production diary
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The document outlines a production diary for editing a skateboarding video over 8 days. On day 1, the editor marked up interview footage to cut questions and answers. On day 2, they created an animated intro in Photoshop. On day 3, they made music for the intro in GarageBand. They also began editing the main video for Oli's part by choosing a song. Over subsequent days, they continued editing parts for different skaters, experimenting with different styles and overlays, and created additional animated intros. They uploaded preview clips to get feedback along the way before finishing the full video on day 8.
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production diary
Over the course of 13 days, the document's author edited a skateboarding video. They created animations in Photoshop and sound effects in GarageBand to introduce each skater. Each skater's part was edited to fit chosen songs, with tricks cut together quickly. Interviews were edited together with related clips. By day 13, all parts and interviews were assembled into the final video, which was uploaded to YouTube and Instagram.
Evaluation 6
1) The document discusses using various aspects of Web 2.0 like blogs and Prezi in an evaluation of video production work. It allowed sharing work and getting feedback to improve.
2) Various equipment was used for filming including a DSLR, tripod, portable lights, and a mini tripod. Issues around lighting, camera placement and stabilization were addressed.
3) Editing techniques like continuity, intercutting, sound bridges and title design were employed to craft the video like a thriller film. The author took a lead role in editing one scene and designing titles.
Question 4
The document discusses the planning and research stages of creating a music video. It describes analyzing existing music videos to help plan shots, narrative, and style. Extensive planning tasks are outlined, including creating logos, storyboards, calendars, test footage, and draft packaging. Various software like Photoshop and Final Cut were used to design elements and edit the final video. Throughout production, rough cuts and drafts were made and reviewed iteratively to improve the end product.
Evaluation question 4
The document discusses how new media technologies were used at various stages of constructing, researching, planning and evaluating a comedy film trailer project. In research, the internet was used to search Wikipedia, Google, YouTube and find images. PowerPoint was used to analyze existing trailers. In planning, YouTube and a stills camera were used to scout locations and create a storyboard. During construction, a video camera was used to film the trailer, which was then edited in iMovie and a script was written in Word. InDesign was used to create a poster and magazine cover. YouTube, iMovie and the internet were used to add music. In evaluation, YouTube comments, PowerPoint, Word and online images were referenced. A blog documented
Evaluation 3, A2 Media
The document discusses how various media technologies were used at different stages of creating a music video. In the research stage, the creator found the song and artist on Soundcloud, contacted the agent for permission, and researched other similar music videos. A mood board was created in PowerPoint. In planning, a treatment, kit list, call sheet, and animatic using Adobe Pro were made. Filming used a Canon DSLR camera on a tripod, with some reshoots needed. Editing involved replacing footage without good lip syncing and using blackouts to emphasize beats.
Websites Used
The document summarizes the various websites used during a music project for research, production, and evaluation purposes. Google and Wikipedia were used for general research on music genres, artists, and history. Jamendo provided copyright-free music. YouTube was researched for music video analysis. Windows Live Mail was used to contact an artist. Photoshop tutorials on n-sane.net and tutorial.lombergar.net helped with image production. Da Font was used to find fonts. Blogger and Slideshare hosted project documentation, though Blogger sometimes crashed and Slideshare cut off information.
Storyboard 2 for sinister short movie
The document discusses several video clips and pictures where the only editing done was adding titles with dates and times. For each clip or picture described, the summary emphasizes that the lighting was natural with no effects added. A fight is depicted in one clip about to start, shown with natural lighting and no added effects. The final clip shows credits rolling, which the creator made on Adobe Premiere Pro, with nothing else added.
Changes after feedback trailer
The document describes changes made to a film trailer project. Issues arose from using different software and computers at home vs. at school. Fonts, sounds, and other files were not consistent between locations. The student tried various solutions like adding files to a USB drive, but ran into other problems like file locking. In the end, the student changed the font as needed at school and exported the updated trailer to their blog.
Recommended
production diary
Over the course of 13 days, the document's author edited a skateboarding video. They created animations in Photoshop and sound effects in GarageBand to introduce each skater. Each skater's part was edited to fit chosen songs, with tricks cut together quickly. Interviews were edited together with related clips. By day 13, all parts and interviews were assembled into the final video, which was uploaded to YouTube and Instagram.
Evaluation 6
1) The document discusses using various aspects of Web 2.0 like blogs and Prezi in an evaluation of video production work. It allowed sharing work and getting feedback to improve.
2) Various equipment was used for filming including a DSLR, tripod, portable lights, and a mini tripod. Issues around lighting, camera placement and stabilization were addressed.
3) Editing techniques like continuity, intercutting, sound bridges and title design were employed to craft the video like a thriller film. The author took a lead role in editing one scene and designing titles.
Question 4
The document discusses the planning and research stages of creating a music video. It describes analyzing existing music videos to help plan shots, narrative, and style. Extensive planning tasks are outlined, including creating logos, storyboards, calendars, test footage, and draft packaging. Various software like Photoshop and Final Cut were used to design elements and edit the final video. Throughout production, rough cuts and drafts were made and reviewed iteratively to improve the end product.
Evaluation question 4
The document discusses how new media technologies were used at various stages of constructing, researching, planning and evaluating a comedy film trailer project. In research, the internet was used to search Wikipedia, Google, YouTube and find images. PowerPoint was used to analyze existing trailers. In planning, YouTube and a stills camera were used to scout locations and create a storyboard. During construction, a video camera was used to film the trailer, which was then edited in iMovie and a script was written in Word. InDesign was used to create a poster and magazine cover. YouTube, iMovie and the internet were used to add music. In evaluation, YouTube comments, PowerPoint, Word and online images were referenced. A blog documented
Evaluation 3, A2 Media
The document discusses how various media technologies were used at different stages of creating a music video. In the research stage, the creator found the song and artist on Soundcloud, contacted the agent for permission, and researched other similar music videos. A mood board was created in PowerPoint. In planning, a treatment, kit list, call sheet, and animatic using Adobe Pro were made. Filming used a Canon DSLR camera on a tripod, with some reshoots needed. Editing involved replacing footage without good lip syncing and using blackouts to emphasize beats.
