Year 12 lesson 1
•Download as PPTX, PDF•
0 likes•381 views
This document provides an overview and requirements for a Year 12 Media course. It will cover key concepts such as representation over the first half of the year. Students will complete coursework and exams, including a thriller opening sequence portfolio and exams on TV drama and new technologies. Representation and how the media presents a mediated version of reality will be explored through mise-en-scene analysis of costume, lighting, production design, performance, and props. Students will analyze how characters are represented in clips and consider superiority and inferiority. They are asked to challenge stereotypes with photos that subvert expectations for a class blog.
Report
Share
Report
Share
Recommended
Conventions 3
This document provides guidance for students on analyzing conventions in action adventure genres. It instructs students to:
1. Review action/adventure conventions in groups.
2. Complete a mini mock analysis of a video clip's conventions in 3 paragraphs following the POINT, EVIDENCE, ANALYSIS structure.
3. Receive feedback on their analysis to improve their understanding of how conventions fit genres and affect audiences.
Tv drama The Exam
This document provides guidance on how to structure an essay for a TV drama exam. It recommends including analysis of technical aspects like camera work, editing, and sound to illustrate how representation is constructed. Students should focus their analysis on one of several representation issues - gender, age, sexuality, ethnicity, class, ability - which are the "macro aspects" that the "micro elements" make up. When taking notes, students should ask questions about the represented issue, stereotypes, and main characters. As an example, it analyzes the representation of ethnicity in the clip "Spooks" and how to discuss this in the essay using relevant examples and terminology while analyzing micro and macro aspects. The introduction should state the question and outline points
Essential Presentation Skills
This presentation provides tips for effective presentation skills. It is split into two sections - preparing your presentation and how to present it. When preparing, the speaker recommends setting clear objectives for both the course and business goals. Objectives should define the audience, desired behavior, what will be provided, and to what degree. Presentation software should be used simply with consistent formatting. Content should directly support discussion. When presenting, the speaker styles to consider the audience and use a mix of pushing and pulling information. It is important to be prepared, overcome barriers, and manage Q&A sessions by rephrasing questions and keeping responses on topic.
Assessment for learningproductionworking title
The document discusses creating case studies for film production and distribution. It prompts the reader to analyze a global institution like Working Titles and how they appeal to both British and global audiences. It also instructs the reader to choose an additional contemporary film to analyze in terms of pre-production, production, or post-production.
How to write the essay
This document provides instructions for structuring an essay analyzing representations in TV dramas. It recommends including analysis of camera work, editing, sound, and mise-en-scene. The analysis should focus on how one of several representation issues is portrayed, such as gender, age, or ethnicity. When taking notes, students should ask questions about stereotypes depicted and challenged. The essay should have a brief introduction stating the question and outline, and a short conclusion summarizing the analysis without new points. The main body should present a logical analysis of the four technical areas as they relate to the representation issue, using examples and terminology from the text.
Afl full mock coming down the mountain
Working Titles effectively uses cross media convergence and synergy throughout the filmmaking process to market films to both British and global audiences. During pre-production, digital photography is used to create promotional images for posters, ads, and websites to launch marketing campaigns. Production also enables cross media marketing through behind-the-scenes content. Distribution involves targeting specific audiences through the release format, like IMAX and 3D. While synergy benefits larger films, co-productions help smaller British studios increase budgets to also utilize cross media convergence.
Require
The document provides guidance on effective presentation skills for software developers. It emphasizes that communication skills are important for explaining ideas to other teams. It then outlines requirements for a sample presentation, including explaining the game design, demonstrating the game, and describing a technical challenge. Finally, it provides tips on structuring presentations clearly and engaging the audience through storytelling, examples, and handling questions confidently.
Tom fearon as coursework overall marksheet
Thomas Fearon received marks of 11/20 for planning, 50/60 for his main construction task, and 13/20 for his evaluation. His construction task showed excellence in technical skills and creative use of mise en scene, suspenseful editing, appropriate footage, and balanced sound and dialogue. His evaluation provided thoughtful analysis of his film choices and representation of social groups, explained why a particular film studio would best distribute his film using comparisons, and reflected on what he learned through the process, though some answers could have provided more detail. Overall he received a total mark of 74/100 and a grade of B.
Recommended
Conventions 3
This document provides guidance for students on analyzing conventions in action adventure genres. It instructs students to:
1. Review action/adventure conventions in groups.
2. Complete a mini mock analysis of a video clip's conventions in 3 paragraphs following the POINT, EVIDENCE, ANALYSIS structure.
3. Receive feedback on their analysis to improve their understanding of how conventions fit genres and affect audiences.
Tv drama The Exam
This document provides guidance on how to structure an essay for a TV drama exam. It recommends including analysis of technical aspects like camera work, editing, and sound to illustrate how representation is constructed. Students should focus their analysis on one of several representation issues - gender, age, sexuality, ethnicity, class, ability - which are the "macro aspects" that the "micro elements" make up. When taking notes, students should ask questions about the represented issue, stereotypes, and main characters. As an example, it analyzes the representation of ethnicity in the clip "Spooks" and how to discuss this in the essay using relevant examples and terminology while analyzing micro and macro aspects. The introduction should state the question and outline points
Essential Presentation Skills
This presentation provides tips for effective presentation skills. It is split into two sections - preparing your presentation and how to present it. When preparing, the speaker recommends setting clear objectives for both the course and business goals. Objectives should define the audience, desired behavior, what will be provided, and to what degree. Presentation software should be used simply with consistent formatting. Content should directly support discussion. When presenting, the speaker styles to consider the audience and use a mix of pushing and pulling information. It is important to be prepared, overcome barriers, and manage Q&A sessions by rephrasing questions and keeping responses on topic.
Assessment for learningproductionworking title
The document discusses creating case studies for film production and distribution. It prompts the reader to analyze a global institution like Working Titles and how they appeal to both British and global audiences. It also instructs the reader to choose an additional contemporary film to analyze in terms of pre-production, production, or post-production.
How to write the essay
This document provides instructions for structuring an essay analyzing representations in TV dramas. It recommends including analysis of camera work, editing, sound, and mise-en-scene. The analysis should focus on how one of several representation issues is portrayed, such as gender, age, or ethnicity. When taking notes, students should ask questions about stereotypes depicted and challenged. The essay should have a brief introduction stating the question and outline, and a short conclusion summarizing the analysis without new points. The main body should present a logical analysis of the four technical areas as they relate to the representation issue, using examples and terminology from the text.
Afl full mock coming down the mountain
Working Titles effectively uses cross media convergence and synergy throughout the filmmaking process to market films to both British and global audiences. During pre-production, digital photography is used to create promotional images for posters, ads, and websites to launch marketing campaigns. Production also enables cross media marketing through behind-the-scenes content. Distribution involves targeting specific audiences through the release format, like IMAX and 3D. While synergy benefits larger films, co-productions help smaller British studios increase budgets to also utilize cross media convergence.
Require
The document provides guidance on effective presentation skills for software developers. It emphasizes that communication skills are important for explaining ideas to other teams. It then outlines requirements for a sample presentation, including explaining the game design, demonstrating the game, and describing a technical challenge. Finally, it provides tips on structuring presentations clearly and engaging the audience through storytelling, examples, and handling questions confidently.
