Assessment for learningproductionworking title
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The document discusses creating case studies for film production and distribution. It prompts the reader to analyze a global institution like Working Titles and how they appeal to both British and global audiences. It also instructs the reader to choose an additional contemporary film to analyze in terms of pre-production, production, or post-production.
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![ The title of the unit …
This means that questions may refer to institutions
[plural] and also to global or national audiences.](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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This document provides guidance for a media evaluation assignment. It outlines 6 sections to be addressed in the evaluation: 1) analysis of conventions used in the media product, 2) reflection on preliminary and main products, 3) use of new technologies, 4) feedback from audience testing, 5) relevant media institutions, and 6) representation of social groups. For each section, it provides detailed questions and sub-points to be discussed, and emphasizes using evidence and examples from the student's own work. The evaluation should demonstrate an excellent understanding of audience, industry, technologies, and representations in relation to the student's media product.
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This document provides guidance on how to effectively present to prospects in order to move them through the sales process. The objectives of a presentation are to create value, build desire, establish conviction, and gain commitment for the proposal. When presenting one-on-one, the call structure should set the agenda, keep calls focused on selling, and move prospects up the sales ladder. Effective presentations address objections, conditions, and discussion tactics to advance the sale. Proper delivery is also important, with tips including establishing eye contact, varying voice, keeping it concise, and involving the audience.
Year 10 extended research project
This document provides information about different types of learners and learning styles. It describes independent learners, team workers, effect participators, self-managers, reflective learners, and creative thinkers. For each learning style, it lists abilities and skills. The document then provides students with briefs and topics for an extended research project. Students are asked to choose a topic to research, consider presentation methods, and complete a lesson plan. The lesson plan template includes tasks, outcomes, presentation modes, and deadlines.
OCR AS media Planning exam answer film industry
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Wk 9 communicating about business expressing your ideas
This document discusses developing critical analysis skills. It provides examples to distinguish between critical analysis and description. Critical analysis is important in academic work as it demonstrates understanding, supports arguments, and allows students to make judgments and develop their own perspectives. The document encourages using structure, evidence, and language techniques to strengthen arguments. It also discusses reflecting on group work experiences.
Chamberlain College of NursingNR449 Evidence-Based PracticeEvide.docx
Chamberlain College of NursingNR449 Evidence-Based PracticeEvidence Matrix Table
Article
Reference
Purpose
Hypothesis
Study Question
Variables
Independent(I)
Dependent(D)
Study Design
Sample
Size and Selection
Data Collection
Methods
Major Findings
1
(sample not a real article)
Smith, Lewis (2013),
What should I eat? A focus for those living with diabetes. Journal of Nursing Education, 1 (4) 111-112.
How do educational support groups effect dietary modifications in patients with diabetes?
D-Dietary modifications
I-Education
Qualitative
N- 18
Convenience sample-selected from local support group in Pittsburgh, PA
Focus Groups
Support and education improved compliance with dietary modifications.
1
2
3
4
5
NR449 Evidence Matric Table.docx Revised10/20/14 ns/cs
1
Writing to Solve
Problem.s
SET How do I set my goals?
Setting Your Goals (p. 368)
ACHIEVE How do I achieve my goals?
1 01 ''" 'lE. al
,a I for your project (p. 370)
Critical Thinking, Reading, and Writing: Thinking critically
about this type of writing (p. 375)
Writing Processes: Establishing a process for composing
your project (p. 393)
Knowledge of Conventions: Polishing your work (p. 408)
ASSESS How do I assess my goals?
Self-Assessment: Reflecting on Your Goals (p. 417)
You see, hear, and read ab o ut
p roblems and possib le solutions
to those problems all the time .
In develo pin g cou ntries, gove rn-
ments and nongovernmental
organizations strugg le with
problems such as widespre ad
poverty or disease . Closer to
home, yo ur comm unity might
expe rience a high dropout rate
in your local high schoo l or a
shortage of affordable housing.
When you wri te to propose
solutions. you first ident ify an
existing p roblem and then sug-
gest one or more possible ways
to solve it. For example, the
Web site for Accion Interna -
tional has ident ified world pov -
366
e rty as a problem and has
p roposed a possible solu t ion
Accion started its lending pro-
gram mo re t han fo rty years ago,
providing loans to what it calls
"microentrepreneurs," so those
b usiness owners can grow t heir
own small companies. In turn,
the interest they pay provides
funding for even more
small-business loans.
When you are faced with a
smaller-scale problem than world
poverty, perhaps one 1n your
own life or your friends ' lives,
you will often propose your own
solution to it. Whe n yo u suggest
co unse ling to an unhappy friend,
yo u are proposing a solut ion-a
known treat ment-to an emo-
t ional problem: depression. When
you recommend a heating and
air conditioning repa ir company
to a friend with a broken furnace
you are proposing a solution-
t he repair company- to a more
practical problem: the faulty
furnace.
