Evaluation Question 3
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1) The author created a word cloud from audience comments on their punk music video to evaluate how viewers responded. Many comments referenced aggression and violence, key conventions of punk music and culture that the video aimed to portray. 2) Viewers also left positive comments calling the video "brilliant" and "inspiring" due to comedic elements and a rebellious narrative, suggesting the author successfully appealed to their target punk music fan audience. 3) Audience feedback commented on the successful use of lip-syncing by the actor, a convention of punk music videos, though some noted it was slightly out of time at points, an aspect the author would improve.
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Audience feedback
The document contains 7 questions from an audience feedback survey about a psychological thriller movie trailer and additional promotional materials, asking whether the respondent enjoyed and would pay to see the advertised movie, if the trailer and materials followed conventions of the genre, if any parts were disliked, if any improvements could be suggested, if the trailer's story was understood, and to rate the trailer, magazine covers, and posters out of 10.
Evaluation question 1
The document discusses the music video and promotional materials created for the artist "Roots Manuva" and their song "Stolen Youth". It examines how the music video uses conventions from existing rap music videos such as narratives, lip syncing, and cultural signifiers. The promotional poster incorporates conventions like the artist's name, album title, and magazine reviews. The digipak design includes elements like parental advisories, copyright information, and album art influenced by Drake's "Nothing Was the Same". Overall, the document analyzes how the project challenges and develops existing conventions in music videos and promotional packaging.
Evaluationpresentation
The document provides an evaluation of the student's music video project. It summarizes how the video used conventions like linking lyrics and visuals. It challenges some conventions by not including the band and using close-ups. Feedback found the editing matched the song well but some wanted more narrative clarity. New media like YouTube and social media were used for research, planning, evaluation and sharing work.
A2 Media Evaluation
The music video follows conventions of relating the visuals to the lyrics. It illustrates each lyric through animated drawings behind the character. This creates a strong link between the music and visuals to make the song memorable. The video also aims to be entertaining with its comical animated elements. Audience feedback confirmed the video successfully related the music and visuals, and viewers noticed intertextual references to other music videos from the same genre. The feedback also showed the video, digipak, and poster effectively linked together the main product and ancillary texts.
Q3
The document discusses how the creator gathered audience feedback during the production of a music video, digipak, and website. They created mood boards and a questionnaire to get input on which song to use, what the audience expected to see in the music video, preferred color tones and editing styles, and the best costume option. The feedback directly influenced decisions like choosing the song "She's Always A Woman", including a narrative performance style in full color and sepia tones, and using a jeans and shirt costume that tested well. Font options for the digipak and website were also reviewed with the audience.
Music video evaluation
The music video conforms to conventions outlined by Andrew Goodwin such as clearly linking the narrative and lyrics. It features the artist singing, establishing a personal feel. It avoids conventions like choreography to reflect the song's simplicity. While conforming to some conventions, it rejects others like close-ups to emphasize the natural surroundings matching the song. Audience feedback showed most people liked the video and were interested in the band. It was seen as suitable for various occasions. People recognized the acoustic genre and link between song and video, showing the video looks professional. New media like YouTube, Jamendo and Adobe Photoshop were used for research, production and evaluation.
Media A2 evaluation
The document discusses the student's evaluation of their media production project. It covers how the project used, developed, or challenged conventions of real music videos. The student researched music video conventions and aimed to both follow conventions like relating the video to the music, while also challenging conventions by creating a video without lyrics for a non-mainstream genre. Feedback from audiences suggested people understood the video concept and enjoyed aspects like the atmosphere and shot types, though some found it confusing without a linear story. The student used new media technologies like online research and surveys during planning, research, and construction stages, and aimed to effectively use conventions and aesthetics across their video and ancillary materials.
Questionnaire analysis
The document provides feedback from a questionnaire about a music video created by the author and their media group. 20 people who previously answered a questionnaire were asked questions about how well the music video followed Goodwin's six key conventions for music videos. The feedback was generally positive, with most respondents agreeing the video included genre characteristics and clear relationships between the lyrics, music, and visuals. However, some aspects like the "notion of looking" were not as obvious to all viewers. The author notes areas they could improve if creating the video again.
