The document discusses how a student's media products for a coursework project used, developed, and challenged conventions of real children's media. The student analyzed conventions of magazines, DVD covers, and TV openings to inform their own ancillary tasks and main video product. They followed many conventions like introducing characters individually and as a group, using varied shots and editing, and having each character's style reflect their personality. However, some conventions were broken, like using a theme song without lyrics. The student also developed conventions, like having each character perform an action reflecting their personality to better introduce them.
The document discusses the forms and conventions of children's media products like magazines, DVD covers, and TV opening sequences. It analyzes examples in each category to identify common elements. These include featuring main characters prominently, using bright colors and varied fonts, and including supplemental details like prices and issue numbers. The document then explains how the author incorporated these conventions in their own magazine cover, DVD cover, and TV opening sequence for consistency and wider appeal to children audiences. Key conventions included focusing on main characters, using simple layouts, and introducing stereotypical character traits in the TV sequence.
The document discusses how the student's media products for a children's TV show called "Run Around" use and develop conventions of real children's media. The student analyzed magazine covers, DVD covers, and TV show openings to identify conventions like central images of characters, catchy theme songs, and simple layouts. The student incorporated these conventions into their magazine cover, DVD cover, and opening sequence. While some conventions like camera movement were challenging to implement, the overall products followed conventions to appeal to their young target audience.
The document provides guidance on using visual literacy and digital technologies in the classroom. It outlines visual literacy outcomes for students and examples of visual media like movie posters, CD covers, book covers, posters, comics, cartoons, magazine covers and advertisements that can be analyzed or created by students. It also provides details on the technical computer skills required to manipulate images and text for different projects.
This document contains information about Rebekha White's candidacy for Aquinas College including their course number OCRG324 Advanced Production. It also includes screenshots and descriptions of existing soap opera magazine and billboard conventions. The student discusses their decisions to design their magazine cover and billboard to appeal to a younger demographic through a modern color scheme, photography and font while challenging conventions. They describe using the E4 brand style guide to ensure their ancillary products match the network's identity. The trailer and products aim to represent the target audience of 16-24 year olds through fashion, makeup, technology and realistic relationship and gossip issues seen through characters people can relate to.
The document analyzes how the student's media product uses and develops conventions of real music magazines.
The student uses conventions like positioning the masthead at the top, including a main feature story, ads, and articles on featured artists. However, conventions are also challenged, like using an unconventional color in the plug ad and different background colors in articles.
Overall, the student aims to engage readers through original photos from concerts, interviews, and reviews while still maintaining consistency in fonts, formatting, and thematic elements to match real music magazine conventions for the EDM genre.
This document provides an overview of the theory of behaviorism. It defines behaviorism as the view that psychology should only study observable behaviors and not internal mental states. It describes the three types of behaviorism: methodological, psychological, and analytical/logical behaviorism. Key figures discussed are B.F. Skinner, known for operant conditioning, and Ivan Pavlov, known for classical conditioning. The document also outlines how behaviorism could be applied in a classroom setting through the use of reinforcement, punishment, and extinction to modify student behavior.
The student created a film trailer and additional marketing materials including a poster, magazine cover, and DVD cover following conventions of real media products. Feedback from peers was positive for the trailer and magazine cover but identified areas for improvement for the poster and DVD cover, mainly regarding use of space. The student used software like Adobe Premiere Pro, Fireworks, Microsoft Word and PowerPoint in planning, constructing and researching their materials.
The document discusses the forms and conventions of children's media products like magazines, DVD covers, and TV opening sequences. It analyzes examples in each category to identify common elements. These include featuring main characters prominently, using bright colors and varied fonts, and including supplemental details like prices and issue numbers. The document then explains how the author incorporated these conventions in their own magazine cover, DVD cover, and TV opening sequence for consistency and wider appeal to children audiences. Key conventions included focusing on main characters, using simple layouts, and introducing stereotypical character traits in the TV sequence.
The document discusses how the student's media products for a children's TV show called "Run Around" use and develop conventions of real children's media. The student analyzed magazine covers, DVD covers, and TV show openings to identify conventions like central images of characters, catchy theme songs, and simple layouts. The student incorporated these conventions into their magazine cover, DVD cover, and opening sequence. While some conventions like camera movement were challenging to implement, the overall products followed conventions to appeal to their young target audience.
The document provides guidance on using visual literacy and digital technologies in the classroom. It outlines visual literacy outcomes for students and examples of visual media like movie posters, CD covers, book covers, posters, comics, cartoons, magazine covers and advertisements that can be analyzed or created by students. It also provides details on the technical computer skills required to manipulate images and text for different projects.
This document contains information about Rebekha White's candidacy for Aquinas College including their course number OCRG324 Advanced Production. It also includes screenshots and descriptions of existing soap opera magazine and billboard conventions. The student discusses their decisions to design their magazine cover and billboard to appeal to a younger demographic through a modern color scheme, photography and font while challenging conventions. They describe using the E4 brand style guide to ensure their ancillary products match the network's identity. The trailer and products aim to represent the target audience of 16-24 year olds through fashion, makeup, technology and realistic relationship and gossip issues seen through characters people can relate to.
The document analyzes how the student's media product uses and develops conventions of real music magazines.
The student uses conventions like positioning the masthead at the top, including a main feature story, ads, and articles on featured artists. However, conventions are also challenged, like using an unconventional color in the plug ad and different background colors in articles.
Overall, the student aims to engage readers through original photos from concerts, interviews, and reviews while still maintaining consistency in fonts, formatting, and thematic elements to match real music magazine conventions for the EDM genre.
