Digital Technology Skills Development
•
0 likes•141 views
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 some footage was jerky, and microphone skills could have been improved. A blog was created to share work and collaborate as a group online. Overall the document reflects on the digital skills developed in planning, filming, editing, and sharing the student documentary project.
Report
Share
Report
Share
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.
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.
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 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.
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.
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.
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.
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 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.
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.
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
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 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.
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.
Skills Sheet
Aimee used a range of digital technologies and software during her group project including a handheld camera, dolly, crane, Photoshop, and Final Cut. These skills allowed her to produce a high quality film with different techniques and edit it to a high standard. For her A2 project, Aimee plans to further develop these skills by practicing with camera equipment and spending more time editing to improve the quality of her work.
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.
Evaluation 4
The document discusses the various new media technologies used to create a music video for an evaluation activity. It describes using PCs to construct blogs and contact band members via social networks. An iMac was used to create the music video and ancillary products, while a Canon video camera captured footage and a Fujifilm camera was used for stop motion. Final Cut Express, Photoshop, and various online programs were utilized to edit footage, create products, and collaborate on the project.
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.
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.
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.
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.
Question 4
We used various media technologies throughout the planning, research, production and evaluation of our short film. This included using the internet for initial research and planning, high definition cameras and storage for filming, Final Cut Pro and Garageband for editing, Adobe CS4 for print materials, digital SLRs for photos, blogs for presenting our process, and email for communication. The only issue encountered was an Apple computer crash which was quickly resolved.
M learning Revolution through Libraries
mLearning - Revolution in Education
One Library Per Village is a revolutionary notion, and when people don’t have free access to books, then communities are like radios without batteries. You cut people off from essential sources of information — mythical, practical, linguistic, political — and you break them.
http://olpv.org/
Announcement slide show
This document provides information about various church events and activities taking place. It announces that visitors are welcome to worship and should fill out a card. It notes that nursery is available for young children. Upcoming birthdays and events like a children's home chicken supper, mission dinner, men's retreat and body builders group are listed. Verses are included about encouragement, faith coming from God's word, and God directing steps. Interpreters for those who sign are available upon request.
Moth mask
The document provides instructions for making a Luna Moth mask by cutting out a mask shape and eye holes from paper, punching holes, and tying on a string so one can pretend to be a moth flying towards light. It also includes a few brief facts about moths having feathery antennae compared to butterflies' clubbed antennae, and that both drink liquids through their long proboscis.
Internetowe Konto Pacjenta - Paweł Pierzchała
Internetowe Konto Pacjenta - Paweł PierzchałaWydział ds. eZdrowia, Departament Polityki Zdrowotnej, Urząd Marszałkowski w Łodzi
Comenio
Jan Amos Komenský fue un pedagogo y teólogo checo nacido en el siglo XVII. Es conocido como el "Padre de la didáctica" por su obra magna Didáctica Magna. Se le atribuye la invención del libro de texto como una forma de promover la autonomía del aprendizaje y proteger el protestantismo en la República Checa durante la persecución católica. Realizó importantes contribuciones a la pedagogía a través de sus viajes y escritos, y es reconocido por frases como
More Related Content
What's hot
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
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 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.
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.
Skills Sheet
Aimee used a range of digital technologies and software during her group project including a handheld camera, dolly, crane, Photoshop, and Final Cut. These skills allowed her to produce a high quality film with different techniques and edit it to a high standard. For her A2 project, Aimee plans to further develop these skills by practicing with camera equipment and spending more time editing to improve the quality of her work.
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.
Evaluation 4
The document discusses the various new media technologies used to create a music video for an evaluation activity. It describes using PCs to construct blogs and contact band members via social networks. An iMac was used to create the music video and ancillary products, while a Canon video camera captured footage and a Fujifilm camera was used for stop motion. Final Cut Express, Photoshop, and various online programs were utilized to edit footage, create products, and collaborate on the project.
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.
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.
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.
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.
Question 4
We used various media technologies throughout the planning, research, production and evaluation of our short film. This included using the internet for initial research and planning, high definition cameras and storage for filming, Final Cut Pro and Garageband for editing, Adobe CS4 for print materials, digital SLRs for photos, blogs for presenting our process, and email for communication. The only issue encountered was an Apple computer crash which was quickly resolved.
