The video provided a 3 sentence summary of economics supply concepts. Over half of survey respondents found the video visually effective and informative. Feedback indicated the introduction was strong visually but the body could be more engaging. Most felt the video portrayed a good range of ICT skills but could include more animations. The discussion of supply factors was seen as most beneficial though some wanted more examples. The video was unlikely to impact subject choice for most as options were already set.
The document discusses potential problems and solutions related to making a short film during the COVID-19 pandemic. Some key issues addressed include limited access to equipment and crew due to restrictions, which could impact lighting, camera angles, video quality, and the ability to work with actors. Solutions involve planning for different scenarios, using available home equipment creatively, borrowing what is possible, and adjusting plans if needed to work alone or with just family help. The document emphasizes thorough pre-production planning to prepare for various challenges that may arise from the unpredictable pandemic situation.
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The document provides an evaluation of the student's media production project. It discusses strengths of the student's research analysis and identification of genre conventions. Weaknesses included limited practical research. Planning was well-organized but storyboards could have been more detailed. Peer feedback noted confusing elements but appreciated editing and humor. The student agrees more clarity was needed and would rework the script and shoot more footage.
The document discusses a student's media studies project creating a promotional package for a new film. It includes the student's trailer for the film, poster, and magazine cover. The student gained feedback from audiences which showed the genre was clear and the quality was good. The student learned to improve camera quality and allow more time. Technologies like iMovie, Photoshop, and PowerPoint were used at all stages. The combination of the main products works as an advertising package though there is room for more visible connections between the pieces.
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This document provides a weekly summary of the student's progress on their FMP (Final Major Project) over 11 weeks. In weeks 1-3, they conducted research on similar documentaries and filmmakers. Weeks 4-5 involved problem-solving potential issues and surveying target audiences. Planning occurred in weeks 6-7, including naming the documentary, scheduling, and storyboarding. Week 8 marked the beginning of production, though there were equipment issues. Filming was done in weeks 9-10, and editing of audio, titles, and credits was done in weeks 11. Technical difficulties were encountered throughout with equipment and locations.
The document discusses potential problems and solutions related to making a short film during the COVID-19 pandemic. Some key issues addressed include limited access to equipment and crew due to restrictions, which could impact lighting, camera angles, video quality, and the ability to work with actors. Solutions involve planning for different scenarios, using available home equipment creatively, borrowing what is possible, and adjusting plans if needed to work alone or with just family help. The document emphasizes thorough pre-production planning to prepare for various challenges that may arise from the unpredictable pandemic situation.
Download FREE CLEP Psychology Study Guides & CLEP Psychology Practice Tests @ http://mypracticetestprep.com/getcollegecredit/psychology-clep-tests/
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The document provides an evaluation of the student's media production project. It discusses strengths of the student's research analysis and identification of genre conventions. Weaknesses included limited practical research. Planning was well-organized but storyboards could have been more detailed. Peer feedback noted confusing elements but appreciated editing and humor. The student agrees more clarity was needed and would rework the script and shoot more footage.
The document discusses a student's media studies project creating a promotional package for a new film. It includes the student's trailer for the film, poster, and magazine cover. The student gained feedback from audiences which showed the genre was clear and the quality was good. The student learned to improve camera quality and allow more time. Technologies like iMovie, Photoshop, and PowerPoint were used at all stages. The combination of the main products works as an advertising package though there is room for more visible connections between the pieces.
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This document provides a weekly summary of the student's progress on their FMP (Final Major Project) over 11 weeks. In weeks 1-3, they conducted research on similar documentaries and filmmakers. Weeks 4-5 involved problem-solving potential issues and surveying target audiences. Planning occurred in weeks 6-7, including naming the documentary, scheduling, and storyboarding. Week 8 marked the beginning of production, though there were equipment issues. Filming was done in weeks 9-10, and editing of audio, titles, and credits was done in weeks 11. Technical difficulties were encountered throughout with equipment and locations.
