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In 3 sentences: The interviewee arrives for a teaching job interview but the interviewer accuses them of unknown wrongdoing and refuses to conduct the interview, ignoring the interviewee's pleas and demands they leave after crumpling up their resume. Confused and upset, the interviewee slams the door on their way out as the scene ends.
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This document provides guidance on proper body language during interviews. It discusses the importance of entry and exit from the interview room, including how to open and close the door politely without noise. It recommends nodding to greet the interviewers after entry and walking confidently to the center chair at the table if multiple options are available. The document advises occupying space on the chair and table respectfully and limiting hand gestures to avoid appearing uncomfortable or fidgety. Proper body language can make a strong first and last impression during the interview process.
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The song lyrics describe a relationship where the singer acknowledges their imperfections but promises to keep trying for their partner. They worry that their partner will leave due to something they said or their personality, and plead for their partner not to leave them as being alone makes them feel lifeless. The lyrics repeat refrains about not being perfect but keeping trying, being lonely without their partner, and asking what caused their partner to potentially leave.
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This document provides guidance on proper body language during interviews. It discusses the importance of entry and exit from the interview room, including how to open and close the door politely without noise. It recommends nodding to greet the interviewers after entry and walking confidently to the center chair at the table if multiple options are available. The document advises occupying space on the chair and table respectfully and limiting hand gestures to avoid appearing uncomfortable or fidgety. Proper body language can make a strong first and last impression during the interview process.
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Task 7 risk assessment
This risk assessment identifies several hazards that could occur in a recording 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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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
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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.
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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.
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The document outlines Dimensions Advertising Company's proposed advertising campaign for Ringwood School and Sixth Form. It includes:
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- 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.
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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.
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.
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The simplified electron and muon model, Oscillating Spacetime: The Foundation...
Script preliminary task
- 1. Script Fade in: EXT. English classroom Intervieweewalks down the hallway, and into classroom. Interviewee walks down the hallway, opens the door and Walks in the room. Interviewer stands from seat. Interviewer What do you think you are doing here? Interviewee Interviewee has a puzzled expression on face, then a look of realisation. It’s a pleasure to meet you. Interviewer Ignores hand shake. Don’t pretend that you don’t know what you did to me. Interviewee I have come for the interview, I don’t know what you’re talking about. Interviewer I’d like you to leave.
- 2. Interviewee But- Interviewer I’d like you to leave. Interviewee Please, I really do need this job, look at my CV at least. Gets CV out of bag and puts it on table. Interviewer Grabs CV, crunches it up and throws it. I said, I’d like you to leave. Interviewee Slams the door and storms out. Dissolves to black.