This document provides an overview of the theory of behaviorism. It defines behaviorism as the view that psychology should only study observable behaviors and not internal mental states. It describes the three types of behaviorism: methodological, psychological, and analytical/logical behaviorism. Key figures discussed are B.F. Skinner, known for operant conditioning, and Ivan Pavlov, known for classical conditioning. The document also outlines how behaviorism could be applied in a classroom setting through the use of reinforcement, punishment, and extinction to modify student behavior.
The student created a film trailer and additional marketing materials including a poster, magazine cover, and DVD cover following conventions of real media products. Feedback from peers was positive for the trailer and magazine cover but identified areas for improvement for the poster and DVD cover, mainly regarding use of space. The student used software like Adobe Premiere Pro, Fireworks, Microsoft Word and PowerPoint in planning, constructing and researching their materials.
The document discusses how the media product uses and develops conventions of real media products. It summarizes the key design elements of the cover and contents pages. For the cover, it uses vibrant colors and sans serif font consistent with the target audience while including typical elements like the barcode and price. For the contents, it features a variety of images to break up text and match the house style. Both pages also include headers, footers, and page numbers consistent with real magazines.
The document discusses conventions used in children's magazines, DVD covers, and opening sequences. It then explains how those conventions were incorporated into the student's own magazine cover, DVD cover, and audiovisual opening sequence for their children's television show "RunAround". While following many standard conventions to make the products appealing to children, the student's opening sequence broke some conventions by using a theme song without lyrics and somewhat unsteady camerawork to focus attention on the characters.
The document discusses how the student's media product follows conventions of real magazines in three key areas:
1. The cover uses vibrant colors, sans serif font, and features the issue number and barcode like real magazines.
2. The contents page includes the issue date, logo, page numbers, and variety of reference images like magazines.
3. The double page spread uses a heading, article, images of the topic, pull quotes, and page numbers similar to real magazines.
The document discusses conventions used in children's magazines, DVD covers, and opening sequences. It analyzes examples from shows like Balamory and Hannah Montana to identify common conventions. These include prominent characters, bright colors, simple fonts, and catchy music. The document shows how the author incorporated these conventions into their own magazine cover, DVD cover, and opening sequence for their show RunAround. While following many standard conventions, the author's work also challenged some by using an instrumental theme song and occasional handheld camera shots. Overall, the author strived to create media that would appeal to children while still pushing creative boundaries.
The document discusses how the author created an effective print advertisement for their documentary that captured the subject and was catchy. They researched Channel 4 print ads to understand what makes them stand out. The author followed conventions like placing the Channel 4 logo on the right, using a tagline in a text box, and including an image that summarized the documentary's theme. By mirroring Channel 4's style, the author made their print ad recognizable and tied it together with their other products to effectively promote the documentary.
The document summarizes the key steps and elements involved in creating a mock local newspaper, radio advertisement, and billboard as part of a coursework project. It includes details on market research conducted, layouts and designs created using Photoshop, a radio script made in Premiere, and feedback received on the final products from Facebook, Twitter, and a focus group. The overall conclusion is that the products look professional but could be improved by adding more color to the newspaper and including a preview on the billboard.
The document describes how various media technologies were used at different stages of creating media products. Pinnacle video editing software was used to capture footage, add cuts and effects, and compile into a music video. Fireworks was used to design digital packaging like CD covers and posters by importing images and adding fonts and backgrounds. Microsoft Office programs like Word and PowerPoint were utilized for planning, research, and evaluation - Word for writing blog posts and spellchecking, and PowerPoint for tallying questionnaire results. Overall, a range of software was employed for construction, research, and evaluating the media projects.
The document discusses how new media technologies were used in the construction, research, planning and evaluation of a media project. Technologies used in research included YouTube and Blogger. Planning utilized Prezi and Fireworks. Construction of the music video used Sony Vegas for editing, microphones for recording, and Photo Elements and Fireworks for the poster and digipak. Evaluation gathered feedback by posting the video on Facebook and used SlideShare and PowerPoint for the overall evaluation.
The document discusses the creation of a trailer, magazine cover, and film poster for a psychological thriller. It notes that while the trailer followed many genre conventions, it broke some by including a character voiceover instead of dialogue. The magazine cover was largely conventional in layout but the film poster took an unconventional approach with an ambiguous close-up image. Feedback was generally positive and led to improvements. A variety of media technologies were used for research, documentation, and construction of the projects.
The document discusses how the student's CD and poster products both use conventional and unconventional aspects of real media products, with the CD featuring typical elements like the album name and artist photo on the cover but unusual repetition of the album title, and the poster unconventionally using the CD cover image and repeating it across the design. Evaluation of the products found that while generally effective together through shared visual elements, some aspects could still be improved, and the student has learned from audience feedback that their music video and planning in particular need further refinement.
The document discusses how the student's CD and poster products both use conventional and unconventional aspects of real media products, with the CD featuring conventional elements like the album name and artist photo on the cover while the poster unconventionally uses the same image repeatedly. Evaluation of the products found that while they were generally effective when combined through similar imagery, color schemes, and fonts, feedback indicated room for improvement, particularly regarding planning and certain elements of the music video.
Magazine production evaluation - Question 1ConnorDelaney
The document discusses how the magazine production uses conventions of real magazines. It summarizes how each element - the front cover, contents page, and double page spread - follows typical magazine conventions like using rules of thirds for layout, varying font sizes and styles, and including mastheads, dates, and page numbers. It also discusses some ways the magazine challenges conventions, like using "This Week" instead of "Contents" and including a subscription promotion on the contents page. Overall, the document shows an understanding of common magazine conventions and how the student's magazine production applies and develops those conventions across multiple pages.
This document discusses the conventions used in magazine design and how the student's media product follows or challenges these conventions.
The student uses common magazine design conventions like rules of thirds for layout, varying font sizes and styles for emphasis, and consistent branding across the front cover, contents page, and articles. However, the student challenges some conventions by using "This Week" instead of "Contents" and including a subscription promotion on the contents page. Overall, the student aims to create a professional magazine that follows real industry standards while putting their own spin on some elements.
