My job role
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I was the camera man for the group project, responsible for operating the camera and tripod during filming. While I came up with the initial coursework idea, my peers helped develop it into a full project. I contributed to writing the script and provided feedback during editing.
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Question 7
The student learned valuable skills through completing preliminary filmmaking tasks. The "Life on Mars" activity taught them about camera usage and shot timing. Storyboarding their opening scene helped them plan shots and experiment with editing. Each successive task built on their skills, and by the film opening they had learned effects, titles, and how to intrigue audiences. While challenging, creating the opening scene taught them the importance of character, location, and genre establishment to draw viewers in.
Media Evaluation - 7
The document discusses what the author has learned about filming and editing techniques from creating a preliminary and pre-production video. Specifically, the author notes learning how to properly frame shots to avoid cutting off actors' heads, using slow motion during title sequences, and employing techniques like the 180-degree rule and shot reverse shot. The author believes applying these techniques has helped improve their filmmaking skills.
7
The document discusses what the author has learned from filming a pre-production video with their group. They realized they need to frame shots properly and not cut actors' heads off. They also learned editing techniques like slow motion and how to use it effectively. Through the pre-production, the author gained experience with filming techniques like the 180 degree rule and match on action. They improved their teamwork and planning skills. Overall, the author feels they have learned a lot about film production through this experience.
7
1) The student learned that planning and organization are crucial when making a film, as their preliminary task suffered from a lack of storyboarding, scheduling, and consideration of lighting and continuity.
2) From completing both the preliminary task and final film, the student realized the importance of rehearsing scenes thoroughly with actors and having a solid script in order to film efficiently.
3) The experience helped the student and their group understand their individual strengths and how to divide roles for filming and editing.
Preliminary Evaluation - Sonam Kerai
The document provides a summary of Sonam Kerai's preliminary activity for filming a thriller opening sequence. Some key points:
1) The group was assigned one camera and tripod to learn basic filming skills. They were put into groups that would work together on the final thriller piece.
2) For the preliminary activity, Sonam's role was cinematographer, listening to the director's vision and deciding camera angles.
3) The group planned effectively, creating a storyboard and script. They storyboarded shots and ensured the actor's had lines.
4) An area for improvement is following the 180 degree rule for camera placement and shots.
Question 7
The document summarizes the student's progression and learning from preliminary filmmaking tasks to creating a full film opening scene. It discusses the various tasks completed along the way, including copying scenes from Life on Mars to learn camera techniques, storyboarding, and editing. Through these exercises, the student gained skills in shooting, lighting, editing, adding titles and effects, and incorporating film techniques. For the opening scene task, the student applied these new skills but also learned the importance of intriguing audiences, establishing characters and genre, and ending on a cliffhanger to motivate further viewing. Though challenging, the process helped the student better understand filmmaking.
Evaluation question 6
- The preliminary task brief was for students to film a conversation scene using key filming skills like the 180 degree rule.
- It was assigned to familiarize students with the camera and filming techniques needed for the final project.
- Completing the preliminary task helped the student learn filming skills like shot types and continuity rules that they applied to successfully film and edit their thriller opening for the final project.
Evaluation question 6
The brief for the preliminary task was to film a conversation scene including key filming techniques. This was to practice skills needed for the final thriller opening. From completing the task, the student learned how to use continuity rules, shoot different shot types, and gained experience working as a group and editing with Final Cut. Completing the preliminary task helped with the final project by providing experience using the camera, continuity, planning, group work, and editing skills, which ensured a smooth production process for the thriller opening.
Recommended
Question 7
The student learned valuable skills through completing preliminary filmmaking tasks. The "Life on Mars" activity taught them about camera usage and shot timing. Storyboarding their opening scene helped them plan shots and experiment with editing. Each successive task built on their skills, and by the film opening they had learned effects, titles, and how to intrigue audiences. While challenging, creating the opening scene taught them the importance of character, location, and genre establishment to draw viewers in.
Media Evaluation - 7
The document discusses what the author has learned about filming and editing techniques from creating a preliminary and pre-production video. Specifically, the author notes learning how to properly frame shots to avoid cutting off actors' heads, using slow motion during title sequences, and employing techniques like the 180-degree rule and shot reverse shot. The author believes applying these techniques has helped improve their filmmaking skills.
