The document discusses the process of creating a 5 minute documentary extract on the 2011 Birmingham Riots. It describes the research, planning, production and evaluation stages. For research, the group analyzed documentaries like 'Supersize Me' and conducted interviews. They storyboarded the documentary and created a planning sheet. Final Cut Pro was used to edit footage from Canon cameras. Feedback found the interviews were strongest, while sound levels needed improving. Various technologies like scanners, YouTube and blogs supported the process.
The document analyzes the media product created by the author's group for their advanced portfolio. It discusses how they used and developed conventions of real media forms. They created an opening for a documentary on brand manipulation, a radio trailer, and a magazine listing. For the documentary, they researched modes like expository and implemented techniques such as establishing shots, expert interviews, and public interviews. Their magazine listing used consistent colors and screenshots. Their radio trailer was 30 seconds, using music and documentary voice clips to promote the content in an engaging way.
The document discusses the process of creating a 5-minute documentary, radio trailer, and double page spread for an A2 coursework project. It outlines the research conducted on documentary conventions, similar documentaries, radio trailers, and double page spreads. The document then describes how various documentary techniques and conventions were applied to the projects, including voiceover narration, interviews, footage selection, and examining the works under Bill Nichols' documentary modes.
The document analyzes how the student's media project on underage binge drinking follows conventions of real documentaries. It discusses researching documentary genres and topics. It examines how the student's documentary incorporates elements from examples like "Supersize Me" - using an omniscient narrator, interviews structured by rules of thirds, establishing shots, and ordering bottles by size. Background music was made in Garage Band to parallel scenes. Research included distributing questionnaires and finding news articles for case studies. Special effects like speeding up clips while voiceover explains statistics were also used to challenge conventions.
The document discusses the influences and conventions used in creating a documentary about Wikileaks. It was inspired by genres like expository/reflexive and documentarians like Michael Moore and Louis Theroux. Conventions from shows like Channel 4 Dispatches and BBC Panorama were used, including dark introductions with music, over-the-shoulder interviews, lower third graphics, voiceovers, cutaways and establishing shots, and archive footage. Supporting materials like a radio ad and posters were created to effectively promote the documentary.
The document discusses the process of creating a documentary called "Music, Mind, Mayhem." It describes how the creators conducted research on professional documentaries like "Supersize Me" to understand typical conventions. They applied techniques like rule of thirds framing in interviews and using background music and observations. Feedback was collected on the documentary's understandability, influence, research relevance, enjoyment, sound, and ability to intrigue viewers. The creators also made a double page spread and radio trailer applying conventions of those media.
The document discusses how the student used various media technologies in constructing their documentary, magazine article, and radio trailer for an A2 media studies assignment. Filming was done using a Canon camcorder and tripod, and editing was done using Final Cut Express software. Research involved using BBC and news websites, and watching YouTube clips. GarageBand was used to create background music. Microsoft Word, Adobe InDesign, and blogger.com were also utilized at various stages of the process.
The document discusses a student's media evaluation of their documentary project and ancillary texts. The student created a 5-minute documentary opening on whether police should be armed, as well as a radio trailer and double page magazine article. The documentary uses conventions like interviews, voiceovers, and music. The ancillary texts were effective combinations that would appeal to and inform the target audience of young adults. Audience feedback was not discussed.
Media Evaluation for Course work - Todd Lillis- Question 1a2cole13
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The document discusses how a media project followed conventions of real documentaries, double page spreads, and radio trailers. It analyzed several documentaries to understand common elements. Shots and interviews from those documentaries were then replicated. Research was also done on magazine layouts to design the double page spread accordingly. The radio trailer included documentary extracts, facts, music, and voiceover as is typical. Overall the project adhered closely to conventions to appear professional. Minor changes like re-doing an interview are suggested.
The document analyzes the media product created by the author's group for their advanced portfolio. It discusses how they used and developed conventions of real media forms. They created an opening for a documentary on brand manipulation, a radio trailer, and a magazine listing. For the documentary, they researched modes like expository and implemented techniques such as establishing shots, expert interviews, and public interviews. Their magazine listing used consistent colors and screenshots. Their radio trailer was 30 seconds, using music and documentary voice clips to promote the content in an engaging way.
The document discusses the process of creating a 5-minute documentary, radio trailer, and double page spread for an A2 coursework project. It outlines the research conducted on documentary conventions, similar documentaries, radio trailers, and double page spreads. The document then describes how various documentary techniques and conventions were applied to the projects, including voiceover narration, interviews, footage selection, and examining the works under Bill Nichols' documentary modes.
The document analyzes how the student's media project on underage binge drinking follows conventions of real documentaries. It discusses researching documentary genres and topics. It examines how the student's documentary incorporates elements from examples like "Supersize Me" - using an omniscient narrator, interviews structured by rules of thirds, establishing shots, and ordering bottles by size. Background music was made in Garage Band to parallel scenes. Research included distributing questionnaires and finding news articles for case studies. Special effects like speeding up clips while voiceover explains statistics were also used to challenge conventions.
The document discusses the influences and conventions used in creating a documentary about Wikileaks. It was inspired by genres like expository/reflexive and documentarians like Michael Moore and Louis Theroux. Conventions from shows like Channel 4 Dispatches and BBC Panorama were used, including dark introductions with music, over-the-shoulder interviews, lower third graphics, voiceovers, cutaways and establishing shots, and archive footage. Supporting materials like a radio ad and posters were created to effectively promote the documentary.
The document discusses the process of creating a documentary called "Music, Mind, Mayhem." It describes how the creators conducted research on professional documentaries like "Supersize Me" to understand typical conventions. They applied techniques like rule of thirds framing in interviews and using background music and observations. Feedback was collected on the documentary's understandability, influence, research relevance, enjoyment, sound, and ability to intrigue viewers. The creators also made a double page spread and radio trailer applying conventions of those media.
The document discusses how the student used various media technologies in constructing their documentary, magazine article, and radio trailer for an A2 media studies assignment. Filming was done using a Canon camcorder and tripod, and editing was done using Final Cut Express software. Research involved using BBC and news websites, and watching YouTube clips. GarageBand was used to create background music. Microsoft Word, Adobe InDesign, and blogger.com were also utilized at various stages of the process.
