1) The document outlines an OCR Level 3 unit on print-based advertising media. It covers understanding existing advertising campaigns, planning an advertising campaign including print ads, planning and presenting print ad ideas, and producing a print ad.
2) Learners will evaluate an existing campaign, plan their own campaign including objectives and schedule, and plan a print ad with ideas, materials, and a production plan.
3) The unit is assessed through a portfolio where learners must show they can meet the criteria to pass, merit, and distinction levels by understanding campaigns, planning campaigns and ads, presenting ideas, and producing an ad.
The document outlines the steps in media planning which include assessing the communications environment, describing the target audience, setting media objectives, selecting the media mix, and buying media. It discusses key concepts like frequency, reach, weight, continuity, and cost. It also covers criteria for evaluating different media types and composing an optimal media mix. The document provides advantages and disadvantages of various print and audio-visual media and examples of media planning for advertising campaigns.
This document provides an overview of the unit "Advertisement Production for Television". The unit aims to enable learners to apply production skills to create a television advertisement. Learners will examine existing television ads to understand persuasive messaging techniques and then plan, produce, and evaluate an advertisement of their own. The unit focuses on developing an understanding of audience targeting, regulations, and the structures and techniques used in effective television advertising.
This document provides information about advertising design and strategies. It discusses different types of advertising like online, print, broadcast and others. It also outlines important contexts for designers to consider like audience, message and constraints. Finally, it describes seven common advertising strategies such as before/after, testimonials, demonstrations and more. The goal is to help those designing ads understand effective techniques.
This document provides an overview of a unit on design for advertising from the Edexcel BTEC Level 3 Nationals specification in Art and Design. The unit aims to develop learners' skills in advertising processes, from analyzing briefs to generating and developing ideas to executing final design solutions. Learners will explore examples of past and existing advertising, and will originate and present their own ideas and campaigns in response to briefs. The unit covers understanding issues in advertising design, developing ideas, and presenting suitable solutions.
This document provides learners with information and instructions for completing tasks to analyze media products and audiences. It includes a scenario where learners will produce an online educational resource about a media company and its films. Learners are asked to research Disney Studios and create a fact file on its ownership, operations, products, marketing, and competitors. Learners must also analyze the film The Force Awakens through reviewing its trailer, profiling its target audience, and creating a timeline of its production, distribution, and advertising. Finally, learners must explore the legal, ethical, and regulatory issues associated with the film.
Unit 1- Student Guidebook and Checklistrobynstickley
This document provides information and instructions for learners completing an assignment on analysing media products and audiences. It includes general information for learners, a scenario about creating an online educational resource, and 5 tasks assessing various learning outcomes. The tasks require learners to conduct research on Disney Studios, analyze the film The Force Awakens, profile the film's target audience through surveys, create a timeline of the film's production/distribution/advertising, and report on related legal/ethical issues. A checklist is also provided for learners to ensure they have completed all tasks and submitted the required evidence.
03. unit 1 student guidebook and checklistGrevattJ
This document provides learners with information and instructions for completing tasks to analyze media products and audiences. It includes a scenario where learners will produce an online educational resource about a media company and its films. Learners are asked to research Disney Studios and create a fact file on its ownership, operations, products, marketing, and competitors. Learners must also analyze the film The Force Awakens through reviewing its trailer, profiling its target audience, and creating a timeline of its production, distribution, and advertising. Finally, learners must explore the legal, ethical, and regulatory issues associated with the film.
This document provides information and tasks for a learner named James Morris to complete an assignment analyzing media products and audiences. It includes:
- General information for learners answering common questions about the assignment.
- A scenario where the learner will produce an online educational resource about a media company and its products, focusing on Disney and the film The Force Awakens.
- Five tasks for the learner to complete, including a case study of Disney Studios, an analytical film review of The Force Awakens, audience profiling research, a production/distribution timeline for The Force Awakens, and a report on the legal, ethical and representation issues surrounding the film.
The document outlines the steps in media planning which include assessing the communications environment, describing the target audience, setting media objectives, selecting the media mix, and buying media. It discusses key concepts like frequency, reach, weight, continuity, and cost. It also covers criteria for evaluating different media types and composing an optimal media mix. The document provides advantages and disadvantages of various print and audio-visual media and examples of media planning for advertising campaigns.
This document provides an overview of the unit "Advertisement Production for Television". The unit aims to enable learners to apply production skills to create a television advertisement. Learners will examine existing television ads to understand persuasive messaging techniques and then plan, produce, and evaluate an advertisement of their own. The unit focuses on developing an understanding of audience targeting, regulations, and the structures and techniques used in effective television advertising.
This document provides information about advertising design and strategies. It discusses different types of advertising like online, print, broadcast and others. It also outlines important contexts for designers to consider like audience, message and constraints. Finally, it describes seven common advertising strategies such as before/after, testimonials, demonstrations and more. The goal is to help those designing ads understand effective techniques.
This document provides an overview of a unit on design for advertising from the Edexcel BTEC Level 3 Nationals specification in Art and Design. The unit aims to develop learners' skills in advertising processes, from analyzing briefs to generating and developing ideas to executing final design solutions. Learners will explore examples of past and existing advertising, and will originate and present their own ideas and campaigns in response to briefs. The unit covers understanding issues in advertising design, developing ideas, and presenting suitable solutions.
This document provides learners with information and instructions for completing tasks to analyze media products and audiences. It includes a scenario where learners will produce an online educational resource about a media company and its films. Learners are asked to research Disney Studios and create a fact file on its ownership, operations, products, marketing, and competitors. Learners must also analyze the film The Force Awakens through reviewing its trailer, profiling its target audience, and creating a timeline of its production, distribution, and advertising. Finally, learners must explore the legal, ethical, and regulatory issues associated with the film.
Unit 1- Student Guidebook and Checklistrobynstickley
This document provides information and instructions for learners completing an assignment on analysing media products and audiences. It includes general information for learners, a scenario about creating an online educational resource, and 5 tasks assessing various learning outcomes. The tasks require learners to conduct research on Disney Studios, analyze the film The Force Awakens, profile the film's target audience through surveys, create a timeline of the film's production/distribution/advertising, and report on related legal/ethical issues. A checklist is also provided for learners to ensure they have completed all tasks and submitted the required evidence.
03. unit 1 student guidebook and checklistGrevattJ
This document provides learners with information and instructions for completing tasks to analyze media products and audiences. It includes a scenario where learners will produce an online educational resource about a media company and its films. Learners are asked to research Disney Studios and create a fact file on its ownership, operations, products, marketing, and competitors. Learners must also analyze the film The Force Awakens through reviewing its trailer, profiling its target audience, and creating a timeline of its production, distribution, and advertising. Finally, learners must explore the legal, ethical, and regulatory issues associated with the film.
This document provides information and tasks for a learner named James Morris to complete an assignment analyzing media products and audiences. It includes:
- General information for learners answering common questions about the assignment.
- A scenario where the learner will produce an online educational resource about a media company and its products, focusing on Disney and the film The Force Awakens.
- Five tasks for the learner to complete, including a case study of Disney Studios, an analytical film review of The Force Awakens, audience profiling research, a production/distribution timeline for The Force Awakens, and a report on the legal, ethical and representation issues surrounding the film.
This document provides information and instructions for learners completing an assignment on analysing media products and audiences. It includes a scenario where learners will produce an online educational resource on the film industry. Learners are given 5 tasks: 1) create a case study on Disney Studios, 2) conduct an analytical film review of Star Wars: The Force Awakens, 3) research and profile the target audience of the film, 4) create a timeline of the film's production, distribution, and advertising, and 5) investigate the legal, ethical, and regulatory issues surrounding the film. The document concludes with a checklist for learners to ensure they have completed all tasks and provided the necessary evidence.
This document provides information and tasks for learners completing an assignment on analysing media products and audiences. It includes:
- A scenario where learners will produce an online educational resource on a media company and its films. Learners will focus on Disney and the film The Force Awakens.
- 5 tasks involving researching Disney Studios, analyzing a trailer for The Force Awakens, profiling the target audience, creating a timeline of the film's production/distribution/advertising, and exploring the legal/ethical issues and impact/representation in the film.
