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Adam Paterson is a hardworking and determined individual studying a Level 3 90-Credit BTEC Media course to develop skills for a career in media. He gets work done on time and to a high standard. He enjoys taking a leadership role on teams and likes to take control by calling the shots. He has experience in photography and filming and is eager to continue learning and improving his skills.
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Adam paterson cv
Adam Paterson is a media student seeking work experience. He has a strong background in photography and videography through his college coursework. Paterson takes pride in completing work to a high standard on time. He enjoys leading teams and collaborating with others to create quality projects. His past work includes photography for local businesses and wedding photography. Paterson is eager to continue developing his skills in media through hands-on experience.
Adam paterson cv
This document contains a personal statement and resume for Adam Paterson applying for a media position. It summarizes his education in a BTEC Media course to develop skills for working in media. It outlines his strong work ethic, meeting deadlines and taking initiative as a team leader. His experience includes administrative work and freelance photography. He has a keen interest in photography and videography, creating work for paid clients and his college courses, receiving distinction grades.
Fashion shoot 3
The document outlines a fashion photoshoot for a magazine spread on vintage outfits. It details plans to shoot professionally styled images of models wearing vintage clothing in the studio to provide visual examples for a double-page article. Models and equipment needs are listed. Health and safety considerations and the location at the local media department studio are also stated. The goal is to use the photos in a creative layout to showcase vintage styles and draw readers into an article about vintage fashion finds from Brighton boutiques.
Script
Hollie explains her strategy for maintaining a photography workflow in the creative media sector. She plans to study at the University of Chester to earn her degree, where she has already gained experience photographing dance shows. After graduating, Hollie hopes to begin her career as a freelance photographer, gaining experience in areas like wedding, landscape and portrait photography. Her dream is to become a fashion photographer. She cites Emma Jayne Lewis as a role model for her fashion photography aspirations. Hollie outlines her strengths and weaknesses, as well as opportunities to further develop her skills through her university's photography society and training sessions. She discusses using business cards, websites, Instagram, and a portfolio to promote her photography business.
5 year plan[115]
Chloe Ross is currently pursuing a career in film. She is taking a level 3 media course to learn camera and editing skills. For her final project, she is making a trailer and poster. Next, she plans to study film in her second year of college and make a short film applying the skills she has learned. Her long term goal is to get into university to study film production, television and film production, or film and television studies. These programs will provide industry experience and opportunities. For work experience, she wants to work on film sets as a runner to gain experience. In 5 years, she hopes to have a job in the film industry, such as editing films, after graduating from her chosen university program.
Media Evaluation question 7
The document discusses what the author learned between their preliminary task and final production. They started with little knowledge of Photoshop or InDesign but learned skills as they progressed through tasks. Their final piece was laid out more professionally than the preliminary version. The author also learned about mise-en-scene and how details impact work. They wanted to improve quality rather than just add props in the final version. Researching shot types helped the author choose shots like a medium shot for the final piece to attract different audiences. Overall, the author gained experience using Photoshop and InDesign, going from basic design to completing tasks more efficiently by the end.
Ccf3
Through an 8-week media course, the author learned practical filmmaking skills from beginning as a complete novice. They covered basic camera setup and adjustments, filming techniques like ensuring proper focus, lighting and white balance. Learning these fundamentals and practicing allowed the author to confidently operate cameras. The course also covered shooting rules like the 180-degree rule to ensure continuity when editing together shots. Editing software was introduced along with terminology to help structure sequences professionally. By the end, the author felt able to competently shoot and edit a sequence.
Cv
David Broadbent is a 20-year-old photographer and filmmaker who has been taking photos since childhood. He focuses on portrait photography and studio shoots. Broadbent works efficiently both independently and as part of a team. He also has experience with lighting, filming, and acting in theater. Broadbent earned a BTEC in creative media production and has worked on various photography and filming projects for schools and organizations.
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Adam paterson cv
Adam Paterson is a media student seeking work experience. He has a strong background in photography and videography through his college coursework. Paterson takes pride in completing work to a high standard on time. He enjoys leading teams and collaborating with others to create quality projects. His past work includes photography for local businesses and wedding photography. Paterson is eager to continue developing his skills in media through hands-on experience.
Adam paterson cv
This document contains a personal statement and resume for Adam Paterson applying for a media position. It summarizes his education in a BTEC Media course to develop skills for working in media. It outlines his strong work ethic, meeting deadlines and taking initiative as a team leader. His experience includes administrative work and freelance photography. He has a keen interest in photography and videography, creating work for paid clients and his college courses, receiving distinction grades.
Fashion shoot 3
The document outlines a fashion photoshoot for a magazine spread on vintage outfits. It details plans to shoot professionally styled images of models wearing vintage clothing in the studio to provide visual examples for a double-page article. Models and equipment needs are listed. Health and safety considerations and the location at the local media department studio are also stated. The goal is to use the photos in a creative layout to showcase vintage styles and draw readers into an article about vintage fashion finds from Brighton boutiques.
Script
Hollie explains her strategy for maintaining a photography workflow in the creative media sector. She plans to study at the University of Chester to earn her degree, where she has already gained experience photographing dance shows. After graduating, Hollie hopes to begin her career as a freelance photographer, gaining experience in areas like wedding, landscape and portrait photography. Her dream is to become a fashion photographer. She cites Emma Jayne Lewis as a role model for her fashion photography aspirations. Hollie outlines her strengths and weaknesses, as well as opportunities to further develop her skills through her university's photography society and training sessions. She discusses using business cards, websites, Instagram, and a portfolio to promote her photography business.
5 year plan[115]
Chloe Ross is currently pursuing a career in film. She is taking a level 3 media course to learn camera and editing skills. For her final project, she is making a trailer and poster. Next, she plans to study film in her second year of college and make a short film applying the skills she has learned. Her long term goal is to get into university to study film production, television and film production, or film and television studies. These programs will provide industry experience and opportunities. For work experience, she wants to work on film sets as a runner to gain experience. In 5 years, she hopes to have a job in the film industry, such as editing films, after graduating from her chosen university program.
Media Evaluation question 7
The document discusses what the author learned between their preliminary task and final production. They started with little knowledge of Photoshop or InDesign but learned skills as they progressed through tasks. Their final piece was laid out more professionally than the preliminary version. The author also learned about mise-en-scene and how details impact work. They wanted to improve quality rather than just add props in the final version. Researching shot types helped the author choose shots like a medium shot for the final piece to attract different audiences. Overall, the author gained experience using Photoshop and InDesign, going from basic design to completing tasks more efficiently by the end.
