Amad reflection on p task
•Download as DOCX, PDF•
0 likes•283 views
The document discusses a group project to create a 2-minute video clip including various film techniques. The group struggled with planning, having difficulty deciding on the motivation for the characters. Shooting went smoothly, with defined roles for being in front of and behind the camera. Editing was split between members, though planning was poor which led to improvising on the day of filming and wasting time. Overall, the group believes they are capable of better work and did not fully meet the requirements of the brief.
Report
Share
Report
Share
Recommended
Amad reflection on p task- not finished 
The group was tasked with creating a 2-minute video clip demonstrating various film techniques. Their planning was ineffective as they struggled to establish the motivation for the character meeting. While roles were easily divided, with two acting and one operating camera, their poor planning required improvisation on the day of filming which wasted time. For the main task, improved planning is needed so filming can proceed efficiently without delays thinking of ideas on location.
Amad Reflection of p task Finished
1. The document reflects on a group project to create a 2-minute video clip demonstrating various film techniques.
2. Planning for the project was ineffective as the group struggled to establish a motivation for the characters, which hindered their ability to film successfully.
3. While contributions during filming were effective, improvements are needed for better planning, ensuring fully charged cameras, removing tripod from shots, and creating a script to maximize efficient filming.
Question 7
For the preliminary task, the student worked individually and focused on camera work and basic editing. For the main task, the student worked in a group to act in and produce idents. Communication, planning, production, and post-production were much improved in the main task compared to the preliminary. The group used a Facebook chat to better organize filming over break. Storyboards were more detailed and helped during shooting. All footage was kept for the main task to aid continuity, whereas unnecessary scenes were deleted for the preliminary. Music choice and editing style, including titles, were more advanced and professional for the main task.
Film person’s journal
Kiren and Sara divided camerawork responsibilities for their short film. They worked well as a team and completed all necessary shots using a variety of camera angles and techniques. During filming, some shots were out of focus or unnecessary, so they refilmed two scenes. While challenges occurred, their teamwork and creativity led to a successful final production, and the experience will help them improve for their next project.
Question 7 Evluation
The producer discusses how the preliminary film title sequence task helped prepare them for the main film production. It helped them learn basic filming and editing skills like camera angles, shots, and creating titles. While the preliminary location and costumes were limited, it helped them realize areas to improve for the final project, such as choosing a location that better fit the dark theme. The preliminary also helped them learn editing software and basic effects, but they gained more experience with lighting, color correction, and advanced effects for the final product.
Prelim evaluation
1) The document describes the filmmaker's original idea for their preliminary film project, which involved a hostage situation in a car.
2) They then decided to create a new script about a businesswoman keeping her sister hostage after realizing the original plan would not be as effective.
3) While filming, the filmmaker focused on incorporating different shots like shot reverse shot but struggled with following the 180 degree rule, which caused some confusion at the end.
Preliminary evaluation
My evaluation for our preliminary task that we produced throughout the first six weeks of year twelve.
Unit 2 and 3,task 8
This document discusses a student film project created by Dayan Ali Syed. Due to time constraints, some scenes from the script had to be cut from the production. They filmed outdoors using a mobile phone camera. Locations included a quiet street, neighborhood, and empty house to establish atmosphere. The changes made to the script were done to accommodate the shots planned. Shots included close-ups, wide angles, and point of view. Camera movements like tilting, panning, and zooming were used. Their budget was lower than planned. Fewer actors were used than originally scripted. The production could have been improved with more time for takes, better lighting of a main character, and inclusion of more dialogue.
Recommended
Amad reflection on p task- not finished
The group was tasked with creating a 2-minute video clip demonstrating various film techniques. Their planning was ineffective as they struggled to establish the motivation for the character meeting. While roles were easily divided, with two acting and one operating camera, their poor planning required improvisation on the day of filming which wasted time. For the main task, improved planning is needed so filming can proceed efficiently without delays thinking of ideas on location.
Amad Reflection of p task Finished
1. The document reflects on a group project to create a 2-minute video clip demonstrating various film techniques.
2. Planning for the project was ineffective as the group struggled to establish a motivation for the characters, which hindered their ability to film successfully.
3. While contributions during filming were effective, improvements are needed for better planning, ensuring fully charged cameras, removing tripod from shots, and creating a script to maximize efficient filming.
Question 7
For the preliminary task, the student worked individually and focused on camera work and basic editing. For the main task, the student worked in a group to act in and produce idents. Communication, planning, production, and post-production were much improved in the main task compared to the preliminary. The group used a Facebook chat to better organize filming over break. Storyboards were more detailed and helped during shooting. All footage was kept for the main task to aid continuity, whereas unnecessary scenes were deleted for the preliminary. Music choice and editing style, including titles, were more advanced and professional for the main task.
Film person’s journal
Kiren and Sara divided camerawork responsibilities for their short film. They worked well as a team and completed all necessary shots using a variety of camera angles and techniques. During filming, some shots were out of focus or unnecessary, so they refilmed two scenes. While challenges occurred, their teamwork and creativity led to a successful final production, and the experience will help them improve for their next project.
Question 7 Evluation
The producer discusses how the preliminary film title sequence task helped prepare them for the main film production. It helped them learn basic filming and editing skills like camera angles, shots, and creating titles. While the preliminary location and costumes were limited, it helped them realize areas to improve for the final project, such as choosing a location that better fit the dark theme. The preliminary also helped them learn editing software and basic effects, but they gained more experience with lighting, color correction, and advanced effects for the final product.
Prelim evaluation
1) The document describes the filmmaker's original idea for their preliminary film project, which involved a hostage situation in a car.
2) They then decided to create a new script about a businesswoman keeping her sister hostage after realizing the original plan would not be as effective.
3) While filming, the filmmaker focused on incorporating different shots like shot reverse shot but struggled with following the 180 degree rule, which caused some confusion at the end.
Preliminary evaluation
My evaluation for our preliminary task that we produced throughout the first six weeks of year twelve.
Unit 2 and 3,task 8
This document discusses a student film project created by Dayan Ali Syed. Due to time constraints, some scenes from the script had to be cut from the production. They filmed outdoors using a mobile phone camera. Locations included a quiet street, neighborhood, and empty house to establish atmosphere. The changes made to the script were done to accommodate the shots planned. Shots included close-ups, wide angles, and point of view. Camera movements like tilting, panning, and zooming were used. Their budget was lower than planned. Fewer actors were used than originally scripted. The production could have been improved with more time for takes, better lighting of a main character, and inclusion of more dialogue.
Question 7 done
Looking back at the preliminary task, the author feels they have learned several key elements that improved their final product. These include:
1) Learning advanced editing skills in Final Cut Pro, like fading between clips and adding titles and logos.
2) Improving filming skills like framing shots, panning, and steady shots to portray characters and match action shots.
3) Doing further research on audiences by genre to attract the right demographic.
4) Improving planning skills to schedule filming around all characters and writing scripts with character understanding.
