The document discusses how the student used media technologies in producing their documentary project. They researched existing documentaries to plan their production about a serial killer. They used websites like Google, Netflix, and YouTube to research and watch clips. Planning involved writing ideas, creating a storyboard and animatic. Filming used a digital and still camera. Post-production used Adobe Premiere. Ancillary tasks included a poster made in Photoshop and a magazine interview made in Publisher. Feedback was gathered through a showcase and the student made changes like adding transitions and a microphone. The documentary incorporated conventions like handheld shots while also challenging some by not featuring the subject and using cross-cutting in interviews.
The document provides an overview of the production process for a documentary about how public transportation affects people in Sunderland and the northeast of England. It describes the initial research conducted on transportation methods and audiences in the region. It also outlines the pre-production, production, and post-production steps taken, including writing a script, filming interviews and b-roll footage, and editing the documentary together. Feedback was gathered from viewers to improve the documentary and ensure it fit the brief of reflecting regional identity through a focus on transportation.
Callum Harrison created a mind map and pinterest board of ideas for his final project, deciding on a horror trailer. He created a proposal and script which was pitched to his tutor. Upon receiving feedback, he conducted research and created a survey to get feedback on his idea. Problems arose during filming which required changing plans, but a contingency plan was implemented. Skills like editing, lighting, sound design and special effects were developed. The technical quality of the final trailer incorporated conventions of the horror genre through camera work, props, and a building soundtrack. A survey was distributed to gather feedback from the target audience.
Callum created a horror trailer for his final project. He developed his idea through mind maps, research, and a proposal. During filming, some footage was lost, requiring changes to his plan. He learned new editing skills in Premiere Pro and Photoshop. Test screening feedback was positive, though the final product differed from Callum's original vision due to delays. He concluded that better time management and pre-filming planning would improve future projects.
The document summarizes the production of a short horror film called "Frectum" aimed at showcasing local talent in the region. Various camera techniques were used, including different angles and shot sizes, to make the film visually interesting. Audience feedback was gathered on initial drafts and the final product to ensure it met high standards. Maintaining a schedule helped keep the project on task and allow any issues to be addressed without going over deadline.
The document summarizes Thomas Dickinson's documentary project on the Loch Ness Monster. Research included surveys to determine the appropriate length and elements, and examining existing documentaries to identify key elements. Interviews were less helpful due to narrow questioning. Planning involved mind maps and a mood board. Production was slowed by incompatible software across computers. The documentary uses narration, interviews, and scenic images with good flow. Suggested improvements include adding background music and enhancing audio/video quality. Peer feedback praised the professionalism but suggested the aforementioned improvements.
The document discusses how the student used media technologies in producing their documentary project. They researched existing documentaries to plan their production about a serial killer. They used websites like Google, Netflix, and YouTube to research and watch clips. Planning involved writing ideas, creating a storyboard and animatic. Filming used a digital and still camera. Post-production used Adobe Premiere. Ancillary tasks included a poster made in Photoshop and a magazine interview made in Publisher. Feedback was gathered through a showcase and the student made changes like adding transitions and a microphone. The documentary incorporated conventions like handheld shots while also challenging some by not featuring the subject and using cross-cutting in interviews.
The document provides an overview of the production process for a documentary about how public transportation affects people in Sunderland and the northeast of England. It describes the initial research conducted on transportation methods and audiences in the region. It also outlines the pre-production, production, and post-production steps taken, including writing a script, filming interviews and b-roll footage, and editing the documentary together. Feedback was gathered from viewers to improve the documentary and ensure it fit the brief of reflecting regional identity through a focus on transportation.
Callum Harrison created a mind map and pinterest board of ideas for his final project, deciding on a horror trailer. He created a proposal and script which was pitched to his tutor. Upon receiving feedback, he conducted research and created a survey to get feedback on his idea. Problems arose during filming which required changing plans, but a contingency plan was implemented. Skills like editing, lighting, sound design and special effects were developed. The technical quality of the final trailer incorporated conventions of the horror genre through camera work, props, and a building soundtrack. A survey was distributed to gather feedback from the target audience.
