Risk assessment
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This document identifies risks and proposed solutions associated with photographing in a studio. It lists risks such as tripping over wires, lights blinding eyes or being hot to touch, falling from ladders or chairs, electrocution from electrical equipment, and fires from overheating lights. Risks are given ratings from 2 to 5 based on severity, and solutions are provided such as ensuring safe wiring, informing actors of light risks, stabilizing ladders and chairs, only using necessary plugged-in equipment, and asking about allergies before applying makeup. Teachers, parents and emergency services are identified as contacts depending on the risk.
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Risk assessment
The document outlines potential risks and safety measures for a school photography photoshoot. It identifies risks such as lighting or equipment falling over or malfunctioning, hot studio lights being touched, tripping over cables, and items falling from shelves. Solutions include securing lighting and equipment, warning participants not to touch hot lights, advising people to watch for cables on the floor, and controlling shelves. Fire risks from overheating equipment and electrical issues are also addressed, along with safely operating cameras and doors.
Hazard
This document identifies several hazards in a room used for recording, including wires that could cause tripping, faulty wires that risk electrocution, electric equipment that could malfunction if water is spilled, table and chair legs that pose tripping hazards, and boxes on the ground that can be tripped over. It assigns risk ratings to each hazard and proposes solutions such as tidying wires, checking equipment is safe, avoiding water near devices, clearing walkways, and moving boxes out of the way. The contacts for any issues are identified as parents and teachers.
Risk assement for reece areas
The document identifies several risks associated with recording an advertisement for a school in either an on-site studio room or off-site location. It rates each risk on a scale from 1 to 5, with 5 being the highest. It then provides solutions to mitigate each risk, such as ensuring wires are safely secured and tested, maintaining clear pathways free of clutter, addressing temperature concerns, and taking precautions with audio volume. Contacts are identified for notifying parents of any off-site filming locations.
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The document identifies several risks associated with recording an advertisement for a school in either an on-site studio room or off-site location. It rates each risk on a scale from 1 to 5, with 5 being the highest. It then provides solutions to mitigate each risk, such as ensuring wires are safely secured and tested, maintaining clear pathways free of clutter, addressing temperature concerns, and taking precautions with audio volume. Contacts are identified for notifying parents of any off-site filming locations.
Risk assessment
The document identifies several risks associated with recording an advertisement for a school in either an on-site studio room or off-site location. It rates each risk on a scale from 1 to 5, with 5 being the highest. It then provides solutions to mitigate each risk, such as ensuring wires are safely secured and tested, maintaining clear pathways free of clutter, addressing temperature concerns, and taking precautions with audio volume. Contacts are identified for notifying parents of any off-site filming locations.
Location risk assessment
This risk assessment document identifies risks for a photoshoot taking place in a forest location and in a studio. For the forest shoot, risks include trips and falls on slippery paths rated 4/5, getting cold and wet from rain rated 3/5, and scratches and cuts to actors rated 3/5. Solutions are provided such as leading the group, bringing a first aid kit, advising on clothing, and clearing the area. Studio shoot risks include trips and falls looking into bright lights rated 4/5 and allergic reactions to makeup rated 2/5, with solutions such as warnings and makeup checks. Teachers and parents are contacts for both locations.
Risk assessment
This document outlines risks and solutions for two photo shoots at different locations. For the first location, the main risks are trip hazards from furniture, headaches from strong lights, and wet floor hazards. The solutions are to tidy the area before the shoot, ensure actors have breaks between shots, and check the floor. For the second location, the primary risks are trips and falls on slippery ground, equipment breaking, and cold weather. The solutions involve warning people about the slippery ground, carefully handling equipment, and advising people to dress warmly for the forecasted weather.
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Risk assessment
The document outlines potential risks and safety measures for a school photography photoshoot. It identifies risks such as lighting or equipment falling over or malfunctioning, hot studio lights being touched, tripping over cables, and items falling from shelves. Solutions include securing lighting and equipment, warning participants not to touch hot lights, advising people to watch for cables on the floor, and controlling shelves. Fire risks from overheating equipment and electrical issues are also addressed, along with safely operating cameras and doors.