Websites Used
The document summarizes the various websites used during a music project for research, production, and evaluation purposes. Google and Wikipedia were used for general research on music genres, artists, and history. Jamendo provided copyright-free music. YouTube was researched for music video analysis. Windows Live Mail was used to contact an artist. Photoshop tutorials on n-sane.net and tutorial.lombergar.net helped with image production. Da Font was used to find fonts. Blogger and Slideshare hosted project documentation, though Blogger sometimes crashed and Slideshare cut off information.
Storyboard 2 for sinister short movie
The document discusses several video clips and pictures where the only editing done was adding titles with dates and times. For each clip or picture described, the summary emphasizes that the lighting was natural with no effects added. A fight is depicted in one clip about to start, shown with natural lighting and no added effects. The final clip shows credits rolling, which the creator made on Adobe Premiere Pro, with nothing else added.
Changes after feedback trailer
The document describes changes made to a film trailer project. Issues arose from using different software and computers at home vs. at school. Fonts, sounds, and other files were not consistent between locations. The student tried various solutions like adding files to a USB drive, but ran into other problems like file locking. In the end, the student changed the font as needed at school and exported the updated trailer to their blog.
Creating the digipak
1) The document describes the process of creating a digipak for an album. Images were selected from a music video and inserted into the template using selection tools.
2) Elements like the album artwork, tracklist, and lyrics were added to the front, back, and inside panels. Adjustments were made to size, color, and opacity.
3) Information like the artist name, album title, and copyright details were added to the spine by writing them horizontally and rotating the text.
Media evaluation
The document discusses the various media technologies used by students throughout their coursework, especially in the planning and research stages of creating a music video. It lists technologies like YouTube for researching song choices, Internet lyrics sites for obtaining song lyrics, PowerPoint for presenting song choices, memory sticks for sharing files, cameras for taking photos and filming footage, Adobe Premiere Pro for video editing, Fireworks for designing digital packaging, Prezi for creating an evaluation presentation, and social media for artist pages and blogging. Many of the technologies were new to students but they learned to use them to create their final works.
Technology question evaluation
The document discusses various technologies used in constructing a product. It describes learning how to use an iMac through its buttons and software like iMovie and Final Cut Pro. A Nikon camera was used to film different shots and experiment with focus, angles, and lighting. Final Cut Pro was used for editing, adding titles, voiceovers, soundtracks and transitions. An iPhone was used for voice memos, communication via WhatsApp, and filming text messages. Social media like YouTube, Survey Monkey, Twitter and Blogger were utilized for research, audience feedback, finding soundtracks, documentation and location sharing.
Technology question evaluation
The document discusses various technologies used in constructing a product. It describes learning how to use an iMac through its buttons and software like iMovie and Final Cut Pro. A Nikon camera was used to film different shots and experiment with focus, angles, and lighting. Final Cut Pro was used for editing, adding titles, voiceovers, soundtracks and transitions. An iPhone was used for voice memos, communication via WhatsApp, and filming text messages. Social media like YouTube, Survey Monkey, Twitter and Blogger were utilized for research, audience feedback, finding soundtracks, organization and sharing work.
Technology question evaluation
The document discusses various technologies used in constructing a product. It describes learning how to use an iMac through its buttons and software like iMovie and Final Cut Pro. A Nikon camera was used to film different shots and experiment with focus, angles, and lighting. Final Cut Pro was used for editing, adding titles, voiceovers, music and transitions. An iPhone was used for voice memos, communication via WhatsApp, and filming text messages. Social media like YouTube, Survey Monkey, Twitter and Blogger were utilized for research, audience feedback, finding soundtracks, and organization.
Question 3 done
The document discusses how the author used various media technologies in constructing, researching, planning, and evaluating their music video project. They used video cameras, animatics, memory cards, and Final Cut Pro to film and edit footage. They also utilized a Flip camera, hard drive, MP3 player, iTunes, and YouTube in the process. Photoshop, digital cameras, Microsoft Word, and Google were employed to design promotional materials like a digipak and advertisement. For blogging, the author made use of a Blackberry camera, Google, Prezi, SlideShare, GoAnimate, Kizoa, and Photobucket to document their process and research.
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.
Reflections
The document describes two creative projects: a movie poster created in Photoshop and a movie trailer edited in Adobe Premier Pro. For the movie poster, the creator cut themselves out of two photos and added them to a background with fog and a city skyline. Text was then added. Positioning the text was the biggest challenge. For the movie trailer, the creator timed shots to match the music to build drama. Scenes were sped up or slowed down and footage was recorded over multiple sessions to work with actors' schedules. Mobility was allowed by using phone cameras and stabilizers.
Task 1,2,3n
The student has chosen to do a Play-Doh animation for their project. They researched other Play-Doh videos on YouTube to get ideas. Some effective techniques they observed included using a plain white background to make the colors stand out, including moving elements like balls to engage viewers, and changing the color of container lids to match the Play-Doh. Areas for improvement included avoiding uneven backgrounds like wood or Lego that distract from the animation. The student plans to incorporate patterns, a plain background, and smooth transitions in their own animation, while being aware of challenges like creating a cohesive flow and mastering new stop motion techniques.
Sadklhas
The document discusses how various media technologies were used at different stages of the project.
[1] During the research stage, Google, YouTube, and Wikipedia were used to research artists, genres, labels, and more. Blogger was used to plan and record progress, posting pictures, vlogs, and changes.
[2] Construction involved using cameras, lights, and Final Cut Pro for editing video. Photoshop was used to construct ancillary materials like the digipak.
