LEARNER GUIDE - Yellow Media Publishers · UNIT: MODULE: LEARNING 117559 Produce studio recorded programmes CREDITS: 15 NQF LEVEL: 05 LEARNER GUIDE 62069 National Certificate: Radio

LEARNING

UNIT:

117559 Produce studio recorded

programmes

CREDITS: 15

NQF LEVEL: 05

MODULE:

LEARNER GUIDE

62069 National Certificate: Radio Production

Credits: 159

NQF LEVEL:05

US ID: 117559 Page 2

Learner Guide v1 ©ympg Review Date: June 2014

TABLE OF CONTENT

UNIT 01 Select content for a radio program.

12

UNIT 02 Interpret specifications for radio programs.

27

UNIT 03 Formulate story line structures and

sequences for a radio program.

39

UNIT 04 Assemble elements for a radio program.

50

RESOURCES 52



SECTION A: PROGRAMME/MODULE INFORMATION

1. Introduction

2. Module Introduction

3. Purpose of the Module

4. Duration & Notional Hour Grid

5. Programme delivery structure

SECTION B: LEARNING MAP

1. Purpose

2. Specific Outcomes

3. Learner Support Pack

4. Formative Assessment

5. Summative assessment

SECTION C: SELF-REFLECTION

Addendums: Templates

Writer/developer:

Yellow Media Publishers(Pty LTD)

Editor Ms Duduzile Zwane( BA degree Industrial Psychologist)

Reviewer

Hlengiwe-(Internal Moderator)



SECTION A: PROGRAMME/MODULE INFORMATION

1. Introduction

The learning experiences are designed to enable the learners to master the learning

content at the appropriate level.

The Learner Pack for this module contains the following documents/prescribed books:

Learner Orientation Guide

Learner Guide

Prescribed Material

Portfolio of Evidence

Logbook

2. Module Introduction

The module introduction with the facilitator will cover:

Overview of the module, including tasks and activities - expectations

Timetable

The Learner Guide

The Learner Portfolio of Evidence

Assessment: The importance of completing all tasks in the PoE; the neat and orderly

submission of evidence in the PoE; all forms completed and signed

Exit leaning outcomes Component

The Summative Assessment

Programme Assessment timetable schedule



3. Purpose of the Module

UNIT STANDARD NUMBER:

117559 Produce studio recorded

programmes

LEVEL ON THE NQF:

05

CREDITS:

15

FIELD:

Field 04 - Communication Studies and

Language

SUB FIELD:

Communication Studies

PURPOSE:

Selecting content for a radio programme

Interpreting specifications for radio programmes

Formulating story line structures and sequences for a radio programme

Assembling elements for a radio programme

Co-ordinating activities to produce a

radio production



2nd Semester

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Notes to the Learn

Learner Guide Introduction

Dear Learner,

Welcome to this Learning Programme. We trust that this Learning

Programme will be of great value to you during your studies and in your

future career.

To succeed in anything in life requires a lot of hard work.

It will be expected of you to work through this study guide with a great

deal of attention. It provides you with information on how to work

through the material, details exactly what will be expected of you and

what objectives you need to achieve during the study of this Learning

Programme. You will have to:

Complete your assignments with dedication and submit them in time.

Complete the self study sections for your own benefit. The self study

sections provide you with the opportunity to practice what you have

learnt.

Act as adult learners.



SECTION B: LEARNING MAP

Introduction

1. Sources are selected which are relevant for specific purposes.

2. Sources are selected which meet specified requirements.

3. Sources are identified which are appropriate for production requirements.

4. Sources are evaluated based on specified quality criteria and station format requirements.

5. Content is gathered from sources and meet specified production requirements.

6. Content is evaluated based on production requirements.

7. Content selected meets specified requirements.

8. Content selected is relevant for specific purposes.

Conclusion

Introduction

1. Specifications are interpreted against given criteria for interpretation output.

2. Specifications are interpreted whilst station format requirements are adhered to.

3. Requirements are assessed, accurately.

4. Requirements are identified which are in line with given specifications.

5. Requirements are assessed for

UNIT 2 Interpret specifications for

radio programs.

UNIT 1 Select content for a radio

program.



feasibility. 6. Changes to be made to

specifications based on value added to programs.

Conclusion

Introduction

1. Elements are sequenced resulting in specified effects.

2. Elements are sequenced in a way that enhances the story line of programmes.

3. Creative licence is used to enhance programs if appropriate and within the limitations of given specifications.

4. Story line structures and sequences are evaluated based on specified quality criteria and station format requirements.