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The document contains 7 questions from an audience feedback survey about a psychological thriller movie trailer and additional promotional materials, asking whether the respondent enjoyed and would pay to see the advertised movie, if the trailer and materials followed conventions of the genre, if any parts were disliked, if any improvements could be suggested, if the trailer's story was understood, and to rate the trailer, magazine covers, and posters out of 10.
Evaluation question 1
The document discusses the music video and promotional materials created for the artist "Roots Manuva" and their song "Stolen Youth". It examines how the music video uses conventions from existing rap music videos such as narratives, lip syncing, and cultural signifiers. The promotional poster incorporates conventions like the artist's name, album title, and magazine reviews. The digipak design includes elements like parental advisories, copyright information, and album art influenced by Drake's "Nothing Was the Same". Overall, the document analyzes how the project challenges and develops existing conventions in music videos and promotional packaging.
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The document provides an evaluation of the student's music video project. It summarizes how the video used conventions like linking lyrics and visuals. It challenges some conventions by not including the band and using close-ups. Feedback found the editing matched the song well but some wanted more narrative clarity. New media like YouTube and social media were used for research, planning, evaluation and sharing work.
A2 Media Evaluation
The music video follows conventions of relating the visuals to the lyrics. It illustrates each lyric through animated drawings behind the character. This creates a strong link between the music and visuals to make the song memorable. The video also aims to be entertaining with its comical animated elements. Audience feedback confirmed the video successfully related the music and visuals, and viewers noticed intertextual references to other music videos from the same genre. The feedback also showed the video, digipak, and poster effectively linked together the main product and ancillary texts.
Q3
The document discusses how the creator gathered audience feedback during the production of a music video, digipak, and website. They created mood boards and a questionnaire to get input on which song to use, what the audience expected to see in the music video, preferred color tones and editing styles, and the best costume option. The feedback directly influenced decisions like choosing the song "She's Always A Woman", including a narrative performance style in full color and sepia tones, and using a jeans and shirt costume that tested well. Font options for the digipak and website were also reviewed with the audience.
Music video evaluation
The music video conforms to conventions outlined by Andrew Goodwin such as clearly linking the narrative and lyrics. It features the artist singing, establishing a personal feel. It avoids conventions like choreography to reflect the song's simplicity. While conforming to some conventions, it rejects others like close-ups to emphasize the natural surroundings matching the song. Audience feedback showed most people liked the video and were interested in the band. It was seen as suitable for various occasions. People recognized the acoustic genre and link between song and video, showing the video looks professional. New media like YouTube, Jamendo and Adobe Photoshop were used for research, production and evaluation.
Media A2 evaluation
The document discusses the student's evaluation of their media production project. It covers how the project used, developed, or challenged conventions of real music videos. The student researched music video conventions and aimed to both follow conventions like relating the video to the music, while also challenging conventions by creating a video without lyrics for a non-mainstream genre. Feedback from audiences suggested people understood the video concept and enjoyed aspects like the atmosphere and shot types, though some found it confusing without a linear story. The student used new media technologies like online research and surveys during planning, research, and construction stages, and aimed to effectively use conventions and aesthetics across their video and ancillary materials.
Questionnaire analysis
The document provides feedback from a questionnaire about a music video created by the author and their media group. 20 people who previously answered a questionnaire were asked questions about how well the music video followed Goodwin's six key conventions for music videos. The feedback was generally positive, with most respondents agreeing the video included genre characteristics and clear relationships between the lyrics, music, and visuals. However, some aspects like the "notion of looking" were not as obvious to all viewers. The author notes areas they could improve if creating the video again.
Draft answers
The document provides answers to four questions regarding a media production project. For question 1, the response discusses how the music video adheres to and challenges conventions of the indie rock genre through elements like including band performances and having a nonlinear narrative. Question 2 examines how the music video, digipak, and advertisements create an effective brand through consistent visual style, themes, and focus on the band members. Question 3 outlines what was learned from audience research, such as a preference for interpretive narratives in music videos. Question 4 details the use of software like Final Cut Pro X and Photoshop in editing the video and creating marketing materials, noting both the benefits and some difficulties of the programs.
