Qu 6
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Google Chrome was used extensively for research on film conventions and similar films to help understand what was being filmed. It provided a wealth of information on films and film companies. The Canon EOS 600D camera was lightweight but provided good quality film when held steady, though it could be shaky without a tripod. Adobe Photoshop was used once to create a fictional production company logo, which turned out well. Blogger was used to document the entire production process online, though some aspects like embedding work were difficult. The presentation on the blog was good once posts were up.
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Evaluation question 4 media
The document discusses the various media technologies used at different stages of a documentary project. It describes using Adobe Premiere Pro for editing video footage and setting up cameras properly for filming interviews and cutaways. Internet research involved using Google to find information and YouTube for archive footage and music. Word was used for planning and Photoshop for a print advert. Throughout the project, the author gained experience with different technologies like Premiere Pro, cameras, and video converters.
Question 6 - What have you learnt about technologies from the process of cons...
The document discusses what was learned from constructing a film project using various technologies. It was learned that blogger takes some getting used to but can be useful for embedding videos and photos. When filming, it's better to use manual focus rather than auto focus for more control. It's important to always check that external microphones are turned on. Premier Pro was found to be easy to use for editing. Garage Band requires practice to use effectively for creating soundtracks. Planning for pickup shots and effective lighting were also lessons learned.
Evaluation 6
After completing their foundation portfolio, the author learned a lot about technologies and editing techniques that will improve their future projects. They used a Sony Handycam camera to shoot HD quality video and learned about proper framing and the importance of different shots. For editing, they initially used Adobe Premiere but found Windows Movie Maker easier to use. Through editing their opening sequence, they picked up skills like fading, lighting adjustments, overlapping scenes, and adding text and effects. Overall, their editing abilities improved and they now have a better understanding of camera work and the editing process.
Evaluation Question 4 - Improved
The document discusses various technologies used during the research, planning, construction, and evaluation stages of the project "Snowflake". WordPress was used for blogging to communicate progress. A Mac computer was primarily used for editing with software like Final Cut Pro X and Adobe Photoshop. Microsoft Word, Publisher, and Safari were used for documentation, layout, and research. An HD camera was used for filming. YouTube, Voki, and Powtoon were platforms for sharing videos, conducting interactive evaluations, and creating presentations on the project's effectiveness. Overall, these technologies made the production of Snowflake much easier than if traditional methods had been used.
Question 6
The document discusses the technologies used at different stages of constructing a media product. In the planning and research stage, websites like YouTube, IMDb, and BBFC were used to find information. During construction, the author learned how to use camera equipment like lighting and microphones. Editing software like Movie Studio Platinum and Photoshop were also utilized. Throughout the process, the author gained skills in areas like camerawork, lighting techniques, and using editing software.
Evaluation Question 4 - Improved
The document discusses the various technologies used during the research, planning, construction, and evaluation stages of the project "Snowflake". These included WordPress for blogging, a Mac computer with editing software like Final Cut Pro X and Adobe Photoshop, Microsoft Word and Publisher, web browsers like Safari to conduct research online, cameras to record footage, YouTube to host videos, and presentation software like Voki and Powtoon for evaluation. Overall, the technologies helped streamline the production process and allowed for professional-looking end products like the film poster.
Media - Question 6
The document discusses what was learned about various technologies from constructing a film project. It covers learning how to use blogger, filming equipment like a Canon camera and external microphone, editing software like Premier Pro, and music software like Garage Band. The document provides tips for their use, like always checking microphones are on, saving work frequently while editing, and practicing music software before needing it. It also notes challenges like filming at night and issues that can arise from using multiple programs to export a project.
Question 6 and 7
Evaluation Question 6 and 7)
6) What have you learnt about technologies from the process of constructing this product?
7) Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product?
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Evaluation question 4 media
The document discusses the various media technologies used at different stages of a documentary project. It describes using Adobe Premiere Pro for editing video footage and setting up cameras properly for filming interviews and cutaways. Internet research involved using Google to find information and YouTube for archive footage and music. Word was used for planning and Photoshop for a print advert. Throughout the project, the author gained experience with different technologies like Premiere Pro, cameras, and video converters.
Question 6 - What have you learnt about technologies from the process of cons...
The document discusses what was learned from constructing a film project using various technologies. It was learned that blogger takes some getting used to but can be useful for embedding videos and photos. When filming, it's better to use manual focus rather than auto focus for more control. It's important to always check that external microphones are turned on. Premier Pro was found to be easy to use for editing. Garage Band requires practice to use effectively for creating soundtracks. Planning for pickup shots and effective lighting were also lessons learned.
Evaluation 6
After completing their foundation portfolio, the author learned a lot about technologies and editing techniques that will improve their future projects. They used a Sony Handycam camera to shoot HD quality video and learned about proper framing and the importance of different shots. For editing, they initially used Adobe Premiere but found Windows Movie Maker easier to use. Through editing their opening sequence, they picked up skills like fading, lighting adjustments, overlapping scenes, and adding text and effects. Overall, their editing abilities improved and they now have a better understanding of camera work and the editing process.
Evaluation Question 4 - Improved
The document discusses various technologies used during the research, planning, construction, and evaluation stages of the project "Snowflake". WordPress was used for blogging to communicate progress. A Mac computer was primarily used for editing with software like Final Cut Pro X and Adobe Photoshop. Microsoft Word, Publisher, and Safari were used for documentation, layout, and research. An HD camera was used for filming. YouTube, Voki, and Powtoon were platforms for sharing videos, conducting interactive evaluations, and creating presentations on the project's effectiveness. Overall, these technologies made the production of Snowflake much easier than if traditional methods had been used.
Question 6
The document discusses the technologies used at different stages of constructing a media product. In the planning and research stage, websites like YouTube, IMDb, and BBFC were used to find information. During construction, the author learned how to use camera equipment like lighting and microphones. Editing software like Movie Studio Platinum and Photoshop were also utilized. Throughout the process, the author gained skills in areas like camerawork, lighting techniques, and using editing software.
Evaluation Question 4 - Improved
The document discusses the various technologies used during the research, planning, construction, and evaluation stages of the project "Snowflake". These included WordPress for blogging, a Mac computer with editing software like Final Cut Pro X and Adobe Photoshop, Microsoft Word and Publisher, web browsers like Safari to conduct research online, cameras to record footage, YouTube to host videos, and presentation software like Voki and Powtoon for evaluation. Overall, the technologies helped streamline the production process and allowed for professional-looking end products like the film poster.
Media - Question 6
The document discusses what was learned about various technologies from constructing a film project. It covers learning how to use blogger, filming equipment like a Canon camera and external microphone, editing software like Premier Pro, and music software like Garage Band. The document provides tips for their use, like always checking microphones are on, saving work frequently while editing, and practicing music software before needing it. It also notes challenges like filming at night and issues that can arise from using multiple programs to export a project.
