Evaluation Question 2
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The document summarizes how different social groups are represented in an opening film sequence through various demographics such as age, gender, location, socioeconomic status, race, and ethnicity. It shows a late teen and 55-year old man who are both white British males of different socioeconomic classes. The location of Putney, London further represents a white middle-class area. The sequence primarily features males and narrow representations of race, ethnicity and location to potentially attract more of a predominantly male audience.
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Representation
The document discusses representations of people in media and how certain characteristics like age, gender, and race are often highlighted to create stereotypes. It notes that the media sometimes exaggerates or leaves out key details to shape audiences' perceptions in a particular way. As an example, it discusses how young black males are often negatively portrayed in news and films. While representation of black people in media has improved with diverse actors, stereotypical portrayals still exist that seem aimed at inflaming cultural fears and hatred. The document also provides an example character, Eldon Livermore, who as a 30-year-old black male alcoholic teacher is conformed to stereotypical media views of black men, though some closure is attempted at the end.
AS Lesson 5 - age
This document discusses how different age groups are represented in media. It notes that after gender and ethnicity, age is the most common way people are stereotyped. It then examines stereotypes of teenagers as yobbish or involved in gangs/crime, and of older people as poor, fussy, or senile. The document suggests these representations are socially constructed to justify social control. It analyzes how moral panics over youth groups can influence legislation and media texts that perpetuate stereotypes like EastEnders character Martin Fowler.
Representation & Youth - What does it mean?
Representation of youth in media can influence how audiences perceive and interpret information. Younger audiences may struggle to engage or relate to media portrayals that focus on adults or negatively stereotype teenagers. Some films attempt to show teenagers as more mature characters dealing with realistic issues, while others focus on teenage characters and their experiences to better connect with younger viewers.
AS Lesson 9 - old age
The document discusses negative stereotypes of older people that are common in media representations. It notes that older people are often portrayed as poor, forgetful, antisocial, incapable of work, in ill health, and difficult. One study from 1993 found that older people were often shown as being forgetful and difficult in TV sitcoms. Another study from 2004 showed that just 1.5% of US TV characters were elderly, usually in minor or comic relief roles that played on ineffective mental, physical, and sexual capacities. However, some research has also found more positive portrayals emerging of older women in advertising as the population ages and older people represent a growing market segment.
Media essay
The document discusses the concept of the "male gaze" proposed by feminist theorist Laura Mulvey. The male gaze refers to how media and films typically portray women from the perspective of heterosexual men for the purpose of male pleasure. Women are often objectified and depicted in ways that emphasize their physical attractiveness rather than their humanity. An example is given of Megan Fox's character in the film Transformers, who is portrayed primarily as a sexual object through camera angles focused on her body. The document argues that mainstream media frequently utilizes the male gaze, reflecting an imbalance of power that prioritizes the male perspective and can negatively impact how women see themselves.
hutcheon how
This document discusses different aspects of how audiences engage with and experience adaptations across various media forms. It examines how adaptations keep audiences interested through formulas, familiarity and repetition. It also explores how audiences differ for different media like music, films and video games, and how they respond differently depending on their level of engagement and awareness of adaptations.
Stereotypes in media
The document discusses how stereotypes are often presented in media based on gender, age, ethnicity, disability, sexuality, regional identity, and social class. It provides examples of common stereotypes, such as women being less successful and needing to be saved, Asian people being portrayed as smart, and disabled people being weak. While stereotypes are becoming less common, the document argues they are still present in many television and film portrayals of characters.
Lesson 5 - Representation of Age
The document discusses age stereotypes in media representations of youths and old people. It finds that:
- Youths are often negatively portrayed as criminals, drug abusers, lazy, and reckless in the media. This can lead to moral panics around youth behavior.
- Old people are commonly stereotyped as frail, lonely, childlike, unproductive burdens on their families. They are seen as grumpy, fussy, and engaging in stereotypical pastimes.
- Both youth and old age stereotypes are overly broad generalizations that do not reflect the diversity of these groups. The frequent portrayal of stereotypes in media can influence public perceptions and government policies around age.
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Representation
The document discusses representations of people in media and how certain characteristics like age, gender, and race are often highlighted to create stereotypes. It notes that the media sometimes exaggerates or leaves out key details to shape audiences' perceptions in a particular way. As an example, it discusses how young black males are often negatively portrayed in news and films. While representation of black people in media has improved with diverse actors, stereotypical portrayals still exist that seem aimed at inflaming cultural fears and hatred. The document also provides an example character, Eldon Livermore, who as a 30-year-old black male alcoholic teacher is conformed to stereotypical media views of black men, though some closure is attempted at the end.
