This document contains the evaluation of Robert Martyn Thompson's media products project. It includes his responses to 4 questions about how he used and developed media conventions in his products, how effective the combination of his products were, what he learned from audience feedback, and how he used media technologies in creating his products. For each question, Thompson provides images, links to his products, and descriptions to further explain his answers and what he learned from the process.
Organizaciona transformacija - Kako drustveni mediji razgradjuju korporativnu...Vladimir Vulic
Slajdovi za moje predavanje pod naslovom "Organizaciona transformacija - Kako drustveni mediji razgradjuju korporativnu piramidu" na Webizu, konferenciji o poslovnoj primjeni interneta, odrzanoj u Zrenjaninu. (Vladimir Vulic, mart 2013)
Digital Darwin meets Mad Max - Managing in the Social Media EraVladimir Vulic
Extended version of slides for my keynote "Digital Darwin meets Mad Max - Managing in the Social Media Era" at the AllWeb.mk conference in Skopje, Macedonia.
Vladimir Vulic (November 2013)
Mad Max i Digitalni Darvin - Nova pravila biznisa u doba drustvenih medijaVladimir Vulic
Slajdovi za moje predavanje pod naslovom "Mad Max i Digitalni Darvin - Nova pravila biznisa u doba drustvenih medija" na ComTrade Fabrici znanja u okviru Otvorenih dana nauke Ministarstva nauke Crne Gore.
Vladimir Vulic, septembar 2013.
4 vazna pitanja prije nego sto pocnete biznisVladimir Vulic
Slajdovi za moje predavanje pod naslovom "4 vazna pitanja prije nego sto pocnete biznis" koje je odrzano na radionici u okviru projekta "Otvorene ideje za Crnu Goru" koji realizuju UNDP i Digitalizuj.Me.
Vladimir Vulic, jun 2014, www.vanja.me
Feel Like Being a Hero? Help the Balkans Recover From a Catastrophic Natural ...Vladimir Vulic
In May 2014, the worst floods in living memory hit the Balkans! The heaviest rainfall in recorded history brought floods, landslides and immense destruction to Serbia, Bosnia and Herzegovina, and Croatia. An estimated 1.2 million people, including some 210,000 children, have been affected. UN Secretary-General Ban Ki-moon stated that more than 70,000 people have been evacuated and more than 50 have lost their lives so far. Some 100,000 homes and 230 schools were destroyed by the torrents and hundreds of landslides. The cost of the recovery operation following devastating floods may amount to billions of dollars. Feel like being a hero? Help the Balkans recover from a catastrophic natural disaster! Please consider donating a small amount.Please help spread the word!
Slajdovi za uvodno predavanje koje sam odrzao na Digitalizuj.me školi za upravljanje internet zajednicom, koja je organizovana uz podršku Fonda za aktivno građanstvo (fAKT). Vladimir Vulic, Podgorica, 24. mart 2014.
Digital Darwin and the Health Care Industry - The New Rules in the Social Me...Vladimir Vulic
Slides for my "Digital Darwin and the Health Care Industry - The New Rules in the Social Media Era" keynote at the 21st Meeting of Balkan Clinical Laboratory Federation in Budva, Montenegro.
Vladimir Vulic (September 2013)
Content Marketing - The Case of Coca-Cola Bloggers Network AdriaVladimir Vulic
What is Content Marketing? Why is it important? This is the case of Coca-Cola Bloggers Network Adria, which started in November 2013, when Coca-Cola System hired 9 bloggers from 5 countries from former Yugoslavia (Serbia, Croatia, Bosnia and Herzegovina, Montenegro and Macedonia). (August 2014) Vladimir Vulic, www.vanja.me
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
2. Question 1: In what way does your media product use, develop or challenge forms and conventions of real media products?
3. QUESTION 1 I have presented this question using Prezi, as it allows for easier annotation of my media products. CLICK HERE TO VIEW QUESTION 1 ANSWER.
4. QUESTION 1 (continued) As there was not enough time to discuss everything during my voice-over of the music video, I have taken some stills to further explain my points. This is an example of the rule of thirds that was used during the video, where we divided the frame into three and placed the actors in the conventional areas for a three piece band setup, with the drummer in the centre and guitarists flanking.
5. QUESTION 1 (continued) This is an example of the black and white filter which is used during the establishing shot and closing sequence. These images are examples of some the conventional close-up shots we used during the video.
6. QUESTION 1 (continued) This image is a good example of the mise-en-scene during the video. The band members can clearly be seen wearing t-shirts and shirts and having a relaxed figure expression as consistent with the genre. The conventional props can also be seen in this shot: the microphone on stand and the guitars, worn relatively low.
