This document provides an overview of key concepts around ethics and legal constraints in the media sector, as part of a BTEC course on creative media production. It discusses representations in media and what can influence them, such as target audiences and political stances. Guidelines from organizations like Ofcom and IPSO that regulate media are examined, looking at how they establish rules around topics, language and accessibility. Laws governing privacy, secrecy and offensive content are also covered.
This document provides guidance on understanding various legal and ethical constraints within the media sector. It discusses concepts like positive and negative representation in media, factors that can influence representation, and Ofcom categories for broadcast language. Examples are given of codes of practice, acts like the Broadcasting Act, Official Secrets Act, Obscene Publications Act, and laws covering copyright, privacy, equality, and libel. Specific cases are analyzed to illustrate how these laws and codes are applied.
This document provides information about various laws and regulations that govern the media sector in the UK, including those related to representations, accessibility, harm and offense, privacy, copyright, and intellectual property. It discusses laws such as the Broadcasting Act, Official Secrets Act, Obscene Publications Act, Video Recordings Act, Equality Act, and protections for privacy. Examples are given of cases involving these different laws and how they shaped related media representations and content.
This document discusses ethical and legal constraints in media representation. It explains that representations are not always realistic as they are altered to suit the intended audience. Both positive and negative representations are used, and are influenced by the sender, receiver, and subject of the representation. Ofcom has categories for offensive language, restricting certain words before watershed. Guidelines on language use aim to avoid discrimination and protect groups.
This document provides guidance for understanding legal and ethical constraints in the creative media sector. It addresses representations in media and how they can be influenced by politics, society, and audience targeting. Media regulations aim to restrict offensive language and protect groups from abusive language. Codes of practice and acts like the Broadcasting Act, Official Secrets Act, and Copyright Act establish frameworks for privacy, intellectual property, and what can be published or aired.
The BBFC was set up in 1912 to classify and censor films shown in the UK. It is funded through fees charged to submit films and videos for classification. The BBFC assigns age ratings to films and empowers consumers to make informed viewing decisions. It can seize illegal videos and provides evidence to help secure convictions. The film industry must use BBFC ratings, and the public can access ratings and content details on the BBFC website to inform viewing choices. The BBFC primarily deals with issues of censorship and balancing privacy with access to information.
The document discusses the regulation of the media sector in the UK. It focuses on the British Board of Film Classification (BBFC) as a case study. The BBFC was set up in 1912 and is responsible for classifying films and enforcing censorship rules. It is funded through fees charged to submit films for classification. The BBFC has the power to determine appropriate age ratings for films and disable films that break its rules. It most commonly deals with issues of censorship, particularly around depictions of sexual or graphic violence.
This document provides guidance on understanding various legal and ethical constraints within the media sector. It discusses concepts like positive and negative representation in media, factors that can influence representation, and Ofcom categories for broadcast language. Examples are given of codes of practice, acts like the Broadcasting Act, Official Secrets Act, Obscene Publications Act, and laws covering copyright, privacy, equality, and libel. Specific cases are analyzed to illustrate how these laws and codes are applied.
This document provides information about various laws and regulations that govern the media sector in the UK, including those related to representations, accessibility, harm and offense, privacy, copyright, and intellectual property. It discusses laws such as the Broadcasting Act, Official Secrets Act, Obscene Publications Act, Video Recordings Act, Equality Act, and protections for privacy. Examples are given of cases involving these different laws and how they shaped related media representations and content.
This document discusses ethical and legal constraints in media representation. It explains that representations are not always realistic as they are altered to suit the intended audience. Both positive and negative representations are used, and are influenced by the sender, receiver, and subject of the representation. Ofcom has categories for offensive language, restricting certain words before watershed. Guidelines on language use aim to avoid discrimination and protect groups.
This document provides guidance for understanding legal and ethical constraints in the creative media sector. It addresses representations in media and how they can be influenced by politics, society, and audience targeting. Media regulations aim to restrict offensive language and protect groups from abusive language. Codes of practice and acts like the Broadcasting Act, Official Secrets Act, and Copyright Act establish frameworks for privacy, intellectual property, and what can be published or aired.
The BBFC was set up in 1912 to classify and censor films shown in the UK. It is funded through fees charged to submit films and videos for classification. The BBFC assigns age ratings to films and empowers consumers to make informed viewing decisions. It can seize illegal videos and provides evidence to help secure convictions. The film industry must use BBFC ratings, and the public can access ratings and content details on the BBFC website to inform viewing choices. The BBFC primarily deals with issues of censorship and balancing privacy with access to information.
The document discusses the regulation of the media sector in the UK. It focuses on the British Board of Film Classification (BBFC) as a case study. The BBFC was set up in 1912 and is responsible for classifying films and enforcing censorship rules. It is funded through fees charged to submit films for classification. The BBFC has the power to determine appropriate age ratings for films and disable films that break its rules. It most commonly deals with issues of censorship, particularly around depictions of sexual or graphic violence.
El documento parece ser una serie de notas tomadas en abril de 2010. Contiene fechas, iniciales y posiblemente extractos breves de conversaciones o eventos de ese mes. No hay suficiente contexto o detalles en el documento para proporcionar un resumen más completo.
Nippon Dragon Resources Inc. is a Canadian mining company that uses a patented thermal fragmentation technology to mine for gold. This green mining method uses heat instead of explosives to break up rock, reducing waste and making mining more efficient. Nippon Dragon owns the Rocmec 1 gold mine in Quebec and is seeking partnerships to license its technology worldwide. It aims to reopen closed mines and transform the industry with lower-cost, environmentally friendly mining.
