A risk assessment was conducted for students filming and taking photos in the college sports block. Hazards identified included blocking fire exits, being injured by sports equipment, and cuts from sharp equipment in a building site area. Control measures in place were not blocking exits, fencing off hazardous building areas, and avoiding walking in the path of sports activities. Further actions required contacting emergency services in the event of fires or accidents, and reporting any injuries to tutors and first aiders.
The documents summarize risk assessments for a student named Hashim Pervase conducting various tasks. Fires pose the highest risk rated A. Broken chairs and loose tables also pose risks rated B. Control measures aim to quickly report and isolate broken furniture. Further actions include following protocols and having first aid kits accessible. Collisions in markets could cause minor injury but are rated C with care taken to avoid accidents.
This risk assessment document identifies several potential hazards students may face when filming or taking photos in college: [1] bags blocking pathways, [2] blocking disabled access areas, [3] drinking near electrical equipment, [4] slipping on wet floors, [5] blocking staircases, [6] unsafe outdoor conditions, and [7] falling from ladders. Control measures are outlined to mitigate these risks, such as clearing pathways, prohibiting food/drink near devices, posting wet floor signs, and checking weather and equipment safety. Further actions are recommended where needed.
This risk assessment document evaluates potential hazards students may face when filming and taking photos around the college. It identifies hazards such as using camera equipment in public places, in poor weather conditions, and blocking corridors which could interfere with other students and staff. The degree of risk is rated from A to E, with further control measures identified to reduce the risk level, such as avoiding revealing equipment in public, taking care in poor weather, and taking photos in quiet areas or times.
The document provides a brief for students to work in groups to plan and research ideas for a new student magazine at their college, including tasks to analyze existing magazines, brainstorm content ideas, design a survey to collect audience feedback, analyze the results, and produce a proposal outlining the key aspects of their planned magazine. Students are assigned a budget of £5000 and must consider legal and ethical issues in their work.
The document contains information about several photos taken of model Charlotte Evans in different on-campus locations that the photographer intends to use for a magazine spread, cover, and to illustrate copyright issues around photo usage. The photos were all taken by the photographer so there are no copyright concerns. Permission or payment would be required to use photos taken by other photographers.
This document provides an overview of the codes and conventions used in Mixmag magazine. It summarizes that the front cover typically features a large masthead with the magazine title, date, a colorful main image to draw readers' attention, cover lines advertising stories inside, and standard elements like the barcode. The document also notes that the average Mixmag reader is a 26-year-old single male with disposable income interested in music, clubs, and going out.
The focus group was unsuccessful because the magazine team did not clearly establish their concept
or potential story ideas. They provided vague information to the focus group and did not explain
their ideas in enough detail. As a result, the focus group was unable to provide useful feedback on
what they liked or disliked. One successful question asked focus group members to rate potential
magazine names, which provided insight into preferences. However, most questions failed to get
clear answers because the magazine concept was not well defined. For future focus groups, the
team needs to have a clear concept and present their ideas in more detail to get meaningful
feedback.
The document discusses several roles involved in producing a magazine:
- The layout and design manager oversees the design process, structures layouts, delegates tasks, and manages writers, photographers, and designers to meet deadlines.
- The senior photographer manages other photographers, takes photos, organizes shoots, and offers guidance while meeting deadlines.
- The news/features editor manages writers and photographers, oversees content and layout, commissions articles, and edits work to ensure high quality reporting.
The documents summarize risk assessments for a student named Hashim Pervase conducting various tasks. Fires pose the highest risk rated A. Broken chairs and loose tables also pose risks rated B. Control measures aim to quickly report and isolate broken furniture. Further actions include following protocols and having first aid kits accessible. Collisions in markets could cause minor injury but are rated C with care taken to avoid accidents.
This risk assessment document identifies several potential hazards students may face when filming or taking photos in college: [1] bags blocking pathways, [2] blocking disabled access areas, [3] drinking near electrical equipment, [4] slipping on wet floors, [5] blocking staircases, [6] unsafe outdoor conditions, and [7] falling from ladders. Control measures are outlined to mitigate these risks, such as clearing pathways, prohibiting food/drink near devices, posting wet floor signs, and checking weather and equipment safety. Further actions are recommended where needed.
This risk assessment document evaluates potential hazards students may face when filming and taking photos around the college. It identifies hazards such as using camera equipment in public places, in poor weather conditions, and blocking corridors which could interfere with other students and staff. The degree of risk is rated from A to E, with further control measures identified to reduce the risk level, such as avoiding revealing equipment in public, taking care in poor weather, and taking photos in quiet areas or times.
The document provides a brief for students to work in groups to plan and research ideas for a new student magazine at their college, including tasks to analyze existing magazines, brainstorm content ideas, design a survey to collect audience feedback, analyze the results, and produce a proposal outlining the key aspects of their planned magazine. Students are assigned a budget of £5000 and must consider legal and ethical issues in their work.
The document contains information about several photos taken of model Charlotte Evans in different on-campus locations that the photographer intends to use for a magazine spread, cover, and to illustrate copyright issues around photo usage. The photos were all taken by the photographer so there are no copyright concerns. Permission or payment would be required to use photos taken by other photographers.
