Digital Technology Developement
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The document discusses the digital skills and technologies used to create a 5-minute documentary for an A2 coursework assignment. Software such as Comic Life was used to storyboard the documentary, and Final Cut Express was used to edit footage, add transitions, sound, and captions. A video camera was used to film different shot types but could have been used more skillfully with a tripod. A blog enabled collaborative work and sharing of resources. Overall the document focuses on the digital skills developed in planning, filming, and editing a student documentary.
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Development of Digital Technology Skills
The document discusses the development of digital skills in creating a documentary. The student used software like Comic Life to storyboard and Final Cut Express to edit footage. They learned how to add transitions, audio, captions. A video camera was used to film different shot types but could have practiced more with the tripod. A blog was created to share work and get feedback, developing skills in uploading images, video and adding links.
6
The students learned about various media technologies through creating a film project. They gained experience using cameras and learned techniques for different shots and angles. The students also became more proficient with editing software like Adobe Fireworks and Premiere Pro. Additionally, they relied on websites like YouTube and Blogger. A key lesson was the importance of saving work frequently and backing it up, as technologies can fail in ways that cause lost progress or errors.
Question 4 evaluation
The document discusses the use of new media technologies in the production stages of a documentary. In the research stage, the internet was used to analyze other documentaries and find topics. Microsoft Word and Excel were used to write information and create questionnaires. Adobe Premier was the main software used for editing, which allowed skills to improve over time. A digital camera was used to capture behind-the-scenes footage and stills during editing. Photoshop created a print advert, and the school radio studio recorded voiceovers.
What have you learned about the technologies from the process of constructing...
The document discusses the technologies learned during the construction of an opening for a film. They experimented with different camera techniques before finding the best shot required the camera to be further away from the actors. They also learned how to keep the camera steady without a squeaky tripod. While the video editing software Adobe Premier initially seemed complex, seeking help from teachers made it easier to edit and add effects to the opening. Adding voiceovers required learning how to incorporate audio on the timeline. Uploading files to Tumblr was initially difficult for some, and the school internet not always cooperating made uploads challenging but working from home helped overcome this.
Evaluation 6) what have you learnt about
The document discusses the author's experience using various technologies for a school project. It describes using YouTube to upload videos and receive feedback, using a headset to record audio files, and using a scanner to upload images. It also discusses using Microsoft Office applications like Excel, PowerPoint, and Word to create schedules, organize thoughts, and present information. The author feels comfortable with basic internet use but learned new skills like using blogs. Technical issues arose with a video camera but were resolved. Photoshop was used to add sound effects to video footage. Social media was used to gather feedback. Sound recording software was difficult to navigate initially but used successfully later. The author is familiar with video cassettes and became knowledgeable in using Adobe Pre
Question 4
The document discusses the various media technologies used at different stages of a music video project. It describes using Panasonic DV and HD cameras to film footage, a Nikon DSLR camera to take photographs, and Adobe Photoshop, Premiere Pro, and OnLocation software to edit photos, videos, and import footage. Blogger was used to document the project online. A Blackberry was also used to upload storyboard ideas directly to the internet. New media like YouTube and Facebook allowed for audience feedback.
Question 4
The student used various digital technologies and media at different stages of their project. In the research stage, they used online sources like Google to gather information. They found Emaze, a website to create digital powerpoints, particularly useful. For construction, they used a Canon DSLR camera and lens to film footage. Adobe Premiere Pro was the main software used for editing. Evaluation involved typing questions in Word and compiling them into a single InDesign document for a neat presentation. Overall, digital technologies provided creative freedom and allowed the student's work to grow in strength by taking advantage of 21st century tools.
Q4 final final
The document discusses how various media technologies were used at different stages of a media project.
In the planning stage, Word and PowerPoint were used to write instructions, lyrics, and visually plan the narrative. Scribd and Slideshare were used to embed files online.
Photoshop was used for print design tasks. A camera, tripod, computer and Final Cut Pro were used to film and edit a music video.
For evaluation, Word was used to write answers and audio recorded for an iMovie presentation. Prezi was used to clearly present similarities and differences. Audience feedback was created as an iMovie video with pictures, music and narration. PowerPoint was used to visually present with new
Recommended
Development of Digital Technology Skills
The document discusses the development of digital skills in creating a documentary. The student used software like Comic Life to storyboard and Final Cut Express to edit footage. They learned how to add transitions, audio, captions. A video camera was used to film different shot types but could have practiced more with the tripod. A blog was created to share work and get feedback, developing skills in uploading images, video and adding links.
6
The students learned about various media technologies through creating a film project. They gained experience using cameras and learned techniques for different shots and angles. The students also became more proficient with editing software like Adobe Fireworks and Premiere Pro. Additionally, they relied on websites like YouTube and Blogger. A key lesson was the importance of saving work frequently and backing it up, as technologies can fail in ways that cause lost progress or errors.
