Media Feedback
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The document discusses feedback received on a documentary project from friends, family and others. [1] Various positive feedback praised aspects like the freestyle, learning about grime music, edgy shots and the variety of questions. [2] Constructive criticism suggested turning down music during interviews, replacing a repeated filter shot, improving the filming location and lighting. [3] In response, the filmmakers made changes but couldn't always address issues like noise interference that prevented refilming in a recording studio due to their timeline and access. Overall, the feedback helped the filmmakers improve and realize aspects they didn't notice, though they were surprised one point wasn't commented on more.
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Evaluation: Part 3
This document summarizes the feedback from 21 viewers who completed a questionnaire about a music video. When asked what they enjoyed, viewers cited the upbeat song, good acting, and recognizable London locations. Suggested improvements included adding more scenes of the actors together and using more visual effects. Most viewers identified the genre as pop or R&B. The document also summarizes feedback on a CD and advertisement, finding that while opinions varied, most viewers enjoyed the overall look. Suggested improvements included better pictures on the CD and a more stylish font for lyrics.
Presentation for question 3
After showcasing their music video, the student received feedback from questionnaires. While most responses were positive, some provided constructive criticism to improve the video. The student learned that audiences felt there was too little color, too much black and white footage, and not enough transitions. The criticism helped the student realize aspects to enhance if remaking the video, such as incorporating more locations, characters, and an upbeat song. Overall, the feedback process taught the student about how others perceive their work and how to strengthen future projects.
Response to Q3
After showcasing their music video, the student received feedback from questionnaires. While most responses were positive, some provided constructive criticism to improve the video. The student learned that audiences felt there was too little color, too much black and white footage, and not enough transitions. The criticism helped the student realize aspects to enhance if remaking the video, such as incorporating more vibrant locations and characters. Through the feedback process, the student gained insight into how others perceive their work and learned it is important to consider both positive and critical feedback for growth.
Answer to question 3
The student learned several things from audience feedback on their music video:
- Viewers understood the storyline but suggested using more color and less black and white footage.
- They could have added more transitions between scenes.
- The video was praised for its clear storyline but feedback suggested making it longer or adding more characters.
- Negative feedback was most helpful for improving future work by pointing out areas that could be strengthened.
Question 3 of Evaluation
The document discusses feedback received from audiences on a short film. The filmmaker received mostly positive reviews, but some constructive criticism as well. One comment suggested the fight scene could have been edited faster to be more intense. Another noted the visual effect of a bullet hitting a tree looked unrealistic. Based on this feedback, the filmmaker improved the editing pace of the fight scene and changed the visual effect to have debris fly off the tree when hit, which tested better. Overall, the audience feedback helped the filmmaker improve techniques and produce a better final product.
What have you learned from your audience feedback
The document summarizes feedback received from audiences on a music video project. Key points include:
- Audiences responded positively to the lighting, makeup, narrative, and repeatability of the video. Some suggested improving the pace of montage sequences and shot variety.
- A survey of additional audiences found the narrative, visuals, lip sync, and overall quality were clear. Minor improvements like brightness and clutter were noted.
- Feedback was incorporated like adjusting montage pace to the beat and improving shot clarity. The final video addressed this feedback to create a successful, high quality piece.
Question 3
The audience feedback received from questionnaires and online views helped the group understand their target audience better. Most of the target audience of 12-15 year old girls enjoyed the video and wanted to see what happened next, though some felt it lacked color and energy. While many felt the video fit the pop/soul genre, less than half would purchase the single due to not liking the singing style or finding the artist unattractive. The feedback highlighted areas for improvement such as video quality and the artist's voice and appearance.
Analysis of feedback
The filmmakers received feedback on their sample scene from classmates. While some praised the storyline and shots, others noted issues with lighting being off throughout. To improve their final film, they will use better lighting equipment and add dialogue by creating a script, as critical feedback stressed the lack of speech. Overall, the feedback highlighted areas to develop further and will help strengthen their final project by addressing both positive and negative comments.
Recommended
Evaluation: Part 3
This document summarizes the feedback from 21 viewers who completed a questionnaire about a music video. When asked what they enjoyed, viewers cited the upbeat song, good acting, and recognizable London locations. Suggested improvements included adding more scenes of the actors together and using more visual effects. Most viewers identified the genre as pop or R&B. The document also summarizes feedback on a CD and advertisement, finding that while opinions varied, most viewers enjoyed the overall look. Suggested improvements included better pictures on the CD and a more stylish font for lyrics.
Presentation for question 3
After showcasing their music video, the student received feedback from questionnaires. While most responses were positive, some provided constructive criticism to improve the video. The student learned that audiences felt there was too little color, too much black and white footage, and not enough transitions. The criticism helped the student realize aspects to enhance if remaking the video, such as incorporating more locations, characters, and an upbeat song. Overall, the feedback process taught the student about how others perceive their work and how to strengthen future projects.
Response to Q3
After showcasing their music video, the student received feedback from questionnaires. While most responses were positive, some provided constructive criticism to improve the video. The student learned that audiences felt there was too little color, too much black and white footage, and not enough transitions. The criticism helped the student realize aspects to enhance if remaking the video, such as incorporating more vibrant locations and characters. Through the feedback process, the student gained insight into how others perceive their work and learned it is important to consider both positive and critical feedback for growth.
Answer to question 3
The student learned several things from audience feedback on their music video:
- Viewers understood the storyline but suggested using more color and less black and white footage.
- They could have added more transitions between scenes.
- The video was praised for its clear storyline but feedback suggested making it longer or adding more characters.
- Negative feedback was most helpful for improving future work by pointing out areas that could be strengthened.
Question 3 of Evaluation
The document discusses feedback received from audiences on a short film. The filmmaker received mostly positive reviews, but some constructive criticism as well. One comment suggested the fight scene could have been edited faster to be more intense. Another noted the visual effect of a bullet hitting a tree looked unrealistic. Based on this feedback, the filmmaker improved the editing pace of the fight scene and changed the visual effect to have debris fly off the tree when hit, which tested better. Overall, the audience feedback helped the filmmaker improve techniques and produce a better final product.
