Introduction to iMedia - Learning Sequence 1
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Introduction PowerPoint for the New Year 10 iMedia Students at Fullhurst Community College, Leicester
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10 Things in Blackboard
This document lists 10 things that can be done in Blackboard in under 10 minutes each:
1. Add contact information
2. Upload the course syllabus
3. Post an assignment link
4. Post an announcement or email to students
5. Start a blog for the class
6. Start a wiki for the class
7. Start a forum for the class
8. Create a test, quiz, or survey
9. Create an audio introduction
10. Grade an assignment using a rubric
Law Sequence 4 Aims
This document outlines the learning objectives for understanding delegated legislation in three levels. At level 1, students will be able to list the four types of delegated legislation and some advantages and disadvantages. At level 2, students can describe these in more detail. At level 3, students can explain the four types confidently, explain advantages and disadvantages, and demonstrate independent research on the topic.
Effect on target audience
The document discusses models of communication effects including the domino model of communication effects which outlines how communication can influence audience attitudes and behaviors. It also discusses how values and attitudes can influence the effects of communication and references response hierarchy models that outline stages of consumer decision making. Finally, it notes that models of communication effects may differ across cultures, giving examples of how the learn-feel-do model varies in other countries compared to Western cultures.
pre production paperwork
The document discusses various paperwork and planning documents needed for a film or video production, including:
1) An asset log to track all production assets and ensure proper sourcing of copyrighted materials.
2) A budget to calculate overall production costs, including equipment, crew, actors, and transportation.
3) Call sheets provided to all crew and talent with location and schedule details to ensure proper coordination.
4) Contact details for all production members to facilitate communication.
LO1 - Lesson 2 - Mood Boards
A mood board is used to collect ideas through photos, fabrics, and colors to help generate concepts for a specific style. Mood boards can be physical boards with pinned items or digital collages created with software. They are used by fashion designers, set/costume creators, and decorators to showcase themes. The document instructs students to create a digital "About Me" mood board filling the page with images and text to represent their individual style.
LO3 - Lesson 1 - Mood Boards
Mood boards visually illustrate ideas and concepts by collecting relevant assets like photos, fabrics, and colors. They help generate concepts for a specific style. Mood boards can be created physically with pins on a board or digitally using design software. This lesson teaches how to understand the purpose of mood boards, know how to select suitable assets, and create an electronic mood board on the theme of Great Britain or the USA including flags, colors, landmarks, people, food, and brands.
Tv drama
The document discusses conventions and definitions related to TV dramas. It notes that conventions are common methods or practices expected by audiences and used by producers, such as typical storylines, characters, structure, and production style. A TV drama is defined as having technical storytelling techniques, entertaining and informing audiences through dramatized stories ranging from 30 minutes to 2 hours per episode in various genres like crime or soap operas. Effective TV dramas grip audiences with intense openings and resolve episodes while keeping viewers engaged until the conclusion.
Pre production documents
The document discusses pre-production documents for the Creative iMedia course. It identifies five key pre-production documents: mood boards, mind maps/spider diagrams, visualisation diagrams, scripts, and storyboards. For each document, it provides the definition, examples, purpose, how it aids planning, typical content, and good features. The purpose of pre-production documents is to plan and generate ideas for new creative media products.
Recommended
10 Things in Blackboard
This document lists 10 things that can be done in Blackboard in under 10 minutes each:
1. Add contact information
2. Upload the course syllabus
3. Post an assignment link
4. Post an announcement or email to students
5. Start a blog for the class
6. Start a wiki for the class
7. Start a forum for the class
8. Create a test, quiz, or survey
9. Create an audio introduction
10. Grade an assignment using a rubric
Law Sequence 4 Aims
This document outlines the learning objectives for understanding delegated legislation in three levels. At level 1, students will be able to list the four types of delegated legislation and some advantages and disadvantages. At level 2, students can describe these in more detail. At level 3, students can explain the four types confidently, explain advantages and disadvantages, and demonstrate independent research on the topic.
