Pp production log_template
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Salford City College student produced a film advertisement for Nike shoes as part of their Creative Media Production course. They edited footage from the previous week in Adobe Premier, selecting shots that best fit the upbeat tone of the advert. Music was added to match the happy, dance style typically used in Nike ads. Effects were included and the Nike logo and slogans were overlaid at the end to complete the professional looking advert.
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The document discusses skills the author has learned regarding editing a music video from AS to A2 level. The author learned how to sync video clips to music, how to lay a foundation by placing base tracks on the timeline before cutting clips, and how to match colors across clips using color correction numbers that can be copied and pasted. Effects were also experimented with to enhance scenes, with some kept and others adjusted or removed. Overall, the author's editing skills have improved significantly from learning new techniques.
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A2 Media Evaluation Question 4
Daniel Rothery used various media software and equipment to create a music video and ancillary texts. He used a Canon 1200D camera to film footage. For editing, he used Adobe Premier Pro to add effects like color adjustments, layering, and chroma key. He also used Adobe After Effects to add special effects like melting titles and extracting images frame by frame. Photoshop was used to create album art inspired by Andy Warhol's pop art style. Progress updates were uploaded to YouTube throughout the editing process.
Evaluation part 6 (1)
The document discusses the various hardware, software, and online tools used to complete a film project. A video camera was used to film scenes because it provided high-quality footage compared to a phone camera. A tripod was also used to keep the camera steady during shots. Macs and Chromebooks were used for research and editing an initial draft of the film opening using Premiere Pro software. Photoshop was used to create a production logo, while After Effects was used to animate the logo despite being a difficult program. Google, Bing, Slideshare, and Prezi were online tools employed for research and creating presentations, and Art of the Title provided inspiration by exploring other film openings.
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Evaluation Q6: what have you learnt about technologies from the process of co...
Diana learned several technologies through creating a film opening. She used her iPhone 6s as the main camera due to its ease of use and ability to capture clear footage. Footage was exported from the iPhone to a MacBook Pro using a USB. iMovie editing software on the MacBook Pro was used to arrange footage in chronological order and add effects and transitions. Finally, royalty-free background music was downloaded from Bensound and added to the finished product.
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Question 4
The document discusses the use of various hardware and software to produce a music video and ancillary materials. It describes using an iPhone, SlideShare, Microsoft Word, Adobe Premiere, Photoshop, and a Canon video camera. Adobe Premiere allowed quick and easy editing of the video. The Canon camera produced high quality footage for scenes. Photoshop was used to create CD covers and posters with consistent branding. Limitations included low quality footage from the iPhone in a club and the complexity of some software like Adobe Premiere which took time to learn. Daily use of digital technology is crucial for completing and distributing work to a high standard.
Presentation1333
Throughout the process of creating a music video, advert, and digipack, the team used various media technologies. A DSLR camera was used to take high quality photos, while a HD filming camera captured 1080p 50fps video footage. Smartphones were also utilized to record additional videos. During filming, different camera equipment was employed, including a shoulder tripod stabilizer and tripod, to achieve professional and steady shots. Research was conducted using Google, Pinterest, and YouTube for inspiration regarding the artist's brand, styling, and genre. Professional software like Adobe Premiere and Photoshop were implemented for editing and design work, though creating the digipack design in Photoshop proved slightly challenging.
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This document summarizes what the director learned about technologies from creating an opening film sequence. They used various equipment like a Canon camera and tripod to film scenes and learned how to focus pull and use different camera effects. Adobe software like Photoshop, Premiere Pro, and After Effects were used for editing, audio editing, visual effects, and linking footage between programs. YouTube tutorials helped teach skills like color correction, stabilizing footage, and removing audio noise. Overall, using various devices, software, and online resources helped the director successfully produce their opening sequence.
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Evaluation Question 2
The combination of the main and ancillary products is effective. The Digipak and magazine advertisement use the same black and white color scheme and fonts, allowing an immediate connection between the two. While the music video's narrative focus does not directly relate to the print advertisements, creating synergy between the Digipak and magazine builds a clear and distinctive link between the ancillary tasks.
evaluation 6
The document discusses the hardware and software used to produce a product. It describes using a video camera, tripod, torches, and Apple macs for hardware. The hardware provided benefits like higher quality footage from using a video camera instead of a phone. Software like Final Cut, Photoshop, After Effects, Prezi, and GarageBand were used. The software helped with editing, titles, animation, and soundtracks. While some software like GarageBand and After Effects took time to learn, overall the hardware and software helped improve the professional quality of the product.
Evaluation question 6
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Evaluation on coronation street trailer
The document discusses the creation of a trailer for the TV soap opera Coronation Street using iMovie editing software. Key points:
- The author gained experience using technologies like iMovie to import footage, edit clips, and upload the finished trailer to YouTube for feedback.
- Creative editing techniques like splitting clips, deleting unwanted footage, and adjusting volume levels were used to make the trailer short, snappy, and able to attract a wide audience.
- Soap opera conventions like fast-paced clips, close-ups, and showing emotion through camera shots were employed to create intrigue and suspense for viewers, mimicking techniques used in actual soap opera trailers.
Tech q
1) The document discusses the various technologies used at different stages of creating a music video project. This includes using a digital camera to take photos for storyboards and planning, Survey Monkey for collecting audience feedback, and PowerPoint and Slideshare to analyze results and share presentations online.
2) During production, the group used a Sony Handycam to record interviews and Adobe Premiere Pro to edit footage and sync it with music for the video. The final video was uploaded to YouTube.
3) For packaging materials, a Fujifilm camera captured high quality photos that were edited in Photoshop along with text to create professional advertisements and CD packaging.
