AS course details
•Download as PPT, PDF•
1 like•368 views
1. The AS Media Studies course consists of two units - Unit G321 and Unit G322. 2. Unit G321 involves coursework including filming and editing tasks to demonstrate techniques as well as a longer fiction film opening. 3. Unit G322 involves exam sections on analyzing representations in TV drama clips and the relationships between a media industry, audiences, and technologies.
Report
Share
Report
Share
Recommended
As course details updated animated version[1]
1. The AS Media Studies course consists of two units - Unit G321 and Unit G322.
2. Unit G321 involves creating a short film through filming, editing, and a written analysis. Students film a scene and opening titles for a fiction film under two minutes.
3. Unit G322 focuses on key media concepts like representation, institutions, and audiences. The exam consists of analyzing a TV drama clip and writing about the relationships between a media industry and its audiences.
As course info
This document summarizes the course requirements for ASAS Media Studies. The course is made up of two units that each count for 50% of the total grade. Unit 1 involves a preliminary filming/editing task and a main filming/editing task with research, planning and evaluation. Unit 2 involves a 2-hour exam with two sections - the first analyzes representations in a TV drama clip, the second discusses relationships between a media industry (like music), audiences, and technologies. Students must demonstrate skills in filming, editing, analyzing representations, and understanding media institutions and concepts.
Advanced Production The Guide 2009
The document provides guidance for students completing an advanced media production coursework. It outlines the requirements for maintaining a blog to document the planning, production, and evaluation process. Students must produce 2 advertisements or 2-3 minutes of a music video by February 13th and have the final projects completed by March 13th. The evaluation section requires students to reflect on the production process, analyze the finished products, and evaluate audience response and how the projects compare to similar real media.
Elwell rowan evaluation and overall feedback sheet
Rowan Elwell received marks in three categories: Planning (see separate sheet for comments), Construction, and Evaluation. For Construction, they received marks of 34/40 for their main task and 7/10 each for their ancillary tasks of a digipak and poster. The digipak showed proficient skills but repetitive inside images, while the poster fit the genre/band well and showed technical skill. For Evaluation, Rowan analyzed their video's shots/meaning, linked ancillary tasks, and got audience feedback showing task/genre understanding, but lacked reflective comments. Overall it was a proficient piece showing technology/presentation skills and good task understanding. The total marks were 76/100 for a grade of B.
Singh maximillian evaluation and overall feedback sheet
This document provides marks and feedback for a student named Singh Maximillian on their A2 coursework. They received marks of 15/20 for planning, 31/40 for their main video task, 7/10 and 8/10 for their digipak and poster ancillary tasks, and 16/20 for their evaluation. The feedback comments the student's video met conventions for a dance video and had good attention to visuals. Their digipak and poster showed proficiency in technical skills and creative design. Their evaluation posts demonstrated good understanding of how the projects conformed to genres but could have included more technical terminology. Overall, the assessor found the student's practical work to be of a good standard.
Ryan wilkinson as coursework overall marksheet
Ryan Wilkinson received marks for his AS coursework in planning, construction, and evaluation. For the construction component focusing on a creative thriller piece, he demonstrated proficiency in technical skills but could have improved mise en scene and location choice. His evaluation used a variety of technologies to thoroughly answer questions about genre conventions, target audience, film distribution, audience research, production technologies, and lessons learned. Overall he earned a grade of C with a total score of 68 out of 100 for demonstrating skills but needing more attention to certain elements like location and balancing sound elements.
A2 Coursework Mark - Anthony Underwood
Anthony Underwood received positive feedback and high marks for his coursework. His planning included good detail and analysis of stereotypes. His main video task showed excellence in technical skills like editing, camerawork, and direction that followed genre conventions and told a clear narrative. His digipak focused on the artist but unnecessarily included a love interest. His poster showed some understanding of conventions but was lacking some information. His evaluation answered all questions well using various media, explained creative decisions and linked to genre, but could have provided more details and reflection in some areas. He received an overall score of 82% and a Level 4 Grade A.
Richards anthony evaluation and overall feedback sheet
Anthony Richards received a grade of B for his A2 coursework. His video received high marks for its camera work, editing, and clear narrative. His digipak and poster designs also received full marks for their creative manipulation of images and effective themes carried through each product. In his evaluation, Richards provided good details on how his works conformed to genre conventions and how the products worked together, but could have included more technical terminology and critical analysis. Overall, his practical work was of a high standard and he demonstrated good progress.
Recommended
As course details updated animated version[1]
1. The AS Media Studies course consists of two units - Unit G321 and Unit G322.
2. Unit G321 involves creating a short film through filming, editing, and a written analysis. Students film a scene and opening titles for a fiction film under two minutes.
3. Unit G322 focuses on key media concepts like representation, institutions, and audiences. The exam consists of analyzing a TV drama clip and writing about the relationships between a media industry and its audiences.
As course info
This document summarizes the course requirements for ASAS Media Studies. The course is made up of two units that each count for 50% of the total grade. Unit 1 involves a preliminary filming/editing task and a main filming/editing task with research, planning and evaluation. Unit 2 involves a 2-hour exam with two sections - the first analyzes representations in a TV drama clip, the second discusses relationships between a media industry (like music), audiences, and technologies. Students must demonstrate skills in filming, editing, analyzing representations, and understanding media institutions and concepts.
Advanced Production The Guide 2009
The document provides guidance for students completing an advanced media production coursework. It outlines the requirements for maintaining a blog to document the planning, production, and evaluation process. Students must produce 2 advertisements or 2-3 minutes of a music video by February 13th and have the final projects completed by March 13th. The evaluation section requires students to reflect on the production process, analyze the finished products, and evaluate audience response and how the projects compare to similar real media.
Elwell rowan evaluation and overall feedback sheet
Rowan Elwell received marks in three categories: Planning (see separate sheet for comments), Construction, and Evaluation. For Construction, they received marks of 34/40 for their main task and 7/10 each for their ancillary tasks of a digipak and poster. The digipak showed proficient skills but repetitive inside images, while the poster fit the genre/band well and showed technical skill. For Evaluation, Rowan analyzed their video's shots/meaning, linked ancillary tasks, and got audience feedback showing task/genre understanding, but lacked reflective comments. Overall it was a proficient piece showing technology/presentation skills and good task understanding. The total marks were 76/100 for a grade of B.
