Preliminary Task Review - Part 1
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The group prepared effectively for their preliminary task by making a mind map of genre and plot ideas to narrow their options. They created a storyboard, camera shot list, script, and story proposal to provide guidelines and add detail to their production. Their planning techniques proved successful as their final production incorporated all required camerawork while maintaining an engaging story. Their research on crime genre conventions aided developing a well-thought out plot.
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Meeting Minutes 2
The meeting minutes summarized a meeting on September 24th of the film production group KSN Productions and Ranvir Films. They finalized their group logo by voting on designs presented by Keanon Mcsween. They also discussed when to visit their production location to take photos for planning documents. Individual tasks were assigned like collecting work, completing a questionnaire and graph, starting costume notes and script work, and a planning brief. The next meeting goals were finishing started work and a first draft of the script.
Stroyboards
Storyboards are visual documents used in film pre-production that consist of boxes containing illustrations of planned shots, angles, movement, and color with details on dialogue and music. They allow directors to effectively plan and communicate their vision to cast and crew. This helps ensure filming stays on schedule and everyone understands their roles. Storyboards are a vital part of pre-production as they demonstrate the director's ideas and envisioned look for each scene before filming begins.
Preliminary Task Review - Part 2
The document discusses areas for improvement in the group's preliminary task production. It notes that as non-actors, group members improvised lines and made mistakes, suggesting thorough script rehearsal would help. It also mentions that mistakes during filming took extra time and giggling caused delays, so more serious rehearsal is needed. Issues with continuity editing and lighting not creating the intended effect are raised, along with using audio effects and music to enhance mood.
Protangonist name decisions
The document discusses selecting a name for the protagonist in a horror film. It describes narrowing down a list of typical white female names from an initial top 20 to a final top 4 through multiple rounds of voting. Jenna was ultimately chosen as the name after receiving the most votes of the top 4 names in a poll of their media class.
Review part 1
The group prepared effectively for their preliminary task by making a mind map of genre and plot ideas to narrow their options. They created a storyboard, camera shot list, script, and story proposal to provide guidelines and add detail to their production. Their planning techniques proved successful as their final production incorporated all required camerawork while maintaining an engaging story. Their research on crime genre conventions aided developing a well-thought out plot.
Review part 2
The document summarizes potential areas for improvement in a student film production. It identifies issues with actors improvising lines and pronunciation errors. It also notes that unprofessional acting led to multiple retakes that wasted time. Better rehearsal and more serious actors are suggested. Issues with continuity editing and lighting are also highlighted. The use of audio effects and music could have further enhanced the tense atmosphere.
Recommended
Meeting Minutes 2
The meeting minutes summarized a meeting on September 24th of the film production group KSN Productions and Ranvir Films. They finalized their group logo by voting on designs presented by Keanon Mcsween. They also discussed when to visit their production location to take photos for planning documents. Individual tasks were assigned like collecting work, completing a questionnaire and graph, starting costume notes and script work, and a planning brief. The next meeting goals were finishing started work and a first draft of the script.
Stroyboards
Storyboards are visual documents used in film pre-production that consist of boxes containing illustrations of planned shots, angles, movement, and color with details on dialogue and music. They allow directors to effectively plan and communicate their vision to cast and crew. This helps ensure filming stays on schedule and everyone understands their roles. Storyboards are a vital part of pre-production as they demonstrate the director's ideas and envisioned look for each scene before filming begins.
Preliminary Task Review - Part 2
The document discusses areas for improvement in the group's preliminary task production. It notes that as non-actors, group members improvised lines and made mistakes, suggesting thorough script rehearsal would help. It also mentions that mistakes during filming took extra time and giggling caused delays, so more serious rehearsal is needed. Issues with continuity editing and lighting not creating the intended effect are raised, along with using audio effects and music to enhance mood.
Protangonist name decisions
The document discusses selecting a name for the protagonist in a horror film. It describes narrowing down a list of typical white female names from an initial top 20 to a final top 4 through multiple rounds of voting. Jenna was ultimately chosen as the name after receiving the most votes of the top 4 names in a poll of their media class.
Review part 1
The group prepared effectively for their preliminary task by making a mind map of genre and plot ideas to narrow their options. They created a storyboard, camera shot list, script, and story proposal to provide guidelines and add detail to their production. Their planning techniques proved successful as their final production incorporated all required camerawork while maintaining an engaging story. Their research on crime genre conventions aided developing a well-thought out plot.
