The document discusses various equipment available for recording media projects, including cameras, digital recorders, laptops, and desktop software. It provides details on where to find each type of equipment in the school, when the equipment is available, and how to book it for use. Key equipment mentioned includes cameras and tripods available in the media classroom by booking on the timetable, mini DVD tapes assigned to each student group, Mac computers in room T14 available during lessons without booking but requiring booking during lunch, and iMovie software pre-installed on the Macs. An external hard drive is provided to each group for editing and saving large video files whenever needed without booking.
This document provides instructions for a student to record information about audiovisual equipment available at their school for a creative media course assignment. Students are asked to consider recording resources like cameras, digital recorders, laptops and software. They should list specific equipment in a table including where it can be found, its availability, and how to book it. Examples given include a video camera and tripod available in the school's media department and Mac computers located in the T-block that can be booked at any time. The completed equipment resource table will form the student's first recording for the course.
This document provides information about recording equipment available to students, including cameras, digital recorders, laptops, and desktop publishing software. It instructs students to list details of available equipment in a table, including its location, availability, and booking process. The sample table lists a video camera and tripod available in the media department and provides information on their location, availability times, and the process for booking them. It also notes a Mac computer and iMovie HD software are available at all times in the school's T-block without needing to be booked.
The document provides a student's responses to content covered in 5 units of a CALL (Computer Assisted Language Learning) course. For each unit, the student indicates their level of knowledge as "I don't know", "I know", or "I know how to do it". They then provide a brief justification for their response. The units covered concepts like the roles of students and teachers in CALL, website analysis and evaluation, educational software, web tools, and blogs/e-portfolios.
The document provides a table for students to consider what medium they will use for their creative project. It lists different mediums like painting, using a camera, writing a newspaper article, and making clothing. For each medium, it prompts the student to consider if they have the necessary skills, how they can gain additional skills, and if they will have access to the required equipment, materials, and resources. The goal is to help students choose the best medium by evaluating their current abilities and access to resources to complete their project.
The document presents 6 simple rules for improved health: 1) reduce sugars and sweets; 2) eat only 2-3 times per day; 3) get 7+ hours of sleep; 4) get sun exposure and take vitamin D; 5) exercise intensely for short periods; and 6) avoid sitting for long periods. It argues that these rules align with how humans evolved, as our ancestors ate infrequently with limited access to carbohydrates and sugars, and were physically active hunters and gatherers who were adapted to endure periods without food. The document claims modern diets and lifestyles diverge from this evolutionary path in unhealthy ways.
This production schedule outlines the key meetings, locations, dates, and equipment needed for a film production called BRiiNK. It includes 7 planning meetings from May 2011 to April 2011. The locations include the CFGS Library, 12 Johnson House venue, a school atrium, and outside a house. Equipment such as cameras, tripods, costumes, and storyboards are needed. Health and safety procedures are addressed at one of the planning meetings at 12 Johnson House in April.
Creekview Middle School's STaR Chart results from 2005-2009 are summarized as follows:
1) The school scored in the "Developing Tech" range for Teaching and Learning and saw only a one point increase over three years, indicating more progress is needed in higher-level technology skills.
2) Educator Preparation scores decreased over four years, suggesting more professional development and higher-level thinking skills training are required.
3) Leadership/Support scores were in the "Advanced Tech" range but could be improved through increased collaboration and use of various media/budgets.
4) Infrastructure scores improved slightly but need 1:1 student access, fully equipped classrooms, and better technical support
Educação e aprendizagem em Castro Verde agrupado8acv
O abandono escolar em 1991 foi maior do que em 2001, com Entradas tendo a maior taxa de abandono (15,38%) e Castro Verde a menor (7,81%). Em 2001, Santa Bárbara dos Padrões teve a maior taxa de abandono (1,35%), enquanto Casével, Entradas e São Marcos da Ataboeira tiveram grandes reduções. Em 2005/2006 houve grande retenção e desistência no ensino básico, mas desde então as taxas diminuíram. Castro Verde tem a maior população com ensino superior completo, e Entradas
This document provides instructions for a student to record information about audiovisual equipment available at their school for a creative media course assignment. Students are asked to consider recording resources like cameras, digital recorders, laptops and software. They should list specific equipment in a table including where it can be found, its availability, and how to book it. Examples given include a video camera and tripod available in the school's media department and Mac computers located in the T-block that can be booked at any time. The completed equipment resource table will form the student's first recording for the course.
