Art poster
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The document calls for artwork from students for an upcoming festival, with a theme of something that makes you smile. Students can submit their pieces to the art department by Thursday November 11th 2010 by handing them to either Ms. Green or Ms. Aiken during lunch or break times.
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Art poster
This document calls for artwork from students to be displayed at an upcoming festival, with a theme of something that makes you smile. Students who want to submit artwork should bring it to the art department by Thursday, November 11, 2010 to Ms. Green or Ms. Aiken during lunch or break.
Art poster
The document calls for artwork from students with a theme of "Something that makes you smile" for an upcoming festival, with a deadline of November 11, 2010. Students should submit their artwork to either Ms. Green or Ms. Aiken in the art department during lunch or break times to have their artwork considered for the festival.
Outlook
This photograph was taken at the Outlook Festival in Croatia in 2013 during the nightlife of the event. It features people dancing and enjoying themselves, illuminated by a range of artificial lights that also reflect off the water, creating silhouettes and an attractive lighting effect. The use of contrast between the vibrant colors in the center and darkness around the edges helps frame the scene and captures the energy and entertainment of the festival crowd.
The history of photography
Photography originated from the Greek words for "light" and "to draw." The earliest known photograph was made in 1825 by Nicéphore Niépce using a process called heliography. The camera obscura, which projected images through a pinhole or lens onto a surface, was used as early as ancient times but was first described in detail in the 15th century by Leonardo Da Vinci. Lenses eventually replaced pinholes, improving image quality. Modern cameras developed from the camera obscura, becoming the primary tool for photography until digital cameras replaced chemical film. While some still prefer darkrooms, photography is now dominated by digital methods.
8.1.6
This document is a record of progress for a student's photography exhibition project. It outlines the objectives, progress made, and remaining tasks for each date leading up to the exhibition. Key dates include booking an exhibition venue in April, purchasing frames and refreshments in May, creating exhibition posters, framing photographs, and finally holding the successful exhibition on May 4th where all tasks were completed.
Ws8.2.2
This document provides guidance for students taking a Level 2 Higher Diploma in Creative and Media. It instructs students to keep a record of secondary research sources used for a project on the history of photography. The sources should be documented in a table including the title or address of the source, any notes about it, and the date it was used.
H.p.2.1 primary research
This document provides guidance for students on conducting primary research for a creative media project. It includes a table for students to plan and record their primary research methods. The table lists interviewing a professional photographer and reviewing/analyzing professional photographers' works as two research methods. For interviewing a photographer, it suggests creating a questionnaire to ask about how they got into photography and why. For reviewing photographs, it notes the need to look at different types of pros and choose one that fits the student's theme to analyze their work.
Recommended
Art poster
This document calls for artwork from students to be displayed at an upcoming festival, with a theme of something that makes you smile. Students who want to submit artwork should bring it to the art department by Thursday, November 11, 2010 to Ms. Green or Ms. Aiken during lunch or break.
Art poster
The document calls for artwork from students with a theme of "Something that makes you smile" for an upcoming festival, with a deadline of November 11, 2010. Students should submit their artwork to either Ms. Green or Ms. Aiken in the art department during lunch or break times to have their artwork considered for the festival.
Outlook
This photograph was taken at the Outlook Festival in Croatia in 2013 during the nightlife of the event. It features people dancing and enjoying themselves, illuminated by a range of artificial lights that also reflect off the water, creating silhouettes and an attractive lighting effect. The use of contrast between the vibrant colors in the center and darkness around the edges helps frame the scene and captures the energy and entertainment of the festival crowd.
The history of photography
Photography originated from the Greek words for "light" and "to draw." The earliest known photograph was made in 1825 by Nicéphore Niépce using a process called heliography. The camera obscura, which projected images through a pinhole or lens onto a surface, was used as early as ancient times but was first described in detail in the 15th century by Leonardo Da Vinci. Lenses eventually replaced pinholes, improving image quality. Modern cameras developed from the camera obscura, becoming the primary tool for photography until digital cameras replaced chemical film. While some still prefer darkrooms, photography is now dominated by digital methods.
8.1.6
This document is a record of progress for a student's photography exhibition project. It outlines the objectives, progress made, and remaining tasks for each date leading up to the exhibition. Key dates include booking an exhibition venue in April, purchasing frames and refreshments in May, creating exhibition posters, framing photographs, and finally holding the successful exhibition on May 4th where all tasks were completed.
Ws8.2.2
This document provides guidance for students taking a Level 2 Higher Diploma in Creative and Media. It instructs students to keep a record of secondary research sources used for a project on the history of photography. The sources should be documented in a table including the title or address of the source, any notes about it, and the date it was used.
