The document discusses exam responses related to post-production in media. It notes that candidates who were able to explain the significance of post-production and apply examples from their work were awarded higher levels. However, many candidates wrote about pre-production instead of post-production as asked. The document provides advice, reminding candidates to carefully read the exam question and only discuss the areas stipulated, rather than drifting into other production areas. Candidates should provide specific examples of post-production decisions made and the impact on their final media text.
G325 Media: Describe how you developed your skills in the use of digital tech...Graveney School
G325 Media Exemplar Essay: Describe how you developed your skills in the use of digital technology for media production and how these skills contributed to your creative decision making
G325 Media: Describe how you developed your skills in the use of digital tech...Graveney School
G325 Media Exemplar Essay: Describe how you developed your skills in the use of digital technology for media production and how these skills contributed to your creative decision making
, please see the feedback within your paper and in the scoring rub.docxmadlynplamondon
, please see the feedback within your paper and in the scoring rubric.
Important: I found that your paper has some parts that are similar to your Turnitin report and are not in your own words. Even more important, by not citing and quoting your sources in correct APA format, it can be considered plagiarized. These parts are highlighted in yellow within your paper. You can't earn credit for plagiarized material. This affected, not only the criteria areas they were found, but written communication, APA format, and related areas.
( 0.48 / 0.75) Summarizes the Research Question, Methods, and Findings of the Assigned Qualitative Research Study
Below Expectations - Attempts to summarize the research question, methods, and findings of the assigned qualitative research study; however, significant details are missing.
Comments:
Your summary of the study did not include some of the major points of what was done in the research. Summarizing involves picking out the most important information in the original source and restating the information in a shorter form in your own words. To learn more about writing an effective summary, visit the Ashford Writing Center under Learning Resources in the classroom.
( 0.48 / 0.75) Evaluates the Appropriateness of the Research Methods and Analytical Approaches Used in the Study, Supporting the Evaluation with Evidence Cited from the Textbook and at Least One Other Scholarly Source about the Research Design or Method
Below Expectations - Attempts to evaluate the research methods and/or analytical approaches used in the study; however, does not support the evaluation with evidence cited from the textbook or another scholarly source about the research design or method, and/or significant details are missing.
( 0.32 / 0.50) Analyzes Ethical Issues Pertaining to How the Study was Carried Out
Below Expectations - Attempts to analyze ethical issues pertaining to how the study was carried out; however, does not include a discussion of possible ethical considerations that were not mentioned in the article, and/or significant details are missing.
Comments:
You mentioned some general ethical principles but did not mention some of the things the researchers did in this study to try to make sure it was ethical. Look for indications of approval by a review board or ethics committee, informed consent, free consent, protection of confidentiality, and other requirements of the ethics code.
( 0.32 / 0.50) Critiques the Strengths, Weaknesses, and Limitations of the Study
Below Expectations - Attempts to critique the strengths, weaknesses, and limitations of the study; however, significant details are missing and entirely unclear.
( 0.32 / 0.50) Recommends a Research Question and Methods for a Follow-up Study on the Topic
Below Expectations - Recommends a research question or research methods for a follow-up study, but not both. The research question is not appropriate and narrowly defined, or the suggested methods are not feasible.
This is a template that MBA or undergraduate business students can use for case study presentations for class or case competitions. It's bare bones, meant to explain the flow of information and suggest some frameworks to use to discuss the problem in a case.
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.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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!
2. Where candidates were able to explain the
significance of post-production and apply this to
a range of incrementally developing examples
from AS and A2 and map post-production
decisions to textual outcomes (ie what difference
the decision made to the final text), candidates
were awarded the higher levels. These candidates
gave a wide range of precise examples -
describing and evaluating their intentions in
relation to, for example, effects/filters and the
effect of their post-production decisions on the
audience.
A surprising number of candidates wrote about
pre-production (research and planning) instead
of post-production. A further significant minority
included feedback and online promotion, re-
filming and evaluation as post-production, which
examiners disregarded unless there was a clear
connection to the ‘core business’ of
postproduction.
Be mindful to keep to the task
stated by the examiner- take a
deep breath before starting.
You may even want to quickly
brainstorm the key areas
before starting to stop you
drifting into discussing areas of
production not asked for by
the examiner. It is clear that all
response which outside of the
area stipulated will be ignored.
Avoid any general comments
about what could be done,
rather make it clear what
specific actions/ decisions you
made and what specific impact
it had on your production
outcomes i.e. what difference
did it make?
Be mindful to keep to the task
stated by the examiner- take a
deep breath before starting.
You may even want to quickly
brainstorm the key areas
before starting to stop you
drifting into discussing areas of
production not asked for by
the examiner. It is clear that all
response which outside of the
area stipulated will be ignored.
Avoid any general comments
about what could be done,
rather make it clear what
specific actions/ decisions you
made and what specific impact
it had on your production
outcomes i.e. what difference
did it make?
3.
4.
5.
6.
7. Top Tips Taken From Julian McDougall’s Tweets
some tips are missing and/or not directly relevant to your chosen
section B topic
G325 Examiner Report Top Tip 4: For regulation, it was surprising that
Leveson was often confined to a passing comment or brief reference.
G325 Examiner Report Top Tip no 7: engage with a range of theoretical,
academic and research perspectives for whichever topic you choose.
G325 Examiner Report Top Tips no 8: Strong answers on contemporary
media regulation discuss themes ACROSS media.
G325 Examiner Report Top Tip 10: (all topics) connect analysis of
contemporary media to important current debates in society.
G325 Examiner Report Top Tip 12: Good idea to do sec B first as it carries
50% of total marks.
G325 Examiner Report Tip 13: for 1(b) explain how your production
reinforced and / or challenged the key media concept
G325 Examiner Report Top Tip 14: Sec B - evaluate the statement in the
question, with contemporary examples for and against the hypothesis.
8. G325 Examiner Report Tip 15: Regulation topic: good answers discuss
regulation across media.
G325 Examiner Report Tip 16: failure to engage with alternative
arguments in a debate = 1 sided answer that can't achieve top mark
level.
G325 Examiner Report Tip 17: 1(b) = a textual analysis, applying a
concept, of your production as a media text - not your creative
process.
G325 Examiner Report Tip 18: ‘Classic’ (i.e. old) case studies add little
value for candidates in this examination.
G325 Examiner Report Tip 19: "Assimilated theory, well applied is a joy".
G325 Examiner Report (Final) tip 20: use a range of media theory,
academic and research perspectives for whichever topic you have
studied.