This document provides an assignment brief for a digital video production project. Learners will [1] produce a proposal for using digital video technology in college promotional materials across various platforms, [2] research and write a report on different types of project briefs, and [3] work with a client to negotiate a brief, produce a SWOT analysis, and generate ideas for a promotional video. The goal is for learners to experience the full process of working to a brief from initial meetings through self-evaluation.
This document provides an assignment brief for a digital video production project. Learners will plan and create a promotional video for a college department and prepare it for various platforms. The tasks involve producing a proposal on using digital video technology, writing a report demonstrating understanding of working to a brief, negotiating a brief with the client, and doing a SWOT analysis. All communication with the client must be documented. The overall goals are to introduce learners to digital video production and management of working to a brief.
Learners are tasked with creating a promotional video for a college department that can be used across various platforms. They must negotiate a brief with their client, documenting all communication. Tasks include producing a proposal on using digital video technology, writing a report on brief structures, negotiating a brief with the client, and doing a SWOT analysis. Learners will plan, create and prepare a digital video sequence for an interactive media product while following the brief and conventions of digital video production. All work must be documented on their blog for assessment.
This document provides course information for a BTEC First Diploma in Art and Design (Multimedia Pathway) including an overview of the course content and units, requirements for entry, and details on the course tutor and when the course runs. The course aims to provide education and training in art and design with a focus on graphic design and interactive media. It includes both mandatory core units and optional specialist units and can lead to further qualifications in areas like graphic design, multimedia, and game development.
This document provides the brief and requirements for a video project commissioned by Salford Royal NHS Foundation Trust. The project involves creating a 90-120 second animation to promote hand washing in the hospital's new main entrance. Key messages include infection control, protecting patients by washing hands, and demonstrating proper hand washing technique. The animation must use NHS branding colors and credit the students who created it. The deadline to submit the finished film is June 8, 2012.
This document provides the brief and requirements for a video project commissioned by Salford Royal NHS Foundation Trust. The goal is to create a 90-120 second animation promoting hand washing in hospitals, without sound, to play on a video wall in the hospital entrance. Key messages include infection control and hand washing technique. Graphic animation is preferred. The video must follow NHS branding guidelines and credit the students who created it. The deadline to submit the final video is June 8, 2012. The brief outlines tasks for students to complete, including developing ideas, pitching a proposal, creating pre-production plans, and producing the final film.
This document provides the brief and requirements for a video project commissioned by Salford Royal NHS Foundation Trust. The project involves creating a 90-120 second animation to promote hand washing in the hospital's new main entrance. Key messages include infection control, protecting patients by washing hands, and demonstrating proper hand washing technique. The animation must use NHS branding colors and credit the students who created it. The deadline to submit the finished film is June 8, 2012.
This document provides the brief and requirements for a video project commissioned by Salford Royal NHS Foundation Trust. The project involves creating a 90-120 second animation to promote hand washing in the hospital's new main entrance. Key messages include infection control, protecting patients by washing hands, and demonstrating proper hand washing technique. The animation must use NHS branding colors and credit the students who created it. The deadline to submit the finished film is June 8, 2012.
This document provides a brief for a video project commissioned by Salford Royal NHS Foundation Trust. The brief requests the production of a 90-120 second animation to promote hand washing in the hospital, which will play on a video wall in the main entrance. Key messages include infection control, protecting patients by washing hands, and demonstrating proper hand washing technique. The animation should use NHS brand colors and properly attribute the trust. The deadline for submission is June 8, 2012. Accompanying tasks for students include developing ideas, pitching a proposal, creating pre-production materials, and producing the final films.
This document provides an assignment brief for a digital video production project. Learners will plan and create a promotional video for a college department and prepare it for various platforms. The tasks involve producing a proposal on using digital video technology, writing a report demonstrating understanding of working to a brief, negotiating a brief with the client, and doing a SWOT analysis. All communication with the client must be documented. The overall goals are to introduce learners to digital video production and management of working to a brief.
Learners are tasked with creating a promotional video for a college department that can be used across various platforms. They must negotiate a brief with their client, documenting all communication. Tasks include producing a proposal on using digital video technology, writing a report on brief structures, negotiating a brief with the client, and doing a SWOT analysis. Learners will plan, create and prepare a digital video sequence for an interactive media product while following the brief and conventions of digital video production. All work must be documented on their blog for assessment.
This document provides course information for a BTEC First Diploma in Art and Design (Multimedia Pathway) including an overview of the course content and units, requirements for entry, and details on the course tutor and when the course runs. The course aims to provide education and training in art and design with a focus on graphic design and interactive media. It includes both mandatory core units and optional specialist units and can lead to further qualifications in areas like graphic design, multimedia, and game development.
