Sofiats question 7
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The preliminary task helped the author learn how to use the filming equipment and practice techniques like camera shots and storyboards. While the preliminary task was done at school, the actual thriller had multiple outdoor locations and was a bigger challenge. Doing the preliminary task prepared the author's group and allowed them to successfully complete the more difficult real thriller project.
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Evaluation question 7
1) The document discusses the learning and improvements the author made from their preliminary media task to their main media task. For the preliminary task, the author was inexperienced with the equipment and software and had to learn different shot types.
2) Feedback from the preliminary task informed improvements for the main task. For example, the author chose a lighter setting and planned filming over multiple days. More thorough planning including a shot list and animatic helped improve editing.
3) Other improvements included more relevant titles, better use of sound to enhance engagement, and positioning of actors and crew to avoid evidence of filming. The planning and experience from the preliminary task contributed significantly to the success of the main task.
Evaluation for blog DRunham
The document discusses the process of creating a film opening for a media studies assignment. It describes how studying other film openings helped with understanding conventions to include and timing of shots. Creating the opening improved the author's understanding of technologies like cameras, editing skills, and how film genres have evolved. Feedback was gathered from audiences through surveys. While the opening took much work, the author learned it would have benefited from spending more time filming various shots rather than relying heavily on editing limited footage.
Fmp pre proposal
The document outlines a student's final media project (FMP) idea to create a horror film trailer from a first-person serial killer perspective. The student wishes to direct because they love horror films and it will help their career goal of becoming a movie director. They cite Christopher Nolan and Silence of the Lambs as influences for their dark, gory style which aims to shock and disturb audiences through realistic and suspenseful elements. The student believes a disturbing style will engage audiences and further horror trends.
Bigtings
The author learned several skills from their preliminary task to the full film project. They learned to follow rules like the 180-degree rule and how to quickly learn to use Adobe Premiere Pro. The author also learned to look deeper at thriller films and consider things like mise-en-scene and sound design. Working in a small group was better than a large group to avoid conflicts. The author learned how to work within deadlines and managed actors, locations, costumes and props for the project. Storyboarding was a joint effort between the author and their partner. They stuck closely to the original plan for the film because they felt the strange ending was effective on its own.
Flores luis final_presentation_2016
This document introduces Luis Flores and discusses his passion for art from a young age. It details how he enjoyed drawing characters from Pokemon, Dragon Ball Z, comics like X-Men and Spawn, and movies like Toy Story that inspired him. Luis went to Full Sail University to take his passion further and learn 3D modeling, rendering, lighting, and concept art. He wants to apply what he learned to make movies that his kids will love.
Planning evaluation powerpoint
The document discusses planning tools used for a production work including a Fujifilm digital camera to take pictures of locations and storyboards, Google Maps to plan filming locations, IMDB.com for film research and inspiration, storyboards to plan shots, and an Olympus digital recorder to record feedback on a synopsis. Key lessons learned were that storyboarding is important for planning shot sequences and showing the story, and recording feedback provided an accessible way to review opinions on the synopsis.
Evaluation question 6
From filming their preliminary task, the author learned several important lessons that improved their skills for their full opening sequence project. They learned how to correct lighting changes in editing, developed advanced editing techniques like jump cuts and syncing music. Their camerawork improved, ensuring all shots were in focus. They also learned techniques like shot reverse shot, match on action, and how to creatively use their surroundings. The importance of planning and organization was also highlighted when equipment issues arose during the preliminary filming.
Q4 - Media Evaluation
The document discusses how various media technologies were used and how they both helped and hindered the production of a horror trailer. Technologies like Blogger, iMovie, Photoshop, and YouTube tutorials were used for organization, editing, poster design, and learning skills. However, lack of experience with Photoshop and difficulties implementing certain design elements held back aspects of the production. Overall, technologies enabled improvements but inexperience also caused delays and limitations.
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Evaluation question 7
1) The document discusses the learning and improvements the author made from their preliminary media task to their main media task. For the preliminary task, the author was inexperienced with the equipment and software and had to learn different shot types.
2) Feedback from the preliminary task informed improvements for the main task. For example, the author chose a lighter setting and planned filming over multiple days. More thorough planning including a shot list and animatic helped improve editing.
3) Other improvements included more relevant titles, better use of sound to enhance engagement, and positioning of actors and crew to avoid evidence of filming. The planning and experience from the preliminary task contributed significantly to the success of the main task.