Tom fearon as coursework overall marksheet
Thomas Fearon received marks of 11/20 for planning, 50/60 for his main construction task, and 13/20 for his evaluation. His construction task showed excellence in technical skills and creative use of mise en scene, suspenseful editing, appropriate footage, and balanced sound and dialogue. His evaluation provided thoughtful analysis of his film choices and representation of social groups, explained why a particular film studio would best distribute his film using comparisons, and reflected on what he learned through the process, though some answers could have provided more detail. Overall he received a total mark of 74/100 and a grade of B.
Callum balfour as coursework overall marksheet
Callum Balfour received marks for his AS coursework, including 13/20 for planning and 37/60 for his main construction task. His evaluation received 15/20. For his construction task, there was evidence of technical skills but some shots were out of focus and pacing was lost towards the end. His evaluation provided excellent analysis but could have benefited from more examples for one question and more detail on audience feedback for another question. Overall his work was graded a C.
ICE Review tips for the Presentation
ICE West Midlands GSNet evening meeting March 2020, tips for delivering the Presentation at a Professional Review
Institution of Civil Engineers, the Reviewer's perspective
The Institution of Civil Engineers Professional Review is for those wishing to become a Chartered, Incorporated or Technician Engineer. This is an explanation of the Review process to graduate mentors (SCE & DE) at ICE, London
Lecture 1 Slideshow
The document discusses curriculum planning and student production work for a media studies course. It provides examples of assessment criteria and achievement standards for different media production tasks at various levels. Common pitfalls in student scriptwriting are outlined, along with suggestions for developing plot and characters in a script. Software options for scriptwriting and workshops on script development are also presented.
MS1 - AS media feedback May 2014
This document provides feedback on a mock AS Media exam sat by students. It offers guidance in 3 key areas:
1. General exam technique - such as using a plan, time management, using formal language and citing theories.
2. Answering specific question types - with advice on how to structure responses to questions about media texts, representations, and targeting audiences.
3. Using evidence - with guidance on effectively analyzing media codes, contextualizing examples, and deconstructing representations in case studies.
basic notions in linguistics
The document summarizes a class discussion on the value of weakness. It outlines an icebreaking activity where students passed a ball and said a weakness they want to improve. The class was then divided into groups to debate weaknesses of different professions. Questions were asked about overcoming bad situations and the psychology of women. The discussion concluded that weakness can have value if viewed as something that helps one overcome problems by considering pros and cons.
THE VALUE OF WEAKNESS CLASS
The document outlines a class discussion on the value of weakness. It describes an icebreaking activity where students pass a ball around and say a weakness they want to improve. The class is then divided into groups to debate weaknesses of different professions. Questions are posed to the class about feeling bad about oneself and overcoming situations. Synonyms of weakness are provided and the roles of moderator and panelist are defined to structure the debate.
Giving Presentations 1
This document provides tips for giving effective presentations, including openings, signposting, and survival tactics. [1] It recommends using a "hook" like a problem, amazing facts, or story to engage audiences in the first three minutes. [2] Signposting helps guide audiences through the presentation by announcing when moving to the next point or changing direction using simple phrases. [3] Common problems can be addressed through apologies and recaps to clarify information, simplify complicated parts, and cover main points within the time if running over.
Sarah T3
This document outlines the agenda and action items for a COMM 202 tutorial. It discusses the course timeline, with skills matrix story presentations, drafts, and final skills matrix due over the next few weeks. Students will break into groups to present stories from their skills matrix using the STAR or failure story formats. Presentations will be 3 minutes with feedback afterwards. The marking rubric assesses the stories on various elements like situation, task, and results. After presentations, the document checks for questions and lists submitting the final skills matrix and completing resume preparation tasks as action items.
Proficiency exam for students - oral test
The document provides instructions for an oral presentation assignment. Students are asked to introduce themselves as the CEO of a real company and discuss their responsibilities and background. They then need to present key information about the company, including its main activities, products, size, location, number of employees, and other essential details. The presentation should be delivered using a PowerPoint with no more than 6 slides and last between 3 to 5 minutes. Student performance will be evaluated on comprehension, pronunciation, accuracy, fluency, and other areas.
Dream job
This document provides an outline for a 2-3 minute speech about a student's professional dream or future career. The outline includes sections for introducing yourself, stating the objective, previewing main points, outlining the aspects of the chosen job including supporting ideas, discussing what must be done to reach the goal, concluding by restating the choice and summarizing main points, and concluding in a persuasive way. Tips are provided to support points with definitions, examples, comparisons, anecdotes, statistics, and to use verbs and nouns rather than adjectives.
Presentation and parts of presentation
This document provides guidance on how to structure and deliver an effective presentation. It recommends that a presentation should have three main parts: the introduction, body, and conclusion. The introduction should capture the audience's attention and outline the main points. The body, taking up most of the time, should cover the main points in a logical sequence and with supporting details. The conclusion should summarize the main ideas and encourage questions. Effective techniques for each section are also outlined.
Editing
This document provides information about various film editing techniques including continuity, crosscutting, eyelines match, dissolves, match on action, rhythm, and montage. It explains each technique with definitions and examples from films. Crosscutting alternates shots of two storylines occurring simultaneously. An eyelines match shows what a character is looking at. A dissolve blends two shots together. A match on action splices two views of the same action. Rhythm contributes to a film's mood through editing, cinematography, and sound. Montage uses juxtaposition of shots to create new meanings.
Year 12 – stereotypes and sound
This document provides guidance and tasks for a Year 12 media studies class on analyzing stereotypes. It includes definitions of key terms like stereotype, conform, and subvert. Students are asked to analyze images for how they conform to or subvert stereotypes. They will then work in groups to present on how gender, age, ethnicity, or social class are portrayed in media through representations and the use of sound. Dialogue, tone, pitch, and diegetic vs non-diegetic sound are discussed. For homework, students must analyze a TV or film clip to discuss stereotype representation through sound and how it portrays certain characters as superior or inferior.
Mediated identity 3
This document discusses how human identity is increasingly shaped by media. It examines theories about active and passive audiences, and how media representations can influence identity and reinforce stereotypes. The document analyzes how the films Tamara Drewe and Fish Tank portray gender, class and other stereotypes. It suggests Stuart Hall's positioning theory explains how audiences often interpret media through their preferred ideological lens. The hypodermic needle model of passive audiences is also referenced to argue that media can directly impact identity without question.
Historical and Social Impact
The document discusses how representations of Britishness have changed over time in films from different decades. It provides examples from the 1935 film The 39 Steps and the 2009 film Fish Tank to show how portrayals of women have become more powerful and independent in contemporary cinema compared to earlier decades. For men, it analyzes the 1998 film My Name is Joe and the 2010 film Tamara Drewe, finding that modern films often depict men in a "masculinity in crisis" as unemployment and non-traditional gender roles increase. Overall, the document examines how films from different eras have reinforced or challenged stereotypes related to gender and social class in Britain.
History of British cinema - student overview
The document provides an overview of British cinema across several decades from the 1920s to the 1990s. Some of the key points covered include:
- In the 1920s, the British film industry was largely dominated by silent films but saw the introduction of synchronized sound. Key genres were crime and drama. Alfred Hitchcock reached his peak as a director in this period.
- The 1930s saw the rise of comedy films as the most popular genre in Britain. Directors like Alfred Hitchcock and Sam Wood produced successful films during this decade such as The 39 Steps and Goodbye, Mr. Chips.
