This document is a photographic resume for John P. Stone that summarizes his responsibilities and experience as a photographer. It outlines his extensive experience providing photography services for the Naval War College, including studio photography, event photography, field photography, and documentation work. It also lists his software skills, continuing education and awards. Recommendations from past clients and colleagues praise Stone's professionalism, quality of work, and ability to meet demanding photography needs.
Protista adalah organisme eukariotik uniseluler atau multiseluler yang belum berdiferensiasi. Mereka dapat berupa autotrof, heterotrof, atau parasit dan ditemukan di tempat lembab. Protista diklasifikasikan menjadi jamur, tumbuhan, dan hewan protista berdasarkan cirinya.
The phase-1 project, only around 3,200 km of the 5,477-km sanctioned stretch had been completed in 34 Naxal-affected districts. In 2009, this was done during the UPA-led Congress regime. The deadline stipulated for the phase-1 is March 2015.During the second phase of the project, 7,294 km of road and 48 new bridges will be built in eight states. The total cost of phase-2 is estimated around Rs 10,700 crore.
The document discusses managing dependencies in Gradle multi-module projects. It presents three problems: 1) managing shared dependencies across modules, 2) changing dependencies that impact repeatable builds, and 3) dependency conflicts when modules are updated separately. For problem 1, it recommends using a gradle.properties file to define shared versions. For problem 2, it introduces the nebula-dependency-lock plugin to lock dependencies until explicitly updated. For problem 3, it notes conflicts can occur if modules are updated independently and provides solutions like dependency locking or pinning versions.
Dokumen tersebut membahas tentang pertumbuhan dan perkembangan pada tumbuhan dan hewan. Pada tumbuhan, dibahas proses perkembangan bakal biji dan buah, perkecambahan, dan faktor-faktor yang mempengaruhi pertumbuhan seperti hormon dan faktor lingkungan. Sedangkan pada hewan dibahas tentang perkembangan embrio dan fase pasca embrio serta faktor yang berpengaruh.
Jamur didefinisikan sebagai organisme eukariotik yang tidak berklorofil dan hidup sebagai saprofit atau parasit. Jamur memiliki berbagai struktur seperti hifa, tubuh bersel tunggal atau banyak, dan bereproduksi secara seksual maupun aseksual. Jamur memiliki peran penting sebagai dekomposer dan dapat dimanfaatkan manusia, meski beberapa juga menyebabkan penyakit.
“LA COMUNICACIÓN Y LA COLABORACIÓN DEL ADULTO EN EL DESARROLLO DE LA ACTIVIDAD COGNOSCITIVA EN LA EDAD TEMPRANA.” (Enfoque Histórico-Cultural / A. Zaporozhets)
The document is a resume for Itchayada Klorvutisatian detailing work experience in marketing and product review roles. It lists positions at True Move Company Limited as a Senior Marketing Executive, IAUMReview as a blogger, IAUMStore as an e-business owner, and others. Education includes an MSc in e-business from University of Huddersfield and a Bachelor's in business administration from Assumption University. Skills include presentation, computer programs, English fluency, and interests in technology products.
Protista adalah organisme eukariotik uniseluler atau multiseluler yang belum berdiferensiasi. Mereka dapat berupa autotrof, heterotrof, atau parasit dan ditemukan di tempat lembab. Protista diklasifikasikan menjadi jamur, tumbuhan, dan hewan protista berdasarkan cirinya.
The phase-1 project, only around 3,200 km of the 5,477-km sanctioned stretch had been completed in 34 Naxal-affected districts. In 2009, this was done during the UPA-led Congress regime. The deadline stipulated for the phase-1 is March 2015.During the second phase of the project, 7,294 km of road and 48 new bridges will be built in eight states. The total cost of phase-2 is estimated around Rs 10,700 crore.
