Evaluation activity 6
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Milo Fisher filmed an outdoor scene for a project using light reflectors to bounce sunlight since little natural light was available that day. A Nikon D3100 camera was used on a tripod for stable shots which were later edited using Adobe Premier software on a Dell Inspiron computer. Updates on the film's progress were shared via the blogging website Blogger, actors were arranged through Facebook, and the finished film was published on YouTube under the title "Lost Property".
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Question 4.
Nishil Patel used various media technologies at different stages of their documentary project. During the research stage, Nishil created a time-lapse video of making a mind map about documentary modes using an iPhone camera. For planning, Nishil made a mind map by hand and then scanned it with a phone app. Nishil also found an image online to help choose the refugee crisis topic. For test shoots, Nishil filmed with a Canon camera and edited footage on Final Cut Pro. Nishil also created lighting diagrams online and filmed lighting tests, editing the footage on Final Cut Pro. During research, Nishil researched narrative structure online and did a textual analysis of a documentary applying the narrative arc.
Question 6
The document discusses the technologies used to create a film project. It describes using a camera, tripod, SD cards, and Apple Macs to film shots like pans and long distance shots of the subject walking. Editing software like IMovie on the Macs was used to arrange the shots into continuity and add scary music to achieve the goal of a scary atmosphere. Websites like IMovie, Edublogs, and Slideshare were used for editing, blogging about the planning and project, and creating a presentation.
Media Team Training
The document provides an overview and tips for AmeriCorps Alums creating videos with Flip cameras, including shooting tips like keeping steady, using digital zoom sparingly, focusing on subjects, using tripods for interviews, and positioning subjects off-center; sound tips like keeping the camera close; lighting tips like using backlighting and multiple sources; and storytelling tips like keeping videos under two minutes and focusing on a single topic. It also outlines three levels of video editing: simply trimming clips, combining clips with titles and music, and advanced editing integrating various sources.
4. production experiments 2 2
Amy Watson filmed an experiment comparing MLP and LEGO figures for her pony YouTube channel. She filmed the figures explaining an upcoming video and their rivalry. After importing the footage onto her laptop, she added editing elements like a camera overlay and sound effects. Once complete, she uploaded the video to YouTube and her blog under the title "Experiment 2". For her final project, she plans to film in the same location but a different spot to give the characters more space, and use the same editing software to smoothly incorporate all clips.
Evaluation 6
The technologies used to create the film included a camera, editing software, and equipment like a dolly. The camera was able to pick up ambient sounds and camera shots without seeming unrealistic or causing blur. Continuity between shots was sometimes difficult but compensated for through overlapping shots and editing. A dolly was used as a new piece of equipment to follow the president in scenes and allow more varied camera angles. Final Cut, iMovie, and Photoshop were also used to edit and enhance the filmed material.
Evaluation question 6
Throughout the project, the student learned about various technologies. They analyzed a film opening on YouTube to research film techniques. They learned how to use Prezi for presentations and found it to be more professional than Wordle. During filming of their opening, they used a Panasonic camera with tape that easily transferred footage to their computer to edit in Sony Vegas. They also took pictures during filming with a Fuji camera to include on their blog.
Thought experiment
The document describes an app that takes geotagged photos outdoors every minute and blends them together each day into a single image representing the user's outdoor experience for that day. It can either shrink the width of each photo while keeping the height the same, or average the brightness and color of all photos to generate the daily image. The app also tags each photo's location to create an interactive map allowing users to view their outdoor path and photos over time.
How to create an event video
How to create an event video using your mobile phone then share on your blog, on twitter and linked. Also using slideshare and youtube to hold the data for you. - easy.
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Question 4.
Nishil Patel used various media technologies at different stages of their documentary project. During the research stage, Nishil created a time-lapse video of making a mind map about documentary modes using an iPhone camera. For planning, Nishil made a mind map by hand and then scanned it with a phone app. Nishil also found an image online to help choose the refugee crisis topic. For test shoots, Nishil filmed with a Canon camera and edited footage on Final Cut Pro. Nishil also created lighting diagrams online and filmed lighting tests, editing the footage on Final Cut Pro. During research, Nishil researched narrative structure online and did a textual analysis of a documentary applying the narrative arc.
