The conventions of a soap Essay Example for Free

The conventions of a soap Essay To deal with the following issues : The conventions of a soap, the Genre, the target audiences, sound and editing as well as the camera objectives. After initial problems in setting up a group, a selection of four students including myself were grouped together. Deadlines were given and this made it even more constraining. The soap is intended to be targeted to a mainly black/white working class audience mainly but also to a middle class, but not equally proportional. Targeting also a 16 -30 age group though preferably to 16-18 as thats the student audience, but is viewable by all other age groups. The time slot chosen is 19:00 so that it doesnt rival with the other television channels soaps at 19:30, 20:00 and 20:30 respectively. Also at this time most working parents and students would have been back at home whether it be that they perform a 9-5 occupation or unskilled late laborious work. This prequel to the soap is not an easy showing. It has taken a lot of weeks to design the script alone, and to gather characters is still yet an ongoing process. The concept of the soap involves a teacher, a main student as a lead character and then other students are merely extras with exceptions to two other female students who will have a major role in the soap. My responsibility is to be a main actor as the Teacher and to ensure that the soap gets produced, thus I am a quality assurancer which means that the work produced is looked over by myself for quality and then passed onto Taio who happens to be the director to ensure that it is viewable and acceptable for evening time television viewing as well as creating the storyboard from the scripts. Natalie who works in the group is the main script writer whilst Eastern is the associate camera man as opposed to all of us sharing roles as the camera man from time to time. I myself tried to be the camera man for a two-day shooting scene. Unfortunately, it was not at all good. Learning from this mistake I just kept to my role as an actor and both supporting the group when there and looking/editing the work. The first stage in the production process is the creation of the script. This determines not only the dialogue of a piece, but lays down the basis of the soaps plot. In modern television before a soap episode goes into production it is probable that its script has gone through a series of treatments and re-writes. Once a script is completed it is given to a producer whos job is to realise the script. When devising a script, it has come to the attention that it will need a lot of re-writes and perhaps complete changes altogether. Each member of the group has something to co-ordinate with the group as a whole on. We all have individual roles, but due to the shortages in the group of members we all help one another, thus there is no set positions. When developing the soap opera a lot of research was conducted by the group where a discussion of the characters and their personality profiles was viewed. Gender and euthanasia research was amongst the top on the list of the discussions within the group. Age and race was important as it had to show the racial and age ration being portrayed in the college and also what would be socially acceptable. We did not want this to be similar in anyway to grange hill but a real life soap scene. As it had to define possible events that occur in real life with a thrill to keep its viewers hooked. All the characters will have different traits to their personality, one of which will posses traits similar to that of dumbo type person whilst another will be superficially intelligent. The teacher character will play an important role as our research concluded that the teacher would be prejudice to students who are not similar to his norms. The settings and social issues will take place within the Bromley College Facilities and the plot will cover a teacher having taught a class and replacing a previous teacher. Due to stress of his students and how the students support the teacher and how the teacher deals with bullying as an issue. As a girl/boy relationship broken up by a girl having a relationship with an elder man from outside the college and all round arguments and troubled issues relating studies. The characters are from 16-20 in age with exception to the teacher whose age will be mid 30s. Channel 5 does not currently have an active soap and it was the prime selection especially for its informality in presenting shows of interest. The technical aspects of this soap have yet to be performed, although all the roles have been established camera recording has not been fully completed and is still in the draft basis. Evaluation The purpose of this evaluation is to analyse the project of creating a soap and all the practical aspects into the development of such a production. This is after completion of the final practical production. There were many problems associated with the production as there many advantageous developments. To create this production took time and, unfortunately as I had entered the group quite late did not have a stable role as such. Members of my original group had left the college, and thus joined another g roup before that individual was on the verge of being asked to leave the course. Thereby, I progressed into another group, which is currently the group now. However they had started to create the scenes and at the time of joining they had completed the script. Upon joining the group, it was already decided that Taio was the director, Natalie was the scriptwriter and co-director whiles Chris was the editor and Easten was the producer and cameraman. I started to assist as the cameraman, however, unfortunately it seems that it did not work out well. I was zooming too much into the picture frame similar to zooming pan shots in the movies. Although I did not get to see the footage I had taken, the group members informed me that it was bad. I was however still eager to help the group and although they had a different timetable to mine, I still came through. There were more problems as due to the class times of different lessons, not everyone from the team was available to assist in the filming. However, I made myself available or offered to help in all instances of their filming. On some instances, my help was not required as they had enough people to do it. I centred on my acting instead for the group and my role as the teacher. These were actually sub-categorised into two main scenes but were divided into at least 5 or more sub scenes. One recollective event is when filming the corridor scene where Evans played the bullied student, the scene was performed after the 4th repeated time of filming. This was because, at one point security within the college thought that an actual pupil was being bullied, and that on another ocassion the class room scene, it needed to be re-recorded again and again as our postures were incorrect. Taio being the director corrected the problems as and when they occurred and ensured that it was completed. Equipment Used: VHS Cameras for film capture Video Suite for Editing DV to VHS and VHS to DV convertors Tripods Microphones Room Microphones Natural Lighting Zoom Lenses Characters References : Source Materials Soap Operas Unveiled Terrence and Higgins Information on how to create soaps Ins and Outs of Soap Operas J.L.Kenzo Scenes and Practical aspects of soaps Media 1 Stanley Thornes Text Book for Media AS Dyer, Richard et al. 1981: Coronation Street. London: BFI Geraghty, Christine [1991]: Women and Soap Opera. Cambridge Political Press Goodwin, Andrew and Gary Whannel [Eds] [1990]: Understanding TV. London: Routledge Kilborn, Richard [1992]: Television Soaps. London: Batsford Livingstone, Sonia [1990]: Making Sense of Television. Butterworth Heinemann The Media Donated by my teacher Sean Stammers Information on the Media www.brookside.com Official Soap site for Brookside entailing character information www.channel4.com Tallent Information on creating scripts and soaps www.channel5.com Channel where soap should be aired and tv guide listing http://www.aber.ac.uk/media/Modules/TF33120/bucking1.html