Effect on target audience
The document discusses models of communication effects including the domino model of communication effects which outlines how communication can influence audience attitudes and behaviors. It also discusses how values and attitudes can influence the effects of communication and references response hierarchy models that outline stages of consumer decision making. Finally, it notes that models of communication effects may differ across cultures, giving examples of how the learn-feel-do model varies in other countries compared to Western cultures.
pre production paperwork
The document discusses various paperwork and planning documents needed for a film or video production, including:
1) An asset log to track all production assets and ensure proper sourcing of copyrighted materials.
2) A budget to calculate overall production costs, including equipment, crew, actors, and transportation.
3) Call sheets provided to all crew and talent with location and schedule details to ensure proper coordination.
4) Contact details for all production members to facilitate communication.
LO1 - Lesson 2 - Mood Boards
A mood board is used to collect ideas through photos, fabrics, and colors to help generate concepts for a specific style. Mood boards can be physical boards with pinned items or digital collages created with software. They are used by fashion designers, set/costume creators, and decorators to showcase themes. The document instructs students to create a digital "About Me" mood board filling the page with images and text to represent their individual style.
LO3 - Lesson 1 - Mood Boards
Mood boards visually illustrate ideas and concepts by collecting relevant assets like photos, fabrics, and colors. They help generate concepts for a specific style. Mood boards can be created physically with pins on a board or digitally using design software. This lesson teaches how to understand the purpose of mood boards, know how to select suitable assets, and create an electronic mood board on the theme of Great Britain or the USA including flags, colors, landmarks, people, food, and brands.
Tv drama
The document discusses conventions and definitions related to TV dramas. It notes that conventions are common methods or practices expected by audiences and used by producers, such as typical storylines, characters, structure, and production style. A TV drama is defined as having technical storytelling techniques, entertaining and informing audiences through dramatized stories ranging from 30 minutes to 2 hours per episode in various genres like crime or soap operas. Effective TV dramas grip audiences with intense openings and resolve episodes while keeping viewers engaged until the conclusion.
Pre production documents
The document discusses pre-production documents for the Creative iMedia course. It identifies five key pre-production documents: mood boards, mind maps/spider diagrams, visualisation diagrams, scripts, and storyboards. For each document, it provides the definition, examples, purpose, how it aids planning, typical content, and good features. The purpose of pre-production documents is to plan and generate ideas for new creative media products.
1a digital technology
This document provides guidance for answering Section A, Question 1a of the A2 Media exam, which requires students to evaluate their skills development over their AS and A2 production coursework. It breaks down the question and marking criteria. It then provides tips on how to address specific skills areas like digital technology, creativity, research and planning, post-production, and using conventions from real media texts. For each skill, it suggests focusing on how skills developed over time with examples from coursework. The document emphasizes reflective practice and critical evaluation over just listing strengths and weaknesses.
A2 Media Studies Revision Pack
The document provides information and advice for a Media Studies exam, including:
- The exam is worth 25% of the final grade and has two sections - theoretical evaluation of productions and contemporary media issues.
- Section A asks students to describe and evaluate the development of their skills over their AS and A2 production work, focusing on areas like digital technology, creativity, research and planning, and post-production.
- Advice is given on what to discuss for each skill area, with examples of how skills have progressed. Higher grades require evaluating the impact and importance of skill development rather than just describing it.
G325
Here are the key points to cover in your genre analysis of your production for Section A Question 1b:
- State the genre of your production (e.g. horror, comedy, thriller etc.)
- Identify the codes and conventions typical of this genre (e.g. for horror - scary music, dark lighting, violent scenes etc.)
- Explain how these codes and conventions are established in your production through specific examples from it
- Analyze how the mise-en-scène (sets, props, costumes, locations etc.) support and signify the genre
- Discuss any themes commonly associated with the genre that are present
- Consider if your production adheres to or subverts
G325 Q1a
Question 1(a) requires the student to describe and evaluate their skills development over the course of their media production work from foundation to advanced portfolio. This includes skills in areas like digital technology, research and planning, post-production, using conventions from real media texts, and creativity. The student must pick one or two specific skills areas to focus on, and provide examples from their coursework to demonstrate how their skills progressed over time. Well-structured answers will include an introduction, paragraphs addressing early and later projects to show development, and a conclusion.
