Media in the online age revision task
•Download as PPTX, PDF•
0 likes•1,666 views
This document provides guidance for a revision task on the topic of "Media in the Online Age" for an OCR exam. Students are instructed to create a PowerPoint presentation analyzing two media areas through the lens of four exam prompts: how online media has developed, the impact of the internet on media production, how consumer behavior and audiences have changed, and the extent of convergence. The presentation should incorporate historical context, current issues, and future debates for each media area. Examples of possible media areas to analyze include music/film industries, online television/gaming, and online news. Students are advised to use examples from their notes and multimedia projects to thoroughly address each prompt in detail with supporting evidence and links to relevant media theory.
Report
Share
Report
Share
Recommended
Media in the Online Age Unit Overview
This document provides guidance for answering an exam question on contemporary media issues in the online age. Students will be asked to answer one of two questions analyzing how online media has developed and impacted media production, consumer behavior, and convergence. They must use specific case studies and research to demonstrate understanding across at least two media forms. Students should discuss the historical context, current issues, and future debates related to online media and the chosen topics. Potential topics include music/film distribution, online television, gaming, news, or other forms of user-generated content.
Year 13 A2 Media Studies exam prep
This document provides tips and advice for the unseen section of the A2 media studies exam. It highlights that students should spend about 50 minutes on this section. They should carefully read the questions and understand what the examiner is asking before analyzing the unseen materials. Prior unseen exam questions focus on how various techniques are used in the materials and how successful they are. The document also provides examples of common media language techniques that may be assessed, such as camera work, sound, and character elements. Finally, it offers advice on crafting a strong essay response, including using correct terminology, directly answering the question, and providing a solid conclusion.
Lesson 1 Contemporary Media Regulations
This document provides information and instructions for a media studies exam. It outlines that the exam will consist of two sections - a theoretical evaluation of the student's own media production work, and a question analyzing a contemporary media issue. For the first section, students must describe and evaluate their skills development and analyze one of their productions. For the second section, students must answer one question chosen from a list of six topics relating to contemporary issues in media such as regulation, identity, or online media. The document provides example questions and guidance for studying regulation as one of the topics.
Section b copy
WeMedia refers to media created by ordinary users and citizens rather than traditional media organizations. It has emerged through new technologies and online platforms that allow anyone to publish content. This can make media more democratic by giving more voices a platform, but it can also be less democratic by spreading misinformation and making it harder to separate facts from opinions. Overall, WeMedia's impact on democracy likely depends on how citizens use these new tools of self-expression and how media literate societies remain.
Introduction to G325 Exam Unit
This document outlines the structure and requirements for the Critical Perspectives exam. It discusses the two sections of the exam - Section A focuses on theoretical evaluation of media production, while Section B covers contemporary media issues. Students will complete project work in teams to research one of six media issue themes and create revision materials. They will then answer one question from their chosen theme in the exam. The document provides details on the timeline and assessment criteria for the project work portion of the course.
BEA Ignite: Cynara Medina
This document outlines an assignment for students to create a Pecha Kucha presentation for a client. Pecha Kucha is a presentation style using 20 slides shown for 20 seconds each. Students will be divided into creative teams tasked with developing a 30-second commercial pitch in this format. They must apply principles of design, use images responsibly, and combine audio and visuals to tell a story. Each student will also write a individual memorandum analyzing the client, target audience, chosen media outlets, and design decisions. Examples of previous successful Pecha Kucha projects are provided.
A2 Media Studies Booklet 2015
A revision book to help students embed their understanding of the key theoretical perspectives for A2 Media Studies, including the new topic 'Identities & the Media'.
BEA Ignite: Anthony Glavez
The document describes the BEA IGNITE multimedia scrapbook assignment given to first year mass media students. The assignment aims to get students thinking about form and content, creativity, research, digital workflow, and teamwork while building self-efficacy in production. Students work in teams to create a scrapbook using various digital tools like PowerPoint and video/audio editing software to explore a topic covered extensively in traditional and social media. The assignment challenges students to create media and increases their self-efficacy in technical tasks while allowing them to freely explore an interesting topic and better understand how different media present messages.
Recommended
Media in the Online Age Unit Overview
This document provides guidance for answering an exam question on contemporary media issues in the online age. Students will be asked to answer one of two questions analyzing how online media has developed and impacted media production, consumer behavior, and convergence. They must use specific case studies and research to demonstrate understanding across at least two media forms. Students should discuss the historical context, current issues, and future debates related to online media and the chosen topics. Potential topics include music/film distribution, online television, gaming, news, or other forms of user-generated content.
Year 13 A2 Media Studies exam prep
This document provides tips and advice for the unseen section of the A2 media studies exam. It highlights that students should spend about 50 minutes on this section. They should carefully read the questions and understand what the examiner is asking before analyzing the unseen materials. Prior unseen exam questions focus on how various techniques are used in the materials and how successful they are. The document also provides examples of common media language techniques that may be assessed, such as camera work, sound, and character elements. Finally, it offers advice on crafting a strong essay response, including using correct terminology, directly answering the question, and providing a solid conclusion.
Lesson 1 Contemporary Media Regulations
This document provides information and instructions for a media studies exam. It outlines that the exam will consist of two sections - a theoretical evaluation of the student's own media production work, and a question analyzing a contemporary media issue. For the first section, students must describe and evaluate their skills development and analyze one of their productions. For the second section, students must answer one question chosen from a list of six topics relating to contemporary issues in media such as regulation, identity, or online media. The document provides example questions and guidance for studying regulation as one of the topics.
Section b copy
WeMedia refers to media created by ordinary users and citizens rather than traditional media organizations. It has emerged through new technologies and online platforms that allow anyone to publish content. This can make media more democratic by giving more voices a platform, but it can also be less democratic by spreading misinformation and making it harder to separate facts from opinions. Overall, WeMedia's impact on democracy likely depends on how citizens use these new tools of self-expression and how media literate societies remain.
Introduction to G325 Exam Unit
This document outlines the structure and requirements for the Critical Perspectives exam. It discusses the two sections of the exam - Section A focuses on theoretical evaluation of media production, while Section B covers contemporary media issues. Students will complete project work in teams to research one of six media issue themes and create revision materials. They will then answer one question from their chosen theme in the exam. The document provides details on the timeline and assessment criteria for the project work portion of the course.
BEA Ignite: Cynara Medina
This document outlines an assignment for students to create a Pecha Kucha presentation for a client. Pecha Kucha is a presentation style using 20 slides shown for 20 seconds each. Students will be divided into creative teams tasked with developing a 30-second commercial pitch in this format. They must apply principles of design, use images responsibly, and combine audio and visuals to tell a story. Each student will also write a individual memorandum analyzing the client, target audience, chosen media outlets, and design decisions. Examples of previous successful Pecha Kucha projects are provided.