Improvement of the Shell Element Implemented in FEASTSMTiosrjce
The paper deals with shear locking problem in shell element. Shear locking does not mean complete
rigidity, it refers to unwanted high-stiffness behavior that influences the solution but does not over whelm it, so
that convergence with mesh refinement is slowed but not prevented. In the present study the Bilinear
Degenerated Shell (BDS) element model is improved based on the bubble function for membrane strain energy
and selective integration for the shear energy. After formulation of the shell element, implementation is carried
out in FEASTSMT (FINITE ELEMENT ANALYSIS OF STRUCTURES). Result of the shell element without any
bubble function terms showed sensitivity to shear locking problem. Use of bubble functions and selective
integration greatly improves the element performance. The results were compared with those available in
literatures.
Presentation given by Rebecca Grant and Dolores Grant at the Society for the Study of Nineteenth Century Ireland conference, Queen’s University Belfast, 26 June 2014.
El documento describe las diferencias entre la Web 1.0, 2.0 y 3.0. La Web 1.0 era principalmente de solo lectura y estática, mientras que la Web 2.0 permitió mayor interactividad y control de los usuarios sobre la información. La Web 3.0 se ejecuta desde cualquier dispositivo y permite almacenar preferencias de usuarios para proporcionar contenido más personalizado de manera dinámica en la nube.
The document discusses the history and development of chocolate over centuries. It details how cocoa beans were first used by Mesoamerican cultures before being introduced to Europe, where it became popular in drinks and confections. The document also notes that modern chocolate production methods were established in the 19th century to allow chocolate to be consumed on a larger scale.
El documento describe cómo los estudiantes de 3ero A en el Colegio del Sol usaron la aplicación Collar App para experimentar con la realidad aumentada. Los estudiantes imprimieron y pintaron dibujos sin pintar los bordes, y luego los colocaron debajo de la cámara de su tablet para que los objetos cobraran vida a través de la aplicación previamente instalada. Los estudiantes disfrutaron la experiencia y esperan continuar explorando más con la realidad aumentada en el futuro.
El documento describe el rol del docente especialista en la educación de estudiantes con necesidades educativas especiales. Explica que el docente especialista debe reunir condiciones personales, físicas, afectivas, intelectuales y éticas para emprender el reto de desarrollar su acción docente dentro de esta modalidad educativa. También destaca que el docente especialista trabaja de forma coordinada con el docente regular y otros profesionales para brindar una atención educativa integral a los estudiantes.
Ukrainian culture differs from Western cultures in important ways that impact daily life and social norms:
- Cultural differences go beyond surface level habits to the underlying worldviews and assumptions that inform behavior, leading to some aspects of Ukrainian culture seeming incomprehensible to outsiders.
- Ukrainians place great importance on hospitality, with hosts entertaining and feeding guests for as long as they stay in the home. Body language and personal space concepts also differ, with Ukrainians comfortable with greater physical touch and intimacy than Western cultures.
- Traditional gender roles remain more prominent in Ukraine, with men displaying more chivalrous behavior toward women and women emphasizing femininity and attractiveness more than in the West. Family and multigenerational households also
The gallbladder can become inflamed, a condition known as cholecystitis. Chronic cholecystitis is usually caused by gallstones obstructing the cystic duct. Acute cholecystitis causes intense abdominal pain and may require surgery to remove the gallbladder (cholecystectomy). Pregnancy increases the risk of cholecystitis due to hormonal and anatomical changes. Nurses play an important role in caring for patients with cholecystitis through interventions like IV fluids, antibiotics, pain management, and education.
Informe visita al centro de producción de planta de aguadopeca
El documento describe una visita a la planta de producción de agua embotellada de la Universidad Nacional Pedro Ruiz Gallo. Explica el proceso de tratamiento del agua, que incluye filtración, ozonificación y radiación UV, antes de envasarla en botellas PET. Los participantes pudieron ver el diagrama de flujo de producción y conocer la infraestructura de la planta, concluyendo que el proceso garantiza agua potable envasada de manera segura.
The document contains a single word: "World!" This exclamation suggests either excitement about the world or calling attention to the world in some way, but provides no other context or details to explain the intent or meaning.
