Work Attachments

At this point, the prospect of doing a work attachment is a little nerve-wracking. The Lectorial on Monday probably raised more self-doubt and concerns than eased them. However, I am attempting to stay positive, so let’s see if I can simplify the process. I’m glad that it was specified that the work attachment is not an internship, as that conjures up images of doing meaningless tasks like coffee runs and being underpaid or not paid at all without any prospects of future employment.

From the Work Attachment Guide:

  1. You must complete 80 hours by the end of the semester in which you complete Media 6
  2. You will not be eligible to graduate until your work attachment has been completed.
  3. For your attachment workplace to qualify you must be supervised by a professional practitioner.
  4. You must complete a 1,500 word written report – see below
  5. You are expected to speak to the careers officers at least once before you begin your attachment. 

80 hours? That seems like a huge amount. But, broken down, especially between 2 or more work attachments, it won’t be so intimidating. #2 seems reasonable too, I mean, you don’t really want to graduate with no work experience and no connections. As much as I like my part-time job, I hope to eventually do something other than make coffee for other people.

‘Professional practitioner’ is quite broad. From what I could understand, it essentially means anyone who works in the media, from advertising, journalism, public relations, to new media.

So what are my ideal outcomes for an attachment? Firstly, to gain insight into what it’s like to actually work in the media industry. And, importantly, as has been stressed in the lectorial, to expand my professional network. My main concern is that I don’t have currently have any specific skills to bring to a work attachment. It’s the old adage: you need experience to get work, and you need work to get experience. Ideally, my first attachment would have to be something that allows me to demonstrate my personal skills: I’m reliable, attentive, punctual, organised. Maybe I don’t yet know all the ins and outs of the media industry, but these skills and qualities are a good start.

 

Nick Moore’s “Video Essay Video Essay”

A video essay about video essays. Video essay-ception.

Moore’s video essay is a good example of how video essays can work well, whilst simultaneously analysing video essays. He starts off by explaining how video essays are a popular form, and indeed they are. They are more accessible and perhaps easier to produce than long winded academic essays. Examples of video essays such as supercuts, which can, for example, take common elements of different films and cut them together in order to re-contextualise them.

He proposes that ‘a video essay must collect its material from everywhere,’ and, that it is ultimately, a ‘film about ideas.’ In a written essay, the main tool is language, but video essays combined text, sound, and image.

Moore’s video essay did present a set of ideas. It was clear that his video was created with the affordances of the visual medium in mind – it was snappy, engaging, and entertaining, all the while remaining provocative in terms of ideas. Its structure was significantly less formal than an academic essay, but there was a certain structure discernible. There are almost visual paragraphs; whilst a myriad of ideas are presented, they are separated from each other in an order that is logical and easy to follow, and the essay is topped off with a conclusion.

I’m unable to link Nick Moore’s video essay here, so I’ll leave you with another excellent example Ingmar Bergman’s films that employs similar techniques as Moore.

Q&A Scandal

Photo credit: ABC

Ah, Q&A. Always delivering the goods.

Tony Abbott has declared ‘heads should roll’ over the scandal that involved Zaky Mallah, who was acquitted of terrorism offences, putting questions to MP Steve Ciobo. Q&A has previously been in hot water over airing  a tweet of someone with a rather lewd Twitter handle.

The panel discussion show which airs on ABC, features two interactive components: the live audience, and live Tweets from audiences watching at home which appear on the screen. This format allows for some interesting discussion and feedback, but it is also risky for the ABC. Live audiences are uncontrollable, and nor (at least they claimed) do they have control over the user names of the Tweeters who appear on screen. The ABC, as an institution, is able to curate the guests in their audience, the comments that appear on the screen, but they can’t control what questions are posed by their guests, and how the interviewees may respond.

Whether you believe it was a mistake to invite Zaky Malik to question Ciobo or not, this remains an interesting example of the times when institutions are able to exert power, and where they can lose control.

 

Week 10 Reflection

Seeing as we didn’t really do an ‘activity’ per se in this week’s workshop, but mainly focuses on working in our groups for project brief 4, I decided to take this opportunity to provide some brief reflection on the progress we’re making and how we’re working together as a team.