Evaluation for blog DRunham
The document discusses the process of creating a film opening for a media studies assignment. It describes how studying other film openings helped with understanding conventions to include and timing of shots. Creating the opening improved the author's understanding of technologies like cameras, editing skills, and how film genres have evolved. Feedback was gathered from audiences through surveys. While the opening took much work, the author learned it would have benefited from spending more time filming various shots rather than relying heavily on editing limited footage.
Fmp pre proposal
The document outlines a student's final media project (FMP) idea to create a horror film trailer from a first-person serial killer perspective. The student wishes to direct because they love horror films and it will help their career goal of becoming a movie director. They cite Christopher Nolan and Silence of the Lambs as influences for their dark, gory style which aims to shock and disturb audiences through realistic and suspenseful elements. The student believes a disturbing style will engage audiences and further horror trends.
Bigtings
The author learned several skills from their preliminary task to the full film project. They learned to follow rules like the 180-degree rule and how to quickly learn to use Adobe Premiere Pro. The author also learned to look deeper at thriller films and consider things like mise-en-scene and sound design. Working in a small group was better than a large group to avoid conflicts. The author learned how to work within deadlines and managed actors, locations, costumes and props for the project. Storyboarding was a joint effort between the author and their partner. They stuck closely to the original plan for the film because they felt the strange ending was effective on its own.
Flores luis final_presentation_2016
This document introduces Luis Flores and discusses his passion for art from a young age. It details how he enjoyed drawing characters from Pokemon, Dragon Ball Z, comics like X-Men and Spawn, and movies like Toy Story that inspired him. Luis went to Full Sail University to take his passion further and learn 3D modeling, rendering, lighting, and concept art. He wants to apply what he learned to make movies that his kids will love.
Planning evaluation powerpoint
The document discusses planning tools used for a production work including a Fujifilm digital camera to take pictures of locations and storyboards, Google Maps to plan filming locations, IMDB.com for film research and inspiration, storyboards to plan shots, and an Olympus digital recorder to record feedback on a synopsis. Key lessons learned were that storyboarding is important for planning shot sequences and showing the story, and recording feedback provided an accessible way to review opinions on the synopsis.
Evaluation question 6
From filming their preliminary task, the author learned several important lessons that improved their skills for their full opening sequence project. They learned how to correct lighting changes in editing, developed advanced editing techniques like jump cuts and syncing music. Their camerawork improved, ensuring all shots were in focus. They also learned techniques like shot reverse shot, match on action, and how to creatively use their surroundings. The importance of planning and organization was also highlighted when equipment issues arose during the preliminary filming.
Q4 - Media Evaluation
The document discusses how various media technologies were used and how they both helped and hindered the production of a horror trailer. Technologies like Blogger, iMovie, Photoshop, and YouTube tutorials were used for organization, editing, poster design, and learning skills. However, lack of experience with Photoshop and difficulties implementing certain design elements held back aspects of the production. Overall, technologies enabled improvements but inexperience also caused delays and limitations.
Sofiats presentation for question 6
The document discusses various technologies learned and used in the process of constructing a media project. It describes [1] learning to use new applications like Microsoft PowerPoint, Word, and Final Cut Express on iMac computers, [2] using applications like Livetype to develop idents and Final Cut Express to edit videos, [3] using cameras, tripods, and mobile phones to film scenes and take photos for animations and blogs, and [4] using websites like Survey Monkey, Facebook, Moby Gratis and YouTube at different stages of the project.
Immigration routes for Investors and entrepreneurs
The UK is open to international investors and entrepreneurs. Whether you wish to obtain residency in the UK through a substantial financial investment, or through setting up and
running a UK business, our immigration barristers are well versed in all the immigration routes available to investors and entrepreneurs.
Our specialist immigration barristers work closely with investors, entrepreneurs and their families to ensure that their immigration and visa requirements are met. We provide comprehensive immigration advice in relation to all aspects of relocating to the UK under the Tier 1 Investor and Tier 1 Entrepreneur immigration routes.
For advice and assistance with applying for entry clearance, leave to remain or settlement as a Tier 1 Investor or Tier 1 Entrepreneur, contact our immigration barristers and lawyers in London on 020 3617 9173 or by email to info@richmondchambers.com.
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El documento describe el origen y desarrollo de Internet. Comenzó como la red ARPANET desarrollada por DARPA en la década de 1960 para permitir que los investigadores del gobierno compartieran recursos de forma remota incluso después de un ataque nuclear. ARPANET evolucionó hasta convertirse en Internet en la década de 1990 cuando se abrió al público general. Internet ahora conecta millones de redes y computadoras en todo el mundo.