When you propose any sol u-
tion. however. others may already
have suggested different solut ions
tq the same problem . There.
Chamberlain College of NursingNR449 Evidence-Based PracticeEvide.docx
The document is an evidence matrix table from a nursing course on evidence-based practice. It provides a sample reference for a hypothetical article about the effects of educational support groups on dietary modifications for patients with diabetes. The table lists the purpose, hypothesis, study question, variables, study design, sample size and selection, data collection methods, and major findings for the sample reference. It aims to teach students how to analyze and summarize research articles through an evidence matrix table.
Unit 4 Marketing Your Documentary
The document provides guidance on marketing a documentary by defining target audiences, competitive markets, and creating an advertising campaign. It instructs the reader to identify a mass market and niche market beyond the original target audience. It also outlines creating advertisements, promotions, gaining feedback, and adhering to advertising regulations. The reader is to develop a marketing plan, present it to a "client" for feedback, and get responses from a focus group on the effectiveness of the campaign.
Business901 2020 LinkedIn Slidedeck
This is a collection of LinkedIn pictures that I used in my LinkedIn post. There are around 60 in total.
Question 1A - Using conventions
This document provides guidance on answering exam questions about using conventions from real media texts. It emphasizes that the skill is demonstrating an improved understanding and application of conventions over time through examples from multiple projects. It suggests discussing both technical and symbolic conventions, and how following, challenging, or developing conventions made later work better. The document also provides a template for a simple five-paragraph essay structure to answer such questions.
A2 media studies evaluation guide new version 2016
1. The student used a variety of digital media and technologies throughout the construction, research, planning and evaluation stages of creating three media products. Technologies included blogs, surveys, and editing software to research, plan, shoot, edit and distribute a short film, magazine, and poster.
2. Feedback from focus groups was gathered and influenced all stages of production, from helping shape the narrative and target audience to informing distribution decisions. The effectiveness of combining the main product and ancillary texts was evaluated by comparing them to real media examples.
3. In the evaluation, the student critically analyzed how their products did or did not follow the conventions of established genres and used specialized terminology when discussing each format. They also reflected on what
G322: AS Media Studies Section A & B
1) The document provides guidance on how to structure responses for Section A and Section B of the G322 AS Media exam.
2) For Section A on TV drama, it advises to focus the response on analyzing how technical elements construct representations rather than just describing them.
3) For Section B on film institutions, it recommends discussing the processes of production, distribution, and exhibition in British film by referencing specific case studies and films. Key words related to these processes are defined.
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1. This unit covers responding to a commission brief for an externally assessed project. Students will have preparation and note-taking time before a final assessment.
2. The rationale section requires understanding the brief, audience research, idea generation, and justifying a project choice.
3. Other requirements include a 350-word pitch, a proposal outlining the project plan and details, and a treatment with storyboards and frame-by-frame justification.
Module 7 Discussion Board Algebra1. What does it mean when s.docx
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(Page 132) G. Prewriting Using the Toulmin Model to Get Ideas for.docx
(Page 132) G. Prewriting: Using the Toulmin Model to Get Ideas for a Position Paper
You have used the Toulmin model in Exercises B through F to read and analyze other people’s argument. Now use it to identify the main parts of an argument you will write. You may use the model to help you plan any argument paper. Use the Toulmin model as a prewriting exercise to help you develop ideas for a position paper.
1. Write the claim. All of the rest of your paper will support this claim.
2. Write the support. Write two or three subclaims you will develop in the paper. To help you do this, write the word “because” after the claim, and list reasons that support it. Also jot down ideas for specific support for these subclaims, such as examples, facts, opinions, or visual images that come from your reading of the essays or from your own experience.
Student Paper #1
Sofia Diallou
Professor Miller
English 101
12 Feb. 2016
Toulmin Analysis of the “Road Trip” Cartoon
Identifies claim and support.
The reader has to infer the claim of this cartoon since it is not directly stated. The claim is that screens have replaced face-to-face conversation as the primary way people now interact with each other. The support is provided by the driver of the car, who notes how much lonelier car trips have become, and the other passengers, all of whom are focused on their smartphones and tablets.
Analyzes warrant.
The implied warrant is that screen-based technology makes us more isolated and disconnected from each other.
Identifies backing.
The backing is also implied and reinforced by the picture. It suggests that road trips are valuable opportunities for connection and conversation that many families are giving up. It also reinforces the common belief that interacting with screens is more appealing than interacting directly with people face-to-face.
Infers rebuttal.