Question 6 and 7
Evaluation Question 6 and 7)
6) What have you learnt about technologies from the process of constructing this product?
7) Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product?
Media presentation
The document discusses the various technologies used to create a film for a final product. It describes using a high-end camera with different lenses that improved the quality of shots. It discusses gaining experience using Blogger and iMovie to edit videos. A screenplay was written in Google Docs to plan shots and ensure the film matched the envisioned story. The document reflects on the importance of editing to make shots flow together logically and tells a clear narrative.
Blog 7
The document discusses various technologies used during the filmmaking process. In pre-production, YouTube was used for research and inspiration while Microsoft Word helped with planning and scheduling. Blogging on Blogger allowed for continuous documentation. During production, a camera and tripod were essential equipment for filming. Adobe Premiere Pro and Photoshop were both utilized for post-production editing, with each program having certain advantages and disadvantages.
Untitled presendkkdmmtation
1) The document discusses the technologies and skills the author learned in creating a film project, including learning to use Premiere Pro for editing.
2) The author details how they gained skills using Premiere Pro over the course of the project, from basic skills like arranging clips to more advanced skills like adjusting audio levels and transitions.
3) The author also discusses using a Canon DSLR camera, tripod, and lights for filming, and notes both benefits like image quality but also challenges like the camera's microphone picking up too much background noise.
Blog 7
The document discusses various technologies used during the pre-production, production, and post-production stages of creating a film opening. In pre-production, YouTube was used for research and Microsoft Word for planning and scheduling. Blogger was the blogging platform used throughout the process. A camera and tripod were the main equipment for production. IMovie was used to edit the final film in post-production. The document provides advantages and disadvantages of each technology.
Question 3
Throughout the project, the student learned many new production skills. They learned about different camera shots like master shots and establishing shots, which helped them plan innovative sequences for their thriller film. The student also learned how important tripods and steady shots are for professional-looking footage. Additionally, they learned how to edit sound using Premiere Pro to isolate dialogue and build tension. The editing process taught the student how to use effects in After Effects and Premiere Pro to trim, crop, and color grade clips. Overall, the production process provided a wide-ranging education in camerawork, editing, sound, and planning through storyboards and mood boards.
Evaluation question 7 final
The document discusses the author's learning and progress in technical skills, software skills, and general filmmaking skills from an initial preliminary task to subsequent work. Some key lessons learned were: using a tripod and taking multiple takes improves shot quality; proper framing and following the rule of thirds enhances composition; maintaining continuity is important; and planning and reshoots are critical for a high quality final product. The author also learned to use editing software like Premiere Pro and design software like LiveType.
Question 6
Shay Page used Drawboard software to digitally archive storyboards and share ideas with actors, helping with planning and directing scenes. Surveys conducted through Survey Monkey helped determine audience preferences that shaped the film's plot, locations, and what viewers wanted to see. During filming, Drawboard and OneDrive helped communicate with actors and review footage between takes. Learning skills like color grading, transitions, and overlays through YouTube tutorials improved the editing process and allowed issues like lighting and continuity to be fixed in post-production.
Evaluation question 7 final
The document discusses the author's progression in technical skills and use of software from their preliminary task to their full media product. They learned important technical skills like using a tripod, framing shots properly using the rule of thirds, ensuring continuity between shots, and how to edit shots with effects. They also progressed in their software skills, learning to use LiveType and switching from iMovie to Premiere Pro, which provided more advanced tools. Overall, the author learned the importance of planning and doing multiple takes of shots to have more options during editing for a higher quality final product.
AS Media Question three
The document discusses the development of the author's production skills throughout a project. The author gained experience using their camera to film shots, learned how to zoom, focus, and make shots look good. They also gained experience using Blogger to document their process, Final Cut Pro for editing, and Quick Time Player for screen recording. Through using these tools, which were new to the author for the most part, their production skills improved as they learned how to properly use equipment for filming, editing, and tracking progress.
Equipment
The document lists equipment needed to create a movie that includes sound, including a Canon 700D camera for filming in industry standard 24 frames per second, a Rode videomic pro and Tascam DR-05 for external audio recording and syncing in post-production to improve sound quality, and a clapboard to aid in syncing video and audio during editing. Additional software listed includes Adobe After Effects for special effects, Adobe Premier Pro for editing, Audition for sound editing, Photoshop for image editing, Story Plus for scriptwriting, and a Spider Steady for smooth handheld shots.
Media studies question 6 (powerpoint)
The document discusses the various technologies and equipment used to create a film project, including a video camera, tripod, Garage Band, Final Cut, Photoshop, and Wordpress. It provides details on what was learned from using each tool. The author learned how to effectively use the video camera's flip screen and playback features. Garage Band was challenging to learn due to its complexity, but allowed the creation of a soundtrack. Final Cut was frustrating but allowed editing of text and creating an effective opening sequence. Wordpress was new but easy to use.
Evaluation question 7
The document discusses the author's progression in technical skills, software skills, and general filmmaking skills from their preliminary task to their full media product. For technical skills, the author learned the importance of using a tripod, taking multiple takes, proper framing within the rule of thirds, and ensuring continuity between shots. For software, the author learned how to use LiveType and Premiere Pro for advanced editing capabilities. Overall, the author learned to carefully plan, reshoot shots from different angles to pick the best one, and that planning leads to a better final product.
evaluation 6
The document discusses the technologies used in creating a film project and what was learned from using them. The camera was simple to use but required remembering the correct recording format. Lights were used more than expected and were necessary for the film noir style but had short battery life. Sound recording required getting the right levels, so some dialogue was re-recorded. Final Cut Pro X was learned through tutorials and practice, while Motion 5 was difficult to learn and only basic graphics were made for the title due to limited time and skills with the program.
Q6
The document discusses the author's experience using various technologies in creating an opening video sequence. The technologies discussed include a tripod and HD camera, lighting equipment, Adobe Premier for editing, and Prezi for presenting work. For each technology, the author reflects on what went well with using it and potential areas for improvement, such as ensuring steady balancing of the tripod and smooth editing in Premier. Overall, the author felt most technologies were easy to use and gave positive ratings for their effectiveness, with the exception of some issues with lighting compromising scenes.
Q6 powerpoint media
The document summarizes the key technologies used in creating a horror film opening for a class project. It discusses the use of a Panasonic camera for filming, the importance of using a tripod to get steady shots, and challenges with encoding footage and learning Adobe Premier Pro for editing. The student learned improved camera and filming skills over the course of the project and how to use editing software to enhance effects and atmosphere through techniques like adjusting contrast, cutting between shots, and adding titles and sound.
Technologies!