Question 4 evaluation
The document discusses the use of new media technologies in the production stages of a documentary. In the research stage, the internet was used to analyze other documentaries and find topics. Microsoft Word and Excel were used to write information and create questionnaires. Adobe Premier was the main software used for editing, which allowed skills to improve over time. A digital camera was used to capture behind-the-scenes footage and stills during editing. Photoshop created a print advert, and the school radio studio recorded voiceovers.
What have you learned about the technologies from the process of constructing...
The document discusses the technologies learned during the construction of an opening for a film. They experimented with different camera techniques before finding the best shot required the camera to be further away from the actors. They also learned how to keep the camera steady without a squeaky tripod. While the video editing software Adobe Premier initially seemed complex, seeking help from teachers made it easier to edit and add effects to the opening. Adding voiceovers required learning how to incorporate audio on the timeline. Uploading files to Tumblr was initially difficult for some, and the school internet not always cooperating made uploads challenging but working from home helped overcome this.
Evaluation 6) what have you learnt about
The document discusses the author's experience using various technologies for a school project. It describes using YouTube to upload videos and receive feedback, using a headset to record audio files, and using a scanner to upload images. It also discusses using Microsoft Office applications like Excel, PowerPoint, and Word to create schedules, organize thoughts, and present information. The author feels comfortable with basic internet use but learned new skills like using blogs. Technical issues arose with a video camera but were resolved. Photoshop was used to add sound effects to video footage. Social media was used to gather feedback. Sound recording software was difficult to navigate initially but used successfully later. The author is familiar with video cassettes and became knowledgeable in using Adobe Pre
Question 4
The document discusses the various media technologies used at different stages of a music video project. It describes using Panasonic DV and HD cameras to film footage, a Nikon DSLR camera to take photographs, and Adobe Photoshop, Premiere Pro, and OnLocation software to edit photos, videos, and import footage. Blogger was used to document the project online. A Blackberry was also used to upload storyboard ideas directly to the internet. New media like YouTube and Facebook allowed for audience feedback.
Question 4
The student used various digital technologies and media at different stages of their project. In the research stage, they used online sources like Google to gather information. They found Emaze, a website to create digital powerpoints, particularly useful. For construction, they used a Canon DSLR camera and lens to film footage. Adobe Premiere Pro was the main software used for editing. Evaluation involved typing questions in Word and compiling them into a single InDesign document for a neat presentation. Overall, digital technologies provided creative freedom and allowed the student's work to grow in strength by taking advantage of 21st century tools.
Q4 final final
The document discusses how various media technologies were used at different stages of a media project.
In the planning stage, Word and PowerPoint were used to write instructions, lyrics, and visually plan the narrative. Scribd and Slideshare were used to embed files online.
Photoshop was used for print design tasks. A camera, tripod, computer and Final Cut Pro were used to film and edit a music video.
For evaluation, Word was used to write answers and audio recorded for an iMovie presentation. Prezi was used to clearly present similarities and differences. Audience feedback was created as an iMovie video with pictures, music and narration. PowerPoint was used to visually present with new
Question 6
Austen Nuttall learned several new technologies through constructing this project. They learned how to embed videos, text, and PowerPoint slides into blog posts using HTML code. They also explored using outside HTML code to add soundtracks and hidden content reveals. Through using a Canon camera, Austen learned how to operate the interface and settings to capture higher quality footage using techniques like the rule of thirds. They also learned how to edit videos in Adobe Premiere Elements, including converting file formats, adding color adjustments and effects, and creating title animations through overlapping images. Austen explored new camera techniques as well, such as the dolly zoom, to strengthen emotional impact.
Digital technology
The document discusses the development of the author's digital media production skills from AS to A2 levels. At AS, the author used blogger, Prezi, Slideshare, iMovie, Photoshop, and Final Cut Pro to create a horror film opening sequence. These skills were expanded at A2 to include more advanced planning methods, equipment like DSLRs, and editing techniques for a music video, advert, and digipak. The author's experience allowed for more efficient productions utilizing their familiarity with software and equipment.
Question 6
Austen Nuttall learned several new technologies through constructing this project. They learned how to embed videos, text, and PowerPoint slides into blog posts using HTML code. They also explored using outside HTML code to add soundtracks and hidden content to blog posts. Through using a Canon camera, Austen learned how to operate the interface and settings to capture higher quality footage using techniques like the rule of thirds. They also learned how to edit video files in Adobe Premiere Elements, including converting file formats, adding grayscale effects, and creating title animations by overlapping images.
Critical Evaluation - Part 4
The document discusses how new media technologies were used at various stages of a film project. Digital equipment like cameras, microphones, and software like Final Cut Pro, iMovie, and Photoshop were used to research, plan, film, edit, and promote the short film. The internet provided an endless source of research and ways to share the film online through sites like YouTube, Facebook, and blogs.
