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Over the last decade the media industry has undergone major changes due to expanding media choice and audience fragmentation. An increased number of magazine titles, radio stations, television channels, etc has meant that audiences are breaking up into increasingly smaller groups. 'As advertising clutter continues to grow with more advertising taking place across media, reaching the consumer has become a difficult process' (Cumberland 2002). Also, technological advancements in new media, such as the internet, has made the media landscape highly complex and the role of the media planner far more demanding than ever before (Kite 2001). It is no wonder that media planning has been described as a 'combination of science and judgement' (Surmanek 1996). / Thesis (MBusiness-Research)--University of South Australia, 2005.

Thesis (Ph.D.)--University of Missouri-Columbia, 2004. / Typescript. Vita. Includes bibliographical references (leaves 120-129). Also available on the Internet.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1986. / Typescript. Vita. Description based on print version record. Includes bibliographical references (leaves 151-158).

Thesis (Ph.D.)--University of Missouri-Columbia, 2004. / Typescript. Vita. Includes bibliographical references (leaves 120-129). Also available on the Internet.

This thesis is an exploratory study of media production classes in Austin, Texas. Through examination of Texas state standards, lesson plans, and interviews with educators, I construct a picture of the content and trajectories of media production education in Austin public high schools. The standards, teachers, production tools, and end products structure the classes toward vocational training, industrial practices, and discourses of digitality and newness. The structures avoid more traditional media study areas, such as history, criticism, and analysis. Despite some concerns about student’s vulnerability and desires to empower them, the teachers also largely avoid discourses of media literacy. This study lays a foundation for further exploration of the ways in which media production education structures students’ understanding of media, as well as for reflection on the necessity of more direct media education and media literacy intervention in young people’s highly productive and media-rich lives. / text

With the steady increase in the bandwidth available to end users and Web sites hosting user generated content, there appears to be more multimedia content on the Web than ever before. Studies to quantify media stored on the Web done in 1997 and 2003 are now dated since the nature, size and number of streaming media objects on the Web have changed considerably. Although there have been more recent studies characterizing specific streaming media sites like YouTube, there are only a few studies that focus on characterizing the media stored on the Web as a whole. We build customized tools to crawl the Web, identify streaming media content and extract the characteristics of the streaming media found. We choose 16 different starting points and crawled 1.25 million Web pages from each starting point. Using the custom built tools, the media objects are identified and analyzed to determine attributes including media type, media length, codecs used for encoding, encoded bitrate, resolution, and aspect ratio. A little over half the media clips we encountered are video. MP3 and AAC are the most prevalent audio codecs whereas H.264 and FLV are the most common video codecs. The median size and encoded bitrates of stored media have increased since the last study. Information on the characteristics of stored multimedia and their trends over time can help system designers. The results can also be useful for empirical Internet measurements studies that attempt to mimic the behavior of streaming media traffic over the Internet.

Thesis (J.C.L.)--Catholic University of America, 2004. / Includes bibliographical references (leaves 71-76).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1995. / Includes bibliographical references (leaves 268-281).

Thesis (J.C.L.)--Catholic University of America, 2004. / Includes bibliographical references (leaves 71-76).