AS Lesson 5 - age
This document discusses how different age groups are represented in media. It notes that after gender and ethnicity, age is the most common way people are stereotyped. It then examines stereotypes of teenagers as yobbish or involved in gangs/crime, and of older people as poor, fussy, or senile. The document suggests these representations are socially constructed to justify social control. It analyzes how moral panics over youth groups can influence legislation and media texts that perpetuate stereotypes like EastEnders character Martin Fowler.
Representation & Youth - What does it mean?
Representation of youth in media can influence how audiences perceive and interpret information. Younger audiences may struggle to engage or relate to media portrayals that focus on adults or negatively stereotype teenagers. Some films attempt to show teenagers as more mature characters dealing with realistic issues, while others focus on teenage characters and their experiences to better connect with younger viewers.
AS Lesson 9 - old age
The document discusses negative stereotypes of older people that are common in media representations. It notes that older people are often portrayed as poor, forgetful, antisocial, incapable of work, in ill health, and difficult. One study from 1993 found that older people were often shown as being forgetful and difficult in TV sitcoms. Another study from 2004 showed that just 1.5% of US TV characters were elderly, usually in minor or comic relief roles that played on ineffective mental, physical, and sexual capacities. However, some research has also found more positive portrayals emerging of older women in advertising as the population ages and older people represent a growing market segment.
Media essay
The document discusses the concept of the "male gaze" proposed by feminist theorist Laura Mulvey. The male gaze refers to how media and films typically portray women from the perspective of heterosexual men for the purpose of male pleasure. Women are often objectified and depicted in ways that emphasize their physical attractiveness rather than their humanity. An example is given of Megan Fox's character in the film Transformers, who is portrayed primarily as a sexual object through camera angles focused on her body. The document argues that mainstream media frequently utilizes the male gaze, reflecting an imbalance of power that prioritizes the male perspective and can negatively impact how women see themselves.
hutcheon how
This document discusses different aspects of how audiences engage with and experience adaptations across various media forms. It examines how adaptations keep audiences interested through formulas, familiarity and repetition. It also explores how audiences differ for different media like music, films and video games, and how they respond differently depending on their level of engagement and awareness of adaptations.
Stereotypes in media
The document discusses how stereotypes are often presented in media based on gender, age, ethnicity, disability, sexuality, regional identity, and social class. It provides examples of common stereotypes, such as women being less successful and needing to be saved, Asian people being portrayed as smart, and disabled people being weak. While stereotypes are becoming less common, the document argues they are still present in many television and film portrayals of characters.
Lesson 5 - Representation of Age
The document discusses age stereotypes in media representations of youths and old people. It finds that:
- Youths are often negatively portrayed as criminals, drug abusers, lazy, and reckless in the media. This can lead to moral panics around youth behavior.
- Old people are commonly stereotyped as frail, lonely, childlike, unproductive burdens on their families. They are seen as grumpy, fussy, and engaging in stereotypical pastimes.
- Both youth and old age stereotypes are overly broad generalizations that do not reflect the diversity of these groups. The frequent portrayal of stereotypes in media can influence public perceptions and government policies around age.
Representation of age
This document discusses ageism and society's obsession with youth. It notes that age is used to easily categorize and stereotype others, with both young and old facing negative stereotypes. While racism and sexism are now widely seen as unfair, ageism remains acceptable. People go to great lengths to disguise their age through clothing, cosmetics, and even surgery. A youth-obsessed media promotes this bias by focusing on young, attractive models. The document argues that valuing youth over wisdom and experience can be harmful, and that we should celebrate people of all ages equally.
Film studies
This document outlines a research project on the impact of social realism in constructing counter-stereotypical representations of teenagers in film. The researcher will analyze conventions of social realism and how they are used in films like 2.37, Kids, and Fish Tank to portray teenagers in a more realistic, and sometimes extreme, manner compared to stereotypical representations. Key scenes from these films that show dark or horrific aspects of teenage life will be examined. Primary research on audience responses to counter-stereotypical versus stereotypical teen representations is also planned, though the method is still uncertain. Issues identified include the project scope being too broad and uncertainty around relevant primary research approaches.
Feminism
The document discusses representations of women in media. It notes that while feminism has brought significant changes to women's roles over 40+ years, media representations remain largely the same. Women are predominantly portrayed based on narrow standards of beauty, size, and sexuality and tend to be emotional and focused on relationships rather than independence. They often take passive, helper roles in dramas and are victims more than active characters. Men are represented 3 times more in TV dramas and tend to be the focus of news stories. Stereotypical portrayals that conform to societal expectations are more common, and non-conforming characters are seen as deviant and face consequences.
AS Lesson 4 - Ethnicity
The document defines key terms related to ethnicity and representation of ethnic groups in media, including:
- Ethnicity refers to a social group with shared cultural traditions.