The document discusses the various technologies used in creating a thriller product for a presentation. It describes using a Canon mini DV camcorder to film interviews, exercises, and the final product. It also discusses using a tripod, smartphones to communicate and research, iMac for editing, and Final Cut Express, YouTube, Blogger, SurveyMonkey, Facebook, Wordle to complete various aspects of producing and sharing the thriller project.
question 6 evaluation
The document discusses the process of learning to film and edit a short film opening. It describes learning how to use cannon cameras, tripods, and flip cameras to film different shots. It also covers learning 3-point lighting techniques using different colors and filters. The document discusses editing skills learned using Final Cut Pro X and uploading the final clip to YouTube.
Evaluation question on powerpoint
The student used various media technologies at different stages of their project. They used a video camera and tripod to film scenes for their trailer. They used a memory stick to store and transfer their work between computers. They used Photoshop to manipulate images and create layers for their poster and magazine. They used Blogger to upload their work online from different locations. They used Slideshare to upload PowerPoint presentations and include them on Blogger. They used a Blackberry phone to take pictures from various angles. They used a netbook to access and work on their project from different locations. They used school computers and printers to further develop and upload their work. They used Google to conduct research online.
Evaluation 7
The document compares the student's preliminary film project to their final thriller product. It notes that the preliminary had limited planning time, while the final product benefited from weeks of pre-production planning. This allowed for improved organization, filming, and editing. While some shots and elements were carried over, the student aimed to improve focus, sound, and flow based on lessons from the preliminary experience. The preliminary also helped develop editing skills that enhanced the quality of the final thriller opening.
Feed back sheet
The document is a questionnaire given to peers to gather feedback on a song for a pre-production music video project. Responses were gathered on how the song makes them feel emotionally, what scenery they envision, ideas if it was their song, suggested effects for a video, and the appropriate pace for visuals. Most felt the song was melancholy and involved depression. Landscapes and nature scenes were commonly envisioned. Suggested video ideas involved documenting a trip, talent montage, or conceptualizing depression. Slow motion and black and white effects were proposed. Most agreed visuals should match the quick pace of the song.
Film shots
This document defines and describes various types of film shots, including establishing shots, wide or long shots, medium shots, close ups, point of view shots, over the shoulder shots, two shots, shot reverse shots, high angle shots, and low angle shots. These shots are used to set the scene, show actors and their movements, focus on facial expressions or other details, and manipulate the viewer's perspective for storytelling purposes.
Target audience
This document discusses the target audience for a film. The target male audience is between social grades D and A, ranging from teenagers to 35 year olds, excluding grade E due to their lack of income. The target female audience is similar, from grades D to A, though action films are less popular with women than men. The appearance of the target audience is typically teenage, following the film's intended market.
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Media presentation
The document discusses the various technologies used to create a film for a final product. It describes using a high-end camera with different lenses that improved the quality of shots. It discusses gaining experience using Blogger and iMovie to edit videos. A screenplay was written in Google Docs to plan shots and ensure the film matched the envisioned story. The document reflects on the importance of editing to make shots flow together logically and tells a clear narrative.
Blog 7
The document discusses various technologies used during the filmmaking process. In pre-production, YouTube was used for research and inspiration while Microsoft Word helped with planning and scheduling. Blogging on Blogger allowed for continuous documentation. During production, a camera and tripod were essential equipment for filming. Adobe Premiere Pro and Photoshop were both utilized for post-production editing, with each program having certain advantages and disadvantages.
Untitled presendkkdmmtation
1) The document discusses the technologies and skills the author learned in creating a film project, including learning to use Premiere Pro for editing.
2) The author details how they gained skills using Premiere Pro over the course of the project, from basic skills like arranging clips to more advanced skills like adjusting audio levels and transitions.
3) The author also discusses using a Canon DSLR camera, tripod, and lights for filming, and notes both benefits like image quality but also challenges like the camera's microphone picking up too much background noise.
Blog 7
The document discusses various technologies used during the pre-production, production, and post-production stages of creating a film opening. In pre-production, YouTube was used for research and Microsoft Word for planning and scheduling. Blogger was the blogging platform used throughout the process. A camera and tripod were the main equipment for production. IMovie was used to edit the final film in post-production. The document provides advantages and disadvantages of each technology.
Question 3
Throughout the project, the student learned many new production skills. They learned about different camera shots like master shots and establishing shots, which helped them plan innovative sequences for their thriller film. The student also learned how important tripods and steady shots are for professional-looking footage. Additionally, they learned how to edit sound using Premiere Pro to isolate dialogue and build tension. The editing process taught the student how to use effects in After Effects and Premiere Pro to trim, crop, and color grade clips. Overall, the production process provided a wide-ranging education in camerawork, editing, sound, and planning through storyboards and mood boards.
Evaluation question 7 final
The document discusses the author's learning and progress in technical skills, software skills, and general filmmaking skills from an initial preliminary task to subsequent work. Some key lessons learned were: using a tripod and taking multiple takes improves shot quality; proper framing and following the rule of thirds enhances composition; maintaining continuity is important; and planning and reshoots are critical for a high quality final product. The author also learned to use editing software like Premiere Pro and design software like LiveType.
Question 6
Shay Page used Drawboard software to digitally archive storyboards and share ideas with actors, helping with planning and directing scenes. Surveys conducted through Survey Monkey helped determine audience preferences that shaped the film's plot, locations, and what viewers wanted to see. During filming, Drawboard and OneDrive helped communicate with actors and review footage between takes. Learning skills like color grading, transitions, and overlays through YouTube tutorials improved the editing process and allowed issues like lighting and continuity to be fixed in post-production.
Evaluation question 7 final
The document discusses the author's progression in technical skills and use of software from their preliminary task to their full media product. They learned important technical skills like using a tripod, framing shots properly using the rule of thirds, ensuring continuity between shots, and how to edit shots with effects. They also progressed in their software skills, learning to use LiveType and switching from iMovie to Premiere Pro, which provided more advanced tools. Overall, the author learned the importance of planning and doing multiple takes of shots to have more options during editing for a higher quality final product.
AS Media Question three
The document discusses the development of the author's production skills throughout a project. The author gained experience using their camera to film shots, learned how to zoom, focus, and make shots look good. They also gained experience using Blogger to document their process, Final Cut Pro for editing, and Quick Time Player for screen recording. Through using these tools, which were new to the author for the most part, their production skills improved as they learned how to properly use equipment for filming, editing, and tracking progress.
Equipment
The document lists equipment needed to create a movie that includes sound, including a Canon 700D camera for filming in industry standard 24 frames per second, a Rode videomic pro and Tascam DR-05 for external audio recording and syncing in post-production to improve sound quality, and a clapboard to aid in syncing video and audio during editing. Additional software listed includes Adobe After Effects for special effects, Adobe Premier Pro for editing, Audition for sound editing, Photoshop for image editing, Story Plus for scriptwriting, and a Spider Steady for smooth handheld shots.
Media studies question 6 (powerpoint)
The document discusses the various technologies and equipment used to create a film project, including a video camera, tripod, Garage Band, Final Cut, Photoshop, and Wordpress. It provides details on what was learned from using each tool. The author learned how to effectively use the video camera's flip screen and playback features. Garage Band was challenging to learn due to its complexity, but allowed the creation of a soundtrack. Final Cut was frustrating but allowed editing of text and creating an effective opening sequence. Wordpress was new but easy to use.
