Preliminary evaluation
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The document evaluates the group's preliminary task video project. It discusses what went well, including incorporating elements of the thriller genre and completing all tasks on time despite a lack of experience. It also notes areas for improvement like adding more camera angles and finding a less busy setting. Difficulties included initially struggling with the video equipment and differing opinions clashing, but the group was able to overcome issues and work well together. Storyboarding helped plan the setting and ideas for the preliminary task.
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Preliminary task questions
The document discusses a preliminary filmmaking task. It notes that planning the short story went well but details of shot length and background music could be improved. Uploading photos from the camera to the Mac proved difficult. Anticipated problems filming include transferring video to the Mac, which will be solved by asking classmates and teachers for help. The storyboard helped with planning elements and details to include.
Q7
Looking back to their preliminary task, the document discusses what they feel they have learned in progressing from the preliminary task to the full product. Specifically, they note that for the preliminary task they did no research or planning, it was hastily made up and did not turn out well. However, it helped them learn how to use the camera and editing software. For the full product, they conducted research, created a storyboard, script, and divided roles to better organize and plan the project. They also improved their camera skills and editing was split between two people to finish more quickly. Overall, the document expresses that significant improvements were made from more planning, research, defined roles, and experience gained from the preliminary task.
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The document discusses a preliminary filmmaking task. It notes that planning the short story went well but details of shot length and background music could be improved. Uploading photos from the camera to the Mac proved difficult. Anticipated problems filming include transferring video to the Mac, which will be solved by asking classmates and teachers for help. The storyboard helped with planning elements and details to include.
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Looking back to their preliminary task, the document discusses what they feel they have learned in progressing from the preliminary task to the full product. Specifically, they note that for the preliminary task they did no research or planning, it was hastily made up and did not turn out well. However, it helped them learn how to use the camera and editing software. For the full product, they conducted research, created a storyboard, script, and divided roles to better organize and plan the project. They also improved their camera skills and editing was split between two people to finish more quickly. Overall, the document expresses that significant improvements were made from more planning, research, defined roles, and experience gained from the preliminary task.
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Preliminary Evaluation
The group worked well together and captured all the necessary shots to practice their camera skills. However, the preliminary task could have been improved by adding close-up shots and better transitions. Editing was difficult due to multiple retakes and ensuring continuity across shots. Finding an undisturbed location and incorporating everyone's ideas were also challenges. To overcome issues going forward, the group will plan filming dates in advance and use their own equipment to avoid technical problems. The storyboard helped the group plan the shots and scenes effectively to save time during filming.
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The document discusses what was learned from planning and carrying out a preliminary anti-smoking video task. It summarizes that picking the best idea from brainstorming and incorporating elements from peers helped develop the storyboard, though the storyboard needed improvement. Research on other films could have strengthened the final product. Equipment like cameras require care and different shots, while microphones and headphones helped capture clearer audio. Editing was challenging but became easier with practice, and allowing input improved the video, though working steadily is important to avoid delays.
Q7
The document summarizes the student's learning from their preliminary task to their full product thriller film. They discuss improvements in their camera work, editing skills, and use of software like Final Cut Pro. They analyzed successes and challenges of both their preliminary task and full thriller film. Overall, they felt they improved their skills and learned from mistakes, and enjoyed gaining experience with cameras, editing, and other technologies.
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Through completing their full film opening sequence, the student learned how important planning and research are for a successful video. For the preliminary task, they created a basic storyboard but did not plan shots in detail. However, for the main task they took more time to thoroughly storyboard and plan ideas with the group. This ensured they used their limited filming time effectively and were prepared with equipment lists. While they tried to fit too much into one lesson for the preliminary task, mistakes from this taught them to better account for challenges and arrange additional filming days if needed. Overall, the student improved their camerawork, editing skills, and understands the value of production research.
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The document outlines the scenes and content planned for a documentary on car accidents involving young drivers. Scene 1 involves an interview with James Cooper about a past car accident. Scene 2 interviews Lucine Sandiford about a recent car crash. Scene 3 presents facts and figures about car accidents among young people. Scene 4 plans to interview a police officer about risky driving by teenagers. Scene 5 will film traffic along a road known for speeding and an accident. Scene 6 will show new drivers celebrating passing their tests.