5) Establishing the genre more clearly from the beginning of the film.
6) Choosing locations better to fit the scene and obey filming rules.
Production Phase
The document summarizes the production phase of filming a music video. Reece's role was director and actor. He found selecting roles and scheduling filming dates was easy which allowed them to get started. However, getting the desired shots was frustrating as they didn't always turn out as envisioned. Shannon's role was camera operator and her experience helped get good angles. Skye and Rose both acted, with Skye playing the character hunting Rose's. They both worked hard and provided input to help achieve good shots.
Evaluation 7
In the preliminary task, the document's author focused on using the 180 degree rule and shot-reverse shot to film relatively simple shots, including someone walking through a door with a match on action. For the main task, more advanced editing and camera angles were used to film the first two minutes of a film, including a zoom and fade. Techniques from the preliminary task were applied better. Overall, the author's editing skills improved through gaining experience in both tasks, becoming more confident over time despite initially not knowing what they were doing.
The book evaluation josh whipday
The team worked well together in the pre-production phase by assigning specific roles based on strengths. They planned out the storyline and held regular meetings. During production, each person fulfilled their role successfully with only one minor sound issue. In post-production, each team member edited the clips together using various techniques like color correction, transitions, and key framing to tell the story. The film required skills in cameras, editing, and creativity.
Question 7
Looking back, the author feels they have greatly improved and progressed from their preliminary task to the full product. For the preliminary task, they struggled to come up with good ideas but their ideas flowed more for the full product after further research. The quality of shot framing, use of lighting and mise-en-scene, and editing all improved substantially for the full product compared to the preliminary task. Working together as a pair helped them stay organized and ensure their work was completed on time.
Question 7
The document summarizes what the group learned from producing their preliminary film task to the full film product. In the preliminary, they learned about different camera shots and angles through pre-production. During production of the preliminary, they struggled with camera skills and following the storyboard. In post-production of the preliminary, their editing was basic as they were new to the software. For the full film, they applied what they learned to plan better with a storyboard, focus on camera shots and angles, and create more sophisticated editing and titles. They felt their teamwork and skills improved from mistakes made on the preliminary.
Preliminary task evaluation
The document summarizes mistakes made in a preliminary documentary task. It notes that the camera moved during the interview disrupting the rule of thirds. It also states that the background and font used were not relevant and created no meaning. Additionally, it mentions there were not enough cutaways filmed, which led to many jump cuts when editing out questions. This made the preliminary task look unprofessional. Finally, it observes that towards the end of the interview, the subject stopped reading the questions back, so their answers no longer made sense on their own during editing.
Photos taken
The document discusses photos taken for a magazine about music performances. It includes descriptions of 14 photos with details on the shot type, subject, and whether they were used in the magazine. Many of the photos were cropped, edited or had their backgrounds removed to make them suitable for different pages like the cover, contents page, and features page.
Unit 2, task 8
The group produced a short horror film called "Extreme Sports" to meet the brief of making a film in the horror genre. Each group member had specific roles in pre-production such as writing the script, creating a storyboard, and planning shot types. During production, various shots were filmed including scenes where the character Josh slowly walks down stairs to meet his "new friends" to build suspense. In post-production, the group edited the film, added sound effects and music. Though there were challenges like unsteady camera work, the group was able to successfully complete the film and meet the requirements of the brief through collaboration and planning in pre-production, production and post-production.
Unit 21 evaluation
Bilal created a music video for his unit 21 project, which was difficult to complete from pre-production through filming due to having to modify plans. He had to change elements like the story, time, and editing due to a lack of assistance from actors and limited resources. However, Bilal was able to find better filming locations than planned and got good shots from the roof scene. Overall, while the final project differed from Bilal's initial plans and synopsis due to challenges, he believes it still turned out well.
Question 7
The document discusses the progression from the preliminary task to the main task. It describes some mistakes in the preliminary task like unclear sound and editing errors. It then outlines improvements made for the final production, including using more camera angles, higher quality footage, better planning with storyboarding, and smoother editing with a wider range of transitions and effects. The preliminary task helped provide experience with equipment and build confidence for the larger scale final production.
Evaluation Q3
The document discusses using survey monkey to collect audience feedback on a music video project. 5 questions were created and the survey was posted on Facebook and music websites. Written interviews were also conducted. The feedback was used to make changes like incorporating dark colors and busy city locations preferred by the target audience. First and final drafts of an advertisement are shown and it is explained that feedback led to changing the photo and layout to give it a more professional look.
EVALUATION ACTIVITY 7 : Michael
The student learned several things from their preliminary task to the final product. For the preliminary task, they only had 20 minutes for planning and filming, so it was not as high quality as the final product which took weeks of planning and multiple days of filming. For the final product, they conducted in-depth research, planned locations and dialogue, and felt more confident using equipment like microphones, windbreakers, and tripods. While the preliminary task helped introduce basics, working with classmates on the final product helped them learn new skills that improved the overall quality.
Requirements of the production portfolio, blog and 1-1
The document outlines the requirements for a group media production project, which includes producing a short film based on a fairytale, fable, or myth along with additional tasks like a film review and poster. It also describes setting up roles within the group, with one member as producer, one as editor, and one as director. The group then chooses to adapt the fairytale "Sleeping Beauty" into a modern short film.
Question 7 evaluation
The students improved their filmmaking skills in their final piece by focusing on better shot framing, types, and continuity. They centered subjects in shots to guide the audience's focus and avoided empty space. Storyboarding shots according to character actions helped maintain continuity between shots for a direct narrative link.
evaluation q 7
In the progression from the preliminary task to the full product, the group learned the importance of effective planning. For the preliminary task, there was little planning but for the main task, the group created a WhatsApp group to discuss filming dates, locations, costumes and props. Additionally, the group improved filming quality by using a tripod and better camera, and conducted actor auditions to cast the best actors for each role. Overall, the planning and production quality was much higher for the main task compared to the preliminary task.
Nabila's evaluation
Nabila discusses her progress in technical filmmaking skills over the past year. She learned how to hold the camera steady to avoid shaky footage and became more proficient with the video editing software Final Cut Pro. Nabila also learned about continuity editing and how to seamlessly edit together video clips to make the action flow naturally from one shot to the next. For her most recent project, Nabila filmed and edited all of the video clips. The main challenge was a lack of actors, which forced them to improvise with limited preparation time. Going forward, Nabila plans to prepare more thoroughly for projects and ensure clear communication within her group.
Preliminary Task Evaluation
The document discusses Jade Craig's preliminary evaluation of a planning and filming project. It describes how she chose to focus on a mother and daughter narrative and made the mother the antagonist and daughter the protagonist. Research was done on equipment, camera shots, and editing software. Filming was time consuming due to lack of organization but equipment was used effectively. Areas for improvement include better editing, clearer shots, a more coherent narrative, and more developed character descriptions. Overall, more preparation was needed for the rushed filming.
