This document discusses semiotics, the study of signs and symbols, and how meaning is constructed based on social, cultural, and historical contexts. It provides several examples to illustrate how signs can have different meanings depending on factors like time period, location, and culture. These include hand gestures like the peace sign, the OK symbol, and two fingers used in different contexts. The document also notes some advantages of semiotics like allowing deeper examination of messages and understanding how communication is shaped by conventions.
This presentation looks at how media institutions use ideology to gain audiences. This is a good resource for A-Level Media Studies, key concepts. Also BTEC Level 3
Examining Media and Ideology. Our starting point "media and Ideology" chapter from the book Media society: industries, images, and audiences
by David Croteau, William Hoynes.
This presentation looks at how media institutions use ideology to gain audiences. This is a good resource for A-Level Media Studies, key concepts. Also BTEC Level 3
Examining Media and Ideology. Our starting point "media and Ideology" chapter from the book Media society: industries, images, and audiences
by David Croteau, William Hoynes.
My Presentation for a sample 30mins class for my PhD course "Academic Teaching".
Credits to:
- Mazzali-Lurati S., Cantoni L., (2005), Semiotics of Photography, in
Keith Brown (ed.), ELL - Encyclopedia of Language & Linguistics.
Elsevier, Oxford, 2nd edition, v. 9, pp. 569-571.
- Rose, G. (2007), Visual Methodologies: an introduction to the
interpretation of visual materials, London, SAGE, cap. 5, pagg.
74-106.
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I Have A Dream Essay. BHS Comp I: I Have a Dream AssignmentEva Bartlett
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Going For The Look But Risking Discrimination Essay.pdfJenn Cooper
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Going For The Look But Risking Discrimination EssayCarolyn Collum
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UiPath Test Automation using UiPath Test Suite series, part 3DianaGray10
Welcome to UiPath Test Automation using UiPath Test Suite series part 3. In this session, we will cover desktop automation along with UI automation.
Topics covered:
UI automation Introduction,
UI automation Sample
Desktop automation flow
Pradeep Chinnala, Senior Consultant Automation Developer @WonderBotz and UiPath MVP
Deepak Rai, Automation Practice Lead, Boundaryless Group and UiPath MVP
Dev Dives: Train smarter, not harder – active learning and UiPath LLMs for do...UiPathCommunity
💥 Speed, accuracy, and scaling – discover the superpowers of GenAI in action with UiPath Document Understanding and Communications Mining™:
See how to accelerate model training and optimize model performance with active learning
Learn about the latest enhancements to out-of-the-box document processing – with little to no training required
Get an exclusive demo of the new family of UiPath LLMs – GenAI models specialized for processing different types of documents and messages
This is a hands-on session specifically designed for automation developers and AI enthusiasts seeking to enhance their knowledge in leveraging the latest intelligent document processing capabilities offered by UiPath.
Speakers:
👨🏫 Andras Palfi, Senior Product Manager, UiPath
👩🏫 Lenka Dulovicova, Product Program Manager, UiPath
State of ICS and IoT Cyber Threat Landscape Report 2024 previewPrayukth K V
The IoT and OT threat landscape report has been prepared by the Threat Research Team at Sectrio using data from Sectrio, cyber threat intelligence farming facilities spread across over 85 cities around the world. In addition, Sectrio also runs AI-based advanced threat and payload engagement facilities that serve as sinks to attract and engage sophisticated threat actors, and newer malware including new variants and latent threats that are at an earlier stage of development.
The latest edition of the OT/ICS and IoT security Threat Landscape Report 2024 also covers:
State of global ICS asset and network exposure
Sectoral targets and attacks as well as the cost of ransom
Global APT activity, AI usage, actor and tactic profiles, and implications
Rise in volumes of AI-powered cyberattacks
Major cyber events in 2024
Malware and malicious payload trends
Cyberattack types and targets
Vulnerability exploit attempts on CVEs
Attacks on counties – USA
Expansion of bot farms – how, where, and why
In-depth analysis of the cyber threat landscape across North America, South America, Europe, APAC, and the Middle East
Why are attacks on smart factories rising?