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Evaluation
The document discusses the creation of a music video and promotional materials for Ed Sheeran's song "Lego House." To appeal to both pop and alternative music fans, the creator combined conventions from both genres in the music video. Close-ups and lip syncing were used to appeal to pop fans, while a dark, emotional tone and isolated shooting location appealed to alternative fans. Feedback was gathered from surveys to understand the target audience. The advertising and album packaging used consistent colors, fonts, and emotions to clearly connect the pieces and create a brand identity. Audience feedback helped determine genre conventions and expectations to ensure the work would attract the intended viewers.
Questionone
1) The document discusses the challenges of creating a media product that appeals to both pop and alternative music genres given Ed Sheeran's unique style. To address this, the author analyzed conventions of both genres from artists like Amy Winehouse and Panic! At The Disco.
2) The author created a music video that uses conventions from both genres, such as close-ups, while challenging conventions like only using black and white to give it a darker tone.
3) For the advert and digipak, the author mostly followed conventions like consistent branding but challenged conventions by not including the artist's image to make it stand out.
Question 1
1) The document investigates how the media product conforms to or challenges conventions of real music videos, specifically indie music videos.
2) Key conventions explored include using a narrative structure, relating the visuals to the lyrics, incorporating natural lighting and location, and portraying youth in a positive light.
3) The analysis discusses how the media product follows conventions through choices related to genre, mise-en-scene, representation, enjoyment, and ancillary product design.
C
The document discusses how the media product follows conventions of the indie music genre. It investigates forms of existing music videos, including narrative structure and relationships between lyrics, music, and visuals. It considers conventions for genre, such as the home video style and casual clothing. While some elements follow stereotypes like youths and hoodies, the youths are portrayed positively. The goal is to inspire the target demographic through an enjoyable representation of friendship.
Eval
1) The document discusses how the media product draws from and challenges conventions of real music videos and digipaks. It analyzed existing examples to understand conventions and drew inspiration from TV show Skins and music video by Alessia Cara.
2) Elements like linking visuals to lyrics, voyeurism, and notions of looking were included based on Goodwin's theory of successful music videos. Costumes portrayed a rebellious female character to appeal to different audiences.
3) Inspiration was also drawn from analyzing existing digipaks to create a cohesive product with the music video through shared fonts, colors, and frames while adding creative flair. Conventions of linking related products were followed.
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The document discusses the use of media technologies in the construction, research, planning, and evaluation of a music video and ancillary texts. Media technologies played a key role in the research process, allowing the user to research music videos, theorists, and collect audience feedback online. Professional equipment like cameras, lighting, and software like Final Cut Pro and After Effects were used to construct the high quality music video. Adobe Photoshop was used to design the digipaks and posters. Online feedback through social media helped evaluate the works and identify areas for improvement.
A2 media studies advanced portfolio evaluation
Matthew created a music video and ancillary products for a metal/hardcore band to follow conventions of the genre. He used mainly live footage of the band performing as most similar music videos did. However, he also included a storyline, linking the lyrics and visuals to the music. He received feedback on initial designs from classmates and made changes based on their suggestions. Overall, he aimed to create intertextual and recognizable products that would appeal to fans of the genre.
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The document discusses the conventions used in the media products created by the author, including a music video, CD cover, and magazine advertisement for a teen pop song.
Some conventions used in the music video were quick cuts, telling a story that fits the song's lyrics, and synchronizing actions with the music. Conventions for the CD cover included featuring the artist and large song title. Both the CD and ad used consistent colors and fonts. The ad also included reviews, release dates, and the same artist photo as the CD. Overall, the author aimed to follow genre conventions across products to create a cohesive release.
Evaluation - Conventions
The document discusses the conventions used in the media products created by the author, including a music video, CD cover, and magazine advertisement for a teen pop song.
Some conventions used in the music video were quick cuts, telling a story that fits the song, and synchronizing actions with the music. Conventions for the CD cover included featuring the artist and large text for the song title. The magazine ad used reviews from other publications, release dates, and matching the photo from the CD cover. The author aimed to use realistic conventions to make the products fit within a genre and tie cohesively together.