Este documento describe los cambios en la juventud moderna. Explica que los jóvenes de hoy en día son más rebeldes y están más preocupados por la moda, el entretenimiento y la tecnología que por el estudio. Además, pasan más tiempo conectados en línea y saliendo de fiesta que jugando afuera. Finalmente, señala que los jóvenes de hoy en día son más abiertos sobre sus opiniones y menos preocupados por lo que piensa la sociedad.
Our big dedication is to improve and replace the low marketing and publicity methods of the local business, startups in the rural areas and institutions like tourism center with the modern and digital ways of marketing.
This resume is for Aris Setyo Budi. He has experience in welding and maintenance roles from 2014-2015 and 2010-2012. He worked as an operator setting vacuum coating machines and performing maintenance at PT. OS Service Indonesia in Cikarang, Indonesia. Previously, he held maintenance roles at two other companies, including setting jigs, repairing jigs and tools, and maintenance construction. He has a high school diploma and skills in maintenance, jig repair, and Microsoft Office.
This document provides an overview of a university course on intelligent user interfaces and input/output devices. It discusses various types of input devices like keyboards, mice, microphones, and digital cameras. It covers properties of input devices, how to select the appropriate devices based on tasks and users, and how to evaluate device performance. The document also discusses trends in user interfaces like sensor-based interactions and affective computing, as well as challenges. It introduces concepts like Fitt's Law for comparing pointing devices and feedback methods. The goal is for students to understand input/output devices and how to design interfaces around user needs.
This document discusses understanding ethical and legal constraints within the media sector. It covers several topics, including representations in media and how they can influence perceptions; Ofcom categories for offensive words; guidelines from organizations like the NUJ to prevent negative portrayals of groups; accessibility requirements for broadcasters; and various acts like the Broadcasting Act, Official Secrets Act, and Obscene Publications Act. An example is provided of the Obscene Publications Act being used in a 2008 case against a civil servant for a fictional story he wrote online.
This document discusses legal and ethical constraints within the media sector, including representations, Ofcom regulations, codes of practice, and laws around privacy, copyright, libel, and more. It provides examples and explanations of the Broadcasting Act 1990, the Official Secrets Act, the Obscene Publications Act 1959, the Video Recordings Act, the Equality Act 2010, and a privacy case involving Naomi Campbell. A libel case from 2006 involving Keith Smith and Tracey Williams is also summarized.
This document provides information and questions for a student to learn about various legal and ethical constraints within the media sector. It discusses concepts like representation in media, Ofcom content categories, guidelines from organizations like NUJ and IPSO, laws around broadcasting, obscenity, copyright, equality, privacy, and libel. The student is prompted to find examples of cases involving these different laws and regulations to learn about real-world applications and outcomes.
This document discusses various laws and regulations that govern representations and content in the media sector in the UK. It addresses the legal constraints around classifications of words, guidelines from Ofcom and the NUJ on language use, protections for groups of people, requirements for accessibility features on broadcasts, codes of practice for accuracy and avoiding offense, the Broadcasting Act which allowed new channels and radio stations, the Official Secrets Act which makes leaking sensitive information illegal, the Obscene Publications Act around pornographic content, and the Video Recordings Act around film and video classifications. The document provides examples and explanations of how and why these different laws and policies are intended to regulate various aspects of media representations and content.
This document provides guidance on understanding legal and ethical constraints within the media sector for a BTEC course. It addresses topics like representations in media, Ofcom word categories and restrictions, codes of practice, accessibility requirements, acts governing secrecy, obscenity, video recordings, equality, copyright, privacy, and libel. Examples of related cases are provided and questions prompt understanding of these important concepts.
This document provides an overview of various ethical and legal constraints within the UK media sector. It discusses representation and accuracy in media, regulations around language and content from Ofcom and other bodies, guidelines for accessibility and inclusion, and laws around privacy, copyright, libel and official secrets. Key acts and cases are referenced, such as the Broadcasting Act, Video Recordings Act, and privacy cases involving the press and royals. The document serves as a study guide for understanding different rules and considerations that shape media in the UK.
The document provides information about the BBC (British Broadcasting Corporation), which is the national broadcaster for the United Kingdom. It has over 22,000 staff members across its various broadcasting services, which include BBC One, BBC Two, BBC Three, and BBC Four. The BBC aims to both educate and entertain audiences of all ages by creating a wide variety of shows, from comedies to documentaries. It works to engage audiences by developing programming for different age groups, maintaining a portfolio of current shows, and offering services in 40 languages worldwide. The document then discusses plans for BBC Three to allow young, creative producers in northern England to have a voice in the industry.
- OFCOM has three categories for regulating offensive words on TV: Category 1 words are unsuitable for children and may be harmful; Category 2 words are slightly offensive and allowed before 9pm with restrictions; Category 3 words are allowed before 9pm if edited or bleeped.
- The categories aim to protect children and sensitive viewers from offensive content by restricting strong language and images to after 9pm watershed.
- While restrictions aim to make TV safer, the document argues strongest profanity could still air after 9pm as viewers expect more offensive content then.
AS G322 revision booklet pt1 (Film Industry)Belinda Raji
This document provides an overview of key concepts for the AS G322 exam on media studies, focusing on section B. It discusses media institutions and how they produce and distribute media to audiences. It also examines how digital technologies and convergence have transformed audiences from passive receivers to active participants (prosumers). Students are advised to choose a contemporary film institution for their case study and analyze its relationships with production, distribution, and audience consumption. Competing views are presented on whether institutions or audiences wield more influence over what media gets made and distributed.
