Preliminary excercise teenage identity
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This document provides instructions for a group project investigating the impact of social media on Millennial identity formation. Students will be divided into small research teams to study whether social media has eliminated subcultures for teens. They are asked to research peers and other teenagers, as well as outside studies, on this topic using various online and library sources. Students will then create a short documentary presenting their findings and interviewing other students on issues of youth identity and the effects of technology and media.
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This document outlines criteria for evaluating a study that examines the hypothesis "Due to social media, there is no sub-culture or group identity for Millennials". It lists 5 areas to consider: 1) whether the source addresses the hypothesis, 2) the trustworthiness and validity of the source, 3) whether opinions are backed by facts/statistics, 4) whether the study sufficiently considers relevant topics, and 5) whether the study achieves a balance of factual and abstract evidence. The document emphasizes evaluating sources based on their relevance, reliability, credibility, and selection bias.
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Thank you,
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Thank you,
For more details visit to www.gulshangolechha.com
Please free to ask any query, questions, suggestions, etc.
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[/SUMMARY]
UAL Media Unit 4-1 introduction
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- Bandura's social learning theory which suggests media can influence behaviors through modeling
- Gerbner's cultivation theory which argues repeated media exposure shapes viewers' perceptions of social reality
- Hall's reception theory which proposes encoding/decoding framework for analyzing how audiences make meaning from media texts.
The document provides examples and discussion questions to help apply these audience and effects theories.
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1) A study investigated how children aged 9-13 interpret depictions of violence on screen by conducting group discussions about their attitudes towards television and film violence.
2) Key findings showed children distinguish between fictional and real violence, and judge violence based on whether it is justified or not. Depictions of violence are more affecting if the consequences involve people they can identify with.
3) Children said realistic depictions, unjust violence, and violence showing physical or emotional consequences increased how violent a scene seemed. They were also sensitive to production cues and settings they recognized as secure.
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This document outlines the requirements for a media production assignment, including seven questions students must answer about their work. It discusses representing social groups, target audiences, technologies used, and progression from preliminary tasks. Students are evaluated on their understanding of audience, representation, forms and conventions as well as skills, referencing choices, and ability to communicate learning. Example student achievement levels are provided. The document advises reviewing past evaluations and analyzing three media examples to help address the requirements.
Action to empathy
This document outlines a course aimed at teaching high school students about social entrepreneurship and empowering them to create sustainable solutions to social problems. The course introduces students to realities of global poverty, the need for empathy, and key skills like critical thinking and design thinking. Students evaluate current social initiatives, learn about impactful individuals, and develop their own social enterprise project to address a problem. They create a business plan, documentary, and presentation to pitch their idea to a panel. The goal is to help students develop the skills and passion to effect positive change in the world.
Skype lesson
Whether you are a student, parent, an educator, or a concerned friend of the family, there are ten steps you can take to stop and prevent bullying:
1. Pay attention. There are many warning signs that may point to a bullying problem, such as unexplained injuries, lost or destroyed personal items, changes in eating habits, and avoidance of school or other social situations. However, every student may not exhibit warning signs, or may go to great lengths to hide it. This is where paying attention is most valuable. Engage students on a daily basis and ask open-ended questions that encourage conversation
Engaging millennials in disability advocacy 8-18
Millennials, born between 1981-1997, are an important generation for disability advocacy organizations to engage with. They are the most educated generation and have grown up with more opportunities for self-advocacy than previous generations. As parents, Millennial parents of children with disabilities may differ from previous generations in being more involved in online communities. Millennials are motivated to get involved with causes they care about through activities like clicktivism and social media engagement. Disability advocacy organizations should focus on causes Millennials care about and provide virtual engagement opportunities to attract their involvement.
The evaluation
This document provides guidance for students on completing a media production assessment. It includes seven questions students must answer about their media product, focusing on how it represents conventions, social groups, appropriate audiences and institutions. Students are evaluated on their technology skills, understanding of representation and audience, ability to refer to choices and outcomes, and personal development. The document also provides advice on how to structure strong responses that demonstrate skills, make clear points, and illustrate answers using examples and visuals from their work.
Reflecting on Challenges and Celebrating Acceptance and Growth
This instructional plan outlines a digital media project for an 8th grade American history class. Students will work in groups to create a 5-7 minute video about a person who faced challenges or unfair treatment and the impact of their experience. They will research the individual, explain the challenges they faced and their contributions. Students will storyboard their video, conduct research, and present their final product to the class. The goal is for students to reflect on how to promote tolerance and prevent discrimination.
Media literacy workshop - Media Literacy and digital citizenship
Work delivered at the Nacional de Bibliotecas de Costa Rica on media literacy and its relationship to information literacy.
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.
