Evaluation post6 (2)
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Through completing this project, the author learned about various online tools, software, and hardware. Google helped provide reliable research for the project. Slideshare allowed uploading files to a blog. YouTube taught how to embed videos in a blog. iMovie was an effective and easy to use editing software that taught video editing skills. Photoshop was used to design a logo and develop new photo editing skills. The video camera, tripod, and iMac computer were valuable resources for recording, editing, and researching footage for the project. Overall, hands-on experience with these technologies improved the author's technical, research, and multimedia skills.
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Evaluation post6
The document discusses various online tools, software, and hardware the author used to create a media project. They found Google useful for research and problem-solving. Slideshare allowed them to upload and embed files. Through using iMovie, the author learned how to confidently edit videos. Photoshop helped develop new skills for creating a logo. Recording with a high-quality video camera and tripod supported getting professional shots and angles for different camera movements. Overall, the author gained knowledge applicable to future projects.
Evaluation task 6.
The document discusses the various hardware, software, and online tools used to complete an evaluation task involving filming and editing a film opening. A video camera, tripod, and iMac were used to record and edit footage. Final Cut Pro and Photoshop were used for editing and creating graphics. Google was used for research, troubleshooting, and learning how to use the various tools. Slideshare and YouTube were utilized to upload and share work online. The document focuses on what was learned from using each tool, including gaining technical skills and confidence with the equipment and programs.
EVALUATION POST 4
The document discusses various media technologies used to complete a research and evaluation project. A Canon HD video camera was used to film scenes for a research trailer. An iMac was vital for editing the film opening, as it offered professional software and was more advanced than school computers. A USB drive allowed work to be transferred between school and home. Adobe Photoshop and Final Cut Pro were used for graphic design and video editing. Blogger was used to upload work online and Slideshare allowed presentations to be shared. Google was heavily relied on for research and YouTube was used to upload high-quality videos with feedback features.
What have you learnt about technologies from the process of constructing this...
By constructing a film opening, the author learned about various technologies. They used a camera and tripod to film footage and understand proper shots and stability. An MAC computer was used to edit the footage and create a logo, learning basic editing techniques. Final Cut Pro was used to edit the footage together and add effects like noise removal. Photoshop helped create the logo and learn photo and advanced editing. Online tools like Slideshare, Blogger, and YouTube were utilized to share work, with YouTube providing experience uploading and sharing videos.
Question 6
The document discusses various technologies used to construct a magazine product. It describes using an iMac with 8GB of RAM to run software like Photoshop and PowerPoint without crashing. A Nikon D3100 camera was used to take high-quality photos for the magazine, along with a horseshoe flash trigger to synchronize lighting. Photoshop allowed editing of photos and positioning of elements on pages. WordPress was used to document the process and include images, PowerPoints, and other materials. Microsoft PowerPoint and Safari were also utilized.
What have you learnt about technologies from the
The document discusses what the author has learned about technologies from constructing a product. They learned how to take better photos with a digital camera by using different camera settings. The author also learned new skills in Photoshop CS5, such as using input masks and finer selection tools, that allowed them to better edit and manipulate photos. Additionally, they discovered online services like Prezi that helped them create presentations, and learned how to publish work online as a "prosumer".
Technology
The document discusses various technologies used and learned during a school project. It describes using an online blog to share research, photos, videos and presentations with the group. iMovie was used to edit preliminary and final tasks, including adding credits, music and transitions to videos. Cameras were used to take still photos and video footage of the location and tasks. Apple Mac webcams recorded audience feedback videos. Through constructing the project, the author learned to use an Apple Mac for video editing, properly cut and edit clips in iMovie, and became confident using online blogs, cameras and other technologies.
6) evaluation post 6
I have learned several technologies through creating this product:
- I used a video camera and tripod to film footage and learned various camera techniques, shots, and camera movements.
- I edited using iMovie initially and then Final Cut Pro, gaining skills in professional video editing.
- I used Photoshop to create graphics and learned how to use its tools.
- Online, I used YouTube to upload and share videos, and learned skills like embedding and adding annotations. I used Slideshare to upload presentations and Blogger to create a blog to house my work, gaining web publishing skills.
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Evaluation post6
The document discusses various online tools, software, and hardware the author used to create a media project. They found Google useful for research and problem-solving. Slideshare allowed them to upload and embed files. Through using iMovie, the author learned how to confidently edit videos. Photoshop helped develop new skills for creating a logo. Recording with a high-quality video camera and tripod supported getting professional shots and angles for different camera movements. Overall, the author gained knowledge applicable to future projects.
Evaluation task 6.
The document discusses the various hardware, software, and online tools used to complete an evaluation task involving filming and editing a film opening. A video camera, tripod, and iMac were used to record and edit footage. Final Cut Pro and Photoshop were used for editing and creating graphics. Google was used for research, troubleshooting, and learning how to use the various tools. Slideshare and YouTube were utilized to upload and share work online. The document focuses on what was learned from using each tool, including gaining technical skills and confidence with the equipment and programs.
EVALUATION POST 4
The document discusses various media technologies used to complete a research and evaluation project. A Canon HD video camera was used to film scenes for a research trailer. An iMac was vital for editing the film opening, as it offered professional software and was more advanced than school computers. A USB drive allowed work to be transferred between school and home. Adobe Photoshop and Final Cut Pro were used for graphic design and video editing. Blogger was used to upload work online and Slideshare allowed presentations to be shared. Google was heavily relied on for research and YouTube was used to upload high-quality videos with feedback features.
What have you learnt about technologies from the process of constructing this...
By constructing a film opening, the author learned about various technologies. They used a camera and tripod to film footage and understand proper shots and stability. An MAC computer was used to edit the footage and create a logo, learning basic editing techniques. Final Cut Pro was used to edit the footage together and add effects like noise removal. Photoshop helped create the logo and learn photo and advanced editing. Online tools like Slideshare, Blogger, and YouTube were utilized to share work, with YouTube providing experience uploading and sharing videos.
Question 6
The document discusses various technologies used to construct a magazine product. It describes using an iMac with 8GB of RAM to run software like Photoshop and PowerPoint without crashing. A Nikon D3100 camera was used to take high-quality photos for the magazine, along with a horseshoe flash trigger to synchronize lighting. Photoshop allowed editing of photos and positioning of elements on pages. WordPress was used to document the process and include images, PowerPoints, and other materials. Microsoft PowerPoint and Safari were also utilized.
What have you learnt about technologies from the
The document discusses what the author has learned about technologies from constructing a product. They learned how to take better photos with a digital camera by using different camera settings. The author also learned new skills in Photoshop CS5, such as using input masks and finer selection tools, that allowed them to better edit and manipulate photos. Additionally, they discovered online services like Prezi that helped them create presentations, and learned how to publish work online as a "prosumer".
