Task 3
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Ringwood School is creating two 30-second radio ads to promote their lower school and sixth form programs. The lower school ad will ask parents if they want the best for their child and highlight Ringwood's ability to nurture students' interests and talents through art, sports, and reading. It will promote an open evening for families to explore the school. The sixth form ad will target 14-16 year olds still deciding their next steps, promoting Ringwood's social aspects, close relationships with teachers, and opportunities to get involved. Both ads will use voiceovers and student testimonials recorded on site to appeal to their target audiences of middle class local families and students interested in education, careers, and personal growth.
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Task 3
Ringwood School is creating two 30-second radio ads to promote their lower school and sixth form programs. The lower school ad will ask parents if they want the best for their child and highlight Ringwood's ability to nurture students' interests and talents. It will promote an open evening on October 4th. The sixth form ad will ask where students are heading in September and promote an exploration event on November 7th to see what Ringwood can offer in education and speaking with current students. Both ads will feature voices of students and parents discussing their likes of the school's academics and extracurricular opportunities.
Task 3 treatment
Ringwood School is creating two 30-second radio ads to promote their lower school and sixth form programs. The lower school ad will ask parents if they want the best for their child and highlight Ringwood's ability to nurture students' interests and talents. It will promote an open evening on October 4th. The sixth form ad will ask where students are heading in September and promote an exploration event on November 7th to see what Ringwood can offer in education and speaking with current students. Both ads will feature voices of students and parents discussing their likes of the school's academics and extracurricular opportunities.
Task 3- Audio Advert Treatment
Ringwood School is creating two 30-second radio ads to promote their lower school and sixth form programs. The lower school ad will ask parents if they want the best for their child and highlight Ringwood's ability to nurture students' interests and talents. It will promote an open evening on October 4th. The sixth form ad will ask where students are heading in September and promote an exploration event on November 7th to see what Ringwood can offer in education and speaking with current students. Both ads will feature voices of students and parents discussing their likes of the school's academics and extracurricular opportunities.
diana_tulkojums
This document discusses mobbing (group bullying) in schools and strategies to prevent and address it. It defines mobbing as long-term negative influence on a person that allows a bully to reduce negative energy through hidden conflicts. The document emphasizes creating a positive school environment through values of democracy like tolerance of diversity. It provides examples of classroom activities and discussions to prevent mobbing, as well as guidelines for school staff on how to discover, confront, and assist victims of mobbing to resolve conflicts and change behaviors. The overall message is that a cooperative approach through open communication between students, teachers, and parents can help address mobbing issues in a school.
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Presentation in COMENIUS project SAVANT - "School Against Violence –Act, Not tolerate”
Latvia Poland Slovenja Spain Italy
Cultural Responsive.docx
“Cultural Responsiveness”
Program Transcript
[MUSIC PLAYING]
NARRATOR: Dr. Rosa Milagros Santos shares her insights as well as research-
based thinking in this conversation about cultural responsive practice.
JANE SCHALL: Dr. Santos, a key element of quality in early childhood programs
is cultural responsiveness and individually appropriate practice. How do you
define this term?
ROSA MILAGROS SANTOS: Let me provide you with a term that we developed
in the CLAS Institute, which is the Culturally and Linguistically Appropriate
Services Research Institute that I was a part of years ago. Basically, we define
cultural responsiveness as the ability to relate and to communicate with others,
especially when you don't share the same backgrounds, cultures, languages,
ethnicity, and other salient variables. That's more of the technical definition that I
would provide.
What I do want to emphasize, though, is when we think about culture in itself,
that it's really beyond just, say, the skin color. Culture encompasses a lot of
variables, including perhaps where you live, where you work, the culture of
gender-- so culture of men versus culture of woman-- culture of people who live
in urban communities versus those who live in rural communities, the culture of
people who work in school settings, in public schools versus private schools, or a
culture of people who work in hospital settings versus in corporate settings. And
so, you'll see that culture really has to do with beliefs in many ways. Shared
beliefs, shared conditions, shared practices that are common within a group of
people.
JANE SCHALL: Bringing it into the early childhood world, where do families fit
into your definition of culture?
ROSA MILAGROS SANTOS: They fit perfectly, right smack in the middle of it.