- A dominant group has a larger population than a subordinate group.
- Hegemony describes the socially accepted beliefs of the ruling class.
It then provides examples of common stereotypes in media portrayals of different ethnicities such as Hispanics, Asians, blacks, and Muslims. The document argues these stereotypes can negatively impact perceptions but representations are improving for some groups.
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This document discusses common codes and conventions seen in teen films. It notes that cliques are frequently used as codes, with examples like cheerleaders, nerds, and goths. It also states that characters in teen films are often stereotyped into roles like the cheerleader, geek, rebel, or new student. Additionally, teen films are commonly set in high schools to showcase the social dynamics and groups teenagers deal with.
Representations
Gender, age, race, and class are often narrowly represented in TV dramas. Women are frequently shown based on their beauty, size, sexuality, emotions, and relationships rather than independence. Men are commonly portrayed as strong, powerful, sexually attractive, and independent. Elderly characters are usually depicted as senile or rebellious teens. Racial stereotypes perpetuate social myths. Class is also simplistically represented through socioeconomic extremes.
Representations of age
The document discusses representations of age in various media genres and how they are constructed. It addresses stereotypical portrayals of teenagers, old people, and middle-aged individuals in genres like soaps, ads, films, sitcoms, and news. The constructionist approach views representations as reflecting both reality and the values of their creators, and audiences interpret them based on their own perspectives. Ideologies around age, class, and gender can influence media portrayals and affect audience perceptions in either positive or negative ways. Stereotypes are reinforced through dominant representations but may also be challenged by alternative portrayals.
Conclusion of my Audience Research
The document summarizes the results of a target audience research study about social realist films. It found that younger people and males tend to watch social realist films more than other demographics. The majority of respondents believed that social realist directors do a good job of reflecting real life working class British families. Most respondents also said they were able to relate to the genre. There was 100% agreement that social realist films effectively showcase the segregation between social classes and the difficulties faced by working class families.
Youth culture
The document discusses three films - Bullet Boy, Attack the Block, and Quadrophenia - and how they represent youth culture and stereotypes. Bullet Boy portrays teenagers as criminals and does not provide redemption. Attack the Block offers more likable teenage characters. Quadrophenia challenges stereotypes of the time and provides new perspectives. These films can impact perceptions of youth through either reinforcing or challenging stereotypes.
Media work
This document summarizes how two main characters in a media product represent social groups. The two characters are both white, British, heterosexual males of the same age from the same social class. While their physical violence is greater than typical for their age group due to the action genre, their portrayal also challenges stereotypes as their rural surroundings do not match stereotypes of their urban clothing attire. The characters also represent two types of males - a very dominant male who overrides a less dominant male, demonstrating stereotypical social hierarchies between genders and personalities.
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This document provides feedback and guidance for students on improving their collective identity essay answers. It outlines the key points that should be covered in the essay, including:
1) Discussing one historical text and two contemporary texts that represent youth identities in media.
2) Explaining how early 1950s films depicted juvenile delinquency in a negative way that reinforced social norms.
3) Analyzing studies that found most modern media portrayals of teenagers are negative and focus on crime.
4) The conclusion should summarize the argument that media influences perceptions of youth identities but individual experiences also shape responses to media representations.
Film studies
This document outlines a research project on the social realism genre and its impact on representations of teenagers in film. The research question asks to what extent the conventions of social realism allow for true representations of teenagers. The investigation will define social realism, examine its conventions, analyze films through a textual approach, consider stereotypical vs. counter-stereotypical representations, and explore audience responses and director intentions. The focus film is 2.37, which depicts dark themes of suicide and abuse in a documentary style. Supporting films include Kids and Fish Tank, which also portray teenagers in explicit, horrific ways not usually associated with them. Initial research has begun on social realism themes, stereotypes in "chick flicks,"
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This document provides guidance on how to structure an essay answering an exam question about critical media perspectives. It recommends referring to at least two types of media, making a clear and relevant argument supported by theory and examples. Specific films and newspapers are mentioned as examples to analyze how media representations of youth often reflect the anxieties of middle-class adults and reinforce the dominant ideology. The suggested essay structure includes an introduction, historical analysis, analysis of different media forms, and a conclusion that summarizes the argument.
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The document discusses the representation of gender in media. It explains that gender is a social construct that influences how people are expected to behave and think based on whether they are male or female. Traditional media stereotypes present narrow definitions of masculinity and femininity, with imbalances of power. However, feminism challenged these patriarchal representations, leading to more diverse portrayals of gender over time. Modern media both reflects and influences ongoing debates around gender roles and identities.