This document provides an overview of the codes and conventions used in Mixmag magazine. It summarizes that the front cover typically features a large masthead with the magazine title, date, a colorful main image to draw readers' attention, cover lines advertising stories inside, and standard elements like the barcode. The document also notes that the average Mixmag reader is a 26-year-old single male with disposable income interested in music, clubs, and going out.
The focus group was unsuccessful because the magazine team did not clearly establish their concept
or potential story ideas. They provided vague information to the focus group and did not explain
their ideas in enough detail. As a result, the focus group was unable to provide useful feedback on
what they liked or disliked. One successful question asked focus group members to rate potential
magazine names, which provided insight into preferences. However, most questions failed to get
clear answers because the magazine concept was not well defined. For future focus groups, the
team needs to have a clear concept and present their ideas in more detail to get meaningful
feedback.
The document discusses several roles involved in producing a magazine:
- The layout and design manager oversees the design process, structures layouts, delegates tasks, and manages writers, photographers, and designers to meet deadlines.
- The senior photographer manages other photographers, takes photos, organizes shoots, and offers guidance while meeting deadlines.
- The news/features editor manages writers and photographers, oversees content and layout, commissions articles, and edits work to ensure high quality reporting.
Adam Who? is a DJ and producer who will be featured on the cover and in a VIP copy of Mixmag magazine. The summary provides background on Adam Who?, including that he was born in Birmingham, England and grew up in a troubled home with parents in law enforcement who later died. He became involved in music through his cousin and is now a successful DJ and producer living in Birmingham. The document also summarizes Mixmag's target audience as predominantly male, aged 26, urban, and spending discretionary income on dance music and clubs. It concludes with an overview of typical design elements and conventions for Mixmag covers and pages.
The document summarizes the results of a questionnaire given to students at a sixth form college. It includes graphs and explanations of the questions asked about gender, age, year of study, ethnicity, employment status, interests in sports articles, and preferred title for a new student magazine. The majority of participants were 17-year-old females in their second year of study who were not employed. They showed most interest in football/rugby articles and titles involving "The Sixth Page" or "Student Hub" for the magazine. This information will help focus the magazine's content and design.
Unit 51 lo4 assignment 2 started 6th novemberbtecmedia12
The document provides guidelines for designing a magazine cover and double-page spread that effectively meet the criteria of MIXMAG magazine. It discusses including proportional columns and margins, an appropriate masthead, clear pricing and bar codes, relevant cover lines, catchy headlines, page numbering, justified/centered text, use of bold/italic, and placement of images. The guidelines are intended to help the designer successfully replicate the style of MIXMAG and ensure the cover and spread are well-structured and visually engaging for the target audience.
This document discusses different file formats including raster files, vector files, and metafiles. Raster files use grids of pixels and are good for images, photos, and video. Vector files use mathematically-based lines and paths and retain clarity when zoomed in. Metafiles can contain both raster and vector files. The document provides examples of file formats and extensions the author used in their own work creating a magazine cover.
The focus group was unsuccessful because the magazine team did not clearly establish their concept
or potential story ideas. They provided vague information to the focus group and did not explain
their ideas in enough detail. As a result, the focus group was unable to provide useful feedback on
what they liked or disliked. One successful question asked focus group members to rate potential
magazine names, which provided insight into preferences. However, the team still needs to present a
clearer concept in the future to get more meaningful feedback from their target audience.
The client provided feedback on the magazine created by the student. For the front cover, the client liked the festive Christmas theme but noted that some large spaces could have been filled. They also felt it was unusual to feature a group member on the cover rather than another student. The contents page was said to look more like a report and could be improved with more graphics. For the student's articles, continuity of the Christmas theme was lacking but layout and use of images was effective. Some photos needed improving. Overall, while many aspects met expectations, more could have been done to maintain the theme throughout and improve some visual elements.
The Sixth Form College in Solihull was founded in 1974 and currently has 2,200 students taking A-Level and BTEC courses. It has a diverse student body and historically high pass rates above the national average. The college has a structured leadership with a principal and vice principals overseeing subject divisions. Students are supported by a student council and staff who help with issues and organize enrichment activities. The college has modern facilities for different subjects including science labs, art rooms, and a library. Overall it provides a strong learning environment and continues to achieve high standards and student success.
The document discusses several job roles including layout and design manager, senior photographer, news/features editor, sports editor, entertainment editor, and marketing and advertising manager. For each role, it provides information on relevant qualifications, skills, responsibilities, and management duties. It also includes a section at the end where roles are allocated to group members along with justifications for why each person is suited to that particular role based on their skills, abilities, and suitability.
Mixmag and My Version are electronic dance music magazines that provide similar but distinct coverage. Both publications focus on DJ culture and underground dance music scenes worldwide. However, Mixmag tends to prioritize mainstream club hits and festivals, while My Version explores more underground and experimental electronic genres.
The document discusses research conducted for the Mix Mag Project. It aimed to understand the codes and conventions of an existing Mix Mag magazine, including the positioning of elements like the cover image and headlines. Researching an existing magazine is considered secondary research. The research helped understand how to properly layout an original magazine. While initially difficult to analyze the codes and conventions, confidence in discussing them grew over time.