The document discusses a student's media evaluation of their documentary project and ancillary texts. The student created a 5-minute documentary opening on whether police should be armed, as well as a radio trailer and double page magazine article. The documentary uses conventions like interviews, voiceovers, and music. The ancillary texts were effective combinations that would appeal to and inform the target audience of young adults. Audience feedback was not discussed.
Media Evaluation for Course work - Todd Lillis- Question 1a2cole13
Ā
The document discusses how a media project followed conventions of real documentaries, double page spreads, and radio trailers. It analyzed several documentaries to understand common elements. Shots and interviews from those documentaries were then replicated. Research was also done on magazine layouts to design the double page spread accordingly. The radio trailer included documentary extracts, facts, music, and voiceover as is typical. Overall the project adhered closely to conventions to appear professional. Minor changes like re-doing an interview are suggested.
The document discusses various ways that media language theories can be applied to analyze different types of media texts, including music videos, film openings, and other products. It provides examples of how concepts like denotation and connotation from Barthes' theory, and editing techniques from Kuleshov's theory, can be used. It also discusses audience theories from McQuail and Altman and how they relate to entertaining audiences and offering pleasures through genres. The improved versions strengthen the analysis by providing more detailed and specific examples from hypothetical media texts.
Freya Downs used over 20 different media technologies and outlets in the construction, research, planning, and evaluation of her project. She utilized basic programs like Microsoft Word, PowerPoint, and Excel in early planning stages for their ease of use. For research, she created online surveys using Survey Monkey and distributed them on Facebook to gather responses from her target audience. In pre-production, she found style models on streaming services like Netflix to inform her documentary approach. Communication technologies like Facebook messaging and email were vital for group collaboration and arranging interviews. Hardware including a video camera, microphone, and editing software were used to capture and produce high quality footage and finalize her documentary and supplemental pieces.
The document outlines the tasks that a group was briefed on, which included making an opening for a documentary on bullying, a 30-45 second radio trailer, and a double page spread. It then discusses how the group analyzed various professional documentaries to understand conventions. The rest of the document provides examples of techniques used in documentaries like interviews, reconstructions, establishing shots, and special effects that the group implemented in their own documentary and other pieces.
The document discusses how the media product challenges and develops documentary conventions. It created a 5-minute documentary on body modification, alongside a radio trailer and magazine spread. It analyzed documentary modes like expository, and strove to educate audiences through facts and multiple perspectives. Care was taken to professionally film interviews in line with conventions, use establishing shots, statistics, and represent experts' professions. The radio trailer and magazine spread similarly followed conventions to effectively promote the documentary.
The document discusses how the documentary production followed conventions of the documentary genre and real media forms. It used aspects of Bill Nichols' documentary modes, including the participatory mode through "makeover" footage, similar to Morgan Spurlock's documentary "Super Size Me." It also featured the expository mode by presenting an argumentative perspective. Interviews followed conventions like using medium shots and side eye lines. Background music and narration were also used conventionally. Shot types, magazine layout, and radio trailer formats similarly drew upon industry standards to effectively communicate information about the documentary.
The document describes a student's work on creating different media pieces for a documentary on bullying. They were tasked with making the opening 5 minutes, a 30-45 second radio trailer, and a double page magazine spread. To create the documentary, the student researched conventions like interviews, narration, and reconstructions. They applied similar techniques to the radio trailer and magazine spread. The document provides examples of shots and editing in the documentary and discusses following conventions to make the pieces successful.
This document summarizes how the media product, a television documentary called "The Pros and Cons of Technology in Sport", uses and develops conventions of real documentaries. It conducted research on documentaries like "Living with Michael Jackson" to establish codes and conventions. The documentary fits multiple documentary modes including participatory, expository, and reflexive. It uses conventions like interviews, establishing shots, titles, and narrative structures. The goal was to make the documentary appear professional and credible by conforming to real documentary conventions.
This document summarizes how the media product, a television documentary called "The Pros and Cons of Technology in Sport", uses and develops conventions of real documentaries. It discusses documentary types, narrative structures, interviews, establishing shots, titles, and other elements that were researched from examples like "Living with Michael Jackson" and incorporated into the documentary. The documentary fits participatory, expository, and reflexive documentary modes and uses an open narrative structure to explore the topic without stating a conclusion.
The document discusses a student's A2 coursework which involved creating a 5 minute documentary opening, radio trailer, and double page magazine article on the topic of whether police should be armed or unarmed. The student analyzed how their media products used conventions of real documentaries, radio trails, and magazine articles through their use of shots, sound, editing, mise-en-scene, and layout. They also discussed how effective the combination of their media products was through their targeting of BBC channels and Radio Times magazine. The student learned from audience feedback that they needed better music, font, and sound levels. A variety of media technologies were used in the research, planning, construction and evaluation stages including cameras, editing software, music software
The document discusses a student's A2 coursework which involved creating a 5 minute documentary opening, radio trailer, and double page magazine article on the topic of whether police should be armed or unarmed.
The student analyzed how their media products used conventions of real documentaries, radio trails, and magazine articles through their use of shots, sound, mise-en-scene, editing, and layout. They also discussed how effective the combination of their media products was through their targeting of audiences and placement in BBC and Radio Times.
The student learned from audience feedback that they needed better fitting music, font choices, and sound levels. They used technologies like cameras, editing software, music software, word processing, and b
This document analyzes how the student's media documentary project uses, develops, and challenges conventions of real documentaries. It finds that the project takes a hybrid approach, using expository and reflexive documentary styles. It employs many standard documentary techniques like voiceovers, interviews, establishing shots, and music to set tone. However, it also includes some unconventional elements like warnings and flashes in the opening. Overall, the analysis concludes the project largely conforms to documentary conventions to engage audiences like a real media product.
The documentary examines the social movement known as "Meninism," which parodies feminism. It follows the expository mode of documentaries by using verbal commentary from a narrator. It includes interviews with experts from a feminist society and college, as well as an anonymous Meninist. Camera angles, facts and statistics, audio, and narration are used in ways that follow documentary conventions. The magazine spread and radio trailer also adopt conventions, while breaking some like using a female narrator and concealing the Meninist's face. Overall, the documentary challenges conventions by addressing a controversial topic but develops conventions through its style elements.
The document discusses the process of creating a 5-minute documentary introduction, radio trail, and TV listings article as part of an A2 coursework task. It outlines the research and planning done to understand conventions of the documentary genre, including watching examples and analyzing techniques used. Elements like interviews, reconstructions, voiceovers and actual footage were included. Camera shots, sound design, narrative structure, and ensuring pieces followed industry conventions were also focuses of the process.