Conclusion

Introduction 1. Program is assembled in way

that the duration meets specified requirements.

2. Editing software is used to accomplish effective assembly in terms of content and context requirements and purpose.

3. Creative licence is used to enhance programs if appropriate and within the limitations of the brief.

4. Edits are performed which are technically correct.

5. Elements are assembled in a way

UNIT 3 Formulate story line

structures and sequences for a radio program.

UNIT 4 Assemble elements for a

radio program.

US ID: 117559 Page 10


that the essence of messages is retained without repetition.

6. All superfluous information and errors are removed optimising the final product.

7. Final mixes are performed so that the final product is without technical abnormalities and meet agreed broadcasting requirements and standards.

8. Program is evaluated based on specified quality criteria and station format requirements.

Conclusion

Introduction 1. Broadcast is delivered

according to specified requirements.

2. Logistics are arranged in a manner that ensures efficient use of resources without compromising quality.

3. Required resources are checked for availability to optimise the production efficiency and effectiveness.

4. Preparation is done which ensures effective use of resources.

5. Production and preparation is performed within time constraints.

Conclusion

UNIT 5 Co-ordinate activities to

produce a radio production.

ICONS

Icons Type of assessment Description

Formative knowledge

assessment:

This comprises of questions

to assess your knowledge.

You must obtain at least

80% in each assessment

criterion.

Self-reflexive assessment You will be required to

answer a few reflexive

questions.

Teamwork Self-Assessment

Form

After you completed this

course, you will be required

to assess your own

behaviour regarding team

work.

Work place experience After you completed this


to assess your own

behaviour regarding work

experience.

Project research After you completed this


to assess your own

behaviour regarding

research.

http://www.google.co.za/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=2ZrGJf9sD1TuhM&tbnid=QMzQ7sF71DGEaM:&ved=0CAUQjRw&url=http://www.virtualstudio.tv/blog/post/66-work-experience-opportunities-in-video-production-and-media-for-young-people-in-the-cambridge-area&ei=dQtYUu6KPMKw0AXosoH4Dw&bvm=bv.53899372,d.ZG4&psig=AFQjCNEsimbjcXdvUSLYLUiRDMc9MOImtA&ust=1381588140131627

SAQA ID: 117559 Page | 12

Learner guide Date of review: June 2015

Unit1

Unit Outcomes

At the end of this unit you should be able to:

Unit1 Unit2 Unit3 Unit4 Unit 5

Learning Outcome Enabling Outcomes

Introduction

1. Sources are selected which are relevant for specific purposes.

2. Sources are selected which meet specified requirements.

3. Sources are identified which are appropriate for production requirements.

4. Sources are evaluated based on specified quality criteria and station format requirements.

5. Content is gathered from sources and meet specified production requirements.

6. Content is evaluated based on production requirements.

7. Content selected meets specified requirements. 8. Content selected is relevant for specific purposes.

Conclusion

Select content for a radio program



Assessment criteria 1.1

Sources are selected which are relevant for specific

purposes

Skills required by copywriters

A copywriter writes copy for advertising and marketing materials, such as print ads, direct

mail, and brochures.

However, in the real world, a copywriter must have skills beyond copywriting. A copywriter

must also have expertise in a variety of areas related to creating and producing the ads

they write, which may include:

Marketing and Advertising Principles: A copywriter must have a basic understanding

about business and selling in order to work with clients, colleagues, and sales people.

Copywriters often attend meetings, give presentations, and deal directly with clients.

Design: A copywriter will work closely with designers to brainstorm ideas and help craft

promotional messages. Often a copywriter will provide a designer with a "copywriter rough,"

a sketch showing what an advertisement should look like.

Printing: Sometimes a copywriter will work with a printer, especially when creating direct

mail, to make sure ideas are practical and affordable to produce. Every printer has different

equipment and capabilities.

Mailing Lists: While copywriters seldom choose or buy lists, they must review list data to

visualize the real people who will read and respond to their copy and to see what type of

promotions have worked with the lists selected.

Postal Delivery: When writing direct mail pieces, a copywriter may consult with postal

experts to see how mailers can be modified to cut postage costs, whether a piece will

cause problems with mail sorting equipment, or what regulations will affect the design

concept.

http://www.google.co.za/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRw&url=http://kennethmarkhoover.me/2011/09/30/the-magical-reality-of-reading/&ei=TbOJVL-OIYTeaJzRgEg&bvm=bv.81456516,d.ZGU&psig=AFQjCNG9kfvvGosB_AxcF7nXuE1i8shZaA&ust=1418396662842707



Audio or Video Production: A copywriter writing a radio ad, TV spot, or online video, must

consider how an announcer will read the script, how visuals will be created, and what sound

effects work best. It is difficult to write an audio or video script without being able to "hear"

or "visualize" the final result. Sometimes a copywriter will act as a "producer," overseeing

the production in a studio.