- The 1940s are considered the "golden era" of British cinema as directors produced acclaimed works like Brief
Mediated identity
The document discusses how media representations can negatively impact perceptions of identity. It agrees that human identity is increasingly mediated by analyzing three films - Fish Tank, Tamara Drewe, and Wasp - through the lenses of Stuart Hall's positioning theory and the hypodermic needle model. Specifically, Fish Tank reinforces stereotypes of poor single mothers in Britain through its production design. Additionally, Tamara Drewe reinforces the ideology that only beautiful people succeed through its main character's storyline. The document suggests these media representations can unconsciously influence audience beliefs and identities if passedively consumed.
Assassins Creed IV case study
- The document discusses facts about the development and release of Assassin's Creed IV: Black Flag. It states that the game was developed in 7 studios by over 900 people, was available for pre-order over 6 months before release, and sold over 10 million copies in the first 2 months. It also notes that PETA complained about the game including whaling.
A2 Star persona lesson
This document discusses the concept of a star persona and how artists represent themselves through music videos. It addresses:
- How music videos can be used to construct and support an artist's image.
- Analyzing representation of gender, race, and other attributes in music videos.
- Developing a unique selling point (USP) to stand out in a saturated market.
- Creating your own star persona for a genre by portraying an image through media and reinforcing or challenging stereotypes.
A2 Cross Media Promotion Campaign Analysis
This document provides guidance on analyzing promotional materials for a music album, including a digipak and poster. It outlines key elements to examine for each material, such as the main image, typography, composition, color scheme, and mode of address. Specific aspects are identified for different sections of the digipak, including the front and back covers. The document also provides examples of past student work and prompts the reader to introduce the artist, analyze each section of the materials, and relate design elements to audience appeal and music genre.
David gauntletts theories of media power vs audience
- David Gauntlett's theory argues that both media and audiences have power in shaping identity, rather than one having complete control over the other. Media provides diverse messages about gender and lifestyle that individuals use as resources to think about their own identity, but cannot simply overwrite people's existing views.
- The document discusses how media has influenced ideas of femininity and masculinity, with "girl power" icons promoting independence and toughness in women. For men, emphasis is placed on emotions and relationships rather than traditional toughness.
- Examples are given of how concepts like "girl power", the "decline of tradition", and the "crisis of masculinity" could be applied to the films Tamara Drewe
More Related Content
What's hot
Callum balfour as coursework overall marksheet
Callum Balfour received marks for his AS coursework, including 13/20 for planning and 37/60 for his main construction task. His evaluation received 15/20. For his construction task, there was evidence of technical skills but some shots were out of focus and pacing was lost towards the end. His evaluation provided excellent analysis but could have benefited from more examples for one question and more detail on audience feedback for another question. Overall his work was graded a C.
ICE Review tips for the Presentation
ICE West Midlands GSNet evening meeting March 2020, tips for delivering the Presentation at a Professional Review
Institution of Civil Engineers, the Reviewer's perspective
The Institution of Civil Engineers Professional Review is for those wishing to become a Chartered, Incorporated or Technician Engineer. This is an explanation of the Review process to graduate mentors (SCE & DE) at ICE, London
Lecture 1 Slideshow
The document discusses curriculum planning and student production work for a media studies course. It provides examples of assessment criteria and achievement standards for different media production tasks at various levels. Common pitfalls in student scriptwriting are outlined, along with suggestions for developing plot and characters in a script. Software options for scriptwriting and workshops on script development are also presented.
MS1 - AS media feedback May 2014
This document provides feedback on a mock AS Media exam sat by students. It offers guidance in 3 key areas:
1. General exam technique - such as using a plan, time management, using formal language and citing theories.
2. Answering specific question types - with advice on how to structure responses to questions about media texts, representations, and targeting audiences.
3. Using evidence - with guidance on effectively analyzing media codes, contextualizing examples, and deconstructing representations in case studies.
basic notions in linguistics
The document summarizes a class discussion on the value of weakness. It outlines an icebreaking activity where students passed a ball and said a weakness they want to improve. The class was then divided into groups to debate weaknesses of different professions. Questions were asked about overcoming bad situations and the psychology of women. The discussion concluded that weakness can have value if viewed as something that helps one overcome problems by considering pros and cons.
THE VALUE OF WEAKNESS CLASS
The document outlines a class discussion on the value of weakness. It describes an icebreaking activity where students pass a ball around and say a weakness they want to improve. The class is then divided into groups to debate weaknesses of different professions. Questions are posed to the class about feeling bad about oneself and overcoming situations. Synonyms of weakness are provided and the roles of moderator and panelist are defined to structure the debate.
Giving Presentations 1
This document provides tips for giving effective presentations, including openings, signposting, and survival tactics. [1] It recommends using a "hook" like a problem, amazing facts, or story to engage audiences in the first three minutes. [2] Signposting helps guide audiences through the presentation by announcing when moving to the next point or changing direction using simple phrases. [3] Common problems can be addressed through apologies and recaps to clarify information, simplify complicated parts, and cover main points within the time if running over.
Sarah T3
This document outlines the agenda and action items for a COMM 202 tutorial. It discusses the course timeline, with skills matrix story presentations, drafts, and final skills matrix due over the next few weeks. Students will break into groups to present stories from their skills matrix using the STAR or failure story formats. Presentations will be 3 minutes with feedback afterwards. The marking rubric assesses the stories on various elements like situation, task, and results. After presentations, the document checks for questions and lists submitting the final skills matrix and completing resume preparation tasks as action items.
Proficiency exam for students - oral test
The document provides instructions for an oral presentation assignment. Students are asked to introduce themselves as the CEO of a real company and discuss their responsibilities and background. They then need to present key information about the company, including its main activities, products, size, location, number of employees, and other essential details. The presentation should be delivered using a PowerPoint with no more than 6 slides and last between 3 to 5 minutes. Student performance will be evaluated on comprehension, pronunciation, accuracy, fluency, and other areas.
Dream job
This document provides an outline for a 2-3 minute speech about a student's professional dream or future career. The outline includes sections for introducing yourself, stating the objective, previewing main points, outlining the aspects of the chosen job including supporting ideas, discussing what must be done to reach the goal, concluding by restating the choice and summarizing main points, and concluding in a persuasive way. Tips are provided to support points with definitions, examples, comparisons, anecdotes, statistics, and to use verbs and nouns rather than adjectives.
Presentation and parts of presentation
This document provides guidance on how to structure and deliver an effective presentation. It recommends that a presentation should have three main parts: the introduction, body, and conclusion. The introduction should capture the audience's attention and outline the main points. The body, taking up most of the time, should cover the main points in a logical sequence and with supporting details. The conclusion should summarize the main ideas and encourage questions. Effective techniques for each section are also outlined.
What's hot (12)
Institution of Civil Engineers, the Reviewer's perspective
Institution of Civil Engineers, the Reviewer's perspective
Viewers also liked
Editing
This document provides information about various film editing techniques including continuity, crosscutting, eyelines match, dissolves, match on action, rhythm, and montage. It explains each technique with definitions and examples from films. Crosscutting alternates shots of two storylines occurring simultaneously. An eyelines match shows what a character is looking at. A dissolve blends two shots together. A match on action splices two views of the same action. Rhythm contributes to a film's mood through editing, cinematography, and sound. Montage uses juxtaposition of shots to create new meanings.