Edition
The document discusses editing a movie trailer using different software programs. The author and their classmates tried using IMovie, Pinnacle, and Movie Maker but found them difficult to use. They ultimately chose Filmora because it was easier to use and the author had experience with it. Filmora provided all the necessary tools and effects for editing the trailer, including sound effects and transitions. While editing the trailer was challenging at first, by the end the author had gained confidence and knew how to use the software.
Evaluation question 7
The preliminary task allowed the document author to practice filming techniques like shots, angles, and basic editing. This was a learning experience that helped in planning and production for the full film. Some lessons learned were improving storyboards, planning props/costumes, using better equipment, and more advanced editing software. Overall, the preliminary task helped improve skills for the successful final film production.
Production q4
The document discusses the production and editing process for a music video. It summarizes that the group initially used a Canon camera but found the quality was poor, so they switched to using an iPhone which provided clearer, higher quality footage. They also used a tripod and iPhone's image stabilization features to keep shots steady. For editing, they initially used iMovie but switched to Adobe Premier Pro for its professional effects and precise editing tools. Some shots had to be refilmed to better sync with the song lyrics. Evaluation methods included recording audience reactions on iPhone, and using Slideshare and Prezi for visual presentations.
Question 6
The document discusses various technologies the author learned about through creating a media project. The main technologies discussed are Adobe Premiere and After Effects for video editing, a camera for filming, Wix for creating websites and blogs, Prezi and Piktochart for evaluations, and a microphone for recording audio. The author gained experience using these technologies and learned about their functions and capabilities.
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Editing process
We divided production work among the group, with the documentarian editing the documentary in Adobe Premier Pro, Siobhan creating a radio trailer, and Lauren a print advert. While editing took the longest, the group provided helpful input and decisions to shape the documentary. Different editing techniques like adjusting clip speeds were used to properly fit elements into the documentary and avoid viewer fatigue from lengthy shots.
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After filming their music video, the next step was to edit the footage. They viewed the footage repeatedly to select the best shots. Using Adobe Premier CS6, which their editor was familiar with, they dragged the selected footage into the timeline to edit it together. One challenging part was synchronizing the artist's performance with the lyrics of the song. They also employed editing techniques like slow motion and adjusting speed and duration to refine the footage.
A2 MEDIA STUDIES EVALUATION QUESTION 4
The student used various new media technologies at different stages of their media project:
- Photoshop to manipulate images for the digipak cover and background artist image.
- Premiere Pro for movie editing, applying effects like slow motion and colorization.
- A Samsung and Phillips camera to film footage, using a tripod for steady shots.
- A blog on Wix to document planning and decision making.
- PowerShot camera to take stills for the digipak and upload to the design.
- Prezi and Slideshare on the blog to present evaluation questions interactively.
Pp production log_template (1)
Salford City College Eccles Sixth Form Centre BTec Level 3 Extended Diploma in Creative Media Production Film, TV and Radio HA4 – Objects of Desire Production Log Name: Production: Date Action Taken 15/05/2014 On this day I filmed my entire advert, starting with close-ups of the product using a small tripod, then an over-the-shoulder handheld shot of Adam doing skills to make it look professional, and finally shots of Adam running towards and past the camera to make the video upbeat.
Pp risk assessment_template
This document is a risk assessment sheet for a student film project shooting a Nike shoe advertisement. It identifies the location of Skyes House, notes there is a risk of falling down steps there rated at level 1, and lists solutions such as ensuring crew are aware of the steps and will not film near them. It also provides contact information for the student's mother, emergency services, and local services that may be needed.
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Post production
The document discusses the student's experience using various post-production tools in Final Cut while editing projects for their Advanced Subsidiary (AS) and Advanced 2 (A2) courses. In AS, the student learned the basics of Final Cut and used tools like the snap tool, effects, transitions, and the soundwave tool. They found that the skills and knowledge gained in AS helped them improve their A2 project, a music video, by allowing them to better edit lighting, apply effects when needed, use more advanced transitions, and precisely sync up the video and audio. Rendering took the longest during post-production but allowed the student to review their work and make improvements.
Evaluation Q6: what have you learnt about technologies from the process of co...
Diana learned several technologies through creating a film opening. She used her iPhone 6s as the main camera due to its ease of use and ability to capture clear footage. Footage was exported from the iPhone to a MacBook Pro using a USB. iMovie editing software on the MacBook Pro was used to arrange footage in chronological order and add effects and transitions. Finally, royalty-free background music was downloaded from Bensound and added to the finished product.
Evaluation Question 4
The students used various media technologies in constructing their A2 coursework music video. They used Final Cut Pro on Apple Macs to edit the video, as it is the best editing software. They used a Nikon D3200 DSLR camera to film the video due to its sharp image quality. Stop motion photography made editing easier as they only had to remove unwanted photos. They encountered difficulties matching the stop motion to the slow song tempo and had issues when their editing computer malfunctioned.
Question 4
The document discusses the use of various hardware and software to produce a music video and ancillary materials. It describes using an iPhone, SlideShare, Microsoft Word, Adobe Premiere, Photoshop, and a Canon video camera. Adobe Premiere allowed quick and easy editing of the video. The Canon camera produced high quality footage for scenes. Photoshop was used to create CD covers and posters with consistent branding. Limitations included low quality footage from the iPhone in a club and the complexity of some software like Adobe Premiere which took time to learn. Daily use of digital technology is crucial for completing and distributing work to a high standard.
Presentation1333
Throughout the process of creating a music video, advert, and digipack, the team used various media technologies. A DSLR camera was used to take high quality photos, while a HD filming camera captured 1080p 50fps video footage. Smartphones were also utilized to record additional videos. During filming, different camera equipment was employed, including a shoulder tripod stabilizer and tripod, to achieve professional and steady shots. Research was conducted using Google, Pinterest, and YouTube for inspiration regarding the artist's brand, styling, and genre. Professional software like Adobe Premiere and Photoshop were implemented for editing and design work, though creating the digipack design in Photoshop proved slightly challenging.