Evaluation powerpoint
This document summarizes a student's experience filming a short video clip using continuity techniques for class. The student learned how to properly use a video camera and editing software. Time management was challenging, but the finished product came together well. Areas for improvement include better time planning and experimenting more with editing features. While some continuity techniques were successfully used, others like the 180 degree rule were difficult to include. The student evaluated their positive contribution to group roles and workflow.
As media preliminary task evaluation
Mini Rana's role in the preliminary task was as the cameraman, filming all the shots that are in the video. They found planning the production to be their favorite part, as it allowed for brainstorming ideas and storyboarding shots. Working in a group helped with efficiency but also led to some conflicting ideas that slowed filming down. Mini Rana tried to include camera techniques like match on match, 180 degree rule, and shot reverse shot. They felt the investigation scene and match on match corridor scene were strengths. Further development could involve more thorough planning and using a wider variety of shots.
Evaluation question 6
- The preliminary task brief was for students to film a conversation scene using key filming skills like the 180 degree rule.
- It was assigned to familiarize students with the camera and filming techniques needed for the final project.
- Completing the preliminary task helped the student learn filming skills like shot types and continuity rules that they applied to successfully film and edit their thriller opening for the final project.
Evaluation Q3
The student learned several important lessons from completing their preliminary task that helped them improve for their full film project. They learned about planning, storyboarding, editing conventions, time management, and organizing their group. Some specific things they improved on were being more precise with planning and storyboarding, better continuity editing, learning sound editing skills, and fixing mistakes like inconsistent shots. The preliminary task helped introduce them to the filmmaking process and allowed them to develop skills before filming the final project.
More Related Content
What's hot
Question 7 done
Looking back at the preliminary task, the author feels they have learned several key elements that improved their final product. These include:
1) Learning advanced editing skills in Final Cut Pro, like fading between clips and adding titles and logos.
2) Improving filming skills like framing shots, panning, and steady shots to portray characters and match action shots.
3) Doing further research on audiences by genre to attract the right demographic.
4) Improving planning skills to schedule filming around all characters and writing scripts with character understanding.
5) Establishing the genre more clearly from the beginning of the film.
6) Choosing locations better to fit the scene and obey filming rules.
Production Phase
The document summarizes the production phase of filming a music video. Reece's role was director and actor. He found selecting roles and scheduling filming dates was easy which allowed them to get started. However, getting the desired shots was frustrating as they didn't always turn out as envisioned. Shannon's role was camera operator and her experience helped get good angles. Skye and Rose both acted, with Skye playing the character hunting Rose's. They both worked hard and provided input to help achieve good shots.
Evaluation 7
In the preliminary task, the document's author focused on using the 180 degree rule and shot-reverse shot to film relatively simple shots, including someone walking through a door with a match on action. For the main task, more advanced editing and camera angles were used to film the first two minutes of a film, including a zoom and fade. Techniques from the preliminary task were applied better. Overall, the author's editing skills improved through gaining experience in both tasks, becoming more confident over time despite initially not knowing what they were doing.
The book evaluation josh whipday
The team worked well together in the pre-production phase by assigning specific roles based on strengths. They planned out the storyline and held regular meetings. During production, each person fulfilled their role successfully with only one minor sound issue. In post-production, each team member edited the clips together using various techniques like color correction, transitions, and key framing to tell the story. The film required skills in cameras, editing, and creativity.
Question 7
Looking back, the author feels they have greatly improved and progressed from their preliminary task to the full product. For the preliminary task, they struggled to come up with good ideas but their ideas flowed more for the full product after further research. The quality of shot framing, use of lighting and mise-en-scene, and editing all improved substantially for the full product compared to the preliminary task. Working together as a pair helped them stay organized and ensure their work was completed on time.
Question 7
The document summarizes what the group learned from producing their preliminary film task to the full film product. In the preliminary, they learned about different camera shots and angles through pre-production. During production of the preliminary, they struggled with camera skills and following the storyboard. In post-production of the preliminary, their editing was basic as they were new to the software. For the full film, they applied what they learned to plan better with a storyboard, focus on camera shots and angles, and create more sophisticated editing and titles. They felt their teamwork and skills improved from mistakes made on the preliminary.
Preliminary task evaluation
The document summarizes mistakes made in a preliminary documentary task. It notes that the camera moved during the interview disrupting the rule of thirds. It also states that the background and font used were not relevant and created no meaning. Additionally, it mentions there were not enough cutaways filmed, which led to many jump cuts when editing out questions. This made the preliminary task look unprofessional. Finally, it observes that towards the end of the interview, the subject stopped reading the questions back, so their answers no longer made sense on their own during editing.
Photos taken
The document discusses photos taken for a magazine about music performances. It includes descriptions of 14 photos with details on the shot type, subject, and whether they were used in the magazine. Many of the photos were cropped, edited or had their backgrounds removed to make them suitable for different pages like the cover, contents page, and features page.
Unit 2, task 8
The group produced a short horror film called "Extreme Sports" to meet the brief of making a film in the horror genre. Each group member had specific roles in pre-production such as writing the script, creating a storyboard, and planning shot types. During production, various shots were filmed including scenes where the character Josh slowly walks down stairs to meet his "new friends" to build suspense. In post-production, the group edited the film, added sound effects and music. Though there were challenges like unsteady camera work, the group was able to successfully complete the film and meet the requirements of the brief through collaboration and planning in pre-production, production and post-production.
Unit 21 evaluation
Bilal created a music video for his unit 21 project, which was difficult to complete from pre-production through filming due to having to modify plans. He had to change elements like the story, time, and editing due to a lack of assistance from actors and limited resources. However, Bilal was able to find better filming locations than planned and got good shots from the roof scene. Overall, while the final project differed from Bilal's initial plans and synopsis due to challenges, he believes it still turned out well.
Question 7
The document discusses the progression from the preliminary task to the main task. It describes some mistakes in the preliminary task like unclear sound and editing errors. It then outlines improvements made for the final production, including using more camera angles, higher quality footage, better planning with storyboarding, and smoother editing with a wider range of transitions and effects. The preliminary task helped provide experience with equipment and build confidence for the larger scale final production.
Evaluation Q3
The document discusses using survey monkey to collect audience feedback on a music video project. 5 questions were created and the survey was posted on Facebook and music websites. Written interviews were also conducted. The feedback was used to make changes like incorporating dark colors and busy city locations preferred by the target audience. First and final drafts of an advertisement are shown and it is explained that feedback led to changing the photo and layout to give it a more professional look.
EVALUATION ACTIVITY 7 : Michael
The student learned several things from their preliminary task to the final product. For the preliminary task, they only had 20 minutes for planning and filming, so it was not as high quality as the final product which took weeks of planning and multiple days of filming. For the final product, they conducted in-depth research, planned locations and dialogue, and felt more confident using equipment like microphones, windbreakers, and tripods. While the preliminary task helped introduce basics, working with classmates on the final product helped them learn new skills that improved the overall quality.
