Here is my analysis of the front cover, contents page and a double page spread for the magazine Q. Identifying codes, conducts and conventions featured in the magazine, using key terms and phrases.
Presentación de power point, que nos muestra los juguetes que que nos presenta un recorrido a través del tiempo de las épocas de nuestros abuelos y padres y por supuesto la actual.
Here is my analysis of the front cover, contents page and a double page spread for the magazine Q. Identifying codes, conducts and conventions featured in the magazine, using key terms and phrases.
Presentación de power point, que nos muestra los juguetes que que nos presenta un recorrido a través del tiempo de las épocas de nuestros abuelos y padres y por supuesto la actual.
Why Churches Should Conduct Background ScreeeningData Facts, Inc.
Churches must be careful about choosing who they hire and allow to volunteer, as they serve vulnerable populations. Here are tips on how churches should set a policy in place to minimize the risk of a bad decision.
Se hace con la finalidad que los usuarios conozcan la función de la plataforma de moodle, y que no solo se trata en los estudiantes sino que lo puede utilizar el docente en sus unidades de trabajo.
How to Create a Social Media Strategy to Effect Social ChangeCindy Frei
Last week I spoke to a group of 40 students from Saudi Arabia here as a part of Legacy International’s Saudi Young Leaders Exchange Program, sponsored by the Embassy of the United States. I was invited to speak about #socialmedia and how to create a strategy to effect social change. I hope the students learned as much from the presentation as I did from them.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
2. Mastheads
The masthead is usually situated at the top of the page of most magazines. It is usually the biggest font on the page, it is like
this so that it stands out and a unique font is also used to make it eye catching. Dependant on how popular the magazine is,
depends on how much the masthead is covered. For example, ‘Vibe’ masthead is covered as the name is well known, so even
though it is partially covered people still know what it says. Whereas a less well known company won’t cover the masthead as
people wanted know the name of it.
3. Main Cover Image
The main image is usually in the middle of the page and is the only thing that is bigger than the masthead. The person who is
on the front cover is usually making direct address, this is done to engage the person who is looking at the magazine and to
make them read or buy the magazine. Usually with music magazines, the main image can indicate what genre of music the
magazine is about. For example, with a rock magazine the main image may have an image of someone screaming, with long
hair and a beard, this has connotations of the rock genre so that people know just from looking at the main image what genre
of music the magazine is about. Music iconography is used, such as guitars, to further suggest to the audience that the
magazine is about music.
4. Main Cover Line
The main cover line indicates that it is a music magazine, as it will often have a music artist included in it. It is
usually the biggest font compared to the other cover lines as it is the main story, it usually relates to the main
image and has an enticing quote to draw the reader in.
5. Positioning Statement
Is usually situated near the masthead, and is like a slogan. It positions the magazine
within in the market place.
6. Issue information, barcode and price
They are usually all situated together. However, sometimes the issue information
can be placed near the masthead. Normally they are placed in the bottom corner
of the magazine, out of the way.
7. Skyline
It is placed right at the top of the page, it usually is displaying a message to
entice the audience in to buying the magazine. It can also be used as another
cover line.
8. Puff
Looks like a sticker. Usually has an incentive written in it to engage the
audience.
9. Incentives and buzzwords
An incentive or a buzz word, is a word which entices the audience into reading
the magazine. E.g. ‘free’ will attract the reader as they will want to get
something for free.
10. House style
This shows us what the audience are like, as the magazine will have a particular
style. Like a specific font style and colour scheme.