El documento parece ser una serie de notas tomadas en abril de 2010. Contiene fechas, iniciales y posiblemente extractos breves de conversaciones o eventos de ese mes. No hay suficiente contexto o detalles en el documento para proporcionar un resumen más completo.
Nippon Dragon Resources Inc. is a Canadian mining company that uses a patented thermal fragmentation technology to mine for gold. This green mining method uses heat instead of explosives to break up rock, reducing waste and making mining more efficient. Nippon Dragon owns the Rocmec 1 gold mine in Quebec and is seeking partnerships to license its technology worldwide. It aims to reopen closed mines and transform the industry with lower-cost, environmentally friendly mining.
Este documento describe los cambios en la juventud moderna. Explica que los jóvenes de hoy en día son más rebeldes y están más preocupados por la moda, el entretenimiento y la tecnología que por el estudio. Además, pasan más tiempo conectados en línea y saliendo de fiesta que jugando afuera. Finalmente, señala que los jóvenes de hoy en día son más abiertos sobre sus opiniones y menos preocupados por lo que piensa la sociedad.
Our big dedication is to improve and replace the low marketing and publicity methods of the local business, startups in the rural areas and institutions like tourism center with the modern and digital ways of marketing.
This resume is for Aris Setyo Budi. He has experience in welding and maintenance roles from 2014-2015 and 2010-2012. He worked as an operator setting vacuum coating machines and performing maintenance at PT. OS Service Indonesia in Cikarang, Indonesia. Previously, he held maintenance roles at two other companies, including setting jigs, repairing jigs and tools, and maintenance construction. He has a high school diploma and skills in maintenance, jig repair, and Microsoft Office.
This document provides an overview of a university course on intelligent user interfaces and input/output devices. It discusses various types of input devices like keyboards, mice, microphones, and digital cameras. It covers properties of input devices, how to select the appropriate devices based on tasks and users, and how to evaluate device performance. The document also discusses trends in user interfaces like sensor-based interactions and affective computing, as well as challenges. It introduces concepts like Fitt's Law for comparing pointing devices and feedback methods. The goal is for students to understand input/output devices and how to design interfaces around user needs.
This document discusses understanding ethical and legal constraints within the media sector. It covers several topics, including representations in media and how they can influence perceptions; Ofcom categories for offensive words; guidelines from organizations like the NUJ to prevent negative portrayals of groups; accessibility requirements for broadcasters; and various acts like the Broadcasting Act, Official Secrets Act, and Obscene Publications Act. An example is provided of the Obscene Publications Act being used in a 2008 case against a civil servant for a fictional story he wrote online.
This document discusses legal and ethical constraints within the media sector, including representations, Ofcom regulations, codes of practice, and laws around privacy, copyright, libel, and more. It provides examples and explanations of the Broadcasting Act 1990, the Official Secrets Act, the Obscene Publications Act 1959, the Video Recordings Act, the Equality Act 2010, and a privacy case involving Naomi Campbell. A libel case from 2006 involving Keith Smith and Tracey Williams is also summarized.
This document provides information and questions for a student to learn about various legal and ethical constraints within the media sector. It discusses concepts like representation in media, Ofcom content categories, guidelines from organizations like NUJ and IPSO, laws around broadcasting, obscenity, copyright, equality, privacy, and libel. The student is prompted to find examples of cases involving these different laws and regulations to learn about real-world applications and outcomes.
This document discusses various laws and regulations that govern representations and content in the media sector in the UK. It addresses the legal constraints around classifications of words, guidelines from Ofcom and the NUJ on language use, protections for groups of people, requirements for accessibility features on broadcasts, codes of practice for accuracy and avoiding offense, the Broadcasting Act which allowed new channels and radio stations, the Official Secrets Act which makes leaking sensitive information illegal, the Obscene Publications Act around pornographic content, and the Video Recordings Act around film and video classifications. The document provides examples and explanations of how and why these different laws and policies are intended to regulate various aspects of media representations and content.
This document provides guidance on understanding legal and ethical constraints within the media sector for a BTEC course. It addresses topics like representations in media, Ofcom word categories and restrictions, codes of practice, accessibility requirements, acts governing secrecy, obscenity, video recordings, equality, copyright, privacy, and libel. Examples of related cases are provided and questions prompt understanding of these important concepts.
This document provides an overview of various ethical and legal constraints within the UK media sector. It discusses representation and accuracy in media, regulations around language and content from Ofcom and other bodies, guidelines for accessibility and inclusion, and laws around privacy, copyright, libel and official secrets. Key acts and cases are referenced, such as the Broadcasting Act, Video Recordings Act, and privacy cases involving the press and royals. The document serves as a study guide for understanding different rules and considerations that shape media in the UK.
The document provides information about the BBC (British Broadcasting Corporation), which is the national broadcaster for the United Kingdom. It has over 22,000 staff members across its various broadcasting services, which include BBC One, BBC Two, BBC Three, and BBC Four. The BBC aims to both educate and entertain audiences of all ages by creating a wide variety of shows, from comedies to documentaries. It works to engage audiences by developing programming for different age groups, maintaining a portfolio of current shows, and offering services in 40 languages worldwide. The document then discusses plans for BBC Three to allow young, creative producers in northern England to have a voice in the industry.
- OFCOM has three categories for regulating offensive words on TV: Category 1 words are unsuitable for children and may be harmful; Category 2 words are slightly offensive and allowed before 9pm with restrictions; Category 3 words are allowed before 9pm if edited or bleeped.
- The categories aim to protect children and sensitive viewers from offensive content by restricting strong language and images to after 9pm watershed.
- While restrictions aim to make TV safer, the document argues strongest profanity could still air after 9pm as viewers expect more offensive content then.