- Guidance on formatting, research, and presenting responses. The tasks will assess learners' understanding of media institutions, products, audiences and
This document provides instructions and guidance for learners completing an assignment on analysing media products and audiences. It includes:
- An introduction outlining the tasks to be completed in designing webpages for an online educational resource about the film industry.
- A scenario explaining that learners will research Disney and the film Star Wars: The Force Awakens (2015) to create the resource.
- Five tasks involving researching Disney Studios, analysing The Force Awakens trailer, profiling the film's audience, investigating the film's production/distribution/advertising, and examining legal/ethical issues.
- A checklist for learners to ensure they have completed all tasks and provided the required evidence in their
This document provides learners with tasks to complete an online educational resource analyzing Disney and the film The Force Awakens. The tasks include: 1) A case study of Disney Studios covering ownership, operating model, products, marketing position, and competitors. 2) An analytical film review of The Force Awakens trailer using media language and examples. 3) Audience research and profiling of the target audience for The Force Awakens including surveys. 4) A timeline of the production, distribution, and advertising of The Force Awakens. 5) A report on the legal, ethical, representation, and impact issues associated with the film. Learners will complete the tasks and present their findings and analyses on a Wix website.
This document provides learners with information and tasks to complete an assignment analyzing media products and audiences. It includes:
1) A scenario where learners will produce an online educational resource about a media company and its films, including Disney and Star Wars: The Force Awakens.
2) Five tasks that require learners to: create a case study of Disney Studios; analyze a trailer for The Force Awakens; research and profile the target audience; create a timeline of the film's production, distribution and advertising; and examine the legal, ethical and representation issues surrounding the film.
3) Guidance on how to complete and present the tasks, with the goals of demonstrating understanding of media institutions, audience
This document provides information and tasks for learners completing an OCR Level 3 Cambridge Technical qualification in Media. It includes:
- A scenario where learners will produce an online educational resource about a media company and its products to support other media learners. Disney and the film The Force Awakens will be the focus.
- 5 tasks for learners to complete including a case study on Disney Studios, an analytical review of The Force Awakens trailer, audience research and profiling, an examination of the production, distribution and advertising of The Force Awakens, and a report on the legal, ethical and regulatory issues surrounding the film.
- A checklist for learners to ensure they have completed all tasks
This document provides information and tasks for learners completing 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 trailer for The Force Awakens, profiling the target audience, creating a timeline of the production/distribution/advertising of the film, and exploring the legal/ethical issues and impact/representation within the film.
- Guidance on completing the tasks and presenting evidence for assessment. Learners must show their individual work while having the option to work in groups.
This document provides information and tasks for learners completing an assignment on analysing media products and audiences. It includes:
- General information on assignment requirements and guidelines.
- A scenario asking learners to create an online educational resource focusing on Disney and the film The Force Awakens (2015).
- Five tasks involving researching Disney Studios, analyzing a trailer for The Force Awakens, profiling the target audience, creating a timeline of the film's production/distribution/advertising, and exploring the legal/ethical issues.
This document provides information and tasks for a learner completing an OCR Level 3 Cambridge Technical in Media unit on analysing media products and audiences. It includes a scenario where the learner will create an online educational resource about a media company and its products. It outlines 5 tasks for the learner to complete: 1) a case study of Disney Studios, 2) an analytical film review of Star Wars: The Force Awakens, 3) audience research including profiling and surveys, 4) a timeline of the production, distribution and advertising of The Force Awakens, and 5) a report on the legal, ethical and regulatory issues associated with the film. It concludes with a checklist for the learner to ensure they have completed all tasks.
This document provides information and tasks for learners completing an assignment on analysing media products and audiences. It includes:
- A scenario asking learners to create an online educational resource about a media company and its films, focusing on Disney and Star Wars: The Force Awakens.
- Five tasks involving researching Disney Studios, analysing the film trailer, profiling the target audience, creating a timeline of the film's production/distribution/advertising, and examining the legal/ethical issues.
- Guidance on completing each task and presenting findings is provided to learners. Upon completion, learners will submit their work online or offline following the assignment guidelines.
This document provides learners with instructions for completing tasks to analyze media products and audiences for an OCR Level 3 Cambridge Technical qualification. It includes a scenario where learners will produce an online educational resource about a media company and its products. The document outlines 5 tasks for learners to complete: 1) A case study of Disney Studios, 2) An analytical film review of Star Wars: The Force Awakens, 3) Audience research including profiling and surveys, 4) A timeline of the production, distribution and advertising of The Force Awakens, and 5) A report on the legal, ethical and regulatory issues regarding the film. It concludes with a checklist for learners to ensure they have completed all tasks and provided the necessary
03. unit 1 student guidebook and checklistsarahpoore17
This document provides information and tasks for learners to complete an assignment analyzing media products and audiences. It includes:
- A scenario where learners will produce an online educational resource about a media company and its films. Learners will focus on Disney and the film The Force Awakens.
- 5 tasks for learners to complete, including: a case study of Disney Studios; an analytical film review of The Force Awakens trailer; audience profiling and research on the film's target demographic; a timeline of the film's production, distribution, and advertising; and a report on the film's legal, ethical and representation issues.
- Guidance on formatting, research, and presenting responses. The tasks
This document provides information and tasks for a learner to complete an assignment analyzing media products and audiences. It includes:
1) A scenario where the learner will design an online educational resource about the film industry focusing on Disney and Star Wars: The Force Awakens.
2) Five tasks for the learner to complete including a case study of Disney Studios, an analytical film review of The Force Awakens, audience profiling research, investigating the production, distribution and advertising of The Force Awakens, and a legal and ethical issues report.
3) A checklist for the learner to ensure they have completed all tasks and provided required evidence, which will be pages on their created website.
03. unit 1 student guidebook and checklisttomjarvis25
The document provides information for learners completing an assignment on analysing media products and audiences. It includes:
- A scenario where learners will produce an online educational resource on a media company and its films. Learners will research Disney and the film The Force Awakens.
- 5 tasks for learners to complete, including: a case study of Disney Studios; an analytical film review of The Force Awakens; audience profiling and research; investigating the production, distribution and advertising of The Force Awakens; understanding the legal, ethical and regulatory issues surrounding the film.
- A checklist for learners to ensure they have completed all tasks and provided required evidence, which will be presented on a
This document discusses media planning and media characteristics for advertising. It includes:
1. An overview of media planning process and key considerations like target audience, markets, reach and frequency.
2. Descriptions of different media types like television, print, radio and their advantages and disadvantages.
3. Statistics on top advertisers in India and their advertising spending across different media segments.
4. Issues to consider in media planning like lack of information, time pressures and measurement challenges.
03. unit 1 student guidebook and checklistKittyKatGeek4
This document provides information and tasks for a learner completing an assignment on analysing media products and audiences. It includes:
- A scenario where the learner will create an online educational resource about a media company and its products, focusing on Disney and the film The Force Awakens.
- 5 tasks that involve researching Disney Studios, analysing The Force Awakens trailer, profiling the target audience, researching the production/distribution timeline, and examining legal/ethical issues.
- A checklist for the learner to ensure they have completed all tasks and provided the necessary evidence in their online resource, which will be a Wix website with pages covering the different tasks and content.
This document provides information and tasks for learners completing 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 as a case study, analysing the trailer for The Force Awakens, profiling the target audience, creating a timeline of the production/distribution/advertising of the film, and exploring the legal and ethical issues surrounding the film.
- Guidance on formatting, research, and submission requirements for each task. The tasks assess learning outcomes related to understanding media institutions, products, audiences and the relationship between them
03. unit 1 student guidebook and checklistwaddingtonj
The document provides information and tasks for learners completing an OCR Level 3 Cambridge Technical qualification in Media. It outlines 5 tasks for learners to complete to analyse media products and audiences. The tasks include: [1] creating a case study on Disney Studios; [2] analysing the film The Force Awakens through a trailer review; [3] conducting audience research and profiling of the film's target demographic; [4] creating a timeline of the film's production, distribution and advertising; and [5] investigating the legal, ethical and regulatory issues surrounding the film. Learners are instructed to present their work on webpages with text, images and other rich media following a consistent house style. A checklist is also
This document provides information and tasks for learners completing an OCR Level 3 Cambridge Technical qualification in Media. It includes:
- General information for learners on assignment guidelines and support.
