G322 Common Representations of Specific Social Groups
•Download as PPT, PDF•
2 likes•1,684 views
The document discusses common representations and stereotypes of various social groups in media. It provides examples of stereotypical traits that are often attributed to groups like women (emotional, family-oriented), men (rational, ambitious), and ethnic/racial groups (Asians seen as model minorities, Black men as criminals). It also discusses age, disability, class, religious and regional stereotypes such as pensioners seen as grumpy or the working class viewed as lazy.
Report
Share
Report
Share
![Common Representations of Specific Social Groups Common Traits of Representations and Stereotypes include: Held values, attitudes, personal habits, traditions, interest(s), way of life, outlook, personal or social issues, common & shared experiences, status in comparison to others, typical successes and failings, expertise and inadequacies, qualities, ways of being, and strengthens and weakness etc. ,[object Object],[object Object],In slide show, click on the above YouTube screen grab, to view an example of an undertaking of gender analysis.](https://image.slidesharecdn.com/commonconstructionsofsocialgroups1-1-111113114150-phpapp01/85/G322-Common-Representations-of-Specific-Social-Groups-1-320.jpg)
![Familiar Constructions of Gender ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Recommended
Common constructions of social groups
Social groups are commonly represented through stereotypes in media and culture. Some examples include:
- Women are often portrayed as emotional, dependent on men, focused on appearance over career. Men are shown as rational, ambitious, and in control.
- Racial minorities face stereotypes like criminality for Black people, model minorities for Asians, and aggression for Middle Eastern people.
- Younger and older groups both encounter ageist stereotypes. The elderly are seen as frail while youth are seen as reckless.
- LGBTQ people may be depicted as flamboyant, sexual, or facing family rejection. Disabled people are sometimes shown as victims or villains.
- Regional
7 groups of representation
This document discusses common stereotypes and representations of different social groups in television shows. It notes that upper classes are often portrayed as rich and posh, middle class as normal, and working class as poorer with strong community ties. Different social classes are rarely shown mixing. Homosexual men are depicted as feminine or flamboyant while lesbian women are shown as masculine. Disabled people are portrayed as pitiable or laughable. Youths are represented as disrespectful and engaging in risky behaviors while the elderly are depicted as annoying or critical. Racial stereotypes perpetuate myths. Men are often isolated and powerful while women usually play secondary roles or are part of a family context.
Redefining manhood
How do we raise our boys? Which impact does it have on their emotional and physical health? Which initiatives exist to challenge the traditional vision of masculinity?
Representation & stereotypes
This document discusses representation and stereotypes in media across various dimensions including gender, age, ethnicity, sexuality, class, physical ability, and region. It notes that representation focuses on how these groups are portrayed, while stereotypes involve oversimplified or fixed portrayals of people from a particular group. Common stereotypes described include portraying the elderly as dependent, women as emotional, minorities as criminals, the LGBTQ community as deviant, the disabled as pitiable, and regional or class identities through exaggerated accents or behaviors.
Ways of sexual harassment
Sexual harassment is considered a form of employment discrimination and sex discrimination that consists of unwelcome verbal or physical conduct of a sexual nature. It creates a hostile work environment and affects women disproportionately through actions such as lewd remarks and unwanted physical contact. While historically seen as isolated incidents, sexual harassment is now recognized as a management issue that is illegal and can negatively impact workplace relationships, employee well-being and productivity, and organizational performance. Effective remedies for sexual harassment include establishing clear anti-harassment policies, training for managers, responding promptly to complaints, and preventing retaliation against victims.
Speak out power point (1)
This document discusses a student organization event about domestic violence and sexual assault. It includes an anonymous survey about experiences with these issues, definitions of terms like sexual assault and domestic violence, shocking statistics, discussions on myths and challenges faced by male victims, and examples from an internship working with victims. It concludes by providing suggestions for how to support victims, such as listening without judgment, encouraging counseling, using good judgment in relationships, and educating others.
Wimps, Punks, & Sissies: Men's Roles in the Prevention of Family Violence
Men have a significant role in the prevention of family violence. This presentation demonstrates their importance, moves on to the significance of gender in family violence, the meanings of violence, processes that lead to violence, and strategies for prevention. Some of the content is difficult to think about..
Representations
The document discusses various issues surrounding the representation of different groups in TV drama, including age, race, gender, class, disability, and regional identity. It provides examples of common stereotypes used to portray each group, such as rebellious teens or forgetful old people to represent age; criminal or intelligent stereotypes for different races/ethnicities; clothing and possessions used to indicate class; emphasis on beauty, relationships and emotions for women versus strength and independence for men in terms of gender; people with disabilities sometimes being bullied or looked down upon; and regional stereotypes like Scots loving the outdoors or drinking for identity.
Recommended
Common constructions of social groups
Social groups are commonly represented through stereotypes in media and culture. Some examples include:
- Women are often portrayed as emotional, dependent on men, focused on appearance over career. Men are shown as rational, ambitious, and in control.
- Racial minorities face stereotypes like criminality for Black people, model minorities for Asians, and aggression for Middle Eastern people.
- Younger and older groups both encounter ageist stereotypes. The elderly are seen as frail while youth are seen as reckless.
- LGBTQ people may be depicted as flamboyant, sexual, or facing family rejection. Disabled people are sometimes shown as victims or villains.
- Regional
7 groups of representation
This document discusses common stereotypes and representations of different social groups in television shows. It notes that upper classes are often portrayed as rich and posh, middle class as normal, and working class as poorer with strong community ties. Different social classes are rarely shown mixing. Homosexual men are depicted as feminine or flamboyant while lesbian women are shown as masculine. Disabled people are portrayed as pitiable or laughable. Youths are represented as disrespectful and engaging in risky behaviors while the elderly are depicted as annoying or critical. Racial stereotypes perpetuate myths. Men are often isolated and powerful while women usually play secondary roles or are part of a family context.
Redefining manhood
How do we raise our boys? Which impact does it have on their emotional and physical health? Which initiatives exist to challenge the traditional vision of masculinity?
Representation & stereotypes
This document discusses representation and stereotypes in media across various dimensions including gender, age, ethnicity, sexuality, class, physical ability, and region. It notes that representation focuses on how these groups are portrayed, while stereotypes involve oversimplified or fixed portrayals of people from a particular group. Common stereotypes described include portraying the elderly as dependent, women as emotional, minorities as criminals, the LGBTQ community as deviant, the disabled as pitiable, and regional or class identities through exaggerated accents or behaviors.
