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Q7 owerpoint reneee
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
Project proposal form
Renee Bailey is proposing a project titled "Operation Education" which will be a school survival guide documentary. The objectives are to learn how children survive school in the 21st century through interviews. Renee will be responsible for all aspects of the solo project and wants to learn documentary editing and how to use a high-tech camera. The reason for choosing this project is that it is unique, challenging, and will allow Renee to develop new skills in media. Activities will include researching documentaries and production, developing and analyzing ideas, filming interviews, editing the documentary, and getting evaluations. Milestones and target dates will be set by the teacher assessor.
WS8.1.1
The document discusses a student's proposed creative project titled "Operation Education" that would involve creating a film and performance aimed at students. Some of the strengths identified are that the idea is original, engaging for the target audience, and allows the student to try something new. Potential opportunities include challenging the student and having access to good recording equipment and support. Some weaknesses identified are that it may be too time consuming and have an unrealistic scope. Threats include not achieving the expected results or target. The document provides a template to help students evaluate the strengths, weaknesses, opportunities, and threats of their project ideas.
WS8.4.3
The document provides an evaluation template for a student to assess their role and performance on a solo creative media project. The student explains that they took on all roles for the project as it was solo, including acting, directing, filming, producing and editing. They felt they adapted well to losing all their initial work and redoing it, and created something unique and creative within a tight timespan. However, they note their timing for filming didn't allow enough time for mistakes. Through completing the project, the student learned they can be productive and creative in difficult situations.
Recommended
Q7 owerpoint reneee
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
Project proposal form
Renee Bailey is proposing a project titled "Operation Education" which will be a school survival guide documentary. The objectives are to learn how children survive school in the 21st century through interviews. Renee will be responsible for all aspects of the solo project and wants to learn documentary editing and how to use a high-tech camera. The reason for choosing this project is that it is unique, challenging, and will allow Renee to develop new skills in media. Activities will include researching documentaries and production, developing and analyzing ideas, filming interviews, editing the documentary, and getting evaluations. Milestones and target dates will be set by the teacher assessor.
WS8.1.1
The document discusses a student's proposed creative project titled "Operation Education" that would involve creating a film and performance aimed at students. Some of the strengths identified are that the idea is original, engaging for the target audience, and allows the student to try something new. Potential opportunities include challenging the student and having access to good recording equipment and support. Some weaknesses identified are that it may be too time consuming and have an unrealistic scope. Threats include not achieving the expected results or target. The document provides a template to help students evaluate the strengths, weaknesses, opportunities, and threats of their project ideas.
WS8.4.3
The document provides an evaluation template for a student to assess their role and performance on a solo creative media project. The student explains that they took on all roles for the project as it was solo, including acting, directing, filming, producing and editing. They felt they adapted well to losing all their initial work and redoing it, and created something unique and creative within a tight timespan. However, they note their timing for filming didn't allow enough time for mistakes. Through completing the project, the student learned they can be productive and creative in difficult situations.
WS8.4.1
The document summarizes a student's evaluation of their creative media project titled "Operation Education". The project was originally intended to be a school survival guide but became a diary of a stereotypical geek's daily life and struggles. Strengths included its humorous and entertaining nature, as well as its creative and innovative approach. However, weaknesses were that the content was not actually relevant to the intended topic of a survival guide and could have been improved with stronger acting in the diary scenes.
Ws8.3.1
Renee recorded her skills development while working on her final project called "Operation Education". She used camera skills to successfully film her project. Her editing skills in iMovie helped produce useful techniques. Acting skills allowed her to take on a role and direct believable scenes. Directing during filming helped construct scenes that turned out well.
WS8.2.1
The document summarizes the primary research methods a student used for a project on their Level 2 Higher Diploma in Creative and Media. The student interviewed Callum Mackintosh, a professional, on March 16th 2011. No other primary research methods such as questionnaires or interviews with other students were noted as being used by the specified dates of April 7th and May 13th 2011.
8.1.5
The document records the activities and decisions made throughout a student's project to create a survival guide. It shows the initial brainstorming and planning phases in February and March, including fundraising. In April, the student bought supplies and began filming the first scenes. Additional filming took place through May. However, when attempting to edit, the camera tapes were found to be damaged, forcing re-filming. The student then re-filmed and edited the scenes, changing the format to a "day in the life" documentary instead of a survival guide.