AS G322 revision booklet pt1 (Film Industry)Belinda Raji
This document provides an overview of key concepts for the AS G322 exam on media studies, focusing on section B. It discusses media institutions and how they produce and distribute media to audiences. It also examines how digital technologies and convergence have transformed audiences from passive receivers to active participants (prosumers). Students are advised to choose a contemporary film institution for their case study and analyze its relationships with production, distribution, and audience consumption. Competing views are presented on whether institutions or audiences wield more influence over what media gets made and distributed.
AS G322 revision booklet pt1 (Film Industry)Belinda Raji
This document provides an overview of key concepts for understanding film institutions, distribution, and audiences for an AS Media Studies exam. It discusses how film institutions produce and distribute films globally and how audiences interact with media in the digital age. Technologies like streaming and user-generated content have blurred lines between producers and audiences. The document also examines the dominance of major Hollywood distributors in the UK market and how digital technologies are transforming the film industry.
This document provides tasks and instructions for a blog post on TV advertising. It includes:
1) An explanation of what TV advertising is and examples of common techniques.
2) Examples of persuasive techniques used in ads like anecdotes, adjectives, repetition, and statistics. Students are asked to find ads demonstrating these.
3) A comparison of old and new toothpaste ads through a Venn diagram identifying similarities and differences.
4) An analysis of 3 ads identifying persuasive techniques and appeals to desires/fears.
5) A discussion of audience demographics and profiling, with examples of segmented audiences.
6) Questions about ad regulation in the UK, the complaint
How media producers define their target audiencemattwako
The document discusses different methods that media producers use to define their target audiences for documentaries. It describes several profiling methods such as quantitative research using viewing figures, qualitative research through focus groups and interviews, socio-economic status research, demographics research using charts to categorize audiences, psychographics research examining audience behavior and personality, and considering audience age and gender. The document evaluates which methods are most useful for documentary producers, with qualitative research and demographics and psychographics charts seen as providing the most detailed audience information.
This document provides revision materials for the AS Media Section B exam on audiences and institutions. It includes tips on key topics, past exam questions, and summaries of important concepts like convergence, audiences, film distribution, and the relationship between audiences and institutions. It emphasizes understanding how digital technologies have transformed media production, distribution and consumption, blurring boundaries between producers and audiences.
This document provides an overview of legal and ethical constraints within the media sector. It discusses representations in media and how they can be influenced by different factors. It also examines regulations and guidelines around offensive language, accessibility requirements for people with disabilities, and codes of practice. Specific acts and laws are analyzed, such as the Broadcasting Act, Official Secrets Act, Obscene Publications Act, Video Recordings Act, Equality Act, copyright law, and definitions of libel. Case studies are provided as examples.
This text discusses the issue of whether hacking and hackers are legal or illegal. It presents arguments from both sides of the issue. On one hand, hacking may be considered illegal since it involves breaking into computer systems without permission. However, the text argues hackers are simply exploring computer systems out of curiosity and sometimes help catch criminals. The text aims to discuss this issue by presenting differing viewpoints without making a clear conclusion.
The document discusses audiences for media products and how media institutions target specific audiences. It explains that media producers often categorize audiences based on demographics like age, gender, socioeconomic background to determine how to best target shows and products. Producers create a profile of their intended target audience. Different media aim their products at mass audiences or niche audiences. The document also discusses how audiences can interpret, or "read", media texts in different ways depending on their own perspective.
- Media institutions like film companies produce and distribute media content for profit. They have significant power over what films get made and seen.
- Technological changes like digital distribution are transforming the film industry and challenging the traditional roles of producers and audiences. This impacts how institutions operate and how audiences engage with media.
- To understand the relationship between film institutions and audiences, one must consider factors like financing, politics, marketing strategies, and new technologies - not just cultural influences. The dynamics are complex with power distributed across producers, distributors, and consumers in the digital age.
- Media institutions like film companies produce and distribute media content for profit. They have significant power over what films get made and seen.
- Technological changes like digital distribution are transforming the film industry and challenging the traditional roles of producers and audiences. This impacts how institutions operate and audiences engage with media.
- To understand the relationship between film institutions and audiences, one must consider factors like financing, politics, marketing strategies, and new technologies - not just cultural reasons. The dynamics are complex with power on both sides.
Who watches this crap, anyway?
This document discusses the importance of understanding audiences and how media producers construct audiences. It defines what an audience is, explores how audiences are categorized and classified, and examines different theories for how audiences receive and make sense of media texts, such as the hypodermic needle model, two-step flow theory, uses and gratifications theory, and reception theory.
This document is a proposal for how the TV station BNN can use social media to enrich their TV programs. It discusses how social media has become important for attracting audiences. The author proposes that BNN allow their audience to generate and share content related to BNN shows, which could be broadcast on TV to increase viewership and engagement. A survey is suggested to measure audience interest in contributing content, followed by a test broadcast of a co-created show if interest is positive.
The document discusses different types of client briefs that can be used between media companies and clients. It defines and compares the advantages and disadvantages of contractual, formal, informal, co-operative, negotiated, commission, tender, competition, and my brief structures. The key types discussed are contractual briefs, which are legally binding, formal briefs which provide written details but are non-binding, and informal briefs which involve only verbal agreements and carry risks. The document also notes how different structures suit different needs of clients and media companies.
This document outlines a project for creating marketing materials for a client called Ügot. It details the target audience as students aged 13-19 in York. Resources available include design software and a DSLR camera. The tasks involve taking product photos, creating taglines and images, and designing posters and infographics over two weeks. Feedback will be provided by Ügot and final designs sent for approval. The budget covers printing costs if Ügot chooses to use the created work.