What's hot (17)
Viewers also liked
M learning Revolution through Libraries
mLearning - Revolution in Education
One Library Per Village is a revolutionary notion, and when people don’t have free access to books, then communities are like radios without batteries. You cut people off from essential sources of information — mythical, practical, linguistic, political — and you break them.
http://olpv.org/
Announcement slide show
This document provides information about various church events and activities taking place. It announces that visitors are welcome to worship and should fill out a card. It notes that nursery is available for young children. Upcoming birthdays and events like a children's home chicken supper, mission dinner, men's retreat and body builders group are listed. Verses are included about encouragement, faith coming from God's word, and God directing steps. Interpreters for those who sign are available upon request.
Moth mask
The document provides instructions for making a Luna Moth mask by cutting out a mask shape and eye holes from paper, punching holes, and tying on a string so one can pretend to be a moth flying towards light. It also includes a few brief facts about moths having feathery antennae compared to butterflies' clubbed antennae, and that both drink liquids through their long proboscis.
Internetowe Konto Pacjenta - Paweł Pierzchała
Internetowe Konto Pacjenta - Paweł PierzchałaWydział ds. eZdrowia, Departament Polityki Zdrowotnej, Urząd Marszałkowski w Łodzi
Comenio
Jan Amos Komenský fue un pedagogo y teólogo checo nacido en el siglo XVII. Es conocido como el "Padre de la didáctica" por su obra magna Didáctica Magna. Se le atribuye la invención del libro de texto como una forma de promover la autonomía del aprendizaje y proteger el protestantismo en la República Checa durante la persecución católica. Realizó importantes contribuciones a la pedagogía a través de sus viajes y escritos, y es reconocido por frases como
El deterioro ambiental
El documento habla sobre el deterioro ambiental debido al consumismo excesivo desde la revolución industrial, el cual ha sido empeorado por la industrialización y la producción masiva de productos industriales en lugar de orgánicos. También menciona que para 2025 se espera que 1,400 millones de personas produzcan 1.42 kilogramos de basura por día, y que los países más grandes son los que más basura producen en el mundo, aportando el 46.7% del total.
Surat lawatan
Surat ini adalah permohonan daripada Pengetua SMK Tasek kepada Pengarah Pelajaran Pulau Pinang untuk melancong ke Pulau Pinang bersama-sama butir-butir yang diperlukan mengikut Peraturan (Melancong) Sekolah 1957.
brag book fine wine
This document provides sales performance updates and account activity for Paige Warner, a sales representative at Pinnacle Division. Several suppliers underperformed or outperformed in the last 12 months. Pictures show in-store displays and promotions Paige set up at various retailers like Walmart, Target, and Kroger. A SWOT analysis identifies Paige's strengths like relationships, eagerness to learn, and work ethic, as well as opportunities to expand knowledge and threats from competitors. 30-60-90 day goals outline plans to learn the role, meet accounts, and provide support to sales reps.
Especificacion requerimientossoftware
Este documento presenta la especificación de requisitos de software para el proyecto SISCOOP. Describe el propósito, alcance y personal involucrado en el proyecto. Incluye definiciones clave, requisitos funcionales como la autenticación de usuarios, gestión de datos y operaciones financieras, y requisitos no funcionales relacionados con el rendimiento, seguridad y mantenibilidad. El objetivo es proporcionar una comprensión compartida de los requerimientos del sistema de software entre los desarrolladores y el cliente.
NUS Paper Impediments
Paper presented at 2005 workshop on social controversies in protected areas, National University Singapore.
Digital Technology Skills Developement
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 some footage was jerky, and microphone skills could have been improved. A blog was created to share work and collaborate as a group online.
Database Presentation
The document discusses database normalization. It defines database normalization as restructuring a database to eliminate redundancy, organize data efficiently, allow faster access, and reduce data anomalies. It then covers the goals of different normal forms (1NF, 2NF, 3NF, BCNF), defines key database concepts like primary keys and foreign keys, and gives examples of how to normalize relations to those forms. The document concludes that normalization decreases redundancy and increases efficiency.
Asphalt paving los angeles
Joe Weber Excavating is a premier provider of excavation services in Southern California, offering a range of earthmoving services including excavating and grading for hillside homes and retaining walls, creating access roads, cutting and filling slopes, hillside repairs, digging for subterranean structures, demolishing residential and commercial structures, trenching, road grading, grading, providing crews to support underground utility installation, and demolition.
Social media for crail festival - introduction to facebook - revised nov 2015
Social media for crail festival - introduction to facebook - revised nov 2015 Sandcastle Holidays (Scotland) Ltd
Presentation to East Neuk Open Studios and Crail Festival about planning for social media for a village arts festival - Using Facebook for a festivalUsing Social Theory to Analyze the Private Prison Industry
The blog series aimed to raise awareness about the private prison industry and garner public opinion on the issue. Each group member focused on a different aspect of the industry and used social theorists like Foucault, Durkheim, Marx, and Weber to analyze topics like private prison labor practices, the intersection of private prisons and race/immigration, profit motives, and the school-to-prison pipeline. The group researched the industry, created blog posts, and shared them on social media. While response was limited due to time constraints, some posts were engaged with online and challenged the group's thinking around applying historical social theory to modern problems.
