The document is a 9 question survey that asks about a respondent's age, gender, video game habits including the types of games played, how they play, if they use gaming forums and how often they use YouTube.
The survey asks respondents for their gender and age group, whether they like watching movies and why, to rate their cinema experience, to choose their preferred movie genre, language and how often they watch movies and which cinema they prefer. It collects demographic information, movie preferences and cinema experiences through multiple choice and rating scale questions.
This document outlines an icebreaker activity called "Let's Play" where students go around the room asking classmates yes or no questions to complete a survey. The game helps students practice asking questions and requires them to meet many different people. It provides a list of 20 questions for students to ask each other about things like family members, pets, interests and habits to learn interesting facts about their classmates.
This document contains a 13 question audience research questionnaire about films. It asks respondents for their demographic information, how they watch films, how often, what appeals to them, their familiarity with social realism films and the topic of bullying. The questionnaire aims to understand the audience for social realism films and their expectations and opinions on themes around bullying.
This document lists various types of clothing items and their sizes for men and women in both U.S. and Brazilian sizing systems. It also includes common expressions used in clothing stores between customers and employees. Key items covered include dresses, shoes, pants, shirts, and accessories. Sizing ranges from women's size 6 to 18 in the U.S. and 34 to 46 in Brazil, and for men from size 36 to 56 in Brazil and 7 to 9.5 in the U.S. Common customer questions and employee responses in stores are also outlined.
The document is a 9 question survey that asks respondents about their age, gender, video game habits including the types of games played, how they play, if they use gaming forums and how often they use YouTube.
The survey asks respondents for their gender and age group, whether they like watching movies and why, to rate their cinema experience, to choose their preferred movie genre, language and how often they watch movies and which cinema they prefer. It collects demographic information, movie preferences and cinema experiences through multiple choice and rating scale questions.
This document outlines an icebreaker activity called "Let's Play" where students go around the room asking classmates yes or no questions to complete a survey. The game helps students practice asking questions and requires them to meet many different people. It provides a list of 20 questions for students to ask each other about things like family members, pets, interests and habits to learn interesting facts about their classmates.
This document contains a 13 question audience research questionnaire about films. It asks respondents for their demographic information, how they watch films, how often, what appeals to them, their familiarity with social realism films and the topic of bullying. The questionnaire aims to understand the audience for social realism films and their expectations and opinions on themes around bullying.
This document lists various types of clothing items and their sizes for men and women in both U.S. and Brazilian sizing systems. It also includes common expressions used in clothing stores between customers and employees. Key items covered include dresses, shoes, pants, shirts, and accessories. Sizing ranges from women's size 6 to 18 in the U.S. and 34 to 46 in Brazil, and for men from size 36 to 56 in Brazil and 7 to 9.5 in the U.S. Common customer questions and employee responses in stores are also outlined.
The document is a 9 question survey that asks respondents about their age, gender, video game habits including the types of games played, how they play, if they use gaming forums and how often they use YouTube.
This document discusses the development of a management user interface for an enterprise network security company called Narus. It outlines the need for a scalable product architecture to support future growth, an exceptional user experience with a highly configurable and information-rich interface. Key elements of the solution included building a dedicated team with expertise in user experience design, interface development, and backend systems to deliver the new interface using an agile development process.
The document discusses personal learning environments (PLEs) and how individuals can take control of and manage their own learning through various digital tools and online networks. It provides examples of tools for generating content, sharing content, organizing content, and communicating with others. These tools allow learners to connect with other learners, join communities, and participate in online conferences to drive 21st century pedagogy and social learning. PLEs give learners agency over their own educational experience through aggregating and sharing resources across different channels and networks.
The document discusses the strengths, opportunities, and threats of eRecruitment. It notes that eRecruitment has strengths such as being far-reaching and allowing for easy target marketing. Opportunities for eRecruitment include utilizing functionality like online chat and message boards to engage with students. Threats include issues like educational fraud and ensuring website usability across different technologies.