This document provides the brief and requirements for a video project commissioned by Salford Royal NHS Foundation Trust. The project involves creating a 90-120 second animation to promote hand washing in the hospital's new main entrance. Key messages include infection control, protecting patients by washing hands, and demonstrating proper hand washing technique. The animation must use NHS branding colors and credit the students who created it. The deadline to submit the finished film is June 8, 2012.
This document provides the brief and requirements for a video project commissioned by Salford Royal NHS Foundation Trust. The goal is to create a 90-120 second animation promoting hand washing in hospitals, without sound, to play on a video wall in the hospital entrance. Key messages include infection control and hand washing technique. Graphic animation is preferred. The video must follow NHS branding guidelines and credit the students who created it. The deadline to submit the final video is June 8, 2012. The brief outlines tasks for students to complete, including developing ideas, pitching a proposal, creating pre-production plans, and producing the final film.
This document provides the brief and requirements for a video project commissioned by Salford Royal NHS Foundation Trust. The project involves creating a 90-120 second animation to promote hand washing in the hospital's new main entrance. Key messages include infection control, protecting patients by washing hands, and demonstrating proper hand washing technique. The animation must use NHS branding colors and credit the students who created it. The deadline to submit the finished film is June 8, 2012.
This document provides the brief and requirements for a video project commissioned by Salford Royal NHS Foundation Trust. The project involves creating a 90-120 second animation to promote hand washing in the hospital's new main entrance. Key messages include infection control, protecting patients by washing hands, and demonstrating proper hand washing technique. The animation must use NHS branding colors and credit the students who created it. The deadline to submit the finished film is June 8, 2012.
This document provides a brief for a video project commissioned by Salford Royal NHS Foundation Trust. The brief requests the production of a 90-120 second animation to promote hand washing in the hospital, which will play on a video wall in the main entrance. Key messages include infection control, protecting patients by washing hands, and demonstrating proper hand washing technique. The animation should use NHS brand colors and properly attribute the trust. The deadline for submission is June 8, 2012. Accompanying tasks for students include developing ideas, pitching a proposal, creating pre-production materials, and producing the final films.
The document provides details about creating a promotional video for a photography course at a college. It discusses researching other college videos, interviewing photography students and teachers for the new video, and showing student work from the course. The budget for the project is £4000 which will be used for equipment, software, and other production expenses. Legal and ethical considerations for the video like copyright, confidentiality, and fair representation are also addressed.
This short document appears to be about optical illusions and contains a heading for a print illusion but no other details. It mentions categories like games, illusions and fun but provides no content for those sections.
The document summarizes the development of a website for Australian youth hostels. It discusses analyzing existing hostel websites, creating a proposal, developing storyboards, and compiling assets needed like photos, colors, and fonts. Key aspects are analyzing other sites, creating a proposal addressing target audience and content, and planning assets and layout through storyboards before building the site.
Cadbury's Dream outlines a plan to increase sales and advertise Cadbury products worldwide by targeting specific audiences and using internet promotion. The plan involves creating a new advertisement featuring a celebrity actor that will air on television and online via YouTube and social media to appeal to global consumers and draw from previous successful Cadbury advertisements.
The document discusses various types of web animation and animation software. It describes how websites like The Simpsons use animation to promote products. It also discusses different animation techniques like cel animation, flick books, and stop motion. Common file formats and software for creating web animations are mentioned, including Flash, Swish, Amara, and Director. Plugins that allow viewing animations on websites are also summarized, such as Flash Player, Shockwave, and QuickTime.
Los sistemas de transformación mecánica incluyen palancas, poleas y maquinarias que transfieren energía a través de elementos móviles como bielas, tuercas y piñones. Estos sistemas utilizan principios físicos como la fuerza, el desplazamiento y el fulcro de las palancas, así como la masa y el movimiento de las poleas.
This presentation was made at the Nasscom Tech Series Big Data event held in Chennai on 06-Feb-2013 and was made by Somjit Amrit, the Chief Business Officer for Technosoft Corporation
In this presentation Somjit makes the case for why historically Business and IT haven't gone together hand in hand and goes on to state that Big Data could be what brings them together. He also emphasizes the importance of Big Data in addressing the fourth V namely Veracity (the others being Velocity, Volume and Variety).
Anjan Thakur is a senior management professional with over 25 years of experience in sales, marketing, channel management, and business development for technology companies. He has held leadership roles at companies such as CA Technologies, Infor, Microsoft, Intel, NIIT, Wipro, and others. The document provides details of his professional experience, skills, competencies, education, and contact information.
