Eval q 4
•
0 likes•131 views
The student used various new media technologies in their construction, research, planning and evaluation stages. They list the hardware and software used, including a camera, Photoshop, InDesign and web apps like Slideshare. In Photoshop, the student learned how to crop images, use layers to create a collage with pictures and overlaying pins, and use custom brushes and clone stamps to remove backgrounds. InDesign was used to select custom fonts for a digipack. Slideshare was a useful tool to embed documents, presentations and PDFs on their Blogger site.
Report
Share
Report
Share
Download to read offline
Recommended
Evaluation q 6
The document discusses the various technologies the author has learned to use in constructing their media product. They learned new skills using Blogger to build a blog and showcase their work. Adobe InDesign helped with text composition and layout of their contents page and double page spread. Adobe Photoshop improved their front cover design and evaluation board with tools like text, shapes, and layers. Final Cut Express allowed them to edit video footage and incorporate it into their research and planning. Overall, using software like InDesign, Blogger, Photoshop and Final Cut Express on their Mac helped the author create a polished multimedia media product.
Evaluation 7
The student learned several important skills when progressing from their preliminary magazine cover design task to the final product. They learned to use Photoshop tools like scaling, rotating, and image effects to customize their design. They also learned to use InDesign which helped structure their double-page spread. Planning skills improved which allowed use of varied media like video in planning stages. There is still room for using more video and attractive media to describe the construction process.
Skills audit
Daniel Hutchinson completed a personal skills audit to assess his abilities for an upcoming A2 project. He identified several digital skills like using a Mac computer with Photoshop and Microsoft Word that helped him create a blog for his previous work. He plans to continue developing these skills for the new project. Hutchinson also used video cameras, a tripod, and Final Cut software to film and edit a video. For research, he analyzed horror movies to inform conventions for his own work. Specifically, he took inspiration from elements like jump scares, eerie music, and dark settings. Going forward, he will focus on thorough research and planning to ensure preparedness. For the new project, Hutchinson aims to find a balance between adhering to genre
Q4
Photoshop was the main media software used to create the poster and soap opera magazine. The author was familiar with Photoshop from the previous year and was able to quickly remember skills and further develop their abilities. Various tools in Photoshop like the cloning stamp, crop, brush, and magic eraser tools were used to blend, crop, and remove unwanted colors and backgrounds from images. The text tool was used to change fonts and the rectangle tool created a striking label for the magazine headlines. Premier was also used, with the split clip and razor tools enabling the creation of a mirror scene to show a character's duality.
Q6 Media
The student learned new skills using WIX, Photoshop, and a Nikon D3200 camera while creating projects for their coursework. They discovered how to embed websites, add videos and buttons on WIX pages. In Photoshop, they picked up techniques for removing backgrounds, layering images, and aligning text. When using the Nikon D3200, they gained experience adjusting aperture, ISO, and shutter speed settings to manipulate photo effects as well as utilizing studio technologies.
Module 2 activity tools. Ferran Barba Padrós.
The document provides instructions for an assignment asking students to create a task using a web tool. It recommends the website Artefactos Digitales which lists different tools for creating educational tasks. As an example, it mentions using a tool to have students record a podcast telling a story. The assignment asks students to choose a web tool to create a mini task for a unit plan. It provides a chart to outline the title, aim, description and steps of the task, as well as the chosen web tool and any tutorials.
Question 6 media evaluation
Through constructing a music magazine, the author learned several technologies. They learned how to use Photoshop to manipulate and edit images and text to make them eye-catching and professional looking for the target audience. They also learned how to use rulers and guides to accurately place elements on pages. The author learned how to blog and upload documents using Eblogger and Slideshare. They also learned how to take clear, focused, and professional-looking photographs using a Nikon camera, including using the grid and rule of thirds.
Evaluation Q7
The document summarizes the key technologies used to construct a magazine product. Adobe Photoshop was primarily used for page layout and design work. Microsoft PowerPoint was used for presentations and Slideshare allowed those presentations to be embedded in a blog. Blogger hosted the blog with details of the project. Google Images sourced pictures, Dafont provided fonts, and Survey Monkey created a reader survey. GIMP edited photos and a camera captured original images. While familiar with most technologies beforehand, the process provided further learning about their application and features.
Recommended
Evaluation q 6
The document discusses the various technologies the author has learned to use in constructing their media product. They learned new skills using Blogger to build a blog and showcase their work. Adobe InDesign helped with text composition and layout of their contents page and double page spread. Adobe Photoshop improved their front cover design and evaluation board with tools like text, shapes, and layers. Final Cut Express allowed them to edit video footage and incorporate it into their research and planning. Overall, using software like InDesign, Blogger, Photoshop and Final Cut Express on their Mac helped the author create a polished multimedia media product.
Evaluation 7
The student learned several important skills when progressing from their preliminary magazine cover design task to the final product. They learned to use Photoshop tools like scaling, rotating, and image effects to customize their design. They also learned to use InDesign which helped structure their double-page spread. Planning skills improved which allowed use of varied media like video in planning stages. There is still room for using more video and attractive media to describe the construction process.
Skills audit
Daniel Hutchinson completed a personal skills audit to assess his abilities for an upcoming A2 project. He identified several digital skills like using a Mac computer with Photoshop and Microsoft Word that helped him create a blog for his previous work. He plans to continue developing these skills for the new project. Hutchinson also used video cameras, a tripod, and Final Cut software to film and edit a video. For research, he analyzed horror movies to inform conventions for his own work. Specifically, he took inspiration from elements like jump scares, eerie music, and dark settings. Going forward, he will focus on thorough research and planning to ensure preparedness. For the new project, Hutchinson aims to find a balance between adhering to genre
Q4
Photoshop was the main media software used to create the poster and soap opera magazine. The author was familiar with Photoshop from the previous year and was able to quickly remember skills and further develop their abilities. Various tools in Photoshop like the cloning stamp, crop, brush, and magic eraser tools were used to blend, crop, and remove unwanted colors and backgrounds from images. The text tool was used to change fonts and the rectangle tool created a striking label for the magazine headlines. Premier was also used, with the split clip and razor tools enabling the creation of a mirror scene to show a character's duality.
Q6 Media
The student learned new skills using WIX, Photoshop, and a Nikon D3200 camera while creating projects for their coursework. They discovered how to embed websites, add videos and buttons on WIX pages. In Photoshop, they picked up techniques for removing backgrounds, layering images, and aligning text. When using the Nikon D3200, they gained experience adjusting aperture, ISO, and shutter speed settings to manipulate photo effects as well as utilizing studio technologies.
Module 2 activity tools. Ferran Barba Padrós.
The document provides instructions for an assignment asking students to create a task using a web tool. It recommends the website Artefactos Digitales which lists different tools for creating educational tasks. As an example, it mentions using a tool to have students record a podcast telling a story. The assignment asks students to choose a web tool to create a mini task for a unit plan. It provides a chart to outline the title, aim, description and steps of the task, as well as the chosen web tool and any tutorials.
Question 6 media evaluation
Through constructing a music magazine, the author learned several technologies. They learned how to use Photoshop to manipulate and edit images and text to make them eye-catching and professional looking for the target audience. They also learned how to use rulers and guides to accurately place elements on pages. The author learned how to blog and upload documents using Eblogger and Slideshare. They also learned how to take clear, focused, and professional-looking photographs using a Nikon camera, including using the grid and rule of thirds.
