Evaluation
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I acted in a movie trailer and aimed to make the acting believable and realistic, though at times I lost concentration while recording. My editing skills were adequate as I added sound effects and screenshots, but feedback noted poor camera work that I tried to improve by editing. I met the overall goal of fully completing the trailer.
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The document compares the filmmaker's preliminary product to their final product, summarizing the key areas of improvement. From shot composition and camerawork to lighting, locations, actors, titles, and sound design, the filmmaker's skills developed significantly. Their final product featured well-composed shots, steady camerawork aided by a tripod, appropriate lighting and locations tied to genre, stronger acting, professionally designed titles, and enhanced sound editing to remove unwanted noise and add appropriate effects. These improvements came from experience, research into film techniques, and use of software like Final Cut and GarageBand.
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The filmmaker evaluates their short film project. They believe the editing and soundtrack were strengths, making the film look professional. However, production was disorganized, with planned shots missed due to scheduling issues. If they were to remake the film, the filmmaker would improve the script, filming quality, organization, and continuity to create a higher quality, more professional product. Overall, they gained skills like planning, improvisation, and editing, but feel the project could have gone more smoothly with teamwork improvements.
Evaluation question 7
The document provides an evaluation of improvements made from a preliminary editing task to the final production. Six key areas are discussed:
1) Proper use of the 180 degree rule, mise-en-scene, match on action, focus pull, shot reverse shot, and camera work improved the continuity and professionalism of the final product compared to the preliminary task.
2) Lighting was used more effectively to set the proper mood, with dark colors creating an evil feeling in the opening sequence and cloudy outdoor lighting suiting a thriller genre.
3) Unwanted items were removed from shots and the shots were better organized and planned in the final version after learning mistakes made in the preliminary task.
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Craig Curtis reflects on his preliminary task evaluation. He is proud that he completed pre-production tasks early to maximize filming and editing time. His camera work was solid, keeping stars framed and in focus. However, he had to change one star for the final shots due to availability, taking extra time. Acting in the video was also poor as the stars lacked experience. For future tasks, he will find stars with some acting experience and improve camera focusing to enhance his work.
EVALUATION Q7
The document discusses what the author learned from their preliminary task to their full product. They learned: 1) To vary camera shots and angles more to engage audiences better. 2) The importance of storyboards and shot lists to plan shots in advance. 3) Better editing is needed for effective continuity between shots to make scenes look more realistic. They also learned to add opening titles to make the movie look more polished and planned out.
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The document discusses technologies and skills learned from creating a film project. The author learned to use Adobe Premiere Pro for editing, a Nikon D3200 for filming and focusing, and how to act for the camera. They also learned how to position cameras to get the best shots and angles. Through trial and error in editing different shots together, the author learned about editing and sound matching. Creating unconventional shots and an original title sequence taught the importance of standing out to be noticed.
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The document discusses the production and evaluation of a short film. It describes the filmmaker's research process, planning, time management, editing techniques, and feedback. The filmmaker took inspiration from another short film called "Angst" and focused on experimental editing including overlays, color adjustments, and glitch effects. While happy with the final product, the filmmaker acknowledges areas for improvement like additional shots, camera movements, and audio quality.
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Mind map
Pre-Production: The group changed ideas frequently and did not write down or decide on ideas as a group. They also did not do test shots to ensure what they filmed would work in the final film.
Production: The main character wore different coats in scenes shot on different days because they lacked time for reshoots. Actors also sometimes did not show up, delaying filming and requiring changed scenes.
Post-production: Editing in one-hour lessons was difficult, making it hard to consistently work on and correct scenes. Audio quality from on-board cameras was poor with background noise. Having everyone take turns with roles like editing slowed progress and created a lack of consultation.
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Question 7
The student felt they learned more from creating the full product compared to the preliminary task. For the prelim, planning was brief and they followed a script without adding their own ideas. For the final product, they researched genres by watching movies and developed their own idea. Their filming and editing skills also improved from learning techniques like shot types, smoothing transitions, and using sound editing. Overall, they learned to plan more thoroughly and developed technical skills to create a higher quality final product.
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Question 7
The document summarizes the student's progression and learning from preliminary filmmaking tasks to creating a full film opening scene. It discusses the various tasks completed along the way, including copying scenes from Life on Mars to learn camera techniques, storyboarding, and editing. Through these exercises, the student gained skills in shooting, lighting, editing, adding titles and effects, and incorporating film techniques. For the opening scene task, the student applied these new skills but also learned the importance of intriguing audiences, establishing characters and genre, and ending on a cliffhanger to motivate further viewing. Though challenging, the process helped the student better understand filmmaking.
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Question 7
The document compares a student's preliminary film task to their final film project.
