AQUÍ ENCONTRARÁS DATOS ACERCA DEL COMPLEJO PROCESO DE LA HUMUFICACIÓN DE LA MATERIA ORGÁNICA, DONDE PODRÁS RESOLVER TODAS TUS DUDAS SOBRE ESTO Y LA MATERIA ORGÁNICA DEL AMBIENTE, DE LA COMPOSTA O DE LA VERMCOMPOSTA.
Este documento describe los principales macronutrientes (hidratos de carbono, proteínas, lípidos, agua y sales minerales) y micronutrientes (vitaminas) necesarios para el cuerpo humano. Explica las funciones de cada nutriente, sus fuentes principales y la importancia de una dieta equilibrada y completa que incluya todos los grupos de alimentos.
This document appears to be notes from a media studies class. It includes statistics on student performance in the subject across various years, descriptions of class projects analyzing films and creating documentaries, information on guest speakers from the film industry, and notes planning a short horror film exercise for students to complete in groups. The document provides an overview of the media studies curriculum, projects assigned, guest involvement, and resources available to students.
The document outlines the five key stages of film production: development, pre-production, production, post-production, and distribution. It describes the main activities that take place at each stage, from securing initial financing during development, to distributing the completed film. The stages involve writing scripts, hiring crews, filming, editing, marketing the film for theatrical release, and generating ongoing revenue through different distribution channels.
The document discusses gender stereotypes and representation in media. It asks how different genders are portrayed in terms of their appearance, behavior, speech, dress, jobs, relationships, and other attributes. It notes that these portrayals may differ by age, region, sexuality, race, personality, and other factors. The document then categorizes people by gender and provides a template for analyzing clips in terms of stereotypes and how characters are represented. Students will be asked to compare portrayals of males, females, and trans individuals both within and across gender categories.
This document outlines an activity to teach students about postmodernism. It introduces some key terms related to postmodernism like pastiche, parody, hybridity, and intertextuality. Students are split into groups and given media texts to analyze in terms of these concepts, explaining how each text demonstrates postmodern qualities. The goal is for students to identify these postmodern elements in both existing and original media examples. They compete for points by accurately categorizing texts and developing their own case studies. At the end, a winner is announced based on the group with the most points.
The document provides information to help study for an exam on the film industry. It discusses the key stages in the life cycle of a film from funding through production, marketing, distribution, consumption including exhibition and exchange. It also outlines the main topics to be covered: media ownership, synergy/convergence, audiences, digital technology, hardware, and technological convergence. Examples of case studies and recent films are mentioned to illustrate the concepts. Constant revision of the material is emphasized in order to remember all the necessary information for the exam.
The document provides guidance on how to take effective notes and write paragraphs for the AS media exam. It recommends two note-taking options - structuring notes by the beginning, middle and end of a clip, or noting each key term and the related evidence. For paragraphs, it outlines the PEAL structure - having a Point, Evidence, Analysis, and Link for each paragraph. It emphasizes using analytical verbs for analysis and comparing representations where possible to achieve higher marks.
AQUÍ ENCONTRARÁS DATOS ACERCA DEL COMPLEJO PROCESO DE LA HUMUFICACIÓN DE LA MATERIA ORGÁNICA, DONDE PODRÁS RESOLVER TODAS TUS DUDAS SOBRE ESTO Y LA MATERIA ORGÁNICA DEL AMBIENTE, DE LA COMPOSTA O DE LA VERMCOMPOSTA.
Este documento describe los principales macronutrientes (hidratos de carbono, proteínas, lípidos, agua y sales minerales) y micronutrientes (vitaminas) necesarios para el cuerpo humano. Explica las funciones de cada nutriente, sus fuentes principales y la importancia de una dieta equilibrada y completa que incluya todos los grupos de alimentos.
This document appears to be notes from a media studies class. It includes statistics on student performance in the subject across various years, descriptions of class projects analyzing films and creating documentaries, information on guest speakers from the film industry, and notes planning a short horror film exercise for students to complete in groups. The document provides an overview of the media studies curriculum, projects assigned, guest involvement, and resources available to students.