The document analyzes the media product's use of documentary conventions. It discusses how the product studied documentaries like "Supersize Me" to understand conventions around camera shots, sound, interviews, facts and statistics. It aimed to use conventions like these while also developing some, such as opening with a montage and using clips from shows. Some conventions were purposefully not used, such as reconstructions, as they did not fit the topic. Overall the document evaluates how the media product successfully utilized many documentary conventions to create an engaging and informative piece.
The document discusses the production of a documentary on the Meninism movement along with two ancillary texts - a magazine spread and radio advert. It describes how the team ensured consistency across the pieces through shared elements like color scheme, fonts, music, and key quotes to clearly connect the pieces and strengthen the overall brand. Feedback confirmed the audience could easily identify the shared branding elements between the different media.
Catfish, Too Poor for Posh School and MBFRGWasmediaf12
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The document analyzes three documentaries to find techniques that could be useful for its own documentary about social networks. It summarizes that Catfish uses a globe opening to symbolize social networking globally and extreme close-ups of screens to show its focus on technology. Too Poor for Posh School uses music to set the tone and clever shots to engage audiences. My Big Fat Royal Gypsy Wedding uses fast-paced edits in its opening to quickly introduce the topic and a title sequence to excite viewers.
The research and planning for the documentary highly impacted the outcome. Various media technologies were used during the planning process, including researching other documentaries, brainstorming ideas, and conducting online research. During filming, cameras, microphones, headphones, and computers were used to capture high quality footage and audio. The editing process involved organizing footage, selecting clips, adding transitions, editing sound levels, and adding titles, text, and visual effects. The documentary was then exported for final review.
Our media product uses conventions of the horror genre including dramatic music that gets faster as tension rises, red coloring to connote violence, and characters that follow horror tropes. Our magazine cover and poster also use conventions like bold red fonts and atmospheric lighting while challenging some conventions through their atypical designs. Audience feedback on social media was limited but suggested our storyline and acting could be improved. New media technologies helped with research, planning, and documenting our process online.
The document discusses a student media evaluation of their documentary called "Under My Skin". The 5-minute documentary explores stereotypes related to body modification. In researching documentary styles, the students determined that an expository mode would best suit their topic as it allows for presenting facts to support arguments on both sides of the issue. The document describes several codes and conventions the students employed from real documentaries to develop their project, such as using interviews, statistics, establishing shots and narration. It also reflects on ways they could have further developed elements like lighting and font sizes.
The document discusses a student's documentary project exploring the Meninism movement. It summarizes:
1) The student was asked to create the opening of a documentary, a magazine listing, and radio trailer on a chosen topic. They decided to explore Meninism, a movement that began as a joke response to feminism on social media.
2) To guide their documentary style, the student researched Bill Nichols' documentary modes and chose to use expository and participatory styles. Their documentary included interviews, vox pops from students, statistics with images/text, and background footage related to the topics discussed.
3) The student studied conventions from similar documentaries to incorporate, such as anonymous interviews
The document discusses various ways that media language theories can be applied to analyze different types of media texts, including music videos, film openings, and other products. It provides examples of how concepts like denotation and connotation from Barthes' theory, and editing techniques from Kuleshov's theory, can be used. It also discusses audience theories from McQuail and Altman and how they relate to entertaining audiences and offering pleasures through genres. The improved versions strengthen the analysis by providing more detailed and specific examples from hypothetical media texts.
Freya Downs used over 20 different media technologies and outlets in the construction, research, planning, and evaluation of her project. She utilized basic programs like Microsoft Word, PowerPoint, and Excel in early planning stages for their ease of use. For research, she created online surveys using Survey Monkey and distributed them on Facebook to gather responses from her target audience. In pre-production, she found style models on streaming services like Netflix to inform her documentary approach. Communication technologies like Facebook messaging and email were vital for group collaboration and arranging interviews. Hardware including a video camera, microphone, and editing software were used to capture and produce high quality footage and finalize her documentary and supplemental pieces.
The document outlines the tasks that a group was briefed on, which included making an opening for a documentary on bullying, a 30-45 second radio trailer, and a double page spread. It then discusses how the group analyzed various professional documentaries to understand conventions. The rest of the document provides examples of techniques used in documentaries like interviews, reconstructions, establishing shots, and special effects that the group implemented in their own documentary and other pieces.
The document discusses how the media product challenges and develops documentary conventions. It created a 5-minute documentary on body modification, alongside a radio trailer and magazine spread. It analyzed documentary modes like expository, and strove to educate audiences through facts and multiple perspectives. Care was taken to professionally film interviews in line with conventions, use establishing shots, statistics, and represent experts' professions. The radio trailer and magazine spread similarly followed conventions to effectively promote the documentary.
The document discusses how the documentary production followed conventions of the documentary genre and real media forms. It used aspects of Bill Nichols' documentary modes, including the participatory mode through "makeover" footage, similar to Morgan Spurlock's documentary "Super Size Me." It also featured the expository mode by presenting an argumentative perspective. Interviews followed conventions like using medium shots and side eye lines. Background music and narration were also used conventionally. Shot types, magazine layout, and radio trailer formats similarly drew upon industry standards to effectively communicate information about the documentary.
The document describes a student's work on creating different media pieces for a documentary on bullying. They were tasked with making the opening 5 minutes, a 30-45 second radio trailer, and a double page magazine spread. To create the documentary, the student researched conventions like interviews, narration, and reconstructions. They applied similar techniques to the radio trailer and magazine spread. The document provides examples of shots and editing in the documentary and discusses following conventions to make the pieces successful.
This document summarizes how the media product, a television documentary called "The Pros and Cons of Technology in Sport", uses and develops conventions of real documentaries. It conducted research on documentaries like "Living with Michael Jackson" to establish codes and conventions. The documentary fits multiple documentary modes including participatory, expository, and reflexive. It uses conventions like interviews, establishing shots, titles, and narrative structures. The goal was to make the documentary appear professional and credible by conforming to real documentary conventions.
This document summarizes how the media product, a television documentary called "The Pros and Cons of Technology in Sport", uses and develops conventions of real documentaries. It discusses documentary types, narrative structures, interviews, establishing shots, titles, and other elements that were researched from examples like "Living with Michael Jackson" and incorporated into the documentary. The documentary fits participatory, expository, and reflexive documentary modes and uses an open narrative structure to explore the topic without stating a conclusion.