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Lógica Proposicional
El documento introduce la lógica proposicional y los lenguajes formales. Explica que la lógica estudia las proposiciones y los razonamientos válidos. Define las proposiciones simples y complejas, y explica que la lógica se ocupa de analizar la estructura y corrección de los argumentos más que su verdad fáctica. Finalmente, distingue entre la validez lógica de un razonamiento y la verdad de sus enunciados en el mundo real.
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Aristóteles fue un filósofo griego que vivió entre los años 384 a.C. y 322 a.C. Fue discípulo de Platón y maestro de Alejandro Magno. Fundó su propia escuela llamada Liceo en Atenas donde enseñó y realizó investigaciones. Aristóteles criticó la teoría de las ideas de Platón y desarrolló su propia teoría sobre la sustancia, el hilemorfismo, el acto y la potencia, y las cuatro causas.
Prelim
The document summarizes what the author learned from an initial preliminary film task to creating a full thriller opening sequence. For the preliminary task, the author's camera work was shaky and shots were not framed properly. Planning involved for the thriller sequence helped make filming more productive. Additional skills like dressing shots with props, adding non-diegetic sound, and using transitions were applied. Comparing the preliminary work to the thriller opening shows the author's film skills and knowledge greatly improved over the course of learning and creating a more polished final product.
Q7
The student has progressed greatly in their planning, research, shooting, and editing skills from their preliminary task to the full thriller opening production. For the full production, they planned more strictly, researched thriller conventions, better understood techniques like the 180 degree rule and camera shots, and improved their editing skills like managing volume levels and continuity. They also gained a deeper knowledge of thriller conventions and the film production process overall.
Question7
The student feels they have greatly improved in planning, research, shooting, and editing from their preliminary task to the full thriller opening production. For planning, they learned to more strictly follow storyboards and ensure continuity of costumes, weather, and appearances during shooting. Their research of thriller films helped them identify conventions to incorporate. For shooting, the student has a better grasp of techniques like the 180 degree rule and uses more advanced camera shots and angles. Their editing skills improved with software proficiency and implementing techniques like match on action more seamlessly. Overall, the student's knowledge of film genres and production process has expanded.
Q7 thriller eval.
The document discusses what the author has learned from completing a preliminary task and a larger full product thriller opening task. The author summarizes that they have learned the importance of teamwork, communication, research, identifying camera shots, using genre conventions like cliffhangers, finding suitable soundtracks, and the value of feedback and self-evaluation. The author provides specific examples from their preliminary task and full thriller opening task to demonstrate how their skills and understanding have progressed.
FlipBook Magazine Interview - Evaluation Question 7
This a magazine interview I created to answer Evaluation Question 7 of my Main Task for AS Media Studies.
Jasmine Monk - Evaluation
The document summarizes the filmmaking process and lessons learned from creating a thriller film project. It discusses how the film used conventions from movies like Se7en and The Silence of the Lambs. Challenges included limited equipment, changes to the storyboard due to technology issues, and ensuring the film met the wants of the target thriller audience. Overall, the creator felt they improved their filmmaking skills and delivering what the audience desired in a thriller.
Jasmine Monk's Evaluation
The document summarizes the filmmaking process and lessons learned from creating a thriller film project. It discusses how the film used conventions from movies like Se7en and The Silence of the Lambs. Challenges included limited equipment, changes to the storyboard due to technology issues, and ensuring the film met the wants of the target thriller audience. Overall, the creator felt they improved their filmmaking skills and delivering what viewers wanted from the thriller genre.
Preliminary Project
1) The student worked with a partner to film and edit a preliminary project, their first time working with cameras and editing software. They learned skills like using a lens to blur backgrounds and found the editing process enjoyable.
2) Time management was not an issue, but the lone computer they could use would randomly shut down, deleting their work. They adapted by working quickly.
3) Areas for improvement included securing actor schedules, maintaining consistent camera effects, and lengthening the film. Overall they felt they learned valuable lessons for their next project.
Evaluation Question 7
- The author learned a lot from completing the preliminary task and doing further research on film techniques and conventions, which helped improve the quality and professionalism of the final film. Some of the key things learned and improved included understanding how to properly frame shots, include establishing shots of locations, and follow traditional conventions for how films begin and progress.