A2 Media Studies Booklet 2015
A revision book to help students embed their understanding of the key theoretical perspectives for A2 Media Studies, including the new topic 'Identities & the Media'.
BEA Ignite: Anthony Glavez
The document describes the BEA IGNITE multimedia scrapbook assignment given to first year mass media students. The assignment aims to get students thinking about form and content, creativity, research, digital workflow, and teamwork while building self-efficacy in production. Students work in teams to create a scrapbook using various digital tools like PowerPoint and video/audio editing software to explore a topic covered extensively in traditional and social media. The assignment challenges students to create media and increases their self-efficacy in technical tasks while allowing them to freely explore an interesting topic and better understand how different media present messages.
AS Level Media Studies - Audiences and Institutions (Music) - Revision Booklet
This document provides an overview of exam topics, a mark scheme, and key terminology for a Media Studies exam focusing on audiences and institutions. The exam may cover characteristics of cross-media convergence and marketing strategies of media companies. Candidates should illustrate their knowledge through case study examples and be assessed on their understanding of production, distribution, marketing, exchange and consumption patterns. The document also provides details on three case studies for media institutions: Sony Music Entertainment, XL Recordings, and artists Beyonce and Adele.
L30 section b revision task
This document provides guidance for students on case study research for Section B of the G325 exam. It outlines the aims, which are to review prior learning, develop understanding of case studies, and gain a better understanding of exam board expectations. It emphasizes that students should address key areas of point, evidence, and analysis in their answers. Students should highlight these expectations and annotate how they would address them. The document also lists several media areas that could be case studies, and provides a revision checklist for students to compile information on each case study in preparation for the exam.
Eduqas GCE Media Studies AS (Y1) Component 1 Section A Exam Walkthrough Jan 2...
This document provides guidance on completing the representation question in Section A of an AS level Media Studies exam. It outlines the structure of Section A, which involves analyzing two unseen media texts - one print and one audiovisual. For the representation question, students will compare the representations made in an unseen audiovisual text to one of the set case studies they have previously studied. The document advises students on how to approach the question, including underlining key words, writing relevant theory, and making notes during viewings of the unseen text focused on representations of age. Comparing the representations to contexts is also emphasized.
New digital media lessons
This document discusses new and digital media and explores its impact on news. It begins with an activity brainstorming different forms of new and digital media. It then discusses how consumers now receive news through various online and digital platforms, as opposed to only newspapers, radio and television in the past. The document explores the impact this has had on both audiences, who now have more options for receiving news, and news institutions, who face more competition and declining profits. It considers arguments around whether news content online should be free or if consumers should pay for online news articles.
Intro media online
This document provides context and discussion points around the topic of media in the online age. It outlines four potential exam questions on how online media has developed, the impact of the internet on media production, how consumer behavior and audiences have been transformed, and the extent to which convergence has transformed media. It then discusses key concepts like the development of the internet and web, changing consumer behaviors and audiences, new business models, and debates around issues like piracy, censorship, control and ownership in the digital age.
Unit G325 June 2010
This document provides instructions and questions for an Advanced GCE Media Studies exam. It consists of two sections - Section A focuses on theoretical evaluation of media productions and requires students to describe how their own production work was informed by research and genre. Section B requires students to answer one long-form question focusing on a contemporary media issue, referring to at least two media areas and historical, contemporary, and future contexts. Students have 2 hours to complete the exam and are advised to divide time equally between the two sections.
L1 introduction to the unit
This document introduces the topics that will be covered in Section B of the media studies unit, which focuses on critical perspectives in media. It outlines the aims and objectives, which are to build upon Section A and introduce key terminology and theory needed to analyze contemporary media landscapes. Students will study global media and media in the online age through case studies, and general new media technologies. They will be expected to demonstrate knowledge and understanding of media concepts, contexts, and debates by accurately applying terminology. Students must participate in online discussion forums, complete tasks summarizing media products and how audiences are engaged, and research an independent case study on a new media technology to share on the class blog.
As media studies induction lesson
This document provides an overview of an AS Media Studies induction lesson, which includes setting up blogs, reviewing expectations for codes and conventions in teen movies, developing effective opening sequences, exploring different story types and completing a summer project. The lesson also outlines the coursework and exam units for AS Media Studies, which involve producing an opening sequence to a film and evaluating it through a blog, as well as studying TV drama, audiences, institutions and representations.
G322 Exam Questions and Advice
This document provides guidance for a 50-mark essay exam on the music industry. It outlines the expected structure of the essay and lists several potential essay questions focusing on topics like production and distribution methods, technological convergence, the role of global institutions, digital media developments, media ownership, marketing and consumption in the digital age, and cross-media convergence. For each question, it provides bullet points of issues or areas that could be discussed in the essay response.
The Significance of Proliferation in Hardware and Content
The proliferation of hardware and content for music has significantly impacted both institutions and audiences. Record labels have had to adapt to new platforms like Spotify and YouTube for content distribution, while also utilizing online marketing strategies. Audiences now expect to access music through various devices and formats, from streaming to downloads. Both labels and audiences have seen positives like more choice of content and platforms, while also negatives such as issues with piracy. The changes have revolutionized how music is both produced and marketed in the digital age.
Btec Media Handbook
This document provides an overview of the BTEC in Media Production Level 3 course offered at Heath Park Business & Enterprise College. The summary is as follows:
The BTEC in Media Production can be taken as a National Award (equivalent to 1 A-Level) or National Certificate (equivalent to 2 A-Levels). Students will study units involving practical media production skills like video, audio, photography, and desktop publishing. Assessment is through coursework rather than exams. The course aims to prepare students for further education in media-related fields or creative apprenticeships. It offers more hands-on, vocational learning compared to A-Level Film Studies.
Q's
This document provides sample questions about issues in contemporary media practice and industries. The questions address topics such as media ownership, the dominance of large institutions, targeting audiences, technological convergence, production and distribution of media products, piracy, and how digital distribution impacts marketing and consumption.
How to answer a media exam question... Kind of
The document provides guidance for answering Question 1 from a media studies exam. It begins by outlining the requirements for part a) and b) of the question, including discussing production practices, digital technology used, creativity, research, conventions, and post-production. It then provides examples from the student's own media productions to address each requirement. Key theories are also summarized that could be applied to analyzing media concepts like audience, representation, genre, and media language.
Technological Convergence and the Music Industry
Technological convergence is the tendency of different technologies to perform similar functions. This document discusses the importance of technological convergence for institutions and audiences. It notes that the rise of convergent devices like smartphones has increased pressure on institutions to provide content suitable for these popular devices across multiple formats like streaming, downloads, social media, and videos. While convergence provides advantages like easier access and distribution for both audiences and institutions, it also presents challenges like higher costs of constant innovation and more competition.