Evaluation Q7
The document summarizes the key technologies used to construct a magazine product. Adobe Photoshop was primarily used for page layout and design work. Microsoft PowerPoint was used for presentations and Slideshare allowed those presentations to be embedded in a blog. Blogger hosted the blog with details of the project. Google Images sourced pictures, Dafont provided fonts, and Survey Monkey created a reader survey. GIMP edited photos and a camera captured original images. While familiar with most technologies beforehand, the process provided further learning about their application and features.
Q6 power
The document discusses the technologies learned during the process of constructing a magazine product. The key technology discussed is Photoshop, which was used to construct the entire magazine and taught skills like cutting out images, warping, and cloning. Other technologies mentioned include WordPress, which was used for logging progress and designing the product, and Voki, a website used to convert text to audio for evaluation questions. Overall, the document reflects on how these different technologies came together to help produce the final magazine product.
Evaluation 4:
The group used various media technologies at different stages of their project. They created PowerPoint slides to introduce their work, uploaded content to SlideShare and YouTube, and filmed a music video using a video camera. They edited the video footage in Adobe Premiere and designed characters in Illustrator. Photoshop was used to create a digital book and magazine. The technologies were effective for creating high quality video and presenting their work online and they were satisfied with the results.
G235 1a) Digital technology
This document provides guidance for students on summarizing how their use of digital technology developed over their course of study. It instructs students to work in pairs to define digital technology and recall the digital tools they have used. It provides exam questions focusing on how skills have grown between Year 1 (AS) and Year 2 (A2) of the course. It breaks down production work into three stages - pre-production, production, and post-production - and asks students to consider what technologies they used at each stage. Students are to complete a chart tracking their proficiency with various digital tools at the start of the course, how each was used and skills developed in AS, how each was further used and developed in A2, and
Evaluation Question 4
The document discusses the various new media technologies used by the author at different stages of their coursework on creating a horror film trailer. These included iMacs for software like Final Cut and Photoshop, Google for research, Blogger for organizing work, Dafont for fonts, video cameras and tripods for filming, Photoshop for editing photos, Facebook for promotion, Photobooth for planning, PowerPoint for evaluations, Slideshare for sharing work, YouTube for research and tutorials, and Prezi for presenting work. Overall, the author found these technologies beneficial and that they helped teach new skills and enable different aspects of the project.
Evaluation question 4
The document discusses the use of various media technologies in the stages of research, planning, and production of coursework. These include using Blogger to create an engaging blog to present tasks and customize the blog's appearance. A variety of Web 2.0 tools were also used to present work creatively, including Prezi, Slideshare, Canva, and Padlet. For one research piece, an interactive Wordle was created by filming a time-lapse video of writing words and editing it on Final Cut with sped-up playback and added music.
Skills audit
Milo Watson completed a personal skills audit to assess the skills used in creating their previous media production project and how they plan to further develop those skills for their next project. For their previous project, Milo used Final Cut Express HD, Photoshop, and other software to edit footage and alter colors, shadows, and highlights to create tension. They researched online using sources like Wikipedia and YouTube and analyzed conventions from media texts like films of the same genre. For their next project, Milo plans to experiment more with technologies, complete more advanced editing, research from a wider range of sources including tutorials, and analyze source footage in greater depth to better understand how to achieve their goals.
Evaluation Question 2
The document discusses how the student effectively used various new media technologies to complete their A2 Media practical project. Technologies like YouTube, Final Cut Pro, Adobe Photoshop, and video cameras were used at different stages of the project from development and research to evaluation and construction. The student believes these technologies greatly benefited their studies by allowing them to create high quality presentations and expand on their work.
What i have learnt about technologies
The document discusses various technologies the author used to create a magazine and blog, including Adobe Photoshop, Pixlr for photo editing, InDesign for page layout, and Blogger for blogging. The author found tools like the clone stamp, crop, and color adjustment tools in Photoshop and Pixlr helpful for editing photos. In InDesign, blue selection boxes made planning page layouts easy. Creating a blog in Blogger was initially difficult but the author learned to make posts instead of pages to better organize their work.
FDSAF
The student learned various technologies and techniques for creating their music magazine project. They used a digital camera to take photos and a memory stick to transfer the photos. They designed the cover, contents page, and spreads using InDesign, which is commonly used in the magazine industry. The student used selection tools in Photoshop and Illustrator to manipulate images and find the perfect style for the front cover image. They experimented with different fonts to make the image and words stand out against a black background.
Question 6
The student learned about desktop publishing software like Microsoft Publisher and image editing software like Adobe Photoshop through completing tasks to create a school magazine and music magazine. While Publisher allowed basic layout and design, Photoshop provided professional tools for complex editing and customization that improved the quality of the final magazine. Additional technologies used included a digital SLR camera to take high-quality images, memory cards to store and transfer files, and both a laptop and PC for creation and research.
Evaluation Question 7
The document summarizes the improvements the author made from their preliminary task to their final production. For the final production, the author used a variety of images in different styles and sizes for the front cover. They learned to use lighting equipment and camera settings to create more contrast in images. The author also improved their use of fonts and text sizing. Additional improvements included increased complexity in the design by using multiple layers, and conducting research to follow magazine layout conventions. The author was able to apply the skills learned to create a more professional looking double page spread.
Evaluation question 6
The document summarizes the student's use of various technologies during their coursework project to design a hip hop magazine. During the research and planning phase, the student used Blogger to upload images and track progress, and Prezi to organize information about the intended audience. During production, Photoshop was used to design the magazine pages and PowerPoint was initially used for layout planning. During evaluation, Prezi was used to create presentations to analyze the magazine and genre, and SlideShare was used to upload documents to the student's blog. Overall, the various digital tools helped the student effectively design, produce, and evaluate their coursework project.
Media question 4 evaluation
Megan Finch used various media technologies for research, planning, and evaluation of her coursework. She used Google for research on genres and conventions. She used Edublogs to organize her work and present it online. YouTube provided tutorials on Adobe programs and examples of movie trailers for convention research. For editing, she used InDesign for magazine layout, Premiere Pro for video editing, After Effects for special effects, and Photoshop for image editing and poster creation. She found the technologies converged to help create high quality final products.
Question 6
The document discusses technologies learned from constructing a magazine product in Photoshop and InDesign. The key technologies learned in Photoshop include using selection tools like the quick selection tool and magic wand tool for more accurate image cutting compared to the polygonal lasso tool. Additional Photoshop learnings include using the brightness/contrast tool and spot healing brush tool to professionally edit images, and the red eye tool to correct red eye issues. In InDesign, columns and drop caps tools were utilized to professionally format magazine text.
Question 6 .5
The document discusses the technologies used to create a music magazine project. The student used Adobe Photoshop to edit images and Adobe InDesign to layout the magazine pages. On the cover, the student used Photoshop to enhance photos and InDesign to add effects like drop shadows and embossing. For the contents page and double page spread, the student continued using Photoshop for images and learned new InDesign skills like equal text spacing and wrapping text around images. In conclusion, the student learned new skills with Photoshop and InDesign and feels more confident using the programs for future media projects.
Question 6
The document discusses what the author learned about technologies from constructing a school magazine product. They used Photoshop and Microsoft Publisher in planning, learned how to create surveys using SurveyMonkey, gained new Photoshop skills like using layers and tools for editing photos in production, and learned that InDesign treats images as links rather than embedding them. PowerPoint was useful for evaluation. Overall, the author learned new software skills and the importance of both hardware and software for technology-enabled projects.