BROWNS VS. BOARD OF EDUCATION
The document summarizes the landmark 1954 Supreme Court case Brown v. Board of Education. It discusses how Linda Brown, a black schoolgirl in Topeka, Kansas, was denied admission to her local white school in violation of her 14th amendment rights. The NAACP helped Brown's family challenge the "separate but equal" policy of the Topeka school district. The Supreme Court ultimately ruled that racial segregation in public schools was unconstitutional, overturning the 1896 Plessy v. Ferguson decision and dismantling the legal basis for racial segregation in schools and other public facilities.
Viewers also liked (16)
Social media for crail festival - introduction to facebook - revised nov 2015
Social media for crail festival - introduction to facebook - revised nov 2015
Using Social Theory to Analyze the Private Prison Industry
Using Social Theory to Analyze the Private Prison Industry
Similar to Digital Technology Skills Development
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.
Media question 4
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 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.
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.
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.
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.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.
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.
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.
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.
Question 4 new
The document discusses how various media technologies were used at different stages of constructing a documentary project. In the research stage, a WordPress blog was used to gather audience feedback but yielded unreliable results at times. Digital cameras allowed filming audience feedback for reference. A promo video provided ideas but confused some without context. YouTube and Google provided research resources and convention examples. In planning, WordPress organized work and set deadlines. Mobile phones and computers enabled remote communication. Ipads were used as prompters during production but made actors appear unnatural. Various editing software customized edits. Photoshop created titles and print ads. Voice recorders captured audio. Tutorials improved professionalism. Evaluation used Prezi for a presentation, iPads gathered
Similar to Digital Technology Skills Development (20)
Evaluation Question Six: What have you learnt about technologies from the pro...
Evaluation Question Six: What have you learnt about technologies from the pro...
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...
Evaluation Question 6) What have you learnt about technologies from the proce...
Evaluation Question 6) What have you learnt about technologies from the proce...
Recently uploaded
Full-RAG: A modern architecture for hyper-personalization
Mike Del Balso, CEO & Co-Founder at Tecton, presents "Full RAG," a novel approach to AI recommendation systems, aiming to push beyond the limitations of traditional models through a deep integration of contextual insights and real-time data, leveraging the Retrieval-Augmented Generation architecture. This talk will outline Full RAG's potential to significantly enhance personalization, address engineering challenges such as data management and model training, and introduce data enrichment with reranking as a key solution. Attendees will gain crucial insights into the importance of hyperpersonalization in AI, the capabilities of Full RAG for advanced personalization, and strategies for managing complex data integrations for deploying cutting-edge AI solutions.
Best 20 SEO Techniques To Improve Website Visibility In SERP
Boost your website's visibility with proven SEO techniques! Our latest blog dives into essential strategies to enhance your online presence, increase traffic, and rank higher on search engines. From keyword optimization to quality content creation, learn how to make your site stand out in the crowded digital landscape. Discover actionable tips and expert insights to elevate your SEO game.
TrustArc Webinar - 2024 Global Privacy Survey
How does your privacy program stack up against your peers? What challenges are privacy teams tackling and prioritizing in 2024?
In the fifth annual Global Privacy Benchmarks Survey, we asked over 1,800 global privacy professionals and business executives to share their perspectives on the current state of privacy inside and outside of their organizations. This year’s report focused on emerging areas of importance for privacy and compliance professionals, including considerations and implications of Artificial Intelligence (AI) technologies, building brand trust, and different approaches for achieving higher privacy competence scores.
See how organizational priorities and strategic approaches to data security and privacy are evolving around the globe.
This webinar will review:
- The top 10 privacy insights from the fifth annual Global Privacy Benchmarks Survey
- The top challenges for privacy leaders, practitioners, and organizations in 2024
- Key themes to consider in developing and maintaining your privacy program
20240605 QFM017 Machine Intelligence Reading List May 2024
Everything I found interesting about machines behaving intelligently during May 2024
Artificial Intelligence for XMLDevelopment
In the rapidly evolving landscape of technologies, XML continues to play a vital role in structuring, storing, and transporting data across diverse systems. The recent advancements in artificial intelligence (AI) present new methodologies for enhancing XML development workflows, introducing efficiency, automation, and intelligent capabilities. This presentation will outline the scope and perspective of utilizing AI in XML development. The potential benefits and the possible pitfalls will be highlighted, providing a balanced view of the subject.