The document discusses managing dependencies in Gradle multi-module projects. It presents three problems: 1) managing shared dependencies across modules, 2) changing dependencies that impact repeatable builds, and 3) dependency conflicts when modules are updated separately. For problem 1, it recommends using a gradle.properties file to define shared versions. For problem 2, it introduces the nebula-dependency-lock plugin to lock dependencies until explicitly updated. For problem 3, it notes conflicts can occur if modules are updated independently and provides solutions like dependency locking or pinning versions.
Dokumen tersebut membahas tentang pertumbuhan dan perkembangan pada tumbuhan dan hewan. Pada tumbuhan, dibahas proses perkembangan bakal biji dan buah, perkecambahan, dan faktor-faktor yang mempengaruhi pertumbuhan seperti hormon dan faktor lingkungan. Sedangkan pada hewan dibahas tentang perkembangan embrio dan fase pasca embrio serta faktor yang berpengaruh.
Jamur didefinisikan sebagai organisme eukariotik yang tidak berklorofil dan hidup sebagai saprofit atau parasit. Jamur memiliki berbagai struktur seperti hifa, tubuh bersel tunggal atau banyak, dan bereproduksi secara seksual maupun aseksual. Jamur memiliki peran penting sebagai dekomposer dan dapat dimanfaatkan manusia, meski beberapa juga menyebabkan penyakit.
“LA COMUNICACIÓN Y LA COLABORACIÓN DEL ADULTO EN EL DESARROLLO DE LA ACTIVIDAD COGNOSCITIVA EN LA EDAD TEMPRANA.” (Enfoque Histórico-Cultural / A. Zaporozhets)
The document is a resume for Itchayada Klorvutisatian detailing work experience in marketing and product review roles. It lists positions at True Move Company Limited as a Senior Marketing Executive, IAUMReview as a blogger, IAUMStore as an e-business owner, and others. Education includes an MSc in e-business from University of Huddersfield and a Bachelor's in business administration from Assumption University. Skills include presentation, computer programs, English fluency, and interests in technology products.
Students in the director's seat: Teaching and learning across the school curr...Matthew Kearney
Schuck, S. & Kearney, M. (2004). Students in the director's seat: Teaching and learning across the school curriculum with student-generated video. (This study was funded by a UTS Industry Links Research Grant with Apple Computers Australia. )
This project investigated the value and use of student-generated digital video for enhancing pedagogy in K-12 schools. It aimed to identify, examine and analyse pedagogical practices in relation to use of this technology in five case schools. A further aim was to articulate the principles, contexts and approaches underlying these practices. An understanding of the practices and approaches which enhance or constrain pedagogy in these five cases will contribute to a future larger study. Principles of good practice developed in this study will be used to inform future research on models for enhancing pedagogy with digital video in education.
This document provides an agenda and information for the 79th National Environmental Health Association (NEHA) Annual Educational Conference (AEC) & Exhibition held from July 13-15, 2015 in Orlando, Florida. It includes schedules, session details, speaker bios, maps of the venue, and descriptions of special events. Platinum and diamond level sponsors of the conference are listed on the first page.
This document outlines the tasks and requirements for a unit on digital publishing production. It provides context for the course, which involves creating digital publications using various technologies. Students will learn about digital publishing opportunities and techniques, and produce their own digital publication. The main tasks involve researching digital publishing topics, evaluating interactive elements, designing magazine advertisements, and creating a digital newsletter on youth culture for a local publisher. Students will be assessed on their knowledge, skills, and ability to plan and produce an original digital publication that meets the given brief.
This applicant is applying to study film production at university. They have a passion for filmmaking that began in childhood. They have focused their college studies on creative media production and technology, specializing in film and television. This has helped them develop technical skills in Adobe software and professional film equipment as well as literary skills like scriptwriting. Outside of college, they take photos, make videos, and work for clients to further improve their skills. They are dedicated to pursuing a career in filmmaking and are willing to put in the work needed to succeed. They have signed up for open days at several top film schools.
This document outlines the vision, mission, objectives and outcomes for an Electronics and Commu-
nication Engineering program at the Institute of Aeronautical Engineering. It defines the program
educational objectives, program outcomes, program specific outcomes and course outcomes. It also
provides details on how these different levels of outcomes are mapped to each other and assessed.
