The document provides guidance for tracking the music video production process. It is broken into sections for filming and editing. In filming, the document prompts the user to explain what worked and didn't work during filming, including technical, logistical, personnel and planning aspects. It also prompts the user to discuss any necessary reshoots. The editing section prompts the user to record their edit progress, decisions, problems and include screenshots and explanations of their editing choices and workflow.
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iMovie Making with iPads - Day 2
How can you use iMovie with iPads in the classroom? Well, your imagination is just the start. Everything from slow motion videography to documentation, to presentations, assessments and everything in between. This academy is designed to help educators design, structure, manage, and issue film challenges to students in any content area. Digital storytelling is an important 21st century skill and this academy will enable you to help your students tell a digital stories masterfully.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
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Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
2. PRODUCTION LOG:
GUIDANCE
• This document is for you to track the progress of your
production – filming, editing and post-production.
• This is so you can track what you did and how you did it,
explaining and amendments and changes you made and
tracking the decisions that have shaped the practical
creation of your music video.
• The more detail you include about how you made your music
video, the better. The document is broken down in to two
sections, Filming and Editing, each of these is then made of
specific elements that occur in both.
• For each slide there is a prompt detailing what you should
include, delete the prompt after you have complete the slide.
• Remember, images often show what you’ve done more
effectively than words. Use text to explain an illustration.
3. FILMING
Explain what worked and didn’t work about your filming and how you
managed this covering the following areas:
• Technical – using the cameras and any technical equipment; this could
be how you did your lip sync, used the green screen, dealt with problems
with batteries, etc
• Logistical – did your locations work? Did you have any access
problems? Did it rain?
• Personnel – how were your cast/crew? Did anyone let you down? How
did you manage this?
• Planning – did your planning help? Do you think it could have worked
better? How?
• Next steps – do you need to re-film? Film more? Have you changed your
video? How/why?
*If you make any drastic changes to your video you MUST
add this to your planning documentation and state how and
why this has happened
5. FILMING –
PRODUCTION STILLS
Location 1 – York Museum Gardens
York Museum Gardens was a harder place for me to access to
film as the transport meant getting dropped off at a bus stop by
car to then get on a bus which would take me to the town centre
in order to film. In terms of the weather whilst filming, the lighting
worked as due to the time of year and time of the sky, the shots
turned out dimly lit which ended up blending well with the colour
correcting/mbl which I added in post.
7. FILMING –
PRODUCTION STILLS
Location 2 – My house
This location was my most accessible and the least likely location
that would have a backup plan in case something did not work
out. In terms of filming footage, I could film at practically anytime
as long as I was aware of my stepfathers work vehicles leaving
the premises for health and safety purposes but also so the
vehicles would not appear in the frame. I was able to film most
hours of the day and get a variety of clips and footage which
meant that I had spare footage in case some did not work out.
9. FILMING –
PRODUCTION STILLS
Location 3 – Crayke Sports Club
For this location, I only had one opportunity to film which was on 5th November
(Bonfire Night) if I wanted to use the footage of fireworks. The location was busy
as it was a public event meaning that I couldn’t avoid having people in the shots. I
found this location through a friend of my stepfather as he partially helps organise
the event meaning that our entry fee was free. In terms of accessibility, this
location was not within walking distance, however it was only a short car journey to
reach the area. Whilst filming, I had one shot for the fireworks so thinking about
angles and distance and what would be in the mis-en-scene was a must.
Therefore, when I was filming I used two iPhones that has similar if not identical
camera resolution on the same video settings so when editing they would
seamlessly blend together and look as if it was all shot on one piece of equipment.
10. EDITING
• Record your edit progress, decisions, problems, etc. in
this section
• Include screenshots with annotations, statements, etc.
• Try to explain how you worked and justify why you chose
to work the way you did.
• Follow the structure and what to include on each slide as
this is necessary for evidence for assessment
11. EDITING –
THE ANIMATION PROCESS
For animating the video with the illustrations (inspired
by the ‘what do you mean’ lyric video), I had to adjust
the setting for paint so that they drawings would be
with one keyframe rather than being constant
throughout the shot. The way I did this was change the
duration from ‘constant’ to ’single frame’ which left the
illustrations on that one frame. This process was time
consuming as it had be done frame by frame but also I
had to keep replaying the shot back to ensure that the
animations fit into place and weren’t too short where
they only appeared like or a glitch or that they weren’t
on for too long. To make the illustrations last enough
for the audience to recognise it but not be too long, I
drew the same illustration for 2 frames however to give
it that moving look, I was a bit more sketchy with the
placement
12. EDITING –
CHOOSING FONTS
When choosing a font that would work with my
concept, I wanted to keep the handwritten look for the
majority of the video. By using this font ‘DK Lemon
Yellow Sun’ when I animate the text it will give my ideal
‘aesthetic’
13. EDITING –
CHOOSING FONTS
For the chorus of my song, because each lyric has a change in crescendo
I had the idea to use two different fonts for contrast and to fit the aesthetic
and style of my video and by using serif and sans serif fonts, the contrast
would show strongly. The sans serif font I used was ‘bebas neue’ and the
sans serif font used was ‘Xtreem Fat’.