Ways of sexual harassment
Sexual harassment is considered a form of employment discrimination and sex discrimination that consists of unwelcome verbal or physical conduct of a sexual nature. It creates a hostile work environment and affects women disproportionately through actions such as lewd remarks and unwanted physical contact. While historically seen as isolated incidents, sexual harassment is now recognized as a management issue that is illegal and can negatively impact workplace relationships, employee well-being and productivity, and organizational performance. Effective remedies for sexual harassment include establishing clear anti-harassment policies, training for managers, responding promptly to complaints, and preventing retaliation against victims.
Speak out power point (1)
This document discusses a student organization event about domestic violence and sexual assault. It includes an anonymous survey about experiences with these issues, definitions of terms like sexual assault and domestic violence, shocking statistics, discussions on myths and challenges faced by male victims, and examples from an internship working with victims. It concludes by providing suggestions for how to support victims, such as listening without judgment, encouraging counseling, using good judgment in relationships, and educating others.
Wimps, Punks, & Sissies: Men's Roles in the Prevention of Family Violence
Men have a significant role in the prevention of family violence. This presentation demonstrates their importance, moves on to the significance of gender in family violence, the meanings of violence, processes that lead to violence, and strategies for prevention. Some of the content is difficult to think about..
Representations
The document discusses various issues surrounding the representation of different groups in TV drama, including age, race, gender, class, disability, and regional identity. It provides examples of common stereotypes used to portray each group, such as rebellious teens or forgetful old people to represent age; criminal or intelligent stereotypes for different races/ethnicities; clothing and possessions used to indicate class; emphasis on beauty, relationships and emotions for women versus strength and independence for men in terms of gender; people with disabilities sometimes being bullied or looked down upon; and regional stereotypes like Scots loving the outdoors or drinking for identity.
Hazing
The document discusses hazing and its prevalence in schools and sports. It defines hazing as any activity that humiliates, degrades, abuses, or endangers someone joining a group. Surveys found that 80% of college athletes reported experiences that meet the definition of hazing, with 21% experiencing dangerous or illegal acts. In high schools, 91% of students in groups reported being hazed, and types of hazing experienced included humiliating acts (43%), substance use (23%), and dangerous/illegal acts (29%). The document recommends prevention through clear policies, education of all parties, and promoting positive initiation alternatives like community service.
Stereotypes about men and women by dave barry
This document discusses stereotyping and provides examples of common stereotypes about gender. It describes how stereotyping can categorize groups of people and potentially lead to discrimination if misunderstood. The document then examines stereotypes about men and women, suggesting men are less emotional and concerned with special dates while women are more emotional and think about the future of relationships. It analyzes a story about a couple to illustrate differences in how men and women think and feel.
Stereotyping and cultural differences
This document discusses stereotyping and understanding cultural differences. It defines stereotyping as oversimplified ideas or images about groups that are widely accepted. Stereotypes can occur across ethnic, social, religious, and gender groups. They often arise from a lack of exposure to other cultures. The document provides examples of common gender and cultural stereotypes. It emphasizes that understanding cultural differences, like names, time concepts, food customs, and hand gestures, can help overcome stereotyping and create successful relationships between cultural groups.
White ribbon campaign and dash smith ransom 2
The document discusses dating violence and abuse prevention programs run by the White Ribbon Campaign and DASH. It provides information on the organizations' missions to educate youth and the public on healthy relationships. Statistics are presented on the prevalence of teen dating abuse, including that 1 in 4 teens experience abuse. Warning signs of abusive relationships and tactics of control used by abusers are identified. The importance of believing survivors and supporting organizations that help victims is emphasized.
Hazing
Hazing refers to activities expected of people joining a group that physically or mentally hurt them. It commonly occurs in high schools, colleges, fraternities, sororities, and the military. Hazing can range from humiliation to death and negatively impact one's self-esteem, personality, and ability to trust others. While some see hazing as a bonding tradition, it is a serious issue that schools aim to address through education to prevent physical and emotional harm.
What is Abuse?
This document discusses domestic violence and abuse. It defines domestic violence as a pattern of escalating abusive behavior in an intimate relationship where one partner controls the other. It notes that abuse can be physical, emotional, sexual, or financial. The document discusses facts about domestic violence such as how it increases in severity over time, is about power and control rather than anger, and crosses all demographics. It also discusses why victims may stay in abusive relationships due to fear, dependence, or believing the abuser will change. Finally, it outlines the cycle of violence and additional challenges faced by victims with disabilities.
GENDER STEREOTYPES IN THE WORKPLACE
Women in the workplace are often stereotyped into four categories: sex object, mother, child, and iron maiden. These stereotypes disadvantage women by defining them based on gender rather than qualifications. Men are also subject to stereotypes as the sturdy oak, fighter, and breadwinner. These stereotypes pressure men to act independently and aggressively while putting work before family. Overall, both gender stereotypes negatively impact how men and women are perceived and treated in the workplace.
Race representation
The document discusses representation of different races in TV drama. It notes that white people are typically portrayed as the "norm" while ethnic minorities are often included for specific reasons like representing culture or social issues. Black people tend to have negative stereotypes in dramas and be associated with crime, danger, and poverty to make white characters seem more acceptable. Asian stereotypes commonly involve terrorism, honor killings, and arranged marriages. Moral panics in media, like the fear of terrorism, are sometimes emphasized in dramas to provoke discussion of sensitive social issues.
Gender bias
This document discusses gender bias, defining it as prejudice or discrimination against people based on their gender, usually against women. It provides several examples of how gender bias can manifest, such as in hiring practices, housing, or political views. The document also examines types of gender bias including generic, species, cultural, economic, and religious biases. It outlines many issues of gender-based discrimination in India such as female feticide, child marriage, unequal pay, and domestic abuse. Finally, it suggests measures to reduce gender bias through education, legal protections, and changing social attitudes.
Representation and stereotypes
This document discusses representation and stereotypes in media. It defines representation as how people, events, and ideas are depicted. When media focuses on representation, it looks at gender, age, ethnicity, sexuality, class, physical ability, and regional identity. It then provides examples of how different groups are commonly stereotyped in media, such as women being emotional and reliant on men, the elderly being grumpy and dependent, and gay people being feminine. The document stresses that stereotypes are oversimplified or fixed ideas about types of people. It concludes by defining verisimilitude as how close a story is to realistic events and provides an example of a storyline in a TV show that is not very truthful.
Lesson 9 Stereotypes
The document discusses stereotypes, providing definitions and examples. It notes that stereotypes are oversimplified ideas or images about groups that are widely accepted. Examples given include stereotypes about different ethnicities, social classes, religions, and sexes. The document suggests stereotypes arise from a lack of exposure to other groups and from media portrayals. Specific stereotypes listed about Americans, Chinese, and Chinese and American stereotypes of each other are provided to illustrate. Partners are prompted to discuss how stereotypes affect relationships between countries and the importance of looking past stereotypes.
