The Bbc And The Public Service Broadcasting Media Essay

The Bbc And The Public Service Broadcasting Media Essay John Reith had founded BBC in 1922, to inform, educate and entertain. In the 1930s the BBC expands by the construction of Broadcasting House, the first ever purpose-built broadcast center in the UK. The BBC creates an ever expanding range of radio broadcasts across arts, education and news, launches the Empire Service, and experiments with the worlds first ever regular TV service under John Logie Baird. The TV service closes during World War 2, which makes BBC radio crucial. Winston Churchill makes his famous inspirational speeches over the BBC airwaves, and BBC news becomes a lifeline for countless listeners in the UK and around the world. Radio also launches some of its long-running programs such as Womans Hour and Book at Bedtime; and creates the groundbreaking Third Programme. The 1950s is the decade of television. In 1953, 20 million BBC viewers watched Elizabeth II crowned. Following television innovations include Attenboroughs Zoo Quest, Blue Peter for children, the creation o f daily news bulletins and analysis programs such as Panorama, and the first ever British TV soap. The building of the first ever purpose-built TV center in the world takes place in the 1960s. In this decade also a momentous technological breakthrough happens, as the nation gasps at pictures of man on the moon and observes the transition to new color television. In the 1970s, Morecambe and Wise make the whole nation laugh. The Family shows us ourselves as never before in the first fly-on-the-wall documentary. Drama expands to span both the dark and the literary, from Dennis Potter to the BBC Shakespeare Project. A devastated world gives a new focus to the BBC in the 1980s. One of the largest TV audiences ever is recorded for Charles and Dianas wedding and the BBC launches its most popular TV soap of all time, EastEnders. In the 1990s BBC enters the digital age in this decade, developing a range of digital broadcasting and internet services. Also news goes 24 hours, Princess Diana do minates the documentary headlines and by the end of the 1990s, 19 million people watch her funeral. The 2000s is the digital decade, the BBC responds to audiences need to have program content anytime, any place, anywhere. The IBBC iPlayer launches successfully at the end of 2007, which gives viewers in the UK the opportunity to catch up on programs screened over the previous seven days. Also the BBC website grows fast with an average of 3.6 billion hits per month. http://www.bbc.co.uk/historyofthebbc/innovation/index.shtml 3. What are the implications of the 1954 Television Act? The Television Act of 1954 created Independent Television, a new advertising-financed service, to compete with BBC. This of course caused implications for the BBC, since they were no longer the only commercial television. http://www.museum.tv/eotvsection.php?entrycode=britishtelev 4. What was the influence of the introduction of commercial television? 5. What is included in the Television broadcasting Act of 1990? Rules introduced on cross-media holdings to prevent ownership being concentrated in too few hands. National newspaper owners prevented from holding more than a 20% stake in TV companies, with similar restrictions on cross-ownership between commercial TV, satellite TV and national radio stations. Loophole controversially protected Rupert Murdoch on basis that Sky was defined as a non-UK service. Continental companies allowed bidding for licenses or taking over license-holders. Companies allowed owning more than one license: holders of one of nine large franchises (e.g. north-west England) also allowed controlling one of six small franchises (e.g. south-west England). Independent Television Commission (ITC) becomes new light touch regulator governing terrestrial and cable-satellite services, with key task of awarding 15 ITV regional licenses and national breakfast license by auction: license to go to highest bidder, assuming it meets quality threshold and ITC does not invoke exceptional circumstances to choose an under bidder. Radio Authority set up, awarding licenses (also by competitive tender, i.e. auction) for three new national commercial stations and for many more local commercial stations. Broadcasting Standards Council given statutory status, although rulings not binding. Channel 5 to be set up, with license awarded by auction. Channel 4 to lose its link with ITV by being allowed to sell its own advertising, but not (as the free-marketers would have preferred) to be privatized. Advertisers had lobbied for the competition in the sale of air-time this ensured, but no one knew if the channel could generate enough ad revenue without compromising program standards. Hence the safety net 14% of all commercial terrestrial ad revenue (the funding formula) protecting its funding. http://www.guardian.co.uk/media/2000/nov/20/broadcasting.mondaymediasection2 An Act to make new provision with respect to the provision and regulation of independent television