What have you learned from your audience feedback
The document summarizes feedback received from audiences on a music video project. Key points include:
- Audiences responded positively to the lighting, makeup, narrative, and repeatability of the video. Some suggested improving the pace of montage sequences and shot variety.
- A survey of additional audiences found the narrative, visuals, lip sync, and overall quality were clear. Minor improvements like brightness and clutter were noted.
- Feedback was incorporated like adjusting montage pace to the beat and improving shot clarity. The final video addressed this feedback to create a successful, high quality piece.
Question 3
The audience feedback received from questionnaires and online views helped the group understand their target audience better. Most of the target audience of 12-15 year old girls enjoyed the video and wanted to see what happened next, though some felt it lacked color and energy. While many felt the video fit the pop/soul genre, less than half would purchase the single due to not liking the singing style or finding the artist unattractive. The feedback highlighted areas for improvement such as video quality and the artist's voice and appearance.
Analysis of feedback
The filmmakers received feedback on their sample scene from classmates. While some praised the storyline and shots, others noted issues with lighting being off throughout. To improve their final film, they will use better lighting equipment and add dialogue by creating a script, as critical feedback stressed the lack of speech. Overall, the feedback highlighted areas to develop further and will help strengthen their final project by addressing both positive and negative comments.
Evaluation 3
The document discusses feedback received on a student film project. It includes:
- Positive comments praised the film's editing, soundtrack, and psychological element. This feedback helped improve the film.
- Early drafts received negative comments that the plot was unclear without narrative or sound effects. Adding these elements addressed this issue.
- Future projects would benefit from filming scenes from multiple angles to enhance the film.
- Both positive and negative comments were valuable for improving the film through the editing process. The students' own opinions as the creators mattered most.
Stages of film poster
The document outlines the 10 stages of making a film poster in Photoshop. It describes choosing an image, cropping it to poster size, and editing the brightness, contrast, exposure, and color balance to get the desired look and feel. It then details adding text elements like the title, billing block, rating, and stamps to complete the poster design.
Evaluation question 3
The student learned several things from gathering audience feedback on their work. For the music video, early drafts lacked variety in shots and weak acting, but later drafts improved on this. However, using different actors for the narrative versus performance confused some viewers. Feedback on the magazine advert was mostly positive about the quality photo and bold text, but some disliked the smaller white font. Feedback on the digipak was also mostly positive but suggested including more photo panels and variety. The student aims to apply these lessons if doing similar work again.
Evaluation question 3
The student learned several things from gathering audience feedback on their work. For the music video, early drafts lacked variety in shots and weak acting, but later drafts improved on this. However, using different actors for the narrative versus performance confused some viewers. Feedback on the magazine advert was mostly positive about the quality photo and bold text, but some disliked the smaller white font. Feedback on the digipak was also mostly positive but suggested including more photo panels and variety. The student aims to apply these lessons if doing similar work again.
Evaluation question 3
The student learned several things from gathering audience feedback on their work. For the music video, early drafts lacked variety in shots and acting was weak, but later drafts improved on this. Some found the use of different actors in the narrative confusing. Feedback on the magazine advert was mostly positive but some disliked the font used for white text. Feedback on the digipak was also mostly positive but suggested including more photo panels and variety in shots. The student aims to apply this feedback to improve future projects.
Critical reflection evaluation
The document provides a critical reflection on a documentary project about the death penalty. It summarizes the student's thoughts on various aspects of the project such as the secondary research, pre-production, filming, interviews, audience feedback, and areas for improvement. Some of the key points made include that the secondary research helped add to their knowledge and develop better questions, the pre-production process kept them organized, the filming went smoothly though lighting was an issue in one scene, audience feedback highlighted strengths like the concept but also areas to improve like transitions and separating fact scenes.
Question 3 what have you learned from your audience feedback
The feedback from audience members on the music video provided useful insights for the filmmakers. Regarding genre, all respondents correctly identified the video as pop. Viewers also gave positive feedback on specific shots, like the burning photograph symbolizing the relationship ending. All understood the storyline of heartbreak. Additionally, respondents affirmed that the seaside location fit the storyline and dull atmosphere, despite beaches usually signifying happiness. Suggestions for improvement centered on making the lip syncing more precise and in time with the music, as well as potentially shooting in multiple locations.
Question 3
Zoe received feedback from a focus group on her video about stereotypical youth. The feedback was mostly positive. Participants enjoyed the video and felt the theme of youth was represented well. However, some suggested improving the lighting of darker outdoor scenes by using studio lights or adjusting brightness in editing. While most feedback was positive, some comments did not provide helpful criticism on how to improve filming or editing techniques for future videos.
Feedback write up
The document provides feedback on a music video project. It summarizes the responses to different questions about the video. For the pace, most felt it was good but could have increased more over time. Respondents also felt the transition from bedroom to bridge was effective but showing more of the journey could help understanding. The location was seen as appropriate for the genre by 16 out of 17 people. Positive feedback was received on the transitions within the video and how the different products tied together to tell a coherent story.
Media Evaluations Q3
The document discusses the importance of audience feedback at various stages of creating a music video. Feedback was sought from peers early in the process to confirm genre and song choices. Seeing the first draft allowed teachers and students to provide technical feedback on framing and shots. Finally, feedback on the final draft ensured all required elements were included and that audience understanding improved through added transitions and creative shots. Overall, the repeated audience feedback at different stages was deemed very helpful for developing and strengthening the work.
Evaluation Q3 Survey Monkey
The document summarizes feedback received from an audience on a music video. It discusses the demographics of the respondents, their ratings of the video, and their opinions on how well the visuals matched the song. The feedback validated some of the creative choices made in the video, such as matching the visuals to the lyrics, and helped identify areas for improvement, like scenes that were too dark or overexposed. Overall the feedback improved the creators' confidence in the video by highlighting what worked well and providing suggestions to make it even stronger.
New microsoft power point presentation
The document summarizes audience feedback received from three sources on a music video the author created:
1) Feedback from 15 media peers who watched and commented on the video.
2) Feedback from 20 people on social media who could praise or criticize the video.
