The document discusses the skills learned from an initial preliminary film task to a final 2-minute film. It provides comparisons of planning, filming, and editing techniques between the two projects. For planning, more preparation was done for the final film including scripting, storyboarding, and assigning roles. Filming incorporated more advanced shot types and smoother match cuts. Editing in Premiere Elements was more efficient due to experience gained. Overall the skills and techniques improved greatly from the initial task to the final film.
Jamey reflects on learning key skills from their preliminary task and full coursework film project. Planning was easier for the preliminary task as it had a given storyline, whereas the coursework required more independent planning. Storyboarding, camera skills, mise-en-scene, editing, sound, and titles were all areas that Jamey gained experience in through both projects. Teamwork and independent learning were also important skills developed. Overall, Jamey feels they have learned a great deal about film production across both tasks but could improve their time management.
Darcy Warwick outlines a production plan for a short film to be released at the end of January. The plan includes scheduling, equipment needs, crew assignments, and legal considerations. Actors, locations, and most equipment will be provided by the production team or are publicly accessible. The film is aimed at a PG rating from the BBFC and will be distributed on YouTube and Short of the Week, whose guidelines forbid harmful, explicit, or copyrighted content without permission.
The document discusses what was learned from creating a media production project. The author learned how to use WordPress for blogging, Final Cut Pro X for video editing, and techniques like camera angles, title sequences, editing copyright-free music and sound effects. They also learned how to use a DSLR camera manually and the importance of storyboards. Reflecting on a preliminary task, the author learned that sound quality, appropriate shot types, and following the 180-degree rule are important for clarity and understanding. Maintaining prop placement between shots was also a lesson learned.
The document discusses Robert Corbishley's preliminary task for #ashtag Films. It describes the pre-production workflow, use of an iPad for filming which had limitations, lessons learned about steady shots and landscape filming, using iMovie for editing, and how the completed task met most of the criteria. Overall, Robert feels he learned about editing software, camera shots, filming techniques, and benefits of longer shots during the process of completing the preliminary task.
This document provides an overview of a post production essentials course. The goal of the course is to introduce students to the technology, workflow processes, roles, and techniques involved in post production of television, film, and other media. It will cover the key phases of production from pre-production through distribution. Students will learn about equipment, editing, visual effects, color correction, and other post production areas. The course aims to provide foundational knowledge to help students succeed in their video program and future careers.
The group made some initial mistakes filming the preliminary task such as not following the 180 degree rule and not properly white balancing. They refilmed sections to correct these errors. When filming, they divided roles evenly between actors and camera operators. All decisions were made as a group after input from members. They carefully managed the equipment, had some issues meeting deadlines due to illnesses, and ensured safety on set. Resources like actors, props and locations were easily accessible. Storyboarding and scripts made the shoot straightforward. Some shots were refilmed for better angles. Overall time was well-managed despite early technical problems.
Evaluation- Question 7. By Jumana IsmailJumana Ismail
The document discusses the progression of skills from the author's preliminary task video to their main task opening sequence video. For the preliminary task, planning, camera techniques, sound, editing and mis-en-scene were limited due to lack of experience. However, for the main task the author conducted extensive research, created storyboards, improved camera shots, learned to use sound editing software, shot at multiple locations, and applied advanced editing techniques like filters and transitions. This resulted in a much more polished and professional final product compared to the preliminary task.
The document discusses the skills learned from an initial preliminary film task to a final 2-minute film. It provides comparisons of planning, filming, and editing techniques between the two projects. For planning, more preparation was done for the final film including scripting, storyboarding, and assigning roles. Filming incorporated more advanced shot types and smoother match cuts. Editing in Premiere Elements was more efficient due to experience gained. Overall the skills and techniques improved greatly from the initial task to the final film.
Jamey reflects on learning key skills from their preliminary task and full coursework film project. Planning was easier for the preliminary task as it had a given storyline, whereas the coursework required more independent planning. Storyboarding, camera skills, mise-en-scene, editing, sound, and titles were all areas that Jamey gained experience in through both projects. Teamwork and independent learning were also important skills developed. Overall, Jamey feels they have learned a great deal about film production across both tasks but could improve their time management.
Darcy Warwick outlines a production plan for a short film to be released at the end of January. The plan includes scheduling, equipment needs, crew assignments, and legal considerations. Actors, locations, and most equipment will be provided by the production team or are publicly accessible. The film is aimed at a PG rating from the BBFC and will be distributed on YouTube and Short of the Week, whose guidelines forbid harmful, explicit, or copyrighted content without permission.
The document discusses what was learned from creating a media production project. The author learned how to use WordPress for blogging, Final Cut Pro X for video editing, and techniques like camera angles, title sequences, editing copyright-free music and sound effects. They also learned how to use a DSLR camera manually and the importance of storyboards. Reflecting on a preliminary task, the author learned that sound quality, appropriate shot types, and following the 180-degree rule are important for clarity and understanding. Maintaining prop placement between shots was also a lesson learned.
The document discusses Robert Corbishley's preliminary task for #ashtag Films. It describes the pre-production workflow, use of an iPad for filming which had limitations, lessons learned about steady shots and landscape filming, using iMovie for editing, and how the completed task met most of the criteria. Overall, Robert feels he learned about editing software, camera shots, filming techniques, and benefits of longer shots during the process of completing the preliminary task.
This document provides an overview of a post production essentials course. The goal of the course is to introduce students to the technology, workflow processes, roles, and techniques involved in post production of television, film, and other media. It will cover the key phases of production from pre-production through distribution. Students will learn about equipment, editing, visual effects, color correction, and other post production areas. The course aims to provide foundational knowledge to help students succeed in their video program and future careers.
The group made some initial mistakes filming the preliminary task such as not following the 180 degree rule and not properly white balancing. They refilmed sections to correct these errors. When filming, they divided roles evenly between actors and camera operators. All decisions were made as a group after input from members. They carefully managed the equipment, had some issues meeting deadlines due to illnesses, and ensured safety on set. Resources like actors, props and locations were easily accessible. Storyboarding and scripts made the shoot straightforward. Some shots were refilmed for better angles. Overall time was well-managed despite early technical problems.
Evaluation- Question 7. By Jumana IsmailJumana Ismail
The document discusses the progression of skills from the author's preliminary task video to their main task opening sequence video. For the preliminary task, planning, camera techniques, sound, editing and mis-en-scene were limited due to lack of experience. However, for the main task the author conducted extensive research, created storyboards, improved camera shots, learned to use sound editing software, shot at multiple locations, and applied advanced editing techniques like filters and transitions. This resulted in a much more polished and professional final product compared to the preliminary task.
The document discusses the progression from the preliminary task to the main task. It summarizes that the main task required more in-depth planning and preparation compared to the preliminary task which had a short timeframe. It also discusses improvements in filmmaking skills like storyboarding, camerawork, use of sound, and ability to use new technology like Final Cut Pro and Soundtrack Pro from the preliminary to the main task.