Evaluation question 7
The document discusses the author's progression in technical skills, software skills, and general filmmaking skills from their preliminary task to their full media product. For technical skills, the author learned the importance of using a tripod, taking multiple takes, proper framing within the rule of thirds, and ensuring continuity between shots. For software, the author learned how to use LiveType and Premiere Pro for advanced editing capabilities. Overall, the author learned to carefully plan, reshoot shots from different angles to pick the best one, and that planning leads to a better final product.
evaluation 6
The document discusses the technologies used in creating a film project and what was learned from using them. The camera was simple to use but required remembering the correct recording format. Lights were used more than expected and were necessary for the film noir style but had short battery life. Sound recording required getting the right levels, so some dialogue was re-recorded. Final Cut Pro X was learned through tutorials and practice, while Motion 5 was difficult to learn and only basic graphics were made for the title due to limited time and skills with the program.
Q6
The document discusses the author's experience using various technologies in creating an opening video sequence. The technologies discussed include a tripod and HD camera, lighting equipment, Adobe Premier for editing, and Prezi for presenting work. For each technology, the author reflects on what went well with using it and potential areas for improvement, such as ensuring steady balancing of the tripod and smooth editing in Premier. Overall, the author felt most technologies were easy to use and gave positive ratings for their effectiveness, with the exception of some issues with lighting compromising scenes.
Q6 powerpoint media
The document summarizes the key technologies used in creating a horror film opening for a class project. It discusses the use of a Panasonic camera for filming, the importance of using a tripod to get steady shots, and challenges with encoding footage and learning Adobe Premier Pro for editing. The student learned improved camera and filming skills over the course of the project and how to use editing software to enhance effects and atmosphere through techniques like adjusting contrast, cutting between shots, and adding titles and sound.
Technologies!
The document discusses the various technologies used in creating a thriller product for a presentation. It describes using a Canon mini DV camcorder to film interviews, exercises, and the final product. It also discusses using a tripod, smartphones to communicate and research, iMac for editing, and Final Cut Express, YouTube, Blogger, SurveyMonkey, Facebook, Wordle to complete various aspects of producing and sharing the thriller project.
question 6 evaluation
The document discusses the process of learning to film and edit a short film opening. It describes learning how to use cannon cameras, tripods, and flip cameras to film different shots. It also covers learning 3-point lighting techniques using different colors and filters. The document discusses editing skills learned using Final Cut Pro X and uploading the final clip to YouTube.
Evaluation question on powerpoint
The student used various media technologies at different stages of their project. They used a video camera and tripod to film scenes for their trailer. They used a memory stick to store and transfer their work between computers. They used Photoshop to manipulate images and create layers for their poster and magazine. They used Blogger to upload their work online from different locations. They used Slideshare to upload PowerPoint presentations and include them on Blogger. They used a Blackberry phone to take pictures from various angles. They used a netbook to access and work on their project from different locations. They used school computers and printers to further develop and upload their work. They used Google to conduct research online.
Evaluation 7
The document compares the student's preliminary film project to their final thriller product. It notes that the preliminary had limited planning time, while the final product benefited from weeks of pre-production planning. This allowed for improved organization, filming, and editing. While some shots and elements were carried over, the student aimed to improve focus, sound, and flow based on lessons from the preliminary experience. The preliminary also helped develop editing skills that enhanced the quality of the final thriller opening.
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Feed back sheet
The document is a questionnaire given to peers to gather feedback on a song for a pre-production music video project. Responses were gathered on how the song makes them feel emotionally, what scenery they envision, ideas if it was their song, suggested effects for a video, and the appropriate pace for visuals. Most felt the song was melancholy and involved depression. Landscapes and nature scenes were commonly envisioned. Suggested video ideas involved documenting a trip, talent montage, or conceptualizing depression. Slow motion and black and white effects were proposed. Most agreed visuals should match the quick pace of the song.
Film shots
This document defines and describes various types of film shots, including establishing shots, wide or long shots, medium shots, close ups, point of view shots, over the shoulder shots, two shots, shot reverse shots, high angle shots, and low angle shots. These shots are used to set the scene, show actors and their movements, focus on facial expressions or other details, and manipulate the viewer's perspective for storytelling purposes.
Target audience
This document discusses the target audience for a film. The target male audience is between social grades D and A, ranging from teenagers to 35 year olds, excluding grade E due to their lack of income. The target female audience is similar, from grades D to A, though action films are less popular with women than men. The appearance of the target audience is typically teenage, following the film's intended market.
Production schedule
The document outlines the filming schedule for a short film, including the dates, locations, scenes, crew, costumes and props needed. It details that filming will take place between January 7th-22nd, with scenes shot at interior and exterior locations. The main cast of Aaron, Tom, Matt, Callum and Ed will be needed, wearing various costumes including hoodies, jackets, shirts and ties. A Canon 1100D camera will be used to film all scenes, and following completion of filming on January 22nd, the editor's time will be spent editing the clips together into a single film.
Floor plan one
The documents describe 3 floor plans for Ed's home, including his bedroom containing a bed, wardrobe, desk and bedside cabinet seen from 2 camera positions, his kitchen containing a table, sofa seen from 3 camera positions, and his front door area with stairs seen from 1 camera position.
Album artwork analysis
The album artwork depicts a melancholy, gloomy scene in grey tones, with shadows that give the environment a bleak look. A small figure sits alone with a steaming drink, conveying emotions of depression, exhaustion, and loss, with a sense of immense isolation. While logos for the artist "Burial" and record label "Uppermost" feature, the simple scene and emotions portrayed tell a story through minimal elements in a style fitting for the electronic music genre.
Question 7
George improved several skills from his preliminary film task to the final production. He improved using diegetic and non-diegetic sound to capture suspense and importance of moments. His use of transition effects was also better after only using minimal effects previously. George's editing skills grew as he gained experience with Adobe Premier Pro, showing improvements over his preliminary task. For future projects, he aims to watch shots carefully to avoid actor errors and improve his time management to stay on schedule during production.
erGeorge eccles as coursework overall marksheet
George Eccles received marks for his AS coursework, which included three parts: planning, construction, and evaluation. For the construction portion, his short film received positive feedback for technical skills but could have improved mise en scene. His evaluation consisted of answering seven questions using various software like Word and PowerPoint. Most answers provided good analysis and detail, though some could have been more in-depth. Overall, George scored 66/100 for a grade of C on his coursework.
Actors
The document assigns roles, costumes, and props for two characters - Ed and Callum - in a music production. Ed is chosen to play the fortunate young man based on his happy personality and secluded, splendid house. His costume of a smart shirt and jeans, along with keys and an iPhone 6+, are meant to convey his wealthy upbringing. Callum is chosen to play the depressed, unfortunate young man, fitting the depressing music. His worn joggers and hoodie, used phone, old bike, and hip flask are intended to portray his hard life and position behind his peers socially.
