Proposal for distribution and legal issue
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Ibrahim Hashimzay proposes distributing his documentary on either ITV 1 or Channel 4 as their programming targets young people. He must address several legal and ethical issues including obtaining copyright permission for any music or archived footage used. He will need signed release forms from locations, talent, and individuals filmed to avoid privacy or representation issues. Health and safety risks like carrying heavy equipment will be mitigated by sharing the load and avoiding bad weather conditions while filming.
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The document discusses several legal and ethical issues to consider for a documentary film project. It addresses issues of copyright for music and footage, location and talent releases, handling sensitive information from interview subjects, maintaining balance and avoiding bias, and properly representing subjects through accurate editing. For each issue, it describes how the issue could impact the work and provides suggestions for addressing the issues, such as obtaining permissions, releases, avoiding overly sensitive questions, interviewing people with different opinions, and not cutting footage in a way that misrepresents a subject.
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Ryan Harris will be borrowing equipment from his school to take photos for his pre-production project. He will need two friends, Harrison and Ben, to help take photos as one person will be in the photos while the other operates the camera. Safety precautions will need to be taken when using flashes around wild animals or at night to avoid startling animals or tripping in the dark. They will also need to be careful of traffic when filming in public. The photos must not offend others and avoid anything racist, rude or swearing.
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The document discusses several legal and ethical issues to consider for a documentary film project. It addresses issues of copyright for music and footage, location and talent releases, handling sensitive information from interview subjects, maintaining balance and avoiding bias, and properly representing subjects through accurate editing. For each issue, it describes how the issue could impact the work and provides suggestions for addressing the issues, such as obtaining permissions, releases, avoiding overly sensitive questions, interviewing people with different opinions, and not cutting footage in a way that misrepresents a subject.
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This document outlines a student's proposed documentary about cyberbullying. The 5-minute documentary will interview victims of cyberbullying, a reformed cyberbully, and a head teacher and police officer. It will examine what constitutes cyberbullying, its effects on victims, and how authorities address the issue. The target audience is 11-35 year olds who use social media. Potential challenges include limited access to equipment from the school's media department, strict time management for scheduling interviews, and difficulties finding interview subjects willing to discuss their experiences.
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This document provides a legal, ethical and permissions report for a film project. It addresses issues such as copyright of filmed footage and music, intellectual property rights, consent from actors, age ratings, and public interest considerations regarding violent or sensitive content. Permission was obtained from locations and actors to film. While most of the film's content was created by the filmmaker, some stock music and sounds may require copyright permission to use. The film received a 12A age rating due to jump scares but no actors under 18 were involved.
LEGAL, ETHICAL AND PERMISSIONS REPORT
This document provides a legal, ethical and permissions report for a film project. It addresses issues such as copyright of filmed footage and music, intellectual property rights, consent from actors, age ratings, and public interest considerations regarding violent or sensitive content. Permission was obtained from locations and actors to film. While most of the film's content was created by the filmmaker, any copyrighted music or sounds would require permission to use. The film received a 12A age rating due to some jump scares but no actors under 18 were involved so no parental consent was needed. Guidelines for online platforms would also need to be followed for any content.
LEGAL, ETHICAL AND PERMISSIONS REPORT
This document provides a legal, ethical and permissions report for a film project. It addresses issues such as copyright of filmed footage and music, intellectual property rights, consent from actors, age ratings, and public interest considerations regarding the film's content. Permission was obtained from locations and actors to film. While most of the film was created by the filmmaker, some sound effects and music may require copyright permission depending on their source. The film includes tense scenes but no offensive or inappropriate content, warranting a 12A age rating.
LEGAL, ETHICAL AND PERMISSIONS REPORT
This document provides a legal, ethical and permissions report for a film project. It addresses issues such as copyright of filmed footage and music, intellectual property rights, consent from actors, age ratings, and public interest considerations regarding violent or sensitive content. Permission was obtained from locations and actors to film. While most of the film's content was created by the filmmaker, any copyrighted music or sounds would require permission to use. The film received a 12A age rating due to some jump scares but no actors under 18 were involved so no parental consent was needed. Guidelines for online platforms would also need to be followed for any content.
LEGAL, ETHICAL AND PERMISSIONS REPORT
This document provides a legal, ethical and permissions report for a student film project. It addresses issues such as copyright of filmed footage and music, intellectual property rights, consent from actors, filming permissions, age ratings and classifications. The report concludes that copyright is not an issue as all content is self-created. Permission was obtained from locations and actors. The film receives a 12A rating due to scary scenes but no other legal or ethical issues were identified.