Ccf3
Through an 8-week media course, the author learned practical filmmaking skills from beginning as a complete novice. They covered basic camera setup and adjustments, filming techniques like ensuring proper focus, lighting and white balance. Learning these fundamentals and practicing allowed the author to confidently operate cameras. The course also covered shooting rules like the 180-degree rule to ensure continuity when editing together shots. Editing software was introduced along with terminology to help structure sequences professionally. By the end, the author felt able to competently shoot and edit a sequence.
Cv
David Broadbent is a 20-year-old photographer and filmmaker who has been taking photos since childhood. He focuses on portrait photography and studio shoots. Broadbent works efficiently both independently and as part of a team. He also has experience with lighting, filming, and acting in theater. Broadbent earned a BTEC in creative media production and has worked on various photography and filming projects for schools and organizations.
EVALUATION 7
The document discusses the progression of skills learned from the preliminary school magazine task to the full product. Photoshop skills improved through using the latest version of Photoshop with effects like 3D. Photographic skills improved by learning better indoor lighting techniques and plain backgrounds for easier editing. Management skills grew through creating a production schedule to stay on deadline and incentives for models. Research skills enhanced by using advanced Google searches to find competitor magazines and better understand magazine conventions.
Evaluation Powerpoint
The document discusses how the author used various technologies for their production work and what they learned from the experience. They used Facebook and Twitter to get feedback on a trailer from their target audience, though did not receive as much feedback as hoped. YouTube was used to post the trailer and receive feedback, but again did not get comments. IMovie was utilized to edit over 20 minutes of commentary down to 15 minutes for uploading to YouTube. The author learned they can provide a lot of detail about their work and are proud of their production.
Evidence of photography
1) The document provides evidence of the photographer taking photos of a model using school equipment without needing a stand or extras. Multiple photos were taken as the shots were handheld.
2) Safety precautions were taken when photographing in a potentially unsafe location up high, and hazards were inspected and addressed.
3) Pre-production materials were referenced by the photographer and model to ensure they knew what to do and could address any issues. Equipment was checked before leaving to make sure it was working properly.
Photoshoot planning
The photographer wants photos that elicit pity for a lower class individual but also awe at their rise to success. They only need themselves and a model for the shoot. The model will wear dark clothes with one bright red article to represent their journey. High key lighting may be used with a plain white backdrop as the setting. The model will wear hoodies and tracksuits to look lower class urban for the shoot.
Evaulation 7 final
My editing, photography, management, and research skills have all improved from my preliminary task to the full product. When starting the main task, I was able to apply more advanced Photoshop effects like 3D on the cover thanks to tutorials I watched online. I also learned better photography techniques, such as taking angled shots instead of straight on and shooting on plain backgrounds. For management, I created a production schedule to stay on deadline and arranged transportation for models. My research abilities strengthened as I learned to use advanced Google searches to find competitor magazines and analyze their conventions.
Benjamin Portmann Personal Persona Project
Thank you very much, for following the link from the video that gives a brief description of who I am. This presentation is meant as an expanded view to give yourself a better understand of who I am, and the skills that I can bring with me to your company. I look forward to hearing from you.
Media evaluation question 7
1) The document discusses the progression from the author's preliminary task to their full media production project.
2) The author feels they have greatly improved their skills in Adobe Photoshop and photography which allowed them to be more creative.
3) Key skills learned include image and text transformations, layering, letter spacing, and understanding media codes and conventions.
Teaching
The document discusses teaching photography skills to friends through two lesson sessions. The first lesson covers key photography terms and how the camera works. The second is a practical lesson where students apply their new skills taking photos. The author felt the lessons went well and that students grasped the concepts, enjoying applying their skills. More time for additional lessons on further developing skills and photo editing was wished for.
As media coursework evaluation
1) The student created a magazine for their AS media coursework, first making a college magazine in Microsoft Publisher then improving their skills to create a music magazine in QuarkXpress and Photoshop.
2) Their music magazine, called "Raw Live," targets metal music fans with an informal tone and would be distributed in stores like HMV and Tesco.
3) Throughout the project, the student learned skills like using Photoshop and QuarkXpress as well as dealing with problems like losing their original work, but overcame challenges to complete the coursework.
Pp production log
This production log details the process of creating an advert for a chicken burger from Salford City College's Eccles Sixth Form Centre. It describes hiring a camera, filming a classmate eating the burger to get different angles, editing the clips together on Adobe Premiere Pro, and uploading the finished advert to YouTube and the creator's blog.
New technologies
The document discusses different technologies the author has learned about for documenting and presenting their work. Blogger allowed the author to post written work, screenshots, and photos to record their progress and get feedback. Prezi and Slideshare enabled visually pleasing presentations of research through templates. Photography skills like lighting, camera angles, and poses were learned to make professional-looking photos. Photoshop was used to manipulate images by adjusting brightness, contrast, cropping, removing backgrounds, and designing magazine layouts.
Evaluation question 6
Photoshop: The document discusses learning how to use Photoshop tools like layers and the paint brush/bucket tool which improved the layout and design of a music magazine over an earlier school magazine.
Camera: Familiarity with a Canon DSLR through photography courses and taking photos for a music magazine helped the author learn to use different camera functions and shot types.
Blogging: Early struggles editing and uploading blog posts became easier after continued use of blog.com while working on school and music magazines for media courses.
Evaluation question 6
From constructing a music magazine, the author learned to use several technologies including photo editing programs like Photoshop. They learned how to use tools in Photoshop to edit images, remove backgrounds, and insert images into other images. They also learned how to use websites like Slideshare and Blogger, and how to embed presentations on blogs using HTML. Additionally, they learned shortcuts and features of Mac computers. Overall, the author gained skills in photo editing, website use, blogging, and magazine design through completing this project.
What Have You Learnt From Your Audience Feedback?
The document discusses the feedback received from audiences on a teaser trailer for a film project. Feedback was gathered from classmates, teachers, family members and through social media. The feedback helped identify ways to improve the teaser, such as adding more close-up shots and slowing down a fade transition. Feedback on additional materials like a poster and magazine cover provided further lessons on making the project more professional. In conclusion, the document states that receiving audience feedback at various stages was very helpful for improving the overall quality of the film project.
Evaluation question 7
From doing a preliminary task on photo editing software, the author learned how to use Photoshop's tools and layers effectively to create a music magazine. They also learned about using different colors and lighting techniques when shooting photographs to target specific audiences. Through completing both the preliminary task and final magazine, the author gained knowledge of the codes and conventions of music magazines and improved their time management skills.
