Evaluation of the preliminary task
•Download as PPT, PDF•
0 likes•81 views
The document discusses what was learned from planning and carrying out a preliminary anti-smoking video task. It summarizes that picking the best idea from brainstorming and incorporating elements from peers helped develop the storyboard, though the storyboard needed improvement. Research on other films could have strengthened the final product. Equipment like cameras require care and different shots, while microphones and headphones helped capture clearer audio. Editing was challenging but became easier with practice, and allowing input improved the video, though working steadily is important to avoid delays.
Report
Share
Report
Share
![What have you learnt about planning? ,[object Object],[object Object],[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Recommended
Evauation 7
For their preliminary task, the student's group overcomplicated the concept and tried more difficult shots that ended up looking poor quality. They struggled with shots like the over the shoulder shot and had too much empty space. However, they learned better cinematography techniques from practicing. For the opening sequence, the student spent more time editing and using effects. They found better ambient music instead of using Final Cut's default options. Overall, the opening sequence demonstrated progression in cinematography, editing, sound design and time management from lessons learned in the preliminary task.
Evaluation question 6
Through constructing their thriller product, the document's author learned about various filmmaking technologies:
They gained experience with editing programs like Final Cut Express and LiveType, as well as hardware like cameras, microphones, and lighting equipment. They also learned how to properly use this equipment to shoot exercises focusing on cinematography and sound. Additionally, the author learned to utilize internet sites like YouTube and DaFont for research, uploading videos, and custom fonts.
Question 7
Over the course of this film project, the student learned about different aspects of filmmaking and their importance. They gained experience working with others and improved their time management. Their skills have developed since the preliminary task through practicing different shot types, incorporating sound, and filming on location. However, they recognize there is still progress to be made and they have more to learn.
QuestionSeven
From the prelim task to the full product, the student learned to:
1) Conduct thorough research before filming, looking at other film openings for inspiration.
2) Plan productions in great detail by storyboarding shots, timing, movement and sound.
3) Develop camera skills like setting up equipment and learning proper lighting and settings.
Multi timeline editing skills evaluation
Multi-timeline editing takes more time than single timeline editing because it requires adjusting the opacity of multiple cameras. While more time-consuming, multi-timeline editing also allows editing all camera angles simultaneously. The author found editing the timing of shots to the music easy but found the multi-camera timeline cluttered. They developed new skills like changing opacity and cutting footage but want to continue improving skills for their main task by using online tutorials and test footage.
Preliminary Evaluation
The group worked well together and captured all the necessary shots to practice their camera skills. However, the preliminary task could have been improved by adding close-up shots and better transitions. Editing was difficult due to multiple retakes and ensuring continuity across shots. Finding an undisturbed location and incorporating everyone's ideas were also challenges. To overcome issues going forward, the group will plan filming dates in advance and use their own equipment to avoid technical problems. The storyboard helped the group plan the shots and scenes effectively to save time during filming.
evaluation of epq
The document discusses what the author learned from creating a documentary. They learned that you do not need professional equipment like cameras or computers to create a documentary, as they were able to make one using just an iPhone and laptop. The author also learned skills in using Adobe Premiere Pro and conducting research about Madeira Island, which helped them produce a passionate and interesting documentary. While pleased with the final product, the author notes things they would do differently next time, such as being more organized, using professional camera equipment to improve footage quality, and being more careful when filming.
Eq6
This document discusses what the author has learned about various technologies from creating a media coursework project. The technologies discussed include:
- Blogger, which the author learned how to use to store and manage their coursework digitally.
- Video editing software like Final Cut Pro and Premiere Pro, with the author finding Premiere Pro easier to use.
- Audition, which the author used a bit to help with soundtracks.
- LiveType for creating titles, which the author enjoyed using.
- Communication tools like Facebook and SMS that the author was already familiar with.
- Using a Panasonic camera and tripod for filming, with the tripod helping stabilize shots.
-
Recommended
Evauation 7
For their preliminary task, the student's group overcomplicated the concept and tried more difficult shots that ended up looking poor quality. They struggled with shots like the over the shoulder shot and had too much empty space. However, they learned better cinematography techniques from practicing. For the opening sequence, the student spent more time editing and using effects. They found better ambient music instead of using Final Cut's default options. Overall, the opening sequence demonstrated progression in cinematography, editing, sound design and time management from lessons learned in the preliminary task.
Evaluation question 6
Through constructing their thriller product, the document's author learned about various filmmaking technologies:
They gained experience with editing programs like Final Cut Express and LiveType, as well as hardware like cameras, microphones, and lighting equipment. They also learned how to properly use this equipment to shoot exercises focusing on cinematography and sound. Additionally, the author learned to utilize internet sites like YouTube and DaFont for research, uploading videos, and custom fonts.
Question 7
Over the course of this film project, the student learned about different aspects of filmmaking and their importance. They gained experience working with others and improved their time management. Their skills have developed since the preliminary task through practicing different shot types, incorporating sound, and filming on location. However, they recognize there is still progress to be made and they have more to learn.
QuestionSeven
From the prelim task to the full product, the student learned to:
1) Conduct thorough research before filming, looking at other film openings for inspiration.
2) Plan productions in great detail by storyboarding shots, timing, movement and sound.
3) Develop camera skills like setting up equipment and learning proper lighting and settings.
Multi timeline editing skills evaluation
Multi-timeline editing takes more time than single timeline editing because it requires adjusting the opacity of multiple cameras. While more time-consuming, multi-timeline editing also allows editing all camera angles simultaneously. The author found editing the timing of shots to the music easy but found the multi-camera timeline cluttered. They developed new skills like changing opacity and cutting footage but want to continue improving skills for their main task by using online tutorials and test footage.
Preliminary Evaluation
The group worked well together and captured all the necessary shots to practice their camera skills. However, the preliminary task could have been improved by adding close-up shots and better transitions. Editing was difficult due to multiple retakes and ensuring continuity across shots. Finding an undisturbed location and incorporating everyone's ideas were also challenges. To overcome issues going forward, the group will plan filming dates in advance and use their own equipment to avoid technical problems. The storyboard helped the group plan the shots and scenes effectively to save time during filming.
evaluation of epq
The document discusses what the author learned from creating a documentary. They learned that you do not need professional equipment like cameras or computers to create a documentary, as they were able to make one using just an iPhone and laptop. The author also learned skills in using Adobe Premiere Pro and conducting research about Madeira Island, which helped them produce a passionate and interesting documentary. While pleased with the final product, the author notes things they would do differently next time, such as being more organized, using professional camera equipment to improve footage quality, and being more careful when filming.