The document outlines the five key stages of film production: development, pre-production, production, post-production, and distribution. It describes the main activities that take place at each stage, from securing initial financing during development, to distributing the completed film. The stages involve writing scripts, hiring crews, filming, editing, marketing the film for theatrical release, and generating ongoing revenue through different distribution channels.
The document discusses gender stereotypes and representation in media. It asks how different genders are portrayed in terms of their appearance, behavior, speech, dress, jobs, relationships, and other attributes. It notes that these portrayals may differ by age, region, sexuality, race, personality, and other factors. The document then categorizes people by gender and provides a template for analyzing clips in terms of stereotypes and how characters are represented. Students will be asked to compare portrayals of males, females, and trans individuals both within and across gender categories.
This document outlines an activity to teach students about postmodernism. It introduces some key terms related to postmodernism like pastiche, parody, hybridity, and intertextuality. Students are split into groups and given media texts to analyze in terms of these concepts, explaining how each text demonstrates postmodern qualities. The goal is for students to identify these postmodern elements in both existing and original media examples. They compete for points by accurately categorizing texts and developing their own case studies. At the end, a winner is announced based on the group with the most points.
The document provides information to help study for an exam on the film industry. It discusses the key stages in the life cycle of a film from funding through production, marketing, distribution, consumption including exhibition and exchange. It also outlines the main topics to be covered: media ownership, synergy/convergence, audiences, digital technology, hardware, and technological convergence. Examples of case studies and recent films are mentioned to illustrate the concepts. Constant revision of the material is emphasized in order to remember all the necessary information for the exam.
The document provides guidance on how to take effective notes and write paragraphs for the AS media exam. It recommends two note-taking options - structuring notes by the beginning, middle and end of a clip, or noting each key term and the related evidence. For paragraphs, it outlines the PEAL structure - having a Point, Evidence, Analysis, and Link for each paragraph. It emphasizes using analytical verbs for analysis and comparing representations where possible to achieve higher marks.
This document provides guidance on improving a blog by reviewing comments, completing missing tasks, and maintaining the blog independently. It highlights areas the blog will be marked on, such as titles, completion, order, time management, presentation, and communication. Good practices are noted but not described, while poor practices are listed but also not explained. Students are instructed to upload assessment records and missing content, as well as fix text presentation issues.
The document discusses applying Michel Foucault's theories on surveillance and the panopticon to various media texts. Foucault argued that constant surveillance changes how people present themselves and act, as viewers have power over those being watched. Reality television and social media allow audiences to observe and control how others present themselves. Students analyzed how shows like Big Brother and profiles on Facebook reflect concepts of voyeurism and panoptical control from Foucault's perspective. They were assigned to write an essay comparing selected media texts using Foucault's surveillance theories.
This document defines and provides examples of key terms related to sound in media. It discusses concepts like diegetic and non-diegetic sound, the soundscape, score, dialogue, ambient sound, sound bridges, sound effects, Foley, synchronous and asynchronous sound, incidental music, and sound motifs. Examples are provided for many terms, typically linking to YouTube videos that illustrate the term. The document concludes by asking the reader to categorize their understanding of the terms into green, amber, and red for focused revision in preparation for a test on the topics.
This document provides an overview of key concepts related to modernism and postmodernism. It discusses how modernism emerged from the late 19th century with industrialization, capitalism, and secularization. Technologies like the automobile and telephone altered perceptions of time and space. Theories like Taylorism and Fordism aimed to increase efficiency and productivity through specialization and assembly lines. However, events like the World Wars and economic crashes eroded trust in rationalism and science, contributing to postmodernism's emphasis on style over substance and skepticism of grand narratives. Students are assigned to complete a chart comparing modern and postmodern traits, and create mind maps analyzing specific modernist and postmodernist works in their historical contexts.
This document defines key terms related to editing in media. It discusses various continuity editing techniques like the 180 degree rule, match cuts, shot reverse shot, eye line matches, and cross cutting. It also covers other editing concepts like pace, time manipulation, transitions, and special effects. The goal of continuity editing is to make scenes look continuous and smooth for the audience.
This document defines and provides examples of key cinematography and mise-en-scene terms. It discusses mise-en-scene as referring to everything that appears before the camera, including lighting, setting, color, characters' body language, facial expressions, gestures, costumes, props, and representations. It also covers the different types of lighting like key lighting, fill lighting, and high/low key lighting. Color symbolism and how lighting determines mood are also addressed. The document provides homework to review and learn these important media terms.