Ual ucas pro forma 2022
Tshepang Dodoh Moatshe is applying to university through UCAS to study photography or filmmaking. They have included details of their academic history, current study of Creative Media at York College, and future goals. Their top choice courses are BA Photography at Leeds Art University or Manchester Metropolitan University. In their spare time, they enjoy practicing photography through mini photoshoots and analyzing films. [Moatshe indicates they are considering university to further develop their photography and filmmaking skills and potentially lead to a high-paying career, though they may also pursue an apprenticeship initially.]
Evaluation 7
The author learned several lessons from the preliminary task to the main task. In the preliminary task, the group struggled with camera angles and keeping up with blog posts. For the main task, the same group applied what they learned by properly using camera angles and rules of cinematography. They also took more shots of the same scenes to ensure they captured everything. The author successfully tracked time and met the minimum post requirements. Overall, staying with the same group and applying lessons from the preliminary task helped improve the main project film.
Assignment 2 briefing 3 May 2017
The document provides instructions for a photography assignment. Students are asked to take 30 photos with a theme of their choosing and upload them to Instagram by May 7th. They should also fill out a form with their details and Instagram link by May 3rd. Photos will be graded on elements of design, aesthetics, creativity, and theme. Students have the option to create a 1-5 minute video instead and upload it to YouTube, with a similar grading rubric focusing on camera usage, aesthetics, editing, and uniqueness.
Assignment 2 briefing
The document provides instructions for a photography assignment. Students are asked to take 30 photos with a theme of their choosing and upload them to Instagram by April 27th. They should make their Instagram profile public and fill out a form with their details. Students can also create a 1-5 minute video using video apps and upload it to YouTube. The assignment will be graded based on understanding of elements, artistic quality, creativity, and portfolio uniqueness. Safety and plagiarism are prohibited. The class meets every week from 8:30-9:30am, with time until 11am for assignments.
Risk assessment
Luke Forster identifies several risks for a planned photo shoot and outlines measures to mitigate them. Potential risks include illness or injury preventing the primary models from participating, equipment malfunctions, inability to obtain necessary costumes or props, poor lighting, and full memory cards. His mitigation strategies include having backup models, checking equipment beforehand, contingency planning for costumes and props, working with a studio advisor on lighting, and monitoring memory card space. The overall goal is to ensure the shoot goes smoothly and results in high quality photos that fit the genre of a rock music magazine.
Job roles in the media
The document outlines various job roles across different media industries including television, film, music, advertising, and journalism. In television, roles include transmission engineer, broadcasting engineer, lighting director, and sound supervisor who work to transmit and produce quality audio and visual content. In film, roles are researcher, location manager, audio dubber, and colorist who contribute to pre-production, production and post-production processes. Music roles consist of DJ, music producer, songwriter, and singer who create, perform and produce musical content. Advertising roles involve account executive, event manager, illustrator and developer who help plan, design and produce marketing campaigns. Journalism roles listed are photojournalist, feature writer, reporter, editor and specialist
Cover letter
The applicant is applying for a freelance camera operator position at the BBC. He has 2 years of experience as a photographer and videographer from media courses. He owns his own camera equipment and takes care to plan shots in advance through storyboards. As a leader, he was able to coordinate teams to meet deadlines. He sees himself as a suitable candidate based on his skills and keenness to learn further on the job.
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EVALUATION 7
The document discusses the progression of skills learned from the preliminary school magazine task to the full product. Photoshop skills improved through using the latest version of Photoshop with effects like 3D. Photographic skills improved by learning better indoor lighting techniques and plain backgrounds for easier editing. Management skills grew through creating a production schedule to stay on deadline and incentives for models. Research skills enhanced by using advanced Google searches to find competitor magazines and better understand magazine conventions.
Evaluation Powerpoint
The document discusses how the author used various technologies for their production work and what they learned from the experience. They used Facebook and Twitter to get feedback on a trailer from their target audience, though did not receive as much feedback as hoped. YouTube was used to post the trailer and receive feedback, but again did not get comments. IMovie was utilized to edit over 20 minutes of commentary down to 15 minutes for uploading to YouTube. The author learned they can provide a lot of detail about their work and are proud of their production.
Evidence of photography
1) The document provides evidence of the photographer taking photos of a model using school equipment without needing a stand or extras. Multiple photos were taken as the shots were handheld.
2) Safety precautions were taken when photographing in a potentially unsafe location up high, and hazards were inspected and addressed.
3) Pre-production materials were referenced by the photographer and model to ensure they knew what to do and could address any issues. Equipment was checked before leaving to make sure it was working properly.
Photoshoot planning
The photographer wants photos that elicit pity for a lower class individual but also awe at their rise to success. They only need themselves and a model for the shoot. The model will wear dark clothes with one bright red article to represent their journey. High key lighting may be used with a plain white backdrop as the setting. The model will wear hoodies and tracksuits to look lower class urban for the shoot.
Evaulation 7 final
My editing, photography, management, and research skills have all improved from my preliminary task to the full product. When starting the main task, I was able to apply more advanced Photoshop effects like 3D on the cover thanks to tutorials I watched online. I also learned better photography techniques, such as taking angled shots instead of straight on and shooting on plain backgrounds. For management, I created a production schedule to stay on deadline and arranged transportation for models. My research abilities strengthened as I learned to use advanced Google searches to find competitor magazines and analyze their conventions.
Benjamin Portmann Personal Persona Project
Thank you very much, for following the link from the video that gives a brief description of who I am. This presentation is meant as an expanded view to give yourself a better understand of who I am, and the skills that I can bring with me to your company. I look forward to hearing from you.
Media evaluation question 7
1) The document discusses the progression from the author's preliminary task to their full media production project.
2) The author feels they have greatly improved their skills in Adobe Photoshop and photography which allowed them to be more creative.
3) Key skills learned include image and text transformations, layering, letter spacing, and understanding media codes and conventions.
Teaching
The document discusses teaching photography skills to friends through two lesson sessions. The first lesson covers key photography terms and how the camera works. The second is a practical lesson where students apply their new skills taking photos. The author felt the lessons went well and that students grasped the concepts, enjoying applying their skills. More time for additional lessons on further developing skills and photo editing was wished for.
As media coursework evaluation
1) The student created a magazine for their AS media coursework, first making a college magazine in Microsoft Publisher then improving their skills to create a music magazine in QuarkXpress and Photoshop.
2) Their music magazine, called "Raw Live," targets metal music fans with an informal tone and would be distributed in stores like HMV and Tesco.
3) Throughout the project, the student learned skills like using Photoshop and QuarkXpress as well as dealing with problems like losing their original work, but overcame challenges to complete the coursework.