Bloom's taxonomy is referenced for developing critical thinking skills. Guidelines are provided for
writing effective course outcomes and relating them to the program outcomes. Various direct and
indirect assessment tools and processes used to evaluate the achievement of learning outcomes are
also described.
This document provides information and tasks for students completing the BTEC Level One/Two Tech Award in Creative Media Production. It outlines 10 tasks for developing digital media production skills related to digital publishing. The tasks involve creating slideshows on digital texts and interactive elements, designing advertisements and tutorials, and developing a digital newsletter. Students are expected to apply skills in software like Photoshop and gather audience feedback to review and improve their work. The final task indicates that students will use feedback to refine their digital newsletter before submission. Completing the tasks helps students learn practical skills while gaining an understanding of digital publishing concepts and processes.
This document outlines two units for a BTEC Level One/Two course in Creative Digital Media Production:
Unit 2 focuses on developing, pitching, and planning digital media product ideas. Students will learn communication skills to understand client needs, develop their own ideas, and create planning portfolios.
Unit 3 covers digital moving image production. Students will learn about different media formats and genres, technical elements like camerawork and editing, and will produce a short film or video. They will explore production stages from pre-planning to distribution.
The document provides learning aims, content, and assessment criteria for evaluating student work for each unit. It also outlines responsibilities and contact information for the course.
Capstone Report - Industrial Attachment Program (IAP) Evaluation PortalAkshit Arora
Capstone Project Report on IAP Evaluation Portal submitted in partial fulfillment of the requirements for the award of the degree of Bachelor of Engineering in Computer Science and Engineering Department by:
Abhinav Garg (101303004), Arush Nagpal (101303034), Akshit Arora (101303012) and Chahak Gupta (101303041)
Under the supervision of:
Dr. Prashant Singh Rana, Assistant Professor, CSED (http://psrana.com) and Dr. Ajay Batish, Professor, MED (www.thapar.edu/index.php/mechanical-engineering-department/faculty?pid=153&sid=387:dr-ajay-batish)
Thapar University,
Patiala, Punjab, India - 147004.
December 2016
This assignment brief outlines tasks for a Level 3 Extended Diploma in Creative Media Production unit on photography. Learners must: understand applications of photography; use equipment and techniques; plan and produce images for specified purposes; and reflect on their work. The tasks include: evaluating uses of photography through a blog; explaining techniques in a PowerPoint; completing test shoots; two photo shoots for landscape/portrait projects; and evaluating the planning and results. The deadline is December 18th and the assessor is Iain Goodyear.
ig4 assignment landscapes and portraits 2014 to 2015justin96
This assignment brief outlines tasks for a Level 3 Extended Diploma in Creative Media Production unit on photography. Learners must: understand applications of photography; use equipment and techniques; plan and produce images for specified purposes; and reflect on their work. The tasks include: evaluating uses of photography through a blog; explaining techniques in a PowerPoint; completing test shoots; two photo shoots for landscape/portrait projects; and evaluating the planning and results. The deadline is December 18th and the assessor is Iain Goodyear.
IG4 assignment landscapes and portraits 2014 to 2015ChloeKyri
This assignment brief outlines tasks for a Level 3 qualification in Creative Media Production. Learners must complete 4 tasks involving photography over 12 weeks:
1) Research and blog about uses of photography, citing examples of photographers and their styles. [Independent enquirers, reflective learners, team workers]
2) Create a presentation and experimental photos exploring techniques like depth of field and night photography. [Creative thinkers, reflective learners]
3) Plan and complete photo shoots for landscapes/urban areas and portraits, producing 100 images to select final 10. [Team workers, self-managers]
4) Evaluate strengths/weaknesses of planning, selection process, and gather peer feedback to improve final
Enhancing readability of digital image using image processing - Full ReportUpendra Sachan
This document describes a project that aims to enhance the readability of digital images of printed documents using image processing techniques. It discusses how images taken of documents using smartphone cameras can have reduced quality, noises, shadows, and tilts that distract readers. The project seeks to apply techniques like preprocessing, edge detection, contour finding, perspective transformation, and image enhancement to remove noises, straighten the document, and improve clarity. It provides details on the implementation using OpenCV with Python and reviews relevant literature on image processing algorithms for tasks like enhancement, feature extraction, and segmentation.