7
The document discusses what the author has learned from filming a pre-production video with their group. They realized they need to frame shots properly and not cut actors' heads off. They also learned editing techniques like slow motion and how to use it effectively. Through the pre-production, the author gained experience with filming techniques like the 180 degree rule and match on action. They improved their teamwork and planning skills. Overall, the author feels they have learned a lot about film production through this experience.
7
1) The student learned that planning and organization are crucial when making a film, as their preliminary task suffered from a lack of storyboarding, scheduling, and consideration of lighting and continuity.
2) From completing both the preliminary task and final film, the student realized the importance of rehearsing scenes thoroughly with actors and having a solid script in order to film efficiently.
3) The experience helped the student and their group understand their individual strengths and how to divide roles for filming and editing.
Preliminary Evaluation - Sonam Kerai
The document provides a summary of Sonam Kerai's preliminary activity for filming a thriller opening sequence. Some key points:
1) The group was assigned one camera and tripod to learn basic filming skills. They were put into groups that would work together on the final thriller piece.
2) For the preliminary activity, Sonam's role was cinematographer, listening to the director's vision and deciding camera angles.
3) The group planned effectively, creating a storyboard and script. They storyboarded shots and ensured the actor's had lines.
4) An area for improvement is following the 180 degree rule for camera placement and shots.
Question 7
The document summarizes the student's progression and learning from preliminary filmmaking tasks to creating a full film opening scene. It discusses the various tasks completed along the way, including copying scenes from Life on Mars to learn camera techniques, storyboarding, and editing. Through these exercises, the student gained skills in shooting, lighting, editing, adding titles and effects, and incorporating film techniques. For the opening scene task, the student applied these new skills but also learned the importance of intriguing audiences, establishing characters and genre, and ending on a cliffhanger to motivate further viewing. Though challenging, the process helped the student better understand filmmaking.
Evaluation question 6
- The preliminary task brief was for students to film a conversation scene using key filming skills like the 180 degree rule.
- It was assigned to familiarize students with the camera and filming techniques needed for the final project.
- Completing the preliminary task helped the student learn filming skills like shot types and continuity rules that they applied to successfully film and edit their thriller opening for the final project.
Evaluation question 6
The brief for the preliminary task was to film a conversation scene including key filming techniques. This was to practice skills needed for the final thriller opening. From completing the task, the student learned how to use continuity rules, shoot different shot types, and gained experience working as a group and editing with Final Cut. Completing the preliminary task helped with the final project by providing experience using the camera, continuity, planning, group work, and editing skills, which ensured a smooth production process for the thriller opening.
Q7
The document summarizes the student's learning from their preliminary task to their full product thriller film. They discuss improvements in their camera work, editing skills, and use of software like Final Cut Pro. They analyzed successes and challenges of both their preliminary task and full thriller film. Overall, they felt they improved their skills and learned from mistakes, and enjoyed gaining experience with cameras, editing, and other technologies.
Looking back at your preliminary task
From creating a preliminary project to a full product, the author learned several things:
1) How to effectively use different camera shots like extreme close-ups.
2) How to properly use editing software like iMovie and After Effects.
3) The importance of checking shots to avoid mistakes like breaking the 180 degree rule.
4) To create risk assessments and consider potential issues when filming.
5) That the order of beginning, middle and end in stories is not always straightforward.
6) The importance of continuity between shots for a coherent narrative.
Preliminary Task Presentation
this was the presentation i did for my preliminary task and it had a lot of detail of what we needed to do and what we polished. hope you like it and any feedback will be appreciated.
Question 7
The document summarizes the tasks completed for a film project on "Life on Mars". It describes copying scenes from the TV show to learn camera techniques. It then discusses planning shots and storyboarding scenes. Final tasks included editing the film opening, where the importance of intriguing audiences and establishing genre in the first few minutes was learned. Though challenging, creating the opening helped improve filmmaking skills and gain knowledge about the filmmaking process.
Technologies Nabila
In the document, the author discusses lessons learned from creating a preliminary task versus a film opening project. For the preliminary task, they did not plan adequately, had issues with sound editing, lighting continuity mistakes, and did not think about shot variety or framing. For the film opening, they assigned roles, planned thoroughly over 5 months, learned skills like camerawork, sound editing, and location scouting to improve the overall quality and narrative.