[3] Evaluation presentations used Prezi, PowerPoint, and embedding in Blogger. Camtasia created a video clip for this question.
Evaluation Q4
During the research, planning, construction, and evaluation stages of creating a music video, the student used various media technologies. These included using Blogger, Prezi, YouTube, Google, Facebook, cameras/phones, Word, Vegas, Photoshop, and computers to conduct research, plan shoots, film and edit footage, design packaging, and evaluate the final project. The student found that these technologies provided easy and effective ways to complete each stage of the process.
Question 4
The document discusses how the author used various new media technologies in planning, constructing, and evaluating a music video project. Blogger was used to create an online diary of the planning process. Word documents and hyperlinks were embedded. YouTube videos and slideshows were also embedded. Cyberlink PowerDirector was used to add effects like pulsing beats and cropping clips. Stop frame animation was created using a DSLR camera. Lighting and image editing was done in Cyberlink PowerDirector. Serif PhotoPlus and PagePlus were used to design the CD cover, behind the CD images, and a magazine advertisement to promote the artist. Consistent branding was created across tasks.
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.
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.
How did you use media technologies in the
The document discusses the various media technologies used by the author at different stages of creating a student music video. In the planning stage, the author used Vimeo, YouTube and the internet to research existing music videos, find a song, and gather information about the artist. Footage was captured using a video camera and still camera. Final Cut Pro was used to edit the raw footage into a music video, including adding transitions, speed adjustments, and cutting the song to match the video. Throughout the process, tools like Word, Photobucket, Prezi, and Kizao were used to organize work and share creative materials online.
Hannah Evaluation Q3
The student used several media technologies throughout their coursework including Blogger to document their project process, YouTube to research other artists and find inspiration, and Final Cut Pro to edit their music video. Photoshop was used to design ancillary materials like a digipak and advertisement. MP3 players helped during filming by allowing the artist to lip sync, and still cameras captured photos for the digipak and to document the process. An animatic planned the shots for the final music video.
Reflective diary week 8
The document is a reflective diary from week 8 of a project. It discusses changes made to the music in a product trailer to make it sound more professional and suspenseful. Reference trailers were watched to help choose copyright-free music to edit and import. Sections of the new music were deleted to fit the edit. An additional shot was added to further build suspense. The poster was also finished by removing backgrounds from imported photos and adding gradients. Minor adjustments were made to color correction and text to polish the final product.
Adventure progress log
The document provides a production log that summarizes various creative works for a video game, including logos, character designs, level designs, and more. Key details include designing the game's logo using warped text effects, creating pixel art characters and levels, animating cut scenes and menu screens in Photoshop, and adding sound effects to gameplay demos. The log demonstrates progress on visual and audio assets needed to develop the Kingdom of Xilo video game.
Equipment list
This document lists equipment used for a music video project including a camera, mobile phone, tripod, and computer software. Makeup, lights, and a background were used to enhance photoshoots. Photos and footage were edited using Photoshop and iMovie and shared online using YouTube, Blogger, and SlideShare. Various equipment like a tripod, lights, and reflector helped produce high quality photos and video footage.
Production log
The document is a production log that details the process of creating a music video and album for a band over several weeks. It documents obtaining equipment, filming band members in various locations, editing footage, creating album artwork including polaroid photos in Photoshop, editing the song, planning additional filming, and finishing the music video and album cover design.
Evaluation1
1) The document discusses the process of creating a music video for a class project, including pre-production research, filming, and editing.
2) Filming was challenging due to needing specific equipment and locations. Working with a partner made some shots easier.
3) Editing took a long time and required re-filming parts that did not match the music well. Advanced editing techniques like reversing clips and changing speeds were used to make the video unique.
Evaluation1
1) The document discusses the process of creating a music video for a class project, including pre-production research, filming, and editing.
2) Filming locations and using a GoPro camera helped capture unique shots, but the initial editing did not fit the music well so additional filming was required.
3) Advanced editing techniques like reversing clips, changing speeds and opacity, and adjusting brightness helped create a unique feel for the final music video.
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What's hot
Creating the digipak
1) The document describes the process of creating a digipak for an album. Images were selected from a music video and inserted into the template using selection tools.
2) Elements like the album artwork, tracklist, and lyrics were added to the front, back, and inside panels. Adjustments were made to size, color, and opacity.
3) Information like the artist name, album title, and copyright details were added to the spine by writing them horizontally and rotating the text.
Media evaluation
The document discusses the various media technologies used by students throughout their coursework, especially in the planning and research stages of creating a music video. It lists technologies like YouTube for researching song choices, Internet lyrics sites for obtaining song lyrics, PowerPoint for presenting song choices, memory sticks for sharing files, cameras for taking photos and filming footage, Adobe Premiere Pro for video editing, Fireworks for designing digital packaging, Prezi for creating an evaluation presentation, and social media for artist pages and blogging. Many of the technologies were new to students but they learned to use them to create their final works.
Technology question evaluation
The document discusses various technologies used in constructing a product. It describes learning how to use an iMac through its buttons and software like iMovie and Final Cut Pro. A Nikon camera was used to film different shots and experiment with focus, angles, and lighting. Final Cut Pro was used for editing, adding titles, voiceovers, soundtracks and transitions. An iPhone was used for voice memos, communication via WhatsApp, and filming text messages. Social media like YouTube, Survey Monkey, Twitter and Blogger were utilized for research, audience feedback, finding soundtracks, documentation and location sharing.
Technology question evaluation
The document discusses various technologies used in constructing a product. It describes learning how to use an iMac through its buttons and software like iMovie and Final Cut Pro. A Nikon camera was used to film different shots and experiment with focus, angles, and lighting. Final Cut Pro was used for editing, adding titles, voiceovers, soundtracks and transitions. An iPhone was used for voice memos, communication via WhatsApp, and filming text messages. Social media like YouTube, Survey Monkey, Twitter and Blogger were utilized for research, audience feedback, finding soundtracks, organization and sharing work.