Evaluation Questions - Lesson Work
This document outlines 7 evaluation questions for a media production project. The questions address how the media product uses or challenges conventions; represents social groups; might be distributed; targets audiences; attracts audiences; incorporates learned technologies; and has progressed from an earlier task. Students must plan, script, and produce a project using multiple technologies to answer the questions in 3 or more sentences each, explaining their creative choices and demonstrating their learning.
Radicalisation and Extremism
This document discusses radicalization, extremism, and promoting British values in schools. It provides discussion prompts for student groups around definitions of terrorism, reactions to recent attacks, and balancing speed and accuracy in breaking news reporting. It also outlines how schools can embed and demonstrate British values through their ethos, curriculum, activities, and international links. Specifically, schools must teach students to develop self-knowledge, distinguish right from wrong, accept responsibility, and contribute positively to society.
A Few Bad Apples: Reflection journal directions
The document provides guidance on writing a reflective journal entry about social experiments, interviews, and person-on-the-street reflections conducted regarding adult bias towards teenagers. It explains that reflective journals allow deeper learning and understanding by exploring experiences. The journal entry should include: 1) objective data describing what happened during the activities, 2) reflective data about feelings and reactions, 3) interpretive data explaining what was observed and the results, and 4) decisional data about lessons learned and conclusions drawn. The purpose is to reflect on and make sense of the experiences regarding adult bias towards teens.
Day 5 - Pathways Ch. 1, Vocab and Note-taking
This document contains discussion prompts and lecture materials about gender and society from a 2015 IECP summer program. It includes prompts on the following topics:
- Definitions of gender and sex
- Masculine and feminine stereotypes and their cultural influences
- Notes on cross-cultural research findings about gender stereotypes
- Reactions to a video about female fighters in Bolivia
- Practice listening to lecture recordings and taking notes on the main ideas
- Questions about note-taking strategies and their effectiveness
The document provides content for students to discuss and learn about concepts of gender in society from an academic perspective. It also gives opportunities to practice listening comprehension and note-taking skills.
A few bad apples project form
This project plan aims to have 8th grade language arts students explore how their identities and behaviors affect how others perceive and interact with them. Students will observe how they are treated in different social contexts and personas. They will analyze stories and notice how characters are defined by themselves and others. Students will create a press kit to raise awareness of biases against teenagers and how teens can positively impact perceptions. The timeline outlines lessons in defining oneself and others, social experiments comparing normal and altered personas, and a narrative assignment for students to reflect on their experiences and learning. Assessment tools evaluate students' abilities to analyze characters, make inferences from texts, and write narratives with details.
21st Century Skills
Although we are over 20 years into the 21st century, we still struggle to teach these skills that students will need to be successful in the real world. This presentation discusses what these skills are and how you can teach them in your classrooms.
Similar to Preliminary excercise teenage identity (20)
Literacy, new media, and creative pedagogies week 1
Literacy, new media, and creative pedagogies week 1
Reflecting on Challenges and Celebrating Acceptance and Growth
Reflecting on Challenges and Celebrating Acceptance and Growth
Media literacy workshop - Media Literacy and digital citizenship
Media literacy workshop - Media Literacy and digital citizenship
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ARNAUVALERY RECORD STORE SCAVENGER HUNT.
This is my presentation for the Record Store Scavenger Hunt.
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留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
【关于价格问题（保证一手价格）】
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
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Preliminary excercise teenage identity
- 1. Unit 5: Specialist Subject Mini Investigation To prepare you for the Unit 5: Specialist Subject Investigation exam you will investigate a Digital Media issue relevant to Audience, Production and Technology and your own identity as Teen Millennials. This will be done in small groups of 4 and you have all this week to work on it and be able to present it next week. Hypothesis: “Due to social media, there is no sub-culture or group identity for Millennials”. Initial Questions • Do you initially agree disagree with the statement? Why? • What sociological and technological aspects effect teen identity? • What do we mean by ‘Millennials’? • What do we mean by subculture? • What do people use to define their identity? (Fashion, music, popularity?) • What impact has social media have on identity constitution? • Why are Millennials different to previous generations – what values are important to them, what behaviours or attitudes make them different to ‘Gen X’ or ‘Baby Boomers’? Things to do • Get into Research Teams and divide up the Primary and Secondary Research • Research students at the college to prove/disprove this statement? • Research other teenagers to see if they match with the students here? • Using the internet research what other people have said about this issue? • Use social networks to gather information on the effects of technology on teenage identity? • Watch the video resources supplied. • Visit the library to find out some information on this issue? • Consider ideas of subcultures and buying identity? • Think about the effects of the media on identify constitution? • Think about ideas about gender, music, sub-cultures? • You might want to think about interviews, questionnaires to help your research along? Then pick up some camera equipment and put together a short documentary on this issue asking students what they think and looking at some issues surrounding youth identity. This needs to be filmed and edited next week for the whole class to watch 2:30pm Thursday 21st September