The document provides the brief and requirements for an assignment to create a viral video to promote a new film production company and their upcoming film competition submission. Students must research how video is used in interactive media, generate ideas for their viral concept, and complete pre-production planning and production to develop and shoot their viral video. They will present their final viral video and materials at the end of the 4 week assignment.
The document provides the brief and assessment criteria for an assignment to create a viral video to promote a new film production company. Students must research how video is used in interactive media, generate ideas for their viral, and produce a video following their planned production process. They will be assessed on devising, planning, shooting, and editing their viral video to demonstrate their understanding of constructing media for an audience and getting their message understood.
This assignment brief outlines tasks for students to develop skills in short film analysis, research on screenwriting and the commissioning process, idea generation, scriptwriting, and pitching a short film idea to a panel. Students will work in groups to analyze short films, research the writer's role in commissioning, generate ideas for a short film on the theme of "going on a journey", write a proposal, treatment, and initial script, practice pitching their idea, and do a final pitch to a panel. The purpose is to develop technical, research, group work, pitching and scriptwriting skills needed for creative media production.
This assignment brief outlines tasks for students to develop skills in short film analysis, research on screenwriting and the commissioning process, idea generation, scriptwriting, and pitching a short film idea to a panel. Students will work in groups to analyze short films, research the writer's role in commissioning, generate ideas for a short film on the theme of "going on a journey", write a proposal, treatment, and initial script, practice pitching their idea, and do a final pitch to a panel. The purpose is to develop technical, research, group work, pitching and scriptwriting skills relevant to the media production industry.
This document provides the details of an assignment to manage a creative media production project. The assignment tasks include developing initial ideas, pitching a proposal, and managing the full production process from pre-production through post-production. The production must relate to video, audio, motion graphics, photography or graphic design. Students must plan all stages in advance and adapt to any changes or difficulties during production. The assignment will be graded based on criteria mapping to qualification levels for originating ideas, pitching a proposal, and managing the production process.
This document outlines the requirements for a Level 3 Extended Diploma in Creative Media Production unit assignment, where the student must originate, develop, research, pitch and manage the production of an independently devised media project from pre-production through post-production while demonstrating acquired skills and adhering to a self-devised production schedule. The project must relate to video, audio, motion graphics, photography or graphic design and show idea generation, planning, adaptation to changes and overcoming difficulties. Students will be graded on criteria including creativity, flair, independence and work to a professional standard.
This document outlines the requirements for a Level 3 Extended Diploma in Creative Media Production unit assignment, where the student must originate, develop, research, pitch and manage the production of an independently devised media project from pre-production through post-production, demonstrating skills learned over their two-year study program and relating to video, audio, motion graphics, photography or graphic design. The assignment includes tasks to generate initial ideas, prepare a proposal and pitch, develop pre-production plans, and produce the final media product, and will be graded based on criteria mapping to pass, merit and distinction level qualifications.
This document outlines the requirements for a Level 3 Extended Diploma in Creative Media Production unit assignment, where the student must originate, develop, research, pitch and manage the production of an independently devised media project from pre-production through post-production while demonstrating acquired skills and adhering to a self-devised production schedule. The project must relate to video, audio, motion graphics, photography or graphic design and show idea generation, planning, adaptation to changes and overcoming difficulties. Students will be graded on criteria including creativity, flair, independence and work to a professional standard.
This document outlines an assignment for a Level 3 Extended Diploma in Creative Media Production. The assignment requires students to originate, develop, research, and pitch an idea for a media product. They must then manage the entire production process, from pre-production through production to post-production, to create their proposed media product. The assignment is due on April 15th and will be assessed based on criteria mapping to the relevant qualification units.
This document outlines the requirements for a Level 3 Extended Diploma in Creative Media Production unit assignment, where the student must originate, develop, research, pitch and manage the production of an independently devised media project from pre-production through post-production to demonstrate their skills, with grading criteria mapping their work to pass, merit, or distinction levels. The assignment tasks include idea generation, project proposal and pitch, pre-production planning, and producing the final media product by April 15th, 2013 under the supervision of assessor Iain Goodyear.
This document outlines the requirements for a Level 3 Extended Diploma in Creative Media Production unit assignment, where the student must originate, develop, research, pitch and manage the production of an independently devised media project from pre-production through post-production, demonstrating skills learned over their two-year study program and relating to video, audio, motion graphics, photography or graphic design. The assignment includes tasks to generate initial ideas, prepare a proposal and pitch, develop pre-production plans, and produce the final media product, and will be graded based on criteria assessing creativity, competence, and ability to work independently to professional standards.