- A scenario where learners will produce an online educational resource on media analysis focusing on Disney and the film The Force Awakens.
- Five tasks involving researching Disney Studios, analyzing The Force Awakens trailer, profiling the film's target audience through surveys, creating a timeline of the film's production/distribution/advertising, and examining legal/ethical issues.
- A checklist for learners to ensure they have completed all tasks and provided required evidence.
This document provides information and tasks for learners completing an OCR Level 3 Cambridge Technical qualification in Media. It includes:
- General information for learners on assignment guidelines and support.
- A scenario where learners must create an online educational resource on media analysis focusing on Disney and the film Star Wars: The Force Awakens.
- Five tasks involving researching Disney Studios, analyzing the film trailer, profiling the target audience, investigating the film's production/distribution/advertising, and examining legal/ethical issues.
- A checklist for learners to ensure they have completed all tasks and provided required evidence, which will be presented on a Wix website.
This witness statement summarizes Morgan Pearson's presentation of print-based advertisement ideas for a music festival or tour to a publisher client. The statement describes how Morgan presented an overview of their proposal, pre-production materials, target audience, budget breakdown, and production plan within a 10 minute time limit. It also includes a checklist completed by the witness, Miss J Oliver, a media studies teacher, evaluating Morgan's presentation across several criteria like discussing aims and objectives, providing draft designs, addressing legal and ethical issues, and leaving time for feedback. The teacher provided positive feedback, praising the detailed and confident pitch that covered expected areas sufficiently with creative pre-production samples and advertisements.
This document outlines the navigation bar and sections of a film website. The navigation bar includes Home, My Profile, Favorites, Make a Film, Search a Film, and Upload a Film. Other sections include Who Are We, What We Do, sign up/log in options, viewing and editing profiles, uploading and managing films, browsing popular and trending films, and help/legal information. A copyright logo will be displayed on each page.
This document provides information and instructions for learners completing an assignment on analysing media products and audiences. It includes a scenario where learners will produce an online educational resource on the film industry. Learners are given 5 tasks: 1) create a case study on Disney Studios, 2) conduct an analytical film review of Star Wars: The Force Awakens, 3) research and profile the target audience of the film, 4) create a timeline of the film's production, distribution, and advertising, and 5) investigate the legal, ethical, and regulatory issues surrounding the film. The document concludes with a checklist for learners to ensure they have completed all tasks and provided the necessary evidence.
This document provides information and tasks for learners completing an assignment on analysing media products and audiences. It includes:
- A scenario where learners will produce an online educational resource on a media company and its films. Learners will focus on Disney and the film The Force Awakens.
- 5 tasks involving researching Disney Studios, analyzing a trailer for The Force Awakens, profiling the target audience, creating a timeline of the film's production/distribution/advertising, and exploring the legal/ethical issues and impact/representation in the film.
- Guidance on formatting, research, and presenting responses. The tasks will assess learners' understanding of media institutions, products, audiences and
This document provides instructions and guidance for learners completing an assignment on analysing media products and audiences. It includes:
- An introduction outlining the tasks to be completed in designing webpages for an online educational resource about the film industry.
- A scenario explaining that learners will research Disney and the film Star Wars: The Force Awakens (2015) to create the resource.
- Five tasks involving researching Disney Studios, analysing The Force Awakens trailer, profiling the film's audience, investigating the film's production/distribution/advertising, and examining legal/ethical issues.
- A checklist for learners to ensure they have completed all tasks and provided the required evidence in their
This document provides learners with tasks to complete an online educational resource analyzing Disney and the film The Force Awakens. The tasks include: 1) A case study of Disney Studios covering ownership, operating model, products, marketing position, and competitors. 2) An analytical film review of The Force Awakens trailer using media language and examples. 3) Audience research and profiling of the target audience for The Force Awakens including surveys. 4) A timeline of the production, distribution, and advertising of The Force Awakens. 5) A report on the legal, ethical, representation, and impact issues associated with the film. Learners will complete the tasks and present their findings and analyses on a Wix website.
This document provides learners with information and tasks to complete an assignment analyzing media products and audiences. It includes:
1) A scenario where learners will produce an online educational resource about a media company and its films, including Disney and Star Wars: The Force Awakens.
2) Five tasks that require learners to: create a case study of Disney Studios; analyze a trailer for The Force Awakens; research and profile the target audience; create a timeline of the film's production, distribution and advertising; and examine the legal, ethical and representation issues surrounding the film.
3) Guidance on how to complete and present the tasks, with the goals of demonstrating understanding of media institutions, audience
This document provides information and tasks for learners completing an OCR Level 3 Cambridge Technical qualification in Media. It includes:
- A scenario where learners will produce an online educational resource about a media company and its products to support other media learners. Disney and the film The Force Awakens will be the focus.
- 5 tasks for learners to complete including a case study on Disney Studios, an analytical review of The Force Awakens trailer, audience research and profiling, an examination of the production, distribution and advertising of The Force Awakens, and a report on the legal, ethical and regulatory issues surrounding the film.
- A checklist for learners to ensure they have completed all tasks
This document provides information and tasks for learners completing 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 trailer for The Force Awakens, profiling the target audience, creating a timeline of the production/distribution/advertising of the film, and exploring the legal/ethical issues and impact/representation within the film.
- Guidance on completing the tasks and presenting evidence for assessment. Learners must show their individual work while having the option to work in groups.
This document provides information and tasks for learners completing an assignment on analysing media products and audiences. It includes:
- General information on assignment requirements and guidelines.
- A scenario asking learners to create an online educational resource focusing on Disney and the film The Force Awakens (2015).
- Five tasks involving researching Disney Studios, analyzing a trailer for The Force Awakens, profiling the target audience, creating a timeline of the film's production/distribution/advertising, and exploring the legal/ethical issues.
This document provides information and tasks for a learner completing an OCR Level 3 Cambridge Technical in Media unit on analysing media products and audiences. It includes a scenario where the learner will create an online educational resource about a media company and its products. It outlines 5 tasks for the learner to complete: 1) a case study of Disney Studios, 2) an analytical film review of Star Wars: The Force Awakens, 3) audience research including profiling and surveys, 4) a timeline of the production, distribution and advertising of The Force Awakens, and 5) a report on the legal, ethical and regulatory issues associated with the film. It concludes with a checklist for the learner to ensure they have completed all tasks.
This document provides information and tasks for learners completing an assignment on analysing media products and audiences. It includes:
- A scenario asking learners to create an online educational resource about a media company and its films, focusing on Disney and Star Wars: The Force Awakens.
- Five tasks involving researching Disney Studios, analysing the film trailer, profiling the target audience, creating a timeline of the film's production/distribution/advertising, and examining the legal/ethical issues.
- Guidance on completing each task and presenting findings is provided to learners. Upon completion, learners will submit their work online or offline following the assignment guidelines.
This document provides learners with instructions for completing tasks to analyze media products and audiences for an OCR Level 3 Cambridge Technical qualification. It includes a scenario where learners will produce an online educational resource about a media company and its products. The document outlines 5 tasks for learners to complete: 1) A case study of Disney Studios, 2) An analytical film review of Star Wars: The Force Awakens, 3) Audience research including profiling and surveys, 4) A timeline of the production, distribution and advertising of The Force Awakens, and 5) A report on the legal, ethical and regulatory issues regarding the film. It concludes with a checklist for learners to ensure they have completed all tasks and provided the necessary
03. unit 1 student guidebook and checklistsarahpoore17
This document provides information and tasks for learners to complete an assignment analyzing media products and audiences. It includes:
- A scenario where learners will produce an online educational resource about a media company and its films. Learners will focus on Disney and the film The Force Awakens.
- 5 tasks for learners to complete, including: a case study of Disney Studios; an analytical film review of The Force Awakens trailer; audience profiling and research on the film's target demographic; a timeline of the film's production, distribution, and advertising; and a report on the film's legal, ethical and representation issues.