Assignment 3 planning of sweded trailerMissConnell
The document provides guidance for students planning their Sweded trailer assignment. It outlines the key elements they must include in their planning: a storyboard, script, props, costumes, actors, and locations. Students must choose whether to collaborate together on all aspects or divide tasks among group members. Templates and examples are provided for the storyboard and script. Criteria for assessing the quality of each element at different levels are also included.
This document lists past paper questions about postmodern media from January 2010 to June 2014. The questions cover defining postmodern media, discussing why it may be considered controversial, analyzing how postmodern media differ from other media and blur reality/representation, and assessing theories of and arguments for/against postmodernism in relation to various media examples and texts.
This document provides information about an exam on Critical Perspectives in Media, including details about the postmodernism section. It covers the title, length, requirements and marking of the exam. For the postmodernism part, it lists various media platforms and theories that must be studied, such as video games, cinema and audience theories. It also provides sample exam questions focusing on definitions of postmodernism, how postmodern media challenges traditional concepts, and debates around whether postmodernism is a useful theory. Students are instructed to prepare for an exam question relating to prompts about their chosen contemporary media issue.
This document provides instructions for an assignment on key camera techniques for students in a media class. It includes a quiz on camera shots, angles, movement, and composition. For homework, students must work in groups to take photos that demonstrate these techniques and create a PowerPoint presentation with annotations explaining each technique. Examples of layout for the presentation are provided. Students will be assessed on their understanding, photo quality, presentation skills, and group contribution.
The document discusses film genres, subgenres, and hybrids. It defines genres as categories that films can be grouped into, and provides examples of common genres like drama, comedy, and horror. Subgenres are more specific categories that combine two main genres, such as romantic comedies. Hybrids combine three or more genres. The document emphasizes identifying conventions for each genre and subgenre. Students will complete a genre exploration assignment demonstrating their understanding of genres, subgenres, conventions, and providing film examples.
This document appears to be about a sample presentation. While no other details are provided in the document itself, it seems to be providing an example of what a presentation might look like or include. Further context would be needed to understand the purpose or content of the sample presentation described.
This document provides information about Section A of the G322 exam, which focuses on analyzing techniques used in television dramas. It defines key terms like text, analysis, and representation. It describes the objectives of Section A as understanding how technical elements like camera work, mise-en-scene, editing, and sound are used to create meaning and represent social groups. Candidates will analyze an unseen TV drama clip using these techniques and terms. The document also lists different types of TV dramas and resources for further studying them.
This document contains assessment results for AS and A2 media students from 2011-2014. It shows that for AS level, the percentage of students receiving A-E, A-C and A-B grades fluctuated over the years but remained high overall, with 100% receiving A-E in 2013-2014. Similarly for A2 level, the percentage of top grades varied year-to-year yet stayed high, with 100% of students receiving A-E in 2012-2013. The document also outlines the assessment structure for the course, which includes exam sections on TV drama and the film industry, a coursework film opening sequence, and research, construction and evaluation components.
Postmodernism lesson 1 introduces some of the basic ideas and concepts of postmodernism. It discusses the origins and key themes of postmodernism, including its skepticism of grand narratives and emphasis on individual experimentation. The document outlines some previous artistic and cultural movements like modernism to provide context. It also examines some key postmodern features such as pastiche, parody, intertextuality, and self-reflexivity. Students are assigned a task to create a presentation on a postmodern text that demonstrates at least two of these concepts.
This document provides an overview of the Photoshop software and basic photo editing tips. It explains that Photoshop is a pixel-based program best suited for editing high resolution photos with good lighting. The document recommends saving files as JPEG or TIFF formats. It also cautions that Photoshop has limits and cannot fix extremely underexposed or poor quality photos. Lastly, it lists some basic Photoshop tools and other photo editing software alternatives like iPhoto, PicMonkey, and many iPad apps.