Lyric annotations
The song lyrics are highly repetitive, revolving around themes of not being able to be alone, loving someone, and kissing someone. The repetition of "alone" suggests depression, while the repetition of "loving you" implies the singer has someone to love, creating a potential juxtaposition. The line "tell me I belong" gives the impression the singer seeks approval and acceptance from another person. The document also discusses using these themes and emotions to develop characters for a performance that match the feelings in the song.
Production schedule 1
This document outlines the production schedule for a music video from pre-production through post-production. It details the tasks, dates, locations, people involved, and equipment needed at each stage of production. Pre-production tasks include analyzing the music, researching genre and target audience, and storyboarding. Production tasks involve filming scenes with actors at various locations over multiple dates. Post-production includes editing the film, designing packaging, uploading the final video, and completing evaluation questions to analyze the project.
George eccles as pre production tasks feedback sheet (2)
George Eccles completed pre-production tasks for a film project including research on similar films, genre analysis, defining the target audience, drafting a script, creating storyboards and a shotlist, designing floor plans and costumes. The teacher provided feedback requesting more details in some areas and minor revisions. George made improvements such as adding inspiration from similar films, more details on the target audience and equipment, and editing times to the production schedule. The final mark was 14 out of 20.
The script rat killer
The warden informs Phil that after 9 years in prison, his rehabilitation is complete and he will be released. Phil is surprised it has only been 9 years, as it felt like a lifetime. In a flashback, Phil remembers the events that led to his arrest. Phil and his friend Matt met their drug dealer Iain, but the bag Iain gave them was empty. When Phil checked, the police arrived and arrested Phil, while Matt escaped. In the present, Phil tells the warden he plans to return home to deal with unfinished business.
Location photos
This location is proposed to film Callum's character for a music video. It will provide a picturesque backdrop that contrasts Callum's depressed character. Scenery shots during the song's introduction will convey that the video has a conceptual idea, using atypical rural scenery for this genre of music which normally features urban environments. Risks include falling branches, muddy grounds causing slips, and interactions with wildlife like horses. Controls include tying branches, wearing sturdy boots, and avoiding animal areas.
Wardens office floor plan
This short document describes a room with few furnishings. It contains a warden's office, door, and table. No actors or cameras are explicitly mentioned.
Qu 4&5
This document describes the target audience for a media project and how it was attracted. The target audience is a male in his 20s-30s who wears casual clothing, enjoys gritty British films and video games, and finds out about new media through social media. He provided positive feedback that the storyline was good and relatable, and transitions between clips worked well. Areas for improvement included reducing camera shake by using a tripod and improving the abrupt ending.
Storyboards
The document discusses using storyboard templates to synchronize a video with music. The creator worked out that each shot should last four seconds after the intro phase of 56 seconds. At 2 minutes and 8 seconds, there is a 30 second slower section allowing longer shots, but shots return to 4 seconds when this section ends.
Question 1
George Eccles analyzed how his film used and developed conventions from similar genres. He sought to identify forms and conventions by comparing his opening to films like James Bond Skyfall. In Skyfall, it is clear who the main character is through focusing shots on Daniel Craig for two minutes, which George aimed to replicate with his main character Aaron. George also adopted the James Bond convention of using a non-diegetic soundtrack to build suspense during a scene where a character looks through files. George tried to follow the 180 degree rule of filming to avoid continuity errors, though confined spaces made this difficult. He also took inspiration from Harry Brown in establishing the genre within the first two minutes by showing the protagonist's situation.
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George eccles as pre production tasks feedback sheet (2)
George eccles as pre production tasks feedback sheet (2)
Similar to Qu 6
Evaluation
Scott learned several new software programs and skills for his film project including Final Cut Pro for editing, Live Type for titles, and YouTube and Blogger for distribution. He had to learn how to properly use the camera settings and complete tasks like color correction that had different interfaces in the updated software. Research online using Google helped him learn techniques and gather information. Overall, Scott gained experience with various programs, equipment, and filmmaking techniques through hands-on work on this project.
Technology from film opening
This document discusses the software, hardware, and online tools used by Cameron Scrimgeour to complete a film project. It describes in detail the various production and editing programs used, including Photoshop, PowerPoint, Moviemaker, and Sony Vegas Pro. It also outlines the hardware such as cameras, computers, memory cards, and monopods. Finally, it lists the online resources that provided footage, templates, music, and tutorials, including YouTube, SlideShare, Mindmeister, Google, and Art of the Title.
Question 6
Technologies were used throughout the filmmaking process, from pre-production to post-production. In pre-production, the filmmaker researched thriller film openings on YouTube and used Slideshare to organize work on Blogger. Adobe Premiere was used to edit footage, cut to prime moments, and add sound and titles. After Effects was also used to turn footage to black and white for a flashback. The film was uploaded in HD to YouTube and Blogger to share work. Visual effects from FootageCrate were incorporated in post-production to make the film look more professional and suited to the thriller genre. The filmmaker learned how different technologies could be used at various stages and to tell the story visually
Question 6
The document discusses what the author learned about technologies from constructing a film product. They used their own camera which helped the filming go smoothly. They also learned about using tripods, natural lighting, and editing software like Adobe Premiere Pro. Surveys, social media, and the internet helped with research, locations, and feedback. Mobile phones aided communication and contact during the process. The author believes technology will both help and hinder small filmmakers in getting noticed in the future.
Question 6
Adobe Premier Pro, Canon 60D digital camera, and Photoshop were the most important technologies used to produce the movie "Headaches". Premier Pro allowed editing footage and adding effects. Photoshop created the opening logo. The Canon 60D allowed digital filming, which is common in the film industry. Other technologies like Slide Share, Blogger, and Prezi helped share progress updates but were less essential to production. Working with these technologies provided insight into their widespread use in professional filmmaking.
Question 6 evaluation
The students learned several important lessons about using technology through creating their opening film project. They used a camera and tripod to film different shot types and learned how to hold shots and create pans and tilts. They also used a computer with Adobe Premier software to edit the footage, cutting and lengthening shots, adding titles with slide in effects. The main websites used for research were Google and Wikipedia to determine the target audience and relevant content. YouTube, BlogSpot, and blogger were used to upload videos and keep their blog updated on the production process.
Question 6 evaluation
The students learned several important lessons about using technology through creating their opening film project. They used a camera and tripod to film different shot types and learned how to hold shots and create pans and tilts. They also used a computer with Adobe Premier software to edit the footage, cutting and lengthening shots, adding titles with slide in effects. The main websites used for research were Google and Wikipedia to determine the target audience and relevant content. YouTube, BlogSpot, and blogger were used to upload videos and keep their blog updated on the production process.