The document describes the stages of development of a college magazine cover and contents page created by the author. It includes draft designs, original images, and descriptions of editing photos and layouts in Photoshop and InDesign. The final covers and contents page include various design elements like fonts, colors, images and effects to make the magazine appealing to students. The author evaluates that they overcame initial problems learning the software and are happy with the professional-looking final magazine design.
The document summarizes the media student Jacob Collier's evaluation of his music video project and ancillary texts. The music video both uses and challenges conventions by using shots and colors to represent emotion and mood, while combining black and white and color images. The ancillary texts also use and challenge conventions through images and text. Audience feedback helped shape the dark, dramatic narrative theme. New media technologies like a camera, tripod, iMovie and Fireworks were used to film, edit and produce the project.
The document summarizes Sophie Panton's evaluation of her media product, a new music magazine. It discusses how her front cover, contents page, and double page spread utilized and challenged conventions of real media products. It also covers how her magazine represented social groups, potential media institutions for distribution, how she addressed her target audience, and what she learned about technologies from constructing the magazine.
Rhiannah Baker evaluated the production process of her photography magazine by researching existing products, planning layouts and scheduling work, and received feedback noting the vibrant colors and quality images but suggesting improvements to text alignment and page number size.
The media product both uses and challenges conventions of real magazines. It develops conventions through a masthead with modified text, a strapline with added effects, and conventional cover lines, headlines, subheadings, photos and captions. It challenges conventions by modifying the "I" in the masthead, using a gradient for the headline, and a glitch design for the contents page title. Photos are also edited to be darker or include added elements like hearts. Throughout, the goal is to have a futuristic feel while still including standard magazine elements.
Kay Green created a magazine cover and contents page to evaluate their preliminary media task. They learned to use Adobe Photoshop and InDesign software to edit photos, design pages, and lay out text and images. Specifically, Kay used tools in Photoshop like heal, auto tone, and patterns to edit images for the cover. In InDesign, Kay set up a two-page spread and learned to import images, size frames, and position text boxes to layout the contents page. Overall, the process taught Kay skills using digital technologies like cameras, photo editing, and page design software.
The document provides an evaluation of a music magazine project by Shaareed Ramjaun. It discusses [1] applying research on generic conventions to the final pieces, [2] representing the target audience of adolescent black males interested in urban music genres, and [3] using techniques like spot healing and photo editing software to improve the front cover image from preliminary plans. The evaluation analyzes how planning, research, and preliminary work informed the final magazine project.
The document provides feedback on genre conventions across various media types including DVD covers, magazine covers, opening sequences. Key conventions include using a limited color palette, a central focal image of main characters, and concise yet impactful content.
The document summarizes findings from a survey and focus group about audience feedback on DVD covers, magazine covers, and opening sequences for videos. Key findings include:
1) For DVD covers, the title and image were most important while the logo was less so. The back cover should match the front.
2) For magazine covers, free gifts, price, and date were useful additions to the image and logo on the front cover.
3) For opening sequences, they should be between 1-1.5 minutes, use a catchy theme tune, and introduce main characters individually through a combination of key colors.
The document discusses how the media product uses and develops conventions of real media products. It summarizes the key design elements of the cover and contents pages. For the cover, it uses vibrant colors and sans serif font consistent with the target audience while including typical elements like the barcode and price. For the contents, it features a variety of images to break up text and match the house style. Both pages also include headers, footers, and page numbers consistent with real magazines.
The document discusses conventions used in children's magazines, DVD covers, and opening sequences. It then explains how those conventions were incorporated into the student's own magazine cover, DVD cover, and audiovisual opening sequence for their children's television show "RunAround". While following many standard conventions to make the products appealing to children, the student's opening sequence broke some conventions by using a theme song without lyrics and somewhat unsteady camerawork to focus attention on the characters.
The document discusses how the student's media product follows conventions of real magazines in three key areas:
1. The cover uses vibrant colors, sans serif font, and features the issue number and barcode like real magazines.
2. The contents page includes the issue date, logo, page numbers, and variety of reference images like magazines.
3. The double page spread uses a heading, article, images of the topic, pull quotes, and page numbers similar to real magazines.
The document discusses conventions used in children's magazines, DVD covers, and opening sequences. It analyzes examples from shows like Balamory and Hannah Montana to identify common conventions. These include prominent characters, bright colors, simple fonts, and catchy music. The document shows how the author incorporated these conventions into their own magazine cover, DVD cover, and opening sequence for their show RunAround. While following many standard conventions, the author's work also challenged some by using an instrumental theme song and occasional handheld camera shots. Overall, the author strived to create media that would appeal to children while still pushing creative boundaries.
The document discusses how the author created an effective print advertisement for their documentary that captured the subject and was catchy. They researched Channel 4 print ads to understand what makes them stand out. The author followed conventions like placing the Channel 4 logo on the right, using a tagline in a text box, and including an image that summarized the documentary's theme. By mirroring Channel 4's style, the author made their print ad recognizable and tied it together with their other products to effectively promote the documentary.
The document summarizes the key steps and elements involved in creating a mock local newspaper, radio advertisement, and billboard as part of a coursework project. It includes details on market research conducted, layouts and designs created using Photoshop, a radio script made in Premiere, and feedback received on the final products from Facebook, Twitter, and a focus group. The overall conclusion is that the products look professional but could be improved by adding more color to the newspaper and including a preview on the billboard.
The document describes how various media technologies were used at different stages of creating media products. Pinnacle video editing software was used to capture footage, add cuts and effects, and compile into a music video. Fireworks was used to design digital packaging like CD covers and posters by importing images and adding fonts and backgrounds. Microsoft Office programs like Word and PowerPoint were utilized for planning, research, and evaluation - Word for writing blog posts and spellchecking, and PowerPoint for tallying questionnaire results. Overall, a range of software was employed for construction, research, and evaluating the media projects.