L10 media in the online age
This document discusses media in the online age and how individuals use the internet. It begins by establishing the aims of examining the history and development of the internet, new theoretical concepts about its popularity and accessibility, and where it may be heading in the future. Several key theories are introduced that discuss the shifting nature of knowledge online, the rise of social media and user-generated content, and how traditional gatekeepers have adapted to new forms of online media distribution. Case studies and examples are provided for students to research how video and content sharing online has changed entertainment experiences. The document aims to prepare students to answer exam questions by highlighting the important concepts, theories, and terminology they should reference.
A2 media exam
The document provides guidance for a 2-hour exam with two sections. Section A involves answering two questions about the student's coursework, focusing on developing skills over time (1a) and applying a theoretical concept (1b). Section B involves a single question on media and collective identity, requiring discussion of representation of social groups across time periods using relevant theory and examples from different media. Key advice emphasizes linking specific examples from texts to theoretical concepts, showing progression, and managing time spent on parts of the exam.
media
The document provides examiner comments on student responses to a question about how digital distribution affects the marketing and consumption of media products.
The examiners note that most students addressed digital distribution and marketing more than production or audiences. The best answers were able to create a debate around the strengths of different distribution practices and marketing strategies used by media institutions. Strong responses also drew contrasts between mainstream and independent producers.
The comments then provide more specific feedback on student answers relating to the film industry. Examiners observed that common approaches involved comparing major US studios to UK producers, though some assumptions about UK cinema were flawed. The best answers engaged thoroughly with new media forms and technologies in discussing case studies. To achieve high marks, appropriate terminology
A2 Media Revision Blast
This document outlines the schedule and activities for a media studies session. It includes a test on key terms and theories, peer assessment, discussions on various media areas like film, TV and print news in the online age, individual case study research, and practice answering exam questions. Students are instructed to complete a past paper question in under an hour. The document provides links to additional resources on media topics and advises students on revision activities before the exam.
Representation ideas for case study and active audience
This document provides guidance and questions for students to analyze representations across different media platforms and audiences. It discusses how representations are constructed for particular target audiences and how different audiences may interpret and respond to representations differently based on their own experiences and identities. Students are asked to choose a representation to use as a case study for analyzing how it is portrayed across print, broadcast, and online media, and how different audiences may view it.
G322 power point
Media conglomerates dominate the film industry, making it difficult for independent films to reach audiences. However, new technologies have helped independent films by making production, distribution, and exhibition cheaper and more accessible. While increased access to films online has hurt sales, it has also helped independent films gain audiences by allowing widespread distribution outside of traditional channels controlled by large studios.
Media in the online age revision
The document discusses theories of participatory culture, the long tail effect, and crowd-sourcing in media in the online age. It provides examples of how YouTube allows everyone to create and share videos, how niche media products can collectively earn as much as blockbusters online, and how people get free support for ideas by putting them on the internet. The document also discusses how global media companies have become dominant online players that spread Western culture, while individual media producers now create and stream content online as "prosumers."
MEDIA IN THE ONLINE AGE
The document provides information about an A2 Media Studies exam, including:
1) Section B of the exam will provide a choice of two questions worth 50 marks to answer, with past questions focusing on how the internet has changed media for audiences and the extent to which online and older distribution methods coexist.
2) Examiners noted candidates who answered Section B first generally did better overall, likely because it was worth more marks.
3) The exam preparation section lists key topics students need to know about the historical development of online media and its impact on audiences and production, as well as theories and industry areas to research independently.
More Related Content
What's hot
AS Level Media Studies - Audiences and Institutions (Music) - Revision Booklet
This document provides an overview of exam topics, a mark scheme, and key terminology for a Media Studies exam focusing on audiences and institutions. The exam may cover characteristics of cross-media convergence and marketing strategies of media companies. Candidates should illustrate their knowledge through case study examples and be assessed on their understanding of production, distribution, marketing, exchange and consumption patterns. The document also provides details on three case studies for media institutions: Sony Music Entertainment, XL Recordings, and artists Beyonce and Adele.
L30 section b revision task
This document provides guidance for students on case study research for Section B of the G325 exam. It outlines the aims, which are to review prior learning, develop understanding of case studies, and gain a better understanding of exam board expectations. It emphasizes that students should address key areas of point, evidence, and analysis in their answers. Students should highlight these expectations and annotate how they would address them. The document also lists several media areas that could be case studies, and provides a revision checklist for students to compile information on each case study in preparation for the exam.
Eduqas GCE Media Studies AS (Y1) Component 1 Section A Exam Walkthrough Jan 2...
This document provides guidance on completing the representation question in Section A of an AS level Media Studies exam. It outlines the structure of Section A, which involves analyzing two unseen media texts - one print and one audiovisual. For the representation question, students will compare the representations made in an unseen audiovisual text to one of the set case studies they have previously studied. The document advises students on how to approach the question, including underlining key words, writing relevant theory, and making notes during viewings of the unseen text focused on representations of age. Comparing the representations to contexts is also emphasized.
New digital media lessons
This document discusses new and digital media and explores its impact on news. It begins with an activity brainstorming different forms of new and digital media. It then discusses how consumers now receive news through various online and digital platforms, as opposed to only newspapers, radio and television in the past. The document explores the impact this has had on both audiences, who now have more options for receiving news, and news institutions, who face more competition and declining profits. It considers arguments around whether news content online should be free or if consumers should pay for online news articles.
Intro media online
This document provides context and discussion points around the topic of media in the online age. It outlines four potential exam questions on how online media has developed, the impact of the internet on media production, how consumer behavior and audiences have been transformed, and the extent to which convergence has transformed media. It then discusses key concepts like the development of the internet and web, changing consumer behaviors and audiences, new business models, and debates around issues like piracy, censorship, control and ownership in the digital age.
Unit G325 June 2010
This document provides instructions and questions for an Advanced GCE Media Studies exam. It consists of two sections - Section A focuses on theoretical evaluation of media productions and requires students to describe how their own production work was informed by research and genre. Section B requires students to answer one long-form question focusing on a contemporary media issue, referring to at least two media areas and historical, contemporary, and future contexts. Students have 2 hours to complete the exam and are advised to divide time equally between the two sections.
L1 introduction to the unit
This document introduces the topics that will be covered in Section B of the media studies unit, which focuses on critical perspectives in media. It outlines the aims and objectives, which are to build upon Section A and introduce key terminology and theory needed to analyze contemporary media landscapes. Students will study global media and media in the online age through case studies, and general new media technologies. They will be expected to demonstrate knowledge and understanding of media concepts, contexts, and debates by accurately applying terminology. Students must participate in online discussion forums, complete tasks summarizing media products and how audiences are engaged, and research an independent case study on a new media technology to share on the class blog.