Media Studies - Evaluation Activity 6
This document summarizes what the director learned about technologies from creating an opening film sequence. They used various equipment like a Canon camera and tripod to film scenes and learned how to focus pull and use different camera effects. Adobe software like Photoshop, Premiere Pro, and After Effects were used for editing, audio editing, visual effects, and linking footage between programs. YouTube tutorials helped teach skills like color correction, stabilizing footage, and removing audio noise. Overall, using various devices, software, and online resources helped the director successfully produce their opening sequence.
Evaluating equipment
The document discusses the various media technologies used at different stages of a project. Photoshop was used to edit and enhance images, with YouTube tutorials helping to learn Photoshop skills. Premier Pro was used to edit video, applying techniques like multi-cut edits learned from previous experience and YouTube. A camera, tripod, light box, Photoshop, YouTube and Premier Pro were the equipment and tools used. Filming with one camera and tripod required repeating shots from different angles, while lighting experiments used a light box though it was difficult to position.
Evaluation Question 2
The combination of the main and ancillary products is effective. The Digipak and magazine advertisement use the same black and white color scheme and fonts, allowing an immediate connection between the two. While the music video's narrative focus does not directly relate to the print advertisements, creating synergy between the Digipak and magazine builds a clear and distinctive link between the ancillary tasks.
evaluation 6
The document discusses the hardware and software used to produce a product. It describes using a video camera, tripod, torches, and Apple macs for hardware. The hardware provided benefits like higher quality footage from using a video camera instead of a phone. Software like Final Cut, Photoshop, After Effects, Prezi, and GarageBand were used. The software helped with editing, titles, animation, and soundtracks. While some software like GarageBand and After Effects took time to learn, overall the hardware and software helped improve the professional quality of the product.
Evaluation question 6
The document discusses various technologies the author learned about through creating a film project. The author learned to use Blogger to plan and post work online, making collaboration easy. Two DSLR cameras were used to shoot high quality footage. A tripod helped develop shot quality. Motion 5 was used to create title graphics, though it was initially difficult to learn. After Effects provided editing opportunities. Apple computers with necessary software were available. YouTube was used to post drafts and the final film for viewing. Overall, the process was educational and helped advance production skills.
Evaluation on coronation street trailer
The document discusses the creation of a trailer for the TV soap opera Coronation Street using iMovie editing software. Key points:
- The author gained experience using technologies like iMovie to import footage, edit clips, and upload the finished trailer to YouTube for feedback.
- Creative editing techniques like splitting clips, deleting unwanted footage, and adjusting volume levels were used to make the trailer short, snappy, and able to attract a wide audience.
- Soap opera conventions like fast-paced clips, close-ups, and showing emotion through camera shots were employed to create intrigue and suspense for viewers, mimicking techniques used in actual soap opera trailers.
Tech q
1) The document discusses the various technologies used at different stages of creating a music video project. This includes using a digital camera to take photos for storyboards and planning, Survey Monkey for collecting audience feedback, and PowerPoint and Slideshare to analyze results and share presentations online.
2) During production, the group used a Sony Handycam to record interviews and Adobe Premiere Pro to edit footage and sync it with music for the video. The final video was uploaded to YouTube.
3) For packaging materials, a Fujifilm camera captured high quality photos that were edited in Photoshop along with text to create professional advertisements and CD packaging.
Edition
The document discusses editing a movie trailer using different software programs. The author and their classmates tried using IMovie, Pinnacle, and Movie Maker but found them difficult to use. They ultimately chose Filmora because it was easier to use and the author had experience with it. Filmora provided all the necessary tools and effects for editing the trailer, including sound effects and transitions. While editing the trailer was challenging at first, by the end the author had gained confidence and knew how to use the software.
Evaluation question 7
The preliminary task allowed the document author to practice filming techniques like shots, angles, and basic editing. This was a learning experience that helped in planning and production for the full film. Some lessons learned were improving storyboards, planning props/costumes, using better equipment, and more advanced editing software. Overall, the preliminary task helped improve skills for the successful final film production.
Production q4
The document discusses the production and editing process for a music video. It summarizes that the group initially used a Canon camera but found the quality was poor, so they switched to using an iPhone which provided clearer, higher quality footage. They also used a tripod and iPhone's image stabilization features to keep shots steady. For editing, they initially used iMovie but switched to Adobe Premier Pro for its professional effects and precise editing tools. Some shots had to be refilmed to better sync with the song lyrics. Evaluation methods included recording audience reactions on iPhone, and using Slideshare and Prezi for visual presentations.
Question 6
The document discusses various technologies the author learned about through creating a media project. The main technologies discussed are Adobe Premiere and After Effects for video editing, a camera for filming, Wix for creating websites and blogs, Prezi and Piktochart for evaluations, and a microphone for recording audio. The author gained experience using these technologies and learned about their functions and capabilities.
Skills learnt when editing 'Inner Demon'
The document discusses various editing software and programs that were used to create a media project. It describes learning how to use Apple Macs and Final Cut Pro to edit scenes and add transitions. Issues were experienced with Final Cut Pro due to improperly saved footage but were later resolved. Soundtrack Pro was used to edit soundtracks and music by cutting and adjusting volume and pitch. LiveType was employed to create titles and credits by modifying typography, alignment and transitions, which were then imported into Final Cut Pro. Overall, numerous skills were acquired in using different software to efficiently produce a high quality piece.
Editing process
We divided production work among the group, with the documentarian editing the documentary in Adobe Premier Pro, Siobhan creating a radio trailer, and Lauren a print advert. While editing took the longest, the group provided helpful input and decisions to shape the documentary. Different editing techniques like adjusting clip speeds were used to properly fit elements into the documentary and avoid viewer fatigue from lengthy shots.