- Guidance on formatting, research, and presenting responses. The tasks
This document provides information and tasks for a learner to complete an assignment analyzing media products and audiences. It includes:
1) A scenario where the learner will design an online educational resource about the film industry focusing on Disney and Star Wars: The Force Awakens.
2) Five tasks for the learner to complete including a case study of Disney Studios, an analytical film review of The Force Awakens, audience profiling research, investigating the production, distribution and advertising of The Force Awakens, and a legal and ethical issues report.
3) A checklist for the learner to ensure they have completed all tasks and provided required evidence, which will be pages on their created website.
03. unit 1 student guidebook and checklisttomjarvis25
The document provides information for learners completing an assignment on analysing media products and audiences. It includes:
- A scenario where learners will produce an online educational resource on a media company and its films. Learners will research Disney and the film The Force Awakens.
- 5 tasks for learners to complete, including: a case study of Disney Studios; an analytical film review of The Force Awakens; audience profiling and research; investigating the production, distribution and advertising of The Force Awakens; understanding the legal, ethical and regulatory issues surrounding the film.
- A checklist for learners to ensure they have completed all tasks and provided required evidence, which will be presented on a
This document discusses media planning and media characteristics for advertising. It includes:
1. An overview of media planning process and key considerations like target audience, markets, reach and frequency.
2. Descriptions of different media types like television, print, radio and their advantages and disadvantages.
3. Statistics on top advertisers in India and their advertising spending across different media segments.
4. Issues to consider in media planning like lack of information, time pressures and measurement challenges.
03. unit 1 student guidebook and checklistKittyKatGeek4
This document provides information and tasks for a learner completing an assignment on analysing media products and audiences. It includes:
- A scenario where the learner will create an online educational resource about a media company and its products, focusing on Disney and the film The Force Awakens.
- 5 tasks that involve researching Disney Studios, analysing The Force Awakens trailer, profiling the target audience, researching the production/distribution timeline, and examining legal/ethical issues.
- A checklist for the learner to ensure they have completed all tasks and provided the necessary evidence in their online resource, which will be a Wix website with pages covering the different tasks and content.
This document provides information and tasks for learners completing 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 as a case study, analysing the trailer for The Force Awakens, profiling the target audience, creating a timeline of the production/distribution/advertising of the film, and exploring the legal and ethical issues surrounding the film.
- Guidance on formatting, research, and submission requirements for each task. The tasks assess learning outcomes related to understanding media institutions, products, audiences and the relationship between them
03. unit 1 student guidebook and checklistwaddingtonj
The document provides information and tasks for learners completing an OCR Level 3 Cambridge Technical qualification in Media. It outlines 5 tasks for learners to complete to analyse media products and audiences. The tasks include: [1] creating a case study on Disney Studios; [2] analysing the film The Force Awakens through a trailer review; [3] conducting audience research and profiling of the film's target demographic; [4] creating a timeline of the film's production, distribution and advertising; and [5] investigating the legal, ethical and regulatory issues surrounding the film. Learners are instructed to present their work on webpages with text, images and other rich media following a consistent house style. A checklist is also
This document provides information and tasks for learners completing an OCR Level 3 Cambridge Technical qualification in Media. It includes:
- General information for learners on assignment guidelines and support.
- A scenario where learners will produce an online educational resource on media analysis focusing on Disney and the film The Force Awakens.
- Five tasks involving researching Disney Studios, analyzing The Force Awakens trailer, profiling the film's target audience through surveys, creating a timeline of the film's production/distribution/advertising, and examining legal/ethical issues.
- A checklist for learners to ensure they have completed all tasks and provided required evidence.
This document provides information and tasks for learners completing an OCR Level 3 Cambridge Technical qualification in Media. It includes:
- General information for learners on assignment guidelines and support.
- A scenario where learners must create an online educational resource on media analysis focusing on Disney and the film Star Wars: The Force Awakens.
- Five tasks involving researching Disney Studios, analyzing the film trailer, profiling the target audience, investigating the film's production/distribution/advertising, and examining legal/ethical issues.
- A checklist for learners to ensure they have completed all tasks and provided required evidence, which will be presented on a Wix website.
This witness statement summarizes Morgan Pearson's presentation of print-based advertisement ideas for a music festival or tour to a publisher client. The statement describes how Morgan presented an overview of their proposal, pre-production materials, target audience, budget breakdown, and production plan within a 10 minute time limit. It also includes a checklist completed by the witness, Miss J Oliver, a media studies teacher, evaluating Morgan's presentation across several criteria like discussing aims and objectives, providing draft designs, addressing legal and ethical issues, and leaving time for feedback. The teacher provided positive feedback, praising the detailed and confident pitch that covered expected areas sufficiently with creative pre-production samples and advertisements.
This document outlines the navigation bar and sections of a film website. The navigation bar includes Home, My Profile, Favorites, Make a Film, Search a Film, and Upload a Film. Other sections include Who Are We, What We Do, sign up/log in options, viewing and editing profiles, uploading and managing films, browsing popular and trending films, and help/legal information. A copyright logo will be displayed on each page.
Gordon Abraham is the director of SHAREvices BV located at C. A. Thiemestraat 55, 6828 DW Arnhem, Netherlands. He can be contacted by phone at + 31 (0)26 4459278 or by mobile at + 31 (0)6 53890345, or by email at gordona@hetnet.nl. The company website is www.sharevices.com.
Este documento describe las diversas herramientas que tiene un fotógrafo para construir su punto de vista, como el encuadre, tamaño del plano, ángulo, composición, profundidad de campo e iluminación. Explica conceptos como los diferentes planos fotográficos, tipos de ángulos, tipos de composición como la regla de los tercios y curvas en S, y cómo la profundidad de campo y la iluminación afectan la imagen. El objetivo es mostrar cómo el fotógrafo puede organizar y enfocar visualmente los elementos
Presentation at King's College Global Landscapes Conference, by Close the Loo...Close the Loop Company
This presentation is for the King's College Global Landscapes Conference 2016, an Interdisciplinary Research Symposium. Conference Theme: The Art of Good Governance: Accountability, Responsibility, and Transparency, held April 20-21, 2016. Rita Lacey is Founder and President of Close the Loop Company, Pennsylvania’s 1st Benefit Corporation. In 2015, she has was awarded the Rose Schoch Award for environmental education. She was also awarded the Dept. of Interior’s “Take Pride in America” award for outstanding business at the White House in 2011.
Las texturas visuales evocan experiencias táctiles pasadas almacenadas en la memoria, aunque la vista engaña sugiriendo materiales que no son reales. Esta cualidad permite a las artes visuales expresarse.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow, releases endorphins, and promotes changes in the brain which help enhance one's emotional well-being and mental clarity.
Il gioco e l’integrazione degli sforzi educativi aiuteranno i nostri figli a sviluppare le differenti capacità che contano per vincere le sfide di domani
This document outlines the features and content of pages for a proposed social media site called LifeFollower. It describes pages for the homepage, sign up, profile, about us, terms and conditions. It also discusses adhering to accessibility guidelines from the W3C and how the Web Standards Project could assist with development. The goal of LifeFollower is to allow users to share their lives and connect with friends by following one another and interacting on posts.
Close the Loop Company held its 8th annual Give & Take Day event on Earth Day, where over 6000 pounds of goods worth tens of thousands of dollars were donated and received. The event helped reduce waste and kept items within the local community. The company also created a Google map of over 500 trails and open spaces in Monroe County to encourage outdoor activities. Close the Loop Company recycles waste materials like tires and plastics to make recycled products and has been in business for over 15 years.
Standard woodworking tools can be used to cut, staple or screw into the plastic fence. Insulators are not required for electric fence installation. Plastic posts are virtually solid and do not need timber or metal inserts. Perfect post for livestock, vineyards, barbed wire fencing or sign posts.
Presentación sobre la necesidad de hacer un estudio que averigue los estilos de vida en los adolescentes peruanos. El estudio estará integrado por la Universidad de Piura, Universidad de Navarra e Intermedia Consulting
This assignment brief outlines tasks for a BTEC Level 3 Graphic Design unit on design for advertising. Students will create an advertising campaign for a chosen charity or social cause. They will research advertising strategies and formats, develop ideas in response to a brief, and present design solutions. Deliverables include blog posts on advertising issues, a case study on the chosen cause, draft designs, final advertisements in different formats, and a recorded pitch evaluating their work. The goals are for students to understand advertising design, originate ideas, and professionally present solutions.