Question 6
The document discusses what the author learned about technologies from constructing a media product. The author learned how to edit images using tools in Photoshop like changing colors and brightness. Additional skills learned include cropping with the magic wand tool, creating and formatting text boxes, and placing Photoshop documents into InDesign. A major new skill was creating double page spreads, which the author did not do in a prior preliminary task. The author also learned to take professional photographs using an Olympus camera.
Evaluation question 6
The document discusses technologies learned during the production of a media project. It describes learning Photoshop, including tools for text, shapes, gradients, photo editing, and cutting out images. Quark was difficult to learn and used for arranging text, importing photos and shapes. SLR cameras were easiest to use and taught lighting and focus. Planning technologies included Blogger for documenting production, Prezi for presentations, Scribd for written work, and Slideshare for research findings.
Evaluation Question 4
The document discusses the various media technologies used at each stage of a promotional package. In production, Canon cameras, tripods, studio lighting and Adobe Premier Pro were used to edit video footage. Adobe Photoshop and Google Chrome were used to design ancillary products. During research, the internet was relied on to research existing products. Presentation software from Microsoft Office and online websites were used to present ideas. For evaluation, PowerPoint, voice recorders, cameras and SoundCloud were used to obtain and present feedback, combining techniques from previous stages. The use of technologies like web 2.0 and cross-media convergence made sharing information simple and efficient.
Question six
The student learned about new software programs while creating their magazine coursework project, including InDesign and Adobe Premier. While familiar with Photoshop from GCSE Media studies, the student found InDesign easier for magazine layout. Useful InDesign tools included text wrapping, color swatches for branding consistency, and paragraph styles. The student also used a cannon SLR camera and studio lighting to take high-quality photos for use in the magazine.
Media evaluation question 2
The combination of the band's main product (their album) and ancillary texts (music video and promotional materials) is effective in representing the band and connecting various media. The typography, imagery, theme, and representation of the artist are consistent across formats. This consistency creates links between the album, music video, and promotional materials that will help audiences recognize the band and their "under dog" narrative, potentially boosting sales and promotion.
Media evaluation question 3
The document discusses feedback received from the audience for a music video project. It describes collecting feedback through various methods, including emails, online surveys, social media, and interviews to get diverse perspectives. Research found that while the song "Eye of the Tiger" was from the 1980s, it still has fans aged 15-30 due to its popularity. Feedback on poster designs found that the alternative poster was more relevant to the genre and video. An online survey tool captured wider feedback on digital packaging, primarily seeking opinions from youth of the 1980s on accurately capturing that era's culture. Input from a family friend in the music industry from that time was also valuable.
More Related Content
What's hot
Q6 power
The document discusses the technologies learned during the process of constructing a magazine product. The key technology discussed is Photoshop, which was used to construct the entire magazine and taught skills like cutting out images, warping, and cloning. Other technologies mentioned include WordPress, which was used for logging progress and designing the product, and Voki, a website used to convert text to audio for evaluation questions. Overall, the document reflects on how these different technologies came together to help produce the final magazine product.
Evaluation 4:
The group used various media technologies at different stages of their project. They created PowerPoint slides to introduce their work, uploaded content to SlideShare and YouTube, and filmed a music video using a video camera. They edited the video footage in Adobe Premiere and designed characters in Illustrator. Photoshop was used to create a digital book and magazine. The technologies were effective for creating high quality video and presenting their work online and they were satisfied with the results.
G235 1a) Digital technology
This document provides guidance for students on summarizing how their use of digital technology developed over their course of study. It instructs students to work in pairs to define digital technology and recall the digital tools they have used. It provides exam questions focusing on how skills have grown between Year 1 (AS) and Year 2 (A2) of the course. It breaks down production work into three stages - pre-production, production, and post-production - and asks students to consider what technologies they used at each stage. Students are to complete a chart tracking their proficiency with various digital tools at the start of the course, how each was used and skills developed in AS, how each was further used and developed in A2, and
Evaluation Question 4
The document discusses the various new media technologies used by the author at different stages of their coursework on creating a horror film trailer. These included iMacs for software like Final Cut and Photoshop, Google for research, Blogger for organizing work, Dafont for fonts, video cameras and tripods for filming, Photoshop for editing photos, Facebook for promotion, Photobooth for planning, PowerPoint for evaluations, Slideshare for sharing work, YouTube for research and tutorials, and Prezi for presenting work. Overall, the author found these technologies beneficial and that they helped teach new skills and enable different aspects of the project.
Evaluation question 4
The document discusses the use of various media technologies in the stages of research, planning, and production of coursework. These include using Blogger to create an engaging blog to present tasks and customize the blog's appearance. A variety of Web 2.0 tools were also used to present work creatively, including Prezi, Slideshare, Canva, and Padlet. For one research piece, an interactive Wordle was created by filming a time-lapse video of writing words and editing it on Final Cut with sped-up playback and added music.
Skills audit
Milo Watson completed a personal skills audit to assess the skills used in creating their previous media production project and how they plan to further develop those skills for their next project. For their previous project, Milo used Final Cut Express HD, Photoshop, and other software to edit footage and alter colors, shadows, and highlights to create tension. They researched online using sources like Wikipedia and YouTube and analyzed conventions from media texts like films of the same genre. For their next project, Milo plans to experiment more with technologies, complete more advanced editing, research from a wider range of sources including tutorials, and analyze source footage in greater depth to better understand how to achieve their goals.
Evaluation Question 2
The document discusses how the student effectively used various new media technologies to complete their A2 Media practical project. Technologies like YouTube, Final Cut Pro, Adobe Photoshop, and video cameras were used at different stages of the project from development and research to evaluation and construction. The student believes these technologies greatly benefited their studies by allowing them to create high quality presentations and expand on their work.
What i have learnt about technologies
The document discusses various technologies the author used to create a magazine and blog, including Adobe Photoshop, Pixlr for photo editing, InDesign for page layout, and Blogger for blogging. The author found tools like the clone stamp, crop, and color adjustment tools in Photoshop and Pixlr helpful for editing photos. In InDesign, blue selection boxes made planning page layouts easy. Creating a blog in Blogger was initially difficult but the author learned to make posts instead of pages to better organize their work.
FDSAF
The student learned various technologies and techniques for creating their music magazine project. They used a digital camera to take photos and a memory stick to transfer the photos. They designed the cover, contents page, and spreads using InDesign, which is commonly used in the magazine industry. The student used selection tools in Photoshop and Illustrator to manipulate images and find the perfect style for the front cover image. They experimented with different fonts to make the image and words stand out against a black background.
Question 6
The student learned about desktop publishing software like Microsoft Publisher and image editing software like Adobe Photoshop through completing tasks to create a school magazine and music magazine. While Publisher allowed basic layout and design, Photoshop provided professional tools for complex editing and customization that improved the quality of the final magazine. Additional technologies used included a digital SLR camera to take high-quality images, memory cards to store and transfer files, and both a laptop and PC for creation and research.
Evaluation Question 7
The document summarizes the improvements the author made from their preliminary task to their final production. For the final production, the author used a variety of images in different styles and sizes for the front cover. They learned to use lighting equipment and camera settings to create more contrast in images. The author also improved their use of fonts and text sizing. Additional improvements included increased complexity in the design by using multiple layers, and conducting research to follow magazine layout conventions. The author was able to apply the skills learned to create a more professional looking double page spread.