Callum created a horror trailer for his final project. He developed his idea through mind maps, research, and a proposal. During filming, some footage was lost, requiring changes to his plan. He learned new editing skills in Premiere Pro and Photoshop. Test screening feedback was positive, though the final product differed from Callum's original vision due to delays. He concluded that better time management and pre-filming planning would improve future projects.
The document summarizes the production of a short horror film called "Frectum" aimed at showcasing local talent in the region. Various camera techniques were used, including different angles and shot sizes, to make the film visually interesting. Audience feedback was gathered on initial drafts and the final product to ensure it met high standards. Maintaining a schedule helped keep the project on task and allow any issues to be addressed without going over deadline.
The document summarizes Thomas Dickinson's documentary project on the Loch Ness Monster. Research included surveys to determine the appropriate length and elements, and examining existing documentaries to identify key elements. Interviews were less helpful due to narrow questioning. Planning involved mind maps and a mood board. Production was slowed by incompatible software across computers. The documentary uses narration, interviews, and scenic images with good flow. Suggested improvements include adding background music and enhancing audio/video quality. Peer feedback praised the professionalism but suggested the aforementioned improvements.
- The document discusses the production of a short film for a media studies assignment, focusing on applying conventions from similar genres like docu-dramas through research.
- Feedback from test audiences showed they understood the narrative and themes conveyed through visuals and music, but some found the jump between locations confusing.
- The student learned the importance of considering their target audience more deeply and ensuring the order of shots clearly conveyed the story.
The document discusses the process of creating a documentary about how technology has influenced young people. It describes choosing Adobe Premier Pro as the editing software due to familiarity with it. Stock footage from the internet was used to introduce the documentary with a drone shot of a city. The documentary uses an expositional format with voiceovers, interviews, and stock footage. Research on existing documentaries helped identify conventions like fade effects, subtitles, and end credits. Feedback from previous projects emphasized digital backups and technical skills like camera focus, lighting, and composition. The creator believes the documentary follows the brief well by examining how technology affects students' education. Areas for improvement include better file organization.
This document summarizes a student's year two media production project on power stations in the UK landscape. The student was attracted to the project topic because of their personal interest in photographing power stations. Through research, the student was inspired by other photographers' styles and developed plans for shots depicting power stations in the landscape. The student conducted interviews with family members to get differing opinions on power stations. While the project achieved the intended style, the student feels the first half could have been stronger and encountered challenges with weather, finding diverse interview subjects, and background noise.
What have you learnt about technologies from the process of constructing this...matthewwilliamsasmedia
The document discusses technologies learned during the process of creating a film. For pre-production, the author storyboarded with pencil and paper, wrote the script in Microsoft Word, and shared it with actors using Google Docs. During production, the author used a Canon camera and learned skills like handheld shots, balancing a steadicam, and using tripods and different angles/movements. In post-production, the author edited color, brightness, and shot length to convey mood, and learned about parallel editing and audio mixing, which need more practice.
- The document discusses the process of creating a 5-minute documentary on the topic of video game violence.
- Various documentary techniques were used, including interviews, archive footage, and narration. Planning included creating a mind map, script, and storyboard.
- Cameras, microphones, and editing software were used to record, improve audio quality, and construct the documentary. Feedback has been positive overall.
What have you learnt about technologies from the process of constructing this...matthewwilliamsasmedia
The document summarizes what the author learned about technologies from creating a film product. In pre-production, they storyboarded with pencil and paper, wrote scripts in Microsoft Word, and shared scripts with actors using Google Docs. During production, they used a Canon camera and learned about camera angles, movements, and equipment like steadicams. In post-production, they learned that color, brightness, and contrast affect mood, and that shot length and parallel editing impact atmosphere and pace. Audio editing remained an area to improve.
The document discusses how the media producer used conventions from real media in their own product. They researched short films to understand conventions like shot types and applied close-ups and mid-shots. They chose comedy as their genre after considering what audiences prefer and researching a popular internet video. Background music and representations of characters also aimed to reflect society. Feedback showed they should focus more on effects, editing, and character personality over dialogue. New media like computers, cameras, and YouTube helped with production, research, and improving skills. Ancillary texts like posters were consistent with the film in look and focused on the cast.