Question 4
The student used various media technologies in the construction, research, and planning stages of their project. They used a Nikon D3200 camera, Apple iMac computer, Photoshop, and Premier Pro software to film footage, edit videos, and design posters, logos, and packaging. They also utilized online platforms like YouTube, Vimeo, and Blogger to upload, host, and document their work. These technologies improved their skills and allowed experimentation.
Q6 real one
The document discusses the various technologies used in constructing a thriller film opening. A Nikon 3200 DSLR camera and tripod were used to film shots. An editing PC with Adobe Premier Pro CS6 was used to edit the videos and combine shots. Blogger was used to document the process and embed videos and technologies. YouTube uploaded videos to blogger. Other technologies discussed include Prezi for presentation, Popplet for mind mapping, Powtoon for animation, WhatsApp for group communication, and Wikipedia for research.
Technologies12
The document summarizes the various technologies and software used by a group to create a video project called "Hell On Earth". Specifically:
1) Kamraj learned to use a camera and became proficient in video recording and editing using functions like zooming.
2) Cem and Dan edited the video in Adobe Premiere CS6, adding special effects and sounds to create a horror/slasher effect.
3) The group used Google Blogger to create a blog for their project, learning features like labels and gadgets. They also used YouTube to upload and take snapshots of their video.
Question 4
The document discusses the various media technologies used at different stages of producing a documentary. Professional equipment like digital video cameras, microphones, and tripods were used to film interviews and footage. A digital still camera captured photos for blogs and to document the production process. The internet provided a resource for research, viewing examples, and maintaining a production blog. Software like Microsoft Word, Excel, Adobe Premiere Pro, and Photoshop were used for writing, data analysis, editing footage, creating ads, and tracking progress.
Technologies
The document summarizes the various technologies and software used by a group to create a video project called "Hell On Earth". Specifically:
1) The group learned how to use cameras and video editing software like Adobe Premiere to film, edit, and add effects to their video.
2) They created a blog using Google Blogger and uploaded their video to YouTube, learning features of both platforms.
3) Different presentation technologies were used like PowerPoint, Scribd and Pressi to convey their work visually and engage viewers.
4) The group overcame difficulties taking screenshots from their YouTube video for their evaluation, figuring out a process using various software.
Question 4 for media
The student used various media technologies throughout the project including a computer for research, Adobe Premier Pro for video editing, a Canon DSLR camera for photos, a Sony camcorder for filming, and a scanner to transfer drawings to the computer. Microsoft Publisher was used to design the website and PowerPoint was used to create a slideshow presentation of the technologies employed in the project. While the computer and editing software were crucial, additional lighting equipment and more storage space would have improved the project.
Technologies
The document discusses the various technologies used by the author over the course of a year to complete school assignments, including filming, editing, and presenting their work. They used Apple Mac computers and software like iMovie, PowerPoint, Word, Adobe programs, Prezi, and Gliffy. For their film trailer project, they storyboarded in Prezi, edited footage and added effects in iMovie, and designed titles in Adobe Fireworks. They also shared their work on social media sites like Facebook, YouTube, and WordPress to gather feedback and comments from others to help improve their work.
Abbie question 4 evaluation
The document discusses the various media technologies used at different stages of creating a documentary project. A Facebook group chat was used for communication, planning, and tracking progress. Google and YouTube were used for initial research into documentary conventions and examples. Blogger was used throughout to document the process. Prezi was used for creative presentations during planning. An iMac, camera, tripod, and microphone were used for filming. Adobe Premiere Pro, Photoshop, and InDesign were used for editing, graphics, and layouts. Garageband was used to create an audio trailer. A handheld microphone was used for recordings.
Evaluative commentary part 6
The document discusses the use of various digital technologies in creating a movie project. It describes using a digital camera to easily transfer data and capture footage in portable locations. It discusses learning to frame shots to control what is shown. It also discusses initially finding an Apple computer difficult but gaining advantages after learning it. YouTube provided helpful research, tutorials, and a way to learn skills like uploading and text animation. Weebly was used to store work from different locations. Final Cut Pro was used to edit together footage, sounds, images and text into the completed movie. Other technologies like a flatbed scanner, iPhone, portable storage, and PowerPoint were also utilized.
Question 6
The document discusses technologies used in creating a product. It summarizes the learning experiences and drawbacks of using Garage Band, iTunes, Final Cut, handheld cameras, tripods, and WordPress. For Garage Band, the individual learned how to import video and sounds to create a professional soundtrack, though searching functions lacked accuracy. iTunes allowed importing sounds but had annoying login pop-ups. Final Cut effectively taught editing skills but sometimes crashed without reason. Handheld cameras helped achieve a thriller style but had lower image quality than other cameras. Tripods enabled smooth filming but were difficult to carry. WordPress taught blogging basics like attaching files but embedding images proved confusing.
