Here are the answers to the multiple choice questions from Part B:
1. c
2. d
3. c
4. a pig, a puppy, and a baby
5. dead mouse
6. he pets a girl's dress in town
7. c
8. tend the rabbits
9. d
10. Lennie's hat
11. a
12. a
13. take off his hat
14. he was kicked by a horse
15. none
16. d
17. George Milton, Lennie Small
18. he's not too bright
19. candy
20. d
21. one
22. hide in the brush until he
The document evaluates a subsidy scheme that provided disadvantaged children in Wiltshire and Somerset, England access to out-of-school activities. The summary is:
1) The subsidy scheme allowed disadvantaged children aged 5-16 up to 2 hours per week of activities like sports, drama, and music. This helped improve students' readiness to learn and general wellbeing.
2) Schools that participated saw improved attendance rates, with one school seeing attendance rise from 96.1% to 97.1% for students involved multiple years.
3) Parents and staff reported students gained confidence and were better able to learn from participation in subsidized activities. The program opened opportunities for students to succeed in new areas.
The novel is set during the Great Depression of the 1930s when many migrant workers traveled across America in search of work, as in the story of George and Lennie. It explores the failure of the American Dream for these marginalized workers and minorities during a time of widespread poverty and social inequality in the aftermath of the stock market crash and Dust Bowl era. The author John Steinbeck drew from his own experiences growing up in California to provide realistic details about the lives and struggles of migrant ranch workers.
The document discusses two types of transfer in learning - low road transfer and high road transfer. Low road transfer occurs when the transfer context is similar to the original learning context, triggering automatic responses. High road transfer depends on abstracting lessons from the original context and deliberately searching for connections to apply principles or knowledge in a new situation. High road transfer takes more time and mental effort than low road transfer.
This document provides guidance for evaluation activities due on March 22nd and April 11th with no extensions. It includes 6 questions to address in the evaluation: 1) How the media product uses or challenges conventions, 2) How social groups are represented, 3) What type of institution would distribute the product, 4) The intended audience, 5) How the audience was attracted/addressed, and 6) What was learned about technologies from constructing the product. It also provides example student responses and resources to help answer the questions.
Here are brief notes describing each of them:
George:
- Small and quick
- Appears intelligent and restless
- Clearly the leader and in charge of Lennie
- Has endured physical hardship as a ranch hand
Lennie:
- Enormous in size but seems harmless
- Compared to a bear to show his brute strength but also innocent nature
- Drinks from the pool like an animal, putting his whole head in
- Focuses on immediate needs like an animal rather than consequences
The Holderness Coastline of England suffers from the highest rates of coastal erosion in Europe due to its soft, easily eroded geology and exposure to strong winds and waves from the North Sea. Several villages have been lost to coastal erosion over the centuries. While some areas implement hard coastal defenses like seawalls and rock armor to combat erosion, these strategies are costly to maintain and can worsen erosion elsewhere down the coast. Integrated coastal zone management is now sought to balance protection of infrastructure with the natural shoreline processes.
This document provides an overview of various media theories that can be applied to analyzing representations in media. It discusses theorists such as Laura Mulvey, John Berger, Bell Hooks, Stuart Hall, Tricia Rose, Paul Gilroy, Michael Eric Dyson, Kobena Mercer, Jacques Lacan, Michel Foucault, and concepts like narrative theory, audience reception theory, and moral panic. Revision tips are provided, emphasizing applying these theories to coursework and case studies through references to different media like films, music videos, and magazines. Key ideas from different theorists are summarized, such as Hall's notions of "slave figure," "the native," and "the clown/entertainer" characterizations of
Here are the answers to the multiple choice questions from Part B:
1. c
2. d
3. c
4. a pig, a puppy, and a baby
5. dead mouse
6. he pets a girl's dress in town
7. c
8. tend the rabbits
9. d
10. Lennie's hat
11. a
12. a
13. take off his hat
14. he was kicked by a horse
15. none
16. d
17. George Milton, Lennie Small
18. he's not too bright
19. candy
20. d
21. one
22. hide in the brush until he
The document evaluates a subsidy scheme that provided disadvantaged children in Wiltshire and Somerset, England access to out-of-school activities. The summary is:
1) The subsidy scheme allowed disadvantaged children aged 5-16 up to 2 hours per week of activities like sports, drama, and music. This helped improve students' readiness to learn and general wellbeing.