This document provides information about recording equipment available to students, including cameras, digital recorders, laptops, and desktop publishing software. It instructs students to list details of available equipment in a table, including its location, availability, and booking process. The sample table lists a video camera and tripod available in the media department and provides information on their location, availability times, and the process for booking them. It also notes a Mac computer and iMovie HD software are available at all times in the school's T-block without needing to be booked.
The document provides a student's responses to content covered in 5 units of a CALL (Computer Assisted Language Learning) course. For each unit, the student indicates their level of knowledge as "I don't know", "I know", or "I know how to do it". They then provide a brief justification for their response. The units covered concepts like the roles of students and teachers in CALL, website analysis and evaluation, educational software, web tools, and blogs/e-portfolios.
The document provides a table for students to consider what medium they will use for their creative project. It lists different mediums like painting, using a camera, writing a newspaper article, and making clothing. For each medium, it prompts the student to consider if they have the necessary skills, how they can gain additional skills, and if they will have access to the required equipment, materials, and resources. The goal is to help students choose the best medium by evaluating their current abilities and access to resources to complete their project.
The document presents 6 simple rules for improved health: 1) reduce sugars and sweets; 2) eat only 2-3 times per day; 3) get 7+ hours of sleep; 4) get sun exposure and take vitamin D; 5) exercise intensely for short periods; and 6) avoid sitting for long periods. It argues that these rules align with how humans evolved, as our ancestors ate infrequently with limited access to carbohydrates and sugars, and were physically active hunters and gatherers who were adapted to endure periods without food. The document claims modern diets and lifestyles diverge from this evolutionary path in unhealthy ways.
This production schedule outlines the key meetings, locations, dates, and equipment needed for a film production called BRiiNK. It includes 7 planning meetings from May 2011 to April 2011. The locations include the CFGS Library, 12 Johnson House venue, a school atrium, and outside a house. Equipment such as cameras, tripods, costumes, and storyboards are needed. Health and safety procedures are addressed at one of the planning meetings at 12 Johnson House in April.
Creekview Middle School's STaR Chart results from 2005-2009 are summarized as follows:
1) The school scored in the "Developing Tech" range for Teaching and Learning and saw only a one point increase over three years, indicating more progress is needed in higher-level technology skills.
2) Educator Preparation scores decreased over four years, suggesting more professional development and higher-level thinking skills training are required.
3) Leadership/Support scores were in the "Advanced Tech" range but could be improved through increased collaboration and use of various media/budgets.
4) Infrastructure scores improved slightly but need 1:1 student access, fully equipped classrooms, and better technical support
Educação e aprendizagem em Castro Verde agrupado8acv
O abandono escolar em 1991 foi maior do que em 2001, com Entradas tendo a maior taxa de abandono (15,38%) e Castro Verde a menor (7,81%). Em 2001, Santa Bárbara dos Padrões teve a maior taxa de abandono (1,35%), enquanto Casével, Entradas e São Marcos da Ataboeira tiveram grandes reduções. Em 2005/2006 houve grande retenção e desistência no ensino básico, mas desde então as taxas diminuíram. Castro Verde tem a maior população com ensino superior completo, e Entradas
The document discusses equipment available for recording media projects at a school. It provides a table for listing recording equipment, where it can be found, when it is available, and how to book it. The table includes details for a camera found in the media classroom and available to book on Mondays, a tape recorder provided to each group, Mac computers in the computer room available during lessons and lunch with sign-in required, iMovie software pre-installed on computers, and USB drives provided to each music video group.
The document provides information about recording equipment available at a school for media students. It lists specific equipment like cameras, tripods, mini DV tapes, Mac computers, iMovie software, and external hard drives. It notes where each type of equipment can be found, when it is available for student use, and how to book the equipment if needed. The purpose is to create a record of these resources to help students plan substantial media projects making use of available equipment.
This document provides information about recording equipment available at a school for student use, including video cameras, tripods, mini DV tapes, and Mac computers. It instructs students to complete a table with details of the equipment names, their locations in the school, availability times, and how to book each piece of equipment. The table provides examples of specific equipment found in the school's Media Resource Office or T-Block, when they can be used or borrowed, and that booking forms and scheduling is required to reserve equipment and ensure it is returned on time.
