold start times for Java Serverless development on AWS including GraalVM (Native Image) and AWS own offering SnapStart based on Firecracker microVM snapshot and restore and CRaC (Coordinated Restore at Checkpoint) runtime hooks. I'll also provide a lot of benchmarking on Lambda functions trying out various deployment package sizes, Lambda memory settings, Java compilation options and HTTP (a)synchronous clients and measure their impact on cold and warm start times.
Main news related to the CCS TSI 2023 (2023/1695)Jakub Marek
An English 🇬🇧 translation of a presentation to the speech I gave about the main changes brought by CCS TSI 2023 at the biggest Czech conference on Communications and signalling systems on Railways, which was held in Clarion Hotel Olomouc from 7th to 9th November 2023 (konferenceszt.cz). Attended by around 500 participants and 200 on-line followers.
The original Czech 🇨🇿 version of the presentation can be found here: https://www.slideshare.net/slideshow/hlavni-novinky-souvisejici-s-ccs-tsi-2023-2023-1695/269688092 .
The videorecording (in Czech) from the presentation is available here: https://youtu.be/WzjJWm4IyPk?si=SImb06tuXGb30BEH .
How to Interpret Trends in the Kalyan Rajdhani Mix Chart.pdfChart Kalyan
A Mix Chart displays historical data of numbers in a graphical or tabular form. The Kalyan Rajdhani Mix Chart specifically shows the results of a sequence of numbers over different periods.
For the full video of this presentation, please visit: https://www.edge-ai-vision.com/2024/06/temporal-event-neural-networks-a-more-efficient-alternative-to-the-transformer-a-presentation-from-brainchip/
Chris Jones, Director of Product Management at BrainChip , presents the “Temporal Event Neural Networks: A More Efficient Alternative to the Transformer” tutorial at the May 2024 Embedded Vision Summit.
The expansion of AI services necessitates enhanced computational capabilities on edge devices. Temporal Event Neural Networks (TENNs), developed by BrainChip, represent a novel and highly efficient state-space network. TENNs demonstrate exceptional proficiency in handling multi-dimensional streaming data, facilitating advancements in object detection, action recognition, speech enhancement and language model/sequence generation. Through the utilization of polynomial-based continuous convolutions, TENNs streamline models, expedite training processes and significantly diminish memory requirements, achieving notable reductions of up to 50x in parameters and 5,000x in energy consumption compared to prevailing methodologies like transformers.
Integration with BrainChip’s Akida neuromorphic hardware IP further enhances TENNs’ capabilities, enabling the realization of highly capable, portable and passively cooled edge devices. This presentation delves into the technical innovations underlying TENNs, presents real-world benchmarks, and elucidates how this cutting-edge approach is positioned to revolutionize edge AI across diverse applications.
Must Know Postgres Extension for DBA and Developer during MigrationMydbops
Mydbops Opensource Database Meetup 16
Topic: Must-Know PostgreSQL Extensions for Developers and DBAs During Migration
Speaker: Deepak Mahto, Founder of DataCloudGaze Consulting
Date & Time: 8th June | 10 AM - 1 PM IST
Venue: Bangalore International Centre, Bangalore
Abstract: Discover how PostgreSQL extensions can be your secret weapon! This talk explores how key extensions enhance database capabilities and streamline the migration process for users moving from other relational databases like Oracle.
Key Takeaways:
* Learn about crucial extensions like oracle_fdw, pgtt, and pg_audit that ease migration complexities.
* Gain valuable strategies for implementing these extensions in PostgreSQL to achieve license freedom.
* Discover how these key extensions can empower both developers and DBAs during the migration process.
* Don't miss this chance to gain practical knowledge from an industry expert and stay updated on the latest open-source database trends.
Mydbops Managed Services specializes in taking the pain out of database management while optimizing performance. Since 2015, we have been providing top-notch support and assistance for the top three open-source databases: MySQL, MongoDB, and PostgreSQL.
Our team offers a wide range of services, including assistance, support, consulting, 24/7 operations, and expertise in all relevant technologies. We help organizations improve their database's performance, scalability, efficiency, and availability.
Contact us: info@mydbops.com
Visit: https://www.mydbops.com/
Follow us on LinkedIn: https://in.linkedin.com/company/mydbops
For more details and updates, please follow up the below links.
Meetup Page : https://www.meetup.com/mydbops-databa...
Twitter: https://twitter.com/mydbopsofficial
Blogs: https://www.mydbops.com/blog/
Facebook(Meta): https://www.facebook.com/mydbops/
What is an RPA CoE? Session 1 – CoE VisionDianaGray10
In the first session, we will review the organization's vision and how this has an impact on the COE Structure.
Topics covered:
• The role of a steering committee
• How do the organization’s priorities determine CoE Structure?