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This document identifies several hazards in a room used for recording, including wires that could cause tripping, faulty wires that risk electrocution, electric equipment that could malfunction if water is spilled, table and chair legs that pose tripping hazards, and boxes on the ground that can be tripped over. It assigns risk ratings to each hazard and proposes solutions such as tidying wires, checking equipment is safe, avoiding water near devices, clearing walkways, and moving boxes out of the way. The contacts for any issues are identified as parents and teachers.
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The document identifies several risks associated with recording an advertisement for a school in either an on-site studio room or off-site location. It rates each risk on a scale from 1 to 5, with 5 being the highest. It then provides solutions to mitigate each risk, such as ensuring wires are safely secured and tested, maintaining clear pathways free of clutter, addressing temperature concerns, and taking precautions with audio volume. Contacts are identified for notifying parents of any off-site filming locations.
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The document identifies several risks associated with recording an advertisement for a school in either an on-site studio room or off-site location. It rates each risk on a scale from 1 to 5, with 5 being the highest. It then provides solutions to mitigate each risk, such as ensuring wires are safely secured and tested, maintaining clear pathways free of clutter, addressing temperature concerns, and taking precautions with audio volume. Contacts are identified for notifying parents of any off-site filming locations.
Risk assessment
The document identifies several risks associated with recording an advertisement for a school in either an on-site studio room or off-site location. It rates each risk on a scale from 1 to 5, with 5 being the highest. It then provides solutions to mitigate each risk, such as ensuring wires are safely secured and tested, maintaining clear pathways free of clutter, addressing temperature concerns, and taking precautions with audio volume. Contacts are identified for notifying parents of any off-site filming locations.
Location risk assessment
This risk assessment document identifies risks for a photoshoot taking place in a forest location and in a studio. For the forest shoot, risks include trips and falls on slippery paths rated 4/5, getting cold and wet from rain rated 3/5, and scratches and cuts to actors rated 3/5. Solutions are provided such as leading the group, bringing a first aid kit, advising on clothing, and clearing the area. Studio shoot risks include trips and falls looking into bright lights rated 4/5 and allergic reactions to makeup rated 2/5, with solutions such as warnings and makeup checks. Teachers and parents are contacts for both locations.
Risk assessment
This document outlines risks and solutions for two photo shoots at different locations. For the first location, the main risks are trip hazards from furniture, headaches from strong lights, and wet floor hazards. The solutions are to tidy the area before the shoot, ensure actors have breaks between shots, and check the floor. For the second location, the primary risks are trips and falls on slippery ground, equipment breaking, and cold weather. The solutions involve warning people about the slippery ground, carefully handling equipment, and advising people to dress warmly for the forecasted weather.
Audio research
The document discusses finding royalty-free background music and sound effects for audio advertisements for Ringwood School and its sixth form from the websites Bensound and Free Sound. It recommends the tracks "Ukulele" and "Summer" from Bensound for the adverts and explains that these upbeat tracks will keep listeners engaged and make the ads sound more professional. It also notes that using tracks and sounds from these royalty-free sites will not impact the project's budget.
Recording day template
This document outlines a recording day template for Wednesday May 16th. It details the schedule, location, responsible parties, and equipment needed for various recording tasks including reading scripts, printing scripts, collecting equipment, recording a school advert and sixth form advert in the RSR studio, checking the audio, and uploading the files for editing. The template is used to plan and coordinate a day of recording audio advertisements.
Our advertising campaign presentation
The document outlines Dimensions Advertising Company's proposed advertising campaign for Ringwood School and Sixth Form. It includes:
- Target audiences for each radio advert, focusing on parents of primary/secondary students for the school advert and primary students/secondary parents for the sixth form advert.
- Scripts for 30-second radio ads for the school and sixth form that will promote programs, Ofsted ratings, and open day information.
- Plans to record voiceovers in the school's RSR recording studio, using a female teacher for the school ad and a sixth form student for the other.