The document describes how various media technologies were used during the research, planning, construction, and evaluation stages of creating a documentary. Sony HXR-MC2000E HD camera was used to collect still images and practice footage during research and planning, and to film all footage during construction. A tripod was used for stills and practice footage during research and planning, and for most filming during construction. Dell computers were used for research, planning, and construction to access software like Adobe Premiere Pro, as well as for evaluation. Clip microphones were used for interviews during construction and evaluation.
From the preliminary task to the final product, the document discusses what was learned about technical skills, time management, and resource management. Specifically:
Technical skills improved from a standard match-on-action shot to a more complex edit with additional shots.
Managing time was a challenge - script writing, casting and locations took longer than expected, but editing time was sufficient.
Using a wider variety of equipment like microphones increased quality from the preliminary task which only used a camera.
Overall time and resource management improved but some areas could have been better, though dividing roles allowed proper focus.
The student learned many new skills when progressing from their preliminary task to the full product. They improved at editing techniques in Final Cut, incorporating things like color correction and edge blur. Their camerawork advanced as they focused on shot types, angles, and following rules. Sound design expanded to include diegetic and non-diegetic elements. Matching shots became more precise. Titles were added. Overall, their skills grew tremendously in areas like editing, camerawork, and storytelling.
The team of four students managed tasks well through assigning main roles for filming and editing. They storyboarded and practiced their scene before filming with a Canon HD camera and tripod. Footage was edited together in Adobe Premiere on a Lacie drive. Factors like schedules, lighting, location, and sound quality were considered during planning and shooting. The sequence was completed ahead of schedule, and the group learned new filming, editing, and project management skills through hands-on experience with the technology and creative process.
From their preliminary task to the full production, the student has learned:
1) How to storyboard in greater detail with more shots and drafts.
2) How to incorporate more advanced shots like POV and extreme long shots to create suspense.
3) How to use more sophisticated editing techniques like transitions, jump cuts, and faster pacing.
4) How to improve titles, credits, and ident to have more professional quality and suit the narrative.
5) How using better equipment like a HD camera and tripod improved video quality.
Tayla Thorley reflects on her group's process for completing a preliminary film task. She notes that working as a team and brainstorming together helped generate ideas, though one member's absence hindered the process. Filming with an iPad proved difficult due to its size, resulting in some shaky footage. Lessons learned include using a different, more stable camera and choosing a quieter filming location. Editing in iMovie went smoothly and allowed adding effects. Overall, the criteria were met but more shot/reverse shot coverage could have been included. Tayla learned about different camera techniques and the film editing process in iMovie.
Question 7 looking back at your preliminary task,what do you feel you have l...Katie Wright
The student learned several important lessons when progressing from their preliminary film task to the full film product. For the preliminary task, they used basic equipment which produced a low quality, half minute film with poor editing and planning. However, it helped them learn better filming, editing, planning and teamwork skills. For the full product, they applied these lessons to plan more thoroughly, use higher quality equipment, improve their editing skills, and strengthen team communication. The end result was a much higher quality film that showed the effects of practicing and learning from their earlier mistakes.
The student evaluated their process of creating a short film for a class project. They were challenged by having to learn new software and equipment within a 10 week deadline. Their process involved extensive research, writing a 12 page treatment, storyboarding, scheduling filming in scenes, casting actors from their group, and editing. Some difficulties included sound issues, limited equipment access, and scheduling conflicts. The student believes the experience improved their filmmaking skills and knowledge of managing group projects.
The student worked on a group project to create a film sequence for a preliminary task. They worked well as a team, with defined roles for filming, acting, and editing. They storyboarded their sequence and did practice runs to plan shots. They used a Canon HD camera, tripod, Adobe Premiere software, and external hard drive to complete the filming and editing. Factors like schedules, lighting, location, and sound quality were considered. The sequence was completed ahead of schedule. The student learned new camera, software, and film editing skills through this project.
Looking back at their preliminary work, the document discusses several ways the filmmakers improved in their final production. In the preliminary, shots did not convey specific meanings but in the final product shots were carefully selected to evoke particular meanings. Issues with framing, focus, continuity, and shot transitions were addressed. Matching shots to the action, understanding the 180 degree rule, and implementing shot reverse shot more smoothly showed growth in technical skills from preliminary to final production.
1) The director felt they had a better relationship with the cinematographer, who understood the vision, while communication was more strained with the editor.
2) Group communication was reasonable due to regular lessons and meetings, but the director felt they had the worst time management.
3) Organizing shoots was challenging due to coordinating equipment, actors, and crew availability, and relying on actors to arrive on time caused delays.
Harriet Bibby evaluated the technologies used to construct a film product. She used various websites for planning and research, such as the UK Film Council website and IMDB. During construction, she learned to use a digital camera and Movie Studio Platinum for editing. While the camera and software were initially difficult, she gained experience over time. Sound recording and matching sounds to video footage posed challenges. Overall, Harriet found that internet research, Movie Studio Platinum for editing, and blogging were the most useful technologies, though some software had reliability issues.
The student worked with a team of four on a film project. They created storyboards and did practice runs to plan the sequence. They used a Canon HD camera, tripod, Adobe Premiere software, and LaCie drive to complete the filming and editing. Some challenges included balancing schedules and learning to use the new technology. Overall the sequence was successful and completed ahead of schedule. The student learned new camera, editing, and filmmaking skills through this project.
1. For the preliminary task, little research, planning, scripting and storyboarding was done due to restrictions. Basic filming and editing techniques were used.
2. For the main opening, extensive research was conducted on genre and target audience. Complex scripting, storyboarding, and filming techniques like POV shots were used. Editing included filters and titling in Photoshop.
3. Mise-en-scene elements like costumes, makeup, lighting and setting were given more thoughtfulness in the main opening compared to the preliminary task.
The document discusses the process of editing a film project using Movie Studio Platinum software. It describes how the group overlayed foley sound effects and music onto video clips, created title screens and credits in Photoshop and edited them into the film, and constructed the final film by matching shots and ensuring continuity. It also mentions that filming took place over two Sundays and that cold temperatures required frequent bundling up between scenes.
The document provides a reflection on improvements made from the preliminary task to the final film production. It discusses advancements in various technical areas like camerawork, editing, following conventions like the 180-degree rule, and executing techniques such as match on action and shot/reverse shot more effectively. Shots had more variety and purposefully framed emotions in the final version compared to the preliminary task. Editing also told a more complex dual narrative through improved use of transitions, color, and diegetic sound. Lessons were learned around lighting and continuity issues that could be better addressed going forward.
- The filmmakers improved their skills in camerawork, editing, and shot composition between their preliminary task and final production.
- In the final production, they used more varied shots, camera movements, and editing techniques like jump cuts to better engage audiences.