Requirements of the production portfolio, blog and 1-1
The document outlines the requirements for a group media production project, which includes producing a short film based on a fairytale, fable, or myth along with additional tasks like a film review and poster. It also describes setting up roles within the group, with one member as producer, one as editor, and one as director. The group then chooses to adapt the fairytale "Sleeping Beauty" into a modern short film.
Question 7 evaluation
The students improved their filmmaking skills in their final piece by focusing on better shot framing, types, and continuity. They centered subjects in shots to guide the audience's focus and avoided empty space. Storyboarding shots according to character actions helped maintain continuity between shots for a direct narrative link.
evaluation q 7
In the progression from the preliminary task to the full product, the group learned the importance of effective planning. For the preliminary task, there was little planning but for the main task, the group created a WhatsApp group to discuss filming dates, locations, costumes and props. Additionally, the group improved filming quality by using a tripod and better camera, and conducted actor auditions to cast the best actors for each role. Overall, the planning and production quality was much higher for the main task compared to the preliminary task.
Nabila's evaluation
Nabila discusses her progress in technical filmmaking skills over the past year. She learned how to hold the camera steady to avoid shaky footage and became more proficient with the video editing software Final Cut Pro. Nabila also learned about continuity editing and how to seamlessly edit together video clips to make the action flow naturally from one shot to the next. For her most recent project, Nabila filmed and edited all of the video clips. The main challenge was a lack of actors, which forced them to improvise with limited preparation time. Going forward, Nabila plans to prepare more thoroughly for projects and ensure clear communication within her group.
Preliminary Task Evaluation
The document discusses Jade Craig's preliminary evaluation of a planning and filming project. It describes how she chose to focus on a mother and daughter narrative and made the mother the antagonist and daughter the protagonist. Research was done on equipment, camera shots, and editing software. Filming was time consuming due to lack of organization but equipment was used effectively. Areas for improvement include better editing, clearer shots, a more coherent narrative, and more developed character descriptions. Overall, more preparation was needed for the rushed filming.
What's hot (18)
Requirements of the production portfolio, blog and 1-1
Requirements of the production portfolio, blog and 1-1
Similar to Amad reflection on p task
Evaluation powerpoint
This document summarizes a student's experience filming a short video clip using continuity techniques for class. The student learned how to properly use a video camera and editing software. Time management was challenging, but the finished product came together well. Areas for improvement include better time planning and experimenting more with editing features. While some continuity techniques were successfully used, others like the 180 degree rule were difficult to include. The student evaluated their positive contribution to group roles and workflow.
As media preliminary task evaluation
Mini Rana's role in the preliminary task was as the cameraman, filming all the shots that are in the video. They found planning the production to be their favorite part, as it allowed for brainstorming ideas and storyboarding shots. Working in a group helped with efficiency but also led to some conflicting ideas that slowed filming down. Mini Rana tried to include camera techniques like match on match, 180 degree rule, and shot reverse shot. They felt the investigation scene and match on match corridor scene were strengths. Further development could involve more thorough planning and using a wider variety of shots.
Evaluation question 6
- The preliminary task brief was for students to film a conversation scene using key filming skills like the 180 degree rule.
- It was assigned to familiarize students with the camera and filming techniques needed for the final project.
- Completing the preliminary task helped the student learn filming skills like shot types and continuity rules that they applied to successfully film and edit their thriller opening for the final project.
Evaluation Q3
The student learned several important lessons from completing their preliminary task that helped them improve for their full film project. They learned about planning, storyboarding, editing conventions, time management, and organizing their group. Some specific things they improved on were being more precise with planning and storyboarding, better continuity editing, learning sound editing skills, and fixing mistakes like inconsistent shots. The preliminary task helped introduce them to the filmmaking process and allowed them to develop skills before filming the final project.
Question 7 evaluation
The document discusses the learning process from a preliminary filmmaking task to a full film opening project. For the preliminary task, the author filmed a scene with classmates involving different shots. They struggled with editing software but learned about camera shots, continuity, and location importance. For the full project, more time was needed for planning, improved editing, and creating a cohesive plot and film opening conventions were followed. Overall, the preliminary task helped prepare skills but the full project required a higher standard of quality.
Evaluation question 7
The student learned several important lessons from completing the preliminary task and full product. They realized that proper planning through storyboarding is essential. While the preliminary task was rushed, the main task benefited greatly from careful planning of props, costumes, locations, and storyboard. The student also recognized issues with timing, group communication, and needs more experience with editing software. Overall, they gained valuable insights into filmmaking and confidence in their skills through completing these projects.
Evaluation question 3
The document discusses the filmmaker's experience creating a thriller film for a class project. They made mistakes in their preliminary task but learned from the experience. They learned editing skills like cutting and grouping. They also learned the importance of teamwork. For the actual thriller film, they researched editing techniques in Adobe Premiere and applied sound and color editing. Their film did not require techniques like the 180 degree rule since it did not have conversations between characters. They used match on action during one scene but did not fully follow their storyboard or schedule during filming. They had to film over two days instead of one as planned. Their actors were cooperative but organizing shoots in the forest was more difficult than at a house location.
Evaluation question 3
The document discusses the filmmaker's experience creating a thriller film for a class project. They made mistakes in their preliminary task but learned from the experience. They learned editing skills like cutting and grouping. They also learned the importance of teamwork. For the actual thriller film, they researched editing techniques in Adobe Premiere and applied sound and color editing. Their film did not require techniques like the 180 degree rule since it did not have conversations between characters. They used match on action during one scene but did not fully follow their storyboard or schedule during filming. They had to film over two days instead of one as planned. Their actors were cooperative but organizing shoots in the forest was more difficult than at a house location.
Question 7
From his preliminary task to his final product, the author learned several skills in filmmaking. His preliminary task had issues like poor camera quality, ineffective editing, and weak acting. However, it helped him understand techniques like match on action shots, shot reverse shots, and tracking shots. For his final product, he improved by planning more, using closer shots, better lighting with natural light, and learning skills in editing like desaturation and merging clips. He was also able to use his own DSLR camera and apply what he learned to create a better final product.
Evaluation of preliminary
The document evaluates a preliminary film project. It notes that the camera work and editing were well done, creating a smooth clip with tense atmosphere. However, it could be improved with more variety of shots, angles, and transitions. The experience taught filming and editing skills, but zooming and steady camera work need more practice. Strengths included contributing ideas and storyboarding, while weaknesses were in smooth zooming. The group worked well together but needs more detailed planning.
As media preliminary task evaluation
During the preliminary task, the author took on the role of director. They came up with the idea for the short film along with their group. As director, they handled all camera work and directed their group during filming. The planning process went smoothly, though filming and editing proved challenging at times due to learning new techniques. Working in a group was fun but sometimes people were late or absent, leaving others with extra work. The video's strengths included location lighting, shots that fit each scene, and a clear theme. Areas for improvement are sound quality, fully incorporating all camera techniques like shot reverse shot, and consistent coloring between scenes.