Eq6
This document discusses what the author has learned about various technologies from creating a media coursework project. The technologies discussed include:
- Blogger, which the author learned how to use to store and manage their coursework digitally.
- Video editing software like Final Cut Pro and Premiere Pro, with the author finding Premiere Pro easier to use.
- Audition, which the author used a bit to help with soundtracks.
- LiveType for creating titles, which the author enjoyed using.
- Communication tools like Facebook and SMS that the author was already familiar with.
- Using a Panasonic camera and tripod for filming, with the tripod helping stabilize shots.
-
Preliminary task evaluation grid
Piers Thorley evaluated his performance on preliminary tasks for a radio station project. He found that planning went well but could have included more details. Subsequent tasks like identifying roles, finding archive clips, and script writing went smoothly, but the script had to be shortened. Creating a jingle turned out well though the software had complicated aspects. Recording in the studio and with a dictaphone went easily but it was awkward speaking alone to devices. Editing audio was straightforward in Audition but the tools were frustrating at times. Teamwork was excellent overall but different opinions arose. Areas for future improvement included being better organized, learning software beforehand, rehearsing recordings, and managing time on class work.
Preliminary Project
1) The student worked with a partner to film and edit a preliminary project, their first time working with cameras and editing software. They learned skills like using a lens to blur backgrounds and found the editing process enjoyable.
2) Time management was not an issue, but the lone computer they could use would randomly shut down, deleting their work. They adapted by working quickly.
3) Areas for improvement included securing actor schedules, maintaining consistent camera effects, and lengthening the film. Overall they felt they learned valuable lessons for their next project.
Test video reflections proforma 2021
This document outlines the tasks and sections to be completed for a video reflection and review project. It includes sections to discuss filming with a camera, working with others, editing in Premiere, reflections on what was learned, and action points for future work. For the camera section, the document lists discussing areas that were interesting, difficult, what went well, and what was less successful about using the camera. It provides examples for each point. Similarly, it prompts discussing working with others on the test filming and editing in Premiere. The reflections section asks about the three main things learned. Finally, it requests five action points to consider for a future music video project.
Technologies in media
The document discusses the technologies used in various media coursework projects, including websites for researching films (IMDB), recording audio (microphone), editing video (Final Cut Express), editing audio (Audacity), using Apple Mac computers, making music (GarageBand), researching online (Google Chrome), building websites (Wix), filming footage (Canon camera), uploading videos (YouTube), presenting information (Prezi), conducting surveys (SurveyMonkey), reviewing films (Rotten Tomatoes), and presenting work (SlideShare). While some technologies like iMacs, Chrome, and Wix were easy to use, others like Final Cut Express, Audacity, GarageBand, uploading to iMacs, annotating YouTube videos
Prelim media
Brandon reflects on what he learned from making a video with a group. He discusses time management challenges and how someone with experience helped others learn filming and editing skills. While the finished video looked professional with good editing, planning time better could have improved continuity issues from rushing. Feedback noted positive camera work and effects but suggested adding music and improving clothing continuity in shots of the main character Bobby. Brandon contributed acting, editing ideas, and creating a CCTV effect for the video.
Preliminary task - Q7
The document discusses the learning and progress between a preliminary magazine task and the full magazine production. Key learnings included aspects needed for a professional magazine like mastheads, barcodes, and appealing articles and images. The progression included gaining more software skills and using a higher quality SLR camera rather than a digital one, resulting in a more realistic magazine. Comparing the two productions showed that choices like the SLR versus digital camera and different design software impacted the quality and professionalism of the final magazine.
Technologies in media project
The document discusses various technologies and programs used for a media A-level coursework project. IMDB was used for researching horror films and provided summaries but not audience demographics. A small microphone recorded audio easily but had limited memory. Final Cut Express was difficult to learn but became easier with use for video editing. Audacity was hard to use at first for podcast editing. Apple Macs were familiar but files were hard to locate. GarageBand was challenging for creating music. Google Chrome was easy for research. Wix was familiar for website creation. A Canon camera was easy to use but uploading files to Macs was difficult initially. YouTube was known but annotations had to be learned. Prezi was hard to use due to options
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
Preliminary task evaluation
The document discusses the author's experience completing a filmmaking task. Some of the key things the author learned include how to use professional camera and tripod equipment, the importance of teamwork, and skills like camera operation, editing, and following shot types and rules. The author reflects that their group struggled with cooperation, which impacted the final product. Overall, it was a valuable learning experience about the filmmaking process, but the author hopes to improve their skills and work with a stronger team in the future.
Evaluation Question 6
The student learned several new technologies through completing this project, including how to use the blogging platform Blogger, filmmaking techniques like different shot types, and video editing software Premiere Pro. The student gained experience filming with cameras, using lighting and tripods, and editing footage. For future projects, the student would start technology processes earlier, be better organized with equipment, and learn editing software more in-depth. Overall, the project expanded the student's knowledge of media technologies.
Media Evaluation - Question 6
The blogger taught the student that embedding videos and photos is useful, but it requires getting used to. When filming, the student learned how to use a Canon camera and external microphone, as well as how to properly focus manually. The student also learned to always check that the external microphone is turned on. When editing with Premiere Pro, the student learned to save work frequently and use the timeline and keyboard shortcuts. GarageBand proved difficult to use for music but practicing beforehand could help. The student discovered new media types and learned lessons about planning, lighting techniques, and avoiding quality loss when exporting between programs.
Question 6
The document discusses various tools used during the planning, construction, and evaluation phases of a coursework project. During planning and research, Blogger was used to organize work, Prezi was used to create mind maps and presentations, and a camera was used to film interviews. Movie Studio Platinum, cameras, microphones, Photoshop, and YouTube were utilized during the construction phase, with the individual learning how to use various features of these tools. During evaluation, PowToon and tools previously used like Blogger, SlideShare, and Prezi were employed.
Test video reflections proforma 2021
The document provides instructions and reflections for a test video project. It includes sections for tasks to complete before starting, filming with a camera, filming with people, editing in Premiere, reflections on what was learned, and action points. For filming with a camera, the student discusses finding acting with different shots fun, but found controlling zoom on the camera challenging. For filming with people, timing shots with camera movement was difficult but planning helped. In editing, syncing audio was enjoyable but more footage was needed. The main things learned were the benefits of group work and learning Premiere editing. Action points will consider technical, time management, and planning aspects.