- They also improved at applying filmmaking principles like the 180-degree rule and matching shots for continuity between scenes.
- Some challenges remained, like maintaining consistent lighting across different filming days, but overall their skills and the production quality increased significantly from the preliminary task to the final film.
Throughout their project, the student and their group faced challenges keeping up with new media trends to make their music video production as realistic as possible. During planning and research, they studied techniques like split screening and color modification from other music videos. While planning, they created a digital blog to log decisions and get feedback. They used various software and editing tools like Adobe Premiere Pro to add special effects and improve footage quality. Their final presentation of the work will be on a blog format to professionally showcase the project.
Thousands of years before Europeans arrived in Florida, the area where Miami now exists was inhabited by the Tequesta Native American tribe, who occupied the southeast Atlantic coast region. The Tequesta lived there until European contact. Miami today is known for its large, lavish parties on the beaches and in big houses, as well as attractions like the Miami Seaquarium, Fairchild Tropical Botanical Garden, and zoo for those not interested in parties. The Miami trolley is recommended for exploring the city, including the Miami Design District.
The document discusses the progression from the preliminary task to the main task. It summarizes that the main task required more in-depth planning and preparation compared to the preliminary task which had a short timeframe. It also discusses improvements in filmmaking skills like storyboarding, camerawork, use of sound, and ability to use new technology like Final Cut Pro and Soundtrack Pro from the preliminary to the main task.
The document describes how various media technologies were used during the research, planning, construction, and evaluation stages of creating a documentary. Sony HXR-MC2000E HD camera was used to collect still images and practice footage during research and planning, and to film all footage during construction. A tripod was used for stills and practice footage during research and planning, and for most filming during construction. Dell computers were used for research, planning, and construction to access software like Adobe Premiere Pro, as well as for evaluation. Clip microphones were used for interviews during construction and evaluation.
From the preliminary task to the final product, the document discusses what was learned about technical skills, time management, and resource management. Specifically:
Technical skills improved from a standard match-on-action shot to a more complex edit with additional shots.
Managing time was a challenge - script writing, casting and locations took longer than expected, but editing time was sufficient.
Using a wider variety of equipment like microphones increased quality from the preliminary task which only used a camera.
Overall time and resource management improved but some areas could have been better, though dividing roles allowed proper focus.
The student learned many new skills when progressing from their preliminary task to the full product. They improved at editing techniques in Final Cut, incorporating things like color correction and edge blur. Their camerawork advanced as they focused on shot types, angles, and following rules. Sound design expanded to include diegetic and non-diegetic elements. Matching shots became more precise. Titles were added. Overall, their skills grew tremendously in areas like editing, camerawork, and storytelling.
The team of four students managed tasks well through assigning main roles for filming and editing. They storyboarded and practiced their scene before filming with a Canon HD camera and tripod. Footage was edited together in Adobe Premiere on a Lacie drive. Factors like schedules, lighting, location, and sound quality were considered during planning and shooting. The sequence was completed ahead of schedule, and the group learned new filming, editing, and project management skills through hands-on experience with the technology and creative process.
From their preliminary task to the full production, the student has learned:
1) How to storyboard in greater detail with more shots and drafts.
2) How to incorporate more advanced shots like POV and extreme long shots to create suspense.
3) How to use more sophisticated editing techniques like transitions, jump cuts, and faster pacing.
4) How to improve titles, credits, and ident to have more professional quality and suit the narrative.
5) How using better equipment like a HD camera and tripod improved video quality.
Tayla Thorley reflects on her group's process for completing a preliminary film task. She notes that working as a team and brainstorming together helped generate ideas, though one member's absence hindered the process. Filming with an iPad proved difficult due to its size, resulting in some shaky footage. Lessons learned include using a different, more stable camera and choosing a quieter filming location. Editing in iMovie went smoothly and allowed adding effects. Overall, the criteria were met but more shot/reverse shot coverage could have been included. Tayla learned about different camera techniques and the film editing process in iMovie.
Question 7 looking back at your preliminary task,what do you feel you have l...Katie Wright
The student learned several important lessons when progressing from their preliminary film task to the full film product. For the preliminary task, they used basic equipment which produced a low quality, half minute film with poor editing and planning. However, it helped them learn better filming, editing, planning and teamwork skills. For the full product, they applied these lessons to plan more thoroughly, use higher quality equipment, improve their editing skills, and strengthen team communication. The end result was a much higher quality film that showed the effects of practicing and learning from their earlier mistakes.
The student evaluated their process of creating a short film for a class project. They were challenged by having to learn new software and equipment within a 10 week deadline. Their process involved extensive research, writing a 12 page treatment, storyboarding, scheduling filming in scenes, casting actors from their group, and editing. Some difficulties included sound issues, limited equipment access, and scheduling conflicts. The student believes the experience improved their filmmaking skills and knowledge of managing group projects.
The student worked on a group project to create a film sequence for a preliminary task. They worked well as a team, with defined roles for filming, acting, and editing. They storyboarded their sequence and did practice runs to plan shots. They used a Canon HD camera, tripod, Adobe Premiere software, and external hard drive to complete the filming and editing. Factors like schedules, lighting, location, and sound quality were considered. The sequence was completed ahead of schedule. The student learned new camera, software, and film editing skills through this project.
Looking back at their preliminary work, the document discusses several ways the filmmakers improved in their final production. In the preliminary, shots did not convey specific meanings but in the final product shots were carefully selected to evoke particular meanings. Issues with framing, focus, continuity, and shot transitions were addressed. Matching shots to the action, understanding the 180 degree rule, and implementing shot reverse shot more smoothly showed growth in technical skills from preliminary to final production.
1) The director felt they had a better relationship with the cinematographer, who understood the vision, while communication was more strained with the editor.
2) Group communication was reasonable due to regular lessons and meetings, but the director felt they had the worst time management.
3) Organizing shoots was challenging due to coordinating equipment, actors, and crew availability, and relying on actors to arrive on time caused delays.
Harriet Bibby evaluated the technologies used to construct a film product. She used various websites for planning and research, such as the UK Film Council website and IMDB. During construction, she learned to use a digital camera and Movie Studio Platinum for editing. While the camera and software were initially difficult, she gained experience over time. Sound recording and matching sounds to video footage posed challenges. Overall, Harriet found that internet research, Movie Studio Platinum for editing, and blogging were the most useful technologies, though some software had reliability issues.
The student worked with a team of four on a film project. They created storyboards and did practice runs to plan the sequence. They used a Canon HD camera, tripod, Adobe Premiere software, and LaCie drive to complete the filming and editing. Some challenges included balancing schedules and learning to use the new technology. Overall the sequence was successful and completed ahead of schedule. The student learned new camera, editing, and filmmaking skills through this project.
1. For the preliminary task, little research, planning, scripting and storyboarding was done due to restrictions. Basic filming and editing techniques were used.