Evaluation: 6
The document discusses various technologies the author learned about while constructing a magazine project. The author learned how to use the touch focus feature on a Sony camera to focus specifically on a model's face. By watching tutorials online, the author learned Photoshop effects like cutting out images and adjusting brightness/contrast. While familiar with Microsoft Word, the author needed time to learn how to upload pictures/videos, change themes, and embed work on Blogger. The author also learned how to change bubble colors and add sub-bubbles on Bubble.us, and how to upload and embed documents on Scribd to overcome Blogger restrictions. Features like adding audio were also learned on Slideshare.
Media a2 aaaa
This document discusses the digital technologies and software used by the author for their AS and A2 media coursework. In AS, more basic technologies like word, PowerPoint, and Windows Movie Maker were used. Presentations and planning were less organized. In A2, more advanced technologies like blogs, Adobe Premier, and Paint Shop Pro enabled more creative presentations and editing. Planning and research was more thorough. Conventions from real media were also better incorporated in A2 work after additional research.
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Defence Electronic Products
LED and Street Lights
Consumer Electronics
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Hindustan Aeronautics Limited
Hindustan Aeronautics Limited (HAL) is an Indian state-owned aerospace and defence company headquartered in Bangalore. It was established in 1940 as Hindustan Aircraft and renamed Hindustan Aeronautics in 1964. HAL has over 32,000 employees and an annual turnover of over $2 billion, with over 40% of revenues from international deals. Key products include the Hawk advanced jet trainer, the Tejas light combat aircraft, and the Dhruv utility helicopter. HAL aims to achieve self-reliance in aerospace design, development, manufacturing, and maintenance.
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Question 6
Austen Nuttall learned several new technologies through constructing this project. They learned how to embed videos, text, and PowerPoint slides into blog posts using HTML code. They also explored using outside HTML code to add soundtracks and hidden content reveals. Through using a Canon camera, Austen learned how to operate the interface and settings to capture higher quality footage using techniques like the rule of thirds. They also learned how to edit videos in Adobe Premiere Elements, including converting file formats, adding color adjustments and effects, and creating title animations through overlapping images. Austen explored new camera techniques as well, such as the dolly zoom, to strengthen emotional impact.
Digital technology
The document discusses the development of the author's digital media production skills from AS to A2 levels. At AS, the author used blogger, Prezi, Slideshare, iMovie, Photoshop, and Final Cut Pro to create a horror film opening sequence. These skills were expanded at A2 to include more advanced planning methods, equipment like DSLRs, and editing techniques for a music video, advert, and digipak. The author's experience allowed for more efficient productions utilizing their familiarity with software and equipment.
Question 6
Austen Nuttall learned several new technologies through constructing this project. They learned how to embed videos, text, and PowerPoint slides into blog posts using HTML code. They also explored using outside HTML code to add soundtracks and hidden content to blog posts. Through using a Canon camera, Austen learned how to operate the interface and settings to capture higher quality footage using techniques like the rule of thirds. They also learned how to edit video files in Adobe Premiere Elements, including converting file formats, adding grayscale effects, and creating title animations by overlapping images.
Critical Evaluation - Part 4
The document discusses how new media technologies were used at various stages of a film project. Digital equipment like cameras, microphones, and software like Final Cut Pro, iMovie, and Photoshop were used to research, plan, film, edit, and promote the short film. The internet provided an endless source of research and ways to share the film online through sites like YouTube, Facebook, and blogs.
Question 4
The student used various media technologies in the construction, research, and planning stages of their project. They used a Nikon D3200 camera, Apple iMac computer, Photoshop, and Premier Pro software to film footage, edit videos, and design posters, logos, and packaging. They also utilized online platforms like YouTube, Vimeo, and Blogger to upload, host, and document their work. These technologies improved their skills and allowed experimentation.
Q6 real one
The document discusses the various technologies used in constructing a thriller film opening. A Nikon 3200 DSLR camera and tripod were used to film shots. An editing PC with Adobe Premier Pro CS6 was used to edit the videos and combine shots. Blogger was used to document the process and embed videos and technologies. YouTube uploaded videos to blogger. Other technologies discussed include Prezi for presentation, Popplet for mind mapping, Powtoon for animation, WhatsApp for group communication, and Wikipedia for research.
Technologies12
The document summarizes the various technologies and software used by a group to create a video project called "Hell On Earth". Specifically:
1) Kamraj learned to use a camera and became proficient in video recording and editing using functions like zooming.
2) Cem and Dan edited the video in Adobe Premiere CS6, adding special effects and sounds to create a horror/slasher effect.
3) The group used Google Blogger to create a blog for their project, learning features like labels and gadgets. They also used YouTube to upload and take snapshots of their video.
Question 4
The document discusses the various media technologies used at different stages of producing a documentary. Professional equipment like digital video cameras, microphones, and tripods were used to film interviews and footage. A digital still camera captured photos for blogs and to document the production process. The internet provided a resource for research, viewing examples, and maintaining a production blog. Software like Microsoft Word, Excel, Adobe Premiere Pro, and Photoshop were used for writing, data analysis, editing footage, creating ads, and tracking progress.