El documento describe SocialCar, una plataforma de alquiler de coches entre particulares para promover un modelo de movilidad sostenible y compartida. SocialCar permite a los propietarios de coches generar ingresos alquilando sus vehículos cuando no los usan y a los usuarios alquilar coches de forma más económica y flexible. La plataforma ofrece seguros, sistemas de evaluación y atención al cliente para fomentar la confianza entre usuarios. SocialCar ha ganado varios premios y ya cuenta con más de 13.000
This assignment brief requires the student to:
1) Create a 3D animation by devising either an original character run cycle or collision-based object sequence using animation techniques from tutorials.
2) Develop ideas through research, mind-mapping, and storyboarding before producing the animation in LightWave.
3) Review and evaluate the finished animation against the original intentions and production process.
This document is a legal and ethical checklist completed by Adam Copeland for a 3D animation project. It confirms that Adam checked the work for decency and appropriate representation of race, gender, religion and sexuality. Adam agrees and accepts the standards checked in the project. The notes section provides considerations for facts, ethics, legality, decency, and representation that should be evaluated before completing the checklist.
The document outlines a student's progress over 15 weeks in creating art assets for a video game as part of their final major project. It details the various sprites, backgrounds, enemies, power-ups, and other game elements they designed each week. Their planned work for upcoming weeks included finishing additional backgrounds, a main menu, a final boss, and other art elements to complete the game.
IG5 Assignment Final Major Project 2014-2015copelandadam
This document outlines the tasks and assessment criteria for a student's final major project. The project requires the student to:
1) Independently devise and manage a creative media production from pre-production to post-production. The project must relate to at least one discipline such as video, audio, motion graphics, photography or graphic design.
2) Develop initial ideas using techniques like mind maps and pitch a proposal for the selected idea.
3) Conduct research and create pre-production documents including a risk assessment, storyboards, scripts, and production schedules.
4) Produce the final media product according to the planned pre-production.
5) Gather audience feedback and evaluate the project
The document describes the steps taken to create a 3D terrain level in Unity. The creator started by generating a mountainous terrain and adding terrain textures like grass, rock, and dirt. Details were added to the mountains using terrain tools and smoothing. Various textures were applied to the terrain including grass, dirt, and rock textures. Lights, water, trees, rocks, and other assets were placed throughout the level to add realism and detail. Fog was also added to give the environment a dark, ominous feel similar to games like Silent Hill.
The document outlines the development process of a 2D space-themed level featuring a keyboard-controlled player that shoots lasers at randomly attacking enemy ships. First, the player sprite was created with a blue head and face. Movement and boundaries were added to the player object. Backgrounds and a particle system that fires behind the player were also included. Enemies spawn in triangular squadrons traveling opposite the player, who can shoot rocket-style lasers with firing sounds. All assets were created or obtained to build out this scrolling shooter game.
This document contains a glossary of terms related to video game design and development. It provides definitions for terms like demo, beta, alpha, pre-alpha, gold, debug, automation, white-box testing, bug, vertex shader, and pixel shader. For each term, it gives a short definition from an online source and describes how the term relates to the production practice of video games.
This document contains a glossary of terms related to video game design and development. It provides definitions for terms like demo, beta, alpha, pre-alpha, gold, debug, automation, white-box testing, bug, and others. For each term, it gives a short definition from an online source as well as a one sentence description of how the term relates to the production practice of video games. Images or videos are also provided for some terms to illustrate their usage in games.
Ig1 task 2 analysis work sheet Ghost Recon Future Soldiercopelandadam
The soundtrack uses recorded audio of voice actors speaking and laughing to set the scene of a snowstorm and establish the mood as cheerful but not totally serious. It also uses a recorded conversation between multiple voice actors to advance the narrative of a group interacting in the snowstorm, with one character panicking after jokingly calling themselves the Queen of England.
Ig1 task 2 analysis work sheet Assassin's Creed IV Black Flagcopelandadam
The soundtrack for the game Assassin's Creed Black Flag was created using various recording and production techniques. Sails blowing in the wind and swords clashing were likely recorded using field recordings. Voice actors were also recorded to provide narrative elements and convey the dark and mysterious mood of the characters. Gunshots and sword combat sounds suggest the game is an action-adventure genre involving pirate combat.