As media studies induction lesson
This document provides an overview of an AS Media Studies induction lesson, which includes setting up blogs, reviewing expectations for codes and conventions in teen movies, developing effective opening sequences, exploring different story types and completing a summer project. The lesson also outlines the coursework and exam units for AS Media Studies, which involve producing an opening sequence to a film and evaluating it through a blog, as well as studying TV drama, audiences, institutions and representations.
G322 Exam Questions and Advice
This document provides guidance for a 50-mark essay exam on the music industry. It outlines the expected structure of the essay and lists several potential essay questions focusing on topics like production and distribution methods, technological convergence, the role of global institutions, digital media developments, media ownership, marketing and consumption in the digital age, and cross-media convergence. For each question, it provides bullet points of issues or areas that could be discussed in the essay response.
The Significance of Proliferation in Hardware and Content
The proliferation of hardware and content for music has significantly impacted both institutions and audiences. Record labels have had to adapt to new platforms like Spotify and YouTube for content distribution, while also utilizing online marketing strategies. Audiences now expect to access music through various devices and formats, from streaming to downloads. Both labels and audiences have seen positives like more choice of content and platforms, while also negatives such as issues with piracy. The changes have revolutionized how music is both produced and marketed in the digital age.
Btec Media Handbook
This document provides an overview of the BTEC in Media Production Level 3 course offered at Heath Park Business & Enterprise College. The summary is as follows:
The BTEC in Media Production can be taken as a National Award (equivalent to 1 A-Level) or National Certificate (equivalent to 2 A-Levels). Students will study units involving practical media production skills like video, audio, photography, and desktop publishing. Assessment is through coursework rather than exams. The course aims to prepare students for further education in media-related fields or creative apprenticeships. It offers more hands-on, vocational learning compared to A-Level Film Studies.
Q's
This document provides sample questions about issues in contemporary media practice and industries. The questions address topics such as media ownership, the dominance of large institutions, targeting audiences, technological convergence, production and distribution of media products, piracy, and how digital distribution impacts marketing and consumption.
How to answer a media exam question... Kind of
The document provides guidance for answering Question 1 from a media studies exam. It begins by outlining the requirements for part a) and b) of the question, including discussing production practices, digital technology used, creativity, research, conventions, and post-production. It then provides examples from the student's own media productions to address each requirement. Key theories are also summarized that could be applied to analyzing media concepts like audience, representation, genre, and media language.
Technological Convergence and the Music Industry
Technological convergence is the tendency of different technologies to perform similar functions. This document discusses the importance of technological convergence for institutions and audiences. It notes that the rise of convergent devices like smartphones has increased pressure on institutions to provide content suitable for these popular devices across multiple formats like streaming, downloads, social media, and videos. While convergence provides advantages like easier access and distribution for both audiences and institutions, it also presents challenges like higher costs of constant innovation and more competition.
L10 media in the online age
This document discusses media in the online age and how individuals use the internet. It begins by establishing the aims of examining the history and development of the internet, new theoretical concepts about its popularity and accessibility, and where it may be heading in the future. Several key theories are introduced that discuss the shifting nature of knowledge online, the rise of social media and user-generated content, and how traditional gatekeepers have adapted to new forms of online media distribution. Case studies and examples are provided for students to research how video and content sharing online has changed entertainment experiences. The document aims to prepare students to answer exam questions by highlighting the important concepts, theories, and terminology they should reference.
A2 media exam
The document provides guidance for a 2-hour exam with two sections. Section A involves answering two questions about the student's coursework, focusing on developing skills over time (1a) and applying a theoretical concept (1b). Section B involves a single question on media and collective identity, requiring discussion of representation of social groups across time periods using relevant theory and examples from different media. Key advice emphasizes linking specific examples from texts to theoretical concepts, showing progression, and managing time spent on parts of the exam.
media
The document provides examiner comments on student responses to a question about how digital distribution affects the marketing and consumption of media products.
The examiners note that most students addressed digital distribution and marketing more than production or audiences. The best answers were able to create a debate around the strengths of different distribution practices and marketing strategies used by media institutions. Strong responses also drew contrasts between mainstream and independent producers.
The comments then provide more specific feedback on student answers relating to the film industry. Examiners observed that common approaches involved comparing major US studios to UK producers, though some assumptions about UK cinema were flawed. The best answers engaged thoroughly with new media forms and technologies in discussing case studies. To achieve high marks, appropriate terminology
A2 Media Revision Blast
This document outlines the schedule and activities for a media studies session. It includes a test on key terms and theories, peer assessment, discussions on various media areas like film, TV and print news in the online age, individual case study research, and practice answering exam questions. Students are instructed to complete a past paper question in under an hour. The document provides links to additional resources on media topics and advises students on revision activities before the exam.
Representation ideas for case study and active audience
This document provides guidance and questions for students to analyze representations across different media platforms and audiences. It discusses how representations are constructed for particular target audiences and how different audiences may interpret and respond to representations differently based on their own experiences and identities. Students are asked to choose a representation to use as a case study for analyzing how it is portrayed across print, broadcast, and online media, and how different audiences may view it.
G322 power point
Media conglomerates dominate the film industry, making it difficult for independent films to reach audiences. However, new technologies have helped independent films by making production, distribution, and exhibition cheaper and more accessible. While increased access to films online has hurt sales, it has also helped independent films gain audiences by allowing widespread distribution outside of traditional channels controlled by large studios.
What's hot (20)
AS Level Media Studies - Audiences and Institutions (Music) - Revision Booklet
AS Level Media Studies - Audiences and Institutions (Music) - Revision Booklet
Eduqas GCE Media Studies AS (Y1) Component 1 Section A Exam Walkthrough Jan 2...
Eduqas GCE Media Studies AS (Y1) Component 1 Section A Exam Walkthrough Jan 2...
The Significance of Proliferation in Hardware and Content
The Significance of Proliferation in Hardware and Content
Representation ideas for case study and active audience
Representation ideas for case study and active audience
Viewers also liked
Media in the online age revision
The document discusses theories of participatory culture, the long tail effect, and crowd-sourcing in media in the online age. It provides examples of how YouTube allows everyone to create and share videos, how niche media products can collectively earn as much as blockbusters online, and how people get free support for ideas by putting them on the internet. The document also discusses how global media companies have become dominant online players that spread Western culture, while individual media producers now create and stream content online as "prosumers."
MEDIA IN THE ONLINE AGE
The document provides information about an A2 Media Studies exam, including:
1) Section B of the exam will provide a choice of two questions worth 50 marks to answer, with past questions focusing on how the internet has changed media for audiences and the extent to which online and older distribution methods coexist.
2) Examiners noted candidates who answered Section B first generally did better overall, likely because it was worth more marks.
3) The exam preparation section lists key topics students need to know about the historical development of online media and its impact on audiences and production, as well as theories and industry areas to research independently.