The document provides an assignment brief for a BTEC Level 2 Creative Digital Media Production course. Students must complete four tasks to understand and apply digital photography techniques:
1) Research digital camera components and uses of photography in media.
2) Demonstrate photography techniques through exercises and describe their uses.
3) Develop photography concepts and take interior/exterior shots for a Manchester city guide.
4) Edit selected photos and self-evaluate their technical and creative skills.
Nathan is applying to study filmmaking at university. He has studied media for 6 years in secondary school and college, developing skills in editing software. Currently in college, he is studying level 3 media and has created several projects for his final major project, such as an advert and magazine, to prepare for a career in advertising. Nathan plays sports outside of college to improve his teamwork and resilience. He is determined to develop his skills further at university in order to work in media and achieve his goal of a career in advertising through roles like camera operator.
Jack Scott is applying to university courses in film and television production, electronic engineering, and sustainability and environmental management. He has completed a Level 3 Diploma in Creative Media Production and Technology where he gained skills in camera work, editing, and filming. He wants to further develop these skills at university to pursue a career in video editing or underwater filming, particularly of surfing. Outside of college, his hobbies include surfing, the gym, and occasional beach cleaning. He believes the chosen university courses will help him achieve his career goals and allow him to better help the environment.
This assignment brief provides the context and tasks for a BTEC Level 2 Creative Digital Media Production unit on digital photography. Students will produce photographs for a Manchester Evening News guide to the city. The tasks involve understanding camera components and photography techniques, taking test photos, developing concepts, conducting a photo shoot in Manchester, and reviewing their work. Students must submit blog posts, presentations, photos and evaluations as evidence to demonstrate their understanding and skills in digital photography for media products.
This document outlines the course requirements for a BTEC Level Three Diploma in Creative Media Production. The course will develop students' creative and technical skills through practical projects simulating real-world media production. Students will produce a portfolio of media works along with supporting research and documentation. They will learn to work independently and collaboratively while meeting deadlines. The document describes three course units covering pre-production techniques, film and video editing, and music video production. It provides learning outcomes and assessment criteria for evaluating students' work in each unit.
The Roger Williams University Center for Career & Professional Development's mission is to help students and alumni understand their personal and professional values and interests, and acquire skills to obtain employment or admission to graduate school. They provide career counseling, internship and job search assistance, career fairs and networking events, and online career management tools to support students and alumni throughout and after college. Students are required to attend a Career Planning Seminar prior to registering for an internship. The CCPD is located in Global Heritage Hall and can be contacted by phone, email, or by dropping in during specified hours for assistance.
Evaluation for the DfES video conferencing in the classroom ...Videoguy
This document provides an executive summary of the evaluation of the DfES Video Conferencing in the Classroom Project. The evaluation aimed to identify the impacts of video conferencing on teaching, learning and attainment. It involved a baseline survey and case studies of 28 schools using video conferencing. The main findings were that video conferencing had positive impacts such as enriching learning experiences, improving motivation and cultural awareness, but barriers included costs and technical issues. The evaluation provided recommendations to promote effective uses of video conferencing.
➒➌➎➏➑➐➋➑➐➐KALYAN MATKA | MATKA RESULT | KALYAN MATKA TIPS | SATTA MATKA | MATKA.COM | MATKA PANA JODI TODAY | BATTA SATKA | MATKA PATTI JODI NUMBER | MATKA RESULTS | MATKA CHART | MATKA JODI | SATTA COM | FULL RATE GAME | MATKA GAME | MATKA WAPKA | ALL MATKA RESULT LIVE ONLINE | MATKA RESULT | KALYAN MATKA RESULT | DPBOSS MATKA 143 | MAIN MATKA
Students in the director's seat: Teaching and learning across the school curr...Matthew Kearney
Schuck, S. & Kearney, M. (2004). Students in the director's seat: Teaching and learning across the school curriculum with student-generated video. (This study was funded by a UTS Industry Links Research Grant with Apple Computers Australia. )
This project investigated the value and use of student-generated digital video for enhancing pedagogy in K-12 schools. It aimed to identify, examine and analyse pedagogical practices in relation to use of this technology in five case schools. A further aim was to articulate the principles, contexts and approaches underlying these practices. An understanding of the practices and approaches which enhance or constrain pedagogy in these five cases will contribute to a future larger study. Principles of good practice developed in this study will be used to inform future research on models for enhancing pedagogy with digital video in education.