Cyber risk predictions
Axis of attacks – Europe
Systemic attacks in the Middle East
Download the full report from here:
https://sectrio.com/resources/ot-threat-landscape-reports/sectrio-releases-ot-ics-and-iot-security-threat-landscape-report-2024/
Transcript: Selling digital books in 2024: Insights from industry leaders - T...BookNet Canada
The publishing industry has been selling digital audiobooks and ebooks for over a decade and has found its groove. What’s changed? What has stayed the same? Where do we go from here? Join a group of leading sales peers from across the industry for a conversation about the lessons learned since the popularization of digital books, best practices, digital book supply chain management, and more.
Link to video recording: https://bnctechforum.ca/sessions/selling-digital-books-in-2024-insights-from-industry-leaders/
Presented by BookNet Canada on May 28, 2024, with support from the Department of Canadian Heritage.
Connector Corner: Automate dynamic content and events by pushing a buttonDianaGray10
Here is something new! In our next Connector Corner webinar, we will demonstrate how you can use a single workflow to:
Create a campaign using Mailchimp with merge tags/fields
Send an interactive Slack channel message (using buttons)
Have the message received by managers and peers along with a test email for review
But there’s more:
In a second workflow supporting the same use case, you’ll see:
Your campaign sent to target colleagues for approval
If the “Approve” button is clicked, a Jira/Zendesk ticket is created for the marketing design team
But—if the “Reject” button is pushed, colleagues will be alerted via Slack message
Join us to learn more about this new, human-in-the-loop capability, brought to you by Integration Service connectors.
And...
Speakers:
Akshay Agnihotri, Product Manager
Charlie Greenberg, Host
GDG Cloud Southlake #33: Boule & Rebala: Effective AppSec in SDLC using Deplo...James Anderson
Effective Application Security in Software Delivery lifecycle using Deployment Firewall and DBOM
The modern software delivery process (or the CI/CD process) includes many tools, distributed teams, open-source code, and cloud platforms. Constant focus on speed to release software to market, along with the traditional slow and manual security checks has caused gaps in continuous security as an important piece in the software supply chain. Today organizations feel more susceptible to external and internal cyber threats due to the vast attack surface in their applications supply chain and the lack of end-to-end governance and risk management.
The software team must secure its software delivery process to avoid vulnerability and security breaches. This needs to be achieved with existing tool chains and without extensive rework of the delivery processes. This talk will present strategies and techniques for providing visibility into the true risk of the existing vulnerabilities, preventing the introduction of security issues in the software, resolving vulnerabilities in production environments quickly, and capturing the deployment bill of materials (DBOM).
Speakers:
Bob Boule
Robert Boule is a technology enthusiast with PASSION for technology and making things work along with a knack for helping others understand how things work. He comes with around 20 years of solution engineering experience in application security, software continuous delivery, and SaaS platforms. He is known for his dynamic presentations in CI/CD and application security integrated in software delivery lifecycle.
Gopinath Rebala
Gopinath Rebala is the CTO of OpsMx, where he has overall responsibility for the machine learning and data processing architectures for Secure Software Delivery. Gopi also has a strong connection with our customers, leading design and architecture for strategic implementations. Gopi is a frequent speaker and well-known leader in continuous delivery and integrating security into software delivery.
Epistemic Interaction - tuning interfaces to provide information for AI supportAlan Dix
Paper presented at SYNERGY workshop at AVI 2024, Genoa, Italy. 3rd June 2024
https://alandix.com/academic/papers/synergy2024-epistemic/
As machine learning integrates deeper into human-computer interactions, the concept of epistemic interaction emerges, aiming to refine these interactions to enhance system adaptability. This approach encourages minor, intentional adjustments in user behaviour to enrich the data available for system learning. This paper introduces epistemic interaction within the context of human-system communication, illustrating how deliberate interaction design can improve system understanding and adaptation. Through concrete examples, we demonstrate the potential of epistemic interaction to significantly advance human-computer interaction by leveraging intuitive human communication strategies to inform system design and functionality, offering a novel pathway for enriching user-system engagements.