Online Marketing: Today, copywriters must understand how people interact with online

information and how to write search-engine-friendly copy. Writing good online copy requires

a working knowledge of search engines, social sites, web technology, eye tracking, online

shopping, and other matters. Working with programmers and web designers is routine.

Assessment

criteria 1.2

Sources are selected which meet specified

requirements.

Skills required by copywriters

A copywriter writes copy for advertising and marketing materials, such as print ads, direct

mail, and brochures.

However, in the real world, a copywriter must have skills beyond copywriting. A copywriter

must also have expertise in a variety of areas related to creating and producing the ads

they write, which may include:

Marketing and Advertising Principles: A copywriter must have a basic understanding

about business and selling in order to work with clients, colleagues, and sales people.

Copywriters often attend meetings, give presentations, and deal directly with clients.




Design: A copywriter will work closely with designers to brainstorm ideas and help craft

promotional messages. Often a copywriter will provide a designer with a "copywriter rough,"

a sketch showing what an advertisement should look like.

Printing: Sometimes a copywriter will work with a printer, especially when creating direct

mail, to make sure ideas are practical and affordable to produce. Every printer has different

equipment and capabilities.

Mailing Lists: While copywriters seldom choose or buy lists, they must review list data to

visualize the real people who will read and respond to their copy and to see what type of

promotions have worked with the lists selected.

Postal Delivery: When writing direct mail pieces, a copywriter may consult with postal

experts to see how mailers can be modified to cut postage costs, whether a piece will

cause problems with mail sorting equipment, or what regulations will affect the design

concept.

Audio or Video Production: A copywriter writing a radio ad, TV spot, or online video, must

consider how an announcer will read the script, how visuals will be created, and what sound

effects work best. It is difficult to write an audio or video script without being able to "hear"

or "visualize" the final result. Sometimes a copywriter will act as a "producer," overseeing

the production in a studio.

Online Marketing: Today, copywriters must understand how people interact with online

information and how to write search-engine-friendly copy. Writing good online copy requires

a working knowledge of search engines, social sites, web technology, eye tracking, online

shopping, and other matters. Working with programmers and web designers is routine.



Assessment

criteria 1.3

Sources are identified which are appropriate for

production requirements.

Pros and cons of copywriting

Is copywriting the right profession for you? Like any type of work, copywriting has its pros

and cons.

Full-time "employed" copywriting

Pros:

Exciting, fast-paced work environment

Daily socializing with colleagues

Regular paycheck and paid benefits

Possibility for rapid corporate advancement

Cons:

Burnout from long hours and stressful work

Big egos and fickle bosses

High probability for layoff when work slows

Dealing with corporate culture and "group think"

Freelance copywriting

Pros:

Maximum control over work and schedule

Quiet, stress-free work environment




Ability to earn as much or as little as you want

Wide variety of projects and clients

Cons:

Doing "sales" to land clients and find work

Solitary work with minimal social interaction

Dealing with uncertainty of cash flow

Juggling multiple projects and clients



Formative assessment

Role play

Activity: 1

Instructions Explain how sources are selected which are relevant for

specific purposes (SO,1 AC,1)

Method Individual Activity

Media Method Flipchart

Answers:

CCFO

DEMONSTRATING

Marks 10



Project

Group Activity: 2

Instructions Identify how sources are selected which meet specified

requirements. (SO,1 AC,2)

CCFO

COMMUNICATING

Method Group Activity

Answers:




Research PROJECT

Activity: 3

Instructions Identify how sources which are appropriate for production


CCFO Collecting



Answers



Summative assessment

Simulation

ACTIVITY: 4

Instructions Explain how sources are evaluated based on specified quality

criteria and station format requirements. (SO,1 AC,4)

CCFO

ORGANISING



Mark 10

Answer:




Role play

Activity: 5

Instructions Describe how content is gathered from sources and meet

specified production requirements. (SO,1 AC,5)



Answers:

CCFO

DEMONSTRATING

Marks 10



Project

Group Activity: 6

Instructions Explain how content is evaluated based on production


CCFO

COMMUNICATING


Answers:




Research PROJECT

Activity: 7

Instructions Describe how content selected meets specified requirements.

(SO,1 AC,7)

CCFO Collecting



Answers




Simulation

ACTIVITY: 8

Instructions Identify how content selected is relevant for specific purposes.