Home is Where the Vampires Roam
I made this for an art class in my junior year of high school, circa 2001.
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The document analyzes scenes from a script in 3-sentence paragraphs. It discusses using cuts between scenes of a girl entering her home alone to build tension. It considers showing her walking down a corridor to isolate her, but decides against extra characters or dialogue for the film's beginning. It plans shots of the girl sitting on her bed directly under the attic for focus on her acting. It will use a hairdryer to flickering a magazine for effect rather than just banging from above. It intends getting shots from different angles of her pulling down the attic ladder and walking up to build suspense.
Documentary description brief
The documentary aims to inform teenage drivers and parents about the dangers of driving as a teenager. It will include interviews with people affected by car accidents, a police officer, and a college head. It will also present facts and statistics about crashes caused by young drivers. The target audience is 16-19 year olds and their parents. The documentary will air on either ITV or Channel 4.
Preliminary sketches
The document contains 8 preliminary sketches for filming scenes of a short video. Each sketch describes the shot, duration, and scene details to guide filming and ensure the 180 degree rule is followed. The scenes include an establishing shot of a girl walking through double doors, her entering a classroom, a close up of her and a bad character hiding, the bad character pushing her against a wall, her asking "why me" from over the shoulder, two characters talking over a table, and the bad character strangling the girl.
Preliminary sketches
The document contains 8 scenes from a film script with descriptions of the shot, duration, and key events in each scene. It uses storyboards and sketches to map out filming locations and shots needed to film each scene and help realize what needs to be done to film them. The sketches provide an indication of what needs to be done for each scene.
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The documentary aimed to portray love in a realistic yet gentle manner. Natural lighting and costumes were used to reflect the characters' ages. The acting felt genuine as no scripts were used. The common room setting would be familiar and comfortable for the target 16+ audience. Music and ambient sounds helped viewers relate to the surroundings. Camera angles represented equality in love, while close-ups showed emotion. The documentary created a friendly environment to discuss love.
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This document contains information on target audiences for four potential documentary films:
1) "Pressure To Be Perfect" targets females aged 13-25 from low-medium income, middle class backgrounds interested in beauty and fashion content, likely viewing on TV.
2) "Retail Gloom" targets middle income, middle class adults over 30 interested in news and informed content, likely viewing on TV or internet.
3) "Youth Services" targets middle aged adults of either sex from middle class, middle income backgrounds interested in politics and society, likely viewing on TV.
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The document discusses two storyboards that outline how the filmmakers want to make their documentary and how it will actually be made. It provides a planned and actual production overview in two storyboard formats.
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This blog post reviews a student media blog that uses various technologies for different questions, including Vimeo, Prezi, Slideshare, and YouTube videos with voiceovers and pictures. The blog demonstrates that using videos with voiceovers and the right pictures makes blogs more engaging. Looking at this student's blog, the reviewer realizes they would also like to use Prezi and Slideshare for their own blog to make it more interesting.
Ancillary tasks planning ideas from channel 4
The document discusses mimicking Channel 4's advertising style for a school project by looking at other Channel 4 programs and documentaries as examples to resemble a Channel 4 advert.
Analysis of the final destination
The document provides an analysis of sound, lighting, camera movements, and editing techniques used in the film "The Final Destination". It notes that suspense is built through the use of dramatic music during tense scenes. Natural lighting is used to make the early events seem realistic. Camera shots emphasize small details and speed to suggest impending danger. The editing picks up pace during the accident scene to convey chaos and scramble to save lives, with CGI enhancing the action.
Preliminary evaluation
The document discusses the evaluation of a group project creating a thriller film for a class. The group felt they created something different than other preliminary tasks and that it fit well into the thriller genre. With more time, they could have added more camera angles and shots or filmed in a less busy setting. At first, using the video equipment and working together was difficult, but the group was able to overcome challenges and incorporate all ideas into a good preliminary task. Creating a storyboard helped the group plan locations and visualize their ideas.
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Preliminary Evaluation
The group worked well together and captured all the necessary shots to practice their camera skills. However, the preliminary task could have been improved by adding close-up shots and better transitions. Editing was difficult due to multiple retakes and ensuring continuity across shots. Finding an undisturbed location and incorporating everyone's ideas were also challenges. To overcome issues going forward, the group will plan filming dates in advance and use their own equipment to avoid technical problems. The storyboard helped the group plan the shots and scenes effectively to save time during filming.