The document provides instructions for redesigning ancillary materials in InDesign. It includes a list of InDesign tools to learn like selecting objects, writing text, and placing images. The task is to redesign some edited photos from a PDF by opening a new file, placing images in layers, adding graphics, text boxes, and formatting. The final steps are to compare the redesign to the original, make any adjustments, export as a PDF, and create a PowerPoint with annotated screenshots documenting each step as evidence of knowing how to use InDesign.
The feedback document provides guidance on improving exam essays about postmodernism. It recommends sticking closely to the essay question, fully explaining case studies using at least two media platforms, discussing at least two postmodern theories like Baudrillard's hyperreality and Foucault's panopticism, and making comparisons between case studies. The document outlines two essay structures - by postmodern feature or by case study - and emphasizes using PEAL paragraphs with a Point, Evidence, Analysis, and Link to the question. Finally, it stresses thoroughly revising work to ensure clarity and preparation.
Baudrillard's theory of hyperreality argues that media representations have become indistinguishable from reality. The media presents models of behavior, morality, and lifestyle that masses accept as real. As a result, the simulation created by media becomes people's perception of reality, making it impossible to distinguish the real from the hyperreal. Baudrillard also claimed that the Gulf War was a hyperreal event, as media reporting distorted and replaced factual reality. Advertising seduces audiences by promising a lifestyle reserved for elites, even though the promise is only a simulation.
This document provides information on postmodern features and theories relevant to media studies. It lists various postmodern characteristics such as hybridization, intertextuality, voyeurism, and nostalgia. It also outlines key postmodern theorists like Baudrillard, Foucault, Lyotard, and Jameson and their ideas about hyperreality, panopticism, the rejection of grand narratives, and the lack of original ideas. The document also provides sample exam questions on defining postmodern media and analyzing how postmodern texts challenge traditional concepts of representation, genre, and the relationship between text and audience. It lists recommended case studies and media to analyze, such as reality TV, video games, and advertising.
This document provides guidance on improving a blog by reviewing comments, completing missing tasks, and maintaining the blog independently. It highlights areas the blog will be marked on, such as titles, completion, order, time management, presentation, and communication. Good practices are noted but not described, while poor practices are listed but also not explained. Students are instructed to upload assessment records and missing content, as well as fix text presentation issues.
The document discusses applying Michel Foucault's theories on surveillance and the panopticon to various media texts. Foucault argued that constant surveillance changes how people present themselves and act, as viewers have power over those being watched. Reality television and social media allow audiences to observe and control how others present themselves. Students analyzed how shows like Big Brother and profiles on Facebook reflect concepts of voyeurism and panoptical control from Foucault's perspective. They were assigned to write an essay comparing selected media texts using Foucault's surveillance theories.
This document defines and provides examples of key terms related to sound in media. It discusses concepts like diegetic and non-diegetic sound, the soundscape, score, dialogue, ambient sound, sound bridges, sound effects, Foley, synchronous and asynchronous sound, incidental music, and sound motifs. Examples are provided for many terms, typically linking to YouTube videos that illustrate the term. The document concludes by asking the reader to categorize their understanding of the terms into green, amber, and red for focused revision in preparation for a test on the topics.
This document provides an overview of key concepts related to modernism and postmodernism. It discusses how modernism emerged from the late 19th century with industrialization, capitalism, and secularization. Technologies like the automobile and telephone altered perceptions of time and space. Theories like Taylorism and Fordism aimed to increase efficiency and productivity through specialization and assembly lines. However, events like the World Wars and economic crashes eroded trust in rationalism and science, contributing to postmodernism's emphasis on style over substance and skepticism of grand narratives. Students are assigned to complete a chart comparing modern and postmodern traits, and create mind maps analyzing specific modernist and postmodernist works in their historical contexts.
This document defines key terms related to editing in media. It discusses various continuity editing techniques like the 180 degree rule, match cuts, shot reverse shot, eye line matches, and cross cutting. It also covers other editing concepts like pace, time manipulation, transitions, and special effects. The goal of continuity editing is to make scenes look continuous and smooth for the audience.
This document defines and provides examples of key cinematography and mise-en-scene terms. It discusses mise-en-scene as referring to everything that appears before the camera, including lighting, setting, color, characters' body language, facial expressions, gestures, costumes, props, and representations. It also covers the different types of lighting like key lighting, fill lighting, and high/low key lighting. Color symbolism and how lighting determines mood are also addressed. The document provides homework to review and learn these important media terms.