(SO,1 AC,8)

CCFO

ORGANISING



Mark 10

Answer:



Essay

Take some time to reflect on what you have learnt in this module and assess your

knowledge against the following pointers. Write down your answers. Should you not

be able to complete each of these statements, go back to your notes and check on

your understanding? You can also discuss the answers with a colleague.

Discuss how sources are selected which are relevant for specific purposes.



Unit2

Unit Outcomes




Introduction

1. Specifications are interpreted against given

criteria for interpretation output.

2. Specifications are interpreted whilst station format

requirements are adhered to.

3. Requirements are assessed, accurately.

4. Requirements are identified which are in line with

given specifications.

5. Requirements are assessed for feasibility.

6. Changes to be made to specifications based on

value added to programs.

Conclusion

Interpret specifications for radio

programs



Assessment

criteria 2.1

Specifications are interpreted against given criteria for

interpretation output.

Radio receivers are a key element in radio communications and broadcasting systems. This

chapter presents some of the more important receiver specification parameters. It will help

you understand receiver spec sheets and lab test results.

A radio receiver must perform two basic functions:

It must respond to, detect, and demodulate desired signals

It must not respond to, detect, or be adversely affected by undesired signals.

Both functions are necessary, and weakness in either makes a receiver a poor bargain. The

receiver s performance specifications tell us how well the manufacturer claims that their

product does these two functions.

A hypothetical radio receiver

Figure 9-1 shows the block diagram of a simple communications receiver. We will use this

hypothetical receiver as the basic generic framework for evaluating receiver performance.

The design in Fig. 9-1 is called a super heterodyne receiver and is representative of a large

class of radio receivers; it covers the vast majority of receivers on the market. Other

designs, such as the tuned radio frequency (TRF) and direct-conversion receivers (DCR),

are simply not in widespread commercial use today.




Assessment

criteria 2.2

Specifications are interpreted whilst station format

requirements are adhered to.

Radio frequency

Radio Frequency (RF) is a frequency in the range within which radio waves may be transmitted,

from about 3 kilohertz to about 300,000 megahertz. FM radio frequency systems are the most

widely used in meetings and conventions because of their superior range, ease of operation,

mobility, and reliability. They are also very user-friendly and can be installed by anyone with a

basic knowledge of sound equipment. This equipment is also available in several frequencies,

of which the most popular are 72 MHz and 216 MHz.

Choose a 72MHz system:

For shorter range application requirements up to 1,500 feet

For exceptional sound quality

For compatibility with existing FM assistive listening equipment

Choose a 216MHz system:

For longer range application requirements up to 3,000 feet

For areas where interference is a problem

For good sound quality

For expanded applications including language interpretation, tour group

communications, medical/dental, and law enforcement.




Use this chart to help you choose between 72 MHz and 216 MHz:

72MHz 216MHz

To Meet ADA

Requirements

Meets ADA guidelines for the hard of hearing at both 72 and

216MHz. Listen is compatible with all existing major brand systems.

No special license is required.

ADA Frequency Use

Designation

Designated for hearing

impaired and assistive listening

transmissions.

Designated for assistive listening,

tour group, language

interpretation, medical, and law

enforcement transmissions.

Simultaneous

Channels

Offers 6 simultaneous

channels within the 72-76MHz

spectrum range.*

Offers 3 simultaneous channels

within the 216-217MHz spectrum

range.*

Sound Quality Exceptional sound quality

(SNR 80db, 50Hz to 15KHZ)**

Excellent sound quality (SNR 80

dB, 50Hz to 10KHZ)**

Transmission Range Good Range -- stationary

transmitters have a 500-1,500

foot range, and mobile

transmitters have a 100-150

foot range.

Greater Range -- stationary

transmitters have a 1,000-3,000

foot range, and mobile

transmitters have a 100-150 foot

range.

Reduction of

Interference

Expect more interference from

outside sources.

Because 216MHz is an exclusive

band to assistive listening, it may

offer less transmission

interference.

72MHz 216MHz

For More

Simultaneous

Channels

72MHz offers twice the number

of simultaneous channels.

For Better

Transmission Range

216MHz offers almost twice the

transmission range as 72MHz

(from a stationary transmitter).

For Less

Interference

As an exclusive band, 216MHz is

not licensed for other uses and

may offer less transmission



interference.

RECOMMENDED

APPLICATIONS

FOR:

72MHz 216MHz

Places of Worship Recommended: Clearer

signals with twice the number

of simultaneous channels for

multiple language interpretation

or different meetings.