The document discusses a student's A2 coursework which involved creating a 5 minute documentary opening, radio trailer, and double page magazine article on the topic of whether police should be armed or unarmed. The student analyzed how their media products used conventions of real documentaries, radio trails, and magazine articles through their use of shots, sound, editing, mise-en-scene, and layout. They also discussed how effective the combination of their media products was through their targeting of BBC channels and Radio Times magazine. The student learned from audience feedback that they needed better music, font, and sound levels. A variety of media technologies were used in the research, planning, construction and evaluation stages including cameras, editing software, music software
The document discusses a student's A2 coursework which involved creating a 5 minute documentary opening, radio trailer, and double page magazine article on the topic of whether police should be armed or unarmed.
The student analyzed how their media products used conventions of real documentaries, radio trails, and magazine articles through their use of shots, sound, mise-en-scene, editing, and layout. They also discussed how effective the combination of their media products was through their targeting of audiences and placement in BBC and Radio Times.
The student learned from audience feedback that they needed better fitting music, font choices, and sound levels. They used technologies like cameras, editing software, music software, word processing, and b
This document analyzes how the student's media documentary project uses, develops, and challenges conventions of real documentaries. It finds that the project takes a hybrid approach, using expository and reflexive documentary styles. It employs many standard documentary techniques like voiceovers, interviews, establishing shots, and music to set tone. However, it also includes some unconventional elements like warnings and flashes in the opening. Overall, the analysis concludes the project largely conforms to documentary conventions to engage audiences like a real media product.
The documentary examines the social movement known as "Meninism," which parodies feminism. It follows the expository mode of documentaries by using verbal commentary from a narrator. It includes interviews with experts from a feminist society and college, as well as an anonymous Meninist. Camera angles, facts and statistics, audio, and narration are used in ways that follow documentary conventions. The magazine spread and radio trailer also adopt conventions, while breaking some like using a female narrator and concealing the Meninist's face. Overall, the documentary challenges conventions by addressing a controversial topic but develops conventions through its style elements.
The document discusses the process of creating a 5-minute documentary introduction, radio trail, and TV listings article as part of an A2 coursework task. It outlines the research and planning done to understand conventions of the documentary genre, including watching examples and analyzing techniques used. Elements like interviews, reconstructions, voiceovers and actual footage were included. Camera shots, sound design, narrative structure, and ensuring pieces followed industry conventions were also focuses of the process.
The document analyzes the media product's use of documentary conventions. It discusses how the product studied documentaries like "Supersize Me" to understand conventions around camera shots, sound, interviews, facts and statistics. It aimed to use conventions like these while also developing some, such as opening with a montage and using clips from shows. Some conventions were purposefully not used, such as reconstructions, as they did not fit the topic. Overall the document evaluates how the media product successfully utilized many documentary conventions to create an engaging and informative piece.
The document discusses the production of a documentary on the Meninism movement along with two ancillary texts - a magazine spread and radio advert. It describes how the team ensured consistency across the pieces through shared elements like color scheme, fonts, music, and key quotes to clearly connect the pieces and strengthen the overall brand. Feedback confirmed the audience could easily identify the shared branding elements between the different media.
Catfish, Too Poor for Posh School and MBFRGWasmediaf12
Ā
The document analyzes three documentaries to find techniques that could be useful for its own documentary about social networks. It summarizes that Catfish uses a globe opening to symbolize social networking globally and extreme close-ups of screens to show its focus on technology. Too Poor for Posh School uses music to set the tone and clever shots to engage audiences. My Big Fat Royal Gypsy Wedding uses fast-paced edits in its opening to quickly introduce the topic and a title sequence to excite viewers.
The research and planning for the documentary highly impacted the outcome. Various media technologies were used during the planning process, including researching other documentaries, brainstorming ideas, and conducting online research. During filming, cameras, microphones, headphones, and computers were used to capture high quality footage and audio. The editing process involved organizing footage, selecting clips, adding transitions, editing sound levels, and adding titles, text, and visual effects. The documentary was then exported for final review.
Our media product uses conventions of the horror genre including dramatic music that gets faster as tension rises, red coloring to connote violence, and characters that follow horror tropes. Our magazine cover and poster also use conventions like bold red fonts and atmospheric lighting while challenging some conventions through their atypical designs. Audience feedback on social media was limited but suggested our storyline and acting could be improved. New media technologies helped with research, planning, and documenting our process online.
The document discusses a student media evaluation of their documentary called "Under My Skin". The 5-minute documentary explores stereotypes related to body modification. In researching documentary styles, the students determined that an expository mode would best suit their topic as it allows for presenting facts to support arguments on both sides of the issue. The document describes several codes and conventions the students employed from real documentaries to develop their project, such as using interviews, statistics, establishing shots and narration. It also reflects on ways they could have further developed elements like lighting and font sizes.
The document discusses a student's documentary project exploring the Meninism movement. It summarizes:
1) The student was asked to create the opening of a documentary, a magazine listing, and radio trailer on a chosen topic. They decided to explore Meninism, a movement that began as a joke response to feminism on social media.
2) To guide their documentary style, the student researched Bill Nichols' documentary modes and chose to use expository and participatory styles. Their documentary included interviews, vox pops from students, statistics with images/text, and background footage related to the topics discussed.
3) The student studied conventions from similar documentaries to incorporate, such as anonymous interviews
1) Lucy Beck struggles in her new secretarial job as the ghost of the previous secretary, Miss Broome, haunts the office and disrupts her work.
2) However, Lucy faces the challenges with courage and determination, communicating with Miss Broome through the typewriter to understand her situation.
3) Lucy eventually learns of Miss Broome's lonely past and shows her compassion, helping the spirit to finally move on in a kind manner.
The document provides an overview of ONIX, a metadata standard used by publishers to distribute electronic book information. ONIX allows book data to be communicated between organizations in a standardized, electronic format. It has over 200 data elements that can provide information on a book's title, author, price, availability, reviews and more. ONIX messages are sent as XML files and allow book information to be distributed online to booksellers and retailers more efficiently.
References:
Payos, Ranulfo P., LLB, FPM (2010). Human Resource Management. Manila, Philippines: Rex Bookstore Inc. ISBN 978-971-23-5643-8
Heneman III, Herbert.; Judge, Timothy A (2005). Staffing Organizations. USA: McGraw-Hill. ISBN 0072987227.