We will explore the capabilities of AI in understanding XML markup languages and autonomously creating structured XML content. Additionally, we will examine the capacity of AI to enrich plain text with appropriate XML markup. Practical examples and methodological guidelines will be provided to elucidate how AI can be effectively prompted to interpret and generate accurate XML markup.
Further emphasis will be placed on the role of AI in developing XSLT, or schemas such as XSD and Schematron. We will address the techniques and strategies adopted to create prompts for generating code, explaining code, or refactoring the code, and the results achieved.
The discussion will extend to how AI can be used to transform XML content. In particular, the focus will be on the use of AI XPath extension functions in XSLT, Schematron, Schematron Quick Fixes, or for XML content refactoring.
The presentation aims to deliver a comprehensive overview of AI usage in XML development, providing attendees with the necessary knowledge to make informed decisions. Whether you’re at the early stages of adopting AI or considering integrating it in advanced XML development, this presentation will cover all levels of expertise.
By highlighting the potential advantages and challenges of integrating AI with XML development tools and languages, the presentation seeks to inspire thoughtful conversation around the future of XML development. We’ll not only delve into the technical aspects of AI-powered XML development but also discuss practical implications and possible future directions.
Let's Integrate MuleSoft RPA, COMPOSER, APM with AWS IDP along with Slack
Discover the seamless integration of RPA (Robotic Process Automation), COMPOSER, and APM with AWS IDP enhanced with Slack notifications. Explore how these technologies converge to streamline workflows, optimize performance, and ensure secure access, all while leveraging the power of AWS IDP and real-time communication via Slack notifications.
HCL Notes and Domino License Cost Reduction in the World of DLAU
Webinar Recording: https://www.panagenda.com/webinars/hcl-notes-and-domino-license-cost-reduction-in-the-world-of-dlau/
The introduction of DLAU and the CCB & CCX licensing model caused quite a stir in the HCL community. As a Notes and Domino customer, you may have faced challenges with unexpected user counts and license costs. You probably have questions on how this new licensing approach works and how to benefit from it. Most importantly, you likely have budget constraints and want to save money where possible. Don’t worry, we can help with all of this!
We’ll show you how to fix common misconfigurations that cause higher-than-expected user counts, and how to identify accounts which you can deactivate to save money. There are also frequent patterns that can cause unnecessary cost, like using a person document instead of a mail-in for shared mailboxes. We’ll provide examples and solutions for those as well. And naturally we’ll explain the new licensing model.
Join HCL Ambassador Marc Thomas in this webinar with a special guest appearance from Franz Walder. It will give you the tools and know-how to stay on top of what is going on with Domino licensing. You will be able lower your cost through an optimized configuration and keep it low going forward.
These topics will be covered
- Reducing license cost by finding and fixing misconfigurations and superfluous accounts
- How do CCB and CCX licenses really work?
- Understanding the DLAU tool and how to best utilize it
- Tips for common problem areas, like team mailboxes, functional/test users, etc
- Practical examples and best practices to implement right away
GraphRAG for Life Science to increase LLM accuracy
GraphRAG for life science domain, where you retriever information from biomedical knowledge graphs using LLMs to increase the accuracy and performance of generated answers
Programming Foundation Models with DSPy - Meetup Slides
Prompting language models is hard, while programming language models is easy. In this talk, I will discuss the state-of-the-art framework DSPy for programming foundation models with its powerful optimizers and runtime constraint system.
“Building and Scaling AI Applications with the Nx AI Manager,” a Presentation...
“Building and Scaling AI Applications with the Nx AI Manager,” a Presentation...Edge AI and Vision Alliance
For the full video of this presentation, please visit: https://www.edge-ai-vision.com/2024/06/building-and-scaling-ai-applications-with-the-nx-ai-manager-a-presentation-from-network-optix/
Robin van Emden, Senior Director of Data Science at Network Optix, presents the “Building and Scaling AI Applications with the Nx AI Manager,” tutorial at the May 2024 Embedded Vision Summit.