Technology
The document discusses various technologies used and learned during a school project. It describes using an online blog to share research, photos, videos and presentations with the group. iMovie was used to edit preliminary and final tasks, including adding credits, music and transitions to videos. Cameras were used to take still photos and video footage of the location and tasks. Apple Mac webcams recorded audience feedback videos. Through constructing the project, the author learned to use an Apple Mac for video editing, properly cut and edit clips in iMovie, and became confident using online blogs, cameras and other technologies.
6) evaluation post 6
I have learned several technologies through creating this product:
- I used a video camera and tripod to film footage and learned various camera techniques, shots, and camera movements.
- I edited using iMovie initially and then Final Cut Pro, gaining skills in professional video editing.
- I used Photoshop to create graphics and learned how to use its tools.
- Online, I used YouTube to upload and share videos, and learned skills like embedding and adding annotations. I used Slideshare to upload presentations and Blogger to create a blog to house my work, gaining web publishing skills.
Evaluation 6
The document discusses the various technologies Aivaras Vaitiekunas used and learned during the process of constructing a film project. He used a video camera, tripod, SD memory card, iMac computer, iMovie and Photoshop software, Microsoft programs, YouTube, Slideshare, Google, eBlogger, and Mindmeister. Through using these technologies, he gained experience with video recording and editing, image editing, presentation tools, and online platforms for research, file sharing, and blogging.
Evaluation question 6
The student learned how to use HD cameras and Final Cut Express editing software to create their product. They learned how to record with the cameras, change settings, and create different shots. With the software, they learned how to add transitions between shots, add text and make it move, and incorporate music. Creating a digital product allowed for easy editing and changes. Their skills with the software improved significantly over the course of the project.
Evaluation 6 q
The document discusses various technologies used to create a music magazine, including Adobe Photoshop and InDesign to manipulate photos and design pages, Windows Movie Maker to create movies, and Blogger to create a blog presenting the magazine work. It also discusses using Prezi for presentations, Popplet for mind maps, Voki to create speaking figures, Thinglink to add details to images, and Slideshare to present PowerPoint presentations. The document reflects on gaining proficiency with these technologies through practice, though initially finding the right tools was difficult, and laying out the blog appropriately also posed challenges.
Part 6
1) The group used a basic Toshiba camera that was lightweight and easy to move locations.
2) They used Celtex scripting software to design scripts for their film in an automated format.
3) Final Cut Express editing software allowed them to easily upload and edit footage on MacBook computers.
4) Google Blogger and YouTube were used to share work, feedback, and broadcast their finished film online.
Evaluation post 6
The document discusses various tools used in creating a film opening project. The main tools discussed are a video camera, tripod, iMac computer, iMovie editing software, Photoshop software, Google for research, SlideShare for publishing PowerPoints, and YouTube for uploading and researching videos. These tools allowed the creator to film, edit, add effects, publish, and research elements for their film opening project.
Evaluation post 6
The document discusses various tools used in creating a film opening project. The main tools discussed are a video camera, tripod, iMac computer, iMovie editing software, Photoshop software, Google for research, SlideShare for publishing PowerPoints, and YouTube for uploading and researching videos. These tools allowed the creator to film, edit, add effects, publish, and research elements for their film opening project.
Question 6
The student learned how to use several new technologies to complete a media project, including video editing software, blogging platforms, presentation tools, cameras, and YouTube. They found the editing software, blogger, and YouTube relatively easy to learn, while the presentation tools and camera took more practice to get comfortable with. Overall, the process of using these technologies helped the student learn new digital skills.
As Media Evaluation Question 7
The document discusses the various technologies used by the author in their AS media course. This included Wordpress for blogging assignments, Apple iMacs and software like iMovie and Garageband for video editing. YouTube was used for research and sharing final projects. A school camera and tripod were also utilized to film video. Through completing coursework using these technologies, the author learned new skills like using Wordpress and uploading to YouTube, while improving abilities with familiar software like iMovie. They feel more prepared to continue studying media in the future.
Q6
The student learned about using various hardware and software technologies through creating their product. They used a Flip Video camera which was easy to use but difficult to hold steady, requiring the use of a tripod which the student learned how to operate. For editing, the student used Serif MoviePlus software which they were familiar with, though an updated version proved more difficult initially. Blogger was easy to navigate and post on, though uploading content to different pages took some learning. The student also learned to upload videos to YouTube first for better quality before posting on their blog.
Evaluation 6
The document discusses various technologies used in creating a film project and what was learned from using each one. A video camera was used for filming and the learner gained skills in camera angles, movements, and proper shooting. A tripod was used to keep the camera steady during shots and tracking shots. iMovie was used to edit the film and the learner became proficient in its tools. Photoshop was used to create a logo and the learner discovered tools for creating moving images. Google was a useful search tool when help was needed with other programs. Overall the learner gained experience with various technologies through completing this film project.
Evaluation question 6
The document discusses the tools and technologies Kiera Brown used to create a film opening sequence project. She used a Casio Exlim camera to film scenes, learning how to adjust lighting and modes. An iMac was used to edit the film with iMovie software, learning editing techniques from tutorials. Online tools like Blogger, MindMeister and SlideShare were also utilized, with Kiera learning functions like embedding content and changing layouts on these platforms.
Evaluation activity 6
The student learned how to use various technologies to construct their product. They used Blogger to create and update their blog, posting pictures, videos, and receiving tips from their teacher. They used iMovie on Mac computers to precisely edit video, adding titles, effects, and exporting clips. After Effects was used to create the production logo and intro with various effects. YouTube, Facebook, and Instagram were used to share the opening and collect feedback from an audience. Canon cameras on tripods were used to film higher quality footage for the opening.
evaluation question 6
The document discusses various technologies used to create a thriller opening, including digital cameras, tripods, Apple computers, blogs, slideshows, surveys, YouTube, music websites, video editing software, and more. The student learned how to effectively use these technologies and saw their skills improve over time. Key technologies included digital cameras for filming, Apple computers for editing, blogs for sharing work, and video editing software to piece it all together.
Media q 6 of 7
The document discusses the various technologies used to construct a film project. Sony Vegas 9.0 was used to edit the video and was found to be very useful. A Samsung camcorder and tripod were used to film stable footage. The internet, blogs, social media, PowerPoint and laptops were utilized for research, communication, displaying work, and updating progress. These tools helped improve editing skills and allowed sharing of ideas to complete the technically correct film.
Untitled presentation (1)
The document discusses technologies used to create a film project. A camera, tripod, and iMac were used for filming and basic editing. The camera allowed for easy recording and uploading of footage. The tripod helped keep shots steady. Editing software like Final Cut Pro was used to edit footage and add effects professionally. Photoshop was used to create an animated logo, learning tools for image editing and layers. Online tools like SlideShare and YouTube were utilized to share documents and make the film public through embedded links.