David gauntlett andrew keen
The document discusses differing views on the impact of Web 2.0. David Gauntlett argues that Web 2.0 has created a more democratic media by empowering prosumers and challenging the dominance of media institutions. Andrew Keen counters that Web 2.0 has created cultural chaos by fostering a "cult of the amateur" that devalues professionals and expertise, with internet oligarchs replacing old media oligarchs. They disagree on whether the removal of gatekeepers will open media to greater democracy or devalue talent.
Narrative Theory
Tzvetan Todorov proposed in 1969 that all narratives follow five stages: equilibrium, disruption of order, recognition of disorder, an attempt to repair damage, and a return to a new equilibrium. Roland Barthes, a French literary theorist, proposed that narratives have five codes: the hermeneutic code refers to unclear elements; the proairetic code refers to tension-building actions; the semantic code refers to meanings; the symbolic code organizes semantic meanings; and the cultural code is the assumed foundation of the narrative.
MFW12: Andrew Keen
This document discusses how increased social media and online connectivity can divide and disorient people as visibility becomes a trap that fuels digital narcissism. While technology eliminates loneliness, it may also repeat historical patterns of diminishing human connection unless alternatives are found that provide a balanced approach.
Past questions g325 critical perspectives
This document provides an overview of a critical perspectives exam for a media studies course. It outlines that the exam will consist of answering one question from six topics, with two questions offered per topic. Students will need to demonstrate their understanding of contemporary media issues by writing academically and referencing examples, theories and arguments. For each topic, four prompt questions are provided to help students prepare, focusing on issues like media representations, regulation, online media, and civic participation. Sample past exam questions are also included for additional practice.
Here Comes Everybody by Clay Shirky
Clay Shirky is a graduate of Yale University who teaches at NYU and writes extensively on how social networks are shaping society. He argues that online tools give people the power to organize in groups and take collective action. Large online groups can undertake complex shared activities like sharing photos on Flickr or having conversations. The internet allows people to interact based on common interests. Shirky believes these changes will transform the world wherever people work together to accomplish something.
A2 Media Studies Evaluation- Question 2
The document discusses how the main product (newspaper) and ancillary texts (website and poster) were effectively combined through consistent branding, color schemes, images, and storylines. A key way they were linked was through a fictional "Save Our Castle" campaign promoted across all three texts to engage the local community and promote the newspaper. While the design elements helped connect the texts visually, the campaign unified them through a common goal and ensured readers would access multiple texts for full details, demonstrating synergy between the products.
Clay shirky
Clay Shirky argues that changes in media change the nature of public arguments over time, with significant social and political effects. He focuses on how decentralized technologies like peer-to-peer networking, wireless connectivity, and open-source development enable new cooperative structures for getting things done as alternatives to traditional centralized institutions. Shirky believes groups tend to limit themselves, and that digital networks have increased the volume of ideas and arguments in circulation worldwide.
Web 2.0 Lesson Slides Class 5E
Web 2.0 relies on user-generated content and interactivity between users. It allows anyone with an internet connection to contribute content and updates. Examples of Web 2.0 applications include social networking sites, blogs, wikis, and video sharing sites that enable users to both consume and produce content. Web 2.0 has democratized the web by removing gatekeepers and giving more people a voice online through their ability to publish content.
Ethnicity Representations in the Media
This document discusses the representation of ethnicity in media. It begins with dictionary definitions of ethnicity as relating to cultural identity based on shared traits like race, religion or language. It then discusses Alvarado's model of common stereotypes in media representation of ethnicity: exotic, dangerous, pitied, humorous, and recently added - sexualized. The document notes that representation has changed from earlier definitions by foreignness or comedy, but minorities tend to still be defined by their otherness. It cautions that stereotypes can be dangerous if they form people's only experience of other cultures. Specific examples discussed include the demonization of young black people in some media and focus on stereotypical aspects of cultures in representations of minorities.
Media in the online age research & presentation task 2017
This document outlines a research and presentation task for students to complete in small groups on various media companies and web services. Each group will research the history and developments of companies like Google, YouTube, Facebook, Twitter, or Wikipedia. The presentations should provide an overview of the company's history, including what their website looked like over the years, key changes and acquisitions, user numbers, and current valuation.
A2 Media Studies Revision Pack
The document provides information and advice for a Media Studies exam, including:
- The exam is worth 25% of the final grade and has two sections - theoretical evaluation of productions and contemporary media issues.
- Section A asks students to describe and evaluate the development of their skills over their AS and A2 production work, focusing on areas like digital technology, creativity, research and planning, and post-production.
- Advice is given on what to discuss for each skill area, with examples of how skills have progressed. Higher grades require evaluating the impact and importance of skill development rather than just describing it.
Theory and Theorist For Media Studies A2
This is the theory revision I created for my A2 Media group a couple of years ago. There is some general narrative theory, Media theory Laura Mulvey etc and Racial Representation theory, Stuart Hall, Paul Gilroy, bell hooks etc. This was based on Media and Collective Identity focusing on the representation of black culture in British Film and American Music Videos.
Lean Analytics Cycle
The document discusses the lean analytics cycle of metrics, hypothesis, experiment, and act. It provides examples of how Hello Bar used this process to improve their installation rate. They found a low installation rate in metrics, hypothesized that more options would increase installations, tested this in an experiment, and achieved a 40% increase. Through dozens of experiments, their rate increased by 89%. The document encourages analyzing metrics to find opportunities, forming hypotheses through research, rigorously testing hypotheses, and making data-driven decisions.
Viewers also liked (16)
Media in the online age research & presentation task 2017
Media in the online age research & presentation task 2017
Similar to Media in the online age revision task
A2 Intro
This document outlines the structure and requirements for a 2-hour media examination. It is divided into two sections:
Section A requires candidates to answer two compulsory questions evaluating their skills development and one of their productions in relation to theoretical concepts.
Section B focuses on the contemporary issue of media in the online age. Candidates must demonstrate understanding of this topic through case studies and debates, combining knowledge of at least two media forms.
A2 Exam Intro
The document outlines the structure and requirements for a 2 hour examination on critical perspectives in media. It is divided into two sections:
Section A requires candidates to describe their skills development over two portfolios and evaluate one production in relation to a theoretical concept.
Section B focuses on the contemporary issue of media in the online age, requiring candidates to demonstrate understanding via case studies and debates, combining knowledge of at least two media forms.
A2 Intro
The document outlines the structure and requirements for a 2 hour examination on critical perspectives in media. It is divided into two sections:
Section A requires candidates to describe their skills development over two portfolios and evaluate one production in relation to a theoretical concept.
Section B focuses on the contemporary issue of media in the online age, requiring candidates to demonstrate understanding via case studies and debates, combining knowledge of at least two media forms.
A2 Intro
The document outlines the structure and requirements for a 2 hour examination on critical perspectives in media. It is divided into two sections:
Section A requires candidates to describe their skills development over two portfolios and evaluate one production in relation to a theoretical concept.