Gender discrimination at work place ...
this helps you in understanding gender discrimination of women at work place.. also tells you the examples and consequences of gender discrimination at work place..
Break the Bias Presentation - 2017
The document provides details about the "Break the Bias" campaign at St. Olaf College, including its mission to educate students about combating violent extremism. It outlines the target student audience, proposed branding and marketing materials, budget, and plans for a launch event and social media campaign. However, the campaign was put on hold after racist notes were left on a student's car, sparking campus protests around institutional racism. The student group recognized the importance of supporting the new initiatives addressing these issues directly.
Domestic Abuse
Domestic abuse can take many forms including physical, sexual, emotional, and financial abuse. Abusers seek to gain power and control over their victims through tactics like intimidation, isolation, humiliation, and threats. The cycle of abuse typically involves an abuse episode followed by a period of normalcy and guilt by the abuser before tensions rise and another abusive incident occurs. Warning signs of an abusive relationship include one partner being fearful, making excuses for the other's behavior, isolating themselves from others, and experiencing personality changes like low self-esteem. If abuse is suspected, it is important to privately express concern, listen without judgment, and offer help and support to the victim.
Genderstereotypes
This document summarizes gender stereotypes in media. It defines sex and gender, explaining that gender refers to socially constructed roles rather than biology. It then defines gender stereotypes as beliefs about personal attributes of females and males. Common female stereotypes presented include that women are gentle, belong in "clean" jobs, and are nurses rather than doctors. Common male stereotypes include that men do "dirty" jobs and are not caregivers. The document discusses how media, like magazines and advertisements, influence perceptions of gender through stereotypical portrayals and the "male gaze." It provides examples of negative effects of gender stereotypes like impaired performance and increased stress.
Sexism Ethics
Sexism is unfair treatment or discrimination against people based on their sex or gender. It often stems from harmful gender stereotypes that see women as inferior. Throughout history, women have faced discrimination and been seen as witches or less capable. While sexism exists in many societies, the document notes it can be particularly problematic in Guatemala where women face wage gaps and judgment based on their appearance or culture. Several contributors reflect that sexism damages society by limiting women's opportunities and that change needs to start at home by teaching children respect regardless of gender.
Abuse and Harassment
In recent years, allegations of sexual abuse and harassment have increased in all activities involving young participants. Unfortunately, all organizations are vulnerable to abuse, and it can and does occur in even the most seemingly positive settings. In fact, the opportunity to work with youth may attract potential abusers to leak in highly reputable organizations. Rotary International takes youth protection very seriously. In this workshop we will discuss the definitions, signs, and prevention of abuse and harassment. Facilitator: Serdar Kelahmet
Objectification
Objectification is one of main topic to be discussed in the current scenario. Here i have discussed various impacts of objectification and ways to combat. Women in general is discussed in dept.
Representation
Male roles are often portrayed as superior and successful in work or action films, while females are commonly shown as helpless and in need of rescue. Older individuals may be depicted as physically weak or not tech-savvy, while youth are healthy and socialize in groups. Black individuals are sometimes represented as sporty and tall, while whites could be nerdy or wealthy. Gay individuals may be shown as fashionable or effeminate, whereas straights are often machismo. The rich are portrayed as privileged with large homes, whereas the poor are scruffy with few possessions. The able-bodied are healthy and active, while the disabled may struggle more in society.
Director Research - Justin Lin
Justin Lin is a Taiwanese-American film director known for directing several Fast and Furious films. He was born in Taiwan and grew up in California, earning an MFA from UCLA film school. His debut film Better Luck Tomorrow was a success at Sundance and his work on the Fast and Furious franchise has grossed over $2 billion worldwide, establishing him as one of the most successful action directors working today.
Using photoshop elements to create a logo
The document provides instructions for creating a logo using Photoshop Elements by adding effects to images on different layers. Key steps include:
1. Creating a new 850x850 pixel canvas with a white background and RGB color mode.
2. Adding noise and motion blur filters to create a brushed steel background effect.
3. Making a new layer and using shape tools to draw logo elements like shields, which can be arranged and styled on separate layers.
4. Adding a drop shadow layer style to one shape to enhance the logo design.
Brochure instructions combined db
The document provides instructions for creating a three-fold flyer in Publisher to advertise a company. It lists the required elements for the flyer, including a title page with company information, before/after photos, a map, contact details, and description of services. It also instructs to first design the flyer layout by hand on a paper prototype before building it in Publisher. Key steps for Publisher include setting up a three-column layout with margins and guides, and adding multiple pages for the multi-panel design.
More Related Content
What's hot
Hazing
The document discusses hazing and its prevalence in schools and sports. It defines hazing as any activity that humiliates, degrades, abuses, or endangers someone joining a group. Surveys found that 80% of college athletes reported experiences that meet the definition of hazing, with 21% experiencing dangerous or illegal acts. In high schools, 91% of students in groups reported being hazed, and types of hazing experienced included humiliating acts (43%), substance use (23%), and dangerous/illegal acts (29%). The document recommends prevention through clear policies, education of all parties, and promoting positive initiation alternatives like community service.
Stereotypes about men and women by dave barry
This document discusses stereotyping and provides examples of common stereotypes about gender. It describes how stereotyping can categorize groups of people and potentially lead to discrimination if misunderstood. The document then examines stereotypes about men and women, suggesting men are less emotional and concerned with special dates while women are more emotional and think about the future of relationships. It analyzes a story about a couple to illustrate differences in how men and women think and feel.
Stereotyping and cultural differences
This document discusses stereotyping and understanding cultural differences. It defines stereotyping as oversimplified ideas or images about groups that are widely accepted. Stereotypes can occur across ethnic, social, religious, and gender groups. They often arise from a lack of exposure to other cultures. The document provides examples of common gender and cultural stereotypes. It emphasizes that understanding cultural differences, like names, time concepts, food customs, and hand gestures, can help overcome stereotyping and create successful relationships between cultural groups.
White ribbon campaign and dash smith ransom 2
The document discusses dating violence and abuse prevention programs run by the White Ribbon Campaign and DASH. It provides information on the organizations' missions to educate youth and the public on healthy relationships. Statistics are presented on the prevalence of teen dating abuse, including that 1 in 4 teens experience abuse. Warning signs of abusive relationships and tactics of control used by abusers are identified. The importance of believing survivors and supporting organizations that help victims is emphasized.
Hazing
Hazing refers to activities expected of people joining a group that physically or mentally hurt them. It commonly occurs in high schools, colleges, fraternities, sororities, and the military. Hazing can range from humiliation to death and negatively impact one's self-esteem, personality, and ability to trust others. While some see hazing as a bonding tradition, it is a serious issue that schools aim to address through education to prevent physical and emotional harm.