Toby Jackson will create a documentary about Yorkshire filmed in an expository style with narration and voiceovers. They will focus on rural and less populated areas to make the documentary unique. Toby's strengths include using cameras and editing software, while their limitations are coming up with ideas, planning, and managing deadlines. To improve, they will spend more time researching, planning, and checking their work, as well as solidifying their ideas earlier. David Attenborough and his nature documentaries are influences for Toby's style.
The document describes the various media technologies used during the construction, research, planning, and evaluation stages of a project. During construction, the author used a digital video camera, iMovie editing software, and an iMac computer to film, edit, and gather feedback on video shots. For ancillary texts, the author took photos using a digital camera and edited them using iPhoto and photo editing software on the iMac. During research, the author used websites like IMDB, Wikipedia, YouTube, Facebook, and Twitter to conduct research and audience surveys. For planning, the author used PowerPoint, Blogger, SlideShare, and YouTube. For evaluation, the author used PowerPoint to present work in an engaging way rather than
The document summarizes the student's film production management project where they created a documentary about the Loch Ness Monster. It discusses the various planning and production stages, including research conducted, time management challenges faced with editing software versions, and peer feedback received on the technical and aesthetic qualities of the final product. The feedback suggested adding background music and improving audio and image quality.
The document discusses the development and research process for a media production project. It describes researching conventions from other short films, choosing a comedy genre based on audience feedback, and using techniques like close-ups and music to engage viewers. It also discusses using new media technologies like iMovie and YouTube in construction, research, and evaluation, and learning from audience feedback to improve special effects, editing, and character portrayal without dialogue.
The document discusses the evaluation of a film trailer project. It provides feedback on the strengths of the trailer, including the effective location and use of first and third person perspectives. It also discusses lessons learned about improving the script and planning of shoots. The feedback received from audiences is presented, noting praise for the editing and how it made them want to watch more, while also identifying areas for improvement like the font and lighting. The effectiveness of ancillary texts like a film magazine and poster are examined, highlighting how they follow conventions and relate back to the trailer.
Millie evaluated her documentary project. For research, she watched 4 running documentaries and took notes on conventions. Her print research included running posters and magazines. She surveyed 159 people in her target audience. Her planning included a schedule, mood board, and style sheet. However, she struggled with time management, pushing back deadlines. Technically, slow computers and losing footage caused issues. Aesthetically, scenic shots improved quality. Feedback noted the interviews were interesting but audio quality could improve, and more varied footage was needed to make it less repetitive.
What have you learnt about technologies from the process of constructing this...Talloulah Matthews
The document discusses the technologies used by the author at various stages of creating a thriller film project. It describes how the internet was used for research on thriller conventions and certificates. A questionnaire was conducted using Survey Monkey to get audience feedback on ideas. Final Cut Pro was used to edit footage, add transitions, and refine the film based on audience comments on a school blog. The author learned about the capabilities and limitations of the camera, editing software, and technologies used to distribute and receive feedback on the project.
The document provides a detailed summary of the process taken to create a documentary about content creation in Sunderland. Key steps included researching Sunderland culture, media theories, documentary styles, and technical skills. Location scouting, risk assessments, and equipment lists were completed. Multiple drafts of a script, storyboard, and documentary were created, incorporating feedback. The documentary was published online and feedback was gathered through surveys and a focus group. Revisions improved the documentary and communications skills were strengthened through pitching ideas and receiving feedback.
Ben Brown created a parody horror film project titled "How to Survive a Slasher Movie" for his college Final Major Project. He was initially attracted to the horror genre after watching many slasher films during quarantine in 2020. Through research on horror tropes, directors, and audiences, as well as 1980s-era public service announcements, Ben developed the idea to combine horror parody with a traditional PSA format. During production, Ben refined his ideas through improved planning, research, and incorporating feedback. While initially concerned it may be too difficult, Ben felt the completed project was a success due to its clear comedic horror-PSA concept and pragmatic approach to changes. He learned the importance of planning, research
The document summarizes the student's process of researching, planning, producing, and completing a movie trailer and poster for a class project on action thrillers. Through researching existing films and trailers, the student created a mood board and script to guide their work. Production was challenging due to scheduling actors and camera operators with busy schedules. Editing in Adobe Premier Pro and creating the poster in Photoshop went well. The final products matched the researched genre conventions while some technical issues arose during filming and uploading files.