- Specific examples are provided of how shots, scenes, and other elements were improved upon from the preliminary to final task by applying techniques learned from research, such as adding establishing shots of locations to provide context. The preliminary task provided valuable hands-on experience with filming techniques to build upon for the higher quality final product.
Thriller opening evaluation Question 7
The document discusses how the author's skills in planning, filming, editing and overall filmmaking improved from their preliminary task to their main thriller opening task. Specifically:
- Sound and lighting were improved in smaller, quieter spaces without background noise for clearer dialogue. Editing skills helped adjust volume.
- More camera angles, shots and movement were used to make the thriller more exciting compared to the simple shots in the preliminary task.
- Editing incorporated more techniques like match cuts, shot reverse shot, and montages to better flow clips together and set the scene.
- Planning and storyboarding skills improved to include more ideas and details to guide the improved filming and editing. The author felt they had a
Question 7 updated
1) Working in a team on the preliminary project taught the importance of collaboration and incorporating different skills and ideas from group members.
2) Experience with filming techniques like camera angles and tracking shots in the preliminary helped improve those skills for the thriller film.
3) Researching genre conventions from thriller films helped establish techniques to include, such as lighting, locations, and cliffhangers, to make their film recognizable as a thriller.
Evaluation question 7
Maximilian Mayo-Dell reflects on improvements from a preliminary task to a full thriller film opening. Key areas of growth include skills with equipment, framing shots professionally, using lighting and white balance effectively, improved pre-production with storyboards and location selection, allowing enough time for proper production and multiple takes, incorporating useful props, coaching actors, and advanced editing with sound and titles. Overall, the thriller opening was much more polished and tense compared to the preliminary task due to these lessons learned.
Question 7
The document summarizes what the group learned from producing their preliminary film task to the full film product. In the preliminary, they learned about different camera shots and angles through pre-production. During production of the preliminary, they struggled with camera skills and following the storyboard. In post-production of the preliminary, their editing was basic as they were new to the software. For the full film, they applied what they learned to plan better with a storyboard, focus on camera shots and angles, and create more sophisticated editing and titles. They felt their teamwork and skills improved from mistakes made on the preliminary.
Q 7
The student reflects on learning how to use Premiere Pro more efficiently from their preliminary task to the main task. They worked with a partner and found that their strengths lay in different areas of post-production. For the main task, they had to film themselves without a dedicated camera operator due to a group member dropping out. This limited the types of shots they could include and made shots longer as they had to set up the camera themselves between takes. Continuity was more difficult to maintain without a separate camera operator.
Evaluation reflection of the AS media project
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Immigration routes for Investors and entrepreneurs
The UK is open to international investors and entrepreneurs. Whether you wish to obtain residency in the UK through a substantial financial investment, or through setting up and
running a UK business, our immigration barristers are well versed in all the immigration routes available to investors and entrepreneurs.
Our specialist immigration barristers work closely with investors, entrepreneurs and their families to ensure that their immigration and visa requirements are met. We provide comprehensive immigration advice in relation to all aspects of relocating to the UK under the Tier 1 Investor and Tier 1 Entrepreneur immigration routes.
For advice and assistance with applying for entry clearance, leave to remain or settlement as a Tier 1 Investor or Tier 1 Entrepreneur, contact our immigration barristers and lawyers in London on 020 3617 9173 or by email to info@richmondchambers.com.
Power point
El documento describe el origen y desarrollo de Internet. Comenzó como la red ARPANET desarrollada por DARPA en la década de 1960 para permitir que los investigadores del gobierno compartieran recursos de forma remota incluso después de un ataque nuclear. ARPANET evolucionó hasta convertirse en Internet en la década de 1990 cuando se abrió al público general. Internet ahora conecta millones de redes y computadoras en todo el mundo.
Java project titles for mca @dreamweb techno solutions trichy
MCA PROJECT IN Trichy @ Dream Web Techno Solutions:-We are offering a PROJECT in DOTNET , JAVA & ANDROID Tech.Project fees only@ 2500 for more details:-Addrs:73/5, 3rd Floor,kamatchi complx, Opp City Hospital, Salai road. trichy 18. ph:-7200021403/04...Email id:-ranjith.triplen@gmail.com
Lógica Proposicional
El documento introduce la lógica proposicional y los lenguajes formales. Explica que la lógica estudia las proposiciones y los razonamientos válidos. Define las proposiciones simples y complejas, y explica que la lógica se ocupa de analizar la estructura y corrección de los argumentos más que su verdad fáctica. Finalmente, distingue entre la validez lógica de un razonamiento y la verdad de sus enunciados en el mundo real.