What is Abuse?
This document discusses domestic violence and abuse. It defines domestic violence as a pattern of escalating abusive behavior in an intimate relationship where one partner controls the other. It notes that abuse can be physical, emotional, sexual, or financial. The document discusses facts about domestic violence such as how it increases in severity over time, is about power and control rather than anger, and crosses all demographics. It also discusses why victims may stay in abusive relationships due to fear, dependence, or believing the abuser will change. Finally, it outlines the cycle of violence and additional challenges faced by victims with disabilities.
GENDER STEREOTYPES IN THE WORKPLACE
Women in the workplace are often stereotyped into four categories: sex object, mother, child, and iron maiden. These stereotypes disadvantage women by defining them based on gender rather than qualifications. Men are also subject to stereotypes as the sturdy oak, fighter, and breadwinner. These stereotypes pressure men to act independently and aggressively while putting work before family. Overall, both gender stereotypes negatively impact how men and women are perceived and treated in the workplace.
Race representation
The document discusses representation of different races in TV drama. It notes that white people are typically portrayed as the "norm" while ethnic minorities are often included for specific reasons like representing culture or social issues. Black people tend to have negative stereotypes in dramas and be associated with crime, danger, and poverty to make white characters seem more acceptable. Asian stereotypes commonly involve terrorism, honor killings, and arranged marriages. Moral panics in media, like the fear of terrorism, are sometimes emphasized in dramas to provoke discussion of sensitive social issues.
Gender bias
This document discusses gender bias, defining it as prejudice or discrimination against people based on their gender, usually against women. It provides several examples of how gender bias can manifest, such as in hiring practices, housing, or political views. The document also examines types of gender bias including generic, species, cultural, economic, and religious biases. It outlines many issues of gender-based discrimination in India such as female feticide, child marriage, unequal pay, and domestic abuse. Finally, it suggests measures to reduce gender bias through education, legal protections, and changing social attitudes.
Representation and stereotypes
This document discusses representation and stereotypes in media. It defines representation as how people, events, and ideas are depicted. When media focuses on representation, it looks at gender, age, ethnicity, sexuality, class, physical ability, and regional identity. It then provides examples of how different groups are commonly stereotyped in media, such as women being emotional and reliant on men, the elderly being grumpy and dependent, and gay people being feminine. The document stresses that stereotypes are oversimplified or fixed ideas about types of people. It concludes by defining verisimilitude as how close a story is to realistic events and provides an example of a storyline in a TV show that is not very truthful.
Lesson 9 Stereotypes
The document discusses stereotypes, providing definitions and examples. It notes that stereotypes are oversimplified ideas or images about groups that are widely accepted. Examples given include stereotypes about different ethnicities, social classes, religions, and sexes. The document suggests stereotypes arise from a lack of exposure to other groups and from media portrayals. Specific stereotypes listed about Americans, Chinese, and Chinese and American stereotypes of each other are provided to illustrate. Partners are prompted to discuss how stereotypes affect relationships between countries and the importance of looking past stereotypes.
Gender discrimination at work place ...
this helps you in understanding gender discrimination of women at work place.. also tells you the examples and consequences of gender discrimination at work place..
Break the Bias Presentation - 2017
The document provides details about the "Break the Bias" campaign at St. Olaf College, including its mission to educate students about combating violent extremism. It outlines the target student audience, proposed branding and marketing materials, budget, and plans for a launch event and social media campaign. However, the campaign was put on hold after racist notes were left on a student's car, sparking campus protests around institutional racism. The student group recognized the importance of supporting the new initiatives addressing these issues directly.
Domestic Abuse
Domestic abuse can take many forms including physical, sexual, emotional, and financial abuse. Abusers seek to gain power and control over their victims through tactics like intimidation, isolation, humiliation, and threats. The cycle of abuse typically involves an abuse episode followed by a period of normalcy and guilt by the abuser before tensions rise and another abusive incident occurs. Warning signs of an abusive relationship include one partner being fearful, making excuses for the other's behavior, isolating themselves from others, and experiencing personality changes like low self-esteem. If abuse is suspected, it is important to privately express concern, listen without judgment, and offer help and support to the victim.
Genderstereotypes
This document summarizes gender stereotypes in media. It defines sex and gender, explaining that gender refers to socially constructed roles rather than biology. It then defines gender stereotypes as beliefs about personal attributes of females and males. Common female stereotypes presented include that women are gentle, belong in "clean" jobs, and are nurses rather than doctors. Common male stereotypes include that men do "dirty" jobs and are not caregivers. The document discusses how media, like magazines and advertisements, influence perceptions of gender through stereotypical portrayals and the "male gaze." It provides examples of negative effects of gender stereotypes like impaired performance and increased stress.
Sexism Ethics
Sexism is unfair treatment or discrimination against people based on their sex or gender. It often stems from harmful gender stereotypes that see women as inferior. Throughout history, women have faced discrimination and been seen as witches or less capable. While sexism exists in many societies, the document notes it can be particularly problematic in Guatemala where women face wage gaps and judgment based on their appearance or culture. Several contributors reflect that sexism damages society by limiting women's opportunities and that change needs to start at home by teaching children respect regardless of gender.
Abuse and Harassment
In recent years, allegations of sexual abuse and harassment have increased in all activities involving young participants. Unfortunately, all organizations are vulnerable to abuse, and it can and does occur in even the most seemingly positive settings. In fact, the opportunity to work with youth may attract potential abusers to leak in highly reputable organizations. Rotary International takes youth protection very seriously. In this workshop we will discuss the definitions, signs, and prevention of abuse and harassment. Facilitator: Serdar Kelahmet
Objectification
Objectification is one of main topic to be discussed in the current scenario. Here i have discussed various impacts of objectification and ways to combat. Women in general is discussed in dept.
Representation
Male roles are often portrayed as superior and successful in work or action films, while females are commonly shown as helpless and in need of rescue. Older individuals may be depicted as physically weak or not tech-savvy, while youth are healthy and socialize in groups. Black individuals are sometimes represented as sporty and tall, while whites could be nerdy or wealthy. Gay individuals may be shown as fashionable or effeminate, whereas straights are often machismo. The rich are portrayed as privileged with large homes, whereas the poor are scruffy with few possessions. The able-bodied are healthy and active, while the disabled may struggle more in society.
What's hot (19)
Viewers also liked
Director Research - Justin Lin
Justin Lin is a Taiwanese-American film director known for directing several Fast and Furious films. He was born in Taiwan and grew up in California, earning an MFA from UCLA film school. His debut film Better Luck Tomorrow was a success at Sundance and his work on the Fast and Furious franchise has grossed over $2 billion worldwide, establishing him as one of the most successful action directors working today.