The document discusses how new media technologies were used in the construction, research, planning and evaluation of a media project. Technologies used in research included YouTube and Blogger. Planning utilized Prezi and Fireworks. Construction of the music video used Sony Vegas for editing, microphones for recording, and Photo Elements and Fireworks for the poster and digipak. Evaluation gathered feedback by posting the video on Facebook and used SlideShare and PowerPoint for the overall evaluation.
The document discusses the creation of a trailer, magazine cover, and film poster for a psychological thriller. It notes that while the trailer followed many genre conventions, it broke some by including a character voiceover instead of dialogue. The magazine cover was largely conventional in layout but the film poster took an unconventional approach with an ambiguous close-up image. Feedback was generally positive and led to improvements. A variety of media technologies were used for research, documentation, and construction of the projects.
The document discusses how the student's CD and poster products both use conventional and unconventional aspects of real media products, with the CD featuring typical elements like the album name and artist photo on the cover but unusual repetition of the album title, and the poster unconventionally using the CD cover image and repeating it across the design. Evaluation of the products found that while generally effective together through shared visual elements, some aspects could still be improved, and the student has learned from audience feedback that their music video and planning in particular need further refinement.
The document discusses how the student's CD and poster products both use conventional and unconventional aspects of real media products, with the CD featuring conventional elements like the album name and artist photo on the cover while the poster unconventionally uses the same image repeatedly. Evaluation of the products found that while they were generally effective when combined through similar imagery, color schemes, and fonts, feedback indicated room for improvement, particularly regarding planning and certain elements of the music video.
Magazine production evaluation - Question 1ConnorDelaney
The document discusses how the magazine production uses conventions of real magazines. It summarizes how each element - the front cover, contents page, and double page spread - follows typical magazine conventions like using rules of thirds for layout, varying font sizes and styles, and including mastheads, dates, and page numbers. It also discusses some ways the magazine challenges conventions, like using "This Week" instead of "Contents" and including a subscription promotion on the contents page. Overall, the document shows an understanding of common magazine conventions and how the student's magazine production applies and develops those conventions across multiple pages.
This document discusses the conventions used in magazine design and how the student's media product follows or challenges these conventions.
The student uses common magazine design conventions like rules of thirds for layout, varying font sizes and styles for emphasis, and consistent branding across the front cover, contents page, and articles. However, the student challenges some conventions by using "This Week" instead of "Contents" and including a subscription promotion on the contents page. Overall, the student aims to create a professional magazine that follows real industry standards while putting their own spin on some elements.
The document describes the stages of development of a college magazine cover and contents page created by the author. It includes draft designs, original images, and descriptions of editing photos and layouts in Photoshop and InDesign. The final covers and contents page include various design elements like fonts, colors, images and effects to make the magazine appealing to students. The author evaluates that they overcame initial problems learning the software and are happy with the professional-looking final magazine design.
The document summarizes the media student Jacob Collier's evaluation of his music video project and ancillary texts. The music video both uses and challenges conventions by using shots and colors to represent emotion and mood, while combining black and white and color images. The ancillary texts also use and challenge conventions through images and text. Audience feedback helped shape the dark, dramatic narrative theme. New media technologies like a camera, tripod, iMovie and Fireworks were used to film, edit and produce the project.
The document summarizes Sophie Panton's evaluation of her media product, a new music magazine. It discusses how her front cover, contents page, and double page spread utilized and challenged conventions of real media products. It also covers how her magazine represented social groups, potential media institutions for distribution, how she addressed her target audience, and what she learned about technologies from constructing the magazine.
Rhiannah Baker evaluated the production process of her photography magazine by researching existing products, planning layouts and scheduling work, and received feedback noting the vibrant colors and quality images but suggesting improvements to text alignment and page number size.
The media product both uses and challenges conventions of real magazines. It develops conventions through a masthead with modified text, a strapline with added effects, and conventional cover lines, headlines, subheadings, photos and captions. It challenges conventions by modifying the "I" in the masthead, using a gradient for the headline, and a glitch design for the contents page title. Photos are also edited to be darker or include added elements like hearts. Throughout, the goal is to have a futuristic feel while still including standard magazine elements.
Kay Green created a magazine cover and contents page to evaluate their preliminary media task. They learned to use Adobe Photoshop and InDesign software to edit photos, design pages, and lay out text and images. Specifically, Kay used tools in Photoshop like heal, auto tone, and patterns to edit images for the cover. In InDesign, Kay set up a two-page spread and learned to import images, size frames, and position text boxes to layout the contents page. Overall, the process taught Kay skills using digital technologies like cameras, photo editing, and page design software.
The document provides an evaluation of a music magazine project by Shaareed Ramjaun. It discusses [1] applying research on generic conventions to the final pieces, [2] representing the target audience of adolescent black males interested in urban music genres, and [3] using techniques like spot healing and photo editing software to improve the front cover image from preliminary plans. The evaluation analyzes how planning, research, and preliminary work informed the final magazine project.
The document provides feedback on genre conventions across various media types including DVD covers, magazine covers, opening sequences. Key conventions include using a limited color palette, a central focal image of main characters, and concise yet impactful content.
The document summarizes findings from a survey and focus group about audience feedback on DVD covers, magazine covers, and opening sequences for videos. Key findings include:
1) For DVD covers, the title and image were most important while the logo was less so. The back cover should match the front.
2) For magazine covers, free gifts, price, and date were useful additions to the image and logo on the front cover.
3) For opening sequences, they should be between 1-1.5 minutes, use a catchy theme tune, and introduce main characters individually through a combination of key colors.
