Speed tasks a2 media
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Speedtasksa2media section 1b
This document discusses various theories about narrative codes and film editing techniques. It mentions Roland Barthes' work on semiotic, cultural and symbolic codes. It also discusses Goodwin's theory of amplification and illustration through editing, as well as Vernallis' theory about editing matching music and beat in fragmented narratives. Additionally, it examines Allan Rowe's perspective on narrative inviting viewers to anticipate what will happen next and how it will end through genre conventions and potential surprises.
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This document lists various theorists related to representation, audience, narrative, and genre. It instructs the reader to choose 2-3 theorists for each concept that would be relevant to applying to a coursework product, such as a music magazine or music video. For each theorist chosen, the reader should then identify 2-3 specific examples from their coursework that demonstrate concepts discussed by that theorist.
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This document discusses various theories about narrative codes and film editing techniques. It mentions Roland Barthes' work on semiotic, cultural and symbolic codes. It also discusses Goodwin's theory of amplification and illustration through editing, as well as Vernallis' theory about editing matching music and beat in fragmented narratives. Additionally, it examines Allan Rowe's perspective on narrative inviting viewers to anticipate what will happen next and how it will end through genre conventions and potential surprises.
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This document lists various theorists related to representation, audience, narrative, and genre. It instructs the reader to choose 2-3 theorists for each concept that would be relevant to applying to a coursework product, such as a music magazine or music video. For each theorist chosen, the reader should then identify 2-3 specific examples from their coursework that demonstrate concepts discussed by that theorist.
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This document provides guidance on discussing research and planning skills for a media studies assignment. It outlines key areas to cover, including:
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The document suggests addressing how these research, planning and presentation
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The document provides guidance for students on research and planning for band 4 work. It outlines that students' work should be complete, detailed, targeted at an appropriate audience, and well-planned and organized. Research should inform planning, which should include storyboards with sufficient detail, links between planning and final products, test animatics, draft photoshoots, and risk assessments. Students must ensure all required research and planning elements are accessible on their blog.
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The document provides guidance on writing an essay analyzing an extract from Shakespeare's play Othello. It begins with an overview of tragedy and the characteristics of a tragic hero according to Aristotle. It then presents the extract and prompts the student to consider whether Othello exhibits traits of a tragic hero. Finally, it offers structure for an essay on the extract, highlighting dramatic methods used and discussing characters' roles in advancing the tragedy.
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The document provides instructions for writing a media essay analyzing how a film extract constructs representations of regional identity through technical aspects like camera shots, editing, sound, and mise en scene. Students are advised to plan their answer before writing, focusing their response on each technical aspect in turn or tracking the extract chronologically while using examples. They are instructed on how to structure their response using a Statement-Quotation-Inference framework and given an example introduction paragraph. The document also provides guidance on continuing the analysis over multiple scenes and preparing work for marking.
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Dredd and some stuff stolen from another teacher
The document discusses the British film industry. It identifies key organizations that support the industry, such as the British Film Institute which promotes British film culture and heritage. It also discusses major British production companies and how a film qualifies as a British film. The document examines audience types for films and how British films attract both domestic and global audiences. It provides box office figures for the industry and analyzes the 2012 film Dredd.
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This document discusses stereotypes and representation in television drama. It introduces key concepts like cognitive dissonance theory, which argues that people resist changing attitudes unless given strong evidence. The document also outlines seven areas of representation - gender, age, ethnicity, sexuality, class, ability, and region - that are commonly assessed. Students will prepare a presentation on how one social group is traditionally portrayed in British TV and analyze whether the representation is fair using concepts like stereotypes, mise-en-scene, ideology, and theories of Barthes, Festinger, Propp, and Mulvey.
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The document provides guidance for a 2-hour exam with two sections. Section A involves answering two questions about the student's coursework, focusing on developing skills over time (1a) and applying a theoretical concept (1b). Section B involves a single question analyzing media representations of young people in relation to collective identity. Key advice includes using specific examples, terminology, and linking theories to multiple media texts from both historical and contemporary perspectives when discussing representations and their implications.
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This document provides an overview of various media theorists that may be relevant for analyzing media productions and concepts. It lists several theorists of genre, narrative, representation, audience, and media language. For each area, one or two key theorists are mentioned along with brief descriptions of some of their major ideas. The document advises using a few relevant theorists to apply to one's own work, rather than explaining theories in depth.
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1. The document discusses the importance of research and planning skills for media coursework, highlighting key learnings from AS to A2 levels. It covers types of primary and secondary research, advantages and disadvantages of different research sources, and organizing research materials.
2. Planning requirements like organizing time, personnel, equipment are discussed. Working individually and in groups is compared. Organization of planning materials and use of digital technology to aid the process is also covered.
