This document provides an overview of a course on understanding the television and film industries. It outlines the unit introduction and learning outcomes, which involve learning about ownership, funding, job roles, legal and ethical obligations, and developing technologies in the industries. It details various tasks for students to complete, including creating slideshows on industry structures and job roles, and producing a report on legal obligations and a career development portfolio. Deadlines are set for submitting the portfolio and tasks. Recommended reading materials are also provided to support student research.
Harry Potter and the Deathly Hallows Part 2 Marketing Plantwoodsco07
During my Semester in LA at Raleigh Studios. Our instructor Bob Levin, asked each student to pick a film with a release date after June 1st. I chose to create a media plan for Harry Potter and the Deathly Hallows Part 2. One of my key objectives was to sustain the number one box office spot for more weeks than the previous Potter film. Mr. Levin found that very unique. Sue Kroll President, Worldwide Marketing for Warner Bros. advised me during production of this plan.
1
IDS 403 Final Project Part Two Guidelines and Rubric
Overview
This course explores technology and its impact on the world around us. Technology influences society, and society influences technology, creating a feedback
loop between them. We will critically analyze this feedback loop in this course through social, historical, and theoretical approaches to technology as well as the
four general education lenses: history, humanities, natural and applied sciences, and social sciences. Each of these four perspectives allows us to better
understand the construction of technology and its interrelation with society. From this enhanced understanding, you will be equipped to draw connections
between technology, society, and your personal and professional lives, helping you to become a better-informed citizen who can make a positive difference in the
world.
Issues and events in technology have a pervading influence on many aspects of society, and how they are dealt with requires diverse knowledge and perspectives
to investigate and change. The purpose of this project is to examine a specific issue or event in technology and how it impacts individuals and society through the
development of a critical analysis portfolio and a presentation in which you will demonstrate your ability to think critically, investigate, and communicate clearly.
These skills are often necessary to achieve personal and professional goals across many disciplines.
In this assignment, you will demonstrate your mastery of the following course outcomes:
Analyze the evolving role of technology in one’s discipline of study or chosen profession by investigating the influence of technology on modern culture
[IDS-403-01]
Integrate interdisciplinary approaches for determining how technology affects modern identity in personal and professional contexts [IDS-403-02]
Explain how technology influences modern society by employing appropriate research strategies [IDS-403-03]
Recommend strategies for utilizing current technology to meet personal and professional goals [IDS-403-04]
Articulate informed viewpoints on how technology shapes the world and can influence change using effective communication skills [IDS-403-05]
Assess the impact of emerging technologies on societal issues for incorporating diverse perspectives and viewpoints informed by relevant literature and
interpersonal experiences [IDS-403-06]
Prompt
For the second part of this project, you will develop a multimedia presentation in which you will have a chance to reflect on what you have learned about your
issue or event, yourself, and society through analyzing its impact on technology. You will also be able to apply your communication skills and integrate multimedia
elements to communicate your message to an audience.
In developing this presentation, you will be able to use your analyses from the first part of this project as a starting point. The reflective nature of this ...
1 IDS 403 Final Project Part Two Guidelines and Rubric AbbyWhyte974
1
IDS 403 Final Project Part Two Guidelines and Rubric
Overview
This course explores technology and its impact on the world around us. Technology influences society, and society influences technology, creating a feedback
loop between them. We will critically analyze this feedback loop in this course through social, historical, and theoretical approaches to technology as well as the
four general education lenses: history, humanities, natural and applied sciences, and social sciences. Each of these four perspectives allows us to better
understand the construction of technology and its interrelation with society. From this enhanced understanding, you will be equipped to draw connections
between technology, society, and your personal and professional lives, helping you to become a better-informed citizen who can make a positive difference in the
world.
Issues and events in technology have a pervading influence on many aspects of society, and how they are dealt with requires diverse knowledge and perspectives
to investigate and change. The purpose of this project is to examine a specific issue or event in technology and how it impacts individuals and society through the
development of a critical analysis portfolio and a presentation in which you will demonstrate your ability to think critically, investigate, and communicate clearly.
These skills are often necessary to achieve personal and professional goals across many disciplines.