Q1a 2017
This document provides guidance on preparing for Question 1(a) of the Critical Perspectives exam, which requires students to describe and evaluate their skills development over the course of their media production work. It discusses focusing the response on one or two specific skills areas from a list including digital technology, research and planning, post-production, using conventions from real media texts, and creativity. For each area, the document provides examples of relevant skills and advice on how to structure a high-scoring answer, including using examples from coursework projects to show skills development over time.
introtosectionaquestion1a-120312082933-phpapp02.pdf
The document provides guidance on preparing for Section A, Question 1a of the A2 Media exam. This question requires students to evaluate their skills development over the AS and A2 courses across areas such as digital technology, creativity, research and planning, post-production, and using conventions from real media texts. Students are advised to describe their skills in each area, supported by specific examples, and reflect on how their abilities have improved over time. The document outlines what should be covered for each skills area and offers tips for a successful critical reflection.
Question 1a overview
Q1(a) requires you to describe and evaluate your skills development over the course of your media production work, from your foundation portfolio to your advanced portfolio. You must focus on developing 1-2 specific skills from the following areas: digital technology, research and planning, post-production, using conventions from real media texts, or creativity. The chief examiner advises providing specific examples from media texts you analyzed to demonstrate how they influenced your work.
Machine Learning ass. of tanumalakar.pdf
This is my first research assignment on machine learning using teachable machines (project). Its not a big deal, I know, but I'm inspired by this as an IT executive.
Introduction to Section A Question 1a
The document provides guidance for answering a skills evaluation question worth 25 marks on an A2 media exam. It will require evaluating the skills developed over the 2-year A2 media course across areas like digital technology, creativity, research and planning, post-production, and using conventions from real media texts. The document provides examples of questions that could be asked about each area and advises referring to specific examples from coursework to show how skills have improved over time.
Evaluation q6
This document provides guidance on how to structure a response to an evaluation question about the role of technology in constructing a thriller media production. It recommends:
1. Listing all technologies used beyond just cameras and editing software.
2. Assessing each technology in terms of effectiveness, benefits, and problems.
3. Considering which media theories apply, such as how new technologies allowed for better expression of media language.
4. Drafting a written response that critically discusses how technology contributed to a high-quality production.
a2 exam
This document provides guidance for answering Question 1(a) on an exam about media production. Question 1(a) requires students to describe and evaluate their skills development over multiple projects in one or two specific areas, such as digital technology, research/planning, post-production, use of conventions, or creativity. The document provides details on each of these skills areas and advises on how to structure the answer by introducing the selected skills, discussing early projects, later projects, and concluding with demonstrated development. Sample questions are included to check understanding of the question requirements.
G325 revision guide
This document provides guidance for students taking the A2 Critical Perspectives exam. It outlines the two sections of the exam - Section A focuses on evaluating a student's own media productions, while Section B involves analyzing a contemporary media issue. For Section A, students will answer one question about how their skills have developed from AS to A2 levels. They should discuss topics like digital technology, creativity, research and planning, post-production, or conventions in relation to real examples from their work. Proper research and planning were essential to developing creativity and high-quality finished products. Overall, the document offers advice on how to structure answers to maximize grades by thoroughly evaluating skill development topics rather than just describing them.
Introduction to section a
The examination consists of two compulsory questions assessing theoretical evaluation of production work and one question from six topic areas on contemporary media issues. For Section A, candidates have one hour to answer two questions: 1a) evaluating skill development over their AS and A2 coursework and 1b) evaluating one production in relation to a media concept. Section B assesses contemporary media issues over one hour. Question 1a focuses on skills such as digital technology, creativity, research and planning, while question 1b relates productions to concepts like genre, narrative and representation. Candidates must know their coursework in depth to discuss skills development and relate a production to a concept.
Postproduction
The document discusses the stages of post-production for various media projects completed by the student. It prompts the student to brainstorm and detail their post-production process, including the tools and software used, as well as their strengths and weaknesses. The student is asked to evaluate their progression of editing and Photoshop skills between two projects, and how their use of technologies like Final Cut Express helped them present work creatively and tie it to key media concepts.
A2 section a exam tips
The document provides tips and guidance for students taking an A2 examination. It outlines the potential areas that may be covered in Question 1A, including research and planning, digital technology use, post-production, use of real media conventions, and creativity. Students should be prepared to discuss their development and skills across any of these areas by drawing from their project work and evaluations. Question 1B involves analyzing one of the student's own media productions from the perspective of someone who did not create it, using relevant media theories. The document provides suggestions for essay structure and content for answering both questions.