Technology question evaluation
The document discusses various technologies used in constructing a product. It describes learning how to use an iMac through its buttons and software like iMovie and Final Cut Pro. A Nikon camera was used to film different shots and experiment with focus, angles, and lighting. Final Cut Pro was used for editing, adding titles, voiceovers, music and transitions. An iPhone was used for voice memos, communication via WhatsApp, and filming text messages. Social media like YouTube, Survey Monkey, Twitter and Blogger were utilized for research, audience feedback, finding soundtracks, and organization.
Question 3 done
The document discusses how the author used various media technologies in constructing, researching, planning, and evaluating their music video project. They used video cameras, animatics, memory cards, and Final Cut Pro to film and edit footage. They also utilized a Flip camera, hard drive, MP3 player, iTunes, and YouTube in the process. Photoshop, digital cameras, Microsoft Word, and Google were employed to design promotional materials like a digipak and advertisement. For blogging, the author made use of a Blackberry camera, Google, Prezi, SlideShare, GoAnimate, Kizoa, and Photobucket to document their process and research.
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.
Reflections
The document describes two creative projects: a movie poster created in Photoshop and a movie trailer edited in Adobe Premier Pro. For the movie poster, the creator cut themselves out of two photos and added them to a background with fog and a city skyline. Text was then added. Positioning the text was the biggest challenge. For the movie trailer, the creator timed shots to match the music to build drama. Scenes were sped up or slowed down and footage was recorded over multiple sessions to work with actors' schedules. Mobility was allowed by using phone cameras and stabilizers.
Task 1,2,3n
The student has chosen to do a Play-Doh animation for their project. They researched other Play-Doh videos on YouTube to get ideas. Some effective techniques they observed included using a plain white background to make the colors stand out, including moving elements like balls to engage viewers, and changing the color of container lids to match the Play-Doh. Areas for improvement included avoiding uneven backgrounds like wood or Lego that distract from the animation. The student plans to incorporate patterns, a plain background, and smooth transitions in their own animation, while being aware of challenges like creating a cohesive flow and mastering new stop motion techniques.
Sadklhas
The document discusses how various media technologies were used at different stages of the project.
[1] During the research stage, Google, YouTube, and Wikipedia were used to research artists, genres, labels, and more. Blogger was used to plan and record progress, posting pictures, vlogs, and changes.
[2] Construction involved using cameras, lights, and Final Cut Pro for editing video. Photoshop was used to construct ancillary materials like the digipak.
[3] Evaluation presentations used Prezi, PowerPoint, and embedding in Blogger. Camtasia created a video clip for this question.
Evaluation Q4
During the research, planning, construction, and evaluation stages of creating a music video, the student used various media technologies. These included using Blogger, Prezi, YouTube, Google, Facebook, cameras/phones, Word, Vegas, Photoshop, and computers to conduct research, plan shoots, film and edit footage, design packaging, and evaluate the final project. The student found that these technologies provided easy and effective ways to complete each stage of the process.
Question 4
The document discusses how the author used various new media technologies in planning, constructing, and evaluating a music video project. Blogger was used to create an online diary of the planning process. Word documents and hyperlinks were embedded. YouTube videos and slideshows were also embedded. Cyberlink PowerDirector was used to add effects like pulsing beats and cropping clips. Stop frame animation was created using a DSLR camera. Lighting and image editing was done in Cyberlink PowerDirector. Serif PhotoPlus and PagePlus were used to design the CD cover, behind the CD images, and a magazine advertisement to promote the artist. Consistent branding was created across tasks.
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.
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.
How did you use media technologies in the
The document discusses the various media technologies used by the author at different stages of creating a student music video. In the planning stage, the author used Vimeo, YouTube and the internet to research existing music videos, find a song, and gather information about the artist. Footage was captured using a video camera and still camera. Final Cut Pro was used to edit the raw footage into a music video, including adding transitions, speed adjustments, and cutting the song to match the video. Throughout the process, tools like Word, Photobucket, Prezi, and Kizao were used to organize work and share creative materials online.
Hannah Evaluation Q3
The student used several media technologies throughout their coursework including Blogger to document their project process, YouTube to research other artists and find inspiration, and Final Cut Pro to edit their music video. Photoshop was used to design ancillary materials like a digipak and advertisement. MP3 players helped during filming by allowing the artist to lip sync, and still cameras captured photos for the digipak and to document the process. An animatic planned the shots for the final music video.
Reflective diary week 8
The document is a reflective diary from week 8 of a project. It discusses changes made to the music in a product trailer to make it sound more professional and suspenseful. Reference trailers were watched to help choose copyright-free music to edit and import. Sections of the new music were deleted to fit the edit. An additional shot was added to further build suspense. The poster was also finished by removing backgrounds from imported photos and adding gradients. Minor adjustments were made to color correction and text to polish the final product.
Adventure progress log
The document provides a production log that summarizes various creative works for a video game, including logos, character designs, level designs, and more. Key details include designing the game's logo using warped text effects, creating pixel art characters and levels, animating cut scenes and menu screens in Photoshop, and adding sound effects to gameplay demos. The log demonstrates progress on visual and audio assets needed to develop the Kingdom of Xilo video game.
Equipment list
This document lists equipment used for a music video project including a camera, mobile phone, tripod, and computer software. Makeup, lights, and a background were used to enhance photoshoots. Photos and footage were edited using Photoshop and iMovie and shared online using YouTube, Blogger, and SlideShare. Various equipment like a tripod, lights, and reflector helped produce high quality photos and video footage.
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Similar to production diary
Production log
The document is a production log that details the process of creating a music video and album for a band over several weeks. It documents obtaining equipment, filming band members in various locations, editing footage, creating album artwork including polaroid photos in Photoshop, editing the song, planning additional filming, and finishing the music video and album cover design.