In what ways does your media product use
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In what ways does your media product use
This document discusses a metal music video project and how it adheres to and challenges conventions of the genre. It begins by explaining how the video finds a balance between typical music video tropes of solely focusing on the band or telling a story. Technically, it follows conventions but also aims to be unique. It aims to fully express the tragic message through dark settings, video effects, and footage of the band and actors. Ancillary texts like websites and social media are used to promote the video and band to a wide audience. The combination of the main video and ancillary texts is effective in making the band and video known across different platforms and audiences.
Audience Research Conclusions
The document summarizes the results of a questionnaire given to the intended audience for a music video. Key findings include:
- The target audience prefers pop music and elements common in pop videos like narratives, performances, and dancing.
- Views on provocative behavior in videos were negative and most found it uncomfortable.
- Elements liked were dancing, performances, narratives, and interesting routines while disliked elements included length, provocative behavior, and unrealistic narratives.
- Expectations for a pop-rock video included upbeat dancing, relaxed atmospheres, and fun, playful scenarios.
Coupland joshua evaluation and overall feedback sheet
Joshua Coupland received marks for his A2 coursework, which included a music video, digipak, and poster promoting an artist. He received 7 out of 20 for planning, 25 out of 40 for the main music video task, 7 out of 10 for the digipak ancillary task, and 7 out of 10 for the poster ancillary task. His evaluation answered four questions using different technologies and received 13 out of 20. His total marks were 59 out of 100.
Coupland joshua a2 cw production feedback sheet
The document summarizes a student's media coursework project which included a music video, digipak, and poster. The music video showed good lip syncing and interesting shots but could have benefited from a warmer color grade. The digipak and poster demonstrated proficiency in technical skills like layout, framing, and rotoscope editing. More variation in inside images would have improved the digipak. Overall, the projects showed skills in relevant genres but left some room for improvement.
More Related Content
Similar to Evaluation Question 3
Draft answers
The document provides answers to four questions regarding a media production project. For question 1, the response discusses how the music video adheres to and challenges conventions of the indie rock genre through elements like including band performances and having a nonlinear narrative. Question 2 examines how the music video, digipak, and advertisements create an effective brand through consistent visual style, themes, and focus on the band members. Question 3 outlines what was learned from audience research, such as a preference for interpretive narratives in music videos. Question 4 details the use of software like Final Cut Pro X and Photoshop in editing the video and creating marketing materials, noting both the benefits and some difficulties of the programs.
Media a2 evaluation
The document provides an evaluation of the author's media product. It discusses how the product uses and challenges conventions of real music videos. The author created a music video for a synth-wave genre of music, which challenges conventions by not including lyrics. Research showed music videos usually relate the video to the music. The author included fast pacing to match upbeat parts of the instrumental music. Feedback showed most viewers understood it as a montage and enjoyed the concept of a late night drive for self-discovery, though some found the camera work too shaky.
Media A2 evaluation
The document provides an evaluation of the author's media product. It discusses how the product uses and challenges conventions of real music videos. The author aimed to create a music video for a synth-wave genre of music, which challenges conventions by not including lyrics. Research showed music videos usually relate the video to the music. The author also created ancillary products like a poster and digital booklet to accompany the video. Audience feedback found the video appealed to a wide age range and mostly males. Viewers understood it as a montage and enjoyed the nighttime concept, but some found the camera work too shaky.
Media Evaluation - Music Video
This document summarizes how a student's music video project used, developed, and challenged conventions of real media products. The student researched conventions of genres like rap and nerd rap to appeal to different audiences. Inspired by YouTube Rewind's postmodern remixing, the student included smooth transitions and micro-narratives linked to lyrics. Conventions like close-ups, dark backgrounds, and fire visuals supported the lyrics. Film noir influences like lighting, angles, and an alienated protagonist conveyed themes of nerd suppression. The student also incorporated conventions from K-pop like audience interaction and seamless transitions. Intertextual references to other media products further reflected remix culture.