Technologies
The document summarizes the various technologies and software used by a group to create a video project called "Hell On Earth". Specifically:
1) The group learned how to use cameras and video editing software like Adobe Premiere to film, edit, and add effects to their video.
2) They created a blog using Google Blogger and uploaded their video to YouTube, learning features of both platforms.
3) Different presentation technologies were used like PowerPoint, Scribd and Pressi to convey their work visually and engage viewers.
4) The group overcame difficulties taking screenshots from their YouTube video for their evaluation, figuring out a process using various software.
Question 4 for media
The student used various media technologies throughout the project including a computer for research, Adobe Premier Pro for video editing, a Canon DSLR camera for photos, a Sony camcorder for filming, and a scanner to transfer drawings to the computer. Microsoft Publisher was used to design the website and PowerPoint was used to create a slideshow presentation of the technologies employed in the project. While the computer and editing software were crucial, additional lighting equipment and more storage space would have improved the project.
Technologies
The document discusses the various technologies used by the author over the course of a year to complete school assignments, including filming, editing, and presenting their work. They used Apple Mac computers and software like iMovie, PowerPoint, Word, Adobe programs, Prezi, and Gliffy. For their film trailer project, they storyboarded in Prezi, edited footage and added effects in iMovie, and designed titles in Adobe Fireworks. They also shared their work on social media sites like Facebook, YouTube, and WordPress to gather feedback and comments from others to help improve their work.
Abbie question 4 evaluation
The document discusses the various media technologies used at different stages of creating a documentary project. A Facebook group chat was used for communication, planning, and tracking progress. Google and YouTube were used for initial research into documentary conventions and examples. Blogger was used throughout to document the process. Prezi was used for creative presentations during planning. An iMac, camera, tripod, and microphone were used for filming. Adobe Premiere Pro, Photoshop, and InDesign were used for editing, graphics, and layouts. Garageband was used to create an audio trailer. A handheld microphone was used for recordings.
Evaluative commentary part 6
The document discusses the use of various digital technologies in creating a movie project. It describes using a digital camera to easily transfer data and capture footage in portable locations. It discusses learning to frame shots to control what is shown. It also discusses initially finding an Apple computer difficult but gaining advantages after learning it. YouTube provided helpful research, tutorials, and a way to learn skills like uploading and text animation. Weebly was used to store work from different locations. Final Cut Pro was used to edit together footage, sounds, images and text into the completed movie. Other technologies like a flatbed scanner, iPhone, portable storage, and PowerPoint were also utilized.
Question 6
The document discusses technologies used in creating a product. It summarizes the learning experiences and drawbacks of using Garage Band, iTunes, Final Cut, handheld cameras, tripods, and WordPress. For Garage Band, the individual learned how to import video and sounds to create a professional soundtrack, though searching functions lacked accuracy. iTunes allowed importing sounds but had annoying login pop-ups. Final Cut effectively taught editing skills but sometimes crashed without reason. Handheld cameras helped achieve a thriller style but had lower image quality than other cameras. Tripods enabled smooth filming but were difficult to carry. WordPress taught blogging basics like attaching files but embedding images proved confusing.
Evaluation: 6
The document discusses various technologies the author learned about while constructing a magazine project. The author learned how to use the touch focus feature on a Sony camera to focus specifically on a model's face. By watching tutorials online, the author learned Photoshop effects like cutting out images and adjusting brightness/contrast. While familiar with Microsoft Word, the author needed time to learn how to upload pictures/videos, change themes, and embed work on Blogger. The author also learned how to change bubble colors and add sub-bubbles on Bubble.us, and how to upload and embed documents on Scribd to overcome Blogger restrictions. Features like adding audio were also learned on Slideshare.
Media a2 aaaa
This document discusses the digital technologies and software used by the author for their AS and A2 media coursework. In AS, more basic technologies like word, PowerPoint, and Windows Movie Maker were used. Presentations and planning were less organized. In A2, more advanced technologies like blogs, Adobe Premier, and Paint Shop Pro enabled more creative presentations and editing. Planning and research was more thorough. Conventions from real media were also better incorporated in A2 work after additional research.
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An overview of the UW-Madison College of Engineering and its efforts to educate engineers to lead in a rapidly changing world
Science and Engineering Challenge
The document announces a science and engineering challenge hosted by Deakin University in Geelong, Australia on May 8, 2009. It lists several challenge activities for students including building a hovercraft from basic materials, designing a turbine to power a train, testing bridge designs to withstand stress, decoding a message from outer space, constructing an eco-friendly house, making a leprechaun-targeting cannon, and using gravity to distribute water effectively. It thanks the University of Newcastle, Deakin University, and Rotary Australia for supporting the challenge event.
