The document evaluates the documentary and ancillary tasks created by the student. The 5-minute documentary was about young people and unemployment and was titled "The Jobless Generation". To make it realistic, the student researched conventions of real documentaries and included elements like an intro ident, opening montage, title sequence, interviews, narrative structure, and voiceover. The ancillary tasks included a 30-second radio trailer and a two-page magazine listings spread. The evaluation discusses how effectively the student incorporated conventions from real media and connected the documentary and ancillary pieces to promote the topic. Areas for potential improvement are also identified.
In what ways does your media product use, develop or challenge forms and conv...DevonMcManus
Our documentary employed conventions of real media products such as documentaries. We used techniques like rule of thirds in interviews, a variety of camera shots including close-ups, and added a soundtrack and narration to add structure. We also included titles to introduce interviewees and added some effects like black and white to make it more artistic. However, we also challenged some conventions by placing one interviewee in the center and using handheld camera shots briefly to make it more dynamic. Overall, we strived to create a documentary that resembled real media products while also experimenting with conventions.
Our group created a 5-minute documentary, radio trailer, and magazine article about illegal downloading. We used Final Cut Express to edit the documentary, Garage Band to create the soundtrack, and Adobe InDesign for the article. Based on feedback, the documentary looked professional but some felt the sounds levels could be improved. The article design was effective but may have benefited from more images. Overall, the tasks allowed us to develop new skills with media technologies.
The document discusses a media production project where the creator was tasked with making the first 5 minutes of a TV documentary. They analyzed the documentary series "The Sex Education Show" to identify conventions to utilize. Their documentary addressed the topic of sexual health education. They incorporated interviews, a presenter, and Channel 4 branding. Feedback noted the relevance of topics discussed but also some technical issues to address in future productions.
- The document discusses the conventions used in media products and how the student's documentary project utilized various conventions like voiceovers, interviews, and establishing shots to create a sense of realism and drama.
- Feedback from peers was gathered and helped improve aspects of the documentary and ancillary tasks like making the advertisement more aligned with Channel 4's style.
- New media technologies like the internet, YouTube, Photoshop, and video/audio equipment were used in researching, planning, and constructing the documentary and ancillary tasks. Old print media was also examined for stylistic influences.
The document discusses codes and conventions of television advertisements and documentaries. It analyzes the codes and conventions used in Channel 4 advertisements and how the author developed and challenged some of these conventions in their own print ad and documentary. Some of the key codes and conventions discussed include using a dominant image, landscape orientation, placement of the channel logo, inclusion of air time and date, and minimal text. The author strives to conform their work to many industry standards while also innovating in certain areas like font and logo color.
From their preliminary task to the full production, the student has learned:
1) How to storyboard in greater detail with more shots and drafts.
2) How to incorporate more advanced shots like POV and extreme long shots to create suspense.
3) How to use more sophisticated editing techniques like transitions, jump cuts, and faster pacing.
4) How to improve titles, credits, and ident to have more professional quality and suit the narrative.
5) How using better equipment like a HD camera and tripod improved video quality.
1) The document describes the process of creating a preliminary film and final film for a media course. It discusses planning, equipment, camera skills, editing, sound, titles and credits for both films.
2) For the preliminary film, more basic equipment and skills were used which resulted in a simpler product. The final film utilized more advanced cameras, software, shots, and editing to create a more professional production.
3) Significant skills and knowledge about filmmaking were gained throughout the process, which were applied to the planning and creation of the higher quality final film.
In the research and planning stages of their documentary on social stereotypes, the student used various media technologies and non-technological methods. They watched the documentary "Supersize Me" as a class for research and to understand appropriate codes and conventions. They created a storyboard and visual draft during planning without technology. During production, they used social media like WhatsApp and Facebook to communicate and organize as a group. A Canon HD camera and tripod were used to film interviews, establishing shots, and footage from YouTube for research. Adobe Premier was used to edit the documentary, adding captions, color correcting footage, and using various transitions between clips. Sound levels were adjusted to be equal across clips.
In what ways does your media product use, develop or challenge forms and conv...DevonMcManus
Our documentary employed conventions of real media products such as documentaries. We used techniques like rule of thirds in interviews, a variety of camera shots including close-ups, and added a soundtrack and narration to add structure. We also included titles to introduce interviewees and added some effects like black and white to make it more artistic. However, we also challenged some conventions by placing one interviewee in the center and using handheld camera shots briefly to make it more dynamic. Overall, we strived to create a documentary that resembled real media products while also experimenting with conventions.
Our group created a 5-minute documentary, radio trailer, and magazine article about illegal downloading. We used Final Cut Express to edit the documentary, Garage Band to create the soundtrack, and Adobe InDesign for the article. Based on feedback, the documentary looked professional but some felt the sounds levels could be improved. The article design was effective but may have benefited from more images. Overall, the tasks allowed us to develop new skills with media technologies.
The document discusses a media production project where the creator was tasked with making the first 5 minutes of a TV documentary. They analyzed the documentary series "The Sex Education Show" to identify conventions to utilize. Their documentary addressed the topic of sexual health education. They incorporated interviews, a presenter, and Channel 4 branding. Feedback noted the relevance of topics discussed but also some technical issues to address in future productions.
- The document discusses the conventions used in media products and how the student's documentary project utilized various conventions like voiceovers, interviews, and establishing shots to create a sense of realism and drama.
- Feedback from peers was gathered and helped improve aspects of the documentary and ancillary tasks like making the advertisement more aligned with Channel 4's style.
- New media technologies like the internet, YouTube, Photoshop, and video/audio equipment were used in researching, planning, and constructing the documentary and ancillary tasks. Old print media was also examined for stylistic influences.
The document discusses codes and conventions of television advertisements and documentaries. It analyzes the codes and conventions used in Channel 4 advertisements and how the author developed and challenged some of these conventions in their own print ad and documentary. Some of the key codes and conventions discussed include using a dominant image, landscape orientation, placement of the channel logo, inclusion of air time and date, and minimal text. The author strives to conform their work to many industry standards while also innovating in certain areas like font and logo color.
From their preliminary task to the full production, the student has learned:
1) How to storyboard in greater detail with more shots and drafts.