In this presentation, van Emden covers the basics of scaling edge AI solutions using the Nx tool kit. He emphasizes the process of developing AI models and deploying them globally. He also showcases the conversion of AI models and the creation of effective edge AI pipelines, with a focus on pre-processing, model conversion, selecting the appropriate inference engine for the target hardware and post-processing.
van Emden shows how Nx can simplify the developer’s life and facilitate a rapid transition from concept to production-ready applications.He provides valuable insights into developing scalable and efficient edge AI solutions, with a strong focus on practical implementation.Presentation of the OECD Artificial Intelligence Review of Germany
Consult the full report at https://www.oecd.org/digital/oecd-artificial-intelligence-review-of-germany-609808d6-en.htm
Essentials of Automations: The Art of Triggers and Actions in FME
In this second installment of our Essentials of Automations webinar series, we’ll explore the landscape of triggers and actions, guiding you through the nuances of authoring and adapting workspaces for seamless automations. Gain an understanding of the full spectrum of triggers and actions available in FME, empowering you to enhance your workspaces for efficient automation.
We’ll kick things off by showcasing the most commonly used event-based triggers, introducing you to various automation workflows like manual triggers, schedules, directory watchers, and more. Plus, see how these elements play out in real scenarios.
Whether you’re tweaking your current setup or building from the ground up, this session will arm you with the tools and insights needed to transform your FME usage into a powerhouse of productivity. Join us to discover effective strategies that simplify complex processes, enhancing your productivity and transforming your data management practices with FME. Let’s turn complexity into clarity and make your workspaces work wonders!
GraphSummit Singapore | Neo4j Product Vision & Roadmap - Q2 2024
Maruthi Prithivirajan, Head of ASEAN & IN Solution Architecture, Neo4j
Get an inside look at the latest Neo4j innovations that enable relationship-driven intelligence at scale. Learn more about the newest cloud integrations and product enhancements that make Neo4j an essential choice for developers building apps with interconnected data and generative AI.
Pushing the limits of ePRTC: 100ns holdover for 100 days
At WSTS 2024, Alon Stern explored the topic of parametric holdover and explained how recent research findings can be implemented in real-world PNT networks to achieve 100 nanoseconds of accuracy for up to 100 days.
Unlock the Future of Search with MongoDB Atlas_ Vector Search Unleashed.pdf
Discover how MongoDB Atlas and vector search technology can revolutionize your application's search capabilities. This comprehensive presentation covers:
* What is Vector Search?
* Importance and benefits of vector search
* Practical use cases across various industries
* Step-by-step implementation guide
* Live demos with code snippets
* Enhancing LLM capabilities with vector search
* Best practices and optimization strategies
Perfect for developers, AI enthusiasts, and tech leaders. Learn how to leverage MongoDB Atlas to deliver highly relevant, context-aware search results, transforming your data retrieval process. Stay ahead in tech innovation and maximize the potential of your applications.
#MongoDB #VectorSearch #AI #SemanticSearch #TechInnovation #DataScience #LLM #MachineLearning #SearchTechnology
Recently uploaded (20)
Full-RAG: A modern architecture for hyper-personalization
Full-RAG: A modern architecture for hyper-personalization
Best 20 SEO Techniques To Improve Website Visibility In SERP
Best 20 SEO Techniques To Improve Website Visibility In SERP
20240605 QFM017 Machine Intelligence Reading List May 2024
20240605 QFM017 Machine Intelligence Reading List May 2024
Let's Integrate MuleSoft RPA, COMPOSER, APM with AWS IDP along with Slack
Let's Integrate MuleSoft RPA, COMPOSER, APM with AWS IDP along with Slack
HCL Notes and Domino License Cost Reduction in the World of DLAU
HCL Notes and Domino License Cost Reduction in the World of DLAU
GraphRAG for Life Science to increase LLM accuracy
GraphRAG for Life Science to increase LLM accuracy
Programming Foundation Models with DSPy - Meetup Slides
Programming Foundation Models with DSPy - Meetup Slides
“Building and Scaling AI Applications with the Nx AI Manager,” a Presentation...
“Building and Scaling AI Applications with the Nx AI Manager,” a Presentation...
Presentation of the OECD Artificial Intelligence Review of Germany
Presentation of the OECD Artificial Intelligence Review of Germany
Essentials of Automations: The Art of Triggers and Actions in FME
Essentials of Automations: The Art of Triggers and Actions in FME
GraphSummit Singapore | Neo4j Product Vision & Roadmap - Q2 2024
GraphSummit Singapore | Neo4j Product Vision & Roadmap - Q2 2024
Pushing the limits of ePRTC: 100ns holdover for 100 days
Pushing the limits of ePRTC: 100ns holdover for 100 days
Unlock the Future of Search with MongoDB Atlas_ Vector Search Unleashed.pdf
Unlock the Future of Search with MongoDB Atlas_ Vector Search Unleashed.pdf
Digital Technology Skills Development
- 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.