This document provides information and tasks for learners completing an assignment on analysing media products and audiences. It includes:
- A scenario where learners will produce an online educational resource on a media company and its films. Learners will focus on Disney and the film The Force Awakens.
- 5 tasks involving researching Disney Studios, analysing The Force Awakens trailer, profiling the film's target audience through surveys, creating a timeline of the film's production/distribution/advertising, and exploring the legal/ethical issues and audience representation within the film.
- Instructions on formatting, sources, and presenting findings for each task. Learners will design webpages for their online resource using the information
Unit 01 analysing media products and audiencesNick Crafts
This document outlines the aims, learning outcomes, assessment criteria, content and resources for the OCR Level 3 Cambridge Technical Certificate/Diploma in Media unit on analysing media products and audiences. The unit aims to help learners understand how media institutions work and the products they produce through analysing production processes, target audiences, distribution and marketing. Learners must investigate a media institution and analyse one of its products, examining aspects such as purpose, genre and audience. They also analyse how the product reaches its audience and considers legal/ethical issues. The unit is assessed through a portfolio demonstrating understanding of a chosen media product.
This document provides information and tasks for learners to complete an assignment analyzing media products and audiences. It includes:
- A scenario where learners will produce an online educational resource about a media company and its films. Learners will focus on Disney and the film The Force Awakens.
- 5 tasks for learners to complete, including: 1) A case study of Disney Studios, 2) An analytical film review of The Force Awakens trailer, 3) Audience research and profiling of the film's target demographic, 4) A timeline of the film's production, distribution and advertising, and 5) A report on the legal, ethical and regulatory issues surrounding the film.
- Instructions on presenting
03. unit 1 student guidebook and checklist (jasmine prior)Jasminep_media
This document provides information and tasks for learners completing an assignment on analysing media products and audiences. It includes:
- A scenario where learners will produce an online educational resource about a media company and its films. Learners will focus on Disney and the film The Force Awakens.
- 5 tasks involving researching Disney Studios, analyzing a trailer for The Force Awakens, profiling the target audience, creating a timeline of the film's production/distribution/advertising, and exploring the legal/ethical issues and representation in the film.
- Guidance on formatting, sources, and level of analysis required for each task. The tasks will assess the learner's understanding of media institutions, products
03. unit 1 student guidebook and checklist (jasmine prior)Jasminep_media
This document provides information and tasks for learners completing an assignment on analysing media products and audiences. It includes:
- A scenario where learners will produce an online educational resource about a media company and its films. Learners will focus on Disney and the film The Force Awakens.
- 5 tasks involving researching Disney Studios, analyzing a trailer for The Force Awakens, profiling the target audience, creating a timeline of the film's production/distribution/advertising, and exploring the legal/ethical issues and representation in the film.
- Guidance on formatting, sources, and level of analysis required for each task. The tasks will assess the learner's understanding of media institutions, products
03. unit 1 student guidebook and checklist (jasmine prior)Jasminep_media
This document provides information and tasks for learners completing an assignment on analysing media products and audiences. It includes:
- A scenario where learners will produce an online educational resource about a media company and its films. Learners will focus on Disney and the film The Force Awakens.
- 5 tasks involving researching Disney Studios, analyzing a trailer for The Force Awakens, profiling the target audience, creating a timeline of the film's production/distribution/advertising, and exploring the legal/ethical issues and representation in the film.
- Guidance on formatting, sources, and level of analysis required for each task. The tasks will assess the learner's understanding of media institutions, products
03. unit 1 student guidebook and checklist (jasmine prior)Jasminep_media
This document provides information and tasks for learners completing an assignment on analysing media products and audiences. It includes:
- A scenario where learners will produce an online educational resource about a media company and its films. Learners will focus on Disney and the film The Force Awakens.
- 5 tasks involving researching Disney Studios, analyzing a trailer for The Force Awakens, profiling the target audience, creating a timeline of the film's production/distribution/advertising, and exploring the legal/ethical issues and representation in the film.
- Guidance on formatting, sources, and level of analysis required for each task. The tasks will assess the learner's understanding of media institutions, products
03. unit 1 student guidebook and checklist (jasmine prior)Jasminep_media
This document provides information and tasks for learners to complete an assignment analyzing media products and audiences. It includes:
- A scenario where learners will produce an online educational resource about a media company and its films. Learners will focus on Disney and the film The Force Awakens.
- 5 tasks for learners to complete, including: a case study of Disney Studios; an analytical film review of The Force Awakens trailer; audience profiling and research on the film's target demographic; a timeline of the film's production process and advertising; and a report on the film's legal, ethical and representation issues.
- Instructions on formatting, research and analysis requirements for each task. Learners
This document provides information and tasks for learners completing an assignment on analysing media products and audiences. It includes:
- A scenario where learners will produce an online educational resource on a media company and its films. Learners will focus on Disney and the film The Force Awakens.
- 5 tasks involving researching Disney Studios, analysing The Force Awakens trailer, profiling the film's target audience through surveys, creating a timeline of the film's production/distribution/advertising, and exploring the legal/ethical issues and audience representation within the film.
- Instructions on formatting, sources, and presenting findings for each task. Learners will design webpages for their online resource using the information
03. unit 1 student guidebook and checklistCraigNewton_
This document provides information and tasks for learners completing an assignment on analysing media products and audiences. It includes:
- A scenario where learners will produce an online educational resource on a media company and its films. Learners will focus on Disney and the film The Force Awakens.
- 5 tasks involving researching Disney Studios, analysing The Force Awakens trailer, profiling the film's target audience through surveys, creating a timeline of the film's production/distribution/advertising, and exploring the legal/ethical issues surrounding the film.
- Instructions on formatting, sources, and what to submit are provided for each task.
03. unit 1 student guidebook and checklistamymeida
This document provides information and tasks for learners to complete an assignment analyzing media products and audiences. It includes:
- A scenario where learners will create an online educational resource about a media company and its films. Learners will focus on Disney and the film The Force Awakens.
- 5 tasks for learners to complete, including: a case study of Disney Studios; an analytical film review of The Force Awakens trailer; audience profiling and research; a timeline of the production, distribution and advertising of The Force Awakens; and a report on the legal, ethical and representation issues surrounding the film.
- Instructions on formatting, research and analysis required for each task. Learners
03. unit 1 student guidebook and checklistGrevattJ
This document provides information and tasks for learners completing an assignment on analysing media products and audiences. It includes:
- A scenario where learners will produce an online educational resource on a media company and its films. Learners will focus on Disney and the film The Force Awakens.
- 5 tasks involving researching Disney Studios, analyzing a trailer for The Force Awakens, profiling the target audience, creating a timeline of the film's production/distribution/advertising, and exploring the legal/ethical issues and representation in the film.
- Guidance on formatting, sources, and level of analysis required for each task. The tasks will assess the learners' understanding of media institutions,
03. unit 1 student guidebook and checklistGrevattJ
This document provides information and tasks for learners completing an assignment on analysing media products and audiences. It includes:
- A scenario where learners will produce an online educational resource on a media company and its films. Learners will focus on Disney and the film The Force Awakens.
- 5 tasks involving researching Disney Studios, analyzing a trailer for The Force Awakens, profiling the target audience, creating a timeline of the film's production/distribution/advertising, and exploring the legal/ethical issues and representation in the film.
- Guidance on formatting, sources, and level of analysis required for each task. The tasks will assess the learner's understanding of media institutions, products
The document provides information and tasks for learners related to analyzing media products and audiences. It includes:
- A scenario where learners will produce an online educational resource about a media company and its films. Learners will focus on Disney and the film The Force Awakens.
- 5 tasks that require learners to: 1) create a case study of Disney Studios; 2) analyze the trailer for The Force Awakens; 3) research and profile the target audience; 4) create a timeline of the production, distribution, and advertising of The Force Awakens; and 5) explore the legal, ethical, and regulatory issues surrounding the film.