2) Schools that participated saw improved attendance rates, with one school seeing attendance rise from 96.1% to 97.1% for students involved multiple years.
3) Parents and staff reported students gained confidence and were better able to learn from participation in subsidized activities. The program opened opportunities for students to succeed in new areas.
The novel is set during the Great Depression of the 1930s when many migrant workers traveled across America in search of work, as in the story of George and Lennie. It explores the failure of the American Dream for these marginalized workers and minorities during a time of widespread poverty and social inequality in the aftermath of the stock market crash and Dust Bowl era. The author John Steinbeck drew from his own experiences growing up in California to provide realistic details about the lives and struggles of migrant ranch workers.
The document discusses two types of transfer in learning - low road transfer and high road transfer. Low road transfer occurs when the transfer context is similar to the original learning context, triggering automatic responses. High road transfer depends on abstracting lessons from the original context and deliberately searching for connections to apply principles or knowledge in a new situation. High road transfer takes more time and mental effort than low road transfer.
This document provides guidance for evaluation activities due on March 22nd and April 11th with no extensions. It includes 6 questions to address in the evaluation: 1) How the media product uses or challenges conventions, 2) How social groups are represented, 3) What type of institution would distribute the product, 4) The intended audience, 5) How the audience was attracted/addressed, and 6) What was learned about technologies from constructing the product. It also provides example student responses and resources to help answer the questions.
Here are brief notes describing each of them:
George:
- Small and quick
- Appears intelligent and restless
- Clearly the leader and in charge of Lennie
- Has endured physical hardship as a ranch hand
Lennie:
- Enormous in size but seems harmless
- Compared to a bear to show his brute strength but also innocent nature
- Drinks from the pool like an animal, putting his whole head in
- Focuses on immediate needs like an animal rather than consequences
The Holderness Coastline of England suffers from the highest rates of coastal erosion in Europe due to its soft, easily eroded geology and exposure to strong winds and waves from the North Sea. Several villages have been lost to coastal erosion over the centuries. While some areas implement hard coastal defenses like seawalls and rock armor to combat erosion, these strategies are costly to maintain and can worsen erosion elsewhere down the coast. Integrated coastal zone management is now sought to balance protection of infrastructure with the natural shoreline processes.
This document provides an overview of various media theories that can be applied to analyzing representations in media. It discusses theorists such as Laura Mulvey, John Berger, Bell Hooks, Stuart Hall, Tricia Rose, Paul Gilroy, Michael Eric Dyson, Kobena Mercer, Jacques Lacan, Michel Foucault, and concepts like narrative theory, audience reception theory, and moral panic. Revision tips are provided, emphasizing applying these theories to coursework and case studies through references to different media like films, music videos, and magazines. Key ideas from different theorists are summarized, such as Hall's notions of "slave figure," "the native," and "the clown/entertainer" characterizations of
This document provides guidance for answering an exam question on media language in relation to a student's film production. It defines media language as the technical elements that communicate meaning in a specific medium, like film. These include mise-en-scene, cinematography, sound, and editing. Students are instructed to analyze how they used these elements in their own production to create meaning and communicate with the audience. While media language can be discussed separately, it is also connected to other concepts like genre, narrative and representation that influenced production decisions.
The document discusses creativity in the context of a media studies coursework. It provides guidance on reflecting on the development of creativity over the course of the media projects. Some key points covered include defining creativity as bringing something new into existence, considering original and influenced elements of works, and how technology may enhance or limit creativity. Students are prompted to think about creative skills used, how their work communicated ideas and style, and influences on their creative process and potential for future projects.
Despite the presence of 6,000 police officers, trouble started near Tower Bridge during a 1936 demonstration in London. A journalist, Bill Maguire, witnessed a boy light a firecracker, spooking horses and causing chaos. As police struggled to control the situation, the crowd broke through barriers in an explosive surge. Though shaken by being knocked over, Maguire was undeterred from observing the excitement as a reporter.