The document discusses the materials and resources needed to create a record for a Creative and Media course. It lists Mac computers, mini DV tapes, a camera and tripod, iMovie software, and costumes as the key resources. It notes that the Macs, tapes, camera/tripod, and software will be provided by the school but may require booking in advance due to limited availability. Students are responsible for bringing their own costumes. Developing an accurate assessment of required materials and resources is important for effectively planning the creation of the record project.
The document discusses various mediums - video, film, radio, and print - that could be used for a record. For each medium, it considers whether the student has the necessary skills, how skills could be gained if needed, and whether equipment and resources would be accessible. The mediums of video, film, and print are identified as having skills already or not requiring new skills, while gaining observation and assistance from others is suggested to learn radio broadcast skills. Access to equipment and materials is noted as available through the school for all mediums.
This document provides information to help students choose an appropriate medium for recording a project. It contains a table that lists various recording mediums - camera/tripod, iMovie software, Mac computer, and Mini DV tape. For each medium, the student must assess their current skills, how they can develop additional skills, and whether they will have access to the necessary equipment and resources. The goal is for students to thoughtfully evaluate their abilities and plan how to gain new skills in order to select a medium they can successfully use for their project.
The document discusses the materials and resources needed to create a record for a creative media course. It lists the camera, tripod, mini DV tape, external hard drive, Mac computer, and iMovie software that are available for students to use. Completing this document carefully will help students effectively plan the creation of their record by identifying all required materials and their locations.
This document provides information to help a student choose an appropriate medium for recording a creative project. It lists three potential mediums - iMovie editing program, filming with a video camera, and using Mini DV tapes. For each medium, it outlines the skills needed, how to gain skills, and access to necessary equipment and resources. The student is encouraged to practice and seek advice to improve their skills for their chosen medium and ensure they can access required equipment.
This document provides information to help a student choose an appropriate medium for recording a creative project. It lists three potential mediums - iMovie editing program, filming with a video camera, and using Mini DV tapes. For each medium, it outlines the skills needed, how to gain skills if needed, and whether access to the necessary equipment and resources is possible. The document encourages the student to think carefully about their skills and ability to access equipment when deciding on a medium to use.
The document discusses various types of equipment that could be used for a media record, including cameras & tripods, iMovie software, iMac computers, and Mini DV tapes. For each medium, it prompts the user to consider whether they have the necessary skills to use it, how they could gain additional skills, and whether they have access to the equipment. The goal is to help the user thoughtfully evaluate different options for their project medium based on their current abilities and access to resources.
Photography involves using a camera to capture photographs. The photographer adjusts the camera's focus, aperture, shutter speed, and white balance to control aspects of the photograph like depth of field, light levels, and color balance. While the concepts and early experiments of photography date back millennia, the modern practice emerged through technical developments combining lenses, light sensitivity, and chemical development processes, starting with monochrome photographs and later incorporating color.
Hannie Syeda is a professional model who was interviewed about her role and responsibilities. She explained that the average photo shoot takes around 5 hours, with hair and makeup done beforehand. When first starting as a model, she was suggested by her aunt to audition and enjoyed her first shoot. As advice for choosing models, she recommends selecting enthusiastic, camera-confident candidates who are dedicated, allow artistic freedom with hair and makeup, and can follow instructions and be punctual.
The student evaluated their role and performance in a group project. They split responsibilities with their partner to design and promote a fashion exhibition. The student's responsibilities included obtaining permission for the event space, designing promotional materials, recruiting professionals for interviews, and photography. They felt they met deadlines and developed photography and makeup skills. The student learned the importance of teamwork for successful group projects and developed skills in directing, managing, organizing, and communicating.
The document describes a student's creative project to hold a photography exhibition displaying sights in London and fashion photography representing different cultures. The student developed initial ideas through meetings with their partner and research. They chose to combine their ideas of displaying London sights with fashion photography to show diversity in London. Research methods like interviews with professionals were successful in providing advice and skills development. Setting up the exhibition went well though preparing displays took longer than expected. The student would prepare the exhibition fully before an audience arrived for future projects.