Singh maximillian evaluation and overall feedback sheet
This document provides marks and feedback for a student named Singh Maximillian on their A2 coursework. They received marks of 15/20 for planning, 31/40 for their main video task, 7/10 and 8/10 for their digipak and poster ancillary tasks, and 16/20 for their evaluation. The feedback comments the student's video met conventions for a dance video and had good attention to visuals. Their digipak and poster showed proficiency in technical skills and creative design. Their evaluation posts demonstrated good understanding of how the projects conformed to genres but could have included more technical terminology. Overall, the assessor found the student's practical work to be of a good standard.
Ryan wilkinson as coursework overall marksheet
Ryan Wilkinson received marks for his AS coursework in planning, construction, and evaluation. For the construction component focusing on a creative thriller piece, he demonstrated proficiency in technical skills but could have improved mise en scene and location choice. His evaluation used a variety of technologies to thoroughly answer questions about genre conventions, target audience, film distribution, audience research, production technologies, and lessons learned. Overall he earned a grade of C with a total score of 68 out of 100 for demonstrating skills but needing more attention to certain elements like location and balancing sound elements.
A2 Coursework Mark - Anthony Underwood
Anthony Underwood received positive feedback and high marks for his coursework. His planning included good detail and analysis of stereotypes. His main video task showed excellence in technical skills like editing, camerawork, and direction that followed genre conventions and told a clear narrative. His digipak focused on the artist but unnecessarily included a love interest. His poster showed some understanding of conventions but was lacking some information. His evaluation answered all questions well using various media, explained creative decisions and linked to genre, but could have provided more details and reflection in some areas. He received an overall score of 82% and a Level 4 Grade A.
Richards anthony evaluation and overall feedback sheet
Anthony Richards received a grade of B for his A2 coursework. His video received high marks for its camera work, editing, and clear narrative. His digipak and poster designs also received full marks for their creative manipulation of images and effective themes carried through each product. In his evaluation, Richards provided good details on how his works conformed to genre conventions and how the products worked together, but could have included more technical terminology and critical analysis. Overall, his practical work was of a high standard and he demonstrated good progress.
A2 evaluation twbs
This document provides guidance for students to complete an evaluation assignment in response to 4 questions about their media project. It includes:
1) An overview of the 4 questions and suggestions for alternative formats students could use to answer each question, with 1-2 students focusing on each part.
2) Additional context and guidance on what to include for each question, such as conventions to discuss for question 1 and audience feedback charts for question 3.
3) Suggested technologies for constructing different elements of the responses, such as using Prezi for question 1, screencasting audience feedback for question 2, and annotating videos for question 4.
4) Templates and examples for organizing responses, including a table
G324 for slideshare
This document provides guidance for students on planning and researching their media studies coursework which involves creating media products and evaluating them. It outlines choosing appropriate texts to analyze, researching target audiences, and providing examples of starting with an idea or product. Students are advised to investigate topics in depth using a wide range of sources. They are given evaluation questions to keep in mind and reminded that the exam will involve analyzing and reflecting on their own production work and skills development.
A2 media summer 2015 booklet revised
This document outlines a course of study for advanced portfolio development in media production. Over four weeks, students will conduct research and planning for promotional materials for a music or film project. They will analyze similar existing products, research target audiences, and develop planning documents for their own promotional package and ancillary products. The document provides assessment criteria for evaluating students' research and planning work, as well as their technical skills in video production. It details weekly homework and tasks focused on genre research, audience analysis, concept development, and pre-production planning.
Colquhoun cameron evaluation and overall feedback sheet
Cameron Colquhoon received marks for their A2 coursework, including 14/20 for planning, 31/40 for their main construction task, 6/10 and 7/10 for ancillary construction tasks of a digipak and poster respectively. Their evaluation received 14/20. Overall they scored 72/100 and received a grade of B for demonstrating proficiency in technical skills and a good understanding of tasks and conventions through their video, packaging, and presentation of the project using various technologies.
Advanced Portfolio Research
This document outlines the research objectives and requirements for an Advanced Portfolio project. Students must complete research into relevant products in their genre and their target audience. This includes analyzing 3 music videos or trailers, 2 similar products for each ancillary task, and conducting a questionnaire, focus group, and interviews on their target audience. All research is due to be uploaded to blogs by July 19th except the first 3 video analyses which are due by July 11th. The document provides details on the content and presentation methods required for each piece of research.
A2 media studies ocr g324
This document provides an overview and guidance for a media coursework assignment. It outlines several production briefs including requirements to create a music video, film promotion materials, children's TV drama promotions, and TV documentary and channel promotions. It discusses the marking criteria, research and planning phases, timeline, targeting audiences, primary and secondary research methods, and examples of strong candidate work.
Froud lucy evaluation and overall feedback sheet
This document contains marks and feedback from Lucy FROUD's A2 coursework. It summarizes her performance in planning, construction of her main music video task and two ancillary design tasks (a digipak and poster), and evaluation. Overall, Lucy demonstrated proficiency in her technical skills and creative choices, though some areas could be improved. Her work fits conventions of the dance music genre. For her efforts, Lucy received a total mark of 67/100 and an overall grade of C.
Overall Feedback
JAMES Alex received marks of 17/20 for planning, 48/60 for construction of their main task, and 16/20 for evaluation. Their evaluation demonstrated a good understanding of genre, audience and technical elements through their use of different technologies to analyze their stop motion animation, representation of social groups, research into film distributors, identification of target audience and technologies learned. Overall, they received a total mark of 81/100 and a grade of A.
As%20 cw%20overall%20marksheet%20 %20carey
Sophie Carey received marks of 17/20 for planning, 48/60 for her main construction task, and 16/20 for her evaluation. Her overall score was 81/100, earning her a grade of A. The feedback noted that her footage was appropriate for the sci-fi genre and that her editing built tension well. Her use of sound effects was also good, though dialogue was sometimes lost. Her evaluation showed understanding of genre conventions but could have provided more detail in answers. Overall her work demonstrated knowledge of genre and audience but analysis and reflection lacked some depth.
Charlotte froud a2 coursework overall marks sheet
Charlotte completed her A2 coursework with excellent planning work that included risk assessments and permission slips. Her main construction task of a music video showed creative technical skills with good editing, camera work, and narrative. Her digipak and poster showed basic awareness of conventions but needed more focus on mise-en-scene and photo editing. In her evaluation, Charlotte answered all questions proficiently or excellently using various technologies to explain her choices and analyze feedback, achieving an overall grade of B.