This passage describes Julia's experience getting lost in the Kapawi jungle in Ecuador after being separated from her parents during a flash flood.
In paragraph 1, the jungle is described as "steaming and hissing" as Julia and her family struggle through the "dense undergrowth" accompanied by "howler monkeys" and "tropical birds."
In paragraph 4, Julia's difficult walk through the jungle in search of her parents is portrayed through vivid imagery, with the foliage "snak[ing], twist[ing] and snar[ing] her" and "swarms of insects" attacking her as she staggers through in a "torturous journey."
The summary effectively captures the key
The document provides instructions for Question 3 of an IGCSE Extended Paper exam. Students will be asked to:
- Identify 15 bullet points summarizing the key information from a passage.
- Write a 200-250 word summary incorporating all 15 bullet points using their own words.
The question is worth 20 marks total - 15 for the bullet points and 5 for the quality of writing in the summary. Students should spend 45 minutes on this question focusing on concision, focus, and using their own words where appropriate.
Here are the key points you need to consider for this question:
- Address the three bullet points clearly in your response
- Use your own words and do not copy directly from the passage
- Include relevant details from the passage to describe what happened and support your response
- Convey the thoughts and feelings of the narrator during the experience
- Explain how the narrator survived after being thrown into the sea
- Write in a journal entry format using first person ("I/my")
- Use appropriate vocabulary and tone for a journal entry
- Write between 200-300 words
- Check your spelling, punctuation and grammar
Taking time to plan your response addressing each bullet point will
The local community met to debate a proposal regarding development on common land. Rufus Carmichael, a representative from a company, argued that warehouses should be built, which would generate jobs and economic benefits. However, Anfua disagreed, noting that the land holds ancient oaks and rare wildlife. As the debate continued, tensions rose between the two sides. In the end, Anfua's arguments in favor of preserving the land's natural beauty and history resonated more with the crowd, who cheered her position. While the outcome is uncertain, it appears the common land was successfully defended from Rufus Carmichael's development plans.
The document provides character descriptions and discussion questions for J.B. Priestley's play "An Inspector Calls". It includes a character chart to compare Gerald Croft and Eric Birling and their involvement with Eva Smith/Daisy Renton. It also includes discussion points about how Mr. and Mrs. Birling treat Eric and Sheila like children. Finally, it provides a number of comprehension questions to test knowledge about characters, events and quotes from the play.
This document provides details about a homework assignment on An Inspector Calls by J.B. Priestley. Students are asked to complete reflection and character pages, with a spelling focus on "Priestley." The learning objectives are to explain how language presents character, analyze language techniques like pronouns and repetition, and analyze how writers use language to present ideas about society. Two examples of quotes from the play are provided for analysis focusing on how Priestley presents the characters of Mr. Birling and the Inspector.
Here is a potential interview dialogue based on the article:
Interviewer: Thank you for joining us today Alex. You've said people shouldn't walk on eggshells around disabled people. Why do you feel this way?
Alex: Thanks for having me. Disability is just a natural part of life and we should feel comfortable interacting with disabled people like anyone else. If someone falls out of their wheelchair, it's normal to react - we've all seen crazy crashes in wheelchair rugby. The Paralympics can help reduce awkwardness by showing disability is just part of diversity in sport.
Interviewer: You've also said we shouldn't necessarily sympathize with Paralympians who underperform. Why is that?
Alex:
The document provides background information on several key characters in the novel Mister Pip including: Mr Watts, the only white man on the island who teaches the children; Matilda, the 13-year old narrator of the story; Dolores, Matilda's mother who hates the white man; Grace, Mr Watts' depressed wife; and the settings of Bougainville and the conflict between the Redskins and Rebels. The characters experience loss, conflict, brutality and the horrors of war as the village is destroyed during Bougainville's civil wars. Religion and education also emerge as themes in how the characters respond to their changing world.
The passage describes what home means to the author. Home embraces all the formative experiences and influences that shape a person's life. For the author, home represents the natural landscapes and smells of his childhood, including the bush tracks, mountains, sea, and blood from hunting. Home also represents the social environment, such as the laughter of women washing clothes and their teasing. The repetition of "it was" suggests the author finds deep comfort and familiarity in these memories and sensations.