LF Energy Webinar: Electrical Grid Modelling and Simulation Through PowSyBl -...DanBrown980551
Do you want to learn how to model and simulate an electrical network from scratch in under an hour?
Then welcome to this PowSyBl workshop, hosted by Rte, the French Transmission System Operator (TSO)!
During the webinar, you will discover the PowSyBl ecosystem as well as handle and study an electrical network through an interactive Python notebook.
PowSyBl is an open source project hosted by LF Energy, which offers a comprehensive set of features for electrical grid modelling and simulation. Among other advanced features, PowSyBl provides:
- A fully editable and extendable library for grid component modelling;
- Visualization tools to display your network;
- Grid simulation tools, such as power flows, security analyses (with or without remedial actions) and sensitivity analyses;
The framework is mostly written in Java, with a Python binding so that Python developers can access PowSyBl functionalities as well.
What you will learn during the webinar:
- For beginners: discover PowSyBl's functionalities through a quick general presentation and the notebook, without needing any expert coding skills;
- For advanced developers: master the skills to efficiently apply PowSyBl functionalities to your real-world scenarios.
9. V for Victory Winston Churchill gives the victory sign at a political rally, Liverpool, 1951
10. The "V" for victory that Winston Churchill used (with the palm facing outward, same as the American sign for "peace"), when the palm is reversed, it means something else... If a person used two fingers to order two beers in a British pub.. it has insulting connotations…
11. # 2 the two fingers in a 1st grade math class may refer to the number "two"
Abstract: This paper promotes media literacy through media production in teacher education; provides activities and resources integrating media education into the curriculum; focuses on researching historical documents and deconstructing social studies materials and curricula using Semiotics Theory and Multicultural perspective; describes participants’ experience with documentary storytelling, showcases video projects and best practice; and focuses on unmasking the history in teacher education programs through the process of producing video documentaries. The study is based on the participatory research conducted on teaching online course called, “Rediscovering History through Media Education.” Participants deconstructed and assessed national and local social studies curriculum and standards; documented their stories in order to articulate the realities of conditions in schools through their research, analysis, and dialog. Through the rediscovery process, the teachers redesigned their curricula for improving student outcomes, gained alternative point of view on historical events, and renewed interest and commitment to multiculturalism. This paper promotes media production in teacher education through the process of producing video documentaries; provides resources integrating media education into the curriculum; focuses on researching historical documents and deconstructing social studies materials and curricula using Semiotics Theory and Multicultural perspective; describes participants’ experience with documentary storytelling; and showcases video projects. The study is based on the participatory research conducted during an online course called, “Rediscovering History through Media Education.” Participants deconstructed and assessed social studies curriculum and standards; documented their stories in order to articulate the realities of conditions in schools through their research, analysis, and dialog. Through the rediscovery process, the teachers redesigned their curricula for improving student outcomes, gained alternative point of view on historical events, and renewed interest and commitment to multiculturalism. This paper promotes media literacy through media production in teacher education; provides activities and resources integrating media education into the curriculum, focuses on researching historical documents and deconstructing social studies materials and curricula using Semiotics Theory and Multicultural perspective; describes participants’ experience with documentary storytelling, showcases video projects and best practice; and focuses on unmasking the history in teacher education programs through the process of producing video documentaries. The study is based on the participatory research conducted on teaching online course called, “Rediscovering History through Media Education” and investigated over one hundred educators in seven different states. To date, few scholarly studies have investigated either the power of documentary storytelling in the classroom or the impact of media production on multicultural education. This study attempts to fill the gap by outlining the natural links between teacher education and communication. Methodology included analysis of media surveys, process papers, questionnaires, electronic journals and reflection papers, responses to online activities and the process of producing documentaries, transcripts of interviews, and the content analysis of multimedia projects and presentations. The study explored the wide range of meanings participants associate with media education; the impact of video production activities in social studies curriculum; and the ways in which they integrated history and multicultural education in their documentaries. As Robert Penn Warren said, “History is not Truth, Truth is in the