Tech
The document discusses the technologies used during the pre-production, production, and post-production of a film opening. In pre-production, YouTube and Blogger were used for research and organizing work. A Canon Legria HD camcorder and tripod were the main tools used in production. iMovie for Mac was used to edit the raw footage by adding clips, cutting them down, and including effects and sound. The document analyzes how each technology helped with the process and what was learned, such as the importance of research, camera shots, and mastering the editing software.
Question 6 evaluation
The students learned several important lessons about using technology through creating their opening film project. They used a camera and tripod to film different shot types and learned how to hold shots and incorporate tracking shots. They also used a computer with Adobe Premier CS6 software to edit the footage, including cutting, lengthening, and rearranging shots. Additionally, they utilized online resources like Google, Wikipedia, YouTube, and blogs to conduct research, upload videos, and document their production process. Overall, the project taught them practical skills for using various technologies at different stages of film production.
The Technologies I used during the construction stages of my Media coursework
Here is a power point explaining the technologies I used during the construction stages of my a-level media coursework. I have explained how and why I have used them.
Whathaveyoulearntabouttechnologies
The document discusses the various technologies used by Daniel Mallen in constructing his project. He learned how to use a Mac computer and its exclusive software like PhotoBooth and GarageBand. He also learned how to operate a Canon DSLR camera, understand concepts like ISO, f-stops, and shutter speed. Additional tools he used included a camera stabilizer to minimize shakes, a tripod to hold the camera steady for different shots, and lighting techniques to suit his horror genre film. In post-production, he gained skills using Adobe After Effects, including camera stabilization, color grading, and special effects. He also used a scanner, internet, YouTube, and blogger in his research and to compile his project.
Media evaluation post 6
I learned how to effectively use various hardware, software, and online tools for filmmaking and editing. The video camera helped me film steady shots, while the tripod and SD card made filming easier. Final Cut Pro was challenging to learn but helped me edit faster. Online tools like YouTube, Blogger, and Mindmeister helped me share my work and get feedback. Music from Purple Planet added dimension to my film opening.
Media
The document discusses technologies used during the production of a film project. In pre-production, a blog was used to document research and planning. Macs were used for most pre-production processes. A Canon DSLR camera was used to film the final product, allowing the filmmaker to learn new skills. iMovie was used for post-production editing, and YouTube was used to upload and share the final film. GarageBand was used to record copyright-free music and podcasts.
Evaluation QUESTION 4
The document summarizes how the author used various media technologies for constructing, planning, and evaluating their media project. They used Google Blogger to blog about their progress, Photoshop to edit ancillary tasks like posters, their Nikon camera to take location shots, a tripod to film trailer scenes, and Movie Plus X6 to edit the trailer despite limited editing options. Research involved using Google Images to study media conventions for ancillary tasks and YouTube to watch horror genre trailers for inspiration.
Question 6 Media AS
The document discusses various technologies the author learned about and used during the process of constructing their product. These included using Blogger to maintain their blog, Google for research, Prezi and Slideshare for presentations, YouTube to upload videos, Photoshop for image editing and layout, fonts from Dafont, cameras for photography, Photo Booth and Final Cut Express for video editing, Garage Band for music, and Pixton and GoAnimate for creative works. The author provides details on what they learned about how to use each technology and what file formats were required.
A2 Media Evaluation Question 4
The document discusses the various technologies used during a project. Blogger and Google were used throughout for blogging progress and research. A Canon 700D camera with 64gb memory card and tripod were used to film video and take pictures. Photoshop was utilized to create print advertisements with layers and effects, while Premier Pro edited video shots and formats the final music video, particularly the fight scene.
Whathaveyoulearntabouttechnologies
The document discusses the various technologies the author learned to use while constructing their project. This included learning to use a Mac computer and its software like PhotoBooth and GarageBand. The author also learned to use a Canon DSLR camera, including how to adjust settings like ISO, f-stops, and shutter speed. Additional tools learned included using a camera stabilizer, tripod, lighting techniques, and Adobe After Effects for editing. The author also gained skills using a scanner, internet research on platforms like Blogger, SlideShare, and Prezi, and uploading videos to YouTube.
Evaluation Question Six
The document discusses what the author learned about technologies through constructing an opening film sequence. They learned how to use various computer programs for editing, why certain equipment is used for filming, how to operate filming equipment, and how to use websites like Blogger for planning and research. Specifically, the author learned how to use an HD video camera, tripod, iMac computer programs like iMovie, digital cameras, webcams, and various online software like YouTube, Blogger, Prezi, Scribd, and more. They can now capture footage, edit videos, add titles, music and transitions, upload files online, and embed media on blogs.
Question 4 - Media Technologies
Paul Birkett used various media technologies throughout the research, planning, construction, and evaluation stages of his project. He used his blog to post initial ideas and research, finding WordPress easy to customize. He researched similar films and posters on IMDB and gathered responses to his trailer both online and in person. Paul uploaded draft trailers to YouTube to get feedback and find tutorials to improve his skills with video editing software like Adobe Premiere and Photoshop. He also used photography and improved his camerawork skills to plan shots for his filming.
Evaluation question 6*
The student used various technologies for the first time in completing their AS media coursework, including setting up a blog using Blogger to document their process. They used a basic 16GB SD memory card to film footage with a Panasonic HC-V130 camcorder mounted on a tripod. For editing, the student initially used iMovie and received guidance from their teacher, as the software had many technical elements that were new. They also watched YouTube tutorials to learn editing techniques. While an ident was attempted in Adobe After Effects, a basic ident was ultimately created using templates in iMovie. YouTube was used for research, uploading videos, and linking videos to the blog.
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The Technologies I used during the construction stages of my Media coursework
The Technologies I used during the construction stages of my Media coursework
More from GEccles
Carey sophie production feedback
The document provides a summary of a student's music video coursework project. It summarizes that the video demonstrates excellent use of technical skills like camerawork, framing, locations, and extras. The editing was done well to match the beat and music. Overall, the video maintained audience interest through strong visuals and narrative that captured the mood of the song. The student showed high proficiency in designing a digipak and poster for the artist that was aware of industry conventions through appropriate photos and design elements.
Carey sophie evaluation and overall feedback sheet
Sophie received excellent marks for her A2 coursework which included a music video, digipak, and poster for an artist. Her video showed great technical skills in camera work, framing, and editing to match the music and genre conventions. The digipak and poster also demonstrated strong design skills and awareness of industry conventions. In her evaluation, Sophie provided detailed answers explaining her creative choices, linking the projects' themes, and reflecting on feedback to identify strengths and areas for improvement. Overall her body of work was graded an A for excellent explanation of design choices, reflection, and use of technology.
Carey sophie pre production feedback ajo
Sophie completed excellent pre-production work for her music video project, including thorough research on similar music videos, the reggae genre, and the target audience. She provided annotated lyrics, clear storyboards, a detailed shotlist, excellent floor plans, well-planned locations and risks assessments, and descriptions of costumes, props, actors, and equipment. Her production schedule effectively laid out her plans. The teacher provided positive feedback and recommended adding labels to improve navigation of her blog. Overall, the teacher found Sophie's pre-production work to be of a high standard.