Review part 2
The document summarizes potential areas for improvement in a student film production. It identifies issues with actors improvising lines and pronunciation errors. It also notes that unprofessional acting led to multiple retakes that wasted time. Better rehearsal and more serious actors are suggested. Issues with continuity editing and lighting are also highlighted. The use of audio effects and music could have further enhanced the tense atmosphere.
DRAFT Question 7
The document discusses the learning process for creating a thriller film opening from a preliminary task to the full production. Some key things learned were researching case studies to establish thriller conventions, improving camera techniques like shots over the filming process, planning editing and ensuring footage connects scenes, and getting feedback to refine ideas before shooting. Audience feedback highlighted what was successful like the cliffhanger and areas for improvement for the final edit.
Evaluation zoe
Planning was helpful for the production stage by creating a production proposal, mind map, and shot list. The planning documents outlined the film's genre, ideas, and achievable scenes to film. During production, tasks were split equally between planning, filming, and editing. The individual brought different skills, with one more comfortable acting and the other knowledgeable about composition. Technical elements like camera shots, sound, editing, mise en scene, and location were effectively used but could be improved with more time. Key skills to improve for A2 productions include developing editing skills and knowledge of the Adobe Premier Elements software.
EL342- Evaluation
The student evaluated their process of creating a short film for a class project. They were challenged by having to learn new software and equipment within a 10 week deadline. Their process involved extensive research, writing a 12 page treatment, storyboarding, scheduling filming in scenes, casting actors from their group, and editing. Some difficulties included sound issues, limited equipment access, and scheduling conflicts. The student believes the experience improved their filmmaking skills and knowledge of managing group projects.
Evaluation greg
Planning helped in the production stage of the film trailer by creating a production proposal outlining the film's genre and goals, a mind map of key ideas and themes, and a step outline listing achievable ideas and shots. This planning allowed the team to effectively translate ideas to camera and know exactly what to film. Both students contributed equally to planning, production such as camerawork and acting roles suited to their skills, and post-production including editing and sound effects. Technical elements like composition, shot types, sound, editing, and mise-en-scene were effectively used but could be improved with more time and practice, especially with the editing software. Skills in editing and knowledge of the editing software need improvement before beginning their
AS Media Evaluation Preliminary Task
The document discusses the planning and production methods used for a preliminary media task. The group chose a thriller theme to engage audiences and showcase their skills. They created a storyboard to plan shots and ensure all necessary shots were captured. Brainstorming allowed all group members to contribute ideas and feel involved. The final product met the original proposal, though the location changed for convenience. Camera composition, movement, mise-en-scene, and diegetic/non-diegetic sounds are also defined.
Question 7
The document discusses what the author has learned between their preliminary task and main thriller task. Specifically:
1) The author improved their understanding of continuity, which is reflected in the cleaner, more professional look of the thriller opening. They learned to use equipment and check previously filmed footage to maintain continuity.
2) For the thriller task, the author included sound effects and background music to create atmosphere and add depth, whereas the preliminary task lacked these elements. They learned how to add and edit sound/music.
3) Effective storyboarding, scripting, and planning during pre-production of the thriller task resulted in a better organized process and final product, compared to the preliminary task. This allowed for efficient location sc
Evaluation activity, q7
The document discusses the learning and progression from a preliminary editing task to a full thriller film opening production. Key points:
1) The preliminary task involved basic planning, filming, and editing with no special effects, while the full production involved extensive research, planning, and more advanced techniques.
2) Skills like camerawork, lighting, sound design, and editing improved greatly from experience with the preliminary task to application in the thriller opening.
3) The document analyzes the enhanced production process, techniques, and roles that resulted in a higher quality final product meeting the project requirements.
Media powerpoint
The production was planned over three weeks where they brainstormed ideas and assigned tasks like writing the script. They discussed who would act, film, and direct. Their original idea was influenced by spy movies and involved two agents discussing a mission. Though they had to change locations due to scheduling, they found a new solution that worked well. Camera composition involves what is in frame, like close ups or wide shots. Movement effects panning and tilting. Mise en scene includes settings, costumes, expressions, lighting, and character placement. Diegetic sound comes from on screen while non-diegetic sound is added like narration.
