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RISKS TO FOLLOW
Risk Assessment for Enigma
Risk Assessment for Enigma
claytonl
The process of editing.
Editing Log
Editing Log
claytonl
Costume and Props Report
COSTUMES AND PROPS
COSTUMES AND PROPS
claytonl
Evaluation of Enigma (A Level Media Film)
Evaluation
Evaluation
claytonl
Rushes log for shots within my film to edit.
Rushes Log
Rushes Log
claytonl
with improvements highlighted
Second drafting script for enigma
Second drafting script for enigma
claytonl
With improvements
DRAFT SCRIPT 1
DRAFT SCRIPT 1
claytonl
Floor plan for lake scene
Floor Plan
Floor Plan
claytonl
Recommended
RISKS TO FOLLOW
Risk Assessment for Enigma
Risk Assessment for Enigma
claytonl
The process of editing.
Editing Log
Editing Log
claytonl
Costume and Props Report
COSTUMES AND PROPS
COSTUMES AND PROPS
claytonl
Evaluation of Enigma (A Level Media Film)
Evaluation
Evaluation
claytonl
Rushes log for shots within my film to edit.
Rushes Log
Rushes Log
claytonl
with improvements highlighted
Second drafting script for enigma
Second drafting script for enigma
claytonl
With improvements
DRAFT SCRIPT 1
DRAFT SCRIPT 1
claytonl
Floor plan for lake scene
Floor Plan
Floor Plan
claytonl
Legal and ethical powerpoint
LEGAL AND ETHICAL CONSIDERATIONS
LEGAL AND ETHICAL CONSIDERATIONS
claytonl
for George (richard)
Sample audio
Sample audio
claytonl
For final film ENIGMA
Production Plan
Production Plan
claytonl
Risk Assessment of ENIGMA
RISK ASSESSMENT
RISK ASSESSMENT
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evaluation and swot analysis
EVALUATION AND SWOT ANALYSIS
EVALUATION AND SWOT ANALYSIS
claytonl
client email
Email clarification
Email clarification
claytonl
final script with numbers
FINAL SCRIPT WITH REFERENCE NUMBERS
FINAL SCRIPT WITH REFERENCE NUMBERS
claytonl
final script without reference numbers
FINAL SCRIPT
FINAL SCRIPT
claytonl
FINAL DRAFTING SCRIPT WITH NUMBERS FOR SHOOTING SCRIPT
FINAL SCRIPT
FINAL SCRIPT
claytonl
3rd and final script
THIRD FINAL SCRIPT FOR ENIGMA
THIRD FINAL SCRIPT FOR ENIGMA
claytonl
second draft
SECOND DRAFTING SCRIPT FOR ENIGMA
SECOND DRAFTING SCRIPT FOR ENIGMA
claytonl
SHOOTING SCRIPT FOR ENIGMA
SHOOTING SCRIPT FOR ENIGMA
SHOOTING SCRIPT FOR ENIGMA
claytonl
1st drafting script.
DRAFTING SCRIPT FOR ENIGMA
DRAFTING SCRIPT FOR ENIGMA
claytonl
all 4 script analysis'
Script analysis
Script analysis
claytonl
production plan for media
Production plan
Production plan
claytonl
Final film idea mind map
Final film idea mind map
Final film idea mind map
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PROD PLAN IMPROVEMENTS FINAL
Production plan WITH IMPROVEMENTS
Production plan WITH IMPROVEMENTS
claytonl
prod plan
Production plan
Production plan
claytonl
prod plan
Production plan
Production plan
claytonl
PROD PLAN
PRODUCTION PLAN
PRODUCTION PLAN
claytonl
In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.
