The document discusses several conventions used in posters, radio trailers, and documentaries. It examines whether the conventions were followed or rejected for the production. For posters, it considers the rule of thirds and use of a central image. For radio trailers, it discusses length, use of voiceover, inclusion of broadcasting details and information. For documentaries, it analyzes title cards, use of sound, inclusion of binary oppositions and credits. The document aims to justify design choices in relation to typical conventions for each format.
Media and Information Literacy (MIL) - 11. People MediaArniel Ping
11. Media and Information Literacy (MIL) - People Media
Learning Competencies
Students will be able to…
cite studies showing proofs of positive and negative effects of media, information on individual and society (MIL11/12PM-IVa-1);
describe the different dimensions of people media (MIL11/12PM-IVa-1); and
categorize different examples of people and state reasons for such categorization (MIL11/12PM-IVa-2).
Content
A. People as Media and People in Media
1. Definition
2. Characteristics
3. Format and Types
4. Advantages and Limitations
5. Value
6. Others
Media and Information Literacy (MIL) - 11. People MediaArniel Ping
11. Media and Information Literacy (MIL) - People Media
Learning Competencies
Students will be able to…
cite studies showing proofs of positive and negative effects of media, information on individual and society (MIL11/12PM-IVa-1);
describe the different dimensions of people media (MIL11/12PM-IVa-1); and
categorize different examples of people and state reasons for such categorization (MIL11/12PM-IVa-2).
Content
A. People as Media and People in Media
1. Definition
2. Characteristics
3. Format and Types
4. Advantages and Limitations
5. Value
6. Others
Media and Information Literacy (MIL) - 5. Media and Information SourcesArniel Ping
I- Media and Information Sources
A. Sources of Information
Indigenous Knowledge
1.Library
2. Internet
3. Mass Media
B. Pros and Cons of the Different Types of Media as Sources of Information
C. Evaluating Information Sources
Learning Competencies
1. compare potential sources of media and information (MIL11/12MIS-IIIe-13)
2. assess information quality by studying the pros and cons of different types of media as sources of information (SSHS)
3. interview an elder from the community regarding indigenous media and information resource (MIL11/12MIS-IIIe-14)
Media and Information Literacy (MIL) 7. Legal, Ethical, and Societal Issues i...Arniel Ping
Erratum.Page 23 0f 29. Formative Assessment Question no. 1 is ''Why is plagiarism?''. The correct question is ''What is plagiarism?''. Thank you very much.
Legal, Ethical, and Societal Issues in Media and Information (Part 3)
Topic: Plagiarism:
Learning Competencies
a. define plagiarism;
b.identify and explain the different types of plagiarism;
c. value the importance of understanding the different types of plagiarism; and
d. practice academic honesty and integrity by not committing plagiarism.
Media and Information Literacy (MIL) - Intellectual Property, Fair Use, and C...Arniel Ping
Media and Information Literacy (MIL) Legal, Ethical, and Societal Issues in Media and Information (Part 1)
Topics:
1. Intellectual Property in International
and Local Context
2. Fair Use and Creative Commons
LEARNING COMPETENCIES:
1. explain intellectual property and its different types (SSHS);
2. explain copyright, fair use, etc.vis-a-vis human rights (MIL11/12LESI-IIIg20);
3. discuss current issues related to copyright vis-à-vis gov’t./provide sectors actions (MIL11/12LESI-IIIg21);
4. put into practice their understanding of the intellectual property, copy right, and fair use guidelines (MIL11/12LESI-IIIg17); and
5. explain actions to promote ethical use of media and information (MIL11/12LESI-IIIg22);
Isa itong presentasyon paukol sa kung papaano gumawa ng Photo Essay. Ito ay nakabase sa wikang Filipino sapagkat ito'y gamit-panturo sa mga magaaral lalong lalo na sa mga Grade 11 ng K-12 Curriculum.