This document provides an agenda and information for the 79th National Environmental Health Association (NEHA) Annual Educational Conference (AEC) & Exhibition held from July 13-15, 2015 in Orlando, Florida. It includes schedules, session details, speaker bios, maps of the venue, and descriptions of special events. Platinum and diamond level sponsors of the conference are listed on the first page.
This document outlines the tasks and requirements for a unit on digital publishing production. It provides context for the course, which involves creating digital publications using various technologies. Students will learn about digital publishing opportunities and techniques, and produce their own digital publication. The main tasks involve researching digital publishing topics, evaluating interactive elements, designing magazine advertisements, and creating a digital newsletter on youth culture for a local publisher. Students will be assessed on their knowledge, skills, and ability to plan and produce an original digital publication that meets the given brief.
This applicant is applying to study film production at university. They have a passion for filmmaking that began in childhood. They have focused their college studies on creative media production and technology, specializing in film and television. This has helped them develop technical skills in Adobe software and professional film equipment as well as literary skills like scriptwriting. Outside of college, they take photos, make videos, and work for clients to further improve their skills. They are dedicated to pursuing a career in filmmaking and are willing to put in the work needed to succeed. They have signed up for open days at several top film schools.
This document outlines the vision, mission, objectives and outcomes for an Electronics and Commu-
nication Engineering program at the Institute of Aeronautical Engineering. It defines the program
educational objectives, program outcomes, program specific outcomes and course outcomes. It also
provides details on how these different levels of outcomes are mapped to each other and assessed.
Bloom's taxonomy is referenced for developing critical thinking skills. Guidelines are provided for
writing effective course outcomes and relating them to the program outcomes. Various direct and
indirect assessment tools and processes used to evaluate the achievement of learning outcomes are
also described.
This document provides information and tasks for students completing the BTEC Level One/Two Tech Award in Creative Media Production. It outlines 10 tasks for developing digital media production skills related to digital publishing. The tasks involve creating slideshows on digital texts and interactive elements, designing advertisements and tutorials, and developing a digital newsletter. Students are expected to apply skills in software like Photoshop and gather audience feedback to review and improve their work. The final task indicates that students will use feedback to refine their digital newsletter before submission. Completing the tasks helps students learn practical skills while gaining an understanding of digital publishing concepts and processes.
This document outlines two units for a BTEC Level One/Two course in Creative Digital Media Production:
Unit 2 focuses on developing, pitching, and planning digital media product ideas. Students will learn communication skills to understand client needs, develop their own ideas, and create planning portfolios.
Unit 3 covers digital moving image production. Students will learn about different media formats and genres, technical elements like camerawork and editing, and will produce a short film or video. They will explore production stages from pre-planning to distribution.
The document provides learning aims, content, and assessment criteria for evaluating student work for each unit. It also outlines responsibilities and contact information for the course.
Capstone Report - Industrial Attachment Program (IAP) Evaluation PortalAkshit Arora
Capstone Project Report on IAP Evaluation Portal submitted in partial fulfillment of the requirements for the award of the degree of Bachelor of Engineering in Computer Science and Engineering Department by:
Abhinav Garg (101303004), Arush Nagpal (101303034), Akshit Arora (101303012) and Chahak Gupta (101303041)
Under the supervision of:
Dr. Prashant Singh Rana, Assistant Professor, CSED (http://psrana.com) and Dr. Ajay Batish, Professor, MED (www.thapar.edu/index.php/mechanical-engineering-department/faculty?pid=153&sid=387:dr-ajay-batish)
Thapar University,
Patiala, Punjab, India - 147004.