[1] The preliminary task was an initial attempt and lacked planning, proper equipment use, and editing skills.
[2] In contrast, the final film had more planning through storyboards and scripts, better camerawork with more shots, and stronger editing with transitions and imported media.
[3] While the final film was an improvement and taught the student new skills, better organization was needed as editing and reshoots were rushed at the end.
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The team worked well together in the pre-production phase by assigning specific roles based on strengths. They planned out the storyline and held regular meetings. During production, each person fulfilled their role successfully with only one minor sound issue. In post-production, each team member edited the clips together using various techniques like color correction, transitions, and key framing to tell the story. The film required skills in cameras, editing, and creativity.
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Evaluation powerpoint
This document summarizes a student's experience filming a short video clip using continuity techniques for class. The student learned how to properly use a video camera and editing software. Time management was challenging, but the finished product came together well. Areas for improvement include better time planning and experimenting more with editing features. While some continuity techniques were successfully used, others like the 180 degree rule were difficult to include. The student evaluated their positive contribution to group roles and workflow.
Areas of improvement
The film had some mistakes that could be improved. Specifically, the sound quality was poor and not loud enough outdoors, which could be addressed by using a better microphone instead of the camera's and recording audio in a studio with a higher budget. Image quality suffered in low light situations because the 10 megapixel camera couldn't film well in such conditions, so a professional camera from a larger budget could help. Some actors showed good acting ability but lacked real sympathy; having actors practice more and filming when they feel truly ready could enhance performances.
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Sukhpreet evaluates their group's pre-production work for a preliminary film task. They found the work was evenly distributed and they were able to discuss issues that arose. Finding willing cast members was difficult. They should have considered camera angles more. An iPad was used to film, which had limitations like an inability to use a tripod, but the quality was good. They learned the importance of landscape over portrait orientation and avoiding unwanted backgrounds. Editing in iMovie was challenging but the inexperienced group was able to cut clips together. The completed task met criteria like character movement and dialogue. Overall, Sukhpreet learned about camera techniques, iMovie editing, storyboards, and lessons like proper filming conditions and att
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The document summarizes the experiences of a student directing a short film for a media studies class. As the director, they ensured actors and crew understood their roles and felt comfortable. They organized weekly meetings to plan efficiently. The main challenge was maintaining continuity between scenes filmed on different days, such as matching actors' appearances. Equipment like tripods and lighting also presented some difficulties to set up properly. Overall, the filming process went well due to the focused teamwork and effective camera shots and lighting that helped tell the story.
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The document provides an evaluation of a media product created by the author. It identifies several strengths and weaknesses. Among the strengths were representing the target social group through the actors chosen and using the free iMovie app to edit the short film. However, weaknesses included the non-professional actors, limitations of using a phone app instead of professional software, and low quality of the phone camera compared to an HD camera. The author acknowledges they rushed the production and did not properly plan casting or locations. In the future, the author plans to prepare more and work with a team to improve planning and execution for higher quality products.
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The document discusses weaknesses in a preliminary film task and how they were improved upon for the final film. Some weaknesses in the preliminary task included unsteady camera shots, a lack of zooming or tripod usage, inconsistent sound between shots, choppy editing, and unnatural acting. To address these weaknesses, tripods were used for smoother shots, zooming was utilized more effectively, sound was standardized across clips, editing and post-production skills were developed, and acting coaching was provided. Through reviewing their preliminary work and gaining new skills, the filmmakers were able to produce a higher quality final film.
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The director is responsible for leading all aspects of a film production from pre-production through post-production to fulfill their vision. Their role is to provide clear instructions and direction to ensure the story is effectively translated from page to screen. Taking on the director role for a student film project, the document outlines some of the many responsibilities involved such as developing the story, organizing locations and crew, and directing during filming. Problems like last minute location changes require directors to problem solve and think on their feet. The experience taught the director that the role is challenging but enjoyable if managed well.
Evaluation.
The document discusses the production and evaluation of a short film. It describes the filmmaker's research process, planning, time management, editing techniques, and feedback. The filmmaker took inspiration from another short film called "Angst" and focused on experimental editing including overlays, color adjustments, and glitch effects. While happy with the final product, the filmmaker acknowledges areas for improvement like additional shots, camera movements, and audio quality.
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Production: The main character wore different coats in scenes shot on different days because they lacked time for reshoots. Actors also sometimes did not show up, delaying filming and requiring changed scenes.
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The document discusses editing techniques used in a film trailer. It describes using royalty-free music edited to fit scenes and change the tempo to balance dialogue. Fade ins and outs were used to smooth music transitions. Transitions between scenes were added to break scenes up clearly and make the trailer flow better. Text and titles were included to fit film trailer conventions by adding the tagline, title, and production company to address the audience and break up scenes. Overall editing skills were improved by learning to use sound and text to enhance video quality.