3) Feedback from 20 additional people who answered structured questions about the video's genre, strengths/weaknesses, and narrative clarity.
The author concluded they were successful in creating an authentic children's genre video that effectively communicated the song's narrative through editing, camerawork, and use of locations. They received little negative feedback, illustrating a good quality video was produced.
Who would be the audience for your media
The document discusses choosing a target audience of 15-year-olds for a horror/thriller media product. It explains that horror films commonly appeal to older teenagers aged 15. Research in the form of questionnaires also supported targeting 15-year-olds. Considering the BBFC regulations helped ensure the opening aligned with a 15 rating. Aiming for a 15 rating broadens the potential audience more than an 18 rating. Efforts were made in planning and editing to ensure the opening would appeal to but not restrict the target 15-year-old audience.
3. What have your learned from your audience feedback?
The group created a music video targeted towards 15-25 year olds, primarily females, as that age group relates to breakups and romance. They conducted a survey to understand audience tastes in music genres and video elements. Responses showed interest in indie and R&B genres. Positive feedback on social media praised elements like use of narrative, green screen effects, and slow motion. Suggestions to improve included adding more filters and variety of edits. The feedback helped the group understand what worked well and how to strengthen weaker areas like editing.
Question 3
Tom collected feedback on his music video from his class and through uploading it to YouTube. The feedback was overall very positive, with comments praising the professional quality of the video. This gave Tom confidence to continue making music videos. While the feedback was positive, Tom recognized some areas for improvement, such as adding more variety through a costume change, ensuring the lens was clean for each shot, and including more shots of the studio location to avoid repetition. The positive feedback and self-critique have motivated Tom to improve his skills and standards for future music videos.
Audience Feedback
From audience feedback on a music video, the creator learned several things:
- Special effects that don't follow genre conventions can still be enjoyed by audiences.
- Numerous camera shots helped keep the video interesting.
- Filming quality needs improvement, as some clips were shaky. More practice is needed.
- Pictures inserted in the video were seen as "tacky" and didn't flow well. Better planning of ideas is important.
- Adding some color could have made the mostly black and white video more appealing.
Media Question
The document discusses feedback received from the target audience (ages 13+) during the production of an advanced media portfolio. Initial research involved distributing a questionnaire to gather early ideas. During shooting and editing of a music video, females from the target demographic provided input on what they would like to see. This feedback helped the creator understand how the audience wants to be perceived and informed decisions that led to a music video the demographic enjoyed. The effects of the research included ideas that were tailored to the target audience and assurance that the filming suited the song's message and lyrics.
Media evaluation Q3
The document summarizes feedback received from the audience of a music video uploaded to YouTube and shared on Facebook. Friends provided positive feedback, praising the aerial shots and overall style and editing, but noted the narrative was unclear. Other students said the quality looked professional and the video was depressing and emotional, communicating its message well. A professional videographer said the sped up footage was overused and the narrative didn't engage fans as much as intended. The feedback showed the video would be well received publicly but also provided constructive criticism on ways to improve the storyboarding, camera work, and development process.
Audience Research
The document summarizes the results of an audience survey conducted about a music video. It discusses how the anonymous survey was created and promoted to gain feedback. The results showed that most elements like visuals and performer were effective, but lip-syncing could be improved. Qualitative feedback from open-ended questions provided useful comments on how the lyrics and visuals worked well together despite a dark tone. The survey helped validate that the music video was on the right track and typical of the genre.
What have you learnt from your audience feedback
The document summarizes feedback received from audience questionnaires and internet uploads of a documentary and its accompanying advertisements. Overall, the feedback was quite positive, with average ratings of 4 out of 5 for interestingness and informativeness of the documentary. Negative feedback primarily criticized the rushed voiceover and slightly loud music in places. Similarly, the advertisements received largely positive feedback that they were effective and interesting, though one questionnaire commented that an image could have been bigger. A few internet comments provided additional criticism of text layout. In conclusion, the feedback overall suggested people enjoyed the documentary and felt the adverts successfully promoted it in a professional manner.
What have you learnt from your audience feedback?
The students received audience feedback at multiple stages of creating a music video and album materials. Initial feedback from surveys helped them identify rap/grime as the preferred genre and informed decisions throughout the creative process. Feedback on early drafts helped identify areas needing improvement like repetition. Later feedback confirmed stereotypes were conveyed and the finished project was well-received, though some noted minor issues with lip-syncing. Additional feedback guided choices for the poster, like incorporating rap/grime imagery, and album cover font selection.
What have you learnt from your audience feedback
Yasmeen collected feedback on her work from peers through pitches and surveys. The feedback helped her improve her ideas by considering things like lighting, camera shots, and being aware of the public. Her music video was also reviewed by a BTEC group who said it was easy to understand but could have used more lip syncing. Feedback on print products noted that her magazine ad was too simple and dull, while covers were also too simple. However, inserts in her print package that linked to the music video were liked. Overall the feedback from multiple sources helped her gain different perspectives.
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Evaluation 3
The document discusses feedback received on a student film project. It includes:
- Positive comments praised the film's editing, soundtrack, and psychological element. This feedback helped improve the film.
- Early drafts received negative comments that the plot was unclear without narrative or sound effects. Adding these elements addressed this issue.
- Future projects would benefit from filming scenes from multiple angles to enhance the film.
- Both positive and negative comments were valuable for improving the film through the editing process. The students' own opinions as the creators mattered most.
Stages of film poster
The document outlines the 10 stages of making a film poster in Photoshop. It describes choosing an image, cropping it to poster size, and editing the brightness, contrast, exposure, and color balance to get the desired look and feel. It then details adding text elements like the title, billing block, rating, and stamps to complete the poster design.
Evaluation question 3
The student learned several things from gathering audience feedback on their work. For the music video, early drafts lacked variety in shots and weak acting, but later drafts improved on this. However, using different actors for the narrative versus performance confused some viewers. Feedback on the magazine advert was mostly positive about the quality photo and bold text, but some disliked the smaller white font. Feedback on the digipak was also mostly positive but suggested including more photo panels and variety. The student aims to apply these lessons if doing similar work again.