This document outlines the requirements for a Level 3 Extended Diploma in Creative Media Production unit assignment, where the student must originate, develop, research, pitch and manage the production of an independently devised media project from pre-production through post-production while demonstrating acquired skills and adhering to a self-devised production schedule. The project must relate to video, audio, motion graphics, photography or graphic design and show idea generation, planning, adaptation to changes and overcoming difficulties. Students will be graded on criteria including creativity, flair, independence and work to a professional standard.
This document outlines the requirements for a Level 3 Extended Diploma in Creative Media Production unit assignment, where the student must originate, develop, research, pitch and manage the production of an independently devised media project from pre-production through post-production while demonstrating acquired skills and adhering to a self-developed production schedule. The project must relate to video, audio, motion graphics, photography or graphic design and show ability to adapt to changes and overcome difficulties. Students will be graded on criteria mapping to unit learning outcomes regarding idea generation, pitching a proposal, pre-production planning and managing the production process.
The document provides details about creating a promotional video for a photography course at a college. It discusses researching other college videos, interviewing photography students and teachers for the new video, and showing student work from the course. The budget for the project is £4000 which will be used for equipment, software, and other production expenses. Legal and ethical considerations for the video like copyright, confidentiality, and fair representation are also addressed.
This short document appears to be about optical illusions and contains a heading for a print illusion but no other details. It mentions categories like games, illusions and fun but provides no content for those sections.
The document summarizes the development of a website for Australian youth hostels. It discusses analyzing existing hostel websites, creating a proposal, developing storyboards, and compiling assets needed like photos, colors, and fonts. Key aspects are analyzing other sites, creating a proposal addressing target audience and content, and planning assets and layout through storyboards before building the site.
Cadbury's Dream outlines a plan to increase sales and advertise Cadbury products worldwide by targeting specific audiences and using internet promotion. The plan involves creating a new advertisement featuring a celebrity actor that will air on television and online via YouTube and social media to appeal to global consumers and draw from previous successful Cadbury advertisements.
The document discusses various types of web animation and animation software. It describes how websites like The Simpsons use animation to promote products. It also discusses different animation techniques like cel animation, flick books, and stop motion. Common file formats and software for creating web animations are mentioned, including Flash, Swish, Amara, and Director. Plugins that allow viewing animations on websites are also summarized, such as Flash Player, Shockwave, and QuickTime.
Los sistemas de transformación mecánica incluyen palancas, poleas y maquinarias que transfieren energía a través de elementos móviles como bielas, tuercas y piñones. Estos sistemas utilizan principios físicos como la fuerza, el desplazamiento y el fulcro de las palancas, así como la masa y el movimiento de las poleas.
This presentation was made at the Nasscom Tech Series Big Data event held in Chennai on 06-Feb-2013 and was made by Somjit Amrit, the Chief Business Officer for Technosoft Corporation
In this presentation Somjit makes the case for why historically Business and IT haven't gone together hand in hand and goes on to state that Big Data could be what brings them together. He also emphasizes the importance of Big Data in addressing the fourth V namely Veracity (the others being Velocity, Volume and Variety).
Anjan Thakur is a senior management professional with over 25 years of experience in sales, marketing, channel management, and business development for technology companies. He has held leadership roles at companies such as CA Technologies, Infor, Microsoft, Intel, NIIT, Wipro, and others. The document provides details of his professional experience, skills, competencies, education, and contact information.
The document provides the brief and requirements for an assignment to create a viral video to promote a new film production company and their upcoming film competition submission. Students must research how video is used in interactive media, generate ideas for their viral concept, and complete pre-production planning and production to develop and shoot their viral video. They will present their final viral video and materials at the end of the 4 week assignment.
The document provides the brief and assessment criteria for an assignment to create a viral video to promote a new film production company. Students must research how video is used in interactive media, generate ideas for their viral, and produce a video following their planned production process. They will be assessed on devising, planning, shooting, and editing their viral video to demonstrate their understanding of constructing media for an audience and getting their message understood.
This assignment brief outlines tasks for students to develop skills in short film analysis, research on screenwriting and the commissioning process, idea generation, scriptwriting, and pitching a short film idea to a panel. Students will work in groups to analyze short films, research the writer's role in commissioning, generate ideas for a short film on the theme of "going on a journey", write a proposal, treatment, and initial script, practice pitching their idea, and do a final pitch to a panel. The purpose is to develop technical, research, group work, pitching and scriptwriting skills needed for creative media production.