Evaluation1
1) The document discusses the process of creating a music video for a class project, including pre-production research, filming, and editing.
2) Filming was challenging due to needing specific equipment and locations. Working with a partner made some shots easier.
3) Editing took a long time and required re-filming parts that did not match the music well. Advanced editing techniques like reversing clips and changing speeds were used to make the video unique.
Evaluation1
1) The document discusses the process of creating a music video for a class project, including pre-production research, filming, and editing.
2) Filming locations and using a GoPro camera helped capture unique shots, but the initial editing did not fit the music well so additional filming was required.
3) Advanced editing techniques like reversing clips, changing speeds and opacity, and adjusting brightness helped create a unique feel for the final music video.
Evaluation
1) The document discusses the process of creating a music video for a class project, including pre-production research, filming, and editing.
2) Filming was challenging due to needing specific equipment and locations. Working with a partner made some shots easier.
3) Editing took a long time and required re-filming parts that did not match the music well. Advanced editing techniques like reversing clips and changing speeds were used to make the video unique.
Evaluation1
1) The document discusses the process of creating a music video for a class project, including pre-production research, filming, and editing.
2) Filming locations and using a GoPro camera helped capture needed footage, but the initial editing did not fit the music well so additional filming was done.
3) Advanced editing techniques like reversing clips, changing speeds and opacity, and adjusting brightness helped create a unique video, though better planning of time and following a schedule could have improved the project.
Evaluation1
1) The document discusses the process of creating a music video for a class project, including pre-production research, filming, and editing.
2) Filming locations and using a GoPro camera helped capture needed footage, but the initial editing did not fit the music well so additional filming was done.
3) Advanced editing techniques like reversing clips, changing speeds and opacity, and adjusting brightness helped create a unique video, though better planning of time and following a schedule could have improved the project.
Evaluation1
1) The document discusses the process of creating a music video for a class project, including pre-production research, filming, and editing.
2) Filming was challenging due to needing specific equipment and locations. Working with a partner made some shots easier.
3) Editing took a long time and required re-filming parts that did not match the music well. Advanced editing techniques like reversing clips and changing speeds were used to make the video unique.
Evaluation1
1) The document discusses the process of creating a music video for a class project, including pre-production research, filming, and editing.
2) Filming locations and using a GoPro camera helped capture needed footage, but the initial editing did not fit the music well so additional filming was done.
3) Advanced editing techniques like reversing clips, changing speeds and opacity, and adjusting brightness helped create a unique video, though better planning of time and following a schedule could have improved the project.
Final major project evaluation revisited
Jack Dixon created a music video for his final major project. He filmed scenes at a country park and music festival after his initial footage was poor quality. Editing challenges included syncing footage to the beat and speeding up clips. Feedback was positive from friends who found it funny, showing the intended humor was effective. While the final video differed from his original plan, it still targeted the desired demographic of students interested in house music and festivals. Through this project, Jack improved his skills with Adobe software, camerawork, and independent working.
Final major project evaluation full
1) For their final media project, the student produced a music video for the song "Bassline" by The GetAlongGang. They filmed outdoor scenes at a country park but the quality was poor, so they filmed additional footage at a music festival.
2) In editing the video, they trimmed clips and sequenced them to the song "Every Little Piece" by Hot Since 82. They added effects like split screens and layered clips to make it more interesting.
3) Although issues with the first filming caused changes from the original plan, the student believes the final video still appeals to its target demographic of students interested in house music, festivals, and clubbing. They received positive feedback, especially from friends
Final evaluation
1) The document describes the assignments for a course on creating a music video. The assignments included researching different music video styles, writing a proposal, filming the video, and editing the video.
2) For the first assignment, the author analyzed different music video styles and chose to do a narrative style video. They wrote a proposal and treatment outlining their video ideas.
3) The second assignment involved pre-production tasks like choosing a script, creating storyboards, and planning the filming. The author enjoyed filming the actual music video.
4) The third assignment focused on editing the video. The author created a basic edit and then a final edit, which they enjoyed the most. They discussed some challenges with
2. research mv 2018
The document discusses experiments and research for a music video production. It includes summaries of 3 potential production techniques - a glitch effect transition, syncing video to the beat of music, and referencing a zoom-out shot from Halloween. Experiments with a cloning effect and converting day footage to night were also summarized. The reflections indicate the cloning effect worked but movements could reveal the split, and the night filter wasn't realistic so night filming is preferred.
Fmp reflections
This document summarizes a student's work on their Final Major Project (FMP) over several weeks. It includes:
- Initial plans for a fashion magazine FMP were changed to a music video due to financial constraints.
- Time was spent redoing planning and research for the new music video project.
- Early filming included shots at a park of two characters on swings and a roundabout to portray them having fun.
- Footage was edited and color graded in Premiere Pro to brighten the darker clips.
- A script was written for an intro skit but it was unable to be filmed due to scheduling issues.
- A "confetti scene" was
5.2 Production Reflection.pptx
Emily discusses her process for creating a film trailer. She began by editing the song she selected to replicate the style of music in trailers she researched. She then conducted a two-day shoot, but struggled with lighting issues on the first day. The second shoot day went better, though it was sunny rather than dark. Emily edited the trailer on Premiere Pro and designed graphics like a logo and title screen to look professional. Her goal was to make the trailer look and feel like a real film.
Production diary
The document is a production diary detailing the process of creating a movie trailer and promotional materials. It describes adding effects like color correction and flickering to clips, recording additional footage, editing sounds, creating text elements, and setting up social media promotion. The final entries discuss adding a static screen and beeping noises at the end of the trailer, drafting a poster design, exporting the finished trailer, and beginning an evaluation.