The document discusses how conventions from real children's media products like magazines, DVD covers, and TV openings were used, developed, and challenged in the creation of the student's own media products. Key conventions followed include logos, fonts, bright colors, and focusing on main characters. Some conventions were developed, like each character having a unique color, setting, and action reflecting their personality. Other conventions were broken, such as not including lyrics in the theme song or placing coverlines in atypical positions. The student aimed to produce high quality, audience-appropriate products that both fit with industry standards and included their own creative adaptations.
The student used various media technologies at different stages of their project. During research, they used search engines, YouTube, blogs, and Survey Monkey to analyze examples and gather audience feedback. Microsoft Excel was used to display survey results in graphs. During planning, storyboards were created in Microsoft Word and draft designs were made in Paint. A tripod, video camera, and Apple MacBook were used for filming and editing in iMovie. Fonts were found on Dafont. PowerPoint, Prezi, and Survey Monkey were utilized for the evaluation.
The student used various media technologies at each stage of their project. During research, they used search engines, YouTube, blogs, and Survey Monkey to analyze examples and gather audience feedback. Microsoft Excel was used to display survey results graphically. During planning, storyboards were created in Microsoft Word and draft designs were made in Paint. A tripod, video camera, and Apple MacBook were used for filming and editing in iMovie. Fonts were found on Dafont for ancillary tasks. Presentation of the evaluation was done in PowerPoint and Prezi to make it less text-heavy. Survey Monkey again collected audience feedback on the final product.
The document summarizes the various media technologies used at different stages of a project. At the research stage, the individual used search engines, embedded images on their blog, and analyzed magazine and DVD covers. Survey Monkey was used to create and share questionnaires. Microsoft Excel displayed survey results in graphs. At the planning stage, storyboards were created in Microsoft Word and draft fonts/color schemes were made in Paint. A tripod and Sony video recorders were used for filming. The project was edited using iMovie on an Apple MacBook. Fonts came from Dafont. PowerPoint, Prezi, and Survey Monkey were used for evaluation.
The document discusses the various media technologies used at different stages of a project. Technologies used in the research stage included search engines, blogs, surveys, and Microsoft Excel. Planning technologies included Microsoft Word, Paint, and storyboards. Construction technologies included tripods, video cameras, Apple MacBooks, fonts from Dafont, and iMovie for editing. Evaluation technologies included Microsoft PowerPoint, Survey Monkey, and Prezi.
The document discusses the various media technologies used at different stages of the author's project. At the research stage, the author used search engines, embedded images on a blog, and used Survey Monkey to create and share questionnaires. Microsoft Excel was used to display survey results in graphs. During planning, the author created a storyboard in Microsoft Word and used Paint. For construction, a tripod, Sony video recorder, Apple MacBook, and website Dafont were utilized. iMovie was used for editing. Finally, for evaluation, PowerPoint, Prezi, and Survey Monkey were employed to present and gather feedback on the final product.
The document discusses the various media technologies used at different stages of the author's project. At the research stage, the author used internet search engines, embedded images on a blog, and used Survey Monkey to create and share questionnaires. Microsoft Excel was used to display survey results in graphs. During planning, the author created a storyboard in Microsoft Word and used Paint. For construction, a tripod, Sony video recorder, Apple MacBook, and website Dafont were utilized. iMovie was used for editing. Finally, for evaluation, PowerPoint, Prezi, and Survey Monkey were employed to present and gather feedback on the final product.
The document discusses how conventions from real children's media products were used, developed, and challenged in the creation of the student's own media products. Key conventions followed include logos, fonts, colors from magazines, DVDs, and TV openings. Some conventions were developed, like each character having a unique costume, setting, and action reflecting their personality. Other conventions were broken, such as using a theme song without lyrics. Overall, the student aimed to produce high quality products that fit conventions but also included their own adaptations.
Fueling AI with Great Data with Airbyte WebinarZilliz
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Ocean lotus Threat actors project by John Sitima 2024 (1).pptxSitimaJohn
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Taking AI to the Next Level in Manufacturing.pdfssuserfac0301
Read Taking AI to the Next Level in Manufacturing to gain insights on AI adoption in the manufacturing industry, such as:
1. How quickly AI is being implemented in manufacturing.
2. Which barriers stand in the way of AI adoption.
3. How data quality and governance form the backbone of AI.
4. Organizational processes and structures that may inhibit effective AI adoption.
6. Ideas and approaches to help build your organization's AI strategy.
Skybuffer SAM4U tool for SAP license adoptionTatiana Kojar
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SAM4U, an SAP complimentary software asset management tool for customers, delivers a detailed and well-structured overview of license inventory and usage with a user-friendly interface. We offer a hosted, cost-effective, and performance-optimized SAM4U setup in the Skybuffer Cloud environment. You retain ownership of the system and data, while we manage the ABAP 7.58 infrastructure, ensuring fixed Total Cost of Ownership (TCO) and exceptional services through the SAP Fiori interface.
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5th LF Energy Power Grid Model Meet-up SlidesDanBrown980551
5th Power Grid Model Meet-up
It is with great pleasure that we extend to you an invitation to the 5th Power Grid Model Meet-up, scheduled for 6th June 2024. This event will adopt a hybrid format, allowing participants to join us either through an online Mircosoft Teams session or in person at TU/e located at Den Dolech 2, Eindhoven, Netherlands. The meet-up will be hosted by Eindhoven University of Technology (TU/e), a research university specializing in engineering science & technology.
Power Grid Model
The global energy transition is placing new and unprecedented demands on Distribution System Operators (DSOs). Alongside upgrades to grid capacity, processes such as digitization, capacity optimization, and congestion management are becoming vital for delivering reliable services.