Psychology is the science that deals with mental processes and behavior. It includes several schools of thought such as rationalism, empiricism, structuralism, functionalism, associationism, behaviorism, and Gestalt psychology. Rationalism views the mind as actively understanding concepts through reason rather than experience. Empiricism asserts that knowledge comes from sensory experience and evidence. Structuralism and functionalism approached the study of the mind through introspection and the study of mental processes. Associationism views mental processes as operating through associations between ideas. Behaviorism regards behavior as the object of study and disregards internal mental states. Gestalt psychology sees perception and cognition as relating to whole configurations or patterns rather than individual elements.
1) Consumer psychology deals with activities involved in selecting, obtaining, and using products and services to satisfy needs and desires, including decision processes before and after purchase.
2) Consumer behavior is the study of buying units and exchange processes involved in acquiring, consuming, and disposing of goods, services, experiences, and ideas.
3) Theories of consumer behavior development include the rational choice theory, opportunity set/budget constraint theory, and preference ordering theory. External factors like demographics, economics, and social influences also impact consumer decisions.
This document provides an overview of taxonomy, ontology, folksonomies, and SKOS (Simple Knowledge Organization Systems). It defines each concept and provides examples. Taxonomy is described as a subject-based classification system. Ontology is defined as a formal specification of concepts and relationships. Folksonomies allow user-generated tagging. SKOS provides a standard for sharing and linking knowledge organization systems on the web. Bibliographies with relevant references are also included for each topic.
Cara mencegah penggunaan netcut pada hotspot mikrotikNur Imanuddin
Ā
Dokumen ini memberikan tips untuk mencegah penggunaan Netcut pada hotspot Mikrotik dengan mengatur mode ARP Reply Only pada interface hotspot, mengaktifkan opsi Add ARP for Leases pada DHCP server, menambahkan IP dan alamat MAC AP serta gateway ke ARP list, dan membypass koneksi AP ke hotspot. Tips ini telah terbukti efektif mencegah penggunaan Netcut untuk memutus koneksi client di hotspot Mikrotik.
The document analyzes how a media product uses conventions of real documentaries. It discusses researching the forms of documentaries, television double page spreads, and radio trailers. It then examines how the created documentary, magazine spread, and radio trailer employ established conventions like a narrative structure, interviews, statistics, shot types, layout, music, and voiceover elements. The product demonstrates an understanding of documentary conventions.
The document discusses how the media product followed conventions of real documentaries and radio/magazine products. It analyzed documentaries like "Supersize Me" and "Panorama" to understand typical shots, structure, and storytelling techniques. The documentary was influenced by the expository and poetic modes of Bill Nicholls' documentary theory. The radio trailer and magazine article utilized conventions like clear voiceovers, background music, facts/details about the documentary, and advertising the channel/air time to effectively promote the media product. Some conventions like statistics were challenged to better engage the target youth audience.
The document provides details about conventions used in documentaries that a group analyzed as part of a project to create the opening 5 minutes of their own documentary. It discusses conventions found in the documentary "Supersize Me" such as shot types, voiceovers, interviews, and archival footage. It then explains how the group's documentary uses, develops, or challenges these conventions, including using reconstructions, actuality footage, an expositional introduction, interviews, and archival footage. Specific examples are analyzed from "Supersize Me" and compared to techniques used in the group's own documentary.
Our media product uses and develops conventions of real documentaries in several ways:
1) It follows the expository documentary mode with a "voice of god" narrator and includes interviews, archival footage, and facts/statistics to investigate the topic of underage drinking.
2) Shots and editing mirror those in exemplar documentaries like "Supersize Me" with medium close-ups in interviews and title sequences.
3) The radio trailer and magazine article employ conventions like sound bites, pacing, and layouts seen in other media to engage the target audience.
4) While generally conforming to expectations, some elements like additional background images in the article and mixed narrator voices in
The document discusses how the student's media product follows conventions of real documentaries while also challenging some conventions. The documentary is in the expository mode and uses techniques like voiceover, statistics on screen, and music to advance its argument. It follows conventions from the documentary "Supersize Me" but challenges some, like using a handheld camera at times and a cube transition. The magazine spread is modeled after Radio Times and uses images and pull quotes but challenges conventions with bright colors. The radio trailer is inspired by Capital FM and uses rhetorical questions to engage listeners within the standard 20-40 second length.
The document discusses how the student analyzed conventions from real documentaries, radio trailers, and magazine articles to develop their own media products for the course assignment. They looked at documentaries like "Supersize Me" and "The Anti-Social Network" to understand conventions like interviews, voiceovers, shots, and more. They also researched magazine layouts like those in Radio Times to design their informative double-page article. Their radio trailer was informed by analyzing professional examples to understand conventions like length and including extracts from the documentary. Overall, the student aimed to incorporate key conventions from real media to create professional and effective final products for their brief.
This document discusses how the documentary uses, develops, and challenges various media conventions. It opted to use a handwritten title screen to stand out from other documentaries. Captions are included to identify speakers. Expert interviews feature relevant background details and cutaways reinforce points. Some conventions like background zooms and archive footage were followed, while others like the music could have been improved. Overall, conventions were both used and developed to make the documentary unique.
The document summarizes how the student's media project on body modification used and developed conventions of documentary films. Their 5-minute documentary focused on challenging stereotypes about body modification. They researched documentary modes and chose to use an expository approach with voiceover, interviews, facts and archival footage. They also produced a magazine article and radio trailer following conventions of those media. While they effectively utilized many conventions, they note ways their project could have been improved, such as clearer writing and lighting during interviews.
The document discusses how the media group used various media technologies and conventions in creating their documentary, magazine article, and radio trailer on illegal downloading. They researched other documentaries to identify codes and conventions to make their documentary seem realistic. Technologies used included video cameras, microphones, and editing software to film, record, and produce their documentary. Feedback from their target audience provided insights on how to improve the combination and promotion of their media products.
The document summarizes how the student's media project followed conventions of real documentaries. It produced a 5 minute opening to a TV documentary on cuts to the UK's Education Maintenance Allowance. It used voiceovers, archival footage, interviews, and cutaways like real documentaries. It aimed to simplify complex topics, included opinions of students and experts, and focused on aesthetics and storytelling like the poetic mode of documentaries. Background music and appropriate visuals/settings were used to make the documentary look professional. The project scored highly and demonstrated understanding of documentary conventions.
