These slides are a summary overview of, in some cases, a few very complex theories. Apologies for the over-simplification.
This resource is designed to be a helpful starting point for further study and revision. It should always be used alongside specific contexts and examples.
It is also intended to persuade skeptics that Media Studies deserve to be taken seriously.
These slides are a summary overview of, in some cases, a few very complex theories. Apologies for the over-simplification.
This resource is designed to be a helpful starting point for further study and revision. It should always be used alongside specific contexts and examples.
It is also intended to persuade skeptics that Media Studies deserve to be taken seriously.
Media Studies theorists key concepts - Revision packalevelmedia
all the theorists you need to access many of the A-level content for upcoming Media exams. Use this to revise, plan and ace your essays. Media Studies revision.
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!
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
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.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
2. Daniel Chandler
Conventional definitions of genres tend to be based on the notion that they constitute
particular conventions of content (such as themes or settings) and/or form (including
structure and style) which are shared by the texts which are regarded as belonging to
them.
Every genre positions those who participate in a text of that kind: as interviewer or
interviewee, as listener or storyteller, as a reader or a writer, as a person interested in
political matters, as someone to be instructed or as someone who instructs; each of
these positioning’s implies different possibilities for response and for action. Each
written text provides a 'reading position' for readers, a position constructed by the
writer for the 'ideal reader' of the text. (Kress 1988,) Thus, embedded within texts are
assumptions about the 'ideal reader', including their attitudes towards the subject
matter and often their class, age, gender and ethnicity.
Traditionally, genres (particularly literary genres) tended to be regarded as fixed forms, but
contemporary theory emphasizes that both their forms and functions are dynamic. David
Buckingham argues that 'genre is not... simply "given" by the culture: rather, it is in a constant
process of negotiation and change'
3. Tom Ryall (1978) – Genre provides a framework of structuring rules, in the shape of
patterns/forms/styles/structures, which act as a form of ‘supervision’ over the work of production of
filmmakers and the work of reading by the audience. John Fiske defines genres as ‘attempts to
structure some order into the wide range of texts and meanings that circulate in our culture for the
convenience of both producers and audiences.’
Steve Neale (1990) argues that Hollywood’s generic regime performs two inter-related functions to
guarantee meanings and pleasures for audiences to offset the considerable economic risks of industrial
film production by providing cognitive collateral against innovation and difference.
4. Henry Jenkins makes the argument that convergence is less about a technological process and more about a
cultural shift as consumers are encouraged to seek out new information and make connections amongst dispersed
media content.
David Buckingham is a media theorist who believes that children and young people have identities that don't exist
at all or are constantly changing. He studied their interactions with electronic media, and he believes that ,due to
the constant change of media, identities are constantly changing. He believes that genre isn't simply given to a
young person as part of their culture, but instead it is constantly being negotiated and changed. The media reveals
the bad sides of the world and therefore parents keep their children indoors to hide them from this reality. Due to
this, children spend far too much time around various types of media such as TV's and computers, and therefore
learn too much about the world and are constantly going through change due to the amount of views, opinions
and cultures that they observe.
Steve Neale argues that pleasure is derived from 'repetition and difference' (Neale 1980); there would be
no pleasure without difference. We may derive pleasure from observing how the conventions of the
genre are manipulated (Abercrombie 1996). We may also enjoy the stretching of a genre in new
directions and the consequent shifting of our expectations.
Other pleasures can be derived from sharing our experience of a genre with others within an 'interpretive
community' which can be characterized by its familiarity with certain genres (Daniel Chandler).