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This document is an essay analyzing the portrayal of women in mass media such as films, television, music videos, and advertising. It discusses how women have traditionally been portrayed in narrow gender roles and stereotypes, such as being thin, fragile, and focused on beauty and relationships. However, it notes that some recent portrayals in films like Frozen and music videos like "All About That Bass" show a move toward more empowering and diverse portrayals. The essay also examines how exposure to stereotypical portrayals can influence societal expectations of women. Overall, it argues that while some progress has been made, further work is still needed to eliminate harmful stereotypes and achieve accurate, non-stereotypical representation of women across all
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Representation essay
This is a SHORT essay i wrote for my A2 media studies - I am uploading it for the purpose of putting it on my coursework blog.
Representation of age
This document discusses stereotypes associated with different age groups:
- Children are stereotyped as naughty, loud, and hyper, conforming to stereotypes of innocence and dependence.
- Teenagers are stereotyped as drinking, being irresponsible, and engaging in crime/drugs, challenging stereotypes of education and fashion.
- Working age adults are stereotyped as rule makers and serious professionals, conforming to stereotypes of responsibility and independence.
- Elderly people are stereotyped as past their prime and burdensome, challenging stereotypes of hobbies like knitting and cooking.
The document notes that youth are often negatively portrayed in media and the
Theoretical Approaches to Media Representations of Youth
The document discusses several theoretical approaches to media representations of youth:
- Gramsci's concept of hegemony and how media representations can reinforce social order.
- Acland's idea of the "ideology of protection" and how media portrayals of anti-social youth maintain dominance.
- Gerbner's cultivation theory about how repetitive TV influences viewers' perspectives over time.
How does your media product represent particular social groups?
The document discusses typical representations of social groups in media, specifically focusing on representations in thrillers. It addresses representations of teenage males, who are often portrayed negatively but sometimes as heroic figures. It also discusses representations of the middle class, who are usually shown as traditional nuclear families but sometimes undergo psychological changes. Additionally, it discusses representations of white individuals, who are traditionally well-spoken and powerful but sometimes portrayed as vulnerable victims. The document concludes by noting how the media product portrayed the white teenage male and female characters, sticking to some stereotypes but challenging others.
AS Media Studies - Section A - answering the question
The document provides information on analyzing representations in media texts, including:
- Representations of gender, age, ethnicity, sexuality, class, ability can be stereotypical.
- It identifies common stereotypes of different groups, such as the helpless elderly, criminal youth.
- Textual analysis examines camerawork, editing, sound, and mise-en-scène to understand how representations are constructed.
- Questions may ask to analyze one or more of these technical elements in a provided media extract.
Evaluation 2- Simon Hall
The document summarizes the social groups represented in a media production. It represents the middle class through its main characters, one of whom wears designer brands but also takes drugs, representing a desire to break rules. The production portrays teenagers, middle class individuals, moviegoers, English speakers, and those in higher education or of middle-class socioeconomic status. It aims to appeal to teenage males through crude humor and relatable situations commonly experienced by that group.
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Representation of age
This document discusses ageism and society's obsession with youth. It notes that age is used to easily categorize and stereotype others, with both young and old facing negative stereotypes. While racism and sexism are now widely seen as unfair, ageism remains acceptable. People go to great lengths to disguise their age through clothing, cosmetics, and even surgery. A youth-obsessed media promotes this bias by focusing on young, attractive models. The document argues that valuing youth over wisdom and experience can be harmful, and that we should celebrate people of all ages equally.
Film studies
This document outlines a research project on the impact of social realism in constructing counter-stereotypical representations of teenagers in film. The researcher will analyze conventions of social realism and how they are used in films like 2.37, Kids, and Fish Tank to portray teenagers in a more realistic, and sometimes extreme, manner compared to stereotypical representations. Key scenes from these films that show dark or horrific aspects of teenage life will be examined. Primary research on audience responses to counter-stereotypical versus stereotypical teen representations is also planned, though the method is still uncertain. Issues identified include the project scope being too broad and uncertainty around relevant primary research approaches.
Feminism
The document discusses representations of women in media. It notes that while feminism has brought significant changes to women's roles over 40+ years, media representations remain largely the same. Women are predominantly portrayed based on narrow standards of beauty, size, and sexuality and tend to be emotional and focused on relationships rather than independence. They often take passive, helper roles in dramas and are victims more than active characters. Men are represented 3 times more in TV dramas and tend to be the focus of news stories. Stereotypical portrayals that conform to societal expectations are more common, and non-conforming characters are seen as deviant and face consequences.
AS Lesson 4 - Ethnicity
The document defines key terms related to ethnicity and representation of ethnic groups in media, including:
- Ethnicity refers to a social group with shared cultural traditions.