Speaker:
Chris Bolin, Senior Intelligent Automation Architect Anika Systems
Dandelion Hashtable: beyond billion requests per second on a commodity serverAntonios Katsarakis
This slide deck presents DLHT, a concurrent in-memory hashtable. Despite efforts to optimize hashtables, that go as far as sacrificing core functionality, state-of-the-art designs still incur multiple memory accesses per request and block request processing in three cases. First, most hashtables block while waiting for data to be retrieved from memory. Second, open-addressing designs, which represent the current state-of-the-art, either cannot free index slots on deletes or must block all requests to do so. Third, index resizes block every request until all objects are copied to the new index. Defying folklore wisdom, DLHT forgoes open-addressing and adopts a fully-featured and memory-aware closed-addressing design based on bounded cache-line-chaining. This design offers lock-free index operations and deletes that free slots instantly, (2) completes most requests with a single memory access, (3) utilizes software prefetching to hide memory latencies, and (4) employs a novel non-blocking and parallel resizing. In a commodity server and a memory-resident workload, DLHT surpasses 1.6B requests per second and provides 3.5x (12x) the throughput of the state-of-the-art closed-addressing (open-addressing) resizable hashtable on Gets (Deletes).
1. GCE
Oxford Cambridge and RSA Examinations
Media Studies
Unit G322: Key Media Concepts (Television Drama)
Advanced Subsidiary GCE
Mark Scheme for January 2012
3. G322 Mark Scheme January 2012
Annotations
Annotation Meaning
Required
On every page a tick to indicate it has been marked.
Cross through blank pages.
EAA eg EAA 20
EG eg EG 20
TERM eg TERM 10
Required (for G322/3/5)
At the end of each answer before the final ringed mark an un-ringed total for each of the three areas of
the mark scheme
eg 50
Required
At the end of each answer:
The numerical mark awarded – this must be ringed
Optional
Marginal annotation (in the left hand margin) to identify specific features of an answer which may affect
your final assessment of its quality:
? ? to indicate lack of clarity or confusion
/ / to indicate omission (of information deemed necessary, of development of a point or an example which
would attain more marks)
to indicate particularly good points
xx xx to indicate factual error or a lack of significance to answer/relevance to question
1
4. G322 Mark Scheme January 2012
Annotation Meaning
Question
number
Mark
1 20
2 13
Total 33
Required in the grid on the front page of each script:
Total marks awarded for each question
Overall total
***Ensure total is transferred to MS2 accurately***
For examiner’s use
Examiner’s initials
JG
Required in the grid on the front page of each script:
Your examiner initials clearly in top box
Subject-specific Marking Instructions
The purpose of these Units is to firstly assess candidates’ media textual analysis skills and their understanding of the concept of representation
using a short audio extract ( AO1 and AO2); secondly to assess candidates’ knowledge and knowledge of media institutions and their production
processes, distribution strategies, use of technologies and related issues concerning audience reception and consumption of media texts ( AO1
and AO2).
2
5. G322 Mark Scheme January 2012
Question Answer Marks Guidance
1 Level 4
Explanation/analysis/argument (16-20 marks)
• Shows excellent understanding of the task
• Excellent understanding of the way that technical
aspects are used to construct the extract’s
representations
• Clearly relevant to set question
Use of examples (16-20 marks)
• Offers frequent textual analysis from the extract –
award marks to reflect the range and appropriateness
of examples
• Offers a full range of examples from each technical
area
• Offers examples which are clearly relevant to the set
question
Use of terminology (8-10 marks)
• Use of terminology is relevant and accurate
Complex ideas have been expressed clearly and fluently.
Sentences and paragraphs, consistently relevant, have been
well structured, using appropriate technical terminology.
There may be few, if any, errors of spelling, punctuation and
grammar.
Level 3
Explanation/analysis/argument (12-15 marks)
• Shows proficient understanding of the task
• Proficient understanding of the way that technical
aspects are used to construct the extract’s
representations
• Mostly relevant to set question
50 Candidates will be assessed on their ability to understand
how representations are constructed in a media text
through the analysis of different technical areas.
Assessment will take place across three criteria:
• Explanation/analysis/argument (20 marks) AO1
Specific
• Use of examples (20 marks) AO2 Specific
• Use of terminology (10 marks) AO1 Specific
Candidates’ work should be judged on each of these
criteria individually and marks awarded according to the
level attained. It should be noted that it is possible for a
candidate to achieve a different level for each assessment
criterion.
3
6. G322 Mark Scheme January 2012
Question Answer Marks Guidance
Use of examples (12-15 marks)
• Offers consistent textual evidence from the extract
• Offers a range of examples (at least three technical
areas covered)
• Offers examples which are mostly relevant to the set
question
Use of terminology (6-7 marks)
• Use of terminology is mostly accurate
Straightforward ideas have been expressed with some clarity
and fluency. Arguments are generally relevant, though may
stray from the point of the question. There will be some
errors of spelling, punctuation and grammar, but these are
unlikely to be intrusive or obscure meaning.