2. For the main opening, extensive research was conducted on genre and target audience. Complex scripting, storyboarding, and filming techniques like POV shots were used. Editing included filters and titling in Photoshop.
3. Mise-en-scene elements like costumes, makeup, lighting and setting were given more thoughtfulness in the main opening compared to the preliminary task.
The document discusses the process of editing a film project using Movie Studio Platinum software. It describes how the group overlayed foley sound effects and music onto video clips, created title screens and credits in Photoshop and edited them into the film, and constructed the final film by matching shots and ensuring continuity. It also mentions that filming took place over two Sundays and that cold temperatures required frequent bundling up between scenes.
The document provides a reflection on improvements made from the preliminary task to the final film production. It discusses advancements in various technical areas like camerawork, editing, following conventions like the 180-degree rule, and executing techniques such as match on action and shot/reverse shot more effectively. Shots had more variety and purposefully framed emotions in the final version compared to the preliminary task. Editing also told a more complex dual narrative through improved use of transitions, color, and diegetic sound. Lessons were learned around lighting and continuity issues that could be better addressed going forward.
- The filmmakers improved their skills in camerawork, editing, and shot composition between their preliminary task and final production.
- In the final production, they used more varied shots, camera movements, and editing techniques like jump cuts to better engage audiences.
- They also improved at applying filmmaking principles like the 180-degree rule and matching shots for continuity between scenes.
- Some challenges remained, like maintaining consistent lighting across different filming days, but overall their skills and the production quality increased significantly from the preliminary task to the final film.
Throughout their project, the student and their group faced challenges keeping up with new media trends to make their music video production as realistic as possible. During planning and research, they studied techniques like split screening and color modification from other music videos. While planning, they created a digital blog to log decisions and get feedback. They used various software and editing tools like Adobe Premiere Pro to add special effects and improve footage quality. Their final presentation of the work will be on a blog format to professionally showcase the project.
Thousands of years before Europeans arrived in Florida, the area where Miami now exists was inhabited by the Tequesta Native American tribe, who occupied the southeast Atlantic coast region. The Tequesta lived there until European contact. Miami today is known for its large, lavish parties on the beaches and in big houses, as well as attractions like the Miami Seaquarium, Fairchild Tropical Botanical Garden, and zoo for those not interested in parties. The Miami trolley is recommended for exploring the city, including the Miami Design District.
Since 1978 we provide safety-conscious customers with consistently high quality personal protective equipment, training and maintenance to ensure they can maintain a safe and accident-free workplace.
We offer worldwide delivery through our two logistics centers in the port of Piraeus and port of Rotterdam.
We hold ISO 9001, ISO 14001 and OHSAS 18001.
We are members of IMPA.
This document discusses personality types using four color categories - green, orange, gold, and blue. Each color represents different parts of one's personality. The document provides characteristics, strengths, and frustrations for each color personality type. It encourages understanding your own personality type by determining your dominant color and discussing traits with others of the same color type. This can help with self-understanding, career choices, and understanding how to work with others of different personality types.
Pandey Gopalkrishna V. seeks a position in an established engineering company to develop new skills. He has 1 year of experience each as a Project Trainee at Godrej & Boyce Mfg. Co. Ltd. and as a Design Engineer at Jacobs Engineering India Pvt. Ltd. His responsibilities included manufacturing scheduling, quality management, and preparing technical documents for pump and compressor packages. He has a Bachelor's degree in Mechanical Engineering from University of Mumbai and certifications in CAD software.
The document is a submission by Amiel Dahn C. Sarmiento to Mr. Don Alcantara. It appears to be for a class assignment called "III- Genesis". No other context or details about the content of the submission are provided in the document.
Online Reputation Management For Doctors - Doctor Reputation MarketingAndrew Wroblewski
How to Improve The Reputation Of A Doctor In Today’s World
While many Doctors understand that they need to manage their reputation, few know where to start. If this is your predicament, keep reading.
Trust is built on honesty, transparency and consistency. Don’t remove negative posts to improve your public image. It is better to work with patients to rectify legitimate complaints. Negative posts about damaged product may lead you to change shippers or improve packing. Complaints about poor service may mean following up with suppliers or hiring an expert to improve your end product. Ignoring patients is easier than taking action, but it hurts your medical reputation and, eventually, sales. Actively suppressing complaints won’t resolve the problems and destroys trust in your practice once someone posts a screen shot of the complaint you had removed. Seeking to ban those who complain from product user forums or slapping copyright violation notices on those who post information from your instructions as part of their complaint about its poor wording makes you look worse than the original complaint. When you work with patients to resolve their problems, develop a consistent method of dealing with these issues.
Have a standard way people can report problems or reach your help desk. Develop standard procedures for handling patients who want refunds and those who need a replacement item.
Invest in search engine optimization or SEO to ensure that your practice’s website is in the top listings in a search for it. This ensures that your practice’s website, blog and social media profiles are first and foremost in search results, and not a popularly viewed complaint on a blog posted several years ago.
Before you invest in reputation marketing for doctors, determine what your reputation actually is. Search for your business and products using major search engines like Google and Bing. How many of the results are negative? This is also a good test of your SEO. Does your website even come up when you search for it?
Contests can improve your practice’s reputation. It garners instant attention. Free items usually do. Just think of the response when free food is set out on a cafeteria table. Even those who don’t wander by and pick up an item mention it to others. Contests may offset bad reviews, if you are promoting the new and improved version of a service.
They say the best defense is a good offense. Prevent reputation decay by having positive testimonials by patients put up periodically. Reward those who make positive posts about you online with specials, entering them in drawings or sending them swag.
Monitor the opinion of your patients. This should involve polls of current patients, those who haven’t bought from you for a while and demographic groups that include your most likely patients. Discover what they love about your service and what they hate.
Mollie Baptista was born and raised in Rhode Island in a Cape Verdean family of six. She attended the Jacqueline M. Walsh school for the Performing and Visual Arts where she studied classical music, music theory, and piano. Baptista then attended the University of Rhode Island but transferred to Full Sail University in Florida to study Entertainment Business. She has experience performing, event planning, and promoting events as part of her dance group and as a DJ and event host.
Dokumen tersebut membahas tentang bayi baru lahir yang tidak menangis dan penyebabnya, termasuk kondisi ibu sebelum dan saat persalinan, serta resiko asfiksia setelah persalinan. Cara mengatasinya adalah dengan menjaga kehangatan bayi, membersihkan jalan napas, dan memberikan rangsangan. Akibat yang bisa terjadi jika bayi tidak menangis secara spontan adalah pendarahan otak dan hidrosefalus.
Make an unforgettable impression: 5 instant tips of applying minimalism to sc...HamiltonianofDesign
The document provides 5 tips for applying minimalism to scientific visualizations: 1) Focus only on necessary elements, 2) Leave more white space to draw attention, 3) Use less colors and avoid overuse of color palettes, 4) Use simple shapes and sans serif fonts for labels and footnotes, 5) Bring order using a grid system and avoid random text alignments. The tips are meant to simplify visualizations and focus attention on the important scientific content.