- A dominant group has a larger population than a subordinate group.
- Hegemony describes the socially accepted beliefs of the ruling class.
It then provides examples of common stereotypes in media portrayals of different ethnicities such as Hispanics, Asians, blacks, and Muslims. The document argues these stereotypes can negatively impact perceptions but representations are improving for some groups.
Teen comedies presentation (oct19).pptx
This document discusses common codes and conventions seen in teen films. It notes that cliques are frequently used as codes, with examples like cheerleaders, nerds, and goths. It also states that characters in teen films are often stereotyped into roles like the cheerleader, geek, rebel, or new student. Additionally, teen films are commonly set in high schools to showcase the social dynamics and groups teenagers deal with.
Representations
Gender, age, race, and class are often narrowly represented in TV dramas. Women are frequently shown based on their beauty, size, sexuality, emotions, and relationships rather than independence. Men are commonly portrayed as strong, powerful, sexually attractive, and independent. Elderly characters are usually depicted as senile or rebellious teens. Racial stereotypes perpetuate social myths. Class is also simplistically represented through socioeconomic extremes.
Representations of age
The document discusses representations of age in various media genres and how they are constructed. It addresses stereotypical portrayals of teenagers, old people, and middle-aged individuals in genres like soaps, ads, films, sitcoms, and news. The constructionist approach views representations as reflecting both reality and the values of their creators, and audiences interpret them based on their own perspectives. Ideologies around age, class, and gender can influence media portrayals and affect audience perceptions in either positive or negative ways. Stereotypes are reinforced through dominant representations but may also be challenged by alternative portrayals.
Conclusion of my Audience Research
The document summarizes the results of a target audience research study about social realist films. It found that younger people and males tend to watch social realist films more than other demographics. The majority of respondents believed that social realist directors do a good job of reflecting real life working class British families. Most respondents also said they were able to relate to the genre. There was 100% agreement that social realist films effectively showcase the segregation between social classes and the difficulties faced by working class families.
Youth culture
The document discusses three films - Bullet Boy, Attack the Block, and Quadrophenia - and how they represent youth culture and stereotypes. Bullet Boy portrays teenagers as criminals and does not provide redemption. Attack the Block offers more likable teenage characters. Quadrophenia challenges stereotypes of the time and provides new perspectives. These films can impact perceptions of youth through either reinforcing or challenging stereotypes.
Media work
This document summarizes how two main characters in a media product represent social groups. The two characters are both white, British, heterosexual males of the same age from the same social class. While their physical violence is greater than typical for their age group due to the action genre, their portrayal also challenges stereotypes as their rural surroundings do not match stereotypes of their urban clothing attire. The characters also represent two types of males - a very dominant male who overrides a less dominant male, demonstrating stereotypical social hierarchies between genders and personalities.
Collective identity essay improvements
This document provides feedback and guidance for students on improving their collective identity essay answers. It outlines the key points that should be covered in the essay, including:
1) Discussing one historical text and two contemporary texts that represent youth identities in media.
2) Explaining how early 1950s films depicted juvenile delinquency in a negative way that reinforced social norms.
3) Analyzing studies that found most modern media portrayals of teenagers are negative and focus on crime.
4) The conclusion should summarize the argument that media influences perceptions of youth identities but individual experiences also shape responses to media representations.
Film studies
This document outlines a research project on the social realism genre and its impact on representations of teenagers in film. The research question asks to what extent the conventions of social realism allow for true representations of teenagers. The investigation will define social realism, examine its conventions, analyze films through a textual approach, consider stereotypical vs. counter-stereotypical representations, and explore audience responses and director intentions. The focus film is 2.37, which depicts dark themes of suicide and abuse in a documentary style. Supporting films include Kids and Fish Tank, which also portray teenagers in explicit, horrific ways not usually associated with them. Initial research has begun on social realism themes, stereotypes in "chick flicks,"
Collective identity youth - exam structure
This document provides guidance on how to structure an essay answering an exam question about critical media perspectives. It recommends referring to at least two types of media, making a clear and relevant argument supported by theory and examples. Specific films and newspapers are mentioned as examples to analyze how media representations of youth often reflect the anxieties of middle-class adults and reinforce the dominant ideology. The suggested essay structure includes an introduction, historical analysis, analysis of different media forms, and a conclusion that summarizes the argument.
Rep of gen ppt
The document discusses the representation of gender in media. It explains that gender is a social construct that influences how people are expected to behave and think based on whether they are male or female. Traditional media stereotypes present narrow definitions of masculinity and femininity, with imbalances of power. However, feminism challenged these patriarchal representations, leading to more diverse portrayals of gender over time. Modern media both reflects and influences ongoing debates around gender roles and identities.