Josh Eastham reflects on the process of creating a short horror film for his FMP (Final Major Project) over several weeks. In week 1, he filled out initial planning documents, creating mind maps of potential film ideas and a mood board. He found generating the mind maps and analyzing the mood board easiest. In weeks 2-3, he researched existing horror films and conducted audience research through surveys and interviews. Weeks 4-5 involved production experiments with titles, sound design, and short films. In weeks 6-7, he completed pre-production documents like scripts, storyboards and schedules. He filmed footage on weekends. In week 8, he began editing and adding visual/color effects. By week 9, he
Ben Brown created a parody horror film for his final major project that mocked horror film tropes. He was initially attracted to the slasher genre after watching many horror films during quarantine in 2020. Through research on horror films, public service announcements from the 1980s, and horror audiences, Brown developed the idea to combine horror and comedy by creating a public service announcement about surviving a slasher. During production, Brown improved his ideas by limiting scenes, focusing on editing, and being flexible. In the end, Brown felt the project was a success despite initial concerns, as he learned valuable lessons about planning, research, and constant improvement that helped create a high quality film.
- The document discusses the production of a short film for a media studies assignment, focusing on applying conventions from similar genres like docu-dramas through research.
- Feedback from test audiences showed they understood the narrative and themes conveyed through visuals and music, but some found the jump between locations confusing.
- The student learned the importance of considering their target audience more deeply and ensuring the order of shots clearly conveyed the story.
The document discusses the process of creating a documentary about how technology has influenced young people. It describes choosing Adobe Premier Pro as the editing software due to familiarity with it. Stock footage from the internet was used to introduce the documentary with a drone shot of a city. The documentary uses an expositional format with voiceovers, interviews, and stock footage. Research on existing documentaries helped identify conventions like fade effects, subtitles, and end credits. Feedback from previous projects emphasized digital backups and technical skills like camera focus, lighting, and composition. The creator believes the documentary follows the brief well by examining how technology affects students' education. Areas for improvement include better file organization.
This document summarizes a student's year two media production project on power stations in the UK landscape. The student was attracted to the project topic because of their personal interest in photographing power stations. Through research, the student was inspired by other photographers' styles and developed plans for shots depicting power stations in the landscape. The student conducted interviews with family members to get differing opinions on power stations. While the project achieved the intended style, the student feels the first half could have been stronger and encountered challenges with weather, finding diverse interview subjects, and background noise.
What have you learnt about technologies from the process of constructing this...matthewwilliamsasmedia
The document discusses technologies learned during the process of creating a film. For pre-production, the author storyboarded with pencil and paper, wrote the script in Microsoft Word, and shared it with actors using Google Docs. During production, the author used a Canon camera and learned skills like handheld shots, balancing a steadicam, and using tripods and different angles/movements. In post-production, the author edited color, brightness, and shot length to convey mood, and learned about parallel editing and audio mixing, which need more practice.
- The document discusses the process of creating a 5-minute documentary on the topic of video game violence.
- Various documentary techniques were used, including interviews, archive footage, and narration. Planning included creating a mind map, script, and storyboard.
- Cameras, microphones, and editing software were used to record, improve audio quality, and construct the documentary. Feedback has been positive overall.
What have you learnt about technologies from the process of constructing this...matthewwilliamsasmedia
The document summarizes what the author learned about technologies from creating a film product. In pre-production, they storyboarded with pencil and paper, wrote scripts in Microsoft Word, and shared scripts with actors using Google Docs. During production, they used a Canon camera and learned about camera angles, movements, and equipment like steadicams. In post-production, they learned that color, brightness, and contrast affect mood, and that shot length and parallel editing impact atmosphere and pace. Audio editing remained an area to improve.
The document discusses how the media producer used conventions from real media in their own product. They researched short films to understand conventions like shot types and applied close-ups and mid-shots. They chose comedy as their genre after considering what audiences prefer and researching a popular internet video. Background music and representations of characters also aimed to reflect society. Feedback showed they should focus more on effects, editing, and character personality over dialogue. New media like computers, cameras, and YouTube helped with production, research, and improving skills. Ancillary texts like posters were consistent with the film in look and focused on the cast.