Evaluation question 6
The group worked well together despite having different skills and experiences with technology. Zach provided filmmaking equipment like a fig rig for steadycam and POV shots. The deadline pushed them to work hard to finish on time. Creating the storyboard helped plan shots, but also led to debate. The editing software allowed simulating the character's perspective. Limitations of the camera size and weight impacted some shot options. Online resources like YouTube provided inspiration and research for techniques.
Media - Question 6
The document discusses what was learned about various technologies from constructing a film project. It covers learning how to use blogger, filming equipment like a Canon camera and external microphone, editing software like Premier Pro, and music software like Garage Band. The document provides tips for their use, like always checking microphones are on, saving work frequently while editing, and practicing music software before needing it. It also notes challenges like filming at night and issues that can arise from using multiple programs to export a project.
Evaluation of preliminary_task
Ayesha Williams summarizes her learning from planning and completing a preliminary filmmaking task with a group. She learned about the importance of group discussion, setting roles and expectations, and organizing time effectively. For the task, the group decided on a topic, created a storyboard, conducted a risk assessment, and contributed to a script. Ayesha gained skills using camera equipment, different camera shots, and video editing software. She recognizes that with better organization and practice, the group could improve at applying film theory to practical skills.
Evaluation question 7
The document discusses the author's progression in technical skills, software skills, and general filmmaking skills from their preliminary task to their full media product. For technical skills, the author learned the importance of using a tripod, taking multiple takes, proper framing within the rule of thirds, and ensuring continuity between shots. For software, the author learned how to use LiveType and Premiere Pro for advanced editing capabilities. Overall, the author learned to carefully plan, reshoot shots from different angles to pick the best one, and that planning leads to a better final product.
Preliminary task evaluation
John Power evaluated his group's preliminary task process. [1] He felt their pre-production workflow was effective as they listened to each other's ideas, though brainstorming took too long at times. [2] They used an iPad camcorder which worked well and made transferring video easy. [3] He learned lighting and camera techniques are important. [4] They used iMovie on iMacs to edit, which was simple and met their deadline. [5] Their completed task met the criteria of showing match-on-action, 180 degree rule, and shot/reverse shot. [6] Overall, he learned more about the filmmaking process and can now notice techniques like continuity in other films.
Question 4
The document discusses various online resources and software tools used for a school film project. The Internet and Google were used for research on music, audiences, and equipment. YouTube provided film ideas but some irrelevant videos. Blogger hosted research, work, photos, and videos. SlideShare uploaded presentations. SoundCloud hosted composed music but had upload time limits. Equipment like cameras and a sound recorder were used. Adobe Premier Pro edited the film and trailer, Photoshop created the poster, and Fireworks designed text effects. Various software skills were learned throughout the project.
P for plannig
Planning is essential for a successful music video. The author's group created a schedule that allocated specific times and locations for filming. This schedule provided structure and prevented rushing. When issues arose, like shorter days due to time changes, the group used a mobile messaging app to reschedule filming times and hold meetings to discuss progress. Technology helped the group communicate flexibly and efficiently to complete filming on time.
Evaluation: Question Six
The document discusses the various technologies used in creating a film opening project, including researching on YouTube, using Blogger to present work, editing with iMovie, researching on Wikipedia, documenting the process with photos and video cameras, using SD cards to store footage, creating a logo in Photoshop, and learning new skills through constructing the media product. Overall, the author felt their skills with technologies improved through the research, planning, and creation involved in the project.
Media evaluation – question 7
Through completing their full film opening sequence, the student learned how important planning and research are for a successful video. For the preliminary task, they created a basic storyboard but did not plan shots in detail. However, for the main task they took more time to thoroughly storyboard and plan ideas with the group. This ensured they used their limited filming time effectively and were prepared with equipment lists. While they tried to fit too much into one lesson for the preliminary task, mistakes from this taught them to better account for challenges and arrange additional filming days if needed. Overall, the student improved their camerawork, editing skills, and understands the value of production research.
More Related Content
What's hot
Preliminary task evaluation grid
Piers Thorley evaluated his performance on preliminary tasks for a radio station project. He found that planning went well but could have included more details. Subsequent tasks like identifying roles, finding archive clips, and script writing went smoothly, but the script had to be shortened. Creating a jingle turned out well though the software had complicated aspects. Recording in the studio and with a dictaphone went easily but it was awkward speaking alone to devices. Editing audio was straightforward in Audition but the tools were frustrating at times. Teamwork was excellent overall but different opinions arose. Areas for future improvement included being better organized, learning software beforehand, rehearsing recordings, and managing time on class work.
Preliminary Project
1) The student worked with a partner to film and edit a preliminary project, their first time working with cameras and editing software. They learned skills like using a lens to blur backgrounds and found the editing process enjoyable.
2) Time management was not an issue, but the lone computer they could use would randomly shut down, deleting their work. They adapted by working quickly.
3) Areas for improvement included securing actor schedules, maintaining consistent camera effects, and lengthening the film. Overall they felt they learned valuable lessons for their next project.
Test video reflections proforma 2021
This document outlines the tasks and sections to be completed for a video reflection and review project. It includes sections to discuss filming with a camera, working with others, editing in Premiere, reflections on what was learned, and action points for future work. For the camera section, the document lists discussing areas that were interesting, difficult, what went well, and what was less successful about using the camera. It provides examples for each point. Similarly, it prompts discussing working with others on the test filming and editing in Premiere. The reflections section asks about the three main things learned. Finally, it requests five action points to consider for a future music video project.
Technologies in media
The document discusses the technologies used in various media coursework projects, including websites for researching films (IMDB), recording audio (microphone), editing video (Final Cut Express), editing audio (Audacity), using Apple Mac computers, making music (GarageBand), researching online (Google Chrome), building websites (Wix), filming footage (Canon camera), uploading videos (YouTube), presenting information (Prezi), conducting surveys (SurveyMonkey), reviewing films (Rotten Tomatoes), and presenting work (SlideShare). While some technologies like iMacs, Chrome, and Wix were easy to use, others like Final Cut Express, Audacity, GarageBand, uploading to iMacs, annotating YouTube videos
Prelim media
Brandon reflects on what he learned from making a video with a group. He discusses time management challenges and how someone with experience helped others learn filming and editing skills. While the finished video looked professional with good editing, planning time better could have improved continuity issues from rushing. Feedback noted positive camera work and effects but suggested adding music and improving clothing continuity in shots of the main character Bobby. Brandon contributed acting, editing ideas, and creating a CCTV effect for the video.