Section B focuses on the contemporary issue of media in the online age, requiring candidates to demonstrate understanding via case studies and debates, combining knowledge of at least two media forms.
1. Welcome to a level media studies
This document provides an overview and expectations for an A-Level Media Studies course. It includes:
- Key contact details and the course blog address.
- 10 expectations for student participation and performance in the course.
- An outline of the three assessment objectives focusing on media knowledge, analysis, and creation.
- An overview of the three exam components, including focus areas, question types, and assessments.
- Details on the non-exam assessment coursework component involving an individual cross-media production.
- Key concepts that underpin the course, including media language, representation, industries, and audiences.
Critical Perspectives in Media
This document provides guidance for a media studies exam assessing students' knowledge of contemporary media issues and ability to evaluate their own practical work theoretically.
The exam is divided into two sections - the first requires students to describe and evaluate their skills development and analyze one of their productions using a media concept. The second asks students to answer one question from a choice of topics related to a contemporary issue such as how online media has developed.
The document provides details on what students need to cover for each section, including lists of production practices and media concepts for Section 1, and prompts for each topic area in Section 2. Centers are advised to guide students in ongoing reflective evaluation of their work and ensure topics are studied with historical, contemporary,
G325 - OCR Advice on Sec B
This document provides advice for writing an A2 Sec B response on the topic of media and collective identity. It recommends choosing contemporary case studies from 2011 onwards involving at least two media. Responses should demonstrate understanding of representation, industries, audiences and debates. Answers must address the four prompts and cover the historical, contemporary, and future aspects of the chosen topic area, with an emphasis on the present. Examples should come from a variety of media texts, theories, and debates to show a balanced response.
Online age intro
This document outlines the requirements for a 2-hour exam assessing knowledge of media concepts, contexts, and critical debates regarding "Media in the Online Age." The exam consists of two compulsory questions evaluating a student's own production work, and one question chosen from two options focusing on online media. Section A requires students to describe and evaluate their skills development and select one production to analyze in relation to a media concept. Section B requires choosing one topic to demonstrate understanding of a contemporary issue through texts, institutions, audiences, and debates, focusing on news and film industries in this online context. Students must be prepared to address prompts on how online media developed, the internet's impact on production, transformed consumer behavior and audiences, and the extent of
Katho New Media Syllabus Dec09 Ana Adi
This document outlines the syllabus for a 2-week course on new media. The course aims to introduce students to concepts like convergence, web 2.0, and social media, and examine their impact on journalism, marketing, and communication. It will consist of daily 3-hour lectures and assignments, including analyzing readings, participating in discussions, working in teams on projects, and presenting work. Students will be assessed based on a reading commentary assignment, team project, and class participation.
MediaFilmExchange.co.uk Powerpoint
This document outlines the course requirements and assessments for an A2 Media Studies course. It contains the following key points:
- The course is 50% examined coursework (MEST 3) and 50% non-examined coursework (MEST 4) consisting of a critical investigation and linked production piece.
- MEST 3 focuses on demonstrating knowledge of media concepts, contexts, and debates. It involves analyzing unseen media texts and writing one essay.
- MEST 4 involves an in-depth critical investigation paper of 2000 words and a related media production reflecting the research.
- Over the year students will learn research, presentation, and critical analysis skills to prepare them for the assessments.
Intro to Post Modernism
This document provides an introduction to the G325: Critical Perspectives in Media course. It outlines that students will complete a two-hour exam assessing their knowledge of media concepts, contexts, and debates. The exam consists of two sections: Section A requires students to theoretically evaluate their own media production work and skills development over time in relation to concepts like genre and narrative; Section B requires students to answer a question on a contemporary media issue like global media or post-modern media by discussing relevant case studies, texts, industries, audiences, and debates. The document provides guidance on the structure and requirements of the exam.
G325 Section A
The document provides guidance on answering exam questions for a media studies course that require students to analyze and evaluate their own media production work. It outlines the key areas and concepts they should discuss, including developing skills in areas like digital technology and creativity, how they conducted research and planning, and how they approached post-production and use of conventions. Students are advised on how to deconstruct one of their own media pieces by applying concepts like genre, narrative, representation, audience, and media language.
Select ONE of the following options for your Final ProjectI. .docx
This document outlines the options and requirements for a final project in a digital media course. Students must choose between a research paper or creating a digital media project. The research paper must be 3-5 pages on a digital media topic and include citations. The creative project option involves making a 1-3 minute video or podcast on a media-related topic and submitting a one-page description. All projects are due by May 25th and must follow specific formatting guidelines.
Mest 1 guidance
This document provides guidance for students taking the MEST1 exam for AQA Media Studies. It outlines the structure and content of the exam, which has two sections. Section A consists of 4 short answer questions based on a stimulus text. Section B involves a choice between two longer essay questions on a cross-media study. The document offers examples of potential stimulus materials and cross-media study topics, as well as advising on relevant media theories students may refer to in their answers.
Intro to sections 1a 1b
This document provides guidance for answering questions about skill development from Foundation Portfolio to Advanced levels. It involves discussing areas like digital technology, creativity, research and planning, and post-production. For question 1b, students must select one production and evaluate it in relation to a concept like media language, genre, narrative, representation, or audience. They are advised to discuss relevant theories and relate their analysis to key thinkers. The focus is on audience - how productions connect to the ways audiences make sense of and interpret media. Students are asked to take notes on how their productions fit or do not fit with the concepts of genre, narrative, media language, and representation.
Critical perspectives in media
This document outlines the requirements and marking criteria for two sections of an exam on critical perspectives in media:
Section A requires students to describe and evaluate their skills development over two coursework productions, and select one production to evaluate in relation to a media concept. Section B requires students to answer one question from six topic areas, demonstrating understanding of contemporary issues, industries and debates within the chosen topic. Marking criteria assess explanation, use of examples, and use of terminology.
Introduction to GCSE Media (Year 11)
This document outlines the plan for a Year 11 Media Studies class. It includes introductions to the teachers and an overview of what will be covered over the year. There are two units that make up the GCSE - Unit 1 focuses on investigating different aspects of media including genres, representation, and production skills. Unit 2 involves three controlled assignments including a cross-media study comparing promotional methods across different platforms, and a practical music video production with planning materials and an evaluation.
Section ab of exam
The document provides guidance for students taking an exam on critical evaluation of media production work. It discusses how to structure responses for two different exam questions: 1a) and 1b).
For question 1a), it recommends teaching students to structure their evaluation of skills development across different areas of production using a three-stage process: pre-production, production, and post-production. It provides examples of how to structure an answer for some specific areas.
For question 1b), it suggests teaching students to introduce the theoretical concept, outline the production piece, and discuss how it supports or challenges ideas within the concept. It also breaks down guidance for evaluating productions using specific theoretical concepts like genre, narrative, representation, etc.