Evaluation
Kelsey created a horror film trailer for her final major project. She filmed footage using a Canon DSLR over one session in houses that lacked proper lighting. This made the clips look dull and off-color. When editing, she used Adobe Premier Pro to assemble the project and After Effects for title cards. While some footage did not match her original intentions due to safety issues, she was happy with the outcome and felt the title cards improved the trailer. For future projects, she would allocate more time for filming to ensure better quality footage and make certain changes if needed.
Question 4
The document describes the various media technologies used during the construction, research, planning, and evaluation stages of a music video project. These included emaze for researching music video conventions and analyzing digipaks; Prezi for analyzing Rihanna's digipak; Padlet for researching different music video types; Slideshare for analyzing three music videos; YouTube to find examples, upload clips, and show the original music video; a Canon digital camera and iPhone to film scenes; iMovie to edit the video; Photoshop to design the digipak and poster; iScanner to digitize documents; Microsoft Word for planning and research; and Blogger to document the entire process.
Mv process log form 2020
Elizabeth Banks produced a music video that went well in some areas and had some challenges. She was able to lip sync perfectly to the music by connecting her phone to a speaker. Some issues included her phone running out of storage during filming and having to pause takes due to people or weather. During editing, adding color grading and text went smoothly but matching colors between clips with different lighting was difficult. Overall, the project was a learning experience for planning, filming with more variety, and proper paperwork for cast members.
Mv production assignment form 2021 new
Here are some potential issues and contingency plans:
Technical:
- Camera battery dies - Bring extra batteries
- Memory card fills up - Have extra memory cards
- Tripod breaks - Use improvised supports like chairs, tables, etc.
Location:
- Weather becomes unsuitable - Have indoor backup locations
- Location becomes unavailable - Scout backup locations
- Noise issues at location - Choose quieter backup location
Personnel:
- Actor becomes ill - Have stand-in ready
- Crew member drops out - Rely on limited crew or ask friends/family
- Talent releases not returned - Get releases signed asap
Organizational:
- Schedule changes - Have flexible shooting days/
Produciton log
The document provides a daily log of the production process for a documentary video over 6 days. On day 1, the producer focused on organizing footage and establishing a "faded color" scheme. They added narration but may need to edit it due to time constraints. On day 2, they created slideshow and typewriter effects to introduce topics. Subsequent days involved editing brain scan footage, adding interviews, finding background music, and refining effects. Feedback was incorporated on day 6 by adding introduction/closing text and replacing narration with an interviewee quote.
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Diary
- The document outlines the design process for a media platform called "The Grid". It includes creating analytics slides, a survey, logo design, app and website layout prototypes, and example content.
- Key aspects designed include the logo, a cube design with individual cubes, app icons, example app and website pages, and example promotional posters and images.
- The process involved splitting tasks between group members, with one person focusing on research, another on the logo, and the author creating example content. Feedback was shared regularly within the group.
Psychographic
This document provides psychographic data on a target age group of 16-18 year olds, including their preferred social media platforms of Instagram at 60%, Snapchat at 10%, YouTube at 20%, and none at 10%. It also lists the key features of these platforms as being easy to upload, access, interact with followers, use, and share content.
The grid audience research
The document discusses social media usage trends among different age groups in the UK. It provides information on the top 5 social media platforms - YouTube, Facebook, Instagram, Snapchat, and Twitter. For each platform, it outlines what the platform is, relevant usage statistics segmented by age, and the demographic groups that use each platform the most. It also includes brief sections on TikTok usage and statistics on time spent on two websites, The Berrics and Jenkem Mag.
Y2 fmp pre proposal 2021
The document outlines a zine project that focuses on artists and skaters, combining interviews and showings of their art and music. It will include a tape featuring documentary footage of people improved from last year's film. The project aims to create a multimedia collection with many contributors like a magazine. It seeks to inspire audiences by showing that people find happiness through pursuits like skateboarding and art, regardless of skill level. The zine will have a vibrant, positive tone to capture people and their creative works. A printed format combined with a physical video was chosen to better showcase the art and text over a website.
How is the hypodermic needle relevant when analysing the work of soviet propa...
1. USSR in Construction was a propaganda magazine published by the Soviet Union from 1930-1941 and again briefly in 1949. It aimed to positively portray the accomplishments of the Soviet Union through high quality photographs and graphics to influence foreign audiences.
2. The magazine made heavy use of photomontages and bold colors like red to clearly convey meanings that could be understood at a glance. Photographs emphasized industrial and technological achievements over harsh realities like use of gulag labor.
3. The hypodermic needle theory, which posits that media messages are directly "injected" into passive audiences, is relevant for understanding the visual propaganda in USSR in Construction. Bold, simple visuals aimed to influence viewers without need for reading or
Theory
This poster from World War 2 depicts Hitler being pushed back by a large red Soviet arm and pistol, with Napoleon in the background and the text "Napoleon was wiped out, Hitler will be wiped out." It uses vivid red color and simple silhouettes to portray the Red Army as powerful against the weak Nazis. The poster references Russia's defeat of Napoleon in 1812 to inspire confidence that the Soviets will also defeat Hitler, and uses minimal text so the anti-Nazi message can be understood regardless of literacy or language skills.
The grid audience research
The document summarizes several popular social media platforms and their usage demographics. YouTube is the most widely used and has the highest daily usage rates across generations. It is commonly used for entertainment, education, and skills development among Gen Z users. Facebook also has high daily usage but among older generations. Instagram is most popular among teens and young adults for sharing photos and messaging friends. Snapchat's core users are under 25 and focus on sharing photos and videos with friends. Twitter skews slightly male and is used more for news and current events. TikTok sees high engagement from teens and young adults through its short music videos.