and sound program services and of other services provided on television or radio frequencies; to make provision with respect to the provision and regulation of local delivery services; to amend in other respects the law relating to broadcasting and the provision of television and sound program services and to make provision with respect to the supply and use of information about programs; to make provision with respect to the transfer of the property, rights and liabilities of the Independent Broadcasting Authority and the Cable Authority and the dissolution of those bodies; to make new provision relating to the Broadcasting Complaints Commission; to provide for the establishment and functions of a Broadcasting Standards Council; to amend the Wireless Telegraphy Acts 1949 to 1967 and the Marine, c., Broadcasting (Offences) Act 1967; to revoke a class license granted under the Telecommu nications Act 1984 to run broadcast relay systems; and for connected purposes. http://www.palermo.edu/cele/pdf/Regulaciones/ReinoUnidoBroadcastingAct(1990).pdf 6. What is the role of BBCs Royal Charter, the BBC Trust and Ofcom?  »Ã‚ ¿The Royal Charter is the legal basis for the BBC. It sets out the public purposes of the BBC, guarantees its independence, and outlines the duties of the Trust and the Executive Board. The word trust is used in the name of the BBC Trust in an informal sense, to suggest a body which discharges a public trust as guardian of the public interest. The word is not used in its technical legal sense, and it is not intended to imply that the members of the Trust are to be treated as trustees of property or to be subject to the law relating to trusts or trustees. Ofcom means the Office of Communications; http://downloads.bbc.co.uk/bbctrust/assets/files/pdf/about/how_we_govern/charter.pdf http://www.bbc.co.uk/bbctrust/governance/regulatory_framework/charter_agreement.html 7. What broadcasting stations exist in the UK? Mention history, type of station, target audience and mission of the station. 8. What are the trends in television viewing in the UK? 9. What are the advantages of new forms of television viewing? 10. How is the television market financed in the UK? 11. What are the expectations for the future television landscape in the UK? (From a broadcasters point of view) 12. What is cross-media ownership?

Independent Study Project :: essays research papers

Comparative Study of Murder Mysteries; Agatha Christie and Sheila Radley   Ã‚  Ã‚  Ã‚  Ã‚  The novels Death of a Maiden and Appointment with Death, written by Sheila Radley and Agatha Christie, are murder mysteries describing a betrayal of trust. While both are similar in this way, it is the differences between the two novels that make the similarities remarkable. By comparing the victims, the killers, and the investigators, the differences in the novels are revealed.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  The victims in the novels, Mary Gadge and Mrs. Boynton, were murdered in very different ways. Mary Gedge was drowned in Ashthorpe river in her home town of Godbold;   Ã‚  Ã‚  Ã‚  Ã‚  The girl lay face-down, arms outstretched, rushes woven among her fingers. She wore a long dress of cotton, sprigged with tiny flowers, and the hem of the dress swung and rippled round her legs with the motion of the water. Gathered flowers--enamelled buttercups, mauve lady’s smock--floated about her body and clung to her hair and her dress wherever they touched. It looked a quiet way to die. (pg 6 Radley) Mrs. Boynton on the other hand, died a quiet and unexplainable death. Miss. Gedge was a young woman in the prime of her life loved by everyone, while Mrs. Boynton was a grouchy old shrew whom even her family couldn’t stand. It was because of the differences between the victims that the police inspector’s investigations were completely different. In the case of Miss. Gedge inspectors Tait and Quantrill could not find any substantial evidence pointing towards a motive. Tait compared the fate of the Page #2 young woman to that of Shakespeares’s Ophelia. Ophelia committed suicide in the play Hamlet reflecting the inspectors original view of Mary Gedge’s death. In the case of Mrs. Boynton, on the other hand inspector Poirot had numerous suspects with convincing motives.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  The motives of the killers, were a lot alike. In some ways they can be both viewed as mercy killings. Miss. Gedge was killed by Jean Bloomfield who used to be Mary’s teacher. Jean killed Mary because she saw a lot of herself in Mary, and didn’t want to see Mary travel the same downward path that she did in her later years. Mrs. Boynton was put out of her misery by Lady Westholme, because of the suffering she imposed on herself and them. Mrs. Bloomfield didn’t have a reasonable motive, where as in the killing of Mrs. Boynton I can understand. She was described as a mean over powering lady who forced the lives of her children to revolve around her, â€Å"The old woman’s mouth widened into a malicious smile as she looked at Raymond.