The soldiers come to the village and take down the names of all the residents, ostensibly for security reasons. The villagers comply without protest, as the officer in charge speaks to them in a pleasant voice and asks for their cooperation. As the names are collected on two sheets of paper, the officer slowly reviews the list, looking for a particular name of someone who joined the rebels. It becomes clear he is only interested in the grown-ups, and sees it as a victory whenever one of the parents averts their eyes from his intense gaze.
1. The timeline provides details of events from the novel Mister Pip, including Mr Watts introducing the villagers to Great Expectations, the book going missing, Mr Watts telling the story as Pip to entertain rambos, and him and Delores being killed for their refusal to deny Mr Watts' identity as Pip.
2. Key events include Mr Watts becoming the teacher and sharing Great Expectations with the villagers, the book going missing and later being found by Matilda, and Mr Watts telling his story as Pip to rambos before being shot and killed for being identified as the fictional character Pip.
3. The timeline concludes with Matilda being rescued and reunited with her father, going to
This document provides instructions for creating an A4 poster advert using Photoshop. It describes how to set up an A4 size document, add a solid color, gradient or image as the background, import a photo and cut out the background, and add text. The key steps are to create a new A4 size document, add a background using various tools, import images and cut out parts as needed, and add text layers that can be formatted and repositioned. Layers are used to build up the poster with the background on bottom and photo and text above.
This document provides guidance for answering evaluation questions for a coursework assignment. It notes that the evaluation section is worth 20% of the overall marks, so it should be taken seriously. It then lists the four evaluation questions to be answered: 1) How your media product uses or challenges conventions; 2) The effectiveness of combining the main product with ancillary texts; 3) What was learned from audience feedback; 4) How new media technologies were used in construction, research, and evaluation. A number of online resources and examples are provided for each question.
This document provides guidance on analyzing music videos using Andrew Goodwin's theory and techniques. It discusses Goodwin's theory, which includes elements like genre characteristics, relationships between lyrics/music and visuals, demands of record labels, and intertextual references. It then analyzes the music video for "Thinking of You" by Katy Perry based on Goodwin's theory. Students are assigned to create a presentation applying Goodwin's theory to this video or to storyboard their own music video opening using techniques like camera angles, editing, lighting and composition. The deadline is Wednesday the 21st.
The purpose of music videos is to promote artists and songs in several ways:
1) They are advertisements that illustrate and draw attention to songs while expressing emotions and stories to appeal to visual audiences.
2) Videos help create and market artist brands to inspire audiences to identify with and purchase those brands.
3) They allow artists to promote songs when unavailable via live performances by providing content to music channels and programs.
4) Videos extend artists' incomes and outlets through increased music, DVD, and merchandise sales, as well as synergistic opportunities like film placements.
Major record labels, independent labels, and self-produced artists all utilize different video production strategies to promote songs and artists. Case studies of
This document provides guidance for writing a skills summary. It recommends that the first paragraph introduce projects completed. The following paragraphs should each describe a skill area, give an example of how it was used in AS Level, then explain how it was further developed in A2 with another example. The conclusion should evaluate overall skill development throughout the course.
The document discusses three main audience theory models: the effects model which sees audiences as passive, the uses and gratifications model which views audiences as active in using media to fulfill needs, and reception theory which examines how audiences decode meanings from texts in different ways from dominant to negotiated to oppositional readings. It analyzes these theories and applies them to understanding audience relationships with media texts like music videos.
This document provides guidance for answering an exam question on media language in relation to a student's film production. It defines media language as the technical elements that communicate meaning in a specific medium, like film. These include mise-en-scene, cinematography, sound, and editing. Students are instructed to analyze how they used these elements in their own production to create meaning and communicate with the audience. While media language can be discussed separately, it is also connected to other concepts like genre, narrative and representation that influenced production decisions.