A2 evaluation 4 technology
This document provides guidance on evaluating one's use of technology throughout a coursework project. It prompts the student to identify different technologies used in the research, planning, production, and evaluation stages. For each technology, the student should explain what it allowed them to do and the benefits. Examples of technologies include using social media for audience research, creating an animatic for planning, and using video editing software for production and evaluation. The document advises using specific examples and media from the student's own work to support the points made.
A2 media studies summer 2015
This document outlines the assignments for an A2 Media Studies advanced portfolio course over the summer. It includes completing initial genre research, detailed analyses of film trailers and music videos focusing on technical elements, analyzing still images and annotated videos, examining promotional materials, and conducting audience research. It also provides guidance on developing concepts for a film trailer or music video as summer homework, including potential storylines, characters, and evaluations of conventionality and potential success. Additional resources and support contacts are listed.
Chloe Street Overall Coursework Feedback 2018
This document provides the marks and feedback for a student's A2 coursework. It includes marks for planning (17/20), the main music video task (37/40), and two ancillary tasks - a Digipak (7/10) and Advert (8/10). The evaluation section provides positive feedback on the student's understanding, analysis, and use of examples in answering questions about the video, supporting products, and reflective process. The overall marks were excellent and the student demonstrated strong skills in using ICT for research, presentation, and reflection. The total marks were 87/100.
Pinder joseph evaluation and overall feedback sheet
Pinder Joseph received marks for various components of their A2 coursework. They scored 14 out of 20 for planning, 31 out of 40 for their main music video task, 7 out of 10 for their ancillary digipak task, and 6 out of 10 for their ancillary poster task. For the evaluation, comments noted that questions were answered using different media but could have benefited from more examples and links to real media products to support points. The total marks received were 70 out of 100.
As cw overall marksheet cogdell
This document provides Aaron Cogdell's marks and feedback for an AS coursework project. For the planning stage, Aaron received 17/20 marks. For the construction of the main task, Aaron received 52/60 marks, with positive feedback on the footage, editing, and sound. In the evaluation stage, Aaron provided good analysis and received marks ranging from 15-17/20 for the seven questions, demonstrating an understanding of genres, audience, and production. Overall, Aaron received 86/100 marks and achieved a grade of A for showing a good understanding of key concepts and providing detailed analysis and reflection.
Final Mark
Lydia Barba received an overall grade of A for her A2 coursework. For the planning stage, she received comments praising her good research but noting audience detail could be improved. Her main construction task excellently demonstrated technical skills in editing, camera work, and following genre conventions. Her digipak construction proficiently used design conventions and her poster showed good technical skills and design. For evaluation, she provided very good detail and examples in answering questions about decisions, with clear understanding of audience and genre. Her reflection on feedback and ideas for improvement were excellent. Overall, her evaluation showed a great understanding of the process and very good use of technologies.
22 a task 1 write own brief
This document outlines tasks for developing a new digital media product idea by adapting an existing product. It provides templates for writing a brief outlining the idea. Specifically:
1. Students are asked to choose an existing YouTube channel or music artist and develop a new channel ident or music video concept for that artist.
2. A template is provided to write a brief describing the existing product being adapted, intended audience, and initial idea.
3. Additional tasks involve researching audience preferences, revising the initial idea based on findings, and justifying revisions made to strengthen the final developed concept.
Feedback sheet
Jasmine Downer received a grade of B for her A2 coursework, which included several tasks. For her main video construction task, she received high marks for using camera techniques well, editing to the beat of the music, and choreographing an excellent dance routine. Her digipak and poster ancillary tasks also received good marks for clear design and effective use of technical skills. In her evaluation, she provided detailed answers about how her video conformed to genre conventions and how her three products worked together visually, but could have included more technical terminology. Overall, her practical work was of a good standard and showed progress, though her evaluation lacked technology use.
Biggs rayner thomas evaluation and overall feedback sheet
Thomas Biggs-Rayner received an overall grade of B for their A2 coursework. Their planning received a mark of 14/20 and their main construction task of creating a music video received high praise and a mark of 33/40 for creative use of technical skills. Their ancillary tasks of creating a digipak and poster received lower marks of 6/10 and 5/10 respectively due to a lack of creativity in the designs. Their evaluation received a mark of 15/20 for thoroughly answering questions about their video, ancillary products, audience feedback, and use of technologies.
Ellie pike as coursework overall marksheet
Ellie Pike received marks of 18/20 for planning, 40/60 for the main construction task, and 17/20 for evaluation. For the construction task, the assessor commented that Ellie showed proficiency in technical skills and the footage was appropriate for the target audience and drama genre. The editing built tension well and sound effects were used appropriately. The evaluation addressed how genre conventions were followed, target audiences were represented, and distribution partners were identified. A range of technologies were used to answer the questions thoroughly and reflect on what was learned. Overall Ellie received a grade of B for her coursework.
A2 summarised
This document outlines the details and requirements of a Media Studies A2 course consisting of two units. Unit 1 involves completing an advanced media portfolio including a music video and promotional materials, as well as planning documentation and evaluation. Unit 2 is an exam testing knowledge of coursework production and critical analysis of contemporary media issues such as regulation. The exam is divided into two sections - the first addresses theoretical evaluation of skills and a selected production, the second explores topics around modern media regulation.
Web 2.0 class2B 2016
The document discusses Web 2.0, including:
- What Web 2.0 is, examples of Web 2.0 applications, and its impact.
- Web 2.0 emphasizes user-generated content, usability, and interoperability, allowing users to interact and collaborate as creators of content.
- Examples of Web 2.0 include social networking sites, blogs, wikis, and video sharing sites.
More Related Content
What's hot
A2 evaluation twbs
This document provides guidance for students to complete an evaluation assignment in response to 4 questions about their media project. It includes:
1) An overview of the 4 questions and suggestions for alternative formats students could use to answer each question, with 1-2 students focusing on each part.
2) Additional context and guidance on what to include for each question, such as conventions to discuss for question 1 and audience feedback charts for question 3.
3) Suggested technologies for constructing different elements of the responses, such as using Prezi for question 1, screencasting audience feedback for question 2, and annotating videos for question 4.
4) Templates and examples for organizing responses, including a table
G324 for slideshare
This document provides guidance for students on planning and researching their media studies coursework which involves creating media products and evaluating them. It outlines choosing appropriate texts to analyze, researching target audiences, and providing examples of starting with an idea or product. Students are advised to investigate topics in depth using a wide range of sources. They are given evaluation questions to keep in mind and reminded that the exam will involve analyzing and reflecting on their own production work and skills development.