Research and Planning
The document discusses the planning and research that went into a student film production. It describes how researching genres and audiences helped inform the creative choices. Storyboarding, animatics, and shot-listing during pre-production allowed the group to visualize the piece and film in an efficient order. The planning process focused on scripting, storyboarding, animatics, and shot-listing, which helped guide the production and editing.
Documentary feedback
The document discusses how pre-production materials like outlines, storyboards, and scripts guided their documentary group by showing what to film and how. These materials and other items like budget sheets and crew lists helped the group know what resources they needed. The pre-production was very helpful as it prevented issues that could have made the project more difficult without proper planning. Storyboards specifically helped with camera techniques, shots needed, and editing order. While contact sheets and production schedules were not fully utilized, materials lists, research, and scripts were helpful to various stages of production and the final product.
Finished Review of Documentary Bart
1) The document discusses a school project to create a short documentary about the Lewis Chessmen in partnership with the British Museum.
2) Research was conducted on documentary conventions including watching examples and learning about techniques like talking heads, titles/text, and establishing visual style.
3) Production involved interviewing curators, filming footage of the chessmen, and editing the documentary following their storyboard.
Media evaluation powerpoint
The document discusses how the media product uses and develops conventions of real title sequences. It focuses on introducing characters, crew, enigma and genre. As the genre is action/comedy, conventions of both were incorporated like comedic actors, fight scenes and upbeat music. Feedback from the target audience helped develop the sequence. Technologies like After Effects and Final Cut Pro were challenging to learn but helped speed up editing. Overall, the process taught valuable lessons about research, audience focus, teamwork and applying genre conventions.
Personal Skills Audit
Mark O'Neill completed a personal skills audit to assess his abilities for an upcoming A2 project. He identified skills in digital technology, post-production, research and planning, and using conventions from real media texts. For his previous project, Mark used Photoshop, a camera, and tripod for production and Final Cut, iMovie, and Word for post-production. His planning and research of films noir helped create an authentic style. While drawing from conventions, Mark strived to make his work original. He aims to further develop these skills during his A2 project.
Question 7
The document discusses what the author learned from their preliminary task to their final film project. They realized the importance of effective communication within their group, allowing them to meet deadlines. They also learned to properly plan casting, research conventions, engage audiences on social media, improve mise-en-scene with locations and props, and enhance editing skills like using color, sound, and higher quality software. Going through challenges on the preliminary task helped them identify areas for improvement to create a more polished final product.
Question 7: Looking back at your preliminary task, what do you feel you have ...
The document discusses what the author learned from their preliminary task to their final film project. They realized the importance of effective communication within their group, allowing them to meet deadlines. They also learned to properly plan casting, research conventions, engage audiences on social media, improve mise-en-scene with locations and props, and strengthen editing skills like using color, sound, and higher quality software. Going through challenges on the preliminary task helped them identify areas for improvement to create a more polished final product.
Research and Planning: The moving image work.
The document summarizes the student's research and planning process for their short film project. It discusses researching similar films to understand genre elements, examining a TV show's audience demographics to determine their target viewers, organizing logistics like locations and props, evaluating and refining storyboards, managing timelines as an individual and as part of a group, and using varied presentation formats to communicate their work, representing an improvement from their previous project creating a music magazine.
Personal skills audit
Beth Louise Bage completed a personal skills audit to assess her abilities for her A2 media project. In her A1 project, she used a camcorder, tripod, and Final Cut HD software to film and edit footage of a horror sequence about stalking. This software allowed her to cut unwanted footage and add titles. For her A2 project, she plans to use the same equipment but develop more advanced skills with software like varied font effects. Her research and planning for A1 included analyzing horror conventions from films like Scream to incorporate iconography and sounds. Her creative stalking theme was unique while adhering to some conventions like props. For A2, she hopes to expand her research, planning, and creativity
Personal skills audit
Jessica Chilvers completed a personal skills audit to assess her abilities in digital technology, post-production, research and planning, and using conventions from media texts. She used software like Photoshop, Garageband, and Final Cut Express to create graphics, soundtracks, and edit footage for her horror opening sequence. Planning and analyzing conventions from films like "The Grudge" helped her create an effectively creepy atmosphere. Going forward, she aims to further develop these skills by experimenting more with effects, carefully analyzing conventions for her music video genre, and bringing more creative and unique ideas.