8.1.4
The document lists the resources needed to complete a project including equipment, software, costumes, props, finances, people, and expert help. It identifies a camera, tripod, iMac, iMovie, a fatsuit, geek glasses, tie, suspenders, paper, boxes, soft ball, and books. It estimates £80-£100 will be needed which will be raised through fundraising and media budget. It notes people will be needed to play characters and a camera man which will come from friends and the drama department. It also lists needing help from the music technician Callum Mackintosh.
8.1.3
The document lists key activities needed to complete a project and estimates time required for each:
1) Generating ideas such as looking at survival guide examples would take a couple weeks.
2) Action planning through brainstorming and diagrams would take a couple days.
3) Research using the internet and primary sources would take a maximum of a week.
4) Pre-production including planning and blogging work would need a month to be prepared for production.
8.1.2
The student is planning a school survival guide project in video format. The purpose is entertainment, poking fun at school stereotypes. The target audience is secondary students aged 11-16, starting within their own school. It will be filmed and edited using the school's recording studio and equipment. Resources needed include the studio, cameras, tripods, and editing software. Risks include safety hazards in various filming locations. The student will mitigate risks by having a qualified staff member supervise equipment use and conducting safety assessments of areas. Food and drinks near electrical equipment will also be prohibited.
WS7.1.12
This document contains a tally chart template and instructions for students to use to organize responses from a questionnaire about entertainment preferences. The tally chart includes sample questions about age range, entertainment frequency, entertainment type preferences, and whether people prefer watching something new or familiar. The chart also has columns to record the number of responses for each answer and a total response count.
WS7.1.11
This document provides guidance for students on designing a questionnaire as part of a research project. It includes a template to help plan the questionnaire with sections for the title of the research project, a brief description of what the research is trying to find out, closed questions to collect basic information from respondents, a mix of open and closed questions to gather needed information and opinions, and instructions for respondents once complete. The template is intended to help students systematically design their questionnaire for a project described in their course materials.
Ws7.1.10
The document discusses designing questionnaires and provides positive and negative aspects of questionnaires based on the student's past experiences. Positives included questionnaires being straightforward, allowing immediate return, and being quick to complete. Negatives were that not all are returned, some don't allow for varied responses, and they can lack interest and appeal for participants.
WS4.1.2
The document discusses different types of recording and the methods used for each type. It describes journalists using notebooks, dictaphones, shorthand, and video cameras to record information during interviews or research for a story. Reflective recording for personal accounts or interests can involve diaries, notebooks, laptops, or blogs. Students in university lectures use laptops, notebooks, and textbooks to record information from lecturers.
Ws4.1.2 complete
The document discusses different types of recording and the methods used for each type. It describes journalists using notebooks, dictaphones, shorthand, and video cameras to record information during interviews or research for a story. Reflective recording for personal accounts or interests can involve diaries, notebooks, laptops, or blogs. Students in university lectures take notes using laptops, notebooks, or textbooks to record information from lecturers.
Ws7.1.10
The document discusses designing questionnaires and provides positive and negative aspects of questionnaires based on the student's past experiences. Positives included questionnaires being straightforward, allowing immediate return, and being quick to complete. Negatives were that not all are returned, some don't allow for varied responses, and they can lack interest and appeal for audiences.
Ws7.1.9 (1)
This document provides a template for students to plan a focus group for a research project called "Performance". The template includes spaces to record the date and location of the focus group meeting, names of people to invite from different age ranges, an introduction to give at the start, questions to ask, and how to record the results. The focus group will take place on May 18th, 2011 at the David Sharpe Theatre and will invite people over age 11 to understand how audience reactions may change with age.
Ws7.1.7 complete
This document provides guidance for keeping records of primary research methods used for a project report. It includes a table to log the research method, notes, and date used. Examples given are distributing questionnaires by hand and email to gather audience feedback on a performance, as well as conducting face-to-face interviews with audience members to get reviews to include as evidence in the report. The table is intended to help plan and document the primary research conducted for a project.
Evaluation of the research stage
This section discusses the research done to understand different media types for recording. The author looked at the history and development of print, film, audio, and web-based records. They analyzed how social, economic, and technological factors influenced each medium over time. The author also interviewed experts who provided advice on filmmaking, camera techniques, and animation software. Research was conducted using both primary and secondary sources from the internet, books, and other materials.