This document contains 5 ideas for social media campaigns and posters for a client called UGOT. Each idea includes a description of the visual style, layout, and target messaging. Idea 1 focuses on promoting fresh food using photographs on a chalkboard background. Idea 2 uses a rotoscoped image with pastel colors and a tagline targeting students. Idea 3 promotes music events with illustrations on a chalkboard and tagline. Idea 4 has a retro wooden style inspired by UGOT's cafes. Idea 5 provides the most product information in a grid layout with pastel colors. The document evaluates each idea on elements like how well it matches the client needs, the creator's ability to deliver it, and availability of resources.
This document outlines the steps in a design process from merchandise. It includes mind mapping ideas, creating mood boards for inspiration, designing potential products, and making mock-ups of the designs.
Amelia Browne created moodboards and drafted ideas for possible logos based on the current design and moodboard ideas. She tried different font styles, combinations, and content before settling on a final design that she altered slightly by changing the font from bold to regular to make it look cleaner and crisper. She also created an alternate simpler design for merchandise use.
The campaign poster aims to raise awareness of the "This Girl Can" campaign through imagery that promotes the campaign's purposes. The design will be simple with clean fonts, minimal text, and photographs from the campaign's TV advert to create continuity and easily identify what the posters are about. Bright colors will help the posters stand out and catch viewers' attention in a positive way that matches the campaign's message of promoting women exercising. The campaign's logo will also be included to further connect the poster to the "This Girl Can" initiative.
The document outlines a 3-week production schedule for creating a logo, campaign posters, and merchandise for a project. Week 1 focuses on developing and refining logo designs over 5 days. Week 2 involves generating poster ideas and producing 3 campaign posters over 5 days. Week 3 consists of brainstorming merchandise ideas and designing and mockups 3 products to be listed on Redbubble over 5 days. Minimal resources are needed including a Mac, Photoshop, online images and fonts, and internet access.
This document discusses potential topics for social issue campaigns and analyzes mood boards and mind maps related to discrimination, mental health, body image, sexism, and the "This Girl Can" campaign. It examines techniques used across various campaigns, such as focusing on subjects' faces to humanize issues. The document concludes that the author will create work for the "This Girl Can" campaign focusing on sexism and body image, using bright colors, sans serif fonts, and photos of diverse women participating in sports to portray positive attitudes and challenge stereotypes.
This document discusses different methods for sourcing and processing images. It compares sourcing images from books, Google Images, stock image libraries, copyright free sites, and using your own existing images. For each method, it outlines advantages such as finding similar images together or professional quality photos, and disadvantages like copyright issues or time required. The document also covers processing images through cropping, scaling to different sizes, and setting resolutions for print versus web. It describes how manipulating images can change them for different purposes but may reduce quality.
The document describes different layout grids for publishing mediums including a 3 column vertical grid for a tabloid newspaper, a 5x5 grid for a double page spread in a photography magazine, another 5x5 grid for another photography magazine double page spread, and an 8 column vertical grid for a website.
This document discusses various design elements that can be used when laying out pages including columns, titles, margins, headers, fonts, text styling, orientation, grids, rules, drop capitals, whitespace, and optical balance. It provides examples of asymmetric and symmetrical page designs with variations in typefaces, styling, and positioning of headlines, crossheads, straplines, and other elements.
This document provides examples of different types of factual writing and their key features. It analyzes leaflets, instruction manuals, how-to guides, and factual journalism. For each example, it examines typography choices, use of images and colors, and how communication elements like clarity, referencing sources, and avoiding ambiguity are applied. Overall, the document demonstrates how factual writing styles are tailored for different purposes and audiences through typographic and structural techniques.
The document provides a self-evaluation by Amelia Browne of a booklet and infographics created for Veganuary. Amelia believes her finished work reflects her initial intentions, with some differences due to adaptations made during the production process. She feels the style is consistent with her mood board and branding research. While content matched audience interests from her research, she identifies some areas for improvement, including flow of her multi-page article. Overall, Amelia learned new skills in InDesign and Photoshop and improved existing editing abilities through this project.
Social media platforms like Facebook, Instagram, and Twitter have become an important way for businesses and organizations to connect with customers and followers. However, with so much content being shared, it can be difficult to get noticed or have your message stand out. Creating infographics, which are visual representations of information or data, is one strategy that can help capture people's attention and make your content more shareable on social platforms.
The document outlines the planning and production schedule for a vegan booklet for Veganuary. It details the content and design for each page, including an info graphic, editor's note, multi-page article, and fact file. The 3-week production schedule involves tasks such as rotoscoping images, writing text, designing page layouts, and compiling the final booklet in InDesign.
The document summarizes research conducted by Amelia Browne on veganism. She created an online questionnaire to understand public perceptions of veganism. Over 90% of respondents were not vegan. The responses showed that concerns about health, not knowing what vegans can eat, and being unable to eat out deterred people from veganism. Secondary research examined definitions of veganism, whether a vegan diet provides balanced nutrition, and health benefits and concerns of veganism. The research aims to help promote Veganuary by addressing common questions and concerns.
Fashionista Chic Couture Maze & Coloring Adventures is a coloring and activity book filled with many maze games and coloring activities designed to delight and engage young fashion enthusiasts. Each page offers a unique blend of fashion-themed mazes and stylish illustrations to color, inspiring creativity and problem-solving skills in children.
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This document announces the winners of the 2024 Youth Poster Contest organized by MATFORCE. It lists the grand prize and age category winners for grades K-6, 7-12, and individual age groups from 5 years old to 18 years old.