December 2016
This assignment brief outlines tasks for a Level 3 Extended Diploma in Creative Media Production unit on photography. Learners must: understand applications of photography; use equipment and techniques; plan and produce images for specified purposes; and reflect on their work. The tasks include: evaluating uses of photography through a blog; explaining techniques in a PowerPoint; completing test shoots; two photo shoots for landscape/portrait projects; and evaluating the planning and results. The deadline is December 18th and the assessor is Iain Goodyear.
ig4 assignment landscapes and portraits 2014 to 2015justin96
This assignment brief outlines tasks for a Level 3 Extended Diploma in Creative Media Production unit on photography. Learners must: understand applications of photography; use equipment and techniques; plan and produce images for specified purposes; and reflect on their work. The tasks include: evaluating uses of photography through a blog; explaining techniques in a PowerPoint; completing test shoots; two photo shoots for landscape/portrait projects; and evaluating the planning and results. The deadline is December 18th and the assessor is Iain Goodyear.
IG4 assignment landscapes and portraits 2014 to 2015ChloeKyri
This assignment brief outlines tasks for a Level 3 qualification in Creative Media Production. Learners must complete 4 tasks involving photography over 12 weeks:
1) Research and blog about uses of photography, citing examples of photographers and their styles. [Independent enquirers, reflective learners, team workers]
2) Create a presentation and experimental photos exploring techniques like depth of field and night photography. [Creative thinkers, reflective learners]
3) Plan and complete photo shoots for landscapes/urban areas and portraits, producing 100 images to select final 10. [Team workers, self-managers]
4) Evaluate strengths/weaknesses of planning, selection process, and gather peer feedback to improve final
Enhancing readability of digital image using image processing - Full ReportUpendra Sachan
This document describes a project that aims to enhance the readability of digital images of printed documents using image processing techniques. It discusses how images taken of documents using smartphone cameras can have reduced quality, noises, shadows, and tilts that distract readers. The project seeks to apply techniques like preprocessing, edge detection, contour finding, perspective transformation, and image enhancement to remove noises, straighten the document, and improve clarity. It provides details on the implementation using OpenCV with Python and reviews relevant literature on image processing algorithms for tasks like enhancement, feature extraction, and segmentation.
The document provides an assignment brief for a BTEC Level 2 Creative Digital Media Production course. Students must complete four tasks to understand and apply digital photography techniques:
1) Research digital camera components and uses of photography in media.
2) Demonstrate photography techniques through exercises and describe their uses.
3) Develop photography concepts and take interior/exterior shots for a Manchester city guide.
4) Edit selected photos and self-evaluate their technical and creative skills.
Nathan is applying to study filmmaking at university. He has studied media for 6 years in secondary school and college, developing skills in editing software. Currently in college, he is studying level 3 media and has created several projects for his final major project, such as an advert and magazine, to prepare for a career in advertising. Nathan plays sports outside of college to improve his teamwork and resilience. He is determined to develop his skills further at university in order to work in media and achieve his goal of a career in advertising through roles like camera operator.
Jack Scott is applying to university courses in film and television production, electronic engineering, and sustainability and environmental management. He has completed a Level 3 Diploma in Creative Media Production and Technology where he gained skills in camera work, editing, and filming. He wants to further develop these skills at university to pursue a career in video editing or underwater filming, particularly of surfing. Outside of college, his hobbies include surfing, the gym, and occasional beach cleaning. He believes the chosen university courses will help him achieve his career goals and allow him to better help the environment.
This assignment brief provides the context and tasks for a BTEC Level 2 Creative Digital Media Production unit on digital photography. Students will produce photographs for a Manchester Evening News guide to the city. The tasks involve understanding camera components and photography techniques, taking test photos, developing concepts, conducting a photo shoot in Manchester, and reviewing their work. Students must submit blog posts, presentations, photos and evaluations as evidence to demonstrate their understanding and skills in digital photography for media products.