Evaluation question 3
The document reflects on what was learned from an initial preliminary task to the final product of a thriller film. It discusses mistakes made early on with camera angles and editing, but also how research into filming techniques and tools like Adobe Premiere helped improve the final product. Planning with storyboards and schedules was useful to an extent, but filming required adaptations from the plans. Managing time and crew became more challenging when filming extended across multiple days and locations.
Evaluation question 6
The brief for the preliminary task was to film a conversation scene including key filming techniques. This was to practice skills needed for the final thriller opening. From completing the task, the student learned how to use continuity rules, shoot different shot types, and gained experience working as a group and editing with Final Cut. Completing the preliminary task helped with the final project by providing experience using the camera, continuity, planning, group work, and editing skills, which ensured a smooth production process for the thriller opening.
Question 7
Through completing their preliminary task and final thriller opening, the filmmakers learned several important lessons about planning and production. For the final opening, they spent more time planning key elements like location and storyboarding, which saved filming and editing time. They also improved their equipment skills from the preliminary task. Overall, their planning, organization, and filmmaking skills improved greatly between the early and later projects.
Question 7 evaluation
The document discusses the learning and improvements from a student's preliminary film task to their full film opening project. For the preliminary task, the student filmed a scene with classmates involving different shots. The student learned about camera shots, rules, and editing but found the software difficult. Improvements would include more time, a better location, and smoother transitions. For the full project, more filming, continuity, and conventions were needed but the preliminary task prepared the student on techniques and helped the group work more professionally.
Media evaluation – question 7
Through completing their full film opening sequence, the student learned how important planning and research are for a successful video. For the preliminary task, they created a basic storyboard but did not plan shots in detail. However, for the main task they took more time to thoroughly storyboard and plan ideas with the group. This ensured they used their limited filming time effectively and were prepared with equipment lists. While they tried to fit too much into one lesson for the preliminary task, mistakes from this taught them to better account for challenges and arrange additional filming days if needed. Overall, the student improved their camerawork, editing skills, and understands the value of production research.
Preliminary evaluation
The document summarizes what worked well and what didn't work so well in a preliminary video project evaluation. Things that didn't work well included interruptions during filming due to noisy background and people walking in front of the camera, as well as not planning the script far enough in advance. Things that worked well included good communication during editing between group members, everyone participating in filming to generate more ideas, the actresses presenting each scene seriously, planning the project together, and learning to use new technology despite it being their first time.
Reflection on p task
The document reflects on the first version of a group's film production task. It describes the elements they were asked to include, like shot types and camera movements. They created a PowerPoint plan but it was not well thought out. On the shoot day, they encountered problems due to lack of planning. They concluded the task did not meet the required standard and decided to redo it with improved planning and organization.
Evaluation 7
The author learned the most about filming techniques like camera positioning and zooming during the preliminary task. Editing was the most difficult part, as the software was new. While the preliminary task provided little help with research and planning, it helped the author apply skills like shot types and the 180 degree rule when filming the full production. Overall, doing the preliminary task first helped the author's filmmaking abilities and allowed them to better evaluate their work.
Question 7
The group created a storyboard for their preliminary task, which helped structure the shoot and explain shots to actors. However, they did not do much other planning. During filming, they struggled to find a location and had to reschedule. For their main shoot, they planned the location booking in advance to avoid issues. Most group members were unfamiliar with filming techniques, so the preliminary task allowed them to practice shots like 180-degree rules. It also let them edit and improve shots. Editing the preliminary task familiarized them with the software. This preparation helped improve the quality of their main opening sequence shoot and edit.
Similar to Amad reflection on p task (20)
More from haverstockmedia
Eval 2
The combination of the filmmaker's short film and ancillary texts like film reviews and posters were important to tie them together and make the short film have more impact. The texts provided context about the build up and aftermath of the film. Key symbols like a clock were featured in both the film and poster to represent the main theme of time. Consistent visual elements and a plain backdrop in both the film and texts kept the focus on the protagonist and his story. Similar colors and effects were used in both to connect the pieces.
Eval 1
The document discusses a student's short documentary film project about their 90-year-old grandfather. To follow documentary conventions, the film tells a story through a series of photographs and video clips showing the progression of the grandfather's life. Scenes of him speaking in his armchair used natural lighting and an uncluttered background. Opening and closing shots of a cuckoo clock symbolized the passing of time. Post-production effects on the clock made it more appealing and eye-catching. Overall, the film creates a unique, creative story that develops over time and highlights key life moments from the perspective of a 90-year-old man to attract and involve the audience.
Music video idea
The video would have a dark, desaturated style to create a depressing mood. It would show the two artists standing alone on different dark roads, with the camera panning in for close-ups of their bloody faces as they sing. The camera would do 360 pans between the roads, revealing the artists arguing with the same woman or walking alone down the roads, with extreme close-ups emphasizing their frustration and singing of the lyrics. Ultimately, the roads would converge, with the woman at their intersection.
Video idea weeknd -Amad Islam
The video would have a dark, desaturated look to create a depressing mood. Scenes would include long shots of the artists standing alone on dark roads, then close-ups of their bloody faces as they sing. The camera would track them as they walk and sing. It would also show one artist arguing with a woman, then pan to the other artist with the same woman, implying disloyalty. Throughout, the camera work would transition between the artists in different locations to tell the story through their perspectives and movements as they sing the dark lyrics.
The weeknd feat ed sheeran Dark Times Lyric Analysis (Amad Islam)
Ed Sheeran describes waking up bruised and hungover, having drunk too much the night before and gotten into a fight. He warns that this isn't the right time to fall in love with him, as he knows his lies can't be believed. Both Ed Sheeran and The Weeknd reference their past struggles with drugs, alcohol, and unstable lifestyles before fame. They acknowledge issues they are still trying to overcome that could undermine their success if not addressed. The Weeknd recalls using cocaine, getting into fights, and choosing a life of substance abuse and chaos.
The weeknd lyric analysis By Amad Islam
The song "High for This" by The Weeknd describes a sexual encounter where he mentally prepares a woman for what is about to happen. He tells her they will have sex and do drugs together, reassuring her that she doesn't need to worry because he will be with her. As the drugs take effect, he tells her to breathe and relax while promising they will have a good time. He eliminates any doubts by saying to trust him as he knows she wants to experience this feeling.
Imvdb
The document analyzes research from IMVDb on music charts and popular music videos. It finds that the target audience prefers hip-hop and pop genres, especially recent pop videos by artists like Sia, David Guetta, and Rudimental. This research will help decide which genre of music to focus on going forward.
Analysisoflyrics 111010192016-phpapp01
1) Lupe Fiasco meets a girl at a club and is instantly captivated by her beauty and intelligence.
2) He expresses his growing love for her through poetic metaphors and promises to protect her.
3) At the end of the song, Lupe assures the girl that he wants their relationship to last beyond a typical short-lived club romance and promises to see her in the morning.