First off, I’m super pleased with how our group is working together. We all seem motivated and organised, and are working towards the same goal. We’ve been meeting regularly, both in person and online (through Skype and Facebook.) The Facebook group we have created has been invaluable for sharing interesting relevant links, arranging time to meet up and posting any other important stuff. It’s also been helpful using Google Drive and Docs, as we are all easily able to edit documents at the same time.  This has led to some really productive (and humorous ) results.

The hardest thing so far has been finding time to work on PB4 together, as all of us also have personal commitments to balance with university work. So far, though, I’m feeling positive we’ll be able to bring together all our work to produce great results.

The National Broadband Network

M. Dias, et. al’s Asynchronous Speeds: Disentangling the discourse of ‘high-speed broadband in relation to Australia’s national broadband network’ discusses the term ‘high speed broadband’ and how this term presents problems.

We discussed this reading and the issues it delves into in quite  a a bit of detail in the workshop this week. Why is Australia so behind in internet speeds that we need a convoluted, politically loaded broadband plan to try and fix it?

Firstly, Australia is a large country. Although most of the population live in urban areas, rural areas still needs to be serviced with phone and internet, which can be expensive.

Secondly: The Telstra Monopoly. Telecom networks used to be owned by the government, but it was privatised and renamed Telstra. Since then, it has been actively trying to crush competitive providers that threaten to provide better service and faster broadband speeds.

With the future of fibre to the home proposed in the original NBN plan looking grim, our internet speeds will remain inferior to the rest of the world. In today’s internet age, speeds of 1-6mbs down are not acceptable. See this article for a discussion on how Netflix has affected internet speeds.

Speeds is so important, especially media makers. A video that takes 12 hours to upload puts a significant dent in your workflow. In my opinion, it’s embarrassing to have Australia falling so far behind the rest of the modern world.


 

Source:  M. Dias, M.Arnold , M.Gibbs, B. Nansen & R. Wilken, ‘Asynchronous speeds: Disentangling the discourse of ‘high-speed broadband in relation to Australia’s national broadband network’, Media International Australia, Incorporating Culture & Policy, Jun 2014, Issue 151, p.117-126

 

 

Trigger Warnings – A form of censorship?

First, let’s take a look at what a trigger warning is. According to Urbandictionary.com, a trigger warning is a phrase posted at the beginning of posts, articles or blogs, that signals that the following content may be offensive or upsetting. Sounds reasonable, right? After all, similar warnings exist in broadcast media, such as on news broadcasts if they are about to show upsetting footage.

Screen Shot 2016-05-10 at 6.58.45 pm

It’s also not dissimilar to the rating system, which informs consumers and audiences about media content. Someone who is upset by violence can choose not to watch a film that is rated MA 15+ and advises that it contains violence. Similarly, in class today, our lecturer warned us that a video he was about to show touched on suicide and mental illness, and that we could choose to leave the room and not watch the video if we might find it upsetting.

All of this seems perfectly reasonable, right? Then why have these ‘trigger warnings’ caused so many people to take up arms? The example phrase on urbandictionary.com is undeniably bitter: “Trigger warning: If you think this phrase needs to be posted before politically incorrect opinions, you don’t belong on the internets.”

It’s tempting to comment on the validity of the opinion of someone who refers to the Internet as ‘the internets’, but instead, let’s take a closer look at why people are so upset. A recent occurrence in American universities and colleges has been the attempt to get it of anything that may cause offence, ranging from banning certain phrases, to literature. Students are even demanding trigger warnings for F Scott Fitzgerald’s The Great Gatsby because it contains misogyny and physical abuse.

However, as G Lukianoff and J Haidt from The Atlantic purport: “ According to the most-basic tenets of psychology, the very idea of helping people with anxiety disorders avoid the things they fear is misguided.” They argue that it is good for students with PTSD to gain exposure to these negative associations, especially in safe places such as classroom discussions.

As somebody fortunate enough to have not suffered any significant traumatic experiences, I can’t really give an opinion on whether trigger warnings are necessary or not. But, for what it’s worth, I do believe that it’s impossible and unethical to try and remove and ban all things that have a chance of offending someone. We do not live in an offense-free world, and part of life is to learn to live with this fact.