Pp production log
This production log details the process of creating an advert for a chicken burger from Salford City College's Eccles Sixth Form Centre. It describes hiring a camera, filming a classmate eating the burger to get different angles, editing the clips together on Adobe Premiere Pro, and uploading the finished advert to YouTube and the creator's blog.
New technologies
The document discusses different technologies the author has learned about for documenting and presenting their work. Blogger allowed the author to post written work, screenshots, and photos to record their progress and get feedback. Prezi and Slideshare enabled visually pleasing presentations of research through templates. Photography skills like lighting, camera angles, and poses were learned to make professional-looking photos. Photoshop was used to manipulate images by adjusting brightness, contrast, cropping, removing backgrounds, and designing magazine layouts.
Evaluation question 6
Photoshop: The document discusses learning how to use Photoshop tools like layers and the paint brush/bucket tool which improved the layout and design of a music magazine over an earlier school magazine.
Camera: Familiarity with a Canon DSLR through photography courses and taking photos for a music magazine helped the author learn to use different camera functions and shot types.
Blogging: Early struggles editing and uploading blog posts became easier after continued use of blog.com while working on school and music magazines for media courses.
Evaluation question 6
From constructing a music magazine, the author learned to use several technologies including photo editing programs like Photoshop. They learned how to use tools in Photoshop to edit images, remove backgrounds, and insert images into other images. They also learned how to use websites like Slideshare and Blogger, and how to embed presentations on blogs using HTML. Additionally, they learned shortcuts and features of Mac computers. Overall, the author gained skills in photo editing, website use, blogging, and magazine design through completing this project.
What Have You Learnt From Your Audience Feedback?
The document discusses the feedback received from audiences on a teaser trailer for a film project. Feedback was gathered from classmates, teachers, family members and through social media. The feedback helped identify ways to improve the teaser, such as adding more close-up shots and slowing down a fade transition. Feedback on additional materials like a poster and magazine cover provided further lessons on making the project more professional. In conclusion, the document states that receiving audience feedback at various stages was very helpful for improving the overall quality of the film project.
Evaluation question 7
From doing a preliminary task on photo editing software, the author learned how to use Photoshop's tools and layers effectively to create a music magazine. They also learned about using different colors and lighting techniques when shooting photographs to target specific audiences. Through completing both the preliminary task and final magazine, the author gained knowledge of the codes and conventions of music magazines and improved their time management skills.
Ual ucas pro forma 2022
Tshepang Dodoh Moatshe is applying to university through UCAS to study photography or filmmaking. They have included details of their academic history, current study of Creative Media at York College, and future goals. Their top choice courses are BA Photography at Leeds Art University or Manchester Metropolitan University. In their spare time, they enjoy practicing photography through mini photoshoots and analyzing films. [Moatshe indicates they are considering university to further develop their photography and filmmaking skills and potentially lead to a high-paying career, though they may also pursue an apprenticeship initially.]
Evaluation 7
The author learned several lessons from the preliminary task to the main task. In the preliminary task, the group struggled with camera angles and keeping up with blog posts. For the main task, the same group applied what they learned by properly using camera angles and rules of cinematography. They also took more shots of the same scenes to ensure they captured everything. The author successfully tracked time and met the minimum post requirements. Overall, staying with the same group and applying lessons from the preliminary task helped improve the main project film.
Assignment 2 briefing 3 May 2017
The document provides instructions for a photography assignment. Students are asked to take 30 photos with a theme of their choosing and upload them to Instagram by May 7th. They should also fill out a form with their details and Instagram link by May 3rd. Photos will be graded on elements of design, aesthetics, creativity, and theme. Students have the option to create a 1-5 minute video instead and upload it to YouTube, with a similar grading rubric focusing on camera usage, aesthetics, editing, and uniqueness.
Assignment 2 briefing
The document provides instructions for a photography assignment. Students are asked to take 30 photos with a theme of their choosing and upload them to Instagram by April 27th. They should make their Instagram profile public and fill out a form with their details. Students can also create a 1-5 minute video using video apps and upload it to YouTube. The assignment will be graded based on understanding of elements, artistic quality, creativity, and portfolio uniqueness. Safety and plagiarism are prohibited. The class meets every week from 8:30-9:30am, with time until 11am for assignments.
Risk assessment
Luke Forster identifies several risks for a planned photo shoot and outlines measures to mitigate them. Potential risks include illness or injury preventing the primary models from participating, equipment malfunctions, inability to obtain necessary costumes or props, poor lighting, and full memory cards. His mitigation strategies include having backup models, checking equipment beforehand, contingency planning for costumes and props, working with a studio advisor on lighting, and monitoring memory card space. The overall goal is to ensure the shoot goes smoothly and results in high quality photos that fit the genre of a rock music magazine.
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Job roles in the media
The document outlines various job roles across different media industries including television, film, music, advertising, and journalism. In television, roles include transmission engineer, broadcasting engineer, lighting director, and sound supervisor who work to transmit and produce quality audio and visual content. In film, roles are researcher, location manager, audio dubber, and colorist who contribute to pre-production, production and post-production processes. Music roles consist of DJ, music producer, songwriter, and singer who create, perform and produce musical content. Advertising roles involve account executive, event manager, illustrator and developer who help plan, design and produce marketing campaigns. Journalism roles listed are photojournalist, feature writer, reporter, editor and specialist
Cover letter
The applicant is applying for a freelance camera operator position at the BBC. He has 2 years of experience as a photographer and videographer from media courses. He owns his own camera equipment and takes care to plan shots in advance through storyboards. As a leader, he was able to coordinate teams to meet deadlines. He sees himself as a suitable candidate based on his skills and keenness to learn further on the job.
1.ownership and structure of media
This document summarizes different media industries in the UK, including radio, interactive media, music, press and publishing, digital imaging, advertising and marketing, film, games, and TV. Radio broadcasting in the UK is dominated by the BBC and commercial stations owned by conglomerates like Global. Interactive media includes websites that allow users to create and share content, like Facebook, Twitter, and YouTube. The music industry earns money from physical media sales, digital downloads, and live performances. [END SUMMARY]
5.relevant laws
The document summarizes several key laws and acts relevant to the UK media sector, including:
1) The Protection of Children Act 1978, Human Rights Act 1998, and Video Recordings Act 1984 which regulate the use of children in media and classify content by age.
2) The Race Relations Act 1976, Obscene Publications Act 1959, and Communications Act 2003 which prohibit obscenity, discrimination, and offensive/threatening communications.
3) The Official Secrets Act 1989, Privacy law, Libel Law, and Copyright law which protect national secrets, personal privacy, reputations, and intellectual property rights.