As media studies evaluation
For their preliminary media studies task, the author was assigned to complete a photo story and video assignment. They chose to do an individual photo story and group continuity task/short film. In pre-production, they researched techniques, developed a story, found locations and actors, and created scripts and storyboards. During production, they filmed using techniques like establishing shots, pans, and close ups, but had issues with focus and camera shaking. In editing, they used Pinnacle Studio 15 and had trouble inserting custom captions.
Untitleddocument
During the film production process, the author held several roles including second camera operator, continuity manager, and editor. As second camera operator, the author helped position the camera and ensured shots were properly framed. As continuity manager, the author checked that shots matched up during editing, though noticed some mismatches that were difficult to edit. As an editor, the author matched cuts to the beat of the song in the film, but felt the group could have filmed more shots to demonstrate a wider range of editing skills. The author reflects on areas for improvement such as involvement in the script writing and completing tasks on time and to a higher standard.
Self evaluation
The student provided a self-evaluation of their contributions during the pre-production, production, and post-production stages of creating a film for a class project. During pre-production, the student created storyboards and incorporated feedback to revise them, and attended meetings, but felt they could have been more involved in writing the script. In production, the student operated the second camera and had a role as an actor, helped with camera positioning, and ensured equipment was packed up properly. During post-production, the student matched cuts to the beat of the song during editing, but felt more shots could have been captured as a group.
evaluation
From creating their media project, the group learned several skills related to filming and editing. They learned how to use different camera movements and how to edit music levels for dialogue versus other parts of the clip. They also learned the importance of planning filming sessions in advance and allowing time to experiment with different techniques rather than rushing everything in one lesson. While their preliminary task was a challenge to complete in a single lesson, the full project gave them more opportunities to improve their skills and produce higher quality work.
Self evaluation
During the pre-production of the film, the document author created the storyboard and updated it based on feedback. They attended meetings but felt they could have contributed more to writing the script. They also aim to complete work to a higher standard.
While filming, the author operated the second camera and acted in the film. They helped position the camera and check for continuity issues between shots.
Finally, during post-production the author took turns editing the film. Their main role was matching cuts to the beat of the song, which they felt they accomplished. However, they note there could have been more shots filmed to allow for more editing techniques.
Preliminary task
Kerry Thompson reflects on what they learned from creating a preliminary task and thriller opening. They realized lighting, pre-production planning, equipment use, and group coordination are important. Through the tasks, Kerry learned various camera techniques like shot types, camera angles, and editing rules. While the preliminary task was successful with good camerawork, Kerry notes planning could have been improved. For the thriller, more planning of costumes, music, equipment and filming sessions made production and post-production quicker.
evaluation
From creating their media project, the students learned several things about using technology:
They learned how to properly use the camera and editing software, as well as techniques like different camera movements and editing music to fit with dialogue. However, they initially made a mistake in the editing software that caused their footage to be the wrong size, requiring them to restart editing. They also found introducing characters with still shots and zooms was harder than planned. Overall, they learned the importance of planning filming sessions in advance and taking time to experiment with the camera.
Presentation 2
By taking part in multiple workshops, the author was able to greatly improve their production skills over the course of the project. Initially, they did not know how to set up cameras or do complex editing. However, through workshops they learned camera operation, editing software like Premiere, and how to plan shots and sequences. They gained experience filming with professional cameras and editing dialogue scenes. By the end of the project, the author was able to independently film, edit, and add effects to sequences. They applied these new skills to create several video sequences over the course of the workshops and project.
Q 7
The student reflects on learning how to use Premiere Pro more efficiently from their preliminary task to the main task. They worked with a partner and found that their strengths lay in different areas of post-production. For the main task, they had to film themselves without a dedicated camera operator due to a group member dropping out. This limited the types of shots they could include and made shots longer as they had to set up the camera themselves between takes. Continuity was more difficult to maintain without a separate camera operator.
Ig3 task 1 job rolls whilst shooting our film
1) The document outlines the roles and responsibilities of the crew members for an upcoming film production. Carrie and Ashleigh will serve as production runners, coordinating extras and paperwork.
2) Charlotte will handle sound recording and must work closely with the camera operator to avoid being in shots.