In this assignment, you will demonstrate your mastery of the following course outcomes:
Analyze the evolving role of technology in one’s discipline of study or chosen profession by investigating the influence of technology on modern culture
[IDS-403-01]
Integrate interdisciplinary approaches for determining how technology affects modern identity in personal and professional contexts [IDS-403-02]
Explain how technology influences modern society by employing appropriate research strategies [IDS-403-03]
Recommend strategies for utilizing current technology to meet personal and professional goals [IDS-403-04]
Articulate informed viewpoints on how technology shapes the world and can influence change using effective communication skills [IDS-403-05]
Assess the impact of emerging technologies on societal issues for incorporating diverse perspectives and viewpoints informed by relevant literature and
interpersonal experiences [IDS-403-06]
Prompt
For the second part of this project, you will develop a multimedia presentation in which you will have a chance to reflect on what you have learned about your
issue or event, yourself, and society through analyzing its impact on technology. You will also be able to apply your communication skills and integrate multimedia
elements to communicate your message to an audience.
In developing this presentation, you will be able to use your analyses from the first part of this project as a starting point. The reflective nature of this ...
tstc3Text BoxThis copyrighted material has been assessed.docxturveycharlyn
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Text Box
This copyrighted material has been assessed by Turnitin and further usage will be monitored.
1
STUDENT No
Dissertation submitted in partial fulfilment
of the requirements of the
BA (HONS) Business with Economics Programme
of Northumbria University
NAME
DEGREE BA (Hons) Business with
Economics
SUPERVISOR
TITLE The use of Humour in
Television Advertising
within the UK.
DATE April 2012
CAMPUS Newcastle
2
DECLARATIONS
I declare the following:-
(1) That the material contained in this dissertation is the end result of my
own work and that due acknowledgement has been given in the
bibliography and references to ALL sources be they printed, electronic or
personal.
(2) The Word Count of this Dissertation is ................10,092.....................
(3) That unless this dissertation has been confirmed as confidential, I
agree to an entire electronic copy or sections of the dissertation to being
placed on Blackboard, if deemed appropriate, to allow future students the
opportunity to see examples of past dissertations. I understand that if
displayed on Blackboard it would be made available for no longer than five
years and that students would be able to print off copies or download. The
authorship would remain anonymous.
(4) I agree to my dissertation being submitted to a plagiarism detection
service, where it will be stored in a database and compared against work
submitted from this or any other School or from other institutions using the
service.
In the event of the service detecting a high degree of similarity between
content within the service this will be reported back to my supervisor and
second marker, who may decide to undertake further investigation which
may ultimately lead to disciplinary actions, should instances of plagiarism
be detected.
(5) I have read the University Policy Statement on Ethics in Research and
Consultancy and the Policy for Informed Consent in Research and
3
Consultancy and I declare that ethical issues have been considered and
taken into account in this research.
(6) I have read the University Policy Statement on Data Protection in
Research and Consultancy and I declare that the data collected for use in
this dissertation has been properly safeguarded and will be destroyed
once the dissertation or subsequent research activity has been concluded.
I acknowledge that it is my responsibility to destroy the information with
due regard to confidentiality.
SIGNED: ..........................................................
DATE: ................................................................
4
ABSTRACT
Student Name
Degree BA (Hons) Business with Economics
Dissertation Title ...
this Book is about our graduation Project for fourth year at faculty of Engineering, Alexandria University, containing the results of more than 8 months of hard work and material collection , so kindly if you benefited from it refer to us
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
1. Page 1 of 11
BTEC National
Diploma in
Creative Media Production
Year 12
Unit 8: Understanding the Television and Film
Industries
Name: ...................................................................................................
Deadline: ...................................................................................................
2. Page 2 of 11
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Welcome
Welcome to the BTEC National Diploma in Creative Media Production. You will find this a
practical, work-related course on which you will learn by completing projects and
assignments based on realistic workplace situations, activities and demands.
We aim to help you to develop your creative and technical skills, as well as helping you to
gain an understanding of the underlying theory of digital media production. In addition to
learning about the employment area you have chosen, you will develop the skills needed to
start a career in the media industry.
To do this, you will be required to produce a portfolio of practical productions supported by
paperwork and theoretical research. To be successful in doing this, you will have to work
both independently and within groups in a professional manner, showing yourself to be
organised, resourceful, reliable, committed and being capable of meeting strict deadlines.