As media evaluation - Preliminary task
The document summarizes the student's preliminary media production task. They were given two weeks to plan a theme, storyline, characters and location. In the first week, the group of four brainstormed ideas using a spider diagram to develop a theme and production details. In the second week, they filmed their planned storyline.
Evaluation of the preliminary task
The document discusses what was learned from planning and carrying out a preliminary anti-smoking video task. It summarizes that picking the best idea from brainstorming and incorporating elements from peers helped develop the storyboard, though the storyboard needed improvement. Research on other films could have strengthened the final product. Equipment like cameras require care and different shots, while microphones and headphones helped capture clearer audio. Editing was challenging but became easier with practice, and allowing input improved the video, though working steadily is important to avoid delays.
Q7
The document summarizes the student's learning from their preliminary task to their full product thriller film. They discuss improvements in their camera work, editing skills, and use of software like Final Cut Pro. They analyzed successes and challenges of both their preliminary task and full thriller film. Overall, they felt they improved their skills and learned from mistakes, and enjoyed gaining experience with cameras, editing, and other technologies.
Media evaluation – question 7
Through completing their full film opening sequence, the student learned how important planning and research are for a successful video. For the preliminary task, they created a basic storyboard but did not plan shots in detail. However, for the main task they took more time to thoroughly storyboard and plan ideas with the group. This ensured they used their limited filming time effectively and were prepared with equipment lists. While they tried to fit too much into one lesson for the preliminary task, mistakes from this taught them to better account for challenges and arrange additional filming days if needed. Overall, the student improved their camerawork, editing skills, and understands the value of production research.
Question 7
The document summarizes what the group learned from producing their preliminary film task to the full film product. In the preliminary, they learned about different camera shots and angles through pre-production. During production of the preliminary, they struggled with camera skills and following the storyboard. In post-production of the preliminary, their editing was basic as they were new to the software. For the full film, they applied what they learned to plan better with a storyboard, focus on camera shots and angles, and create more sophisticated editing and titles. They felt their teamwork and skills improved from mistakes made on the preliminary.
Ouestion 7 evaluation presentation
1) The document discusses lessons learned from creating a preliminary task that were applied to a final opening sequence media project. This included improved understanding of camera angles, actor performance, and story structure.
2) Creating a storyboard and shooting script helped provide organization and structure while filming, though some changes were made on location.
3) Time management skills from the preliminary task were useful for completing the opening sequence within deadline, though more time was needed for additional takes and improved footage quality.
4) Editing skills from the preliminary task, like match cuts and shot reverse shots, were implemented in the final edited opening sequence.
Preliminary Evaluation
This is my preliminary Evaluation PowerPoint, we decided to do power points because we had trouble with recording the video.
Ouestion 7 evaluation presentation
The document discusses lessons learned from creating a preliminary task that were applied to producing an opening film sequence. Key lessons included learning different camera shots and angles, portraying characters more realistically, structuring a film, and editing techniques. Time management was challenging due to limited time but the group managed to complete filming by strategizing available times and assigning editing duties. Producing a storyboard and script helped guide the process although some shots were changed based on ideas during filming.
Preliminary task evaluation
The document provides a summary and evaluation of the preliminary task of directing and filming a horror film opening. It discusses the roles and ideas different group members contributed, what worked well like distributing roles and communicating effectively, and what didn't work as well such as lack of planning, technical issues, and timing issues filming at night. It also outlines lessons learned and plans to improve for the main task, such as better location selection, scheduling, storyboarding, and taking more time to ensure quality.
Question 7
From the preliminary task and filming the full product, the student learned:
1) Effective planning is key, including storyboarding and shot lists. This allows for organized shoots and adaptation.
2) Continuity is important for realism and avoiding audience confusion. Factors like location, costumes, and lighting must be kept consistent.
3) Problems will arise during production, but can be solved through flexibility and alternative solutions like playing a role oneself.
4) Editing skills developed through practice, and the ability to work independently allowed for efficient editing on a tight deadline.
Question 778
From the preliminary task and full production, the student learned:
1) Effective planning is key, including storyboarding and shot lists. This allows for organized shoots and efficient use of resources.