Telling.” If our goal is to prepare ourselves for the media -rich culture they live in, then we need to focus on the needs of the new generation. As they produce their own media projects, they develop media literacy skills, and become informed consumers and citizen of the world. By “Rethinking Curriculum,” participants deconstructed and assessed the national and local social studies curriculum and standards; documented their stories in order to articulate the realities of conditions in schools through their research, analysis, and dialog. Through the rediscovery process, the teachers redesigned their curricula for improving student outcomes, gained alternative point of view on historical events, and renewed interest and commitment to multiculturalism. This study provides a model for teaching and learning through media education. It involves researching online resources, deconstructing curriculum, and creating documentaries and oral history projects. It especially provides research based examples, resources and tools for integrating media production into social studies curriculum. Teachers in the study collaborated virtually among themselves but also participated listservs, online forums, and discussions online. Teachers had a chance to ask questions to the scholars and attended online conferences. I would work on building learning communities among NECC participants online before and after the conference. The format of the session will be showcase of teachers' selected video projects, interactive group discussion, deconstruction exercises, and a presentation of the study and the resources. The research paper and the results of the study will be provided as a handout. The presentation (PowerPoint) and the online course outline will be posted on the website. http://euphrates.wpunj.edu/faculty/yildizm/RH/ Objectives and Purposes The goals of this participatory presentation will discuss strategies for integrating media education into the social studies curriculum, offer creative suggestions for producing video in the classroom with minimal resources and equipment, outline participants’ online course experience with documentary storytelling, and showcase their video projects. This session will also focus on researching historical documents; deconstructing social studies history books and curricula using Semiotics Theory and Multicultural perspective; and exploring activities, exercises, and assessment strategies and tools that align with the local and national curriculum standards addressing Media Literacy and Social Studies curriculum. Significance Although media production is considered to be a time consuming, difficult, and expensive process, educators need to integrate media literacy and media production into their curriculum in order to prepare new generation for media-rich culture. Rather than just being technical or peripheral, media production must be simple and central to the learning process. This research promotes literacy through media production in teacher education, describes teacher candidates' reactions, discoveries, and experiences with media, and showcases their multimedia projects. Research Questions: Methods Some of the research questions and theoretical framework used in the study: 1. AUDIENCE-What are the participants’ personal experiences in media production? How can educators prepare students for the symbol-rich culture in which they live in and function as informed and productive citizens in a democratic society? 2. PROBLEMS- What common problems do the participants share in their media production activities? 3. SUGGESTIONS- What suggestions do participants make in order to improve teaching and learning history? 4. MEDIA LITERACY- What does it mean to be a literate person living in a media rich culture? Why study media? 5. DESIGN- How to design effective instruction integrating media education, semiotics theory and multicultural education into the social studies curriculum? Methodology included analysis of media surveys, process papers, questionnaires, electronic journals and reflection papers, responses to online activities and the process of producing documentaries, transcripts of interviews, and the content analysis of multimedia projects and presentations. The study used three theoretical framework; semiotics, media literacy, and multicultural education. The study explored the wide range of meanings participants associate with media education; the impact of video production activities in social studies curriculum; and the ways in which they integrated history and multicultural education in their documentaries. Conference participants will be able to: • argue the challenges and advantages of media production in social studies curriculum, • develop skills in deconstructing existing curricula in social studies and communicating media messages, • examine the process of producing documentaries as classroom tools for teaching and learning, • integrate the use of media in an instructional context, • explore lesson plans, assessment tools, and curriculum guides that incorporate new media and technologies across grades and subjects • evaluate the suitability of the medium to the material. In conclusion, the main goal of this presentation is to draw on the natural links between media literacy and teacher education. We will explore how a critical approach to the study of new media combines knowledge, reflection, and action; promotes educational equity; and prepares new generation to be socially responsible members of a multicultural, democratic society. Although media production is considered to be