Evaluation question 6
The document summarizes the student's use of various technologies during their coursework project to design a hip hop magazine. During the research and planning phase, the student used Blogger to upload images and track progress, and Prezi to organize information about the intended audience. During production, Photoshop was used to design the magazine pages and PowerPoint was initially used for layout planning. During evaluation, Prezi was used to create presentations to analyze the magazine and genre, and SlideShare was used to upload documents to the student's blog. Overall, the various digital tools helped the student effectively design, produce, and evaluate their coursework project.
Media question 4 evaluation
Megan Finch used various media technologies for research, planning, and evaluation of her coursework. She used Google for research on genres and conventions. She used Edublogs to organize her work and present it online. YouTube provided tutorials on Adobe programs and examples of movie trailers for convention research. For editing, she used InDesign for magazine layout, Premiere Pro for video editing, After Effects for special effects, and Photoshop for image editing and poster creation. She found the technologies converged to help create high quality final products.
Question 6
The document discusses technologies learned from constructing a magazine product in Photoshop and InDesign. The key technologies learned in Photoshop include using selection tools like the quick selection tool and magic wand tool for more accurate image cutting compared to the polygonal lasso tool. Additional Photoshop learnings include using the brightness/contrast tool and spot healing brush tool to professionally edit images, and the red eye tool to correct red eye issues. In InDesign, columns and drop caps tools were utilized to professionally format magazine text.
Question 6 .5
The document discusses the technologies used to create a music magazine project. The student used Adobe Photoshop to edit images and Adobe InDesign to layout the magazine pages. On the cover, the student used Photoshop to enhance photos and InDesign to add effects like drop shadows and embossing. For the contents page and double page spread, the student continued using Photoshop for images and learned new InDesign skills like equal text spacing and wrapping text around images. In conclusion, the student learned new skills with Photoshop and InDesign and feels more confident using the programs for future media projects.
Question 6
The document discusses what the author learned about technologies from constructing a school magazine product. They used Photoshop and Microsoft Publisher in planning, learned how to create surveys using SurveyMonkey, gained new Photoshop skills like using layers and tools for editing photos in production, and learned that InDesign treats images as links rather than embedding them. PowerPoint was useful for evaluation. Overall, the author learned new software skills and the importance of both hardware and software for technology-enabled projects.
Question 6
The document discusses what the author learned about technologies from constructing a media product. The author learned how to edit images using tools in Photoshop like changing colors and brightness. Additional skills learned include cropping with the magic wand tool, creating and formatting text boxes, and placing Photoshop documents into InDesign. A major new skill was creating double page spreads, which the author did not do in a prior preliminary task. The author also learned to take professional photographs using an Olympus camera.
Evaluation question 6
The document discusses technologies learned during the production of a media project. It describes learning Photoshop, including tools for text, shapes, gradients, photo editing, and cutting out images. Quark was difficult to learn and used for arranging text, importing photos and shapes. SLR cameras were easiest to use and taught lighting and focus. Planning technologies included Blogger for documenting production, Prezi for presentations, Scribd for written work, and Slideshare for research findings.
Evaluation Question 4
The document discusses the various media technologies used at each stage of a promotional package. In production, Canon cameras, tripods, studio lighting and Adobe Premier Pro were used to edit video footage. Adobe Photoshop and Google Chrome were used to design ancillary products. During research, the internet was relied on to research existing products. Presentation software from Microsoft Office and online websites were used to present ideas. For evaluation, PowerPoint, voice recorders, cameras and SoundCloud were used to obtain and present feedback, combining techniques from previous stages. The use of technologies like web 2.0 and cross-media convergence made sharing information simple and efficient.
Question six
The student learned about new software programs while creating their magazine coursework project, including InDesign and Adobe Premier. While familiar with Photoshop from GCSE Media studies, the student found InDesign easier for magazine layout. Useful InDesign tools included text wrapping, color swatches for branding consistency, and paragraph styles. The student also used a cannon SLR camera and studio lighting to take high-quality photos for use in the magazine.
What's hot (20)
Viewers also liked
Media evaluation question 2
The combination of the band's main product (their album) and ancillary texts (music video and promotional materials) is effective in representing the band and connecting various media. The typography, imagery, theme, and representation of the artist are consistent across formats. This consistency creates links between the album, music video, and promotional materials that will help audiences recognize the band and their "under dog" narrative, potentially boosting sales and promotion.
Media evaluation question 3
The document discusses feedback received from the audience for a music video project. It describes collecting feedback through various methods, including emails, online surveys, social media, and interviews to get diverse perspectives. Research found that while the song "Eye of the Tiger" was from the 1980s, it still has fans aged 15-30 due to its popularity. Feedback on poster designs found that the alternative poster was more relevant to the genre and video. An online survey tool captured wider feedback on digital packaging, primarily seeking opinions from youth of the 1980s on accurately capturing that era's culture. Input from a family friend in the music industry from that time was also valuable.
E2
The document discusses how images, characters, and fonts are used consistently across a music artist's main product and ancillary texts like advertisements and packaging to effectively tie them together. Key images from the music video are reused with minor edits on the advertisement to clearly link them while maintaining a vintage aesthetic. Recurring themes of a young boy aging and his relationship with a girl are depicted through similar character images and settings across the texts to provide thematic consistency and memorability. Fonts are also repeated to reinforce the connection between all materials promoting the artist and their work.
Media evaluation question 4
Throughout the project, the student used various new media technologies for planning, construction, research, and evaluation. For planning and organization, they used email and Facebook Messenger to communicate with their group. For research and development, they utilized blogs, surveys, slide sharing, photography, design software, and video editing tools. Specifically, they conducted audience research using Facebook surveys and Survey Monkey to understand their target demographic. Photoshop and InDesign were used to design promotional materials like a digital package and magazine ad layout. Finally, a DSLR camera, lights, mist machine, and Final Cut Pro software were employed to film and edit their music video with desired effects.
Evaluation Question 1
1. The document analyzes how a student media project challenges conventions of real music videos. It uses the song "Can't Pretend" by Tom Odell to create a narrative-based video rather than a performance-based one.
2. The narrative video follows a man who sustains an injury and is now in a wheelchair. It shows his struggle to cope with his disability and find happiness through wheelchair basketball.
3. Key shots and elements like lighting are discussed to show how they develop the narrative and themes of overcoming adversity through determination and finding acceptance. References are also made to other music videos that inspired the project.
Question 2 add on
The document discusses three links between an advertisement and a music video: 1) a red phone box, 2) looking at a basketball, and 3) graffiti. These three scenes appear in both the print advertisement and music video. The links are intended to show viewers that the two pieces of media are connected and related, specifically by showing the artist and actor interacting with a basketball in both works to portray how they can enjoy the same activities despite one being disabled.
Question 4
The document discusses how new media technologies were used at different stages of creating a music video. It describes using YouTube to research other music videos for inspiration. Facebook and Twitter were used to research the target artist's fan base and popularity. Prezi was used to plan and present aspects of the music video and packaging. Blogger was used to document the process. Final Cut Pro was used to edit the video, using tools to manipulate brightness, contrast and cut clips. Photoshop was used to design packaging and advertisements, applying filters, editing images and styling text. Various skills were developed through researching techniques on these programs.
Evaluation Question 4
The document discusses the equipment and software used to create a music video for a wheelchair basketball game. This included a Canon EOS 1200D camera for high quality shots, a GoPro for point-of-view and timelapse shots, Facebook for audience feedback, and Blogger to document the entire project. Final Cut Pro was used to edit the videos, and Photoshop and InDesign were used to create promotional materials. The finished video was shared on YouTube to reach a worldwide audience.