Media evalutation - A2 Music Video
The document discusses how the media producer's music video challenges and develops conventions of real media products. It summarizes the producer's research process, including exploring conventions of genres like rap music and being inspired by specific music videos. The producer aimed to hybridize conventions and include elements like transitions between scenes, references to other works, and a focus on performance. The document also discusses how the producer challenged conventions in the album packaging and poster through approaches like repetitive visual elements and references to other media works.
What have you learnt from audience feedback
The document discusses feedback received on a student's music video project from their target audience of fellow media studies students via online surveys and YouTube comments. The feedback addressed whether the visuals in the music video properly represented the experimental electronic track and provided constructive criticism on specific elements. The student learned that while their intentions were to challenge conventions, a music video still aims to promote the music. Overall audience feedback helped the student improve and showed how their project evolved from initial ideas to the final version.
A2 media evaluation
The student created a music video for their song "Schools are Prisons" that both used and challenged conventions of the punk genre. They received positive feedback on the storyline from test audiences but needed to improve the timing. The student researched conventions by analyzing other punk music videos online. They created supporting materials like a digipak and magazine ad that visually linked to the video using Photoshop. Audience feedback helped guide improvements and evaluate the effectiveness of combining the main video with ancillary texts.
Evaluation Question 3
The document discusses feedback the creator received from their target audience regarding music videos and how it shaped their own music video project. They conducted primary research through questionnaires and interviews to understand what their target audience, young females, like and dislike in music videos. Key findings included that the audience prefers narratives, good editing, costumes, and visuals that match the lyrics. They also disliked when visuals didn't match lyrics or when women were portrayed as sex objects. The creator incorporated this feedback into their music video by including a narrative, varied editing techniques, and ensuring visuals matched the lyrics. Additional feedback from pitching ideas and storyboards helped further refine the project.
Evaluation
The document discusses the creation of a music video and promotional materials for Ed Sheeran's song "Lego House." To appeal to both pop and alternative music fans, the creator combined conventions from both genres in the music video. Close-ups and lip syncing were used to appeal to pop fans, while a dark, emotional tone and isolated shooting location appealed to alternative fans. Feedback was gathered from surveys to understand the target audience. The advertising and album packaging used consistent colors, fonts, and emotions to clearly connect the pieces and create a brand identity. Audience feedback helped determine genre conventions and expectations to ensure the work would attract the intended viewers.
Questionone
1) The document discusses the challenges of creating a media product that appeals to both pop and alternative music genres given Ed Sheeran's unique style. To address this, the author analyzed conventions of both genres from artists like Amy Winehouse and Panic! At The Disco.
2) The author created a music video that uses conventions from both genres, such as close-ups, while challenging conventions like only using black and white to give it a darker tone.
3) For the advert and digipak, the author mostly followed conventions like consistent branding but challenged conventions by not including the artist's image to make it stand out.
Question 1
1) The document investigates how the media product conforms to or challenges conventions of real music videos, specifically indie music videos.
2) Key conventions explored include using a narrative structure, relating the visuals to the lyrics, incorporating natural lighting and location, and portraying youth in a positive light.
3) The analysis discusses how the media product follows conventions through choices related to genre, mise-en-scene, representation, enjoyment, and ancillary product design.
C
The document discusses how the media product follows conventions of the indie music genre. It investigates forms of existing music videos, including narrative structure and relationships between lyrics, music, and visuals. It considers conventions for genre, such as the home video style and casual clothing. While some elements follow stereotypes like youths and hoodies, the youths are portrayed positively. The goal is to inspire the target demographic through an enjoyable representation of friendship.
Eval
1) The document discusses how the media product draws from and challenges conventions of real music videos and digipaks. It analyzed existing examples to understand conventions and drew inspiration from TV show Skins and music video by Alessia Cara.
2) Elements like linking visuals to lyrics, voyeurism, and notions of looking were included based on Goodwin's theory of successful music videos. Costumes portrayed a rebellious female character to appeal to different audiences.
3) Inspiration was also drawn from analyzing existing digipaks to create a cohesive product with the music video through shared fonts, colors, and frames while adding creative flair. Conventions of linking related products were followed.