8.documentary pitch
The document proposes a documentary called "Teenage Dirtbags" that would challenge negative stereotypes of teenagers promoted by media. It would feature interviews with teens, teachers, media producers. Examples would show how media like news articles, films, TV shows often portray teens as criminals, binge drinkers, or yobs. The goal is to portray a more accurate picture of teenagers and question why such stereotypes are perpetuated.
8.script documentary
This document outlines a pitch for a documentary called "Teenage Dirtbags" that would highlight how teenagers are unfairly represented in media. It would feature interviews with teenagers, employers, and older generations conducted by Louis Theroux. The documentary would air on ITV after 9PM to discuss the issue with an older demographic. It provides examples of how newspapers typically use words like "binge drinkers" and "yobs" to describe teenagers, while teachers see them as caring, enthusiastic, and hard-working. It concludes that the documentary has potential for high viewership by confronting stereotypes with evidence and airing in a prime time slot on a major channel.
Media Ownership - USA vs UK
The ownership of media is separated into high-end conglomerate companies like the "Big Six" that dominate the market financially, and smaller independent British productions that rely on donations for original content. The American film industry is dominated by the Big Six studios that spend heavily on marketing internationally. In contrast, British films like This Is England have much smaller budgets and rely on techniques like viral marketing through social media. While conglomerate films have larger scale, independent films can have greater originality and cultural specificity.
2.technical terms
This document discusses different types of media ownership including private, public, multinational, independent, conglomerate, horizontal integration, and vertical integration. Private ownership relies on advertising funding and targets specific audiences. Public service like the BBC is funded by license fees to provide universal content. Multinational companies own assets across countries. Independents receive limited funding while conglomerates have more resources. Horizontal integration shares risks across companies while vertical integration relies solely on itself.
4. relevant bodies
The document discusses several regulatory bodies in the UK media industries:
- The British Board of Film Classifications (BBFC) which classifies and rates films for suitable audiences. Their ratings range from Universal for all ages to 18 restricting viewers to those over 18.
- The Video Standards Council (VSC) which allows memberships to legally distribute restricted digital content and acts as the statutory body for rating video games in the UK.
- OFCOM which regulates broadcasting, broadband, and communications to ensure quality and protects the public interest, enforcing standards through fines like one imposed on the BBC for deceiving viewers.
- Trading Standards and the Advertising Standards Authority which protect consumers and regulate advertising respectively through inspections
Audience Research
The document summarizes research conducted through a questionnaire to understand the target audience for a music video. It was distributed to a 6th form college via email, receiving 61 responses, mostly female. The research found that the target audience listens to indie/rock music and cares about visuals being relevant to lyrics in music videos. It also revealed preferences for certain clothing shops and universities over jobs or travel after college. However, the results may be biased due to the predominantly female responses received.
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Employment opportunities in media
Molly is a 17-year-old studying multimedia journalism who is passionate about photography. She got her first DSLR camera for her birthday and enjoyed photographing a wedding for a family friend. Molly wants to gain more experience in photography and eventually start her own business. She is considering applying for part-time work at a local photography studio called Rob Paul Studios to develop her skills and build her portfolio.
Cover letter
The applicant is applying for a freelance camera operator position at the BBC. He has experience with photography and videography from media courses. He owns photography equipment and has developed skills in picture composition, storyboarding, and creative control over shots. Over two years, he has never damaged any equipment. He is independent and can lead a team to meet goals and deadlines efficiently. The applicant feels he is a suitable candidate based on his experience and keenness to learn, and believes he can perform the camera operator role to a high standard expected of the BBC.
Job Roles Brief 2021 (2).pptx
The document discusses careers in photography and the skills needed to work in the industry. It notes that there are different types of photography jobs, including taking photos at events, commercial photography, and photos for social media. Key skills mentioned are proficiency with cameras and equipment, lighting skills, and photo editing software skills. The summary discusses the importance of both technical photography skills as well as skills like time management that are applicable to any career.
Progression
The document discusses a poster for a guest house called "Casa Chilhue" analyzing the existing product image, text, and font choices. It provides feedback that the additional smaller images could be taken from a better angle and the text sizes could be improved with larger and more distinctive fonts to make the information more readable and appealing. The document examines design elements and provides suggestions for enhancement.
Ual ucas pro forma
This applicant is applying to study film production at university. They have a passion for filmmaking that began in childhood. They have focused their college studies on creative media production and technology, specializing in film and television. This has helped them develop technical skills in Adobe software and professional film equipment as well as literary skills like scriptwriting. Outside of college, they take photos, make videos, and work for clients to further improve their skills. They are dedicated to pursuing a career in filmmaking and are willing to put in the work needed to succeed. They have signed up for open days at several top film schools.
Ual ucas pro forma
Olly Taylor is applying to university to study film-related degrees with a focus on filmmaking. He has experience in film production from his media studies courses, creating a music video, animation, and documentary. He believes the practical skills and software training he's gaining will benefit his film studies. Olly also has a long-time passion for film and acting. He wants to study at university to further enhance his skills and take advantage of more opportunities in the film industry.
CV
Benjamin Karrass is a 17-year-old student currently taking A-Levels in media and performing arts. He is looking for part-time or weekend work over the summer holidays. He has a passion for filmmaking and believes his skills in editing would make him well-suited for the role of an editor. He has experience editing short films and music videos in school using various software. Over the summer, he will gain experience assisting a wedding videographer to help pursue a career in the film industry. His goals are to study media at university and to become a cameraman or editor at a company where he is passionate about the work.
Personal Statement.docx
The applicant is seeking to progress to a film and television course to further their career goal of becoming a camera operator. They have 4 years of media production experience including skills in photoshop, premiere pro, After Effects, and filmmaking. Their diploma project involved making a short horror film collaboratively using camera and editing skills. Outside of college, they have work experience and participated in extracurricular activities that taught skills like teamwork, discipline, and patience that would serve them well in the program and career. They are determined to develop their practical skills through university to progress into their dream job in the film and television industry.
CV
Benjamin Karrass is a 17-year-old student currently taking A-Levels in media and performing arts. He is looking for part-time or weekend work over the summer holidays. He has a passion for filmmaking and believes his skills in editing would make him well-suited for the role of an editor. He has experience editing short films and music videos in school using various software. Over the years, he has gained skills in camerawork, directing, acting, and managing production crews. His future goals are to study media at university and pursue a career in filmmaking or editing.
Digital portfolio
This document is a digital portfolio for Muhammad Khairul Amirin, a multimedia design student studying at Saito University College. The portfolio provides biographical information about Amirin, outlines his passions and goals in photography, videography, and digital illustration. It also summarizes Amirin's learning journey in these areas and accomplishments such as being the school photographer and completing freelance video projects. The portfolio highlights some of Amirin's best work in these fields and discusses his first video log project.