5.1 Evaluation.pptx
The document provides an evaluation of a student's production process project. Some strengths identified include effective research experiments, good interview questions, and a detailed shot list. Weaknesses included limited existing product research, an underdeveloped questionnaire, and inadequate planning of the production schedule. The student managed time well for post-production but fell behind on research and planning. Aesthetics and effects were generally good but shallow depth of field could have improved some shots. The project effectively appealed to its target young audience. Peer feedback praised editing, effects and storyline but suggested adding title/music and adjusting audio levels.
Progression from preliminary task
The document discusses the learning and improvements from the author's preliminary media task to their full media product. Some of the key areas of growth include:
- Improved skills in titles, camera use, editing, use of music, and understanding audience and genre conventions.
- Better planning, time management, communication, and understanding of assignment requirements.
- More advanced use of technologies like Prezi, After Effects, and awareness of factors like permissions and copyright.
- Stronger consideration of elements like mise-en-scene, continuity, and how these influence the audience experience.
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its six States and the FCT Abuja. A survey research design was adopted. The researchers employed the use of
Google form in administering the structured questionnaire. The instruments were faced validated by one expert
each from ICT and security. Cronbach Alpha reliability Coefficient was employed and achieved 0.83 level of
coefficient. The population of the study was 200, comprising 100 undergraduate students from computer science
and Computer/Robotics Education, 80 ICT instructors, technologists and lecturers in the University and
Technical Colleges in the Middle Belt Nigeria using innovative technologies for their daily jobs and 20 officers
of the crime agency such as: Independent Corrupt Practices Commission (ICPC) andEconomic and Financial
Crimes Commission (EFCC). Three research purposes and questions as well as the hypothesis guided the study
on Five (5) point Likert scale. Data collected were analyzed using mean and standard deviation for the three
research questions while three hypotheses were tested using t-test at 0.05 level of significance. Major findings
revealed that serious steps are needed to better secure the cybers against cybercrimes. Motivation, types, threats
and strategies for the prevention of cybercrimes were identified. The study recommends that government,
organizations and individuals should place emphasis on moral development, regular training of its employees,
regular update of software, use strong password, back up data and information, produce strong cybersecurity
policy, install antivirus soft and security surveillance (CCTV) in offices in order to safeguard its employees and
properties from being hacked and vandalized.
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(VPN).
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ABSTRACT: This qualitative study investigates the adaption experiences of indigenous college students at the
University of Mindanao, Matina-main campus. Eight major themes emerged, including difficulties with language
proficiency, online learning, classroom interaction, examination systems, grading procedures, school regulations,
resource accessibility, coping mechanisms, and future goals. Implications include the requirement for targeted
language proficiency and technology use support, an understanding of adaption processes, interventions to
improve resource accessibility, and equitable public administration policies. The study underlines the importance
of adaptation in various educational contexts, as well as the role of educators and legislators in creating inclusive
learning environments.
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DRAFT Question 7
The document discusses the learning process for creating a thriller film opening from a preliminary task to the full production. Some key things learned were researching case studies to establish thriller conventions, improving camera techniques like shots over the filming process, planning editing and ensuring footage connects scenes, and getting feedback to refine ideas before shooting. Audience feedback highlighted what was successful like the cliffhanger and areas for improvement for the final edit.
Evaluation zoe
Planning was helpful for the production stage by creating a production proposal, mind map, and shot list. The planning documents outlined the film's genre, ideas, and achievable scenes to film. During production, tasks were split equally between planning, filming, and editing. The individual brought different skills, with one more comfortable acting and the other knowledgeable about composition. Technical elements like camera shots, sound, editing, mise en scene, and location were effectively used but could be improved with more time. Key skills to improve for A2 productions include developing editing skills and knowledge of the Adobe Premier Elements software.
EL342- Evaluation
The student evaluated their process of creating a short film for a class project. They were challenged by having to learn new software and equipment within a 10 week deadline. Their process involved extensive research, writing a 12 page treatment, storyboarding, scheduling filming in scenes, casting actors from their group, and editing. Some difficulties included sound issues, limited equipment access, and scheduling conflicts. The student believes the experience improved their filmmaking skills and knowledge of managing group projects.