What is Scientific Inquiry

Science comes from the Latin word â€Å"scientia† which means knowledge. Obtaining that knowledge starts from asking questions. Once the question is asked, what follows is a series of processes known as the â€Å"Scientific Inquiry. † One can therefore say that scientific inquiry is a way in which discoveries are shared. Since scientific inquiry is a process, the steps to be undergone must be definite or follow a set rules. The data obtained for example must be empirical, observable and measurable. One reason is that any discovery made through scientific inquiry must be verifiable and repeatable. That is, it can be done by other people and reach the same conclusion. The steps to be followed in making a scientific inquiry is that after the question has been asked, the next step is to formulate a hypothesis. A hypothesis is a suggested answer to the question asked. In order to check if the hypothesis made is true, an experiment is then done. The results of the experiment can either support the hypothesis or not. Whatever the result is, a conclusion is then made. Scientific inquiry therefore can be simplified into four steps. First step is to ask a question on a particular phenomenon. If the problem seems to be a new one, then move to the next step. The second step involves making an explanation. The third step is to make a prediction based on the explanation made. That is, if the explanation is true, what happens after? What consequences will arise? The fourth and final step is to do a test. The tests usually done is to disprove the explanation made in the second step. If one is unable to do so, then the explanation is said to be proven as true. The model discussed above though is not the only one that can be done. That is, the process that involves hypothesis then experiment then results. In zoology for example, observation instead of experimentation is used. In physics, since some experiments can be done physically, scientists instead do what is called as â€Å"thought experiments† if they want to find out if their hypothesis is true. While different fields follow different steps, scientific inquiry has certain features that distinguishes it from other methods. As already mentioned earlier, the result must not only be objective but the results must be repeatable. Meaning other people can do the same processes and come up with the same conclusion or results. Remember that the first step in science inquiry is about asking a question. Students, elementary in particular, can learn not only how to ask questions but also use facts and evidence in answering them. As the student undergoes the process of scientific inquiry, he or she will learn how to how to conduct experiments or do investigations. The students also learns how to get results or facts from a wide number of sources in order to get their answers. Again, since it is a process, scientific inquiry is therefore not limited to science subjects alone. It can be used on an assortment of topics like history, physical education and even mathematics. Let us say for example than an elementary teacher wants to introduce the class to the concept of Subtraction. By the method of counting, the teacher can ask the students how many ducks, for example, are left when one of the ten ducks is a pond swims away. Continuously doing these, like what if two swim away, the students will be able to get the idea of subtraction. The teacher should be able to activate the interrogating skills of children and then aid them in the process by giving them data to observe and understand. This way, both the learning and thinking processes of the child are facilitated. Another thing to remember in conducting scientific inquiry is that if one does not want to be involved in a though experiment, then the teacher should ensure that the students can avail of the instruments that are needed. The instruments need not be laboratory instruments but also things that can be found even in nature or in the surroundings. Suppose the teacher wants the class to know what factors are needed in order to determine the visibility of, say, a rainbow. The hypothesis would be that since the light coming from the sun can travel through rain drops, the rain drops disperses the sun's light into colors which can then be seen by the eyes. With this in mind, the proposed experiment would be that if a student faces a rising sun from the east on an early rainy morning, then the student will be able to see a rainbow. We expect then that the result of the experiment would that the student will be able to see a rainbow if he faces east on a rainy morning. Now suppose that when the student did so, he or she did not see a rainbow. But when the student looked the other way or west, a rainbow was observed. Under the process of scientific inquiry, one can then conclude that in order to view a rainbow, one must not be facing the sun. The visibility of a rainbow thus have other factors aside from the light of the sun being dispersed by the rain drop. What those factors are, the teacher can then again have the students conduct another scientific inquiry. The concept of scientific inquiry is thus very important in a classroom setting. Conducting scientific inquiry in class means that the students will be able to practice high order thinking skills while learning science using a hands-on approach. By teaching this concept at an early age, the skills they develop as a result will prove beneficial in the future. Among others, the process encourages children to think using their problem solving skills, to be resourceful in gathering, analyzing and interpreting information provided in their environment, to be able to make predictions that could aid them in decision-making, and most importantly, to find ways to survive in a constantly evolving world.