This document provides an overview of the next-generation Cadillac Escalade. It highlights the extensive design and craftsmanship that went into elevating the vehicle to new heights of luxury. Over 30 artisans spent countless hours ensuring the highest quality materials and attention to detail in everything from the hand-stitched leather steering wheel to the cut-and-sewn wood and leather trim throughout the interior. Advanced technology including a reconfigurable instrument display, head-up display, and Bose surround sound system are also highlighted. The document celebrates the Escalade as a work of art representing the talent and passion of its designers and artisans.
Este documento define los términos relacionados con la seguridad social en España, incluyendo el sistema de seguridad social, la modalidad contributiva y no contributiva. También explica el salario mínimo interprofesional y define un contrato laboral como un acuerdo escrito entre un empleador y empleado que especifica los servicios a prestar y la retribución.
The cell membrane is a barrier that protects cells and regulates what can pass in and out. It is made of a phospholipid bilayer with embedded proteins. Phospholipids are amphipathic molecules with a hydrophobic tail and hydrophilic head. Embedded proteins also have hydrophilic and hydrophobic regions that allow selective permeability. The cell membrane uses passive and active transport. Passive transport relies on diffusion and does not require energy. Active transport, like the sodium-potassium pump, moves molecules against gradients and requires ATP energy.
Lee Chen Hoe. Reborn! A new lease of life for kidney patient (video)-The Raky...Chen Hoe Lee
Lee Chen Hoe was diagnosed with glomerulonephritis, a kidney disease, at age 33. He underwent dialysis for five years until receiving a kidney transplant from a brain-dead donor. The transplant gave Lee a new lease on life. Now 57, he raises awareness about organ donation and counsels other kidney patients. Lee hopes more Malaysians will register as organ donors to help the thousands still waiting for transplants.
2015 바람직한 대학생활
1. 소개
안녕하세요. 홍익대학교 경영대학 경영학부 경영과 비전 1조입니다.
저희 조는 김수정, 김은정, 김상우, 김한울, 민경욱 다섯 명으로 구성되어 있습니다.
저희 1조는 "2015 바람직한 대학생활"이라는 주제에 대하여 "나만의 브랜드를 만들자"는 취지를 갖고 슬라이드를 제작하였습니다.
자신의 브랜드를 만들기 위한 세 가지 전략에 초점을 맞추어 감상하시면 이해를 높일 수 있습니다.
대학에 진학하고 처음으로 제작한 조별 과제인만큼 풋풋하면서 정성이 담긴 결과를 내려 노력했습니다.
2. 목차
서론 : 용어 정리
본론 : 세 가지 브랜드 탐구
결론 : 대학생활에 접목하기
This document contains responses to evaluation questions about a film project. For question 5, the filmmaker describes how they attracted their audience by opening with a black and white scene of an abandoned pathway leading to a mysterious library. They also discuss plans to promote the film through trailers, magazine ads, and newspaper ads. For question 6, the filmmaker discusses learning new editing software like iMovie and gaining knowledge of features like brightness and color adjustments. For question 7, the filmmaker reflects on improvements between the preliminary task and final product, such as better scene transitions, strategic use of color and contrast, importance of dialogue, and allowing more planning time.
The document provides an evaluation of a promotional video created for a college department. It discusses several key points:
1) The client brief asked for a 2-3 minute promotional video to be used on the college website, DVDs, and social media.
2) The creator felt the raw footage shot was not extensive enough, resulting in a video that stretched clips and lacked variety.
3) Feedback indicated more shots and a longer length were needed to better showcase the college and its programs.
Improvement of the Shell Element Implemented in FEASTSMTiosrjce
The paper deals with shear locking problem in shell element. Shear locking does not mean complete
rigidity, it refers to unwanted high-stiffness behavior that influences the solution but does not over whelm it, so
that convergence with mesh refinement is slowed but not prevented. In the present study the Bilinear
Degenerated Shell (BDS) element model is improved based on the bubble function for membrane strain energy
and selective integration for the shear energy. After formulation of the shell element, implementation is carried
out in FEASTSMT (FINITE ELEMENT ANALYSIS OF STRUCTURES). Result of the shell element without any
bubble function terms showed sensitivity to shear locking problem. Use of bubble functions and selective
integration greatly improves the element performance. The results were compared with those available in
literatures.