Sources:

Lukianoff, G,  Haidt, J. ‘The Coddling of the American Mind.’ (2015) The Atlantic. Link

www.urbandictionary.com

Nike: An Institution

I was in the elevator in building 80 the other day, and noticed that 7 out of the 12 people in the elevator were wearing Nike shoes (myself included, I must admit.)  Today’s Lectorial reminded me of this incident. Nike is an institution: it is enduring, has a certain status, is collectivist, and promotes certain values that its employees and fans alike share. Most important of all, however, is its brand. The famous ‘just do it’ line and the Nike ‘tick’ are almost ubiquitous today.

Nike’s brand, though rooted in sports, has become part of popular culture. It is perhaps more important than the actual products it produces, as many consumers are drawn to the brand due to the lifestyle it promotes. Through its partnerships with athletes, Nike has managed to stay relevant through the years.

I think ‘sneaker culture’ has had somewhat of a surge in popularity throughout the last few years, becoming fashionable for not only men but also women – so, hurray for comfy footwear equality.

Ladies rejoice. Source

What are institutions?

 

What are institutions? This week’s topic had me somewhat puzzled, so I turned to dictionary.com for some enlightenment, but, faced with no fewer than 8 different meanings, I was none the wiser.

Screen Shot 2016-05-09 at 3.12.31 pm

I then Google searched ‘institutions media’ and found this somewhat more relevant definition:

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Screenshot taken 9/5/16

From what I’ve been able to piece together, institutions can can take on different forms, from social institutions like marriage, or media institutions like the ABC, both of which are relevant to the study of media and communication.

Institutions are concerned with the organising structures of society, as well as social, political, cultural and economic relations. Media institutions are long-standing, such as cinema, and are associated with certain values and working practices.

Examples of media institutions include:

  • Community radio
  • Public broadcasting
  • Cinema
  • Journalism
  • The news

Copyright – Reading The Fine Print

The Lectorial regarding copyright on Monday prompted us to think about what rights we have regarding work we create, and how these copyrights may be affected by sharing work online. We not only have to take into consideration whether we have used any copyrighted work, but also which of our rights we are giving up by posting through different services. We were shown Twitter’s terms of service regarding copyright:

Screenshot taken 7/5/16

Twitter’s terms of service. Screenshot taken 7/5/16. Source

By posting on Twitter, you are granting them a worldwide, non-exclusive, royalty free license, which is perhaps a whole lot to be giving away for free.

This led me to consider Instagram, which is a popular app/website which is used frequently by photographers and artist to share their work. It has often been criticised for its policies. However, it’s terms of use are similar to those of Twitter: whilst you retain ownership of your work, you are granting them a non-exclusive, fully paid and royalty-free, transferable, sub-licensable, worldwide license. This means they can use your work wherever they want, anywhere in the world, for free.

Instagram's terms of Service. Screenshot taken 7/5/16. Source

Instagram’s terms of Service. Screenshot taken 7/5/16. Source

It’s important to remember that once you post something online, you have no control over what happens to it. An important of example of this is when last year, artist Richard Prince screenshotted people’s Instagram posts and hung them in a New York gallery, and sold them for a pretty 90k. He did not ask their permission, those affected did not find out photos of them were hanging in a gallery until their friends told them about it.

So be careful out there, kids.

Instagram’s First Masterpiece?

Credit/Source: Arcadia Missa/Amalia Ulman

 

Amalia Ulman, an Argentinian artist, posted a series of photos on her Instagram account in 2014, mostly selfies taken on her phone, that appeared to chronicle her life. She posted about pole dancing classes, having breast surgery, breaking up with her boyfriend and becoming a ‘sugar baby’ to make ends meet. She received criticism from her peers – who believed it all. However, these posts were all part of an art project playing on stereotypes of women online. She had manipulated her followers into believing this fake life.

This is an interesting case that demonstrates how audiences can be easily manipulated through online media. Despite post-broadcast theories regarding active audiences, who are supposed to be critical of media texts, Ulman’s followers easily believed her posts to be the truth.

We discussed in the workshops today some of the cons of social media and the internet. Whilst this means of communication can be instantly gratifying and spread quickly, it is perhaps not as reliable as more traditional media produced by institutions who have to abide by codes of practice. Most audiences who are communicating via social media have no such liability, and it is therefore easy to spread misinformation.

“The idea was to experiment with fiction online using the language of the internet,” said Ulman about the project.