14. EDITING –
CHOOSING FONTS
For this part of the song, as I have no footage behind the lyrics and the
light-leaks are acting as the main foreground, I wanted the font used with
the lyrics to contrast in comparison to the other verses. They’re both
capitalised however this font called ‘bebas neue’
15. EDITING –
MAKING THE TEXT ‘BLEND’
When adding the text on top of footage, there tends to
be the issue where the text doesn’t ‘blend’ well with the
clip. Because of this issue I had to add an effect for this
to work.
The way I did this was by
adding the effect ‘drop
shadow’ to give the text depth
and give a more 3D look to
help the text blend with
footage
Settings:
opacity - 50%, distance – 0.14, softness - 5.0
direction – 0 x 135.0*
16. EDITING –
FILE MANAGEMENT
For storing all my video footage for both my rip-o-matic and the final
music video, I stored it in downloads/creative media production and then
the footage would either fall under ‘music video footage’ or ‘rip-o-matic’
where the downloaded files off pexels.com would be from.
17. EDITING –
FILE MANAGEMENT
When storing all my power points, shot lists,
photos used etc, they are all stored on my
college memory stick and then organised by
term, project, and what type of file they are. By having this organisation system, this made
accessing files easy as they were all located in
a specific folder.
18. EDITING –
SETTING UP AFTER EFFECTS
When editing my video I decided to use after effects cc 2020 as I
am most familiar with the layout and the interface. As I am also
animating in my video, by using after effects it is simpler for me to
animate frame by frame.
In terms of filming my video. All my footage was shot on my
iPhone 7 Plus at the settings shown
19. EDITING –
IMPORTING FOOTAGE
I imported my footage by dragging in the files from downloads. In
order to get the footage onto my MacBook, I would airdrop the
footage I wanted to use and then place that in a folder under my
creative media production area called ‘music video footage’ which
made it easily accessible as well as organised to be easily found
without struggle.
20. In terms of editing the text
and getting the lyrics to time,
I animated the text with ‘blur’
and then added the property
of ‘opacity’. The setting for
blur was 0.2 and the opacity
was set to 0. To make the
words come up together I
had to go into the advanced
setting on range selector and
change character to words.
By using keyframes I can
change when each word will
appear by having a keyframe
on the start of the clip at 0%
and then at the start of the
last word, place the final
keyframe with 100%
EDITING –
WORKSPACE
21. EDITING –
ASSEMBLY EDIT
Layer allows you
to create new
layers such as
solids, text, nulls
as well as
transform and
change time
Composition is
what will allow you
to change the
composition
settings such as
the length as well
as frame rate
Animations is what
allows you to
change keyframes
such as ‘keyframe
assistant’
File allows you to
save, import new
footage/media,
open a project or
even start a new
project
Edit allows you to
cut, copy and pace
between layers as
well as duplicate
and also split
layers
22. EDITING –
REFINEMENT
I changed my sequence by cutting down the time and having it end after the
main chorus at 2.20. Another way in which I changed the initial sequence was
by raising the volume, changing the pitch etc.
In terms of the sequence with the chorus and
verses, I had it split into 5 verses with the help of
genius.com breakdown along with lyric analysis.
23. For colour correcting, I am
using a plug-in called magic
bullet looks (mbl) by red
giant which allows me to
alter the ‘filter’ on the video
and alter the image. In after
effects this is under effects
and presets as ’looks’. This
was easier for me to use as
I already had premade
presets that I use and I am
able to change multiple
aspects rather than just
colour correction.
EDITING –
COLOUR CORRECTION/SFX
24. EDITING –
EXPORT
I exported my file using Adobe Media Encoder Code 2020
In terms of rendering, this was done at
maximum depth as well as the maximum
render quality
The format that I used was
H.264 and also using a
custom preset which I use in
my personal editing with the
same resolution