Toby Jackson will create a documentary about Yorkshire filmed in an expository style with narration and voiceovers. They will focus on rural and less populated areas to make the documentary unique. Toby's strengths include using cameras and editing software, while their limitations are coming up with ideas, planning, and managing deadlines. To improve, they will spend more time researching, planning, and checking their work, as well as solidifying their ideas earlier. David Attenborough and his nature documentaries are influences for Toby's style.
The document describes the various media technologies used during the construction, research, planning, and evaluation stages of a project. During construction, the author used a digital video camera, iMovie editing software, and an iMac computer to film, edit, and gather feedback on video shots. For ancillary texts, the author took photos using a digital camera and edited them using iPhoto and photo editing software on the iMac. During research, the author used websites like IMDB, Wikipedia, YouTube, Facebook, and Twitter to conduct research and audience surveys. For planning, the author used PowerPoint, Blogger, SlideShare, and YouTube. For evaluation, the author used PowerPoint to present work in an engaging way rather than
The document summarizes the student's film production management project where they created a documentary about the Loch Ness Monster. It discusses the various planning and production stages, including research conducted, time management challenges faced with editing software versions, and peer feedback received on the technical and aesthetic qualities of the final product. The feedback suggested adding background music and improving audio and image quality.
The document discusses the development and research process for a media production project. It describes researching conventions from other short films, choosing a comedy genre based on audience feedback, and using techniques like close-ups and music to engage viewers. It also discusses using new media technologies like iMovie and YouTube in construction, research, and evaluation, and learning from audience feedback to improve special effects, editing, and character portrayal without dialogue.
The document discusses the evaluation of a film trailer project. It provides feedback on the strengths of the trailer, including the effective location and use of first and third person perspectives. It also discusses lessons learned about improving the script and planning of shoots. The feedback received from audiences is presented, noting praise for the editing and how it made them want to watch more, while also identifying areas for improvement like the font and lighting. The effectiveness of ancillary texts like a film magazine and poster are examined, highlighting how they follow conventions and relate back to the trailer.
Millie evaluated her documentary project. For research, she watched 4 running documentaries and took notes on conventions. Her print research included running posters and magazines. She surveyed 159 people in her target audience. Her planning included a schedule, mood board, and style sheet. However, she struggled with time management, pushing back deadlines. Technically, slow computers and losing footage caused issues. Aesthetically, scenic shots improved quality. Feedback noted the interviews were interesting but audio quality could improve, and more varied footage was needed to make it less repetitive.
What have you learnt about technologies from the process of constructing this...Talloulah Matthews
The document discusses the technologies used by the author at various stages of creating a thriller film project. It describes how the internet was used for research on thriller conventions and certificates. A questionnaire was conducted using Survey Monkey to get audience feedback on ideas. Final Cut Pro was used to edit footage, add transitions, and refine the film based on audience comments on a school blog. The author learned about the capabilities and limitations of the camera, editing software, and technologies used to distribute and receive feedback on the project.
The document provides a detailed summary of the process taken to create a documentary about content creation in Sunderland. Key steps included researching Sunderland culture, media theories, documentary styles, and technical skills. Location scouting, risk assessments, and equipment lists were completed. Multiple drafts of a script, storyboard, and documentary were created, incorporating feedback. The documentary was published online and feedback was gathered through surveys and a focus group. Revisions improved the documentary and communications skills were strengthened through pitching ideas and receiving feedback.
Ben Brown created a parody horror film project titled "How to Survive a Slasher Movie" for his college Final Major Project. He was initially attracted to the horror genre after watching many slasher films during quarantine in 2020. Through research on horror tropes, directors, and audiences, as well as 1980s-era public service announcements, Ben developed the idea to combine horror parody with a traditional PSA format. During production, Ben refined his ideas through improved planning, research, and incorporating feedback. While initially concerned it may be too difficult, Ben felt the completed project was a success due to its clear comedic horror-PSA concept and pragmatic approach to changes. He learned the importance of planning, research
The document summarizes the student's process of researching, planning, producing, and completing a movie trailer and poster for a class project on action thrillers. Through researching existing films and trailers, the student created a mood board and script to guide their work. Production was challenging due to scheduling actors and camera operators with busy schedules. Editing in Adobe Premier Pro and creating the poster in Photoshop went well. The final products matched the researched genre conventions while some technical issues arose during filming and uploading files.