We hope that you will benefit from this challenging, yet rewarding course and that it will
lead to you continuing your studies or eventually finding a job in the media industry.
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Your Responsibilities
You are expected to treat all equipment and accommodation with care.
You are NOT allowed to bring food, drink or chewing gum into work areas.
You may NOT use mobile phones while you are working, unless otherwise instructed.
NEVER allow other students or friends to use equipment booked out to you, and do not
leave equipment unattended at any time. If it is damaged, lost or stolen, it is YOUR
responsibility!
If you experience any problems with equipment, ask for help from your teacher. Do not try
to repair equipment yourself.
Please remember
It is your responsibility to back up your work onto a memory stick at the end of every lesson. You
are responsible for saving your work to the hard drive of the computer and the safekeeping of your
original material. Please remember to take your memory stick at the end of every session, and only
use the memory stick to transport work. You must provide a folder for each unit and bring it to
every lesson. You will also be introduced to a referencing system to allow you to produce
comprehensive bibliographies of the materials you have used in your study.
How to contact your teacher…
Telephone: 0208 498 1300
E-Mail: zchristodoulou@kshsonline.com
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4. Page 4 of 11
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Unit 8: Understanding the Television and Film Industries
Unit Introduction
This unit aims to develop your knowledge of the television and film industries and the structure of
individual companies. The unit will develop your understanding of job roles, working practices and
regulation, and will enable you to prepare the necessary documentation to apply for a job in these
industries.
The television and film industries have gone through many changes in the last two decades. The
development of new technology, as well as the inevitable changes in governing legislation and
working practices, has resulted in an increase in the range of services and service providers that
now make up an increasingly diverse industry.
These changes have been driven, for the most part, by the technologies that have enabled media
companies to access increasing audiences in ways different from the traditional ones, and,
subsequently, to provide a greater range and diversity of content. Whilst terrestrial television is still
dominated by the major household names such as the BBC, ITV, Channel 4 and Channel 5, multi-
channel services via satellite and cable have changed the face of television within the UK and across
the world. The digital revolution now allows audiences to use television and a host of other media
content in whatever way is most convenient to them.
As a result, media content has become more inclusive, catering for a wider range of tastes and
opinions and a greater spectrum of ages, cultural and geographical backgrounds.
Similarly, the film industry has gone through a range of technological, financial, commercial and
aesthetic changes – changes that have helped the British film industry go through a relatively strong
period of growth and development in the first few years of the 21st century.
An understanding of the operation of the various organisational structures in the television and film
industries is essential for anyone intending to work in these sectors. It is equally important for
anyone wishing to progress onto higher-level qualifications to be aware of the range of job
opportunities and of the relevant training that is required.
Learning Outcomes
1. Know about ownership and funding in the television and film industries
2. Know about job roles in the television and film industries
3. Understand contractual, legal and ethical obligation in the television and film industries
4. Understand developing technologies in the television and film industries
5. Be able to prepare personal career development material
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5. Page 5 of 11
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The Brief
You will soon be ready to take the next step into further education, training or
employment. To develop and expand your knowledge of the media, you will need to
conduct comprehensive research into two specific media industry – in this instance, the
television and film industries.
The TV and film industries have many doors and avenues open to budding filmmakers,
cinematographers, writers, actors, art directors and graphic designers – just to name but a
few job roles.
Your tasks will involve you finding out about the job roles available, how to gain
employment, and how the industries interact with their audiences.