1) The document summarizes feedback from a questionnaire given to the student's media class about a documentary and accompanying media products they created on the topic of whether Twitter is the future.
2) Feedback was overwhelmingly positive, with most students agreeing that the information, structure, and adherence to professional codes and conventions were successful.
3) The main area for improvement identified was audio quality, as different recording environments made it difficult to maintain consistent sound levels throughout the documentary.
The document discusses how a media project used, developed, and challenged conventions of real media forms. It summarizes how the student researched documentaries, radio spots, and magazines to identify typical codes and conventions. It then describes how the student incorporated many of these conventions into their documentary project, such as using different camera shots and angles, titles for interviewees, and sound mixing. However, it also notes a few ways the project challenged conventions, such as having a simpler radio spot than typical examples. Overall, the document concludes the project effectively used, developed, and challenged conventions as appropriate for the topic and audience.
The document discusses how the student's media documentary product uses and develops conventions of real documentaries. It examines several existing documentaries like Supersize Me and Miley: The Movement to identify conventions around shots, interviews, music, statistics, presenters/narrators, and more. The student incorporates many of these real conventions into their own documentary, magazine spread, and radio trailer while also challenging some conventions, like using their own survey statistics rather than online sources. The document analyzes how their multi-media product compares to real examples and ensures continuity across formats.
The document discusses the process of creating a short documentary, radio trail, and magazine article for an A2 media coursework. It describes researching conventions of those media to make the products look professional. The documentary focused on social networking and cyberbullying. Research included analyzing documentaries, radio trails, and magazine articles. Conventions like interviews, voiceovers, and establishing shots were included. The magazine article and radio trail also utilized typical conventions seen in those media like prominent images and headlines, and providing broadcast details.
The document discusses how a student media production group created the opening 5 minutes of a documentary on whether video games have an impact on anti-social behavior. They watched professional documentaries to understand conventions. Their documentary challenged some conventions by using comedy between presenters and dual presenters instead of a single presenter. They followed other conventions like interviews with experts and the public to represent different perspectives, as well as consistent camera angles, name displays, and facts/statistics.
The student's media project follows conventions of real documentaries in several ways:
1) It uses a dramatic opening with archival footage and a voiceover to set the scene.
2) It includes vox pops and expert interviews to provide different perspectives on the topic. Shots are framed using the rule of thirds and interviews have appropriate backgrounds.
3) Sound levels are adjusted to highlight important parts, and music is used but faded during interviews. Cutaways, fades and dissolves are also used to transition between clips.
4) The documentary aims to be aesthetically pleasing while also informing audiences on the topic, drawing from the poetic and expository modes of documentary.
The student conducted research on documentary forms and conventions before creating their own documentary extract. They looked at examples like propaganda films from WWII and modern documentaries. Key forms and conventions they explored included voice-overs, interviews, archival footage, reconstructions, and montages. For their own extract, they incorporated interviews and archival footage to make it more conventional while also challenging conventions with an animated talking head. They created ancillary products for a magazine and poster that matched the theme of their extract. Audience feedback praised aspects they didn't expect and identified areas for improvement like limiting unused footage.
The document discusses how the student's media product followed conventions of real documentaries in various ways. It included expert interviews, a voiceover, opening montage, filler footage, captions during interviews, cutaways, transitions between clips, and establishing shots. The documentary used expository and poetic modes of documentary. The radio trailer and magazine article promoted the documentary by including sound bites and quotes from interviews. Both the documentary and ancillary texts appealed to parents by featuring experts alongside student opinions.
The document discusses how the media product challenges conventions of real media. It describes creating a 5-minute TV documentary on violent video games and ancillary tasks - a radio trailer and magazine article. It analyzed different documentary styles and drew from "Supersize Me" and "Video Game Invasion". Interviews followed conventions but with a different camera shot. The voiceover was atypical by starting with clips not narration. Facts used faded background footage. The radio trailer had an abstract opening and magazine article summarized the documentary. Conventions were challenged through stylistic choices.
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How did you_use_media_technologies_in_the_construction_and_research
1. In what ways does your media product use, develop or
challenge forms and conventions of real media products?
Throughout creating our media products; we used a vast range of media
programmes and techniques to contribute in creating our final product. As well
as constructing our media project; beforehand, we had to carry out various
research tasks which we split equally in order to broaden our knowledge and
understanding of what we needed to do. Our aim was to produce a five
minute opening extract of a documentary on a subject matter of our choice;
our particular documentary was about the Birmingham Riots of 2011. It was
very important to follow the correct codes and conventions of a real media
product in order for ours to represent professionalism.
Our first task was the research stage. We had to research into our topic,
research into the target audience and institutions and also watch and take
notes on examples of relevant documentaries. One of the documentaries we
analysed in great depth was āSupersize meā by Morgan Spurlock which made
us aware of techniques such as fast pace music and voice over to grab the
audienceās attention.
One of our first tasks during the creation of the documentary was to decide
what order the clips should be in and whether we should use some at all;
therefore we made a decision list as shown below:
2. Once we knew what clips we wanted to use, we made a planning action sheet
to work out what time we needed to dedicate to which particular task to make
sure we got everything done:
3. We used Final Cut to produce our media product which allowed us to log and
transfer recordings, edit them and then finally process the film. The opening
clip of the real documentary was attention grabbing due to its opening music
and eye catching footage. This made
us aware that in order to keep the
audience interested to watch the
remainder of the clip. Therefore, we
chose a montage of found footage as it
was completely relevant to the overall
reason for the documentary; therefore
it also gave the audience an insight as
to what our documentary was going to
be based on.
There were many different documentary modes we could have used including
poetic, schema, expository, observational, participatory, reflexive and
performance mode. Our documentary including elements of expositional
mode as information is passed on from the narrator to the audience and it
also thrives on out subjective visual interpretation of our chosen subject (the
Birmingham riots) as a way of passing information. We also used cutaways
during interviews with the public and experts which reflect expositional mode.