Suggested for when greater range

is necessary.

Language

Interpretation

Benefits: Use 6 channels* for

simultaneous interpretation to

multiple languages.

Benefits: Greater range with

stationary transmitter. Use 3

channels* for simultaneous

interpretation.

Tour Groups Benefits: Use 6 channels* for

simultaneous groups touring

the same facility without

interference and overlap.

Benefits: Because 216MHz is an

exclusive band to tour groups, it

may offer less transmission

interference. 72MHz and 216MHz

transmitters have similar

transmission ranges.

Schools Recommended: Compatible

with most existing systems at

72MHz systems.


is necessary. Compatible with

Phonak MicrolinkTM.

Meeting Rooms,

Hotels and

Convention Centers

Recommended: More

simultaneous channels means

multiple meetings can use

different FM systems at the

same time without interference

from each other.


is necessary, such as large rooms

or for remote speakers in foyers

and overflow areas, however SNR

may be objectionable in low noise

environments.

Stadiums/Arenas Suggested when adding to or

upgrading an existing 72MHz

system (compatible with all

major brands).

Recommended: Greater range

for larger venues, particularly

stadiums and arenas.

Live Theatre Suggested when more

simultaneous transmissions

are necessary (such as

Suggested when greater range is

necessary.



simultaneous interpretation).

* Number of available simultaneous channels vary by proximity of transmitters, transmitter

output power level area interface, etc.




Role play

Activity: 9

Instructions Explain how specifications are interpreted against given criteria

for interpretation output. (SO,2 AC,1)



Answers:

CCFO

DEMONSTRATING

Marks 10



Project

Group Activity: 10

Instructions Explain how specifications are interpreted whilst station format

requirements are adhered to. (SO,2 AC,2)

CCFO

COMMUNICATING


Answers:




Research PROJECT

Activity: 11

Instructions Describe how requirements are assessed, accurately.

(SO,2 AC,3)

CCFO Collecting



Answers




Simulation

ACTIVITY: 12

Instructions Identify how requirements which are in line with given

specifications. (SO,2 AC,4)

CCFO

ORGANISING



Mark 10

Answer:




Role play

Activity: 13

Instructions Explain how requirements are assessed for feasibility.

(SO,2 AC,5)



Answers:

CCFO

DEMONSTRATING

Marks 10



Project

Group Activity: 14

Instructions Describe how changes to be made to specifications based on

value added to programs. (SO,2 AC,6)

CCFO

COMMUNICATING


Answers:




Essay





Discuss how requirements are assessed for feasibility.



Unit4

Unit Outcomes




Introduction

1. Broadcast is delivered according to

specified requirements.

2. Logistics are arranged in a manner that

ensures efficient use of resources without

compromising quality.

3. Required resources are checked for

availability to optimise the production

efficiency and effectiveness.

4. Preparation is done which ensures

effective use of resources.

5. Production and preparation is performed

within time constraints.

Conclusion

Co-ordinate activities to produce a

radio production.



Assessment

criteria 5.1

Broadcast is delivered according to specified

requirements.

Cell Broadcast/Cell Information (CB) messaging is a mobile technology feature defined

by the ETSI’s GSM committee and is part of the GSM standard. It is also known as Short

Message Service-Cell Broadcast (SMS-CB).

Cell Broadcast is designed for simultaneous delivery to multiple users in a specified area.

Whereas the Short Message Service-Point to Point (SMS-PP) is a one-to-one and one-to-a-

few service (requires multiple SMS messages, as each message can only carry one phone

number), Cell Broadcast is a one-to-many geographically focused messaging service. Cell

Broadcast messaging is also supported by UMTS.

Cell Broadcast messaging was technologically demonstrated in Paris for the first time in

1997. Some mobile operators use Cell Broadcast for communicating the area code of the

antenna cell to the mobile user (via channel 050), for nationwide or citywide alerting,

weather reports, mass messaging, location-based news, etc. Not all operators have the Cell

Broadcast messaging function activated in their network yet, and many handsets do not

have the capability to support cell broadcast.

Cell Broadcast is a technology that allows a text or binary message to be defined and

distributed to all mobile terminals connected to a set of cells. Whereas SMS messages are

sent point-to-point, Cell Broadcast messages are sent point-to-area.