Evaluation greg
Planning helped in the production stage of the film trailer by creating a production proposal outlining the film's genre and goals, a mind map of key ideas and themes, and a step outline listing achievable ideas and shots. This planning allowed the team to effectively translate ideas to camera and know exactly what to film. Both students contributed equally to planning, production such as camerawork and acting roles suited to their skills, and post-production including editing and sound effects. Technical elements like composition, shot types, sound, editing, and mise-en-scene were effectively used but could be improved with more time and practice, especially with the editing software. Skills in editing and knowledge of the editing software need improvement before beginning their
AS Media Evaluation Preliminary Task
The document discusses the planning and production methods used for a preliminary media task. The group chose a thriller theme to engage audiences and showcase their skills. They created a storyboard to plan shots and ensure all necessary shots were captured. Brainstorming allowed all group members to contribute ideas and feel involved. The final product met the original proposal, though the location changed for convenience. Camera composition, movement, mise-en-scene, and diegetic/non-diegetic sounds are also defined.
Question 7
The document discusses what the author has learned between their preliminary task and main thriller task. Specifically:
1) The author improved their understanding of continuity, which is reflected in the cleaner, more professional look of the thriller opening. They learned to use equipment and check previously filmed footage to maintain continuity.
2) For the thriller task, the author included sound effects and background music to create atmosphere and add depth, whereas the preliminary task lacked these elements. They learned how to add and edit sound/music.
3) Effective storyboarding, scripting, and planning during pre-production of the thriller task resulted in a better organized process and final product, compared to the preliminary task. This allowed for efficient location sc
Evaluation activity, q7
The document discusses the learning and progression from a preliminary editing task to a full thriller film opening production. Key points:
1) The preliminary task involved basic planning, filming, and editing with no special effects, while the full production involved extensive research, planning, and more advanced techniques.
2) Skills like camerawork, lighting, sound design, and editing improved greatly from experience with the preliminary task to application in the thriller opening.
3) The document analyzes the enhanced production process, techniques, and roles that resulted in a higher quality final product meeting the project requirements.
Media powerpoint
The production was planned over three weeks where they brainstormed ideas and assigned tasks like writing the script. They discussed who would act, film, and direct. Their original idea was influenced by spy movies and involved two agents discussing a mission. Though they had to change locations due to scheduling, they found a new solution that worked well. Camera composition involves what is in frame, like close ups or wide shots. Movement effects panning and tilting. Mise en scene includes settings, costumes, expressions, lighting, and character placement. Diegetic sound comes from on screen while non-diegetic sound is added like narration.
Research and Planning
The document discusses the planning and research that went into a student film production. It describes how researching genres and audiences helped inform the creative choices. Storyboarding, animatics, and shot-listing during pre-production allowed the group to visualize the piece and film in an efficient order. The planning process focused on scripting, storyboarding, animatics, and shot-listing, which helped guide the production and editing.
Documentary feedback
The document discusses how pre-production materials like outlines, storyboards, and scripts guided their documentary group by showing what to film and how. These materials and other items like budget sheets and crew lists helped the group know what resources they needed. The pre-production was very helpful as it prevented issues that could have made the project more difficult without proper planning. Storyboards specifically helped with camera techniques, shots needed, and editing order. While contact sheets and production schedules were not fully utilized, materials lists, research, and scripts were helpful to various stages of production and the final product.
Finished Review of Documentary Bart
1) The document discusses a school project to create a short documentary about the Lewis Chessmen in partnership with the British Museum.
2) Research was conducted on documentary conventions including watching examples and learning about techniques like talking heads, titles/text, and establishing visual style.
3) Production involved interviewing curators, filming footage of the chessmen, and editing the documentary following their storyboard.
Media evaluation powerpoint
The document discusses how the media product uses and develops conventions of real title sequences. It focuses on introducing characters, crew, enigma and genre. As the genre is action/comedy, conventions of both were incorporated like comedic actors, fight scenes and upbeat music. Feedback from the target audience helped develop the sequence. Technologies like After Effects and Final Cut Pro were challenging to learn but helped speed up editing. Overall, the process taught valuable lessons about research, audience focus, teamwork and applying genre conventions.