Eval q 4
The student used various new media technologies in their construction, research, planning and evaluation stages. They list the hardware and software used, including a camera, Photoshop, InDesign and web apps like Slideshare and Blogger. In Photoshop, the student learned how to crop images, use layers to create a collage with pictures and overlaying pins, and how to use custom brushes and the clone stamp tool to remove backgrounds. InDesign was used to select custom fonts for a digipack. Slideshare was a useful tool to embed documents, presentations and PDFs on their Blogger site.
Eval q 4
The student used various new media technologies in their construction, research, planning and evaluation stages. They list the hardware and software used, including a camera, Photoshop, InDesign and web apps like Slideshare. In Photoshop, the student learned how to crop images, use layers to create a collage with pictures and overlaying pins, and use custom brushes and clone stamps to remove backgrounds. InDesign was used to select custom fonts for a digipack. Slideshare was a useful tool to embed documents, presentations and PDFs on their Blogger site.
Multimedia Systems
This document discusses multimedia systems and their components. It describes the typical components of multimedia like audio, video, animation, pictures and text. It then discusses common types of multimedia applications for entertainment, advertisements, training, education and business. It outlines the typical roles in a multimedia project team like project manager, graphic designer, programmer, script writer etc. It concludes with the key steps in designing a multimedia project, including brainstorming, storyboarding, prototyping, and media production.
Q1a revision
The document provides guidance on answering Question 1a which asks students to describe and evaluate how their skills in research and planning, using conventions of real media texts, digital technology, and post-production developed over time. It includes examples of different types of research and planning, conventions to consider, digital technologies, and post-production skills. The document also provides an essay structure for answering the question across the different skill areas and emphasizes using examples from the student's work to demonstrate skill development.
Q1a Skills Areas 2017
The document provides guidance on answering an exam question about skills development in media production. It discusses five key areas: digital technology, research and planning, post-production, using conventions from real media texts, and creativity. For each area, it offers examples of relevant skills and advice on how to structure a response, with an introduction, paragraphs discussing skills development over different coursework projects, and a conclusion.
Mind Mapping - Sequence 3
Mind mapping is a visual tool used to design multimedia products by identifying different elements and how they relate. It can be done on paper or electronically. Paper mind maps allow for hands-on collaboration but electronic versions are cleaner, easier to edit, and can include additional documents. The document instructs students to mind map elements of a horror film in groups, then swap maps to provide feedback on improvements before transferring one map to electronic format.
Introduction to Pre Production - Sequence 2
Pre-production involves preparing resources like mind maps, storyboards, mood boards, location searches, and prop analyses to help create focus for a multimedia product. Mind maps organize ideas and show connections. Mood boards use pictures and colors to help clients visualize designs. Storyboards visualize story processes through sequential scenes. Location searches and prop analyses inform practical production elements. These pre-production techniques aid in planning films, videos, animations, and other creative works.
More Related Content
Similar to Introduction to iMedia - Learning Sequence 1
1a digital technology
This document provides guidance for answering Section A, Question 1a of the A2 Media exam, which requires students to evaluate their skills development over their AS and A2 production coursework. It breaks down the question and marking criteria. It then provides tips on how to address specific skills areas like digital technology, creativity, research and planning, post-production, and using conventions from real media texts. For each skill, it suggests focusing on how skills developed over time with examples from coursework. The document emphasizes reflective practice and critical evaluation over just listing strengths and weaknesses.
A2 Media Studies Revision Pack
The document provides information and advice for a Media Studies exam, including:
- The exam is worth 25% of the final grade and has two sections - theoretical evaluation of productions and contemporary media issues.
- Section A asks students to describe and evaluate the development of their skills over their AS and A2 production work, focusing on areas like digital technology, creativity, research and planning, and post-production.
- Advice is given on what to discuss for each skill area, with examples of how skills have progressed. Higher grades require evaluating the impact and importance of skill development rather than just describing it.
G325
Here are the key points to cover in your genre analysis of your production for Section A Question 1b:
- State the genre of your production (e.g. horror, comedy, thriller etc.)
- Identify the codes and conventions typical of this genre (e.g. for horror - scary music, dark lighting, violent scenes etc.)