Beyonce - dance for you
This music video portrays Beyoncé dancing seductively for her male love interest in a 1940s style setting. Voyeurism is prominently featured through close-ups of the intimate dancing and longing gazes between Beyoncé and the man. The video follows the conventions of R&B by including a choreographed dance routine to promote the artist. It depicts a stereotypical power dynamic between the male boss and female secretary but aims to empower women through Beyoncé's display of control through her dancing.
British board of film classication (bbfc)
The British Board of Film Classification (BBFC) regulates films and videos in the UK. It is a non-governmental organization that provides age ratings to films such as U, PG, 12A, 15, and 18. The BBFC recognizes adult freedom of choice, protects the public (especially children) from harmful content, and helps parents make informed viewing choices for their children. The document then provides detailed descriptions of the content allowed or implied for each age rating.
3 different ways of classifying audiences
The document discusses two methods for categorizing audiences: Young and Rubicam's Four Consumers model and socio-economic class. Young and Rubicam divides people into four categories based on personality - Mainstreamers, Aspirers, Succeeders, and Reformers. The socio-economic model classifies people into six classes based on income - A through E. Both are useful for media targeting, but the socio-economic model is limited as it only considers income and not other factors like leisure activities.
3 different ways of classifying audiences
The document discusses two methods for categorizing audiences: Young and Rubicam's Four Consumers model and socio-economic class. Young and Rubicam divides people into four categories based on personality - Mainstreamers, Aspirers, Succeeders, and Reformers. The socio-economic model classifies people into six classes based on income - A through E. Both are useful for media targeting, but the socio-economic model is limited as other factors like leisure activities may be more important than income alone.
3 different ways of classifying audiences
The document discusses two methods for categorizing audiences: Young and Rubicam's Four Consumers model and socio-economic class. Young and Rubicam divides people into four categories based on personality - Mainstreamers, Aspirers, Succeeders, and Reformers. The socio-economic model classifies people into six classes based on income - A through E. Both are useful for media targeting, but the socio-economic model is limited as it only considers income and not other factors like leisure activities.
3 different ways of classifying audiences
The document discusses two methods for categorizing audiences: Young and Rubicam's Four Consumers model and socio-economic class. Young and Rubicam divides people into four categories based on personality - Mainstreamers, Aspirers, Succeeders, and Reformers. The socio-economic model classifies people into six classes based on income - A through E. Both are useful for media targeting, but the socio-economic model is limited as it only considers income and not other factors like leisure activities.
3 different ways of classifying audiences
The document describes several systems for categorizing consumers:
- Young and Rubicam's Four Consumers model divides people into Mainstreamers, Aspirers, Succeeders, and Reformers based on psychological attributes rather than income.
- Their socio-economic class system ranks people from A to E based on income and occupation.
- Life Matrix segments audiences based on lifestyle and values rather than demographic factors.
Final Sketch Evaluation - 4018
The student created a final drawing of a potion using Photoshop. They first hand drew the potion and then scanned it into Photoshop to color and add details digitally. It was difficult to control the pen at first but got easier with practice. The student used various colors like light blue, dark brown, and different shades of pink to create realistic effects like bubbles and shading. They used tools like the blur tool and size-adjustable brushes. In the end, the student felt they successfully created a realistic looking digital image meeting the goals of the project.
Unit 13 assignment 1 report
This document discusses digital graphics technology, describing features of vector and bitmap images. Vector images are resolution-independent and scalable without quality loss, using mathematical expressions to represent lines and shapes. Bitmap images are made up of pixels that lose quality when resized. The document provides examples of how vector and bitmap images differ when resized, and discusses image capturing, output methods for print and screen, storage considerations like file size and organization, and naming conventions.
Analysis For Attack The Block - 4018
1) Attack the Block was released in 2011 and was directed by Joe Cornish with production companies including The UK Film Council and Studio Canal. It had a budget of £8 million and made $5,824,175.
2) The film is a science fiction horror set in a London council estate about teenagers who encounter an alien invasion. It is rated 15 for violence, drug use, and gore.
3) The movie poster depicts a diverse group of teenagers from the council estate ready to battle the aliens, showing the working class setting and themes of fighting and violence.
Focus Group - 4018
The document outlines questions from a focus group about a film trailer. It asks for opinions on whether the trailer was effective and enjoyable, what genre it represents, how it could be improved, and favorite parts. It explains that the filmmaker created a focus group of 12 friends and family to get feedback on the trailer by showing it and having them answer questions. Most feedback suggested making the trailer look less like a drama and more realistic.
Audience Research - 4018
Audience research is conducted to gather information about what audiences want to watch and their personalities. There are several methods for conducting audience research, including focus groups, questionnaires, box office takings, and test screenings. Focus groups involve interviewing a small group of people to discuss their opinions in an interactive setting, but the results may not represent the larger population. Questionnaires can be inexpensive and gather a lot of data quickly from many people, but responses may be biased by wording and response rates may be low. Box office takings refer to the financial success of a film based on the number of viewers and money made, which depends on the quality of the movie. Test screenings allow audiences to provide feedback on a movie before
More from haverstockmedia (20)
The weeknd feat ed sheeran Dark Times Lyric Analysis (Amad Islam)
The weeknd feat ed sheeran Dark Times Lyric Analysis (Amad Islam)
Recently uploaded
Learn SQL from basic queries to Advance queries
Dive into the world of data analysis with our comprehensive guide on mastering SQL! This presentation offers a practical approach to learning SQL, focusing on real-world applications and hands-on practice. Whether you're a beginner or looking to sharpen your skills, this guide provides the tools you need to extract, analyze, and interpret data effectively.
Key Highlights:
Foundations of SQL: Understand the basics of SQL, including data retrieval, filtering, and aggregation.
Advanced Queries: Learn to craft complex queries to uncover deep insights from your data.
Data Trends and Patterns: Discover how to identify and interpret trends and patterns in your datasets.
Practical Examples: Follow step-by-step examples to apply SQL techniques in real-world scenarios.
Actionable Insights: Gain the skills to derive actionable insights that drive informed decision-making.
Join us on this journey to enhance your data analysis capabilities and unlock the full potential of SQL. Perfect for data enthusiasts, analysts, and anyone eager to harness the power of data!
#DataAnalysis #SQL #LearningSQL #DataInsights #DataScience #Analytics
The Building Blocks of QuestDB, a Time Series Database
Talk Delivered at Valencia Codes Meetup 2024-06.
Traditionally, databases have treated timestamps just as another data type. However, when performing real-time analytics, timestamps should be first class citizens and we need rich time semantics to get the most out of our data. We also need to deal with ever growing datasets while keeping performant, which is as fun as it sounds.
It is no wonder time-series databases are now more popular than ever before. Join me in this session to learn about the internal architecture and building blocks of QuestDB, an open source time-series database designed for speed. We will also review a history of some of the changes we have gone over the past two years to deal with late and unordered data, non-blocking writes, read-replicas, or faster batch ingestion.