Level 2
Explanation/analysis/argument (8-11 marks)
• Shows basic understanding of the task
• Basic understanding of the way that technical aspects
are used to construct the extract’s representations
• Some relevance to set question
Use of examples (8-11 marks)
• Offers some textual evidence from the extract
• Offers a partial range of examples (at least two
technical areas covered)
• Offers examples with some relevance to the set
question
Use of terminology (4-5 marks)
• Some terminology used, although there may be some
inaccuracies
4
7. G322 Mark Scheme January 2012
Question Answer Marks Guidance
Some simple ideas have been expressed in an appropriate
context. There are likely to be some errors of spelling,
punctuation and grammar of which some may be noticeable
and intrusive.
Level 1
Explanation/analysis/argument (0-7 marks)
• Shows minimal understanding of the task
• Minimal understanding of the way that technical
aspects are used to construct the extract’s
representations
• Of minimal relevance to set question or a very brief
response
Use of examples (0-7 marks)
• Offers minimal textual evidence from the extract
• Offers a limited range of examples (only one technical
area covered)
• Offers examples of minimal relevance to the set
question
Use of terminology (0-3 marks)
• Minimal or frequently inaccurate use of appropriate
terminology
Some simple ideas have been expressed. There will be
some errors of spelling, punctuation and grammar, which will
be noticeable and intrusive. Writing may also lack legibility.
5
8. G322 Mark Scheme January 2012
Question Answer Marks Guidance
2 Candidates may cover the following material in their
responses to the question:
• The characteristics of contemporary distribution in the
media area they have studied
• How distribution is reliant on production and
consumption practices
• Distribution and marketing strategies, including
synergy
• How key products/ services are consumed by local,
national and/ or global audiences
• The significance of distribution in relation to the media
area they have studied
Candidates should be given credit for their knowledge and
understanding, illustrated through case study material, in any
of these areas; there is no requirement that they should all
be covered equally. Examiners should also be prepared to
allow points, examples and arguments that have not been
considered if they are relevant and justified.
50 Candidates will be assessed on their ability to illustrate
patterns of production, distribution, exchange and
consumption through relevant case study examples and
their own experiences.
• Explanation/analysis/argument (20 marks) AO1
Specific
• Use of examples (20 marks) AO2 Specific
• Use of terminology (10 marks) AO1 Specific
6
9. G322 Mark Scheme January 2012
Question Answer Marks Guidance
Level 4
Explanation/analysis/argument (16-20 marks)
• Shows excellent understanding of the task
• Excellent knowledge and understanding of
institutional/audience practices – factual knowledge is
relevant and accurate
• A clear and developed argument, substantiated by
detailed reference to case study material
• Clearly relevant to set question
Use of examples (16-20 marks)
• Offers frequent evidence from case study material –
award marks to reflect the range and appropriateness
of examples
• Offers a full range of detailed examples from case
study and own experience
• Offers examples which are clearly relevant to the set
question
Use of terminology (8-10 marks)
• Use of terminology is relevant and accurate
Complex ideas have been expressed clearly and fluently.
Sentences and paragraphs, consistently relevant, have been
well structured, using appropriate technical terminology.
There may be few, if any, errors of spelling, punctuation and
grammar.
7
10. G322 Mark Scheme January 2012
Question Answer Marks Guidance
Level 3
Explanation/analysis/argument (12-15 marks)
• Shows proficient understanding of the task
• Proficient knowledge and understanding of
institutional/audience practices – factual knowledge is
mostly accurate
• Some developed argument, supported by reference to
case study material
• Mostly relevant to set question
Use of examples (12-15 marks)
• Offers consistent evidence from case study material
• Offers a range of examples in some detail from case
study and own experience
• Offers examples which are mostly relevant to the set
question
Use of terminology (6-7 marks)
• Use of terminology is mostly accurate
Straightforward ideas have been expressed with some clarity
and fluency. Arguments are generally relevant, though may
stray from the point of the question. There will be some
errors of spelling, punctuation and grammar, but these are
unlikely to be intrusive or obscure meaning.
8
11. G322 Mark Scheme January 2012
Question Answer Marks Guidance
Level 2
Explanation/analysis/argument (8-11 marks)
• Shows basic understanding of the task
• Basic knowledge and understanding of
institutional/audience practices – factual knowledge
will have some accuracy
• Basic argument evident, with some reference to case
study material
• Some relevance to set question
Use of examples (8-11 marks)
• Offers some evidence from case study material
• Offers a partial range of examples from case study and
own experience
• Offers examples of some relevance to the set question
Use of terminology (4-5 marks)
• Some terminology used, although there may be some
inaccuracies
Some simple ideas have been expressed in an appropriate
context. There are likely to be some errors of spelling,
punctuation and grammar of which some may be noticeable
and intrusive.