Thus, one Cell Broadcast message can reach a huge number of terminals[a] at once. In

other words, Cell Broadcast messages are directed to radio cells, rather than to a specific

terminal. A Cell Broadcast message is an unconfirmed push service, meaning that the

originator of the message does not know who has received the message, allowing for

http://en.wikipedia.org/wiki/ETSI

http://en.wikipedia.org/wiki/Global_System_for_Mobile

http://en.wikipedia.org/wiki/Short_Message_Service

http://en.wikipedia.org/wiki/Short_Message_Service

http://en.wikipedia.org/wiki/Point-to-multipoint_communication

http://en.wikipedia.org/wiki/UMTS

http://en.wikipedia.org/wiki/Area_code

http://en.wikipedia.org/wiki/Location-based_service

http://en.wikipedia.org/wiki/Cell_Broadcast#cite_note-1




services based on anonymity. Mobile telephone user manuals describe how the user can

switch the receiving of Cell Broadcast messages on or off.

Cell Broadcast is not as affected by traffic load; therefore, it may be usable during a

disaster when load spikes (mass call events) tend to crash networks, as the 7 July 2005

London bombings showed. Another example was during the Tsunami catastrophe in Asia.

Dialog GSM, an operator in Sri Lanka was able to provide ongoing emergency information

to its subscribers, to warn of incoming waves, to give news updates, to direct people to

supply and distribution centres, and even to arrange donation collections using Celltick's

Cell Broadcast Center, based on Cell Broadcast Technology.

Cell broadcast has been widely deployed since 2008. The major European operators have

deployed the technology in their networks. In Pakistan, Telenor PK was the first network to

use this option country wide. Telenor Pakistan provides location indicator service branded

as Auto Location. WaridTel also uses this option but it is not nation wide and displays offers

only.

Cell Broadcast is a mobile technology that allows messages (up to 15 pages of up to 93

characters

Assessment

criteria 5.2

Logistics are arranged in a manner that ensures efficient

use of resources without compromising quality.

Location-based services (LBS) are a general class of computer program-level services

that use location data to control features. As such LBS is an information service and has a

number of uses in social networking today as an entertainment service, which is accessible

with mobile devices through the mobile network and which uses information on the

geographical position of the mobile device. This has become more and more important with

the expansion of the smartphone and tablet markets as well.[1][2][3][4]

http://en.wikipedia.org/wiki/Mass_call_event

http://en.wikipedia.org/wiki/7_July_2005_London_bombings

http://en.wikipedia.org/wiki/7_July_2005_London_bombings

http://en.wikipedia.org/wiki/Sri_Lanka

http://en.wikipedia.org/wiki/Telenor_Pakistan

http://www.telenor.com.pk/utility-services/talkshawk-auto-location

http://en.wikipedia.org/wiki/Warid_Telecom

http://en.wikipedia.org/wiki/Location_(geography)

http://en.wikipedia.org/wiki/Information_service

http://en.wikipedia.org/wiki/Social_networking

http://en.wikipedia.org/wiki/Mobile_device

http://en.wikipedia.org/wiki/Mobile_network

http://en.wikipedia.org/wiki/Location-based_service#cite_note-qr10-1

http://en.wikipedia.org/wiki/Location-based_service#cite_note-qr10-1

http://en.wikipedia.org/wiki/Location-based_service#cite_note-3





LBS are used in a variety of contexts, such as health, indoor object search, entertainment,

work, personal life, etc.

LBS include services to identify a location of a person or object, such as discovering the

nearest banking cash machine (a.k.a. ATM) or the whereabouts of a friend or employee.

LBS include parcel tracking and vehicle tracking services. LBS can include mobile

commerce when taking the form of coupons or advertising directed at customers based on

their current location. They include personalized weather services and even location-based

games. They are an example of telecommunication convergence.

This concept of location based systems is not compliant with the standardized concept of

real-time locating systems (RTLS) and related local services, as noted in ISO/IEC 19762-

5[9] and ISO/IEC 24730-1. While networked computing devices generally do very well to

inform consumers of days old data, the computing devices themselves can also be tracked,

even in real-time. LBS privacy issues arise in that context, and are documented below.

Assessment

criteria 5.3

Required resources are checked for availability to

optimise the production efficiency and effectiveness.

Locating methods

Control plane locating

Sometimes referred to as positioning, with control plane locating the service provider gets

the location based on the radio signal delay of the closest cell-phone towers (for phones

without GPS features) which can be quite slow as it uses the 'voice control' channel.[4] In

the UK, networks do not use trilateration; LBS services use a single base station, with a

"radius" of inaccuracy, to determine a phone's location. This technique was the basis of the

http://en.wikipedia.org/wiki/Automated_teller_machine

http://en.wikipedia.org/wiki/Vehicle_tracking

http://en.wikipedia.org/wiki/Mobile_commerce

http://en.wikipedia.org/wiki/Mobile_commerce

http://en.wikipedia.org/wiki/Telecommunication_convergence

http://en.wikipedia.org/wiki/Real-time_locating_system


http://en.wikipedia.org/wiki/Control_plane

http://en.wikipedia.org/wiki/Location-based_service#cite_note-shuwang-4

http://en.wikipedia.org/wiki/United_Kingdom




E-911 mandate and is still used to locate cellphones as a safety measure. Newer phones

and PDAs typically have an integrated A-GPS chip.