Ig1 task 2 analysis work sheet Assassins Creed IV Black Flagcopelandadam
The soundtrack for the game Assassin's Creed Black Flag was created using various production techniques. Sails blowing in the wind and swords clashing were likely recorded sounds to set the pirate setting. Voice actors were recorded to convey the dark and mysterious mood described by the character Black Beard. Gun shots and sword combat sounds suggest this is an action/adventure game. The majority of the cut scene features a voice actor portraying Black Beard speaking about another character through recorded dialogue.
Ig1 task 2 analysis work sheet Watch_Dogscopelandadam
The document analyzes the soundtrack of the game Watch_Dogs. It describes the setting as a modern day public place based on the initial conversation. The mood starts calm but gets intense with alarms. The genre is suggested to be an action or shooter game based on the alarms and later conversation about "taking someone out". The narrative involves a phone conversation between two men and a later conversation about a contract. Production techniques used include recording audio in a crowded public place and editing voices to sound over phone or from different perspectives.
Ig1 task 2 analysis work sheet Wolfenstein The New Ordercopelandadam
The soundtrack of the game Wolfenstein: The New Order uses various production techniques. Robotic footsteps were likely recorded or created in software, while electric sounds may have been recorded or digitally made. Recorded voices were used for dialogue exchanges between characters. Gunfire and knife sounds were probably recorded at a firing range and while being sheathed respectively. The genre appears to be a shooter based on these audio cues along with a dark, threatening narrative set in a futuristic world.
Ig1 task 2 analysis work sheet Ghost Recon Future Soldiercopelandadam
The soundtrack for the game Ghost Recon: Future Soldier establishes a snowy setting through digitally produced snowstorm sounds. Voice actors were recorded having cheerful conversations and laughing to set a mood of levity, despite references to military codes. Various voice actors were recorded having conversations to advance the narrative and imply multiple characters amid the snowstorm sounds.
Ig1 task 2 analysis work sheet Assassin's Creed Black Flagcopelandadam
The document analyzes the soundtrack of the video game Assassin's Creed Black Flag. It discusses three key elements: the setting, mood, and genre of the game based on audio cues. For the setting, sounds of sails and swords suggest a pirate-era time period. The mood is described as dark based on a character's ominous warning. The genre is identified as action/adventure due to gunshots and sword combat heard. Voice acting was likely used to record dialogue that establishes the narrative and sets the mood.
This document discusses the development of a management user interface for an enterprise network security company called Narus. It outlines the need for a scalable product architecture to support future growth, an exceptional user experience with a highly configurable and information-rich interface. Key elements of the solution included building a dedicated team with expertise in user experience design, interface development, and backend systems to deliver the new interface using an agile development process.
The document discusses personal learning environments (PLEs) and how individuals can take control of and manage their own learning through various digital tools and online networks. It provides examples of tools for generating content, sharing content, organizing content, and communicating with others. These tools allow learners to connect with other learners, join communities, and participate in online conferences to drive 21st century pedagogy and social learning. PLEs give learners agency over their own educational experience through aggregating and sharing resources across different channels and networks.
The document discusses the strengths, opportunities, and threats of eRecruitment. It notes that eRecruitment has strengths such as being far-reaching and allowing for easy target marketing. Opportunities for eRecruitment include utilizing functionality like online chat and message boards to engage with students. Threats include issues like educational fraud and ensuring website usability across different technologies.
El documento describe SocialCar, una plataforma de alquiler de coches entre particulares para promover un modelo de movilidad sostenible y compartida. SocialCar permite a los propietarios de coches generar ingresos alquilando sus vehículos cuando no los usan y a los usuarios alquilar coches de forma más económica y flexible. La plataforma ofrece seguros, sistemas de evaluación y atención al cliente para fomentar la confianza entre usuarios. SocialCar ha ganado varios premios y ya cuenta con más de 13.000
This assignment brief requires the student to:
1) Create a 3D animation by devising either an original character run cycle or collision-based object sequence using animation techniques from tutorials.
2) Develop ideas through research, mind-mapping, and storyboarding before producing the animation in LightWave.
3) Review and evaluate the finished animation against the original intentions and production process.
