Week 5: News diary 4

week 5- news diary 4

Week 5: News diary 4.

  1. TalkTalk hit by cyber attack and ransom demand.” (The i Paper- 24th October 2015)

    A major Cyber attac has been hit at international telecoms company TalkTalk, resulting in the hacking and theft of millions of customers’ personal details, addresses and bank account information. The company had said,in response to being named as Europe’s biggest known data breach in 6 months of this year, that it could have done more ‘in hindsight’ to protect everyone’s private information. Dido Harding, chief executive of TalkTalk said, “with the benefit of hindsight. Were we doing enough? Well, you’ve got to say that we weren’t and obviously we will be looking back and renewing that extremely seriously.”

  1. Couple who lost £8,000 savings after impostor pretending to be TalkTalk employee hacked their bank account.” ( The Daily Mail)

    Retired couple Barbara and Harold Manley had their bank account cleared out of around £8,000 after an imposter- pretending to be a TalkTalk employee, cliamed that they were ‘in line for a £200 refund’. The call occurred this Tuesday but after Mrs Manley found out that she had been overpaid by an extra £5,200, the impostor wanted her to return the money of £4,900. However, two days later, a further £3,000 had be stolen from her account, including the agreed amount.


  1. Barclays customers left without cash due to bank glitch as clocks go back.” (Mirror online)

    During Saturday 24th October, customers of Barclays bank all experienced trouble getting cash from their accounts, including being unable to used debit cards and online banking due to a system glitch just after the clocks changed. ‘The work- which related to the changing of the clocks-did not cause the problem but it meant systems took longer to be restored.’ Barclays said in response to this recent glitch.


Week 5: News diary 4

Week 4: Radio script and broadcast questions.

Toady, we put together our own radio news bulletin which we would be using as part of our radio report on our chosen topic. In my case, the refugee crisis.

Radio script

Radio script: the refugee crisis.

(45 seconds worth of script and 15 seconds worth of Vox-pops)

The current refugee crisis has escalated to a whole new level each and every day; millions of Syrians have no choice but to flee their home country in search of shelter, food and a safer life. Hundreds of thousands have already been granted access to other countries like Germany and France, who would be taking in 24,000 refugees over the next two years, for example. However, England’s Prime Minister, Mr David Cameron, have revealed his intentions of allowing 20,000 refugees into the UK over the next 5 years. Whilst Mr Cameron’s intentions to ‘do much more’ to help the suffering Syrians, Yvette Cooper, shadow home secretary, requested that Britain must support other existing refugees as well as the current Syrian refugees. “Well if you’ve got the let them in, you’ve got to let them in haven’t ya? There’s nothing you can do. We’re going to the Eurotunnel tomorrow and I’m frightened in case they go on to the tunnel. I mean I feel sorry for them”, answered a 60-year-old lady, not willing to give her name “. “I feel sorry for the people but I don’t necessarily want them coming to this country because we only have a finite amount of space.” Replied semi-retired 5y-year-old Richard Wells. Mr Cameron has recently replied to Ms Cooper’s request and to MPs that the efforts of the UK to help support suffering refugees will be increased in order to reach the intended deadline.

As well as the different styles, there are also many different styles, methods and technological ways of conducting radio interviews. For example, There are newsbeats which are known to be very fast paced and often a very quick summary of the news story. These can also feature interviews from people who have an involvement with the event and other features like environmental sound effects and even the tone of the reporters/presenters too. We realised this when we listened to a radio newsbeat on the 9/11 attack. The report featured: A panicked and rushed tone from the reporters- which fitted the tine because it was a crisis and horrific event. There was also no pauses from the reporters showing that there was possibly not time for them, due to the horrors of the event. Sound effects from the environment were also present to make the report sound more realistic along with vox pop interviews from  the people near the event who were expressing their feelings.

I used these features we spotted in the 9/11 report to help me conduct my own radio bulletin. I used many of the features and the style of the 9/11 report because the refugee crisis is an occurring event that is getting worse and worse and affecting many people due to the Syrian war. It is an actual crisis, like the 9/11 attack was.