Evaluation of the planning process
The document discusses the planning process for creating a music video. It describes the many roles the author took on for their group's music video project, including creating contracts, booking locations, organizing costumes, props, and equipment, developing a production schedule, and contributing to the storyboard. The author had a large responsibility for planning the music video. They were able to book their school as the filming location and get permission, and coordinated schedules between group members. While the author felt they balanced the various roles well, creating the rehearsal schedule was difficult due to members' varying availabilities.
Evaluation of my development
The document discusses the skills gained by the author during the process of creating a music video. The author developed organizational, research, editing, teamwork and planning skills. They also learned about filming techniques like camera operation and shot types. Through challenges like thinking creatively and accepting feedback, the author believes they improved their work and developed skills applicable to other projects.
4.4.1
The document summarizes evaluations that were received in response to a music video project. One review praised the recording quality and presentation but noted the storyline was difficult to follow in the middle. Another review complimented the originality and creativity, but said the middle section with running was a bit shaky. The creator reflects that using a tripod throughout could have improved stability, and that strengths included shot variety and original story fitting the song well.
Ws7.1.6
Primary research methods discussed in the document include interviews, focus groups, and direct observation. Secondary research methods include books, newspapers, internet searches, and telephone surveys. The document distinguishes between primary and secondary research methods for a unit on creative and media project reports.
More Related Content
More from renee
WS8.4.1
The document summarizes a student's evaluation of their creative media project titled "Operation Education". The project was originally intended to be a school survival guide but became a diary of a stereotypical geek's daily life and struggles. Strengths included its humorous and entertaining nature, as well as its creative and innovative approach. However, weaknesses were that the content was not actually relevant to the intended topic of a survival guide and could have been improved with stronger acting in the diary scenes.
Ws8.3.1
Renee recorded her skills development while working on her final project called "Operation Education". She used camera skills to successfully film her project. Her editing skills in iMovie helped produce useful techniques. Acting skills allowed her to take on a role and direct believable scenes. Directing during filming helped construct scenes that turned out well.
WS8.2.1
The document summarizes the primary research methods a student used for a project on their Level 2 Higher Diploma in Creative and Media. The student interviewed Callum Mackintosh, a professional, on March 16th 2011. No other primary research methods such as questionnaires or interviews with other students were noted as being used by the specified dates of April 7th and May 13th 2011.
8.1.5
The document records the activities and decisions made throughout a student's project to create a survival guide. It shows the initial brainstorming and planning phases in February and March, including fundraising. In April, the student bought supplies and began filming the first scenes. Additional filming took place through May. However, when attempting to edit, the camera tapes were found to be damaged, forcing re-filming. The student then re-filmed and edited the scenes, changing the format to a "day in the life" documentary instead of a survival guide.
8.1.4
The document lists the resources needed to complete a project including equipment, software, costumes, props, finances, people, and expert help. It identifies a camera, tripod, iMac, iMovie, a fatsuit, geek glasses, tie, suspenders, paper, boxes, soft ball, and books. It estimates £80-£100 will be needed which will be raised through fundraising and media budget. It notes people will be needed to play characters and a camera man which will come from friends and the drama department. It also lists needing help from the music technician Callum Mackintosh.
8.1.3
The document lists key activities needed to complete a project and estimates time required for each:
1) Generating ideas such as looking at survival guide examples would take a couple weeks.
2) Action planning through brainstorming and diagrams would take a couple days.
3) Research using the internet and primary sources would take a maximum of a week.
4) Pre-production including planning and blogging work would need a month to be prepared for production.
8.1.2
The student is planning a school survival guide project in video format. The purpose is entertainment, poking fun at school stereotypes. The target audience is secondary students aged 11-16, starting within their own school. It will be filmed and edited using the school's recording studio and equipment. Resources needed include the studio, cameras, tripods, and editing software. Risks include safety hazards in various filming locations. The student will mitigate risks by having a qualified staff member supervise equipment use and conducting safety assessments of areas. Food and drinks near electrical equipment will also be prohibited.
WS7.1.12
This document contains a tally chart template and instructions for students to use to organize responses from a questionnaire about entertainment preferences. The tally chart includes sample questions about age range, entertainment frequency, entertainment type preferences, and whether people prefer watching something new or familiar. The chart also has columns to record the number of responses for each answer and a total response count.