Year 12 – stereotypes and sound
This document provides guidance and tasks for a Year 12 media studies class on analyzing stereotypes. It includes definitions of key terms like stereotype, conform, and subvert. Students are asked to analyze images for how they conform to or subvert stereotypes. They will then work in groups to present on how gender, age, ethnicity, or social class are portrayed in media through representations and the use of sound. Dialogue, tone, pitch, and diegetic vs non-diegetic sound are discussed. For homework, students must analyze a TV or film clip to discuss stereotype representation through sound and how it portrays certain characters as superior or inferior.
Mediated identity 3
This document discusses how human identity is increasingly shaped by media. It examines theories about active and passive audiences, and how media representations can influence identity and reinforce stereotypes. The document analyzes how the films Tamara Drewe and Fish Tank portray gender, class and other stereotypes. It suggests Stuart Hall's positioning theory explains how audiences often interpret media through their preferred ideological lens. The hypodermic needle model of passive audiences is also referenced to argue that media can directly impact identity without question.
Historical and Social Impact
The document discusses how representations of Britishness have changed over time in films from different decades. It provides examples from the 1935 film The 39 Steps and the 2009 film Fish Tank to show how portrayals of women have become more powerful and independent in contemporary cinema compared to earlier decades. For men, it analyzes the 1998 film My Name is Joe and the 2010 film Tamara Drewe, finding that modern films often depict men in a "masculinity in crisis" as unemployment and non-traditional gender roles increase. Overall, the document examines how films from different eras have reinforced or challenged stereotypes related to gender and social class in Britain.
History of British cinema - student overview
The document provides an overview of British cinema across several decades from the 1920s to the 1990s. Some of the key points covered include:
- In the 1920s, the British film industry was largely dominated by silent films but saw the introduction of synchronized sound. Key genres were crime and drama. Alfred Hitchcock reached his peak as a director in this period.
- The 1930s saw the rise of comedy films as the most popular genre in Britain. Directors like Alfred Hitchcock and Sam Wood produced successful films during this decade such as The 39 Steps and Goodbye, Mr. Chips.
- The 1940s are considered the "golden era" of British cinema as directors produced acclaimed works like Brief
Mediated identity
The document discusses how media representations can negatively impact perceptions of identity. It agrees that human identity is increasingly mediated by analyzing three films - Fish Tank, Tamara Drewe, and Wasp - through the lenses of Stuart Hall's positioning theory and the hypodermic needle model. Specifically, Fish Tank reinforces stereotypes of poor single mothers in Britain through its production design. Additionally, Tamara Drewe reinforces the ideology that only beautiful people succeed through its main character's storyline. The document suggests these media representations can unconsciously influence audience beliefs and identities if passedively consumed.
Assassins Creed IV case study
- The document discusses facts about the development and release of Assassin's Creed IV: Black Flag. It states that the game was developed in 7 studios by over 900 people, was available for pre-order over 6 months before release, and sold over 10 million copies in the first 2 months. It also notes that PETA complained about the game including whaling.
A2 Star persona lesson
This document discusses the concept of a star persona and how artists represent themselves through music videos. It addresses:
- How music videos can be used to construct and support an artist's image.
- Analyzing representation of gender, race, and other attributes in music videos.
- Developing a unique selling point (USP) to stand out in a saturated market.
- Creating your own star persona for a genre by portraying an image through media and reinforcing or challenging stereotypes.
A2 Cross Media Promotion Campaign Analysis
This document provides guidance on analyzing promotional materials for a music album, including a digipak and poster. It outlines key elements to examine for each material, such as the main image, typography, composition, color scheme, and mode of address. Specific aspects are identified for different sections of the digipak, including the front and back covers. The document also provides examples of past student work and prompts the reader to introduce the artist, analyze each section of the materials, and relate design elements to audience appeal and music genre.
David gauntletts theories of media power vs audience
- David Gauntlett's theory argues that both media and audiences have power in shaping identity, rather than one having complete control over the other. Media provides diverse messages about gender and lifestyle that individuals use as resources to think about their own identity, but cannot simply overwrite people's existing views.
- The document discusses how media has influenced ideas of femininity and masculinity, with "girl power" icons promoting independence and toughness in women. For men, emphasis is placed on emotions and relationships rather than traditional toughness.
- Examples are given of how concepts like "girl power", the "decline of tradition", and the "crisis of masculinity" could be applied to the films Tamara Drewe
Assassins Creed IV case study materials
This document outlines the advertising and marketing campaign for Assassins Creed IV: Black Flag, including multiple trailers released like cinematic and gameplay trailers to promote the game. It also discusses the print advertising campaign using posters, bus stops and magazines. Finally, it mentions the social media and website publicity for the game through the Assassins Creed Facebook page, Twitter feed and websites.
What is Britishness?
Britishness can be understood in various ways and means different things to different people. It involves embracing both traditional symbols of British culture like the royal family as well as modern aspects of British life. Some see Britishness as represented more by images of royalty, while others see it as also including social unrest and protests. Understanding Britishness today requires considering both passive audiences who accept dominant views as well as active audiences who negotiate or oppose them through their own interpretations.
What is Britishness lesson 2 2014
This document discusses the concept of Britishness and developing skills in analysis and debate. It presents some key questions around interpreting Britishness today and whether Britain is represented more by symbols of royalty or riots. Students engage in a debate on this topic, discussing different perspectives and supporting their arguments with evidence and references to Stuart Hall's theories of active audiences and preferred, negotiated and oppositional readings of cultural texts. The lesson aims to help students understand the varying definitions of Britishness and improve their ability to analyze issues and engage in informed debate.
History of British Cinema
Use this to help answer the exam strand: • How does contemporary representation compare to previous time periods?
David gauntletts theories of media power vs audience
David Gauntlett's theories explore the relationship between media and audience power in shaping identity and gender roles. He argues that audiences are active and use media messages as resources to think through their own identities rather than being directly influenced. While media disseminates messages about acceptable identities, audiences have their own diverse views. Neither media nor audiences are solely powerful, but both play a role. The theories are applied to films like Fish Tank, WASP, and Tamara Drewe to analyze depictions of topics like girl power, masculinity in crisis, and the decline of tradition.
Hollywood vs national representations of Britishness
This document discusses Stuart Hall's encoding/decoding model of media reception theory. It explains that Hall extended the concept of an active audience by arguing that individuals receive and interpret media texts based on their own circumstances and perspectives. It notes that the encoding of a text by its producer may lead to very different decodings by audience members depending on factors like gender, class, age, and ethnicity. The document also contains learning objectives and questions related to analyzing the portrayal of Britishness in different films from Hollywood and the UK.
Narrative theories and thriller conventions as
Vladimir Propp analyzed over 100 Russian fairytales and proposed that it was possible to classify characters into clearly defined roles and functions, such as the hero, villain, donor, dispatcher, and princess. While some films like Star Wars fit Propp's model precisely, others like Pulp Fiction do not. Tzvetan Todorov suggested most narratives follow a pattern of equilibrium, disequilibrium, attempted repair, and new equilibrium. Roland Barthes analyzed how narratives work with codes that activate meaning for the audience, such as denote, connote, action, and enigma. Claude Levi-Strauss examined how myths reflect the values and beliefs of a culture through symbolic binary oppositions like homesteaders vs
Viewers also liked (17)
David gauntletts theories of media power vs audience
David gauntletts theories of media power vs audience
David gauntletts theories of media power vs audience
David gauntletts theories of media power vs audience
Hollywood vs national representations of Britishness
Hollywood vs national representations of Britishness
Similar to Year 12 lesson 1
Representation of age jb[1]
The document discusses how age is typically represented in TV drama through the micro elements of mise-en-scene, cinematography, sound, and editing. It provides examples of both positive and negative stereotypes used to portray youth and old age. Students are instructed to analyze how a TV drama clip represents age through these four technical elements and consider whether the representations conform to or subvert common stereotypes.