A2 media summer 2015 booklet revised
This document outlines a course of study for advanced portfolio development in media production. Over four weeks, students will conduct research and planning for promotional materials for a music or film project. They will analyze similar existing products, research target audiences, and develop planning documents for their own promotional package and ancillary products. The document provides assessment criteria for evaluating students' research and planning work, as well as their technical skills in video production. It details weekly homework and tasks focused on genre research, audience analysis, concept development, and pre-production planning.
Colquhoun cameron evaluation and overall feedback sheet
Cameron Colquhoon received marks for their A2 coursework, including 14/20 for planning, 31/40 for their main construction task, 6/10 and 7/10 for ancillary construction tasks of a digipak and poster respectively. Their evaluation received 14/20. Overall they scored 72/100 and received a grade of B for demonstrating proficiency in technical skills and a good understanding of tasks and conventions through their video, packaging, and presentation of the project using various technologies.
Advanced Portfolio Research
This document outlines the research objectives and requirements for an Advanced Portfolio project. Students must complete research into relevant products in their genre and their target audience. This includes analyzing 3 music videos or trailers, 2 similar products for each ancillary task, and conducting a questionnaire, focus group, and interviews on their target audience. All research is due to be uploaded to blogs by July 19th except the first 3 video analyses which are due by July 11th. The document provides details on the content and presentation methods required for each piece of research.
A2 media studies ocr g324
This document provides an overview and guidance for a media coursework assignment. It outlines several production briefs including requirements to create a music video, film promotion materials, children's TV drama promotions, and TV documentary and channel promotions. It discusses the marking criteria, research and planning phases, timeline, targeting audiences, primary and secondary research methods, and examples of strong candidate work.
Froud lucy evaluation and overall feedback sheet
This document contains marks and feedback from Lucy FROUD's A2 coursework. It summarizes her performance in planning, construction of her main music video task and two ancillary design tasks (a digipak and poster), and evaluation. Overall, Lucy demonstrated proficiency in her technical skills and creative choices, though some areas could be improved. Her work fits conventions of the dance music genre. For her efforts, Lucy received a total mark of 67/100 and an overall grade of C.
Overall Feedback
JAMES Alex received marks of 17/20 for planning, 48/60 for construction of their main task, and 16/20 for evaluation. Their evaluation demonstrated a good understanding of genre, audience and technical elements through their use of different technologies to analyze their stop motion animation, representation of social groups, research into film distributors, identification of target audience and technologies learned. Overall, they received a total mark of 81/100 and a grade of A.
As%20 cw%20overall%20marksheet%20 %20carey
Sophie Carey received marks of 17/20 for planning, 48/60 for her main construction task, and 16/20 for her evaluation. Her overall score was 81/100, earning her a grade of A. The feedback noted that her footage was appropriate for the sci-fi genre and that her editing built tension well. Her use of sound effects was also good, though dialogue was sometimes lost. Her evaluation showed understanding of genre conventions but could have provided more detail in answers. Overall her work demonstrated knowledge of genre and audience but analysis and reflection lacked some depth.
Charlotte froud a2 coursework overall marks sheet
Charlotte completed her A2 coursework with excellent planning work that included risk assessments and permission slips. Her main construction task of a music video showed creative technical skills with good editing, camera work, and narrative. Her digipak and poster showed basic awareness of conventions but needed more focus on mise-en-scene and photo editing. In her evaluation, Charlotte answered all questions proficiently or excellently using various technologies to explain her choices and analyze feedback, achieving an overall grade of B.
A2 evaluation 4 technology
This document provides guidance on evaluating one's use of technology throughout a coursework project. It prompts the student to identify different technologies used in the research, planning, production, and evaluation stages. For each technology, the student should explain what it allowed them to do and the benefits. Examples of technologies include using social media for audience research, creating an animatic for planning, and using video editing software for production and evaluation. The document advises using specific examples and media from the student's own work to support the points made.
A2 media studies summer 2015
This document outlines the assignments for an A2 Media Studies advanced portfolio course over the summer. It includes completing initial genre research, detailed analyses of film trailers and music videos focusing on technical elements, analyzing still images and annotated videos, examining promotional materials, and conducting audience research. It also provides guidance on developing concepts for a film trailer or music video as summer homework, including potential storylines, characters, and evaluations of conventionality and potential success. Additional resources and support contacts are listed.
Chloe Street Overall Coursework Feedback 2018
This document provides the marks and feedback for a student's A2 coursework. It includes marks for planning (17/20), the main music video task (37/40), and two ancillary tasks - a Digipak (7/10) and Advert (8/10). The evaluation section provides positive feedback on the student's understanding, analysis, and use of examples in answering questions about the video, supporting products, and reflective process. The overall marks were excellent and the student demonstrated strong skills in using ICT for research, presentation, and reflection. The total marks were 87/100.
Pinder joseph evaluation and overall feedback sheet
Pinder Joseph received marks for various components of their A2 coursework. They scored 14 out of 20 for planning, 31 out of 40 for their main music video task, 7 out of 10 for their ancillary digipak task, and 6 out of 10 for their ancillary poster task. For the evaluation, comments noted that questions were answered using different media but could have benefited from more examples and links to real media products to support points. The total marks received were 70 out of 100.
As cw overall marksheet cogdell
This document provides Aaron Cogdell's marks and feedback for an AS coursework project. For the planning stage, Aaron received 17/20 marks. For the construction of the main task, Aaron received 52/60 marks, with positive feedback on the footage, editing, and sound. In the evaluation stage, Aaron provided good analysis and received marks ranging from 15-17/20 for the seven questions, demonstrating an understanding of genres, audience, and production. Overall, Aaron received 86/100 marks and achieved a grade of A for showing a good understanding of key concepts and providing detailed analysis and reflection.
Final Mark
Lydia Barba received an overall grade of A for her A2 coursework. For the planning stage, she received comments praising her good research but noting audience detail could be improved. Her main construction task excellently demonstrated technical skills in editing, camera work, and following genre conventions. Her digipak construction proficiently used design conventions and her poster showed good technical skills and design. For evaluation, she provided very good detail and examples in answering questions about decisions, with clear understanding of audience and genre. Her reflection on feedback and ideas for improvement were excellent. Overall, her evaluation showed a great understanding of the process and very good use of technologies.
22 a task 1 write own brief
This document outlines tasks for developing a new digital media product idea by adapting an existing product. It provides templates for writing a brief outlining the idea. Specifically:
1. Students are asked to choose an existing YouTube channel or music artist and develop a new channel ident or music video concept for that artist.