Presentation given by Rebecca Grant and Dolores Grant at the Society for the Study of Nineteenth Century Ireland conference, Queen’s University Belfast, 26 June 2014.
El documento describe las diferencias entre la Web 1.0, 2.0 y 3.0. La Web 1.0 era principalmente de solo lectura y estática, mientras que la Web 2.0 permitió mayor interactividad y control de los usuarios sobre la información. La Web 3.0 se ejecuta desde cualquier dispositivo y permite almacenar preferencias de usuarios para proporcionar contenido más personalizado de manera dinámica en la nube.
The document discusses the history and development of chocolate over centuries. It details how cocoa beans were first used by Mesoamerican cultures before being introduced to Europe, where it became popular in drinks and confections. The document also notes that modern chocolate production methods were established in the 19th century to allow chocolate to be consumed on a larger scale.
El documento describe cómo los estudiantes de 3ero A en el Colegio del Sol usaron la aplicación Collar App para experimentar con la realidad aumentada. Los estudiantes imprimieron y pintaron dibujos sin pintar los bordes, y luego los colocaron debajo de la cámara de su tablet para que los objetos cobraran vida a través de la aplicación previamente instalada. Los estudiantes disfrutaron la experiencia y esperan continuar explorando más con la realidad aumentada en el futuro.
El documento describe el rol del docente especialista en la educación de estudiantes con necesidades educativas especiales. Explica que el docente especialista debe reunir condiciones personales, físicas, afectivas, intelectuales y éticas para emprender el reto de desarrollar su acción docente dentro de esta modalidad educativa. También destaca que el docente especialista trabaja de forma coordinada con el docente regular y otros profesionales para brindar una atención educativa integral a los estudiantes.
Ukrainian culture differs from Western cultures in important ways that impact daily life and social norms:
- Cultural differences go beyond surface level habits to the underlying worldviews and assumptions that inform behavior, leading to some aspects of Ukrainian culture seeming incomprehensible to outsiders.
- Ukrainians place great importance on hospitality, with hosts entertaining and feeding guests for as long as they stay in the home. Body language and personal space concepts also differ, with Ukrainians comfortable with greater physical touch and intimacy than Western cultures.
- Traditional gender roles remain more prominent in Ukraine, with men displaying more chivalrous behavior toward women and women emphasizing femininity and attractiveness more than in the West. Family and multigenerational households also
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Informe visita al centro de producción de planta de aguadopeca
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2015 바람직한 대학생활
1. 소개
안녕하세요. 홍익대학교 경영대학 경영학부 경영과 비전 1조입니다.
저희 조는 김수정, 김은정, 김상우, 김한울, 민경욱 다섯 명으로 구성되어 있습니다.
저희 1조는 "2015 바람직한 대학생활"이라는 주제에 대하여 "나만의 브랜드를 만들자"는 취지를 갖고 슬라이드를 제작하였습니다.
자신의 브랜드를 만들기 위한 세 가지 전략에 초점을 맞추어 감상하시면 이해를 높일 수 있습니다.
대학에 진학하고 처음으로 제작한 조별 과제인만큼 풋풋하면서 정성이 담긴 결과를 내려 노력했습니다.
2. 목차
서론 : 용어 정리
본론 : 세 가지 브랜드 탐구
결론 : 대학생활에 접목하기
This document contains responses to evaluation questions about a film project. For question 5, the filmmaker describes how they attracted their audience by opening with a black and white scene of an abandoned pathway leading to a mysterious library. They also discuss plans to promote the film through trailers, magazine ads, and newspaper ads. For question 6, the filmmaker discusses learning new editing software like iMovie and gaining knowledge of features like brightness and color adjustments. For question 7, the filmmaker reflects on improvements between the preliminary task and final product, such as better scene transitions, strategic use of color and contrast, importance of dialogue, and allowing more planning time.
The document provides an evaluation of a promotional video created for a college department. It discusses several key points:
1) The client brief asked for a 2-3 minute promotional video to be used on the college website, DVDs, and social media.
2) The creator felt the raw footage shot was not extensive enough, resulting in a video that stretched clips and lacked variety.