Ual ucas pro forma
Chloe Ross is applying to study film production at university. She has experience studying media at college where she learned practical skills like filming, editing, and script writing. For her final project, she created a horror trailer and poster. She enjoys film and wants to pursue a career in editing or working on film sets. University will help her gain the necessary qualifications and contacts to work in the film industry.
personal statements powerpoint.pptx
The document contains drafts and revisions of a personal statement for university application.
The initial draft introduces the applicant's long-standing interest in media from studying it in school and seeing the various career paths. It describes skills learned in college courses related to cameras, software, and media production.
After researching what makes a strong personal statement, the applicant revises to focus each paragraph on introducing themselves, discussing relevant coursework and skills developed, work experience, and hobbies that demonstrate qualities for the program.
Feedback is provided on revising sentences to be more compelling. An additional paragraph is added about creative projects completed in college that mirror industry expectations. The final draft incorporates the revisions to strengthen the statement.
5 year plan 1
Alfie's 5 year plan is to work in the film and media industry as a video editor. He will complete a 2-year media course at college to gain experience and qualifications to get into university for a film degree. After university, he plans to move to Manchester and get a job in media city. In his final year of college, Alfie will start a self-employed video editing business for YouTubers and influencers to build clientele and eventually hire employees to expand the business. Completing his media course and degree will provide backup options if his business does not succeed.
employment searh - part of camera crew.pptx
Omar Soomro graduated in film in 2020 and has since worked as a second assistant camera person on productions for Netflix, Amazon, HBO, Disney, and more. He gained experience through networking events and a traineeship on Netflix's Sex Education. His degree introduced him to practical and theoretical film production skills. As a camera person, his daily tasks include setting up equipment, choosing camera angles, and maintaining expensive camera lenses. In five years, he hopes to continue learning and working with talented filmmakers as a cinematographer on bigger projects.
UAL Progression Pro-Forma 2022-23.pptx
The applicant has studied creative media production at college and enjoyed making a film project, realizing they want to pursue a career in filmmaking. They are considering roles like cinematographer or director. University will help boost their skills and experience with equipment to prepare for a career in the film industry. The applicant wants to collaborate with like-minded people in different roles to create projects and gain insight into the filmmaking process.
Shermyn Yap's Digital Portfolio
This digital portfolio introduces Shermyn and showcases their creative works and learning journey in photography, videography, graphic design, and writing. Shermyn enjoys working independently and on teams, and is pursuing a diploma in multimedia design. The portfolio highlights some of Shermyn's inspirations, including photographer Keda Z Feng and writer Sandy Wu. It also summarizes Shermyn's learning and skills development in various areas like photography, videography, graphic design, and computer skills like Adobe Photoshop and Premiere Pro. Examples of Shermyn's photo works are included.
Personal statement.docx
The applicant is applying for a course to pursue a career in the film or media industry. They have had a longstanding fascination with film production and the behind-the-scenes work. Their inspirations like Steven Spielberg and his work on Jaws have influenced their decision to join the industry. Through their current creative media course in college, they have gained skills in areas like directing, screenwriting, and editing that will help them on the course. They have worked on projects taking on roles like director, editor and screenwriter to further develop skills like communication, leadership and time management. Their goal is to make an impact in the industry through writing and directing a timeless piece like Jaws that will be remembered for years.
Progression
The document discusses the applicant's progression in their interest in film and photography. They have developed these interests to consider studying them at university. Their communication skills and confidence have improved over their time in college. They enjoyed a team project and felt their communication and negotiation skills improved. The applicant found it difficult at times to focus on work at home. They were impressed during an open day at the University of Cumbria by the film and wildlife media courses and how they would provide opportunities in the Lake District. They provide their grades and are considering applying to courses in wildlife media, film and television, and media studies.
PS draft 2.docx
The applicant wants to enroll in this course to impact the film and media industries through a career as a director or screenwriter. They have always been fascinated by the filmmaking process and what happens behind the scenes. The applicant believes their experience in creative media courses and extracurricular activities have helped develop skills like communication, leadership, and time management that will help them succeed in the industry. They hope to use the knowledge gained from this course to achieve their career goals in film or media.
Writing frame for_personal_statement
The document provides details for the applicant's personal statement for a BA in Film Production. It outlines the applicant's lifelong passion for film, particularly post-production aspects like editing, color grading, and visual effects. They gained relevant experience through college media studies courses and a tour of the university's media facilities. The applicant emphasizes their positive attitude, strong work ethic, analytical skills, and perfectionism that would serve them well in the program and career.
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2. treatment
This documentary will feature interviews with members of Help The Hatters, a volunteer support group for Stockport County FC. The interviews will be conducted at Edgeley Park, the club's home stadium, and will discuss the interviewees' experiences and the group's impact on the local community. The genre will be participatory factual programming. Questions will not be heard, and answers will be edited together to form a cohesive narrative with cutaway footage reinforcing points. Camerawork will include static shots for interviews and handheld footage of the stadium. Background music will be from the local band Blossoms. The pace will be mixed, with a fast intro crosscutting archive footage and stadium visuals.
14. call sheet 22:2:18
This call sheet provides production details for a shoot titled "Help The Hatters" on February 12, 2018. It lists the director, camera operator, sound person and actors involved. The meeting location is Edgeley Park Stadium in Stockport, England at 10am. No props, catering or wardrobe are needed, and equipment and natural lighting will be used with no expected weather issues.
13. call sheet 12:2:18
This call sheet is for a production titled "Help The Hatters" taking place on December 2nd, 2018. It will be directed and filmed by Adam Paterson and James Wray at Edgeley Park Stadium in Stockport, using available equipment and natural lighting. The actors will be from the Hatters Group and they will meet at 10am at the specified location.
12. action plan
Adam Paterson has an action plan for filming interviews and cutaway shots between 10am and 1pm, which includes arriving at the location at 10am, setting up the first interview at 10:15am, having 2-3 interviews filmed between 10:15am and 12pm, and filming any additional cutaway shots after 1pm.
11. location permission
Clarendon Productions requested permission from 31 Roker Park Avenue to film footage on October 2, 2018 for their production "Help The Hatters" and use any footage filmed at the location for broadcast, non-broadcast, or commercial purposes. Clarendon Productions agreed to follow the location's directions regarding filming positions, health and safety, and audience safety. Representatives from both Clarendon Productions and the location signed the location permission form.