2. A template is provided to write a brief describing the existing product being adapted, intended audience, and initial idea.
3. Additional tasks involve researching audience preferences, revising the initial idea based on findings, and justifying revisions made to strengthen the final developed concept.
Feedback sheet
Jasmine Downer received a grade of B for her A2 coursework, which included several tasks. For her main video construction task, she received high marks for using camera techniques well, editing to the beat of the music, and choreographing an excellent dance routine. Her digipak and poster ancillary tasks also received good marks for clear design and effective use of technical skills. In her evaluation, she provided detailed answers about how her video conformed to genre conventions and how her three products worked together visually, but could have included more technical terminology. Overall, her practical work was of a good standard and showed progress, though her evaluation lacked technology use.
Biggs rayner thomas evaluation and overall feedback sheet
Thomas Biggs-Rayner received an overall grade of B for their A2 coursework. Their planning received a mark of 14/20 and their main construction task of creating a music video received high praise and a mark of 33/40 for creative use of technical skills. Their ancillary tasks of creating a digipak and poster received lower marks of 6/10 and 5/10 respectively due to a lack of creativity in the designs. Their evaluation received a mark of 15/20 for thoroughly answering questions about their video, ancillary products, audience feedback, and use of technologies.
Ellie pike as coursework overall marksheet
Ellie Pike received marks of 18/20 for planning, 40/60 for the main construction task, and 17/20 for evaluation. For the construction task, the assessor commented that Ellie showed proficiency in technical skills and the footage was appropriate for the target audience and drama genre. The editing built tension well and sound effects were used appropriately. The evaluation addressed how genre conventions were followed, target audiences were represented, and distribution partners were identified. A range of technologies were used to answer the questions thoroughly and reflect on what was learned. Overall Ellie received a grade of B for her coursework.
What's hot (20)
Colquhoun cameron evaluation and overall feedback sheet
Colquhoun cameron evaluation and overall feedback sheet
Pinder joseph evaluation and overall feedback sheet
Pinder joseph evaluation and overall feedback sheet
Biggs rayner thomas evaluation and overall feedback sheet
Biggs rayner thomas evaluation and overall feedback sheet
Viewers also liked
A2 summarised
This document outlines the details and requirements of a Media Studies A2 course consisting of two units. Unit 1 involves completing an advanced media portfolio including a music video and promotional materials, as well as planning documentation and evaluation. Unit 2 is an exam testing knowledge of coursework production and critical analysis of contemporary media issues such as regulation. The exam is divided into two sections - the first addresses theoretical evaluation of skills and a selected production, the second explores topics around modern media regulation.
Web 2.0 class2B 2016
The document discusses Web 2.0, including:
- What Web 2.0 is, examples of Web 2.0 applications, and its impact.
- Web 2.0 emphasizes user-generated content, usability, and interoperability, allowing users to interact and collaborate as creators of content.
- Examples of Web 2.0 include social networking sites, blogs, wikis, and video sharing sites.
Hibo conventions of opening sequence
The document discusses the conventions and purpose of title sequences in films. It explains that a title sequence introduces the audience to the characters, establishes the tone and genre of the film. Key information like the director, producers, executive producers, and those who worked on sound, music, visual effects, and main actors are typically included in the title sequence to give credit and context to the audience before the film begins. The colors, backgrounds, and other design elements of the title sequence also aim to reinforce the genre established by the film.
Web 2.0 class3C 2016
This document discusses and defines Web 2.0. It begins by asking what Web 2.0 is and provides examples of Web 2.0 applications. It then discusses the impact of Web 2.0 in decentralizing power and enabling more user creativity and participation online through user-generated content and social media. Key aspects of Web 2.0 include user interactivity, participation, and collaboration online.
Representation of Sexuality Essay Task
The document provides instructions for writing an essay response that analyzes how sexuality is represented in a Brothers and Sisters clip through techniques like camerawork, mise-en-scene, editing, and sound. It advises to structure the answer by describing the scene chronologically and analyzing the technical elements in each paragraph while explaining their meanings and significance to the representation of sexuality. It concludes by suggesting to consider the overall representation of sexuality constructed and address what type is shown, the version portrayed, and whether it offers stereotypical or alternative perspectives, and if positive or negative.
YouTube and music distribution
Lesson Slides for G322b Institutions & Audiences - The Music Industry
Slide background image taken from: http://evolver.fm/wp-content/uploads/2011/01/youtube_music_service_google.png
Avoiding the Marketing House of Cards 2016
It’s 2016. Welcome to the marketing house of cards. Let the battle for the customer begin.
Are you obsessed with growth hacking but don’t have a message worth measuring? Are you relying on Facebook, Twitter, and Google to build a following for free but wonder why it’s not working fast enough? Forget what you’ve been taught. Become a student of the Frank Underwood School of Marketing, where every point of contact with your customer is razor sharp, calculated, and designed to win.
Humans are primal creatures. The trend toward measurement and analytics is powerful, but without a breakthrough message you’re measuring mud. In this session you’ll learn the three critical human motivation strategies that should be built into every campaign. Learn how to touch users in a way that makes them laugh, cry, listen, share, and follow. And most importantly, learn how to structure the ecosystem to stop your followers from being taken over by Facebook, Google, and other channels.
Get the tactical secret sauce for designing successful social promotions, digital advertising, brand experiences, and email campaigns that keep customers addicted to engaging with and sharing your brand.
A2 media course details
This document outlines the details of the Media Studies A2 course, which consists of two units worth 50% each: 1) an Advanced Portfolio coursework unit and 2) a Critical Perspectives exam unit.
The coursework unit involves creating a promotion package - including a teaser trailer, film magazine cover, and poster - to advertise a fictional film. Students will use software like Final Cut Express, Photoshop and Illustrator. They must also submit planning/research documentation and a reflective evaluation.
The exam unit has two sections - the first involves writing about and evaluating the student's coursework portfolio, and the second addresses contemporary media issues focusing on media in the online age. Students must demonstrate understanding across multiple
Viewers also liked (8)
Similar to AS course details
AS MEDIA overview - G322a focus
AS Media Studies consists of two units that make up the total mark. Unit G321 involves coursework such as filming and editing tasks. Unit G322 involves a two hour exam with two sections. Section A involves analyzing representations in a TV drama clip, examining aspects like camerawork, editing, mise en scene and sound. Section B involves writing about the relationships between one chosen media industry (such as music), audiences, and new technologies, supported by case studies.