Binder1
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Factual project treatment form 2021 (1)
The document outlines a treatment for a leftist zine aimed at introducing 15-30 year olds to anarchism. The zine will include serious information alongside doodles to show that anarchism is about more than just fires and rioting. Interviews and photos will feature subjects like skaters, graffiti artists, punks and squatters. Content will be sourced from archives, existing zines, and modified as needed. The zine will have sections covering an editorial, contents, how-tos, a competition, interviews, photos and information on graffiti, skating and squatting. The creator chose the zine format for its creative freedom and as a possible focus for their final major project.
psot zine
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow and levels of neurotransmitters and endorphins in the brain which elevate mood and have anti-depressant effects. Staying active through walking, sports, yoga or strength training can promote better mental health and well-being.
Zinething
This document outlines potential subject ideas for zines, including squatting, homelessness, and local musicians. It suggests exploring squatting through examining laws around it, how it helps build community, and where squatters come from. For homelessness, it proposes looking at living on the streets or couch surfing, and how homelessness affects people. Profiling local musicians could discuss how they develop their music and find performance spaces. The document also provides example content like why a squat was started as a community center, the unique sense of community among squatters, and how squats feed and house vulnerable people.
Factual proposal blank
Jude Turner proposes creating a fanzine focused on leftist ideas like squatting and protesting. The target audience would be those interested in squatting and leftist ideologies. Turner will conduct research on popular zine formats and styles, as well as interview people about what topics related to squatting and protesting they want to see covered. The zine will include tips, experiences, photos, and art. Turner will evaluate the zine by getting feedback from readers on the aesthetic and informational quality and will self-reflect on the project.
Research zine2
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Factual development and planning pro forma
The document provides planning details for creating a zine focused on leftist punk activism. It discusses including content like instructions for radical graffiti and covering up hate speech. The style will incorporate typed text in a typewriter font alongside cut-out and collaged pictures. A production schedule is outlined over 4 weeks to develop content, layout the zine, print and assemble pages, then evaluate the final product.
Research zine
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
Experiments
I tried different techniques in Photoshop to make a photo look photocopied and handmade, including posterizing it, changing it to black and white, and adjusting levels on a desaturated image. For the zine cover, I designed it to resemble a cigarette pack like the Southside Circular, using government tobacco packaging guidelines to choose colors and fonts that matched. The cover turned out well and may be used for the actual zine.
Factual proposal blank
The document is a project proposal for a fanzine focused on leftist ideas like squatting and protesting. The student will research similar existing zines to help inform their design and content decisions. They plan to include tips, experiences, photos, and art related to squatting and protests. The target audience is those interested in squatting and leftist ideologies. To evaluate the project, the student will gather feedback from readers on the aesthetic and informational aspects and will self-reflect. The proposal outlines tasks over four weeks to find and create content, print, assemble, and finish the zine.
Blank fmp pre proposal copy
The document outlines a student's idea for a skateboarding documentary film project. The student aims to film local skaters and interview them about skateboarding culture. By showing friends inspiring others through skating, the student hopes to inspire viewers to go out and skate themselves. Initial influences include friends, the local skate scene, and nature. The intended tone will be fun mixed with seriousness through interviews filmed with a fisheye lens. The goal is to portray skaters in a positive light and overcome stereotypes.
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留信网认证的作用:
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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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【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：A575476】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：A575476】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
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1所有材料真实但资料不全无法提供完全齐整的原件。【如：成绩单丶毕业证丶回国证明等材料中有遗失的。】
2获得真实的国外最终学历学位但国外本科学历就读经历存在问题或缺陷。【如：国外本科是教育部不承认的或者是联合办学项目教育部没有备案的或者外本科没有正常毕业的。】
3学分转移联合办学等情况复杂不知道怎么整理材料的。时间紧迫自己不清楚递交流程的。
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国外波士顿学院波士顿学院本科学位证成绩单办理方法：
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5波士顿学院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）。疯一把山娃算了算这一次足足花了老爸元够他挣上半个月的山娃很不解一向节俭的父亲啥时变得如此阔绰大方大把大把掏钱时居然连眉头也不皱一下车票早买好了直达卧铺车得经过山娃老家门口山娃拒绝父亲送说往车上一躺就等着下车决无丢失的道理有手机在身联系也方便再说他都岁了还有大半车的小伙伴相伴他不怕在父亲千叮咛万嘱咐中山娃依依不舍地爬上车朝窗外不住地挥手别了父亲别了父亲的城别了我的暑假生活我的城市生活望着窗外挥舞的房
哪里购买(ucr毕业证书)美国加州大学河滨分校毕业证研究生文凭证书原版一模一样
原版定制【微信:bwp0011】《(ucr毕业证书)美国加州大学河滨分校毕业证研究生文凭证书》【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。
➒➌➎➏➑➐➋➑➐➐ Kalyan Matka Satta Matka Dpboss Matka Guessing Indian Matka
➒➌➎➏➑➐➋➑➐➐ Kalyan Matka Satta Matka Dpboss Matka Guessing Indian Matka➒➌➎➏➑➐➋➑➐➐Dpboss Matka Guessing Satta Matka Kalyan Chart Indian Matka
➒➌➎➏➑➐➋➑➐➐KALYAN MATKA | MATKA RESULT | KALYAN MATKA TIPS | SATTA MATKA | MATKA.COM | MATKA PANA JODI TODAY | BATTA SATKA | MATKA PATTI JODI NUMBER | MATKA RESULTS | MATKA CHART | MATKA JODI | SATTA COM | FULL RATE GAME | MATKA GAME | MATKA WAPKA | ALL MATKA RESULT LIVE ONLINE | MATKA RESULT | KALYAN MATKA RESULT | DPBOSS MATKA 143 | MAIN MATKAEaling London Independent Photography meeting - June 2024
Photographs from trip to American Deep South
原版制作(UNITO毕业证书)都灵大学毕业证Offer一模一样
学校原件一模一样【微信：741003700 】《(UNITO毕业证书)都灵大学毕业证》【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
哪里办理(sjsu毕业证书)美国圣何塞州立大学毕业证硕士文凭证书原版一模一样
原版定制【微信:bwp0011】《(sjsu毕业证书)美国圣何塞州立大学毕业证硕士文凭证书》【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。
❼❷⓿❺❻❷❽❷❼❽ Dpboss Kalyan Satta Matka Guessing Matka Result Main Bazar chart
❼❷⓿❺❻❷❽❷❼❽ Dpboss Kalyan Satta Matka Guessing Matka Result Main Bazar chart❼❷⓿❺❻❷❽❷❼❽ Dpboss Kalyan Satta Matka Guessing Matka Result Main Bazar chart
❼❷⓿❺❻❷❽❷❼❽ Dpboss Kalyan Satta Matka Guessing Matka Result Main Bazar chart Final Matka Satta Matta Matka 143 Kalyan Chart Satta fix Jodi Kalyan Final ank Matka Boss Satta 143 Matka 420 Golden Matka Final Satta Kalyan Penal Chart Dpboss 143 Guessing Kalyan Night Chart Recently uploaded (20)
❼❷⓿❺❻❷❽❷❼❽ Dpboss Matka ! Fix Satta Matka ! Matka Result ! Matka Guessing ! ...