Question 2
The document compares the creator's digipak, poster, and music video for a reggae artist to examples from Bob Marley and another reggae artist, analyzing how they do and do not conform to conventions of the genre. The digipak, poster, and music video were designed to have similarities like bright colors and busy elements to match the intended happy feeling of the music, while also incorporating conventions like references to Rastafarian culture. Overall the creator feels their works challenge conventions of the genre but still work well as a cohesive package representing reggae music.
1.
The document discusses how the media product challenges conventions of the reggae music genre. It was created as a one-shot music video inspired by "Hideaway" and used three locations - beach, forest, and town. Costumes were normal clothing to fit in with the public. Props like a longboard and ball added activity. Though referencing reggae, stereotypes like Rasta colors were excluded to focus on the one-shot technique. Shooting in slow motion and editing was challenging but the brightening effect improved the happy feel.
Props
The document discusses props and costumes needed for a music video shoot. It lists a Canon camera for clear focus during shots with movement, roller skates and a longboard for beach scenes, a steadycam to keep the camera steady while following the singer, headphones for the singer, and cigarettes for a slow motion smoke scene. It describes everyday clothing for the cast including a coat, white top, jeans, and boat shoes for the main singer. It also discusses wanting extras in busy background scenes. Finally, it introduces the main singer Tom and explains he was chosen for being non-stereotypical and for his acting ability from drama experience to emote the lyrics through facial expressions.
1 music video analysis
The document discusses various characteristics and conventions of reggae music videos, noting that they typically feature references to Jamaica like the flag and Rastafarian colors and depictions of activities like smoking and playing bongos that are stereotypically associated with reggae. It also explains how effective music videos match the visual elements to the lyrics and mood of the song. The video being analyzed focuses on the Jamaican reggae artist Fantan Mojah and incorporates various visual cues intended to promote his music and connect it to the culture and history of reggae.
Location photos
This location provides a picturesque backdrop that contrasts with Callum's depressed character and can be used for scenic shots during the song's introduction. The lush, rural scenery is atypical for this genre of music and will help convey that the video is conceptual. This house will suit Ed's comfortable lifestyle and provide the perfect environment for his character, though it is still unlikely for a conventional electropop music video.
14 production schedule proforma
The document outlines a production schedule for a music video from November 2nd to January 31st. It details the pre-production tasks of analyzing other videos, drafting ideas, researching genre and target audience, and analyzing packaging from November 2nd to 15th. Filming will take place on December 22nd at Boscombe Beach, The New Forest, and Ringwood Town with a cast and crew of 30 people and equipment like cameras, a steady cam, and swimming gear. Post-production will include editing from January 4th-8th and rehearsals on the 12th, with finishing touches until the 15th and the video uploaded to YouTube by the 31st along with completed packaging.
10. floor plans
Tom films himself walking backwards along the beach, capturing the sights of people enjoying activities like longboarding, rock climbing, swimming, and walking their dogs. The camera pans across the sand, sea, rocks, and pier, showing groups of friends, families with children, and older individuals sitting on benches or crossing the street near shops and pubs in the town located along the road by the beach.
Actors
This document discusses casting choices and costumes/props for two characters, Ed and Callum. Ed will play the fortunate young man and his costume of a smart shirt and jeans along with props of keys, a new phone, and bottle imply wealth. Callum will play the depressed, unfortunate man and his costume of joggers and hoodie along with props of an old phone, bike, and hip flask aim to show his hardship and depression.
Actors
This document assigns roles, costumes, and props for two characters - Ed, who will play a fortunate young man with a secluded, splendid house, and Callum, who will play a depressed, unfortunate young man. Ed's costume will be a smart casual shirt and skinny jeans to portray his well-off status, along with props of car keys, an iPhone 6+, and a bottle. Callum's costume of black joggers and hoodie aims to show his background of hard work for little reward, while his used phone, old bike, and hip flask are meant to establish his hardship and depression.
Actors
This document outlines the roles, costumes, and props for two characters, Ed and Callum, in a play. Ed will play the fortunate young man and his costume of a smart shirt and jeans along with keys and an iPhone will portray his wealthy status. Callum will play the depressed and unfortunate young man, and his costume of joggers and a hoodie along with an old phone, bike, and hip flask will help establish his hardship and depression.
3. genre research pp.docx
Reggae originated in Jamaica in the late 1960s, developing from earlier genres like ska and rocksteady. It incorporates elements of rhythm and blues, African music, and Jamaican styles like mento and calypso. Reggae tempos are typically slower than ska but faster than rocksteady. It is known for its tradition of social commentary and religion in lyrics. Major artists like Bob Marley and Desmond Dekker helped popularize reggae globally in the 1970s. Reggae artists have been recognized by awards like the MOBO Awards and Grammys in categories like best reggae album. The style is often associated with Rastafarian culture and features references to its symbols and colors.
Location photos
This location is proposed to film Callum's depressed character against a picturesque backdrop and include scenic shots, as well as film Ed's comfortable lifestyle in a house suiting his easygoing character.
1 music video analysis
This music video analysis makes the following key points:
1) The music video for a reggae song like this would be expected to include stereotypical elements associated with the genre, such as references to Jamaica, Rastafarian colors, and depictions of smoking.
2) There is a relationship between the lyrics and visuals of the video, with images and events matching the message of the song.
3) The tone and atmosphere of the visuals matches the relaxed style of the music.
Matthew coombs as coursework overall marksheet
Matthew Coombs received a grade of D for his AS coursework with an overall mark of 55 out of 100. For the planning stage, he received a mark between 12 and 20 out of 20. For the construction main task, he received a mark of 32 out of 60. The evaluator commented that it was a basic drama piece that could have benefited from more attention to details. For the evaluation questions, he received a mark of 11 out of 20. The evaluator noted that while some answers were good, many relied on word documents and slideshare without fully analyzing or reflecting on the process.
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Carey sophie evaluation and overall feedback sheet
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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
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6:个人职称评审加20分
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留信网认证的作用:
1:该专业认证可证明留学生真实身份
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3:国家专业人才认证中心颁发入库证书
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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
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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：176555708】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信：176555708】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
→ 【关于价格问题（保证一手价格）
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：可来公司面谈，可签订合同，会陪同客户一起到教育部认证窗口递交认证材料，客户在教育部官方认证查询网站查询到认证通过结果后付款，不成功不收费！
What Could Be Behind Your Mercedes Sprinter's Power Loss on Uphill Roads
Unlock the secrets behind your Mercedes Sprinter's uphill power loss with our comprehensive presentation. From fuel filter blockages to turbocharger troubles, we uncover the culprits and empower you to reclaim your vehicle's peak performance. Conquer every ascent with confidence and ensure a thrilling journey every time.