Question 6
The document discusses the technologies used to create a film project. It describes using a camera, tripod, SD cards, and Apple Macs to film shots like pans and long distance shots of the subject walking. Editing software like IMovie on the Macs was used to arrange the shots into continuity and add scary music to achieve the goal of a scary atmosphere. Websites like IMovie, Edublogs, and Slideshare were used for editing, blogging about the planning and project, and creating a presentation.
Media Team Training
The document provides an overview and tips for AmeriCorps Alums creating videos with Flip cameras, including shooting tips like keeping steady, using digital zoom sparingly, focusing on subjects, using tripods for interviews, and positioning subjects off-center; sound tips like keeping the camera close; lighting tips like using backlighting and multiple sources; and storytelling tips like keeping videos under two minutes and focusing on a single topic. It also outlines three levels of video editing: simply trimming clips, combining clips with titles and music, and advanced editing integrating various sources.
4. production experiments 2 2
Amy Watson filmed an experiment comparing MLP and LEGO figures for her pony YouTube channel. She filmed the figures explaining an upcoming video and their rivalry. After importing the footage onto her laptop, she added editing elements like a camera overlay and sound effects. Once complete, she uploaded the video to YouTube and her blog under the title "Experiment 2". For her final project, she plans to film in the same location but a different spot to give the characters more space, and use the same editing software to smoothly incorporate all clips.
Evaluation 6
The technologies used to create the film included a camera, editing software, and equipment like a dolly. The camera was able to pick up ambient sounds and camera shots without seeming unrealistic or causing blur. Continuity between shots was sometimes difficult but compensated for through overlapping shots and editing. A dolly was used as a new piece of equipment to follow the president in scenes and allow more varied camera angles. Final Cut, iMovie, and Photoshop were also used to edit and enhance the filmed material.
Evaluation question 6
Throughout the project, the student learned about various technologies. They analyzed a film opening on YouTube to research film techniques. They learned how to use Prezi for presentations and found it to be more professional than Wordle. During filming of their opening, they used a Panasonic camera with tape that easily transferred footage to their computer to edit in Sony Vegas. They also took pictures during filming with a Fuji camera to include on their blog.
Thought experiment
The document describes an app that takes geotagged photos outdoors every minute and blends them together each day into a single image representing the user's outdoor experience for that day. It can either shrink the width of each photo while keeping the height the same, or average the brightness and color of all photos to generate the daily image. The app also tags each photo's location to create an interactive map allowing users to view their outdoor path and photos over time.
How to create an event video
How to create an event video using your mobile phone then share on your blog, on twitter and linked. Also using slideshare and youtube to hold the data for you. - easy.
Using instagram
Instagram allows users to quickly upload photos or short videos from their phone and then edit the content with various filters and cropping tools. Photos can be tagged with their capture location so users can keep track of where pictures were taken. Edits include applying filters, adjusting lighting, and cropping images before sharing on the Instagram platform.
Question 6
1. The group learned video editing skills using Final Cut Pro software, which allowed them to cut and refine shots, add effects and soundtracks, and time elements precisely.
2. They gained experience using BlogSpot to post and organize their work and receive teacher feedback.
3. Important lessons included properly operating the camera equipment, such as pressing record, inserting cassettes correctly, and using a tripod to keep shots steady. Mistakes, like forgetting to record or using a faulty cassette, required reshooting scenes.
Evaluation activity 6
The student learned about different technologies through constructing a project. They discovered that higher quality DSLR cameras produced better pictures than basic cameras. They also found that tripods allowed for adjustable shot angles and focus that hand-held shots lacked. Flip cameras proved useful for gathering quick feedback. Macs provided programs like iMovie and GarageBand that the student learned to use. The student also learned how to operate the Blogger platform to upload and edit work, including embedding videos and presentations.
Evaluation activity 6
The student learned about different technologies through constructing a project. They discovered that higher quality DSLR cameras produced better pictures than basic cameras. They also found that tripods allowed for adjustable shot angles and focus that hand-held shots lacked. Flip cameras proved useful for gathering quick feedback. Macs provided programs like iMovie and GarageBand that the student learned to use. The student also learned how to operate the Blogger platform to upload and edit work, including embedding videos and presentations.