一比一原版(UCSB文凭证书)圣芭芭拉分校毕业证如何办理
毕业原版【微信:176555708】【(UCSB毕业证书)圣芭芭拉分校毕业证】【微信:176555708】成绩单、外壳、offer、留信学历认证（永久存档真实可查）采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【我们承诺采用的是学校原版纸张（纸质、底色、纹路），我们拥有全套进口原装设备，特殊工艺都是采用不同机器制作，仿真度基本可以达到100%，所有工艺效果都可提前给客户展示，不满意可以根据客户要求进行调整，直到满意为止！】
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信176555708】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信176555708】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
留信网服务项目：
1、留学生专业人才库服务（留信分析）
2、国（境）学习人员提供就业推荐信服务
3、留学人员区块链存储服务
→ 【关于价格问题（保证一手价格）】
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：客户在留信官方认证查询网站查询到认证通过结果后付款，不成功不收费！
STATATHON: Unleashing the Power of Statistics in a 48-Hour Knowledge Extravag...
"Join us for STATATHON, a dynamic 2-day event dedicated to exploring statistical knowledge and its real-world applications. From theory to practice, participants engage in intensive learning sessions, workshops, and challenges, fostering a deeper understanding of statistical methodologies and their significance in various fields."
University of New South Wales degree offer diploma Transcript
澳洲UNSW毕业证书制作新南威尔士大学假文凭定制Q微168899991做UNSW留信网教留服认证海牙认证改UNSW成绩单GPA做UNSW假学位证假文凭高仿毕业证申请新南威尔士大学University of New South Wales degree offer diploma Transcript
一比一原版(UO毕业证)渥太华大学毕业证如何办理
UO毕业证录取书【微信95270640】购买（渥太华大学毕业证成绩单硕士学历）Q微信95270640代办UO学历认证留信网伪造渥太华大学学位证书精仿渥太华大学本科/硕士文凭证书补办渥太华大学 diplomaoffer,Transcript购买渥太华大学毕业证成绩单购买UO假毕业证学位证书购买伪造渥太华大学文凭证书学位证书,专业办理雅思、托福成绩单，学生ID卡，在读证明，海外各大学offer录取通知书，毕业证书，成绩单，文凭等材料:1:1完美还原毕业证、offer录取通知书、学生卡等各种在读或毕业材料的防伪工艺（包括 烫金、烫银、钢印、底纹、凹凸版、水印、防伪光标、热敏防伪、文字图案浮雕，激光镭射，紫外荧光，温感光标）学校原版上有的工艺我们一样不会少，不论是老版本还是最新版本，都能保证最高程度还原，力争完美以求让所有同学都能享受到完美的品质服务。
文凭办理流程：
1客户提供办理信息：姓名生日专业学位毕业时间等（如信息不确定可以咨询顾问：微信95270640我们有专业老师帮你查询）；
2开始安排制作毕业证成绩单电子图；
3毕业证成绩单电子版做好以后发送给您确认；
4毕业证成绩单电子版您确认信息无误之后安排制作成品；
5成品做好拍照或者视频给您确认；
6快递给客户（国内顺丰国外DHLUPS等快读邮寄）。
7完成交易删除客户资料
高精端提供以下服务：
一：渥太华大学渥太华大学毕业证文凭证书全套材料从防伪到印刷水印底纹到钢印烫金
二：真实使馆认证（留学人员回国证明）使馆存档
三：真实教育部认证教育部存档教育部留服网站可查
四：留信认证留学生信息网站可查
五：与学校颁发的相关证件1:1纸质尺寸制定（定期向各大院校毕业生购买最新版本毕,业证成绩单保证您拿到的是鲁昂大学内部最新版本毕业证成绩单微信95270640）
A.为什么留学生需要操作留信认证?
留信认证全称全国留学生信息服务网认证,隶属于北京中科院。①留信认证门槛条件更低,费用更美丽,并且包过,完单周期短,效率高②留信认证虽然不能去国企,但是一般的公司都没有问题,因为国内很多公司连基本的留学生学历认证都不了解。这对于留学生来说,这就比自己光拿一个证书更有说服力,因为留学学历可以在留信网站上进行查询!
B.为什么我们提供的毕业证成绩单具有使用价值？
查询留服认证是国内鉴别留学生海外学历的唯一途径但认证只是个体行为不是所有留学生都操作所以没有办理认证的留学生的学历在国内也是查询不到的他们也仅仅只有一张文凭。所以这时候我们提供的和学校颁发的一模一样的毕业证成绩单就有了使用价值。只硕大的蛇皮袋手里拎着长铁钩正站在门口朝黑色的屋内张望不好坏人小偷山娃一怔却也灵机一动立马仰起头双手拢在嘴边朝楼上大喊：“爸爸爸——有人找——那人一听朝山娃尴尬地笑笑悻悻地走了山娃立马“嘭的一声将铁门锁死心却咚咚地乱跳当山娃跟父亲说起这事时父亲很吃惊抚摸着山娃的头说还好醒得及时要不家早被人掏空了到时连电视也没得看啰不过父亲还是夸山娃能临危不乱随机应变有胆有谋山娃笑笑说那都是书上学的看童话和小说时多
原版一比一利兹贝克特大学毕业证(LeedsBeckett毕业证书)如何办理
原版制作【微信:41543339】【利兹贝克特大学毕业证(LeedsBeckett毕业证书)】【微信:41543339】《成绩单、外壳、雅思、offer、真实留信官方学历认证（永久存档/真实可查）》采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【我们承诺采用的是学校原版纸张（纸质、底色、纹路）我们拥有全套进口原装设备，特殊工艺都是采用不同机器制作，仿真度基本可以达到100%，所有工艺效果都可提前给客户展示，不满意可以根据客户要求进行调整，直到满意为止！】
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信41543339】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信41543339】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
留信网服务项目：
1、留学生专业人才库服务（留信分析）
2、国（境）学习人员提供就业推荐信服务
3、留学人员区块链存储服务
【关于价格问题（保证一手价格）】
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：客户在留信官方认证查询网站查询到认证通过结果后付款，不成功不收费！
Predictably Improve Your B2B Tech Company's Performance by Leveraging Data
Harness the power of AI-backed reports, benchmarking and data analysis to predict trends and detect anomalies in your marketing efforts.
Peter Caputa, CEO at Databox, reveals how you can discover the strategies and tools to increase your growth rate (and margins!).
From metrics to track to data habits to pick up, enhance your reporting for powerful insights to improve your B2B tech company's marketing.
- - -
This is the webinar recording from the June 2024 HubSpot User Group (HUG) for B2B Technology USA.