Editing the music video
After filming their music video, the next step was to edit the footage. They viewed the footage repeatedly to select the best shots. Using Adobe Premier CS6, which their editor was familiar with, they dragged the selected footage into the timeline to edit it together. One challenging part was synchronizing the artist's performance with the lyrics of the song. They also employed editing techniques like slow motion and adjusting speed and duration to refine the footage.
A2 MEDIA STUDIES EVALUATION QUESTION 4
The student used various new media technologies at different stages of their media project:
- Photoshop to manipulate images for the digipak cover and background artist image.
- Premiere Pro for movie editing, applying effects like slow motion and colorization.
- A Samsung and Phillips camera to film footage, using a tripod for steady shots.
- A blog on Wix to document planning and decision making.
- PowerShot camera to take stills for the digipak and upload to the design.
- Prezi and Slideshare on the blog to present evaluation questions interactively.
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Pp production log_template (1)
Salford City College Eccles Sixth Form Centre BTec Level 3 Extended Diploma in Creative Media Production Film, TV and Radio HA4 – Objects of Desire Production Log Name: Production: Date Action Taken 15/05/2014 On this day I filmed my entire advert, starting with close-ups of the product using a small tripod, then an over-the-shoulder handheld shot of Adam doing skills to make it look professional, and finally shots of Adam running towards and past the camera to make the video upbeat.
Pp risk assessment_template
This document is a risk assessment sheet for a student film project shooting a Nike shoe advertisement. It identifies the location of Skyes House, notes there is a risk of falling down steps there rated at level 1, and lists solutions such as ensuring crew are aware of the steps and will not film near them. It also provides contact information for the student's mother, emergency services, and local services that may be needed.
Pp production plan_template
The production plan outlines the requirements for filming a commercial for Nike shoes, including camera equipment like a camera, tripod, and shoulder mount needed to film shots of feet and walking. It notes that a camera operator will be needed to film different angles. Three actors are required - one man to wear the shoes and two girls to dance with him. Transportation via bus is needed to and from the filming location, and a unique pair of trainers will be used as a prop. Post-production will involve using Premiere to edit the clips together with the song "Bust a Move" added for its upbeat style.
Location scouting checklist_ig2_
The location scouting checklist evaluates Skyes house for suitability. There is enough space for equipment, cast and crew in the large back garden. Set dressing will be easy as most shots are close-ups and mid-shots. Electricity is readily available. However, written consent to film has not yet been obtained. The garden matches the director's vision of a park-like setting and offers easy access to electricity if needed.
Pp shooting schedule_template
This shooting schedule template for a film project lists four scenes shot on May 14th, 2014 at Skye's house. It includes the type of shot (close up, close up, mid shot, long shot), the location, whether the scene was completed, and brief comments on each take noting things like the quality of acting or how natural certain shots appeared.
Pp production schedule_call_sheet_template
The production schedule call sheet is for a Nike shoe advertisement filmed by Tom Ross as part of his BTEC Level 3 Extended Diploma in Creative Media Production. It lists the crew, including Tom Ross as camera operator, sound operator, and director, and assistants Shannon Orr and Skye Nel. The call sheet schedules a meeting after college at 3:00pm on May 13th at Skye's house, with catering provided by Skye's mother or at McDonald's, to film the actors - Shannon Orr, Skye Nel, and Emma Upton - in normal clothing except for the product shoes being advertised.
Research for production
Shoe advertisements typically feature a dominant character who is successful while wearing the shoes being advertised. The shoes are usually surrounded by dull colors to make the bright, colorful shoe stand out and look more appealing. This advert uses classic conventions like featuring athletic players to show the full potential of the shoes and make the shoe look unique with futuristic, fancy effects. These techniques are intended to appeal to all ages and make the shoe more approachable to buy.
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1) The document is a production log for a student named Chloe Kyriacou chronicling the process of creating a stop motion advertisement for BarryM as part of her BTEC coursework.
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3) Chloe encountered some challenges along the way, such as the time consuming process of painting her nails different colors for each frame, so she switched to using black nails and editing the colors in Photoshop instead.
Unit 30 – advertisement production for television powerpoint
The document discusses various advertisement techniques used in television commercials. It provides examples of animated ads aimed at children using bright colors and fun fonts to attract their attention. It also examines documentary-style ads that tell real stories to seem more genuine to audiences. Finally, it looks at narrative ads like the Compare the Meerkat series that tell an ongoing story across multiple commercials to engage viewers.
Feedback
The document provides feedback on an advertisement posted to Facebook in June 2014. The advertisement targeted women and girls aged 14+ and received overall positive feedback. While the feedback was helpful, gaining responses from a wider audience could have provided better insight. Respondents found the advertisement straightforward and easy to understand as it directly advertised its purpose, and they enjoyed the advertisement.
Voyage Presentation
Hollie Ferguson created a 5-page website about her trip to Thailand that was validated to WC3 standards and included 3 JavaScript interactions. The site featured pages about Phuket, Bangkok, Phi Phi Islands, the home page, and a page about ladyboys that included an interactive guessing game. Hollie struggled with JavaScript and wanted to include more interactivity. Feedback was positive from friends and family of varying ages, though grandparents found images on the ladyboy page crude. Hollie was happy with the design but disappointed compared to classmates and wishes to improve coding skills and add more images.
HA4 Production Log 2
This production log documents Sarah Murray's process for creating an advertisement video for a fictional product called Elyts Products as part of her BTEC course. It involved extensive research on advertising techniques and conventions. Sarah then created storyboards and conducted pre-production planning. Filming took place over two weeks due to weather delays. Editing in Adobe Premier Pro involved cutting footage to sync with the chosen song. The finished 30-second video was uploaded to YouTube and received positive feedback.