3) Feedback indicated more shots and a longer length were needed to better showcase the college and its programs.
This document contains an evaluation by Amy Watson of her final major project. It includes summaries of the strengths and weaknesses of her research and planning, as well as how she managed her time. Peer feedback praised the creative and unique nature of the products but suggested adding more content to make them more appealing and humorous. Based on this feedback, Amy plans to expand the sequences in her videos with more comedic clips and dialogue.
This document provides a template for evaluating creative media projects at the third year level. It includes sections for an overview of the project, research undertaken, ideas developed, personal response, evaluation of the project, analysis, and an action plan. The template guides the user to focus on key points, make judgements about the work, and identify areas for future improvement in a concise and analytical manner.
Mv production assignment evaluation form 2021CJ Stevens
The student created a nature video for a class project. In reviewing their work, they analyzed the strengths and weaknesses of their research, planning, time management, technical skills, aesthetics, and audience appeal. They received feedback from peers which noted that the video had clear themes and shots but could have benefited from more location variety. The student agreed with the feedback that filming in additional locations would improve future videos.
After gathering feedback on a film trailer, magazine cover, and poster from audiences, the document discusses what was learned. The trailer received positive feedback about exciting audiences but could be faster. The magazine cover was improved by adding a more effective main image. Feedback also showed that posters work best with minimal text and maximum visuals. Overall, the feedback process helped identify ways to better promote the film, but larger sample sizes and unbiased feedback would make the results more reliable.
The document provides an evaluation of a promotional video created for a college department. It summarizes that the creator felt the raw footage was lacking and led to a mediocre final product that stretched clips to fill time. Feedback was gathered from online platforms and friends. While the brief and target audience were met, communication with the client could have been improved to better meet their needs. Overall, the creator felt the project was acceptable but not their best work due to insufficient planning in the filming stage.
Fraser Hardwick evaluated their production process for an FMP project. They conducted research to understand audience preferences and found storyboarding and creating a prototype short film helped planning and shooting. Peer feedback noted the dark lighting made some scenes difficult to see while praising the costume design and props, suggesting brighter lighting for future projects.
The student learned several important lessons from receiving feedback on their project:
1) Initial feedback on their pitch helped them improve their ideas and head in the right direction for their target audience.
2) Feedback on early cuts of their video identified issues with lighting and lip syncing that needed to be addressed.
3) Later feedback confirmed their genre was clear but identified lingering lip syncing issues at the beginning that improved later on.
4) Feedback also validated continuity across their related products but noted room for improvement on one image. Overall, feedback helped them create a high quality final product.
The student learned several important lessons from receiving feedback on their project:
1) Initial feedback on their pitch helped them improve their ideas and head in the right direction by getting suggestions from their target audience.
2) Feedback on early cuts of their video identified issues like low video quality and poor lip syncing that needed fixing before the final version.
3) Later feedback confirmed their genre was clear but also found some remaining areas to improve like occasional lip syncing issues.
4) Overall, the feedback process helped them create a higher quality final product that better met their audience's expectations.
The document provides an evaluation of a production process. It summarizes the strengths and weaknesses of the research, planning, time management, technical qualities, and aesthetic qualities aspects of the process. For research, the strengths included having choices to work with and ideas for future projects, while weaknesses were vague areas, lack of detail, and an unsolidified style. For planning, strengths were completing filming in one day smoothly, but weaknesses included an unestablished structure. Time management was identified as an area that could be improved. [END SUMMARY]
Louis Biddles evaluated his music video production project. He researched techniques from other music videos and conducted experiments to test different directing styles. While his time management and portrayal of the song's message were good, he could have improved by filming in consistent lighting and collecting more shots. Peer feedback agreed the editing was strong but suggested adding more variation and avoiding smiles in scenes. Biddles learned to work with different lighting and effects and will apply this experience to future projects.
The document provides an evaluation of Amy Watson's production process for a video. It summarizes her research, planning, time management, technical qualities of filming and editing, aesthetic qualities, audience appeal, and feedback from peers. The evaluation covers the strengths and weaknesses of each part of the process, and what Amy could improve. Based on the feedback, Amy agrees she should have ensured clearer camera focus and provided more context about the story in her video.