Media and Information Literacy (MIL) - 5. Media and Information SourcesArniel Ping
I- Media and Information Sources
A. Sources of Information
Indigenous Knowledge
1.Library
2. Internet
3. Mass Media
B. Pros and Cons of the Different Types of Media as Sources of Information
C. Evaluating Information Sources
Learning Competencies
1. compare potential sources of media and information (MIL11/12MIS-IIIe-13)
2. assess information quality by studying the pros and cons of different types of media as sources of information (SSHS)
3. interview an elder from the community regarding indigenous media and information resource (MIL11/12MIS-IIIe-14)
Media and Information Literacy (MIL) 7. Legal, Ethical, and Societal Issues i...Arniel Ping
Erratum.Page 23 0f 29. Formative Assessment Question no. 1 is ''Why is plagiarism?''. The correct question is ''What is plagiarism?''. Thank you very much.
Legal, Ethical, and Societal Issues in Media and Information (Part 3)
Topic: Plagiarism:
Learning Competencies
a. define plagiarism;
b.identify and explain the different types of plagiarism;
c. value the importance of understanding the different types of plagiarism; and
d. practice academic honesty and integrity by not committing plagiarism.
Media and Information Literacy (MIL) - Intellectual Property, Fair Use, and C...Arniel Ping
Media and Information Literacy (MIL) Legal, Ethical, and Societal Issues in Media and Information (Part 1)
Topics:
1. Intellectual Property in International
and Local Context
2. Fair Use and Creative Commons
LEARNING COMPETENCIES:
1. explain intellectual property and its different types (SSHS);
2. explain copyright, fair use, etc.vis-a-vis human rights (MIL11/12LESI-IIIg20);
3. discuss current issues related to copyright vis-à-vis gov’t./provide sectors actions (MIL11/12LESI-IIIg21);
4. put into practice their understanding of the intellectual property, copy right, and fair use guidelines (MIL11/12LESI-IIIg17); and
5. explain actions to promote ethical use of media and information (MIL11/12LESI-IIIg22);
Isa itong presentasyon paukol sa kung papaano gumawa ng Photo Essay. Ito ay nakabase sa wikang Filipino sapagkat ito'y gamit-panturo sa mga magaaral lalong lalo na sa mga Grade 11 ng K-12 Curriculum.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
2. POSTER:
To create a successful poster we
needed to take into consideration
during the planning and research
stage of our production
development the form
conventions needed to create a
poster. These would need to be
used to fulfil our audience needs
and create a professional looking
campaign enticing our audience
to watch our documentary.
3. Rule of Thirds
We have decided to reject this convention for
several reasons;
• With our preferred layout the rule of thirds
didn’t apply as we included a central ne
stand alone central image.
• Our central theme successfully promoted
the information featured on the poster
therefore we decided the rule of thirds to be
irrelevant in this task regarding our
situation.
• The large text central to the poster would
not have worked if we had included it
anywhere else on the poster if we had
followed the rule of thirds convention.
Rule of thirds is
used here
locating the
power points
where the lines
meet.
4. One Image
• We confirmed this convention by using a medium shot of Nicola Cooper
central to the poster to grab the audiences attention straight away.
• We also used a background image with low resolution of a montage of
shot s from Instagram sites featuring Fitspo style images ensuring the
foreground stood out enough. The drop shadow created onto the one
main image rewarded its visibility, ensuring its attraction to the younger
demographic.
5. Billings Block
• In our opinion, a billings block is used on film posters rather than
documentary posters, which is why we decided not to include this in our
production.
• Instead we used the top band of our poster to feature critics reviews as we
saw this as more important, as our film doesn’t focus on any actors in
particular.
• In addition, not only this but also our production is meant to allow any of the
audience members to relate the situation with themselves and gain personal
identity from their situations and the pressure that is created by social
media, not just with the actors.
• We wanted to draw attention to the topic and the importance of raising
awareness about the pressures created for young people today from social
media to look a certain way and how there can be negative consequences
created by taking fitness to the extreme, instead of enticing the audience
into the documentary because of actors that they have heard of or have seen
in other productions.
7. Length of Radio
The convention for a documentary radio trailer is 30 seconds, we broke this
convention.
• We broke this convention by 10 seconds, as the information we needed to
include as well as the narrative which we wanted to apply could not be
compressed into fitting into this time scale.