A Hurricane Strikes - Original Writing Essay -- Papers

A Hurricane Strikes - Original Writing It was an ordinary Sunday morning. The rays of golden sunlight shone on the modest but lively village. The constant murmur of chatting filled the morning air. As children played and laughed, the men relaxed with their noses in their Sunday papers and the old ladies gathered to exchange the latest gossip. The huge trees looked protectively down on the village below and their leaves danced proudly in the breeze. In the distance, all the identical cottages had smoke rising from the chimneys. Outside one of these cottages, a tiny tanned sparrow skipped along the concrete path that led up to the welcoming front door. The cottage was set into the grassy bank and branches full with sycamore leaves stretched out from the woodland and occasionally tapped on the old-fashioned window panes. From a cloudless blue sky, the sunlight beamed down onto the cottage’s thatched roof, under which the swallows had happily secreted a nest for their squawking young. Surrounding the cottage was a crooked fence from which dirty-white paint was peeling. Above all the clattering and chattering of the children, the little old lady could be heard, as she shouted at the youngsters to get off the fence. The morning sun disappears as a monstrous, jet-black blanket of cloud suddenly appears; even the wicked and evil ravens hurry to escape the impending storm. The rain lashes down and the shrieking wind hurls itself against the helpless trees, constantly pounding them and quickly removing the remains of the once proud foliage. Everyone immediately senses disaster; suddenly panic-stricken. Screams, shouts and squeals brea... ...ls the boys off for sitting on her fence. The clouds begin to disperse and a frail beam of sunlight marks the boy’s way as he scrambles out of the hole and steps into the world to find an unimaginable sight of destruction. The blissful and cheerful world that he once knew was now just a heap of bricks, rubble and remains of people’s homes. His mind drifts to happier times, when the village was full of rowdy children and the air was filled with constant chit-chat; when there was an essence of life rather than destruction! The boy looks for the fence expecting to see his brother but, to his shock, the fence is amongst the pile of rubble, along with the rest of the town. There, on top of all the ruins he sees a once adored doll. Her sad and lonely marble eyes gazing straight up into the clear, blue sky. Waiting...