3. Presentation of research and planning is addressed, emphasizing use of creativity and digital technology to enhance presentation of materials like audience feedback on blogs.
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The document discusses the stages of post-production for various media projects completed in AS and A2 levels. It details using tools like iMovie, Photoshop, and Vegas to edit video footage, audio, and photographs. The document prompts analyzing the progression of skills from AS to A2, specifically regarding editing footage in iMovie and using Photoshop. It asks to link post-production choices to key media concepts and identify connections between areas like digital technology, representation, and audiences in the development of skills.
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This document outlines key concepts in media language and production including denotation, connotation, mise-en-scene, camerawork, continuity and non-continuity. It emphasizes the importance of understanding how media texts use codes and conventions to create meaning and preferred readings. Micro-level elements like location, characters, cinematography and layout are discussed as part of mise-en-scene. Shot types, composition, movement, and angles are covered as aspects of camerawork, along with continuity techniques and non-continuity transitions. Students are prompted to discuss their own use of media language in one of their products.
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The document discusses various theories around representation and ideology in media texts. It addresses how representations encode dominant ideologies to reinforce the status quo from a Marxist perspective. It also discusses how representations provide identities and can influence audiences through stereotypes, which enhance a text's perceived realism while also simplifying concepts. Representations are further complicated by notions of subcultures, gendered gazes, hyperreality, and the flexibility of certain stereotypes.
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Representation Theory
The document discusses representation in media and how media present the real world. It introduces key concepts around how representations are constructed, including selection, organization, and focus. It asks questions about who/what is represented, how the representation is created, who created it, and why. It discusses gatekeepers in media and the constructionist approach to representation, where meaning is created through the relationship between producers, text, and audience. It concludes with a quote about how representations determine treatment and a task analyzing representations of oneself in moving images.
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Successful media products depend on both good production and effective marketing and distribution. This document provides feedback and guidance to students on analyzing how production quality and distribution strategies contributed to the success of specific films like Mad Max and Ex Machina within their target audiences. Students are prompted to consider debates around these factors and how they relate to achieving financial, critical, or recognition-based success.
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The document discusses the cover analysis of a music festival program. It focuses on the prominent image of a band member with flames bursting from his mouth, which connotes energy. The eye is routed across the cover in a Z-pattern, from the band name and image on the right to other featured bands on the left, before circling back to the band name and an accompanying quote. This reinforces the branding and features the headline band and other artists performing at the festival.
Musical Syaethesia
This document provides instructions for two tasks related to music synesthesia. In the first task, participants will listen to 30-second clips of six songs and predict the musical genre, style (narrative, performance, or disjuncture), narrative if any, and mise-en-scene for each song's accompanying music video. In the second task, participants will listen to the same song clips again while seeing actual still images from the music videos and must identify which images belong to each song, explaining their answers.
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This document provides guidance and tips for answering questions 1a and 1b on theories for media production. It outlines the key areas that question 1a may cover, including creativity, research and planning, real media conventions, digital technology, and post-production. It then lists past exam questions in these areas and provides examples of how to structure responses. For question 1b on analyzing media texts, it suggests focusing on audience, genre, narrative, representation, and media language. It provides advice on how to approach analyzing these concepts and relates them to past exam questions. Overall, the document aims to help students prepare for exam questions on theorizing their media production work.
Dredd and some stuff stolen from another teacher
The document discusses the British film industry. It identifies key organizations that support the industry, such as the British Film Institute which promotes British film culture and heritage. It also discusses major British production companies and how a film qualifies as a British film. The document examines audience types for films and how British films attract both domestic and global audiences. It provides box office figures for the industry and analyzes the 2012 film Dredd.
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This document discusses stereotypes and representation in television drama. It introduces key concepts like cognitive dissonance theory, which argues that people resist changing attitudes unless given strong evidence. The document also outlines seven areas of representation - gender, age, ethnicity, sexuality, class, ability, and region - that are commonly assessed. Students will prepare a presentation on how one social group is traditionally portrayed in British TV and analyze whether the representation is fair using concepts like stereotypes, mise-en-scene, ideology, and theories of Barthes, Festinger, Propp, and Mulvey.
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The document provides guidance for a 2-hour exam with two sections. Section A involves answering two questions about the student's coursework, focusing on developing skills over time (1a) and applying a theoretical concept (1b). Section B involves a single question analyzing media representations of young people in relation to collective identity. Key advice includes using specific examples, terminology, and linking theories to multiple media texts from both historical and contemporary perspectives when discussing representations and their implications.