And I think when we think about families-- when you think about the child. Let's
start with the child, in early childhood. The child lives within his or her family, and
that's essentially the first culture, really that child lives in. That family lives within
a community, and it's the community that provides the culture for that family.
And so, every individual, every child, every family, lives within, as part of, a
cultural group, if you will, or cultural groups. It's part of who we are. It's part of
what we do. Everything that we do is impacted, is influenced, by our culture, in
whatever form that would be. So the way I look at the world-- and I always
imagine John Lennon for this, those rose tinted glasses that he wore-- we look at
the world through the lens of culture, and so children look at the world through
© 2013 Laureate Education, Inc. 1
the lens of their culture that they grew up in, which is their home. Families look at
the world through the culture of their community, part of what they live in, and so
on and so forth.
JANE SCHALL: So each child brings his or her own culture into the early
childhood setting.
.
Kindergarten Cognition
Presentation includes historical trivia and information about presenter's role as Kindergarten teacher and information about 5 and 6 year olds' cognitive processing.
Developing capabilities of the heart and the mind: digital storytelling and a...
The document discusses how digital storytelling was used with education students in South Africa to facilitate Martha Nussbaum's capabilities approach to social justice. It provides context on the study, which involved students creating digital stories on social issues in education. Focus group interviews found that the process helped students develop several capabilities, including seeing issues from others' perspectives and increased empathy. However, the discussion notes the process focused more on individual capabilities and agency rather than collective change. While a small step, the project provides hope by highlighting social issues and mobilizing action from others.
Recommended
Task 3
Ringwood School is creating two 30-second radio ads to promote their lower school and sixth form programs. The lower school ad will ask parents if they want the best for their child and highlight Ringwood's ability to nurture students' interests and talents. It will promote an open evening on October 4th. The sixth form ad will ask where students are heading in September and promote an exploration event on November 7th to see what Ringwood can offer in education and speaking with current students. Both ads will feature voices of students and parents discussing their likes of the school's academics and extracurricular opportunities.
Task 3 treatment
Ringwood School is creating two 30-second radio ads to promote their lower school and sixth form programs. The lower school ad will ask parents if they want the best for their child and highlight Ringwood's ability to nurture students' interests and talents. It will promote an open evening on October 4th. The sixth form ad will ask where students are heading in September and promote an exploration event on November 7th to see what Ringwood can offer in education and speaking with current students. Both ads will feature voices of students and parents discussing their likes of the school's academics and extracurricular opportunities.
Task 3- Audio Advert Treatment
Ringwood School is creating two 30-second radio ads to promote their lower school and sixth form programs. The lower school ad will ask parents if they want the best for their child and highlight Ringwood's ability to nurture students' interests and talents. It will promote an open evening on October 4th. The sixth form ad will ask where students are heading in September and promote an exploration event on November 7th to see what Ringwood can offer in education and speaking with current students. Both ads will feature voices of students and parents discussing their likes of the school's academics and extracurricular opportunities.
diana_tulkojums
This document discusses mobbing (group bullying) in schools and strategies to prevent and address it. It defines mobbing as long-term negative influence on a person that allows a bully to reduce negative energy through hidden conflicts. The document emphasizes creating a positive school environment through values of democracy like tolerance of diversity. It provides examples of classroom activities and discussions to prevent mobbing, as well as guidelines for school staff on how to discover, confront, and assist victims of mobbing to resolve conflicts and change behaviors. The overall message is that a cooperative approach through open communication between students, teachers, and parents can help address mobbing issues in a school.
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Presentation in COMENIUS project SAVANT - "School Against Violence –Act, Not tolerate”
Latvia Poland Slovenja Spain Italy
Cultural Responsive.docx
“Cultural Responsiveness”
Program Transcript
[MUSIC PLAYING]
NARRATOR: Dr. Rosa Milagros Santos shares her insights as well as research-
based thinking in this conversation about cultural responsive practice.
JANE SCHALL: Dr. Santos, a key element of quality in early childhood programs
is cultural responsiveness and individually appropriate practice. How do you
define this term?
ROSA MILAGROS SANTOS: Let me provide you with a term that we developed
in the CLAS Institute, which is the Culturally and Linguistically Appropriate
Services Research Institute that I was a part of years ago. Basically, we define
cultural responsiveness as the ability to relate and to communicate with others,
especially when you don't share the same backgrounds, cultures, languages,
ethnicity, and other salient variables. That's more of the technical definition that I
would provide.