No direct rebuttal or qualifier appears in this cartoon. I think, however, that this cartoon could be considered as a rebuttal to those who think that screen-based communication is always superior to face-to-face communication. As a rebuttal, this cartoon highlights the negative consequences of embracing screen-based communication.
3. Write the warrants. Decide whether to spell out the warrants in your paper or to leave them implicit so that the reading audience will have to infer them.
4. Decide on the backing. Assume that your classmates are your audience. They may be reading drafts of your paper. In your judgment, will some of them require backing for any of your warrants because they will not agree with them otherwise? If so, how can you back these warrants? Write out your ideas.
5. Plan rebuttal. Think about the positions others may hold on this issue. You identified some of these positions in your exploratory paper. Write out your strategies for weakening these arguments.
6. Decide whether to qualify the claim to make it more convincing to more people. Write one or more qualifiers that might work.
Read what.
Written Assignment Cover SheetStudent Name Assignment Tit.docx
Written Assignment Cover Sheet
Student Name:
Assignment Title: A Modern Day Sir Thomas More Essay
Course: English 4
General Instructions: The Primary Writing Rubric
The 6+1 Trait® Writing rubric is the basis for all writing rubrics in this course. Check it carefully to see how writing will be scored. The key ideas for the best scores are summarized below as a reminder.
Ideas/Content:Top Scores (4-5, or the A-B range): This product is clear and focused. It holds the reader’s attention and supports its ideas through ample and effective use of evidence.
Organization: Top Scores (4-5, or the A-B range): The organization enhances and showcases the central idea or theme. The order, structure, or presentation of information is compelling.
Voice: Top Scores (4-5, or the A-B range): The writer speaks directly to the reader in a way that is individual, compelling, and engaging. The writer shows an awareness and respect for the audience and the purpose for writing.
Word Choice: Top Scores (4-5, or the A-B range): Words convey the intended message in a precise, interesting, and natural way. The words are powerful and engaging.
Sentence Fluency: Top Scores (4-5, or the A-B range): The writing has an easy flow, rhythm, and cadence. Sentences have a strong and varied structure.
Conventions: Top Scores (4-5, or the A-B range): The writer demonstrates a good grasp of standard writing conventions (e.g., spelling, punctuation, capitalization, grammar, usage, paragraphing) and uses conventions effectively to enhance readability. Errors are few and do not distract from understanding.
Presentation: Top Scores (4-5, or the A-B range): The form and presentation of the text enhances the ability for the reader to understand and connect with the message. It is pleasing to the eye.
Special Instructions and Rubric Changes for this Assignment
In this assignment, we will focus on the following for scoring. Your grade will depend upon which description most closely matches your short essay. Please recognize that while not all traits are discussed below, you will still be accountable for writing that closely demonstrates all traits. For example, if you submit a piece of writing that does not demonstrate appropriate writing conventions, you will not receive a good grade.
Excellent work (50 to 43 points)
Ideas/Content: The writer clearly identifies 2 to 3 problems with American society today. The writer focuses the discussion on these 2 to 3 problems, and the writer explains the scope of these problems fully (who created the problem, who is affected, how are people affected).
Organization: The paragraph flows logically from one problem to the next. The paragraph contains a topic sentence, detail sentences, and a concluding sentence. Transitions lead the reader through the writer’s ideas.
Sentence Fluency: The writing has an easy flow and rhythm that is enhanced by usage of prepositional phrases. While several sentences begin with prepositional phrases, others begin w ...
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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
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Assessment for learningproductionworking title
- 2. The title of the unit … This means that questions may refer to institutions [plural] and also to global or national audiences.
- 3. Look closely at your response and my annotation. Discuss your areas of strength with a partner : what do you think you did particularly well? Complete the grid and self assess. Discuss target areas. Record your grade and targets.
- 4. 1. Explanation/ analysis/ argument 2. Use of example 3. use of terminology You will always be assessed on your ability to illustrate patterns of production, distribution, exchange and consumption through your case study example and your own experience. Rework one paragraph.
- 5. Global institutions simply means : companies that construct for an audience eg Working Titles How is W Titles an interesting Global institution? What do they show audiences in Britain and globally? How do they plan to SELL their films? How do they appeal to a national [British] audience? How do they begin this process in pre production?
- 6. Create another case study you can use for pre production, production or post production. You should already have: Les Mis Atonement Nanny Mcphee Kings Speech [Momentum] Brief reference notes on Fgour Weddings and My beautiful Laundrette. Go for something contemporary that you like!
- 7. Create another case study you can use for pre production, production or post production. You should already have: Les Mis Atonement Nanny Mcphee Kings Speech [Momentum] Brief reference notes on Fgour Weddings and My beautiful Laundrette. Go for something contemporary that you like!