Personal Skills Audit
Mark O'Neill completed a personal skills audit to assess his abilities for an upcoming A2 project. He identified skills in digital technology, post-production, research and planning, and using conventions from real media texts. For his previous project, Mark used Photoshop, a camera, and tripod for production and Final Cut, iMovie, and Word for post-production. His planning and research of films noir helped create an authentic style. While drawing from conventions, Mark strived to make his work original. He aims to further develop these skills during his A2 project.
Question 7
The document discusses what the author learned from their preliminary task to their final film project. They realized the importance of effective communication within their group, allowing them to meet deadlines. They also learned to properly plan casting, research conventions, engage audiences on social media, improve mise-en-scene with locations and props, and enhance editing skills like using color, sound, and higher quality software. Going through challenges on the preliminary task helped them identify areas for improvement to create a more polished final product.
Question 7: Looking back at your preliminary task, what do you feel you have ...
The document discusses what the author learned from their preliminary task to their final film project. They realized the importance of effective communication within their group, allowing them to meet deadlines. They also learned to properly plan casting, research conventions, engage audiences on social media, improve mise-en-scene with locations and props, and strengthen editing skills like using color, sound, and higher quality software. Going through challenges on the preliminary task helped them identify areas for improvement to create a more polished final product.
Research and Planning: The moving image work.
The document summarizes the student's research and planning process for their short film project. It discusses researching similar films to understand genre elements, examining a TV show's audience demographics to determine their target viewers, organizing logistics like locations and props, evaluating and refining storyboards, managing timelines as an individual and as part of a group, and using varied presentation formats to communicate their work, representing an improvement from their previous project creating a music magazine.
Personal skills audit
Beth Louise Bage completed a personal skills audit to assess her abilities for her A2 media project. In her A1 project, she used a camcorder, tripod, and Final Cut HD software to film and edit footage of a horror sequence about stalking. This software allowed her to cut unwanted footage and add titles. For her A2 project, she plans to use the same equipment but develop more advanced skills with software like varied font effects. Her research and planning for A1 included analyzing horror conventions from films like Scream to incorporate iconography and sounds. Her creative stalking theme was unique while adhering to some conventions like props. For A2, she hopes to expand her research, planning, and creativity
Personal skills audit
Jessica Chilvers completed a personal skills audit to assess her abilities in digital technology, post-production, research and planning, and using conventions from media texts. She used software like Photoshop, Garageband, and Final Cut Express to create graphics, soundtracks, and edit footage for her horror opening sequence. Planning and analyzing conventions from films like "The Grudge" helped her create an effectively creepy atmosphere. Going forward, she aims to further develop these skills by experimenting more with effects, carefully analyzing conventions for her music video genre, and bringing more creative and unique ideas.
5.1 Evaluation.pptx
The document provides an evaluation of a student's production process project. Some strengths identified include effective research experiments, good interview questions, and a detailed shot list. Weaknesses included limited existing product research, an underdeveloped questionnaire, and inadequate planning of the production schedule. The student managed time well for post-production but fell behind on research and planning. Aesthetics and effects were generally good but shallow depth of field could have improved some shots. The project effectively appealed to its target young audience. Peer feedback praised editing, effects and storyline but suggested adding title/music and adjusting audio levels.
Progression from preliminary task
The document discusses the learning and improvements from the author's preliminary media task to their full media product. Some of the key areas of growth include:
- Improved skills in titles, camera use, editing, use of music, and understanding audience and genre conventions.
- Better planning, time management, communication, and understanding of assignment requirements.
- More advanced use of technologies like Prezi, After Effects, and awareness of factors like permissions and copyright.
- Stronger consideration of elements like mise-en-scene, continuity, and how these influence the audience experience.
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revealed that serious steps are needed to better secure the cybers against cybercrimes. Motivation, types, threats
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留信认证全称全国留学生信息服务网认证,隶属于北京中科院。①留信认证门槛条件更低,费用更美丽,并且包过,完单周期短,效率高②留信认证虽然不能去国企,但是一般的公司都没有问题,因为国内很多公司连基本的留学生学历认证都不了解。这对于留学生来说,这就比自己光拿一个证书更有说服力,因为留学学历可以在留信网站上进行查询!