Using photoshop elements to create a logo
The document provides instructions for creating a logo using Photoshop Elements by adding effects to images on different layers. Key steps include:
1. Creating a new 850x850 pixel canvas with a white background and RGB color mode.
2. Adding noise and motion blur filters to create a brushed steel background effect.
3. Making a new layer and using shape tools to draw logo elements like shields, which can be arranged and styled on separate layers.
4. Adding a drop shadow layer style to one shape to enhance the logo design.
Brochure instructions combined db
The document provides instructions for creating a three-fold flyer in Publisher to advertise a company. It lists the required elements for the flyer, including a title page with company information, before/after photos, a map, contact details, and description of services. It also instructs to first design the flyer layout by hand on a paper prototype before building it in Publisher. Key steps for Publisher include setting up a three-column layout with margins and guides, and adding multiple pages for the multi-panel design.
Brochure page numbering
This document appears to contain a series of numbers with no other context. It includes the numbers 2, 3, 4 on the first line and the numbers 5, 6, 1 on the second line but does not provide any explanation of what these numbers represent or mean.
June 2012 AS Media exam: FULL MARKS Coming Down From the Mountain
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness, happiness and focus.
Romans key words
This document provides definitions for key terms related to the Roman Empire including conquer, empire, government, consul, citizens, plebeians, assassination, centurion, tactics, discipline, and organisation. It appears to be vocabulary definitions for a Year 7 unit on the Romans.
1. timeline sheet
The Romans invaded Britain in 43AD and later expanded into Scotland, beginning construction of Hadrian's Wall between 83-122AD. Roman rule in Britain ended around 410AD and their rule in Western Europe concluded in 476AD. Prior events include Rome becoming a Republic in 509BC and Julius Caesar being assassinated in 44BC, allowing Augustus to rise to power as the first Roman Emperor from 27BC.
1. intro to the romans
The document provides information about a lesson on the Romans. It includes the learning objectives, which are to explore the Romans and their empire and learn to gather historical information. It outlines several activities and tasks for students, including watching a video, creating mind maps in groups about aspects of Roman life, defining key terms, ordering a timeline of Roman history, and presenting their work to the class. Key vocabulary is also defined.
1. what is history glossary
History is the study of past events and people through analyzing sources and evidence. Primary sources are original documents or artifacts from the time period being studied, while secondary sources are later accounts of events written by historians. When studying history, it is important to avoid anachronisms, which are inaccuracies such as assuming people in the past thought the same way as people today.
Causation v2
Causation refers to determining why something happened by considering multiple reasons and linking them together logically. The document provides instructions on creating a personal timeline by listing 5 key events from one's life and ordering them chronologically, including the dates of each event. It also discusses ranking the importance of reasons for coming to a particular school and connecting those reasons.
1. roman empire pupil_map_exercise_1[1]
The Roman Empire grew larger as the population of Rome increased, requiring trade with other countries for goods and food. Rome gradually began conquering these trading partners, known as provinces. People in the provinces were granted Roman citizenship if they agreed to fight for Rome, allowing the Roman armies to increase in size while making allies of former enemies.
Ppt 8 american civil war
The Civil War (1861-1865) resulted in a victory for the North over the South. The North had key advantages including a larger population of 22 million, control over 90% of industry and manufacturing especially of munitions, and control of the navy which blockaded Southern ports. However, the South also had advantages in defending familiar territory and capable generals like Robert E. Lee. After major battles like Gettysburg and Vicksburg in 1863, the tide turned in favor of the North. Finally in April 1865, General Grant defeated Robert E. Lee's army, forcing his surrender and effectively ending the Civil War, with over 618,000 deaths during the conflict.
Ppt 4 slavesresistance
This document discusses different methods enslaved people used to resist slavery, including: working slowly, breaking tools, learning to read/write, pretending not to understand, faking illness, stealing goods, keeping traditions, escaping, and poisoning owners. Students rank these methods based on effectiveness, bravery required, and damage to owners. They then organize into a diamond shape based on rankings. The document concludes with students justifying the two most effective methods and writing a PEE paragraph about the most important type of resistance as a group.
Ppt 10 rise of jim crow
After the Civil War, most African Americans became sharecroppers, a system that resembled slavery. Whites took out their frustrations on blacks and opposed black suffrage. The 15th Amendment granted blacks the right to vote, but whites used intimidation tactics to prevent voting. The 1873 depression and Colfax Massacre of 1873 further increased tensions. The 1875 Civil Rights Act was passed but Reconstruction ended in 1877. Violence against blacks increased as Jim Crow laws mandated racial segregation in the South. Plessy v. Ferguson in 1896 established the "separate but equal" doctrine. African American leaders like Ida B. Wells fought against lynching while Booker T. Washington advocated for education at the Tuskegee Institute but not political
Ppt 3 life on the plantations
Slaves worked as teams and had to investigate what life was like under slavery. Students were instructed to watch a video about slavery and write down three things they learned, then work together to read information about slavery and take notes on what life was like as a slave before reporting back to the class. The document provided guidance for an assignment where students would learn about and discuss the harsh conditions slaves faced.
Ppt 10 jim crow laws
After the abolition of slavery in 1865, Black Americans still faced widespread legal discrimination and racism in the Southern United States. The Jim Crow laws enforced racial segregation and denied Black people access to equal resources like schools, housing, and the right to vote through literacy tests. These unjust laws were not abolished until the civil rights movement of the 1950s and 1960s fought to end segregation and racial discrimination.
Lesson 1--and-2-what-is-history
This document discusses the key concepts of chronology and evidence in history. It provides examples of chronology, including creating a timeline of the teacher's life and an activity where students order historical time periods. Students are tasked with researching invasions of Britain between 500-1042 for homework. The objectives are to construct a timeline, place dates on a timeline, and discuss issues with timelines.
Ppt 9 africanamericans civilwar
The document outlines key events and developments regarding African Americans during the American Civil War, beginning with Lincoln's election and the South's secession in 1860-1861. It then details how the Union and Confederacy gradually adopted policies that affected slavery and the use of African American troops, such as the Emancipation Proclamation of 1863 and the recruitment of all-black regiments. By the end of the war in 1865, over 186,000 African Americans had served in the Union army, with more than 38,000 losing their lives.
The Art of Editing: Shooting for the Edit
The document discusses the art of editing and how scenes are built in the editing process. It provides examples from films such as Raging Bull, Easy Rider, and Bonnie and Clyde to illustrate how editors constructed scenes through improvisation, multiple cameras, and jump cuts. The second part introduces actor and guest Jason Tobin, providing a list of his acting credits in films directed by Justin Lin, Stephen Fung, and Benny Chan. It outlines some of Tobin's directing advice for actors, such as understanding the story, obstacle, and ultimate objective of a scene.