The document discusses creativity in the context of a media studies coursework. It provides guidance on reflecting on the development of creativity over the course of the media projects. Some key points covered include defining creativity as bringing something new into existence, considering original and influenced elements of works, and how technology may enhance or limit creativity. Students are prompted to think about creative skills used, how their work communicated ideas and style, and influences on their creative process and potential for future projects.
Despite the presence of 6,000 police officers, trouble started near Tower Bridge during a 1936 demonstration in London. A journalist, Bill Maguire, witnessed a boy light a firecracker, spooking horses and causing chaos. As police struggled to control the situation, the crowd broke through barriers in an explosive surge. Though shaken by being knocked over, Maguire was undeterred from observing the excitement as a reporter.
This passage describes Julia's experience getting lost in the Kapawi jungle in Ecuador after being separated from her parents during a flash flood.
In paragraph 1, the jungle is described as "steaming and hissing" as Julia and her family struggle through the "dense undergrowth" accompanied by "howler monkeys" and "tropical birds."
In paragraph 4, Julia's difficult walk through the jungle in search of her parents is portrayed through vivid imagery, with the foliage "snak[ing], twist[ing] and snar[ing] her" and "swarms of insects" attacking her as she staggers through in a "torturous journey."
The summary effectively captures the key
The document provides instructions for Question 3 of an IGCSE Extended Paper exam. Students will be asked to:
- Identify 15 bullet points summarizing the key information from a passage.
- Write a 200-250 word summary incorporating all 15 bullet points using their own words.
The question is worth 20 marks total - 15 for the bullet points and 5 for the quality of writing in the summary. Students should spend 45 minutes on this question focusing on concision, focus, and using their own words where appropriate.
Here are the key points you need to consider for this question:
- Address the three bullet points clearly in your response
- Use your own words and do not copy directly from the passage
- Include relevant details from the passage to describe what happened and support your response
- Convey the thoughts and feelings of the narrator during the experience
- Explain how the narrator survived after being thrown into the sea
- Write in a journal entry format using first person ("I/my")
- Use appropriate vocabulary and tone for a journal entry
- Write between 200-300 words
- Check your spelling, punctuation and grammar
Taking time to plan your response addressing each bullet point will
The local community met to debate a proposal regarding development on common land. Rufus Carmichael, a representative from a company, argued that warehouses should be built, which would generate jobs and economic benefits. However, Anfua disagreed, noting that the land holds ancient oaks and rare wildlife. As the debate continued, tensions rose between the two sides. In the end, Anfua's arguments in favor of preserving the land's natural beauty and history resonated more with the crowd, who cheered her position. While the outcome is uncertain, it appears the common land was successfully defended from Rufus Carmichael's development plans.
The document provides character descriptions and discussion questions for J.B. Priestley's play "An Inspector Calls". It includes a character chart to compare Gerald Croft and Eric Birling and their involvement with Eva Smith/Daisy Renton. It also includes discussion points about how Mr. and Mrs. Birling treat Eric and Sheila like children. Finally, it provides a number of comprehension questions to test knowledge about characters, events and quotes from the play.
This document provides details about a homework assignment on An Inspector Calls by J.B. Priestley. Students are asked to complete reflection and character pages, with a spelling focus on "Priestley." The learning objectives are to explain how language presents character, analyze language techniques like pronouns and repetition, and analyze how writers use language to present ideas about society. Two examples of quotes from the play are provided for analysis focusing on how Priestley presents the characters of Mr. Birling and the Inspector.
Here is a potential interview dialogue based on the article:
Interviewer: Thank you for joining us today Alex. You've said people shouldn't walk on eggshells around disabled people. Why do you feel this way?
Alex: Thanks for having me. Disability is just a natural part of life and we should feel comfortable interacting with disabled people like anyone else. If someone falls out of their wheelchair, it's normal to react - we've all seen crazy crashes in wheelchair rugby. The Paralympics can help reduce awkwardness by showing disability is just part of diversity in sport.
Interviewer: You've also said we shouldn't necessarily sympathize with Paralympians who underperform. Why is that?
