A Level Media Studies (Daily Mail) How to analyse newspaper front pagesBryan Langley
A companion presentation to this video https://youtu.be/w60DWBNRLsc analysing how newspapers (Daily Mail) present a particular view of a story - spin, bias, language analysis.
A Level Media Studies (Daily Mail) How to analyse newspaper front pagesBryan Langley
A companion presentation to this video https://youtu.be/w60DWBNRLsc analysing how newspapers (Daily Mail) present a particular view of a story - spin, bias, language analysis.
United Way Ground Floor Marketing Workshop: Brand Positioning for Social Ente...Aassia Haq
A 2.5 hour workshop given in Spring 2014 to the social enterprise startups & their leader entrepreneurs funded by the United Way Ground Floor program in Dallas.
The workshop helped them to demystify marketing science and measurably impact their brand messaging.
Trends in user-centric design, interactive marketing, and a view of the agency world from the MBA perspective. Presented April 2007, Haas School of Business, UC Berkeley
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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!
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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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.
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.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2. The Four Key Concepts
Media
Language
Media
Representations
Media
Institutions
Media
Audiences
3. • The way in which media texts communicate
• Combination of image, words, sounds
• Reading of signs and symbols
Media Language
• The ways in which people and places are re-presented
through the media
Media
Representations
• The organisations and companies involved in the
production, distribution and regulation of media
texts
Media Institutions
• Who media texts are targeted at
• The different ways in which audiences respond to
media texts
Media Audiences
4. Target Audiences
Decide what kinds of people you think are most likely
to buy the following products. Why?
Baked beans
Small hatchback car
Double Glazing
Jeans
New sofa
Trainers
Computer Games
New sports car
5. Target Audiences
Choose three of the following groups of people. List
five types of products they are likely to buy. Why?
Over 60s
Young couples with no children
Boys aged 5-11
Girls aged 5-11
Men aged 18-25
Fathers and Mothers with growing families
Teenage girls aged 13-18
Teenage boys aged 13-18
Women aged 18-25
6. Advertising Psychology
Advertising is designed to suggest that a product will
supply something that the audience wants.
Some needs that advertisers play on include:
To be superior to others or part of a superior group
To be up-to-date and a trendsetter
To be a member of a happy family
To be attractive to look at
To be popular
To be wealthy
7. To be superior to others or part of a superior
group
To be up-to-date and a trendsetter
To be a member of a happy family
To be attractive to look at
To be popular
To be wealthy
8. To be superior to others
or part of a superior
group
To be up-to-date and a
trendsetter
To be a member of a
happy family
To be attractive to look at
To be popular
To be wealthy
9. Selling techniques
For each technique
opposite, suggest an
advertisement that
uses this approach
and the effect it is
intended to have on
the consumer
Claim that product is “new”, modern, or
“the latest”
Claim that it is traditional, dependable,
“quality”
Promote the feeling that the buyer is
superior or special
Use humour or wit
Imply scientific or technological
advances
Suggest that the product is the biggest or
best
Use gimmicks
Suggest it is a bargain
Picture babies or children
Picture “cute” animals
Suggest that the product is unusual or
10. Denotation and Connotation
Denotation Connotation
What you can see or
hear in a media text
A description of the
text
E.g. there is a
blonde-haired
woman with pink
trousers on.
What is suggested
or implied by the
denotation
An analysis of the
text
E.g. her pink
trousers emphasise
her femininity
11. Denotation and Connotation
What is the
denotation in these
images?
What are the
connotations of these
images?
What products could
be advertised using
these images?
12. Use of colour
Colours have multiple connotations, which can be
varied and opposite.
For example, green can connote envy, jealousy,
springtime or nature.
What are the connotations of:
Black
Gold
Pink
Yellow
Grey
Red
14. Perfume Advertising
Assessment One
Analytical Task: analyse two perfume
advertisements. How effective are they in
selling their product?
Research and Planning Task: design and
produce your own perfume advertisement
targeted at a specific audience
15. Why perfume advertising?
When advertising a perfume, you are not
selling a product which does anything
You can’t say it’s the best, fastest, strongest,
has the biggest engine…
Instead, you have to sell the idea of what the
perfume will create
You are selling an image, a lifestyle, or a
feeling
25. To summarise...
Image Analysis
Shot Type (CU, MS,
LS)
Angle (Low, High,
Straight)
Mis-en-scene
Depth of Field
Realistic or artificial
looking?
Single image or
collage?
Soft or hard focus?
Direct or indirect mode
of address?
Plus...
Colour palette
Imagery / References
Lighting – low key?
Harsh? Soft?
Coloured? Natural?
Text choices: fonts,
colours, size, angle,
position
Representation: how
does the advertiser tell
the audience what type
of person this is?
And, for each of these: what is the effect on the
audience? What impression does this technique
create?
26. Homework
Choose one of the adverts on your A3 sheet
For each technical feature you have identified
explain why you think the producer has
chosen it. What is the effect on the audience?
In your books
For Friday 17th October
27. Homework
Find one or two perfume adverts and bring to
lesson on …
For each one write a couple of sentences
about why you think it is an effective
advertisement
28. Media Language:
•Colour
•Type of shot
•Angle
•Focus
•Depth of field
•Mis-en-scene
•Realism?
•“Storyline”?
•Use of words
•Font design/size
•Layout
Representation:
•Who is represented?
•How are they
represented?
Audience:
•Who is the target
audience for this
advertisement
•How do we know?