Factual research pro forma
The document discusses 6 different types of documentaries that could be used for a project: poetic, expository, participatory, observational, reflexive, and performative. It also provides examples of each type. The author decides to focus their project on the expository type, which sets out a specific argument and uses voiceover. The document then discusses potential topics around dangers and secrets revealed on the internet, including social media hacks and information leaked about police killings. It analyzes these topics as fitting subjects to research using an expository documentary format.
Factual research pro forma
The research summary discusses documentaries focused on internet privacy and social media dangers. It explores topics like how much personal data is available online, terms and conditions users agree to without reading, and hacks of social media accounts. The summary identifies interviews as a key convention used across existing products. It also notes insights into the value of personal data and how much information people publicly share can build a profile of them. The research informed subtopics, styles, and interview approaches to incorporate into the documentary.
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Dear head of the channel 4
Ibrahim Hashimzay is proposing a documentary about cricket being integrated at the professional and semi-professional levels but sometimes still segregated at the school level. The purpose is to educate about finding ways for teenagers of different ethnicities to play cricket together as one community.
The primary audience is male cricketers aged 15-19, and the secondary audience is male cricket fans aged 35-50. Attached is a questionnaire about the proposed documentary and results.
Ibrahim believes the documentary will suit the channel because it targets young people and addresses issues like those in the informative documentary "Fire in Babylon." It would help address segregation in school cricket. The costs of production would be covered by Ibrahim's
Target audience profile
The document outlines the target audience for a documentary about segregation in cricket at school level in London. The primary target audience is male teenagers aged 15-19 from a range of ethnic, social, and religious backgrounds who play or are fans of cricket. They live in London and have interests in sports, music, and spending time with friends. The target audience aims to appeal to young people and address issues relevant to their experiences with segregation in school cricket.
Target audience profile
This document profiles the target audience for a documentary about segregation in cricket at the school level in London. The primary target audience is 15-19 year old males from working to middle class backgrounds with mixed ethnicities who play or are fans of cricket. While their religion, location, and other demographics are varied, the focus is on how segregation in youth cricket affects teenage boys in London.
1
The document discusses the viability and gap in the market for a proposed 5-minute documentary about segregation in cricket at the school level in the UK. It notes that the documentary would be unique as it is targeted towards young people and made by a young person. It also argues that there are currently no documentaries that cover this topic of segregation in school cricket. Research found that the target audience is often ignorant about how segregation impacts cricket at school and that interest in the issue is growing. Interviews with experts Willian Khan and Eric Ferebee will provide insight into how to tackle segregation. The filmmaker has the skills and resources to produce the short documentary and address any errors through editing software.
1
The document discusses the viability and market gap for a proposed 5-minute documentary about segregation in cricket at the school level in the UK. It notes that the documentary would be unique as it is targeted towards young people and made by a young person. It also addresses an issue not covered in other documentaries. Research found there is lack of awareness around segregation in school cricket among the target audience. Interviews with experts Willian Khan and Eric Ferebee will provide insight into how to tackle the issue. The documentary is viable as the filmmaker has the skills and resources to conduct interviews, edit footage, and produce the short documentary to raise awareness of the problem.
Unit 4
The documentary will investigate why cricket is segregated at the school level but integrated at professional and semi-professional levels. It will interview the CEO of Street Chance, the secretary of Battersea Cricket Club, and a teacher to get different perspectives on the issue. The purpose is to educate about how to encourage teenagers from different ethnicities to play cricket together. The target audiences are male teenagers who play cricket and older male cricket fans. It will use a participatory and investigative mode to understand the reasons behind segregation in schools.