The group conducted research through questionnaires and a focus group to determine that their target audience for the student magazine was 16-17 year old college students. They decided the magazine would be called "Inbox" and feature a mix of light, entertainment stories alongside more serious topics related to education to appeal to both genders. The group also gathered feedback to help decide on design elements like color scheme and story formats for the magazine.
This document discusses different types of graphic files and their formats and extensions. It explains that raster files are made up of pixels and can be edited in programs like Photoshop, while vector files use mathematical expressions and lines/curves to represent smooth images that can be resized without distortion. Metafiles can contain both raster and vector graphics. Common file extensions are .jpeg and .png for raster, .eps for vector, and .wmf for metafiles. The author provides examples of how they used different file types and extensions to create graphics for a magazine cover.
The national student Magazine articles btecmedia12
The article discusses the lack of women in the engineering industry and efforts being made to address it. While progress has been made in improving gender ratios in the workplace overall, engineering still has a long way to go. However, the industry has been taking significant steps, such as the work of Women in Science, Engineering and Technology (WiSET), to rectify the situation and encourage more women to enter the field. WiSET has found that a lack of confidence due to few other female role models remains a challenge in attracting women to engineering careers.
This document outlines tasks for developing a student magazine, including:
1. Researching existing student magazines by analyzing covers and articles.
2. Brainstorming content ideas like events, news, and audience interests in groups.
3. Presenting content ideas to classmates for feedback.
4. Creating a questionnaire to gather information from the target audience about desired magazine content.
5. Distributing the questionnaire to students and analyzing the results to formulate a final magazine proposal.
This document summarizes the results of research conducted for a student magazine project. Secondary research was used to analyze the codes and conventions of existing magazines. Primary research methods included creating questionnaires to understand student interests and holding a focus group. The focus group provided useful feedback, but could have been improved by asking more specific justification questions. Overall, the research gathered helpful insights to inform the creation of the student magazine.
This document discusses different types of graphic files and their formats and extensions. It explains that raster files are made up of pixels and can be edited in programs like Photoshop, while vector files use mathematical expressions and lines/curves to represent smooth images that can be resized without distortion. Metafiles can contain both raster and vector graphics. Common file extensions are .jpeg and .png for raster, .eps for vector, and .wmf for metafiles. The author provides examples of how they used different file types and extensions to create graphics for a magazine cover.
The document assesses risks to students filming and taking photos on campus, identifying hazards like falling trees or into the river, as well as risks from camera flashes. It rates the degree of risk on a scale from A to E, and lists existing and required control measures to mitigate the risks, such as standing away from trees, bridges, and not pointing flashes directly into people's eyes. The assessment is meant to plan for student safety during media activities on location.
The document summarizes potential risks for students filming and taking photos in college. It identifies hazards such as dropping cameras on feet, blocking fire exits, and tripping over equipment cords. The degree of risk is assessed based on the worst possible outcome, probability of occurrence, and a risk rating. Control measures already in place and additional action plans are outlined to mitigate the risks, such as holding cameras correctly, keeping exits clear, and taking turns controlling equipment.
The document summarizes potential risks for students filming and taking photos in college. It identifies hazards such as dropping cameras on feet, blocking fire exits, and tripping over equipment wires. The degree of risk is assessed based on the worst possible outcome, probability of occurrence, and a risk rating. Control measures already in place and additional action plans are outlined to mitigate the risks, such as holding cameras correctly, keeping fire exits clear, and taking turns controlling equipment.
This risk assessment document identifies hazards students may face while filming or taking photos in college. Tripping over camera leads poses a possible risk of minor or major injury. Getting equipment stolen presents a possible risk of major injury if equipment is not properly secured. Leaving equipment on the floor poses a remote risk of minor or major injury if others trip. Dropping equipment poses a minor risk of injury, which can be reduced by using proper equipment. Control measures like securing leads, storing equipment securely, and not leaving items on the floor can help reduce these risks.
The risk assessment document identifies potential hazards students may face while filming and taking photos on campus. Key risks include falling over on steps, being hit by a car while filming near a road, dropping cameras on feet, collisions while focusing on photos, slipping in rain, and tripping down a hill. Control measures are in place like handrails and strip lines, but further actions like calling for first aid may still be needed to address residual risks.
This document summarizes a risk assessment for students filming and taking photos in a college Mac room. It identifies potential hazards like electrocution from electric equipment, falling off chairs, and things falling off wall displays. For each hazard, it lists the persons at risk as students, the worst possible outcome, the probability of occurrence after existing control measures, and the current risk rating. It also describes existing control measures and any further actions needed to control the risks.
Adam Who? is a DJ and producer who will be featured on the cover and in a VIP copy of Mixmag magazine. The summary provides background on Adam Who?, including that he was born in Birmingham, England and grew up in a troubled home with parents in law enforcement who later died. He became involved in music through his cousin and is now a successful DJ and producer living in Birmingham. The document also summarizes Mixmag's target audience as predominantly male, aged 26, urban, and spending discretionary income on dance music and clubs. It concludes with an overview of typical design elements and conventions for Mixmag covers and pages.