Evaluation Question 2
The document discusses the effectiveness of combining an album's main product (music) with ancillary texts like an advert and digipak.
For the advert, visual links to the music video were included to relate the advert to the video and boost album sales. Positive reviews, awards, and the artist's social media were mentioned to make the album seem reputable.
The digipak was designed to match the album's indie genre. Shots from the music video were incorporated to link the digipak and video. Information about a charity was also included in thanks for their filming assistance.
Links between the advert, digipak and music video included overlapping text, matching clothes on the artist, and symbols
Making our backdrop
The document describes the process of creating a backdrop sign for a school project. It discusses how the students used a projector to project the word they designed onto cardstock to trace. They then outlined the letters with black felt tip pen to make painting easier. One student painted the sign with matte black acrylic paint using a small brush for precision. The finished sign was simple and not distracting as they wanted it to uphold the genre without being over-the-top or cliche.
Viewers also liked (10)
Similar to Eval q 4
Question 6
Photoshop was used to create the front cover of the magazine, where the author learned how to layer and manipulate text and images using tools like shadows, glows, and strokes. InDesign was used for the contents page and double page spread, where the author learned how to align text boxes and columns, add fonts and captions, and export files. Blogger was used to upload coursework to a blog, where the author learned how to embed links and media from other programs and alter text and image size. Photography studio was used to photograph cover stars, where the author learned to use a DSLR camera and control flash and colors.
Question 6 -
The document discusses various technologies used to construct a music magazine coursework project. It describes learning how to use layers and tools in Photoshop to design the magazine cover. InDesign was used to layout the contents page and spreads, learning how to align text boxes and columns. Blogger taught skills like embedding links and media. The photography studio provided experience using a DSLR camera and lighting equipment. Timetoast, Prezzi and Slideshare gave skills in timeline organization, online presentations and sharing presentations online.
How did you use media technologies
The student used various media technologies at different stages of their A2 coursework that helped improve their work. They used editing software like Adobe Premier Pro and Photoshop, as well as recording hardware like cameras and tripods. While the technologies provided more opportunities to add detail and research, learning to use the software like Premier Pro took time which held them back initially. They also used a blogging website to conduct polls to interact with audiences and gain feedback in planning stages.
Q4 Use Of Technology
The document summarizes the use of various media technologies during the research, planning, construction, and evaluation stages of a project to create a teaser trailer and accompanying marketing materials. During research, the group used Google, YouTube, IMDB, Wikipedia, and digital/video cameras to gather information and scout locations. Planning was done using blogger to collaborate and share ideas. Construction utilized audio/video editing software, Macs, PCs, InDesign, Photoshop, fonts, and iTunes. Evaluation was conducted by burning the teaser to DVD, projecting it, and displaying evaluation data and images on PowerPoint, Slideshare, and Flickr.
How did you use media technologies
The student used various media technologies at each stage of their A2 coursework project. They used editing software like Adobe Premiere Pro and blogging platforms to plan and update their progress. Hardware like cameras and tripods were used to record footage. While the technologies helped make their work more aesthetically pleasing and efficient, learning to use the software like Photoshop and Premiere Pro took time which delayed some stages. However, technologies also provided opportunities to research audiences and gain feedback through surveys to tailor their work.
Question 4
The document discusses the student's use of new media technologies throughout the construction, research, planning, and evaluation stages of a media portfolio project. During research and planning, the student used blogs, YouTube, Google, and Microsoft tools like Word and Excel. For construction, the student used a camera, tripod, SD card, editing software like Final Cut Pro and Photoshop, online fonts, and YouTube tutorials. For evaluation, the student used presentation tools like Windows Movie Maker, social media, Prezi, and online platforms like SoundCloud, YouTube, and SlideShare. The student learned new skills with these technologies and how to effectively use them at different stages of a media project.
Question 4
The document discusses the student's use of new media technologies throughout the construction, research, planning, and evaluation stages of a media portfolio project. During research and planning, the student used blogs, YouTube, Google, and Microsoft tools like Word and Excel. For construction, the student used a camera, tripod, SD card, editing software like Final Cut Pro and Photoshop, online fonts, and YouTube tutorials. For evaluation, the student used presentation tools like Windows Movie Maker, social media, Prezi, and online platforms like SoundCloud, YouTube, and SlideShare. The student learned new skills with these technologies and how to effectively use them at different stages of a media project.
Evaluation question 4 (1)
The student used various media technologies throughout the construction, research, planning, and evaluation of their media coursework. Blogger was used heavily for research, planning, and evaluation by displaying information through videos, images, and graphs. iMovie was used for editing film and allowed the student to improve video quality and sync audio and video. Social media assisted with communication and planning between students. YouTube provided inspiration from music videos and was used to upload and share the final product. Filming skills improved through obtaining diverse shots for the poker film theme. Photoshop was important for developing designs, and advanced techniques like contrast and opacity adjustments were researched.
Different technologies
The document discusses the new technologies and software the student had to learn over the course of the year for their media studies class. They learned how to use video cameras, the video editing software Final Cut Express, graphics software like Illustrator and Photoshop to make a logo, and the visual effects software After Effects. The student found online resources like YouTube tutorials, Pinterest, and Blogger useful for researching ideas, brainstorming visually, and documenting their progress over the course of the project.
How did you use media technologies in the construction and research
The document discusses the various media technologies used at different stages of a coursework project. It describes using a Canon 550D DSLR camera to shoot footage for a music video, as well as experimenting with different lenses. Adobe Premiere Pro was used to edit the video footage, though it was time consuming. An iPhone was also used to capture additional footage. Photoshop and Lightroom were used to edit images for ancillary pieces. Social media like Facebook and Twitter were utilized for market research and feedback. Microsoft Word and PowerPoint were employed for written work. Online platforms such as Blogger and SoundCloud were then used to publish and present the work.
Evaluation Question 4
The student used various media technologies at different stages of their media production project. They used Blog Spot to document their progress and analyze other works for inspiration. Video cameras were used to capture footage which was then edited in Adobe Premiere. Logic was used to record and mix vocals and music. A Digital SLR camera was used to take professional photographs in a studio setting, which were then edited in Photoshop. Through this process, the student developed skills in filming, editing, music production, photography and graphic design that allowed them to create high quality media pieces.
Question 6
The document discusses various technologies used to construct a media project, including an iPhone camera, Canon camera, iMac computer, keyboard/mouse, soft boxes, memory sticks, Photoshop, InDesign, Internet Explorer, WordPress, PowerPoint, and Prezi. The author learned that a Canon camera produced higher quality photos than their phone camera. Software like Photoshop, InDesign, and Prezi were used to edit photos, layout pages, and create presentations. Various hardware and software gave the author new skills and helped them understand technology's importance in media industries.
Question 6 evaluation
The document discusses the technologies used to create a magazine product. It describes using Mac, camera, SD card and tripod for hardware, and Photoshop, Wordpress, Dafont, Excel and Word for software. The author learned to use these technologies like cropping images in Photoshop and creating a double page spread in InDesign. They found the software difficult at first but got easier with practice. New technologies make media creation easier and improve quality.
Eval 4
How did you use new media technologies in the construction and research, planning and evaluation stages?
Question 4: How did you use media technologies in the constriction and resear...