Liam coughlan evaluation 6
The document discusses the various technologies used in the production of a digital media project, including a digital camera, tripod, still camera, camera phone, Apple Mac computer, Blogger, Final Cut Express, Mobygratis, Survey Monkey, Youtube, Livetype, and Slideshare. The student learned how to effectively use each technology and felt their skills with various software programs and equipment improved greatly over the course of the project.
Liam coughlan evaluation 6
The document discusses the various technologies used in the production of a digital media project, including a digital camera, tripod, still camera, camera phone, Apple Mac computer, Blogger, Final Cut Express, Mobygratis, Survey Monkey, Youtube, Livetype, and Slideshare. The student learned how to effectively use each technology and their skills improved greatly over the course of the project, gaining abilities that will benefit them in the future.
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Evaluation 6
The document discusses the various technologies Aivaras Vaitiekunas used and learned during the process of constructing a film project. He used a video camera, tripod, SD memory card, iMac computer, iMovie and Photoshop software, Microsoft programs, YouTube, Slideshare, Google, eBlogger, and Mindmeister. Through using these technologies, he gained experience with video recording and editing, image editing, presentation tools, and online platforms for research, file sharing, and blogging.
Evaluation question 6
The student learned how to use HD cameras and Final Cut Express editing software to create their product. They learned how to record with the cameras, change settings, and create different shots. With the software, they learned how to add transitions between shots, add text and make it move, and incorporate music. Creating a digital product allowed for easy editing and changes. Their skills with the software improved significantly over the course of the project.
Evaluation 6 q
The document discusses various technologies used to create a music magazine, including Adobe Photoshop and InDesign to manipulate photos and design pages, Windows Movie Maker to create movies, and Blogger to create a blog presenting the magazine work. It also discusses using Prezi for presentations, Popplet for mind maps, Voki to create speaking figures, Thinglink to add details to images, and Slideshare to present PowerPoint presentations. The document reflects on gaining proficiency with these technologies through practice, though initially finding the right tools was difficult, and laying out the blog appropriately also posed challenges.
Part 6
1) The group used a basic Toshiba camera that was lightweight and easy to move locations.
2) They used Celtex scripting software to design scripts for their film in an automated format.
3) Final Cut Express editing software allowed them to easily upload and edit footage on MacBook computers.
4) Google Blogger and YouTube were used to share work, feedback, and broadcast their finished film online.
Evaluation post 6
The document discusses various tools used in creating a film opening project. The main tools discussed are a video camera, tripod, iMac computer, iMovie editing software, Photoshop software, Google for research, SlideShare for publishing PowerPoints, and YouTube for uploading and researching videos. These tools allowed the creator to film, edit, add effects, publish, and research elements for their film opening project.
Evaluation post 6
The document discusses various tools used in creating a film opening project. The main tools discussed are a video camera, tripod, iMac computer, iMovie editing software, Photoshop software, Google for research, SlideShare for publishing PowerPoints, and YouTube for uploading and researching videos. These tools allowed the creator to film, edit, add effects, publish, and research elements for their film opening project.
Question 6
The student learned how to use several new technologies to complete a media project, including video editing software, blogging platforms, presentation tools, cameras, and YouTube. They found the editing software, blogger, and YouTube relatively easy to learn, while the presentation tools and camera took more practice to get comfortable with. Overall, the process of using these technologies helped the student learn new digital skills.
As Media Evaluation Question 7
The document discusses the various technologies used by the author in their AS media course. This included Wordpress for blogging assignments, Apple iMacs and software like iMovie and Garageband for video editing. YouTube was used for research and sharing final projects. A school camera and tripod were also utilized to film video. Through completing coursework using these technologies, the author learned new skills like using Wordpress and uploading to YouTube, while improving abilities with familiar software like iMovie. They feel more prepared to continue studying media in the future.
Q6
The student learned about using various hardware and software technologies through creating their product. They used a Flip Video camera which was easy to use but difficult to hold steady, requiring the use of a tripod which the student learned how to operate. For editing, the student used Serif MoviePlus software which they were familiar with, though an updated version proved more difficult initially. Blogger was easy to navigate and post on, though uploading content to different pages took some learning. The student also learned to upload videos to YouTube first for better quality before posting on their blog.
Evaluation 6
The document discusses various technologies used in creating a film project and what was learned from using each one. A video camera was used for filming and the learner gained skills in camera angles, movements, and proper shooting. A tripod was used to keep the camera steady during shots and tracking shots. iMovie was used to edit the film and the learner became proficient in its tools. Photoshop was used to create a logo and the learner discovered tools for creating moving images. Google was a useful search tool when help was needed with other programs. Overall the learner gained experience with various technologies through completing this film project.
Evaluation question 6
The document discusses the tools and technologies Kiera Brown used to create a film opening sequence project. She used a Casio Exlim camera to film scenes, learning how to adjust lighting and modes. An iMac was used to edit the film with iMovie software, learning editing techniques from tutorials. Online tools like Blogger, MindMeister and SlideShare were also utilized, with Kiera learning functions like embedding content and changing layouts on these platforms.
Evaluation activity 6
The student learned how to use various technologies to construct their product. They used Blogger to create and update their blog, posting pictures, videos, and receiving tips from their teacher. They used iMovie on Mac computers to precisely edit video, adding titles, effects, and exporting clips. After Effects was used to create the production logo and intro with various effects. YouTube, Facebook, and Instagram were used to share the opening and collect feedback from an audience. Canon cameras on tripods were used to film higher quality footage for the opening.
evaluation question 6
The document discusses various technologies used to create a thriller opening, including digital cameras, tripods, Apple computers, blogs, slideshows, surveys, YouTube, music websites, video editing software, and more. The student learned how to effectively use these technologies and saw their skills improve over time. Key technologies included digital cameras for filming, Apple computers for editing, blogs for sharing work, and video editing software to piece it all together.
Media q 6 of 7
The document discusses the various technologies used to construct a film project. Sony Vegas 9.0 was used to edit the video and was found to be very useful. A Samsung camcorder and tripod were used to film stable footage. The internet, blogs, social media, PowerPoint and laptops were utilized for research, communication, displaying work, and updating progress. These tools helped improve editing skills and allowed sharing of ideas to complete the technically correct film.
Untitled presentation (1)
The document discusses technologies used to create a film project. A camera, tripod, and iMac were used for filming and basic editing. The camera allowed for easy recording and uploading of footage. The tripod helped keep shots steady. Editing software like Final Cut Pro was used to edit footage and add effects professionally. Photoshop was used to create an animated logo, learning tools for image editing and layers. Online tools like SlideShare and YouTube were utilized to share documents and make the film public through embedded links.