9
12. G322 Mark Scheme January 2012
Question Answer Marks Guidance
Level 1
Explanation/analysis/argument (0-7 marks)
• Shows minimal understanding of the task
• Minimal knowledge and understanding of
institutional/audience practices – general opinions or
assertions predominate
• Minimal argument evident, with little reference to case
study material
• Of minimal relevance to set question or a very brief
response
Use of examples (0-7 marks)
• Offers minimal use of case study material
• Offers a limited range of or inappropriate examples
• Offers examples of minimal relevance to set question
Use of terminology (0-3 marks)
• Minimal or frequently inaccurate use of appropriate
terminology
Some simple ideas have been expressed. There will be
some errors of spelling, punctuation and grammar, which will
be noticeable and intrusive. Writing may also lack legibility.
10
13. G322 Mark Scheme January 2012
APPENDIX 1
Section A
Candidates should be prepared to analyse and discuss the following: technical aspects of the language and conventions of the moving image
medium, in relation to the unseen moving image extract, as appropriate to the genre and extract specified, in order to discuss the sequence’s
representation of individuals, groups, events or places. These may be selected from the following:
Camera Shots, Angle, Movement and Composition
• Shots: establishing shot, master shot, close-up, mid-shot, long shot, wide shot, two-shot, aerial shot, point of view shot, over the shoulder
shot, and variations of these.
• Angle: high angle, low angle, canted angle.
• Movement: pan, tilt, track, dolly, crane, steadicam, hand-held, zoom, reverse zoom.
• Composition: framing, rule of thirds, depth of field – deep and shallow focus, focus pulls.
Editing
Includes transition of image and sound – continuity and non-continuity systems.
• Cutting: shot/reverse shot, eye-line match, graphic match, action match, jump cut, crosscutting, parallel editing, cutaway; insert.
• Other transitions, dissolve, fade-in, fade-out, wipe, superimposition, long take, short take, slow motion, ellipsis and expansion of time, post-
production, visual effects.
Sound
• Diegetic and non-diegetic sound; synchronous/asynchronous sound; sound effects; sound motif, sound bridge, dialogue, voiceover, mode of
address/direct address, sound mixing, sound perspective.
• Soundtrack: score, incidental music, themes and stings, ambient sound.
Mise-en-Scène
• Production design: location, studio, set design, costume and make-up, properties, lighting; colour and design.
Candidates’ work should be judged on each of these criteria individually and marks awarded according to the level attained. It should be noted that
it is possible for a candidate to achieve a different level for each assessment criterion.
11
14. G322 Mark Scheme January 2012
Topic Headings – these are general issues, which may be raised by the question set.
Film
A study of a specific studio or production company within a contemporary film industry that targets a British audience (eg Hollywood, Bollywood, UK
film), including its patterns of production, distribution, exhibition and consumption by audiences. This should be accompanied by study of
contemporary film distribution practices (digital cinemas, DVD, HD-DVD, downloads, etc) and their impact upon production, marketing and
consumption.
Music
A study of a particular record label within the contemporary music industry that targets a British audience, including its patterns of production,
distribution, marketing and consumption by audiences. This should be accompanied by study of the strategies used by record labels to counter the
practice of file sharing and their impact on music production, marketing and consumption.
Newspapers
A study of the contemporary newspaper market in the UK and the ways in which technology is helping to make newspapers more efficient and
competitive despite dwindling audiences. This should be accompanied by study of a specific online version of a national/local newspaper and the
issues that are raised for the production, distribution and consumption of news.
Radio
A study of a particular station or media group within the contemporary radio industry that targets a British audience, examining its various
production, distribution and exhibition practices, as well as audience consumption. This should be accompanied by study of the impact of DAB and
internet broadcasting on radio production practices, marketing and (British) audience consumption.
Magazines
A study of a successful magazine within the contemporary British magazine market, including its patterns of production, distribution, marketing and
consumption by audiences. This should be accompanied by study of the use of online magazine editions and the issues that they raise for the
production, marketing and consumption of a magazine brand.
12
15. G322 Mark Scheme January 2012
13
Video games
A study of the production, distribution and marketing of a specific game within one or across various gaming platforms, along with its reception by a
variety of (British) audiences. This should be accompanied by study of the impact of next generation capabilities (HD, Blu-Ray, online services etc)
on the production, distribution, marketing and consumption of games.
The above list is not intended to be exhaustive. It is acknowledged that most media industries are characterised by cross-media strategies,
production and promotion; candidates will be expected to focus on a particular medium but should make reference to related media where relevant.