The document summarizes the results of a questionnaire given to students at a sixth form college. It includes graphs and explanations of the questions asked about gender, age, year of study, ethnicity, employment status, interests in sports articles, and preferred title for a new student magazine. The majority of participants were 17-year-old females in their second year of study who were not employed. They showed most interest in football/rugby articles and titles involving "The Sixth Page" or "Student Hub" for the magazine. This information will help focus the magazine's content and design.
Unit 51 lo4 assignment 2 started 6th novemberbtecmedia12
The document provides guidelines for designing a magazine cover and double-page spread that effectively meet the criteria of MIXMAG magazine. It discusses including proportional columns and margins, an appropriate masthead, clear pricing and bar codes, relevant cover lines, catchy headlines, page numbering, justified/centered text, use of bold/italic, and placement of images. The guidelines are intended to help the designer successfully replicate the style of MIXMAG and ensure the cover and spread are well-structured and visually engaging for the target audience.
This document discusses different file formats including raster files, vector files, and metafiles. Raster files use grids of pixels and are good for images, photos, and video. Vector files use mathematically-based lines and paths and retain clarity when zoomed in. Metafiles can contain both raster and vector files. The document provides examples of file formats and extensions the author used in their own work creating a magazine cover.
The focus group was unsuccessful because the magazine team did not clearly establish their concept
or potential story ideas. They provided vague information to the focus group and did not explain
their ideas in enough detail. As a result, the focus group was unable to provide useful feedback on
what they liked or disliked. One successful question asked focus group members to rate potential
magazine names, which provided insight into preferences. However, the team still needs to present a
clearer concept in the future to get more meaningful feedback from their target audience.
The client provided feedback on the magazine created by the student. For the front cover, the client liked the festive Christmas theme but noted that some large spaces could have been filled. They also felt it was unusual to feature a group member on the cover rather than another student. The contents page was said to look more like a report and could be improved with more graphics. For the student's articles, continuity of the Christmas theme was lacking but layout and use of images was effective. Some photos needed improving. Overall, while many aspects met expectations, more could have been done to maintain the theme throughout and improve some visual elements.
The Sixth Form College in Solihull was founded in 1974 and currently has 2,200 students taking A-Level and BTEC courses. It has a diverse student body and historically high pass rates above the national average. The college has a structured leadership with a principal and vice principals overseeing subject divisions. Students are supported by a student council and staff who help with issues and organize enrichment activities. The college has modern facilities for different subjects including science labs, art rooms, and a library. Overall it provides a strong learning environment and continues to achieve high standards and student success.
The document discusses several job roles including layout and design manager, senior photographer, news/features editor, sports editor, entertainment editor, and marketing and advertising manager. For each role, it provides information on relevant qualifications, skills, responsibilities, and management duties. It also includes a section at the end where roles are allocated to group members along with justifications for why each person is suited to that particular role based on their skills, abilities, and suitability.
Mixmag and My Version are electronic dance music magazines that provide similar but distinct coverage. Both publications focus on DJ culture and underground dance music scenes worldwide. However, Mixmag tends to prioritize mainstream club hits and festivals, while My Version explores more underground and experimental electronic genres.
The document discusses research conducted for the Mix Mag Project. It aimed to understand the codes and conventions of an existing Mix Mag magazine, including the positioning of elements like the cover image and headlines. Researching an existing magazine is considered secondary research. The research helped understand how to properly layout an original magazine. While initially difficult to analyze the codes and conventions, confidence in discussing them grew over time.
The group conducted research through questionnaires and a focus group to determine that their target audience for the student magazine was 16-17 year old college students. They decided the magazine would be called "Inbox" and feature a mix of light, entertainment stories alongside more serious topics related to education to appeal to both genders. The group also gathered feedback to help decide on design elements like color scheme and story formats for the magazine.
This document discusses different types of graphic files and their formats and extensions. It explains that raster files are made up of pixels and can be edited in programs like Photoshop, while vector files use mathematical expressions and lines/curves to represent smooth images that can be resized without distortion. Metafiles can contain both raster and vector graphics. Common file extensions are .jpeg and .png for raster, .eps for vector, and .wmf for metafiles. The author provides examples of how they used different file types and extensions to create graphics for a magazine cover.
The national student Magazine articles btecmedia12
The article discusses the lack of women in the engineering industry and efforts being made to address it. While progress has been made in improving gender ratios in the workplace overall, engineering still has a long way to go. However, the industry has been taking significant steps, such as the work of Women in Science, Engineering and Technology (WiSET), to rectify the situation and encourage more women to enter the field. WiSET has found that a lack of confidence due to few other female role models remains a challenge in attracting women to engineering careers.
This document outlines tasks for developing a student magazine, including:
1. Researching existing student magazines by analyzing covers and articles.
2. Brainstorming content ideas like events, news, and audience interests in groups.
3. Presenting content ideas to classmates for feedback.
4. Creating a questionnaire to gather information from the target audience about desired magazine content.
5. Distributing the questionnaire to students and analyzing the results to formulate a final magazine proposal.
This document summarizes the results of research conducted for a student magazine project. Secondary research was used to analyze the codes and conventions of existing magazines. Primary research methods included creating questionnaires to understand student interests and holding a focus group. The focus group provided useful feedback, but could have been improved by asking more specific justification questions. Overall, the research gathered helpful insights to inform the creation of the student magazine.