2) How to incorporate more advanced shots like POV and extreme long shots to create suspense.
3) How to use more sophisticated editing techniques like transitions, jump cuts, and faster pacing.
4) How to improve titles, credits, and ident to have more professional quality and suit the narrative.
5) How using better equipment like a HD camera and tripod improved video quality.
1) The document describes the process of creating a preliminary film and final film for a media course. It discusses planning, equipment, camera skills, editing, sound, titles and credits for both films.
2) For the preliminary film, more basic equipment and skills were used which resulted in a simpler product. The final film utilized more advanced cameras, software, shots, and editing to create a more professional production.
3) Significant skills and knowledge about filmmaking were gained throughout the process, which were applied to the planning and creation of the higher quality final film.
In the research and planning stages of their documentary on social stereotypes, the student used various media technologies and non-technological methods. They watched the documentary "Supersize Me" as a class for research and to understand appropriate codes and conventions. They created a storyboard and visual draft during planning without technology. During production, they used social media like WhatsApp and Facebook to communicate and organize as a group. A Canon HD camera and tripod were used to film interviews, establishing shots, and footage from YouTube for research. Adobe Premier was used to edit the documentary, adding captions, color correcting footage, and using various transitions between clips. Sound levels were adjusted to be equal across clips.
Rachel created a documentary and used various technologies throughout the research, planning, filming, and editing process. During research, she used websites like The Guardian and YouTube to research topics and watch other documentaries for inspiration. Microsoft Word was used to document research findings. Planning was done through storyboards, mind maps in Word, and by blogging. Filming utilized equipment like a Canon camera, tripod, and microphone. Adobe Premiere Pro and Audition were used to edit clips, adjust sound and transitions. A radio trailer was made by extracting clips into GarageBand with a voiceover. Evaluation was done through Word and PowerPoint documents.
The document discusses how the media product uses, develops, and challenges conventions of real media forms. It summarizes how the documentary codes were researched from films like "Paranoma" and then both used and challenged in the created documentary. For example, camera shots, lighting, and sound from "Paranoma" were utilized, but transitions, graphics, and music were altered to better suit the topic and audience. The codes and conventions of magazine articles and radio trails were also both adopted and adapted from research.
The document discusses how the student's media product follows conventions of real documentaries while also challenging some conventions. The documentary is in the expository mode and uses techniques like voiceover, statistics on screen, and music to advance its argument. It follows conventions from the documentary "Supersize Me" but challenges some, like using a handheld camera at times and a cube transition. The magazine spread is modeled after Radio Times and uses images and pull quotes but challenges conventions with bright colors. The radio trailer is inspired by Capital FM and uses rhetorical questions to engage listeners within the standard 20-40 second length.
Our print advert challenges some conventions while adhering to others. We used the BBC logo placement but included an educational background image rather than a blank space. While most BBC ads lack additional text, we included documentary details without a text backdrop like other channels to provide needed information within BBC conventions. The ad's darker colors and brighter central figure connote the documentary's theme, drawing on techniques from BBC and ITV ads but tailored to our needs.
The research and planning for the documentary highly impacted the outcome. Various media technologies were used during the planning process, including researching other documentaries, brainstorming ideas, and conducting online research. During filming, cameras, microphones, headphones, and computers were used to capture high quality footage and audio. The editing process involved organizing footage, selecting clips, adding transitions, editing sound levels, and adding titles, text, and visual effects. The documentary was then exported for final review.
The document discusses improvements made from a preliminary film project to the final production. It identifies several areas where the filmmakers' skills and the quality of the final product improved, including: more careful planning and drafting; better framing of shots; use of more advanced editing software; more creative typography and idents; incorporation of camera movements; improved sound design; and more consideration of lighting and color grading. The progression allowed the filmmakers to create a final product that was better planned, executed, and received.
This document discusses the media technologies used during the construction, research, planning and evaluation stages of a radio drama project. It describes the use of recording equipment like microphones, sound decks and handheld recorders during construction. Editing software like Adobe Premier Pro, Audacity and presentation software like PowerPoint and Blogger were used for editing, planning and evaluation. Photoshop was used to design advertisements and spreads for ancillary texts. Feedback from teachers and peers on Facebook helped improve the project.
The document describes how new media technologies were used at various stages of producing a short film. Google was used for research, survey monkey and face-to-face surveys were used to collect audience feedback, The Student Room and Reddit provided ideas for the storyline, YouTube and Free Sound provided copyright-free music and sound effects, a Canon camera was used to film in high quality 1080p, Blogger recorded planning and research, Celtx was used to write the script, location photos informed planning, Premiere Pro was used to edit footage and add effects, a Zoom recorder captured clear audio, and PowerPoint was used to present evaluations.
The document discusses how a media group produced a documentary on video game violence along with accompanying products like a radio trailer and magazine spread. For the documentary, they researched conventions of the genre and followed many like including interviews, background footage, and voiceover, but also challenged some conventions like using opinionated language. They established styles for the radio trailer and magazine spread to promote the documentary across different media platforms. Overall, the group strove to produce professional media products while both following and adapting established conventions of documentaries and promotional media.
The document discusses the documentary "Out of Controller" created by the student on the topic of violence in video games. It summarizes how the documentary uses, develops and challenges conventions of real documentaries. It discusses choosing the topic and title, following conventions for interviews and footage. While many conventions were followed, some were challenged, such as using a more opinionated viewpoint and filming vox pops in atypical locations. The documentary aims to explore the topic in an expositional style but enforce a negative view of violent games.
The document summarizes the conventions used in the student's documentary project. It discusses how the documentary follows the conventions of the expository genre through the use of a voiceover, archive footage, images, editing techniques, interviews, and anonymity. It also compares the documentary to similar media products like the Channel 4 series Dispatches that cover current affairs topics. The document evaluates how technologies were used at different stages of production and how their use improved the piece. It reflects on how the student's skills have progressed since their previous media project.
1. The documentary is about societal pressures surrounding physical appearance. It uses conventions from other documentaries such as interviews, b-roll footage, and voiceovers.