Evaluation question 3
The student learned several things from gathering audience feedback on their work. For the music video, early drafts lacked variety in shots and weak acting, but later drafts improved on this. However, using different actors for the narrative versus performance confused some viewers. Feedback on the magazine advert was mostly positive about the quality photo and bold text, but some disliked the smaller white font. Feedback on the digipak was also mostly positive but suggested including more photo panels and variety. The student aims to apply these lessons if doing similar work again.
Evaluation question 3
The student learned several things from gathering audience feedback on their work. For the music video, early drafts lacked variety in shots and acting was weak, but later drafts improved on this. Some found the use of different actors in the narrative confusing. Feedback on the magazine advert was mostly positive but some disliked the font used for white text. Feedback on the digipak was also mostly positive but suggested including more photo panels and variety in shots. The student aims to apply this feedback to improve future projects.
Critical reflection evaluation
The document provides a critical reflection on a documentary project about the death penalty. It summarizes the student's thoughts on various aspects of the project such as the secondary research, pre-production, filming, interviews, audience feedback, and areas for improvement. Some of the key points made include that the secondary research helped add to their knowledge and develop better questions, the pre-production process kept them organized, the filming went smoothly though lighting was an issue in one scene, audience feedback highlighted strengths like the concept but also areas to improve like transitions and separating fact scenes.
Question 3 what have you learned from your audience feedback
The feedback from audience members on the music video provided useful insights for the filmmakers. Regarding genre, all respondents correctly identified the video as pop. Viewers also gave positive feedback on specific shots, like the burning photograph symbolizing the relationship ending. All understood the storyline of heartbreak. Additionally, respondents affirmed that the seaside location fit the storyline and dull atmosphere, despite beaches usually signifying happiness. Suggestions for improvement centered on making the lip syncing more precise and in time with the music, as well as potentially shooting in multiple locations.
Question 3
Zoe received feedback from a focus group on her video about stereotypical youth. The feedback was mostly positive. Participants enjoyed the video and felt the theme of youth was represented well. However, some suggested improving the lighting of darker outdoor scenes by using studio lights or adjusting brightness in editing. While most feedback was positive, some comments did not provide helpful criticism on how to improve filming or editing techniques for future videos.
Feedback write up
The document provides feedback on a music video project. It summarizes the responses to different questions about the video. For the pace, most felt it was good but could have increased more over time. Respondents also felt the transition from bedroom to bridge was effective but showing more of the journey could help understanding. The location was seen as appropriate for the genre by 16 out of 17 people. Positive feedback was received on the transitions within the video and how the different products tied together to tell a coherent story.
Media Evaluations Q3
The document discusses the importance of audience feedback at various stages of creating a music video. Feedback was sought from peers early in the process to confirm genre and song choices. Seeing the first draft allowed teachers and students to provide technical feedback on framing and shots. Finally, feedback on the final draft ensured all required elements were included and that audience understanding improved through added transitions and creative shots. Overall, the repeated audience feedback at different stages was deemed very helpful for developing and strengthening the work.
Evaluation Q3 Survey Monkey
The document summarizes feedback received from an audience on a music video. It discusses the demographics of the respondents, their ratings of the video, and their opinions on how well the visuals matched the song. The feedback validated some of the creative choices made in the video, such as matching the visuals to the lyrics, and helped identify areas for improvement, like scenes that were too dark or overexposed. Overall the feedback improved the creators' confidence in the video by highlighting what worked well and providing suggestions to make it even stronger.
New microsoft power point presentation
The document summarizes audience feedback received from three sources on a music video the author created:
1) Feedback from 15 media peers who watched and commented on the video.
2) Feedback from 20 people on social media who could praise or criticize the video.
3) Feedback from 20 additional people who answered structured questions about the video's genre, strengths/weaknesses, and narrative clarity.
The author concluded they were successful in creating an authentic children's genre video that effectively communicated the song's narrative through editing, camerawork, and use of locations. They received little negative feedback, illustrating a good quality video was produced.
Who would be the audience for your media
The document discusses choosing a target audience of 15-year-olds for a horror/thriller media product. It explains that horror films commonly appeal to older teenagers aged 15. Research in the form of questionnaires also supported targeting 15-year-olds. Considering the BBFC regulations helped ensure the opening aligned with a 15 rating. Aiming for a 15 rating broadens the potential audience more than an 18 rating. Efforts were made in planning and editing to ensure the opening would appeal to but not restrict the target 15-year-old audience.
3. What have your learned from your audience feedback?
The group created a music video targeted towards 15-25 year olds, primarily females, as that age group relates to breakups and romance. They conducted a survey to understand audience tastes in music genres and video elements. Responses showed interest in indie and R&B genres. Positive feedback on social media praised elements like use of narrative, green screen effects, and slow motion. Suggestions to improve included adding more filters and variety of edits. The feedback helped the group understand what worked well and how to strengthen weaker areas like editing.
Question 3
Tom collected feedback on his music video from his class and through uploading it to YouTube. The feedback was overall very positive, with comments praising the professional quality of the video. This gave Tom confidence to continue making music videos. While the feedback was positive, Tom recognized some areas for improvement, such as adding more variety through a costume change, ensuring the lens was clean for each shot, and including more shots of the studio location to avoid repetition. The positive feedback and self-critique have motivated Tom to improve his skills and standards for future music videos.
Audience Feedback
From audience feedback on a music video, the creator learned several things:
- Special effects that don't follow genre conventions can still be enjoyed by audiences.
- Numerous camera shots helped keep the video interesting.
- Filming quality needs improvement, as some clips were shaky. More practice is needed.
- Pictures inserted in the video were seen as "tacky" and didn't flow well. Better planning of ideas is important.
- Adding some color could have made the mostly black and white video more appealing.
Media Question
The document discusses feedback received from the target audience (ages 13+) during the production of an advanced media portfolio. Initial research involved distributing a questionnaire to gather early ideas. During shooting and editing of a music video, females from the target demographic provided input on what they would like to see. This feedback helped the creator understand how the audience wants to be perceived and informed decisions that led to a music video the demographic enjoyed. The effects of the research included ideas that were tailored to the target audience and assurance that the filming suited the song's message and lyrics.