Pp production log_template
This production log documents the filming of a creative media project over several days. On the first day of filming, the director went through locations with actors and shot scenes in reverse order at Buile Hill Park. Filming was cancelled one day when an actor fell ill. On another day, scenes were shot at a house after clearing hazards, though some reshoots were needed the next day to get the right angles. The last filming day wrapped up remaining scenes. In editing, the director utilized color correction, stabilization, and speed/slow motion effects to an uptempo song to create a happy advert in line with the project.
Cmpletedroduction schedulecallsheet
Chloe Kyriacou is producing, directing, filming, and starring in a short film titled "Objects of Desire- Barry M Nail Polish Advert" for her client Zip Associates. The production schedule call sheet outlines the crew consisting solely of Chloe and the filming dates of April 26th and 27th and May 3rd at Chloe's house in Salford.
Completed productionplan
This production plan is for a Barry M Nail Polish advertisement titled "Objects of Desire" produced by Chloe Kyriacou for client Zip Associates. It outlines that Chloe will operate the camera, handle sound, act as technician, and edit. A red table cloth and Chloe's hands will be used as props. Post-production will involve adding sepia and mask effects in Photoshop, editing the ad in Premiere Pro, and using 14-45 seconds of "Mr. Sandman" by The Puppini Sisters for music.
Audience research
Presentation on the many different types of research TV and Advertising companies use to measure there audience.
Ha4 synopisis template_210413
The document provides a synopsis for an iPhone advertisement. It describes that the ad would start with various close-up shots of the iPhone for the first 15 seconds while the narrator describes improvements to the camera and memory. From 16 to 25 seconds, the narrator would discuss new features as they are demonstrated through extreme close-ups. The ad would then show the iPhone being used in daily life from 26 to 30 seconds with the Apple logo and "iPhone" text fading in and out at the end.
This screen shot shows me using the program after effects to make my advert
Daniel Watt created an advertisement using After Effects to animate an iPhone template rotating to showcase the phone's details. He included changing images and text every 4-6 seconds highlighting the phone's features using opacity. The final image featured Apple's logo briefly appearing with imported music playing over the ad.
Ha4 initial schedule_210413
This schedule outlines the tasks and deadlines for a BTec Level 3 Extended Diploma in Creative Media Production in Film, TV and Radio over 5 weeks. It details the pre-production, production and post-production stages for Tasks 1 through 6, which include pitching ideas, creating advertisements, and writing an evaluation. Students are expected to come into college to work on their projects and check that they are on track by reviewing the schedule and production log each week before the final deadline.
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Unit 30 – advertisement production for television powerpoint
Unit 30 – advertisement production for television powerpoint
This screen shot shows me using the program after effects to make my advert
This screen shot shows me using the program after effects to make my advert
Similar to Pp production log_template
Critical question 4
The document discusses how various technologies were used at different stages of a music video project. Online platforms like YouTube and Google Blogger were used for research and documentation. An iPhone and Canon camera were used to film footage in Italy and Kenya. Adobe Premier Pro was used to edit the video, adding effects and syncing the audio. Photoshop and InDesign were used to design the digital packaging. A Wix website was created to promote the artist, adding images, video links, and a tracklist.
Question 3
Rebecca used new media technologies throughout the research, planning, construction, and evaluation of her music video project. She researched conventions on YouTube and music websites. She storyboarded and created animatics using iMovie. Photos were taken with a digital camera and clips were filmed with video cameras. Editing software like iMovie, Photoshop, and InDesign were used to construct the video, digipack, and advertisement. Feedback was gathered by uploading work to YouTube and evaluating the challenges and skills developed.
Evaluation question 4
The document discusses various technologies used at different stages of a project. GarageBand was used to create a radio advert by recording a voiceover over music. Photoshop was used to edit images by adjusting brightness, contrast, and exposure to make images more abstract and colorful for a newspaper advert. iMovie was used to make a fashion documentary by editing footage, adding a voiceover and music. Publisher was used to design the newspaper advert and floor plan by using text and shapes. YouTube was used to upload and embed video content created in iMovie and other software. Prezi and SlideShare were used to create and upload presentations, while Weebly allowed arranging content and embedding videos, images, and text on a website.
Evaluation question 4 powerpoint
The document summarizes the technologies used during the research, planning, and production stages of creating a soap opera trailer and ancillary products. During research, online resources like Google, YouTube, and TV station websites were used. Planning was done using Weebly for blogging work, Microsoft Word for paperwork, and Excel for a shot list. Production involved using a digital camera, tripod, Apple computer and iMovie to film, edit, and add effects/music to footage. Photoshop and Publisher were used to edit images and design the ancillary magazine cover and billboard poster. Various technologies enabled high quality products to be created.
Evaluation for ig4
Jack Rogers created a mountain bike advertisement for his final major project. He evaluated the technical quality of the final product, including the effective footage, creative camera angles, and music that matched the fast pace. The editing and layout were advantageous due to his skills with Adobe Premier Pro. Overall, the project went well and matched his initial storyboard and time management goals. Primary research through an online survey provided feedback on the target audience's preferences for music genres and video pace.
Evaluation question 4
The document discusses the new media technologies used by the student at various stages of their coursework project.
At the research and planning stage, the student used YouTube to research music video conventions, Google to find secondary sources, and Emaze and SlideShare to present research.
For filming, the student used a Canon 700D camera and tripod. Lighting included handheld, natural, and fairy lights.
Adobe Premiere Pro was used for editing. Photoshop was also learned to enhance images for ancillary texts.
Different platforms were used to present the evaluation, including videos, slideshows, and Emaze. Question 3 involved interviewing audiences and editing the footage.