The document analyzes the song "We Aren't Gonna Take It" by Twisted Sister and connects its lyrics to ideas from Ralph Waldo Emerson's essays "Self Reliance" and Henry David Thoreau's "Civil Disobedience." The song expresses themes of nonconformity, individual expression, and believing in one's own ideas rather than following the will of others or the government. These ideas align with Emerson's philosophy of self-reliance and thinking independently.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness, happiness and focus.
http://www.wellsource.com/home.html | By actively providing wellness activities and developing a culture of health at your organization, you are investing in the greatest asset in your company – the health and well-being of your staff. It will pay rich dividends in goodwill, increased productivity, and ultimately lower healthcare costs.
Neal, Brent, and Zach go grocery shopping together for the first time to buy actual groceries rather than just eating samples. At the store, Neal and Brent both see a woman named Claire and want to ask her out. They encourage each other to do so but both are rejected. Zach then casually talks to Claire and gets her to laugh, implying he got her number while Neal and Brent look on in disbelief.
asamblare calculator 1. INTRODUCERE
2. LEGĂTURI PROCESOARE
3. LEGĂTURI RĂCITOARE
4. LEGĂTURI PLĂCI VIDEO
5. LEGĂTURI PLĂCI DE BAZĂ
6. LEGĂTURI STOCARE
7. LEGĂTURI MEMORIE
8. LEGĂTURI DISPOZITIVE MULTIMEDIA
9. LEGĂTURI CARCASE ŞI SURSE DE ALIMENTARE
10. LEGĂTURI MONITOARE
11. LEGĂTURI IMPRIMANTE
12. LEGĂTURI PERIFERICE
Mollie Baptista is a 21-year-old entertainment professional from Rhode Island. She graduated from the Jacqueline M. Walsh School for the Performing and Visual Arts where she studied classical music, music theory, and piano. Baptista then attended the University of Rhode Island and Full Sail University to study entertainment business. She has experience performing, event planning, and event promotion. Her passion is creating experiences through performance.
This document summarizes a presentation for a direct sales/MLM opportunity called Stiforp. It highlights that traditional jobs are becoming insecure while direct sales is growing. Stiforp provides online marketing tools and training to help people promote any MLM business. It outlines Stiforp's compensation plan including bonuses, a matrix program, and matching bonuses to earn residual income. The summary concludes by describing the simple steps to register online and get started with Stiforp.
The document discusses the progression from a preliminary task to a full film opening product. It notes that the preliminary task helped learn basic camera and editing skills but involved limited planning and creativity. More complex skills like varied camera shots, in-depth planning with storyboards and scripts, extensive research, and improved production elements like lighting, costumes, and sound design were incorporated into the film opening. Overall, the preliminary task provided foundational experience that supported creating a higher quality final product with the film opening.
- The document discusses the learning and progression from a preliminary task to creating a full film opening. For the preliminary task, the author had to learn basic camera and editing skills. When creating the film opening, the author was able to apply these skills as well as advance their knowledge in areas like complex planning, creative camera shots, detailed editing and sound design. Overall, doing the preliminary task provided valuable practice and learning that helped the author successfully plan, film and evaluate their higher quality film opening.
For their preliminary task, the students had limited time and equipment for planning and filming. Their final thriller opening took weeks to plan with in-depth research. While some shots like shot-reverse-shot were similar, the final product had improved planning, equipment usage, and editing skills. They gained confidence using cameras, dolly, and tripod. Continuity editing skills improved between tasks. Though one scene lacked a dolly, overall the final thriller looked professional and realistic due to high quality filming and editing.
The author learned valuable skills from their preliminary film task that helped with their full film production. In the preliminary task, they learned basics of camera operation, shots, and basic editing. While editing was initially confusing, it became easier with practice. However, the full production required more advanced planning, research, editing skills, and took much more time and effort than the preliminary task. Overall, the preliminary task helped provide foundational skills and experience but the full production was significantly more complex.
From completing the preliminary task, the author learned:
1) How much planning is required for even a short film, including planning shot types, scenes, and dialogue.
2) Basic camera skills like using shot reverse shot and following the 180 degree rule to keep shots consistent.
3) Digital tools like using a camcorder to record professionally and Adobe Premier to edit short shots together. These skills aided planning and filming the full opening sequence.
The document discusses what was learned about digital technologies through creating a media studies project. Premier Pro was used to edit videos and some issues with frame sizing occurred but effects were successfully added. A Panasonic camera was easy to use but zooming required care. Tripods helped create steady shots but panning was initially difficult. Sound equipment was simple to use. YouTube was also easy to upload to. Mistakes from the preliminary task like poor planning and inconsistent shots were improved on for the main task, creating a higher quality final product.
The document discusses technologies used during the process of creating a film project. It describes using Prezi and PowerPoint for research presentations, uploading presentations to SlideShare, and embedding them in blogs. It also discusses using microphones to record critiques, cameras and tripods for filming, the Survey Monkey website to conduct audience research, and editing software. The document reflects on improvements in skills with these technologies from the preliminary task to the final film. It also notes limitations like a lack of proper sound equipment for location filming and lighting equipment.
The student learned many new skills and improved existing skills from their preliminary work to the final production. For the preliminary task, they learned techniques like shot reverse shot and learned time management and planning skills. For the final production, the student researched genres and audiences, storyboarded plans, improved editing skills, used different camera techniques and lighting/sound approaches, and felt they created a much more polished end product. Overall, the student felt they gained valuable skills that will help them in future work.
The document discusses what the student learned about technology from creating a horror film project. They used camera equipment like a camcorder and tripod, which were mostly easy to use though the tripod took some getting used to. They also used editing software like Final Cut Pro and GarageBand. Final Cut Pro was initially difficult but became easier with a tutorial, while GarageBand was familiar from prior use. Overall their skills with the software improved over the project. Compared to an earlier preliminary task, the student felt they planned more thoroughly through research, storyboarding, and applying techniques from their coursework. They also felt more confident using the equipment and software.
The document discusses a pre-liminary film task and how it compared to the opening sequence of the filmmakers' final product. In the pre-lim, they experimented with editing techniques but did not focus on elements like setting, costumes, and lighting. The pre-lim was a less serious teen drama, while the final opening was a film noir. The pre-lim allowed them to identify areas for improvement, such as using more shots and spending more time filming professionally. They applied these lessons to better plan and execute the shots and sequencing in their final opening sequence.
We used several pieces of equipment and software to film and edit our movie in order to achieve the highest quality possible. The camera allowed us to capture good quality footage in different lighting conditions. The microphone improved the audio quality of our voiceover and sounds. The tripod helped us record steady shots. The computer and Adobe Premier Pro software enabled us to edit the film, adding effects, cutting clips, and inserting music. Through this process, I learned about different filming techniques and gained skills in advanced editing.