Media evaluation Q3
The document summarizes feedback received from the audience of a music video uploaded to YouTube and shared on Facebook. Friends provided positive feedback, praising the aerial shots and overall style and editing, but noted the narrative was unclear. Other students said the quality looked professional and the video was depressing and emotional, communicating its message well. A professional videographer said the sped up footage was overused and the narrative didn't engage fans as much as intended. The feedback showed the video would be well received publicly but also provided constructive criticism on ways to improve the storyboarding, camera work, and development process.
Audience Research
The document summarizes the results of an audience survey conducted about a music video. It discusses how the anonymous survey was created and promoted to gain feedback. The results showed that most elements like visuals and performer were effective, but lip-syncing could be improved. Qualitative feedback from open-ended questions provided useful comments on how the lyrics and visuals worked well together despite a dark tone. The survey helped validate that the music video was on the right track and typical of the genre.
What have you learnt from your audience feedback
The document summarizes feedback received from audience questionnaires and internet uploads of a documentary and its accompanying advertisements. Overall, the feedback was quite positive, with average ratings of 4 out of 5 for interestingness and informativeness of the documentary. Negative feedback primarily criticized the rushed voiceover and slightly loud music in places. Similarly, the advertisements received largely positive feedback that they were effective and interesting, though one questionnaire commented that an image could have been bigger. A few internet comments provided additional criticism of text layout. In conclusion, the feedback overall suggested people enjoyed the documentary and felt the adverts successfully promoted it in a professional manner.
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3. What have your learned from your audience feedback?
3. What have your learned from your audience feedback?
Similar to Media Feedback
What have you learnt from your audience feedback?
The students received audience feedback at multiple stages of creating a music video and album materials. Initial feedback from surveys helped them identify rap/grime as the preferred genre and informed decisions throughout the creative process. Feedback on early drafts helped identify areas needing improvement like repetition. Later feedback confirmed stereotypes were conveyed and the finished project was well-received, though some noted minor issues with lip-syncing. Additional feedback guided choices for the poster, like incorporating rap/grime imagery, and album cover font selection.
What have you learnt from your audience feedback
Yasmeen collected feedback on her work from peers through pitches and surveys. The feedback helped her improve her ideas by considering things like lighting, camera shots, and being aware of the public. Her music video was also reviewed by a BTEC group who said it was easy to understand but could have used more lip syncing. Feedback on print products noted that her magazine ad was too simple and dull, while covers were also too simple. However, inserts in her print package that linked to the music video were liked. Overall the feedback from multiple sources helped her gain different perspectives.
What have you learnt from your audience feedback
The document discusses feedback received from audiences on various projects. It describes pitching music video and print product ideas to classes and receiving suggestions to consider lighting, locations, and design simplicity. Feedback from a BTEC group confirmed understanding of the music video concept but noted more lip syncing could be added. An online survey provided positive feedback on print product inserts linking to the music video. Overall, the feedback helped improve the projects and see different perspectives.
Audience feedback presentation
1) The document discusses gathering and analyzing audience feedback throughout the production process in order to improve their three products. They used questionnaires, charts, interviews, and videos to collect feedback.
2) Based on feedback, they made multiple revisions to their music video including shortening or speeding up certain clips, changing a clip from a plant to a character, and adding more establishing shots.
3) Overall, the audience feedback helped them improve significant parts of the music video and resulted in 90% wanting to watch it again and 17 out of 20 feeling encouraged to purchase the song.
Analysis question 3
The document discusses audience feedback the author received for a music video titled "Love$ick". They conducted a focus group and asked additional people ages 18-25 for feedback. Popular opinions included praise for the cinematography, editing, narrative, and mis-en-scene fitting the genre. Areas for improvement included clearer lip-syncing in one shot and strengthening the narrative ending. Comparing feedback showed consistency in views across different audiences. The author learned about crafting an effective music video and received knowledge on better appealing to their target demographic for future projects.
Evaluation question 3
The document summarizes feedback received from test audiences on a music video created by the author and their group. Key points from the feedback included:
1) Audiences generally liked the storyline but had mixed views on some of the effects used.
2) The author learned that their target audience of R&B fans did not always appreciate special effects, so some effects could have been removed.
3) Lip syncing in some scenes needed to be tighter.
The author indicates they received useful feedback that will help strengthen effects usage and lip syncing in future projects.
Evaluation question #3
Charlie Parry received feedback on their music video project from peers, teachers, and other media institutions. The feedback was mostly positive and helped identify aspects that worked well, such as the opening title sequence, a reversed shot of falling snow, and choreographed dance shots. Some criticisms included overusing one shot and an ending that did not flow well. Charlie created multiple versions of digipaks and ads to get feedback and chose the best final designs based on comments. The feedback will help Charlie's group improve planning and storyboarding for future projects.
What have you learnt from your audience feedback
The document discusses the feedback received from audiences on a student group's music video project. It received feedback from three separate groups as well as from within the group. The feedback praised aspects like the lighting, settings, shots and genre fit. However, it also noted room for improvement, such as some blurry shots and confusing inclusion of extra characters. Analyzing the varied feedback helped the group identify strengths and weaknesses to improve their media skills and understand how audience interpretation worked.
Question 3 evaluation
From audience feedback on their indie rock music video, the document summarizes what the filmmakers learned. They received praise for following genre conventions regarding live performances and storytelling. However, some shots could have been clearer and lighting and lip syncing needed improvement. Feedback also highlighted that the album cover, website, and use of social media were professionally done and appealing to the target audience. Overall, the research conducted on indie rock helped make the video impress many fans of the genre.
Evaluation Question 3
The document summarizes feedback received from audiences on student work, including a music video, digipak, and advert. Feedback was received through YouTube comments, Facebook, and interviews. YouTube feedback noted good editing, mise-en-scene, and relatability. Interviews praised the music video's storyline, flow, and genre conventions. Areas for improvement included adding more closure, thoughtful mise-en-scene, and stronger musical links. Students learned that anonymous feedback may provide more honest criticism to further improve their work.
Evaluation question 3 – what have you learned from your audience feedback?