This document evaluates a student's fashion diversity project in London. The project involved taking pictures of girls in different cultural clothes at various London locations to illustrate fashion diversity. Strengths included effective teamwork between the student and their partner through meetings and target setting. A weakness was initial uncertainty about the project, but the student overcame this by learning new skills.
The document describes a student's final project for a Creative and Media course. It lists the skills the student used and how they were applied. The student managed their time effectively to complete an exhibition on fashion diversity in London. They organized a venue for the exhibition and booked interviews. Different camera shots were used to take photographs at the exhibition. The student interviewed a model for primary research and communicated with the audience at the exhibition. The results were a successful exhibition and insights gained from the model interview.
This document provides guidance for students taking a Level 2 Higher Diploma in Creative and Media. It instructs students to use a table to plan and keep records of secondary research sources used. The table includes fields to record the title or address of the source, any notes about the source, and the date used. An example is provided of researching the history of photography and cultural fashion from an internet source on March 24th, 2011.
The document discusses primary research methods for a creative media project, including an interview with a professional model planned for April 8, 2011 and attendance at a photography workshop to develop camera skills and techniques. The table is intended to help plan and keep records of primary research methods used, noting the research method, details, and date used.
This document provides a record of progress for a student's fashion diversity exhibition project in London. It lists the objectives of the project, including booking an exhibition venue, holding auditions for models, purchasing supplies, creating a poster, completing photography, and holding the exhibition. For each objective, it notes the student's progress so far and any remaining tasks. According to the record, the student has completed tasks like booking a venue, holding auditions, purchasing supplies, and taking some photographs. Remaining tasks include taking photos of the other two models and holding the final exhibition. The document is signed and dated by the student and tutor to acknowledge the progress made on the project.
The document provides a list of different types of resources that a student may need to complete a creative media project, including equipment, software, consumables, finance, people, expert help, and other resources. For each resource type, the student identifies what they will specifically need for their project and how they plan to obtain it. They note that equipment like cameras and laminators are available from the school, no additional software is required, consumables like makeup and costumes will be purchased using the student's budget, finance for additional items will come from both the budget and their own money, people will be selected from an audition process, and an expert model friend will provide advice and connections.
The document lists key activities that must be completed for a creative media project on fashion diversity photography. These include generating ideas, action planning, research, pre-production, production, post-production, evaluation, and communication. Time estimates are provided for each activity, with a total project time of approximately 5-6 weeks. Research activities like interviews and exploring different cultures are estimated to take 2 weeks. Production including photographing models at various venues is expected to take 2 weeks.
The document discusses equipment available for recording media projects at a school. It provides a table for listing recording equipment, where it can be found, when it is available, and how to book it. The table includes details for a camera found in the media classroom and available to book on Mondays, a tape recorder provided to each group, Mac computers in the computer room available during lessons and lunch with sign-in required, iMovie software pre-installed on computers, and USB drives provided to each music video group.
The document provides information about recording equipment available at a school for media students. It lists specific equipment like cameras, tripods, mini DV tapes, Mac computers, iMovie software, and external hard drives. It notes where each type of equipment can be found, when it is available for student use, and how to book the equipment if needed. The purpose is to create a record of these resources to help students plan substantial media projects making use of available equipment.
This document provides information about recording equipment available at a school for student use, including video cameras, tripods, mini DV tapes, and Mac computers. It instructs students to complete a table with details of the equipment names, their locations in the school, availability times, and how to book each piece of equipment. The table provides examples of specific equipment found in the school's Media Resource Office or T-Block, when they can be used or borrowed, and that booking forms and scheduling is required to reserve equipment and ensure it is returned on time.
The document discusses the materials and resources needed to create a record for a Creative and Media course. It lists Mac computers, mini DV tapes, a camera and tripod, iMovie software, and costumes as the key resources. It notes that the Macs, tapes, camera/tripod, and software will be provided by the school but may require booking in advance due to limited availability. Students are responsible for bringing their own costumes. Developing an accurate assessment of required materials and resources is important for effectively planning the creation of the record project.