Another way to present a radio report is in the style of a Radio 4 report. This one is very different to the newsbeat because Radio 4 is very serious about their topics, in which many of them are mainly political. They can also contain interviews from people who have involvement with the story, particularly MPs and government. Many of their stories tend to be clear, almost in one tone of voice throughout and only focus on the main parts of the news story. However, although they focus mainly on current news stories, they do also provide us with programmes to do with history, science-related topics and even dramas too.

There are also many different types of methods and technologies involved with conducting radio interviews and reports. For example, popular radio stations use the traditional radio studios because it provides the best quality of audio but also because it features all the equipment and technology to transfer the reporters’ voices to our radios, phones, tablets and computers. But also, other methods and technologies of conducting radio interviews can include: traditional radio stations; Skype, FaceTime, Webcam etc and even phone conversations.

Some of these methods are actually create more convenience and ease than radio stations. For example, if you are interviewing someone from abroad/another part of the world, then Skype or a Webcam conversation of any sort will be most easiest.

Week 4: Radio script and broadcast questions.

Week 4: Step by step of radio interview.

This afternoon, we looked at how radio reports and interviews are conducted. We looked at a video from the BBC of the process of conducting a radio interview and report and took notes of this in their occurring order. We then discussed as a class why each of these steps exist and why they appear in their specific order.

Step guide- radio news piece

Steps for radio interviews:

There are many steps for conducting an effective radio interview. This is because all the information is going to be voiced across the nation and all aspects of it should be perfect. But in order to do this, all of the following steps should be carried out:

Firstly, a brief is given to the journalists/reporters giving them an outline of the story. This is often done by the editor or producer. The reporters then make phone calls to the officials of the story. This is to arrange possible interviews and gain vital primary research. Whilst the reporter is out, they will need to bring with them equipment to carry out the interviews. These include laptops, microphones and zoom microphones too. The next step is to research the interviewees and identify their location in order to organise the interviews. What is needed after that is to organise a meeting with the interviewee so that a pre-recording can take place. Once the recording is done, the reporters will edit the audio(s) and produce the script so that it will all fit in with the time slot. The editors will then check the script for any errors or cut that need to be done. The reporter will then record the piece outside in the open environment so that the recording sounds more realistic. After this step has been completed, they will play it back to see if the sound quality sounds good enough. The producers will then play it back to see if it sounds a good enough quality and that day, the piece will be played live on the radio.

Week 4: Step by step of radio interview.

Week 4: Introduction to video.

This morning, we were looking at the different types of shots which are used particularly in TV news broadcasts.

First of all, we looked at the different types of shots which are used. They can be:

A piece-to-camera: Where the presenter or reporter is talking straight towards to the camera; A full body shoot: The presenter has most of their body taking up the screen whilst showing the story; The rule-of-thirds: This is mainly used during public interviews when the interviewee takes up exactly a third of the screen. Whilst interviewee, they never look directly towards the camera; they always look off-camera. An establishing shot (or a wide-mid shot) is used to kind of ‘set the scene’ because it shows where the report is going to be based around or shows other areas which are related to a news story. These shots are often used at the very beginning or end to a report but can appear anywhere throughout. A Mid-close up is filmed closer towards a landscape, an event and people. This shot can allow greater detail to what is happening in a report. The final one is a three shot sequence: This is a sequence of three shots that all add up to approximately 3 seconds each.

After that, we looked at a BBC News video of a Syrian family who are struggling with the Syrian war. We watched this video and made a table showing the types of shots and the duration of them, what the image in the shot is and the script- what is said during the shot.