2. Interviews were filmed using techniques seen in other documentaries, such as medium closeups and following the rule of thirds. B-roll footage was included to enhance the interviews.
3. Ancillary tasks like a magazine article and radio trailer also used conventions of their genres to promote the documentary. The target age range of 14-45 was chosen to match the topic and Channel 4 audience.
The document discusses various technologies used to create a film opening, including:
- Blogger to store and publish planning work
- Facebook Messenger for communication between group members
- A Panasonic camera, tripod, and iMovie software for filming and editing
- LiveType for creating titles and credits
- Apple Macs with necessary software pre-installed
- YouTube to publish the finished film
The writer discusses learning to use each new technology and finding most easy to use once familiarized.
Other ways our documentary uses convention of existing documentaries. Is the use of sound bedding, which is used during the during the voice over, interview and as a soundtrack for the beginning of the episode. Sound bedding/track is an instrumental sound usually from the song that the cast produced or from a featured song that relates to the genre. We used sound bedding because it helps the audience capture what is going on.
Actuality footage was used during the interview of Kayz. Showing the artist performing on stage. This adds realism to our documentary. We also used another actuality footage where the group were performing for a music video in the borough of Abbey wood
1) The student learned many new skills between their preliminary task and final production, including improved camera techniques, editing, sound design, and planning.
2) For the preliminary task, equipment was basic and filming was limited, resulting in a simple final product. The final production utilized professional HD equipment and software.
3) Extensive planning, including storyboards and scheduling, allowed the complex final production to be shot over multiple days and locations. Titles, credits, and other elements were significantly more polished.
The document provides details about the design choices for a film magazine, poster, and trailer that a group created for their final project. For the magazine, they chose a color scheme of white, black, and red to match the film and used fonts for consistency. Their poster included an edited lead actress photo, slogans, and cast/crew information. Their trailer utilized costume, lighting, camera angles and editing techniques to build tension and showcase the thriller genre. The group overcame challenges to design professional-looking elements and achieve continuity across their three pieces.
The document compares the learning process between a preliminary task and final film production. For the preliminary task, the focus was on gaining experience with equipment and basic shots/editing in iMovie with no storyboarding. For the final film, extensive planning included storyboards and booking equipment for quality. More editing techniques were used along with props, titles, and sound mixing. Overall the final film showed significant improvements in skills and quality from lessons learned through the preliminary task experience.
The document provides an overview of the topics that will be covered in the course Financial Management II. It discusses risk and return of assets, risk management, valuation of financial assets including bonds and stocks, long-term investment decisions, capital budgeting, advanced investing decisions, long-term financing decisions, cost of capital, leverage and capital structure, and dividend policy. It also lists mergers and acquisitions, international financial management, and financial objectives of special organizations as additional topics. The course will be taught through lectures, recitations, assignments, group discussions and presentations, and guest speakers.
Managerial economics uses economic analysis to help managers make optimal business decisions by allocating scarce resources efficiently. It draws on microeconomic concepts and decision science tools. The goal is to find solutions that maximize profit or other objectives given the firm's constraints. Managerial economics helps managers address questions like pricing, production levels, costs, markets, and regulations to best achieve the firm's goals.
This document discusses different forms of legal business organization. The three main forms are sole proprietorships, partnerships, and corporations. A sole proprietorship is owned and run by one individual who is personally liable for any debts or liabilities. Partnerships involve two or more owners who share liability and profits. Corporations are separate legal entities that can be taxed, sued, and have shareholders and directors, providing liability protection for owners. Each form has advantages and disadvantages regarding taxes, liability, funding, and regulations.
Rachel created a documentary and used various technologies throughout the research, planning, filming, and editing process. During research, she used websites like The Guardian and YouTube to research topics and watch other documentaries for inspiration. Microsoft Word was used to document research findings. Planning was done through storyboards, mind maps in Word, and by blogging. Filming utilized equipment like a Canon camera, tripod, and microphone. Adobe Premiere Pro and Audition were used to edit clips, adjust sound and transitions. A radio trailer was made by extracting clips into GarageBand with a voiceover. Evaluation was done through Word and PowerPoint documents.
The document discusses how the media product uses, develops, and challenges conventions of real media forms. It summarizes how the documentary codes were researched from films like "Paranoma" and then both used and challenged in the created documentary. For example, camera shots, lighting, and sound from "Paranoma" were utilized, but transitions, graphics, and music were altered to better suit the topic and audience. The codes and conventions of magazine articles and radio trails were also both adopted and adapted from research.
The document discusses how the student's media product follows conventions of real documentaries while also challenging some conventions. The documentary is in the expository mode and uses techniques like voiceover, statistics on screen, and music to advance its argument. It follows conventions from the documentary "Supersize Me" but challenges some, like using a handheld camera at times and a cube transition. The magazine spread is modeled after Radio Times and uses images and pull quotes but challenges conventions with bright colors. The radio trailer is inspired by Capital FM and uses rhetorical questions to engage listeners within the standard 20-40 second length.
Our print advert challenges some conventions while adhering to others. We used the BBC logo placement but included an educational background image rather than a blank space. While most BBC ads lack additional text, we included documentary details without a text backdrop like other channels to provide needed information within BBC conventions. The ad's darker colors and brighter central figure connote the documentary's theme, drawing on techniques from BBC and ITV ads but tailored to our needs.
The research and planning for the documentary highly impacted the outcome. Various media technologies were used during the planning process, including researching other documentaries, brainstorming ideas, and conducting online research. During filming, cameras, microphones, headphones, and computers were used to capture high quality footage and audio. The editing process involved organizing footage, selecting clips, adding transitions, editing sound levels, and adding titles, text, and visual effects. The documentary was then exported for final review.
The document discusses improvements made from a preliminary film project to the final production. It identifies several areas where the filmmakers' skills and the quality of the final product improved, including: more careful planning and drafting; better framing of shots; use of more advanced editing software; more creative typography and idents; incorporation of camera movements; improved sound design; and more consideration of lighting and color grading. The progression allowed the filmmakers to create a final product that was better planned, executed, and received.