7. QUESTION 2: How effective is the combination of your main product and ancillary tasks?
8. QUESTION 2 (1) Here are my three media products. Click here to view video.
9. QUESTION 2 (2) I have answered this question by narrative. Click here or click on image to listen. (Via SoundCloud)
10. QUESTION 3 WHAT HAVE YOU LEARNED FROM YOUR AUDIENCE FEEDBACK?
11. QUESTION 3 (1) For my audience feedback, I sent out questionnaires when I realised that my initial feedback was not in-depth enough. I asked people within the demographic of my target audience. The questions I asked were as followed: -Does this look like a professional product?-What genre do you feel this product is for?- If anything, what do you think should be changed? The questions were asked for each product: the music video, digipack and website. In total I got five responses.
12. QUESTION 3: MUSIC VIDEO Does this look like a professional product? Out of all my responses the answer was yes, which suggests that the audience found our product to look professional however one person asked pointed out that the vocalist didn’t mime the words correctly, which they felt let the product down slightly. As a result of this I have learned that if I was to do this project again in the future I would give the actors more time to prepare to ensure they knew all the lyrics, movements and musical parts, or use a real band. Using a real band would have made it much easier to shoot the video as we had a lot of outtakes due to mistakes.
13. QUESTION 3: MUSIC VIDEO What genre do you feel the product is for? The target audience said the product appeared to be ‘indie’, ‘rock’, or ‘garage rock’ which suggests that our video was created correctly for the target audience. However it is easy to distinguish the genre from listening to the track. As a result I learned little from this question for this specific product.
14. QUESTION 3: MUSIC VIDEO If anything, what do you think should be changed? Of all the suggestions, I was told that one of the guitarists should be replaced with a bassist, the lighting should be the same throughout, and that it should have narrative within it to break it up. Suggesting that we needed a bassist has made me aware that the audience were aware of our error with our props, in which we were unable to obtain a bass guitar. As a result I had to bring in two of my guitars instead. The audience noticing this has made me realise that the mise-en-scene is an important part of the video.
15. …continued. The suggestion that the lighting should be the same throughout has made me realise that the target audience noticed the issues we encountered with lighting. However this is something that was out of our control. As a result of a tight booking schedule for the studio we had to film on three separate occasions, each with a different lighting set-up as the technician had no time to change the lighting between sessions. If I was to re-do the project I would book studio time far more in advance, ensuring that we had longer, single blocks in which to film in, ensuring there were fewer continuity errors. The suggestion that there should be narrative within the video suggests that some of the audience may have found the video to be slightly boring. A lot of videos within the genre we chose had narrative, yet a lot also did not. It was merely a question of choice. The audience reactions suggests that it is possible we made the wrong choice and should have added something in to break the video up. If not narrative, then back stage footage or an interview.
16. QUESTION 3: DIGIPACK Does this look like a professional product? All of the target audience believed my product looked professional which suggests that my time spent researching how to edit image within Photoshop paid off and I had achieved what I planned.
17. QUESTION 3: DIGIPACK What genre do you feel the product is for? The target audience stated mainly that the digipack appeared to be designed for an indie band, however one person asked did state that it could have been a punk band. From this I have learned that I managed to follow the conventions effectively, however my digipack had no clear signs to distinguish the large subgenres of alternative music such as rock, indie, garage, punk and so on.
18. QUESTION 3: DIGIPACK If anything, what do you think should be changed? The majority of people asked said that they do not think anything should be changed which suggests I created an effective product. However one person asked, who had previously studied media studies was critical of the glow that I placed around the cover image suggesting it could be interpreted as a ‘dodgy cut job’. As a result, If I was to remake the digipack I would use a larger, more obvious glow or no glow effect at all.
19. QUESTION 3: WEBSITE Does this look like a professional product? Of the people asked the majority said yes, with one saying no. The person who said no stated that it didn’t look complex enough and was a relatively simple design, which is not usually seen on websites. As a result it is clear to me that my limited web design skill is obvious to those who have experience working with web design themselves, however the majority of people saw no issue with it.
20. QUESTION 3: WEBSITE What genre do you feel the product is for? Of the people asked, the answer was the same as for my digipack. This was due to my web page using many similar features such as the same logo, image and background. This does suggest that there is a consistent brand image across the products.
21. QUESTION 3: WEBSITE If anything, what do you think should be changed? The majority of those asked didn’t suggest that anything should be changed, however one person suggested that I should either the twitter widget or a newsfeed and not both. As a result of this, if I was to do the product again I would take this advice and include a newsfeed but no twitter widget, as my website already contains a link to twitter.
22. Question 4 How did you use media technologies in the construction and research, planning and evaluation stages?
23. QUESTION 4 (1) I have presented this again, using SoundCloud. I have broken the answer down into four parts. Part 1: Research. Part 2: Planning. Part 3: Construction. Part 4: Evaluation.
24. Question 4 Here is some evidence of my use of media in creating several products. Using Photoshop for my digipack. Using Flash during logo creation.