Unit 4
The document outlines the planning for a documentary titled "Chance to Shine" that will investigate why cricket is integrated at the professional and semi-professional levels but segregated in some schools. It will include interviews with the CEO of Street Chance, the secretary of Battersea Cricket Club, and a teacher from a school dealing with this issue. The purpose is to inform, educate, and raise awareness about bringing different ethnicities together in cricket. The target audiences are male teenagers who play cricket and cricket fans aged 35-50. The documentary will be non-fiction, include a variety of opinions, archive footage, and voiceover narration. Locations include an office, cricket club, and school. Statistics and articles related to seg
Unit 4
The document analyzes two documentaries - Knockout Scousers about boxer Natasha Jones' journey to compete in the 2012 Olympics, and Fire in Babylon about the dominant West Indies cricket team of the 1970s-80s. Both documentaries follow sportspeople striving to achieve their dreams against adversity. Knockout Scousers uses footage of Jones training and interviews with her coach, while Fire in Babylon incorporates archival match footage and interviews with former players. They differ in their target audiences and Fire in Babylon provides deeper historical context around racism. By contrasting the documentaries, the analysis acknowledges the high production skills needed to craft compelling documentary stories about sports.
Appeal to audience 2
The class feedback noted that the documentary appealed to its target audience aged 16-19 and informed them on the topic. It was suggested to include more female perspectives. The teacher feedback stated the documentary would appeal nationally due to its use of cricket experts. In self-reflection, the filmmaker realized they should have included more student opinions and ethnic diversity. Placement in the market was seen as unique due to its angle on cricket segregation. More ethnic diversity was needed for suitability on specific channels. General documentary conventions were shown along with extensive archive footage use. Technological skills in editing, sound balancing, and logo design were praised. Suggested improvements included involving more students and a more engaging narration.
Appeal to audience 2
The class feedback noted that the documentary appealed to its target audience and effectively informed them on the topic. It was suggested to include more female perspectives. The teacher feedback emphasized that the use of cricket experts would create broad interest. In self-reflection, the filmmaker realized more student opinions and ethnic diversity were needed. Regarding its market placement, the class felt it filled a niche but lacked diversity for some channels. Teachers felt it was unique but may not appeal to all. The filmmaker believes interest in the topic gives it market potential. Feedback praised editing and sound mixing but noted a lack of varied camera techniques. Technological skills like editing, sound mixing and Photoshop use were highlighted. Suggested improvements included involving more students
Appeal to audience
The document provides feedback from the class, teachers, and the student themselves on a documentary project. The class felt the documentary effectively appealed to its target audience and informed them on the topic. However, it was noted that more female perspectives could have been included. Both the teachers and student felt the documentary justified appealing to a national audience through the use of cricket experts. While the student thought their documentary had a place in the market by addressing the growing issue of cricket segregation in schools, teachers felt it may not appeal to everyone. The class felt conventions were demonstrated well through music choice, but teachers argued to explore more camera techniques. All agreed technology was used effectively in editing interviews and archive footage. Suggested improvements included including more student
Appeal to audience
The document provides feedback from the class, teachers, and the student themselves on a documentary project. The class felt the documentary effectively appealed to its target audience and informed them on the topic. However, it was noted that more female perspectives could have been included. Both the teachers and student felt the documentary justified appealing to a national audience through the use of cricket experts. While the student thought their documentary had a place in the market by addressing the growing issue of cricket segregation in schools, teachers felt it may not appeal to everyone. The class felt conventions were demonstrated well through music choice, but teachers argued to explore more camera techniques. All agreed technology was used effectively in editing interviews and archive footage. Suggested improvements included including more student
Location reece 1
The document summarizes location recces for four potential filming locations:
1. Battersea cricket club - External lighting will be needed and the club will provide extension cables for power. No health or safety issues. Available on January 14th.
2. Street chance office - No external lighting or power concerns needed as room has strong lighting. No issues and available January 17th.
3. Lords Cricket Ground - No lighting or power needs as filming outside. Background noise from drilling impacted sound quality. Available January 11th.
4. Chestnut Grove School - Classroom has strong lighting so no external needs. Seamless sound quality. Interview will be filmed in front of a board. Available
Shot list
This document provides a shot list and description for a documentary about cricket. It includes 5 main shots and cutaways within each shot. Shot 1 is an introduction walking towards the camera. Shot 2 includes an interview with Eric, a cricket expert. Shot 3 features an interview with another expert, Alex. Shot 4 contains voxpop interviews with Mr. Dobbs, Mr. Halloworths, and Jacob. Shot 5 is a conclusion with voiceover and cutaways. Lighting, location, duration, and inclusion of music/sound effects are specified for each shot.