The document discusses various mediums - video, film, radio, and print - that could be used for a record. For each medium, it considers whether the student has the necessary skills, how skills could be gained if needed, and whether equipment and resources would be accessible. The mediums of video, film, and print are identified as having skills already or not requiring new skills, while gaining observation and assistance from others is suggested to learn radio broadcast skills. Access to equipment and materials is noted as available through the school for all mediums.
This document provides information to help students choose an appropriate medium for recording a project. It contains a table that lists various recording mediums - camera/tripod, iMovie software, Mac computer, and Mini DV tape. For each medium, the student must assess their current skills, how they can develop additional skills, and whether they will have access to the necessary equipment and resources. The goal is for students to thoughtfully evaluate their abilities and plan how to gain new skills in order to select a medium they can successfully use for their project.
The document discusses the materials and resources needed to create a record for a creative media course. It lists the camera, tripod, mini DV tape, external hard drive, Mac computer, and iMovie software that are available for students to use. Completing this document carefully will help students effectively plan the creation of their record by identifying all required materials and their locations.
This document provides information to help a student choose an appropriate medium for recording a creative project. It lists three potential mediums - iMovie editing program, filming with a video camera, and using Mini DV tapes. For each medium, it outlines the skills needed, how to gain skills, and access to necessary equipment and resources. The student is encouraged to practice and seek advice to improve their skills for their chosen medium and ensure they can access required equipment.
This document provides information to help a student choose an appropriate medium for recording a creative project. It lists three potential mediums - iMovie editing program, filming with a video camera, and using Mini DV tapes. For each medium, it outlines the skills needed, how to gain skills if needed, and whether access to the necessary equipment and resources is possible. The document encourages the student to think carefully about their skills and ability to access equipment when deciding on a medium to use.
The document discusses various types of equipment that could be used for a media record, including cameras & tripods, iMovie software, iMac computers, and Mini DV tapes. For each medium, it prompts the user to consider whether they have the necessary skills to use it, how they could gain additional skills, and whether they have access to the equipment. The goal is to help the user thoughtfully evaluate different options for their project medium based on their current abilities and access to resources.
Photography involves using a camera to capture photographs. The photographer adjusts the camera's focus, aperture, shutter speed, and white balance to control aspects of the photograph like depth of field, light levels, and color balance. While the concepts and early experiments of photography date back millennia, the modern practice emerged through technical developments combining lenses, light sensitivity, and chemical development processes, starting with monochrome photographs and later incorporating color.
Hannie Syeda is a professional model who was interviewed about her role and responsibilities. She explained that the average photo shoot takes around 5 hours, with hair and makeup done beforehand. When first starting as a model, she was suggested by her aunt to audition and enjoyed her first shoot. As advice for choosing models, she recommends selecting enthusiastic, camera-confident candidates who are dedicated, allow artistic freedom with hair and makeup, and can follow instructions and be punctual.
The student evaluated their role and performance in a group project. They split responsibilities with their partner to design and promote a fashion exhibition. The student's responsibilities included obtaining permission for the event space, designing promotional materials, recruiting professionals for interviews, and photography. They felt they met deadlines and developed photography and makeup skills. The student learned the importance of teamwork for successful group projects and developed skills in directing, managing, organizing, and communicating.
The document describes a student's creative project to hold a photography exhibition displaying sights in London and fashion photography representing different cultures. The student developed initial ideas through meetings with their partner and research. They chose to combine their ideas of displaying London sights with fashion photography to show diversity in London. Research methods like interviews with professionals were successful in providing advice and skills development. Setting up the exhibition went well though preparing displays took longer than expected. The student would prepare the exhibition fully before an audience arrived for future projects.
This document evaluates a student's fashion diversity project in London. The project involved taking pictures of girls in different cultural clothes at various London locations to illustrate fashion diversity. Strengths included effective teamwork between the student and their partner through meetings and target setting. A weakness was initial uncertainty about the project, but the student overcame this by learning new skills.
The document describes a student's final project for a Creative and Media course. It lists the skills the student used and how they were applied. The student managed their time effectively to complete an exhibition on fashion diversity in London. They organized a venue for the exhibition and booked interviews. Different camera shots were used to take photographs at the exhibition. The student interviewed a model for primary research and communicated with the audience at the exhibition. The results were a successful exhibition and insights gained from the model interview.
