eviencia 4 .ppt
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This document provides instructions for an activity where the learner will describe outfits and express likes and dislikes regarding clothes. The learner is asked to find four photos of people, describe what they are wearing, and describe their preferences using statements like "She likes" or "He likes". When finished, the learner should send the file to their instructor through the platform, leaving an optional comment before submitting. This activity is to be completed individually.
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This document provides instructions for an activity where the learner will:
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3) Submit the completed activity through the online platform.
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Evidencia
This document provides instructions for an activity where the learner will describe outfits and preferences of 4 people in photographs. For each photo, the learner must describe what the person is wearing and express their likes using "She likes" or "He likes". The learner then provides 4 descriptions with clothing details and expressed preferences for each. When finished, the learner will submit the activity file through the online platform. This activity evaluates the learner's vocabulary of clothes and ability to express likes and dislikes regarding clothing.
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This document provides instructions for an activity where the learner will:
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This document provides instructions for an activity where the learner will:
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2) Describe each person's preferences and likes using the structure "She likes" or "He likes".
3) Submit the completed activity through the online platform by attaching the file and leaving an optional comment for the instructor.
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This document provides instructions for an activity where the learner will describe outfits and likes/dislikes regarding clothes. The learner is asked to find 4 photos of people (real or fictional) and describe what they are wearing. For each photo, the learner must also describe the person's preferences using "She likes" or "He likes". The learner will submit their work through the online platform by attaching the file and leaving an optional comment for the instructor. This activity evaluates the learner's vocabulary for clothes and ability to express likes/dislikes regarding clothing.
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This document provides instructions for an activity where the learner will describe outfits and preferences of 4 people in photographs. For each photo, the learner must describe what the person is wearing and express their likes using "She likes" or "He likes". The learner then provides 4 descriptions with clothing details and expressed preferences for each. When finished, the learner will submit the activity file through the online platform. This activity evaluates the learner's vocabulary of clothes and ability to express likes and dislikes regarding clothing.
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Due: Friday April 10, 2020
Groups: Up to groups of 2.
Demonstration:
1. Hardcopy of your C code.
2. Your working software also needs to be verified by the contents of the log file and being able to
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Overview/Requirements:
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2. Have the user enter both the current and voltage values into the arrays (ensure that the values
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This is a compilation of the rest of the video and audio projects (that can be made into video projects) I have done over the past few semesters. All or some of these can be used for a Video Portfolio.
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The document provides details for the pre-production of promotional content for a personal training brand, including:
- The content will include a logo, promotional video, and social media page to promote the brand and expand the client's business.
- The target audience is primarily fitness-focused females aged 25-45 from a middle-class social class.
- The content will appear on social media platforms like YouTube, Instagram, and Facebook.
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4. pre production
The document discusses pre-production for promotional content for a personal training brand, including a logo, video, and social media page. It will promote the brand and expand the client's reach to target 25-45 year old, middle class females interested in fitness. The content will appear on social media platforms like YouTube, Instagram, and Facebook. Experiments with color grading, logo design, and location scouting were conducted to help develop the final products. Safety, equipment, and scheduling plans are also outlined.
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1. The document provides instructions for students to conduct primary research on the preferences of their target audience for a horror sub-genre or music project.
2. Students are asked to find fans of their chosen genre, conduct interviews to understand preferences, and gather feedback on initial ideas and treatments.
3. The feedback is then used to amend project materials to better match the preferences of the target audience.
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The document outlines exercises for a class to research musical genres. It instructs students to form groups and research genres of interest, creating a Prezi with their findings and embedding it in their blogs. It also has students vote for their favorite genre and screenshot the results to add to their blogs. Each group will then outline the forms and conventions of their chosen genre and how they will incorporate them into their own work. For homework, students will analyze how 2 music videos use conventions of their genre and how they could apply this to their own work.
Lab #8 File IO Due Friday April 10, 2020 Groups Up to .docx
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Due: Friday April 10, 2020
Groups: Up to groups of 2.
Demonstration:
1. Hardcopy of your C code.
2. Your working software also needs to be verified by the contents of the log file and being able to
read the data back from file.
Overview/Requirements:
You will create a program that will perform the following operations for recording voltage and current
values, and for solving for resistance values. ENSURE THAT YOU CREATE YOUR OWN FUNCTIONS IN
DEVELOPING THIS PROGRAM!
1. Prompt the user for the size of the array to be created for storing the voltage and current
values, and create the dynamic array (i.e. use malloc) to hold those values and resistance values
(both arrays need to be of the same size).
2. Have the user enter both the current and voltage values into the arrays (ensure that the values
are within reason, e.g. what is a reasonable value for current). At the same time solve for the
resistance using Ohm’s law and save the result data into the resistance array.
3. Prompt the user for a file name, and create three files with the same name but different
extensions: .v for voltage, .i for current, and .r for resistance, i.e. MyValues.v, MyValues.i, and
MyValues.r. Ensure that you check to see if the file exists or not before creating the file, and
allow the user to change the name of the file if it already exists.