H.p.2.1 primary research
This document provides guidance for students on conducting primary research for a creative media project. It includes a table for students to plan and record their primary research methods. The table lists interviewing a professional photographer and reviewing/analyzing professional photographers' works as two research methods. For interviewing a photographer, it suggests creating a questionnaire to ask about how they got into photography and why. For reviewing photographs, it notes the need to look at different types of pros and choose one that fits the student's theme to analyze their work.
3rd
The student created a music video for a class project and felt that the final result turned out well. Feedback from friends on social media was positive, with comments praising the dancing, filming, and creativity. A survey found that most prefer music videos where the actions match the lyrics, which the student's video did consistently. The use of animation was a gamble but received positive feedback. For future videos, the student would improve camera steadiness and follow the storyboard more closely.
4th
This document discusses the skills developed and improved in a unit on Record. The author developed skills in drawing a storyboard to guide filming a music video. Camera skills were improved by learning to film long shots, close ups, medium shots, and tracking shots clearly. Skills with video editing software IMovie were also improved, as the author can now edit, cut, and split clips without mistakes.
Health and safety risk assessment
The document identifies potential health and safety risks at various venues and places and proposes ways to avoid them. It notes risks such as litter and crowding in classrooms that can be addressed by cleaning and limiting capacity. In public places, it warns of risks from too many people, road works, and blocked paths that require awareness and care. At supermarkets, it points to risks of lifting heavy items and slipping that can be mitigated by using trolleys and paying attention to the floor.
Stroring record
This document summarizes different types of media used for storing records including vinyl records, CDs, VHS tapes, DVDs, and Blu-Rays. It provides details on who invented each format and when popular movies or music were released on each medium. The quality of the media improves with technological advances, with Blu-Ray providing the highest quality picture, sound, and color compared to older formats like VHS or vinyl records.
Production schedule
The production schedule outlines the key events and tasks for an upcoming film production. It includes 5 shooting days at different venues between February 2nd and 17th. It also lists meetings with the production team and actors to plan the shoot dates and locations, ensure permissions and health and safety requirements are met, and check equipment needs. Completion of each step is tracked with a tick box.
4.1.6. skills audit b
This document discusses the skills needed to create different types of records using various mediums. It provides a table matching chosen mediums like camera and tripod or I Movie software to the specific skills required to use those mediums, such as framing shots, capturing different angles, and video editing skills. It also lists skills like properly inserting and labeling mini DV tapes that are required for tape-based recording. The document encourages using clear language to demonstrate understanding of the record creation process involved with different mediums.
4.2.2 records to remember
The document discusses records that have inspired a student. It lists 4 records - "Get Ur Freak On" by Missy Elliot, "Stick With You" by The Pussycat Dolls, "I Wanna Dance With Somebody" by Whitney Houston, and "Thriller" by Michael Jackson. For each record, the student provides the artist, and their thoughts on the music video such as elements they found creative, inspiring, or that helped them connect with the song. They particularly praise the storytelling, effects, choreography, and creativity shown in the music videos.
4.1.2 recording resources
This document outlines different types of records categorized by platform and describes potential uses for each type. It discusses print records like books, magazines, and newspapers that can be used to store information or entertainment. It also discusses online records like blogs, websites, and podcasts that allow sharing information or entertainment digitally. Additionally, it discusses audio records like phone recorders, dictaphones, and MP3 players that store sound files and recordings. Finally, it discusses film records like cameras, DVDs, and webcams that capture video and entertainment visually.
4.1.2 recording resources
This document outlines different types of records categorized by platform and type, including print, online, digital/interactive, audio, and film records. Print records like books, magazines, newspapers, and paper are used to store and share information and entertainment. Online records like blogs, websites, and podcasts allow sharing work and information digitally. Digital and audio records through devices like Sky+, phone and dictaphone recorders, MP3 players, and tape recorders capture sound and media. Film records with cameras, DVDs, and webcams are used to capture visual entertainment and information.
4.2.2 records to remember
The document discusses records that have inspired a student. It lists 4 records: "Get Ur Freak On" by Missy Elliot, "Stick With You" by The Pussycat Dolls, "I Wanna Dance With Somebody" by Whitney Houston, and "Thriller" by Michael Jackson. For each record, the student provides the artist, what they thought about the music video or song, and aspects they found creative, inspiring, or connecting. The student found the music videos creative, simple, fun, exciting, and imaginative with good storyboarding, effects, choreography and settings matching the songs.
Ws4.1.1
The document provides guidance for students to create a record as part of a creative media course. It instructs students to identify the medium they will use by researching different types of records, how record making has changed over time, and describing the record and medium they intend to use. Students are also told to consider the skills and equipment needed to make their chosen record and present their plans and medium selection to the class in a report using formats like PowerPoint, drawing, spoken report, or video/audio.
4.2.4 checklist for making a record
To successfully create a record, one must consider the materials and resources needed, the time available for production, the costs involved, any legal or ethical issues, and how to communicate with a group. Creating various documents can help ensure everything will go smoothly during the record's creation.