Making and Justifying Mathematical Decisions.pdf
Making and Justifying Mathematical Decisions.pdf
Chris Hunter
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1029 - Danh muc Sach Giao Khoa 10 . pdf
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More Related Content
More from claytonl
Legal and ethical powerpoint
LEGAL AND ETHICAL CONSIDERATIONS
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for George (richard)
Sample audio
Sample audio
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For final film ENIGMA
Production Plan
Production Plan
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Risk Assessment of ENIGMA
RISK ASSESSMENT
RISK ASSESSMENT
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evaluation and swot analysis
EVALUATION AND SWOT ANALYSIS
EVALUATION AND SWOT ANALYSIS
claytonl
client email
Email clarification
Email clarification
claytonl
final script with numbers
FINAL SCRIPT WITH REFERENCE NUMBERS
FINAL SCRIPT WITH REFERENCE NUMBERS
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final script without reference numbers
FINAL SCRIPT
FINAL SCRIPT
claytonl
FINAL DRAFTING SCRIPT WITH NUMBERS FOR SHOOTING SCRIPT
FINAL SCRIPT
FINAL SCRIPT
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3rd and final script
THIRD FINAL SCRIPT FOR ENIGMA
THIRD FINAL SCRIPT FOR ENIGMA
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second draft
SECOND DRAFTING SCRIPT FOR ENIGMA
SECOND DRAFTING SCRIPT FOR ENIGMA
claytonl
SHOOTING SCRIPT FOR ENIGMA
SHOOTING SCRIPT FOR ENIGMA
SHOOTING SCRIPT FOR ENIGMA
claytonl
1st drafting script.
DRAFTING SCRIPT FOR ENIGMA
DRAFTING SCRIPT FOR ENIGMA
claytonl
all 4 script analysis'
Script analysis
Script analysis
claytonl
production plan for media
Production plan
Production plan
claytonl
Final film idea mind map
Final film idea mind map
Final film idea mind map
claytonl
PROD PLAN IMPROVEMENTS FINAL
Production plan WITH IMPROVEMENTS
Production plan WITH IMPROVEMENTS
claytonl
prod plan
Production plan
Production plan
claytonl
prod plan
Production plan
Production plan
claytonl
PROD PLAN
PRODUCTION PLAN
PRODUCTION PLAN
claytonl
More from claytonl
(20)
LEGAL AND ETHICAL CONSIDERATIONS
LEGAL AND ETHICAL CONSIDERATIONS
Sample audio
Sample audio
Production Plan
Production Plan
RISK ASSESSMENT
RISK ASSESSMENT
EVALUATION AND SWOT ANALYSIS
EVALUATION AND SWOT ANALYSIS
Email clarification
Email clarification
FINAL SCRIPT WITH REFERENCE NUMBERS
FINAL SCRIPT WITH REFERENCE NUMBERS
FINAL SCRIPT
FINAL SCRIPT
FINAL SCRIPT
FINAL SCRIPT
THIRD FINAL SCRIPT FOR ENIGMA
THIRD FINAL SCRIPT FOR ENIGMA
SECOND DRAFTING SCRIPT FOR ENIGMA
SECOND DRAFTING SCRIPT FOR ENIGMA
SHOOTING SCRIPT FOR ENIGMA
SHOOTING SCRIPT FOR ENIGMA
DRAFTING SCRIPT FOR ENIGMA
DRAFTING SCRIPT FOR ENIGMA
Script analysis
Script analysis
Production plan
Production plan
Final film idea mind map
Final film idea mind map
Production plan WITH IMPROVEMENTS
Production plan WITH IMPROVEMENTS
Production plan
Production plan
Production plan
Production plan
PRODUCTION PLAN
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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.
Making and Justifying Mathematical Decisions.pdf
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Chris Hunter
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1029 - Danh muc Sach Giao Khoa 10 . pdf
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Editing Log
1.
EDITING LOG FIRST VIDEOSIN
FOLDER (BACKUP) SECONDVIDEOSRENAMED (USING FOREDITING)
2.
EDITING PROCESS(1) WITHOUT
AUDIO : FIRST SEQUENCE
3.
EDITING PROCESS2: AUDIO
4.
EDITING PROCESS3: TRANSITIONS
5.
EXPORTING
Download now