Liam coughlan evaluation 6
The document discusses the various technologies used in the production of a digital media project, including a digital camera, tripod, still camera, camera phone, Apple Mac computer, Blogger, Final Cut Express, Mobygratis, Survey Monkey, Youtube, Livetype, and Slideshare. The student learned how to effectively use each technology and felt their skills with various software programs and equipment improved greatly over the course of the project.
Liam coughlan evaluation 6
The document discusses the various technologies used in the production of a digital media project, including a digital camera, tripod, still camera, camera phone, Apple Mac computer, Blogger, Final Cut Express, Mobygratis, Survey Monkey, Youtube, Livetype, and Slideshare. The student learned how to effectively use each technology and their skills improved greatly over the course of the project, gaining abilities that will benefit them in the future.
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POSSIBILIDADES E LIMITAÇÕES DO PROGRAMA PIBID PARA O PROCESSO DE INICIAÇÃO NA...
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Similar to Evaluation post6 (2)
Evaluation Post 6
The document discusses the various technologies Nadia Khatun learned about through constructing a media project. She used a video camera to film footage, a tripod to keep the camera stable during shots, and an SD card to store footage. Footage was edited using iMovie software on iMac computers. Other tools used included Adobe Illustrator to design a logo, Microsoft Word and PowerPoint for planning, Google for research, Blogger to organize work, Art of the Title as inspiration, SlideShare to share presentations, Dafont for fonts, and YouTube to upload and view videos. Overall Nadia gained experience using various hardware, software, and online tools.
Software hardware and online tools
From constructing this project, Sophia has learned about various hardware, software, and online tools. She used an iMac to edit the film opening which helped develop her editing skills. A tripod and video camera were used to film steady shots and high quality footage. iMovie, Movie Maker, Photoshop, Microsoft Word and PowerPoint were tools used to edit, create logos, and present tasks. Online tools like YouTube, Blogger, Freesound, Google, and Art of the Title helped with uploading videos, organizing work, finding music, researching issues, and analyzing other film openings. Overall, the project expanded Sophia's technical knowledge and skills.
Evaluation Question Six
The document discusses what the author learned about technologies through constructing an opening film sequence. They learned how to use various computer programs for editing, why certain equipment is used for filming, how to operate filming equipment, and how to use websites like Blogger for planning and research. Specifically, the author learned how to use an HD video camera, tripod, iMac computer programs like iMovie, digital cameras, webcams, and various online software like YouTube, Blogger, Prezi, Scribd, and more. They can now capture footage, edit videos, add titles, music and transitions, upload files online, and embed media on blogs.
Evaluation Question 6.
The document discusses the various technologies the student used during the production process of their media product. They learned how to use Mac software like Safari, PhotoShop, and InDesign. They also learned how to use tools like a scanner, camera, YouTube, Facebook, and Prezi. They were able to present their work and research in new formats like blogs, videos, and presentations. Overall, using these technologies helped the student produce a professional product and learn new digital skills.
My improvements
The document discusses the various technologies and software the student used in creating their film project. They used an Apple iMac computer to edit their film opening using iMovie software. They also used a video camera, tripod, SD card, Photoshop, Microsoft Word and PowerPoint, YouTube, royalty free music websites, and online tools like Blogger, SlideShare, and MindMeister. Throughout the process, the student learned how to effectively use these technologies, as some like iMovie and Photoshop were new to them. They gained skills through tutorials, practice, and troubleshooting issues through Google searches.
How did you use new media technologies in
The document discusses the new media technologies used during the construction, research, planning and evaluation stages of a project to create a music video and ancillary tasks for a band. A variety of websites, software, and hardware were used including Google, Wix, Adobe Photoshop, Adobe Premier Pro, Microsoft Word, Microsoft PowerPoint, digital cameras, tripods, Sony cameras, and Facebook. These tools helped with research, planning, design, video editing, and evaluation. While the software helped complete the project, some like Adobe Premier Pro crashed occasionally, so different software may be used for future video editing.
Evaluation 6
The document discusses technologies used in creating a film opening project. It summarizes the use of hardware like an iMac for editing, a tripod for steady shots, a USB cable for transferring files, and a video camera for higher quality footage. It also discusses software like iMovie and Photoshop used for editing and creating logos. Online tools are mentioned like Mindmeister for creating mind maps, YouTube for uploading videos, Blogger for blogging content, Freesound for finding sound effects, and Slideshare for sharing PowerPoint presentations. The document reflects on learning how to use various technologies through this film opening project.
Tech
The document discusses the technologies used during the pre-production, production, and post-production of a film opening. In pre-production, YouTube and Blogger were used for research and organizing work. A Canon Legria HD camcorder and tripod were the main tools used in production. iMovie for Mac was used to edit the raw footage by adding clips, cutting them down, and including effects and sound. The document analyzes how each technology helped with the process and what was learned, such as the importance of research, camera shots, and mastering the editing software.
Evaluation question four
The document discusses the various media technologies used at different stages of a project. Prezi was used to create presentations and improve the visual appeal of work. Microsoft PowerPoint was also used to create documents and presentations. A blog on Blogspot was created to upload documents and track progress. YouTube was used to upload videos for audience research, a music video, and storyboards. Photobooth and video cameras were used to film audience feedback and shots for the project. Adobe Photoshop and iMovie were used to design graphics and edit video clips despite being difficult to learn.
Evaluation 6
Siobhan Wren learned several skills related to technologies from constructing a film project. She used a video camera, tripod, and iMac to film and edit footage, gaining experience with camera angles, movements, and editing software like iMovie. She also used an SD card to back up data, a USB cable to transfer files, and Microsoft Word and PowerPoint. For research and sharing her work, she utilized online tools like Google, Slideshare, YouTube, FreeSound, Blogger, Art of the Title, and Mindmeister. Overall, the project expanded her knowledge of various hardware, software, and online platforms for filming, editing, presenting, and researching.
Evaluation Question 6
The document discusses the various technologies the author used to create a film product. The author used editing software like Final Cut Express and Photoshop, as well as hardware like iMacs, Macbooks, and SD cards. The author also used websites like YouTube, Blogger, and SoundCloud to present the product. Some technologies like Photoshop and the tripod were more difficult to learn but the author developed their skills through practice and tutorials. Overall, the technologies helped the author successfully complete and present their film product.
Question 4 How did you use media technologies in the construction and researc...
The document discusses the various media technologies used by the author at different stages of a project, including:
1) Research involved using PowerPoint, Word, an iPad, Wix blog, Gmail, Google, YouTube, SoundCloud, Google Chrome, and SlideShare for note taking and organizing information.
2) Planning utilized Word, a DSLR camera, Gmail, YouTube, Google Drive, Wix, and Sony Vegas software for developing notes, storyboarding, and posting work.