Power Grid Model is an open source project from Linux Foundation Energy and provides a calculation engine that is increasingly essential for DSOs. It offers a standards-based foundation enabling real-time power systems analysis, simulations of electrical power grids, and sophisticated what-if analysis. In addition, it enables in-depth studies and analysis of the electrical power grid’s behavior and performance. This comprehensive model incorporates essential factors such as power generation capacity, electrical losses, voltage levels, power flows, and system stability.
Power Grid Model is currently being applied in a wide variety of use cases, including grid planning, expansion, reliability, and congestion studies. It can also help in analyzing the impact of renewable energy integration, assessing the effects of disturbances or faults, and developing strategies for grid control and optimization.
What to expect
For the upcoming meetup we are organizing, we have an exciting lineup of activities planned:
-Insightful presentations covering two practical applications of the Power Grid Model.
-An update on the latest advancements in Power Grid -Model technology during the first and second quarters of 2024.
-An interactive brainstorming session to discuss and propose new feature requests.
-An opportunity to connect with fellow Power Grid Model enthusiasts and users.
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TrustArc Webinar - 2024 Global Privacy SurveyTrustArc
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In the fifth annual Global Privacy Benchmarks Survey, we asked over 1,800 global privacy professionals and business executives to share their perspectives on the current state of privacy inside and outside of their organizations. This year’s report focused on emerging areas of importance for privacy and compliance professionals, including considerations and implications of Artificial Intelligence (AI) technologies, building brand trust, and different approaches for achieving higher privacy competence scores.
See how organizational priorities and strategic approaches to data security and privacy are evolving around the globe.
This webinar will review:
- The top 10 privacy insights from the fifth annual Global Privacy Benchmarks Survey
- The top challenges for privacy leaders, practitioners, and organizations in 2024
- Key themes to consider in developing and maintaining your privacy program
How to Interpret Trends in the Kalyan Rajdhani Mix Chart.pdfChart Kalyan
A Mix Chart displays historical data of numbers in a graphical or tabular form. The Kalyan Rajdhani Mix Chart specifically shows the results of a sequence of numbers over different periods.
Let's Integrate MuleSoft RPA, COMPOSER, APM with AWS IDP along with Slackshyamraj55
Discover the seamless integration of RPA (Robotic Process Automation), COMPOSER, and APM with AWS IDP enhanced with Slack notifications. Explore how these technologies converge to streamline workflows, optimize performance, and ensure secure access, all while leveraging the power of AWS IDP and real-time communication via Slack notifications.
Monitoring and Managing Anomaly Detection on OpenShift.pdfTosin Akinosho
Monitoring and Managing Anomaly Detection on OpenShift
Overview
Dive into the world of anomaly detection on edge devices with our comprehensive hands-on tutorial. This SlideShare presentation will guide you through the entire process, from data collection and model training to edge deployment and real-time monitoring. Perfect for those looking to implement robust anomaly detection systems on resource-constrained IoT/edge devices.
Key Topics Covered
1. Introduction to Anomaly Detection
- Understand the fundamentals of anomaly detection and its importance in identifying unusual behavior or failures in systems.
2. Understanding Edge (IoT)
- Learn about edge computing and IoT, and how they enable real-time data processing and decision-making at the source.
3. What is ArgoCD?
- Discover ArgoCD, a declarative, GitOps continuous delivery tool for Kubernetes, and its role in deploying applications on edge devices.
4. Deployment Using ArgoCD for Edge Devices
- Step-by-step guide on deploying anomaly detection models on edge devices using ArgoCD.
5. Introduction to Apache Kafka and S3
- Explore Apache Kafka for real-time data streaming and Amazon S3 for scalable storage solutions.
6. Viewing Kafka Messages in the Data Lake
- Learn how to view and analyze Kafka messages stored in a data lake for better insights.
7. What is Prometheus?
- Get to know Prometheus, an open-source monitoring and alerting toolkit, and its application in monitoring edge devices.
8. Monitoring Application Metrics with Prometheus
- Detailed instructions on setting up Prometheus to monitor the performance and health of your anomaly detection system.
9. What is Camel K?
- Introduction to Camel K, a lightweight integration framework built on Apache Camel, designed for Kubernetes.
10. Configuring Camel K Integrations for Data Pipelines
- Learn how to configure Camel K for seamless data pipeline integrations in your anomaly detection workflow.
11. What is a Jupyter Notebook?
- Overview of Jupyter Notebooks, an open-source web application for creating and sharing documents with live code, equations, visualizations, and narrative text.
12. Jupyter Notebooks with Code Examples
- Hands-on examples and code snippets in Jupyter Notebooks to help you implement and test anomaly detection models.
This presentation provides valuable insights into effective cost-saving techniques on AWS. Learn how to optimize your AWS resources by rightsizing, increasing elasticity, picking the right storage class, and choosing the best pricing model. Additionally, discover essential governance mechanisms to ensure continuous cost efficiency. Whether you are new to AWS or an experienced user, this presentation provides clear and practical tips to help you reduce your cloud costs and get the most out of your budget.
HCL Notes und Domino Lizenzkostenreduzierung in der Welt von DLAUpanagenda
Webinar Recording: https://www.panagenda.com/webinars/hcl-notes-und-domino-lizenzkostenreduzierung-in-der-welt-von-dlau/
DLAU und die Lizenzen nach dem CCB- und CCX-Modell sind für viele in der HCL-Community seit letztem Jahr ein heißes Thema. Als Notes- oder Domino-Kunde haben Sie vielleicht mit unerwartet hohen Benutzerzahlen und Lizenzgebühren zu kämpfen. Sie fragen sich vielleicht, wie diese neue Art der Lizenzierung funktioniert und welchen Nutzen sie Ihnen bringt. Vor allem wollen Sie sicherlich Ihr Budget einhalten und Kosten sparen, wo immer möglich. Das verstehen wir und wir möchten Ihnen dabei helfen!