This document is a legal and ethical checklist completed by Adam Copeland for a 3D animation project. It confirms that Adam checked the work for decency and appropriate representation of race, gender, religion and sexuality. Adam agrees and accepts the standards checked in the project. The notes section provides considerations for facts, ethics, legality, decency, and representation that should be evaluated before completing the checklist.
The document outlines a student's progress over 15 weeks in creating art assets for a video game as part of their final major project. It details the various sprites, backgrounds, enemies, power-ups, and other game elements they designed each week. Their planned work for upcoming weeks included finishing additional backgrounds, a main menu, a final boss, and other art elements to complete the game.
IG5 Assignment Final Major Project 2014-2015copelandadam
This document outlines the tasks and assessment criteria for a student's final major project. The project requires the student to:
1) Independently devise and manage a creative media production from pre-production to post-production. The project must relate to at least one discipline such as video, audio, motion graphics, photography or graphic design.
2) Develop initial ideas using techniques like mind maps and pitch a proposal for the selected idea.
3) Conduct research and create pre-production documents including a risk assessment, storyboards, scripts, and production schedules.
4) Produce the final media product according to the planned pre-production.
5) Gather audience feedback and evaluate the project
The document describes the steps taken to create a 3D terrain level in Unity. The creator started by generating a mountainous terrain and adding terrain textures like grass, rock, and dirt. Details were added to the mountains using terrain tools and smoothing. Various textures were applied to the terrain including grass, dirt, and rock textures. Lights, water, trees, rocks, and other assets were placed throughout the level to add realism and detail. Fog was also added to give the environment a dark, ominous feel similar to games like Silent Hill.
The document outlines the development process of a 2D space-themed level featuring a keyboard-controlled player that shoots lasers at randomly attacking enemy ships. First, the player sprite was created with a blue head and face. Movement and boundaries were added to the player object. Backgrounds and a particle system that fires behind the player were also included. Enemies spawn in triangular squadrons traveling opposite the player, who can shoot rocket-style lasers with firing sounds. All assets were created or obtained to build out this scrolling shooter game.
This document contains a glossary of terms related to video game design and development. It provides definitions for terms like demo, beta, alpha, pre-alpha, gold, debug, automation, white-box testing, bug, vertex shader, and pixel shader. For each term, it gives a short definition from an online source and describes how the term relates to the production practice of video games.
This document contains a glossary of terms related to video game design and development. It provides definitions for terms like demo, beta, alpha, pre-alpha, gold, debug, automation, white-box testing, bug, and others. For each term, it gives a short definition from an online source as well as a one sentence description of how the term relates to the production practice of video games. Images or videos are also provided for some terms to illustrate their usage in games.
Ig1 task 2 analysis work sheet Ghost Recon Future Soldiercopelandadam
The soundtrack uses recorded audio of voice actors speaking and laughing to set the scene of a snowstorm and establish the mood as cheerful but not totally serious. It also uses a recorded conversation between multiple voice actors to advance the narrative of a group interacting in the snowstorm, with one character panicking after jokingly calling themselves the Queen of England.
Ig1 task 2 analysis work sheet Assassin's Creed IV Black Flagcopelandadam
The soundtrack for the game Assassin's Creed Black Flag was created using various recording and production techniques. Sails blowing in the wind and swords clashing were likely recorded using field recordings. Voice actors were also recorded to provide narrative elements and convey the dark and mysterious mood of the characters. Gunshots and sword combat sounds suggest the game is an action-adventure genre involving pirate combat.
Ig1 task 2 analysis work sheet Assassins Creed IV Black Flagcopelandadam
The soundtrack for the game Assassin's Creed Black Flag was created using various production techniques. Sails blowing in the wind and swords clashing were likely recorded sounds to set the pirate setting. Voice actors were recorded to convey the dark and mysterious mood described by the character Black Beard. Gun shots and sword combat sounds suggest this is an action/adventure game. The majority of the cut scene features a voice actor portraying Black Beard speaking about another character through recorded dialogue.