Daniel Wylie used various technologies throughout the research, planning, production, and evaluation stages of his advanced media portfolio. He used WordPress to create a blog to document his work, PowerPoint and SlideShare to create presentations, YouTube for research and to share his music video, Microsoft Word and PowerPoint to organize his research, Google to research existing media products, iMessage/email to communicate with his team, a Canon DSLR to film footage, a scanner to upload documents, Adobe Premiere Pro to edit footage, Publisher to create a magazine ad, and InDesign to create a digipak. A tripod was also used to achieve stable shots during filming. These technologies were crucial in allowing Daniel
Question 6 - Draft
The document discusses what the author learned during a coursework involving film production. They learned how to use a DSLR camera and features like shallow focus, deep focus, and pull focus which helped make their film look professional. The author also learned Photoshop skills like using the magic wand and magnetic lasso tools to create logos and posters, improving their digital work. Additionally, they learned to use Final Cut editing software, learning advanced features such as darkening for horror films and general editing skills. The author gained experience using Mac computers which were more convenient than PCs through drag and drop functions.
Question four 3
The student used various digital technologies throughout the construction, research, planning and evaluation of their media project. At both AS and A2 levels, they used editing software like Adobe Premiere and Photoshop, as well as online tools like YouTube and Blogger. For research, they analyzed existing media texts online and conducted audience surveys. Planning involved online communication and scheduling. Evaluation included gathering audience feedback both online and in focus groups, and presenting reflections using tools like PowerPoint. Overall, digital technologies played a vital role in each stage of the project from initial research to final evaluation.
Evaluation Q4
The document discusses the various media technologies used at different stages of a media project. In the planning stage, YouTube was used to post camera testing videos and Blogger was used to upload photos of props and costumes. Cubase and Soundcloud were used to edit down a long song. Final Cut Pro was chosen for video editing due to easy access. Photoshop and Pixlr were used for digipak and poster design. In evaluation, Prezi was used for an interactive presentation, social media for feedback, and PowerPoint to summarize technology use throughout the project.
Evaluation quetsion 4
In the construction and research stages, EmilyJohnson used various media technologies and online platforms. She conducted research on existing artists in her genre using Google to find images and learn more about their styles. This helped her develop an understanding of codes and conventions to include in her own work. She also used YouTube to watch music videos and develop her knowledge of genre expectations. Various software like Microsoft Word, PowerPoint, and MindGenius were used to plan and document her work. Photoshop was used to create ancillary pieces. Mobile phones were used to film portions of the video to achieve a grainy, conceptual style consistent with the indie genre. A Nikon SLR camera provided higher quality contrasting footage.
Question 4 media
Media technologies played a key role throughout the construction, research, planning and evaluation stages of the project. YouTube and Google were used extensively for research and planning to analyze existing music videos and find inspiration. A Nikon DSLR camera was used for production and Adobe Premiere was used for editing, both of which the student learned to use effectively. Blogger, SlideShare and Prezi were utilized to create presentations that were easy to navigate and visually appealing.
Similar to Eval q 4 (20)
How did you use media technologies in the construction and research
How did you use media technologies in the construction and research
Question 4: How did you use media technologies in the constriction and resear...
Question 4: How did you use media technologies in the constriction and resear...
More from Katemedia
Eval q 4
The student used various new media technologies in their construction, research, planning and evaluation stages. They list the hardware and software used, including a camera, Photoshop, InDesign and web apps like Slideshare and Blogger. In Photoshop, the student learned how to crop images, use layers to create a collage with pictures and overlaying pins, and how to use custom brushes and the clone stamp tool to remove backgrounds. InDesign was used to select custom fonts for a digipack. Slideshare was a useful tool to embed documents, presentations and PDFs on their Blogger site.
E2
The combination of the main product and ancillary texts is effective in establishing thematic consistency through similar images and repeated elements across all materials. Key elements like the vintage telescope prop, artist representation, young boy character, and fonts are consistently featured to strengthen memorability and connections between the different pieces. Locations, props, and styling from the music video are also reflected in the CD template and collage images to clearly link everything together under a cohesive narrative.
A2 evaluation 1
This document provides evaluation questions and instructions for Kate Horn's A2 coursework on creating a media product. It includes four evaluation questions to answer, using a combination of formats like PowerPoints, press articles, word documents, and video. For the first question, Kate is asked to take nine frames from her video and explain how they fit the brief in 2-3 sentences each. She is also asked to take screen grabs from other music videos and provide a similar analysis of how those nine frames meet the brief. The brief focuses on shots that link to lyrics/music, represent the artist, illustrate genre, include intertextual references, demonstrate camera/lighting/mise-en-scene use, and show influences from other music
Mv#4
This document analyzes and summarizes techniques used in the music video for the song "Walk the Moon" by Anna Sun. It discusses the use of lighting between rooms to transition a character, how camera angles are used to keep the focus on the main character even in busy scenes. It also highlights the use of costumes and dancing to emphasize a simple location, and how similar costumes and face paint are used to represent two different generations and childlike emotions. Finally, it notes how a filter is used to emphasize emotion and highlight tones and colors, and how a shot of just feet provides pace contrast to other shots.
Mv#3
The music video pays tribute to Michael Jackson and one of his unpublished songs before his death. Justin Timberlake was asked to sing the song alongside footage of Michael Jackson dancing from the past. Scenes cut between Justin recreating Michael's moves and classic footage of Michael dancing. This creates an effective juxtaposition that honors Michael Jackson's legacy through Justin Timberlake's performance.
Mv#2
This music video analysis discusses Watsky's "Sloppy Seconds" video through a series of shots described in the document. The video uses a mix of shots from inside a car to show the close relationship between the two characters on a road trip. It employs shaky, handheld camerawork to give an intimate, "home movie" perspective. Throughout, there are fast cuts between performance shots of Watsky and narrative scenes depicting the characters' connection as they travel together down the highway in their bubble. Toward the end, overlapping dissolves between shots emphasize the slowing down of the video and the artist's uncertainty about what will happen next.
Mv#5
This document provides an analysis of the music video for the song "Kiss Me" by Olly Murs. It summarizes various scenes from the video. The video uses lighting, transitions, and symbolic imagery to represent the stages and challenges of a romantic relationship over time. It effectively conveys the emotion of the song through both narrative scenes and performance sequences by the artist.
Mv#1
This document provides an analysis of the music video for Ed Sheeran's song "Photograph". The analysis notes that the video uses a montage style to show shots of Sheeran as a child that are replayed when he is older. It effectively depicts his learning and growth as an artist over time. The long pauses on the shots allow the viewer to focus on Sheeran's emotions. Hidden messages in the images provide meaning and show that success did not come easily, but that difficulties are worth overcoming.
Mv#2
This music video analysis discusses Watsky's "Sloppy Seconds" video through a series of shots described in the document. The video uses a mix of shots from inside a car to show the close relationship between the two characters on a road trip. It employs shaky, handheld camerawork to give an intimate, "home movie" perspective. Throughout, there are fast cuts between performance shots of Watsky and narrative scenes depicting the characters' connection as they travel together down the highway in their bubble. Toward the end, overlapping dissolve edits emphasize the slowing of the video and the artist's uncertainty about what will happen next.
Magzine advert #5
The poster advertises a new album with a calm blue background. The text "Out now" encourages people to purchase the album immediately. Details like the "#1 single" and where to buy the album entice customers. The artist's name and album title are prominently displayed in bold near his picture, showing his personality through his braces and casual shirt. More information can be found on his website.