Representation of age jb[1]
The document discusses how age is typically represented in TV drama through the micro elements of mise-en-scene, cinematography, sound, and editing. It provides examples of both positive and negative stereotypes used to portray youth and old age. Students are instructed to analyze how a TV drama clip represents age through these four technical elements and consider whether the representations conform to or subvert common stereotypes.
3. representation of age 1
The document discusses representations of age in TV drama and outlines stereotypical portrayals of youth and old age. It provides terminology for analyzing mise-en-scene, cinematography, sound, and editing and asks how these technical elements construct superior or inferior qualities in represented social groups. Students are instructed to analyze a video clip through these four micro elements and discuss how they represent age in the form of a Point-Evidence-Explain response.
3. representation of age 1
The document discusses representations of age in TV drama and outlines stereotypical portrayals of youth and old age. It provides terminology for analyzing mise-en-scene, cinematography, sound, and editing and asks how these technical elements construct superior or inferior qualities in represented social groups. Students are instructed to analyze a video clip through these four micro elements and discuss how they represent age in the form of a Point-Evidence-Explain response.
3. Representation of age 1
The document discusses representations of age in TV drama and outlines stereotypical portrayals of youth and old age. It provides terminology for analyzing mise-en-scene, cinematography, sound, and editing and asks how these technical elements construct superior or inferior qualities in represented social groups. Students are instructed to analyze a video clip through these four micro elements and discuss how they represent age in the form of a Point-Evidence-Explain response.
3. representation of age 1
The document discusses representations of age in TV drama and outlines stereotypical portrayals of youth and old age. It provides terminology for analyzing mise-en-scene, cinematography, sound, and editing and asks how these technical elements construct superior or inferior qualities in represented social groups. Students are instructed to analyze a video clip through these four micro elements and discuss how they represent age in the form of a Point-Evidence-Explain response.
Disability
This document outlines homework and preparation for an upcoming exam on TV drama. Students are instructed to:
1) Annotate codes and conventions from a magazine spread and type up an interview at home over winter break.
2) Ensure their blog is up to date and get a head start on revising the exam topics recommended.
3) The exam will focus on textual analysis of how technical features represent particular groups in a TV drama, followed by a section on the film industry. Key areas to learn include sound types, mise-en-scene, verbal/technical/non-verbal codes, and stereotypes.
1. Introduction to Representation
Thank you for the feedback. Let's move our discussion to how we can improve analysis and use of key terms.
1. introduction to representation
Thank you for the feedback. Let's move our discussion to how we can improve analysis and use of key terms.
Representation of Age
The document discusses various stereotypical representations of age in television drama, including both youth and old age. Youth are often portrayed as reckless, rebellious, and carefree, while the elderly are frequently depicted as frail, lonely, and dependent. The document also analyzes how technical elements like mise-en-scene, cinematography, sound, and editing can construct and reinforce these age representations on screen.
Intro to a2 course g325 critical perspectives in media - question b
1) Students are asked to evaluate one of their coursework projects using theories of genre, narrative, representation, audience, and media language.
2) They should brainstorm the concepts in pairs and apply relevant theories to their project in detail.
3) Students must create revision documents using various digital technologies like Prezi, Flickr, YouTube to analyze their project through the critical concepts.
4) The documents created will be important study aids for the exam next summer.
Copy of intro to a2 course g325 critical perspectives in media - question b
This document provides guidance to students on completing a theoretical evaluation of their coursework for their G325 exam. It instructs students to evaluate their coursework using the concepts of genre, narrative, representation, audience, and media language. Students are asked to define each concept, relate relevant theories, and analyze how each concept was used in their coursework. The document also provides prompts for applying each concept and recommends using various digital tools to create revision documents to aid exam preparation. A deadline of 3 weeks is given to complete this task.
MS1 - AS media feedback May 2014
This document provides feedback on a mock AS Media exam sat by the student. It offers general advice on exam technique as well as specific feedback on each question:
1) For Question 1 on media codes and conventions, the student should have analyzed the visual codes and mode of address of both magazine covers provided rather than focusing more on one.
2) For Question 2, part a the student needed to explain how the target audience would be attracted to the cover, part b should have 3-4 points about what is seen in the text, and part c examples are needed to show how audiences are targeted.
3) For Question 3 on representation, the student must define key terms, state that media construct rather than
2017 Fit Interview Workshop
This document outlines a workshop on mastering the consulting fit interview. It discusses preparing for fit interviews by knowing your story and being able to communicate your experiences clearly. The workshop covers typical fit interview structures and questions, including resume, why consulting/firm, personality and story questions. It emphasizes having relevant stories to demonstrate soft skills and using the STAR method to structure answers. The document also provides tips on common mistakes to avoid and practicing interviews.
Effectivepresentations
The document outlines an agenda for a presentation on effective presentations given by Peter Masucci, an adjunct professor. The presentation will cover planning presentations, presentation sequences, creating visual aids, and effective presentation techniques. It will discuss determining purpose and audience, organizing content, using storyboards, controlling anxiety, and designing slides. The goal is to inform attendees how to give polished, audience-centered presentations.
Age
This document outlines the lesson plan and homework for a media studies class focusing on representing age through technical codes. It includes a test on technical areas, analysis of a TV drama scene showing different generations at a school, and homework to revise for an upcoming mock exam on representing gender and age in TV drama. Students are encouraged to identify both stereotypes and anti-stereotypes used in media representations.
AS Media Exam Revision Guide
This document provides an overview and revision materials for the AS Media Studies exam. It outlines the structure and content of the exam, which consists of two sections - the first focuses on analyzing representations in a TV drama clip, while the second involves applying knowledge about the music industry. Revision materials are provided on key media concepts like cinematography, editing, mise-en-scene, sound, and representation to help analyze the TV drama clip. The document emphasizes analyzing how technical elements construct meanings and representations.
Media as intro
This document provides an overview and introduction to an AS Level Media Studies course. It outlines the various forms and focuses of communication that will be covered, including printed word, sound, still and moving images. It describes the course content which includes foundation portfolio work creating videos, and exams analyzing TV drama and institutions/audiences. Expectations are outlined regarding coursework deadlines, use of equipment, and keeping an organized media file.
Similar to Year 12 lesson 1 (20)
Intro to a2 course g325 critical perspectives in media - question b
Intro to a2 course g325 critical perspectives in media - question b
Copy of intro to a2 course g325 critical perspectives in media - question b
Copy of intro to a2 course g325 critical perspectives in media - question b
More from ruthers64
1a revision
This document provides guidance on answering exam questions about media production work. It discusses the requirements for two questions - 1a and 1b. Question 1a requires reflection on all production work completed, focusing on skills and development in areas like creativity, technology, research and planning. Question 1b focuses reflection on one project and key concepts like genre and narrative. Tips are provided for question 1a, including planning, considering the mark scheme, and reflecting on learning. Students are also given homework to prepare terminology and notes on research and planning skills.
1 b revision
This document provides guidance on analyzing representation in media products. It defines representation as the construction of people and places to present reality. It lists several relevant theories for discussing representation, including those by Laura Mulvey, Richard Dyer, David Gauntlett, and on empowerment and post-feminism. Binary opposites, character types, social class, ethnicity, sexuality, age, places/locations, and genre are also mentioned as aspects that can be represented. The document stresses that representation is always a mediated construct.