This document provides guidance for students taking a Level 2 Higher Diploma in Creative and Media. It instructs students to use a table to plan and keep records of secondary research sources used. The table includes fields to record the title or address of the source, any notes about the source, and the date used. An example is provided of researching the history of photography and cultural fashion from an internet source on March 24th, 2011.
The document discusses primary research methods for a creative media project, including an interview with a professional model planned for April 8, 2011 and attendance at a photography workshop to develop camera skills and techniques. The table is intended to help plan and keep records of primary research methods used, noting the research method, details, and date used.
This document provides a record of progress for a student's fashion diversity exhibition project in London. It lists the objectives of the project, including booking an exhibition venue, holding auditions for models, purchasing supplies, creating a poster, completing photography, and holding the exhibition. For each objective, it notes the student's progress so far and any remaining tasks. According to the record, the student has completed tasks like booking a venue, holding auditions, purchasing supplies, and taking some photographs. Remaining tasks include taking photos of the other two models and holding the final exhibition. The document is signed and dated by the student and tutor to acknowledge the progress made on the project.
The document provides a list of different types of resources that a student may need to complete a creative media project, including equipment, software, consumables, finance, people, expert help, and other resources. For each resource type, the student identifies what they will specifically need for their project and how they plan to obtain it. They note that equipment like cameras and laminators are available from the school, no additional software is required, consumables like makeup and costumes will be purchased using the student's budget, finance for additional items will come from both the budget and their own money, people will be selected from an audition process, and an expert model friend will provide advice and connections.
The document lists key activities that must be completed for a creative media project on fashion diversity photography. These include generating ideas, action planning, research, pre-production, production, post-production, evaluation, and communication. Time estimates are provided for each activity, with a total project time of approximately 5-6 weeks. Research activities like interviews and exploring different cultures are estimated to take 2 weeks. Production including photographing models at various venues is expected to take 2 weeks.
This document appears to be a random string of numbers without any clear meaning or message. It does not contain enough contextual information to generate a multi-sentence summary.
This document contains the names of 8 children, their parent/carers' names, telephone numbers, and whether parental permission was granted for each child. Permission was granted for all children listed. The children's names are Fardin Ahmed, Shadin Ahmed, Farhan Miah, Janat Begum, Inayah Begum, Shemul Arjan, Ruji Hanif, and Shamim Hanif.
A digital camera records images digitally using an electronic image sensor instead of film. It can display images immediately and store thousands of images on memory. A lens or assembly of lenses is used in cameras to make images on film or electronically. A tripod is a three-legged stand used to support cameras or optical instruments to stabilize the image. Lights are used in photography to illuminate subjects and increase exposure, while focus determines how clearly light from objects is converged in an image.
The document discusses the ideas, opportunities, threats, strengths, and weaknesses of a higher project. The main budget and travel costs to venues far away are threats. Opportunities include taking a photography workshop to improve skills and interviewing an experienced model. Strengths are a passion for fashion and understanding the teenage target audience. Weaknesses are not being good at taking professional photographs, but a plan to learn and improve through experimentation.
This document appears to be a random string of numbers without any context or meaning. It does not contain enough information to generate a meaningful 3 sentence summary.
The document provides a checklist for students to consider when making a record as part of their coursework. It lists the key factors students should consider, including the materials and resources needed, the time available, costs, any legal or ethical issues, and how the group will communicate. Having the proper resources, setting a deadline, addressing copyright, and coordinating communication are essential to ensuring the successful production of the student record.
The document provides information for recording ideas for a music video production project. It includes a mind map diagram outlining potential ideas such as including animations, choosing song options from the 1980s, and developing a rough story plan about a girl celebrating her birthday with friends by going out to various London locations. It also discusses the target audience for the music video as being between ages 8 to 30 who enjoy dancing, partying, or having fun and access music videos online.
This document provides examples of records that have inspired the student, including:
1. The 2010 music video "Check It Out" by Will.I.Am and Nicki Minaj, which samples the 1979 song "Video Killed the Radio Star" and features futuristic graphics and dancing clones.
2. The 2008 science fiction film "Jumper" based on the novel, directed by Doug Liman, about protagonists who can teleport, featuring over 100 jumps created using visual effects software.
3. A 1938 black-and-white photograph of New York City financial district rooftops by American photographer Berenice Abbott, showing 1930s urban architecture.