This document outlines the course requirements for a BTEC Level Three Diploma in Creative Media Production. The course will develop students' creative and technical skills through practical projects simulating real-world media production. Students will produce a portfolio of media works along with supporting research and documentation. They will learn to work independently and collaboratively while meeting deadlines. The document describes three course units covering pre-production techniques, film and video editing, and music video production. It provides learning outcomes and assessment criteria for evaluating students' work in each unit.
The Roger Williams University Center for Career & Professional Development's mission is to help students and alumni understand their personal and professional values and interests, and acquire skills to obtain employment or admission to graduate school. They provide career counseling, internship and job search assistance, career fairs and networking events, and online career management tools to support students and alumni throughout and after college. Students are required to attend a Career Planning Seminar prior to registering for an internship. The CCPD is located in Global Heritage Hall and can be contacted by phone, email, or by dropping in during specified hours for assistance.
Evaluation for the DfES video conferencing in the classroom ...Videoguy
This document provides an executive summary of the evaluation of the DfES Video Conferencing in the Classroom Project. The evaluation aimed to identify the impacts of video conferencing on teaching, learning and attainment. It involved a baseline survey and case studies of 28 schools using video conferencing. The main findings were that video conferencing had positive impacts such as enriching learning experiences, improving motivation and cultural awareness, but barriers included costs and technical issues. The evaluation provided recommendations to promote effective uses of video conferencing.
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3. 54
Manages all aspects the Naval War College’s high-volume, high-
profile Photography Studio. Serves as subject matter expert on site.
Possesses extensive knowledge of the Naval War College and mili-
tary protocols, and applies both for the successful capture of pro-
grams, events, and ceremonies.
Summary of Responsibilities
4. 76
Frequently collaborates with Graphics division in analyzing major
aspects of visual information projects, making recommendations
for style and improvement.
Conducts a full range of photographic presentation support me-
dia projects for multiple departments, utilizing professional grade
Nikon Cameras, HP & Canon large format plotters and printers,
large format lamination machines, and other related equipment.
Creates training materials, process illustrations, and promotional
posters. Produces media-ready material for public affairs / presen-
tation support systems, including computer-to-projector and audio
connections and the setup, operation, and troubleshooting of those
systems.
Utilizes Adobe Illustrator, Indesign, Lightroom, and Photoshop to
produce and perfect content. Works with graphic deisgn software
to create, design and display graphic design products. Skillfully ap-
plies digital photography techniques as required.
Graphics Credit: Kelly Forst and Justin Ferreira
Collaboration
5. 98
Studio
• Roster board photographs limited to requirements for identifica-
tion of senior management personnel, etc.
• Dean-level portraits (for accompanying bios)
• Sailor/Civilian of the Quarter/Year portraits
• Promotion photograph requirements for those nearing three-
month deadline
• Full-length photographs for promotion boards
• Data book photos for faculty and staff
By using my technical expertise, creativity, and composition skills
I am able to produce and preserve images that visually tell a story
or record an event. The most important thing to me is to make sub-
jects feel comfortable in a warm and professional surrounding.