Shot types and video scripts

Time Shot type Image Script
0.00-0.15 seconds Establishing wide-shot along with a time laps. It also shows a mid-close up. The time laps showing the sky in a Jordan city getting darker. The mid-close up of the cars travelling on the roads. “These are dark days for Syrians. As they fled a bloody conflict half a million found refuge here in Jordan cities. Four years on, they’re dispossessed and increasingly desperate”.
0.17-0.31 3 sequence shot, with mid-close up shots. 1st shot– Syrian families and children queuing up for help and transport.

2nd shot– two young boys and their mother waiting for help.

3rd shot- a mother holding her young child while chatting to other refugees.

1st shot- “These refugees can’t afford to head to Europe.”

2nd shot– “Instead, they are going on a different dangerous journey.”

3rd shot– “On some days, hundreds are now returning to Syria.”

0.32-0.39 This shoot shows a mid-close up leading to a wide shot. The mid-close up is behind two family members walking away from the direction of the camera. It forms into a wide shoot when the walk further away from the camera. “Rahled and his daughter Ayad registering to leave. For their safety, they’ve asked us not to show their faces.”
0.40-0.51 A wide shot is used to move around and show the family home. A moving or tracking shoot is used to move around the family home. The image moves around parts of the family’s home, which is very shabby and has very little. “This is where their family of eight’s been living. It’s the bare basics, and the rent is £200 a month. Now all their savings have gone.
0.52-0.55 A mid-close up goes to a close up at 53 seconds. The mid-close up shows a mobile phone being held. The close up shows the mobile phone screen showing the home they’re returning to. “They’re returning home.”
0.56-1.11 A sequence shoot consisting of 4 shoots of the family. All of these are mid-close ups. There are 3 sequence and mid-close up shoots of the Syrian family in the supermarket.  The fourth shoot is of the family walking away from the supermarket. “Most Syrians can’t work legally in Jordan. This year, they’ve lost their free health care and food aid’s been cut. Rahled is convinced they’ll have a better life in Syria, even as the fighting rages on.”
1.12-1.15 A close up of Rahled’s face, as he is being interviewed. This close up is showing just his mouth as he speaks, since he didn’t want his face shown, for his safety. “It’s been terrible. Shelling and barrel bombs almost every day.”
1.16-1.18 A mid-close up. The mid-close up is showing the behind of Rahled, to secure his safety with the reporter facing the camera’s direction but looking at him “People dying.”
1.19-1.22 A close up The shoot returns to a close up of Rhaled’s mouth as he continues talking. “For the last 20 days, there has been talk of a truce.”
1.22-1.25 A mid-close up There is a mid-close up of the reported asking the family questions. With Rahled’s back still to the camera. “But don’t you worry that the situation could get violent again?”
1.26-1.32 A close up returns again. The close up of Rahled occurs again as he answers the reporter’s question. “Yes, I can’t deny I’m scared. But you only die when your time is up.”
1.32-1.35 A mid-close up. This is a mid-close up of a side view of the family sitting next to each other, but from the shoulders downwards, no faces showing. “We don’t have a life here.”
1.36-1.43 A wide-mid-shot. The shot show the bombing currently going on in Syria.” “And this is what he’s going back to. Barrel bombs dropped by regime aircraft in Sothern Syria.
1.44-1.5 A mid-close up. This shows armed men shooting in a battle in Syria. “The free Syrian army says it can’t protect people. And that Russian air power will only increase the bloodshed.”
1.53-2.09 An interview is occurring: using the rule of thirds and The interview is with Major Assam Al-Reis. He is using a third of the screen and is look off screen towards the camera. “We are expecting that by the Russian involvement the situation will be more complicated. This airstrike will be heavier, stronger, more accurate and it will affect lots of Syrians. That’s why we advise our refuges not to go back to Syria now because the situation will be more dangerous.”
2.10-2.24 A 3 shoot sequence with mid-close ups on all three shoots. 1st shot- shows two family members or friends hugging and saying goodbye to each other.

2nd shot- shows two men loading up a vehicle with supplies.

3rd shot- shows three small children with their mother boarding a coach to go back to Syria.

1st shot- “More and more families are saying goodbye.”