Scratch tools i used
This document is for keeping a record of tools used in the Scratch programming environment. It suggests noting which menu each tool comes from and keeping a list ordered by tool and menu. Space is provided to write how each tool was used and any variations or notes.
Viewers also liked (20)
June 2012 AS Media exam: FULL MARKS Coming Down From the Mountain
June 2012 AS Media exam: FULL MARKS Coming Down From the Mountain
Similar to G322 Common Representations of Specific Social Groups
7 groups of representation
This document discusses common stereotypes and representations of different social groups in television shows. It notes that upper classes are often portrayed as rich and posh, middle class as normal, and working class as poorer with strong community ties. It also discusses stereotypes around sexuality, disability, region, youth, elderly, race, and gender - with groups frequently shown as clashing or receiving family rejection, portrayed through exaggerated characteristics, or occupying secondary roles.
Stereotypes crib sheet
There are many common stereotypes that exist across different social groups. Some examples include stereotypes about ethnicity, such as the idea that all black people are athletic or that all Arabs are terrorists. There are also gender stereotypes that portray women as less capable than men. People with disabilities are often stereotyped as being different or limited. Different age groups also face stereotypes, such as children being seen as loud and teens as rebellious. Socioeconomic class has stereotypes as well, where upper classes are viewed as wealthy and educated while lower classes have low wage jobs. Sexual orientation also involves stereotypes, like gay men being seen as weak or gay women as more masculine.
Crib sheet
This document discusses common stereotypes related to ethnicity, culture, gender, disability, age, class, and sexuality. Some examples of ethnic/cultural stereotypes mentioned are that all black people are good at sports and that all Arabs/Muslims are terrorists. Gender stereotypes discussed include the ideas that men are stronger and better suited for certain jobs than women. Stereotypes of disability range from seeing disabled people as "different" or "other" to the idea that some with mental disabilities are prone to anger. Age stereotypes include seeing children as loud/spoiled, adults as mature/stern, and older people as wise/forgetful. Class stereotypes associate upper class with wealth/education, middle class with business
Cultural stereotypes
This document discusses several common cultural stereotypes. It notes that stereotyping puts people into limited categories based on superficial characteristics and prevents them from being seen as individuals. While stereotypes may contain elements of truth, relying on them to characterize whole groups is neither accurate nor constructive.
Representations in the media
The document discusses several common stereotypes presented in media, including those based on sexuality, class, region, disability, age, gender, and ethnicity. It provides examples of both conforming and non-conforming representations in shows like Glee, Downton Abbey, and Coronation Street. The stereotypes outlined are noted to be overly simplistic portrayals that do not capture the diversity and complexity of these groups in reality.
Gender sensitivity
This document discusses concepts related to gender sensitivity and gender roles. It defines sex as biological attributes and gender as socially constructed roles and expectations of masculinity and femininity. Gender is a spectrum rather than a binary, and gender roles vary between societies. The text advocates for gender sensitivity by avoiding assumptions and using inclusive language. It provides examples of traditional gender roles and stereotypes, and how socialization through parenting and media reinforce these norms. The document also discusses concepts such as patriarchy, masculinity, and violence against women in the context of challenging gender discrimination and inequality.
Representations cie – common stereotypes
This document outlines common stereotypes seen in representations of age, gender, ethnicity, physical ability, social class, region, and sexuality in US and UK television dramas. It discusses how characters within these groups are often portrayed through binary oppositions such as young vs old, strong vs weak, domestic vs professional, urban vs rural, and refined vs crude. The document advises the reader to analyze whether characters conform to or challenge these stereotypes when evaluating representations in television shows.
Stereotype report
The document discusses common stereotypes presented in media across several categories:
Gender - Males are often portrayed as strong and heroic while females are depicted as needing rescue or used to appeal to the "male gaze." However, some TV dramas are starting to challenge these stereotypes.
Age - Older people are usually shown as weak, innocent, and oblivious while teenagers are stereotyped as lazy, arrogant, and not focused on school.
Ethnicity and disability - Stereotypes are used to make characters seem more familiar but can be patronizing, such as portraying Asian students as math experts or disabled characters as inspirational heroes.
Sexuality and social class - Heterosexual and
Media presentation on representation stereotypes and verisimilitude
The document discusses representation and stereotypes in media across various groups. It addresses representation and stereotypes related to age, gender, ethnicity, class, sexuality, region, and physical ability. For each category, it provides examples of how groups within that category may be represented as well as common stereotypes associated with each group. The goal of the document is to examine how various groups are portrayed in media and the oversimplified ideas that are often associated with them.
Media AS Section A- Stereotypes
The document discusses common stereotypes related to gender, age, ethnicity, disability, sexuality, regional identity, and social class. It notes that males are often portrayed as dominant over females, who are seen as more focused on appearance. The elderly are seen as nostalgic and in need of care, while children are portrayed as innocent and carefree. Black people may be seen as athletic but in inferior roles, while white people are often in prominent roles and seen as racist. The disabled are viewed as vulnerable and the abled as superior. Heterosexuals are the norm while homosexuals challenge norms. Regional identities come with stereotypes of intelligence and class.
Media presentation on representation stereotypes and verisimilitude
The document discusses representation and stereotypes across various social groups. It examines how media represents age, gender, ethnicity, class, status, sexuality, region, ability and disability. For each group, it provides examples of representations and common stereotypes, such as the elderly being slow, women being delicate, black people liking reggae music, gay men acting feminine, northerners being tough, and the disabled being segregated. The document suggests media representations do not always reflect reality and often rely on oversimplified stereotypes.
Gender Sensitivity.pptx
1) The document discusses a talk on gender sensitivity given by Mr. Ganga Narayan Jha. It defines key terms like gender, sex, and patriarchy.
2) It explores gender roles and stereotypes that societies impose on men and women. For example, women are often expected to perform domestic duties while men are expected to be breadwinners.
3) The document also addresses how to make society more gender sensitive by challenging stereotypes and ensuring equal opportunities for both men and women.
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.
7 groups of representation by Rachael and Talia
Stereotypes of gender, age, class, disability and region are commonly portrayed in media. Females are often shown as caring for family while males provide financially. Younger people may be associated with crime while elders are depicted as rude or boring. Working class characters are less intelligent with basic jobs while middle/upper classes are well-educated and wealthy. Disabilities are portrayed as making people weak outsiders. Regional identities are stereotyped through speech, costumes and lifestyle portrayals like Scots wearing kilts. These stereotypes influence perceptions but overgeneralize large groups of diverse people.