3) Construction featured filming with tripods, GoPros, DSLRs, and camcorders, then editing in YouTube, Mac, and Sony Vegas. Photoshop and iPhone were used to
Critical evaluation q4
1) The document discusses the various media technologies used by the candidate at different stages of their film project, including planning, research, construction, and evaluation.
2) Technologies used for planning included Microsoft Word, social media sites like Facebook, iMovie, and guidance from professionals.
3) Research involved using websites like IMDB, BBC Film Network, Survey Monkey, YouTube, Google, and Slideshare, as well as primary research.
4) Construction utilized cameras, Final Cut Pro, iMac, a recording studio with Logic Pro, Bluetooth, external hard drives, iMovie, Slideshare, and SoundCloud.
5) Evaluation was done through a blog on Blogspot.com and Power
Rosir
Rosie Ram learned about various hardware, software, and online tools through constructing a film opening project. Some of the key technologies used included:
- An Apple iMac for editing, research, and planning using iMovie software. A tripod was used to maintain steady shots. A video camera captured higher quality footage than a phone. An SD card provided storage for filming without risk of data loss.
- iMovie was the primary editing software used to add effects, sounds, and transitions. Movie Maker and Photoshop were also used for editing and creating a production logo. Microsoft Word and PowerPoint helped make written tasks look professional.
- Online tools like Blogger organized all tasks, SlideShare uploaded
Question 6
The document discusses the technologies used to construct a film product. It describes the equipment used - a Nexus 6P phone, Canon 30D camera, tripod, and microphone. It also discusses the software used - Adobe Premier Pro for editing and Adobe Photoshop for image enhancement. Online functions like Survey Monkey were used for feedback and YouTube for tutorials, feedback, and uploading the final product. The document expresses pride in a jump cut edit achieved through precise clipping and adding a film dissolve for movement.
Evaluation 6
The document discusses technologies used in creating a film opening project. It summarizes the hardware, software, and online tools used and what was learned from using each one. The main hardware included an iMac for editing, a tripod, USB cable, and video camera. Software used was iMovie, Sony Vegas Pro 11, Microsoft Word/PowerPoint, and Photoshop. Online tools discussed were Mindmeister, YouTube, Blogger, Freesound, and Slideshare. The document focuses on how each technology helped with creating, editing, presenting, and sharing the various elements of the film opening project.
Media 2
The document discusses various technologies used to create a thriller project, including a Mini DV camcorder for filming, a tripod for stable shots, still cameras, iMac computers for editing, blogging software, survey tools, video and audio editing software, and sites for finding music and graphics. The student learned to use each technology and software program, gaining new skills in areas like filming, editing, blogging, data analysis, and graphic design that helped produce a high quality final project.
Q.6 What have you learnt about technologies from the process of constructing ...
During the process of making a film, the document discusses several technologies the author learned about and utilized. These included using blogs like blogger.com to share work and receive feedback, as well as websites like YouTube and slideshare.com. The author also learned how to use video editing software like iMovie HD to add effects and transitions. When filming, the author gained experience using a Canon digital video camera, including how to properly use a tripod, manage tape space, zoom, and upload clips to a computer.
Q.6 What have you learnt about technologies from the process of constructing ...
During the process of making a film, the document discusses several technologies the author learned about and utilized. These included using blogs like blogger.com to share work and receive feedback, as well as websites like YouTube and slideshare.com. The author also learned how to use video editing software like iMovie HD to add effects and transitions. When filming, the author used a Canon digital camera and learned how to operate it, including using a tripod, managing tape space, zooming, and uploading clips to a computer.
mediaEvaluation question 6
The document discusses the technologies used in constructing a film. The filmmaker used typical tools like a camera and tripod to film from different angles and capture footage. Digital programs like WordPress and Vegas Movie Studio were used to present research, chronicle the production process, and edit together clips into a final movie. Through experimenting with the camera, blogging on WordPress, and practicing editing, the filmmaker gained a better understanding of cinematography, presentation formats, and turning raw footage into a polished film.
Similar to Evaluation post6 (2) (20)
Question 4 How did you use media technologies in the construction and researc...
Question 4 How did you use media technologies in the construction and researc...
Q.6 What have you learnt about technologies from the process of constructing ...
Q.6 What have you learnt about technologies from the process of constructing ...
Q.6 What have you learnt about technologies from the process of constructing ...
Q.6 What have you learnt about technologies from the process of constructing ...
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Evaluation post6
Google, Slideshare, and YouTube helped the author gather research and learn how to embed videos and codes for their media project. Through using tools like IMovie, Photoshop, a video camera, tripod, and IMac, the author gained skills in video editing, image editing, camera angles, different camera shots, and using advanced computer resources for editing footage and research. Overall, the author learned how to use various online tools and software more efficiently and gained confidence in skills like video editing, camera work, and using design software.
Evaluation post4
The target audience for the media product is 17-year old Wojtek Koszynski, a teenage student who works part-time and enjoys playing sports and watching TV shows like "The Walking Dead" for excitement and thrills. The document analyzes Wojtek's interests and activities to determine he represents active teenagers seeking adrenaline rushes. It concludes the thriller film genre will appeal to Wojtek and other teenagers/young adults since thrillers are exciting and mysterious, providing the stimulation this target group enjoys.
Nine frame analysis thewalkingdead
The nine frame analysis of "The Walking Dead" shows signs that society has collapsed. Abandoned cars heading in one direction in shot 1 imply something worrying occurred. Shot 2 shows a fallen sheriff's badge, indicating the loss of protection. Shot 3 depicts arrows as hunting weapons, suggesting limited resources. Shots 4-6 portray further signs of death and lack of safety through a graveyard, intimidating red eye, and abandoned building. Shots 7-8 suggest an inability to sleep and a breakdown of law through an abandoned bed and broken prison fence. The title "The Walking Dead" in shot 9 ties all the previous shots together under the theme of a zombie thriller.
Certification ratings
The document discusses various movie rating certifications used in the UK and Ireland by the British Board of Film Classification (BBFC). The ratings include U (universal), PG (parental guidance), 12A, 15, and 18. The U rating is suitable for all ages, while PG requires parental supervision for younger viewers. Films rated 15 and 18 are restricted to ages 15 and 18 or older and can contain strong violence, language, sexual content and more intense themes. The BBFC is responsible for classifying films and making the public aware of what types of content each rating represents to help parents decide what is appropriate for their children.
History of genre thriller
This document examines the history and development of the thriller genre through the work of Alfred Hitchcock from the 1920s to the present. It outlines how Hitchcock's early thrillers like "The Lodger" and "Blackmail" helped establish the genre. It then discusses how his films evolved through the 1950s with color films like "Strangers On A Train" and 1960s classics like "Psycho." The genre continued to develop new iconic films in the 1970s-1980s and remains popular today with big-budget spectacles utilizing new technologies.