Preliminary task - Q7
The document discusses the learning and progress between a preliminary magazine task and the full magazine production. Key learnings included aspects needed for a professional magazine like mastheads, barcodes, and appealing articles and images. The progression included gaining more software skills and using a higher quality SLR camera rather than a digital one, resulting in a more realistic magazine. Comparing the two productions showed that choices like the SLR versus digital camera and different design software impacted the quality and professionalism of the final magazine.
Technologies in media project
The document discusses various technologies and programs used for a media A-level coursework project. IMDB was used for researching horror films and provided summaries but not audience demographics. A small microphone recorded audio easily but had limited memory. Final Cut Express was difficult to learn but became easier with use for video editing. Audacity was hard to use at first for podcast editing. Apple Macs were familiar but files were hard to locate. GarageBand was challenging for creating music. Google Chrome was easy for research. Wix was familiar for website creation. A Canon camera was easy to use but uploading files to Macs was difficult initially. YouTube was known but annotations had to be learned. Prezi was hard to use due to options
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
Preliminary task evaluation
The document discusses the author's experience completing a filmmaking task. Some of the key things the author learned include how to use professional camera and tripod equipment, the importance of teamwork, and skills like camera operation, editing, and following shot types and rules. The author reflects that their group struggled with cooperation, which impacted the final product. Overall, it was a valuable learning experience about the filmmaking process, but the author hopes to improve their skills and work with a stronger team in the future.
Evaluation Question 6
The student learned several new technologies through completing this project, including how to use the blogging platform Blogger, filmmaking techniques like different shot types, and video editing software Premiere Pro. The student gained experience filming with cameras, using lighting and tripods, and editing footage. For future projects, the student would start technology processes earlier, be better organized with equipment, and learn editing software more in-depth. Overall, the project expanded the student's knowledge of media technologies.
Media Evaluation - Question 6
The blogger taught the student that embedding videos and photos is useful, but it requires getting used to. When filming, the student learned how to use a Canon camera and external microphone, as well as how to properly focus manually. The student also learned to always check that the external microphone is turned on. When editing with Premiere Pro, the student learned to save work frequently and use the timeline and keyboard shortcuts. GarageBand proved difficult to use for music but practicing beforehand could help. The student discovered new media types and learned lessons about planning, lighting techniques, and avoiding quality loss when exporting between programs.
Question 6
The document discusses various tools used during the planning, construction, and evaluation phases of a coursework project. During planning and research, Blogger was used to organize work, Prezi was used to create mind maps and presentations, and a camera was used to film interviews. Movie Studio Platinum, cameras, microphones, Photoshop, and YouTube were utilized during the construction phase, with the individual learning how to use various features of these tools. During evaluation, PowToon and tools previously used like Blogger, SlideShare, and Prezi were employed.
Test video reflections proforma 2021
The document provides instructions and reflections for a test video project. It includes sections for tasks to complete before starting, filming with a camera, filming with people, editing in Premiere, reflections on what was learned, and action points. For filming with a camera, the student discusses finding acting with different shots fun, but found controlling zoom on the camera challenging. For filming with people, timing shots with camera movement was difficult but planning helped. In editing, syncing audio was enjoyable but more footage was needed. The main things learned were the benefits of group work and learning Premiere editing. Action points will consider technical, time management, and planning aspects.
Evaluation question 6
The group worked well together despite having different skills and experiences with technology. Zach provided filmmaking equipment like a fig rig for steadycam and POV shots. The deadline pushed them to work hard to finish on time. Creating the storyboard helped plan shots, but also led to debate. The editing software allowed simulating the character's perspective. Limitations of the camera size and weight impacted some shot options. Online resources like YouTube provided inspiration and research for techniques.
Media - Question 6
The document discusses what was learned about various technologies from constructing a film project. It covers learning how to use blogger, filming equipment like a Canon camera and external microphone, editing software like Premier Pro, and music software like Garage Band. The document provides tips for their use, like always checking microphones are on, saving work frequently while editing, and practicing music software before needing it. It also notes challenges like filming at night and issues that can arise from using multiple programs to export a project.
Evaluation of preliminary_task
Ayesha Williams summarizes her learning from planning and completing a preliminary filmmaking task with a group. She learned about the importance of group discussion, setting roles and expectations, and organizing time effectively. For the task, the group decided on a topic, created a storyboard, conducted a risk assessment, and contributed to a script. Ayesha gained skills using camera equipment, different camera shots, and video editing software. She recognizes that with better organization and practice, the group could improve at applying film theory to practical skills.
Evaluation question 7
The document discusses the author's progression in technical skills, software skills, and general filmmaking skills from their preliminary task to their full media product. For technical skills, the author learned the importance of using a tripod, taking multiple takes, proper framing within the rule of thirds, and ensuring continuity between shots. For software, the author learned how to use LiveType and Premiere Pro for advanced editing capabilities. Overall, the author learned to carefully plan, reshoot shots from different angles to pick the best one, and that planning leads to a better final product.
Preliminary task evaluation
John Power evaluated his group's preliminary task process. [1] He felt their pre-production workflow was effective as they listened to each other's ideas, though brainstorming took too long at times. [2] They used an iPad camcorder which worked well and made transferring video easy. [3] He learned lighting and camera techniques are important. [4] They used iMovie on iMacs to edit, which was simple and met their deadline. [5] Their completed task met the criteria of showing match-on-action, 180 degree rule, and shot/reverse shot. [6] Overall, he learned more about the filmmaking process and can now notice techniques like continuity in other films.
Question 4
The document discusses various online resources and software tools used for a school film project. The Internet and Google were used for research on music, audiences, and equipment. YouTube provided film ideas but some irrelevant videos. Blogger hosted research, work, photos, and videos. SlideShare uploaded presentations. SoundCloud hosted composed music but had upload time limits. Equipment like cameras and a sound recorder were used. Adobe Premier Pro edited the film and trailer, Photoshop created the poster, and Fireworks designed text effects. Various software skills were learned throughout the project.
P for plannig
Planning is essential for a successful music video. The author's group created a schedule that allocated specific times and locations for filming. This schedule provided structure and prevented rushing. When issues arose, like shorter days due to time changes, the group used a mobile messaging app to reschedule filming times and hold meetings to discuss progress. Technology helped the group communicate flexibly and efficiently to complete filming on time.