This document discusses the media technologies used during the construction, research, planning and evaluation stages of a radio drama project. It describes the use of recording equipment like microphones, sound decks and handheld recorders during construction. Editing software like Adobe Premier Pro, Audacity and presentation software like PowerPoint and Blogger were used for editing, planning and evaluation. Photoshop was used to design advertisements and spreads for ancillary texts. Feedback from teachers and peers on Facebook helped improve the project.
The document describes how new media technologies were used at various stages of producing a short film. Google was used for research, survey monkey and face-to-face surveys were used to collect audience feedback, The Student Room and Reddit provided ideas for the storyline, YouTube and Free Sound provided copyright-free music and sound effects, a Canon camera was used to film in high quality 1080p, Blogger recorded planning and research, Celtx was used to write the script, location photos informed planning, Premiere Pro was used to edit footage and add effects, a Zoom recorder captured clear audio, and PowerPoint was used to present evaluations.
The document discusses how a media group produced a documentary on video game violence along with accompanying products like a radio trailer and magazine spread. For the documentary, they researched conventions of the genre and followed many like including interviews, background footage, and voiceover, but also challenged some conventions like using opinionated language. They established styles for the radio trailer and magazine spread to promote the documentary across different media platforms. Overall, the group strove to produce professional media products while both following and adapting established conventions of documentaries and promotional media.
The document discusses the documentary "Out of Controller" created by the student on the topic of violence in video games. It summarizes how the documentary uses, develops and challenges conventions of real documentaries. It discusses choosing the topic and title, following conventions for interviews and footage. While many conventions were followed, some were challenged, such as using a more opinionated viewpoint and filming vox pops in atypical locations. The documentary aims to explore the topic in an expositional style but enforce a negative view of violent games.
The document summarizes the conventions used in the student's documentary project. It discusses how the documentary follows the conventions of the expository genre through the use of a voiceover, archive footage, images, editing techniques, interviews, and anonymity. It also compares the documentary to similar media products like the Channel 4 series Dispatches that cover current affairs topics. The document evaluates how technologies were used at different stages of production and how their use improved the piece. It reflects on how the student's skills have progressed since their previous media project.
1. The documentary is about societal pressures surrounding physical appearance. It uses conventions from other documentaries such as interviews, b-roll footage, and voiceovers.
2. Interviews were filmed using techniques seen in other documentaries, such as medium closeups and following the rule of thirds. B-roll footage was included to enhance the interviews.
3. Ancillary tasks like a magazine article and radio trailer also used conventions of their genres to promote the documentary. The target age range of 14-45 was chosen to match the topic and Channel 4 audience.
The document discusses various technologies used to create a film opening, including:
- Blogger to store and publish planning work
- Facebook Messenger for communication between group members
- A Panasonic camera, tripod, and iMovie software for filming and editing
- LiveType for creating titles and credits
- Apple Macs with necessary software pre-installed
- YouTube to publish the finished film
The writer discusses learning to use each new technology and finding most easy to use once familiarized.
Other ways our documentary uses convention of existing documentaries. Is the use of sound bedding, which is used during the during the voice over, interview and as a soundtrack for the beginning of the episode. Sound bedding/track is an instrumental sound usually from the song that the cast produced or from a featured song that relates to the genre. We used sound bedding because it helps the audience capture what is going on.
Actuality footage was used during the interview of Kayz. Showing the artist performing on stage. This adds realism to our documentary. We also used another actuality footage where the group were performing for a music video in the borough of Abbey wood
1) The student learned many new skills between their preliminary task and final production, including improved camera techniques, editing, sound design, and planning.
2) For the preliminary task, equipment was basic and filming was limited, resulting in a simple final product. The final production utilized professional HD equipment and software.
3) Extensive planning, including storyboards and scheduling, allowed the complex final production to be shot over multiple days and locations. Titles, credits, and other elements were significantly more polished.
The document provides details about the design choices for a film magazine, poster, and trailer that a group created for their final project. For the magazine, they chose a color scheme of white, black, and red to match the film and used fonts for consistency. Their poster included an edited lead actress photo, slogans, and cast/crew information. Their trailer utilized costume, lighting, camera angles and editing techniques to build tension and showcase the thriller genre. The group overcame challenges to design professional-looking elements and achieve continuity across their three pieces.
The document compares the learning process between a preliminary task and final film production. For the preliminary task, the focus was on gaining experience with equipment and basic shots/editing in iMovie with no storyboarding. For the final film, extensive planning included storyboards and booking equipment for quality. More editing techniques were used along with props, titles, and sound mixing. Overall the final film showed significant improvements in skills and quality from lessons learned through the preliminary task experience.
The document provides an overview of the topics that will be covered in the course Financial Management II. It discusses risk and return of assets, risk management, valuation of financial assets including bonds and stocks, long-term investment decisions, capital budgeting, advanced investing decisions, long-term financing decisions, cost of capital, leverage and capital structure, and dividend policy. It also lists mergers and acquisitions, international financial management, and financial objectives of special organizations as additional topics. The course will be taught through lectures, recitations, assignments, group discussions and presentations, and guest speakers.
Managerial economics uses economic analysis to help managers make optimal business decisions by allocating scarce resources efficiently. It draws on microeconomic concepts and decision science tools. The goal is to find solutions that maximize profit or other objectives given the firm's constraints. Managerial economics helps managers address questions like pricing, production levels, costs, markets, and regulations to best achieve the firm's goals.
This document discusses different forms of legal business organization. The three main forms are sole proprietorships, partnerships, and corporations. A sole proprietorship is owned and run by one individual who is personally liable for any debts or liabilities. Partnerships involve two or more owners who share liability and profits. Corporations are separate legal entities that can be taxed, sued, and have shareholders and directors, providing liability protection for owners. Each form has advantages and disadvantages regarding taxes, liability, funding, and regulations.
Financial objectives are goals set by a company's finance department to achieve specific targets related to profitability, cash flow, costs, and returns within a set timeframe. Common financial objectives include return on capital employed targets, shareholder returns targets, cost minimization targets, and cash flow targets. Financial objectives are influenced internally by a company's corporate objectives and resources, and externally by factors like the market, competitors, and suppliers.