Question 7
The student felt they learned more from creating the full product compared to the preliminary task. For the prelim, planning was brief and they followed a script without adding their own ideas. For the final product, they researched genres by watching movies and developed their own idea. Their filming and editing skills also improved from learning techniques like shot types, smoothing transitions, and using sound editing. Overall, they learned to plan more thoroughly and developed technical skills to create a higher quality final product.
Skill development
Research and planning are essential to filmmaking. Researching film genres and conventions allows one to plan a more professional film. Planning every aspect of the film from the story to shots to costumes ensures it will look professionally produced rather than improvised. Construction skills improved from the preliminary project to the final one thanks to practice with editing software. Choosing appropriate locations and actors is also important, as is addressing issues like sound quality which wind can impact.
Question 7
The document summarizes the student's progression and learning from preliminary filmmaking tasks to creating a full film opening scene. It discusses the various tasks completed along the way, including copying scenes from Life on Mars to learn camera techniques, storyboarding, and editing. Through these exercises, the student gained skills in shooting, lighting, editing, adding titles and effects, and incorporating film techniques. For the opening scene task, the student applied these new skills but also learned the importance of intriguing audiences, establishing characters and genre, and ending on a cliffhanger to motivate further viewing. Though challenging, the process helped the student better understand filmmaking.
6. production reflection
Jesse Lapworth reflects on the production process of their film. They began with a tracking shot on a bike to set the countryside tone. Still photos were used, including a dog photo taken over several days and a Snapchat-style cake photo to maintain realism. An audio graph was created in After Effects to visualize a phone call and keep the viewer engaged. Finally, an interview subject's identity was concealed by blurring the image and distorting the audio in Premiere Pro.
Question 7
The document compares a student's preliminary film task to their final film project.
[1] The preliminary task was an initial attempt and lacked planning, proper equipment use, and editing skills.
[2] In contrast, the final film had more planning through storyboards and scripts, better camerawork with more shots, and stronger editing with transitions and imported media.
[3] While the final film was an improvement and taught the student new skills, better organization was needed as editing and reshoots were rushed at the end.
The book evaluation josh whipday
The team worked well together in the pre-production phase by assigning specific roles based on strengths. They planned out the storyline and held regular meetings. During production, each person fulfilled their role successfully with only one minor sound issue. In post-production, each team member edited the clips together using various techniques like color correction, transitions, and key framing to tell the story. The film required skills in cameras, editing, and creativity.
Preliminary evaluation
My evaluation for our preliminary task that we produced throughout the first six weeks of year twelve.
Evaluation powerpoint
This document summarizes a student's experience filming a short video clip using continuity techniques for class. The student learned how to properly use a video camera and editing software. Time management was challenging, but the finished product came together well. Areas for improvement include better time planning and experimenting more with editing features. While some continuity techniques were successfully used, others like the 180 degree rule were difficult to include. The student evaluated their positive contribution to group roles and workflow.
Areas of improvement
The film had some mistakes that could be improved. Specifically, the sound quality was poor and not loud enough outdoors, which could be addressed by using a better microphone instead of the camera's and recording audio in a studio with a higher budget. Image quality suffered in low light situations because the 10 megapixel camera couldn't film well in such conditions, so a professional camera from a larger budget could help. Some actors showed good acting ability but lacked real sympathy; having actors practice more and filming when they feel truly ready could enhance performances.
Preliminary task evaluation
Sukhpreet evaluates their group's pre-production work for a preliminary film task. They found the work was evenly distributed and they were able to discuss issues that arose. Finding willing cast members was difficult. They should have considered camera angles more. An iPad was used to film, which had limitations like an inability to use a tripod, but the quality was good. They learned the importance of landscape over portrait orientation and avoiding unwanted backgrounds. Editing in iMovie was challenging but the inexperienced group was able to cut clips together. The completed task met criteria like character movement and dialogue. Overall, Sukhpreet learned about camera techniques, iMovie editing, storyboards, and lessons like proper filming conditions and att
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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Chapter wise All Notes of First year Basic Civil Engineering.pptx
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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Evaluation
- 1. Evaluation My role in the production process was to act in the trailer. I think I managed my role very well. I made the acting believable to make the trailer feel as realistic as possible. My main weakness was loosing my concentration and not knowing what to say on a couple of occasions while recording the trailer. I think my editing skills on the trailer are ok. I put in sound effects and screenshots to make the trailer look like a real trailer. The biggest criticism I got for my trailer was the poor camera work. The people who gave me feedback made a good point that it was too scruffy at points. I improved my trailer by reducing the bad camera work with some editing. I have met the aims of the product because I have fully completed the trailer, which was the task.