This assignment brief outlines tasks for students to develop skills in short film analysis, research on screenwriting and the commissioning process, idea generation, scriptwriting, and pitching a short film idea to a panel. Students will work in groups to analyze short films, research the writer's role in commissioning, generate ideas for a short film on the theme of "going on a journey", write a proposal, treatment, and initial script, practice pitching their idea, and do a final pitch to a panel. The purpose is to develop technical, research, group work, pitching and scriptwriting skills relevant to the media production industry.
This document provides the details of an assignment to manage a creative media production project. The assignment tasks include developing initial ideas, pitching a proposal, and managing the full production process from pre-production through post-production. The production must relate to video, audio, motion graphics, photography or graphic design. Students must plan all stages in advance and adapt to any changes or difficulties during production. The assignment will be graded based on criteria mapping to qualification levels for originating ideas, pitching a proposal, and managing the production process.
This document outlines the requirements for a Level 3 Extended Diploma in Creative Media Production unit assignment, where the student must originate, develop, research, pitch and manage the production of an independently devised media project from pre-production through post-production while demonstrating acquired skills and adhering to a self-devised production schedule. The project must relate to video, audio, motion graphics, photography or graphic design and show idea generation, planning, adaptation to changes and overcoming difficulties. Students will be graded on criteria including creativity, flair, independence and work to a professional standard.
This document outlines the requirements for a Level 3 Extended Diploma in Creative Media Production unit assignment, where the student must originate, develop, research, pitch and manage the production of an independently devised media project from pre-production through post-production, demonstrating skills learned over their two-year study program and relating to video, audio, motion graphics, photography or graphic design. The assignment includes tasks to generate initial ideas, prepare a proposal and pitch, develop pre-production plans, and produce the final media product, and will be graded based on criteria mapping to pass, merit and distinction level qualifications.
This document outlines the requirements for a Level 3 Extended Diploma in Creative Media Production unit assignment, where the student must originate, develop, research, pitch and manage the production of an independently devised media project from pre-production through post-production while demonstrating acquired skills and adhering to a self-devised production schedule. The project must relate to video, audio, motion graphics, photography or graphic design and show idea generation, planning, adaptation to changes and overcoming difficulties. Students will be graded on criteria including creativity, flair, independence and work to a professional standard.
This document outlines an assignment for a Level 3 Extended Diploma in Creative Media Production. The assignment requires students to originate, develop, research, and pitch an idea for a media product. They must then manage the entire production process, from pre-production through production to post-production, to create their proposed media product. The assignment is due on April 15th and will be assessed based on criteria mapping to the relevant qualification units.
This document outlines the requirements for a Level 3 Extended Diploma in Creative Media Production unit assignment, where the student must originate, develop, research, pitch and manage the production of an independently devised media project from pre-production through post-production to demonstrate their skills, with grading criteria mapping their work to pass, merit, or distinction levels. The assignment tasks include idea generation, project proposal and pitch, pre-production planning, and producing the final media product by April 15th, 2013 under the supervision of assessor Iain Goodyear.
This document outlines the requirements for a Level 3 Extended Diploma in Creative Media Production unit assignment, where the student must originate, develop, research, pitch and manage the production of an independently devised media project from pre-production through post-production, demonstrating skills learned over their two-year study program and relating to video, audio, motion graphics, photography or graphic design. The assignment includes tasks to generate initial ideas, prepare a proposal and pitch, develop pre-production plans, and produce the final media product, and will be graded based on criteria assessing creativity, competence, and ability to work independently to professional standards.
This document outlines the requirements for a Level 3 Extended Diploma in Creative Media Production unit assignment, where the student must originate, develop, research, pitch and manage the production of an independently devised media project from pre-production through post-production while demonstrating acquired skills and adhering to a self-devised production schedule. The project must relate to video, audio, motion graphics, photography or graphic design and show idea generation, planning, adaptation to changes and overcoming difficulties. Students will be graded on criteria including creativity, flair, independence and work to a professional standard.
This document outlines the requirements for a Level 3 Extended Diploma in Creative Media Production unit assignment, where the student must originate, develop, research, pitch and manage the production of an independently devised media project from pre-production through post-production while demonstrating acquired skills and adhering to a self-developed production schedule. The project must relate to video, audio, motion graphics, photography or graphic design and show ability to adapt to changes and overcome difficulties. Students will be graded on criteria mapping to unit learning outcomes regarding idea generation, pitching a proposal, pre-production planning and managing the production process.