We used vox pops of the general public to find out what their opinions were of
the Birmingham riots and therefore explore a wide range of opinions similar to
āsupersize meā where the general public were also interviewed:
Our documentary:
Not looking
directly at
the camera Looking
across dead
Supersize me: space
Assigned
to one
side of
the frame
Also things such as the composition were important as we were made aware
throughout watching āSupersize meā: there was a bookcase in the background
4. while a top doctor was being interviewed which made us question the mise en
scene when it came to creating our own documentary as the mise en scene
has to be appropriate to the particular situation and interviewee. As show
below, we developed the mise en scene of a professional documentary
through the mise en scene. The interviewee is shown at a desk with various
paperwork scattered on the desk which reflects their professionalism and high
status in comparison to the general public who were just interviewed in the
street.
Also, when the professionals were being interviewed, we captioned at the
bottom of the screen showing who they were and what their job title was;
therefore the audience can get a sense of what knowledge they have. This
also keeps the audience interested as they are being shown different opinions
from different professions which can therefore be compared and contrasted.
We thought that staying on the same clip while
the interviewee was venting their opinion might
be quite boring for the audience. Therefore, we
used cutaways so that the interviewee could
carry on talking as a voice over while we
showed other various clips in order to keep the
audience interested.
However, our documentary differed
slightly in comparison to real
professional documentaries. For
example, in āSupersize Meā, when the
narrator is talking about statistics;
they show them on the screen as a
diagram. Whereas, in our
documentary, the voice-over vented the
information but while a clip was
playing e.g. a view from Birmingham City centre. Still from
āSupersize
meā
Also, effects such as using slow motion when showing certain clips were used
in our documentary. This was particularly effective when the voice over was
taking about the facts and figures from the riots as it created a serious tone
and the use of the slow motion was intended to keep the audience
concentrated. Also, it is suggested that slow motion affects the negative
5. emotions of the viewers which is particularly relevant to our subject matter:
the riots.
We also used establishing shots of places such as Birmingham city centre,
the Bullring, outside a court and outside the solicitorās office. By doing so, the
shots established the environment of which was relevant to what was about to
be shown. For example, before the clip interviewing the lawyer; we showed an
establishing shot of the outside of a court.
As well as creating the documentary, we also had to take into consideration
the forms and conventions of real media products when it came to producing
the ancillary tasks. The ancillary tasks consisted of a radio trailer advertising
our documentary and a double page magazine article which also aimed to
advertise our documentary.
Shown below; our final version of the magazine article:
We decided that our article was best suited in the āRadio Timesā. We followed
most of the basic conventions of a real magazine article such as the article
title, grab quote, subheading and stand first. We also used images taken from
the documentary. However, we challenged most real magazine articles
through the use of the colour scheme. We took a very black and white
approach towards our colour scheme and it could be argued that it was quite
bland. However, we thought that this would make our article look bold and
stand out if it was to feature in a magazine.
We decided that our radio trailer was best suited to classic fm as it was to
feature on channel 4 and our target audience was aimed at genders, middle
aged and social group B-C2. We used GarageBand to produce our radio
trailer as shown below:
6. The trailer lasted for approximately 30 seconds. We made sure the
background music was fast pace and upbeat which we felt reflected the
subject matter as the riots is a quite exciting topic. The voice-over was clear
and consistent which made sure the listener was able to take notice on what
was being advertised. We also included extracts from the opening montage of
the documentary and various vox pops and interviews to give an insight to the
listener as to what the documentary was going to consist of.
How effective is the combination of your main product and
ancillary texts?
Overall, we felt that we did well when it came to combining our main product
and ancillary text although there were a few minor flaws of which we could
have improved on if we were given the chance. We used quotes from the
interviews from our documentary in our magazine article and also used them
as sound bites in the radio trailer:
Also, although not exactly the same, both the radio trailer and the
documentary feature similar music. However, the voice over in the radio trailer
is different to the one featured in the documentary which could be seen as an
7. error and not very consistent; therefore this would be an element I would
personally change if given the chance as the same voice over would
familiarise the audience more with the documentary.
The radio trailer is brief yet effective as the voice over consists of short
sentences yet airs all the information needed which we feel would leave the
listener curious about the documentary and therefore interested in watching it
to find out what it is about. The radio trailer informs the listener as to what
television channel the documentary is going to be aired on. However, another
mistake was not mentioning it in the magazine article.
We felt that the main image on the magazine article captures the readersā
attention straight away and immediately reflects the subject matter quite
dramatically. It could be argued that it is also appealing to a younger audience
because the person in the photograph is younger; however, I still believe that
it would appeal to our set target audience which is middle aged.
In conclusion, I think that all three of our media products combine together
rather well as they all convey the subject matter even though they differ
slightly. They all portray what the documentary is about through very similar
styles and techniques. However, I personally think that the radio trailer was
our weakest contribution to the overall product as it has various elements I
would change if given the time to do so.
8. What have you learned from your audience feedback?
In order to collect feedback from our audience, we asked our classmates to fill
out a questionnaire in order to gain
their honest opinion of all three of
our media products. We received a
very large mix of opinions which
helped us gain an understanding of
different perspectives. The pie
chart to the left shows the gender
of people who completed the
questionnaire. Although the
majority were girls, the divide was
relatively equal which was needed
as our documentary was aimed at
both genders and therefore we needed feedback from both. To start off the
questionnaire, we asked to
rate the documentary overall
out of a score of 10 (10 being
the highest). As illustrated on
the left, the majority of people
scored it 7 or above.
Therefore, it is suggested that
our documentary was overall
rather successful.
Furthermore, we asked what
our classmates like the most
in the documentary. As shown
in the graph; the majority of people liked the interviews the most, which
suggests that we succeeded in asking relevant and interesting questions
throughout the interviews and
perhaps the mise en scene was
notably well structured and thought
out. However, we also questioned
the students on what elements they
disliked during the documentary.
The feedback was very consistent
as the majority said they didnāt like
the sound levels. It was suggested
that the sound levels of the voice
over and the background music
were not very efficient and were
too loud/quite in various parts. If we
were able to repeat the
documentary; I personally think that the sound levels would be a major
element of which would need working on and change would definitely have to
be made. Also, lack of transitions were mentioned which was a liable point as
we didnāt put in as many as we could or should have. Therefore, this would
also be an element that would need changing if we were given the chance to
repeat the project. As shown below, there are also several other factors that
9. mentioned that were disliked by the students:
However, there were many elements picked up upon of which reflected similar
media conventions to those of a professional documentary. As illustrated in
the pie chart; a major element of which was simliar to a real media project
was the statistics. We included may statistics referring to the Birmingham riots
and used interesting factors that people might not have known about.