B.为什么我们提供的毕业证成绩单具有使用价值？
查询留服认证是国内鉴别留学生海外学历的唯一途径，但认证只是个体行为，不是所有留学生都操作，所以没有办理认证的留学生的学历在国内也是查询不到的，他们也仅仅只有一张文凭。所以这时候我们提供的和学校颁发的一模一样的毕业证成绩单，就有了使用价值。
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文凭办理流程：
1客户提供办理信息：姓名生日专业学位毕业时间等（如信息不确定可以咨询顾问：微信95270640我们有专业老师帮你查询）；
2开始安排制作毕业证成绩单电子图；
3毕业证成绩单电子版做好以后发送给您确认；
4毕业证成绩单电子版您确认信息无误之后安排制作成品；
5成品做好拍照或者视频给您确认；
6快递给客户（国内顺丰国外DHLUPS等快读邮寄）。
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二：真实使馆认证（留学人员回国证明）使馆存档
三：真实教育部认证教育部存档教育部留服网站可查
四：留信认证留学生信息网站可查
五：与学校颁发的相关证件1:1纸质尺寸制定（定期向各大院校毕业生购买最新版本毕,业证成绩单保证您拿到的是鲁昂大学内部最新版本毕业证成绩单微信95270640）
A.为什么留学生需要操作留信认证?
留信认证全称全国留学生信息服务网认证,隶属于北京中科院。①留信认证门槛条件更低,费用更美丽,并且包过,完单周期短,效率高②留信认证虽然不能去国企,但是一般的公司都没有问题,因为国内很多公司连基本的留学生学历认证都不了解。这对于留学生来说,这就比自己光拿一个证书更有说服力,因为留学学历可以在留信网站上进行查询!
B.为什么我们提供的毕业证成绩单具有使用价值？
查询留服认证是国内鉴别留学生海外学历的唯一途径但认证只是个体行为不是所有留学生都操作所以没有办理认证的留学生的学历在国内也是查询不到的他们也仅仅只有一张文凭。所以这时候我们提供的和学校颁发的一模一样的毕业证成绩单就有了使用价值。却也灵机一动立马仰起头双手拢在嘴边朝楼上大喊：“爸爸爸——有人找——那人一听朝山娃尴尬地笑笑悻悻地走了山娃立马“嘭的一声将铁门锁死心却咚咚地乱跳当山娃跟父亲说起这事时父亲很吃惊抚摸着山娃的头说还好醒得及时要不家早被人掏空了到时连电视也没得看啰不过父亲还是夸山娃能临危不乱随机应变有胆有谋山娃笑笑说那都是书上学的看童话和小说时学的不管如何父亲再也不许山娃敞开门坐到门口了父亲递给山娃钥匙说一出门就将门山
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Factors affecting undergraduate students’ motivation at a university in Tra Vinh
ABSTRACT: Motivation plays an important role in foreign language learning process. This study aimed to
investigate student’s motivation patterns towards English language learning at a University in Tra Vinh, and factors
affecting their motivation change toward English language learning of non-English-major students in the semester.
The researcher used semi-structured interview at the first phase of choosing the participants and writing reflection
through the instrument called “My English Learning Motivation History” adapted from Sawyer (2007) to collect
qualitative data within 15 weeks. The participants consisted of nine first year non-English-major students who learning
General English at pre-intermediate level. They were chosen and divided into three groups of three members each
(high motivation group; average motivation group; and low motivation group). The results of the present study
identified six visual motivation patterns of three groups of students with different motivation fluctuation, through the
use of cluster analysis. The study also indicated a diversity of factors affecting students’ motivation involving internal
factors as influencing factors (cognitive, psychology, and emotion) and external factors as social factors (instructor,
peers, family, and learning environment) during English language learning in a period of 15 weeks. The findings of
the study helped teacher understand relationship of motivation change and its influential factors. Furthermore, the
findings also inspired next research about motivation development in learning English process.
KEY WORDS: language learning motivation, motivation change, motivation patterns, influential factors, students’
motivation.
原版制作(Hull毕业证书)赫尔大学毕业证Offer一模一样
学校原件一模一样【微信：741003700 】《(Hull毕业证书)赫尔大学毕业证》【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。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，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：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、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
【主营项目】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
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
SOCIAL MEDIA MARKETING agency and service
Social media marketing: strategy, audience targeting, content creation, engagement, paid advertising, analytics, adaptation, relationship building, authenticity, optimization.