Evaluation part 1.pptx (2)
This document discusses conventions in music videos and how they were used or subverted in a student's music video project. It summarizes several music video theories and defines common conventions like clear genre, lip syncing, choreography, costume, and editing to the beat. The student explains how they took a narrative approach by reinterpreting the Cinderella storyline and references other artists like Ed Sheeran. Representation of ethnicity and gender are also discussed in terms of conforming to or challenging stereotypes. Finally, the concepts of branding and digipak conventions are reviewed.
12 film revision deadpool
This document discusses researching the impact of piracy on film exhibition through comparing Popcorn Time and Deadpool. It asks the reader to consider reasons piracy most impacts film exhibition each year and provides a structure for answering this question with an introduction, point-evidence-explanation paragraph, and conclusion. Researching these topics around piracy could help answer the question of how piracy impacts annual film exhibition.
12 film revision for section B
This document provides guidance on revising for a film studies exam by ranking questions from least to most confidently answered and considering various factors that could affect audience, industry, society, film terminology, history, economics, and technology when answering exam questions. Students are instructed to choose one question, take notes considering the listed factors, and write a 30-minute response using the notes and additional resources provided.
Evaluation part 1.pptx
This document discusses music video conventions and theories related to analyzing a student's media product. It provides information on common music video conventions like genre, casting, choreography. It also explains relevant theories around representation, the male gaze, intertextuality, and how music videos are used to construct artist personas. The student's music video takes a narrative approach, references Cinderella but subverts expectations, and pays homage to another artist while challenging stereotypes related to ethnicity and gender.
13 media q3
The document provides guidance on how to answer Question 3 at different levels of achievement. It lists objectives of understanding how to achieve a Level 3 or Level 4 mark, considering past examples, and using new technologies. Examples of student responses are provided and categorized as Level 2, Level 3 or Level 4. The document also includes a planning template to help structure a response to Question 3 about learning from audience feedback.
Evaluation q2
This document provides guidance on achieving high levels for a critical evaluation question and incorporating audience feedback. It discusses the characteristics of Level 3 and 4 responses, including using examples and technology. Students are asked to plan their response, get peer feedback, and consider how to present their work and incorporate audience perspectives. Examples of student work are provided and analyzed. The document emphasizes using feedback to improve work and presentations.
Evaluation q1
This document provides guidance for students on answering evaluation questions for a media production project. It discusses the four questions that must be addressed in the evaluation, including how the student's product uses or develops conventions of real media. It also covers how to discuss the effectiveness of combining the main product with supplementary materials, what was learned from audience feedback, and how new media technologies were used. The document provides examples of student work and guides a peer feedback activity. Students are instructed to plan their response to the first evaluation question and consider how they will present their work to the moderator. Guidance is provided on giving feedback from the perspectives of a moderator, audience, and mentor.
Factors contributed to revival of 3 d
The document discusses the disadvantages of 3D cinema compared to 2D. It states that 3D is antithetical to storytelling as it constantly reminds viewers that they are watching a screen and prevents emotional involvement. While 2D does not reveal the techniques of filmmaking in the same way. 3D tries to mimic human vision but natural vision does not resemble the 3D cinema experience. The document argues that 2D is better suited for storytelling and immersion compared to 3D.
What is the uk digital screen network
The document discusses the UK Digital Screen Network, which digitally projects films in theaters. It asks questions about what the network is, who and where it involves, and why it was created. It then provides a fact hunt about digital cinema, asking the reader to define it and answer questions about the costs of digital projection and conversion versus film printing. The document considers the benefits of the network for audiences and institutions and assigns homework to research a local digital screen.
Future of film
This document discusses the future of cinema and film viewing. It outlines an upcoming exam that will cover topics like 3D film, online/internet impacts on the film industry, and whether online viewing or 3D will be a major part of cinema's future. It provides links to articles that argue both for and against 3D being a dominant part of the future, and suggests that online viewing may be an alternative future for film.
Distribution
The internet provides opportunities for filmmakers through crowdfunding sites like Kickstarter and IndieGoGo for production funding. Online companies like Netflix and Amazon now produce their own films and Amazon allows audiences to choose scripts for future production. The internet also aids distribution by allowing video on demand (VOD) or simultaneous online and theater releases, as evidenced by films that have used these methods successfully. Specific articles are cited that provide examples of how VOD has helped box office numbers for films.
Mark scheme and timed cond plan for Rise of Blockbuster
The document discusses factors that led to the decline of town center cinemas and the rise of the multiplex in the UK film industry. Sociological factors like strikes and economic recession negatively impacted audiences and reduced box office sales. This weakened town center cinemas. Meanwhile, the rise of blockbuster films drew large audiences and profits, encouraging film institutions to embrace new technologies. The multiplex offered audiences new amenities and blockbusters special effects, leading multiplexes to replace town center cinemas as the dominant film venue in the UK.
Film death of city centre cinema
This document discusses the decline of city centre cinemas in the UK from 1972-1984 and the rise of multiplex cinemas. It provides UK cinema admissions figures from 1972-1984 that show admissions declining from 156 million in 1972 to 54 million in 1984. It then analyzes the sociological, economic, and technological factors that contributed to the death of city centre cinemas, including a recession in the UK, rising unemployment, increased TV ownership and channels, the arrival of home video, and limitations of old fleapit cinemas like poor sound, limited screens and seating. Multiplex cinemas addressed these issues and were able to flourish after the 1985 Cinematograph Act allowed them to operate.
Film intro to multiplex and megaplex
This document discusses the rise of the blockbuster film and multiplex cinemas. It provides examples of blockbuster films from the 1970s like Jaws, The Godfather, and Star Wars. It then explains how the emergence of multiplex cinemas in out-of-town shopping centers led to the decline of smaller, inner-city "fleapit cinemas". Multiplex cinemas were able to show blockbuster films to larger audiences. The document also touches on the home video revolution of the late 1970s with the rise of VHS and Betamax which benefited the blockbuster film industry.
Emergence of Blockbuster
The document discusses factors that led to the emergence of blockbuster movies in Hollywood. Key factors included the decline of the film industry prior to the 1970s, the success of films like The Godfather and Jaws which demonstrated that large profits could be made from a single film, and the rise of new technologies and marketing strategies for wide releases and franchises like Star Wars. These breakthrough hits established the blockbuster model that studios use today to seek huge box office revenues from major films.
Digipak and print analysis
This document provides guidance on analyzing print promotional campaigns for music. It instructs the reader to analyze the design conventions, mode of address, iconography, imagery, layout, cross-media promotion, and typography used in a digipak and poster for a selected artist. The analysis should introduce the artist and genre, examine each element of the packaging and poster, and conclude by discussing conventions of the genre and how the artist addresses their audience.
A2 Advanced Portfolio Theory lesson
This document outlines a lesson plan on analyzing music videos through various theoretical lenses. Students are introduced to theories like star persona, voyeurism, intertextuality, commodity, empowerment, and objectification. They analyze a Lady Gaga music video using the assigned theories and debate whether the video employs empowerment or objectification. Later, students research genres and outline the essential ingredients and applicable theories for an original music video. The lesson aims to develop students' understanding and application of music video theories through analysis, discussion, and creative projects.