- Guidance is provided on formatting,
The document provides information and tasks for learners related to analyzing media products and audiences. It includes:
- A scenario where learners will produce an online educational resource about a media company and its films. Learners will focus on Disney and the film The Force Awakens.
- 5 tasks that require learners to: 1) create a case study of Disney Studios; 2) analyze the trailer for The Force Awakens; 3) research and profile the target audience; 4) create a timeline of the production, distribution, and advertising of The Force Awakens; and 5) explore the legal, ethical, and regulatory issues surrounding the film.
- Guidance is provided on formatting,
This document provides information and tasks for learners completing 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 for the film, creating a timeline of the film's production/distribution/advertising, and exploring the legal/ethical issues and representation in the film.
- Guidance on completing the tasks and presenting findings in formats like fact files, reports, timelines using tools like Canva, Prezi, and Emaze. Lear
03. unit 1 student guidebook and checklistAlec12345
This document provides information and tasks for learners completing 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 for the film, creating a timeline of the film's production/distribution/advertising, and exploring the legal/ethical issues and representation in the film.
- Guidance on completing the tasks and presenting findings in formats like fact files, reports, timelines using tools like Canva, Prezi, and Emaze. Lear
unit 1 student guidebook and checklistlaurenpine11
The document provides information and tasks for learners to complete an assignment analyzing media products and audiences. It includes:
- A scenario where learners will produce an online educational resource about a media company and its films. Learners will focus on Disney and the film The Force Awakens.
- 5 tasks for learners to complete, including: 1) A case study of Disney Studios, 2) An analytical film review of The Force Awakens trailer, 3) Audience research and profiling of the film's target demographic, 4) A timeline of the film's production, distribution and advertising, and 5) A report on the legal, ethical and regulatory issues surrounding the film.
- Instructions on completing
Q magazine impacts its audience through influential people on social media and produces mature content to appeal to its target age range of 24-35 year olds. The magazine could influence readers through theories like the "hypodermic needle theory," where readers believe things in the magazine without having proper knowledge. Q magazine aims to entice and entertain readers using language like "celebration."
The document provides details about a music magazine called TMM that the author is creating. Some key points:
- TMM stands for "The Music Magazine" and will have a format consisting of a Photoshop front cover and InDesign double page spread.
- The magazine will focus on hip hop/rap genre and compete with magazines like XXL and Vibe.
- Content will include photos, articles, album reviews, gig reports, and song lyrics as well as smaller, unsigned bands.
- The intended audience is 16-23 year old students, mostly male but with some female readers interested in music.
The document is a proposal for an 808 magazine focused on hip hop and rap music. It will have a graffiti-style title in black and gold colors to appeal to younger, digital native audiences. The magazine will compete with XXL and include photos, articles, album reviews, concert reports, and song lyrics featuring smaller, non-mainstream artists. It will use Photoshop and InDesign software and have a black and white color scheme with gold accents. The target audience is males and females aged 16-23 who are passionate about music. The magazine will be published weekly at 40 pages and A4 size for £2.99.
The document proposes a print-based music magazine called TMM (The Music Magazine) that will focus on hip hop and rap genres. It will include photos, articles, album reviews, concert listings, and song lyrics. The target audience is people ages 16-23, with a focus on students. The magazine will be published weekly in an A4 size format consisting of about 40 pages made using Photoshop and InDesign desktop publishing software. The style will use blue, black, and red colors and a bold black font on white pages.
Tom Myers presents a pitch for a new music magazine called Mixer/Xtra. The presentation includes details on the magazine's branding like its color scheme of red, black, and grey. It outlines the magazine's structure with sections for interviews, photoshoots, and advertisements. Tom analyzes target audiences based on age (15-24) and gender (mainly male). He provides budgets for equipment, staff salaries, printing costs, estimated advertising revenue, and distribution plans. Tom projects selling over 10,000 copies in the first year to turn a profit.
The document outlines plans for two music magazines called Mixer and Xtra, including proposals, designs, photoshoots, and layouts. It provides details on the target audiences, styles, and content for each magazine. Sample interviews and draft articles are also included to demonstrate the planned content and tone for the publications.
This document provides details on the planning and design of two music magazines called Mixer and Xtra. It includes sections on mood boards, target audiences, layouts, and summaries of ideas for each magazine. The key differences between the magazines are that Mixer will focus on R&B and hip hop artists who have been in the industry longer, while Xtra will feature newer artists and offer a chance to win Beats headphones to appeal to younger readers. Both magazines will take inspiration from the layout and style of XXL magazine but with some customized elements.
Twitter is a social media platform that allows users to share messages known as tweets. It has over 500 million tweets per day and its target audience is young adults aged 16-34. Twitter makes most of its revenue from advertisements. While Twitter provides a platform for sharing ideas, it also faces legal issues around false advertising, copyright infringement, trademark protection, and potential libel claims over untrue statements shared on the site.
Instagram was launched in 2010 by Kevin Systrom and Mike Krieger. It is a photo sharing platform that allows users to share square images and videos. Users can follow other accounts and like/comment on their posts. Instagram generates revenue through advertisements on sponsored posts. It has over 700 million active users per month.
Facebook was launched in 2004 by Mark Zuckerberg. It is a social media platform that allows users to share statuses, photos, videos and connect with friends and pages. The layout includes a central news feed and columns for friends/groups/interests. Revenue comes from advertisements. It has over 2 billion active users per month.
These platforms have grown significantly due to their abilities for users to
Instagram, Facebook, and other major social media platforms provide valuable services to billions of users each month. Instagram was founded in 2010 by Kevin Systrom and Mike Krieger and currently has over 700 million active users. It allows users to share photos and videos with followers. Facebook was founded in 2004 by Mark Zuckerberg and has over 2 billion active users. It allows users to connect, share life updates and media. Both platforms generate revenue primarily from advertisements. They must balance this with legal and ethical responsibilities to protect users.
The document lists various digital tools and skills including photo editing programs like Photoshop and Premier Pro, camera brands like iPhone and Nikon, and survey platforms like Survey Monkey and Google Forms. It seems to focus on improving photo editing and selection skills in Photoshop using features like quick selection and quick mask.
The document outlines a production plan for launching a new magazine called Riddim over several weeks in June 2017. It details tasks such as finding office space, setting up equipment, interviewing and hiring staff, brainstorming content ideas, creating the magazine, printing it, and releasing the first issue. It also includes proposals for staff salaries, equipment costs, printing costs, and anticipated advertising revenue.
The document provides feedback on an evaluation of a magazine pitch. It indicates that the proposed idea received positive feedback, and the magazine pages had a clear color scheme and professional photos. Suggested improvements were to make the front cover puff promotion stand out more and add more article details. The production plan may need more time to create a high quality magazine that can compete successfully. A survey showed 100% positive feedback on understandability, rapport, engagement, image relevance, and slide information. Final magazine covers and spreads are shown along with feedback corrections that were implemented. Improvements made to the pitch included editing the front cover puff, including DPS analysis, and editing the color scheme slide. A profit/loss breakdown is presented. Overall
The document discusses the launch date, presentation environment, and evidence of a pitch for a new magazine. The launch date of June 23rd was chosen to give enough time for high quality production and occur during the summer when music is popular due to festivals. An interactive whiteboard, Mac computer, camera, and camera stand were used for the pitch presentation to effectively display slides and record the pitch in HD. Screenshots and feedback show the pitch represented the magazine well but could be improved with more body language and vocabulary.
The document outlines a production plan for setting up a new magazine over several weeks. It includes finding an office, setting up equipment, interviewing candidates, training staff, brainstorming article ideas, and creating the first issue of the magazine. Key dates are provided for completing each step of the process by the end of each week outlined in the plan.
The document outlines mind maps and plans for two music magazines titled "Riddim" and "Bass" that include details on mastheads, color schemes, target audiences, and frequencies. It also includes mood boards and analyses of magazine covers and genres to help develop the brand identities and house styles of the two magazines.