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6. Page 6 of 11
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Assessment Criteria for Unit 8:
Understanding the Television and Film Industries
P1 Describe ownership and
funding in the television and
film industries with some
appropriate use of subject
terminology
M1 Explain ownership and
funding in the television and
film industries with reference to
detailed illustrative examples
and with generally correct use
of subject terminology
D1 Comprehensively explain
ownership and funding in the
television and film industries
with reference to elucidated
examples and consistently
using subject terminology
correctly
P2 Describe the
characteristics,
duties and responsibilities of
management, creative and
technical job roles in the
television and film industries
with some appropriate use of
subject terminology
M2 Explain the characteristics,
duties and responsibilities of
management, creative and
technical job roles in the
television and film industries
with reference to detailed
illustrative examples and with
generally correct use of subject
terminology
D2 Comprehensively explain
the characteristics, duties and
responsibilities of
management, creative and
technical job roles in the
television and film industries
showing how they relate to
each other, with reference to
elucidated examples and
consistently using subject
terminology correctly
P3 Describe contractual, legal
and ethical obligations in the
television and film industries,
with some appropriate use of
subject terminology
M3 Explain contractual, legal
and ethical obligations in the
television and film industries
with reference to detailed
illustrative examples and with
generally correct use of subject
terminology
D3 Comprehensively explain
contractual, legal and ethical
obligations in the television and
film industries with reference
to elucidated examples and
consistently using subject
terminology correctly
P4 Describe developing
technologies in the television
and film industries with some
appropriate use of subject
terminology
M4 Explain developing
technologies in the television
and film industries with
reference to detailed illustrative
examples and with generally
correct use of subject
terminology
D4 Comprehensively explain
developing technologies in the
television and film industries
with elucidated examples and
consistently using subject
terminology correctly
P5 Prepare personal career
development material using
basic formal language
M5 Prepare carefully produced
personal career development
material using generally correct
formal language
D5 Prepare personal career
development material to a
quality that reflects near-
professional standards,
consistently using correct
formal language
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7. Page 7 of 11
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Tasks
Task 1 (8 = P1, M1, D1)
Plan and design a slideshow that explains and illustrates the structure of a specific TV
company, as well as a specific film company.
Remember to create a separate bibliography that references your used sources.
Things to consider:
Ownership; funding; synergy; subsidiaries; examples of products/services.
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Task 2 (8 = P2, M2, D2)
Create a slideshow that explains and illustrates a variety of job roles available in the film
and television industries
Remember to create a separate bibliography that references your used sources.
Explanation; examples; conditions of employment; skills and qualifications; methods of
recruitment.
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Task 3 (8 = P3, M3, D3)
Produce an illustrated report that explains what legal and ethical obligations must be
considered when working in the TV and film industries.
Remember to create a separate bibliography that references your used sources.
Things to consider:
Industry codes of practice (TV/film); the British Board of Film Classification; Ofcom; the
watershed; the Copyright, Designs and Patents Act 1988; the Defamation Act 2013.
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8. Page 8 of 11
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Task 4 (8 = P4, M4, D4)
Plan and design a slideshow that explains and illustrates the technologies available for TV
and film producers, and how these technologies have evolved over recent decades.
Remember to create a separate bibliography that references your used sources.
Things to consider:
Digital video; high definition; 3D; the Internet; on-demand.
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Task 5 (8 = P5, M5, D5)
You must now prepare personal career development material that demonstrates your
abilities to work in the TV and film industries. Begin by conducting research into the two
industries to read about what jobs are available and what personal skills and qualifications
are required.
Things to consider:
Curriculum Vitae; personal statement; career action plan.
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10. Page 10 of 11
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Recommended Reading
Key:
Author (year), Title (edition), Publisher.
ISBN
Branston and Stafford (2010) The Media Student’s Book (fifth edition), Routledge.
ISBN: 978-0-415-55842-6
Connell B (2010), Exploring the Media: Text, Industry, Audience (second edition), Auteur.
ISBN: 978-1-906733-47-6
Lacey N (2002), Media Institutions and Audiences: Key Concepts in Media Studies, Palgrave.
ISBN: 0-333-65870-1
Long and Wall (2009) Media Studies: Texts, Production and Context, Pearson Education.
ISBN: 978-1-4058-5847-2
Turow (2011), Media Today (fourth edition), Routledge.
ISBN: 978-0-415-87608-7
The BBC’s film site – www.bbc.co.uk/film
The British Film Institute – www.bfi.org.uk
The BFI’s History of Film and TV site – www.screenonline.org.uk
The British Film Council – film.britishcouncil.org
The Guardian’s film site – www.guardian.co.uk/film
The Independent’s film site – www.independent.co.uk/arts-entertainment/film
The Internet Movie Database – www.imdb.com
The Sector Skills Council for Creative Media – www.creativeskillset.org
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