The cherry: beauty, softness, its heart-shaped plastic has inspired artists since Antiquity. Cherries and strawberries were considered the fruits of paradise and thus represented the souls of men.
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2. BTEC ExtendedDiplomainCreativeMediaProduction
Understand legal constraints in the creative media sector
Use this workbook to help you with this learning outcome. There is some guidance
and further notes which you should read and then remove, replacing it with your own
answers.
Are representations ever realistic?
No, I believe that it is rare that representations are ever completely realistic as an incorrect
stereotype is often portrayed somewhere in the representation.
However representations aren't always incorrect simply due to a stereotype as representations
are often moulded to fit one particular opinion, view or occasion, for example people on
benefits are often represented as lazy, cheaters,liars, or horrible people. In this headline from
the Daily Express it says "Britain's top benefits scroungers are £300 a week better off on the
dole than the average working family before welfare reforms" the use of the term "benefits
scroungers" helps to create this stereotypical, negative representation of people on benefits,
this shows that this statement is unrealistic as it is merely someone's opinion and therefore a
personally created untrue representation.
Unrealistic positive representations can also created around a subject to emphasise a positive
spin on the story.
What sort ofthings can influence the representations that we see?
The media companies such as BBC,news papers, ITV etc. Who produce the media are in
charge of creating the representations, the producers choice on how to represent a subject can
be effected by a variety of different things such as the companies target audience or political
stance,the producers own experiences/ beliefs or even the culture in which the media is being
produced.
Therefore the representations created by different media producers will be different from each
other as different opinions will be promoted. For example the medias coverage of the dapper
laughs issue, the BBC's coverage of the
event(https://www.youtube.com/watch?v=eIyo00p28Ho) was strongly negative towards
Dapper Laughs as the chose to give one sided story and didn’t show dapper laughs point of
view this slant on the story was most likely given as the BBC generally has an older audience
who have more serious and less accepting views meaning that to appeal to their audiences
views the story must be represented in the way it has been.
Channel 4's coverage of this event (https://www.youtube.com/watch?v=GgDjU6ZHz9E)
however gives a slightly different angle on the story as they still clearly state that his
behaviour is strongly offensive and promotes rapist behaviour however they do also
show sympathy to the situation he is in as he is being sent a large amount of hate, this
slightly more sympathetic slant is most likely due to the institutions younger audience
who generally have more accepting views, and therefore channel 4 wants to target
this audience by showing these views.
Find an example ofrepresentation and explain what you are seeing:
(http://www.express.co.uk/news/uk/461463/Benefits-system-is-broken-UK-s-top-
scroungers-on-300-a-week-more-than-the-average-family)
This article from the express provides a negative representation of benefits claimants, this
representation is given to the reader from the start of the article as the term "scroungers" is
used in the headline. This negative representation is then carried out throughout the whole of
the article. I believe that this is an un true representation of the story and has been misshapen
by the person writing the article and the newspaper in order to get across their own views on
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the matter and convince others that this is the true representation. This article reinforces the
negative dominant ideology about immigrants which news about is dominated by newspapers
and politicians, as we very rarely see the immigrants point of view. Even the word immigrant
is now tinged with negative connotations due to articles which are written much like this one
Howmany categoriesofword do Ofcom have? Explain each one.
Ofcomhave three categoriesof word:
CategoryA –where programmesare notto be shownbefore watershed(9pm) andoften
come witheditorial restrictions
CategoryB- these programmesare generallynotshownbefore9pm, there are howeversome
exceptions
CategoryC- programmeswhichcan be shownpre 9pm howeversome restrictionsstill apply.
Why does Ofcom have this list ofwords? Do you think there should be restrictions on
when certain words can be used?
(Explain the reason that these categories exist and then use your own opinion, supported by
further research,to debate if we should have these restrictions.)
These Ofcom categories exist in order to help prevent viewers seeing content which they may
deem offensive, these categories inform the viewers about what kind of content they will be
watching before they would have had the chance to be offended this is particularly important in
the case of children as they can become upset or offended easily and parents would want to
know what is okay for their children to watch. I believe that we should have these categories as
it allows parents to determine what they should allow their child to watch as they want to
prevent their susceptible children by being particularly upset, by something or learning words
which they shouldn’t be using. I understand some peoples argument that children should be
exposed to reallife and not shielded, however I tend to disagree with this, so I believe that it is
better that the three categories exist, this then allows the parents to make an informed choice
about what they want their kids to watch.
Why does the NUJ produce language guidelines?
NUJ provide guidelines for all different kinds of news reporting. This is done to help
journalists follow their best practice when discussing a range of issues. The guidelines are in
place to prevent journalists from using words to describe people which can influence how we
the reader feelabout them in a negative way.
Should we protect groups ofpeople by putting in place guidelines on howwe talk about
them?
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I believe that we should protect groups of people with the use of these guidelines as the choice
terminology could otherwise deeply offend, upset or distress some people which is unfair. An
example of this type of offensive language is in an article where it was stated that a "recently
released psychiatric patient kills his sister" this gives the implication that people have been sent
to psychiatric hospitals as a form of punishment which is not the case as they have gone there
for treatment, this article there fore could upset some people as they would now be seen as a
threat to society rather than the vulnerable individual that they are this could therefore have a
severely negative effect on their heath.
There are 3 ways in which a broadcaster can make it easier for people with a disability to
access its programmes. What are they?
The three way in which programmes can be made more accessible to disabled people are
Subtitling: there are currently 70 channels which are requires to provide a level of subtitling,
the BBC subtitle all of their programmes
Signed: some TV programmes incorporate a signer who translates dialogue and sound effects
in to sign. Channels must meet a quota to the amount of signed programmes they have
however channels with low audience numbers may simply pay an equivalent sum of money to
he British Sign Language Broadcasting Trust as an alternative this has been set up to
commission programmes presented in sign language.