Shot list
This document provides a shot list and description for a documentary about cricket. It includes 5 main shots with cutaways and voxpops. Shot 1 is an introduction walking towards the camera at a cricket field with natural lighting. Shot 2 interviews Eric, a cricket expert, at a club office. Shot 3 interviews another expert, Alex, in his office. Shot 4 introduces people talking about their cricket experiences, including Mr. Dobbs and Mr. Halloworths. Shot 5 is a voiceover conclusion with some cutaways in a room without lighting. Location details, lighting plans, durations and inclusion of music or dialogue are provided for each shot.
Final pitch templete
The document provides details for a final pitch for a documentary about segregation in cricket at school levels compared to professional levels. It includes research conducted with the target audiences of 15-19 year olds and male cricket fans aged 25-40, which found interest in the topic. It outlines the need for the program, potential distribution channels, budget of £632, required resources including locations, crew, experts, and a production schedule across December.
Unit 4 budget breakdown for production stage
The document outlines the budget breakdown for a student documentary production. It notes that [1] the college media department has limited equipment like cameras and tripods that must be booked in advance. [2] All equipment, resources, and costs are provided by the college to support student projects as professional production would be too expensive. [3] Students are responsible for the equipment and must comply with rules around use, booking, and returning items on time to avoid fees.
Unit 4 budget breakdown for production stage
The document provides a budget breakdown for the production stage of a student documentary. It lists various equipment, resources, and costs needed including cameras, tripods, microphones, lighting, and more. However, as a student the filmmaker will not need to purchase most of these items as the college media department provides them. Students must reserve equipment in advance due to limited availability and follow responsible use policies to avoid fees for lost or damaged items. Proper care, timely return, and compliance with rules is required when borrowing the expensive resources from the media department.
Clarfying my chosen idea
This document outlines an idea for a 5-minute documentary about why cricket is a game of mixed ethnicities at the professional and semi-professional levels but has been segregated at the school level. The documentary would investigate this issue through interviews filmed at a school with PE teachers and students, as well as at cricket clubs with coaches and experts. It would ask interviewees whether segregating cricket games in schools is right or wrong. The intended teenage audience would find it appealing as it sheds light on cricket's diversity at higher levels and segregation in schools.
Presentation1
The document discusses a student's process of developing a documentary idea. Originally, the student planned to make a documentary on why cricket is not a mixed game. However, after receiving feedback from audiences and teachers, the student decided to change their idea. The new idea is about how cricket is a mixed game at the professional level but sometimes segregated at the school level. The student chose this new idea because it is a topic that has not been widely explored yet and they have personal experience playing cricket. They plan to film at schools and cricket clubs, interviewing students and teachers.
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留信网认证的作用:
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2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
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The Unbelievable Tale of Dwayne Johnson Kidnapping: A Riveting Saga
Introduction
The notion of Dwayne Johnson kidnapping seems straight out of a Hollywood thriller. Dwayne "The Rock" Johnson, known for his larger-than-life persona, immense popularity. and action-packed filmography, is the last person anyone would envision being a victim of kidnapping. Yet, the bizarre and riveting tale of such an incident, filled with twists and turns. has captured the imagination of many. In this article, we delve into the intricate details of this astonishing event. exploring every aspect, from the dramatic rescue operation to the aftermath and the lessons learned.
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The Origins of the Dwayne Johnson Kidnapping Saga
Dwayne Johnson: A Brief Background
Before discussing the specifics of the kidnapping. it is crucial to understand who Dwayne Johnson is and why his kidnapping would be so significant. Born May 2, 1972, Dwayne Douglas Johnson is an American actor, producer, businessman. and former professional wrestler. Known by his ring name, "The Rock," he gained fame in the World Wrestling Federation (WWF, now WWE) before transitioning to a successful career in Hollywood.
Johnson's filmography includes blockbuster hits such as "The Fast and the Furious" series, "Jumanji," "Moana," and "San Andreas." His charismatic personality, impressive physique. and action-star status have made him a beloved figure worldwide. Thus, the news of his kidnapping would send shockwaves across the globe.
Setting the Scene: The Day of the Kidnapping
The incident of Dwayne Johnson's kidnapping began on an ordinary day. Johnson was filming his latest high-octane action film set to break box office records. The location was a remote yet scenic area. chosen for its rugged terrain and breathtaking vistas. perfect for the film's climactic scenes.
But, beneath the veneer of normalcy, a sinister plot was unfolding. Unbeknownst to Johnson and his team, a group of criminals had planned his abduction. hoping to leverage his celebrity status for a hefty ransom. The stage was set for an event that would soon dominate worldwide headlines and social media feeds.