Magazine advert #4
The document describes the layout and design elements of a music album advertisement, including where to buy the CD, what is included in the album, reviews from respected opinions, the album name placed under imagery in order of importance, a bold background color that stands out, the band's name at the top in contrasting white as the most important information, a tree symbol that may represent the album's imagery or artist, and website links for finding more information.
Magazine advert #3
The document describes an advertisement for a musician's new album. The ad highlights the album in blue font and directs consumers to a website for more details about the artist. It also lists what is included in the CD, such as bonus tracks, to entice customers. A black and white photo of the presumed artist stands out against the busy background. The ad promotes a deluxe CD and download package, and prominently displays the album and artist name as well as the release date in an easily readable format.
Magazine advert #2
The artist's name is displayed prominently in a contrasting color and different font to stand out from the rest of the advertisement. A simplistic black and white image of the artist covered in diamonds is used to portray an effortless and conventional look. Key information such as the artist's name, album title, and CD release date are emphasized through the use of alternating bold and normal fonts to highlight each item individually.
Magazine advert #1
The document describes an album cover featuring an artist looking directly at the audience to create a personal connection. Her name is in a gold font in the center, matching her punk and bling image. Below her name is repeated the album name, then the record label and what else is included in the CD. Black lipstick, nails, and structured hair cut along with the black and gold color scheme help represent the artist and keep her memorable and consistent with her conventions.
Cd cover #5
The document describes an album cover design that features a collage of various images in black and white and color. The background is a vibrant collage incorporating different colors and images. The font is transparent and incorporates the background images, sticking to the collage theme. The only information provided on the cover is the artist and possibly a CD number.
Cd cover #4
The inside pages of the album feature high quality images that continue the tree motif from the front cover and include a single rose similar to spots on the back page. Information about the album's tracks and a quote are included, along with the artist's name, a symbol representing the artist or album, and a description of what the CD is about. Bar codes and distribution logos are also present. The background color contrasts and follows through from the front cover, creating a tranquil feel reflecting the album's tracks and artist.
Cd cover #3
The document provides a description and analysis of the cover art and back cover of a vinyl record disk. It notes the clear listing of tracks, the mystical imagery of a tree representing two seasons or mystery, and analyzes design elements including the positioning of the artist's name, record label, and repeated listing of the artist on the back cover.
Cd cover #2
The poster uses consistent fonts and colors that flow throughout to effectively represent the song, with the artist's name in white standing out against the black background. While simplistic in design, the bold black background makes the lips linking with the song title and ombre colors going down pop, with the white teeth highlighted in the artist's name.
Cd cover #1
The album cover features a photo background with an unusual figure wearing a piece on its head to capture attention. The artist's name is displayed in a modern font representing the artist. The song title matches this font and stands out in white to highlight the featured song within the album.
Shooting schedule
This document contains a shooting schedule for a film project with 68 shots listed. It details the date, time, shot number, subjects involved (young Sam, Matt and Emily, or no character), equipment needed, and location for each shot. The shots cover scenes at a bowling alley, home locations, gardens, and riverside/woodland areas. There are parallel shots of the young character Sam and the older couple Matt and Emily engaging in similar activities like dancing, playing games, taking photos, and enjoying nature scenes, showing a juxtaposition between youthful enthusiasm and mature romance.
More from Katemedia (20)
Recently uploaded
2024 MATFORCE Youth Poster Contest Winners
This document announces the winners of the 2024 Youth Poster Contest organized by MATFORCE. It lists the grand prize and age category winners for grades K-6, 7-12, and individual age groups from 5 years old to 18 years old.
My storyboard for a sword fight scene with lightsabers
My storyboard for a sword fight scene with lightsabers
Dino Ranch Storyboard / Kids TV Advertising
Storyboard produced for the TV commercial of a toy from the children's show “Dino Ranch”
Heart Touching Romantic Love Shayari In English with Images
Explore our beautiful collection of Romantic Love Shayari in English to express your love. These heartfelt shayaris are perfect for sharing with your loved one. Get the best words to show your love and care.
HOW TO USE PINTEREST_by: Clarissa Credito
This tutorial offers a step-by-step guide on how to effectively use Pinterest. It covers the basics such as account creation and navigation, as well as advanced techniques including creating eye-catching pins and optimizing your profile. The tutorial also explores collaboration and networking on the platform. With visual illustrations and clear instructions, this tutorial will equip you with the skills to navigate Pinterest confidently and achieve your goals.
一比一原版加拿大多伦多大学毕业证（uoft毕业证书）如何办理
一模一样【微信：A575476】【加拿大多伦多大学毕业证（uoft毕业证书）成绩单Offer】【微信：A575476】（留信学历认证永久存档查询）采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信：A575476】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信：A575476】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
→ 【关于价格问题（保证一手价格）
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：可来公司面谈，可签订合同，会陪同客户一起到教育部认证窗口递交认证材料，客户在教育部官方认证查询网站查询到认证通过结果后付款，不成功不收费！
➒➌➎➏➑➐➋➑➐➐ Dpboss Matka Guessing Satta Matka Kalyan panel Chart Indian Matka ...
➒➌➎➏➑➐➋➑➐➐ Dpboss Matka Guessing Satta Matka Kalyan panel Chart Indian Matka ...➒➌➎➏➑➐➋➑➐➐Dpboss Matka Guessing Satta Matka Kalyan Chart Indian Matka
KALYAN MATKA | MATKA RESULT | KALYAN MATKA TIPS | SATTA MATKA | MATKA.COM | MATKA PANA JODI TODAY | BATTA SATKA | MATKA PATTI JODI NUMBER | MATKA RESULTS | MATKA CHART | MATKA JODI | SATTA COM | FULL RATE GAME | MATKA GAME | MATKA WAPKA | ALL MATKA RESULT LIVE ONLINE | MATKA RESULT | KALYAN MATKA RESULT | DPBOSS MATKA 143 | MAIN MATKAColour Theory for Painting - Fine Artist.pdf
This document is all about Colour Theory for Fine Artist / Painter.
➒➌➎➏➑➐➋➑➐➐ Dpboss Satta Matka Matka Guessing Kalyan Chart Indian Matka Satta ...
➒➌➎➏➑➐➋➑➐➐ Dpboss Satta Matka Matka Guessing Kalyan Chart Indian Matka Satta ...➒➌➎➏➑➐➋➑➐➐Dpboss Matka Guessing Satta Matka Kalyan Chart Indian Matka
➒➌➎➏➑➐➋➑➐➐ Dpboss Satta Matta Matka Kalyan Chart Indian Matka Dpboss Matka Kalyan panel Chart Matka Guessing Satta Matka 一比一原版美国亚利桑那大学毕业证（ua毕业证书）如何办理
一模一样【微信：A575476】【美国亚利桑那大学毕业证（ua毕业证书）成绩单Offer】【微信：A575476】（留信学历认证永久存档查询）采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信：A575476】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信：A575476】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
→ 【关于价格问题（保证一手价格）
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：可来公司面谈，可签订合同，会陪同客户一起到教育部认证窗口递交认证材料，客户在教育部官方认证查询网站查询到认证通过结果后付款，不成功不收费！
All the images mentioned in 'See What You're Missing'
We've gathered together all of the images mentioned in Will Gompertz's 'See What You're Missing'
❼❷⓿❺❻❷❽❷❼❽ Dpboss Kalyan Satta Matka Guessing Matka Result Main Bazar chart
❼❷⓿❺❻❷❽❷❼❽ Dpboss Kalyan Satta Matka Guessing Matka Result Main Bazar chart❼❷⓿❺❻❷❽❷❼❽ Dpboss Kalyan Satta Matka Guessing Matka Result Main Bazar chart
❼❷⓿❺❻❷❽❷❼❽ Dpboss Kalyan Satta Matka Guessing Matka Result Main Bazar chart Final Matka Satta Matta Matka 143 Kalyan Chart Satta fix Jodi Kalyan Final ank Matka Boss Satta 143 Matka 420 Golden Matka Final Satta Kalyan Penal Chart Dpboss 143 Guessing Kalyan Night Chart Fashionista Chic Couture Mazes and Coloring AdventureA
Fashionista Chic Couture Maze & Coloring Adventures is a coloring and activity book filled with many maze games and coloring activities designed to delight and engage young fashion enthusiasts. Each page offers a unique blend of fashion-themed mazes and stylish illustrations to color, inspiring creativity and problem-solving skills in children.