Alex:
The document provides background information on several key characters in the novel Mister Pip including: Mr Watts, the only white man on the island who teaches the children; Matilda, the 13-year old narrator of the story; Dolores, Matilda's mother who hates the white man; Grace, Mr Watts' depressed wife; and the settings of Bougainville and the conflict between the Redskins and Rebels. The characters experience loss, conflict, brutality and the horrors of war as the village is destroyed during Bougainville's civil wars. Religion and education also emerge as themes in how the characters respond to their changing world.
The passage describes what home means to the author. Home embraces all the formative experiences and influences that shape a person's life. For the author, home represents the natural landscapes and smells of his childhood, including the bush tracks, mountains, sea, and blood from hunting. Home also represents the social environment, such as the laughter of women washing clothes and their teasing. The repetition of "it was" suggests the author finds deep comfort and familiarity in these memories and sensations.
The soldiers come to the village and take down the names of all the residents, ostensibly for security reasons. The villagers comply without protest, as the officer in charge speaks to them in a pleasant voice and asks for their cooperation. As the names are collected on two sheets of paper, the officer slowly reviews the list, looking for a particular name of someone who joined the rebels. It becomes clear he is only interested in the grown-ups, and sees it as a victory whenever one of the parents averts their eyes from his intense gaze.
1. The timeline provides details of events from the novel Mister Pip, including Mr Watts introducing the villagers to Great Expectations, the book going missing, Mr Watts telling the story as Pip to entertain rambos, and him and Delores being killed for their refusal to deny Mr Watts' identity as Pip.
2. Key events include Mr Watts becoming the teacher and sharing Great Expectations with the villagers, the book going missing and later being found by Matilda, and Mr Watts telling his story as Pip to rambos before being shot and killed for being identified as the fictional character Pip.
3. The timeline concludes with Matilda being rescued and reunited with her father, going to
This document provides instructions for creating an A4 poster advert using Photoshop. It describes how to set up an A4 size document, add a solid color, gradient or image as the background, import a photo and cut out the background, and add text. The key steps are to create a new A4 size document, add a background using various tools, import images and cut out parts as needed, and add text layers that can be formatted and repositioned. Layers are used to build up the poster with the background on bottom and photo and text above.
This document provides guidance for answering evaluation questions for a coursework assignment. It notes that the evaluation section is worth 20% of the overall marks, so it should be taken seriously. It then lists the four evaluation questions to be answered: 1) How your media product uses or challenges conventions; 2) The effectiveness of combining the main product with ancillary texts; 3) What was learned from audience feedback; 4) How new media technologies were used in construction, research, and evaluation. A number of online resources and examples are provided for each question.
This document provides guidance on analyzing music videos using Andrew Goodwin's theory and techniques. It discusses Goodwin's theory, which includes elements like genre characteristics, relationships between lyrics/music and visuals, demands of record labels, and intertextual references. It then analyzes the music video for "Thinking of You" by Katy Perry based on Goodwin's theory. Students are assigned to create a presentation applying Goodwin's theory to this video or to storyboard their own music video opening using techniques like camera angles, editing, lighting and composition. The deadline is Wednesday the 21st.
The purpose of music videos is to promote artists and songs in several ways:
1) They are advertisements that illustrate and draw attention to songs while expressing emotions and stories to appeal to visual audiences.
2) Videos help create and market artist brands to inspire audiences to identify with and purchase those brands.
3) They allow artists to promote songs when unavailable via live performances by providing content to music channels and programs.
4) Videos extend artists' incomes and outlets through increased music, DVD, and merchandise sales, as well as synergistic opportunities like film placements.
Major record labels, independent labels, and self-produced artists all utilize different video production strategies to promote songs and artists. Case studies of
This document provides guidance for writing a skills summary. It recommends that the first paragraph introduce projects completed. The following paragraphs should each describe a skill area, give an example of how it was used in AS Level, then explain how it was further developed in A2 with another example. The conclusion should evaluate overall skill development throughout the course.
The document discusses three main audience theory models: the effects model which sees audiences as passive, the uses and gratifications model which views audiences as active in using media to fulfill needs, and reception theory which examines how audiences decode meanings from texts in different ways from dominant to negotiated to oppositional readings. It analyzes these theories and applies them to understanding audience relationships with media texts like music videos.