Community Health Advocacy Project Essay

The National Center for Health Statistics (NCHS [2009]), says that for every dollar used in health care, less than $0.03 is spent in health prevention activities. Community and public health nurses are in position to actively participate in health promotion. This article will describe the terms community and aggregate, and the differences between these concepts. The author will identify an aggregate and describe it as a health issue. The second part will illustrate the three stages of a conceptual framework and the application as an advocate for the aggregate. Community A community is determined by the same rules, guidelines, and governmental laws. There are different types of communities: Geographic communities (same neighborhood, suburb, or city). Equally important is the community determine by culture, which includes the ethnics and religious groups, and disable, or fragile age people. The community includes several organizations and politic associations (Messing, 2009). Aggregate Is a group of individuals, families, and groups who are associated because of similar social, personal, health care, or other needs? Elders with depression within a society are an imperative aggregate in the community. The aggregate make up a community (Miller & Keane, 2009). Differences between Aggregate and Community When several aggregate are joined, it forms a whole. The aggregates are types  of communities, and the communities are types of aggregates. Both aggregates and communities are considered as a whole, but the aggregate is on a larger scale than a community. Moreover, the aggregates can be up of communities (Miller & Keane, 2009). Identification and Description of Aggregate Depression is a crucial public health problem and a frequent mental disorder found in elderly people. Elders are at an incredibly high risk of depression because more than 50% of older adults suffer two or more chronic health condition. By 2015, adults age 65 and older will increase up to about 20% of the population in America; and by 2050, the population more than 85 is expected to reach 19 million (U. S. Census Bureau’s, 2010). Depressed elders have the highest rates of suicide as compared to any other age group. The five percent of adult older suffer of depression and a high incidence of suicide is reported in this population (Naegle, 2011). In 2004, every 100,000 people age 65 and older, 14.3 died due to suicide. This is higher than the rate of about 11 per 100,000 in the general population. The statistics of depression are rapidly increasing in this population, and it is vital to identify the risk factors and implement actions to reduce these indicators (CDC, 2010). In Miami Dade County older Hispanic men who live alone reported to having the highest levels of depression. Other risk factors also are associated, such as physical disability, lack of family and social support, chronic diseases, or cancer (Russell & Taylor, 2009). In long-term care settings the percentage of residents with depression (9%) is less than the Florida (10%) and national average (15%). Identifying depression can be difficult in elderly people because the signs may be confused with the aging process, the medication’s side effect, and some medical conditions (Hospital Compare, 2010). Christoffel’s Three Stages of a Conceptual Framework This conceptual framework of Christoffel’s occurs in three stages (information, strategy, and action).The information stage includes the collection, description, and identification of data. The patterns of occurrence, risk, and defensive factors, effectiveness of the program in each level of prevention, and barriers to implement public health programs are just as important in this stage. The results of this stage are  materialized as data reports, journal articles, and other information’s tools (Stanhope & Lancaster, 2010). The strategy stage is aimed at the distribution and gathering of information to identify what must be changed. This involves the information to professionals and lay audiences, describing short term goals, building coalitions, and disseminates these aspects. The results of this stage include policy report, campaigns and public education, press conferences, strategy meetings, and other methods of information. The action stage explains the applicatio n of methods for example rising founds, the work with the organizations (local and government), and changes of individual and social patterns. The results of this stage include changes in attitudes, resource allocation; increase the social relations, policies, and procedures, which improve the positive results in public health (Stanhope & Lancaster, 2010). Christoffel’s Stages as Advocate in Older Adults with Depression The first stage (information stage) recognizes the problem: Older adults who are at a high risk of depression because they are associated with the incidences of chronic health conditions of the elderly population. The highest rates of suicide are reported in this age group. Every 100,000 people age 65 and older, 14.3 died by suicide in 2004. This is higher than the rate of about 11 per 100,000 in the general population (CDC, 2010). Miami Dade County has higher levels of depression reported in Hispanic men. Many risk factors are related to physical disability, lack of family and social support, and chronic diseases (Russell & Taylor, 2009). Furthermore, depression in older adults is frequently misdiagnosed and undertreated. One of the most imperative barriers to achieve competent effectiveness is the lack of nursing’s knowledge to assess depression in older adults. Moreover, frequent misdiagnosis due to fact that the signs and symptoms of depression are confused with the aging process, medication’s side effect, and some medical conditions (Hospital Compare, 2010). The second stage (strategy stage) contains the creation of short-term and a time frame goal is the first step to achieve the objectives of the project. This project includes numerous activities to implement new changes in this public health area. The dissemination of data throughout public forums (newspapers, magazines, websites, radio, and television) is vital in awakening the public’s attention on this issue. The creation of an association with the different stakeholders (patients, family, health care providers, insurance  companies, a nd other social institutions) is equally as important. Lastly, it is absolutely necessary to contact local governments, community services, and voluntary organizations to organize coalition to work in this issue. The third stage (action stage) is focused on the application of the strategies such as participations in local radio, television, and publishing articles in the local newspapers to disseminate the action plan. The implementation of an educational program focused on patients, families, and health care professionals is an important step in this stage. The educational program aimed at the health care professionals (nurses, social workers, and other professionals) should be supported by evidence-based results. The Geriatric Depression Scale (GDS) will be used in this project; it is a proficient tool needed to assess depression in older adults. The National Aging Services will be contacted by the writer to obtain knowledge and support through the creation and implementation of the project. Finally to achieve the objectives it is imperative to create a multidisciplinary teamwork in the county to obtain an adequate social interaction, regulations, and legislation that permits the reduction of the asperity of this public health problem in Miami Dade County. To conclude this article demonstrated the traits of aggregate and community. This paper also characterized the Christoffel’s stages and how each stage can be applied to elders with depression. Thus, an action plan was established to improve the quality of care in this vulnerable population in Miami Dade County was described. References American Psychological Association. (2011). www.apa.org. Retrieved from http://www.apa.org/pi/aging/resources/guides/depression.aspx Centers for Disease Control and Prevention. (2011). www.cdc.gov. Retrieved from http://www.CDS.gov/aging/mentalhealth/depression Hospital Compare. (2010). www.cdc.gov. Retrieved from http://www.CDS.gov/hospitalcompare.hhs.gov Messing, A. (2009). Panxenos: An outsider’s sociology of self. Human Architecture, 7(3), 155- 172. Miller, B. F. & Keane, C. B. (2009). Encyclopedia and Dictionary of Medicine, Nursing and Allied Health (7th ed.). Saunders & Elsevier, Inc. Naegle, M. A. (2011, November). Detecting and screening for depression in older adults. American Nurse Today, 6(11), 18-22. National Center for Health Statistics. (2009). Nursing Home residents 65 years of age and over by age, sex, and race: Health United States 2009, tab 105. Nies, M. A. & Mc Even, M. (2011). Community/Public health nursing: Promoting the health of populations (5th ed.). St. Louis, MO: Elsevier/Saunders. Stanhope, M. & Lancaster, J. (2010). Foundations of nursing in the community: Community- oriented practice. (3rd ed.). St. Louis, MO: Mosby/Elsevier. U.S. Census Bureau’s. (2010. Hospitals: A randomized trial. JAMA, 304(17), 1912-1918. Retrieve from http://www.http//2010.census.gov/news/releases/operations/cb11-cn147thml