Mv production assignment evaluation form 2021 (temorery until finished versio...CJ Stevens
The student evaluated their production process for a music video project. Their research strengths included analytical breakdowns of techniques in other videos and online tutorials. Weaknesses included a lack of organization in research. Planning strengths were storyboards, but the actual video required improvisation on location. Peer feedback noted the good coloring and editing but suggested using more locations and a clearer narrative focus or central person. The student agreed more locations and a better camera could have improved the project.
The document provides a factual project evaluation by James Cooper-Abel of a video he created about Easter eggs in video games. It summarizes the strengths and weaknesses of each project phase - planning, research, experimentation, production, and the final video. For some areas, it outlines things that could be improved if more time was available and what will be done differently next time. The evaluation concludes with peer review feedback on the video, a comparison to another video on a similar topic, and a critical reflection.
The document provides an evaluation of a student's documentary project. The student believes they met the requirements but would change their entire project if given the chance. Their research and planning were strong points. Feedback noted the video's good length but suggested improving the interviewee's knowledge and finding someone else to do narration. The student agrees with all feedback and says for future projects they will get feedback earlier, expand their sources, allow more time, and possibly make a longer piece.
From audience feedback on a music video, the creator learned several things:
- Special effects that don't follow genre conventions can still be enjoyed by audiences.
- Numerous camera shots helped keep the video interesting.
- Filming quality needs improvement, as some clips were shaky. More practice is needed.
- Pictures inserted in the video were seen as "tacky" and didn't flow well. Better planning of ideas is important.
- Adding some color could have made the mostly black and white video more appealing.
From audience feedback on a music video, the creator learned several things:
- Special effects that don't follow genre conventions can still be enjoyed by audiences.
- Numerous camera shots helped keep the video interesting.
- Filming needed more practice to improve shaky clips.
- Pictures in the video were "tacky" and didn't flow well.
- Adding some color could have made the video more appealing.
- The background of an advert could have been more interesting.
The document provides a self-evaluation and reflection on Josh Bailey's production process for a final project. Some key points from the evaluation include:
- Josh's strengths in research were finding inspiration from other videos and incorporating different methods into his own work. However, he did not properly account for production restrictions.
- Better planning and contingency planning could have improved his rate of work and final draft, as injuries forced him to rush filming closer to the deadline.
- Time management was also an issue, as injuries required filming in low light conditions with limited resources.
- Peer feedback noted the quick transitions kept the music video engaging but improvements could have included reducing continuity errors and adding a clearer narrative.
2. PEOPLE WHO TOOK PART IN THE VIDEO
Sample Data of poll-takers: 12
Sample Data of online survey takers: 4
Important Note:
-The feedback I have
Names: included in each
Tanya Sethi question/slide is only a
Simran Makhiji
Suman Uttamchandani
portion of the total
Nicolle Chen
amount; I only chose
Clare Coverdale the best, most useful
Zahra Beg and in depth additional
Katherine Chu
comments and
Kelly Yip
Sharmaine Cheung
feedback.
Julia D’Rozario
Jamie Lee -The anonymous names
Yee Jeung Yuen
are answers people had
provided from Survey
Monkey.
3. ARE YOU PLANNING ON TAKING ECONOMICS
NEXT YEAR?
Sales As you can see, the
majority of the
clients I am
testing on are
planning on
Yes taking Economics
No
next year.
Because of
Maybe
this, their
feedback will be
incredibly
important, as they
are the targeted
audience.
4. DO YOU THINK THIS VIDEO WAS INFORMATIVE?
8 out of 12 people said this video was informative. I think this is a
reasonably good, considering the fact that quite a few of them
already take Economics, and already understand Supply of
Sales Economics.
Conclusion: Overall, my clients did find it informative, one of my main
goals in creating this video. However, there were one or two clients
that were not satisfied with the information given, as they already
knew all the basics because of how they take Economics as a
subject already. This becomes complicated, as it is extremely
difficult to bring in new information to experienced students, while
not overcomplicating things for students that have never sat in a
class of Economics before. However, the students that I had
interviewed who already currently take Economics was useful as
they gave me an indication whether I matched and covered the
syllabus of Edexcel Economics sufficiently.