Watch the video recording at https://youtu.be/5vjwGfPN9lw
Sign up for future HUG events at https://events.hubspot.com/b2b-technology-usa/
ViewShift: Hassle-free Dynamic Policy Enforcement for Every Data Lake
Dynamic policy enforcement is becoming an increasingly important topic in today’s world where data privacy and compliance is a top priority for companies, individuals, and regulators alike. In these slides, we discuss how LinkedIn implements a powerful dynamic policy enforcement engine, called ViewShift, and integrates it within its data lake. We show the query engine architecture and how catalog implementations can automatically route table resolutions to compliance-enforcing SQL views. Such views have a set of very interesting properties: (1) They are auto-generated from declarative data annotations. (2) They respect user-level consent and preferences (3) They are context-aware, encoding a different set of transformations for different use cases (4) They are portable; while the SQL logic is only implemented in one SQL dialect, it is accessible in all engines.
#SQL #Views #Privacy #Compliance #DataLake
一比一原版(Unimelb毕业证书)墨尔本大学毕业证如何办理
原版制作【微信:41543339】【(Unimelb毕业证书)墨尔本大学毕业证】【微信:41543339】《成绩单、外壳、雅思、offer、留信学历认证（永久存档/真实可查）》采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【我们承诺采用的是学校原版纸张（纸质、底色、纹路），我们拥有全套进口原装设备，特殊工艺都是采用不同进口机器一比一制作，仿真度基本可以达到100%，所有工艺效果都可提前给客户展示，不满意可以根据客户要求进行调整，直到满意为止！】
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信41543339】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信41543339】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
留信网服务项目：
1、留学生专业人才库服务（留信分析）
2、国（境）学习人员提供就业推荐信服务
3、留学人员区块链存储服务
【关于价格问题（保证一手价格）】
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：客户在留信官方认证查询网站查询到认证通过结果后付款，不成功不收费！
Experts live - Improving user adoption with AI
Bekijk de slides van onze sessie Enhancing Modern Workplace Efficiency op Experts Live 2024.
原版制作(unimelb毕业证书)墨尔本大学毕业证Offer一模一样
学校原件一模一样【微信：741003700 】《(unimelb毕业证书)墨尔本大学毕业证》【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
【主营项目】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
一比一原版(UMN文凭证书)明尼苏达大学毕业证如何办理
毕业原版【微信:176555708】【(UMN毕业证书)明尼苏达大学毕业证】【微信:176555708】成绩单、外壳、offer、留信学历认证（永久存档真实可查）采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【我们承诺采用的是学校原版纸张（纸质、底色、纹路），我们拥有全套进口原装设备，特殊工艺都是采用不同机器制作，仿真度基本可以达到100%，所有工艺效果都可提前给客户展示，不满意可以根据客户要求进行调整，直到满意为止！】
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信176555708】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信176555708】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
留信网服务项目：
1、留学生专业人才库服务（留信分析）
2、国（境）学习人员提供就业推荐信服务
3、留学人员区块链存储服务
→ 【关于价格问题（保证一手价格）】
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：客户在留信官方认证查询网站查询到认证通过结果后付款，不成功不收费！
4th Modern Marketing Reckoner by MMA Global India & Group M: 60+ experts on W...
The Modern Marketing Reckoner (MMR) is a comprehensive resource packed with POVs from 60+ industry leaders on how AI is transforming the 4 key pillars of marketing – product, place, price and promotions.
DSSML24_tspann_CodelessGenerativeAIPipelines
Codeless Generative AI Pipelines
(GenAI with Milvus)
https://ml.dssconf.pl/user.html#!/lecture/DSSML24-041a/rate
Discover the potential of real-time streaming in the context of GenAI as we delve into the intricacies of Apache NiFi and its capabilities. Learn how this tool can significantly simplify the data engineering workflow for GenAI applications, allowing you to focus on the creative aspects rather than the technical complexities. I will guide you through practical examples and use cases, showing the impact of automation on prompt building. From data ingestion to transformation and delivery, witness how Apache NiFi streamlines the entire pipeline, ensuring a smooth and hassle-free experience.
Timothy Spann
https://www.youtube.com/@FLaNK-Stack
https://medium.com/@tspann
https://www.datainmotion.dev/
milvus, unstructured data, vector database, zilliz, cloud, vectors, python, deep learning, generative ai, genai, nifi, kafka, flink, streaming, iot, edge
Recently uploaded (20)
The Building Blocks of QuestDB, a Time Series Database
The Building Blocks of QuestDB, a Time Series Database
STATATHON: Unleashing the Power of Statistics in a 48-Hour Knowledge Extravag...
STATATHON: Unleashing the Power of Statistics in a 48-Hour Knowledge Extravag...
University of New South Wales degree offer diploma Transcript
University of New South Wales degree offer diploma Transcript
Udemy_2024_Global_Learning_Skills_Trends_Report (1).pdf
Udemy_2024_Global_Learning_Skills_Trends_Report (1).pdf
Predictably Improve Your B2B Tech Company's Performance by Leveraging Data
Predictably Improve Your B2B Tech Company's Performance by Leveraging Data
DATA COMMS-NETWORKS YR2 lecture 08 NAT & CLOUD.docx
DATA COMMS-NETWORKS YR2 lecture 08 NAT & CLOUD.docx
ViewShift: Hassle-free Dynamic Policy Enforcement for Every Data Lake
ViewShift: Hassle-free Dynamic Policy Enforcement for Every Data Lake
A presentation that explain the Power BI Licensing
A presentation that explain the Power BI Licensing
4th Modern Marketing Reckoner by MMA Global India & Group M: 60+ experts on W...
4th Modern Marketing Reckoner by MMA Global India & Group M: 60+ experts on W...
Amad reflection on p task
- 1. Reflection of p task We had to create a 2-minute clip including the following: 180 degree rule, Match on action, Shot reverse shot, Conversation and walking into a room and sitting down, Parallel editing, Graphic match and Consideration of framing – range of shot types, Range of angles, Consideration of lighting, Tracking/panning – movement, Consideration of mise en scene – costumes, gestures, expressions, setting, Enigma codes and action codes. I believe our planning as a group was one of the main reasons why I believe the p task was not successful. During planning we found it hard to make up our minds on the motivation behind why the characters were meeting up. Deciding on who would play the characters was easy. I & Hentrik were both willing to be in the actual video, which left Harley doing the camera works. Everyone contributed effectively, Harley done a lot of the camera work as me and Hentrik were in the actual video, all 3 of us contributed to directing. Harley edited his own version, which left me and Hentrik to edit together. The reason why we didn’t make our own individual edits is because Hentrik is relatively new to editing, so I led and helped him with the process as I know how to edit well. For the main task I’d rather not be in the actual video, this is because I’d like to have more of a chance to do camera work, which is one thing I lacked in this task. Things which went well on the day of filming were our improvisation. Our planning was relatively poor which led to us having very little knowledge on what we would actually be filming. However as a group we improvised and came up with ideas as we went along. Although this went well, it did take up a lot of unnecessary time. In the next task I believe we would need to improve on our planning so when it comes to the day of filming we can get straight in to and not waste any time on thinking. Overall I believe this p task was poor in comparison to what I & my group members are capable of, we did not meet the full requirements of the brief which we look to do when making an improved version of the p task.