Assignment 3 planning of sweded trailerMissConnell
The document provides guidance for students planning their Sweded trailer assignment. It outlines the key elements they must include in their planning: a storyboard, script, props, costumes, actors, and locations. Students must choose whether to collaborate together on all aspects or divide tasks among group members. Templates and examples are provided for the storyboard and script. Criteria for assessing the quality of each element at different levels are also included.
This document lists past paper questions about postmodern media from January 2010 to June 2014. The questions cover defining postmodern media, discussing why it may be considered controversial, analyzing how postmodern media differ from other media and blur reality/representation, and assessing theories of and arguments for/against postmodernism in relation to various media examples and texts.
This document provides information about an exam on Critical Perspectives in Media, including details about the postmodernism section. It covers the title, length, requirements and marking of the exam. For the postmodernism part, it lists various media platforms and theories that must be studied, such as video games, cinema and audience theories. It also provides sample exam questions focusing on definitions of postmodernism, how postmodern media challenges traditional concepts, and debates around whether postmodernism is a useful theory. Students are instructed to prepare for an exam question relating to prompts about their chosen contemporary media issue.
This document provides instructions for an assignment on key camera techniques for students in a media class. It includes a quiz on camera shots, angles, movement, and composition. For homework, students must work in groups to take photos that demonstrate these techniques and create a PowerPoint presentation with annotations explaining each technique. Examples of layout for the presentation are provided. Students will be assessed on their understanding, photo quality, presentation skills, and group contribution.
The document discusses film genres, subgenres, and hybrids. It defines genres as categories that films can be grouped into, and provides examples of common genres like drama, comedy, and horror. Subgenres are more specific categories that combine two main genres, such as romantic comedies. Hybrids combine three or more genres. The document emphasizes identifying conventions for each genre and subgenre. Students will complete a genre exploration assignment demonstrating their understanding of genres, subgenres, conventions, and providing film examples.
This document appears to be about a sample presentation. While no other details are provided in the document itself, it seems to be providing an example of what a presentation might look like or include. Further context would be needed to understand the purpose or content of the sample presentation described.
This document provides information about Section A of the G322 exam, which focuses on analyzing techniques used in television dramas. It defines key terms like text, analysis, and representation. It describes the objectives of Section A as understanding how technical elements like camera work, mise-en-scene, editing, and sound are used to create meaning and represent social groups. Candidates will analyze an unseen TV drama clip using these techniques and terms. The document also lists different types of TV dramas and resources for further studying them.
This document contains assessment results for AS and A2 media students from 2011-2014. It shows that for AS level, the percentage of students receiving A-E, A-C and A-B grades fluctuated over the years but remained high overall, with 100% receiving A-E in 2013-2014. Similarly for A2 level, the percentage of top grades varied year-to-year yet stayed high, with 100% of students receiving A-E in 2012-2013. The document also outlines the assessment structure for the course, which includes exam sections on TV drama and the film industry, a coursework film opening sequence, and research, construction and evaluation components.
Postmodernism lesson 1 introduces some of the basic ideas and concepts of postmodernism. It discusses the origins and key themes of postmodernism, including its skepticism of grand narratives and emphasis on individual experimentation. The document outlines some previous artistic and cultural movements like modernism to provide context. It also examines some key postmodern features such as pastiche, parody, intertextuality, and self-reflexivity. Students are assigned a task to create a presentation on a postmodern text that demonstrates at least two of these concepts.
This document provides an overview of the Photoshop software and basic photo editing tips. It explains that Photoshop is a pixel-based program best suited for editing high resolution photos with good lighting. The document recommends saving files as JPEG or TIFF formats. It also cautions that Photoshop has limits and cannot fix extremely underexposed or poor quality photos. Lastly, it lists some basic Photoshop tools and other photo editing software alternatives like iPhoto, PicMonkey, and many iPad apps.
The document provides instructions for redesigning ancillary materials in InDesign. It includes a list of InDesign tools to learn like selecting objects, writing text, and placing images. The task is to redesign some edited photos from a PDF by opening a new file, placing images in layers, adding graphics, text boxes, and formatting. The final steps are to compare the redesign to the original, make any adjustments, export as a PDF, and create a PowerPoint with annotated screenshots documenting each step as evidence of knowing how to use InDesign.