This document outlines the requirements for a Level 3 Extended Diploma in Creative Media Production unit assignment, where the student must originate, develop, research, pitch and manage the production of an independently devised media project from pre-production through post-production, demonstrating skills learned over their two-year course of study and relating to video, audio, motion graphics, photography or graphic design. The assignment includes tasks to generate initial ideas, prepare a proposal and pitch, develop pre-production plans, and produce the final media product, and will be graded based on criteria assessing creativity, competence, and ability to work independently to professional standards.
This document outlines the requirements for a Level 3 Extended Diploma in Creative Media Production unit assignment, where the student must originate, develop, research, pitch and manage the production of an independently devised media project from pre-production through post-production while demonstrating acquired skills and adhering to a self-developed production schedule. The project must relate to video, audio, motion graphics, photography or graphic design and show idea generation, planning, adaptation to changes and overcoming difficulties. Students will be graded on criteria including creativity, flair, independence and work to a professional standard.
This document outlines the requirements for a Level 3 Extended Diploma in Creative Media Production unit assignment, where the student must originate, develop, research, pitch and manage the production of an independently devised media project from pre-production through post-production while demonstrating acquired skills and adhering to a self-devised production schedule. The project must relate to video, audio, motion graphics, photography or graphic design and show idea generation, planning, adaptation to changes and overcoming difficulties. Students will be graded on criteria including creativity, flair, independence and work to a professional standard.
This document outlines the requirements for a Level 3 Extended Diploma in Creative Media Production unit assignment, where the student must originate, develop, research, pitch and manage the production of an independently devised media project from pre-production through post-production to demonstrate their skills, with grading criteria mapping their work to pass, merit, or distinction levels. The assignment tasks include idea generation, project proposal and pitch, pre-production planning, and producing the final media product by April 15th, 2013 under the supervision of assessor Iain Goodyear.
Understanding User Needs and Satisfying ThemAggregage
https://www.productmanagementtoday.com/frs/26903918/understanding-user-needs-and-satisfying-them
We know we want to create products which our customers find to be valuable. Whether we label it as customer-centric or product-led depends on how long we've been doing product management. There are three challenges we face when doing this. The obvious challenge is figuring out what our users need; the non-obvious challenges are in creating a shared understanding of those needs and in sensing if what we're doing is meeting those needs.
In this webinar, we won't focus on the research methods for discovering user-needs. We will focus on synthesis of the needs we discover, communication and alignment tools, and how we operationalize addressing those needs.
Industry expert Scott Sehlhorst will:
• Introduce a taxonomy for user goals with real world examples
• Present the Onion Diagram, a tool for contextualizing task-level goals
• Illustrate how customer journey maps capture activity-level and task-level goals
• Demonstrate the best approach to selection and prioritization of user-goals to address
• Highlight the crucial benchmarks, observable changes, in ensuring fulfillment of customer needs
Tata Group Dials Taiwan for Its Chipmaking Ambition in Gujarat’s DholeraAvirahi City Dholera
The Tata Group, a titan of Indian industry, is making waves with its advanced talks with Taiwanese chipmakers Powerchip Semiconductor Manufacturing Corporation (PSMC) and UMC Group. The goal? Establishing a cutting-edge semiconductor fabrication unit (fab) in Dholera, Gujarat. This isn’t just any project; it’s a potential game changer for India’s chipmaking aspirations and a boon for investors seeking promising residential projects in dholera sir.
Visit : https://www.avirahi.com/blog/tata-group-dials-taiwan-for-its-chipmaking-ambition-in-gujarats-dholera/
At Techbox Square, in Singapore, we're not just creative web designers and developers, we're the driving force behind your brand identity. Contact us today.
Recruiting in the Digital Age: A Social Media MasterclassLuanWise
In this masterclass, presented at the Global HR Summit on 5th June 2024, Luan Wise explored the essential features of social media platforms that support talent acquisition, including LinkedIn, Facebook, Instagram, X (formerly Twitter) and TikTok.
buy old yahoo accounts buy yahoo accountsSusan Laney
As a business owner, I understand the importance of having a strong online presence and leveraging various digital platforms to reach and engage with your target audience. One often overlooked yet highly valuable asset in this regard is the humble Yahoo account. While many may perceive Yahoo as a relic of the past, the truth is that these accounts still hold immense potential for businesses of all sizes.
The 10 Most Influential Leaders Guiding Corporate Evolution, 2024.pdfthesiliconleaders
In the recent edition, The 10 Most Influential Leaders Guiding Corporate Evolution, 2024, The Silicon Leaders magazine gladly features Dejan Štancer, President of the Global Chamber of Business Leaders (GCBL), along with other leaders.