More from ruthers64 (19)
Mark scheme and timed cond plan for Rise of Blockbuster
Mark scheme and timed cond plan for Rise of Blockbuster
Recently uploaded
HCL Notes und Domino Lizenzkostenreduzierung in der Welt von DLAU
Webinar Recording: https://www.panagenda.com/webinars/hcl-notes-und-domino-lizenzkostenreduzierung-in-der-welt-von-dlau/
DLAU und die Lizenzen nach dem CCB- und CCX-Modell sind für viele in der HCL-Community seit letztem Jahr ein heißes Thema. Als Notes- oder Domino-Kunde haben Sie vielleicht mit unerwartet hohen Benutzerzahlen und Lizenzgebühren zu kämpfen. Sie fragen sich vielleicht, wie diese neue Art der Lizenzierung funktioniert und welchen Nutzen sie Ihnen bringt. Vor allem wollen Sie sicherlich Ihr Budget einhalten und Kosten sparen, wo immer möglich. Das verstehen wir und wir möchten Ihnen dabei helfen!
Wir erklären Ihnen, wie Sie häufige Konfigurationsprobleme lösen können, die dazu führen können, dass mehr Benutzer gezählt werden als nötig, und wie Sie überflüssige oder ungenutzte Konten identifizieren und entfernen können, um Geld zu sparen. Es gibt auch einige Ansätze, die zu unnötigen Ausgaben führen können, z. B. wenn ein Personendokument anstelle eines Mail-Ins für geteilte Mailboxen verwendet wird. Wir zeigen Ihnen solche Fälle und deren Lösungen. Und natürlich erklären wir Ihnen das neue Lizenzmodell.
Nehmen Sie an diesem Webinar teil, bei dem HCL-Ambassador Marc Thomas und Gastredner Franz Walder Ihnen diese neue Welt näherbringen. Es vermittelt Ihnen die Tools und das Know-how, um den Überblick zu bewahren. Sie werden in der Lage sein, Ihre Kosten durch eine optimierte Domino-Konfiguration zu reduzieren und auch in Zukunft gering zu halten.
Diese Themen werden behandelt
- Reduzierung der Lizenzkosten durch Auffinden und Beheben von Fehlkonfigurationen und überflüssigen Konten
- Wie funktionieren CCB- und CCX-Lizenzen wirklich?
- Verstehen des DLAU-Tools und wie man es am besten nutzt
- Tipps für häufige Problembereiche, wie z. B. Team-Postfächer, Funktions-/Testbenutzer usw.
- Praxisbeispiele und Best Practices zum sofortigen Umsetzen
Best 20 SEO Techniques To Improve Website Visibility In SERP
Boost your website's visibility with proven SEO techniques! Our latest blog dives into essential strategies to enhance your online presence, increase traffic, and rank higher on search engines. From keyword optimization to quality content creation, learn how to make your site stand out in the crowded digital landscape. Discover actionable tips and expert insights to elevate your SEO game.
Energy Efficient Video Encoding for Cloud and Edge Computing Instances
Energy Efficient Video Encoding for Cloud and Edge Computing Instances
GraphRAG for Life Science to increase LLM accuracy
GraphRAG for life science domain, where you retriever information from biomedical knowledge graphs using LLMs to increase the accuracy and performance of generated answers
Building Production Ready Search Pipelines with Spark and Milvus
Spark is the widely used ETL tool for processing, indexing and ingesting data to serving stack for search. Milvus is the production-ready open-source vector database. In this talk we will show how to use Spark to process unstructured data to extract vector representations, and push the vectors to Milvus vector database for search serving.
Choosing The Best AWS Service For Your Website + API.pptx
Have you ever been confused by the myriad of choices offered by AWS for hosting a website or an API?
Lambda, Elastic Beanstalk, Lightsail, Amplify, S3 (and more!) can each host websites + APIs. But which one should we choose?
Which one is cheapest? Which one is fastest? Which one will scale to meet our needs?
Join me in this session as we dive into each AWS hosting service to determine which one is best for your scenario and explain why!
UiPath Test Automation using UiPath Test Suite series, part 6
Welcome to UiPath Test Automation using UiPath Test Suite series part 6. In this session, we will cover Test Automation with generative AI and Open AI.
UiPath Test Automation with generative AI and Open AI webinar offers an in-depth exploration of leveraging cutting-edge technologies for test automation within the UiPath platform. Attendees will delve into the integration of generative AI, a test automation solution, with Open AI advanced natural language processing capabilities.
Throughout the session, participants will discover how this synergy empowers testers to automate repetitive tasks, enhance testing accuracy, and expedite the software testing life cycle. Topics covered include the seamless integration process, practical use cases, and the benefits of harnessing AI-driven automation for UiPath testing initiatives. By attending this webinar, testers, and automation professionals can gain valuable insights into harnessing the power of AI to optimize their test automation workflows within the UiPath ecosystem, ultimately driving efficiency and quality in software development processes.
What will you get from this session?
1. Insights into integrating generative AI.
2. Understanding how this integration enhances test automation within the UiPath platform
3. Practical demonstrations
4. Exploration of real-world use cases illustrating the benefits of AI-driven test automation for UiPath
Topics covered:
What is generative AI
Test Automation with generative AI and Open AI.
UiPath integration with generative AI
Speaker:
Deepak Rai, Automation Practice Lead, Boundaryless Group and UiPath MVP
AI 101: An Introduction to the Basics and Impact of Artificial Intelligence
Imagine a world where machines not only perform tasks but also learn, adapt, and make decisions. This is the promise of Artificial Intelligence (AI), a technology that's not just enhancing our lives but revolutionizing entire industries.
20240609 QFM020 Irresponsible AI Reading List May 2024
Everything I found interesting about the irresponsible use of machine intelligence in May 2024
Columbus Data & Analytics Wednesdays - June 2024
Columbus Data & Analytics Wednesdays, June 2024 with Maria Copot 20
HCL Notes and Domino License Cost Reduction in the World of DLAU
Webinar Recording: https://www.panagenda.com/webinars/hcl-notes-and-domino-license-cost-reduction-in-the-world-of-dlau/
The introduction of DLAU and the CCB & CCX licensing model caused quite a stir in the HCL community. As a Notes and Domino customer, you may have faced challenges with unexpected user counts and license costs. You probably have questions on how this new licensing approach works and how to benefit from it. Most importantly, you likely have budget constraints and want to save money where possible. Don’t worry, we can help with all of this!
We’ll show you how to fix common misconfigurations that cause higher-than-expected user counts, and how to identify accounts which you can deactivate to save money. There are also frequent patterns that can cause unnecessary cost, like using a person document instead of a mail-in for shared mailboxes. We’ll provide examples and solutions for those as well. And naturally we’ll explain the new licensing model.
Join HCL Ambassador Marc Thomas in this webinar with a special guest appearance from Franz Walder. It will give you the tools and know-how to stay on top of what is going on with Domino licensing. You will be able lower your cost through an optimized configuration and keep it low going forward.
These topics will be covered
- Reducing license cost by finding and fixing misconfigurations and superfluous accounts
- How do CCB and CCX licenses really work?
- Understanding the DLAU tool and how to best utilize it
- Tips for common problem areas, like team mailboxes, functional/test users, etc
- Practical examples and best practices to implement right away
Introduction of Cybersecurity with OSS at Code Europe 2024
I develop the Ruby programming language, RubyGems, and Bundler, which are package managers for Ruby. Today, I will introduce how to enhance the security of your application using open-source software (OSS) examples from Ruby and RubyGems.