This document discusses the key concepts of financial management including its meaning, scope, objectives and related disciplines. Financial management aims to maximize shareholder wealth through investment analysis, working capital management, capital structure decisions, and dividend policy. The scope of financial management has evolved from a traditional approach focused on capital markets to a modern approach providing a framework for strategic financial decision-making. The objectives of financial management are typically profit maximization or wealth/shareholder value maximization. A case study on Reliance Industries outlines its strategic vision to reinforce its existing businesses and pursue new opportunities in industries like petroleum, retail, telecommunications and education.
A firm combines factors of production like men, materials and machines to produce and sell goods or services for profit. The type of business organization depends on factors like size, capital needs, market competition and government regulations. Common types of organizations include private enterprises like sole proprietorships, partnerships, private limited and public limited companies, cooperative enterprises, and public sector enterprises like government departments and statutory corporations.
This document discusses long term sources of finance for companies, including owned funds such as equity share capital, preference share capital, and retained earnings. It describes the key characteristics of equity shares and preference shares. Equity shares are the highest risk capital that provides voting rights and residual claims, while preference shares provide preferential rights to fixed dividend payments. Retained earnings are profits kept within the company to finance growth instead of being distributed as dividends. Using internal funds has advantages for both companies and shareholders but can also lead to risks like over-capitalization if not managed properly.
The document discusses various aspects of financial management including its objectives, scope, sources of finance, and types of shares. Financial management deals with procuring and utilizing funds in a balanced manner to maximize profit and returns. The basic objectives are profit maximization and maintaining liquidity, while other objectives include fair returns, building reserves, and ensuring efficiency. Sources of finance discussed include equity shares, preference shares, debentures, and retained earnings.
This document summarizes key aspects of financial management. It defines financial management as procuring sources of money and allocating those sources based on forecasted business needs. It describes the traditional approach as focusing on institutional funding sources, issuing financial instruments, and legal/accounting relationships with lenders. The modern approach focuses on determining total funding needs, specific asset acquisitions, and optimal funding sources. Overall, the document outlines estimating financial requirements, capital structure, investment patterns, and financial control as the main scopes of financial management.
Introduction to financial management and financial markets sonarevankar
Meaning of finance, scope, objectives of financial management , duties , roles & responsibilities of a financial manager, organisation of finance function, Indian financial system, types of financial markets
Media Evaluation for Course work - Todd Lillis- Question 1a2cole13
The document discusses how a media project followed conventions of real documentaries, double page spreads, and radio trailers. It analyzed several documentaries to understand common elements. Shots and interviews from those documentaries were then replicated. Research was also done on magazine layouts to design the double page spread accordingly. The radio trailer included documentary extracts, facts, music, and voiceover as is typical. Overall the project adhered closely to conventions to appear professional. Minor changes like re-doing an interview are suggested.
The document describes a student's media studies coursework which involved creating a TV documentary, radio trailer, and TV listings page. It discusses how each piece used conventions of real media, feedback received, and the technologies used at different stages of production. The documentary received poor feedback on sound and editing. The radio trailer's main issue was volume levels. Positive feedback was received for the TV listings, with minor suggestions. Technologies like Final Cut Express, GarageBand, Photoshop and InDesign were used at various stages of research, planning, production and evaluation.
This document discusses how a student media project used and challenged conventions of real media products in developing a documentary and promotional materials.
The student created a 5-minute opening to a documentary about knife crime along with a TV listing guide and radio trailer. They researched documentary styles and incorporated common conventions like archive footage and reconstructions. However, they used a female narrator instead of the typical male voice to represent women affected by knife crime.
The TV listing followed a magazine layout but placed the title differently and included an underline and review. The radio trailer opened with an audio clip and sad music to grab attention, then provided statistics and a positive conclusion with inspiring music like real trailers. Overall, the project agreed with many
The document summarizes how the student's media project followed conventions of real documentaries. It produced a 5 minute opening to a TV documentary on cuts to the UK's Education Maintenance Allowance. It used voiceovers, archival footage, interviews, and cutaways like real documentaries. It aimed to simplify complex topics, included opinions of students and experts, and focused on aesthetics and storytelling like the poetic mode of documentaries. Background music and appropriate visuals/settings were used to make the documentary look professional. The project scored highly and demonstrated understanding of documentary conventions.
The document discusses how the media group used various media technologies and conventions in creating their documentary, magazine article, and radio trailer on illegal downloading. They researched other documentaries to identify codes and conventions to make their documentary seem realistic. Technologies used included video cameras, microphones, and editing software to film, record, and produce their documentary. Feedback from their target audience provided insights on how to improve the combination and promotion of their media products.
The document discusses how the media product uses conventions of real documentaries through elements like interviews, cutaways, and voiceovers. It aims to discuss the topic of hair in the same focused way as professional documentaries by including different aspects of hair. Efforts were made to make the documentary, interviews, graphics, editing, radio trailer, and print advert look as professional as possible by taking inspiration from other professional media and focusing on clear structure, camerawork, audio quality, and simple yet striking design.
The document discusses the codes and conventions used in the student's documentary and other related media products. It examines how the documentary emulates conventions from other documentary programs like Panorama in areas like interviews, statistics, sound, editing, and archive footage. It also challenges some conventions, like using a voiceover instead of an on-screen presenter. For the magazine article, it analyzes how conventions from sample articles are followed for elements like the main image and columns but also challenges norms around quotes. The radio trailer also adopts typical conventions for its voiceover and promotion details but challenges norms regarding the voiceover gender and sound clip usage.
The documentary focuses on running and fitness, providing tips and statistics to audiences aged 16 and older. It uses a mix of narration, interviews, and observational footage to make the case that running has benefits. Interview subjects include a gym employee, a teacher, and a department head to discuss how they incorporate running into their lives. Cutaways of running apps, massages, and medals were included to illustrate points. Wide shots and mid shots were used during interviews to meet documentary conventions. An upbeat song played over opening credits to set a fun tone for the active sport of running.
The student used various media technologies throughout the construction, research, planning and evaluation stages of their coursework:
1) They researched online using websites like The Guardian, BBC and YouTube to inform their topic selection and production techniques.