Grand Challenges in Engineering Education
An overview of UW-Madison College of Engineering efforts to educate its students to lead in a rapidly changing world
Hindustan aeronautics limited
Hindustan Aeronautics Limited (HAL) is an Indian state-owned aerospace and defense company headquartered in Bengaluru. It was formed in 1964 through the merger of Hindustan Aircraft and two other companies. HAL has 19 production units and 10 research centers across India, and has manufactured over 3,646 aircraft and helicopters as well as over 4,096 engines. Some of its key current projects include the Advanced Light Helicopter Dhruv, the Light Combat Aircraft Tejas, and the Intermediate Jet Trainer. HAL also contributes to India's space programs through the manufacture of structures for launch vehicles.
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FELIDAE SYSTEMS is an upcoming Engineering company engaged in providing automation solution for:
Automobile Electronics and Instruments
Defence Electronic Products
LED and Street Lights
Consumer Electronics
Transformers and Inductor coils
We are supported by State-of-the-art infrastructural base that comprises various units such as Procurement, Production, Quality Testing, R&D, Warehousing & Packaging, Sales & Marketing, etc.
Our products ranges from semi to fully automatic industrial machinery, such as Auto Soldering Machine, Auto Pin Inserting Machine, Auto Winding Machine, Auto Testing Machine, Auto Tapping Machine, Auto Liquid Dispensing Machine, Other Tailor Made Auto Machines.
Hindustan Aeronautics Limited
Hindustan Aeronautics Limited (HAL) is an Indian state-owned aerospace and defence company headquartered in Bangalore. It was established in 1940 as Hindustan Aircraft and renamed Hindustan Aeronautics in 1964. HAL has over 32,000 employees and an annual turnover of over $2 billion, with over 40% of revenues from international deals. Key products include the Hawk advanced jet trainer, the Tejas light combat aircraft, and the Dhruv utility helicopter. HAL aims to achieve self-reliance in aerospace design, development, manufacturing, and maintenance.
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Question one a done
The document describes the development of the author's digital media production skills over two years of studying A Level media. During the first year (AS), the author learned basic video editing in iTunes Movie Maker and sound editing in GarageBand. For the second year (A2), the author gained experience with more advanced software like Final Cut Express and Photoshop. This allowed for techniques like stop motion animation and improved portfolio presentation online. The author believes their increased skills led to higher quality creative work and decision making for the second year project.
Media studies evaluatioin question 6
The document discusses what the author has learned through creating a title sequence for a film project.
The author learned how to use editing software like Final Cut Pro to edit shots, add transitions, sound effects, and titles. They also learned how to fix lighting and audio issues during post-production.
Creating a blog to document the process taught the author how to share information and media online. They also learned how to use presentation software like Slideshare to organize research and how to upload videos to YouTube.
Through the project, the author gained experience with video equipment like cameras, tripods, and microphones. They also improved their skills in group collaboration, direction, and editing techniques.
Evaluation question 4
The student used several technologies during the production of their music video and ancillary texts for their coursework. They used iMovie on a Macbook to edit the music video, learning the software over multiple iterations. They filmed shots for the video using an SD video camera. Adobe Photoshop was used to design the ancillary texts, utilizing both existing and new skills with the software. A Panasonic digital camera was used to take high quality photos for the ancillary texts. Blogger documented the planning, research, and progress of the coursework. Internet Explorer supported research by providing inspiration from other media texts. Twitter and Animoto also aided the planning process.
Evaluation question 4 (1)
The document discusses the hardware, software, research, and planning used for the student's media coursework projects over their AS and A2 years. For hardware, cameras like the Sony Handycam and Sony Cyber-Shot were used to film projects, along with an iMac to edit footage and access software. Software like iMovie, Photoshop, YouTube, Prezi and Blogger were utilized at different stages of the process. Research was done using social media, the internet and by examining other media work. Planning involved group communication on Snapchat, creating production schedules on Word, and using an online storyboarding tool.
Media Question 4 - New Media Technology
The document discusses the use of various new media technologies in planning, filming, and promoting a student film project. It describes using an online blog to document the process and share media like photos and videos. PowerPoint was used to share ideas and pitch the film visually. iMovie was used to edit the teaser trailer, and Photoshop was used to create the film poster and magazine cover. YouTube was researched for trailer conventions and used to upload and promote the finished products. Overall new media technologies played a key role in each stage of the project and helped engage their target teenage audience.
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The document discusses the use of various new media technologies in planning, filming, and evaluating a short film project. It describes using a Panasonic camera to film footage, an online blog to document the process and share media, and Slideshare and PowerPoint to share ideas. iMovie was used to edit the teaser trailer, Photoshop for the poster and magazine cover, and Wordle and YouTube for additional elements. Green screen technology was experimented with. Overall new media technologies played an important role in each stage and for engaging their target teenage audience.