From producing a preliminary task to a full product, the author learned significant skills in camera work, directing, editing, and teamwork. For the preliminary task, the author's camera skills were limited and the directing was disorganized. However, experience with different shots and editing software improved the author's abilities. Additional research helped add special effects. Coordination with the team also improved, allowing for better planning and task distribution. These gained skills led to a main task that incorporated more advanced shots and tighter editing than the preliminary version.
The document discusses the learning and improvements the author experienced from an initial preliminary task to a completed film project in their video editing course. The author learned how to use effects, sound, and timing in Premiere Pro through experimentation. Issues with camera stability and finding the right sound effects occurred. Through the preliminary task, the author gained skills in using specific camera shots, planning with storyboards, and personal blogging. The finished product showed a vast improvement in professionalism compared to the preliminary task.
The document discusses what the author has learned from their preliminary task to their full media product. They learned improved camera skills like varied shots and angles. Editing skills improved through using Final Cut Pro software. The importance of sound design was realized, like using non-diegetic music. Planning footage and using a tripod results in steadier, more professional video. Overall, progress was made from an unplanned preliminary task to a detailed opening scene through practice and learning skills.
Through the process of constructing their product, the document's author learnt several things about technologies:
They gained skills in using a camera properly, such as keeping it steady on a tripod. They also learned the importance of planning shots and re-shooting to ensure good quality footage.
When it came to editing, switching to Final Cut Pro from iMovie greatly improved their process. Researching how to edit sound, lighting, and levels was challenging but helped strengthen their skills.
Working with Adobe Illustrator, the author was able to create an intro logo for their film after guidance. Overall, their skills with the Mac, Final Cut Pro, and Illustrator grew through completing this project despite having no prior experience
The preliminary task allowed the document author to practice filming techniques like shots, angles, and basic editing. This was a learning experience that helped in planning and production for the full film. Some lessons learned were improving storyboards, planning props/costumes, using better equipment, and more advanced editing software. Overall, the preliminary task helped improve skills for the successful final film production.
The document discusses the knowledge and skills gained by the authors in creating an opening film sequence. They learned about effective techniques from analyzing other films, such as using strange visuals and low lighting. They also learned skills like using video editing software and cameras. Through the project, the authors improved their time management, group work, and understanding of film production roles. Overall, the process of creating the opening sequence helped the authors expand their filmmaking knowledge and develop practical skills.
Through completing their full film opening sequence, the student learned how important planning and research are for a successful video. For the preliminary task, they created a basic storyboard but did not plan shots in detail. However, for the main task they took more time to thoroughly storyboard and plan ideas with the group. This ensured they used their limited filming time effectively and were prepared with equipment lists. While they tried to fit too much into one lesson for the preliminary task, mistakes from this taught them to better account for challenges and arrange additional filming days if needed. Overall, the student improved their camerawork, editing skills, and understands the value of production research.
The document discusses the technologies used during the process of creating a film product. It describes using presentation software like Prezi and PowerPoint during research and planning. It also discusses using digital cameras, tripods, and smartphones for filming and developing skills like camera angles and composition. Audio equipment like microphones, acoustic guitars, and music recording apps were used to capture diegetic and non-diegetic sounds. Movie editing software was used to edit the footage and improve editing skills with experience. Limitations in sound equipment, camera quality, and lighting are also described.
The preliminary task allowed the group to practice with the technology and techniques needed for their final horror film project. It gave them a chance to learn how to use the camera settings and experiment with different camera angles. Editing the preliminary task also helped them learn about editing techniques and issues with the software. Filming without a script worked for the preliminary but they realized more structure would be needed for the final film. Lighting was also something they had to consider more carefully for the horror film than the preliminary.
The document discusses gathering audience feedback on a trailer posted to the video sharing site Vimeo. While Vimeo provided vague feedback through likes and downloads, more detailed feedback was obtained through a survey created on SurveyMonkey.com. The survey used multiple choice questions, open text boxes, and dropdown menus to get tailored answers. Key feedback was that the characters and narratives were not well established in the first draft. To address this, the second half of the trailer was re-filmed taking inspiration from another trailer to better showcase the characters and conflict between communities.
The document discusses obtaining audience feedback on a trailer posted to the video sharing site Vimeo. While Vimeo provided vague feedback through likes and downloads, more detailed feedback was gathered through a survey created on SurveyMonkey.com. The survey utilized multiple choice questions, open response boxes, and dropdown menus. Key learnings from the survey responses were that the characters and narratives were not well established in the first draft. To address this, the second half of the trailer was re-filmed taking inspiration from another trailer to better showcase the characters and conflict between communities.
The document discusses obtaining audience feedback on a trailer posted on Vimeo. It notes that Vimeo only provided vague feedback through likes and downloads. To get more detailed feedback, a survey was created using SurveyMonkey with multiple choice, open response, and dropdown questions to gather specific information tailored to their goals.
West Horsley is a small, rural town in Surrey characterized by fields, forests, and natural landscapes. The infrastructure consists mainly of old cottages located on thin, sometimes dirt roads. The local community wants to preserve the traditional character and natural environment by preventing new housing developments. One filming location being considered is the King William IV pub, dating back to 1830, which would help set the scene of an old, rural English town. Alternatives include the nearby Barley Mow pub or community notice boards if the pub is unavailable.
The document discusses different magazines and their target audiences for soap opera coverage. It notes that EastEnders has appeared on the cover of Radio Times magazine, while soap operas typically feature on magazines like TV Choice. TV Choice targets C1 and C2 adults compared to Radio Times which aims for A and B adults with an average age of 52. TV Choice also has a more eye-catching cover design to stand out on magazine shelves.
Adobe Premiere Elements was used to edit filmed scenes by cutting footage, ordering clips, adding transitions, titles, and effects like tint. A Panasonic Full HD camera was used for filming and was easy to use unlike an SD camera used previously which caused sound problems. A rode microphone on a boom pole captured quality audio, though some clips had inaudible dialogue and needed re-shooting with a clip mic. Sibelius music software was used to create the soundtrack. Lighting was challenging as filming was done with a window behind the actor, requiring diffuse light from clouds and a mirror to bounce light onto his face without overexposing.
Using various lighting techniques, the document discusses problems encountered and lessons learned during the construction of a film project. It discusses using multiple movie lights to achieve the right lighting levels and deciding to use the sun as a backlight. It also discusses learning how to maintain light levels and adjust brightness. Additionally, it discusses problems with microphones like static and ambient noise, and learning to use clip-on microphones. It discusses using a camera capable of throw focus and learning how to achieve this effect. It also discusses building editing skills like using filters and advanced titles.