Micro elements
Micro Elements summarizes some key cinematography techniques used in filmmaking. It discusses extreme close-ups, close-ups, and medium shots which can convey a character's emotions or provide context about a scene. Long shots and extreme long shots provide more information about the location and events. The document also explains camera movements like tracks, pans, tilts, and zooms. It defines cuts and pacing in editing, as well as diegetic and non-diegetic sound, performance, and mise-en-scene elements like costumes, lighting, and props. Examples are provided to illustrate each technique.
Evaluation post4
Sanjay Singh, a 17-year-old studying for his A-levels and working part-time at Tesco, would be part of the target audience for the media product. Sanjay enjoys playing football and other outdoor activities, follows social media accounts, and watches thrilling TV shows like "The Walking Dead." As an active teenager seeking excitement, Sanjay would be appealed to by the thriller film genre of the media product, which aims to excite and intimidate viewers with mystery and adrenaline. Teenagers and young adults make up the target audience since they tend to enjoy thrilling content that provides an adrenaline rush.
Evalauation post 3
A production company is responsible for developing a film's schedule, budget, script, casting, and more. They provide funding, marketing, and take responsibility if anything goes wrong during production.
The logo for a horror production company called "Grim Studios" features the grim reaper holding a blade with skeletal hands to symbolize death and the paranormal. The bold black text and red and black color scheme relate to the horror genre.
A film distributor is responsible for marketing and deciding a film's release and viewing options. They chose Momentum Pictures as their distributor because it is a leading UK and Irish distributor that has successfully released thriller films.
The film hopes to be funded by the National Lot
Evaluation post2 (1)
The document compares the characters in a student's film opening to those in the movie "Attack the Block". Both sets of characters are depicted as wearing hoodies and tracksuits to suggest they are around 17-18 years old. This clothing was chosen to stereotypically portray the characters as "bad" through their attire. Their dark clothing is meant to pose a danger and match what antagonists tend to wear to clearly identify them as not good to the audience. The body structures and facial expressions of the characters in the student's film are intended to make them look quite dominant and intimidating, bringing fear to victims in a way that generates sympathy from the audience, similar to a character in "Attack the Block".
Evaluation post2
The document compares the characters in a planned film to those in the movie "Attack the Block". Both sets of characters are depicted as wearing hoodies and tracksuits to suggest they are around 17-18 years old. This clothing was chosen to stereotypically portray the characters as "bad" through their attire. The dark colors are meant to imply danger, matching what villains tend to wear in movies. Facial expressions and body language of the characters will further make them appear dominant and intimidating, scaring victims as in Attack the Block.
Evaluation post 1
The document discusses various elements used in the opening of a thriller film including font style and size, genre, shots, props, camerawork, costumes, locations, story, special effects, and title. The opening scene is dark and suspenseful, showing someone being killed at a church to draw the audience in and raise questions. Key props like a rope are used to frame the protagonist for murder. Various camera techniques like pans and tracks are employed. Characters wear dark clothing to seem intimidating compared to the protagonist. Locations like a forest and church increase fear and suspense. The opening sets up an innocent man being tortured to show he is the victim and spark interest in why he was killed and if his soul will be
Production log
The filming for the film opening went well, with all parties meeting on time at the agreed upon locations - a forest during the day and a church at night. Some minor changes were made from the original plan, such as altering a stabbing scene for safety and omitting an alleyway location. Editing is going well and on schedule using iMovie. Effects, titles, and royalty-free music are being added to fit the thriller genre. Overall the production is progressing smoothly with no major difficulties encountered.
Costume list
This document provides costume descriptions for three categories: the victim's clothes before being murdered, the attacker's clothes, and the victim's clothes after being murdered. The victim's normal clothes are typical teenage casual wear to portray him as a normal person. The attacker's clothes are all black to hide their identity and suggest danger, blending into the dark setting. The victim's clothes after death are ripped to suggest he was tortured and fractured, emphasizing conventions of the thriller genre.
Timeline of an opening
This document analyzes the opening title sequence of the film "Captain America: The Winter Soldier". It provides a timeline of the 35 titles that appear from 00:01 to 1:59 in the sequence. Music begins immediately at 00:01 and titles include the directors, screenwriters, producers, cast members, Marvel Studios company, and finally the movie title at 1:56. The analysis found that the director's name was first to signify importance, followed by producer titles and then actor credits, with the movie title last so viewers remember it.
Prop list (1)
The knife represents how it can take lives and instill fear in victims and audiences, demonstrating how pain is a theme in thriller films. A person will be seen bullied and hanging themselves, but was actually killed by the bullies, and returns as a spirit to kill the bullies with the rope in an act of revenge. A mobile phone is featured to emphasize emergency calls but also shows how cyber-bullying starts the plot of the protagonist being bullied online.
Location list
The document discusses three locations - an alleyway, cemetery, and forest - that the author has chosen to film scenes for a thriller genre film. The alleyway is narrow and suggests a lack of escape. A cemetery contains dead bodies and the protagonist being brought back to life there breaks scientific laws and hints at paranormal events. A forest seems endless as the trees look the same, implying no escape, which causes fear for the audience. These locations were selected because they are typical settings that fit thriller genre conventions.
Micro elements (8)
This document discusses various film techniques including shots, camera movements, sound, and mise-en-scene. It provides examples of different shot types like extreme close-up, close-up, medium shot, and long shot. It also explains camera movements such as track, pan, tilt, and zoom. Additionally, it defines diegetic and non-diegetic sound as well as cuts, pace, performance, and mise-en-scene in filmmaking. Examples are given for many of these techniques from movies like Avengers to illustrate how they are used.
Wordcloud2
This word cloud summarizes common elements found in thriller films such as paranormal, killer, and mysterious. The word cloud was created to help the author visualize and plan their own thriller film by identifying themes and aspects typically included in the genre. Referring to the word cloud will assist the author in including appropriate elements that are commonly associated with successful thriller films.