2) Continuity is important for realism and avoiding audience confusion. Factors like location, costumes, and lighting must be kept consistent.
3) Problems will arise, so flexibility and quick problem-solving are important skills. The student learned to find solutions, like playing the villain, and asking others or online tutorials for help.
Preliminary Evaluation
The document summarizes a preliminary film evaluation task conducted by a class. It discusses the key elements that were required, including different shot types and following the 180-degree rule. It describes how a group of three students storyboarded, planned, and filmed their scene at their school. They encountered some location issues but were able to improvise. Overall, they felt the process went well and that they were able to apply film techniques and gain experience to build upon for future projects.
AS Media preliminary task evaluation.
The student learned how to use video equipment like cameras and tripods through completing a group preliminary task. They worked well together, giving each other advice to improve their video. However, they realized they could have improved it further by spending more time editing. They successfully storyboarded and filmed multiple takes when needed, but refilming wasted lesson time. The student also gained skills that will help with future group projects.
Evaluation question 7
Maximilian Mayo-Dell reflects on improvements from a preliminary task to a full thriller film opening. Key areas of growth include skills with equipment, framing shots professionally, using lighting and white balance effectively, improved pre-production with storyboards and location selection, allowing enough time for proper production and multiple takes, incorporating useful props, coaching actors, and advanced editing with sound and titles. Overall, the thriller opening was much more polished and tense compared to the preliminary task due to these lessons learned.
Evaluation question 7
The student learned several important lessons from completing the preliminary task and full product. They realized that proper planning through storyboarding is essential. While the preliminary task was rushed, the main task benefited greatly from careful planning of props, costumes, locations, and storyboard. The student also recognized issues with timing, group communication, and needs more experience with editing software. Overall, they gained valuable insights into filmmaking and confidence in their skills through completing these projects.
evaluation
From creating their media project, the group learned several skills related to filming and editing. They learned how to use different camera movements and how to edit music levels for dialogue versus other parts of the clip. They also learned the importance of planning filming sessions in advance and allowing time to experiment with different techniques rather than rushing everything in one lesson. While their preliminary task was a challenge to complete in a single lesson, the full project gave them more opportunities to improve their skills and produce higher quality work.
Preliminary task evaluation
Sukhpreet evaluates their group's pre-production work for a preliminary film task. They found the work was evenly distributed and they were able to discuss issues that arose. Finding willing cast members was difficult. They should have considered camera angles more. An iPad was used to film, which had limitations like an inability to use a tripod, but the quality was good. They learned the importance of landscape over portrait orientation and avoiding unwanted backgrounds. Editing in iMovie was challenging but the inexperienced group was able to cut clips together. The completed task met criteria like character movement and dialogue. Overall, Sukhpreet learned about camera techniques, iMovie editing, storyboards, and lessons like proper filming conditions and att
Preliminary Task Evaluation
Sukhpreet evaluates their group's pre-production work for a preliminary film task. They found the work was evenly distributed and they were able to discuss issues that arose. Finding willing cast members was difficult. They should have considered camera angles more. An iPad was used to film, which had limitations like an inability to use a tripod, but the quality was good. They learned the importance of landscape over portrait orientation and avoiding unwanted backgrounds. Editing in iMovie was challenging but the inexperienced group was able to cut clips together. The completed task met the criteria of including shots of a character walking and opening a door with dialogue. Overall, Sukhpreet learned about camera shots, storyboards, filming in quiet
Evaluation question 3
The document discusses the filmmaker's experience creating a thriller film for a class project. They made mistakes in their preliminary task but learned from the experience. They learned editing skills like cutting and grouping. They also learned the importance of teamwork. For the actual thriller film, they researched editing techniques in Adobe Premiere and applied sound and color editing. Their film did not require techniques like the 180 degree rule since it did not have conversations between characters. They used match on action during one scene but did not fully follow their storyboard or schedule during filming. They had to film over two days instead of one as planned. Their actors were cooperative but organizing shoots in the forest was more difficult than at a house location.
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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.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to Fix the Import Error in the Odoo 17
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Any substance (other than food) that is used to prevent, diagnose, treat, or relieve symptoms of a
disease or abnormal condition
Walmart Business+ and Spark Good for Nonprofits.pdf
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
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South African Journal of Science: Writing with integrity workshop (2024)
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This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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