A2 evaluation1
The document discusses the use of media technologies in the construction, research, planning, and evaluation of a music video and ancillary texts. Media technologies played a key role in the research process, allowing the user to research music videos, theorists, and collect audience feedback online. Professional equipment like cameras, lighting, and software like Final Cut Pro and After Effects were used to construct the high quality music video. Adobe Photoshop was used to design the digipaks and posters. Online feedback through social media helped evaluate the works and identify areas for improvement.
A2 media studies advanced portfolio evaluation
Matthew created a music video and ancillary products for a metal/hardcore band to follow conventions of the genre. He used mainly live footage of the band performing as most similar music videos did. However, he also included a storyline, linking the lyrics and visuals to the music. He received feedback on initial designs from classmates and made changes based on their suggestions. Overall, he aimed to create intertextual and recognizable products that would appeal to fans of the genre.
Evaluation - Conventions
The document discusses the conventions used in the media products created by the author, including a music video, CD cover, and magazine advertisement for a teen pop song.
Some conventions used in the music video were quick cuts, telling a story that fits the song's lyrics, and synchronizing actions with the music. Conventions for the CD cover included featuring the artist and large song title. Both the CD and ad used consistent colors and fonts. The ad also included reviews, release dates, and the same artist photo as the CD. Overall, the author aimed to follow genre conventions across products to create a cohesive release.
Evaluation - Conventions
The document discusses the conventions used in the media products created by the author, including a music video, CD cover, and magazine advertisement for a teen pop song.
Some conventions used in the music video were quick cuts, telling a story that fits the song, and synchronizing actions with the music. Conventions for the CD cover included featuring the artist and large text for the song title. The magazine ad used reviews from other publications, release dates, and matching the photo from the CD cover. The author aimed to use realistic conventions to make the products fit within a genre and tie cohesively together.
In what ways does your media product use
This document discusses a metal music video project and how it adheres to and challenges conventions of the genre. It begins by explaining how the video finds a balance between typical music video tropes of solely focusing on the band or telling a story. It then discusses how the video was promoted across various social media platforms and websites to engage audiences and increase views. In closing, it argues that the techniques used effectively conveyed the intended tragic message and emotions to viewers.
In what ways does your media product use
This document discusses a metal music video project and how it adheres to and challenges conventions of the genre. It begins by explaining how the video finds a balance between typical music video tropes of solely focusing on the band or telling a story. Technically, it follows conventions but also aims to be unique. It aims to fully express the tragic message through dark settings, video effects, and footage of the band and actors. Ancillary texts like websites and social media are used to promote the video and band to a wide audience. The combination of the main video and ancillary texts is effective in making the band and video known across different platforms and audiences.
Audience Research Conclusions
The document summarizes the results of a questionnaire given to the intended audience for a music video. Key findings include:
- The target audience prefers pop music and elements common in pop videos like narratives, performances, and dancing.
- Views on provocative behavior in videos were negative and most found it uncomfortable.
- Elements liked were dancing, performances, narratives, and interesting routines while disliked elements included length, provocative behavior, and unrealistic narratives.
- Expectations for a pop-rock video included upbeat dancing, relaxed atmospheres, and fun, playful scenarios.
Similar to Evaluation Question 3 (20)
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The document contains a student's 2 minute film opening submission for an AS coursework assignment, which demonstrates proficiency in technical skills like appropriate titles, sound, editing, shooting, and camera work. A teacher's comments note the good use of technology, camera, editing, and mise-en-scene, but that some shots were out of focus and sound levels were too low. The student received an overall score of 46 out of 60 at level 3.
Haskell myles as cw pre production tasks feedback sheet improvements
This document provides feedback on a student's pre-production work for a film project. The teacher provides comments on each of the pre-production tasks completed by the student, noting things that were done well and areas that need improvement. Overall it was well organized but some elements were missing or needed more detail and analysis. The student is given a mark of 14/20 and an action plan to address the feedback in order to improve their mark.
Evaluation Q3
Universal Pictures would be a good media institution to distribute my media product for three key reasons:
1) Universal Pictures distributes a wide array of films, including family films, action films, and comedies. My media product would fit within their range of genres.