The document discusses ways the creators improved their full product compared to their preliminary task. They identified 6 areas for improvement in the preliminary task: lack of camera movement, too much background noise, a small selection of shots, dull titles, and jerky camera movement. For the full product, they incorporated more dynamic camera movements like panning and zooming. They also shot in a more soundproof location and paid closer attention to sound issues. They included a wider variety of shots and more interesting titles with movement and color. They aimed for smoother camera movements and recognized one handheld shot was too unstable.
Looking back at your Preliminary task, what do you feel you have learnt in th...salesian2014as
The document discusses the progression in filmmaking skills from the preliminary task to the final product. Areas of improvement included camera work through better composition and use of rules of thirds. Editing improved through invisible cuts, extended pre-recording, and developing the narrative. Music and mise en scene were not utilized in the preliminary but added important elements to the final film. Better planning and production scheduling led to stronger time management.
The document discusses how the filmmakers used genre and narrative elements to target their intended young audience aged 15-25 and attract viewers. To establish the horror genre, they included classic stereotypes like a mysterious little girl and stingers for jump scares. They also opened with the narrative of a young married couple moving into a new home to make the audience emotionally invested in the characters before things go wrong. Feedback was gathered through social media and from other media students to get honest opinions about how successfully these techniques were employed.
This document discusses the conventions and themes commonly found in gangster-crime genre media. It identifies stock narratives around corrupt police, revenge, crime families, and star-crossed lovers. Common stock characters are mentioned like mafia bosses, recruits, rivals, and hoodlums. Settings often include cities, nightclubs, mansions, and casinos. Iconography may include drugs, crime, money, suits, fast cars, and guns. The document then evaluates how the described media product did or did not use, develop, or challenge these conventions.
The document discusses a student film project from preliminary task to final coursework. It describes lessons learned from the preliminary task including needing longer shots, better planning, and scripting. For the final coursework, the students improved their skills in editing software, camerawork, and adding effects. They realized the importance of organization, time management, and choosing filmmaking partners carefully.
The document discusses the genre, narrative, and opening scenes of mobster films. It describes how the genre involves organized crime stories that often focus on the rise and fall of criminals. It also explains Tzodorov's Equilibrium Theory that narratives aim to disrupt normality through various stages. As examples, it summarizes the openings of The Godfather which establishes family as most important, and another fictional film that prioritizes business and treats family poorly.
The document discusses a fictional low-budget film production company called TMC that is making a horror film on a budget of £1 million. It discusses how successful horror films like The Blair Witch Project and Paranormal Activity were made on tiny budgets in the tens of thousands yet became hugely profitable franchises. These examples inspired the company to pursue a low-budget model. The company will use unknown actors and distribution by UK company Film 4 Productions, which has experience with both low and medium-budget films.
Question 1 media studies evaluation mark final salesian2014as
The document discusses how the media product uses conventions of horror films. It creates the opening two minutes of a horror film set in modern-day Surrey. It uses stock narratives, characters, and settings common to the genre. These include an innocent family, a possessed child antagonist, and ordinary suburban settings. The narrative combines elements of mystery and a normal family. Video cameras are used to make it seem more realistic. Negative space is utilized but wasn't entirely effective at startling viewers so a "sting" was added to draw attention.
How did you attract/address your audience?salesian2014as
The document discusses techniques used in an action/drama film to appeal to its target demographic of young male audiences aged 15-35. This included fast-paced chase scenes, tense music to keep audiences engaged, portrayals of advanced technology, and shocking the audience with an early character murder. While most expectations of the genre were met, some elements could have been improved, such as giving the main character more technological props like gadgets. The film also aimed to challenge conventions by introducing an "enigma code" in its opening scene through quick cuts that leave the audience as confused as the main character.
The document discusses how the filmmakers attracted and addressed their audience in the crime/thriller genre. They created an original storyline that focused on the main character and two smaller supporting characters. The soundtrack set a dark tone that hooked audiences through its slow tempo, high pitch, and interesting melody. As the piano music progressed, it evoked sympathy for the protagonist and made audiences want to learn what happened. While clues were given about the main character, the opening was purposely ambiguous to keep audiences engaged without giving away too many answers.
How does your media product represent particular social media evaluaiton ques...salesian2014as
The document describes how the main characters in a media product are represented. Lucas, the protagonist, is modeled after Spiderman's Peter Parker for his casual yet focused attitude. His clothing of a hoodie and jeans conveys a relaxed attitude. Phil, Lucas' accomplice, is portrayed as intelligent and serious based on a character from Die Hard 4.0. Their contrasting personalities cement their relationship. Both characters counter typical action hero and computer geek stereotypes, making them seem more realistic and relatable to a young audience.
The document discusses the character groups and individuals in the filmmakers' thriller film. They split the characters into three groups: detectives, criminals, and victims. The main detective character, DCI Walker, was inspired by characters from other films and portrayed by drama teacher Antony Clark. The other detectives, PC Hunt and PC Clark, were played by younger actors which made their roles less believable. The victim, Daisy Walker, is discussed though she does not appear. Three suspects - Darren Smith, Leeroy Jones, and Trevor Jenkins - are briefly shown on an evidence board. Locations and costumes were researched from other films to make the characters as realistic as possible for the thriller genre.
The document discusses technologies learned during the construction of a film product. It describes learning how to effectively use a DSLR camera for cinematic filming. A shotgun microphone and boom pole were used to record clear dialogue. Premiere Elements software was used for editing, learning basic and advanced editing techniques. Experimenting with lighting angles and positions helped create moods, but more could have been learned about the lighting equipment.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
How to Create a More Engaging and Human Online Learning Experience
Question 7
1.
2. From our preliminary task to our final 2 minute film we have
learnt a lot using the skills we learnt both in the preliminary
task and this process:
3. Planning
From our preliminary task to our final 2 minute film we have
learnt a lot using the skills we learnt both in the preliminary
task and this process:
4. From our preliminary task to our final 2 minute film we have
learnt a lot using the skills we learnt both in the preliminary
task and this process:
Planning
Filming
5. From our preliminary task to our final 2 minute film we have
learnt a lot using the skills we learnt both in the preliminary
task and this process:
Planning
Filming
Editing
6. Planning
- Pre-production planning comparison
In our preliminary task our planning wasn’t as good as in the
final product as we didn’t have an as understood knowledge of
script-making, storyboarding and time management.
7. Planning
- Pre-production planning comparison
In our preliminary task our planning wasn’t as good as in the
final product as we didn’t have an as understood knowledge of
script-making, storyboarding and time management.
As circled above, in our final product we did a
production schedule whereas in our
preliminary we went straight into filming.
8. Planning
- Pre-production planning comparison
In our preliminary task our planning wasn’t as good as in the
final product as we didn’t have an as understood knowledge of
script-making, storyboarding and time management.
As circled above, in our final product we did a
production schedule whereas in our
preliminary we went straight into filming.