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Question 6
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For planning, research was conducted online using websites like Google for images and tea industry sites.
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Editing involved stop motion animation for the opening title, adding background images, and adjusting video positioning to cover imperfect backgrounds. A variety of editing tools were used.
Sony Web (Funny)
The document provides instructions for taking a photo using a monitor by sitting in front of it, looking directly at the lens, and pressing "TAKE PHOTO" without moving. It then claims this is a test of a new technology that converts monitors into cameras. Further instructions are given to move slightly left and smile for the photo before a message indicates the photo ability is fake and to get back to work.
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- A gimbal for stable tracking shots, though it could not shoot downward which required adapting shots.
- External hard drives and laptops for efficient editing across devices and storing files in one place.
- A monopod for shots needing to pan up/down where a tripod was inconvenient.
- Various software like Photoshop, Blogger, and Wix that supported different elements of pre-production, production and post-production.
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Question 6 media evaluation skippy
Final cut express, camera, phone camera, blogger, slideshare, live type, YouTube, and Wordle were various technologies used to construct a media production project. Final cut express was used to edit filmed footage. A camera was used to film footage and take preliminary tasks. A phone camera took photos of the film being made. Blogger created a blog to document the project. Slideshare was used to create a presentation. Live type created an ident and credits. YouTube shared the finished project and was used to study other openings. Wordle visualized survey results.
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Instagram allows users to quickly upload photos or short videos from their phone and then edit the content with various filters and cropping tools. Photos can be tagged with their capture location so users can keep track of where pictures were taken. Edits include applying filters, adjusting lighting, and cropping images before sharing on the Instagram platform.
Question 6
1. The group learned video editing skills using Final Cut Pro software, which allowed them to cut and refine shots, add effects and soundtracks, and time elements precisely.
2. They gained experience using BlogSpot to post and organize their work and receive teacher feedback.
3. Important lessons included properly operating the camera equipment, such as pressing record, inserting cassettes correctly, and using a tripod to keep shots steady. Mistakes, like forgetting to record or using a faulty cassette, required reshooting scenes.
Evaluation activity 6
The student learned about different technologies through constructing a project. They discovered that higher quality DSLR cameras produced better pictures than basic cameras. They also found that tripods allowed for adjustable shot angles and focus that hand-held shots lacked. Flip cameras proved useful for gathering quick feedback. Macs provided programs like iMovie and GarageBand that the student learned to use. The student also learned how to operate the Blogger platform to upload and edit work, including embedding videos and presentations.
Evaluation activity 6
The student learned about different technologies through constructing a project. They discovered that higher quality DSLR cameras produced better pictures than basic cameras. They also found that tripods allowed for adjustable shot angles and focus that hand-held shots lacked. Flip cameras proved useful for gathering quick feedback. Macs provided programs like iMovie and GarageBand that the student learned to use. The student also learned how to operate the Blogger platform to upload and edit work, including embedding videos and presentations.
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This PowerPoint presentation by Sandy Moniz demonstrates various creative uses of PowerPoint including custom backgrounds, animations, movies, music, hyperlinks to social media, photography, and 3D graphics. The presentation contains an underwater wave animation created in Acid Pro, slideshow movies streamed from the author's website, and 3D objects made in 3Ds Max and Photoshop. It concludes by listing some social networks and provides the author's contact information.
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The document summarizes learning experiences from a film project. It discusses using Final Cut Pro video editing software to merge different shots into a continuous sequence. It also covers learning how to use camera and lighting equipment like tripods and powerful lights that can produce deep shadows and control brightness. Through trial and error, the document discusses gaining experience setting up shots and using various hardware and software tools for media production.
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Oliver Frost is creating a pre-production document for an otter-themed pixel art game. The document includes style sheets with font and graphic references, layout designs, a list of needed props and locations, contingency plans for potential issues like software crashes or computer damage, health and safety considerations, and a schedule spanning 8 days for tasks like character design, level creation, and evaluation.