a time consuming, difficult, and expensive process, educators need to integrate media literacy and media production into their curriculum in order to prepare new generation for media-rich culture. Rather than just being technical or peripheral, media production must be simple and central to the learning process. This presentation will focus on reconstructing social studies curriculum in teacher education programs through the process of producing video documentaries. Teacher candidates researched, produced, and presented their video documentaries researching and reflecting on American History, People and their stories. Candidates deconstructed and assessed the national and local social studies curriculum and standards; interviewed k-12 educators; and documented their stories in order to articulate the realities of conditions in schools through their research, analysis, and dialog. Through the rediscovery process, the teacher candidates explored, designed, and created the strategies, curricula, and programs for improving student outcomes, also the candidates gained alternative point of view on historical events and renewed interest and commitment to multiculturalism. This presentation promotes literacy through media production in teacher education, describes teacher candidates' reactions, discoveries, and experiences with media, and showcases their multimedia projects. It is based on the qualitative research conducted on teaching online classes and investigated over one hundred educators in seven different states. To date, few scholarly studies have investigated either the power of documentary storytelling in the classroom or the impact of media production on multicultural education. This study attempts to fill the gap by outlining the natural links between multicultural education and communication. Methodology included analysis of media surveys, process papers, questionnaires, electronic journals and reflection papers, responses to online activities and the process of producing documentaries, transcripts of interviews, and the content analysis of multimedia projects and presentations. The study used three theoretical framework; semiotics, media literacy, and multicultural education. The study explored the wide range of meanings participants associate with media education; the impact of video production activities in social studies curriculum; and the ways in which they integrated history and multicultural education in their documentaries. Some of the research questions answered in the study: 1. AUDIENCE-What are the participants’ personal experiences in media production? How can educators prepare students for the symbol-rich culture in which they live in and function as informed and productive citizens in a democratic society? 2. PROBLEMS- What common problems do the participants share in their media production activities? 3. SUGGESTIONS- What suggestions do participants make in order to improve teaching and learning history? 4. MEDIA LITERACY- What does it mean to be a literate person living in a media rich culture? Why study media? 5. DESIGN- How to design effective instruction integrating media education into the multicultural curriculum? The goals of this participatory presentation will discuss strategies for integrating media education into the social studies curriculum, offer creative suggestions for producing video in the classroom with minimal resources and equipment, outline teacher candidates’ online course experience with documentary storytelling, and showcase the teacher candidates' multimedia projects. This session will also focus on researching historical documents; deconstructing social studies history books and curricula using Semiotics Theory and Multicultural perspective; and exploring activities, exercises, and assessment strategies and tools that align with the local and national curriculum standards addressing Media Literacy and Social Studies curriculum. This session will benefit teacher candidates, k-12 educators and students, parents, media specialists, and administrators who seek alternative strategies and tools in teaching and learning history. This session is especially designed for new or experienced teacher educators who would like to integrate new media and technologies into social studies curriculum. The format of the session will be a presentation of the study and the resources, showcase of teacher candidates’ selected video projects, and interactive group discussion. The research paper and the results of the study will be provided as a hand-out. The presentation (PowerPoint) and the online course outline will be posted on the website. http://euphrates.wpunj.edu/faculty/yildizm/Patterson2004 Conference participants will be able to: argue the challenges and advantages of media production in social studies curriculum, develop skills in deconstructing existing curricula in social studies and communicating media messages, examine the process of producing documentaries as classroom tools for teaching and learning, integrate the use of media in an instructional context, develop ideas for lesson plans, assessment tools, and curriculum guides that incorporate new media and technologies across grades and subjects. In conclusion, the main goal of this presentation is to draw on the natural links between media literacy and multicultural education. We will explore how a critical approach to the study of new media combines knowledge, reflection, and action; promotes educational equity; and prepares new generation to be socially responsible members of a multicultural, democratic society.