Ig1 task 2 analysis work sheet Watch_Dogscopelandadam
The document analyzes the soundtrack of the game Watch_Dogs. It describes the setting as a modern day public place based on the initial conversation. The mood starts calm but gets intense with alarms. The genre is suggested to be an action or shooter game based on the alarms and later conversation about "taking someone out". The narrative involves a phone conversation between two men and a later conversation about a contract. Production techniques used include recording audio in a crowded public place and editing voices to sound over phone or from different perspectives.
Ig1 task 2 analysis work sheet Wolfenstein The New Ordercopelandadam
The soundtrack of the game Wolfenstein: The New Order uses various production techniques. Robotic footsteps were likely recorded or created in software, while electric sounds may have been recorded or digitally made. Recorded voices were used for dialogue exchanges between characters. Gunfire and knife sounds were probably recorded at a firing range and while being sheathed respectively. The genre appears to be a shooter based on these audio cues along with a dark, threatening narrative set in a futuristic world.
Ig1 task 2 analysis work sheet Ghost Recon Future Soldiercopelandadam
The soundtrack for the game Ghost Recon: Future Soldier establishes a snowy setting through digitally produced snowstorm sounds. Voice actors were recorded having cheerful conversations and laughing to set a mood of levity, despite references to military codes. Various voice actors were recorded having conversations to advance the narrative and imply multiple characters amid the snowstorm sounds.
Ig1 task 2 analysis work sheet Assassin's Creed Black Flagcopelandadam
The document analyzes the soundtrack of the video game Assassin's Creed Black Flag. It discusses three key elements: the setting, mood, and genre of the game based on audio cues. For the setting, sounds of sails and swords suggest a pirate-era time period. The mood is described as dark based on a character's ominous warning. The genre is identified as action/adventure due to gunshots and sword combat heard. Voice acting was likely used to record dialogue that establishes the narrative and sets the mood.
Ig1 task 2 analysis work sheet wolfenstein the new ordercopelandadam
The document analyzes sound elements from the game Wolfenstein: The New Order. It describes the setting as modern or futuristic based on recorded or digitally created electrical and robotic footstep sounds. Dark mood is conveyed through a recorded voice line about hunting and killing. The genre is identified as a shooter since the excerpt includes recorded knife sounds, an electric sound, and later gunshots and robotic footsteps. Foreign dialogue between two characters was likely recorded voices later overdubbed in English.
Ig1 task 2 analysis work sheet Watch Dogscopelandadam
The document analyzes the soundtrack of the game Watch_Dogs. It describes the setting as a modern day public place based on the conversation at the beginning about hacking. The mood starts calm but gets intense with alarms. The genre is identified as an action or shooter game based on the alarms and conversation about "taking someone out". The narrative involves a phone conversation between two men that was likely recorded and edited to sound like it was over the phone, and a later conversation about a contract that was also likely recorded and edited.
This curriculum vitae is for Adam Copeland, who is studying a BTEC Level 3 Extended Diploma in Creative Media Production with a focus on Games Design at Salford City College Eccles Sixth Form Centre. It provides his contact details, education history, work experience at WHSmith, skills and interests, and lists his tutor Harry Arnold as a reference.
The document details a person's activities on various dates that involved setting up and playing games on different consoles. On March 18th they set up their SNES with games on a CRT TV and tested multiplayer on their Xbox One and Xbox 360. On May 12th they opened the Channel 4 app on their Xbox One to watch a programme using a gamepad.
1. 1) How old are you?
⃝ 16-20 ⃝ 21-24⃝ 25+
2) Are you male or female?
⃝ Male ⃝ Female
3) Do you play video games?
⃝ Yes ⃝ No
4) What type of games do you play?
⃝ First Person Shooter ⃝ Strategy ⃝ Racing
⃝ Adventure ⃝ Indie ⃝ Role Play
⃝ Third Person Shooter ⃝ Horror⃝ Hack and Slash
5) How do you play?
⃝ Xbox ⃝ PlayStation⃝ Online
6) If you play online, what do you play on?
⃝ PC ⃝ Console
7) Do you use gaming forums?
⃝ Yes ⃝ No
8) If yes can you name one?
________________________
9) How often do you use YouTube?
⃝ Daily ⃝ Weekly ⃝ Monthly