Earn an Online Certificate From an A-List School

Did you know that you could earn a certificate from Harvard, Stanford, or Cornell without leaving your house and without having to meet rigorous enrollment requirements? Several prestigious schools offer open-enrollment distance learning certificate programs targeted to working professionals that dont have time for lengthy residencies. The coursework can be challenging. However, a certificate from a prestigious school can make your resume stand out from the crowd.Consider these certificate programs:​Stanford – Stanford offers a variety professional and graduate certificate programs that may be completed through distance learning. Many of the distance learning courses must be completed by watching live video broadcasts through the internet. Some of the science and technology based professional certificates such as the Computer Security Certificate Program (off-site link) may be earned in just a few hours online. This can be a particularly quick way to get formal recognit ion for skills you already have.br/>Harvard - Through the Harvard Extension School, students can choose from dozens of distance learning courses each semester and even earn a graduate certificate by taking a series of five courses in a particular field. Certificates in sustainability, strategic management, web technologies, and religious studies education may be earned completely online.Cornell – eCornells distance learning website offers certificates in over twenty different subjects and five fields including Leadership and Strategic Management, Financial Management, Management Skills, Human Resources, and Hospitality and Foodservice Management. Some certificates such as the Financial Management Certificate (off-site link) ask students to complete as few as four courses. Others require more.Earning a distance learning certificate can be an effective way to improve your resume and your skills. Dont forget to mention it at your next job interview.