L1 intro to as media studies
This document provides an overview of the Eduqas GCE Media Studies course. It outlines the course structure, components, assessment objectives, theoretical framework and contexts of study.
The course consists of three components - Component 1 examines media products, industries and audiences through two exam sections; Component 2 involves in-depth study of three media forms; Component 3 is a non-exam assessment consisting of a cross-media production. Key theories such as semiotics, representation and media effects must be applied to textual analysis. The course aims to develop critical understanding and practical skills in media production.
G325 exam questions – real and imaginary revised june 12
This document outlines sample exam questions for two sections - 1a and 1b - that assess a student's media production skills and conceptual understanding. For section 1a, questions evaluate a student's development over time in areas like research, planning, technology use, and conventions. Section 1b questions require analyzing a single production in relation to concepts like narrative, representation, genre, or audience. The document also provides examples of potential questions assessing understanding of postmodern media.
Similar to Media in the online age revision task (20)
Select ONE of the following options for your Final ProjectI. .docx
Select ONE of the following options for your Final ProjectI. .docx
G325 exam questions – real and imaginary revised june 12
G325 exam questions – real and imaginary revised june 12
More from Liz Davies
Media language theory
This document provides an overview of media language and semiotics. It defines key terms like semiotics, signifier, signified, denotation, and connotation. It explains that semiotics examines how signs construct meaning and involves analyzing both the literal/denotative meaning and associated/connotative meanings of signs. The document also discusses Roland Barthes' views on how signs operate on denotative and connotative levels and can encode particular messages and ideologies, which he referred to as "myths."
Introduction to Representation
This document discusses representation in media texts and how to analyze representations. It defines representation as how groups, events, places or social changes are portrayed in media. Representations offer a version of reality but are subjective and constructed rather than objective. The document outlines Richard Dyer's 4 key points for analyzing representations: 1) What is represented 2) How it represents social groups 3) Who is responsible 4) Audience response. It also discusses theorists Stuart Hall and how representations rely on stereotypes that can subordinate groups.
Intro to editing
This document provides an introduction to key concepts in media language and film editing. It defines and discusses various elements of editing including shot order and choice, continuity, transitions, shot duration/pace and rhythm, and special effects. Specific techniques are explained such as establishing shots, the 180 degree rule, shot-reverse-shot, eyeline matches, and match on action. The meaning and effects created by different transitions like fades, dissolves, and wipes are also covered. The document stresses that editing controls what information is revealed to both characters and audiences.
Intro to sound
The document introduces key concepts about sound in media. It divides sound into two categories: diegetic sound that comes from within the world of the film, like dialogue and ambient noise, and non-diegetic sound that does not have a visible on-screen source, like theme music. Sound helps create meaning by enhancing emotion, conveying character psychology, and setting location and period. Key terminology includes soundtrack, theme music, sound effects, ambient sound, dialogue, voiceover, sound bridges, parallel sound, and contrapuntal sound.
Intro to editing
This document provides an introduction to key concepts in media language and film editing. It defines and discusses various elements of editing including shot order, continuity, transitions, shot duration/pace and rhythm, and special effects. Specific techniques are explained such as establishing shots, the 180 degree rule, shot/reverse shot, eyeline match, and match on action. The meaning and effects of different transitions like fades, dissolves and wipes are also covered. The document emphasizes that editing controls what information is revealed to both characters and the audience.
Intro to camerawork
This document discusses key concepts of camerawork in media including camera angles (eye level, high, low, Dutch), camera movement (pan, tilt, track, crane, handheld, zoom), framing and shot size (extreme long shot to extreme close up), composition using the rule of thirds, and depth of field (selective focus, deep focus, and pull focus). Specific films are referenced to illustrate different camera techniques.
Conventions of moving image
This document discusses the evolution of film conventions from early films to modern examples. It begins by having the reader watch two early films from 1897 and 1903 to see basic conventions and note differences between them. Then it has the reader watch clips from 2012 and 2009 films and compare them to the earlier films, noting how filming and editing techniques provide more character insight and impact the audience. The goal is to analyze how techniques have developed over time to influence meaning for viewers.
Intro to mise en scene
This document provides an introduction to the concept of mise-en-scène in media studies. It defines mise-en-scène as the visual elements within a scene or frame that communicate information to the audience. The six elements of mise-en-scène are identified as settings, props, costumes, performance/facial expressions, character positioning, and lighting/color. Examples are given for each element to illustrate how they are used to convey meaning and manipulate audience perceptions. Students are then asked to analyze a short film clip, paying attention to how these various mise-en-scène elements are employed.
Web 2.0 2018 Class 5E
Web 2.0 is a term used to describe a second generation of the World Wide Web that emphasizes user-generated content, usability, and interoperability. It allows users to interact and collaborate online as "prosumers" who both consume and create content. Examples of Web 2.0 include social media sites, blogs, wikis, video sharing sites, and web applications. Web 2.0 has given the public more access to media production tools and the ability to freely express themselves and share content online, competing with professional media. It has also increased user creativity and choice in how people access and engage with media.
Web 2.0 2018 Class 5E
Web 2.0 is a term used to describe a second generation of the World Wide Web that focuses on user-generated content and allows people to collaborate and share information online. Some key aspects of Web 2.0 include social media sites that facilitate sharing, user-centered design, and participation. Examples include social networking sites, blogs, wikis, video sharing sites, and more. Web 2.0 has given the public more access, ownership and power over media by allowing anyone to create and distribute content online.
Web 2.0 2018 Class 4D
Web 2.0 is a term used to describe a second generation of the World Wide Web that emphasizes user-generated content, usability, and interoperability. It allows users to interact and collaborate online by contributing user-created content through social media and virtual communities. Examples of Web 2.0 include social networking sites, blogs, wikis, video sharing sites, and web applications. David Gauntlett suggests that Web 2.0 has impacted access, ownership, power, and creativity by making media production equipment more accessible, giving audiences more control over what and when they consume media, and allowing ordinary people to produce and distribute content and have their voices heard.
Web 2.0 2018 Class 3D
Web 2.0 is a term used to describe a second generation of the World Wide Web that emphasizes user-generated content, usability, and interoperability. It allows users to interact and collaborate online by contributing user-generated content through social media and virtual communities. Examples of Web 2.0 include social networking sites, blogs, wikis, video sharing sites, and web applications. David Gauntlett suggests that Web 2.0 has shifted power from media institutions to audiences by giving users more control over creating and distributing content online. It has also made media creation more accessible through smaller and obtainable technologies.
Representation - Dyer
This document outlines Richard Dyer's framework for analyzing representations, which involves considering: 1) What is represented in terms of characters, subject matter, and place? 2) How are social groups represented and what ideologies does this reinforce? 3) Who is responsible for the representations? 4) What meaning might audiences take from the representations? It encourages analyzing representations of age, gender, sexuality, ethnicity and other attributes, and whether they rely on stereotypes or countertypes. It also discusses how representations can legitimize inequality and influence how social groups are seen.