Navigating the world of forex trading can be challenging, especially for beginners. To help you make an informed decision, we have comprehensively compared the best forex brokers in India for 2024. This article, reviewed by Top Forex Brokers Review, will cover featured award winners, the best forex brokers, featured offers, the best copy trading platforms, the best forex brokers for beginners, the best MetaTrader brokers, and recently updated reviews. We will focus on FP Markets, Black Bull, EightCap, IC Markets, and Octa.
Best practices for project execution and deliveryCLIVE MINCHIN
A select set of project management best practices to keep your project on-track, on-cost and aligned to scope. Many firms have don't have the necessary skills, diligence, methods and oversight of their projects; this leads to slippage, higher costs and longer timeframes. Often firms have a history of projects that simply failed to move the needle. These best practices will help your firm avoid these pitfalls but they require fortitude to apply.
LA HUG - Video Testimonials with Chynna Morgan - June 2024Lital Barkan
Have you ever heard that user-generated content or video testimonials can take your brand to the next level? We will explore how you can effectively use video testimonials to leverage and boost your sales, content strategy, and increase your CRM data.🤯
We will dig deeper into:
1. How to capture video testimonials that convert from your audience 🎥
2. How to leverage your testimonials to boost your sales 💲
3. How you can capture more CRM data to understand your audience better through video testimonials. 📊
How MJ Global Leads the Packaging Industry.pdfMJ Global
MJ Global's success in staying ahead of the curve in the packaging industry is a testament to its dedication to innovation, sustainability, and customer-centricity. By embracing technological advancements, leading in eco-friendly solutions, collaborating with industry leaders, and adapting to evolving consumer preferences, MJ Global continues to set new standards in the packaging sector.
The Evolution and Impact of OTT Platforms: A Deep Dive into the Future of Ent...ABHILASH DUTTA
This presentation provides a thorough examination of Over-the-Top (OTT) platforms, focusing on their development and substantial influence on the entertainment industry, with a particular emphasis on the Indian market.We begin with an introduction to OTT platforms, defining them as streaming services that deliver content directly over the internet, bypassing traditional broadcast channels. These platforms offer a variety of content, including movies, TV shows, and original productions, allowing users to access content on-demand across multiple devices.The historical context covers the early days of streaming, starting with Netflix's inception in 1997 as a DVD rental service and its transition to streaming in 2007. The presentation also highlights India's television journey, from the launch of Doordarshan in 1959 to the introduction of Direct-to-Home (DTH) satellite television in 2000, which expanded viewing choices and set the stage for the rise of OTT platforms like Big Flix, Ditto TV, Sony LIV, Hotstar, and Netflix. The business models of OTT platforms are explored in detail. Subscription Video on Demand (SVOD) models, exemplified by Netflix and Amazon Prime Video, offer unlimited content access for a monthly fee. Transactional Video on Demand (TVOD) models, like iTunes and Sky Box Office, allow users to pay for individual pieces of content. Advertising-Based Video on Demand (AVOD) models, such as YouTube and Facebook Watch, provide free content supported by advertisements. Hybrid models combine elements of SVOD and AVOD, offering flexibility to cater to diverse audience preferences.
Content acquisition strategies are also discussed, highlighting the dual approach of purchasing broadcasting rights for existing films and TV shows and investing in original content production. This section underscores the importance of a robust content library in attracting and retaining subscribers.The presentation addresses the challenges faced by OTT platforms, including the unpredictability of content acquisition and audience preferences. It emphasizes the difficulty of balancing content investment with returns in a competitive market, the high costs associated with marketing, and the need for continuous innovation and adaptation to stay relevant.
The impact of OTT platforms on the Bollywood film industry is significant. The competition for viewers has led to a decrease in cinema ticket sales, affecting the revenue of Bollywood films that traditionally rely on theatrical releases. Additionally, OTT platforms now pay less for film rights due to the uncertain success of films in cinemas.
Looking ahead, the future of OTT in India appears promising. The market is expected to grow by 20% annually, reaching a value of ₹1200 billion by the end of the decade. The increasing availability of affordable smartphones and internet access will drive this growth, making OTT platforms a primary source of entertainment for many viewers.
1. Assignment brief
Qualification BTEC National in Creative Media Production
4 – Creative Media Production Management Project
Unit number and title 5 – Working to a brief in the Creative Media industries
62 – Digital Video Production for Interactive Media
Start date
Deadline
Assessor name
Assignment title Assignment 1
The purpose of this assignment is to:
Introduce learners to the production and use of digital video material for an interactive media product. Learners will investigate
how video is used in interactive media products and will examine the technology used to produce and manipulate digital video
sequences. Learners will plan and create a video sequence and prepare it for use within an interactive media product.