Bauer Media Group is the publisher of Q magazine. Bauer operates in 19 countries and has reached over 25 million consumers through magazines like KISS, Heat, and TV Choice. It started in radio in 1990 with KISS FM and now operates 81 stations. In terms of TV, Bauer started with The Box channel and has a joint venture with Channel 4 reaching 16 million viewers. Q magazine uses social media like YouTube, Instagram, Twitter, and Facebook to connect with over 270,000 followers and allow readers to engage with the magazine content and each other. A typical Q magazine issue contains interviews with artists in the genre as well as reviews of the latest music and playlists of new releases.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
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.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Build a Module in Odoo 17 Using the Scaffold Method
Unit 15 PRINT - BASED ADVERTISING
1. OCR LEVEL 3
CAMBRIDGE TECHNICAL
CERTIFICATE/DIPLOMA IN
MEDIA
PRINT-BASED ADVERTISING MEDIA
F/504/0503
LEVEL 3 UNIT 15
GUIDED LEARNING HOURS: 60
UNIT CREDIT VALUE: 10
TECHNICALS
Cambridge
2. 2www.ocr.org.uk
PRINT-BASED ADVERTISING MEDIA
F/504/0503
LEVEL 3
AIM OF THE UNIT
By completing this unit learners will understand advertising
campaigns and how print-based advertising media is used
within them. Learners will understand how to plan an
advertising campaign for a product, and how to produce
print-based advertisements for this product. They will also
be able to present their ideas for a print-based advertisement,
having the opportunity to make refinements to their idea as
a result of the feedback gained.
3. 3
Print-based advertising media Level 3 Unit 15
1 Understand how print-based
advertisements are used within
existing advertising campaigns
2 Be able to plan an advertising
campaign that includes print-
based advertisements
3 Be able to plan original print-
based advertisements to be
used within an advertising
campaign
4 Be able to present print-based
advertisement ideas to a client
for feedback
5 Be able to produce an original
print-based advertisement to
be used within an advertising
campaign
P1 Learners evaluate an existing
advertising campaign,
including:
a) aims and objectives
b) target audience
c) representation
d) campaign message
e) print-based advertisements
used in the campaign
f) relevant legal and ethical
issues
g) regulatory bodies
h) method
P2 Learners produce a plan for
an advertising campaign
that features print-based
advertisements. The plan
includes:
a) a proposal identifying the
product being advertised;
aims and objectives;
target audience; and
campaign message
b) campaign schedule
containing launch dates,
consideration of seasonal
and calendar events,
location and scheduling
of advertisements
c) relevant legal/ethical issues
P3 Learners plan an original print-
based advertisement to be
used as part of their planned
campaign, including:
a) generation of appropriate
ideas
b) competent pre-
production materials and
visualisations of the ideas
c) competent production
plan with timescales and
budget for final ideas
being presented
d) relevant risk assessment
and recce
P4 Learners deliver a presentation
to a client for feedback
including:
a) pre-production
materials for the print-
based advertisement and
visualisations of the ideas
b) production plan with
timescales and budget for
final ideas being presented
P5 Learners produce a
competent and original print-
based advertisement to be
used as part of the planned
campaign
M1 Learners evaluate audio-visual
and/or audio advertisements
that are used as part of
the chosen advertising
campaign. They explain how
advertisements produced in
different media can be linked
and used together to convey
the campaign message
M2 As part of their advertising
campaign schedule, learners
plan for the use of related
audio-visual and/or audio
advertisements that can be
used as part of the advertising
campaign.
Learners explain relevant legal
and ethical constraints and
describe how the regulatory
bodies’codes of conduct
and regulations affect their
planned campaign
M3 Learners demonstrate
proficient print pre-production
skills. Learners provide a
detailed production plan with
realistic timescales and budget.
Learners’choice of content,
fonts, colours and layout
for their print-based
advertisement ideas effectively
conveys the planned
campaign message
M4 Learners use client feedback
to make changes to their
planned advertisement
and demonstrate proficient
print production skills. The
advertisement they produce is
generally of a good technical
standard
D1 Learners produce an
advertisement that is generally
of a high technical standard,
and successfully conveys the
planned campaign message
Learning Outcome (LO) Pass Merit Distinction
The assessment criteria are To achieve a merit the To achieve a distinction
the pass requirements for evidence must show that, the evidence must show
this unit. in addition to the pass that, in addition to the pass
criteria, the learner is able to: and merit criteria, the
The learner will: The learner can: learner is able to:
ASSESSMENT AND GRADING CRITERIA
4. 4www.ocr.org.uk
TEACHING CONTENT
The unit content describes what has to be taught to ensure that learners are able to access the highest grade.
Anything which follows an i.e. details what must be taught as part of that area of content.
Anything which follows an e.g. is illustrative, it should be noted that where e.g. is used, learners must know and be able to apply
relevant examples to their work though these do not need to be the same ones specified in the unit content.
Understand how print-based advertisements are
used within existing advertising campaigns
For example:
• create awareness, launch new product, increase sales,
increase brand awareness
• by age, gender, lifestyle, interests etc.
• individual people, social groups, issues (such as violence,
racism, sexism), stereotypes
• based on product’s unique selling point (e.g. safety,
comfort, reliability, fashion etc) getting right message to
audience at right time, how target audience will access
message, choice of media
• TV adverts, film trailers, interactive media presentations,
online/print based advertisements
• copyright, intellectual property rights, slander/libel, model
release, royalties, violence, offensive language/behaviour/
material, public interest
• ASA – Advertising Standards Authority, Ofcom
• shock tactics – timing, placement, schedule.
Be able to plan an advertising campaign that
includes print-based advertisements
For example:
• product being advertised and why - launch new product,
increase sales, increase brand awareness
• target audience – by age, gender, lifestyle, interests, etc.
• campaign message – based on product’s unique selling
point (e.g. safety, comfort, reliability, fashion etc) getting
right message to audience at right time, how target
audience will access message, choice of media
• campaign schedule with key milestones such as launch,
format and scheduling of print advertisements. Learners
could also consider key dates in the calendar for the
schedule/milestones for other forms of advertising – audio/
audio-visual etc. Some consideration of feasibility of plan/
costs/budgets etc.
• copyright, royalties, representation, ASA, offensive material.
Be able to plan original print-based
advertisements to be used within an advertising
campaign
For example:
• draft layouts, mood boards, plan for images needed, select
fonts/graphics/colours
• take photos, finalise style, layout for adverts, produce
text and images, edit text and images to create/enhance
meaning
• proof reading, sub-editing
• industry standard production plan, budget, summary,
resources, timescale etc.
Risk assessments – identify potential hazards/risks and find
resolutions to any problems.
Recces – suitability of indoor or outdoor locations to
production work.
Take notes and pictures for the rest of the production team.
Evidence could take the form of written notes, proforma, audio
notes, photographs.
Be able to present print-based advertisement
ideas to a client for feedback
For example:
• Formal meeting, client meeting, written report, verbal
presentation etc.
The presentation includes the following:
• proposal – title, format, content, target audience by age,
gender, lifestyle, interests, spending power, how does the
product appeal to target audience
• draft articles, draft layouts, mood boards, plan for images
needed, select fonts, graphics, colours etc.
Production plan i.e.:
• industry standard format
• materials, equipment, locations, contingency plans etc.
• personnel identifying key roles and tasks i.e. editor, writer,
designer etc.
• budget, including materials, equipment, personnel etc
5. 5
Print-based advertising media Level 3 Unit 15
• copyright, intellectual, property rights, slander/libel, royalties,
offensive language, public interest.
Feedback should take the form of a written report, written or
verbal response (supported with a witness statement)
Questionnaire, audio-visual/audio recording, feedback form.
Be able to produce an original print-based
advertisement to be used within an advertising
campaign
For example:
• setting up appropriate equipment
• use the pre-production material as reference to the
production process
• following safe working practices, working within the scope
of the risk assessment and health and safety guidelines
• following production processes to realise the visualisation
of the pre-production material, using desktop publishing
programmes, suggesting changes.
Consider:
• have needs/expectations been met for the client
• client likes/dislikes
• is the content of the product correct (based on form and
style)
• does it meet legal/ethical requirements.
For example, revisions might include:
• refinements to the advert produced, use of images, fonts,
languages etc.