From audience feedback on their music video, the group learned:
1) Using varied locations kept viewers engaged, while one location like their school would be boring.
2) Shortening the video length to 3-4 minutes maintained attention, where the full song was too long.
3) Subtle elements like the opening and closing flame were appreciated, showing they understood their target audience.
4) While lip syncing needed improvement, elements like editing on the beat and varied shots were successful professionally.
5) Feedback helped them change an unsuccessful drug storyline to a relationship drama their target audience could relate to better.
Evaluation 3/4
The document discusses the importance of getting feedback from others when creating a music video. The band received feedback at multiple sessions as they worked on their post-grunge music video. This feedback helped them improve shots, timing, and clarity of the narrative. Each session resulted in less negative feedback as the video improved based on the guidance of others. Seeing the video through fresh eyes helped the band catch things they missed and create a better final product.
Question 3 media
From audience feedback on naming their artist, the group learned that their target audience of 15-25 year old females preferred the name "Tia" without a second name. Early feedback on an unfinished music video said the editing between locations felt too disconnected, so the group rearranged footage to improve flow. Additional feedback praised elements like the concept, candle scene shots, and song choice, but noted some lip syncing issues and shaky/dark shots. The group addressed these issues to strengthen the video. Overall, the audience feedback helped improve the final product and confirmed the artist's image appealed to their target demographic.
Q3 what have you learnt from your audience feedback
The document discusses the importance of audience feedback throughout the creation of a music video and related media products. Feedback was gathered through focus groups, interviews, and pitches to peers and teachers. This feedback helped ensure the music video, digipak, and advert appealed to the target audience and addressed their likes and dislikes. The feedback process resulted in improvements to aspects like lighting, pacing, and positioning of elements. Overall, incorporating audience feedback allowed the creator to suit the media products to the genre and target audience, promoting the artist successfully while expressing their intended themes.
Evaluation: Part 3
The document discusses feedback received on a music video from various audiences. Viewers enjoyed the song, acting, and recognizable locations filmed but suggested having more scenes with both actors together and using more visual effects. Feedback on social media and YouTube was mixed, showing different opinions. Asking for audience feedback on weaknesses helped identify issues to improve, like clarifying a main point to avoid confusion. The main lesson learned is to consider how the audience will understand the video rather than just the creator's vision.
Evaluation 3
The document discusses feedback received on a music video from various audiences. Viewers enjoyed the song, acting, and recognizable locations filmed but suggested having more scenes with both actors together and using more visual effects. Feedback on social media and YouTube was mixed, showing different opinions. Receiving audience feedback on weaknesses helped identify areas to improve, like clarifying a main point, to better suit the target audience. The key lesson learned was to consider how the audience will interpret the video when planning, not just the creator's vision.
EVALUATION QUESTION 3: WHAT HAVE YOU LEARNT FROM YOUR AUDIENCE FEEDBACK ?
The document summarizes audience feedback received on a student project to create a music video for a band. It provides 4 questions asked of the target audience to gather feedback on draft versions of the poster, digipack, and video. For each question, sample feedback is shown and what was learned to improve the project. Feedback indicated adding band info, changing text/layout, and improving transitions. Charts show most audience members liked the final versions. Social media feedback on the finished video was also positive, praising effects and flow. The document concludes that audience feedback helped create a better overall product.
Critical reflection
Our secondary research on reality TV was helpful for including debatable scenes in our documentary to promote discussion. Our thorough pre-production process with a script, schedule, and roles made filming go smoothly. During production, we were able to interview many people in our target audience despite initial concerns. However, we took mostly the same shot and didn't spend enough time filming or editing, making the documentary somewhat dull. We could have improved it with a soundtrack, more transitions, and a greater variety of shots.
Evaluation 3
The document discusses feedback received from audience screenings of an unfinished music video at 1/3 and 2/3 completion. Feedback forms asked about genre, what went well, and areas for improvement. Responses praised the beautiful cinematography but noted disappointment that the video was incomplete, running out of footage before the song ended. The creators will use this feedback to improve the remaining filming and editing to better meet audience expectations for the final product.
Critical evaluation q3
The document summarizes feedback received at different stages of developing a media project.
1. An initial survey provided early feedback on genre and storyline preferences from the intended audience, though the response rate was low.
2. Focus group feedback on the script identified issues like an overly complex narrative and lack of suspense. Suggestions were incorporated like emphasizing stress through a conscience character.
3. Post-viewing interview feedback praised aspects like acting, music, and editing effects, but noted the ending could be less ambiguous.
Overall, the feedback at each stage helped shape the project storyline, script revisions, and identified successful and improvement-needed elements for the final product.
Similar to Media Feedback (20)
Evaluation question 3 – what have you learned from your audience feedback?
Evaluation question 3 – what have you learned from your audience feedback?
Q3 what have you learnt from your audience feedback
Q3 what have you learnt from your audience feedback
EVALUATION QUESTION 3: WHAT HAVE YOU LEARNT FROM YOUR AUDIENCE FEEDBACK ?
EVALUATION QUESTION 3: WHAT HAVE YOU LEARNT FROM YOUR AUDIENCE FEEDBACK ?
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一比一原版(UMN文凭证书)明尼苏达大学毕业证如何办理
毕业原版【微信:176555708】【(UMN毕业证书)明尼苏达大学毕业证】【微信:176555708】成绩单、外壳、offer、留信学历认证（永久存档真实可查）采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【我们承诺采用的是学校原版纸张（纸质、底色、纹路），我们拥有全套进口原装设备，特殊工艺都是采用不同机器制作，仿真度基本可以达到100%，所有工艺效果都可提前给客户展示，不满意可以根据客户要求进行调整，直到满意为止！】
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信176555708】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信176555708】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
留信网服务项目：
1、留学生专业人才库服务（留信分析）
2、国（境）学习人员提供就业推荐信服务
3、留学人员区块链存储服务
→ 【关于价格问题（保证一手价格）】
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：客户在留信官方认证查询网站查询到认证通过结果后付款，不成功不收费！
一比一原版(Glasgow毕业证书)格拉斯哥大学毕业证如何办理
毕业原版【微信:41543339】【(Glasgow毕业证书)格拉斯哥大学毕业证】【微信:41543339】成绩单、外壳、offer、留信学历认证（永久存档真实可查）采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【我们承诺采用的是学校原版纸张（纸质、底色、纹路），我们拥有全套进口原装设备，特殊工艺都是采用不同机器制作，仿真度基本可以达到100%，所有工艺效果都可提前给客户展示，不满意可以根据客户要求进行调整，直到满意为止！】
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信41543339】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信41543339】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
留信网服务项目：
1、留学生专业人才库服务（留信分析）
2、国（境）学习人员提供就业推荐信服务
3、留学人员区块链存储服务
→ 【关于价格问题（保证一手价格）】
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：客户在留信官方认证查询网站查询到认证通过结果后付款，不成功不收费！
The Building Blocks of QuestDB, a Time Series Database
Talk Delivered at Valencia Codes Meetup 2024-06.