In order to provide a successful LBS technology the following factors must be met:

Coordinates accuracy requirements that are determined by the relevant service;

Lowest possible cost;

Minimal impact on network and equipment.

Several categories of methods can be used to find the location of the subscriber. The

simple and standard solution is GPS-based LBS. Sony Ericsson's "NearMe" is one such

example. It is used to maintain knowledge of the exact location, however can be expensive

for the end-user, as they would have to invest in a GPS-equipped handset. GPS is based

on the concept of trilateration, a basic geometric principle that allows finding one location if

one knows its distance from other, already known locations.

GSM localization

GSM localization is the second option. Finding the location of a mobile device in relation to

its cell site is another way to find out the location of an object or a person. It relies on

various means of multilateration of the signal from cell sites serving a mobile phone. The

geographical position of the device is found out through various techniques like time

difference of arrival (TDOA) or Enhanced Observed Time Difference (E-OTD).

Self-reported positioning

A low cost alternative to using location technology to track the player, is to not track at all.

This has been referred to as "self-reported positioning". It was used in the mixed reality

game called Uncle Roy All Around You in 2003 and considered for use in the Augmented

reality games in 2006. Instead of tracking technologies, players were given a map which

they could pan around and subsequently mark their location upon. With the rise of location-

based networking, this is more commonly known as a user "check-in".

Others

Another example is Near LBS (NLBS), in which local-range technologies such as Bluetooth,

WLAN, infrared and/or RFID/Near Field Communication technologies are used to match

devices to nearby services. This application allows a person to access information based

http://en.wikipedia.org/wiki/PDA

http://en.wikipedia.org/wiki/Assisted_GPS

http://en.wikipedia.org/wiki/Sony_Ericsson

http://en.wikipedia.org/wiki/Trilateration

http://en.wikipedia.org/wiki/GSM_localization

http://en.wikipedia.org/wiki/Multilateration

http://en.wikipedia.org/wiki/Mixed_reality_game

http://en.wikipedia.org/wiki/Mixed_reality_game

http://en.wikipedia.org/wiki/Uncle_Roy_All_Around_You

http://en.wikipedia.org/wiki/Augmented_reality

http://en.wikipedia.org/wiki/Augmented_reality

http://en.wikipedia.org/wiki/Check-in#Social_network

http://en.wikipedia.org/wiki/Bluetooth

http://en.wikipedia.org/wiki/RFID

http://en.wikipedia.org/wiki/Near_Field_Communication



on their surroundings; especially suitable for using inside closed premises, restricted/

regional areas.

Another alternative is an operator- and GPS-independent location service based on access

into the deep level telecoms network (SS7). This solution enables accurate and quick

determination of geographical coordinates of mobile phone numbers by providing operator-

independent location data and works also for handsets that are not GPS-enabled.

Many other Local Positioning Systems are available, especially for indoor use. GPS and

GSM do not work very well indoors, so other techniques are used, including Co-Pilot

Beacon for CDMA Networks, Bluetooth, UWB, RFID and Wi-Fi. But which technique

provides the best solution for a specific LBS problem? A general model for this problem has

been constructed at the Radboud University of Nijmegen.

http://en.wikipedia.org/wiki/Signalling_System_No._7

http://en.wikipedia.org/wiki/Local_Positioning_Systems

http://en.wikipedia.org/wiki/RFID




Role play

Activity: 27

Instructions Describe how broadcast is delivered according to specified




Answers:

CCFO

DEMONSTRATING

Marks 10



Project

Group Activity: 28

Instructions Explain how logistics are arranged in a manner that ensures

efficient use of resources without compromising quality.

(SO,5 AC,2)

CCFO

COMMUNICATING


Answers:




Research PROJECT

Activity: 29

Instructions Identify how required resources are checked for availability to

optimise the production efficiency and effectiveness.

(SO,5 AC,3)

CCFO Collecting



Answers




Simulation

ACTIVITY: 30

Instructions Describe how preparation is done which ensures effective use

of resources. (SO,5 AC,4)

CCFO

ORGANISING



Mark 10

Answer:




Role play

Activity: 31

Instructions Explain how production and preparation is performed within

time constraints. (SO,5 AC,5)



Answers:

CCFO

DEMONSTRATING

Marks 10



Essay





Discuss how broadcast is delivered according to specified requirements.



