Evaluation – part 3
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OC92The document summarizes audience feedback from a school video project showcase. Viewers felt the video was very impressive and one of the most professional looking. The main criticism was that it could have explored more exciting filming locations. Feedback praised the clever story line, effective use of camera shots and angles, how the genre of music matched the visuals, and that it sustained interest throughout. Some suggested changes like adding more transitions, colorization, and performance-based shots.
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Question 1
This document discusses how the media producer's music video uses, develops, or challenges conventions of real music videos. It establishes a retro, vintage aesthetic through the opening title font and faded, saturated opening shot. While the romance narrative conforms to the genre, the lack of the artist in the first shots contrasts some conventions. The use of super 8 film filters, color grading, locations, and retro props are considered conventional, but the inclusion of authentic VHS footage challenges conventions by providing a different type of realism. Overall, the video both conforms to and develops conventions of the indie/alternative genre through its retro aesthetic and romance narrative.
Audience research on first draft of the video
The document contains audience feedback on the first draft of a music video. The feedback includes positive comments on the well-constructed mise-en-scene, lighting, costumes, and variety of camera shots. However, some of the editing, specifically some drum shots, were noted as being slightly out of sync with the beat. Overall, most reviewers thought the concept worked well as a music piece but some minor tweaks could improve it.
Analysis of previous students work jamie powell
The document discusses the shots and lighting used in a music video. It analyzes mid shots of the band displaying all members, as well as close ups of each instrument. Shots are clear and well focused. Later, a new character is introduced halfway through the video in a well-lit mid shot. The video creatively combines the band's performance with a narrative storyline, though the narrative is somewhat confusing. In the end, the performance becomes part of the narrative as the character watches. The creativity is praised, though clearer narrative and audio syncing could have improved the video.
evaluation
The document provides an overview of audience feedback on a student film categorized into four areas: mise-en-scene, camera, sound, and editing. Moderate feedback praised the opening sequence but noted the camera could be steadier in stop motion scenes, lighting was inconsistent between shots, and using parody names lacked professionalism. Overall, the students enjoyed making the film and learning new skills, and will consider the criticism constructively if making future films.
Locations
The document discusses 5 potential locations for filming a music video: 1) Trinity Academy hallways for opening/closing shots and crowd scenes, 2) Beechwood Park for cinematic shots of a person walking alone, 3) Cleethorpes beach for calming scenes, 4) Halifax town centre for crowd shots, and 5) a school studio for main singing scenes against a plain backdrop. The document provides details on what will be filmed, preferred filming times, advantages and potential problems at each location.
Construction & Editing Process
The document discusses the editing process for creating a music video. Sequence markers were used to aid editing and sync clips to the beat of the song. Multiple rough cuts were made, incorporating feedback each time to improve the video. This included shortening shot lengths, adding more shots of the vocalist, and increasing the pace through additional cuts. Using markers and creating several edits allowed for testing different structures and orientations to ultimately produce the best final cut.
Song Choices
This document analyzes four music videos - "Harder To Breathe", "Molly's Chambers", a cover of "Shut Down", and "Feel Good Inc" - to choose one for a music video project. It discusses the editing techniques and performance aspects of each. It eliminates "Shut Down" for being too simplistic and live. It also rules out the animated "Feel Good Inc" because the project requires a performance-based video. Between the remaining options of "Harder To Breathe" and "Molly's Chambers", the document chooses "Molly's Chambers" because the band was already familiar with that song, making it easier to record.
Audience feedback
The document contains audience feedback on a music video. There are positive comments praising the use of backgrounds like the carousel and beach, and how the editing with fast pace and disappearing effect made the video interesting to watch. Constructive criticism notes that the party scene could have had better lighting and more actors, and that changing frame sizes and some fuzzy sections made the video look unprofessional. The creator responds that they aim to improve lighting, actors, and technical quality in future videos based on this feedback.
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Question 1
This document discusses how the media producer's music video uses, develops, or challenges conventions of real music videos. It establishes a retro, vintage aesthetic through the opening title font and faded, saturated opening shot. While the romance narrative conforms to the genre, the lack of the artist in the first shots contrasts some conventions. The use of super 8 film filters, color grading, locations, and retro props are considered conventional, but the inclusion of authentic VHS footage challenges conventions by providing a different type of realism. Overall, the video both conforms to and develops conventions of the indie/alternative genre through its retro aesthetic and romance narrative.