4. Save the voltage, current, and resistance data into their corresponding files.
5. In a log file, save the file name that the user selected for saving the file (append to the file). You
can use any name for the file name (use the same name all of the time with the .log extension)
6. Ensure that you can verify the file I/O operations, specifically the log file. You may either add-on
an option to the existing program to open the file and read the contents on to the screen or
create a separate program to open the file and read the contents on to the screen.
Refer to the posted examples. Contact me as soon as possible or any clarifications or add-ons that you
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Lab #8: File I/ODemonstration:Overview/Requirements:
4.2 The Feeling Self: Self-Esteem
Learning Objectives
1. Define self-esteem, and explain how it is measured by social psychologists.
2. Provide examples of ways that people attempt to increase and maintain their self-esteem.
3. Outline the benefits of having high self-esteem.
4. Define self-monitoring and self-presentation, and explain how we may use the social situation
to increase our status and self-esteem.
5. Review the limits of self-esteem, with a focus on the negative aspects of narcissism.
Although the self is partly determined by our thoughts about ourselves, we are also the product of
our emotions. In fact, we all want to feel positively about ourselves, and we work hard to be able to
do so.
Chapter 4 The Self 141
© 2018 Boston Academic Publishing, Inc., d.b.a FlatWorld. All rights reserved.
C
re
a
te
d
...
4. pre production
This document outlines the pre-production planning for promotional content for a personal training brand, including a logo, video, and social media page. It will target females ages 25-45 from a middle-class background. The content will appear on social media platforms and online. Equipment, locations, a production schedule, shot list, and style guides for fonts and colors are considered to ensure the production meets its goals of promoting the brand and expanding the client's reach. Contingency plans address potential issues with equipment, actors, locations, and COVID-19 restrictions or positive tests. Health and safety protocols are also outlined.
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The document provides guidance for evaluating a media project through a blog post. Students are instructed to write 6-7 blog posts answering 7 questions about their project using a variety of presentation methods. They should discuss what went well and could be improved for each answer. A range of media like text, video, avatars, and podcasts can be used. The questions cover topics like how the project relates to real media genres, how it represents social groups, what company might distribute it, the intended audience, how the audience was attracted, what was learned about technologies, and reflection on progress from a preliminary task.
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The document provides an example of a blog post introducing oneself and including details about family members. It instructs the user to create their own blog post, describing themselves and including information about two family members. It provides criteria for evaluation including exchanging personal information about professions and using articles, pronouns and possessive adjectives correctly.
Video projects
This is a compilation of the rest of the video and audio projects (that can be made into video projects) I have done over the past few semesters. All or some of these can be used for a Video Portfolio.
4. pre production
The document provides details for the pre-production of promotional content for a personal training brand, including:
- The content will include a logo, promotional video, and social media page to promote the brand and expand the client's business.
- The target audience is primarily fitness-focused females aged 25-45 from a middle-class social class.
- The content will appear on social media platforms like YouTube, Instagram, and Facebook.
- Equipment, locations, contingency plans, health and safety considerations, and a production schedule are outlined.
Evidence job interview
The document provides sample interview questions for a job interview, including: explaining what you would do differently if starting your career over, describing criticisms heard during performance reviews, explaining your last position and accomplishments, describing your work philosophy and how you have changed professionally in the last two years, discussing the best manager you have had, and reasons for wanting to leave a current job. It instructs the reader to record themselves answering the questions, dressing professionally and paying attention to body language to show they want the job. It evaluates use of vocabulary related to careers and jobs, exchange of personal information for a job application, and description of personal characteristics using required vocabulary and context.
Mv production reflection
This document summarizes the production process for a music video over 5 weeks. In week 1, research was conducted on progressive rock music videos to inform camera techniques and audience. Week 2 involved writing a proposal and initial plans for 3 potential music video ideas. Storyboarding and a shot list were created in week 3 to plan filming. Week 4 was spent filming using different camera angles and a drone. Week 5 consisted of evaluating the research, planning, filming and finished music video by comparing it to the initial plans and other professional music videos.
Job Roles Brief 2021
This document provides an overview of Unit 3 of a media production course, which focuses on introducing students to career opportunities and professional practices in the creative media industry. The unit involves students researching different job roles, sectors of the industry, and notable practitioners. They also create a five-year career plan and complete assessments including a process log and end-of-year review reflecting on their skills and development. The tasks are designed to help students investigate options and plan for their future in the field.
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This document outlines the coursework requirements for a music video project. Students will individually complete pre-production tasks like researching music videos, selecting a song, and storyboarding scenes. They will then film a group music video based on one storyboard. Finally, students will write an individual report evaluating their research, production, and how it appeals to the target audience. The project requires creativity, organization, and teamwork skills to plan, film, and edit a high quality music video on a deadline.
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The document provides information about teaching debate skills, including defining what a debate is, related concepts, the structure of a formal debate, how to prepare for a debate, basic rules and order of a debate, assessment criteria, and a practice in-class debate topic. It also includes vocabulary words and instructions for writing a news report.