How did you use media technologies in the
The document discusses the various hardware and software used to create a music video and ancillary tasks. A Nikon camera was used to film footage for the music video and take photos. Imovie and Photoshop were used to edit footage and add text/filters to photos. Online research tools like YouTube and SurveyMonkey were used to research the genre and target audience. Presentation software like Prezi and Powtoon were used in planning and evaluation stages.
How did you use media technologies in the construction and research, planning...
The document discusses how the author used various digital technologies to complete a school music video project. Specifically:
1) The author used YouTube to analyze existing music videos, embed their final music video online, and upload drafts and receive feedback.
2) SlideShare was used to upload presentations and documents for blogs.
3) Blogger allowed the author to create research, planning, and evaluation blogs and embed various documents and media.
4) PowerPoint was used to analyze and convey research findings across the blogs.
Mediatechnologyworkneedtocomplete
1) The document discusses how the author used various online tools and technologies to plan, create, and analyze a music video project and related ancillary tasks.
2) YouTube was used to analyze music videos, upload drafts and finals of the created video, and embed videos on blogs for feedback.
3) Photoshop and Slideshare were used to edit photos and upload presentations, while Blogger allowed posts integrating embedded content.
4) Facebook provided a platform for audience feedback that informed further improvements.
Question 4
The document describes how various media technologies were used at different stages of creating a music video, digipak, and website project. YouTube, Wikipedia, Google News, and band websites were researched to gather inspiration. Planning involved using YouTube, Flickr, and DaFont. An animatic was created to storyboard the video. The video was filmed using a tripod and video camera and edited in Final Cut Express. The website was constructed in Dreamweaver and the digipak was designed in Photoshop. Feedback was gathered through social media to evaluate the finished products.
Evaluation task question 4[1]
The document discusses the various media technologies used at different stages of creating a music video. Filming was done using an iPhone for its portability and quality, as well as a Panasonic camera. Adobe Photoshop and Premier were used for editing images and video footage. Websites like dafont and slideshare helped with fonts and file formats. A focus group on Facebook provided feedback via questions. Technological convergence allowed recording, editing and distributing the final video online through YouTube.
Evaluation4
The document discusses the technologies used in planning, researching, and creating a teaser trailer. Websites like Prezi and Pearl and Dean were used to present ideas and research target audiences. Free sound was used to find and layer sound clips. Illustrator and Photoshop were used to create a poster, and GarageBand was used to edit sound clips. Final Cut Pro was used to edit video clips and add sound edited in GarageBand. Canon 80D cameras were used to film, and iMacs, phones, and an iPad were used at different stages of planning and production.
Evaluation question 4
The student used various new media technologies at different stages of their music video coursework project.
They used Blogspot to document their progress, personalizing the blog. During filming and editing, the blog allowed them to look back at past work. Research involved using YouTube to analyze music videos and Google to discover secondary sources. Presentations were embedded in the blog using Emaze.
Footage was captured using a Canon 700D DSLR camera on a tripod. Adobe Premier Pro was used for editing. Photoshop was utilized to enhance images for ancillary texts. Different platforms like slideshares and videos were used to evaluate different aspects of the project.
4 technologies complete
The document discusses the various media technologies used at different stages of creating a music video. Filming was done using an iPhone for its portability and ease of use over a larger video camera. Adobe Photoshop and websites like dafont.com were used to design ancillary products. Planning and storyboarding was done using MindGenius software. Editing of video footage was done in Adobe Premier to cut segments, add effects, and sync to the song. The completed video was distributed through social media by creating a focus group on Facebook to collect feedback.
Evaluation Q4
The document discusses the various media technologies used at different stages of a media project. At the planning stage, email, digital cameras, Google Maps and weather websites were used. Microsoft Word, PowerPoint and SlideShare were used to write, present and publish documents and presentations. Blogger was used to create blogs to present each stage. YouTube, music websites and magazines were used for research. iMovie was used to edit video clips and add effects. Images were edited using selection tools. Fonts were found on Urbanfonts. Feedback was gathered from YouTube and Facebook comments.
Media Evaluation - Question 4
The student used various media technologies throughout their project. They used YouTube for research and inspiration, and an artist's website to find song lyrics and names. Photoshop was used to create a digital pack and advert, including adding fonts and editing images. Final Cut Pro was used to edit video footage, add sound, and color correct shots. Other tools like Blogger documented progress, and lighting was used for photography and video shooting.
Q4 evaluation ppt
The student used various media technologies throughout the research, planning, construction, and evaluation stages of their project. During research, they used YouTube to find inspiration and ideas from other music videos. They also used their chosen artist's website to find song names and lyrics. Photoshop was used to create a promotional advert and digipak, using techniques like layering. Final Cut Pro was used to edit the video, including deleting sound, lining up lip syncing shots, and color correcting. Other tools like Blogger documented their progress, and lighting was used for photography and video shots.
A2 Media Question 4.2
The document summarizes Daniel Rothery's use of various media tools in constructing a music video. It describes using a Canon 1200D camera to film footage, SanDisk memory cards to store the footage, and Adobe Premiere Pro and After Effects software to edit the video. Specific editing techniques used in Premiere Pro include layering, color effects, and titles. After Effects was used to add special effects like melting titles and extracting lip movements frame by frame. Blogger was used to upload work updates and YouTube to share video edits. Photoshop was employed to create pop art inspired graphics for the video packaging and magazine advertisement through image repetition techniques.
Evaluation question 4
The student used several new technologies in constructing, researching, planning, and evaluating their music video project.
For construction, they used a DSLR camera, Final Cut Pro for editing, and Photoshop and InDesign for designing packaging. In research, they utilized Google, YouTube, SoundCloud, and artist websites. Planning involved creating a mood board and animatic using online images.