The feedback document provides guidance on improving exam essays about postmodernism. It recommends sticking closely to the essay question, fully explaining case studies using at least two media platforms, discussing at least two postmodern theories like Baudrillard's hyperreality and Foucault's panopticism, and making comparisons between case studies. The document outlines two essay structures - by postmodern feature or by case study - and emphasizes using PEAL paragraphs with a Point, Evidence, Analysis, and Link to the question. Finally, it stresses thoroughly revising work to ensure clarity and preparation.
Baudrillard's theory of hyperreality argues that media representations have become indistinguishable from reality. The media presents models of behavior, morality, and lifestyle that masses accept as real. As a result, the simulation created by media becomes people's perception of reality, making it impossible to distinguish the real from the hyperreal. Baudrillard also claimed that the Gulf War was a hyperreal event, as media reporting distorted and replaced factual reality. Advertising seduces audiences by promising a lifestyle reserved for elites, even though the promise is only a simulation.
This document provides information on postmodern features and theories relevant to media studies. It lists various postmodern characteristics such as hybridization, intertextuality, voyeurism, and nostalgia. It also outlines key postmodern theorists like Baudrillard, Foucault, Lyotard, and Jameson and their ideas about hyperreality, panopticism, the rejection of grand narratives, and the lack of original ideas. The document also provides sample exam questions on defining postmodern media and analyzing how postmodern texts challenge traditional concepts of representation, genre, and the relationship between text and audience. It lists recommended case studies and media to analyze, such as reality TV, video games, and advertising.
2. Exam unit
• The A2 exam is titled Critical Perspectives in
Media
• In the words of the exam board,
‘The purpose of this unit is to assess
candidates’ knowledge and understanding of
media concepts, contexts and critical
debates, through their understanding of one
contemporary media issue and their ability to
evaluate their own practical work in reflective
and theoretical ways.’
3. Marks?
• How many marks?
• How long?
50 marks
1 hr (part of 2 hour exam)
4. Section B requirements from OCR
• Candidates must, in advance of the examination and, through specific case studies, texts, debates
and research of the candidates’ choice, prepare 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, but these are to be selected by the centre / candidate.
• The assessment of the response will be generic, allowing for the broadest possible range of
responses within the topic area chosen.
• Each 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.
• There should be emphasis on the historical, the contemporary and the future in relation to the
chosen topic, with most attention on the present.
• Centres are thus advised to ensure that study materials for this unit are up to date and relevant.
5. Candidates might explore
combinations of:
• How post-modern media relate to genre and narrative
across two media,
– computer / video games and new forms of representation
– post-modern cinema
– interactive media
– reality TV
– music video
– Advertising
– post-modern audience theories
– aspects of globalisation
– parody and pastiche in media texts or a range of other
applications of post-modern media theory
6. In pomo, you should know….(from OCR)
• What are the different versions of post-modernism
(historical period, style, theoretical approach)?
• What are the arguments for and against understanding
some forms of media as post-modern?
• How do post-modern media texts challenge traditional
text-reader relations and the concept of representation?
• In what ways do media audiences and industries operate
differently in a post-modern world?
7. More stuff to explore…..
1. Definitions of postmodernism (in relation to media products and media
audiences).
2. The difference between postmodern media and traditional media.
3. The impact of postmodern media on audiences and the ways in which we think
about texts.
• How do post-modern media texts challenge traditional text-reader relations and
the concept of representation?
• In what ways do media audiences and industries operate differently in a post-
modern world?
4. Debates about postmodernism and whether it is really a useful theory or not.
5. Examples of media products which you think can be, or have been defined as
postmodern, and the reasons for them being analysed in this way.
8. Read first pages in e-book
• The textbook for media is now available online as an e-book. You
can access it at home or on your iPad when you get it.
•
• Go to website:
• url: http://my.dynamic-learning.co.uk/Default.aspx?cid=21302
• Centre ID: 21302
• Username: 21302hb
Password: erteach
•
Click on 'Dynamic E-book' (the A2 one is 2nd one in with orange on
cover) and then interactive pages......
•
Postmodernism = (start page 136)