Wir erklären Ihnen, wie Sie häufige Konfigurationsprobleme lösen können, die dazu führen können, dass mehr Benutzer gezählt werden als nötig, und wie Sie überflüssige oder ungenutzte Konten identifizieren und entfernen können, um Geld zu sparen. Es gibt auch einige Ansätze, die zu unnötigen Ausgaben führen können, z. B. wenn ein Personendokument anstelle eines Mail-Ins für geteilte Mailboxen verwendet wird. Wir zeigen Ihnen solche Fälle und deren Lösungen. Und natürlich erklären wir Ihnen das neue Lizenzmodell.
Nehmen Sie an diesem Webinar teil, bei dem HCL-Ambassador Marc Thomas und Gastredner Franz Walder Ihnen diese neue Welt näherbringen. Es vermittelt Ihnen die Tools und das Know-how, um den Überblick zu bewahren. Sie werden in der Lage sein, Ihre Kosten durch eine optimierte Domino-Konfiguration zu reduzieren und auch in Zukunft gering zu halten.
Diese Themen werden behandelt
- Reduzierung der Lizenzkosten durch Auffinden und Beheben von Fehlkonfigurationen und überflüssigen Konten
- Wie funktionieren CCB- und CCX-Lizenzen wirklich?
- Verstehen des DLAU-Tools und wie man es am besten nutzt
- Tipps für häufige Problembereiche, wie z. B. Team-Postfächer, Funktions-/Testbenutzer usw.
- Praxisbeispiele und Best Practices zum sofortigen Umsetzen
Have you ever been confused by the myriad of choices offered by AWS for hosting a website or an API?
Lambda, Elastic Beanstalk, Lightsail, Amplify, S3 (and more!) can each host websites + APIs. But which one should we choose?
Which one is cheapest? Which one is fastest? Which one will scale to meet our needs?
Join me in this session as we dive into each AWS hosting service to determine which one is best for your scenario and explain why!
Ivanti’s Patch Tuesday breakdown goes beyond patching your applications and brings you the intelligence and guidance needed to prioritize where to focus your attention first. Catch early analysis on our Ivanti blog, then join industry expert Chris Goettl for the Patch Tuesday Webinar Event. There we’ll do a deep dive into each of the bulletins and give guidance on the risks associated with the newly-identified vulnerabilities.
Deep Dive: Getting Funded with Jason Jason Lemkin Founder & CEO @ SaaStr
Evaluation Question 1
1. In what ways does your media
product use, develop and challenge
forms and conventions of real media
products?
2. What are the forms and conventions of
a children’s magazine?
During the research stage of my coursework, I had to analyse the front covers of a
variety of children’s magazines. The reason for this was to find out the forms and
conventions of this type of product, in order to use this in my own product.
I analysed three magazine front covers from the following children’s TV series:
Tracey Beaker, Dr Who and Hannah Montana.
Here is the analysis work that I completed in order to find out about the codes and
conventions of children’s magazines
Please click here
After completing this analysis work, I decided it would be a good idea to summarise
my findings to determine the main features I would need to use in my product. Here
is the work I completed in order to summarise my findings
Please click here
3. Magazine logo at the One main image of
top of the page the main characters
A variety of Bright, vibrant
font colours colours
and sizes
The key forms and
A lure/free gift conventions of a children’s Catchy
or competition magazine front cover coverlines
Smaller images Coverlines mainly on the
relating to coverlines left hand side of the page
One main font style Price, issue number
used throughout and barcode
4. How are these conventions used in my
magazine front cover?
Magazine logo at the
top of the page
Catchy
coverlines A lure/free gift
or competition
Bright, vibrant
colours One main font style
used throughout
One main image of
the main characters
A variety of
font colours
Price, issue number and sizes
and barcode
5. What are the forms and conventions of
a children’s DVD cover?
During the research stage of my coursework, I had to analyse the front covers of a
variety of children’s DVD covers. The reason for this was to find out the forms and
conventions of this type of product, in order to use this in my own product.
I analysed three DVD front covers from the following children’s TV series: Tracey
Beaker, Zack and Cody and Wizards of Waverly Place
Here is the analysis work that I completed in order to find out about the codes and
conventions of children’s DVD covers
Please click here
After completing this analysis work, I decided it would be a good idea to summarise
my findings to determine the main features I would need to use in my product. Here
is the work I completed in order to summarise my findings
Please click here
6. DVD logo at the top of One main image of
the page the main characters
A variety of Bright, vibrant
font colours colours
and sizes
The key forms and
Series information
conventions of a children’s Clear and
DVD cover organised
Logo of the channel A central focus to the
or distributer page
One main font style Rating information
used throughout and barcode
7. How are these conventions used in my
DVD cover?
Series information
DVD logo at the top of
the page A variety of
font colours
One main font style and sizes
used throughout
A central focus to the
page
Bright, vibrant
colours
One main image of Clear and
the main characters organised
Rating information
Logo of the channel and barcode
or distributer
8. How have the forms and conventions
been used in the ancillary tasks?
In my ancillary tasks, I tried to follow as many conventions of similar products as
possible. I felt that this would make my products more appealing to the target
audience and would make them fit into the market of similar products.
When comparing my DVD cover to a DVD cover
aimed at a similar target audience, the similarities
are immediately clear. This is due to the fact that
the products both share similar conventions. Both
products have one image of the main characters in
the centre. The text is centred around this. There
is minimal text and logo’s to show the rating and
distributer of the programme. This is the reason I
chose to follow as many conventions as possible.
In my opinion, it was important to follow most of the conventions with my ancillary
tasks. This would have a positive effect on the audience, as it would make them
more interested in buying a product that is similar to others – but with an important
difference. The important difference is obviously the programme that the products
are representing.