2) They created blog posts on Blogger.com to document their progress.
3) They filmed interviews and footage using a Canon camera, microphone, and editing software like Final Cut Express.
4) Final Cut Express was used to edit the documentary, add effects, transitions, and produce the radio trailer and TV listing.
5) Evaluation was presented on Slideshare.
The document provides feedback on a student's media studies coursework which included a TV documentary, radio trailer, and TV listings page. The feedback received was mixed, with the documentary receiving criticism around sound and editing, while the TV listings received praise with some minor suggested improvements. The student learned about using various media technologies like Final Cut Express, GarageBand, Photoshop and InDesign during production, and could have benefited from steadier camera work and improved microphone use for certain elements.
The student used various media technologies in the research, planning, filming, editing, and evaluation stages of constructing their documentary on binge drinking. In research, they used online resources like the NHS website, BBC News, YouTube, and 4oD to validate facts and analyze similar documentaries. Planning involved creating storyboards, proposals, and blog posts. Filming utilized a Canon camera, microphone, and tripod. Editing was done in Final Cut Express, including adjusting audio levels, speeds, and adding text/music. A radio trailer was also produced by editing audio clips from the documentary.
The document discusses the process of creating a 5-minute documentary introduction, radio trail, and TV listings article as part of an A2 coursework task. It outlines the research and planning done to understand conventions of the documentary genre, including watching examples and analyzing techniques used. Elements like interviews, reconstructions, voiceovers and actual footage were included. Camera shots, sound design, narrative structure, and ensuring pieces followed industry conventions were also focuses of the process.
The document discusses how the media production group used and developed conventions of real media genres in their mystery/thriller trailer. They researched conventions like editing techniques and soundtracks used in movie trailers like Inception. Their trailer used conventions like fade to black cuts and syncing visuals with music to build tension. They also challenged conventions by using a non-white lead actor to diversify typical genres. The group felt their trailer effectively used key conventions seen in real media to engage audiences.
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1) The document evaluates the opening sequence of a student film project. It discusses whether the opening follows conventions like being gripping, including credits, and using fast-paced music.
2) Feedback from test audiences is discussed. They felt the varying shots were effective but the narrator sounded like he was reading a script and needed more emotion.
3) If remaking the opening sequence, the student would try to make shots less shaky and re-record the voiceover with more emotion to better reflect the story.
Our media products used and developed conventions of real media. We created a TV documentary introduction, magazine listing, and radio trailer about how branding and advertising influence people. We researched conventions for each format. Our documentary used two on-screen presenters like "Supersize Me" and facts/stats graphics. The magazine listing had consistent colors like Radio Times and images from our documentary. The radio trailer was 30-60 seconds with an upbeat style to promote our colloquial documentary in an exciting way.
This documentary aims to create an artistic narrative about issues of human interest related to tattoos. Conventional documentary techniques like interviews, establishing shots, subtitles, and voiceovers are used. Audience feedback was positive about the engaging style that used crosscutting between footage and pictures. The documentary is intended to appeal to a target audience aged 14-25.
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2) Creating a logo incorporating a sun flare and purplish shaded area to represent the Midlands region. Transition effects and a spinning globe gif were added.
3) Incorporating images relating to the target audience's interests, ethnicity, class, gender and nation to appeal to demographic groups.
4) Constructing the 20-second title sequence in video editing software, adding the logo, footage, transitions, effects and music chosen for its short
Rhian Quammie used various new media technologies at different stages of creating a teaser trailer. Prezi was used to pitch the initial idea and present audience feedback. YouTube provided inspiration from other trailers during research. IMDB provided film information for planning. Pinterest created a mood board for filming references. A Canon camera captured footage. Final Cut Pro edited the trailer. QuickTime recorded animated titles. Google Docs shared script writing. A microphone recorded voiceovers. Photoshop designed ancillary texts. Free Music Archive provided royalty-free music. Dropbox shared group files. Survey Monkey collected audience feedback data.
The document discusses the evaluation of a media project combining a documentary, print ad, and radio ad titled "To The Root It". It summarizes that the combination was effective because it kept the common title throughout and used the same narrator for the radio ad and documentary to connect them. Technologies used included Google for research, YouTube for gathering audience feedback, Adobe Premiere for editing footage and adding music/images to the documentary, Photoshop for creating the print ad, and Blogger as an online portfolio. Filming utilized a camera, tripod, and microphone.
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2. In what ways do your media
products use, develop or
challenge forms and conventions
of real media products?
3. • Our brief was to produce an extract from a new documentary TV
programme (lasting approximately 5 minutes), a 30 second radio trailer
and a double page spread from a listings magazine. Our documentary had
to be a controversial topic so ours was about young people and
unemployment and we called it ‘The Jobless Generation’.
• In order for us to do this effectively, we had to research the codes and
conventions of real media products and adhere to them as best we could
to add a sense of professionalism. During research and planning we
watched a documentary called ‘Are the net police coming for you?’
• http://moodle.solihullsfc.ac.uk/mod/resource/view.php?id=40079
4. Ident
• Before the documentary even began there was an ident introducing the
programme and revealing the channel and time etc. We included an ident,
taken from Channel 4, to add authenticity to our documentary. We choose
Channel 4 because we felt this would be the most appropriate for our
target audience, which is mainly young people (16-24) looking for work,
but parents, teachers and employers may also be interested.
5. Opening Montage
• Having analysed the openings of several
documentaries we noticed that they often
used a montage, with images or clips
flashing up for a few seconds, establishing
the topic. We liked this convention and
thought that it would be easy to re-create
using relevant images from our own topic
(The Jobless Generation). It was important
for us to get the opening montage right as it
gives the first impression to the
documentary. We used establishing shots of
Solihull, as well as recruitment posters, both
of which can be seen below.
6. Title
• The title of our documentary ‘The Jobless Generation’ is not the first
frame to appear, instead it comes after the opening montage, and unfolds
across the screen. Although we followed a convention by not having the
title right at the beginning, in most of the documentaries which we
watched the title appears over the footage, whereas in ours the title is on
a white background. This is perhaps a weakness for us, nevertheless it is
clear and easy to read. To improve we could have had the title across a
shot in front of the job centre.