Question 6
The document discusses the production of a thriller opening, focusing on the technologies used, including Apple Mac desktop computers for fast editing, an HD camera for high quality shots that was easy to use but heavy, and Final Cut Express and Adobe After Effects software that allowed for detailed editing and effects but required practice to learn.
iPods in classroom
The document discusses using iPods in the classroom and provides pros and cons. It notes that iPods are affordable, portable, and have over 225,000 apps. However, the battery life is short and some students struggle with typing on them. The document also provides tips for how teachers can use iPods to enhance literacy and math programs through apps, online student portfolios, and collaborative challenges. It gives management advice and links to resources for instructional ideas. Finally, it outlines basic and advanced iPod tools for students.
Web 2.0 Tool: Screencasting Using Jing by Mohamed Amin Embi
Jing is a free cross-platform screen capturing software that allows users to take screenshots and record short screencasts. These screencasts can be instantly shared online or via email. Teachers can use Jing to create instructional videos for students by having students record themselves solving math problems or presenting their findings. The document then provides a 6 step process for downloading, installing, and using Jing to take screenshots and record screencasts, including selecting an area of the screen to capture, adding annotations, and sharing the captured images or videos online.
3 e leaning_picture (basic)
The document provides instructions for basic operation of the Photoruction camera app, including how to take pictures, upload pictures, select pictures, display pictures, and edit blackboards. Key features include taking photos with or without an overlaid blackboard, drawing on photos, filtering photos by conditions, and positioning photos on a project drawing by X-Y coordinates. System requirements are also listed for various operating systems and browsers.
Media q3
For planning, research was conducted online using websites like Google for images and tea industry sites.
Filming utilized various media technologies like cameras, tripods, and microphones to record high quality interviews, cutaways and a bluescreen background interview. Lighting was used but shadows had to be minimized for clean editing.
Editing involved stop motion animation for the opening title, adding background images, and adjusting video positioning to cover imperfect backgrounds. A variety of editing tools were used.
Sony Web (Funny)
The document provides instructions for taking a photo using a monitor by sitting in front of it, looking directly at the lens, and pressing "TAKE PHOTO" without moving. It then claims this is a test of a new technology that converts monitors into cameras. Further instructions are given to move slightly left and smile for the photo before a message indicates the photo ability is fake and to get back to work.
Equipment and technology a2 loops media, scope vids
The document discusses the equipment used to create a film project, including:
- A smartphone that could record 4K 60fps footage and had 3 cameras, allowing exploration of different angles.
- A gimbal for stable tracking shots, though it could not shoot downward which required adapting shots.
- External hard drives and laptops for efficient editing across devices and storing files in one place.
- A monopod for shots needing to pan up/down where a tripod was inconvenient.
- Various software like Photoshop, Blogger, and Wix that supported different elements of pre-production, production and post-production.
Antoinette ocampo howtousejing
Take a snapshot of your screen. A very useful tool to show evidence or visualize something over e-mail, chat or your blog.
Question 6 media evaluation skippy
Final cut express, camera, phone camera, blogger, slideshare, live type, YouTube, and Wordle were various technologies used to construct a media production project. Final cut express was used to edit filmed footage. A camera was used to film footage and take preliminary tasks. A phone camera took photos of the film being made. Blogger created a blog to document the project. Slideshare was used to create a presentation. Live type created an ident and credits. YouTube shared the finished project and was used to study other openings. Wordle visualized survey results.
P E N G E N J A D I F O T O M O D E L
The document provides instructions for taking a photo using a monitor-based camera system. It tells the user to sit in front of the monitor, look directly at the lens without moving when the photo is taken, and then click "TAKE PHOTO." Feedback is then given to slightly adjust position and smile for the photo. The system represents a test of turning a monitor into a camera.
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This document outlines new features in PowerPoint including taking screenshots, adding transitions between slides, recording slideshows, embedding videos, organizing files through the file tab, translating presentations to other languages, adding sections, removing backgrounds from pictures, using a laser pointer in slideshow view, and applying new animations to slides.
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Music video analysis
The document analyzes three music videos by the band Kodaline. It summarizes the conventions and representations in each video. The first video tells a story of a man experiencing inner peace who teaches that lesson to two mocking men. The second represents a man who finds hope and love that gives him a reason to live. The third follows a disfigured main character who is mocked but finds acceptance from someone who sees his inner self.