Josh Eastham reflects on the process of creating a short horror film for his FMP (Final Major Project) over several weeks. In week 1, he filled out initial planning documents, creating mind maps of potential film ideas and a mood board. He found generating the mind maps and analyzing the mood board easiest. In weeks 2-3, he researched existing horror films and conducted audience research through surveys and interviews. Weeks 4-5 involved production experiments with titles, sound design, and short films. In weeks 6-7, he completed pre-production documents like scripts, storyboards and schedules. He filmed footage on weekends. In week 8, he began editing and adding visual/color effects. By week 9, he
Ben Brown created a parody horror film for his final major project that mocked horror film tropes. He was initially attracted to the slasher genre after watching many horror films during quarantine in 2020. Through research on horror films, public service announcements from the 1980s, and horror audiences, Brown developed the idea to combine horror and comedy by creating a public service announcement about surviving a slasher. During production, Brown improved his ideas by limiting scenes, focusing on editing, and being flexible. In the end, Brown felt the project was a success despite initial concerns, as he learned valuable lessons about planning, research, and constant improvement that helped create a high quality film.
Similar to Evaluation B2.docx dinosaur documentary final (20)
post prod diary.pptx B2 media BTEC courseKianDavison
The document is a diary of a student's progress editing their documentary over several months. They recorded narration but had to rerecord due to background noise. They edited footage together and responded to feedback. To extend the length, the student continued writing their script and submitted a second draft. Technical issues like a full hard drive and accidentally deleted image caused delays. More audio was added to extend the runtime. The final draft couldn't be submitted on time due to technical difficulties accessing the needed editing software. They will continue working on their blog until the software is updated.
Production diarys.pptx for B2 BTEC mediaKianDavison
The production diary details the filmmaker's progress on their documentary over several weeks. They received permission to film at a location called the Winter Gardens and organized filming times. The filmmaker shot intro footage on a football field but had issues editing in Premiere Pro. Weather prevented re-shooting audio, so old footage will be used for now. Personal matters delayed further filming but more footage was later recorded and editing began. Audio for the first segment was re-recorded and a form was submitted to hopefully film at the Winter Gardens again in mid-February. Previous forms were resent as PDFs and a safety form was forwarded to the college.
The client is Sunderland College, which targets students aged 16-19 and adults. The document discusses designing a poster for the college that imitates the style of its website. It describes rejecting several early poster designs for issues like distracting text colors, unbalanced layouts, and plain areas. Photo experiments testing different campus shots are shown, and one image was rejected for covering part of a building. The final poster design includes information on courses, registration, contact details, and campus photos to match the uniform, professional look of the college website.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
1. Evaluation
Initial Research
I started my project by analysing the given brief which was to create a 10–20-minute short film or
documentary, the target audience is between the ages of 16-25 and the goal is to spread awareness
for Northeast talent in the local area. The client is Sunderland culture which is hosting the Bright
Lights: Northern Talent mixed media exhibition. After I interpreted the brief, I began to research
Sunderland Culture including who they are, what their values are, and what’s the goal of the
Northern Lights exhibition. Through my research I learned that Sunderland Culture is a charity
organization that organizes events such as Bright Lights in order to promote and advertise young and
upcoming talent to potential employers.
Planning My Project
After researching my client and brief, I began to think of ideas for a documentary or short film, my
first idea was an idea about different landmarks across the Northeast such as the Angel of the North
or Penshaw Monument, my second idea was a dinosaur documentary about different prehistoric
animals found in the Northeast, and my final idea was a noir crime drama in greyscale. I asked my
audience which idea they liked the most and they said that the dinosaur documentary was the most
unique and interesting. After choosing an idea, I began researching different documentaries and
analysing how they are shot and written, I also began writing my script around this time and
searching for locations to film. I decided that I wanted to film in the Winter Gardens as the
greenhouse area looks visually interesting and it has dinosaur statues, in order to film in that
location, I had to fill out logistical paperwork as well as send emails back and forth between myself
and the museum’s staff on suitable times and dates to film, this continued for multiple weeks.