S:\media studies\media a2\ms eccleston\exam prep question 1\exam intro 1904
This document provides an introduction and overview of the requirements for the G325: Critical Perspectives in Media exam. The exam assesses students' understanding of media concepts, contexts, and debates through two sections. Section A requires students to answer two compulsory questions evaluating their skills development and theoretically analyzing one of their productions. Section B involves answering one question from six topics areas about a contemporary media issue. The document outlines the specific criteria and theoretical concepts that will be addressed in the exam questions for Sections A and B. It also provides guidance on the tasks students need to complete to prepare for the exam, including describing their media productions and answering practice questions.
G325 an introduction to the exam
The document provides information about the exam for the G325 Critical Perspectives in Media course. It outlines that the exam consists of two sections: Section A involves a theoretical evaluation of students' own production work, and Section B focuses on postmodern media. For Section A, students must answer two compulsory questions - one on reflecting on their skills development, and one analyzing a past production concept. Section B involves choosing one question on postmodernism and focusing the answer on at least two media forms across past, present and future. The document provides details on the requirements, structure and marking of each section.
IG1 Assignment Brief
This document provides an assignment brief for a group project to pitch a short film idea. Students will work in groups of 3 to research short film techniques, develop ideas for a short film about "going on a journey," write a script, and present a verbal pitch of their idea to a panel. The assignment consists of several tasks, including analyzing short films, researching the script commissioning process, generating initial ideas, writing a proposal, treatment, and first draft script, practicing the pitch, and doing a final verbal group pitch. The goal is to develop students' skills in research, idea generation, script writing, and pitching film concepts to potential funders.
As Media Handbook
This document is a course handbook for a Media Studies AS Level course. It outlines the two units that will be studied over the year. Unit 1 is a coursework portfolio where students will produce media pieces in response to briefs and evaluate their work. Unit 2 is an exam covering analyzing a TV drama extract and studying the music industry. The handbook provides details on assignments, deadlines, expectations and assessment criteria to guide students through the course.
G325
Here are the key points to cover in your genre analysis of your production for Section A Question 1b:
- State the genre of your production (e.g. horror, comedy, thriller etc.)
- Identify the codes and conventions typical of this genre (e.g. for horror - scary music, dark lighting, violent scenes etc.)
- Explain how these codes and conventions are established in your production through specific examples from it
- Analyze how the mise-en-scène (sets, props, costumes, locations etc.) support and signify the genre
- Discuss any themes commonly associated with the genre that are present
- Consider if your production adheres to or subverts
Media a2 course
This document outlines the details of the Media A2 course, which consists of two units worth 50% each. Unit 1 involves creating promotional materials for a new album, including a music video, digipak, and magazine advertisement using Photoshop, Illustrator, and InDesign. Students must blog about their planning, research, and evaluation and discuss how their work uses or challenges real media conventions. The main task is to create advertising materials that clearly relate to each other and establish a brand identity.
Jack Stockman - Media a2 coursework
This document outlines the details of the Media A2 course, which consists of two units worth 50% each. Unit 1 involves creating promotional materials for a new album, including a music video, digipak, and magazine advertisement using Photoshop, Illustrator, and InDesign. Students must blog about their planning, research, and evaluation and discuss how their work uses or challenges real media conventions. The main task is to create advertising materials that clearly relate to each other and establish a brand identity.
As Media Course Handbook 15/16
This document provides an overview of the AS Media Studies course for the upcoming year. It outlines the two units that will be studied - G321 Foundation Portfolio in Media and G322 Key Media Concepts in TV Drama. For G321, students will produce two media artifacts in response to briefs and evaluate their work. For G322, students will analyze an unseen TV extract and complete a case study on the music industry. The document details the assessment methods, timelines, expectations and resources to support students in successfully completing the course.
Intro to a2 course g325 critical perspectives in media - question a
This document provides instructions for students to evaluate their AS coursework skills for their upcoming A2 exam. Over the next 3 weeks, students will create revision documents analyzing the skills they developed in areas such as digital technology, creativity, research and planning, post-production, and using conventions from real media texts. Students are asked to use various digital tools like Slideshare, Prezi, and Jing to create and display their work. They should consider the software and hardware used in their AS coursework, and reflect on topics like their creative decisions, research methods, post-production process, and application of industry conventions. All documents must be saved and ready to upload to a new A2 blog by the deadline.
Introduction to media gcse
This document provides an overview of media studies as an academic subject and career path. It discusses the key skills learned in media studies, such as research, analysis, discussion and content creation. It also outlines some common career paths for media studies graduates, including film production, graphic design, journalism, advertising and more. The document gives examples of course units focused on portfolio creation, textual analysis, and industry topics like institutions and audiences. Overall, the summary introduces media studies as a multi-faceted subject that teaches vital skills for understanding and creating various media content.
Ig1 assignment_2013_to_2014
This assignment brief outlines the requirements for a multi-part music video research and pre-production assignment. Learners must analyze 3 existing music videos to understand how codes and conventions appeal to audiences. They must generate original ideas for a music video and produce pre-production documents including a proposal, treatment, script, and budget. The assignment assesses learners' skills in music video analysis, idea generation, and pre-production planning across several units at Level 3.
As Media Course Handbook 2009 10
This document provides information about the AS Media Studies course requirements. Students must complete two units: G321 Foundation Portfolio in Media which is coursework based involving video productions and evaluations; and G322 Key Media Concepts, a 2 hour exam with sections on textual analysis and media institutions/audiences.
For G321, students complete preliminary and main video production tasks along with research and evaluations. Their work is presented online and assessed based on research/planning, construction, and evaluation. This unit counts for 50% of the AS grade.
G322 is the other 50% and involves a 2 hour exam with questions on textual analysis and representations, as well as media institutions and audiences. Students answer one question from each
_ig2 music video production assignment 2014 to 2015
This document outlines the tasks, grading criteria, and deadlines for a student's music video production assignment. The assignment involves analyzing existing music videos, generating ideas for an original music video, creating pre-production materials like scripts and budgets, shooting footage, and editing a final music video. Students must work in a team and fulfill specific roles to complete the production. The final deadline for all tasks is Friday, May 5th, 2015.
_ig2 music video production assignment 2014 to 2015 (2)
This document outlines the tasks, grading criteria, and deadlines for a student's music video production assignment. The assignment involves analyzing existing music videos, generating ideas for an original music video, creating pre-production materials like scripts and budgets, shooting footage, and editing a final music video. Students must work in a team and fulfill specific roles to complete the production. The final deadline for all tasks is Friday, May 5th, 2015.