This document discusses different types of graphic files and their formats and extensions. It explains that raster files are made up of pixels and can be edited in programs like Photoshop, while vector files use mathematical expressions and lines/curves to represent smooth images that can be resized without distortion. Metafiles can contain both raster and vector graphics. Common file extensions are .jpeg and .png for raster, .eps for vector, and .wmf for metafiles. The author provides examples of how they used different file types and extensions to create graphics for a magazine cover.
The document assesses risks to students filming and taking photos on campus, identifying hazards like falling trees or into the river, as well as risks from camera flashes. It rates the degree of risk on a scale from A to E, and lists existing and required control measures to mitigate the risks, such as standing away from trees, bridges, and not pointing flashes directly into people's eyes. The assessment is meant to plan for student safety during media activities on location.
The document summarizes potential risks for students filming and taking photos in college. It identifies hazards such as dropping cameras on feet, blocking fire exits, and tripping over equipment cords. The degree of risk is assessed based on the worst possible outcome, probability of occurrence, and a risk rating. Control measures already in place and additional action plans are outlined to mitigate the risks, such as holding cameras correctly, keeping exits clear, and taking turns controlling equipment.
The document summarizes potential risks for students filming and taking photos in college. It identifies hazards such as dropping cameras on feet, blocking fire exits, and tripping over equipment wires. The degree of risk is assessed based on the worst possible outcome, probability of occurrence, and a risk rating. Control measures already in place and additional action plans are outlined to mitigate the risks, such as holding cameras correctly, keeping fire exits clear, and taking turns controlling equipment.
This risk assessment document identifies hazards students may face while filming or taking photos in college. Tripping over camera leads poses a possible risk of minor or major injury. Getting equipment stolen presents a possible risk of major injury if equipment is not properly secured. Leaving equipment on the floor poses a remote risk of minor or major injury if others trip. Dropping equipment poses a minor risk of injury, which can be reduced by using proper equipment. Control measures like securing leads, storing equipment securely, and not leaving items on the floor can help reduce these risks.
The risk assessment document identifies potential hazards students may face while filming and taking photos on campus. Key risks include falling over on steps, being hit by a car while filming near a road, dropping cameras on feet, collisions while focusing on photos, slipping in rain, and tripping down a hill. Control measures are in place like handrails and strip lines, but further actions like calling for first aid may still be needed to address residual risks.
This document summarizes a risk assessment for students filming and taking photos in a college Mac room. It identifies potential hazards like electrocution from electric equipment, falling off chairs, and things falling off wall displays. For each hazard, it lists the persons at risk as students, the worst possible outcome, the probability of occurrence after existing control measures, and the current risk rating. It also describes existing control measures and any further actions needed to control the risks.
This risk assessment document identifies potential hazards students may face while filming and taking photos in the college photo studio. The hazards identified are burns from the heated lights and tripping over wires. For the lights, controls include planning filter changes to allow cooling, being careful, and using a projector to handle hot filters. For wires, controls are tucking them away, making people aware, not straining them, and keeping them away from doors. Further actions proposed are asking cleaners for wet floor signs to highlight loose wires.
This risk assessment document evaluates potential hazards students may face when filming or taking photos in college. It identifies risks such as theft, equipment damage, and electric shock. Control measures are outlined to mitigate these risks, such as using CCTV cameras, unplugging equipment when not in use, avoiding water, and only operating equipment carefully. Sensible shoes and care when walking are advised, as is avoiding damaged equipment and eating/drinking around it. The assessment provides a risk rating scale and codes for those involved and outcome severity.
This risk assessment document evaluates potential hazards students may face when filming or taking photos in college. It identifies risks such as theft/mugging, tripping over wires, and electric shock from equipment. Control measures are outlined to mitigate these risks, such as using CCTV cameras, unplugging wires when not in use, avoiding water around equipment, and only operating equipment when necessary. The document provides definitions for terms used in evaluating hazards, outcomes, and likelihood of risks.
This document contains a risk assessment for a student filming and taking photos around their college. It identifies potential hazards like robbery if using cameras in public places. The risk of this hazard is considered "Possible" and has a rating of C. It also notes the risk of injury from poor weather like ice and rain, rating this risk as also C for "Possible". Control measures are listed like using CCTV and gritted paths. The assessment recommends taking extra care in poor weather conditions.
This risk assessment document evaluates potential hazards for a student named Sarah-Jayne Powell taking photographs in and around her college. It identifies risks such as getting hit by vehicles in the parking lot, tripping or falling in corridors, and slipping on wet grass outside. For each hazard, it rates the degree of risk, lists existing control measures, and proposes additional actions if needed. The assessment is conducted over multiple locations, including by the bike sheds, in corridors, and on the grass, to help ensure student safety during the photo activities.
The document assesses risks to students filming and taking photos on campus, identifying hazards like using cameras in poor weather or public places. It rates the degree of risk on a scale of A-E based on the worst outcome, probability of occurrence, and existing control measures. An action plan is provided to further address risks rated D or higher with additional control measures as needed.