What's hot (20)
Similar to Evaluation of the preliminary task
Evaluation: Question Six
The document discusses the various technologies used in creating a film opening project, including researching on YouTube, using Blogger to present work, editing with iMovie, researching on Wikipedia, documenting the process with photos and video cameras, using SD cards to store footage, creating a logo in Photoshop, and learning new skills through constructing the media product. Overall, the author felt their skills with technologies improved through the research, planning, and creation involved in the project.
Media evaluation – question 7
Through completing their full film opening sequence, the student learned how important planning and research are for a successful video. For the preliminary task, they created a basic storyboard but did not plan shots in detail. However, for the main task they took more time to thoroughly storyboard and plan ideas with the group. This ensured they used their limited filming time effectively and were prepared with equipment lists. While they tried to fit too much into one lesson for the preliminary task, mistakes from this taught them to better account for challenges and arrange additional filming days if needed. Overall, the student improved their camerawork, editing skills, and understands the value of production research.
Question 7
The document summarizes what the group learned from producing their preliminary film task to the full film product. In the preliminary, they learned about different camera shots and angles through pre-production. During production of the preliminary, they struggled with camera skills and following the storyboard. In post-production of the preliminary, their editing was basic as they were new to the software. For the full film, they applied what they learned to plan better with a storyboard, focus on camera shots and angles, and create more sophisticated editing and titles. They felt their teamwork and skills improved from mistakes made on the preliminary.
Evaluation Question 6
The document discusses the various technologies the author learned about through constructing a media product for a course.
The author learned how to use a blog to organize their work, as well as websites like YouTube to upload and share videos. SurveyMonkey helped the author create online surveys and analyze results without paper. The author also learned how to use Prezi for digital presentations.
Through learning Premier Pro, the author gained skills in video editing including titles, freezing frames, color adjustments, and adding audio. When filming, the author experimented with camera techniques like exposure and handheld vs. dolly shots. Separate audio recording captured better sound quality than the camera alone.
Overall, the author found digital technologies made the
Preliminary task review
The group made some initial mistakes filming the preliminary task such as not following the 180 degree rule and not properly white balancing. They refilmed sections to correct these errors. When filming, they divided roles evenly between actors and camera operators. All decisions were made as a group after input from members. They carefully managed the equipment, had some issues meeting deadlines due to illnesses, and ensured safety on set. Resources like actors, props and locations were easily accessible. Storyboarding and scripts made the shoot straightforward. Some shots were refilmed for better angles. Overall time was well-managed despite early technical problems.
Question 6
Planning and research was an extensive process that utilized various technologies. Blogger was most important as it allowed the group to organize and update all ideas. They used Timetoast to storyboard shots and YouTube to find inspiration. Prezi helped plot tasks and ideas in one place. Google and IMDb aided research of similar films. During filming, the group learned lighting and sound quality are essential. A Nikon camera provided better quality than the college camera. LED lights and microphones ensured proper lighting and audio capture. A flip camera and still camera supplemented additional footage and planning images.
Question 7
- The document discusses what was learned from a preliminary task of filming a 2-minute script to creating a 2-minute film opening sequence. For the opening sequence, there was more freedom for creativity and consideration of target audiences. Technical skills like continuity editing, shot types, and storyboarding improved. A wider range of editing techniques were used for the opening compared to just continuity editing in the preliminary task. Overall, more was learned from the opening sequence due to more programs available, more time for planning, and lessons in teamwork.
Question 6
The student learned that creating a media project takes significantly more time and effort than initially expected. They discovered the challenges of filming, such as camera and lighting issues, and that editing individual clips together on Premiere Pro software was difficult. The student also learned the importance of properly naming and organizing clips, as well as regularly rendering the project file. Through this process, the student improved their skills with camera operation, video editing, use of software effects, matching clips with sound, and blog posting.
Evaluating skills developed
1) The document discusses skills developed during a music video project, including techniques, equipment use, and issues encountered like time management, planning, costumes, and practicing.
2) Techniques learned were those commonly used in music videos like split screens, varied framing and angles, lip syncing. Attention-grabbing elements like costumes, props, and technology were also important.
3) Issues encountered were time management, costumes/props, and planning. Better planning of tasks, costumes, props and shots would have resulted in a more polished final product.
How did you use media technologies in the
The document discusses the use of various media technologies throughout the research, planning, construction, and evaluation stages of a media project. Technologies used included the internet for research, blogs for planning, cameras and microphones for filming, movie maker for editing, photoshop for poster and magazine design, and different presentation methods like PowerPoint and podcasts for evaluation. Challenges arose like battery and memory issues, but the technologies overall helped effectively complete the different stages of the project.
Gabbi powerpoint
The document discusses the technologies and processes used to create a thriller film. It describes using a HD camera that was easier than a DV camcorder and had better battery life and quality. Recording sound was easy but composing music in Garage Band was difficult initially. LiveType was easy to use for titles while Final Cut Express was challenging at first but became easier with practice. The group storyboarded ideas and took still images to edit in sequence on Final Cut Express. They uploaded the final thriller to YouTube, Twitter, and Blogger to get feedback.
Q4
Fergus Bobby used various media technologies in the construction and research, planning, and evaluation stages of creating a horror trailer titled ".com". During the planning stage, little technology was used as planning was done on paper. For research, Fergus searched the internet to find inspiration from other horror trailers on YouTube and to conduct audience research through online surveys. Filming was done using a handheld HD video camera, and footage was uploaded to an iMac for editing in Adobe Premiere Pro. Sound effects were added using GarageBand. Photoshop was used to create promotional posters. Overall, Fergus found technologies like the internet, video cameras, editing software, and blogs to be invaluable in bringing the project to completion
Evaluation Q 6 and 7
The document discusses the various types of media and technologies the author learned to use while completing a film course. This includes learning how to use video editing software like Final Cut Pro, understanding issues like rendering clips, and utilizing techniques like the rule of thirds when filming. The author also learned how to use audio software GarageBand to produce soundtracks, and utilized online resources like YouTube and blogs to conduct research and share work. Overall, the author felt they gained significant skills and knowledge in areas like camerawork, editing, sound, and film techniques over the course of the project.
Evaluation xxxxxxxx a2
The student developed their skills in digital technology and filmmaking over the course of their AS studies. They found filming skills improved with practice but struggled with video editing software. For their A2 project, the student plans to take on research, planning, and editing individually. They learned the benefits of collaboration but also the need for quicker decision making. Researching genre conventions helped make their AS film successful but they also took risks in breaking conventions.