Stereotyping
This document discusses common stereotypes related to class, sexuality, disability, regional identity, age, ethnicity, and gender. For each category, it provides examples of stereotypes such as upper class people being portrayed as rich and snobby, gay men as camp or promiscuous, the physically disabled as unable to do normal things, northerners as having improper speech, children as innocent but helpless, and females as focused on homemaking. It notes that stereotypes oversimplify groups and that television dramas don't always represent diversity within these categories.
Stereotypes of different groups
This document discusses common stereotypes related to class, sexuality, disability, regional identity, age, ethnicity, and gender. For each category, it provides examples of stereotypes such as upper class people being portrayed as rich and snobby, gay men as camp or promiscuous, the physically disabled as unable to do normal things, northerners as having improper speech, children as innocent but helpless, and females as focused on homemaking. It notes that stereotypes oversimplify groups and that television dramas don't always represent diversity within these categories.
Stereotypes
This document outlines 7 common stereotypes portrayed in media: gender, age, ethnicity, disability, sexuality, regional identity, and social class. For each stereotype, it lists stereotypical traits that certain groups are often depicted as having. For example, it states that men are often portrayed as muscular heroes, while women are portrayed as sexual objects. It also provides some examples of how these stereotypes are shown in media.
Gender , Sexism And Rape
The document discusses gender issues and stereotypes. It defines gender as the socio-cultural differences between men and women, rather than physical differences. It lists many common gender stereotypes that attribute certain characteristics as masculine or feminine. It also discusses how gender bias manifests in areas like the economy, decision making, and the media. It defines sexism and provides examples of sexist language. Finally, it discusses topics like gender and crime, different types of rape, and common myths about rape.
Representations in media
This document discusses different representations of social groups in media. It addresses representations of age, gender, ethnicity, social class, and disability. For each group, it provides stereotypical portrayals, examples from films and television to illustrate these portrayals, and how representations have changed over time in some cases. The key representations discussed are teenagers often portrayed negatively, men as strong and independent, women as caregivers and objects of beauty, black men linked to crime, and disability often shown in a stigmatizing light.
Gender Sensitivityddfdfdgdgdgdgdgdgdgdgd
This document discusses gender and gender sensitivity. It defines sex as biological attributes while gender refers to social and cultural roles. Gender exists on a spectrum rather than as a binary, and gender roles vary between societies. It also defines terms related to sexual orientation and gender identity. The document emphasizes that language should be inclusive and avoid discrimination. It explores how gender roles and stereotypes are socially constructed and can limit choices. Challenges to stereotypes face criticism. The benefits of gender equality are discussed. The worldwide patriarchal system upholds male privilege through institutions and culture. Masculinity refers to socially-defined male qualities and roles, which can encourage violence and limit empowerment. Moving beyond restrictive roles benefits both men and women.
Similar to G322 Common Representations of Specific Social Groups (20)
Media presentation on representation stereotypes and verisimilitude
Media presentation on representation stereotypes and verisimilitude
Media presentation on representation stereotypes and verisimilitude
Media presentation on representation stereotypes and verisimilitude
More from Graveney School
Happiness short film and Website tv briefs
Students are assigned to complete either a short film sequence, website, or other ancillary production task as part of their media studies coursework. They must follow specific requirements and deadlines for planning, filming, editing, and completing their assignments. Failure to attend lessons or meet deadlines will result in marks being deducted. Students are expected to work a minimum of 3 hours per week outside of lessons to successfully finish all coursework assignments.
Crime Gcse Media
The Crime Channel is launching a new television crime drama writing competition. Entrants are asked to submit an idea for a pilot episode of a new crime drama series aimed at a family audience. The pilot episode should have an engaging storyline, realistic settings, and interesting characters. If the pilot is popular, the winner will have their series commissioned and screened next year. Entries are due by June 14th and should be suitable for pre-watershed viewing. Promotional materials and marketing strategies for the new series should also be proposed. The competition aims to find new original crime drama ideas to engage family audiences.
News Production
The document is a press release from The News Network announcing plans to launch a new early evening news program targeted at 16-24 year olds. They are inviting young people to get involved by choosing the lead story and order for other stories in a pilot bulletin and providing additional suggestions. Participants will complete four tasks showing their understanding of appealing television news formats to this audience. Suggestions are needed by June 15th and should include examples and illustrations to support ideas.
Bfi film language glossary
This document provides definitions for various film language terms used in film production and analysis. It includes over 50 terms related to camera shots, editing techniques, sound, and other elements of cinematography. Key terms defined include 180 degree rule, close-up, establishing shot, jump cut, line of action, point of view shot, and shot size among many others. The glossary serves as a reference for understanding cinematic techniques and conventions.
Film language
Film language describes how directors create meaning from moving images through signs, codes, and conventions. Moving images can not only entertain but also influence viewers through propaganda. Signs and codes are the basic units of meaning in film, with denotation being the literal meaning and connotation suggesting deeper cultural meanings. Editing and camera techniques like shot types, angles, and movement also manipulate time and space to influence the audience. Lighting, sound, visual effects, narrative structures, and genre conventions further shape the perceived reality and meanings in film.
Q1b language phoebe b may 2014
The candidate discusses how they constructed meaning in their music video coursework production through the use of media language. They explain how they used conventions like illustrating the relationship between lyrics and visuals, employing close-ups of the artist as demanded by record labels, and establishing the mise-en-scene through mid shots and long shots. The candidate also discusses applying Carol Vernallis' four concepts of how music videos construct meaning - narrative, editing, camera movements/framing, and sound - through a love story narrative, frequent cuts between shots under 5 seconds, and a close-up of the artist singing followed by a mid shot of them walking.
G325 1b narrative
The document discusses how media has become more democratic now than in the past. It provides two case studies as evidence: Burma VJ, which showed how citizen video journalism helped bring democracy to Burma by exposing government issues; and Wikileaks, which provided secret information and whistleblowing opportunities that increased transparency. While media technologies now allow more individual participation and sharing of information, the document notes it is still a developing topic and democracy remains difficult to fully achieve when accounting for all voices.
G324 comments marking summer 2016 3
The candidate provides evidence of audience research and planning for a music video production. Comparable media products were analyzed and generic conventions considered to help inform production choices. Feedback was gathered from audiences and used to refine elements of the three related products created - the music video, website, and digipak. The candidate demonstrates knowledge of production technologies and digital skills. Overall planning and use of audience input was thorough, though could have been more detailed in discussing the combined finished products and audience reception.
Hannah lenane genre essay
The document provides feedback on a student's coursework analyzing their music video production in relation to genre. It discusses how the student addressed both syntactic and semantic genre elements in their video. Syntactically, they used fragmented nonlinear editing and an opening enigma to portray indie genre's anti-mainstream ideology similarly to The Kooks' video. Semantically, they emphasized fashionable costumes, artistic location of Brighton associated with indie culture, and band performance through shots highlighting style. The feedback suggests discussing postmodern concepts of intertextuality and genre fluidity in introductions and referencing more genre theorists.