6. 1110
Event Photography Lead photographer for following events and requirements:
• NWC Graduation 2011, 2012, 2013, 2014, and 2015
• NWC Convocation 2011, 2012, 2013
• International Seapower Symposiums XX and XXI
• Current Strategy Forum 2011, 2012, 2013, 2014, and 2015
• International Student Programs events and ceremonies
14. 2726
Continuing Education
John Stone
Course duration: 8h 24m
January 06, 2015
certificate no. 9D9C2150BE4E4DB386AEF149C3EA3DB8
InDesign CS6 Essential Training
has earned this Certificate of Completion for:
John Stone
Course duration: 26m 21s
January 20, 2015
certificate no. 729FFC1BF80F4C69B74B1BC55AE5925A
Insights on Photojournalism
has earned this Certificate of Completion for:
John Stone
Course duration: 1h 24m
November 13, 2014
certificate no. BFABC5F53AA34C0FB78328C7A3F35787
Introduction to Photo Compositing
has earned this Certificate of Completion for:
John Stone
Course duration: 24m 47s
December 30, 2014
certificate no. 4C00B6039435452492F82C7300D82601
Lighting and Photographing a Still Life
has earned this Certificate of Completion for:
John Stone
Course duration: 10h 30m
November 12, 2014
certificate no. 452FA7BD12C04BEFA5F7C817D1A9673C
Photoshop CS6 Essential Training
has earned this Certificate of Completion for:
John Stone
Course duration: 1h 23m
January 05, 2015
certificate no. 346775842AFF425594B13EA2FEBF00A1
Portrait Project: Fixing a Distracting
Background
has earned this Certificate of Completion for:
John Stone
Course duration: 49m 0s
December 30, 2014
certificate no. F98D4A52F97A4ED88429F616F2B9AC42
Black-and-White Project: Creating a Dramatic
Landscape with Lightroom and Photoshop
has earned this Certificate of Completion for:
John Stone
Course duration: 34m 46s
January 21, 2015
certificate no. 001C6A83AA7D4FEBA65727CB92F8630E
Douglas Kirkland on Photography: Natural
Light Portraiture
has earned this Certificate of Completion for:
John Stone
Course duration: 37m 10s
January 21, 2015
certificate no. 722804CAE5B341D39CCAB8F623933569
Douglas Kirkland on Photography:
Photographing Kids and Families
has earned this Certificate of Completion for:
John Stone
Course duration: 31m 4s
January 20, 2015
certificate no. 2A6290B85B514FB384F979CCE4C7679D
Douglas Kirkland on Photography: Studio
Portraiture
has earned this Certificate of Completion for:
John Stone
Course duration: 42m 8s
January 21, 2015
certificate no. 1856D7615E66474C94E3234542903D66
Exploring Photography: Backlighting
has earned this Certificate of Completion for:
John Stone
Course duration: 5h 29m
December 30, 2014
certificate no. B6F991F6C4D04E6E8ED9F3A0666B1597
Foundations of Photography: Composition
has earned this Certificate of Completion for:
15. 2928
Recommendations
Lanita Hutto
Chief Personnel Specialist (Ret)
John Stone is a consummate professional. He's hardworking, dedicated, and resourceful.
As a manager, he's someone I've enjoyed having on my team throughout the years. John's
work ethic and character lends itself well to any position he may desire. Whether it's
management or non-management, he's always been successful.
Carla McCarthy
Commander, USN (Ret)
John has assisted our organization for various periods/lengths of time, providing
photography as well as graphics support. His products and professional demeanor are
EXCELLENT, and we're always happy to have him return, especially during high profile,
high tempo events!Michael Fierro
Captain, USN (Ret)
John was easy to work with, very accommodating, and unflappable in the face of
disruptions, delays and other challenges. He was personable, expert and creative. The only
reason I can't comment on value is that his was work was in support of an official Navy
event hence there was no charge. I imagine the quality of his work would be a real value.
John Kondratowicz
Sector Commander at U.S. Coast Guard Sector Southeastern New England
I have worked with John since July on special projects requiring great attention to detail.
His commitment has been outstanding and has matched his quality of work. John's
recommendations are always on the mark. Most importantly he enjoys his work and is a
pleasure to work with.
James Brooks, APR+M
Public Affairs & Veteran Business Development Officer at U.S. Small Business
Administration South Florida District
John is an excellent photographer that needs little direction to get the job done. As a
public affairs specialist for the Naval War College, I've needed John to capture imagery
that describes our mission or event in pixels rather than words. He always in the right
place for the shot, adjusts the image as required, and moves it quickly where public affairs
can grab it and market it. His photos have been used in many print and online media
markets. I have complete confidence that he will get the image I need, to do my job.
16. 3130
Special thanks for consultation on the development of this
project go to Rauchelle Stone, Shane Potter, Kelly Forst,
Justin Ferreia, and Shannon Cole.