- Explain how these codes and conventions are established in your production through specific examples from it
- Analyze how the mise-en-scène (sets, props, costumes, locations etc.) support and signify the genre
- Discuss any themes commonly associated with the genre that are present
- Consider if your production adheres to or subverts
G325 Q1a
Question 1(a) requires the student to describe and evaluate their skills development over the course of their media production work from foundation to advanced portfolio. This includes skills in areas like digital technology, research and planning, post-production, using conventions from real media texts, and creativity. The student must pick one or two specific skills areas to focus on, and provide examples from their coursework to demonstrate how their skills progressed over time. Well-structured answers will include an introduction, paragraphs addressing early and later projects to show development, and a conclusion.
Q1a 2017
This document provides guidance on preparing for Question 1(a) of the Critical Perspectives exam, which requires students to describe and evaluate their skills development over the course of their media production work. It discusses focusing the response on one or two specific skills areas from a list including digital technology, research and planning, post-production, using conventions from real media texts, and creativity. For each area, the document provides examples of relevant skills and advice on how to structure a high-scoring answer, including using examples from coursework projects to show skills development over time.
introtosectionaquestion1a-120312082933-phpapp02.pdf
The document provides guidance on preparing for Section A, Question 1a of the A2 Media exam. This question requires students to evaluate their skills development over the AS and A2 courses across areas such as digital technology, creativity, research and planning, post-production, and using conventions from real media texts. Students are advised to describe their skills in each area, supported by specific examples, and reflect on how their abilities have improved over time. The document outlines what should be covered for each skills area and offers tips for a successful critical reflection.
Question 1a overview
Q1(a) requires you to describe and evaluate your skills development over the course of your media production work, from your foundation portfolio to your advanced portfolio. You must focus on developing 1-2 specific skills from the following areas: digital technology, research and planning, post-production, using conventions from real media texts, or creativity. The chief examiner advises providing specific examples from media texts you analyzed to demonstrate how they influenced your work.
Machine Learning ass. of tanumalakar.pdf
This is my first research assignment on machine learning using teachable machines (project). Its not a big deal, I know, but I'm inspired by this as an IT executive.
Introduction to Section A Question 1a
The document provides guidance for answering a skills evaluation question worth 25 marks on an A2 media exam. It will require evaluating the skills developed over the 2-year A2 media course across areas like digital technology, creativity, research and planning, post-production, and using conventions from real media texts. The document provides examples of questions that could be asked about each area and advises referring to specific examples from coursework to show how skills have improved over time.
Evaluation q6
This document provides guidance on how to structure a response to an evaluation question about the role of technology in constructing a thriller media production. It recommends:
1. Listing all technologies used beyond just cameras and editing software.
2. Assessing each technology in terms of effectiveness, benefits, and problems.
3. Considering which media theories apply, such as how new technologies allowed for better expression of media language.
4. Drafting a written response that critically discusses how technology contributed to a high-quality production.
a2 exam
This document provides guidance for answering Question 1(a) on an exam about media production. Question 1(a) requires students to describe and evaluate their skills development over multiple projects in one or two specific areas, such as digital technology, research/planning, post-production, use of conventions, or creativity. The document provides details on each of these skills areas and advises on how to structure the answer by introducing the selected skills, discussing early projects, later projects, and concluding with demonstrated development. Sample questions are included to check understanding of the question requirements.
G325 revision guide
This document provides guidance for students taking the A2 Critical Perspectives exam. It outlines the two sections of the exam - Section A focuses on evaluating a student's own media productions, while Section B involves analyzing a contemporary media issue. For Section A, students will answer one question about how their skills have developed from AS to A2 levels. They should discuss topics like digital technology, creativity, research and planning, post-production, or conventions in relation to real examples from their work. Proper research and planning were essential to developing creativity and high-quality finished products. Overall, the document offers advice on how to structure answers to maximize grades by thoroughly evaluating skill development topics rather than just describing them.
Introduction to section a
The examination consists of two compulsory questions assessing theoretical evaluation of production work and one question from six topic areas on contemporary media issues. For Section A, candidates have one hour to answer two questions: 1a) evaluating skill development over their AS and A2 coursework and 1b) evaluating one production in relation to a media concept. Section B assesses contemporary media issues over one hour. Question 1a focuses on skills such as digital technology, creativity, research and planning, while question 1b relates productions to concepts like genre, narrative and representation. Candidates must know their coursework in depth to discuss skills development and relate a production to a concept.