Sample of External feedback:
Yes Tanya: I think you should explain more on the graph section of Supply, I
got confused a bit there.
No Nicolle: I am not going to take Economics next year, but I did learn a lot
about Supply!
Suman: This covered more on Supply than what I learnt in Business, so I
think it was helpful.
Jamie: I already take Economics, so I already know the things you talked
about in the video. You covered Supply well and the syllabus as
well..
Anonymous: I think it was easy to understand. you explained it well with
simple language.
Anonymous: I think this will be good for people that don’t take
Economics, but I didn’t really learn much because I already take
Economics and know the things you mentioned in the video.
5. DO YOU THINK THIS VIDEO WAS VISUALLY
EFFECTIVE?
More than half of the clients said the video is visually
Sales effective, or to an extent.
Conclusion: Based on the feedback, I think I need to work
and develop my video to become more interesting and
entertaining. I understood that my introduction was a
strong point in terms of visual effectiveness.
Sample of External Feedback:
Yes Julia: I really liked the introduction bit, and I like how the
pictures went with the audio
Tanya: It was good, but it became a tiny bit boring because
all you did after the introduction was just talk.
No Nicolle: I think it was good, the cloning was really cool!
Anonymous: I think you could improve it more? But there
were lot’s of different kinds of shots so it was pretty
To an visually entertaining.
Extent Anonymous: I think it could’ve been better, like add more
pictures. I think there’s too much of you talking in front
of the camera.
Anonymous: After the introduction, the video became a bit
boring and repetitive! It might discourage audience
from watching, and it’s hard to learn if it’s not
stimulating! I thin you need to wok more on making it
more entertaining and visual.
6. RATE THE QUALITY OF SHOTS IN GENERAL(1
WORST – 5 BEST):
The feedback for the quality of shots in general
Number of People were generally good.
Conclusion: Overall, the feedback on the shots
6 were positive. The main criticism was the
slight shakiness I had in two of the camera I
used.
5
Additional Comments:
4 Simran: I think they were good! Some shots were
a bit shakey but otherwise really good!
3 Number Sharmaine: They were good and you had like
of different kinds of shots so it looked more
professional.
2 People Jamie: I liked how you used a tripod, but for the
other camera you should've used it as well!
1 Anonymous: It could be better, some were not
proportioned, for example in one shot, you
0 were too much to the left.
Anonymous: Sometimes the shots changed too
1 2 3 4 5 much in such a period of time, it can look a
bit messy and confusing but overall I think it
was good! One of the cameras is really
stable.
7. DO YOU THINK THIS VIDEO PORTRAYS A GOOD
RANGE OF ICT TECHNICAL SKILLS?
A satisfying majority of people said that the video displayed good
Sales ICT Technical Skills.
Conclusion: I think I did well in terms of incorporating ICT technical
skills into my video. There were some suggestions that I needed
more in the body of the video, after the introduction.
Sample of External Feedback:
Katherine: I think your ICT skills in the video were really good. The
cloning was impressive!
Kelly: I think you could have added more to be honest, there were a
few good ones but you need more!
Yes Simran: I’m also doing a video, and I know how hard it is to sync the
audio and the video together. You also had like lots of different
No camera angles which I didn’t do, that looks hard and good!
Zahra:I think you did pretty good especially when you don’t do
filming studies! I guess you could add more animations and
stuff.
Sharmaine: I think it did. Especially the introduction, that was very
technical.
Clare: It was good, but to get a high level I think you need to add
more. Maybe animations or like video clips or something? I was
good though!
Anonymous: I think you should’ve added more, there were a few very
good ones, but I think you need to add more virtual animations!
That will make the video more interesting and better.
8. WHICH SHOT DO YOU THINK WAS THE MOST
EFFECTIVE?
Shot 1 was a middle, frontal shot.
Sales Shot 2 was a low angled shot.
Shot 3 was a high side shot.