Relevant background
Plain background
Title - unfolding
7. Sound/Voiceover
• We recorded a voiceover (another convention of documentaries) which
was informative. It explained what was going on in the footage, making it
easier for the audience to follow, and again adding to the realism.
• The voiceover corresponded with the captions in our documentary, so
when someone was introduced the voiceover said who they were, as well
as a caption.
• The non-diegetic soundtrack which we choose was upbeat and fast paced
to appeal to our target audience. We adjusted the sound levels, so that
when people from our footage were talking the music wasn’t as loud. Our
overall sound quality was quite poor, something which was highlighted in
our audience feedback, so this was an obvious improvement which we
would need to address if we were making our documentary again.
8. Interviews
We interviewed people who were relevant
to our topic, and professionals in the field,
on the left is Emma Hurst from the College
Careers Advice Service. By using
experienced people, as opposed to people
off the street it gave our documentary
more credibility. We also did voxpop style
interviews with students which our target
audience could relate to.
Before filming the interviews we
prepared a script, featuring
questions which we would ask. We
also had to consider the mise en
scene, so Emma’s interview was in
her office, on her computer screen
in the background is a job seeking
website. Interviews with students
were around college, on plain
backgrounds.
9. Camera Angles and Shots
• The image on the right hand
side is a screen shot taken
from an episode of the BBC
programme, Panorama. We
thought that this shot was
effective to insert into our
montage, and was relevant to
our topic because of people
searching for jobs on the
internet. We then tried to re-
create the shot.
10. Narrative Structure
• Conventional documentaries are balanced and clear, so we had to
consider the narrative structure. We decided to use a case study style,
where we focused on one student (Jack) on his quest to find a job. This
was effective because it appealed to the target audience as they could
sympathise with Jack. When interviewing Jack we used medium close up
shots, as we did with our other interviews, and is a conventional aspect of
documentaries, but we also filmed establishing shots of Jack, which show
him walking in and out of shops looking for a job.
11. Ancillary Tasks: Listings Page
• We analysed some listings pages in order to familiarise ourselves with the
conventions used, so that we could use the same conventions in our listings
page.
12. Ancillary Tasks: Listings Page
Numbers 1-6 link the professional listings page with our listings page, in other
words conventions which we have followed. Numbers 7 and 8 are
conventions which we have taken from other listings pages, or effects we
have used because we thought they added to the authenticity, or appealed to
our target audience.
1. Main title in a big bold font, with a drop shadow to make it stand out.
2. Predominant image, a medium close up shot taken from the
documentary.
3. Strapline to give a brief overview of what the documentary is about.
4. Programme details, the time and channel of the documentary.
5. Secondary Images which are also taken from the documentary, and help
to break up the copy, making it more interesting for the reader.
6. Layout (text in columns), another aesthetic trick to break up the text.
7. Page Numbers add to the realism, making it like an actual TV magazine.
8. Drop Caps make the paragraphs distinct, and the text more interesting.
14. Ancillary Tasks: Radio Trailer
• In terms of following conventions
for the radio trailer, we included the
programme details, both at the
start and at the end. It was
important to give the details at the
end because this would be the last
thing to stick in the listeners mind.
• Extracting dramatic quotes from
the documentary was designed to
Above is what our radio trailer looked give listeners a preview of the
like when we were producing it in documentary, and make them want
GarageBand. We used both male to watch it, because the primary
and female voices so that we didn’t aim of the radio trailer (and listings
restrict our target audience. page) was to advertise our
programme.
15. How effective is the combination
of your main product and ancillary
tasks?
16. Radio Trailer
• The main purpose of the ancillary tasks is promotion and creation of a
brand identity. Well established brands (such as Cadburys) have a familiar
name and logo or colour, and often have some sort of catchphrase.
• In our radio trailer we ensured that we used the same name as in our
documentary – The Jobless Generation. We also included the same voices,
for example the presenter features in the radio trailer. However, we could
have combined the radio trailer better by using the presenters voice
throughout the radio trailer, rather than just small clips.
• The radio trailer could only be 30 seconds, so we had to significantly cut
down our first draft, meaning that we did not include what station our
radio trailer would have featured on.
17. Radio Trailer
• We were limited in terms of what music we could use because of
copyright laws, and ideally we should have used the same soundtrack
which runs through our documentary in the radio trailer. This would have
been an effective way of connecting the two, however this wasn’t
something which we thought about at the time.
• If we had been making a real radio trailer we could have used celebrity
voices to appeal to our target audience, but we may have also considered
whether a radio trailer would be the most effective method of advertising.
Perhaps a website, possibly a Facebook or Twitter page would be more
appropriate for our target audience which is 16-24 year olds, or a
television advert.
18. Listings Page
The listings page features five pictures taken from our documentary, giving an
element of consistency, and helping to establish a brand identity. There are
quotes in a slightly bigger font, which not only break up the text, but are also taken
from our documentary. This is good because hopefully readers will remember
them, watch the programme and make a link between the two products.
There is room for improvement concerning the title. Our documentary is called
‘The Jobless Generation’ and in the radio trailer we refer to it by the same name,
however the title on the listings page is ‘The Broken Generation’, and despite this
still being appropriate and dramatic, the products would have linked better if they
all maintained the same name.
19. Listings Page
• Although I do feel that our listings page is effective in promoting our
documentary, we could have made it more suitable for our target
audience, possibly by adding more colour (to the captions, quotations or
subheadings), or by having less white space.
• I don’t think that purely from looking at the listings page you would be
able to guess the target audience that it is aimed at.
21. Audience feedback: Documentary
• Audience feedback was a crucial process in order for us to find out which
parts had been successful, and where there were improvements to be
make. We received feedback from 12 people, but obviously if we’d have
had more time we would have used a larger sample size. 6 people rated
our overall documentary as good, 5 rated it very good, and 1 person rated
it excellent. This was a positive overall result for us, and we were
pleasantly surprised that our project was well received.
23. Audience feedback: Documentary
• Positive feedback was given with regards to the choice of topic, which
people generally thought was interesting, and current. People also
thought that the editing was effective. Other strengths highlighted in the
audience feedback were good cutting; relevant use of interviews; concept
and application of the case study; as well as the variety of locations use in
the filming.