2) While Universal distributes many family films, they have a gap in the market for action comedy films. My media product, as an action comedy, could help fill this gap.
3) Distributing my action comedy film could benefit both Universal Pictures and my media product, as it could become a large success similar to the popular Fast and Furious franchise that Universal distributes.
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【业务选择办理准则】
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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
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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。
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Ealing London Independent Photography meeting - June 2024
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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
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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。
Cherries 32 collection of colorful paintings
The cherry: beauty, softness, its heart-shaped plastic has inspired artists since Antiquity. Cherries and strawberries were considered the fruits of paradise and thus represented the souls of men.
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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
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如果您处于以下几种情况：
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◇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
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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
哪里办理(sjsu毕业证书)美国圣何塞州立大学毕业证硕士文凭证书原版一模一样
原版定制【微信:bwp0011】《(sjsu毕业证书)美国圣何塞州立大学毕业证硕士文凭证书》【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。
❼❷⓿❺❻❷❽❷❼❽ Dpboss Kalyan Satta Matka Guessing Matka Result Main Bazar chart
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This is my presentation for the Record Store Scavenger Hunt.
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Ealing London Independent Photography meeting - June 2024
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Dpboss Matka Guessing Satta Matta Matka Kalyan panel Chart Indian Matka Dpbos...
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storyboard: Victor and Verlin discussing about top hat
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❼❷⓿❺❻❷❽❷❼❽ Dpboss Kalyan Satta Matka Guessing Matka Result Main Bazar chart
Evaluation Question 3
- 1. In mymusicvideofeedback,Iselectedkeywordsfromthe commentsof mymusicvideoand placedthemintoa wordcloudto give an overall ideaof how mytarget audience foundthe music videoandany additional commentstheydidhave onthe videoitself.One frequentlymentioned theme inthe commentswascommentsinthe semanticfieldof angerorviolence.ThiswaswhatI was lookingforasmy musicvideoisof punkmusicgenre,whichthese conventionsare keyexamples of the musictype andthe punkculture itself.Judgingbythe amountof commentsaboutaggression and violence Icanbegintoevaluate thatI perhapscreateda successful mediaproductwhich conformedtothe conventionsof punkmusicvideos.Manypeoplealsoagreedthatthe copyright free footage whichIgainedpermissionfromthe ownershelpedgainamore ruggedfeel tothe video withthe message behindthesevideoslinkingwiththe lyricsinthe video,forexamplethe cheetah attackinga gazelle whenthe lyricssay“the hunter”.Ibelievethat aspectsof myvideolike this helpedtoconformtothe general conventionsof punkmusicandtherefore attractmytarget audience of listenersof punkmusic,leadingtoanoverall successful mediaproduct. Many people inthe audience feedbackalsocommentedonthe videocallingit complimentarywordssuchas“brilliant”and“inspiring” due tothe comedicaspectsof the music videoincludingthe beggarscene andalsothe “youkeepit,we don’twantit” montage of clipsto showa rebelliousandanti-establishmentnarrative.Ibelieve thatadjectivessuchasthiscommenting on mymusic videogivesthe videoapositive lightandperhapssuggeststhatIhave appealed correctlyto my targetaudience afterreceivingpositivefeedbackfromthemrepresentingmyvideo as successful asI have managedtoappeal to mymain targetaudience.
- 2. Varioustechnical aspectsof the musicvideo were commentedoninthe evaluation commentingonthe successful use of lip-syncingof myactor and theyfeltthatinpunkmusicvideos a keyconventionislipsyncingwhichIbelieve wasusedsuccessfullyasinotherpunkvideossuchas ‘AmericanIdiot’byGreenDayand ‘CheerUpLondon’by Slaves,thisprovedthatmyvideo conformedtokeyconventionsof a successful punkmusicvideo.Onthe otherhand,some disagreed sayingthat the lipsyncingwasto some extentoutof time invariousplacesthroughout,thiswould be somethingwhichIbelieve Iwouldchange if Ihadthe chance to recreate myvideobymakingmy actor perhapslearnthe lyricsbetterintime tothe musicinorderto gain a more realisticand professionallookingmediaproduct.