10. release form
This release form details an agreement for individuals to participate in a community video about Stockport County's Help The Hatters volunteer group. It gives consent for Clarendon Sixth Form College or its affiliates to film, record, edit, distribute, and use names or likenesses related to any recordings where the individual's acts, materials, or performances are included. It also asks if contact details can be included on the Clarendon Sixth Form College website and provides submission instructions.
9. budget sheet
Adam Paterson created a budget sheet for a factual programming production titled "Help The Hatters" with a total budget of £0. The budget lists the required production equipment including cameras, microphones, and lighting. It also outlines crew roles such as sound engineer, camera operator, and director. The actors are named as John Fitzpatrick and Ian Brown. Post-production will require an editor and no costs are listed for locations, transport, or props. A 10% contingency is added for a grand total budget of £0.
8. equipment list
This equipment list details the cameras, lenses, lighting, audio equipment, and other items needed to film a project. It includes two Sony A7RII cameras, four tripods, two lights, a lavaliere microphone, and additional lenses and a slider that will be sourced from the filmmaker's college and home by December 2nd, 2018.
7. storyboard
This document provides instructions for filming different shots at a sports stadium. It describes framing a wide angle side shot for an interview that includes part of the pitch and blurs background chairs. It then describes taking a similar shot but with chairs going upwards in the distance on the left side. It concludes by providing examples of wide shots outside the stadium, of the main stand, and of the seats similar to the interview shot.
6. script
This document contains a draft script for a documentary called "Help The Hatters" about Stockport County Football Club and its fan-owned organization Help The Hatters. The intro scene includes fan responses to questions about what the club means to them, overlaid with footage of past games. It then lists 14 questions for fan interviews covering the club's history from promotions in the 1990s to declines in the 2000s and the founding of Help The Hatters to support the club. The script outlines mixing fan answers with relevant footage and ending with a Blossoms song to transition to the credits.
5. risk assesment
This risk management plan outlines potential risks for a community video production. It identifies trip hazards from equipment, tripping in stands, and slipping on wet surfaces as moderate risks that could result in injury. The plan recommends precautions like cable management, watching steps, and being aware of surfaces to mitigate these risks. First aid is also listed as a pre-emptive response.
4. recce report
Edgeley Park Stadium in Stockport is suitable for filming the documentary "Help The Hatters". The stadium has enough space, power outlets, and escape routes. Permission to film has been granted. The only potential issue is noise from nearby traffic, but otherwise the location meets all requirements. Contact is Adam Paterson by phone or email to discuss access and filming.
3. production research
This document discusses different types of shots used in video production and interviews. It analyzes shots from videos about the Munich Air Disaster and Stockport County. The first section examines a well-framed wide shot with Old Trafford in the background from an interview that draws attention to the subject. However, the second interview shot is poorly framed with two people and no context. Close-up shots are used to emphasize audio but risk cutting off heads, and work best when cross-cut with wide shots. The final section criticizes shots from a Stockport County video for being too static with opportunities missed for more creative visual techniques.
2. proposal
This document outlines Adam Paterson's proposal for a community video about Stockport County FC titled "Helping The Hatters". The video would highlight the work of the club's supporters trust through interviews with trust members and archive footage. It would have a serious tone and slow pace to provide depth about the trust's impact on the club and community over time. The video would be around 5-7 minutes long and follow a linear narrative structure.
0. production schedule
This document outlines the full production schedule for the film "My Hobby - Baking" directed by Adam Paterson. It details the pre-production tasks completed from January 2018 through January 2018, including developing the pitch, proposal, treatment, research, location recce, risk assessment, storyboard, script, equipment list, budget, release forms, location permissions, and action plan. It also lists the production tasks of location filming from February 10th to an unspecified end date, and the post-production tasks of beginning the edit on February 11th, completing a rough cut by March 25th, and finishing the final cut by March 29th, which encountered some audio issues.
Community Video Pitch
The document outlines a proposed community documentary about Help The Hatters, a volunteer group that supports Stockport County F.C. following financial issues in the 2000s. The 5-7 minute film would feature interviews with group members and footage of them assisting around the stadium on match days. It aims to showcase what the unpaid volunteers do out of love for the football club and bring a sense of community. The target audience is mainly male county fans aged 20-35 from working class backgrounds.
Conclusion
The document provides an evaluation of Adam Paterson's design work for a music festival menu, poster, and ticket. It summarizes the key design elements and research techniques used for each piece. For the menu, the evaluator likes how information is separated into boxes for easy reading. For the poster, they appreciate the bold masthead, size hierarchy of text, and urban background image. Regarding the ticket, the evaluator notes the formal bottom section and inclusion of a ticket strip. Research techniques included analyzing existing menus, posters, and music tickets for conventions.
Cv
Adam Paterson is a determined and hard-working student who came to college to develop media skills through a 90-credit BTEC course. He always completes work to the highest standard by the deadline, using personal time if needed. Adam likes to take a leadership role on teams, calling the shots while incorporating others' ideas to produce high quality work.
Conclusion
The document provides an evaluation of various design elements in a menu, poster, and ticket created by Adam Paterson. Some key points made:
- The menu layout with separated information blocks is easy to read. Font sizes and prices are formatted clearly.
- The poster masthead is bold and eye-catching. Font sizes guide the eye down the poster naturally. An urban background image fits the indie music festival theme.
- The ticket design resembles other formal tickets with a barcode strip. Relevant event information is displayed clearly. Cassette tapes depicted relate to the indie music genre.
Task 2
The document provides instructions for arranging a workspace in Adobe Photoshop and using various tools. It describes opening a new project with an A4 template, deleting the background layer, and creating folders for layers. It then explains how to make and manipulate shapes, text, and use brush tools. It also covers the magic wand tool, burn tool, and using Lightroom to edit photos by straightening, adjusting shadows and lights, and more. The document ends by discussing using existing materials like a bee PNG in a music poster, and creating new materials like a sonder festival logo.
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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
一比一原版布拉德福德大学毕业证（bradford毕业证）如何办理
一模一样【微信：A575476】【布拉德福德大学毕业证（bradford毕业证）成绩单Offer】【微信：A575476】（留信学历认证永久存档查询）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。
【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：A575476】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：A575476】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
→ 【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：可来公司面谈，可签订合同，会陪同客户一起到教育部认证窗口递交认证材料，客户在教育部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！
Community Skills Building Workshop | PMI Silver Spring Chapter | June 12, 2024
Community Skills Building Workshop | PMI Silver Spring Chapter | June 12, 2024Hector Del Castillo, CPM, CPMM
We recently hosted the much-anticipated Community Skill Builders Workshop during our June online meeting. This event was a culmination of six months of listening to your feedback and crafting solutions to better support your PMI journey. Here’s a look back at what happened and the exciting developments that emerged from our collaborative efforts.