PowerPoint Presentation - Evaluation Question 6
I chose to answer Question 6 using a Microsoft PowerPoint, and talked about what I have learnt about different technologies from the process of constructing my product.
Evaluation question 6 c.m
If doing the project again, the group would improve planning, filming, and editing. For planning, they would create a detailed plan so everyone knows their roles. For filming, they would schedule actors and shots to avoid forgetting anything. For editing, they would allocate more time and ensure continuity. The project taught skills in editing software, camera work, and different shot types. Key advice is to plan thoroughly, know filming responsibilities, and leave enough time for editing and sound. While editing software had online tutorials, it could lag with many clips, impacting precision. The group could have scheduled more time for sound recording and used a storyboard to structure filming and avoid wasting daylight.
Media evaluation question 6
1) The document discusses the various technologies, equipment, hardware, and software used to create a media product. This included using cameras, tripods, mobile phones, computers, and editing software like Adobe Premier and After Effects.
2) Learning to properly operate the cameras, including adjusting exposure and focus, was challenging but improved the filmmaking skills. Battery life and camera stability were additional issues addressed.
3) Communication between group members was facilitated through mobile phones. Organizing and backing up files on computers was also a lesson learned.
4) Complex editing software took practice to learn but improved the final product over simpler options. Future projects will involve more preparation and experimentation with the software.
Evaluation for preliminary task
1) The student did not fully adhere to the brief as their video was only 30 seconds instead of the required 3 minutes, and felt it resembled a film trailer more than a short film. However, they did represent British youth culture stereotypes as asked.
2) While short, the student felt the video was somewhat effective in representing different youth stereotypes and using transitions between them.
3) For production and post-production, the group used a video camera, tripod, Final Cut editing software, free music, and Vimeo for uploading. They learned how to use the new software and equipment but struggled with some technical aspects like uploading to Vimeo.
4) The preliminary task was
Evaluation q6
The document discusses what the student learned about technology from creating a film project. They used Final Cut Express to edit together video clips and sync the music. They also used Garage Band to create original music for the film. Creating titles and getting clear dialogue were challenges. Overall, the student learned how to use video and audio editing software like Final Cut Express and Garage Band to produce a film.
AS Media preliminary task evaluation.
The student learned how to use video equipment like cameras and tripods through completing a group preliminary task. They worked well together, giving each other advice to improve their video. However, they realized they could have improved it further by spending more time editing. They successfully storyboarded and filmed multiple takes when needed, but refilming wasted lesson time. The student also gained skills that will help with future group projects.
Similar to Evaluation of the preliminary task (20)
Recently uploaded
Sara Saffari: Turning Underweight into Fitness Success at 23
Uncover the remarkable journey of Sara Saffari, whose transformation from underweight struggles to being recognized as a fitness icon at 23 underscores the importance of perseverance, discipline, and embracing a healthy lifestyle.
The Enigma of the Midnight Canvas, In the heart of Paris
In the heart of Paris, where the Seine River flowed languidly beneath the city's graceful bridges …
created with AI assistance…
定制(mu毕业证书)美国迈阿密大学牛津分校毕业证学历证书原版一模一样
原版定制【微信:bwp0011】《(mu毕业证书)美国迈阿密大学牛津分校毕业证学历证书》【微信:bwp0011】成绩单 、雅思、外壳、留信学历认证永久存档查询，采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信bwp0011】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信bwp0011】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
【关于价格问题（保证一手价格）】
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
The Unbelievable Tale of Dwayne Johnson Kidnapping: A Riveting Saga
Introduction
The notion of Dwayne Johnson kidnapping seems straight out of a Hollywood thriller. Dwayne "The Rock" Johnson, known for his larger-than-life persona, immense popularity. and action-packed filmography, is the last person anyone would envision being a victim of kidnapping. Yet, the bizarre and riveting tale of such an incident, filled with twists and turns. has captured the imagination of many. In this article, we delve into the intricate details of this astonishing event. exploring every aspect, from the dramatic rescue operation to the aftermath and the lessons learned.
Follow us on: Pinterest
The Origins of the Dwayne Johnson Kidnapping Saga
Dwayne Johnson: A Brief Background
Before discussing the specifics of the kidnapping. it is crucial to understand who Dwayne Johnson is and why his kidnapping would be so significant. Born May 2, 1972, Dwayne Douglas Johnson is an American actor, producer, businessman. and former professional wrestler. Known by his ring name, "The Rock," he gained fame in the World Wrestling Federation (WWF, now WWE) before transitioning to a successful career in Hollywood.
Johnson's filmography includes blockbuster hits such as "The Fast and the Furious" series, "Jumanji," "Moana," and "San Andreas." His charismatic personality, impressive physique. and action-star status have made him a beloved figure worldwide. Thus, the news of his kidnapping would send shockwaves across the globe.
Setting the Scene: The Day of the Kidnapping
The incident of Dwayne Johnson's kidnapping began on an ordinary day. Johnson was filming his latest high-octane action film set to break box office records. The location was a remote yet scenic area. chosen for its rugged terrain and breathtaking vistas. perfect for the film's climactic scenes.
But, beneath the veneer of normalcy, a sinister plot was unfolding. Unbeknownst to Johnson and his team, a group of criminals had planned his abduction. hoping to leverage his celebrity status for a hefty ransom. The stage was set for an event that would soon dominate worldwide headlines and social media feeds.
The Abduction: Unfolding the Dwayne Johnson Kidnapping
The Moment of Capture
On the day of the kidnapping, everything seemed to be proceeding as usual on set. Johnson and his co-stars and crew were engrossed in shooting a particularly demanding scene. As the day wore on, the production team took a short break. providing the kidnappers with the perfect opportunity to strike.
The abduction was executed with military precision. A group of masked men, armed and organized, infiltrated the set. They created chaos, taking advantage of the confusion to isolate Johnson. Johnson was outnumbered and caught off guard despite his formidable strength and fighting skills. The kidnappers overpowered him, bundled him into a waiting vehicle. and sped away, leaving everyone on set in a state of shock and disbelief.
The Immediate Aftermath
The immediate aftermath of the Dwayne Johnson kidnappin
The Future of Independent Filmmaking Trends and Job Opportunities
The landscape of independent filmmaking is evolving at an unprecedented pace. Technological advancements, changing consumer preferences, and new distribution models are reshaping the industry, creating new opportunities and challenges for filmmakers and film industry jobs. This article explores the future of independent filmmaking, highlighting key trends and emerging job opportunities.