3) Cesca will operate the camera and film the shots as directed by Liam, the director. Liam will oversee the entire production and ensure all actors and crew complete their roles.
IG3 evaluation
Emily Davis discusses the process of creating a short silent film for her course evaluation. This included extensive pre-production such as script writing, budgeting, storyboarding, and securing locations and cast. Production was challenging as some cast and crew did not show up, forcing reshoots and cutting production short. In post-production, Emily edited the film, added titles and music, and used effects to give the film an aged black-and-white look appropriate for a slapstick comedy. She learned important skills in all aspects of filmmaking through this project.
Prelim evaluation
The document discusses the author's process for creating a preliminary film task. They had two initial ideas - a low-light Western or a humorous classroom scene. They chose the latter because it was simpler and allowed them to focus on the required shots like shot reverse shot. During filming, they struggled with obeying the 180 degree rule and had to re-shoot parts. However, they gained experience filming multiple takes and editing confidently in Premier Pro. Overall they were pleased with the outcome but received feedback to experiment more with lighting and sound next time.
Get carter, layer cake and the italian job
The document summarizes key shots, editing techniques, mise-en-scene elements, and sounds used in the opening scenes of three gangster films: Get Carter, Layer Cake, and The Italian Job. In Get Carter, establishing shots introduce Michael Caine's character and show his anger through close-ups. Cross-cutting and reaction shots are used. Characters wear suits and use props like cigarettes in dimly-lit settings. Sounds include dialogue and a projector. Layer Cake uses match cuts between robbery, drug use, and prison. Costumes distinguish robbers, hippies, and prisoners. Dialogue and music are non-diegetic, while robbery sounds are diegetic. The Italian Job uses
My job role
I was the camera man for the group project, responsible for operating the camera and tripod during filming. I came up with the initial coursework idea which my peers helped develop into reality. I contributed to writing the script and provided input during editing.
Blind justice
An SAS officer named Alex Ross deserted after learning his father, a lawyer, was murdered. His father had tried to put a gangster behind bars, prompting the gangster to order the killing. Alex discovered the gangster owned the local police, preventing them from helping. Forced to take matters into his own hands against both the gangster and the army, Alex became the vigilante known as Blind Justice.
Evaluation
Our media product challenges conventions by hinting at the revenge plot in the opening, unlike most films. It represents 15-50 year olds as the target audience. Specifically, it portrays teenagers and a father character, as these ages comprised most of the questionnaire respondents. However, it depicts 'chavs' who hurt others negatively, to make viewers aware of this type. The product would be distributed by SKA Productions, as they specialize in British gangster films like this one, which is set in Britain. The target audience is 15-20 year olds, who most participated in the research and can relate to the actors. It aims to attract this age range by casting similar-aged actors, including a love
Equipment list
The equipment list includes costumes such as modern clothes for two characters and smart clothes for another, along with a hooded jumper and tracksuit bottoms for one character. It also lists camera equipment like a camera, tripod, and charger, as well as a laptop and fake blood made from strawberry jam, tomato sauce, and water.
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What's hot
Q7
The document summarizes the student's learning from their preliminary task to their full product thriller film. They discuss improvements in their camera work, editing skills, and use of software like Final Cut Pro. They analyzed successes and challenges of both their preliminary task and full thriller film. Overall, they felt they improved their skills and learned from mistakes, and enjoyed gaining experience with cameras, editing, and other technologies.
Looking back at your preliminary task
From creating a preliminary project to a full product, the author learned several things:
1) How to effectively use different camera shots like extreme close-ups.
2) How to properly use editing software like iMovie and After Effects.
3) The importance of checking shots to avoid mistakes like breaking the 180 degree rule.
4) To create risk assessments and consider potential issues when filming.
5) That the order of beginning, middle and end in stories is not always straightforward.
6) The importance of continuity between shots for a coherent narrative.
Preliminary Task Presentation
this was the presentation i did for my preliminary task and it had a lot of detail of what we needed to do and what we polished. hope you like it and any feedback will be appreciated.
Question 7
The document summarizes the tasks completed for a film project on "Life on Mars". It describes copying scenes from the TV show to learn camera techniques. It then discusses planning shots and storyboarding scenes. Final tasks included editing the film opening, where the importance of intriguing audiences and establishing genre in the first few minutes was learned. Though challenging, creating the opening helped improve filmmaking skills and gain knowledge about the filmmaking process.