4.2.1.checklist for planning a music video
The document provides guidance for students on planning a record creation project, instructing them to: research existing records they like and how those were made; brainstorm ideas for their own record; and choose one idea to develop further. Students are asked to produce an illustrated report on their investigations and the record they plan to create, presenting their ideas and planning to the class. The report can be in formats like PowerPoint, written with images, video, or a website.
4.1.4 equipment b
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.
4.1.3 equipment a
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.
4.2.8 health and safety risk assessment for venues (contingency plan)
The document provides a health and safety risk assessment for three venues - The Alexandra House, The Classroom, and the Dance Studio. It identifies risks such as falling on the stairs at The Alexandra House, tripping over scattered furniture and objects in The Classroom, and slipping or tripping on wet floors or equipment in the Dance Studio. Recommendations are given to have someone guard the stairs, be careful when moving around scattered items, and ensure clean and clear floors in the Dance Studio.
4.2.5 material and resources
The document provides a list of costumes, props, and equipment needed for different characters including Abisola, Rubina, Tangina and Siddiquea. It specifies the clothing items, accessories, and instruments required for each role including skirts, tops, scarves, boots, jewelry, chairs, tables, books, drums, and a DJ board. Camera equipment is also listed under the general dress code.
Storing records
Vinyl records, CDs, VHS tapes, DVDs, and Blu-ray discs are common types of storage media. Vinyl records were popular in the 20th century but were replaced by CDs in the 1990s. VHS tapes were developed for home video use but were later replaced by DVDs and Blu-ray discs, which can store more data using blue laser technology. These storage media vary in their capabilities and uses for storing audio, video, or software.
H.p.3.1 skill development record
This document contains a skill development record for a student named Muinat Abisola Alausa. It describes the skills used and results achieved in their final project titled "SNAP!". The student used management skills to plan and organize their time, which resulted in a successful exhibition. Organizational skills were used to book a venue and photographer, providing evidence of the project work. Camera techniques were applied to photographs displayed at the exhibition, fascinating the audience. Communication skills included interviewing a photographer for research and answering audience questions, improving the student's ability to discuss photography.
H.p.4.1 evaluating your project
My project involved taking nature photographs around my local area and exhibiting the best 19-20 photos for an audience. Strengths included working independently, managing my time well, and being organized. Weaknesses were failing to name individual photos in time for the exhibition and not including descriptions of each photo. I evaluated the project using a template to assess strengths, weaknesses, and opportunities for improvement.
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3rd
The student created a music video for a class project and felt that the final result turned out well. Feedback from friends on social media was positive, with comments praising the dancing, filming, and creativity. A survey found that most prefer music videos where the actions match the lyrics, which the student's video did consistently. The use of animation was a gamble but received positive feedback. For future videos, the student would improve camera steadiness and follow the storyboard more closely.
4th
This document discusses the skills developed and improved in a unit on Record. The author developed skills in drawing a storyboard to guide filming a music video. Camera skills were improved by learning to film long shots, close ups, medium shots, and tracking shots clearly. Skills with video editing software IMovie were also improved, as the author can now edit, cut, and split clips without mistakes.
Health and safety risk assessment
The document identifies potential health and safety risks at various venues and places and proposes ways to avoid them. It notes risks such as litter and crowding in classrooms that can be addressed by cleaning and limiting capacity. In public places, it warns of risks from too many people, road works, and blocked paths that require awareness and care. At supermarkets, it points to risks of lifting heavy items and slipping that can be mitigated by using trolleys and paying attention to the floor.
Stroring record
This document summarizes different types of media used for storing records including vinyl records, CDs, VHS tapes, DVDs, and Blu-Rays. It provides details on who invented each format and when popular movies or music were released on each medium. The quality of the media improves with technological advances, with Blu-Ray providing the highest quality picture, sound, and color compared to older formats like VHS or vinyl records.
Production schedule
The production schedule outlines the key events and tasks for an upcoming film production. It includes 5 shooting days at different venues between February 2nd and 17th. It also lists meetings with the production team and actors to plan the shoot dates and locations, ensure permissions and health and safety requirements are met, and check equipment needs. Completion of each step is tracked with a tick box.
4.1.6. skills audit b
This document discusses the skills needed to create different types of records using various mediums. It provides a table matching chosen mediums like camera and tripod or I Movie software to the specific skills required to use those mediums, such as framing shots, capturing different angles, and video editing skills. It also lists skills like properly inserting and labeling mini DV tapes that are required for tape-based recording. The document encourages using clear language to demonstrate understanding of the record creation process involved with different mediums.