A Gathering of Minds
We were thrilled to see a diverse group of attendees, including local certified PMI trainers and both new and experienced members eager to contribute their perspectives. The workshop was structured into three dynamic discussion sessions, each led by our dedicated membership advocates.
Key Takeaways and Future Directions
The insights and feedback gathered from these discussions were invaluable. Here are some of the key takeaways and the steps we are taking to address them:
• Enhanced Resource Accessibility: We are working on a new, user-friendly resource page that will make it easier for members to access training materials and real-world application guides.
• Structured Mentorship Program: Plans are underway to launch a mentorship program that will connect members with experienced professionals for guidance and support.
• Increased Networking Opportunities: Expect to see more frequent and varied networking events, both virtual and in-person, to help you build connections and foster a sense of community.
Moving Forward
We are committed to turning your feedback into actionable solutions that enhance your PMI journey. This workshop was just the beginning. By actively participating and sharing your experiences, you have helped shape the future of our Chapter’s offerings.
Thank you to everyone who attended and contributed to the success of the Community Skill Builders Workshop. Your engagement and enthusiasm are what make our Chapter strong and vibrant. Stay tuned for updates on the new initiatives and opportunities to get involved. Together, we are building a community that supports and empowers each other on our PMI journeys.
Stay connected, stay engaged, and let’s continue to grow together!
About PMI Silver Spring Chapter
We are a branch of the Project Management Institute. We offer a platform for project management professionals in Silver Spring, MD, and the DC/Baltimore metro area. Monthly meetings facilitate networking, knowledge sharing, and professional development. For more, visit pmissc.org.Gabrielle M. A. Sinaga Portfolio, Film Student (2024)
My portfolio as a highly motivated film student pursuing a career in Yogyakarta.
办理阿卡迪亚大学毕业证（uvic毕业证）本科文凭证书原版一模一样
原版一模一样【微信：741003700 】【阿卡迪亚大学毕业证（uvic毕业证）本科文凭证书】【微信：741003700 】学位证，留信认证（真实可查，永久存档）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，能完美还原海外各大学 Bachelor Diploma degree, Master Degree Diploma
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
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
一比一原版美国西北大学毕业证(NWU毕业证书)学历如何办理
原版办理【微信号:BYZS866】【美国西北大学毕业证(NWU毕业证书)】【微信号:BYZS866】《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【微信号BYZS866】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【微信号BYZS866】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！
Connect to Grow: The power of building networks
In the intricate tapestry of life, connections serve as the vibrant threads that weave together opportunities, experiences, and growth. Whether in personal or professional spheres, the ability to forge meaningful connections opens doors to a multitude of possibilities, propelling individuals toward success and fulfillment.
Eirini is an HR professional with strong passion for technology and semiconductors industry in particular. She started her career as a software recruiter in 2012, and developed an interest for business development, talent enablement and innovation which later got her setting up the concept of Software Community Management in ASML, and to Developer Relations today. She holds a bachelor degree in Lifelong Learning and an MBA specialised in Strategic Human Resources Management. She is a world citizen, having grown up in Greece, she studied and kickstarted her career in The Netherlands and can currently be found in Santa Clara, CA.
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Community Skills Building Workshop | PMI Silver Spring Chapter | June 12, 2024
Community Skills Building Workshop | PMI Silver Spring Chapter | June 12, 2024
Gabrielle M. A. Sinaga Portfolio, Film Student (2024)
Gabrielle M. A. Sinaga Portfolio, Film Student (2024)
Cv(1)
- 1. Adam Paterson 31 Roker Park Avenue, Audenshaw, Manchester, , M34 5NJ E: adampaterson@me.com PERSONAL STATEMENT I regard myself as eager to learn, I came to this course at my college learning a 90-Credit Level 3 BTEC Media course so I could develop the skills that I always wanted to gain in order to work in the field of Media. I am a determined, hard working individual who gets work done to the upmost highest standard in order to impress the people above me and even myself. I always get work done on time and adhere to deadlines and use my own personal time to get work done. I usually like to take control of a team of people and act as the captain of the team, by calling the shots and using the ideas of everyone that will create a high quality piece of work. KEY SKILLS Work always done on time to a high quality.q Use personal time to workq Motiviated to impressq Comfortable using cameras and lenses and know how to use them correctlyq Like to be a team leaderq Amateur photography experienceq EMPLOYMENT HISTORY WORK EXPERIENCE Stannah Lifts Administration 1 Week EDUCATION HISTORY Clarendon September 2015 to Current St Thomas More RC College September 2010 to June 2015 QUALIFICATIONS (Currently Studying) Level 3 90 Credit BTEC Media - BTEC National Diploma DD* AS Media - A Level A GCSE Media - GCSE B GCSE Maths - GCSE B GCSE English Language - GCSE C GCSE Computing - GCSE A INTERESTS AND ACHIEVEMENTS I have a keen interest in photography. In my frist year of college I Studied photography and was immidiately hooked onto it. I bought my own DSLR camera, lenses, other equipment and accessories and still use a majority of the money I earn on adding to my equipment. More specifically I like to do landscape photography with a keen interest to learn about night photography. I enjoy creating time lapse images using long exposures and collating the images on photoshop to create a sense of time on a still image. I have created some work that I have been paid for previously, for example I have taken photos of local family companies that have been started up and they used me to take the images to use on their either websites or leaflets to publicise their brand. Moreover I was used as a second wedding photographer for a close family member alongside an actual wedding photographer oh who i leanrt alot from just watching and seeing how they moved, how they framed shots and what kits they used. More recently, I have tried my hand at filming aswell as photography. This is a new world for me because the scope of difference between filming and photo taking is a whole different type. However being enrolled on the Level 3 BTEC Media course I have already learnt alot in a short little time which is down to my eagerness to learn in this subject area. This is shown in my first ever coursework for my course which was creating a production of an Advert of a product of any choice and filling out Pre-Production notes that were then carried across to the filming production. I directed, filmed and even acted in some scenes. I felt that I done very well during this unit, and this was shown by
- 2. gaining both a distinction in Pre Production and Production notes. The way i see it is that I can only get better from here with the skills i've learnt already in a short amount of time. I also have a large interest in football and its something I've always wanted to bring my camera into and get a few photos of usually undocumented images. But due to rights and regulations implimented Its almost impossible to bring my DSLR Camera into any stadium. However this does not deter my heavy interest in football as a whole, with me finding myself to go to every home game of Manchester United as possible and to as many away games as possible. REFERENCES References available on request