_ig2 music video production assignment 2014 to 2015 (1)
This document outlines the tasks, grading criteria, and deadlines for a student's music video production assignment. The assignment involves analyzing existing music videos, generating ideas for an original music video, creating pre-production materials like scripts and budgets, shooting footage, and editing a final music video. Students must work in a team and fulfill specific roles to complete the production. The final deadline for all tasks is Friday, May 5th, 2015.
_ig2 music video production assignment 2014 to 2015
This document outlines the tasks, grading criteria, and deadlines for a student's music video production assignment. The assignment involves analyzing existing music videos, generating ideas for an original music video, creating pre-production materials like scripts and budgets, shooting footage, and editing a final music video. Students must work in a team and fulfill specific roles to complete the production. The final deadline for all tasks is Friday, May 5th, 2015.
Assignment Brief (Component One)
The document provides information about a BTEC course in Creative Media Production. It outlines the course structure, responsibilities of students, and the components that will be assessed, including Component 1 which focuses on exploring existing media products. Students will investigate products across audio/visual, publishing, and interactive media sectors. They will examine how genre, narrative, representation and production techniques are used to engage audiences and create meaning. The assessment criteria covers identifying, outlining, describing, discussing and analyzing various aspects of media products and their relationship to audiences.
Introduction to section a
The examination consists of two compulsory questions assessing theoretical evaluation of production work and one question from six topic areas on contemporary media issues. For Section A, candidates have one hour to answer two questions: 1a) evaluating skill development over their AS and A2 coursework and 1b) evaluating one production in relation to a media concept. Section B assesses contemporary media issues over one hour. Question 1a focuses on skills such as digital technology, creativity, research and planning, while question 1b relates productions to concepts like genre, narrative and representation. Candidates must know their coursework in depth to discuss skills development and relate a production to a concept.
OCR AS Media Studies
This document summarizes the structure and requirements of the OCR Advanced Subsidiary GCE in Media Studies. It includes:
- Two units, G321 Foundation Portfolio in Media (coursework) and G322 Key Media Concepts (written exam on TV drama).
- For G321, students complete a preliminary video task and main video production, plus research and evaluation. The main task is 2 minutes and involves original video/audio.
- For G322, Section A involves analyzing technical aspects like camerawork, editing, sound, and mise-en-scene in an unseen TV drama extract. Section B addresses media institutions, audiences, and related concepts.
- Both units assess knowledge
Similar to AS course details (20)
S:\media studies\media a2\ms eccleston\exam prep question 1\exam intro 1904
S:\media studies\media a2\ms eccleston\exam prep question 1\exam intro 1904
Intro to a2 course g325 critical perspectives in media - question a
Intro to a2 course g325 critical perspectives in media - question a
_ig2 music video production assignment 2014 to 2015
_ig2 music video production assignment 2014 to 2015
_ig2 music video production assignment 2014 to 2015 (2)
_ig2 music video production assignment 2014 to 2015 (2)
_ig2 music video production assignment 2014 to 2015 (1)
_ig2 music video production assignment 2014 to 2015 (1)
_ig2 music video production assignment 2014 to 2015
_ig2 music video production assignment 2014 to 2015
More from Liz Davies
Media language theory
This document provides an overview of media language and semiotics. It defines key terms like semiotics, signifier, signified, denotation, and connotation. It explains that semiotics examines how signs construct meaning and involves analyzing both the literal/denotative meaning and associated/connotative meanings of signs. The document also discusses Roland Barthes' views on how signs operate on denotative and connotative levels and can encode particular messages and ideologies, which he referred to as "myths."
Introduction to Representation
This document discusses representation in media texts and how to analyze representations. It defines representation as how groups, events, places or social changes are portrayed in media. Representations offer a version of reality but are subjective and constructed rather than objective. The document outlines Richard Dyer's 4 key points for analyzing representations: 1) What is represented 2) How it represents social groups 3) Who is responsible 4) Audience response. It also discusses theorists Stuart Hall and how representations rely on stereotypes that can subordinate groups.
Intro to editing
This document provides an introduction to key concepts in media language and film editing. It defines and discusses various elements of editing including shot order and choice, continuity, transitions, shot duration/pace and rhythm, and special effects. Specific techniques are explained such as establishing shots, the 180 degree rule, shot-reverse-shot, eyeline matches, and match on action. The meaning and effects created by different transitions like fades, dissolves, and wipes are also covered. The document stresses that editing controls what information is revealed to both characters and audiences.
Intro to sound
The document introduces key concepts about sound in media. It divides sound into two categories: diegetic sound that comes from within the world of the film, like dialogue and ambient noise, and non-diegetic sound that does not have a visible on-screen source, like theme music. Sound helps create meaning by enhancing emotion, conveying character psychology, and setting location and period. Key terminology includes soundtrack, theme music, sound effects, ambient sound, dialogue, voiceover, sound bridges, parallel sound, and contrapuntal sound.
Intro to editing
This document provides an introduction to key concepts in media language and film editing. It defines and discusses various elements of editing including shot order, continuity, transitions, shot duration/pace and rhythm, and special effects. Specific techniques are explained such as establishing shots, the 180 degree rule, shot/reverse shot, eyeline match, and match on action. The meaning and effects of different transitions like fades, dissolves and wipes are also covered. The document emphasizes that editing controls what information is revealed to both characters and the audience.
Intro to camerawork
This document discusses key concepts of camerawork in media including camera angles (eye level, high, low, Dutch), camera movement (pan, tilt, track, crane, handheld, zoom), framing and shot size (extreme long shot to extreme close up), composition using the rule of thirds, and depth of field (selective focus, deep focus, and pull focus). Specific films are referenced to illustrate different camera techniques.
Conventions of moving image
This document discusses the evolution of film conventions from early films to modern examples. It begins by having the reader watch two early films from 1897 and 1903 to see basic conventions and note differences between them. Then it has the reader watch clips from 2012 and 2009 films and compare them to the earlier films, noting how filming and editing techniques provide more character insight and impact the audience. The goal is to analyze how techniques have developed over time to influence meaning for viewers.
Intro to mise en scene
This document provides an introduction to the concept of mise-en-scène in media studies. It defines mise-en-scène as the visual elements within a scene or frame that communicate information to the audience. The six elements of mise-en-scène are identified as settings, props, costumes, performance/facial expressions, character positioning, and lighting/color. Examples are given for each element to illustrate how they are used to convey meaning and manipulate audience perceptions. Students are then asked to analyze a short film clip, paying attention to how these various mise-en-scène elements are employed.