2. memorable moments
1. The document provides instructions for a learning activity where the learner must record an audio file answering 12 questions about past experiences and events in their life.
2. The questions include when and where they were born, their first school and job, what they wanted to be as a child, favorite toy, and most important event from last year.
3. Learners are instructed to answer the questions using the suggested answers as a guide, modifying the answers as needed, and sending the audio file to their instructor through the online platform for evaluation.
Beth aldridge as pre production tasks feedback sheet 1
Beth Aldridge received feedback on her pre-production tasks for an AS film project. The teacher provided positive feedback on Beth's research into similar films, genre analysis, script, storyboards, shotlist, locations, costumes, props, actors, and equipment. The teacher suggested some areas for improvement, such as being more specific about equipment brands and explaining challenges of filming in water. Beth addressed these areas by uploading clearer production schedules, adding an avatar for audience analysis, draft scripts, and details about filming locations and equipment. As a result, the teacher awarded Beth 15/20 initially and then 18/20 after she made the recommended improvements.
G321 foundation media portfolio
The document outlines the requirements for a media studies coursework unit on opening sequences in film. It includes:
1) The purpose of the unit is to assess technical, creative, and research skills as well as the application of knowledge and understanding in evaluating work.
2) Students will engage with contemporary media technologies and develop presentation skills required for further study and work.
3) The brief requires students to complete a preliminary continuity editing exercise and a main task of creating the titles and opening of an original two-minute fiction film.
A2 evaluation tasks
This document outlines the requirements and evaluation questions for a media studies coursework assignment. It provides instructions on how to answer each of the 4 evaluation questions. The questions address how the student's media product uses or challenges conventions, the effectiveness of combining the main product with ancillary texts, what was learned from audience feedback, and how media technologies were used in construction, research and evaluation. Students are prompted to provide detailed responses using examples and visual media to demonstrate their points. Responses should be creative and show a high level of understanding in order to achieve the top evaluation grade.
Evidence memorable moments
This document provides instructions for an audio recording activity. Students are asked to record answers to 12 questions about personal experiences in their life. The questions cover topics like when and where the student was born, their early education experiences, first job, childhood interests and toys, and recent vacation and events. Students are told to modify the answers given in bold to accurately reflect their own experiences. They are then instructed to submit the audio file through the online platform.
Evidence expressing advice
The document provides four situations and suggests actions for each:
A) For buying a car, it suggests going to dealerships, checking your budget, choosing the safest and preferred style/color.
B) For decorating an apartment, it suggests cleaning, buying paintings, making wall designs, and seeking help.
C) For a cold, it suggests seeing a doctor, taking better care, and homemade remedies until prescribed medication.
D) For neighborhood safety, it suggests hiring security, installing cameras, not leaving at night, and not letting strangers in.
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Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
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Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
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- 1. Learning activity 4 / Actividad de aprendizaje 4 Evidence: Describing outfits and likes / Evidencia: Describiendo atuendos y gustos In this evidence, you will be evaluated on vocabulary on clothes and expressing likes and dislikes regarding clothes. / Por medio de esta evidencia se evaluarán los nombres de las prendas de vestir y los gustos en cuanto a vestimenta. Find four photographs showing people (they could be unreal) and describe what they are wearing. You also have to describe their preferences and likes by using the structure: She likes or He likes. / Ubique cuatro fotografías de personas (pueden ser ficticias) y describa sus atuendos. Igualmente describa los gustos y preferencias usando la estructura: She likes o He likes.
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- 3. Photo Likes He likes to take photo, make videos on youtube and have fun with his friends Clothes He likes to wear gray jeans, black shoes, White T-shirt, black bag and black cap
- 4. Photo Likes He likes to play his profession, act and have lots of fun with his friend Clothes He likes to wear black pants, Brown shoes, blown jacket, black shirt and glasses
- 5. Photo Likes She likes to clean and work Clothes She likes to wear blue jeans, black shirt and black shoes
- 6. When you finish your work, send the file to your instructor through the platform as follows: • Click on the title of this evidence. • Click Examinar mi equipo and look for the file in your computer. Make sure the files is attached. • Leave a comment for the instructor (optional). • Click Enviar. Note: This evidence is an individual activity. Remember to check the learning guide in order to know if you have done all the assigned activities, know how to develop them and deliver them correctly.
- 7. Una vez finalice la evidencia envíe al instructor el archivo a través de la plataforma, así: • Dé clic en el título de esta evidencia. • Dé clic en el enlace Examinar mi equipo y busque el archivo en su computador. Asegúrese de adjuntar los archivos. • Escriba algún comentario si lo considera pertinente. • Dé clic en Enviar. Nota: Esta evidencia es de carácter individual. Recuerde revisar la guía de aprendizaje con el fin de verificar que ha realizado todas las actividades propuestas, saber cómo desarrollarlas y entregarlas correctamente.
- 8. Criterios de evaluación Describe prendas de vestir usando la estructura gramatical y el vocabulario solicitado.