The Portrayal of Women in Media
This document is an essay analyzing the portrayal of women in mass media such as films, television, music videos, and advertising. It discusses how women have traditionally been portrayed in narrow gender roles and stereotypes, such as being thin, fragile, and focused on beauty and relationships. However, it notes that some recent portrayals in films like Frozen and music videos like "All About That Bass" show a move toward more empowering and diverse portrayals. The essay also examines how exposure to stereotypical portrayals can influence societal expectations of women. Overall, it argues that while some progress has been made, further work is still needed to eliminate harmful stereotypes and achieve accurate, non-stereotypical representation of women across all
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This document discusses representations of disabilities in media and explores common stereotypes. It provides examples of stereotypes like pitiable/pathetic, victim, sinister/evil, atmosphere/curio, super-crip/triumph over tragedy, laughable, vengeful, burden/outcast, non-sexual. Students are asked to identify examples that fit these stereotypes from their own media consumption and analyze a film clip representing disability.
Representation essay
This is a SHORT essay i wrote for my A2 media studies - I am uploading it for the purpose of putting it on my coursework blog.
Representation of age
This document discusses stereotypes associated with different age groups:
- Children are stereotyped as naughty, loud, and hyper, conforming to stereotypes of innocence and dependence.
- Teenagers are stereotyped as drinking, being irresponsible, and engaging in crime/drugs, challenging stereotypes of education and fashion.
- Working age adults are stereotyped as rule makers and serious professionals, conforming to stereotypes of responsibility and independence.
- Elderly people are stereotyped as past their prime and burdensome, challenging stereotypes of hobbies like knitting and cooking.
The document notes that youth are often negatively portrayed in media and the
Theoretical Approaches to Media Representations of Youth
The document discusses several theoretical approaches to media representations of youth:
- Gramsci's concept of hegemony and how media representations can reinforce social order.
- Acland's idea of the "ideology of protection" and how media portrayals of anti-social youth maintain dominance.
- Gerbner's cultivation theory about how repetitive TV influences viewers' perspectives over time.
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Theoretical Approaches to Media Representations of Youth
Theoretical Approaches to Media Representations of Youth
Similar to Evaluation Question 2
How does your media product represent particular social groups?
The document discusses typical representations of social groups in media, specifically focusing on representations in thrillers. It addresses representations of teenage males, who are often portrayed negatively but sometimes as heroic figures. It also discusses representations of the middle class, who are usually shown as traditional nuclear families but sometimes undergo psychological changes. Additionally, it discusses representations of white individuals, who are traditionally well-spoken and powerful but sometimes portrayed as vulnerable victims. The document concludes by noting how the media product portrayed the white teenage male and female characters, sticking to some stereotypes but challenging others.
AS Media Studies - Section A - answering the question
The document provides information on analyzing representations in media texts, including:
- Representations of gender, age, ethnicity, sexuality, class, ability can be stereotypical.
- It identifies common stereotypes of different groups, such as the helpless elderly, criminal youth.
- Textual analysis examines camerawork, editing, sound, and mise-en-scène to understand how representations are constructed.
- Questions may ask to analyze one or more of these technical elements in a provided media extract.
Evaluation 2- Simon Hall
The document summarizes the social groups represented in a media production. It represents the middle class through its main characters, one of whom wears designer brands but also takes drugs, representing a desire to break rules. The production portrays teenagers, middle class individuals, moviegoers, English speakers, and those in higher education or of middle-class socioeconomic status. It aims to appeal to teenage males through crude humor and relatable situations commonly experienced by that group.
Representation 1
Media representations are constructions rather than mirrors of reality. They are intentionally composed by producers and represent someone's concept of existence through signs and symbols. When studying media, it is important to analyze who produced the representation, what is being represented, and how and why it is represented in that particular way. Representations of gender, race, age and other identity factors are often based on stereotypes that can reinforce societal prejudices if accepted uncritically.
Question 2
The document discusses how different social groups are represented in media products. It analyzes how the film represents social groups like age, gender, social class, mental state, and parental figures. For age, it portrays the father as older and naive while the daughter is energetic. Gender roles are also challenged as the daughter controls the father. Social class is shown through the father's rough appearance and homeless status versus the daughter's bright clothes. Mental state and parental figures are portrayed somewhat negatively compared to typical stereotypes in order to subvert expectations. The film aims to represent social groups in varied, thought-provoking ways.
How does your media product represent particular social groups?
This document discusses how different social groups are represented in a media product. It notes that the target audience is the middle class, as shown through the mise-en-scene of a suburban house, electronic goods, and comfortable lifestyle. It also represents a white, heterosexual male gender and casts a teenage boy in a lead role to subvert typical horror film tropes of weak females being the first to die. The intended viewing age is also noted as 18-28 years old.