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存档可查的(USC毕业证)南加利福尼亚大学毕业证成绩单制做办理
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办理新西兰奥克兰大学毕业证学位证书范本原版一模一样
原版一模一样【微信：741003700 】【新西兰奥克兰大学毕业证学位证书】【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
成绩单ps(UST毕业证)圣托马斯大学毕业证成绩单快速办理
一比一原版制作UST毕业证【微信176555708】圣托马斯大学毕业证书原版↑制作圣托马斯大学学历认证文凭办理圣托马斯大学留信网认证,留学回国办理毕业证成绩单文凭学历认证【微信176555708】专业为海外学子办理毕业证成绩单、文凭制作，学历仿制，回国人员证明、做文凭，研究生、本科、硕士学历认证、留信认证、结业证、学位证书样本、美国教育部认证百分百真实存档可查】（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。
◆◆◆◆◆ — — — — — — — — 【留学教育】留学归国服务中心 — — — — — -◆◆◆◆◆
【主营项目】
一.毕业证【微信：176555708】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【微信：176555708】
◇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→ 【关于价格问题（保证一手价格）
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
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！
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。
学历顾问：微信：176555708
办理毕业证(NYU毕业证)纽约大学毕业证成绩单官方原版办理
退学买【纽约大学毕业证认证】【办证微信176555708】【纽约大学文凭毕业证制作】【NYU学历学位证书哪里买】办理纽约大学学位证书扫描件、办理纽约大学雅思证书！
国际留学归国服务中心【如何办纽约大学毕业证认证】【NYU学位证书扫描件哪里买】实体公司，注册经营，行业标杆，精益求精！（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。
◆◆◆◆◆ — — — — — — — — 【留学教育】留学归国服务中心 — — — — — -◆◆◆◆◆
【主营项目】
一.毕业证【微信：176555708】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【微信：176555708】
◇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→ 【关于价格问题（保证一手价格）
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
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！
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。
学历顾问：微信：176555708
Discover the benefits of outsourcing SEO to India
"Discover the benefits of outsourcing SEO to India! From cost-effective services and expert professionals to round-the-clock work advantages, learn how your business can achieve digital success with Indian SEO solutions.
留学挂科(UofM毕业证)明尼苏达大学毕业证成绩单复刻办理
精仿办理明尼苏达大学学历证书＜176555708微信＞【毕业证明信-推荐信做学费单＞【微信176555708】【制作UofM毕业证文凭认证明尼苏达大学毕业证成绩单购买】【UofM毕业证书】{明尼苏达大学文凭购买}】成绩单，录取通知书，Offer，在读证明，雅思托福成绩单，真实大使馆教育部认证，回国人员证明，＞【制作UofM毕业证文凭认证明尼苏达大学毕业证成绩单购买】【UofM毕业证书】{明尼苏达大学文凭购买}留信网认证。
明尼苏达大学学历证书＜微信176555708（一对一服务包括毕业院长签字,专业课程,学位类型,专业或教育领域,以及毕业日期.不要忽视这些细节.这两份文件同样重要!毕业证成绩单文凭留信网学历认证！）（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。
◆◆◆◆◆ — — — — — — — — 【留学教育】留学归国服务中心 — — — — — -◆◆◆◆◆
【主营项目】
一.毕业证【微信：176555708】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【微信：176555708】
◇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→ 【关于价格问题（保证一手价格）
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
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！
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。
学历顾问：微信：176555708
不能毕业如何获得(USYD毕业证)悉尼大学毕业证成绩单一比一原版制作
挂科购买☀【悉尼大学毕业证购买】【微信176555708】【USYD毕业证模板办理】加拿大文凭、本科、硕士、研究生学历都可以做,二、业务范围：
★、全套服务：毕业证、成绩单、化学专业毕业证书伪造【悉尼大学大学毕业证】微信176555708【USYD学位证书购买】◆◆◆◆◆ — — — 归国服务中心 — — -◆◆◆◆◆
【主营项目】
一.毕业证、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)
国外毕业证、学位证、成绩单办理流程：
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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DHL、UPS等快读邮寄）。
专业服务，请勿犹豫联系我！本公司是留学创业和海归创业者们的桥梁。一次办理，终生受用，一步到位，高效服务。详情请在线咨询办理,欢迎有诚意办理的客户咨询!洽谈。
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没文凭怎么找工作。让您回国发展信心十足！
★、真实教育部学历学位认证；（一对一专业服务，可全程监控跟踪进度）
★、真实使馆认证，可以通过大使馆查询确认；（即教育部留服认证，不成功不收费）
★、毕业证、成绩单等材料，从防伪到印刷、水印到钢印烫金，高精仿度都是跟学校原版100%相同的；（敬请放心使用）
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★、印刷，DHL快递毕业证、成绩单7个工作日，真实大使馆教育部认证1个月。为了达到高水准高效率。
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Gen Z and the marketplaces - let's translate their needs
The product workshop focused on exploring the requirements of Generation Z in relation to marketplace dynamics. We delved into their specific needs, examined the specifics in their shopping preferences, and analyzed their preferred methods for accessing information and making purchases within a marketplace. Through the study of real-life cases , we tried to gain valuable insights into enhancing the marketplace experience for Generation Z.
The workshop was held on the DMA Conference in Vienna June 2024.
Search Result Showing My Post is Now Buried
Search results burying my post that used to rank before Google's March 2024 algorithm update.
学位认证网(DU毕业证)迪肯大学毕业证成绩单一比一原版制作
24小时办理【微信176555708】【毕业证明信-推荐信做学费单】成绩单，录取通知书，Offer，在读证明，雅思托福成绩单，真实大使馆教育部认证，回国人员证明，留信网认证。网上存档永久可查！
degree，Transcripts（一对一服务包括毕业院长签字,专业课程,学位类型,专业或教育领域,以及毕业日期.不要忽视这些细节.这两份文件同样重要!毕业证成绩单文凭留信网学历认证！）如果您是以下情况，我们都能竭诚为您解决实际问题：【公司采用定金+余款的付款流程，以最大化保障您的利益，让您放心无忧】
1、在校期间，因各种原因未能顺利毕业，拿不到官方迪肯大学毕业证+微信176555708；
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留学学历(UoA毕业证)奥克兰大学毕业证成绩单官方原版办理
制做办理奥克兰大学学历证书＜176555708微信＞【毕业证明信-推荐信做学费单＞【微信176555708】【制作UoA毕业证文凭认证奥克兰大学毕业证成绩单购买】【UoA毕业证书】{奥克兰大学文凭购买}】成绩单，录取通知书，Offer，在读证明，雅思托福成绩单，真实大使馆教育部认证，回国人员证明，＞【制作UoA毕业证文凭认证奥克兰大学毕业证成绩单购买】【UoA毕业证书】{奥克兰大学文凭购买}留信网认证。
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多年留学服务公司,拥有海外样板无数能完美1:1还原海外各国大学degreeDiplomaTranscripts等毕业材料。海外大学毕业材料都有哪些工艺呢？工艺难度主要由：烫金.钢印.底纹.水印.防伪光标.热敏防伪等等组成。而且我们每天都在更新海外文凭的样板以求所有同学都能享受到完美的品质服务。
国外毕业证学位证成绩单办理方法：
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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）
— — — — 我们是挂科和未毕业同学们的福音我们是实体公司精益求精的工艺！ — — — -
一真实留信认证的作用(私企外企荣誉的见证):
1：该专业认证可证明留学生真实留学身份同时对留学生所学专业等级给予评定。
2：国家专业人才认证中心颁发入库证书这个入网证书并且可以归档到地方。
3：凡是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部网内查询个人身份证信息后同步读取人才网入库信息。
4：个人职称评审加20分个人信誉贷款加10分。
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国外证书(Lincoln毕业证)新西兰林肯大学毕业证成绩单不能毕业办理
退学办理新西兰林肯大学毕业证【微信176555708】学历认证怎么做：原版仿制新西兰林肯大学电子版成绩单毕业证认证【新西兰林肯大学毕业证成绩单】、新西兰林肯大学文凭证书成绩单复刻offer录取通知书、购买Lincoln圣力嘉学院本科毕业证、【新西兰林肯大学毕业证办理Lincoln毕业证书哪里买】、新西兰林肯大学 Offer在线办理Lincoln Offer新西兰林肯大学Bachloer Degree。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：微信176555708我们有专业老师帮你查询）；
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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；
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高精端提供以下服务：
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二：真实使馆认证（留学人员回国证明）使馆存档
三：真实教育部认证教育部存档教育部留服网站可查
四：留信认证留学生信息网站可查
五：与学校颁发的相关证件1:1纸质尺寸制定（定期向各大院校毕业生购买最新版本毕,业证成绩单保证您拿到的是鲁昂大学内部最新版本毕业证成绩单微信176555708）
A.为什么留学生需要操作留信认证?