❼❷⓿❺❻❷❽❷❼❽ Dpboss Matka ! Fix Satta Matka ! Matka Result ! Matka Guessing ! ...
Dpboss Matka Guessing Satta Matta Matka Kalyan panel Chart Indian Matka Dpbos...
Dpboss Matka Guessing Satta Matta Matka Kalyan panel Chart Indian Matka Dpbos...
➒➌➎➏➑➐➋➑➐➐ Dpboss Satta Matka Matka Guessing Kalyan Chart Indian Matka Satta ...
➒➌➎➏➑➐➋➑➐➐ Dpboss Satta Matka Matka Guessing Kalyan Chart Indian Matka Satta ...
storyboard: Victor and Verlin discussing about top hat
storyboard: Victor and Verlin discussing about top hat
Tanjore Painting: Rich Heritage and Intricate Craftsmanship | Cottage9
Tanjore Painting: Rich Heritage and Intricate Craftsmanship | Cottage9
Full CAD Project Cardiovascuwhore Debut PDF CAD Meena Pittman
Full CAD Project Cardiovascuwhore Debut PDF CAD Meena Pittman
Heart Touching Romantic Love Shayari In English with Images
Heart Touching Romantic Love Shayari In English with Images
➒➌➎➏➑➐➋➑➐➐ Kalyan Matka Satta Matka Dpboss Matka Guessing Indian Matka
➒➌➎➏➑➐➋➑➐➐ Kalyan Matka Satta Matka Dpboss Matka Guessing Indian Matka
Ealing London Independent Photography meeting - June 2024
Ealing London Independent Photography meeting - June 2024
❼❷⓿❺❻❷❽❷❼❽ Dpboss Kalyan Satta Matka Guessing Matka Result Main Bazar chart
❼❷⓿❺❻❷❽❷❼❽ Dpboss Kalyan Satta Matka Guessing Matka Result Main Bazar chart
production diary
- 2. Day 1 I started to mark the interview so later on I can cut up the questions and answers so people can answer the same questions at once instead of having separate interviews. I have taken my inspiration from Decline Of Western Civilization part 3 with how the interviews are done- questions being answered and then a clip in-between them.
- 3. Day 2 made an animation to use as an intro. I used photoshop and made it by using adobe color wheel to create a gradient between two colors then made a layer for every outline and tweened the frames to make a glowing effect. Then put it into premiere and sped it up and
- 4. Day 3 Using garage band, I made a sound to go along with the animation from, yesterday. I used a synth on some different settings to create a sci-fi sounding noise for the introduction. Also started to work on editing the main video for Oli's part- this included choosing a song and a style for the edit. The song that was chosen was 4 minutes long, so I had to cut it down on premiere before working on the main editing.
- 5. Day 4 made an animation, similar to Oli's, for Tyler's part using photoshop to make the backgrounds change. This time I used photoshop to make the gradient then using adobe color to extract the gradient and it gave me the color codes I needed to use in photoshop i also sped up and reversed the clip and reused the sound but using a different part of it as to not make it sound the exact same
- 6. day5 • Started to edit Tyler's part in the video. I used "Snake Eyes" by Powerplant and edited some of the video in time to the music. I also tried out overlaying videos on top of the main video and took inspiration from "Mother" by Quasi Skateboards. For bigger videos I would overlay a translucent video and for smaller videos I would make the background something not too important "Mother" by Quasi Skateboards ^
- 7. Day 5 Came close to Completing Oli's part in the video Started to edit Ethan's part using more casual approach compared to the other styles of editing so it would fit in with the music- 'Since You Won My Heart' by The Miracles. This will mean I'll be making quick cuts between tricks since there are many of the same tricks but in different spots so this will mean that the viewers won't lose interest quick.
- 8. Day 5 Started to work on an intro similar to 'Yeah right!' by Girl Skateboards, this will include videos of bails, extra footage and some clips of the skaters to show their personality to viewers so they can see what the skaters are like not skating.
- 9. Day 6 • I finished Oli and Tyler's part for the video so I uploaded them to YouTube so people will be able to get tasters on what the whole video will be like • I used some specific settings on premiere so that the video would look the highest quality it could.
- 10. Day 7 I started to edit James' intro for his part, instead of using the tween tool and slow fading of the colours, I used the paint tool to make a sort of vein looking transition which I think will turn at very good and will add a new sense of originality to the video.
- 11. Day 7 I spliced up the song for the intro so it wouldn't be too long and lose attention span of some viewers however it won't be too short.
- 12. Day 8 Finished editing the intro for James's part using photoshop and subsequently finished his main part and uploaded to YouTube. I made the clips in time to the song but also had a shorter song so that people's attention span wouldn’t make them uninterested in the video