What I do want to emphasize, though, is when we think about culture in itself,
that it's really beyond just, say, the skin color. Culture encompasses a lot of
variables, including perhaps where you live, where you work, the culture of
gender-- so culture of men versus culture of woman-- culture of people who live
in urban communities versus those who live in rural communities, the culture of
people who work in school settings, in public schools versus private schools, or a
culture of people who work in hospital settings versus in corporate settings. And
so, you'll see that culture really has to do with beliefs in many ways. Shared
beliefs, shared conditions, shared practices that are common within a group of
people.
JANE SCHALL: Bringing it into the early childhood world, where do families fit
into your definition of culture?
ROSA MILAGROS SANTOS: They fit perfectly, right smack in the middle of it.
And I think when we think about families-- when you think about the child. Let's
start with the child, in early childhood. The child lives within his or her family, and
that's essentially the first culture, really that child lives in. That family lives within
a community, and it's the community that provides the culture for that family.
And so, every individual, every child, every family, lives within, as part of, a
cultural group, if you will, or cultural groups. It's part of who we are. It's part of
what we do. Everything that we do is impacted, is influenced, by our culture, in
whatever form that would be. So the way I look at the world-- and I always
imagine John Lennon for this, those rose tinted glasses that he wore-- we look at
the world through the lens of culture, and so children look at the world through
© 2013 Laureate Education, Inc. 1
the lens of their culture that they grew up in, which is their home. Families look at
the world through the culture of their community, part of what they live in, and so
on and so forth.
JANE SCHALL: So each child brings his or her own culture into the early
childhood setting.
.
Kindergarten Cognition
Presentation includes historical trivia and information about presenter's role as Kindergarten teacher and information about 5 and 6 year olds' cognitive processing.
Developing capabilities of the heart and the mind: digital storytelling and a...
The document discusses how digital storytelling was used with education students in South Africa to facilitate Martha Nussbaum's capabilities approach to social justice. It provides context on the study, which involved students creating digital stories on social issues in education. Focus group interviews found that the process helped students develop several capabilities, including seeing issues from others' perspectives and increased empathy. However, the discussion notes the process focused more on individual capabilities and agency rather than collective change. While a small step, the project provides hope by highlighting social issues and mobilizing action from others.
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Casting details
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- The main textbook and professor details
- Student feedback on what they want to learn and future career plans
- Homework requirements including presentations and written assignments
It also includes summaries of topics discussed in class, such as definitions of communication, culture, and mass media; their roles as storytellers and influence on shared meanings and perceptions in society.
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URGENCY OF CHARACTER FORMATION: Strategies & Methods
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Casting details
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Yes, youths in the UK are part of today's consumer culture. With social media, businesses can target and encourage youths to buy into products and lifestyles through digital advertising to fit in with peers. There is a link between how youths express identity and modern consumerism, as prominent figures like Kylie Jenner and musicians promote consumer products that youths then copy and use to express themselves. However, consumer culture has not fully disintegrated class hostility and segregation, as class privilege still advantages some. While consumerism allows for more freedom in expressing gender identity, some youths may adopt trends without belief, risking confusion. Representation of ethnicities has improved but not reached full equality, as political
Legal report guide
The document discusses copyright and permissions for various elements of a film project. It notes that the filmmaker will copyright their own filmed footage so anyone wishing to use it in the future must ask permission. All actors have given permission to be in the film and parents have signed consent forms for those under 18. The filmmaker's studio title logo does not need copyright since it is their own work. Additional video footage found on Pexels can be used freely as the website is copyright free. Sound effects from Freesfx can also be used without permission as they are copyright free. Sound effects and musical scores from Freesfx.co.uk and Bensound.com can be used freely as long as Bensound is credited
Conscious script draft 1
Eryn Miller, 15, has been experiencing vivid dreams of burglars breaking into her home at night. On the night before her 16th birthday, she dreams of two burglars entering her room and stealing a ring from her windowsill. When she wakes up on her birthday, her mother brings her breakfast in bed with presents. Eryn remains confused about the dream, until she opens one of the presents to find the same ring from her dream inside the box. This suggests that Eryn's vivid dreams may have been more than just dreams.