Media evaluation question 4
Throughout the production of a music video and ancillary texts, Thomas Hope utilized various new media technologies. YouTube was used to upload promos, director's commentary, and the final cut to both his personal and school channels. Social media platforms like Facebook, Twitter, and Tumblr helped promote the project, communicate with collaborators, and gather feedback. During research, planning, and editing, Google, Wikipedia, Adobe programs like Premiere Pro and After Effects, Photoshop, Microsoft Office programs, and cameras were vital tools. New media provided inspiration, a place to document progress, and platforms to share content throughout the process.
Evaluation question 4
Freya Downs used over 20 different media technologies and outlets in the construction, research, planning, and evaluation of her project. She utilized basic programs like Microsoft Word, PowerPoint, and Excel in early planning stages for their ease of use. For research, she created online surveys using Survey Monkey and distributed them on Facebook to gather responses from her target audience. In pre-production, she found style models on streaming services like Netflix to inform her documentary approach. Communication technologies like Facebook messaging and email were vital for group collaboration and arranging interviews. Hardware including a video camera, microphone, and editing software were used to capture and produce high quality footage and finalize her documentary and supplemental pieces.
How did you use new media technologies in the construction and research, plan...
How did you use new media technologies in the construction and research, plan...Meaghan Barron-Cutts
Meaghan Barron-Cutts used various new media technologies in producing the music video "Radioactive". This included using two Panasonic HD cameras to film footage and conduct interviews, editing video on Final Cut Pro, creating graphic designs using Photoshop, and communicating/gathering feedback through social media sites like Facebook, Twitter and Instagram. Survey Monkey was also utilized to conduct audience research and gather feedback on ideas and the final project. Overall, these new media technologies supported the production process and allowed for effective planning, creation and evaluation of the music video.Â
A2 evaluation q4part1
The student used a variety of media technologies in the planning, research, construction, and evaluation of their three media products. They used online platforms like YouTube and Iplayer to research documentaries, and Blogger to plan and organize their research collaboratively. They used familiar software like Excel, Word, and the camera features to conduct audience research and film interviews. During construction, they learned how to use new technologies like Apple Macs, Final Cut Express for editing, and Garage Band for their radio trailer. Overall, while some technologies took time to learn, they found the tools useful for producing high quality media products.
Question 4
The document discusses the equipment and software used to create a music video. It describes:
1) Using a DSLR camera and HD camera to film scenes and capture quality footage. Features like optical zoom and ISO controls were utilized.
2) Equipment like a tripod, steady mount, and Bluetooth speaker helped stabilize shots and cue actors.
3) Improvising lighting by using phone flashes to illuminate a character's face against an urban background.
4) Editing software like Final Cut Pro to merge clips, add effects like blurring, and ensure audio and video were synchronized.
q4
Digital technologies were used extensively throughout the research, planning, construction, and evaluation stages of creating a documentary. Internet browsers allowed for researching existing documentaries on YouTube and finding supporting articles and statistics. Communication apps facilitated discussion and planning. A Canon HD camera, tripod, and clip-on mic were used for shooting high quality footage. Adobe Premiere Pro was used to edit footage, add transitions, and adjust sound and color levels. Microsoft Word, InDesign, Photoshop, and GarageBand were used to create ancillary texts like a magazine article and radio trailer linking to the documentary. Blogger, Prezi, and other programs helped record and present the process professionally.
Evaluation question Six
The student learned to use many new technologies throughout the process of creating a film opening, including Wikipedia for research, Blogger to document progress, YouTube to find inspiration and source materials, Microsoft Word for planning, royalty free websites to find music, digital cameras to collect evidence, a camcorder for filming, SD cards to store footage, Photoshop for images and the logo, and iMovie for editing. Some technologies like Blogger, camcorders, and iMovie required learning new skills. Overall, the technologies were crucial for completing the project to a high quality professional standard.
Evaluation Question Six: What have you learnt about technologies from the pro...
The student learned to use various technologies throughout the process of creating a film opening. They used Wikipedia for research, Blogger to document their progress, YouTube to find inspiration and source footage, Microsoft Word for planning documents, royalty free websites to find music, a digital camera to take photos as evidence, a camcorder to film, an SD card to store footage, Photoshop to create mockups and a logo, and iMovie to edit the final product together. While familiar with some technologies, the student became more proficient in technologies they were previously unfamiliar with, such as Blogger, royalty free websites, and iMovie, and learned the importance of technology in creating high quality media.
Media evaluation pt 4
1. The document discusses the various media technologies used at different stages of a group project to create a music video, including using cameras, editing software, and online platforms for planning, gathering feedback, and sharing the final video.
2. Editing software like Premiere Pro was used to edit footage and add effects to create a high quality music video, while Adobe Photoshop helped design promotional materials.
3. Online surveys, interviews, social media, and video platforms like YouTube were utilized at different stages for research, feedback, and sharing the final project.