Choice of Topic Editing
24. Audience feedback: Documentary
• We used a subtle dissolve transition
mainly throughout our
documentary, but we also used a
page peel transition to show a ‘new
chapter’ in our footage. People had
very mixed views in terms of our use
of transitions, as is evident in the
graph.
25. Audience feedback: Documentary
• 10 out of the 12 people who completed questionnaires for us commented
on poor sound quality. 5 referred to the sound as being fuzzy is places.
This was something which we had anticipated, as we were aware that in
some of our clips the sound was too quiet. We could have improved by re-
recording the clips where the sound was bad, particularly footage taken
from outside on windy days.
• Another alteration which we should have made was with the soundtrack,
which was too loud in some places, but could not be heard in others. This
inconsistency affected the professionalism of our documentary.
• 3 people noticed that the microphone crept into some of the shots. This
was an issue which we thought that we had addressed, as in Final Cut
there is a border, and the microphone was outside of this border so we
wrongly assumed that it would not be visible.
• Someone mentioned that the camera movement was shaky, however we
used a tripod during all of our filming, so I’m not sure how we would
improve this.
26. Audience feedback: Listings Page
• The feedback for the listings page was very positive.
People liked the layout and use of images, as well as
noticing how we’d used lots of conventions to instil a
sense of professionalism into the product.
• A possible area for improvement is the title could
have stood out more. It did have a drop shadow
added, but it would have maybe been better in a
different colour. People also said that the colour was
‘bland’ and that we could have used more colours.
This was something which I expected people to say, as
there was quite a lot of white space.
• A further suggestion made was that we could have
manipulated the images on Photoshop, adding effects
and making them stand out more. This was something
which we hadn’t thought of, but was a good idea.
27. Audience feedback: Radio Trailer
Strengths of the radio trailer were:
• Good use of voiceover, brings the trailer together and is informative.
• Appropriate cuts/snippets from taken from the documentary.
• Good use of soundtrack.
Weaknesses included:
• Sound levels seemed to change, they were imbalanced and inconsistent.
• Sound was fuzzy in places, meaning it was difficult to hear. We could have
re-recorded parts of the radio trailer to get around this problem.
• Sound bytes taken from the documentary could have been more
interesting or dramatic. We knew that this would be problematic, but
because of the poor sound quality in our documentary there was little that
we could do about it.
Despite the criticism which we received all the people who gave us feedback
rated our documentary 8 out of 10 or more.
28. How did you use media
technologies in the construction,
research, planning and evaluation
stages?
29. Research and Planning
• In the research and planning stage we used websites such as YouTube, BBC
iPlayer and 4OD to watch the openings of documentaries.
• This enabled us to get ideas about possible topics, as well as note media
conventions and techniques used, and see what time documentaries were
broadcasted. We used a website called Blogger to set up a group blog,
which we could all upload posts to, showing each stage of the production
process, and being a record of what everyone had done. Blogger is a very
interactive site as it enabled you to upload text, images, videos and
sounds. We were group C03 and the link to our blog is below.
• http://c03documentary11.blogspot.com/
• We used PowerPoint to help us pitch our formal proposal, and then a
website called SlideShare to upload the PowerPoint onto the blog.
30. Research and Planning
• Once we had established our topic we used stills cameras to take photos
of potential ideas for footage.
• When taking photos it was important for us to consider the mise-en-
scene, which we wanted to be relevant to our topic, rather than just
random. Having an appropriate mise-en-scene made our documentary
more authentic and believable.
• We also had to think about camera angles and shots. When taking pictures
of something important we would use close-ups, but we also took
establishing shots which could be used in our opening montage to
familiarise the viewers with the setting.
• The lighting was also important, so we sometimes took several shots, just
in case there was a glare or shadow.
31. Research and Planning
• We used software called Comic Life
(which was a new programme to me) to
organise the images into Storyboards, to
plan each minute of our documentary.
• It was effective because we could put
images and text together and have a
framework for each section of our 5
minute programme. I did the storyboard
for the opening minute.
32. Construction
• When it came to filming our documentary we used the video cameras. It
was vital that we knew how to use the cameras properly as if we didn’t
the footage would be poor quality.
• We learnt how to use the zoom, and how to alter the lighting effects on
the camera. Whenever we were filming we used the tripod, in an attempt
to have stable footage because the camera was kept still. Also this helped
us to frame the shots correctly, so that they weren’t at wonky angles or
looking unprofessional.
• We used a microphone, particularly when it came to filming our interviews
so that the sound was clearer, because the video camera didn’t always
pick up the sound clearly.
• We also learnt how to upload our video recordings to the macs. On the
Apple Macs we used Final Cut Express, GarageBand, Photoshop and some
other software. All of these programmes were new to us, but we picked
up quickly how they worked.
33. Construction
• The internet allowed us to arrange
interviews with professionals, who
were experienced in the
employment field. We e-mailed
them to inform them of our project
and ask if they would help us.
• Final Cut Express was the software
which we used to organise our
footage. We selected the bits of
video which we wanted to keep,
then logged and transferred it,
before organising it into which
minutes we would put it in. We
could add captions and sound
easily, and even reframe shots.
34. Construction
The viewer – shots can be
Imported files (footage, music, voiceover, reframed here
still images and the ident) are organised
in this top left hand corner
The timeline- clips, images, transitions and sound are all dragged down here.
35. Construction
• We imported sound bytes and music
into GarageBand , where we could
manipulate the sound levels.
• InDesign was the programme used for
making the listings page, because a
simple layout can be constructed, then
images and text can be added. InDesign
allowed us to format the text into
columns, and use features such as a drop
shadow for the title.
36. Evaluation
• We checked that our documentary was in the correct format and burnt it
to disc, using a simple software called idvd. Having been using the macs all
along we checked that the disc played in a pc, before showing it to the
class.
• For my evaluation I used PowerPoint, and simply print screened important
parts of the process, then copied and pasted them. I then used SlideShare,
which I referred to earlier so that it could be accessed on the blog.