4.2.2 records to remember
The document discusses records that have inspired a student. It lists 4 records - "Get Ur Freak On" by Missy Elliot, "Stick With You" by The Pussycat Dolls, "I Wanna Dance With Somebody" by Whitney Houston, and "Thriller" by Michael Jackson. For each record, the student provides the artist, and their thoughts on the music video such as elements they found creative, inspiring, or that helped them connect with the song. They particularly praise the storytelling, effects, choreography, and creativity shown in the music videos.
4.1.2 recording resources
This document outlines different types of records categorized by platform and describes potential uses for each type. It discusses print records like books, magazines, and newspapers that can be used to store information or entertainment. It also discusses online records like blogs, websites, and podcasts that allow sharing information or entertainment digitally. Additionally, it discusses audio records like phone recorders, dictaphones, and MP3 players that store sound files and recordings. Finally, it discusses film records like cameras, DVDs, and webcams that capture video and entertainment visually.
4.1.2 recording resources
This document outlines different types of records categorized by platform and type, including print, online, digital/interactive, audio, and film records. Print records like books, magazines, newspapers, and paper are used to store and share information and entertainment. Online records like blogs, websites, and podcasts allow sharing work and information digitally. Digital and audio records through devices like Sky+, phone and dictaphone recorders, MP3 players, and tape recorders capture sound and media. Film records with cameras, DVDs, and webcams are used to capture visual entertainment and information.
4.2.2 records to remember
The document discusses records that have inspired a student. It lists 4 records: "Get Ur Freak On" by Missy Elliot, "Stick With You" by The Pussycat Dolls, "I Wanna Dance With Somebody" by Whitney Houston, and "Thriller" by Michael Jackson. For each record, the student provides the artist, what they thought about the music video or song, and aspects they found creative, inspiring, or connecting. The student found the music videos creative, simple, fun, exciting, and imaginative with good storyboarding, effects, choreography and settings matching the songs.
Ws4.1.1
The document provides guidance for students to create a record as part of a creative media course. It instructs students to identify the medium they will use by researching different types of records, how record making has changed over time, and describing the record and medium they intend to use. Students are also told to consider the skills and equipment needed to make their chosen record and present their plans and medium selection to the class in a report using formats like PowerPoint, drawing, spoken report, or video/audio.
4.2.4 checklist for making a record
To successfully create a record, one must consider the materials and resources needed, the time available for production, the costs involved, any legal or ethical issues, and how to communicate with a group. Creating various documents can help ensure everything will go smoothly during the record's creation.
4.2.1.checklist for planning a music video
The document provides guidance for students on planning a record creation project, instructing them to: research existing records they like and how those were made; brainstorm ideas for their own record; and choose one idea to develop further. Students are asked to produce an illustrated report on their investigations and the record they plan to create, presenting their ideas and planning to the class. The report can be in formats like PowerPoint, written with images, video, or a website.
4.1.4 equipment b
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.
4.1.3 equipment a
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.
4.2.8 health and safety risk assessment for venues (contingency plan)
The document provides a health and safety risk assessment for three venues - The Alexandra House, The Classroom, and the Dance Studio. It identifies risks such as falling on the stairs at The Alexandra House, tripping over scattered furniture and objects in The Classroom, and slipping or tripping on wet floors or equipment in the Dance Studio. Recommendations are given to have someone guard the stairs, be careful when moving around scattered items, and ensure clean and clear floors in the Dance Studio.
4.2.5 material and resources
The document provides a list of costumes, props, and equipment needed for different characters including Abisola, Rubina, Tangina and Siddiquea. It specifies the clothing items, accessories, and instruments required for each role including skirts, tops, scarves, boots, jewelry, chairs, tables, books, drums, and a DJ board. Camera equipment is also listed under the general dress code.
Storing records
Vinyl records, CDs, VHS tapes, DVDs, and Blu-ray discs are common types of storage media. Vinyl records were popular in the 20th century but were replaced by CDs in the 1990s. VHS tapes were developed for home video use but were later replaced by DVDs and Blu-ray discs, which can store more data using blue laser technology. These storage media vary in their capabilities and uses for storing audio, video, or software.
H.p.3.1 skill development record
This document contains a skill development record for a student named Muinat Abisola Alausa. It describes the skills used and results achieved in their final project titled "SNAP!". The student used management skills to plan and organize their time, which resulted in a successful exhibition. Organizational skills were used to book a venue and photographer, providing evidence of the project work. Camera techniques were applied to photographs displayed at the exhibition, fascinating the audience. Communication skills included interviewing a photographer for research and answering audience questions, improving the student's ability to discuss photography.
H.p.4.1 evaluating your project
My project involved taking nature photographs around my local area and exhibiting the best 19-20 photos for an audience. Strengths included working independently, managing my time well, and being organized. Weaknesses were failing to name individual photos in time for the exhibition and not including descriptions of each photo. I evaluated the project using a template to assess strengths, weaknesses, and opportunities for improvement.
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Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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