Traditionally, databases have treated timestamps just as another data type. However, when performing real-time analytics, timestamps should be first class citizens and we need rich time semantics to get the most out of our data. We also need to deal with ever growing datasets while keeping performant, which is as fun as it sounds.
It is no wonder time-series databases are now more popular than ever before. Join me in this session to learn about the internal architecture and building blocks of QuestDB, an open source time-series database designed for speed. We will also review a history of some of the changes we have gone over the past two years to deal with late and unordered data, non-blocking writes, read-replicas, or faster batch ingestion.
Predictably Improve Your B2B Tech Company's Performance by Leveraging Data
Harness the power of AI-backed reports, benchmarking and data analysis to predict trends and detect anomalies in your marketing efforts.
Peter Caputa, CEO at Databox, reveals how you can discover the strategies and tools to increase your growth rate (and margins!).
From metrics to track to data habits to pick up, enhance your reporting for powerful insights to improve your B2B tech company's marketing.
- - -
This is the webinar recording from the June 2024 HubSpot User Group (HUG) for B2B Technology USA.
Watch the video recording at https://youtu.be/5vjwGfPN9lw
Sign up for future HUG events at https://events.hubspot.com/b2b-technology-usa/
ViewShift: Hassle-free Dynamic Policy Enforcement for Every Data Lake
Dynamic policy enforcement is becoming an increasingly important topic in today’s world where data privacy and compliance is a top priority for companies, individuals, and regulators alike. In these slides, we discuss how LinkedIn implements a powerful dynamic policy enforcement engine, called ViewShift, and integrates it within its data lake. We show the query engine architecture and how catalog implementations can automatically route table resolutions to compliance-enforcing SQL views. Such views have a set of very interesting properties: (1) They are auto-generated from declarative data annotations. (2) They respect user-level consent and preferences (3) They are context-aware, encoding a different set of transformations for different use cases (4) They are portable; while the SQL logic is only implemented in one SQL dialect, it is accessible in all engines.
#SQL #Views #Privacy #Compliance #DataLake
Learn SQL from basic queries to Advance queries
Dive into the world of data analysis with our comprehensive guide on mastering SQL! This presentation offers a practical approach to learning SQL, focusing on real-world applications and hands-on practice. Whether you're a beginner or looking to sharpen your skills, this guide provides the tools you need to extract, analyze, and interpret data effectively.
Key Highlights:
Foundations of SQL: Understand the basics of SQL, including data retrieval, filtering, and aggregation.
Advanced Queries: Learn to craft complex queries to uncover deep insights from your data.
Data Trends and Patterns: Discover how to identify and interpret trends and patterns in your datasets.
Practical Examples: Follow step-by-step examples to apply SQL techniques in real-world scenarios.
Actionable Insights: Gain the skills to derive actionable insights that drive informed decision-making.
Join us on this journey to enhance your data analysis capabilities and unlock the full potential of SQL. Perfect for data enthusiasts, analysts, and anyone eager to harness the power of data!
#DataAnalysis #SQL #LearningSQL #DataInsights #DataScience #Analytics
The Ipsos - AI - Monitor 2024 Report.pdf
According to Ipsos AI Monitor's 2024 report, 65% Indians said that products and services using AI have profoundly changed their daily life in the past 3-5 years.
My burning issue is homelessness K.C.M.O.
My burning issue is homelessness in Kansas City, MO
To: Tom Tresser
From: Roger Warren
一比一原版(GWU,GW文凭证书)乔治·华盛顿大学毕业证如何办理
毕业原版【微信:176555708】【(GWU,GW毕业证书)乔治·华盛顿大学毕业证】【微信:176555708】成绩单、外壳、offer、留信学历认证（永久存档真实可查）采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【我们承诺采用的是学校原版纸张（纸质、底色、纹路），我们拥有全套进口原装设备，特殊工艺都是采用不同机器制作，仿真度基本可以达到100%，所有工艺效果都可提前给客户展示，不满意可以根据客户要求进行调整，直到满意为止！】
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信176555708】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信176555708】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
留信网服务项目：
1、留学生专业人才库服务（留信分析）
2、国（境）学习人员提供就业推荐信服务
3、留学人员区块链存储服务
→ 【关于价格问题（保证一手价格）】
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：客户在留信官方认证查询网站查询到认证通过结果后付款，不成功不收费！
一比一原版(爱大毕业证书)爱丁堡大学毕业证如何办理
毕业原版【微信:41543339】【(爱大毕业证书)爱丁堡大学毕业证】【微信:41543339】成绩单、外壳、offer、留信学历认证（永久存档真实可查）采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【我们承诺采用的是学校原版纸张（纸质、底色、纹路），我们拥有全套进口原装设备，特殊工艺都是采用不同机器制作，仿真度基本可以达到100%，所有工艺效果都可提前给客户展示，不满意可以根据客户要求进行调整，直到满意为止！】
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信41543339】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信41543339】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
留信网服务项目：
1、留学生专业人才库服务（留信分析）
2、国（境）学习人员提供就业推荐信服务
3、留学人员区块链存储服务
→ 【关于价格问题（保证一手价格）】
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：客户在留信官方认证查询网站查询到认证通过结果后付款，不成功不收费！
一比一原版(牛布毕业证书)牛津布鲁克斯大学毕业证如何办理
毕业原版【微信:41543339】【(牛布毕业证书)牛津布鲁克斯大学毕业证】【微信:41543339】成绩单、外壳、offer、留信学历认证（永久存档真实可查）采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【我们承诺采用的是学校原版纸张（纸质、底色、纹路），我们拥有全套进口原装设备，特殊工艺都是采用不同机器制作，仿真度基本可以达到100%，所有工艺效果都可提前给客户展示，不满意可以根据客户要求进行调整，直到满意为止！】
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信41543339】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信41543339】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
留信网服务项目：
1、留学生专业人才库服务（留信分析）
2、国（境）学习人员提供就业推荐信服务
3、留学人员区块链存储服务
→ 【关于价格问题（保证一手价格）】
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：客户在留信官方认证查询网站查询到认证通过结果后付款，不成功不收费！
4th Modern Marketing Reckoner by MMA Global India & Group M: 60+ experts on W...