EV Charging at MFH Properties by Whitaker Jamieson
Whitaker Jamieson, Senior Specialist at Forth, gave this presentation at the Forth Addressing The Challenges of Charging at Multi-Family Housing webinar on June 11, 2024.
Expanding Access to Affordable At-Home EV Charging by Vanessa Warheit
Vanessa Warheit, Co-Founder of EV Charging for All, gave this presentation at the Forth Addressing The Challenges of Charging at Multi-Family Housing webinar on June 11, 2024.
AadiShakti Projects ( Asp Cranes ) Raipur
Welcome to ASP Cranes, your trusted partner for crane solutions in Raipur, Chhattisgarh! With years of experience and a commitment to excellence, we offer a comprehensive range of crane services tailored to meet your lifting and material handling needs.
At ASP Cranes, we understand the importance of reliable and efficient crane operations in various industries, from construction and manufacturing to logistics and infrastructure development. That's why we strive to deliver top-notch solutions that enhance productivity, safety, and cost-effectiveness for our clients.
Our services include:
Crane Rental: Whether you need a crawler crane for heavy lifting or a hydraulic crane for versatile operations, we have a diverse fleet of well-maintained cranes available for rent. Our rental options are flexible and can be customized to suit your project requirements.
Crane Sales: Looking to invest in a crane for your business? We offer a wide selection of new and used cranes from leading manufacturers, ensuring you find the perfect equipment to match your needs and budget.
Crane Maintenance and Repair: To ensure optimal performance and safety, regular maintenance and timely repairs are essential for cranes. Our team of skilled technicians provides comprehensive maintenance and repair services to keep your equipment running smoothly and minimize downtime.
Crane Operator Training: Proper training is crucial for safe and efficient crane operation. We offer specialized training programs conducted by certified instructors to equip operators with the skills and knowledge they need to handle cranes effectively.
Custom Solutions: We understand that every project is unique, which is why we offer custom crane solutions tailored to your specific requirements. Whether you need modifications, attachments, or specialized equipment, we can design and implement solutions that meet your needs.
At ASP Cranes, customer satisfaction is our top priority. We are dedicated to delivering reliable, cost-effective, and innovative crane solutions that exceed expectations. Contact us today to learn more about our services and how we can support your project in Raipur, Chhattisgarh, and beyond. Let ASP Cranes be your trusted partner for all your crane needs!
快速办理(napier毕业证书)英国龙比亚大学毕业证在读证明一模一样
学校原件一模一样【微信：741003700 】《(napier毕业证书)英国龙比亚大学毕业证》【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
Catalytic Converter theft prevention - NYC.pptx
Understanding Catalytic Converter Theft:
What is a Catalytic Converter?: Learn about the function of catalytic converters in vehicles and why they are targeted by thieves.
Why are They Stolen?: Discover the valuable metals inside catalytic converters (such as platinum, palladium, and rhodium) that make them attractive to criminals.
Steps to Prevent Catalytic Converter Theft:
Parking Strategies: Tips on where and how to park your vehicle to reduce the risk of theft, such as parking in well-lit areas or secure garages.
Protective Devices: Overview of various anti-theft devices available, including catalytic converter locks, shields, and alarms.
Etching and Marking: The benefits of etching your vehicle’s VIN on the catalytic converter or using a catalytic converter marking kit to make it traceable and less appealing to thieves.
Surveillance and Monitoring: Recommendations for using security cameras and motion-sensor lights to deter thieves.
Statistics and Insights:
Theft Rates by Borough: Analysis of data to determine which borough in NYC experiences the highest rate of catalytic converter thefts.
Recent Trends: Current trends and patterns in catalytic converter thefts to help you stay aware of emerging hotspots and tactics used by thieves.
Benefits of This Presentation:
Awareness: Increase your awareness about catalytic converter theft and its impact on vehicle owners.
Practical Tips: Gain actionable insights and tips to effectively prevent catalytic converter theft.
Local Insights: Understand the specific risks in different NYC boroughs, helping you take targeted preventive measures.
This presentation aims to equip you with the knowledge and tools needed to protect your vehicle from catalytic converter theft, ensuring you are prepared and proactive in safeguarding your property.
What do the symbols on vehicle dashboard mean?
Ever been troubled by the blinking sign and didn’t know what to do?
Here’s a handy guide to dashboard symbols so that you’ll never be confused again!
Save them for later and save the trouble!
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Qu 6
- 2. Google Chrome:Thissearchengine helpedme outimmenselythroughoutthe entire process,Iused it to researchdifferentconventionsforactionfilmsaswell asfindotherfilmsthatIcouldresearchin orderto achieve agreaterunderstandingof whatitwas thatI was actuallyfilming.Ihave learntthat Google Chrome haseverythingthatIcouldpossiblyneed formypre-productionwithregardstothe mountainsof informationaboutfilmsandfilmcompanies. CanonEOS 600D: thiswasa greatcamera to have at my disposal because itislightweightwhilst constantlyachievingagoodstandardof filmquality,providingthatthe cameraman hasit infocus. In the wronghandsit can be quite shakywhichcanbe easilyamendedwiththe tripodattachment, somethingIwill be usingthe nexttime Ifilmwiththisparticularcamera. Adobe Photoshop:Veryeffective if done well, Ionlyuseditonce inorderto create myfictional productioncompany‘RabbitmanPictures’andIbelieveitturnedoutquite well Blogger:I have usedBloggertoshowall my workfromstart to finish,Ihave foundsome aspectsof usingitquite hard,findingthe embeddedcode of some of myworkfor instance.Once itisup onthe blog,the presentationisverygood Prezi:A great wayfor presentationstobe shown,itisverysimple touse.I hadno previous experience usingitbutnowthatI have usedit andunderstandhow everythingisdone,Ican defiantlysayitisone of the bestprogrammesI have used. MicrosoftWord: easyto use,has a clearpurpose andis a veryeffectivewayof showingthe workI have produced SlideShare:One of the keywaysinwhichmywork has beenputonto Blogger,withoutslide share I couldn’thave usedmostof the programmesI have usedandstill putthemon myblogger. At firstit was complicatedtouse butmuch like Prezi,once Igotto gripswithitis quite asimple programme to use Adobe PremierPro:agreat wayto stringfilmclipstogetherhoweversome of the effectsare quite basicon the programme be it isquite easyto use once the userhas some experience usingthe programme. FujitsuComputer:withoutacomputerI couldn’thave done myproduction.The FujitsucomputerI usedislike anyothercomputermeaningthatitis simple touse makinguse of the different programmesquickandefficient.The computerwasquite slow attimesbutotherthanthat the computerwasverygood throughoutthe process MicrosoftOutlook:thishelpedmycommunicatewithmyactorsto tell themwhenandwhere we were filming,Ialsousedthistocommunicate withmyteacherswhenIhad and queries