Short film pitch
The film pitch proposes an inspirational drama about a overweight man who attempts suicide, changes his life by losing weight, but then reveals that it never actually happened. The film would be set in modern day England, following the main character through locations like his small town home and beach. The target audience is 15-35 year olds in the UK and US who can relate to struggles with weight, particularly males in the C1, C2, and D socioeconomic classes.
Question 2
The document discusses how the filmmaker represents teenagers in their opening horror sequence. It notes that teenagers are commonly portrayed in stereotypical ways in horror films, such as wearing hoodies and jeans. The filmmaker aims to represent teenagers in a stereotypical manner through elements like costumes, lighting, location, and limited dialogue to build suspense. However, the filmmaker wants to avoid offensive stereotypes that have been criticized in other films, such as certain racial or gender stereotypes. The document provides context on the filmmaker's target audience and how they aim to appeal to them while portraying social groups in a responsible manner without crude stereotyping.
Evaluation Question 2
The document discusses how different social groups are represented in media products. It analyzes how the film opening represents five social groups: age, gender, social class, mental state, and parental figures. For each group, it provides examples from the film of how stereotypes were both challenged and developed. For instance, the two main characters represent a middle class girl and an under class man. Their costumes and living situations convey their social classes in stereotypical ways. However, some representations break stereotypes, such as the girl leading her father to his fate, challenging ideas of childhood innocence.
Binary structure
The binary structure portrays some groups as having more power than others based on stereotypes. It represents age as professionals in their 30s-40s holding power over youth and elders, gender as males dominating over sexualized females, race as the ethnic majority portrayed positively over minority groups, class as the working class over upper and lower classes, and sexuality as heterosexuals over homosexuals through stereotypical portrayals. The media represents the binary structure to appeal to mainstream audiences and uphold the views of those in power positions within the film industry.
Representation presentation
Representation is the portrayal of someone or something in a particular way. The document discusses representation of gender, ethnicity, age, race, and disability in media. It provides examples of how females, minorities, the young, the elderly, and disabled individuals are often portrayed through stereotypes. However, it notes representation of disabilities in media is improving, with more disabled actors and athletes gaining recognition as role models.
Gender In TV Drama
Women are often portrayed in media as focused on their beauty, physique, and sexuality, displaying narrow conventions of attractiveness. They are frequently shown as emotional and focused on relationships rather than independence. Men are commonly represented as strong, powerful, and sexually attractive based on their physique and masculinity. However, media representations of masculinity are becoming more constrained and unrealistic. Both men and women find it difficult to live up to the unrealistic standards portrayed in media.
Evaluation question 2
This document discusses how gender and age are represented in a media product. It represents gender through only including male characters in leading roles, reflecting the typical male focus of this genre. It notes this could negatively portray males as careless or dangerous. Females are not included in the opening sequence, which could also be viewed negatively. In terms of age, the media product subverts stereotypes by including younger characters than typically seen in this genre of action films. Camera angles are used to represent power dynamics between characters.
Representation presentation
Representation is the portrayal of someone or something in a particular way. The document discusses representation of gender, ethnicity, age, race, and disability in media. It provides examples of how each of these groups are commonly stereotyped - for instance, females are often portrayed as weaker than males, ethnic minorities are negatively stereotyped, and the disabled are sometimes shown as pitiable or laughable. However, the representation of some groups like the disabled is improving, with some shows and brands providing more positive portrayals and roles for people of diverse backgrounds.
Evaluation Criteria 2
The document discusses how a media product represents social groups and themes of representation. It focuses on two main characters, Emily and Jay, in a short film that portray both happy and violent relationship dynamics. The film aims to incorporate social realism by reflecting real-world settings, characters and dialogue to depict people's experiences. It also touches on the use of stereotypes, like depicting the male rather than female as the violent person in a relationship, as a basis for the short film's introduction to reflect common relationship dynamics in society.
Question 2 media
The document discusses how a media product represents different social groups. It represents gender through portraying the main character as a young female going for a run alone in the forest, which both challenges stereotypes of females always being with friends and follows the stereotype of wearing makeup. It also represents age through showing the young female focusing on fitness, challenging the stereotype of always being with friends. The male detective represents gender through being a stereotypical male detective role, and also represents social class through his smart suit and higher income, as well as race through being Asian. Overall, the media product represents the social groups of age and gender the most through its main characters.
Question 5 Evaluation
The document discusses how the filmmaker addressed and attracted their target media audience through their film project. They used realistic teenage characters and representations of different body types, ethnicities, classes, and statuses to make the characters more authentic. Key subjects addressed in the film include murder, single mother families, molestation, and slavery to represent important social issues and underrepresented groups. Examples of billboard, social media, and character posters are also provided to demonstrate planned advertising approaches.