Audience research on first draft of the video
The document contains audience feedback on the first draft of a music video. The feedback includes positive comments on the well-constructed mise-en-scene, lighting, costumes, and variety of camera shots. However, some of the editing, specifically some drum shots, were noted as being slightly out of sync with the beat. Overall, most reviewers thought the concept worked well as a music piece but some minor tweaks could improve it.
Analysis of previous students work jamie powell
The document discusses the shots and lighting used in a music video. It analyzes mid shots of the band displaying all members, as well as close ups of each instrument. Shots are clear and well focused. Later, a new character is introduced halfway through the video in a well-lit mid shot. The video creatively combines the band's performance with a narrative storyline, though the narrative is somewhat confusing. In the end, the performance becomes part of the narrative as the character watches. The creativity is praised, though clearer narrative and audio syncing could have improved the video.
evaluation
The document provides an overview of audience feedback on a student film categorized into four areas: mise-en-scene, camera, sound, and editing. Moderate feedback praised the opening sequence but noted the camera could be steadier in stop motion scenes, lighting was inconsistent between shots, and using parody names lacked professionalism. Overall, the students enjoyed making the film and learning new skills, and will consider the criticism constructively if making future films.
Locations
The document discusses 5 potential locations for filming a music video: 1) Trinity Academy hallways for opening/closing shots and crowd scenes, 2) Beechwood Park for cinematic shots of a person walking alone, 3) Cleethorpes beach for calming scenes, 4) Halifax town centre for crowd shots, and 5) a school studio for main singing scenes against a plain backdrop. The document provides details on what will be filmed, preferred filming times, advantages and potential problems at each location.
Construction & Editing Process
The document discusses the editing process for creating a music video. Sequence markers were used to aid editing and sync clips to the beat of the song. Multiple rough cuts were made, incorporating feedback each time to improve the video. This included shortening shot lengths, adding more shots of the vocalist, and increasing the pace through additional cuts. Using markers and creating several edits allowed for testing different structures and orientations to ultimately produce the best final cut.
Song Choices
This document analyzes four music videos - "Harder To Breathe", "Molly's Chambers", a cover of "Shut Down", and "Feel Good Inc" - to choose one for a music video project. It discusses the editing techniques and performance aspects of each. It eliminates "Shut Down" for being too simplistic and live. It also rules out the animated "Feel Good Inc" because the project requires a performance-based video. Between the remaining options of "Harder To Breathe" and "Molly's Chambers", the document chooses "Molly's Chambers" because the band was already familiar with that song, making it easier to record.
Audience feedback
The document contains audience feedback on a music video. There are positive comments praising the use of backgrounds like the carousel and beach, and how the editing with fast pace and disappearing effect made the video interesting to watch. Constructive criticism notes that the party scene could have had better lighting and more actors, and that changing frame sizes and some fuzzy sections made the video look unprofessional. The creator responds that they aim to improve lighting, actors, and technical quality in future videos based on this feedback.
Originality and creativity
This document provides details on the assembly video editing process. It describes the title sequence which introduces the letters of the title. It discusses using candid student shots to engage the audience rather than focusing on the environment. Various sections are summarized including the bus ride montage set to music, teaching clips being longer to show classrooms, and basketball matches edited together to make it seem like shots went in. The final scene uses cross fading group photos to end with the music, with a subtitle thanking teachers.
Evaluation For Our Final Product
The document contains opinions from three group members on their final film project. Amy thought they successfully showed the genre through shots from different angles, but editing and costumes could be improved. Lewis agreed the storyline and music worked well, but the costume didn't clearly identify the characters. Simon felt the editing was sharp but costumes needed to be more realistic to portray adults rather than teenagers.
Wordmap Of Initial Ideas
The document outlines plans for an R&B music video that will take inspiration from artists like Usher, Ne-yo, and Jason Derulo. It will feature a male lead performer and love interest portrayed by a female in revealing clothing. Scenes will be shot at a college studio, nightclub, and street at night using techniques like long shots, close-ups, and low angles under bright and dim lighting to showcase dancing and the performer.