References

Prescribed Booklist

Learning unit Supplier

117559 Produce studio

recorded programmes

Yellow Media Publishers

Senior learning material Developer:

Ms Duduzile Zwane

www.yellowmedia.co.za

[email protected]

http://www.yellowmedia.co.za/



SECTION C: SELF REFLECTION

I enjoyed/did not enjoy this module because:

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I enjoyed/did not enjoy this module because:

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I found group work ___________________________________!!!

The most interesting thing I learnt was:

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http://www.google.co.za/url?sa=i&source=images&cd=&cad=rja&uact=8&docid=KyAZdx6IHHcxqM&tbnid=OAQUeiKZhmWJgM:&ved=0CAgQjRw&url=http://blogs.adobe.com/captivate/2012/01/what-i-learned-from-the-scenario-based-learning-book-by-dr-ray-jimenez.html&ei=FPUrU5XPKNSy7AaLmoDAAg&psig=AFQjCNEiKc2arHbYvTSfnH28cOIbFLv6Nw&ust=1395476116753780



I feel I have gained the necessary skills and knowledge to:

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Please add the following to this module:

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Some comments from my classmates about my participation in class:

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Self-Assessment

Self-Assessment:

You have come to the end of this module – please take the time to review what you have learnt to date, and conduct a self-assessment against the learning outcomes of this module by following the instructions below:

Rate your understanding of each of the outcomes listed below: Keys: - no understanding - Some idea - Completely comfortable

SO FISA Checklist

1. Select content for a radio program.

2. Interpret specifications for radio programs.

3. Formulate story line structures and sequences for a radio program.

4. Assemble elements for a radio program.

5. Co-ordinate activities to produce a radio production.



Learner Evaluation Form

Learning Programme Name

Facilitator Name

Learner name (Optional)

Dates of Facilitation

Employer / Work site

Date of Evaluation

Learner Tip:

Please complete the Evaluation Form as thoroughly as you are able to, in order for us to continuously improve our training quality! The purpose of the Evaluation Form is to evaluate the following:

logistics and support

facilitation

training material

assessment Your honest and detailed input is therefore of great value to us, and we appreciate your assistance in completing this evaluation form!

http://www.google.co.za/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=RDpok8B544sOWM&tbnid=0J9bAREawM5bSM:&ved=0CAUQjRw&url=http://manchesterundergradcareers.wordpress.com/tag/work-experience/&ei=7QtYUtv6F6me0QWnkIDoDQ&bvm=bv.53899372,d.ZG4&psig=AFQjCNEsimbjcXdvUSLYLUiRDMc9MOImtA&ust=1381588140131627



A Logistics and Support Evaluation

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1 Was communication regarding attendance of the programme efficient and effective?

2 Was the Programme Coordinator helpful and efficient?

3 Was the training equipment and material used effective and prepared?

4 Was the training venue conducive to learning (set-up for convenience of learners, comfortable in terms of temperature, etc.)?

Additional Comments on Logistics and Support


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B Facilitator Evaluation 1 The Facilitator was prepared and knowledgeable on the

subject of the programme

2 The Facilitator encouraged learner participation and input

3 The Facilitator made use of a variety of methods, exercises, activities and discussions

4 The Facilitator used the material in a structured and effective manner

5 The Facilitator was understandable, approachable and respectful of the learners

6 The Facilitator was punctual and kept to the schedule

Additional Comments on Facilitation


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C Learning Programme Evaluation 1 The learning outcomes of the programme are

relevant and suitable.

2 The content of the programme was relevant and suitable for the target group.

3 The length of the facilitation was suitable for the programme.

4 The learning material assisted in learning new knowledge and skills to apply in a practical manner.

5 The Learning Material was free from spelling and grammar errors

6 Handouts and Exercises are clear, concise and relevant to the outcomes and content.

7 Learning material is generally of a high standard, and user friendly

Additional Comments on Learning Programme

D Assessment Evaluation


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1 A clear overview provided of the assessment requirements of the programme was provided

2 The assessment process and time lines were clearly explained

3 All assessment activities and activities were discussed

Additional Comments on Assessment

Documents

LEARNER GUIDE - Yellow Media Publishers · UNIT: MODULE: LEARNING 117559 Produce studio recorded programmes CREDITS: 15 NQF LEVEL: 05 LEARNER GUIDE 62069 National Certificate: Radio