Editing evidence log
The document describes the steps taken to edit a film project in Adobe Premiere Pro. It outlines how the filmmaker imported clips in numerical order based on the shooting script, added title screens and adjustment layers to manipulate lighting and tone. Transitions like dissolves and dips to black were experimented with, and sound effects, music and credits were layered in using keyframes to control volume. The final steps were tightening shots, balancing audio, and adding end credits before export.
04. rushes log
The document is a rushes log created by editor Josie Waddington for the production "Conscious". It lists 58 video files shot for the production, providing the file name, duration of each shot, and notes on any editing needed such as cutting, darkening, or speeding up clips. It also lists where each video file is stored on the editor's computer.
Evidence pp
The document describes photos from the filming of a project. The first photo shows setting up camera equipment correctly using a shooting script. The second photo shows using pre-production materials like a script and shot list to ensure coherence. The third photo depicts safely cleaning up a water spill on set to prevent slips and follow the risk assessment. The fourth photo shows communicating with an actor on set to achieve the best shot before moving to the next scene.
Recce
This document provides safety information for filming scenes in different areas of a house, including keeping walkways clear and floors free of clutter in the bedroom, ensuring the hallway remains unblocked and advising crew to wear slip-resistant shoes due to a slippery wooden floor, and notifying crew about weather conditions and appropriate clothing for outdoor scenes in the front garden and driveway.
Recce
This document provides safety information for filming scenes in different areas of a house. It notes that the bedroom will have a clear floor and safe walkways, the hallway must remain clear and crew should wear sturdy shoes due to slippery wooden floors, and outdoor scenes may require weather-appropriate clothing as crews could be outside for long periods. Crew are advised to avoid doorways and stairs inside and be aware of weather conditions.
Conscious script draft 2
Eryn is a 16-year-old girl who struggles with vivid dreams and insomnia. In her latest dream, she witnesses robbers breaking into her house and stealing a ring. When she wakes up on her birthday, her mother gives her a present containing the same ring she saw in her dream. Unsure if it was just a dream or something more, the story leaves Eryn perplexed about what is real and what is a product of her dreams.
Max payne
This document provides an analysis of the style, narrative structure, genre, and target audience of the video game script "Max Payne". The script uses descriptive language to fully immerse gamers in the plot. It employs a typical story structure to keep gamers engaged in the narrative as they play. The genre is action and police drama, featuring stereotypical police characters and settings. The target audience is likely male gamers who identify with or wish to emulate the masculine characters and themes of crime-solving and violence.
Risk assessment
This document identifies potential hazards for a film shoot and outlines steps to address them. It notes trip, spill, and temperature hazards that could injure cast and crew. To mitigate risks, areas will be well-lit with no cables left out, walkways kept clear, and cast and crew wearing sensible shoes. All liquids will be bottled, food and drink restricted to the kitchen, and reminders given. Heating will be checked and warm clothing required for outdoor shoots scheduled during best weather.
Risk assessment
This document outlines three potential hazards - trip hazards, spill hazards, and temperature hazards - that could affect the cast and crew of a production. For each hazard, it identifies who may be harmed and how, what is already being done to control the risk, and any additional actions needed by deadlines. Trip hazards will be addressed by ensuring good lighting, clear walkways, and proper footwear. Spill hazards will be controlled by using bottles for liquids and restricting food and drink. Temperature hazards will be managed by advising crew to dress warmly, checking heating, and scheduling outdoor scenes for best weather.
Date of lesson
This document contains a production schedule for filming and editing a short film. It includes details of filming locations, cast and crew needed, props and costumes required, and equipment needed for each day of production and post-production. Filming will take place from February 18th to 22nd at a house in Ringwood. Post-production such as uploading footage, adding sound effects and music, and editing the four scenes will occur from February 26th to March 22nd. The filmmaker will be working alone as director and editor.
Casting details
The document provides casting details for a short film, assigning roles to four actresses. Sophie Rowley, age 15, will play Eryn due to being the right age and local. Christine Waddington, age 49, will play Eryn's mother as she has the right look and teaching schedule. Ellen Waddington, age 15, will play Robber #1 due to her petite size and past reliable work. Holly Waddington, Ellen's twin sister, will play Robber #2 for her enthusiasm, similar appearance, and ability to interact well with Ellen due to being twins.
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