2nd shot- “And returning to a war that shows no signs of ending.”

3rd shot- “Jordan transports them to the Syrian border. But those who cross aren’t allowed to come back.”

2.24-2.46 An establishing/wide-mid shoot follows into a full body shoot of the news reporter There is an establishing wide-mid shoot of the coach as it pulls out: the screen image then goes transforms a full body view of the news reporter on the left hand side. This emerges into two shoot types in one single shooting. “Everyone on board this bus has been told that they’ve got just a one-way-ticket. These are Syrians who’ve had to make a dreadful choice, and they’ve opted to go back to the horrors of home instead of facing hunger and misery here. Yolande Knell, BBC News in Northern Jordan.”
Week 4: Introduction to video.

Week 3: Evaluation of skills learned this week.

The skills I have learned this week are:

Recreating a double page spread using Adobe InDesign which is similar to another article. I use the skills I learned in week 1 to recreate this spread and also parts such as column outlines, headlines, pull-quotes and editing the pictures so that they fit in with the layout and theme of the spread. In industry, this job can be mostly applied to webpage designing and people who actually design the layouts for well-known magazine brands. Examples of these skills are analysing another article beforehand and looking at the features on it which make it look intriguing and interesting to read. Then, using the many different tools on Adobe InDesign, creating an article that looks as inviting to read as the ‘inspirational’ one- Which is the whole purpose of these skills, especially the analysing part, because it allows the spread creator to investigate what they could do in order to make their article aesthetically pleasing.

Another skill I’ve done this week is related to the General public’s vox pops, where we went out into the city centre to interview people on the refugee crisis. This required many skills because we had the interruptions of the city like other people walking around us and the windy weather as well. we had to ensure that we stood in the correct positions so that the audio was good quality (not to loud or quiet, with no scratches during it). We also needed to always remain professional by smiling, not standing too close to the interviewee and accepting whether or not they wanted to be interviewed or give their name and ages to us. These are the kinds of skills that many journalists have to carry out everyday or whenever they go out and interview the public. And the overall purpose of this skills set is to ensure that the vox pop interviews are carried out in a way that ensures that the interviewer or journalist receives the best and most honest answers from the interviewee, but also to receive the best quality audio possible for applying to a report or article.

Week 3: Evaluation of skills learned this week.

Week 2: Evaluation of skills learned this week.

This week some of the skills I have learned are:

How to conduct vox pop questions and actually carry out an interview with these questions, like we did in the college. In industry, these skills can be applied to journalists because its actually part of their job when carrying our interviews for research. Examples of the skills used include conducting the questions used for the interview. We had to ensure that they were all open and neutral to allow the most detailed and honest answer from the interviewee. Also, the purpose of these skills were to enable us to appropriately gain information form the interviewees as part of our primary research. Starting our vox pops in the college also allowed us to build up and get used to the idea of walking up to people we don’t know and just asking them about practically anything. This would also help us build up to eventually going out to bigger places and asking people there. Also ensuring the questions were open and neutral meant that the interviewee wouldn’t have been afraid to give their opinion and express exactly how they felt about the refugee crisis.

More skills that I’ve learnt this week include learning how to analyse magazine spreads and covers, which are definitely used by people in the media industry. For example, magazine designers will most probably analyse already existing spreads so that they can get ideas for new spreads that they’re going to create. The same goes for the magazine covers too, for those who design the magazine covers; they will analyse them and all their different features in order to gain inspiration for their own. Examples of the skills used in industry can include analyzing covers and magazine spreads with all their features such s the title, subtitles and what images and photos are on the covers, what messages they carry to the reader and how they draw the reader’s attention relating to the theme or issue of the magazine. This can also include (for the spread) how the information is presented, what the layout is like and what the headline is. The purpose of these skills are to allow the magazine cover or spread creator to investigate what features may make a magazine article or spread intriguing to read.

This week, I feel that all of my deadlines have been met and to a detailed and good standard as well.

Week 2: Evaluation of skills learned this week.