- A production schedule spanning March to May including tasks like developing ideas, writing scripts/treatments, conducting a
Task 8 schedule
The document outlines a production schedule for an audio advertising campaign spanning March to May. It details the tasks, locations, individuals responsible, and equipment needed on a weekly basis. This includes initial planning meetings, developing proposals, scripts, and assets. It then covers presenting ideas to the client, gaining feedback, recording audio advertisements, and concluding with an evaluation blog post.
Task 7 risk assessment
This risk assessment identifies several hazards that could occur in a recording studio:
Trip hazards from wires and equipment left on the floor, electrocution from damaged electrical equipment, cuts and bruises from sharp objects, objects falling from above, fires from overheating electronics, and equipment damage from spilled liquids. It rates the risks of each hazard on a scale of 1 to 5 and provides solutions to mitigate each risk, such as taping down wires, maintaining electrics, securing suspended objects, having a fire extinguisher available, and banning food and drinks in the studio.
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The document discusses recording an audio advertisement in the school's RSR studio located in the geography block. It notes that the studio provides a quiet space with all necessary equipment. It also mentions ensuring health and safety precautions are taken, such as keeping extra equipment and wires tidy and out of the way to avoid tripping hazards in the small space.
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The proposed advertising campaign aims to promote Ringwood School and Ringwood Sixth Form's upcoming open evenings in 2018. The campaign will target parents and students to drive attendance at the open evenings. Specifically, the campaign will:
1) Create a radio advertisement highlighting Ringwood School and Sixth Form's excellent reputation, diverse curriculum and extracurricular opportunities to showcase what they offer.
2) Split the target audiences between Ringwood School, targeting parents of Years 6, 7, 8 and 9 students, and Ringwood Sixth Form, targeting Year 11 students and parents.
3) Launch the campaign in September 2018 to remain top of mind for the open evenings in October and November, and take advantage of local events like Ring
Ringwood sixth form moon board
The document provides details about an event occurring on Wednesday the 7th of November. The event will take place from 6pm until 8pm and is related to the Sixth Form of the school. The document gives the date, time and audience for an upcoming event but provides no other context or details.
Ringwood school moon board
The document provides a date and time range. It states that Thursday, October 4th is the date, and the time range is from 4:30pm to 7pm. The document gives a specific date and time window but does not provide any other context or details about the event or purpose.
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The document discusses various theories about the potential effects films can have on audiences, including the hypodermic needle theory, two-step flow theory, uses and gratifications theory, and desensitization theory. It then applies these theories to analyze possible effects of the film Star Wars: The Force Awakens. Some positive effects discussed are diversion, entertainment, and providing role models for diverse audiences. Potential negative effects include desensitizing young viewers to violence. The document also examines issues of representation in the film in terms of race, gender, age, and sexuality, and whether the film challenges societal norms or provides typical mainstream portrayals. Current societal debates around representation that relate to the film are also mentioned.
03. unit 1 student guidebook and checklist
The document provides information and tasks for a learner to complete an assignment on analysing media products and audiences. It includes 5 tasks: [1] A case study on Disney Studios covering its ownership, operating model, products, marketing position, and competitors; [2] An analytical film review of Star Wars: The Force Awakens using media terminology; [3] Audience research and profiling of the film's target demographic through surveys; [4] A timeline of the production process, distribution, and advertising of The Force Awakens; [5] A report on the legal, ethical and regulatory issues surrounding the film and its impact and representation. The document concludes with a checklist for the learner to ensure they have completed all tasks for
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The document summarizes listening to different radio stations and a film review program. It notes the types of music, ads, and content heard on a national commercial station, local commercial station, and national non-commercial station. The ads focused on apps, competitions, new music releases, and upcoming TV shows. It also compares a live film review program to live radio, noting the review program lacks music, news, and has longer conversations between two presenters about movies. The film review's target audience is suggested to be people interested in movies with spare time to listen to lengthy discussions.
Disney legal ethical regulatory bodies
The document discusses several theories about the potential effects media can have on audiences, and how some of these theories could apply to the film Star Wars: The Force Awakens. It explains the hypodermic needle theory, two-step flow theory, uses and gratifications theory, desensitization theory. It provides examples of how The Force Awakens could influence audiences according to each theory, such as spreading information through opinion leaders (two-step flow), allowing escapism and entertainment (uses and gratifications), and weakening responses to violence through repeated exposure (desensitization). The document also outlines some positive effects the film may have like providing diversion, building personal relationships with characters, and offering new role models.