•What might other
audiences make of it?
29. Media Language:
•Colour
•Type of shot
•Angle
•Focus
•Depth of field
•Mis-en-scene
•Realism?
•“Storyline”?
•Use of words
•Font design/size
•Layout
Representation:
•Who is represented?
•How are they
represented?
Audience:
•Who is the target
audience for this
advertisement
•How do we know?
•What might other
audiences make of it?
30. Media Language:
•Colour
•Type of shot
•Angle
•Focus
•Depth of field
•Mis-en-scene
•Realism?
•“Storyline”?
•Use of words
•Font design/size
•Layout
Representation:
•Who is represented?
•How are they
represented?
Audience:
•Who is the target
audience for this
advertisement
•How do we know?
•What might other
audiences make of it?
35. To summarise...
Image Analysis
Shot Type (CU, MS,
LS)
Angle (Low, High,
Straight)
Mis-en-scene
Depth of Field
Realistic or artificial
looking?
Single image or
collage?
Soft or hard focus?
Direct or indirect mode
of address?
Plus...
Colour palette
Imagery / References
Lighting – low key?
Harsh? Soft?
Coloured? Natural?
Text choices: fonts,
colours, size, angle,
position
Representation: how
does the advertiser tell
the audience what type
of person this is?
And, for each of these: what is the effect on the
audience? What impression does this technique
create?
36. Planning your own advert
Who is your target audience?
Age
Gender
Interests
What do they value?
38. Things you need to plan – with your
target audience in mind
Name of perfume/fragrance
Name of institution/branding
A slogan (what techniques can you use?)
Idea of main image
Ideas for colours
Style of typography
Background
Key message being communicated
Design of the bottle
Positioning of images/text
45. Half Term Homework
Take a selection of images (between five and
ten) for use in your perfume advert. Think
about:
Mis en scene
Angle
Lighting
Bring the images to school on a memory stick
or similar on Monday 5th November
51. Slogans
Advertising slogans are short, often
memorable phrases used in advertising
campaigns.
52. Which slogans can you remember?
Thought shower and list as many slogans as
you can think of.
53. Some Famous Slogans
If Anyone Can, Canon Can
Stena Sea Link: Ferry Affordable
Don’t just book it, Thomas Cook it
Beanz Meanz Heinz
The Appliance of Science
Just Do It
The future’s bright; the future’s Orange
The World’s Local Bank
Fun anyone?
54. Slogan Techniques
Sums Up What the
Brand Stands for
Uses Present Tense
Use of Humour, Puns
and Word Play
Uses Imperatives
Rhymes/Phonological
Impact/Alliteration
Use of capitals, choice
of font and font size
Identifies Audience and
VAL
Shows Attitude and
Personality
Identifies and Sells
Needs and Desires –
What will it do for you?
Use of Second Person
You/We/Us
55. Name of the perfume and
slogan
What is suggested by the name and slogan?
What values and underlying messages are
being communicated to the audience?
Does the style and size of the font imply or
suggest anything?
57. Perfume Slogans
Do you dare? (Britney Spears)
Let your fragrance sparkle (Boss)
Your Fragrance, Your Rules (Hugo)
Because You Never Know When (Lynx 247)
Follow your inspiration (Christina Aguilera)
Language of Perfume Adverts: Empowering,
Aspirational (follow your dreams), Emotive,
Motivational.
65. Year 10 Media Studies
Rooming
Up to half term: normal rooms
Monday 5th November: p5 in D3, p6 on the Mezz
Tuesday 6th November: p5 Mezz
Wednesday 14th November: p4 Mezz
Thursday 15th November: p1 Mezz
Friday 16th November: p2 D3
Monday 19th November: p5&6 Mezz
Tuesday 20th November: p5 Mezz
Wednesday 28th November: p4 Mezz
Thursday 29th November: p1 Mezz
Friday 30th November: p2 D3
66. Deadlines
Monday 19th November: p5&6 Mezz
Tuesday 20th November: p5 Mezz
Wednesday 28th November: p4 Mezz
Thursday 29th November: p1 Mezz
LAST COMPUTER ROOM LESSON
Friday 30th November: p2 D3
FINISHING OFF HAND-WRITTEN ANALYSIS
Monday 3rd December: p5&6 D3
WRITING UP EVALUATIONS
Tuesday 4th December: p5 E2
WRITING UP EVALUATIONS AND FINISHING OFF
Wednesday 12th December: p4 D3
FINAL DEADLINE – ALL WORK HANDED IN ON PAPER
67. Evaluating your advertisement
A clear outline of who your target audience is (by age, attitude,
personality – be as detailed as possible)
Comment on:
How your advert suits your target audience’s needs, desires and
aspirations
The name, institution and slogan for your advert with reasons how
these target your audience.
How successful your advert is in persuading the audience to buy
your product? How have you achieved this?
Colours – denotation & connotation
Image – use your glossary to analyse the construction of the
image
Representation – how have you represented the person/people?
Slogan / Perfume Name – explain and evaluate your choice of
language
What technical skills have you used? (use the Photoshop skills
sheet)
68. What needs to be handed in
First “Real” perfume ad stuck on A3 and
analysed
Second “real” perfume ad stuck on A3 and
analysed
Clean printout of your perfume advert
Copy of your perfume advert stuck on A3 and
evaluated
Optional extra:
Sheet of A4 (handwritten or typed) explaining
your planning process: how you came up with
the ideas, how use used the software to create