Evaluation activity 2
Both characters are young black males in inner-city London who start as stereotypes but develop into heroes who care for others. Kyron Fortune is a pacifist who helps people selflessly, while John Boyega's Moses seems angry but protects his family and friends. They differ in that Kyron is openly friendly while Moses likes trouble, and Kyron accepts his life while Moses wants to escape his class. Both challenge stereotypes and can inspire other black youth.
Evaluation activity 1
The document provides an evaluation of various shots and scenes in a movie opening. It summarizes each shot or scene and explains how it establishes elements of genre, story, character, and audience engagement. Key shots included an opening credit sequence with tense music, a dark shot of the tied-up protagonist that creates mystery, transition shots that build tension, a shot of the antagonist in a suit to convey power, a shot of a briefcase to set up the missing object central to the plot, a shot of a hooded villain without dialogue, and a flashback action scene followed by a final shot connecting to the opening and introducing the main conflict. The evaluation analyzes how each shot relates to thriller conventions and moves the story forward
Target audiance
Milo Fisher is a 18-21 year old white male from London who is working or middle class. He feels unfairly treated in society and enjoys watching thriller, dark comedy and psychological horror movies in his free time. Milo also plays video games and takes holidays in France and Spain, and wants to visit America.
Codes and conventions of opening titles in movies
The opening of a film sets the tone and establishes the atmosphere without explaining the story. It shows the credits for the director, writers, cast and other crew. The opening of Zombieland begins in a decimated Washington DC to set the horror location and tone. CG effects show a ruined world to further set the mood. Introductory text establishes the dark humor. The credits then roll over shots of the cast before ending with the director's name, drawing the audience into the film.
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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！
Industrial Tech SW: Category Renewal and Creation
Every industrial revolution has created a new set of categories and a new set of players.
Multiple new technologies have emerged, but Samsara and C3.ai are only two companies which have gone public so far.
Manufacturing startups constitute the largest pipeline share of unicorns and IPO candidates in the SF Bay Area, and software startups dominate in Germany.
The latest Heat Pump Manual from Newentide
𝐔𝐧𝐯𝐞𝐢𝐥 𝐭𝐡𝐞 𝐅𝐮𝐭𝐮𝐫𝐞 𝐨𝐟 𝐄𝐧𝐞𝐫𝐠𝐲 𝐄𝐟𝐟𝐢𝐜𝐢𝐞𝐧𝐜𝐲 𝐰𝐢𝐭𝐡 𝐍𝐄𝐖𝐍𝐓𝐈𝐃𝐄’𝐬 𝐋𝐚𝐭𝐞𝐬𝐭 𝐎𝐟𝐟𝐞𝐫𝐢𝐧𝐠𝐬
Explore the details in our newly released product manual, which showcases NEWNTIDE's advanced heat pump technologies. Delve into our energy-efficient and eco-friendly solutions tailored for diverse global markets.
Building Your Employer Brand with Social Media
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https://www.productmanagementtoday.com/frs/26903918/understanding-user-needs-and-satisfying-them
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In this webinar, we won't focus on the research methods for discovering user-needs. We will focus on synthesis of the needs we discover, communication and alignment tools, and how we operationalize addressing those needs.
Industry expert Scott Sehlhorst will:
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Evaluation activity 6
- 1. Evaluation Activity 6 Milo Fisher
- 2. Me with all the Filming equipment
- 3. I used light reflectors to reflect sunlight During the outdoor scene as we had Little light on that day.
- 4. We filmed with a NikonD3100
- 5. We used a tripod to hold the camera still during shots
- 6. We used my Dell Insperion to edit the Film. The editing software was Adobe Premier
- 7. We started filming blogs on the website ‘Blogger’ where we updated the progress of our filming. We arranged all the actors via the website ‘Facebook’ and where they should meet when filming. We edited the film on ‘Adobe Premier’ and while it took time to learn how to use it, by the end of the editing process we could work the program with ease. We finally published the film on the site ‘Youtube’ under the title ‘Lost Property’.