Textual analysis of a music video from past
This document analyzes and summarizes a past student music video for technical skills and quality. It finds the video earns a low level 3 grade due to issues like shaky camerawork, lack of variety in shots, repeated footage, and edits/effects that do not fit the song. Specific examples are provided through screenshots that show unprofessional acting, irrelevant footage like a man in a monkey onesie, and lack of attention to things like mise-en-scene and selling the main protagonist. Analyzing this poor quality video's mistakes will help the author's group improve and avoid similar issues.
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2. The producers aim to make viewers feel invested in the show by strategically capturing moments that show the heartfelt nature of the competition, like when a performance moves a judge to tears.
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Final major project
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Mv production assignment evaluation form 2019 (1)
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Question3
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Audience Feedback
The document summarizes feedback received from an audience on trailers, posters, and a magazine cover created by the class. Key points included:
1. The trailer music and titles were praised for fitting the ballet theme.
2. Feedback noted the effective editing in the trailer, including a slow motion shot.
3. The poster was said to suit the trailer and make effective use of imagery and IT.
4. Comments on the magazine cover appreciated its accurate representation of a real magazine layout and use of lens flares relating to the dance theme.
Audience Feedback
The document summarizes feedback received from an audience on trailers, posters, and a magazine cover created by the class. Key points included:
1. The trailer music and titles were praised for fitting the ballet theme.
2. Feedback noted the effective editing in the trailer, including a slow motion shot.
3. The poster was said to suit the trailer and make effective use of imagery and IT.
4. Comments on the magazine cover appreciated its accurate representation of a real magazine layout and use of lens flares relating to the dance theme.
part 3
The filmmaker received helpful feedback from 12 comments on their film. While most comments were positive, some noted issues with readability of the titles during the static scene and loudness of the static audio. A few comments also indicated confusion about the storyline. Overall, the feedback suggested that faster pacing and incomplete viewing may have contributed to some ambiguity, but effects, sound, and camerawork were well received. Most criticism centered around readability and understandability, which the filmmaker sees as opportunities for improvement in future works.
Audience feedback responses & what I have learnt
The feedback received was overall very positive. Respondents agreed that the genre was clearly shown and conventions were followed. However, some noted that the house style/brand identity between the magazine cover and film poster could be stronger. Other suggested improvements included using a tripod for filming to improve image quality, making the storyline and sad elements clearer, and making the on-screen text bolder and easier to read. The creator is pleased with the positive feedback but acknowledges areas like house style consistency and technical aspects that could be improved if done again.
Answer to question 3
The student learned several things from audience feedback on their music video:
- Viewers understood the storyline but suggested using more color and less black and white footage.
- They could have added more transitions between scenes.
- The video was praised for its clear storyline but feedback suggested making it longer or adding more characters.
- Negative feedback was most helpful for improving future work by pointing out areas that could be strengthened.
Presentation for question 3
After showcasing their music video, the student received feedback from questionnaires. While most responses were positive, some provided constructive criticism to improve the video. The student learned that audiences felt there was too little color, too much black and white footage, and not enough transitions. The criticism helped the student realize aspects to enhance if remaking the video, such as incorporating more locations, characters, and an upbeat song. Overall, the feedback process taught the student about how others perceive their work and how to strengthen future projects.
Response to Q3
After showcasing their music video, the student received feedback from questionnaires. While most responses were positive, some provided constructive criticism to improve the video. The student learned that audiences felt there was too little color, too much black and white footage, and not enough transitions. The criticism helped the student realize aspects to enhance if remaking the video, such as incorporating more vibrant locations and characters. Through the feedback process, the student gained insight into how others perceive their work and learned it is important to consider both positive and critical feedback for growth.
Mv evaluation 2021
The document provides a summary of Emma's music video production process. It describes her research process, planning, time management, technical qualities of filming and editing, aesthetic qualities, intended audience, and feedback from peers. The research included watching behind-the-scenes videos of the band Why Don't We. Planning was impacted by changes to the filming schedule and locations. Random clips were edited together within a theme of a "fun day out." Peer feedback noted effective editing effects but suggested improving video quality and some glitch effects.
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Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
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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.
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