Location photo art and design block - photoshoot roomEmilySampson14
This risk assessment document identifies potential hazards students may face when filming or taking photos in the college photography room. It lists hazards such as tripping over chairs or wires, breaking lights, and ruining someone else's shot. For each hazard, it rates the degree of risk, identifies existing control measures, and proposes additional actions to reduce risk, such as being careful of wires, securing equipment, and avoiding active photo shoots. The overall goal is to control risks and ensure student safety in the photography room.
The document is a student risk assessment for students filming and taking photos in college that identifies potential hazards like using camera equipment in public places or poor weather conditions and assigns a risk rating to each hazard based on factors like degree of risk and existing control measures. It also outlines additional action plans needed to control risks, such as avoiding revealing equipment while in transit or taking extra care in poor weather.
This risk assessment document evaluates potential hazards students may face while filming and taking photos in college. It identifies risks such as robbery if camera equipment is revealed in public places and slipping on ice if filming in poor weather conditions. The document rates the risks as possible with a level C severity. It lists existing control measures like using CCTV and gritted paths. The action plan calls for students to avoid showing equipment while in transit and take extra care in adverse weather.
This risk assessment document evaluates potential hazards students may face while filming and taking photos in college. It identifies risks such as robbery if camera equipment is revealed in public places and slipping on ice if filming in poor weather conditions. The document rates the risks as possible with a probability rating of C. It lists existing control measures like using CCTV and gritted paths. The action plan calls for students to avoid showing equipment while in transit and take extra care in adverse weather.
This risk assessment document evaluates risks students may face when filming or taking photos in college. It identifies hazards such as using cameras in poor weather conditions like ice and rain, and using cameras in public places where there is a risk of robbery. For each hazard, it rates the degree of risk by considering who may be affected, the worst possible outcome, and the probability of occurrence both with and without existing control measures. The document also includes an action plan to specify any further control measures needed to reduce risks.
This document is a risk assessment for students filming and taking photos in college. It identifies two potential hazards: the risk of robbery if using cameras in public places, and the risk of injury from poor weather conditions like ice. For each hazard, it rates the degree of risk, lists any existing control measures, and proposes additional actions that could further reduce the risks.
The document is a risk assessment for students filming and taking photos in college. It identifies potential hazards such as risk of robbery from using cameras in public places and slipping on ice while using cameras in poor weather. The degree of risk is rated on a scale from A to E, with using cameras in public places posing a possible risk rated C. Control measures already in place include using CCTV and gritting paths. Further actions planned include avoiding showing cameras when in transit and taking extra care when filming in poor weather.
This risk assessment document identifies potential hazards students may face while filming or taking photos in a college photography studio, including tripping over wires on the floor, studio lights smashing, and electrical equipment breaking. The degree of risk for each hazard is rated, and existing control measures are outlined. The document recommends further actions like taping down wires more securely, handling lights and equipment carefully, and always using protective cases.
Similar to Unit 51 lo4_assignment2_conventions haha (20)
This document is an edit decision list for a tattoo documentary. It provides over 50 entries detailing the scene, shot, take, timecodes, and proposed transitions for various shots including pans of a tattoo shop, close-ups of tattoos, interviews with tattoo artists, vox pops with people on the street being asked about tattoos, shots of tattoo designs on walls and in books, and stock footage of a tribal tattoo that is unsure where to place in the final cut. The list aims to storyboard the flow and transitions between shots to construct the documentary.
This document contains an edit design list for a tattoo documentary. It details the timing, scenes, shots, and transitions planned between 0 and 4 minutes and 44 seconds. Scenes include shots of tattoos on people, tattoo designs, a tattoo studio interior, and interviews with tattoo artists and customers. Transitions between shots include cuts, fades, speeding up/slowing down, and overlays. Stock footage of a tribal tattoo is also included but the placement is unclear.
The radio trail targets adults who enjoy comedy, with a deep male voice using an up-tempo, comedic tone that changes throughout the 40-second trailer. It includes laughing sound effects to convince listeners it will be funny, as well as upbeat background music, while blending voiceover, sound effects and dialogue from the show at similar sound levels without ambient noise. The conventions follow those of comedy TV trailers.
The document discusses the results of a questionnaire about the design of a magazine cover. All respondents agreed that the two-toned red and white bold text made the cover eye-catching. However, some noted that the white text did not balance well against the gray background in some areas. Positive feedback was received that the cover looked professionally designed and would make people want to purchase the magazine. The only negative comment was that the main image's face was covered.
This document provides an outline of research conducted for two student magazine projects and some combined units. It details that the Student Magazine Project includes secondary research from pages 2 to 11 and primary research from pages 12 to 17, while the Mix Mag Project incorporates secondary research from pages 2 to 8 and mixes primary and secondary research from pages 9 to 11 and primary research from pages 12 to 14. The combined units section integrates primary and secondary research from pages 2 to 6 and includes two specific units.
This document discusses primary and secondary research methods used in an assignment to discuss and provide examples of different file formats. The author provided both textual explanations and visual examples from their own PowerPoint presentation as primary research, as well as an image from an internet search as secondary research. Both primary and secondary research methods were used to support the information through examples from the author's own work and online sources. The strengths included clear examples, but the information could have been more detailed.