Despite not having
a blog for the
preliminary task,
we still could of
established the
roles in our group
before starting
anything as we did
in the final product.
This really helped as it allowed us to know
who was doing what at all times so no
important steps got missed out.
9. Planning
- Pre-production planning comparison
In our preliminary task our planning wasn’t as good as in the
final product as we didn’t have an as understood knowledge of
script-making, storyboarding and time management.
As circled above, in our final product we did a
production schedule whereas in our
preliminary we went straight into filming.
Despite not having
a blog for the
preliminary task,
we still could of
established the
roles in our group
before starting
anything as we did
in the final product.
This really helped as it allowed us to know
who was doing what at all times so no
important steps got missed out.
We also planned to look at
real-life versions of our
settings way in advanced so
we could understand how to
mimic them better.
10. Filming
- Shot types, techniques & use of equipment comparison
In our preliminary task we all had a very basic knowledge of
filming due to being new to the subject. Due to our lack of
expertise our prelim was quite limited.
11. Filming
- Shot types, techniques & use of equipment comparison
In our preliminary task we all had a very basic knowledge of
filming due to being new to the subject. Due to our lack of
expertise our prelim was quite limited.
Shot typesMedium long shots
12. Filming
- Shot types, techniques & use of equipment comparison
In our preliminary task we all had a very basic knowledge of
filming due to being new to the subject. Due to our lack of
expertise our prelim was quite limited.
Shot typesMedium long shots
Medium shot
13. Filming
- Shot types, techniques & use of equipment comparison
In our preliminary task we all had a very basic knowledge of
filming due to being new to the subject. Due to our lack of
expertise our prelim was quite limited.
Shot typesMedium long shots
Medium shot
Extreme Close Ups
14. Filming
- Shot types, techniques & use of equipment comparison
In our preliminary task we all had a very basic knowledge of
filming due to being new to the subject. Due to our lack of
expertise our prelim was quite limited.
Shot typesMedium long shots
Medium shot
Extreme Close Ups
Long Shots
15. Filming
- Shot types, techniques & use of equipment comparison
In our preliminary task we all had a very basic knowledge of
filming due to being new to the subject. Due to our lack of
expertise our prelim was quite limited.
Shot typesMedium long shots
Medium shot
Extreme Close Ups
Long Shots
Close ups
16. Filming
- Shot types, techniques & use of equipment comparison
In our preliminary task we all had a very basic knowledge of
filming due to being new to the subject. Due to our lack of
expertise our prelim was quite limited.
Shot typesMedium long shots
Medium shot
Extreme Close Ups
Long Shots
Close ups
In our
preliminary task
we had very little
different shot
types: the
majority being
long shots and
medium shots.
17. Filming
- Shot types, techniques & use of equipment comparison
In our preliminary task we all had a very basic knowledge of
filming due to being new to the subject. Due to our lack of
expertise our prelim was quite limited.
Techniques
Match on Action
18. Filming
- Shot types, techniques & use of equipment comparison
In our preliminary task we all had a very basic knowledge of
filming due to being new to the subject. Due to our lack of
expertise our prelim was quite limited.
Techniques
Match on Action
19. Filming
- Shot types, techniques & use of equipment comparison
In our preliminary task we all had a very basic knowledge of
filming due to being new to the subject. Due to our lack of
expertise our prelim was quite limited.
Techniques
Match on Action
20. Filming
- Shot types, techniques & use of equipment comparison
In our preliminary task we all had a very basic knowledge of
filming due to being new to the subject. Due to our lack of
expertise our prelim was quite limited.
Techniques
Match on Action
After a lot of practise inbetween our preliminary task &
the final product I found our match on action was much
smoother and worked a lot better.
21. Filming
- Shot types, techniques & use of equipment comparison
In our preliminary task we all had a very basic knowledge of
filming due to being new to the subject. Due to our lack of
expertise our prelim was quite limited.
Techniques
Match on Action
After a lot of practise inbetween our preliminary task &
the final product I found our match on action was much
smoother and worked a lot better.
Overhead shot
22. Filming
- Shot types, techniques & use of equipment comparison
In our preliminary task we all had a very basic knowledge of
filming due to being new to the subject. Due to our lack of
expertise our prelim was quite limited.
Techniques
Match on Action
After a lot of practise inbetween our preliminary task &
the final product I found our match on action was much
smoother and worked a lot better.
Overhead shot
This is a new shot that we
experimented with in our final
product as we did not know about it
whilst filming our prelim.
23. Filming
- Shot types, techniques & use of equipment comparison
In our preliminary task we all had a very basic knowledge of
filming due to being new to the subject. Due to our lack of
expertise our prelim was quite limited.
Techniques
Match on Action
After a lot of practise inbetween our preliminary task &
the final product I found our match on action was much
smoother and worked a lot better.
Overhead shot
This is a new shot that we
experimented with in our final
product as we did not know about it
whilst filming our prelim.
I was standing in front of the wall &
Edgar was facing the camera as if
it was the wall. Anna passed the
paper over the camera into Edgars
hand to make it look like he was
pulling them off himself.
24. Editing
- Premiere Elements, Cutting and Sound
In our preliminary task we didn’t know much about the
programme Premiere Elements as we had never used it
before – making tasks a lot harder & longer in the prelim.
25. Editing
- Premiere Elements, Cutting and Sound
In our preliminary task we didn’t know much about the
programme Premiere Elements as we had never used it
before – making tasks a lot harder & longer in the prelim.
Premiere Elements
26. Editing
- Premiere Elements, Cutting and Sound
In our preliminary task we didn’t know much about the
programme Premiere Elements as we had never used it
before – making tasks a lot harder & longer in the prelim.
Premiere Elements
In comparison to when we were editing
our prelim, we could set up the settings
for a ‘PAL’ file ourselves due to our
previous knowledge.
27. Editing
- Premiere Elements, Cutting and Sound
In our preliminary task we didn’t know much about the
programme Premiere Elements as we had never used it
before – making tasks a lot harder & longer in the prelim.
Premiere Elements
In comparison to when we were editing
our prelim, we could set up the settings
for a ‘PAL’ file ourselves due to our
previous knowledge.
Cutting
We were much more comfortable
editing our final product then our prelim
as we had a better understanding of the
programme & knew how to cut and
combine to separate clips together.
28. Editing
- Premiere Elements, Cutting and Sound
In our preliminary task we didn’t know much about the
programme Premiere Elements as we had never used it
before – making tasks a lot harder & longer in the prelim.
Premiere Elements
In comparison to when we were editing
our prelim, we could set up the settings
for a ‘PAL’ file ourselves due to our
previous knowledge.
Cutting
We were much more comfortable
editing our final product then our prelim
as we had a better understanding of the
programme & knew how to cut and
combine to separate clips together.
Sound
In our prelim we had no music
but in our final product we
used both existing music &
garage band.