Evaluation saw the student posting to their blog while embedding videos, slideshows, and presentations created in PowerPoint, Prezi, Photo Booth, and Final Cut Pro to showcase different aspects of their work.
Question 4
The document discusses the use of various new media technologies in the production of a film trailer titled "Intrusion". Photoshop was used to create advertisements and work on image editing and design. After Effects was used to add intro clips and motion titles to make the trailer feel more professional. Final Cut Pro was used for video editing, though the author was more familiar with Sony Vegas. Garageband was used to create custom soundtrack elements. Blogger hosted the finished work and YouTube was used to upload and share the trailer online.
Similar to Pp production log_template (20)
How did you use media technologies in the construction and research, planning...
How did you use media technologies in the construction and research, planning...
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Image manipulation
Tom Ross took photos at Salford lads club for his music magazine cover and spread but found they were overexposed. In Photoshop, he added a black and white filter, darkened the image, and cropped it to fit the page better. For the final cover, he added text over the photo and included an image of a CD to make his magazine look more professional and like a real music publication.
Definitions
The document discusses different types of briefs that can be used between media companies and clients for projects. A contractual brief outlines strict guidelines that must be followed. A negotiated brief allows for discussion if any issues arise with the initial brief. A formal brief provides basic information and allows for further discussion. An informal brief is a verbal agreement rather than a written document. A commission brief involves one company hiring another to complete work for a third-party client.
Evaluation 1
Tom Ross created a 1 hour radio show about Manchester music and news using recordings from the Eccles College radio studio and a personal audio recorder. While the quality of the recordings was clear, Tom notes that his speaking could have been clearer. He learned how to edit sound clips and adjust volumes using Reaper audio editing software. For his next project, Tom would create a survey first to get audience input, have a co-presenter to make recording easier, and add jingles to make the show more professional. Overall, most listeners thought the show was good but some felt it was unprofessional, and Tom is happy with the final outcome while seeing ways it could be improved.
Definitions
The document discusses different types of briefs used in media projects:
- Contractual briefs strictly outline guidelines that must be followed to avoid legal issues.
- Negotiated briefs allow involved parties to discuss and change elements to suit all parties.
- Formal briefs provide basic information and allow for further discussion during negotiations.
- Informal briefs are verbal discussions that lead to agreed-upon project requirements.
The minecraft ledgend josh 1
Charles Cooper, an 18-year-old YouTuber, has formally challenged Josh Eggerton, the two-year reigning champion of MineCon, to a winner-takes-all battle to determine who is the best Minecraft player. Josh became famous for his YouTube videos and skill at MineCon, but now a new challenger has emerged in Charles, who was inspired by Josh to begin his own YouTube channel. Their highly anticipated showdown will decide who retains the title of Minecraft champion.
Unit 51 pr9 sourcing images
Copyright protects original creative works like images, books, films and songs from being used without permission. To use an image created by someone else, you need to find the original owner and get their permission. The document discusses how to locate the owner of an image online to request permission to use it in your own work, and the importance of crediting the owner if allowed to use their image.
Task 1 magazine
The document summarizes and compares the design elements, target audiences, and genres of two music magazines: Kerrang and Q Magazine. Kerrang uses bold, dark colors that would appeal to emo/goth audiences. The text is large and focuses on punk/rock bands to attract younger readers. Q Magazine uses brighter colors as it covers both rock and chart music. It aims for a slightly broader audience. Both magazines use their logo prominently and include information about artists, issues, and dates in the terminal area.
Pr11 production commentary
1. The document describes a student's design of a magazine front cover and double-page spread for a music magazine called V Music.
2. The student took inspiration from magazines like Kerrang and Hammer and used classic indie/rock themes of black and white images and included a free CD in the design.
3. The target audience is described as mainly people aged 14-21, with a focus on socio-economic classes C2-D, and more aimed at males but possibly appealing also to some females.
PR4 Essay
This document discusses using genre analysis and auteur theory to analyze films. It explains Lacey's Repertoire of Elements, which provides a framework for analyzing a film's setting, characters, narrative events, iconography, and style/technical codes. The document applies this framework to analyze the trailers and conventions of films like Pulp Fiction, Walk Among the Tombstones, Mean Girls, and Napoleon Dynamite. Key points of analysis include the films' genres, iconography, settings, and whether they demonstrate generic or distinctive authorial styles.
News review
This document summarizes three news stories created by the author for an assignment. The first story was about an animal named Will who was moved to Eccles College, and involved research and recording an script. The second was a "voice report" combining a recorded script with snippets from an interview with the head of studies. The third used vox pops to get opinions on e-cigs through research and recorded questions and answers. Overall the assignment involved research, script-writing, recording, and editing interviews and stories into news shows ranging from 2 to 5 minutes.
Essay
There are multiple ways to analyze films, including using elements like iconography, character, narrative, and audio codes to examine what is depicted. For example, in the film Cowboys and Aliens, Western genre conventions like cactuses and tumbleweeds in the background clearly identify it as a western. Additionally, an auteur filmmaker has their own distinct editing style and brings their personal creative vision to each movie, like Quentin Tarantino and Tim Burton, whereas commercial directors may lack a unique directorial style.
Interview prep sheet for ecigs
The interview prep sheet outlines an upcoming interview on April 30th about e-cigarettes. The interview will be conducted by Thomas Ross of a local newspaper at the Eccles Sixth Form Centre. A sound recorder will be used to capture opinions from students and teachers on whether e-cigarettes should be allowed in public, if they help people quit smoking, and general opinions on e-cigarettes. The purpose is to explore views on the topic for an article.