快速办理(worcester毕业证书)伍斯特大学毕业证PDF成绩单一模一样
学校原件一模一样【微信：741003700 】《(worcester毕业证书)伍斯特大学毕业证PDF成绩单》【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。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，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：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、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
【主营项目】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
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
UR BHATTI ACADEMY AND ONLINE COURSES.pdf
UR BHatti Academy dedicated to providing the finest IT courses training in the world. Under the guidance of experienced trainer Usman Rasheed Bhatti, we have established ourselves as a professional online training firm offering unparalleled courses in Pakistan. Our academy is a trailblazer in Dijkot, being the first institute to officially provide training to all students at their preferred schedules, led by real-world industry professionals and Google certified staff.
On Storytelling & Magic Realism in Rushdie’s Midnight’s Children, Shame, and ...
ABSTRACT: Salman Rushdie’s novels are humorous books about serious times. His cosmopolitanism and
hybrid identity allowed him access to multiple cultures, religions, languages, dialects, and various modes of
writing. His style is often classified as magic realism, blending the imaginary with the real. He draws
inspiration from both English literature and Indian classical sources. Throughout his works, there is a lineage of
‘bastards of history’, a carnival of shameful characters scrolling all along his works. Rushdie intertwines fiction
with reality, incorporating intertextual references to Western literature in his texts, and frequently employing
mythology to explore history. This paper focuses on Rushdie’s three novels: Midnight’s Children, Shame, and
Haroun and the Sea of Stories, analyzing his postmodern storytelling techniques that aim to explore human
vices and follies while offering socio-political criticism.
KEYWORDS : Magic Realism, Rushdie, Satire, Storytelling, Transfictional Identities
HMS Facebook Stories All V1 06092024.docx
The conversations on Facebook from the Herringswell Manor School group from 2009 to the first half of 2024
STUDY ON THE DEVELOPMENT STRATEGY OF HUZHOU TOURISM
ABSTRACT: Huzhou has rich tourism resources, as early as a considerable development since the reform and
opening up, especially in recent years, Huzhou tourism has ushered in a new period of development
opportunities. At present, Huzhou tourism has become one of the most characteristic tourist cities on the East
China tourism line. With the development of Huzhou City, the tourism industry has been further improved, and
the tourism degree of the whole city has further increased the transformation and upgrading of the tourism
industry. However, the development of tourism in Huzhou City still lags far behind the tourism development of
major cities in East China. This round of research mainly analyzes the current development of tourism in
Huzhou City, on the basis of analyzing the specific situation, pointed out that the current development of
Huzhou tourism problems, and then analyzes these problems one by one, and put forward some specific
solutions, so as to promote the further rapid development of tourism in Huzhou City.
KEYWORDS:Huzhou; Travel; Development
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Preliminary Task Review - Part 1
- 1. Preliminary Task Review Part 1: What Went Well? ELLIE D’SYLVA, RACHAEL FILLON-PAYOUX, TIA WEEKS
- 2. CRITERIA For the OCR G321 Preliminary Task; My group – Tia, Rachael and I – were required to create/plan, film and edit an audio visual production. We should have included the following: a match-on-action of a character walking through a door, a character walking into a room and a shot- reverse-shot of two characters exchanging dialogue at a table.
- 3. What went well? How did you prepare for the preliminary task? My group and I prepare for our preliminary task in various ways that would hopefully ensure we produced the best possible opening sequence in the time period given by our teacher. The primary action for us was to make a mind map of different genres and plot ideas which allowed us to narrow down the options and make the decision process easier. Other forms of preparation also proved to be useful such as the story board and camera shot list; these acted as guidelines for what needed to be included in our production. To add more detail and description to our production, we created a script and story proposal – this helped our group focus on a set plot and added interest to the story-line. Adding a level of originality, my group included pleonastic sounds and agreed that the detective character should uses a direct address at the end to add effect to the genre we were trying to create.
- 4. What went well? Was your research and planning successful? I think our planning techniques confirm success in the final production as we were able to incorporate all required camerawork aspects while still maintaining a captivating story. The final product clearly demonstrates my groups effective use of time and resources into creating a well-thought out plot which was aided by the research we did on typical conventions of a crime-based genre.