This document provides a contents page outlining the sections and pages of a larger project or paper. It includes sections analyzing magazines like Mixmag and The National Student, risk assessments, discussions of journalistic obligations and ethics, research on student media companies, working on briefs, collecting client and reader feedback through questionnaires and focus groups, and developing graphics. The contents page gives an overview of the breadth of topics and analyses included in the full work.
This document contains 4 sections: 1) Feedback from a client on the front page and spread of magazine articles, counting as primary research. 2) A questionnaire distributed to college students to gain feedback on magazine work, collecting both qualitative and quantitative data. 3) An analysis of the questionnaire going into detail on the responses. 4) A class presentation introducing graphic media file types like raster and vector, using examples from students' own work.
This questionnaire is designed to gather market feedback on a magazine cover design and double page article layout. It asks respondents about their demographics, interests in dance music and clubbing, and their opinions on the quality of images, layout, readability of text, interest in buying the magazine, visual attractiveness, and whether it looks like a magazine that could be found on a newsagent shelf. Respondents are asked to rate various aspects on a yes/no scale and provide explanations for their responses.
The client provided feedback on the provisional magazine cover and double page spread created by the student. For the cover, the client said the theme, coverlines, and conventions were well done. However, for the double page spread, the client criticized the dark, unclear image and said the caption and focus needed improvement. The student acknowledged areas that need changing to better the work and meet industry standards, including redesigning or replacing the double page image.
Document 1 summarizes an analysis of the National Student magazine, looking at its front cover, conventions, layout, design and comparisons to other magazines.
Document 2 describes developing ideas, titles and color schemes for a student magazine, then creating and distributing a questionnaire to gain student audience feedback.
Document 3 analyzes the results of the questionnaire from Document 2, including both quantitative data from questions with set answers and qualitative data from open-ended questions collecting opinions.
The document requests a face-to-face interview without cameras to ask basic questions about views on the Birmingham markets, and asks if the recipient would be willing to participate. It also provides potential questions about whether the recipient visited German markets this year, how they would describe the experience, what their favorite part was, and what their least favorite part was.
The focus group provided feedback on potential stories for the student magazine:
- They liked the "Christmas switch on" and "stop smoking campaign" stories as they were relevant and timely topics.
- They disliked the "hard news" story as it was off topic and could worry or demotivate students.
- They felt stories about Christmas would give the magazine a positive, festive feeling that readers would enjoy.
- The focus group thought the Christmas-related stories and feature article would have the most positive impact on students.
The document is a questionnaire from a BTEC media class at The Sixth Form College, Solihull regarding a student magazine they are creating. It asks for demographic information and preferences on potential magazine titles, article topics, and events to cover to help determine what would appeal most to readers. Respondents are asked to choose options and provide explanations for their selections.
This document provides a grid sheet analysis of the front cover of the TNS magazine. It describes the key elements seen on the cover in detail, including the masthead, dateline, main image, colors, cover lines, left third, barcode, and selling line. The analysis notes how each element is designed and positioned on the cover, and how the choices relate to conventions and help attract readers, particularly students. Overall, the summary analyzes the cover design and highlights how it aims to appeal to its target audience.
This document summarizes 7 source documents related to analyzing the codes and conventions of Mixmag magazine. Document 1 describes an in-class analysis of Mixmag. Document 2 discusses further research on Mixmag conventions using a purchased copy and internet research. Document 3 reflects on additional Mixmag content analysis. Document 4 outlines creating a Mixmag reader profile through circulation data and secondary research. Document 5 presents a risk assessment for photographers. Documents 6-7 examine journalistic obligations covering criminal cases and print media topics like representation and credibility.
This presentation explores the obligations of journalists in print media. It covers key areas like being socially and culturally aware to avoid offending people, accurately representing groups, and treating sensitive topics like race, gender, and sexuality with care. Examples are provided about accurately reporting on cricket matches and handling controversial topics in a balanced way without stereotypes or intruding on privacy. Journalists must consider topics' denotations, connotations, credibility, and readability.
Jimmy Savile, a famous British DJ and television presenter, was accused of sexually abusing hundreds of children, adolescents, and young adults over four decades after his death in 2011. These allegations launched a large police investigation called Operation Yewtree that uncovered substantial evidence of widespread sexual abuse. As a journalist covering the case, reporting must be handled carefully to avoid defamation, ensure accuracy, protect victims' privacy, and follow other legal and ethical guidelines around interviewing children and reporting on crimes and criminal investigations.
The interview summarizes an interview with musician Adam Who? about his new album "The Abyss". Some key points:
- Adam is happy with how the album turned out and said it was an exciting process to create.
- His favorite song on the album, "Jump@Dawn", was a collaboration with his cousin P.Dogg which they had fun making together over several months.
- P.Dogg also helped provide feedback while Adam was working on other songs for the album.
- Adam owns a club called Re-vibe with P.Dogg and finds managing it alongside his music career balanced due to their shared responsibilities.