*I showed them each shot before asking this question
Conclusion: I have learnt that using a tripod for shot 1 was
effective, as it garnered good feedback. The most popular
shot was in fact shot 3, mostly because of how it was from
an interesting angle, and that it had the best colour. I
understood that, despite having a tripod, shot 1 was the
Shot 1 least popular, mostly because of the inferior colour it had
compared to the other shots. Perhaps I could have used a
colour enhancer on the videos that had the ‘dull’ feel.
Shot 2 Julia: I liked the shot where it was done from the side? It was
good! The colour was the best there too.
Shot 3
Yee Jeung: The Shot where it was in front of you, it was really
stable! Your other two videos was a bit shakey, but not
that much.
Jamie: I liked all because they were all different! But if I had to
choose, it would be shot 2 because it had a different
perspective than the other videos.
Clare: One of the shots were not that stable, I think it was the
third one. I think you should have used a tripod for that.
Anonymous: I think Shot 2 and 3 were better, because the
quality and colour was better. The first shot was okay, it
looked a bit dull.
9. RATE THE QUALITY OF EDITING (1 BEST - 5
WORST):
Conclusion: The ratings of the quality of editing
Number of People performed better than the ratings of the
shots. The multi-camera synchronization
and the different shots that were
6 incorporated in the video may have been a
strong factor of this.
5 Additional Comments
Zahra: I liked how you edited in a lot of different
kind of shots with one audio! It gave it a
4 clean finish.
Julia: I think the editing was good, especially the
3 Number introduction!
of Katherine: I thought it was pretty good.
2 People
Sometime the cameras changed a bit too
much but other than that it was good.
Nicolle: The part where you changed the photos
1 in sync with the music at the introduction
was really good! The rest of your video had
good editing too.
0
Anonymous: I think you could’ve improved more
on editing the video as good as you did with
1 2 3 4 5 the cloning. Maybe you could have done a
split screen when you started drawing the
board?
10. NAME TWO AREAS OF THE VIDEO THAT YOU
THOUGHT WAS THE MOST BENEFICIAL AND
INFORMATIVE TO YOU. According to the results factors that influence supply was the
most informative and useful part of the video. This topic
No. of People was the main body of the video, and is the topic where I
spent the most time explaining.
6 Yee Jeung: The factors of supply you were mentioning were very
informative! Maybe give an example with each factor? But
maybe that would have been too long.
5 Along with the factors, I did spend a lot of time discussing, and
explaining the nature of the graph, and what each factors
changed in the Supply line.
4 Zahra: The graph bit of the video was good, it was a bit confusing
though. The drawing of the graph really helped too!
3 Katherine: I learnt the most about the graph, as I already knew
most of the other topics you covered.
The characteristics of a market, such as the equilibrium, did
2 reasonably well in terms of the usefulness to the audience.
Tanya: I think the part where you talked about the equilibrium was
simple, but informative.
1 Yee Jeung: You explained the characteristics of the market
well, but I think it could have had more explanation to it!
0 No. of People The connection between supply and demand, and how they can
affect each other garnered the least amount of votes. The
reason to this might be because I had spent the least time
on it.
11. WILL THIS AFFECT YOUR DECISION IN TAKING
ECONOMICS AS AN OPTION NEXT YEAR?
Conclusion: The majority of
Number of People students said that the video
would not affect their options
in choosing Economics as an
IB subject next year. Only
one person, Tanya, said that
it would affect her
decision, however, she was
already thinking of taking
Economics instead of
Yes Geography.
No Also, because of how the
options for next year were
already set and done, most
of the students who took part
in this test were sure of what
they were taking, whether it
was Economics or not, and
this video did not change
their views on it.
12. ADDITIONAL COMMENTS AND INFORMATION
Sharmaine: I think you should have removed the pin thing behind
you on the wall, or choose another background. It was quite
distracting and out of place.
Yee Jeung: You should include more pictures and graphs when
you are talking!
Kelly: More animations during the tutorial and lecture bit!
Katherine: Engage the audience more, like maybe ask more
questions and have interviews. Also put some jokes in to make
it funny
Nicolle: I liked the example at the end, you should have more of
those in the video.
Suman: I wanted to know more about Demand, or the price
elasticity because that’s what I’m struggling at, my Economics
topic in Business!