WS7.1.11
This document provides guidance for students on designing a questionnaire as part of a research project. It includes a template to help plan the questionnaire with sections for the title of the research project, a brief description of what the research is trying to find out, closed questions to collect basic information from respondents, a mix of open and closed questions to gather needed information and opinions, and instructions for respondents once complete. The template is intended to help students systematically design their questionnaire for a project described in their course materials.
Ws7.1.10
The document discusses designing questionnaires and provides positive and negative aspects of questionnaires based on the student's past experiences. Positives included questionnaires being straightforward, allowing immediate return, and being quick to complete. Negatives were that not all are returned, some don't allow for varied responses, and they can lack interest and appeal for participants.
WS4.1.2
The document discusses different types of recording and the methods used for each type. It describes journalists using notebooks, dictaphones, shorthand, and video cameras to record information during interviews or research for a story. Reflective recording for personal accounts or interests can involve diaries, notebooks, laptops, or blogs. Students in university lectures use laptops, notebooks, and textbooks to record information from lecturers.
Ws4.1.2 complete
The document discusses different types of recording and the methods used for each type. It describes journalists using notebooks, dictaphones, shorthand, and video cameras to record information during interviews or research for a story. Reflective recording for personal accounts or interests can involve diaries, notebooks, laptops, or blogs. Students in university lectures take notes using laptops, notebooks, or textbooks to record information from lecturers.
Ws7.1.10
The document discusses designing questionnaires and provides positive and negative aspects of questionnaires based on the student's past experiences. Positives included questionnaires being straightforward, allowing immediate return, and being quick to complete. Negatives were that not all are returned, some don't allow for varied responses, and they can lack interest and appeal for audiences.
Ws7.1.9 (1)
This document provides a template for students to plan a focus group for a research project called "Performance". The template includes spaces to record the date and location of the focus group meeting, names of people to invite from different age ranges, an introduction to give at the start, questions to ask, and how to record the results. The focus group will take place on May 18th, 2011 at the David Sharpe Theatre and will invite people over age 11 to understand how audience reactions may change with age.
Ws7.1.7 complete
This document provides guidance for keeping records of primary research methods used for a project report. It includes a table to log the research method, notes, and date used. Examples given are distributing questionnaires by hand and email to gather audience feedback on a performance, as well as conducting face-to-face interviews with audience members to get reviews to include as evidence in the report. The table is intended to help plan and document the primary research conducted for a project.
Evaluation of the research stage
This section discusses the research done to understand different media types for recording. The author looked at the history and development of print, film, audio, and web-based records. They analyzed how social, economic, and technological factors influenced each medium over time. The author also interviewed experts who provided advice on filmmaking, camera techniques, and animation software. Research was conducted using both primary and secondary sources from the internet, books, and other materials.
Evaluation of the planning process
The document discusses the planning process for creating a music video. It describes the many roles the author took on for their group's music video project, including creating contracts, booking locations, organizing costumes, props, and equipment, developing a production schedule, and contributing to the storyboard. The author had a large responsibility for planning the music video. They were able to book their school as the filming location and get permission, and coordinated schedules between group members. While the author felt they balanced the various roles well, creating the rehearsal schedule was difficult due to members' varying availabilities.
Evaluation of my development
The document discusses the skills gained by the author during the process of creating a music video. The author developed organizational, research, editing, teamwork and planning skills. They also learned about filming techniques like camera operation and shot types. Through challenges like thinking creatively and accepting feedback, the author believes they improved their work and developed skills applicable to other projects.
4.4.1
The document summarizes evaluations that were received in response to a music video project. One review praised the recording quality and presentation but noted the storyline was difficult to follow in the middle. Another review complimented the originality and creativity, but said the middle section with running was a bit shaky. The creator reflects that using a tripod throughout could have improved stability, and that strengths included shot variety and original story fitting the song well.
Ws7.1.6
Primary research methods discussed in the document include interviews, focus groups, and direct observation. Secondary research methods include books, newspapers, internet searches, and telephone surveys. The document distinguishes between primary and secondary research methods for a unit on creative and media project reports.
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His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
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Natural birth techniques - Mrs.Akanksha Trivedi Rama University
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