Essay on The Symmetry A World with Both Lamb and Tiger

Why did God create both gentle and fearful creatures? Why did God create a world with bloodshed, pain and terror? The Tyger by William Blake, written in 1794 and included in his collection Songs of Innocence and Experience, takes readers on a journey of faith. Through a cycle of unanswered questions, William Blake motivates the readers to question God. Blake sees a necessity for balance in the world, and suggests to the readers that God created a world with a balance of good and evil so that humanity can see goodness more clearly through contrast and comparison. This theme is achieved through the poems imagery, figurative language, and structure. Through the use of symbolism and figurative language, the images Blake creates of†¦show more content†¦The expression wings dare he aspire can also be an allusion of heaven, as wings represent angels. The tiger was born in distant deeps or skies(787), implying that the tiger was created with the creators consciousness and fa ntasy. The verbs: twist, seize, and burnt all foreground the power and strength of the creator. Through these lines: And what shoulder, and what art,/Could twist the sinews of thy heart?(787), Blake demonstrates the creators capability. Originally, sinews is defined as the very tendon that enables the heart to beat. Blake uses sinews here as a metaphor for strength, power, and life. Thus, to twist the sinews requires physical prowess. Blake seems to be suggesting that the creator of the tiger is not only strong; but also, the creator believes in his own strength and vision. The word shoulders represents responsibilities and burden; therefore the term implies the risk the creator had to take for creating such a fearful creature. Through these lines: What the hammer? what the chain?/In what furnace was thy brain?/What the anvil? what dread grasp/Dare its deadly terrors clasp?(788) a vivid picture of the forging process is presented in front of the readers. And the image of a powerful, courageous, and artistic creator of the tiger deepens. It leads the readers to speculate who the creator could be if not God. The tools - hammer, chain,Show MoreRelatedComparison of Two Poems: the Tyger and the Lamb844 Words   |  4 Pagesthe comparison between ‘The Tyger’ and ‘The Lamb’ because they both have similar themes but are concerned with very different aspects of life. ‘The Tyger’ concentrates on the dangers to be faced in life and nature while ‘The Lamb’ celebrates nature as seen through the innocent eyes of a child. Blake examines different, almost opposite or contradictory ideas about the natural world, its creatures and their Creator. William Blake is the narrator of both poems which emphasizes his questioning ofRead MoreThe Lamb and the Tyger Essay1437 Words   |  6 PagesTyger and The Lamb by William Blake, written in 1794 included both of these poems in his collection Songs of Innocence and Song of Experience, takes readers on a journey of faith. Through a cycle of unanswered questions, William Blake motivates the readers to question God. These two poems are meant to be interpreted in a comparison and contrast. They share two different perspectives, those being innocence and experience. To Blake, innocence is not better than experience. Both states have theirRead MoreOpposition in William Blakes The Lamb and the Tyger689 Words   |  3 PagesBlakes The Lamb and The Tyger William Blakes Songs of Innocence and Experience contain some of his most known poems including The Lamb from Songs of Innocence and The Tyger from Songs of Experience. These two poems are intended to reflect contrasting views of religion, innocence, and creation, with The Tyger examining the intrinsic relationship between good and evil. Blake utilizes contrasting images and symbols to examine opposing perspectives of good and evil. In The Lamb, Blake usesRead MorePoem Analysis of William Blakes The Tyger682 Words   |  3 PagesPoem: The Tiger, William