定制(uow毕业证书)卧龙岗大学毕业证文凭学位证书原版一模一样
原版一模一样【微信：741003700 】【(uow毕业证书)卧龙岗大学毕业证文凭学位证书】【微信：741003700 】学位证，留信认证（真实可查，永久存档）offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原海外各大学 Bachelor Diploma degree, Master Degree Diploma
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
原版制作(Mercer毕业证书)摩斯大学毕业证在读证明一模一样
学校原件一模一样【微信：741003700 】《(Mercer毕业证书)摩斯大学毕业证》【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
【主营项目】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
From Teacher to OnlyFans: Brianna Coppage's Story at 28
At 28, Brianna Coppage left her teaching career to become an OnlyFans content creator. This bold move into digital entrepreneurship allowed her to harness her creativity and build a new identity. Brianna's experience highlights the intersection of technology and personal branding in today's economy.
Odia New Web Series at your fingerprint.
Stay ahead of the curve with the latest in Odia entertainment! Our Odia new web series promise an exciting blend of fresh narratives, talented performances, and engaging plots. Immerse yourself in the evolving world of Odia storytelling with our curated selection of cutting-edge web content. for more visit: https://aaonxt.com/series
Anasuya Sengupta Cannes 2024 Award Winner
Anasuya Sengupta, an Indian actress and designer, won the Best Actress Award at the Cannes Film Festival for the Bulgarian film 'The Shameless'.
The Gallery of Shadows, In the heart of a bustling city
In the heart of a bustling city, hidden away from the modern chaos …
created with AI assistance…
From Swing Music to Big Band Fame_ 5 Iconic Artists.pptx
Know about the five famous artists who have transitioned to Big Band Music from Swing Music. Here is a glimpse of their work and contributions.
University of Western Sydney degree offer diploma Transcript
澳洲UWS毕业证书制作西悉尼大学假文凭定制Q微168899991做UWS留信网教留服认证海牙认证改UWS成绩单GPA做UWS假学位证假文凭高仿毕业证申请西悉尼大学University of Western Sydney degree offer diploma Transcript
Leonardo DiCaprio House: A Journey Through His Extravagant Real Estate Portfolio
Introduction
Leonardo DiCaprio, A name synonymous with Hollywood excellence. is not only known for his stellar acting career but also for his impressive real estate investments. The "Leonardo DiCaprio house" is a topic that piques the interest of many. as the Oscar-winning actor has amassed a diverse portfolio of luxurious properties. DiCaprio's homes reflect his varied tastes and commitment to sustainability. from retreats to historic mansions. This article will delve into the fascinating world of Leonardo DiCaprio's real estate. Exploring the details of his most notable residences. and the unique aspects that make them stand out.
Follow us on: Pinterest
Leonardo DiCaprio House: Malibu Beachfront Retreat
A Prime Location
His Malibu beachfront house is one of the most famous properties in Leonardo DiCaprio's real estate portfolio. Situated in the exclusive Carbon Beach. also known as "Billionaire's Beach," this property boasts stunning ocean views and private beach access. The "Leonardo DiCaprio house" in Malibu is a testament to the actor's love for the sea and his penchant for luxurious living.
Architectural Highlights
The Malibu house features a modern design with clean lines, large windows. and open spaces blending indoor and outdoor living. The expansive deck and patio areas provide ample space for entertaining guests or enjoying a quiet sunset. The house has state-of-the-art amenities. including a gourmet kitchen, a home theatre, and many guest suites.
Sustainable Features
Leonardo DiCaprio is a well-known environmental activist. whose Malibu house reflects his commitment to sustainability. The property incorporates solar panels, energy-efficient appliances, and sustainable building materials. The landscaping around the house is also designed to be water-efficient. featuring drought-resistant plants and intelligent irrigation systems.
Leonardo DiCaprio House: Hollywood Hills Hideaway
Privacy and Seclusion
Another remarkable property in Leonardo DiCaprio's collection is his Hollywood Hills house. This secluded retreat offers privacy and tranquility. making it an ideal escape from the hustle and bustle of Los Angeles. The "Leonardo DiCaprio house" in Hollywood Hills nestled among lush greenery. and offers panoramic views of the city and surrounding landscapes.
Design and Amenities
The Hollywood Hills house is a mid-century modern gem characterized by its sleek design and floor-to-ceiling windows. The open-concept living space is perfect for entertaining. while the cozy bedrooms provide a comfortable retreat. The property also features a swimming pool, and outdoor dining area. and a spacious deck that overlooks the cityscape.
Environmental Initiatives
The Hollywood Hills house incorporates several green features that are in line with DiCaprio's environmental values. The home has solar panels, energy-efficient lighting, and a rainwater harvesting system. Additionally, the landscaping designed to support local wildlife and promote
一比一原版(UCSF毕业证)旧金山分校毕业证如何办理
原件一模一样【微信：95270640】【旧金山分校毕业证UCSF学位证成绩单】【微信：95270640】（留信学历认证永久存档查询）采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信：95270640】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信：95270640】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份【微信：95270640】
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
→ 【关于价格问题（保证一手价格）
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：可来公司面谈，可签订合同，会陪同客户一起到教育部认证窗口递交认证材料，客户在教育部官方认证查询网站查询到认证通过结果后付款，不成功不收费！
办理旧金山分校毕业证毕业证offerUCSF学位证【微信：95270640 】外观非常精致，由特殊纸质材料制成，上面印有校徽、校名、毕业生姓名、专业等信息。
办理旧金山分校毕业证UCSF学位证毕业证offer【微信：95270640 】格式相对统一，各专业都有相应的模板。通常包括以下部分：
校徽：象征着学校的荣誉和传承。
校名:学校英文全称
授予学位：本部分将注明获得的具体学位名称。
毕业生姓名：这是最重要的信息之一，标志着该证书是由特定人员获得的。
颁发日期：这是毕业正式生效的时间，也代表着毕业生学业的结束。
其他信息：根据不同的专业和学位，可能会有一些特定的信息或章节。
办理旧金山分校毕业证毕业证offerUCSF学位证【微信：95270640 】价值很高，需要妥善保管。一般来说，应放置在安全、干燥、防潮的地方，避免长时间暴露在阳光下。如需使用，最好使用复印件而不是原件，以免丢失。
综上所述，办理旧金山分校毕业证毕业证offerUCSF学位证【微信：95270640 】是证明身份和学历的高价值文件。外观简单庄重，格式统一，包括重要的个人信息和发布日期。对持有人来说，妥善保管是非常重要的。
The Evolution of the Leonardo DiCaprio Haircut: A Journey Through Style and C...