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Audio research
The document discusses finding royalty-free background music and sound effects for audio advertisements for Ringwood School and its sixth form from the websites Bensound and Free Sound. It recommends the tracks "Ukulele" and "Summer" from Bensound for the adverts and explains that these upbeat tracks will keep listeners engaged and make the ads sound more professional. It also notes that using tracks and sounds from these royalty-free sites will not impact the project's budget.
Recording day template
This document outlines a recording day template for Wednesday May 16th. It details the schedule, location, responsible parties, and equipment needed for various recording tasks including reading scripts, printing scripts, collecting equipment, recording a school advert and sixth form advert in the RSR studio, checking the audio, and uploading the files for editing. The template is used to plan and coordinate a day of recording audio advertisements.
Our advertising campaign presentation
The document outlines Dimensions Advertising Company's proposed advertising campaign for Ringwood School and Sixth Form. It includes:
- Target audiences for each radio advert, focusing on parents of primary/secondary students for the school advert and primary students/secondary parents for the sixth form advert.
- Scripts for 30-second radio ads for the school and sixth form that will promote programs, Ofsted ratings, and open day information.
- Plans to record voiceovers in the school's RSR recording studio, using a female teacher for the school ad and a sixth form student for the other.
- A production schedule spanning March to May including tasks like developing ideas, writing scripts/treatments, conducting a
Task 8 schedule
The document outlines a production schedule for an audio advertising campaign spanning March to May. It details the tasks, locations, individuals responsible, and equipment needed on a weekly basis. This includes initial planning meetings, developing proposals, scripts, and assets. It then covers presenting ideas to the client, gaining feedback, recording audio advertisements, and concluding with an evaluation blog post.
Task 7 risk assessment
This risk assessment identifies several hazards that could occur in a recording studio:
Trip hazards from wires and equipment left on the floor, electrocution from damaged electrical equipment, cuts and bruises from sharp objects, objects falling from above, fires from overheating electronics, and equipment damage from spilled liquids. It rates the risks of each hazard on a scale of 1 to 5 and provides solutions to mitigate each risk, such as taping down wires, maintaining electrics, securing suspended objects, having a fire extinguisher available, and banning food and drinks in the studio.
Task 6 reece
The document discusses recording an audio advertisement in the school's RSR studio located in the geography block. It notes that the studio provides a quiet space with all necessary equipment. It also mentions ensuring health and safety precautions are taken, such as keeping extra equipment and wires tidy and out of the way to avoid tripping hazards in the small space.
Planning our advertising campaign
The proposed advertising campaign aims to promote Ringwood School and Ringwood Sixth Form's upcoming open evenings in 2018. The campaign will target parents and students to drive attendance at the open evenings. Specifically, the campaign will:
1) Create a radio advertisement highlighting Ringwood School and Sixth Form's excellent reputation, diverse curriculum and extracurricular opportunities to showcase what they offer.
2) Split the target audiences between Ringwood School, targeting parents of Years 6, 7, 8 and 9 students, and Ringwood Sixth Form, targeting Year 11 students and parents.
3) Launch the campaign in September 2018 to remain top of mind for the open evenings in October and November, and take advantage of local events like Ring
Ringwood sixth form moon board
The document provides details about an event occurring on Wednesday the 7th of November. The event will take place from 6pm until 8pm and is related to the Sixth Form of the school. The document gives the date, time and audience for an upcoming event but provides no other context or details.
Ringwood school moon board
The document provides a date and time range. It states that Thursday, October 4th is the date, and the time range is from 4:30pm to 7pm. The document gives a specific date and time window but does not provide any other context or details about the event or purpose.
03. unit 1 student guidebook and checklist
This document provides information and tasks for learners to complete an assignment on analysing media products and audiences. It includes:
- A scenario where learners will produce an online educational resource on the film industry, focusing on Disney and Star Wars: The Force Awakens.