Technologies Nabila
In the document, the author discusses lessons learned from creating a preliminary task versus a film opening project. For the preliminary task, they did not plan adequately, had issues with sound editing, lighting continuity mistakes, and did not think about shot variety or framing. For the film opening, they assigned roles, planned thoroughly over 5 months, learned skills like camerawork, sound editing, and location scouting to improve the overall quality and narrative.
As media studies evaluation
For their preliminary media studies task, the author was assigned to complete a photo story and video assignment. They chose to do an individual photo story and group continuity task/short film. In pre-production, they researched techniques, developed a story, found locations and actors, and created scripts and storyboards. During production, they filmed using techniques like establishing shots, pans, and close ups, but had issues with focus and camera shaking. In editing, they used Pinnacle Studio 15 and had trouble inserting custom captions.
Untitleddocument
During the film production process, the author held several roles including second camera operator, continuity manager, and editor. As second camera operator, the author helped position the camera and ensured shots were properly framed. As continuity manager, the author checked that shots matched up during editing, though noticed some mismatches that were difficult to edit. As an editor, the author matched cuts to the beat of the song in the film, but felt the group could have filmed more shots to demonstrate a wider range of editing skills. The author reflects on areas for improvement such as involvement in the script writing and completing tasks on time and to a higher standard.
Self evaluation
The student provided a self-evaluation of their contributions during the pre-production, production, and post-production stages of creating a film for a class project. During pre-production, the student created storyboards and incorporated feedback to revise them, and attended meetings, but felt they could have been more involved in writing the script. In production, the student operated the second camera and had a role as an actor, helped with camera positioning, and ensured equipment was packed up properly. During post-production, the student matched cuts to the beat of the song during editing, but felt more shots could have been captured as a group.
evaluation
From creating their media project, the group learned several skills related to filming and editing. They learned how to use different camera movements and how to edit music levels for dialogue versus other parts of the clip. They also learned the importance of planning filming sessions in advance and allowing time to experiment with different techniques rather than rushing everything in one lesson. While their preliminary task was a challenge to complete in a single lesson, the full project gave them more opportunities to improve their skills and produce higher quality work.
Self evaluation
During the pre-production of the film, the document author created the storyboard and updated it based on feedback. They attended meetings but felt they could have contributed more to writing the script. They also aim to complete work to a higher standard.
While filming, the author operated the second camera and acted in the film. They helped position the camera and check for continuity issues between shots.
Finally, during post-production the author took turns editing the film. Their main role was matching cuts to the beat of the song, which they felt they accomplished. However, they note there could have been more shots filmed to allow for more editing techniques.
Preliminary task
Kerry Thompson reflects on what they learned from creating a preliminary task and thriller opening. They realized lighting, pre-production planning, equipment use, and group coordination are important. Through the tasks, Kerry learned various camera techniques like shot types, camera angles, and editing rules. While the preliminary task was successful with good camerawork, Kerry notes planning could have been improved. For the thriller, more planning of costumes, music, equipment and filming sessions made production and post-production quicker.
evaluation
From creating their media project, the students learned several things about using technology:
They learned how to properly use the camera and editing software, as well as techniques like different camera movements and editing music to fit with dialogue. However, they initially made a mistake in the editing software that caused their footage to be the wrong size, requiring them to restart editing. They also found introducing characters with still shots and zooms was harder than planned. Overall, they learned the importance of planning filming sessions in advance and taking time to experiment with the camera.
Presentation 2
By taking part in multiple workshops, the author was able to greatly improve their production skills over the course of the project. Initially, they did not know how to set up cameras or do complex editing. However, through workshops they learned camera operation, editing software like Premiere, and how to plan shots and sequences. They gained experience filming with professional cameras and editing dialogue scenes. By the end of the project, the author was able to independently film, edit, and add effects to sequences. They applied these new skills to create several video sequences over the course of the workshops and project.
Q 7
The student reflects on learning how to use Premiere Pro more efficiently from their preliminary task to the main task. They worked with a partner and found that their strengths lay in different areas of post-production. For the main task, they had to film themselves without a dedicated camera operator due to a group member dropping out. This limited the types of shots they could include and made shots longer as they had to set up the camera themselves between takes. Continuity was more difficult to maintain without a separate camera operator.