EQ2
The document discusses how two social groups, a young male and teenage female, are represented in a film opening. The young male conforms to negative stereotypes by trespassing and using profanity, portraying the group as mischievous. The teenage female challenges stereotypes through her strange behavior and interest in violence, shown by a wooden plank, but also displays some stereotypes by carrying a doll and wearing white. Overall, the two social groups are represented in contrasting ways through conforming and opposing common stereotypes.
British Youth Presentation
The document discusses representations of British youth in media like television and films. It analyzes the film Kidulthood, noting how it portrays youth negatively through scenes depicting pregnancy, violence, crime and lack of respect. The document also discusses how newspapers use emotive language to portray youth in a stereotypical way as delinquents involved in gangs and crime. It suggests youth join gangs to gain status and fit in, relating this to Albert Cohen's theory of status frustration.
Evaluation question 2
This document discusses how a media product represents various social groups through its characters. It analyzes the representation of social class, age, gender, and ethnicity in the opening of the media product. For social class, the characters both reinforce and challenge stereotypes of the upper and lower classes. For age, the younger character owning the mansion challenges stereotypes. For gender, only including male characters upholds stereotypes. For ethnicity, only including white characters reinforces stereotypes about white criminals being of higher status than non-white criminals. In conclusion, the representations both use and challenge stereotypes, but could improve representation of other groups going forward.
Similar to Evaluation Question 2 (20)
How does your media product represent particular social groups?
How does your media product represent particular social groups?
AS Media Studies - Section A - answering the question
AS Media Studies - Section A - answering the question
How does your media product represent particular social groups?
How does your media product represent particular social groups?
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Monitoring and Managing Anomaly Detection on OpenShift.pdf
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)
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3. What is ArgoCD?
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4. Deployment Using ArgoCD for Edge Devices
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6. Viewing Kafka Messages in the Data Lake
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https://www.wask.co/ebooks/digital-marketing-trends-in-2024
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みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
ここ3000字までしか入らないけどタイトルの方がたくさん文字入ると思います。
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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
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What will you get from this session?
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Test Automation with generative AI and Open AI.
UiPath integration with generative AI
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This video focuses on integration of Salesforce with Bonterra Impact Management.
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Skybuffer SAM4U tool for SAP license adoption
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Webinar Recording: https://www.panagenda.com/webinars/hcl-notes-and-domino-license-cost-reduction-in-the-world-of-dlau/
The introduction of DLAU and the CCB & CCX licensing model caused quite a stir in the HCL community. As a Notes and Domino customer, you may have faced challenges with unexpected user counts and license costs. You probably have questions on how this new licensing approach works and how to benefit from it. Most importantly, you likely have budget constraints and want to save money where possible. Don’t worry, we can help with all of this!
We’ll show you how to fix common misconfigurations that cause higher-than-expected user counts, and how to identify accounts which you can deactivate to save money. There are also frequent patterns that can cause unnecessary cost, like using a person document instead of a mail-in for shared mailboxes. We’ll provide examples and solutions for those as well. And naturally we’ll explain the new licensing model.
Join HCL Ambassador Marc Thomas in this webinar with a special guest appearance from Franz Walder. It will give you the tools and know-how to stay on top of what is going on with Domino licensing. You will be able lower your cost through an optimized configuration and keep it low going forward.
These topics will be covered
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みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
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Evaluation Question 2
- 2. Introduction My opening sequence represents multiple different social groups through a number of different demographics. These demographics include things like age, gender, location, socio economic status, race, ethnicity, dialogue and props
- 3. Age The first social group that I represent are those of different age groups One of the characters is in his late teens represented by the lack of facial hair and clothes that he wears The other character is an older man of around 55 shown by his more grizzled and wrinkly features. Moreover he is bald and has greying hair in his stubble and remaining hair.
- 4. Gender In this film the only gender represented is male. This narrows the social group down to adult males this is a stereotype of action films as men are usually the leads and antagonists in this kind of movie. Considering this is made for a predominately male audience this can attract more viewers
- 5. Race and Ethnicity Another social group represented is race and ethnicity In my film this is a very narrow group as both characters represented in my opening sequence are white British male adults They are British as they where both born and raised in Britain and have English accents
- 6. Location The location my film was shot also represents a specific social group, it was filmed in a predominately white middle class area in this case Putney in south west London
- 7. Socio Economic The social group represented is middle and lower class The victim is lower class whereas the killer is middle upper class Socio economic status is the position of a group/ individual in the social hierarchy it is a combination of wealth, income, place of residence and occupation