Web 2.0 2018 Class 5E
Web 2.0 is a term used to describe a second generation of the World Wide Web that emphasizes user-generated content, usability, and interoperability. It allows users to interact and collaborate online as "prosumers" who both consume and create content. Examples of Web 2.0 include social media sites, blogs, wikis, video sharing sites, and web applications. Web 2.0 has given the public more access to media production tools and the ability to freely express themselves and share content online, competing with professional media. It has also increased user creativity and choice in how people access and engage with media.
Web 2.0 2018 Class 5E
Web 2.0 is a term used to describe a second generation of the World Wide Web that focuses on user-generated content and allows people to collaborate and share information online. Some key aspects of Web 2.0 include social media sites that facilitate sharing, user-centered design, and participation. Examples include social networking sites, blogs, wikis, video sharing sites, and more. Web 2.0 has given the public more access, ownership and power over media by allowing anyone to create and distribute content online.
Web 2.0 2018 Class 4D
Web 2.0 is a term used to describe a second generation of the World Wide Web that emphasizes user-generated content, usability, and interoperability. It allows users to interact and collaborate online by contributing user-created content through social media and virtual communities. Examples of Web 2.0 include social networking sites, blogs, wikis, video sharing sites, and web applications. David Gauntlett suggests that Web 2.0 has impacted access, ownership, power, and creativity by making media production equipment more accessible, giving audiences more control over what and when they consume media, and allowing ordinary people to produce and distribute content and have their voices heard.
Web 2.0 2018 Class 3D
Web 2.0 is a term used to describe a second generation of the World Wide Web that emphasizes user-generated content, usability, and interoperability. It allows users to interact and collaborate online by contributing user-generated content through social media and virtual communities. Examples of Web 2.0 include social networking sites, blogs, wikis, video sharing sites, and web applications. David Gauntlett suggests that Web 2.0 has shifted power from media institutions to audiences by giving users more control over creating and distributing content online. It has also made media creation more accessible through smaller and obtainable technologies.
Representation - Dyer
This document outlines Richard Dyer's framework for analyzing representations, which involves considering: 1) What is represented in terms of characters, subject matter, and place? 2) How are social groups represented and what ideologies does this reinforce? 3) Who is responsible for the representations? 4) What meaning might audiences take from the representations? It encourages analyzing representations of age, gender, sexuality, ethnicity and other attributes, and whether they rely on stereotypes or countertypes. It also discusses how representations can legitimize inequality and influence how social groups are seen.
Narrative theory - test your knowledge
This document provides a test on narrative theory concepts. It asks questions about the definition of narrative, Bordwell and Thompson's approach, the difference between the story and plot, types of narrative structures like linear and non-linear, and concepts like ellipsis and action cues that Roland Barthes introduced to analyze how films generate audience interest.
Narrative 2017
The document discusses different approaches to analyzing narratives in films. It distinguishes between plot, which is everything explicitly shown on screen, and story, which also includes events that are implied but not directly shown. Good narrative analysis considers the wider story rather than just the plot. It also discusses how narratives use techniques like restricted perspectives, ambiguity, and enigma codes to engage audiences and leave them with questions about the story.
Q1a Research and Planning
This document provides guidance for exam preparation on the topic of research and planning skills for media production. It begins by listing different areas of skills development that could be asked about, including research and planning. It then focuses on defining and providing examples of research versus planning. Research involves analyzing real media texts, audiences and technical aspects, while planning encompasses developing ideas, storyboarding, scheduling and organizing a production. The document prompts reviewing one's portfolio and production work to evaluate how research and planning skills developed between AS and A2 levels, noting any improvements that allowed for better creative decision making and production quality over time.
Q1a mark scheme
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.
Q1a digital technology lesson activities
This document provides guidance for students on developing a skills assessment and essay on digital technology skills. It includes activities for mapping skills, creating a timeline of media productions, and evaluating skill development over time. Students are prompted to consider their current skill level, productions worked on, and key skills learned from each. They are also given guidance on structuring a five paragraph essay responding to an exam question about how their digital technology skills developed and contributed to creative decision making, with examples from their coursework and other productions.
More from Liz Davies (20)
Recently uploaded
Advanced Java[Extra Concepts, Not Difficult].docx
This is part 2 of my Java Learning Journey. This contains Hashing, ArrayList, LinkedList, Date and Time Classes, Calendar Class and more.
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...National Information Standards Organization (NISO)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptxMohd Adib Abd Muin, Senior Lecturer at Universiti Utara Malaysia
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...Nguyen Thanh Tu Collection
https://app.box.com/s/tacvl9ekroe9hqupdnjruiypvm9rdaneHindi varnamala | hindi alphabet PPT.pdf
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)Academy of Science of South Africa
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...Nguyen Thanh Tu Collection
https://app.box.com/s/qhtvq32h4ybf9t49ku85x0n3xl4jhr15How to Make a Field Mandatory in Odoo 17
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
clinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Recently uploaded (20)
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering.pptx
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
AS course details
- 1. AS Media Studies
- 2. 1. Unit G321 – Foundation Portfolio in Media (50% of Total Mark) Coursework Preliminary Task – filming and editing Main Task – filming and editing & write up AS Media Studies is made up of 2 Units:
- 3. 2. 2. Unit G322 –Key Media Concepts (50% of Total Mark) EXAM TWO sections: A and B TWO hour exam (includes ½ Hour Viewing Time) TWO Essays TV DRAMA Section A: Section B: Audiences & Institutions
- 8. Unit G322 – Key Media Concepts EXAM: SECTION A: TV Drama In this Unit you will learn techniques of how to analyse moving images and how to analyse representation In the exam you will be asked to write a detailed analysis of a 5 minute clip from a TV Drama. You will be asked to consider how representations are used to manipulate audiences and create meanings
- 9. Mise en Scene Camera angle, shot, movement, and position Editing Sound
- 11. Unit G322 – Key Media Concepts EXAM SECTION B: Institutions and Audiences - one of the following media industries is chosen for detailed study: • Film • Music • Newspapers • Radio • Magazines • Video Games
- 12. Unit G321 – Key Media Concepts SECTION B: Unit G322 – Key Media Concepts SECTION B: In the exam you will be asked to write about the relationships between the music industry, audiences and new media technologies. You will use individual case study research material to support your answers