2. Producing My Product
After finishing my logistical paperwork, I filmed in the Winter Gardens early in the morning, before
the museum opened to the public. In order to film in the Winter Gardens, I had to ask the museums’
staff if I could film there over Email, The conversation over emails included submitting my previously
mentioned logistical paperwork as well as a risk assessment form and location forms from the
college, after the paperwork was sent we began organizing a time for me to film, the staff gave me
permission to film early in the morning before any visitors arrived. After I finished filming, I wrote in
my production diary about how I was able to film in the museum, what camera equipment I used
and how said equipment was set up. I began editing my footage in premier pro as well as recording
my script, I recorded my script separately due to my on-location audio being muffled and difficult to
hear due to things like bad weather or other people being heard, recording my audio separately also
allows me to more easily rerecord lines or correct errors at home.
After recording all my lines and editing my footage together on Premier, I realized that my
documentary was significantly shorter than it needed to be, after thinking about solutions, I decided
to add more to my script and try to increase the length of my project by five minutes. I reused my
footage from the Winter Gardens because I didn’t think I had enough time to record more footage,
after recording more audio and adding it to my video, I was planning to finish my documentary
during the easter holiday however I was unable to due to not having access to Premier Pro 2024 on
any computer at home or in college, therefore I couldn’t access or edit my project.
Analysing my Final Product
For my documentary I have used techniques frequently used in other documentaries such as using
art or models as a visual representation of what the presenter is talking about, I got my images from
Google images and other websites such as Wikipedia or Pinterest, I tried to find the original sources
for all my images whether it be an artist or 3D modeler and have their name next to the images.
Another common element of documentaries is a presenter, who explains and introduces information
to the viewer as well as acting as an audience surrogate, I am the presenter in this documentary as
3. well as the narrator. For different filming techniques I have used a lot of wide and establishing shots
as those shot types are frequently used in documentaries in order to showcase a new location or set,
I have also used zoom ins to draw the audience’s attention to a particular part of an image or shot.
Along with the pictures, I have used a white background in certain sections with images, this was in
response to feedback that said that when the images were on screen on top of moving background
footage, it was disorientating to the viewer.
Reflecting on The Stages
I benefited greatly from watching other similar documentaries as I was able to better understand the
codes and conventions of a documentary, I also tried to improve my understanding of how to use
Premier Pro and what different editing techniques I could use. Receiving helpful feedback was also
important to the production of my project primarily do make a dinosaur documentary instead of my
other ideas, changing how I showed images was also important as in using a background, adding
credits to the images, and making each picture the size of the frame or just larger in general. I took
inspiration from a documentary called Digging for Britian, which starts with the presenter walking
into frame from off-camera, I used this same shot for my documentary which starts with me walking
into frame from behind the camera.
Another documentary I took inspiration from was Britian in Focus, which is a British documentary
about cameras, the opening scene of this documentary is a boxing match with narration from a
sports photographer about he got his start in the industry, I liked the concept of giving the audience
a visual aid for something I’m talking about, this is why I utilize art and 3d models whilst I am talking
about an animal.
4. Overall Performance
In terms of editing, I have improved my transitions primarily with cross dissolves and how to change
the length of a transition, I feel that I have also improved my audio however I understand that there
is room for improvement in terms of the volume of my audio. If I were to improve this project, I
would want to add more variety in terms of transitions and graphics instead of using primarily
dissolves. If I were to restart this project from the beginning I would like to learn more about Premier
Pro and how it works so that I could use a variety of transitions and graphics to improve how my
documentary looks visually, I would also add more detail to each section of my script and fact check
what I wrote as I had previously recorded something for my script that was wrong and I had to
remove that line from my video. Finally, I would make sure that my footage and script would be in
the ten minute or above time frame as realizing that my documentary was only three minutes long
made me very stressed. Overall, I believe that I my project has met the brief of a ten minute or above
documentary for people between the ages of 16-25 that focuses or showcases talent in the
Northeast and Sunderland area.