Question 1b general tips
This document provides an overview of various media theorists that may be relevant for analyzing media productions and concepts. It lists several theorists of genre, narrative, representation, audience, and media language. For each area, one or two key theorists are mentioned along with brief descriptions of some of their major ideas. The document advises using a few relevant theorists to apply to one's own work, rather than explaining theories in depth.
Question 1a Research and Planning
1. The document discusses the importance of research and planning skills for media coursework, highlighting key learnings from AS to A2 levels. It covers types of primary and secondary research, advantages and disadvantages of different research sources, and organizing research materials.
2. Planning requirements like organizing time, personnel, equipment are discussed. Working individually and in groups is compared. Organization of planning materials and use of digital technology to aid the process is also covered.
3. Presentation of research and planning is addressed, emphasizing use of creativity and digital technology to enhance presentation of materials like audience feedback on blogs.
Question 1a Post Production
The document discusses the stages of post-production for various media projects completed in AS and A2 levels. It details using tools like iMovie, Photoshop, and Vegas to edit video footage, audio, and photographs. The document prompts analyzing the progression of skills from AS to A2, specifically regarding editing footage in iMovie and using Photoshop. It asks to link post-production choices to key media concepts and identify connections between areas like digital technology, representation, and audiences in the development of skills.
Question 1b Media Language
This document outlines key concepts in media language and production including denotation, connotation, mise-en-scene, camerawork, continuity and non-continuity. It emphasizes the importance of understanding how media texts use codes and conventions to create meaning and preferred readings. Micro-level elements like location, characters, cinematography and layout are discussed as part of mise-en-scene. Shot types, composition, movement, and angles are covered as aspects of camerawork, along with continuity techniques and non-continuity transitions. Students are prompted to discuss their own use of media language in one of their products.
Question 1b Representation
The document discusses various theories around representation and ideology in media texts. It addresses how representations encode dominant ideologies to reinforce the status quo from a Marxist perspective. It also discusses how representations provide identities and can influence audiences through stereotypes, which enhance a text's perceived realism while also simplifying concepts. Representations are further complicated by notions of subcultures, gendered gazes, hyperreality, and the flexibility of certain stereotypes.
OCR A2 Media studies Exam Questions 1a and 1b tips UPDATED
This document provides guidance and examples for answering potential questions for Section 1a and 1b on the Media Studies exam. It outlines the key areas that may be assessed, including research and planning, media conventions, digital technology, post-production, creativity, narrative, representation, audience, and media language. It also provides past exam questions and tips for writing high-scoring answers within the time constraints, such as moving quickly from description to analysis/evaluation. Sample responses are given for each area to illustrate what a high-quality response may include.
Intro to a2 course g325 critical perspectives in media - question b
1) Students are asked to evaluate one of their coursework projects using theories of genre, narrative, representation, audience, and media language.
2) They should brainstorm the concepts in pairs and apply relevant theories to their project in detail.
3) Students must create revision documents using various digital technologies like Prezi, Flickr, YouTube to analyze their project through the critical concepts.
4) The documents created will be important study aids for the exam next summer.
Intro to a2 course g325 critical perspectives in media - question a
This document provides instructions for students to evaluate their AS coursework skills for their upcoming A2 exam. Over the next 3 weeks, students will create revision documents analyzing the skills they developed in areas such as digital technology, creativity, research and planning, post-production, and using conventions from real media texts. Students are asked to use various digital tools like Slideshare, Prezi, and Jing to create and display their work. They should consider the software and hardware used in their AS coursework, and reflect on topics like their creative decisions, research methods, post-production process, and application of industry conventions. All documents must be saved and ready to upload to a new A2 blog by the deadline.
Regional Identity 1
The document discusses regional stereotypes in the North and West Country of England. Stereotypes of Northerners include flat cap-wearing, pigeon racing, stubborn personalities, owning whippets, and having manual jobs with little education. West Country stereotypes portray residents as scrumpy-drinking yokels who bother livestock and have a slow-paced rural lifestyle with farms and vehicles like Land Rovers and tractors.
Representation Theory
The document discusses representation in media and how media present the real world. It introduces key concepts around how representations are constructed, including selection, organization, and focus. It asks questions about who/what is represented, how the representation is created, who created it, and why. It discusses gatekeepers in media and the constructionist approach to representation, where meaning is created through the relationship between producers, text, and audience. It concludes with a quote about how representations determine treatment and a task analyzing representations of oneself in moving images.
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OCR A2 Media studies Exam Questions 1a and 1b tips UPDATED
OCR A2 Media studies Exam Questions 1a and 1b tips UPDATED
Intro to a2 course g325 critical perspectives in media - question b
Intro to a2 course g325 critical perspectives in media - question b
Intro to a2 course g325 critical perspectives in media - question a
Intro to a2 course g325 critical perspectives in media - question a
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these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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