Outcome Chart - Alberta - COM2125: AV Postproduction

COM2125: AV Postproduction

1. apply postproduction techniques to complete an audio and/or a video project according to a production plan

1.1 produce an audio and/or video project, using prepared production plans and storyboards

1.2 identify and employ appropriate use of file formats

1.3 investigate and explain emerging editing technologies and recording and editing methods

1.4 import audio and/or video

1.5 edit, manipulate and arrange imported audio and/or video in a time line

Outcome Chart - Manitoba - Career Development 10: Full Credit

Personal Management

Overall Expectations

GLO A: Build and maintain a positive self-image.

Specific Expectations

1.A.4 Discover the importance of developing a realistic and positive self-image and the consequences of an erroneous one.

1.A.5 Identify how a realistic and positive self-image contributes to self-fulfillment, both personally and professionally.

1.A.6 Evaluate the impact of self-image on self and others.

MediaSmarts Resources

Outcome Chart - Newfoundland and Labrador - Writing 2203

Outcome Chart - Newfoundland and Labrador - Writing 2203

New Brunswick – Creative Arts 110

Strand: Create

GCO 2: Analyze the interconnectedness of art and culture

Skill Descriptor:

SCO 2.2 Describe how art reflects culture and culture reflects art.

Concepts and content:

Artists are motivated to create for a variety reasons and intentions including:

• preserving and celebrating culture
• social commentary
• filling a ‘need’ (personal, economic, preference)

As society changes, art responds. As art changes, society responds.

Pyramid Power: How Hate Spreads Online

The last few weeks have shed an unprecedented light on the use of digital media to spread and inspire hatred. Michael Zehaf-Bibeau, the perpetrator in the attacks on Canada’s National War Memorial and Parliament buildings, appears to have been motivated in part by exposure to online postings by a self-described member of the Islamic state^[1], and the Federal government has already stated that it intends to create tools to remove online content that promotes the “proliferation of terrorism.”^[2]

Working for a living

One of the most unusual things about Internet-based businesses is that few of them try very hard to make money. Of course, with a very few exceptions (such as Wikipedia) making money is certainly in the business plan, or there wouldn't be all that venture capital floating around, but in general the approach has been to come up with a good product or service first, and only look for ways to make it profitable after it's acquired a steady clientele. Hugely important and successful ventures like Google, YouTube and Facebook all started out operating at a significant loss. This pattern continues today: it's already hard to imagine the Internet without Twitter, but so far that service isn't earning its makers much money (though you can be sure they're looking for ways to do that.)

Cyber Security Consumer Tip Sheet: Safe practices for e-commerce

Thanks to the Internet, we now have access to an online marketplace of staggering proportions. If it exists, then it’s probably on the Internet. Despite the benefits of online commerce, there are a few pitfalls and risks to watch out for in order to make your online shopping a positive experience.

Outcome Chart - Nova Scotia - English Language Arts Grade 7

Overall Expectations:

Learners will plan oral, written, and visual personal and critical responses, in relation to audience and purpose

Specific Expectations:

Outcome Chart - Ontario - Health and Physical Education Grade 7

This outcome chart contains media-related learning outcomes from the Ontario Grade 7 Health and Physical Education curriculum with links to supporting resources on the MediaSmarts site.

Outcome Chart – Nunavut - ELA 5

Strand: Uqausiliriniq

Overall Expectations:

1. listen, speak, read, write, view and represent to access and explore prior knowledge and experiences of self and others.

Specific Expectations:

1.1.1 Seek others' viewpoints to reflect on personal understanding

1.2.1 Use prior knowledge and experiences selectively to make sense of new information in a variety of contexts

1.2.2 Explain the importance of linking personal perceptions to others' understandings