3rd news story script
Ecigs have risen in popularity since 2011 but have mixed reviews. Some people have switched to ecigs but later started smoking regular cigarettes. However, ecigs have helped some people quit smoking. There is disagreement over whether ecigs should be used indoors like at schools. While ecigs may help some quit smoking, many believe they do not actually help people stop smoking cigarettes. Overall opinions of ecigs are negative though ecig users likely won't stop using them.
Interview prep sheett
The interview is scheduled for March 27th at 1pm between journalist Tom Ross and Mark Wilkinson from Salford Community College. The purpose is to determine if the college is willing to let students use empty rooms during their spare time or make a new, larger student area. Planned questions focus on any plans for expanding student space, availability of rooms for individual work, potential improvements to furniture and equipment, student responsibility, and consequences for misusing areas.
Pr6 hollywood blockbuster 1
The document discusses the movie Cinderella (2015) and its target audiences. It aims to attract both children and their parents by appealing to children with its fairy tale story and similarities to Frozen, while also attracting parents through marketing that features the child-focused elements. The movie tells the classic Cinderella story. Its marketing uses posters that reference Frozen to draw audiences and plays trailers in theaters and on TV. It aims to appeal to both young female viewers and their parents through this multi-generational approach.
Pr6 hollywood blockbuster 1
This document summarizes the marketing strategies used for the 2015 Disney film Cinderella. It notes that the film targets both children, who are familiar with the classic fairy tale, as well as their parents through references to the popular Frozen film. The marketing utilizes posters showing the resemblance to Frozen's Elsa character to draw in different audiences. Trailers are shown before other films in theaters and on television to generate buzz. Social media is also utilized to promote the film for free. The film's marketing effectively targets multiple generations to increase ticket sales.
My second news story script
The amount of students attending Eccles Sixth Form Centre has increased, leading to less space for students to relax between lessons. The reporter spoke to the head of studies, Mark Wilkinson, about available facilities for students. Mark explained that some areas have been closed off due to mistreatment and damage, with cleaners reporting excessive litter and damaged furniture. The solution is for students to take care of the areas to keep them open.
Pr7 me and my movies
This document summarizes the writer's three favorite action movies from the Marvel franchise: Avengers Assemble, Captain America 2: The Winter Soldier, and X-Men: Days of Future Past. The writer enjoys researching Marvel movies in advance because they have a strong interest in the franchise. Avengers Assemble features the Avengers working together to stop an evil alien race. Captain America faces his difficult past as the Winter Soldier is revealed to have been brainwashed by the evil group Hydra. X-Men: Days of Future Past combines the newer and older X-Men movies, sending Wolverine back in time to prevent a machine from killing all mutants.
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原版定做(mmu学位证书)英国曼彻斯特城市大学毕业证本科文凭原版一模一样
原版定制【微信:bwp0011】《(mmu学位证书)英国曼彻斯特城市大学毕业证本科文凭》【微信:bwp0011】成绩单 、雅思、外壳、留信学历认证永久存档查询，采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信bwp0011】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信bwp0011】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
【关于价格问题（保证一手价格）】
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
按照学校原版(UniSA文凭证书)南澳大学毕业证快速办理
咨询办理【(UniSA毕业证书)南澳大学毕业证】【176555708微信号】未毕业成绩单、外壳、offer、留信学历认证（永久存档真实可查）采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【我们承诺采用的是学校原版纸张（纸质、底色、纹路），我们拥有全套进口原装设备，特殊工艺都是采用不同机器制作，仿真度基本可以达到100%，所有工艺效果都可提前给客户展示，不满意可以根据客户要求进行调整，直到满意为止！】
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信176555708】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信176555708】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
留信网服务项目：
1、留学生专业人才库服务（留信分析）
2、国（境）学习人员提供就业推荐信服务
3、留学人员区块链存储服务
→ 【关于价格问题（保证一手价格）】
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
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选择实体注册公司办理，更放心，更安全！我们的承诺：客户在留信官方认证查询网站查询到认证通过结果后付款，不成功不收费！
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【我们承诺采用的是学校原版纸张（纸质、底色、纹路）我们拥有全套进口原装设备，特殊工艺都是采用不同机器制作，仿真度基本可以达到100%，所有工艺效果都可提前给客户展示，不满意可以根据客户要求进行调整，直到满意为止！】
【业务选择办理准则】
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三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
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2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
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留信网服务项目：
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【关于价格问题（保证一手价格）】
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：客户在留信官方认证查询网站查询到认证通过结果后付款，不成功不收费！
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【我们承诺采用的是学校原版纸张（纸质、底色、纹路）我们拥有全套进口原装设备，特殊工艺都是采用不同机器制作，仿真度基本可以达到100%，所有工艺效果都可提前给客户展示，不满意可以根据客户要求进行调整，直到满意为止！】
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信号:176555708】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信号:176555708】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
留信网服务项目：
1、留学生专业人才库服务（留信分析）
2、国（境）学习人员提供就业推荐信服务
3、留学人员区块链存储服务
【关于价格问题（保证一手价格）】
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：客户在留信官方认证查询网站查询到认证通过结果后付款，不成功不收费！
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【我们承诺采用的是学校原版纸张（纸质、底色、纹路）我们拥有全套进口原装设备，特殊工艺都是采用不同机器制作，仿真度基本可以达到100%，所有工艺效果都可提前给客户展示，不满意可以根据客户要求进行调整，直到满意为止！】
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信号:176555708】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信号:176555708】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
留信网服务项目：
1、留学生专业人才库服务（留信分析）
2、国（境）学习人员提供就业推荐信服务
3、留学人员区块链存储服务
【关于价格问题（保证一手价格）】
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：客户在留信官方认证查询网站查询到认证通过结果后付款，不成功不收费！
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美洲杯押注靠谱的软件-美洲杯押注靠谱的软件推荐-美洲杯押注靠谱的软件|【网址🎉ac123.net🎉】
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