Postproduction
The document discusses the stages of post-production for various media projects completed by the student. It prompts the student to brainstorm and detail their post-production process, including the tools and software used, as well as their strengths and weaknesses. The student is asked to evaluate their progression of editing and Photoshop skills between two projects, and how their use of technologies like Final Cut Express helped them present work creatively and tie it to key media concepts.
A2 section a exam tips
The document provides tips and guidance for students taking an A2 examination. It outlines the potential areas that may be covered in Question 1A, including research and planning, digital technology use, post-production, use of real media conventions, and creativity. Students should be prepared to discuss their development and skills across any of these areas by drawing from their project work and evaluations. Question 1B involves analyzing one of the student's own media productions from the perspective of someone who did not create it, using relevant media theories. The document provides suggestions for essay structure and content for answering both questions.
Eval q 4
The student used various new media technologies in their construction, research, planning and evaluation stages. They list the hardware and software used, including a camera, Photoshop, InDesign and web apps like Slideshare and Blogger. In Photoshop, the student learned how to crop images, use layers to create a collage with pictures and overlaying pins, and how to use custom brushes and the clone stamp tool to remove backgrounds. InDesign was used to select custom fonts for a digipack. Slideshare was a useful tool to embed documents, presentations and PDFs on their Blogger site.
Eval q 4
The student used various new media technologies in their construction, research, planning and evaluation stages. They list the hardware and software used, including a camera, Photoshop, InDesign and web apps like Slideshare. In Photoshop, the student learned how to crop images, use layers to create a collage with pictures and overlaying pins, and use custom brushes and clone stamps to remove backgrounds. InDesign was used to select custom fonts for a digipack. Slideshare was a useful tool to embed documents, presentations and PDFs on their Blogger site.
Multimedia Systems
This document discusses multimedia systems and their components. It describes the typical components of multimedia like audio, video, animation, pictures and text. It then discusses common types of multimedia applications for entertainment, advertisements, training, education and business. It outlines the typical roles in a multimedia project team like project manager, graphic designer, programmer, script writer etc. It concludes with the key steps in designing a multimedia project, including brainstorming, storyboarding, prototyping, and media production.
Q1a revision
The document provides guidance on answering Question 1a which asks students to describe and evaluate how their skills in research and planning, using conventions of real media texts, digital technology, and post-production developed over time. It includes examples of different types of research and planning, conventions to consider, digital technologies, and post-production skills. The document also provides an essay structure for answering the question across the different skill areas and emphasizes using examples from the student's work to demonstrate skill development.
Q1a Skills Areas 2017
The document provides guidance on answering an exam question about skills development in media production. It discusses five key areas: digital technology, research and planning, post-production, using conventions from real media texts, and creativity. For each area, it offers examples of relevant skills and advice on how to structure a response, with an introduction, paragraphs discussing skills development over different coursework projects, and a conclusion.
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introtosectionaquestion1a-120312082933-phpapp02.pdf
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Mind Mapping - Sequence 3
Mind mapping is a visual tool used to design multimedia products by identifying different elements and how they relate. It can be done on paper or electronically. Paper mind maps allow for hands-on collaboration but electronic versions are cleaner, easier to edit, and can include additional documents. The document instructs students to mind map elements of a horror film in groups, then swap maps to provide feedback on improvements before transferring one map to electronic format.
Introduction to Pre Production - Sequence 2
Pre-production involves preparing resources like mind maps, storyboards, mood boards, location searches, and prop analyses to help create focus for a multimedia product. Mind maps organize ideas and show connections. Mood boards use pictures and colors to help clients visualize designs. Storyboards visualize story processes through sequential scenes. Location searches and prop analyses inform practical production elements. These pre-production techniques aid in planning films, videos, animations, and other creative works.
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Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
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● What is event processing in MuleSoft?
● Types of event processing models in Mule 4
● Distinction between the reactive, parallel, blocking & non-blocking processing
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shivani Yasaswi - https://www.linkedin.com/in/shivaniyasaswi/
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
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