- 5 tasks involving researching Disney Studios, analysing the Force Awakens trailer, profiling the target audience, creating a production/distribution timeline, and exploring legal/ethical issues and representation.
- Guidance on formatting, research, analysis and evidence required to complete each task successfully. The tasks assess learning outcomes related to understanding media institutions, products, audiences and regulatory issues.
Task 3 audience profiling research
The document profiles 4 stereotypical Star Wars fan avatars representing different demographic groups. The first is a middle-aged working class woman obsessed with Star Wars who dresses as Maz Kanata. The second is a middle-aged upper middle class man obsessed with Kylo Ren who spends a lot on merchandise. The third is a 5-10 year old girl from a skilled working class family who dresses as Rey. The last is a 5-13 year old boy from a lower middle class family who dresses as Finn but also identifies with the character's journey from the dark to light side.
Disney legal ethical regulatory bodies
The document discusses various theories about the potential effects films can have on audiences, including the hypodermic needle theory, two-step flow theory, uses and gratifications theory, and desensitization theory. It then applies these theories to analyze possible effects of the film Star Wars: The Force Awakens. Some positive effects discussed are diversion, entertainment, and providing role models for diverse audiences. Potential negative effects include desensitizing young viewers to violence. The document also examines issues of representation in the film in terms of race, gender, age, and sexuality, and whether the film challenges societal norms or provides typical mainstream portrayals. Current societal debates around representation that relate to the film are also mentioned.
03. unit 1 student guidebook and checklist
The document provides information and tasks for a learner to complete an assignment on analysing media products and audiences. It includes 5 tasks: [1] A case study on Disney Studios covering its ownership, operating model, products, marketing position, and competitors; [2] An analytical film review of Star Wars: The Force Awakens using media terminology; [3] Audience research and profiling of the film's target demographic through surveys; [4] A timeline of the production process, distribution, and advertising of The Force Awakens; [5] A report on the legal, ethical and regulatory issues surrounding the film and its impact and representation. The document concludes with a checklist for the learner to ensure they have completed all tasks for
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The document summarizes listening to different radio stations and a film review program. It notes the types of music, ads, and content heard on a national commercial station, local commercial station, and national non-commercial station. The ads focused on apps, competitions, new music releases, and upcoming TV shows. It also compares a live film review program to live radio, noting the review program lacks music, news, and has longer conversations between two presenters about movies. The film review's target audience is suggested to be people interested in movies with spare time to listen to lengthy discussions.
Disney legal ethical regulatory bodies
The document discusses several theories about the potential effects media can have on audiences, and how some of these theories could apply to the film Star Wars: The Force Awakens. It explains the hypodermic needle theory, two-step flow theory, uses and gratifications theory, desensitization theory. It provides examples of how The Force Awakens could influence audiences according to each theory, such as spreading information through opinion leaders (two-step flow), allowing escapism and entertainment (uses and gratifications), and weakening responses to violence through repeated exposure (desensitization). The document also outlines some positive effects the film may have like providing diversion, building personal relationships with characters, and offering new role models.
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Risk assessment
- 1. Risk Assessment Task Risk Identified Risk rating (5 being high) Solution Contacts Photographing in the studio Tripping over wires of equipment which is plugged in 4/5 Make sure that no wires are in the way and that when not shooting the main lights are on so people can see all the wires around them Teacher Photographing in the studio The bright lights may blind somebody’s eye and may be very hot if someone were to touch them 3/5 Inform the actor that the light will be very bright and hot too so that they don’t touch them Teacher Photographing in the studio Falling of a ladder or chair if one is being used 4/5 Make sure that if a ladder or chair is used that they cannot fall and that it is stable Teacher in the medical room Photographing in the studio Electrocution due to misuse of electoral equipment 5/5 Make sure that only equipment which is needed it plugged in and turned off ready and that equipment not needed isn’t plugged in and out the way Teacher, parent and emergency services Photographing in the studio Lighting over heating could potentially cause a fire 5/5 Turn of any equipment when not being used to stop it over heating Teacher and emergency services Getting actor ready for the shoot Allergic reaction to make up 2/5 Ask the model if they are allergic to anything before putting it on them Teacher or parent