Audio description: this is where a separate audio track is given to a programme, where a
narrator uses spaces in the original soundtrack to describe what is visually happening on the
screen in able for visually impaired people to understand what is going on.
Who ensures that broadcasters are making their programmes accessible? What are the
consequences for broadcasters ifthey do not meet their accessibility requirements?
Ofcom are in charge of ensuring that channels meet the accessibility requirements set out,
however there is such a large number o channels Ofcom are unable to check them all so the
channels are expected to self regulate, whilst Ofcom randomly checks on them, if they are
found to not have the correct amount of accessibility the channel could face a fine as a
consequence.
Why do we have codes ofpractice?
Most large media organisations have a code of practice which the work inline with, codes of
practice are the guidelines about how a product should be produced and the content of the
product, and is a way of producing content that’s appropriate for the audience so that it doesn't
offend anyone. The BBC editorial guidelines cover a range of areas providing guidance as to
how work should be produced as well as how the BBC want to go about their work. Producers
can use these guide lines when making decisions regarding their production, the public can
also uses these guidelines to hold the BBC to account of they feellike they have breached their
rules.
There are a number of different codes of practice for the range of different types of media
examples include the IPSO and the IGDA.
Use one code ofpractice and investigate it in detail:
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The Independent Press Standards Organisation (IPSO) was set up in 2014 to replace
the PCC, it deals with complaints regarding the print industry. As the regulator for the
newspaper and magazine industry in the UK the IPSO claim to
‘uphold the highest standards of journalism’ through their monitoring and maintenance
of the Editors' Code of Practice, which deals with issues such as news accuracy and
invasion of privacy they also provide support for individuals wishing to complain about
breaches in this code. Most of the complaints which the regulator deal with are
editorial related however they do also deal with complaints regarding the physical
behaviour of journalists such as the use of hidden cameras in order to obtain material.
An example of when the IPSO has had to deal with a breach of the editors code of
practice is in a publication in the Telegraph on the 4th April 2015 with the headline
“Sturgeon’s secret backing for Cameron” a complaint was made by the Office of the
First Minister of Scotland regarding this article claiming that it breached the editor's
code of practice as it was in accurate (clause 1) the issue arose from a piece of
leaked information from a private meeting between Nicola Sturgeon MSP and the
French Ambassador where Sturgeon supposedly said that she "would rather see
David Cameron win the general election than Ed Miliband" in the complaint it was
stated that this information was untrue and that the newspapers decision to not
contact Nicola Sturgeon before its publication was a breach of the accuracy clause.
After an investigation the IPSO found that the article was in fact a breach of the code
and action was taken.
What is the Broadcasting Act and what did it do?
The 1990 Broadcasting act paved the way for changes in ownership and that number of
available media outlets in the UK,it was created to ensure that everyone would have a fair
market share meaning that smaller companies had an opportunity to compete and therefore the
consumer would have a greater amount of choice. It aimed to get a variety of companies to
own parts of the media in the UK by restricting national newspapers to holding no more than
20% of a television company; similar restrictions also apply to TV and radio stations.
However a loophole was controversially found by Rupert Murdoch on the basis that SKY TV
was not a UK service.
What is the Official Secrets Act?
this is a piece of law which protects state secrets and national security. It has been previously
used to try and force journalists to reveal their sources for their stories if the authorities believe
that the case is a matter of national security. It is common for people to have a to sing the
official secrets act before and after employment involving access to secrets. An example of a
breach was Edward Joseph Snowden on wiki leaks.
Find an example ofwhen it has been used and explain why it was used and what the
outcome was.
An example of the use of this act is in 2011 when the metropolitan police attempted to use the
act to get the guardian to reveal their sources for the phone hacking scandal. In this example
they where unsuccessfulfrom gaining the wanted information from the journalists. This
example is very well known as it created a great issue surrounding important individuals
security.
Should we have an Official Secrets Act?
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Yes I believe that we should have an official secrets act as it allows key information to be
withheld from the public who wouldn’t be able to keep the countries secrets,which would
mean they would get out and perhaps into the hands of opposing governments and countries
which may present a terrorism threat this therefore may have deadly consequences. As a result
having a secrets act makes the security of the county and those in it safer which is of benefit to
everyone in the country.
What is the Obscene Publications 1959 and what is its definition ofobscenity?
(give a brief overview of the act and the quote its definition of obscenity)
This is an act of parliament which reformed the law related to obscenity; which is the state or
quality of being obscene.
It started in 1959 then later in 1977 also became an act which covered film. It was created in
order to protect people from publications and films where there are obscene natures-e.g.
violence sexual acts,mutilation, publications created with the intention of corrupting etc.
Prosecutions relating to music in terms of lyrical content and album covers have also been
attempted. An example of this is Lady Chatterleys Lover or Oz magazines schoolkids edition.
Recent attempted prosecutions also involve online chats and forums.
Give an example ofa recent case involving the act (1990 onwards). What happened, who
was involved and what was the outcome?
An example of a case is the Michael peacock case in 2012, peacock was a male escort who was
accused of distribution of obscene DVDs containing legal hardcore gay sex acts. Peacock was
found not guilty in trial as although the jury seemed initially shocked they didn’t find the
content to be corrupting, peacock also stated that the people viewing this DVD would most
likely be gay men who had specifically asked for this type of material therefore implying that
this content wouldn’t appear shocking or corrupting to them. The verdict of this case has given
a new understanding of the new presumed sexual norms which have been promoted through
pornography, as no one now seems to be shocked by this form of content.