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B.为什么我们提供的毕业证成绩单具有使用价值？
查询留服认证是国内鉴别留学生海外学历的唯一途径但认证只是个体行为不是所有留学生都操作所以没有办理认证的留学生的学历在国内也是查询不到的他们也仅仅只有一张文凭。所以这时候我们提供的和学校颁发的一模一样的毕业证成绩单就有了使用价值。
Meet up Milano 14 _ Axpo Italia_ Migration from Mule3 (On-prem) to.pdf
Quattordicesimo Meetup di Milano, tenutosi a Milano il 23 Maggio 2024 dalle ore 17:00 alle ore 18:30 in presenza e da remoto.
Abbiamo parlato di come Axpo Italia S.p.A. ha ridotto il technical debt migrando le proprie APIs da Mule 3.9 a Mule 4.4 passando anche da on-premises a CloudHub 1.0.
制作原版1:1(Monash毕业证)莫纳什大学毕业证成绩单办理假
退学买莫纳什大学毕业证>【微信176555708】办理莫纳什大学毕业证成绩单【微信176555708】Monash毕业证成绩单Monash学历证书Monash文凭【Monash毕业套号文凭网认证莫纳什大学毕业证成绩单】【哪里买莫纳什大学毕业证文凭Monash成绩学校快递邮寄信封】【开版莫纳什大学文凭】Monash留信认证本科硕士学历认证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。
可办理以下真实莫纳什大学存档留学生信息存档认证：
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3购买英美真实学籍（不用正常就读直接出学历）；
4英美一年硕士保毕业证项目（保录取学校挂名不用正常就读保毕业）
留学本科/硕士毕业证书成绩单制作流程：
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莫纳什大学莫纳什大学毕业证offer）；
2开始安排制作莫纳什大学毕业证成绩单电子图；
3莫纳什大学毕业证成绩单电子版做好以后发送给您确认；
4莫纳什大学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莫纳什大学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）
— — — — — — — — — — — 《文凭顾问微信：176555708》
Understanding User Behavior with Google Analytics.pdf
Unlocking the full potential of Google Analytics is crucial for understanding and optimizing your website’s performance. This guide dives deep into the essential aspects of Google Analytics, from analyzing traffic sources to understanding user demographics and tracking user engagement.
Traffic Sources Analysis:
Discover where your website traffic originates. By examining the Acquisition section, you can identify whether visitors come from organic search, paid campaigns, direct visits, social media, or referral links. This knowledge helps in refining marketing strategies and optimizing resource allocation.
User Demographics Insights:
Gain a comprehensive view of your audience by exploring demographic data in the Audience section. Understand age, gender, and interests to tailor your marketing strategies effectively. Leverage this information to create personalized content and improve user engagement and conversion rates.
Tracking User Engagement:
Learn how to measure user interaction with your site through key metrics like bounce rate, average session duration, and pages per session. Enhance user experience by analyzing engagement metrics and implementing strategies to keep visitors engaged.
Conversion Rate Optimization:
Understand the importance of conversion rates and how to track them using Google Analytics. Set up Goals, analyze conversion funnels, segment your audience, and employ A/B testing to optimize your website for higher conversions. Utilize ecommerce tracking and multi-channel funnels for a detailed view of your sales performance and marketing channel contributions.
Custom Reports and Dashboards:
Create custom reports and dashboards to visualize and interpret data relevant to your business goals. Use advanced filters, segments, and visualization options to gain deeper insights. Incorporate custom dimensions and metrics for tailored data analysis. Integrate external data sources to enrich your analytics and make well-informed decisions.
This guide is designed to help you harness the power of Google Analytics for making data-driven decisions that enhance website performance and achieve your digital marketing objectives. Whether you are looking to improve SEO, refine your social media strategy, or boost conversion rates, understanding and utilizing Google Analytics is essential for your success.
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- 1. Evaluation Post6 What have you learntabouttechnologies from the process ofconstructingthis product? Online Tools Software Hardware Google- This is a search engine in which helped me gather research for my media project. The information I had retrieved was proven reliable. For example, I was in a dilemma on ‘IMovie’ where I did not know how to perform a certain editing technique I then therefore questioned this to Google in which it had then taught me how to do, thus resolving my problems. Slideshare- This is a website where users can upload files privately or publicaly. This has been very efficient and helpful for my work as this allowed me to upload to my blog. This has taught me how to embed a code to blog therefore this can be helpful in the future. Youtube- This is a well known site which people upload video so others could view. I used youtube to upload a video to my blogger by retreiving the embedded code. Through this task I have learnt how to successfully upload a video to blogger through youtube. IMovie- This is a editing software. I used this to edit my film opening, this has been effective, easy and consice as it had many useful editing tools which I had used such as slow motion. Through this software I have learnt how to edit a video confidently and easily. Photoshop- This a editing image software. I used Photoshop to produce my production company logo. In doing so, I had leant and developed new skills that I had not know before. Because of this I am confident when using photoshop again in the future. Video Camera- This is a device which records visual images. I had use this device to record our film opening as this a professional piece of equipment. Being a good quality camera, we were able to record high definition. With this we imported the video to the iMac were we edit. I have gained knowledge about camera angles in addition to when to use it. Tripod-This is a 3 legged stand which helps and adjust camera movements and anlges.I used this during our filming as this keeps the camera steady and at a specific level. This has verily been helpful as it helped us complete all of the camera angle and camera movement such as the Pan Shot. Overall Tripod is, what I believe, a necessity when producing a sort of film, this has taught me the importance of this as it demostrated how you can produce different shots. IMac-This is a brilliant Apple product computer with a variety of resources. This is what I had used to edit my footage, images also to do research.This has shown my how more advanced this computer is then the rest.