1. Date Location: Media Studies Task being assessed: Students filming/taking photos in college Student Name:
7/12/12
General Risk assessment Amy Poole
HAZARDS DEGREE OF RISK CONTROL MEASURES ACTION PLAN
Hazard Persons Worst Probability Risk Existing control measures taken What further control
Regardless of control measures at risk outcome Rating against the risk measures are required when
*1 *2 *3 A-E and by whom
Don’t block any fire doors or exits Ring numbers as highlighted
Blocking fire exits i.e doors St/sf F/Maj 4 B and film at a less busy time. If a fire within poster which also
was to occur contact the fire duty highlights other relevant
officer as highlighted within level 7 information such phone
Chairs breaking fire safety poster numbers for staff and
St/sf Maj/min 3-4 B emergency contacts.
Report to tutor and place a sign
saying out of order. By doing this someone can
People falling over chairs replace the old chair via cater
St/sf Maj/min 3-4 C Don’t place chairs in peoples walk taker who give a new one or
way. Keep your eye out for loose try to fix it.
chairs when walking around level
7. Don’t walk around with using
Wires-Electric shock St/sf F/maj 4-5 B Don’t handle live electric the equipment because it’s easy
equipment switch it off to unplug to lose focus and fall.
wires
Call teacher and dial
Wires -people falling over them St/sf Minor 3-4 C Make sure that you look where you emergency services. If you find
are going and tidy wires away in loose wires pick them up and
order not to fall over them. hand over to media electrician.
Bumping into people St/sf Minor 2-3 B Film at less busy time when there
are less students.
Don’t drink near computers to Posters are up to warn people.
Water /drinking near computers St/sf Major/F 2-3 B prevent accidents occurring.
*1 *2 This is without control measures *3 This is with control measures in place
Sf = staff D = people with disabilities F = fatal Fr = frequent/likely/could occur repeatedly/expected
St = students X = young/inexperienced Maj = major injury or permanent disability Pr = probable/not surprised/might occur often
Cr = contractors L = lone workers Min = minor injury Ps = possible/could occur sometime
Cl = cleaners W = women of child-bearing NR = non-reportable R = remote/unlikely but conceivable
V = visitors age U = unlikely/improbable such that likelihood is almost zero
2. Date Location: library Task being assessed: Students filming/taking photos in college Student Name:
7/12/12
General Risk assessment
HAZARDS DEGREE OF RISK CONTROL MEASURES ACTION PLAN
Hazard Persons Worst Probability Risk Existing control measures taken What further control measures
Regardless of control measures at risk outcome Rating against the risk are required when and by
*1 *2 *3 A-E whom
Don’t block any fire doors or exits In case of a fire contact the
St/sf f/maj 3-4 B and film at a less busy time. If a fire relevant people via the
Fire hazard- don’t block exits was to occur contact the fire duty information highlighted on the
officer as highlighted within library poster.
area poster
If the chair is broken report to
Chairs broken St maj/min 2-3 C Don’t sit on chairs that look dodgy tutor or place a sign saying the
chair is broken to warn other
students.
Book falling off shelves St/sf min 3-4 B Look where you move with
equipment make sure that you put Pick up books in order not to
equipment away when walking. By further cause accidents within
Wires on floor St/sf Maj/min 3-4 B shelves. the library after finishing
shooting. If you see wires on the
Make sure that you look where you floor tell tutor for assistance.
are going and tidy wires away in
bumping into people within the St/sf Min 3 B order not to fall over them or cause
library any one else too
Film at less busy time when there are
less students.
3. *1 *2 This is without control measures *3 This is with control measures in place
Sf = staff D = people with disabilities F = fatal Fr = frequent/likely/could occur repeatedly/expected
St = students X = young/inexperienced Maj = major injury or permanent disability Pr = probable/not surprised/might occur often
Cr = contractors L = lone workers Min = minor injury Ps = possible/could occur sometime
Cl = cleaners W = women of child-bearing NR = non-reportable R = remote/unlikely but conceivable
V = visitors age U = unlikely/improbable such that likelihood is almost zero
Date Location: Sports Block Task being assessed: Students filming/taking photos in college Student Name:
7/12/12
General Risk assessment
HAZARDS DEGREE OF RISK CONTROL MEASURES ACTION PLAN
Hazard Persons Worst Probability Risk Existing control measures taken What further control measures
Regardless of control measures at risk outcome Rating against the risk are required when and by
*1 *2 *3 A-E whom
Don’t block any fire doors or exits In case of a fire contact the
St/sf f/maj 3-4 B and film at a less busy time. If a fire relevant people via the
Fire hazard-don’t block exits was to occur contact the fire duty information highlighted on the
officer as highlighted within sport poster.
office area there is a poster If accident does occur call tutor
Building site- using hazard St maj/min 4-5 A There is a fence that blocks any and emergency services.
equipment Sharpe equipment i.e debris that can fall within the
saws and sawdust go in the eyes building area.
Tell tutor of accident who fills
out accident book and first aid
Sports equipment injuring you i.e St min 2-3 C Don’t walk in direct line of people person is contacted of what is
footballs, cricket and tennis ball are practicing doing specific sports. happened and helps the injured.
Watch trophy cabinet as Sharpe as st mino 3-4 B Call medic if you have injured
it has edges Don’t lean on cabinet and beware of yourself.report accident to first
surroundings i.e glass cabinet. aider.