What is the Video Recordings Act? Why was the Video Recordings Act introduced?
This act was created in 1984 to then regulate the growing home market of vhs in response to
'video nasties' appearing on the market without regulation. A system was in place to regulate
however it was voluntary meaning it was hare to enforce particularly with smaller companies.
So in 1985 the act changed meaning that all videos (and later DVDs etc.) had to be submitted
for rating. This work was carried out by the BBFC in the same way it did for cinema release.
The act has yet again been recently updated in 2010 in order to work for the changing trends in
the industry.
What were some ofthe films that were prosecuted by the Director ofPublic Prosecution?
There are some films which are deemed to graphic to be allowed on sale to the general public
the content of theses productions are extremely messed up and disturbed to an extent where the
BBFC wont allow them to be shown. Some examples of these types of film are 'snuff', 'the
driller killer' or 'cannibal holocaust' the content which may be included in these films may
include mutilation, violent rape, cannibalism or animal abuse to name a few examples, once
the film has bee said that it is not allowed to be shown or sold the BBFC will provide feed
back as to what they can take out so that the film will be able to be shown for example
cannibal holocaust featured a lot of animal abuse the BBFC then gave them feedback and they
removed 5.44 seconds in 2001 and then a further 15 seconds in 2011.
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What is the equality act?
the equality act was designed to encourage identification and elimination of
discrimination, sexual harassment and victimisation. It also aims to promote and
facilitate the progression of equality.
It covers the selection appointment and promotion processes regarding employment and also
deals with workplace harassment, provisions and equality with pay and conditions.
It brings together a number of acts to ensure that there is no discrimination
What are the 9 protected characteristics?
These characteristics are the things which the equality act ensure no one is discriminated due
to
They are:age, disability, gender reassignment, marriage &civil partnership, race,religion/
believe, sex and sexual orientation.
Can you find an example ofa case involving the equality act? What happened and what
was the outcome?
An example of a case involving the equality act was in 2015 when a group of Irish Travellers
was denied entry to a Weatherspoon's pub in London. The pub owner denied the allegations of
discrimination however the travellers won the case as the judge stated that the owner
"suffused with the stereotypical assumption that Irish Travellers and English Gypsies
cause disorder wherever they go".
The judge then added: "In my judgment this is racial stereotyping of those with that
ethnic origin." As a result the travellers had £24000 in damages awarded to them.
What protects people from journalists invading their privacy?
editors code of practice- PowerPoint
The editors code of practice includes a section on privacy law. Here it explains how everyone
is entitled to respect of their private life etc.
In the NUJ's code of conduct it states that journalists shouldn’t 'intrude into anybody's private
life, grief or distress unless justified by overriding consideration of the public interest’
However peoples privacy is still able to be disrupted so long as the journalist can prove that it
was done in the publics interest.
In English law there is no direct right to privacy however there are a number of rights which
do relate to this area such as the Privacy and the Human Rights Act 1998 and The Data
Protection Act 1998
Find a privacy case and explain who was involved, what happened and what the outcome
was.
The IPSO had to deal with another breach of the editors code of practice following a
complaint regarding a publication by the Derby Telegraph on the 20th November 2014
with the headline “Girl Involved in incident outside Derbyshire secondary school” the
girls mother made a complaint to the IPSO claiming that the article had breached the
codes privacy clause (clause 5) the complaint was made because the picture
accompanying the article depicted the injured girl with a pixilated face (as the paper
was unable to contact the family) and another girl tending to her which turned out to
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be her sister who was identifiable from the image as the paper was unaware of her
relationship to the victim. The mother complained to the IPSO that the use of the
photograph had added to the family’s distress, and that the incident was a private
matter, therefore meaning that the photograph should not have been published
without her consent. After investigation the IPSO deemed the article a breach of the
code, the newspaper was contacted and the image was remove from their online
article immediately and the paper offered to take down the full article and wrote a
written apology to the family.
What areas does the Copyright and Intellectual Property lawcover?
The copyright and intellectual property law covers 4 common areas these are- Patents
Trademarks
Designs
Copyright
These areas are in order to protect peoples discoveries inventions designs literature and other
artistic works. The type of protection which you need depends on what you have created.
Copyright designs and patents act 1988 are the most relevant to the print industry.
Why is copyright important to the creative media sector?
Copyright is important to the media sector as it prevents a persons intellectual property being
stolen. This is beneficial for the individual as others are unable to make a profit from their
product or idea. It is also good for the industry as it forces diversity and further development of
products. As people/ companies cant just use someone else's ideas. However some companies
take the copyright law too far and end up in a continuous battel with one another for example
apple and Microsoft who are continuously accusing each other of breaching their copyright for
example Apple have accused Microsoft of copying the home button from the IPhone,Which is
a basic component of the phone which seems slightly over the top to be claiming a breach of
copyright over.
What is libel? What must you be able to prove to win a libel case?
Libel is written or printed words of pictures that involve something damaging or untrue about
an individual.
To prove that you have been libelled you must go to court to show the statement and prove that
it is untrue, you must also prove that it has damaged your representation to others and that the
individual who did it had damaging intent.
Find an example (not the one you were given in the lecture)ofa libel case.
An example of a libel case is the 2006 case where Keith Smith claimed that William's
comment which appeared on a yahoo message board calling him a sexual offender, 'racist
bigot' and a 'Nazi' ruined his public representation and was done so with intent. In this case
Keith Smith was found successfulmeaning that Williams had to pay out £10000 plus costs.
Online cases like this are becoming increasingly common as social media increases in
popularity.