Blake (1757-1827) TIGER, tiger, burning bright In the forests of the night, What immortal hand or eye Could frame thy fearful symmetry? In what distant deeps or skies Burnt the fire of thine eyes? On what wings dare he aspire? What the hand dare seize the fire? And what shoulder and what art Could twist the sinews of thy heart? And when thy heart began to beat, What dread hand and what dread feet? What the hammer? what the chain? In what furnace was thy brain? What theRead MoreThe Tyger By William Blake Essay969 Words   |  4 Pagessymbolic poem, as ‘The Tyger’ is actually the contrast to one of Blake s other poem, The Lamb, both poems are from the book of â€Å"Songs of Innocence and Experience†. If you are familiar with the Christian Bible, it states â€Å"Jesus is the Lamb of God.† The Tyger is comprised of unanswered questions as to who could have created a terrifying creature, a tiger. As if the lamb represented the good in the world, while the tiger represent the evi l. Blake’s purpose of this poem in its complexity was to show its readersRead MoreContemplating Gods Creation in William Blakes The Lamb and The Tyger1205 Words   |  5 Pagesseen in â€Å"The Tyger† and â€Å"The Lamb.† Both poems demonstrate how the world is and to sharpen one’s perception. People perceive the world in their own outlook, often times judging things before they even know the deeper meaning of its inner personification. Blake’s wondrous questions actually make an acceptable point because he questions whether God created the tiger with the same intentions as he did with the lamb. In â€Å"The Lamb,† the speaker asks the lamb about how it was made, the clothingRead MoreThe Tyger And The Lamb By William Blake991 Words   |  4 Pagespull, to the world. Because of this truth, no thing that exists is entirely one thing or the other. Every animal, object, and event that has ever existed may have had bad effects in one situation, but good effects for another situation. And every human, by extension, has aspects about them that can be viewed as both good and evil. In his poems, â€Å"The Tyger† and, â€Å"The Lamb†, author William Blake explores the ideas of duality, and how each thing must have an equal opposite. He uses both these poems toRead More The Underlying Message of The Tyger by William Blake Essay1461 Words   |  6 Pagesin â€Å"The Tyger† (specifically the tiger itself). This often leads to confusion concerning the underlying message of the poem. Compared to Blake’s â€Å"meek† and â€Å"mildâ₠¬  lamb, the tiger is hard to accept. It is a symbol for that which people fear. For some, their fears are not reality, and are much easier to ignore than accept. But no matter how hard to accept, the lamb and tiger are equally important, and together create a balance that is ideally healthy for the world. The Tyger can be interpreted throughRead MoreWilliam Blake s The Lamb And The Tyger1473 Words   |  6 PagesWhile Blake’s â€Å"The Lamb† and â€Å"The Tyger† contrast each other as the innocence and experiences that happen in the world, they also reflect on how our Creator could create such evil and purity in the same world. The same of Wordsworth’s representation of his past self vs. his present self, both are necessary to understand â€Å"the life of things† more deeply. Innocence is the foundation upon which experience is built meaning that experience and tragic parts of life start from the innocence of a personRead MoreSymbolism In The Ty ger By William Blake901 Words   |  4 PagesThe Greek philosopher Epicurus, once said â€Å"Is God willing to prevent evil, but not able? Then he is not omnipotent. Is he able, but not willing? Then he is malevolent. Is he both able and willing? Then whence cometh evil? Is he neither able nor willing? Then why call him God?† To fully understand what God is and what he can do, His power must be brought into question. William Blake’s poem â€Å"The Tyger† accurately portrays this reality and brings this thinking of God into the light with his poem. In