This assignment also aims to take the learner through the whole process of working to a brief from initial negotiations, through the
process of developing and realising ideas in liaison with the client to final self‐evaluation on completion of the work. Also by
working within pairs it will provide the opportunity to manage the production both individually and as a team.
Scenario
You have been asked to tender a proposal by the college to produce a promotional video for a department within the college
which can then be used on the college website, be produced as a DVD to send to potential students and also be uploaded to the
college YouTube site and Facebook site. As part of this assignment you will have to negotiate a brief with your client and have
records of communication and correspondence between yourself and the client. While negotiating the brief you will decide on the
style, length and content of the video depending on your client’s requirements.
Tasks Grading Criteria Mapping
Task 1 UNIT 62 P1, M1, D1
You are required to produce a proposal which covers how digital video technology could be used to
help, promote and advertise the college subject areas on a variety of different delivery platforms.
In your proposal you must cover both of the following sections:
Applications
Technology as relevant to each application.
Examples need to be included from some of the following areas with specific illustrations to endorse
your points. In applications, some of the uses including Promotional material, advertising and viral
marketing
Also platforms including WWW, DVD and Presentation.
In technology, some of the following including, compression, digital file formats, streaming methods,
data transfer rate, file size, media players and digital rights management systems.
* Your proposal needs to be embedded onto your U62/ U5/ U4 blog as evidence
Task 2 Contributes to Unit 5, P1,
Before working with your client, you need to have an understanding of what the requirements are of M1, D1
working to a brief. You will have to write a illustrated report which shows your understanding of the
following:
Structure of briefs: contractual; negotiated; formal; informal; commission; tender; cooperative brief;
competition
Show examples of the above types of brief within your report
Important note
All correspondence with your client from this point forward must be fully documented in a communication log which will be
incorporated in to your blog.
2. Examples of communication could include SMS, email, video conferencing , face to face communication
You will need to have regular formal meetings with your client with fully documented agendas and minutes of the meetings.
Task 3a Contributes to Unit 4 P1,
M1, D1.
Produce a brief in negotiation with your client for the promotional material you are producing. Ensure
you provide your client with a draft copy of the brief and after discussion, particularly regarding the Contributes to Unit 5, P1,
requirements of the final product, finalise the brief. M1, D1
Write a short report describing what you have done so far and explain what type of brief it is you have Contributes to Unit 62, P2,
produced, and what changes you have made and why from the original. M2, D2
Reading a brief: recognise nature of and demand implicit in brief
Negotiating the brief: consultation with client; degree of discretion in interpreting brief; constraints
(legal, ethical, regulatory); amendments to proposed final product; amendments to budget;
amendments to conditions; fees
Legal and ethical considerations: legal, e.g. copyright, libel; ethical, eg confidentiality, decency;
representation, e.g. race, gender, religion, sexuality
Constraints: time; costs; personnel; resources; legal and ethical considerations, eg privacy, libel law,
defamation, race discrimination law, data protection, freedom of information; codes of practice;
copyright (requirement, owner, clearance, cost)
Task 3b Contributes to Unit 5, P1,
Produce a SWOT analysis M1, D1.
Opportunities: identify opportunities for self‐development; new skills; multi‐skilling; contributions to
project brief
Sources of information
Baylis P, Freedman A, Procter N et al – BTEC Level 3 National Creative Media Production, Student Book
(Pearson, 2010) ISBN 978‐1846906725
Grading Criteria
This unit is internally assessed
Unit 5
P1: describe the requirements M1: explain the requirements D1: comprehensively explain the
of working to a brief of working to a brief with requirements of working
reference to detailed to a brief with elucidated
illustrative examples examples
Unit 62
P1: summarise accurately the M1: explain the principles of D1: comprehensively explain the
principles of digital video digital video technology principles of digital video
technology in interactive media in interactive media with technology in interactive media
using some subject terminology reference to detailed with elucidated examples and
appropriately illustrative examples and consistently using subject
with generally correct use of terminology correctly
subject terminology
Unit 62
P2: generate outline ideas for M2: generate detailed ideas for D2: generate thoroughly
a digital video sequence a digital video sequence thought through
working within appropriate showing some imagination ideas for a digital
conventions and with some and with only occasional video sequence showing
assistance assistance creativity and flair and
working independently to
professional expectations
3. Unit 4 (contributes to 1)
P1 originate, develop and M1 originate, develop and D1 originate, develop and
research an idea for a media research an idea for a media research an idea for a media
product working within product showing some product showing creativity
appropriate conventions and imagination and with only and flair and working
with some assistance occasional assistance independently to professional
expectations