❼❷⓿❺❻❷❽❷❼❽ Dpboss Matka ! Fix Satta Matka ! Matka Result ! Matka Guessing ! ...
❼❷⓿❺❻❷❽❷❼❽ Dpboss Matka ! Fix Satta Matka ! Matka Result ! Matka Guessing ! ...❼❷⓿❺❻❷❽❷❼❽ Dpboss Kalyan Satta Matka Guessing Matka Result Main Bazar chart
❼❷⓿❺❻❷❽❷❼❽ Dpboss Matka ! Fix Satta Matka ! Matka Result ! Matka Guessing ! Final Matka ! Matka Result ! Dpboss Matka ! Matka Guessing ! Satta Matta Matka 143 ! Kalyan Matka ! Satta Matka Fast Result ! Kalyan Matka Guessing ! Dpboss Matka Guessing ! Satta 143 ! Kalyan Chart ! Kalyan final ! Satta guessing ! Matka tips ! Matka 143 ! India Matka ! Matka 420 ! matka Mumbai ! Satta chart ! Indian Satta ! Satta King ! Satta 143 ! Satta batta ! Satta मटका ! Satta chart ! Matka 143 ! Matka Satta ! India Matka ! Indian Satta Matka ! Final ank一比一原版(QUT毕业证)昆士兰科技大学毕业证成绩单如何办理
QUT毕业证【微信95270640】办理QUT毕业证【Q微信95270640】昆士兰科技大学毕业证书原版↑制作昆士兰科技大学学历认证文凭办理昆士兰科技大学留信网认证,留学回国办理毕业证成绩单文凭学历认证【Q微信95270640】专业为海外学子办理毕业证成绩单、文凭制作，学历仿制，回国人员证明、做文凭，研究生、本科、硕士学历认证、留信认证、结业证、学位证书样本、美国教育部认证百分百真实存档可查】
全套服务：昆士兰科技大学昆士兰科技大学毕业证offer真实回国人员证明 #真实教育部认证。让您回国发展信心十足#铸就十年品质！信誉！实体公司！可以视频看办公环境样板如需办理真实可查可以先到公司面谈勿轻信小中介黑作坊！
可以提供昆士兰科技大学钢印 #水印 #烫金 #激光防伪 #凹凸版 #最新版的毕业证 #百分之百让您绝对满意
印刷DHL快递毕业证 #成绩单7个工作日真实大使馆教育部认证1个月。为了达到高水准高效率
请您先以qq或微信的方式对我们的服务进行了解后如果有昆士兰科技大学昆士兰科技大学毕业证offer帮助再进行电话咨询。
国外毕业证学位证成绩单如何办理：
1客户提供办理信息：姓名生日专业学位毕业时间等（如信息不确定可以咨询顾问：我们有专业老师帮你查询）；
2开始安排制作昆士兰科技大学毕业证成绩单电子图；
3毕业证成绩单电子版做好以后发送给您确认；
4毕业证成绩单电子版您确认信息无误之后安排制作成品；
5成品做好拍照或者视频给您确认；
6快递给客户（国内顺丰国外DHLUPS等快读邮寄）。望着父亲山娃反问道父亲听了并不回答只是吃吃地笑山娃很精神越逛越起劲父亲却越逛越疲倦望着父亲呵欠连天的样子山娃也说困了累了回家吧小屋闷罐一般头顶上的三叶扇彻夜呜呜作响搅得满屋热气腾腾也搅得山娃心烦意乱父亲一上床就呼呼大睡山娃却辗转反侧睡不着山娃一次又一次摸索着爬起来一遍又一遍地用暖乎乎的冷水擦身往水泥地板上一勺一勺的洒水也不知过了多久山娃竟迷迷糊糊地睡着了迷迷糊糊地又闻到了闹钟刺耳的铃声和哐咣的关和
Recently uploaded (20)
storyboard: Victor and Verlin discussing about top hat
storyboard: Victor and Verlin discussing about top hat
My storyboard for a sword fight scene with lightsabers
My storyboard for a sword fight scene with lightsabers
Heart Touching Romantic Love Shayari In English with Images
Heart Touching Romantic Love Shayari In English with Images
➒➌➎➏➑➐➋➑➐➐ Dpboss Matka Guessing Satta Matka Kalyan panel Chart Indian Matka ...
➒➌➎➏➑➐➋➑➐➐ Dpboss Matka Guessing Satta Matka Kalyan panel Chart Indian Matka ...
➒➌➎➏➑➐➋➑➐➐ Dpboss Satta Matka Matka Guessing Kalyan Chart Indian Matka Satta ...
➒➌➎➏➑➐➋➑➐➐ Dpboss Satta Matka Matka Guessing Kalyan Chart Indian Matka Satta ...
All the images mentioned in 'See What You're Missing'
All the images mentioned in 'See What You're Missing'
❼❷⓿❺❻❷❽❷❼❽ Dpboss Kalyan Satta Matka Guessing Matka Result Main Bazar chart
❼❷⓿❺❻❷❽❷❼❽ Dpboss Kalyan Satta Matka Guessing Matka Result Main Bazar chart
Fashionista Chic Couture Mazes and Coloring AdventureA
Fashionista Chic Couture Mazes and Coloring AdventureA
❼❷⓿❺❻❷❽❷❼❽ Dpboss Matka ! Fix Satta Matka ! Matka Result ! Matka Guessing ! ...
❼❷⓿❺❻❷❽❷❼❽ Dpboss Matka ! Fix Satta Matka ! Matka Result ! Matka Guessing ! ...
Eval q 4
- 1. Evaluation Question 4 4. How did you use new media technologies in the construction and research, planning and evaluation stages? Make a list of all the hardware and software you used and how you used it - talk us through the features of the camera, what web apps did you use and what functions did you find useful, for example. Make some ‘How to’ guides for Final Cut/iMovie, Photoshop and InDesign and specify how particular effects were created and what you learned by using these programs. In year 2 one of the biggest things I learnt was how to use Photoshop. The main things that I learnt was how to crop images in order for them to fit out digipack, how to make layers - i.e. on our collage. With our collage we actually layered the pictures and then on top of that added the pins on top. This gave it a really effective feel, as it looked realistic. We also learnt how to use custom brushes, when removing the backgrounds of images too, along with learning how to use clone stamps too. We also learnt how to use InDesign - for custom fonts. We needed custom fonts for the digipack, as we needed to make sure we had effective memorable fonts. Slideshare was also another really useful tool, as it had synergy with Blogger, and meant I could embed documents, presentations and pdfs all from the same place.