The document provides guidance and feedback for students on their film assessment blogs. It encourages students to:
1) Make their blog posts more readable by using paragraphs and simpler designs.
2) Learn how to embed images and videos to illustrate their posts.
3) Focus on film auteurs for future blog posts, studying directors with unique and recognizable styles like Tim Burton.
4) Write a short review on an animation style, genre, studio or auteur they want to analyze in more depth for their final assessment.
Public Media Accelerator by Jake Shapirojakeshapiro
I gave an Ignite-style 5 minute update on the Public Media Accelerator at the Integrated Media Association (IMA) executive session at WGBH in October, 2012.
The slides are hit some high level talking points but most of the talk was improvised at the time, and (perhaps thankfully) lost to time.
The images in the presentation are all recently taken photos of the new space in San Francisco that the Accelerator is moving into this month, gearing up to launch later this year.
More at http://www.publicmediax.org
This document provides an agenda for a workshop on digital engagement. The workshop will include familiarizing participants with social media platforms, concepts, and case studies. Sessions will cover how to be a social reporter, writing social media guidelines, understanding networks, and using social media to promote organizations. The document provides context on the evolution of the internet from the pre-web era to modern social media. It discusses early examples like Jennicam and contrasts broadcasting with today's emphasis on sharing and participation.
This document provides guidance on researching for a documentary production. It discusses researching information online and through organizations, newspapers, and speaking to people directly. It also discusses finding and selecting expert contributors, assessing their credibility and interests. Additionally, it addresses researching archive footage rights and costs, scouting suitable filming locations, and writing briefing documents. Finally, it discusses on-location responsibilities like catering to presenters and ensuring smooth filming, as well as post-production tasks like archive clearance and thank you letters.
This document provides information about various learning technologies that can be used by students at BCU. It discusses logging into computers on campus, using the university email, accessing course materials and assignments on Moodle, using blogs to reflect on learning, and how social media can be used to develop professional networks and interact with tutors and fellow students. It encourages students to use their time at university to expand their professional networks through different media platforms and stresses taking a flexible approach while being guided by tutors and acting professionally.
The document provides guidance and feedback for students on their film assessment blogs. It encourages students to:
1) Make their blog posts more readable by using paragraphs and simpler designs.
2) Learn how to embed images and videos to illustrate their posts.
3) Focus on film auteurs for future blog posts, studying directors with unique and recognizable styles like Tim Burton.
4) Write a short review on an animation style, genre, studio or auteur they want to analyze in more depth for their final assessment.
Public Media Accelerator by Jake Shapirojakeshapiro
I gave an Ignite-style 5 minute update on the Public Media Accelerator at the Integrated Media Association (IMA) executive session at WGBH in October, 2012.
The slides are hit some high level talking points but most of the talk was improvised at the time, and (perhaps thankfully) lost to time.
The images in the presentation are all recently taken photos of the new space in San Francisco that the Accelerator is moving into this month, gearing up to launch later this year.
More at http://www.publicmediax.org
This document provides an agenda for a workshop on digital engagement. The workshop will include familiarizing participants with social media platforms, concepts, and case studies. Sessions will cover how to be a social reporter, writing social media guidelines, understanding networks, and using social media to promote organizations. The document provides context on the evolution of the internet from the pre-web era to modern social media. It discusses early examples like Jennicam and contrasts broadcasting with today's emphasis on sharing and participation.
This document provides guidance on researching for a documentary production. It discusses researching information online and through organizations, newspapers, and speaking to people directly. It also discusses finding and selecting expert contributors, assessing their credibility and interests. Additionally, it addresses researching archive footage rights and costs, scouting suitable filming locations, and writing briefing documents. Finally, it discusses on-location responsibilities like catering to presenters and ensuring smooth filming, as well as post-production tasks like archive clearance and thank you letters.
This document provides information about various learning technologies that can be used by students at BCU. It discusses logging into computers on campus, using the university email, accessing course materials and assignments on Moodle, using blogs to reflect on learning, and how social media can be used to develop professional networks and interact with tutors and fellow students. It encourages students to use their time at university to expand their professional networks through different media platforms and stresses taking a flexible approach while being guided by tutors and acting professionally.
3. 3 списки использованной литературы — содержат перечень книг, на которые ссылается автор. Сведения приводятся чаще всего в постраничных сносках или в скобках после слов, к которым относятся, или даются отдельным списком в конце книги.
4. Выбор автором того или иного типа библиографии зависит от характера и назначения издания.
5. Способы расположения библиографических сведений Порядок размещения названия книг в списках литературы может быть алфавитным, хронологическим, тематическим. Внутри тематических рубрик нужно соблюдать или алфавитный, или хронологический принцип расположения названий.
6. Список литературы пишут двумя способами. Названия книг пишут от нулевого положения табулятора, вторую и последующие строки с красной строки. Например: Берлянт А.М. Теоретические проблемы картографии. — М.: Изд-во МГУ, 1993.
7. Предпочтительнее второй способ. Список литературы , помещенный в конце книги, пишут через два интервала. Библиографическая ссылка, помещенная в конце страницы, оформляется как сноска
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12. Порядковый номер издания — с прописной буквы, сокращенно; точка, тире. Цифра с наращением. Например — Изд. 2-е. — Год издания (слово «год» не ставят ни полностью, ни сокращенно); точка, тире.
15. Статья из газет и журнала: Райцын Н.В. В окопах торговых войн // Деловой мир.1993. 7.окт. Егорова Е., Минтсуров И. Портрет делового человека// Проблемы теории и практики управления.1992. № 6 с.4
16. Статья из энциклопедии и словаря : Бирюков Б. В., Гастеров Ю.А., Моделирование // БСЭ 3-ье изд. М., 1974. т. 16 с.393-395. Диссертация // Советский энциклопедический словарь. М., 1985 с. 39б.
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