Ig3 task 1 job rolls whilst shooting our film
1) The document outlines the roles and responsibilities of the crew members for an upcoming film production. Carrie and Ashleigh will serve as production runners, coordinating extras and paperwork.
2) Charlotte will handle sound recording and must work closely with the camera operator to avoid being in shots.
3) Cesca will operate the camera and film the shots as directed by Liam, the director. Liam will oversee the entire production and ensure all actors and crew complete their roles.
IG3 evaluation
Emily Davis discusses the process of creating a short silent film for her course evaluation. This included extensive pre-production such as script writing, budgeting, storyboarding, and securing locations and cast. Production was challenging as some cast and crew did not show up, forcing reshoots and cutting production short. In post-production, Emily edited the film, added titles and music, and used effects to give the film an aged black-and-white look appropriate for a slapstick comedy. She learned important skills in all aspects of filmmaking through this project.
Prelim evaluation
The document discusses the author's process for creating a preliminary film task. They had two initial ideas - a low-light Western or a humorous classroom scene. They chose the latter because it was simpler and allowed them to focus on the required shots like shot reverse shot. During filming, they struggled with obeying the 180 degree rule and had to re-shoot parts. However, they gained experience filming multiple takes and editing confidently in Premier Pro. Overall they were pleased with the outcome but received feedback to experiment more with lighting and sound next time.
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More from lgettings
Get carter, layer cake and the italian job
The document summarizes key shots, editing techniques, mise-en-scene elements, and sounds used in the opening scenes of three gangster films: Get Carter, Layer Cake, and The Italian Job. In Get Carter, establishing shots introduce Michael Caine's character and show his anger through close-ups. Cross-cutting and reaction shots are used. Characters wear suits and use props like cigarettes in dimly-lit settings. Sounds include dialogue and a projector. Layer Cake uses match cuts between robbery, drug use, and prison. Costumes distinguish robbers, hippies, and prisoners. Dialogue and music are non-diegetic, while robbery sounds are diegetic. The Italian Job uses
My job role
I was the camera man for the group project, responsible for operating the camera and tripod during filming. I came up with the initial coursework idea which my peers helped develop into reality. I contributed to writing the script and provided input during editing.
Blind justice
An SAS officer named Alex Ross deserted after learning his father, a lawyer, was murdered. His father had tried to put a gangster behind bars, prompting the gangster to order the killing. Alex discovered the gangster owned the local police, preventing them from helping. Forced to take matters into his own hands against both the gangster and the army, Alex became the vigilante known as Blind Justice.
Evaluation
Our media product challenges conventions by hinting at the revenge plot in the opening, unlike most films. It represents 15-50 year olds as the target audience. Specifically, it portrays teenagers and a father character, as these ages comprised most of the questionnaire respondents. However, it depicts 'chavs' who hurt others negatively, to make viewers aware of this type. The product would be distributed by SKA Productions, as they specialize in British gangster films like this one, which is set in Britain. The target audience is 15-20 year olds, who most participated in the research and can relate to the actors. It aims to attract this age range by casting similar-aged actors, including a love
Equipment list
The equipment list includes costumes such as modern clothes for two characters and smart clothes for another, along with a hooded jumper and tracksuit bottoms for one character. It also lists camera equipment like a camera, tripod, and charger, as well as a laptop and fake blood made from strawberry jam, tomato sauce, and water.
Calender
In the first three weeks, the document outlines preliminary planning and filming for a conversation between a student and teacher, including writing a script, casting actors, and initial filming and editing. Subsequent weeks involved planning the final construction piece, including securing locations, considering weather and safety, completing filming, and editing the footage with added music and voiceover. The final week was spent quality checking the completed project.
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Your Skill Boost Masterclass: Strategies for Effective Upskilling
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Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
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Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
My job role
- 1. My Job Role
- 2. Camera Man My role in the group was camera man This meant that I was in charge of the camera and tripod while we were filming . I also came up with the initial coursework idea. However with the help of my peers I were we able to take my initial add and make it into a reality. I also contributed to the making of the script and I gave my input during the editing stages.