Narrative theory - test your knowledge
This document provides a test on narrative theory concepts. It asks questions about the definition of narrative, Bordwell and Thompson's approach, the difference between the story and plot, types of narrative structures like linear and non-linear, and concepts like ellipsis and action cues that Roland Barthes introduced to analyze how films generate audience interest.
Narrative 2017
The document discusses different approaches to analyzing narratives in films. It distinguishes between plot, which is everything explicitly shown on screen, and story, which also includes events that are implied but not directly shown. Good narrative analysis considers the wider story rather than just the plot. It also discusses how narratives use techniques like restricted perspectives, ambiguity, and enigma codes to engage audiences and leave them with questions about the story.
Q1a Research and Planning
This document provides guidance for exam preparation on the topic of research and planning skills for media production. It begins by listing different areas of skills development that could be asked about, including research and planning. It then focuses on defining and providing examples of research versus planning. Research involves analyzing real media texts, audiences and technical aspects, while planning encompasses developing ideas, storyboarding, scheduling and organizing a production. The document prompts reviewing one's portfolio and production work to evaluate how research and planning skills developed between AS and A2 levels, noting any improvements that allowed for better creative decision making and production quality over time.
Q1a mark scheme
1. This document outlines a marking scheme for a question assessing candidates' ability to summarize their progress and use of digital technology over time.
2. The marking scheme has 4 levels, with level 4 earning 21-25 marks for a clear, fluent, and articulate response using specific examples and excellent terminology. Level 3 earns 16-20 marks for a good response with a clear description and evaluation.
3. Level 2 earns 10-15 marks for a mostly clear response with a narrow range of examples and limited discussion of progress. Level 1 earns 0-9 marks for a descriptive response with little evaluation and partly relevant examples.
Q1a digital technology lesson activities
This document provides guidance for students on developing a skills assessment and essay on digital technology skills. It includes activities for mapping skills, creating a timeline of media productions, and evaluating skill development over time. Students are prompted to consider their current skill level, productions worked on, and key skills learned from each. They are also given guidance on structuring a five paragraph essay responding to an exam question about how their digital technology skills developed and contributed to creative decision making, with examples from their coursework and other productions.
More from Liz Davies (20)
Recently uploaded
04062024_First India Newspaper Jaipur.pdf
Find Latest India News and Breaking News these days from India on Politics, Business, Entertainment, Technology, Sports, Lifestyle and Coronavirus News in India and the world over that you can't miss. For real time update Visit our social media handle. Read First India NewsPaper in your morning replace. Visit First India.
CLICK:- https://firstindia.co.in/
#First_India_NewsPaper
What Ukraine Has Lost During Russia’s Invasion
An astonishing, first-of-its-kind, report by the NYT assessing damage in Ukraine. Even if the war ends tomorrow, in many places there will be nothing to go back to.
Gabriel Whitley's Motion Summary Judgment
Here is Gabe Whitley's response to my defamation lawsuit for him calling me a rapist and perjurer in court documents.
You have to read it to believe it, but after you read it, you won't believe it. And I included eight examples of defamatory statements/
Letter-from-ECI-to-MeiTY-21st-march-2024.pdf
भारत सरकार द्वारा बड़े पैमाने पर व्हाट्सएप अभियान चलाए जाने से डेटा गोपनीयता, नैतिकता और चुनावों की निष्पक्षता पर सवाल उठते हैं।
EED - The Container Port PERFORMANCE INDEX 2023
El Puerto de Algeciras continúa un año más como el más eficiente del continente europeo y vuelve a situarse en el “top ten” mundial, según el informe The Container Port Performance Index 2023 (CPPI), elaborado por el Banco Mundial y la consultora S&P Global.
El informe CPPI utiliza dos enfoques metodológicos diferentes para calcular la clasificación del índice: uno administrativo o técnico y otro estadístico, basado en análisis factorial (FA). Según los autores, esta dualidad pretende asegurar una clasificación que refleje con precisión el rendimiento real del puerto, a la vez que sea estadísticamente sólida. En esta edición del informe CPPI 2023, se han empleado los mismos enfoques metodológicos y se ha aplicado un método de agregación de clasificaciones para combinar los resultados de ambos enfoques y obtener una clasificación agregada.
Essential Tools for Modern PR Business .pptx
Discover the essential tools and strategies for modern PR business success. Learn how to craft compelling news releases, leverage press release sites and news wires, stay updated with PR news, and integrate effective PR practices to enhance your brand's visibility and credibility. Elevate your PR efforts with our comprehensive guide.
Acolyte Episodes review (TV series)..pdf
Acolyte Episodes review (TV series) The Acolyte. Learn about the influence of the program on the Star Wars world, as well as new characters and story twists.
Recently uploaded (10)
Media in the online age revision task
- 1. Media in the Online Age Revision Task
- 2. Task Overview You are going to create a Ppt. that works through all four exam areas for this topic for two media areas. Why?...
- 3. OCR Specification: Section B: Contemporary Media Issues - Media in the Online Age Candidates must prepare and use specific case studies, texts, debates and research of the topic to demonstrate understanding of the contemporary issue. This understanding must combine knowledge of at least two media and a range of texts, industries, audiences and debates. The topic is accompanied by four prompt questions, and candidates must be prepared to answer an exam question that relates to one or more of these four prompts: • How have online media developed? • What has been the impact of the Internet on media production? • How is consumer behaviour and audience response transformed by online media, in relation to the past? • To what extent has convergence transformed the media?
- 4. OCR Specification continued: There should be emphasis on the historical, the contemporary and the future in relation to the chosen topic, with most attention on the present: • Historical – dependent on the requirements of the topic, candidates must summarise the development of the media forms in question in theoretical contexts. • Contemporary – current issues within the topic area. • Future – candidates must demonstrate personal engagement with debates about the future of the media forms / issues that the topic relates to. Candidates might explore combinations of any two media, considering how each (or the two in converged forms) can be analysed from the above prompts. Examples might be music downloading and distribution, the film industry and the internet, online television, online gaming, online news provision, various forms of online media production by the public or a range of other online media forms.
- 5. 1. Set up a Ppt. • Might be a good idea to work on a Google Doc presentation doc so you can access from any computer. • You may prefer to work on Word or other programme – fine, whatever is going to be most useful to you.
- 6. 2. Choose 2 media areas • Look back through your journal for written work and examples that you can use in the Ppt. Don’t forget your Xtranormal videos.
- 7. 3. Work through 4 prompts • Work through the four exam prompts ensuring you cover both media areas in detail. • Give detailed examples to support your points. • Ensure you make links to theory throughout. • Include images and other media to illustrate your points.