6. 6www.ocr.org.uk
DELIVERY GUIDANCE
This unit is centre-assessed and externally moderated.
In order to achieve this unit, learners must produce a
portfolio of evidence showing that they can meet all the pass
grading criteria.
Portfolios of work must be produced independently.
Portfolios put forward for moderation must be available
for the OCR Visiting Moderator to access freely during the
moderation visit, along with witness statements and any
other necessary supporting documentation.
Centres must confirm to OCR that the evidence produced by
learners is authentic.
In order to achieve this unit, learners must produce evidence
that meets all the pass grading criteria. There are no other
additional requirements for this unit.
Learners should gain knowledge, understanding and skills
through practical tasks related to their own productions as
well as professional produced media products. This unit can
be linked with mandatory unit 01 and it could also be used to
market the product planned and produced in 13 and 14, 30,
31, 32 and 33.
If working as a team, learners should ensure that they have
identified their contribution to the planning and execution of
any task involving teamwork. If learners are working as a team
this presents the opportunity for individuals to draw on their
strengths and also to develop new skills.
Centres could approach this unit as a client brief in order to
give their learners a clear understanding as to the approach
required in order to satisfy the client’s requirements for the
final product.
P1/M1: Learners could approach the study of an existing
advertising campaign for a current advertised media
product they enjoy through case studies, for example
they could evaluate the advertising campaign for a new
film through posters, magazine articles, internet sites and
merchandising. It may be relevant and useful for learners to
evaluate a campaign for a similar media product related to
the media product they intend to advertise, particularly when
considering the campaign message and how this is conveyed
through the advertisement in the advertising campaign.
It may also be appropriate to arrange visits to advertising
companies or any relevant industrial linked partner,
alternatively it may be possible to arrange for visiting speakers
from such companies. Learners could use sources such as
the Internet, published material, magazines – specialist and
non-specialist, newspapers, radio, DVDs or TV, their findings
could be evidenced by outcomes such as a written report or
a slide presentation or information sheets or a commentary
of audiovisual material or a fact file with diagrams or images.
Learners should be made aware of the legal and ethical issues
applicable to advertising campaigns and it may be helpful
for learners to debate these issues through class discussions.
The Advertising Standards Authority have a useful website
when evaluating advertising campaigns. If possible learners
may also find press packs and marketing material for print
products, Broadcasting Audience Research Board (BARB) or
Radio Joint Audience Research (RAJAR) useful for current
research statistics on target audiences.
P2/M2: the information gained from P1 could inform
the advertising campaign for P2/M2. The evidence could
be provided as a proposal with supporting diagrams,
images and mood boards suitable for a pitch to the client.
A production schedule should, where possible, reflect
industry standard practices, so learners should be aware of
important dates in the advertising calendar relevant to the
media product they are planning to advertise. Recces could
be produced in written format supported by photographs
of the location or alternatively produced as an audio/
audiovisual presentation using information captured using
a mobile phone. Risk assessments, where possible, should
be industry standard, the Health and Safety Executive (HSE)
or Broadcasting Entertainment Cinematograph and Theatre
Union (BECTU) may provide learners with useful sources of
information with regard to issues such as copyright, royalties,
representation and trading standards etc. and how these
apply to the advertising campaign. For instance, if the learner
plans to use an image that they do not own, or have not
produced, that they are aware of the applicable royalties
and can demonstrate how they would seek permission for
use of that image; what the cost of any royalties would be
and whether they would see to use their own image as an
alternative.
P3/M3: In order to reflect the vocational nature of the course
learners should, wherever possible work to a deadline and
follow safe working practices when planning their print-
based advertisement. Learners can complete this unit as an
individual or it may provide good experience for learners
to work in a team, as this would enable learners to discuss
ideas as a group or in class discussions, which reflects the
process of a production team, however individual learner’s
7. 7
Print-based advertising media Level 3 Unit 15
contribution to the overall work must be clear in the final
plan. Witness statements may be useful here to identify the
individual learner’s contribution. Learners could produce an
advertising campaign for a live music event and could select
a flyer, internet advertisement, magazine advert, billboard,
poster etc; however the advert should be linked to the overall
advertising campaign’s message/theme. Material should be
produced with the client in mind and in preparation for the
client pitch, for instance evidence could take the form of a
slide show presentation with notes or mood boards.
P4: learners should present the print-based advertisement
including, for example, the pre-production materials
images and mood boards, production schedule with
proposed launch dates, and any other relevant material
produced for the presentation. Learners should provide a
verbal introduction to the presentation for the print-based
advertisement and provide the client with an opportunity
to read and or view the advert and supporting material.
Learners should also consider the layout of the room and
delivery of the presentation including style, technical
requirements, refreshments etc. Learners should also consider
how feedback will be gained during the presentation i.e.
learners could have a discussion with the client on the
effectiveness of the print-based advertisement for the media
product and ask the client to complete a questionnaire or
provide evidence as a recorded interview or alternatively
hold a question and answer session with the client. However
it is important that the learner records the outcomes of the
discussion, question and answer session, which could be in
written format or an audio/audio-visual recording. Learners
should ensure that they have identified their contribution to
the planning and execution of the presentation. It is advisable
that a witness statement produced by a ‘real’ client or teacher
in role could be included as evidence.
P5/M4/D1: In order to reflect the vocational nature of the
course learners should, wherever possible, work to a deadline
and follow safe working practices when producing their
print-based advertisement. It may provide good experience
for learners to work in a team, although not essential, as this
would enable learners to reflects the working practices of a
production team, however individual learner’s contribution
to the print-based advertisement must be clear. Witness
statements may be useful here to identify the individual
learner’s contribution. The feedback from the client may
result in amendments to the final print-based advertisement,
for example a refinement to the advert, i.e. changes to
the fonts selected, the layout of the advertisement, the
selected images, chosen text etc. in order to ensure the
feasibility of the print-based advert within the advertising
campaign. Learners’ evidence should include the final print-
based advertisement. They could include a commentary
or annotated document which highlights the changes/
amendments or additions etc made to their planned
print-based advertisement – this could be presented as a
side by side view of the planned material next to the final
advertisement with highlighted changes. Photographic
evidence could also be used to evidence the changes made
and supported by a commentary.
Learners should seek to evidence the grading criteria
through a variety of mediums, (i.e. written format, written
presentations, verbal presentations, audio content,
audiovisual content) which highlight their particular
strengths, however learners should be encouraged to stretch
their skills and knowledge by using a range of mediums to
evidence their work.
8. 8www.ocr.org.uk
RESOURCES
This section provides suggestions of suitable resources. The list is neither prescriptive nor exhaustive, and learners should be
encouraged to gather information from a variety of sources.
Some suggested resources are intended for tutor use. The resources in this section were current at the time of production.
Books
Pricken, M (2008) CreativeAdvertising:IdeasandTechniquesfromtheWorld’sBest
Campaigns
Thames & Hudson
Burtenshaw, K & Mahon, N & Barfoot, C (2006) TheFundamentalsofCreativeAdvertising
AVA Publishing
Himpe, T (2008) AdvertisingNext:150WinningCampaignsfortheNew
CommunicationsAge
Thames & Hudson
Smith, A (2004) AdvertisingCampaign:TheFundamentalsofPlanning,Designing,
Implementing
Kendall Hunt Pub. Co.
Websites
www.bbc.co.uk
www.asa.org.uk
www.barb.co.uk
www.rajar.co.uk
www.hse.gov.uk
www.ofcom.org.uk
www.bectu.org.uk
http://www.bfi.org.uk
9. 9
Print-based advertising media Level 3 Unit 15
LINKS TO NOS
Marketing and Sales Standard Setting Body – Marketing
(2006)
O34NM4.2.2 Develop the creative product within
advertising
ENTO – Health and Safety Standalone Units
HSS1 Make sure your own actions reduce risks to health
and safety
HSS6 Conduct a health and safety risk assessment of a
workplace
10. CONTACT US
Staff at the OCR Customer Contact Centre are available to take
your call between 8am and 5.30pm, Monday to Friday.
We’re always delighted to answer questions and give advice.
Telephone 02476 851509
Email cambridgetechnicals@ocr.org.uk
www.ocr.org.uk