Leonardo DiCaprio, a name synonymous with Hollywood stardom and acting excellence. has captivated audiences for decades with his talent and charisma. But, the Leonardo DiCaprio haircut is one aspect of his public persona that has garnered attention. From his early days as a teenage heartthrob to his current status as a seasoned actor and environmental activist. DiCaprio's hairstyles have evolved. reflecting both his personal growth and the changing trends in fashion. This article delves into the many phases of the Leonardo DiCaprio haircut. exploring its significance and impact on pop culture.
Divertidamente SLIDE muito lindo e criativo, pptx
Slide criativo e muito lindo, apenas editar, muito simples
原版制作(MUN毕业证书)纽芬兰纪念大学毕业证PDF成绩单一模一样
学校原件一模一样【微信：741003700 】《(MUN毕业证书)纽芬兰纪念大学毕业证》【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
【主营项目】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
一比一原版(AUT毕业证)奥克兰理工大学毕业证如何办理
AUT毕业证假文凭【微信95270640】购买（奥克兰理工大学毕业证成绩单硕士学历）Q微信95270640代办AUT学历认证留信网伪造奥克兰理工大学学位证书精仿奥克兰理工大学本科/硕士文凭证书补办奥克兰理工大学 diplomaoffer,Transcript购买奥克兰理工大学毕业证成绩单购买AUT假毕业证学位证书购买伪造奥克兰理工大学文凭证书学位证书,专业办理雅思、托福成绩单，学生ID卡，在读证明，海外各大学offer录取通知书，毕业证书，成绩单，文凭等材料:1:1完美还原毕业证、offer录取通知书、学生卡等各种在读或毕业材料的防伪工艺（包括 烫金、烫银、钢印、底纹、凹凸版、水印、防伪光标、热敏防伪、文字图案浮雕，激光镭射，紫外荧光，温感光标）学校原版上有的工艺我们一样不会少，不论是老版本还是最新版本，都能保证最高程度还原，力争完美以求让所有同学都能享受到完美的品质服务。
办国外奥克兰理工大学奥克兰理工大学毕业证文凭证书教育部学历学位认证留信认证大使馆认证留学回国人员证明修改成绩单信封申请学校offer录取通知书在读证明offer letter。
快速办理高仿国外毕业证成绩单：
1奥克兰理工大学毕业证+成绩单+留学回国人员证明+教育部学历认证（全套留学回国必备证明材料给父母及亲朋好友一份完美交代）;
2雅思成绩单托福成绩单OFFER在读证明等留学相关材料（申请学校转学甚至是申请工签都可以用到）。
3.毕业证 #成绩单等全套材料从防伪到印刷从水印到钢印烫金高精仿度跟学校原版100%相同。
专业服务请勿犹豫联系我！联系人微信号：95270640诚招代理：本公司诚聘当地代理人员如果你有业余时间有兴趣就请联系我们。
国外奥克兰理工大学奥克兰理工大学毕业证文凭证书办理过程：
1客户提供办理信息：姓名生日专业学位毕业时间等（如信息不确定可以咨询顾问：我们有专业老师帮你查询）；
2开始安排制作毕业证成绩单电子图；
3毕业证成绩单电子版做好以后发送给您确认；
4毕业证成绩单电子版您确认信息无误之后安排制作成品；
5成品做好拍照或者视频给您确认；
6快递给客户（国内顺丰国外DHLUPS等快读邮寄）。蜿蜒小溪一直都是山娃和小伙伴们盛夏的天然泳场水不深碎石底石缝里总有摸不尽的鱼虾活蹦乱跳的还有乌龟和王八贼头贼脑的倒也逗人喜爱日上三竿时山娃总爱窜进自家瓜棚里跟小伙伴们坐着聊天聊着聊着便忍不住往瓜田里逡巡一番抱起一只硕大的西瓜用石刀劈开抑或用拳头砸开每人抱起一大块就啃啃得满嘴满脸猴屁股般的红艳大家一个劲地指着对方吃吃地笑瓜裂得古怪奇形怪状却丝毫不影响瓜味甜丝丝的满嘴生津遍地都是瓜横七竖八的活像掷满这
The Enigmatic Portrait, In the heart of a sleepy town
In the heart of a sleepy town nestled between rolling hills and whispering pines …
created with AI assistance…
Recently uploaded (20)
Sara Saffari: Turning Underweight into Fitness Success at 23
Sara Saffari: Turning Underweight into Fitness Success at 23
The Enigma of the Midnight Canvas, In the heart of Paris
The Enigma of the Midnight Canvas, In the heart of Paris
The Unbelievable Tale of Dwayne Johnson Kidnapping: A Riveting Saga
The Unbelievable Tale of Dwayne Johnson Kidnapping: A Riveting Saga
The Future of Independent Filmmaking Trends and Job Opportunities
The Future of Independent Filmmaking Trends and Job Opportunities
From Teacher to OnlyFans: Brianna Coppage's Story at 28
From Teacher to OnlyFans: Brianna Coppage's Story at 28
The Gallery of Shadows, In the heart of a bustling city
The Gallery of Shadows, In the heart of a bustling city
From Swing Music to Big Band Fame_ 5 Iconic Artists.pptx
From Swing Music to Big Band Fame_ 5 Iconic Artists.pptx
University of Western Sydney degree offer diploma Transcript
University of Western Sydney degree offer diploma Transcript
Leonardo DiCaprio House: A Journey Through His Extravagant Real Estate Portfolio
Leonardo DiCaprio House: A Journey Through His Extravagant Real Estate Portfolio
The Evolution of the Leonardo DiCaprio Haircut: A Journey Through Style and C...
The Evolution of the Leonardo DiCaprio Haircut: A Journey Through Style and C...
The Enigmatic Portrait, In the heart of a sleepy town
The Enigmatic Portrait, In the heart of a sleepy town
Evaluation of the preliminary task
- 1. Evaluation of the Preliminary Task. By Tara St. Louis
- 3. What have you learnt about using equipment? I have learnt that when you use equipment such as the camera you have to be very delicate. Also I learnt that the camera can be very creative as long as you study all the shots. Moreover the camera was used as a video recorder and we used many camera shots in our video to carry out our task. As a group we learnt that the sound on the camera wasn’t very clear because it picked up outside noise, so we used a micro phone and a beam pole to get the sound in which was actually useful to us. To ensure that the sound was being recorded we used the headphones as a feedback source.
- 5. What did you learn about linking theories to practice?