Question 4 - Evaluation
The document discusses the various media technologies used during the construction, research, planning, and evaluation stages of a media project. It describes using Premiere Pro for editing video clips and adding effects, Photoshop to design packaging, Blogger for sharing work and research, and Prezi for initial storyboarding. Hardware like cameras, tripods, and a green screen were also utilized. For the evaluation, Pixton was used to create a comic response, PowerPoint for presenting answers, and Blogger for ongoing research sharing. Overall, a wide range of software and hardware technologies were leveraged at different stages to complete the media project and its evaluation.
Fourth question
Ella Duncan used various new media technologies to plan, research, and evaluate her three media products. She used Blogger to create blog posts detailing each stage of the planning process, allowing her to present her work in a clear, step-by-step manner. SlideShare was used to upload and share PowerPoint presentations on her blog. iMovie was used to edit video clips and add effects to create a trailer. Photoshop allowed her to edit images and add text to create a realistic movie poster and magazine cover. A Nikon D300 camera was used to film high quality footage and photos for the trailer, poster, and magazine cover.
Evaluation question 4
The student used various media technologies at different stages of creating their music video project. They created blogs using Blogger to share research, ideas, feedback, and progress updates with other students. This helped keep their work organized. They also used two cameras - a Sony HVR-HD1000E and a Sony handicam - to film footage from different angles and perspectives. They edited the video using Final Cut Express, which allowed them to add effects, transitions, and multiple layers to create a professional, impactful video conveying their narrative in an interesting way.
Evaluation Question 6) What have you learnt about technologies from the proce...
The document discusses various technologies, programs, and websites used throughout the process of creating a thriller opening, including:
- A mini DV camcorder, digital camera, and phone camera for filming and taking photos.
- A tripod to improve filming quality and allow for different shot types.
- An Apple Mac computer for editing, despite some challenges with the mouse.
- Websites like Blogger, OneTrueMedia, SlideShare, SurveyMonkey, YouTube, and others to create blogs, montages, slideshows, surveys, and share videos.
- Audio software like MobyGratis and Freesound to find and add music and sound effects.
Media presentation q6
The document discusses various technologies, programs, and websites used throughout the process of creating a thriller opening, including:
- A mini DV camcorder, digital camera, and phone camera for filming and taking photos.
- A tripod to improve filming quality.
- An Apple Mac computer for editing.
- Websites like Blogger, OneTrueMedia, and YouTube for blogging, creating montages, and uploading videos.
- Websites like MobyGratis and Freesound for obtaining music and sound effects.
- Programs like Livetype and Final Cut Express for editing titles, credits, and putting the final film together.
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Digital Technology Developement
- 1. Skills Development of Digital Technology in the making of our Documentary
- 2. Our A2 Task For my A2 coursework I was asked to produce a 5 minute documentary, mine was a social documentary on being a student in 2011. This was aimed at students as a primary audience and there would be a secondary audience of teachers, parents and the general public interested in the financial pressures of being a student in today’s society. Our documentary focuses on University Fee increase, EMA cuts and poor job prospect for students.
- 3. Apple Mac Software We used a variety of different technologies such as the software on the Apple Mac computer’s, including comic life and final cut express. We used comic life to storyboard the 5 separate minutes of our documentary. We developed the skill to create a nice layout in comic life and to be able to directly import our images from our documentary into the boxes and to annotate what music or voice-over would be playing over what footage. We then used final cut express which was vital or our documentary, I developed my digital skills a lot with this as I learnt how to add transitions easily from effects, I also learnt how to put sound on the line underneath the footage to make it play at the same time, how to put captions over the top of images and how to cut my footage with the cutter tool to make it the desired length. Another skill I developed was the ability to create fade’s in and fades out with the pointer tool which you can drag down to create fades on the footage you want.
- 4. Video camera and Stills Camera This was technology which I could have definitely have improved my skills more in. For using the video camera we tested out different shot types to enable us to create variety within our documentary to engage the audience. We experimented with long shots, close-ups, mid shots and high angle shots, this worked really well and I developed this digital skill well. I also developed the skill of being able to zoom in and out of shots whilst I was recording the footage which was a good digital skill to add variety into our documenatry. However, the video camera came with a tripod which we should have practiced a lot more with because upon viewing our footage I realised that some of it was very jerky and would have been quite inappropriate to put into our documentary. Also we could have perhaps experimented more with the mise en scene in our shots to make it more professional.
- 5. Headphones and Microphone We used headphones and microphones to intensify the sounds of the interviews so that people would be able to hear clearly in our documentary what the experts and the students were talking about and enable the audience to hear important opinions and viewpoints. I developed my skills with this by being able to listen whilst we were recording and to pick out any mistakes that may have been made during. However we could have
- 6. The Blog The blog was a very good development of digital technology, I had never used a blog before and it was interesting to learn how to put images onto the blog by simply clicking on the image symbol and how to upload a video onto the blog by clicking the video button. It was also really simple to add hyperlinks and add in other software such as flicker and scribd. This technology enabled us to view each other’s work and to work as a group more effectively. We could edit our posts and also find out how many posts each member of our group had created.