9. What are the forms and conventions of
a children’s TV opening sequence?
During the research stage of my coursework, I had to analyse the opening sequences
of a variety of children’s TV programmes. The reason for this was to find out the
forms and conventions of this type of product, in order to use this in my own
product.
I analysed three TV programme openings from the following children’s TV series:
Sleepover Club, Zeke and Luther and Sabrina the Teenage Witch
Here is the analysis work that I completed in order to find out about the codes and
conventions of children’s TV opening sequences
Please click here
After completing this analysis work, I decided it would be a good idea to summarise
my findings to determine the main features I would need to use in my product. Here
is the work I completed in order to summarise my findings
Please click here
10. Conventions of camerawork
From researching into similar audio-visual products, I found some key conventions in
the camerawork of the products. These include: minimal camera movement, a
variety of shot types and usually a close up of each main character. In my product, I
tried to follow the camerawork conventions as I felt they make the video flow
better and present products the way I want mine to be presented.
This is an example of how I followed the convention of using a variety of camera
shots in my filming. There is a long-shot, a mid-shot and a close-up.
One convention I chose to break within the camera work of my product was the use
of zoom. In the videos I analysed, there was not a lot of zooms used. However, in my
film it was an easy way of getting the close up of each character at the end of their
scene. I think the zoom in to a close up adds emphasis to this camera and it was a
good choice to break this convention. The zooms are not very noticeable and they fit
in quite naturally to the video.
11. Conventions of sound
From researching into similar audio-visual products, I found some key conventions in
the sound of the products. These include: a cool and upbeat theme tune, no other
sound apart from the theme tune. In some examples, the theme tune has lyrics
which relate to the programme.
In my product, I decided to follow the convention of having no other sound apart
from the theme tune. The theme tune I chose was quite upbeat and childlike. The
theme tune connotes ideas of happiness and fun
I chose not to have a theme tune with lyrics. I felt this would not appeal to my
particular target audience. Also, I would have had to make the song myself as to
prevent copyright laws from any lyrics or sounds used. This would have been very
challenging and I felt I would have had to sacrifice the quality of my product. This
is not a very popular convention and there are still many existing similar products
that use theme tunes with no words.
12. Conventions of editing
From researching into similar audio-visual products, I found some key conventions in
the editing of the products. These include: a variety of cuts and wipes, fade to
black/white at the end, fast paced editing.
At the end of my video, instead of fading to black or white – I
decided to fade to the logo of my programme. I thought this
would be more interesting for the audience and would finish my
video in a better way, this is why I broke the convention.
These are examples of the variety of wipes and cuts I used in my video. I followed
the convention of using a variety of editing techniques. The reason for this is
because the different techniques make the video more fun and interactive for
children. It stops the video being boring and splits up the different settings.
13. Conventions of mise-en scene
From researching into similar audio-visual products, I found some key conventions in
the sound of the products. These include: each character having an individual style
reflecting their personality and their mise-en scene reflecting this.
During my filming, this was the most important convention that I wanted to follow.
Each character has their own section of the video which represents and introduces
them as a person. This is also reflected by the characters chosen colour.
This is an example of the colour reflecting
the character. The popular girl has pink
and the cool boy has blue (stereotypical).
This screen shot shows how the conventions of mise-en
scene were used in my video. In this example, the
sporty character is on a school field (a setting which
relates to the character), they are wearing sports kit (a
costume the relates to the character) and they are
doing a sporting activity (an action that relates to the
character). I have done this with all of the characters in
the opening – showing that this convention is very
important and I have followed it carefully.
14. Shared conventions of my product
My final audio-visual product shares many conventions with the similar product
“The Sleepover club”.
The conventions that the two products share are listed below. Some of the main
conventions are explained in more detail on the next slide.
• The characters are introduced as a group and as individuals
• A variety of shot types are used
• A variety of editing transitions are used between scenes
• Both products have a catchy upbeat theme tune
• Each character has their own colour
• The mise-en scene for each character is distinct and represents their personality
• Both videos show the logo of the programme at the end
• The settings of both products relate to the programme
• A mixture of male and female characters are used
• The length of the videos are between 1min-1min 30 sec
• Both videos make good use of mise-en scene to introduce the characters
• Bright, vibrant colour schemes are used
15. Conventions in my final product
My product can be compared to the example product easily. This is because is
have used similar conventions in order to make my product fit in with other
products. Both videos introduce the main characters as a group and as
individuals. This is done by using a variety of close ups, longshots and mid-
shots.
The mise-en scene for both videos is very similar, for example the colours for
each character. I also chose to develop this convention by showing each
character performing an action reflecting their personality. An example of
this would be the sporty character, AJ, playing with a football. One difference
is the lyrics in the theme tune in the example product. This is one convention
I chose to break as it did not fit in with my product.
Both opening sequences make use of
interesting and fun transitions
between shots. This appeals to the
target audience and interests them.
16. In what ways does your media product
use, develop and challenge forms and
conventions of real media products?
When producing my ancillary and main tasks, I have tried to follow as many
conventions as possible. The reason for this is to make my products fit in with
similar products. I have broken some conventions in making my products. For
example, in my video I chose to use a theme tune without lyrics. The reason for this
was because I felt it did not fit in with my product. In my ancillary task of the
magazine, I also chose to break the convention of having coverlines on the left hand
side. This was because my image was more central and it did not look good.
I have also developed some conventions in making my products. In the mise-en
scene of similar products, it is common for each character to have their costume,
setting and colour scheme reflecting their personality. I developed this convention
by also having each character performing an action which relates to their
personality. This allowed the audience to get to know the characters better, and
therefore feel more involved in the programme.
Overall, I think my media products use, develop and challenge forms and
conventions of real media products very well. I have used the conventions of similar
products to produce three high quality products that fit in with the needs of the
target audience