• Although its is 40 seconds, our trailer is still snappy and punctual due to us
speeding up the soundtrack as well as overlapping the narrative keeping
the trailer up beat to attract our fox thinker audience who are young and
active and used to quick cutting things with lots going on at the same time.
8. Voiceover
• We have confirmed the convention of using a voiceover within our
radio trailer.
• The young female voice used as our voiceover allows our female 17-25
target audience to gain personal identity and also coincides with the
topic.
• In addition by using the same voiceover as our documentary it creates
a cohesive brand.
• Our voice over also draws attention to the critical success of the
documentary by naming adjectives that have been used to describe
the new documentary. This is vital for independent documentaries
commissioned by the BBC to bring awareness and attention to the
new release.
9. Broadcasting Details
• We have met the convention of including broadcasting details within our
radio trailer.
• It is vital that a radio trailer includes the details of the broadcasting
station/location.
• By including where the documentary will be exhibited it allows for the
production to be easily accessible to the young active audience, especially as
they will recognise that the BBC three channel is targeted at the same
demographic as our production.
• It will also entice the audience to be attracted to the documentary due to
the digital exhibition of BBC productions on platforms such as iPlayer and
catch-up.
10. Information
• We have met the convention of including valuable information
within the radio trailer of our production.
• We have informed the viewer with information needed to increase
the importance and reasoning of the radio trailer, and not just a
reflection of the narrative featured within the documentary.
• Information includes;
• Product name
• Associated details including broadcasting station
• Critics reviews
• Slogan
• Narrative
12. Title Card
• We confirmed the convention of including a title card as we thought this
was the best way to introduce our product. It also made our campaign
cohesive as it linked to our other products referencing the title as well as
using the colour scheme and same font, allowing us to continue our house
style throughout our crating a clear visible identity. This ensured each
product promoted the other.
• In its context of style it gave
us a perfect way to give the
audience the connotation of
social media by including it
layered onto an Instagram
page.
13. Sound
• Another convention that we have followed is through sound.
• In a number of ways we have included sound to follow the
conventions of documentary.
• Firstly we have used Louis Ayre in a non- diegetic soundtrack of
well known song- Let Her Go. By including a chart topping hit
with our own source as a cover artist we were able to add depth to
our content and adds the aspect of entertainment to our
production part of the uses and gratifications theory that
audiences receive.
14. Binary Oppositions
• Within our short film we included the convention of binary oppositions in order
to follow a clear narrative structure. At the beginning of our research into our
narrative we were aiming to present the idea that social media is bad and leads
onto create problems within young people and their body image and self esteem,
therefore applying good v evil to our short film. However, when we came to
evaluate our production, we realised that we did apply this good v evil binary
opposition, however in a much more subtle way, allowing our active target
audience to make a preferred reading through this more complicated narrative
structure that social media can have its disadvantages and lead onto cause
problems within young people but if it is treated correctly and people don’t take
fitness and exercise to the extreme, then it is appropriate.
• Evidence of this, is within the interview with Nicola Cooper, as she discusses her
struggle with her body image and the challenges she has faced, she reveals that
she is still an Instagram user and constantly follows pages that promote fitness
and body inspiration, revealing that in fact in Nicola’s case social media has
helped her to overcome certain issues, acting as an inspiration. Here we used the
voice of God and the expository convention to confirm that as long as sites such
as Instagram are used appropriately and this obsession doesn’t become extreme
then it is deemed okay.
15. Credits
• Within our short film we included the form convention of credits, allowing us to
present institutional information to our audience and information part of the
uses and gratifications theory. From research we were able to identify that
documentaries and short films fall under the category in which credits must be
featured. We gained this information mainly from textual analysis of short films,
many in which feature on our chosen institution BBC three. For example we
took from Stacey Dooley Investigates Sex Trafficking in Cambodia documentary
the correct media terminology needed to include in the credits as well as the
number of subjects that must be included that categorised as most important.
• We used the same pink and green colour scheme which was included
throughout our production in order to continue a cohesive looking brand
identity. The credits were presented in the same format as the text shots
between questions again with the aim in mind to continue our house
style.