Therefore, the feekback shows that this worked in our favour as many people
found the information
professional and therefore
potentially more engaging
with the documentary.
In contrast, we also asked
if there were any missing
conventions within our
documentary. Although
many people declared
there were none missing,
the major issue as
mentioned before was the
sound levels. As this
element has been mentioned several times; I personally think this is the
biggest element that would definitely need tweeking if we were given the
chance. Another element mentioned was the lack of establishing shots.
Although we did take many
establsihing shots, we did not
use them all and perhaps we
should have made use of more
than we did.
In our opinion; we thought that
our documentary āRIOT.ā Was
best suited to be advertised on
Classic FM as it was aimed at
middled aged people of a social
10. group range of B-C2. However, it was greatly suggested by more than half of
the students that it should be aired on Capital FM with Classic FM receiving
only a tiny minority of the vote. However, regardless of the great opposition
towards Capital FM, I still personally believe that it is the most fitting to be
advertised on.
A main point was to make sure our magazine looked consistent with our
documentary. 18 out of
27 agreed that the
magazine looked
consistent with the
documentary. Although
everyone did not
agree, the majority did
and this might just be a
perception of their
personal taste. The
diagram below
illustrates the divide of
how many people
thought the magazine looked consistent in oppose to those who didnāt:
We also asked if the radio trailer made the students want to watch the
documentary. The majority answered āYesā which shows the consistency of
the radio trailer and the documentary. The feedback from this question is
shown below:
11. In conclusion, we asked āDid your knowledge of the Birmingham Riots
increase after watching the documentary. 14 out of 27 people admitted that
their knowledge did infact increased. However, the remaining 13 people
claimed that their knowledge did not increase. This suggests that we either
did not include as much information as we should, or the students were
already aware of the information of which was aired. The results below show
the split among those whos knowledge increased in comparison to those who
did not:
If we were to repeat the project, I would greatly take into consideration the
feedback we have received. As mentioned, the main element I would want to
improve/change would be the sound levels. This is not only the most
mentioned negative ferature but also one of the most important elements in
any documentary as the sound levels are needed throughout the whole of the
documentary. Also, if we had more time I think a minor element to tweek
would be adding in more transitions during the interviews.
12. How did you use media technologies in the construction and
research, planning and evaluation stages?
Throughout the research, planning and evaluation stages; mant media
tecnologies were needed in order to undertake the tasks successfully. We
used both technologies we already had knowledge
on how to use but also technologies that were
completely new to us. This helped us in order to
adapt our current skills with creating new ones
which helped us to undertake all of the tasks set
effectively and efficiently. Throughout the research
stages, when planning the stages of our HP scanjet 5370c
documentary, a scanner device of which we ewre
all familiar with was practical to use to transfer our
notes onto the computer to then record on the blog. Also during our research,
tasks such as researching current documentaries on riots required access to
video streamers such as YouTube, BBC iPlayer, 4oD and general television
access for current documentaries being aired. In particular, YouTube was a
very good source to watch documentaries on as it consisted of many student
documentaries similar to what we had to create. Therefore, it allowed us to
annotate and criticise elements of their documentaries which increased our
knowledge of what we needed to include in order to create a good
documentary and to avoid mistakes we had noticed in other documentaries.
We used blogger as a service to
record our research and also record what stages we were at during the
production stage. Blogger is a blogging service which allows private or multi-
user blogs which records the date and time of which the blog was published.
These factors were all very useful because as it was a multi-user blog service,
all members of the group could log on when they wanted to and could have
several of us working on the blog at the same time. Also, the fact that it recors
the date and time of when the blog was published, helped to keep on track
and up to date of what stages we were at and when we met them.
During the production stage, the technologies got slightly more complex as we
were using technologies of which we were not yet familiar with. We were
given Canon HG 20 Cameras to record all of the footage onto an internal
60GB hard drive:
13. Zoom control and
Lense photo button
Power On/Off
Flip out LCD screen
USB Connection
14. There were also ports for headphones to be inserted which allowed us to
monitor the audio to make sure it was working properly and sounded efficient.
In order to capture a steady shot, we used a tripod which increased the
professionalism of our
documentary. Tutorials on how
to se the tripods correctly were
provided which made it less
time consuming to set up. To
record during interviews, we
used a directional microphone
similar to the one shown above Tripod tutorial
Apple iMac
which connected directly to the video
recorder which was very practical.
In order to produce all three elements of the project, most of it was
undertaken on an Apple iMac. Personally, I feel that they are the most fast
and reliable to use as it provides great software which is really easy to use
once you know what youāre doing. It was also compatible when it came to
transferring footage from the video recorder which saved time as they
uploaded extremely fast. The powerful graphics of a Mac complimented the
documentary as we could watch and tweak it through high quality definition.
Once all of the video footage was uploaded onto the
Mac, the programme we used to edit the footage was
Final Cut express. This particular programme allowed
us to log and transfer the footage where it was then
edited and processed into the final of our
documentary. Although Final Cut express is a less
expensive version of Final Cut Pro, I personally feel
that this suited us best as this was our first
experience of creating a documentary and therefore
Final Cu Express was easy to adapt to and perhaps
not as complex and complicated as Final Cut Pro.
15. The Viewer
The Browser
The
Clip toolbar
Timeline
Sound level
monitor
To create the double page spread magazine article, we decided to use Adobe
Photoshop as we were all familiar with the programme and it is very easy and
straightforward to use on a Mac computer. Photoshop is an image changing
piece of software was key when it came to editing the main image of the
article because it dominated the page and we were reliant on the image to
draw the attention of the reader. Photoshop has many features that are very
similar to other more professional versions but simpler versions which made it
easier for us to create a magazine article as similar as possible to a
professional one.
Toolbar
Palette well
Workspace
Furthermore, when creating our radio trailer; we used āGarageBandā
because it was easy to use and was the most practical one available.
16. We found it extremely easy to transfer the audio clips onto GarageBand
and to edit them in order to create our radio trailer. This process of the project
was by far the easiest to do and definitely the quickest out of all three tasks of
which we had to undertake. Also, GarageBand comes with pre-recorded
sound files called āApple Loopsā which were extremely convenient to use as
background music. There were many apple loops to choose from which
helped us have a great variety to choose from which best suited our radio
trailer. When we found a sound we thought was best suited, we simply had to
drag it into the ātracksā window and it was straight away added in with the rest
of our audio clips.