Homework task-science-fiction-poster-design
The document provides guidance for designing a movie poster for a science fiction film by listing the key elements that should be included such as a title, main image, review, tagline, rating, production details, stars, release date, and critic quote to follow conventions of the genre. It advises considering how real movie posters attract audiences and notes there are many ways to create an interesting poster that catches people's eyes.
G325 Q1 B INTRO
This document provides guidance for answering a question applying theoretical concepts related to media studies to a student's coursework productions. It lists various concepts that could be applied, including representation, audience, narrative, genre, and media language. For each concept, it gives examples of relevant theorists and terminology. It emphasizes choosing a concept and applying it to specific examples from the student's coursework, while also discussing the concept's usefulness. The document advises outlining the concept, applying it to various production elements, and evaluating how well it relates to the work. It aims to help students structure their answer to earn high marks.
G325 Q1A Conventions Essay
The document discusses how the author's understanding of conventions in media influenced their media productions from AS level to A2 level. At AS, the author used mainstream conventions that they researched but were not confident challenging conventions. By A2, the author looked closely at tiny conventions and had confidence challenging conventions if it attracted their target audience. The author also discusses how they applied their understanding of conventions, such as clothing styles, language, and use of social media, to their opening film clip, website, and digipak designs at AS and A2 levels to properly represent their band and attract their audience.
AS/A2 Exam Example candidate-answers-June 2013
This document contains exemplar responses from A-Level Media Studies students on exam questions related to representing regional identity in a TV drama extract. It includes four student responses to the first question, along with examiner commentaries analyzing the strengths and weaknesses of each answer. The full mark schemes for all questions are also provided.
G324 interim summary of student’s feedback comments 2016
The document provides feedback on how a student can improve their performance and earn additional marks on an assessment. It recommends the student:
1) Upload drafts of their film poster and provide textual analysis of other film posters to show planning and research.
2) Discuss how feedback impacted their group's plans for their media production with specific examples.
3) Provide evidence of sketching ideas and researching comparable media products before constructing their own.
4) Evaluate their work in comparison to real media examples and identify successes and limitations.
G324 excellent examples of evaluation tasks
The document provides examples of excellent coursework from candidates evaluating their final products for a media studies course. It notes that the examples demonstrate key moments from their own work and others' to support their arguments. They also show excellent use of specialist terminology and references to academic theory. Each presentation was produced with care and genuine critical reflection.
Gcse contolled trainers assessment evaluation Dec 2016
The document provides guidance for evaluating a student's advertisement for "Streets" trainers. It lists 8 questions the student should answer to reflect on the effectiveness of their ad, including what images and design elements they used and why, how well it appeals to the target audience, and how it compares to real ads. The summary emphasizes using media language and explaining choices, with the goal of showing understanding of how the ad appeals to its audience.
G324 excellent examples of research and planning
The document provides examples of research and planning for a level 4 coursework on media production. It includes several slides analyzing magazine advertisements for indie rock bands such as The Enemy, Kaiser Chiefs, and Stereophonics. The slides examine the advertisements' design elements, references to the bands' album covers and music videos, and how they target a young adult audience through their imagery, fonts, and intertextual references in order to appeal to fans of indie rock music.
Sci fi mise en scene presentation: student collection
The mise en scene in science fiction films commonly features futuristic settings like outer space or alien planets. Props often showcase advanced technology through weapons, vehicles, and computers. Costumes may indicate a character's role and can feature bright colors for heroes or dark colors for villains. The lighting is typically low-key and uses colors like blue to set a futuristic tone. Settings establish the narrative and technological progression through their depictions of space, dystopian worlds, or alternate versions of the past and future.
Action adventure a star-exemplar-2011
This document summarizes an exemplar script for a GCSE Media Studies exam on action adventure films. The script received full marks across its four tasks. It demonstrated knowledge of genre conventions and audience appeal. The pitch created an imaginative idea for a family action adventure film. The rationale explained the film's universal appeal. The storyboard confidently utilized conventions to promote the film through a trailer. Overall, the script showed creativity and a strong grasp of how to analyze and design media texts.
Storyboard: GCSE Media Examiner Example
The document provides feedback on a student's film trailer storyboard. It notes that the storyboard successfully utilizes a variety of techniques within its ten frames, including different camera shots, edits, and sound effects. This demonstrates the student's excellent knowledge of how to construct an action-adventure film trailer based on their pitch. The storyboard is seen as persuasive in its promotion of the film to audiences through techniques like the integration of voiceovers with film clips. Overall, the feedback commends the student's strong understanding of how to design a film trailer that follows genre conventions and markets the film effectively.
More from Graveney School (20)
G324 interim summary of student’s feedback comments 2016
G324 interim summary of student’s feedback comments 2016
Gcse contolled trainers assessment evaluation Dec 2016
Gcse contolled trainers assessment evaluation Dec 2016
Sci fi mise en scene presentation: student collection
Sci fi mise en scene presentation: student collection
Recently uploaded
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...National Information Standards Organization (NISO)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar KanvariaAzure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
Top five deadliest dog breeds in America
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
DRUGS AND ITS classification slide share
Any substance (other than food) that is used to prevent, diagnose, treat, or relieve symptoms of a
disease or abnormal condition
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdHow to Fix the Import Error in the Odoo 17
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Digital Artifact 1 - 10VCD Environments Unit
Digital Artifact 1 - 10VCD Environments Unit - NGV Pavilion Concept Design
Hindi varnamala | hindi alphabet PPT.pdf
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective UpskillingExcellence Foundation for South Sudan
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.clinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Advanced Java[Extra Concepts, Not Difficult].docx
This is part 2 of my Java Learning Journey. This contains Hashing, ArrayList, LinkedList, Date and Time Classes, Calendar Class and more.
Recently uploaded (20)
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective Upskilling
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
G322 Common Representations of Specific Social Groups
- 6. Common Representation of Ethnicity White Community Dumb blondes Greedy Materialistic Businessmen Middle/upper class Posh/ well spoken The white working/under classes ( particularly young men ), are often represented as loitering and not being interested in their education Asian Community Doctors, engineers entrepreneur and mathematicians Owners of Newsagents- and other small businesses – entrepreneur Ignorant Extremely smart people Young Asian females in particularly are often portrayed as fleeing forced marriages or subject to overly strict parents Insensitive Disrespectful towards women Muslim men are increasingly represented as terrorist and/or vulnerable to extremism. Black Community Usually linked to black men = Crime Living in slums On welfare Need help from community Less intelligent Over sexual