The Abduction: Unfolding the Dwayne Johnson Kidnapping
The Moment of Capture
On the day of the kidnapping, everything seemed to be proceeding as usual on set. Johnson and his co-stars and crew were engrossed in shooting a particularly demanding scene. As the day wore on, the production team took a short break. providing the kidnappers with the perfect opportunity to strike.
The abduction was executed with military precision. A group of masked men, armed and organized, infiltrated the set. They created chaos, taking advantage of the confusion to isolate Johnson. Johnson was outnumbered and caught off guard despite his formidable strength and fighting skills. The kidnappers overpowered him, bundled him into a waiting vehicle. and sped away, leaving everyone on set in a state of shock and disbelief.
The Immediate Aftermath
The immediate aftermath of the Dwayne Johnson kidnappin
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Proposal for distribution and legal issue
- 1. Proposal for Distribution and Legal/ethical issues Ibrahim Hashimzay Unit 4 Media Production
- 2. Proposal for Distribution I will be distrusting my final documentary in ITV 1 or channel 4. The reason for this is because ITV 1 contain programme’s where young people are common to watch such as “Muhammad Ali Thriller in Manila” that can motivate the young individuals where as, channel 4 is also targeted for young people that contain teenager’s programme’s as well but mainly informative documentaries for young people such as “Knock Scourers” which is intended for young audience that brings community, neighbourhood, tradition and love together and removes segregation. My documentary will be the same that will help remove segregation from cricket.
- 3. Legal Copyright of music and video/archive footage Location release/ Recees Talent release/Personal release Privacy Ethical Handling sensitive information Balance and Bias Representation of subject Legal and Ethical Issues to consider
- 4. Filming and working with strangers Operating equipment Weather conditions while filming Protecting the camera Carrying heavy equipment's Health and Safety
- 5. Health and Safety Risks for construction Danger Risk to who Level of Risk How to accomplish Carrying heavy equipment's Director and producer. Medium risk Share it with my friend who will always accompany me during any interviews. This risk will be that if I carry too much heavy equipment's with me I can hurt myself with them, damage them and can cause health issue to myself as well. Always need to bring bags with me for equipment's and health for safety Filming with strangers Director, camera man and producer High I will bring my friend with me during any filming that I am doing in order to keep safe and secure as strangers are never trusted. Weather condition while filming To equipment's that I am using such as camera, tripods and etc. High To manage this risk, it is better to avoid filming during bad weather conditions, film indoors and carry umbrella.
- 6. Legal Issue Legal issue to consider How will it effect my work How can I do about this? Copyright of music and video/archive footage In the real world I would really have to ask for permission for other companies work to allow me to use their secondary video footage on internet such as YouTube. But as a student I may have to just ask. This does not really effect me as a student but as a professional documentary maker I would call the organisation to use their footage for my documentary as a secondary source. Location release/ Recees This will effect my work as they may not allow me to use their premises for filming. So I will be left without being able to interview somewhere. I will make agreement letters for the locations that I will use for the owners or managers to sign it. Talent release/Personal release I will not be allowed to film them for my documentary, which will effect my work as I will have to film someone else instead of the person that I need to film as their work or personality is related to my work. For the talent and personal release I will also again need to make agreements letters to film them and use it in my documentary. Privacy This will effect my work by not being able to know enough about the background information of the person I am interviewing or if I film in public I cannot film everyone without asking their privacy. By not talking about someone's private life or allowing them to maintain their privacy if they wish to have some during an interview or filming. If someone does not want to be filmed than I have to consider someone else instead that I require.
- 7. Ethical Issue Ethical Issue to reflect How this may effect my work What can I do about this? Handling sensitive information I cannot use obvious languages that my offend or discriminate other. I am not permitted to swear, or leak out delicate information that my interviewee may have provided me to the public. As I am interviewing a interviewee, I have to be aware of what I am asking her in my questionnaire. As it too inappropriate and unprofessional. I have to be sensitive with what I am saying. Balance and Bias This will effect my work by offending people or being prejudice against people. This is unprofessional and could effect the success of my documentary. I will produce a documentary that contain separated opinions where different people is accepted. No biased opinions are introduced. Representation of subject This will effect my work as I am not allowed to represent my interviewees inappropriately or what may be seen as inappropriate. I will be careful with how I want my interviewees to dress look smart so that the representation of my subject area offended or been discriminate anyone.