The Modern Marketing Reckoner (MMR) is a comprehensive resource packed with POVs from 60+ industry leaders on how AI is transforming the 4 key pillars of marketing – product, place, price and promotions.
一比一原版(Harvard毕业证书)哈佛大学毕业证如何办理
毕业原版【微信:41543339】【(Harvard毕业证书)哈佛大学毕业证】【微信:41543339】成绩单、外壳、offer、留信学历认证（永久存档真实可查）采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【我们承诺采用的是学校原版纸张（纸质、底色、纹路），我们拥有全套进口原装设备，特殊工艺都是采用不同机器制作，仿真度基本可以达到100%，所有工艺效果都可提前给客户展示，不满意可以根据客户要求进行调整，直到满意为止！】
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信41543339】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信41543339】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
留信网服务项目：
1、留学生专业人才库服务（留信分析）
2、国（境）学习人员提供就业推荐信服务
3、留学人员区块链存储服务
→ 【关于价格问题（保证一手价格）】
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：客户在留信官方认证查询网站查询到认证通过结果后付款，不成功不收费！
办(uts毕业证书)悉尼科技大学毕业证学历证书原版一模一样
原版一模一样【微信：741003700 】【(uts毕业证书)悉尼科技大学毕业证学历证书】【微信：741003700 】学位证，留信认证（真实可查，永久存档）offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原海外各大学 Bachelor Diploma degree, Master Degree Diploma
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
STATATHON: Unleashing the Power of Statistics in a 48-Hour Knowledge Extravag...
"Join us for STATATHON, a dynamic 2-day event dedicated to exploring statistical knowledge and its real-world applications. From theory to practice, participants engage in intensive learning sessions, workshops, and challenges, fostering a deeper understanding of statistical methodologies and their significance in various fields."
State of Artificial intelligence Report 2023
Artificial intelligence (AI) is a multidisciplinary field of science and engineering whose goal is to create intelligent machines.
We believe that AI will be a force multiplier on technological progress in our increasingly digital, data-driven world. This is because everything around us today, ranging from culture to consumer products, is a product of intelligence.
The State of AI Report is now in its sixth year. Consider this report as a compilation of the most interesting things we’ve seen with a goal of triggering an informed conversation about the state of AI and its implication for the future.
We consider the following key dimensions in our report:
Research: Technology breakthroughs and their capabilities.
Industry: Areas of commercial application for AI and its business impact.
Politics: Regulation of AI, its economic implications and the evolving geopolitics of AI.
Safety: Identifying and mitigating catastrophic risks that highly-capable future AI systems could pose to us.
Predictions: What we believe will happen in the next 12 months and a 2022 performance review to keep us honest.
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Media Feedback
- 1. WHAT HAVE YOU LEARNT FROM YOUR AUDIENCE FEEDBACK? By : Denrich Bancey
- 2. Audience Feedback • Throughout the whole process of the creation of our documentary we were constantly showing friends are families in order to perfect not just our visuals but the content used, whether it was the volume of the soundtrack or of the surroundings we wanted it all to be right. So in order for this we took on board every feedback response so that others could enlighten us to what they think about the documentary and what would they change. By doing this we got a collective amount of responses some good and some critical however it was those same feedback that eventually helped us to make the documentary what it is today.
- 3. Positive Feedback Mytch-18 “Loved the freestyle bro’’ Reanne-18 “Didn’t Realized Grime was so low key political, feel like I've learnt something new’’ Oliver-18‘’Edgy shots man” Jack-19 “it was entertaining to watch’’ Joe-21 “The variety of questions I found was great especially because it felt as if I was learning new things the more and more I watch the documentary’’ Katie-18 “Very well put together, it looks professional’’
- 4. Constructive Criticism Liam-20 “Turn the music down a little bit during the second half when he’s talking’’ Andrew-27 You’ve repeated the same filter shot twice, get another one to replace it’’ Cindy-16 “The location you shot in doesn’t look professional get a recording studio’’ Charlie-18 “The songs very repetitive and overplayed’’ Sam-19 “Lighting wasn’t the best, could have shot in brighter conditions ‘’
- 5. Response to the Criticism • In Response to all the Criticism we made sure that changes were made, however some things that were mentioned were just out of our control. For example the comment about Recording in a recording studio, in response we did originally film in a recording studio however because of the timetable there was always another artist which was recording in another room and because of how sensitive our MIC was it picked up every single noise that was uttered and because of that we failed each time recording, furthermore because of the noise and the waiting list of a free time our recording time was continually being shortened as we came closer and closer to the deadline.
- 7. Overall Feedback • Overall i am pleased with every bit of feedback the good and the bad because it is that feedback that allowed us to make a piece that our would enjoy watching and with out the feedback half of the things mentioned we probably wouldn't of realize by our selves. One thing we were a bit shocked on was the lack of notice of the diegetic sound and that is something we took pride in on getting right. we feel that if we didn't use such a professional MIC (Blue yeti) the audience would of easily picked up on a lot of aspects which needed to be improved. however having feedback contributed a lot to our project and it was the feedback that we got, that allowed us to realize the small things and complete it.