The first topic is CVE (Common Vulnerabilities and Exposures). I have published CVEs many times. But what exactly is a CVE? I'll provide a basic understanding of CVEs and explain how to detect and handle vulnerabilities in OSS.
Next, let's discuss package managers. Package managers play a critical role in the OSS ecosystem. I'll explain how to manage library dependencies in your application.
I'll share insights into how the Ruby and RubyGems core team works to keep our ecosystem safe. By the end of this talk, you'll have a better understanding of how to safeguard your code.
Main news related to the CCS TSI 2023 (2023/1695)
An English 🇬🇧 translation of a presentation to the speech I gave about the main changes brought by CCS TSI 2023 at the biggest Czech conference on Communications and signalling systems on Railways, which was held in Clarion Hotel Olomouc from 7th to 9th November 2023 (konferenceszt.cz). Attended by around 500 participants and 200 on-line followers.
The original Czech 🇨🇿 version of the presentation can be found here: https://www.slideshare.net/slideshow/hlavni-novinky-souvisejici-s-ccs-tsi-2023-2023-1695/269688092 .
The videorecording (in Czech) from the presentation is available here: https://youtu.be/WzjJWm4IyPk?si=SImb06tuXGb30BEH .
Fueling AI with Great Data with Airbyte Webinar
This talk will focus on how to collect data from a variety of sources, leveraging this data for RAG and other GenAI use cases, and finally charting your course to productionalization.
Unlock the Future of Search with MongoDB Atlas_ Vector Search Unleashed.pdf
Discover how MongoDB Atlas and vector search technology can revolutionize your application's search capabilities. This comprehensive presentation covers:
* What is Vector Search?
* Importance and benefits of vector search
* Practical use cases across various industries
* Step-by-step implementation guide
* Live demos with code snippets
* Enhancing LLM capabilities with vector search
* Best practices and optimization strategies
Perfect for developers, AI enthusiasts, and tech leaders. Learn how to leverage MongoDB Atlas to deliver highly relevant, context-aware search results, transforming your data retrieval process. Stay ahead in tech innovation and maximize the potential of your applications.
#MongoDB #VectorSearch #AI #SemanticSearch #TechInnovation #DataScience #LLM #MachineLearning #SearchTechnology
How to Interpret Trends in the Kalyan Rajdhani Mix Chart.pdf
A Mix Chart displays historical data of numbers in a graphical or tabular form. The Kalyan Rajdhani Mix Chart specifically shows the results of a sequence of numbers over different periods.
Recently uploaded (20)
HCL Notes und Domino Lizenzkostenreduzierung in der Welt von DLAU
HCL Notes und Domino Lizenzkostenreduzierung in der Welt von DLAU
Best 20 SEO Techniques To Improve Website Visibility In SERP
Best 20 SEO Techniques To Improve Website Visibility In SERP
Energy Efficient Video Encoding for Cloud and Edge Computing Instances
Energy Efficient Video Encoding for Cloud and Edge Computing Instances
GraphRAG for Life Science to increase LLM accuracy
GraphRAG for Life Science to increase LLM accuracy
Building Production Ready Search Pipelines with Spark and Milvus
Building Production Ready Search Pipelines with Spark and Milvus
Choosing The Best AWS Service For Your Website + API.pptx
Choosing The Best AWS Service For Your Website + API.pptx
UiPath Test Automation using UiPath Test Suite series, part 6
UiPath Test Automation using UiPath Test Suite series, part 6
AI 101: An Introduction to the Basics and Impact of Artificial Intelligence
AI 101: An Introduction to the Basics and Impact of Artificial Intelligence
20240609 QFM020 Irresponsible AI Reading List May 2024
20240609 QFM020 Irresponsible AI Reading List May 2024
HCL Notes and Domino License Cost Reduction in the World of DLAU
HCL Notes and Domino License Cost Reduction in the World of DLAU
Introduction of Cybersecurity with OSS at Code Europe 2024
Introduction of Cybersecurity with OSS at Code Europe 2024
Unlock the Future of Search with MongoDB Atlas_ Vector Search Unleashed.pdf
Unlock the Future of Search with MongoDB Atlas_ Vector Search Unleashed.pdf
How to Interpret Trends in the Kalyan Rajdhani Mix Chart.pdf
How to Interpret Trends in the Kalyan Rajdhani Mix Chart.pdf
Year 12 lesson 1
- 1. Welcome to Year 12 Media LO: To understand the requirements of the course To explore the key concept of REPRESENTATION
- 2. Year Breakdown 50 % exam 50 % coursework 1st half term Intro to Media concepts and theories, Practical and textual analysis skills JR – Mise en Scene/Sound SH: Camerawork/Editing 3rd half term FOUNDATION PORTFOLIO – THRILLER OPENING SEQUENCE 5th half term JR - TV DRAMA EXAM SH - NEW TECHNOLOGIES EXAM 4th half term JR - TV DRAMA EXAM SH - NEW TECHNOLOGIES EXAM 2nd half term FOUNDATION PORTFOLIO – THRILLER OPENING SEQUENCE
- 3. REPRESENTATION “The media do not just offer us a transparent ‘window on the world’ but a mediated version of the world. They don’t just present reality, they re- present it.”
- 4. What could these objects represent? • A tie • Sunglasses • High heels • A pen
- 5. Media terms • Denotation • Connotation Smart, businessman, sophisticated, educated, wealthy, important…
- 6. • What does he do for a living?
- 7. Denote? Connote? Mise en scene: Costume Body Language Facial Expression Setting (location)
- 8. MISE EN SCENE – ‘Put in scene’ • Everything is chosen by the director – EVERYTHING has meaning and creates the atmosphere and mood to encode messages to be decoded by the audience • C – Costume/makeup • L – lighting • P – Production Design/Space • P – Performance/body language/facial expression • P - Props
- 9. Using CLPPP – what do you denote and connote?
- 10. Analyse representation of characters • Choose two characters in a clip of your choice using CLPPP analyse how they have been represented • Could look at a tv drama scene or a film trailer
- 11. How was mise en scene used to represent different characters? Consider who is more inferior/superior • Write for ten minutes – use your new media terms – denote, connote, production design etc • You will be marked on – spelling and grammar, key media terms, depth of analysis
- 12. Mark scheme A B C Below C Media language 7 or more media terms 5 or more 3 or more 2 or less Spelling and grammar Perfect spelling and grammar 1 mistake 2-3 mistakes More than 3 mistakes Analysis Excellent detail – not obvious answers every time (subverting stereotypes) Good detail, sometimes giving unexpected answers Good detail – went for the obvious answer Limited detail
- 13. HMK • Bring a picture to next week’s lesson of someone who challenges expectations/stereotypes. • By the end of the lesson: • Take all pictures • Choose most successful, post and explain why in your new blog • Email your new blog address to • jrutherford@carshaltonboys.org
- 14. Challenge Using a digital camera take pictures for the following: Boys are tough and aggressive Boys are caring and considerate Carshalton Boys is the top school in London Carshalton Boys is the worse school in London Teenagers are all ASBOs Teenagers are thoughtful and considerate This school is at the cutting edge of digital technology This school is back with the dinosaurs when it comes to technology Teachers are scary Teachers are friendly and approachable CONSIDER YOUR MISE EN SCENE CAREFULLY Post your most successful photo to your blog and explain why