Aristoteles la metafisica
Aristóteles fue un filósofo griego que vivió entre los años 384 a.C. y 322 a.C. Fue discípulo de Platón y maestro de Alejandro Magno. Fundó su propia escuela llamada Liceo en Atenas donde enseñó y realizó investigaciones. Aristóteles criticó la teoría de las ideas de Platón y desarrolló su propia teoría sobre la sustancia, el hilemorfismo, el acto y la potencia, y las cuatro causas.
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Similar to Sofiats question 7
Prelim
The document summarizes what the author learned from an initial preliminary film task to creating a full thriller opening sequence. For the preliminary task, the author's camera work was shaky and shots were not framed properly. Planning involved for the thriller sequence helped make filming more productive. Additional skills like dressing shots with props, adding non-diegetic sound, and using transitions were applied. Comparing the preliminary work to the thriller opening shows the author's film skills and knowledge greatly improved over the course of learning and creating a more polished final product.
Q7
The student has progressed greatly in their planning, research, shooting, and editing skills from their preliminary task to the full thriller opening production. For the full production, they planned more strictly, researched thriller conventions, better understood techniques like the 180 degree rule and camera shots, and improved their editing skills like managing volume levels and continuity. They also gained a deeper knowledge of thriller conventions and the film production process overall.
Question7
The student feels they have greatly improved in planning, research, shooting, and editing from their preliminary task to the full thriller opening production. For planning, they learned to more strictly follow storyboards and ensure continuity of costumes, weather, and appearances during shooting. Their research of thriller films helped them identify conventions to incorporate. For shooting, the student has a better grasp of techniques like the 180 degree rule and uses more advanced camera shots and angles. Their editing skills improved with software proficiency and implementing techniques like match on action more seamlessly. Overall, the student's knowledge of film genres and production process has expanded.
Q7 thriller eval.
The document discusses what the author has learned from completing a preliminary task and a larger full product thriller opening task. The author summarizes that they have learned the importance of teamwork, communication, research, identifying camera shots, using genre conventions like cliffhangers, finding suitable soundtracks, and the value of feedback and self-evaluation. The author provides specific examples from their preliminary task and full thriller opening task to demonstrate how their skills and understanding have progressed.
FlipBook Magazine Interview - Evaluation Question 7
This a magazine interview I created to answer Evaluation Question 7 of my Main Task for AS Media Studies.
Jasmine Monk - Evaluation
The document summarizes the filmmaking process and lessons learned from creating a thriller film project. It discusses how the film used conventions from movies like Se7en and The Silence of the Lambs. Challenges included limited equipment, changes to the storyboard due to technology issues, and ensuring the film met the wants of the target thriller audience. Overall, the creator felt they improved their filmmaking skills and delivering what the audience desired in a thriller.
Jasmine Monk's Evaluation
The document summarizes the filmmaking process and lessons learned from creating a thriller film project. It discusses how the film used conventions from movies like Se7en and The Silence of the Lambs. Challenges included limited equipment, changes to the storyboard due to technology issues, and ensuring the film met the wants of the target thriller audience. Overall, the creator felt they improved their filmmaking skills and delivering what viewers wanted from the thriller genre.
Preliminary Project
1) The student worked with a partner to film and edit a preliminary project, their first time working with cameras and editing software. They learned skills like using a lens to blur backgrounds and found the editing process enjoyable.
2) Time management was not an issue, but the lone computer they could use would randomly shut down, deleting their work. They adapted by working quickly.
3) Areas for improvement included securing actor schedules, maintaining consistent camera effects, and lengthening the film. Overall they felt they learned valuable lessons for their next project.
Evaluation Question 7
- The author learned a lot from completing the preliminary task and doing further research on film techniques and conventions, which helped improve the quality and professionalism of the final film. Some of the key things learned and improved included understanding how to properly frame shots, include establishing shots of locations, and follow traditional conventions for how films begin and progress.
- Specific examples are provided of how shots, scenes, and other elements were improved upon from the preliminary to final task by applying techniques learned from research, such as adding establishing shots of locations to provide context. The preliminary task provided valuable hands-on experience with filming techniques to build upon for the higher quality final product.
Thriller opening evaluation Question 7
The document discusses how the author's skills in planning, filming, editing and overall filmmaking improved from their preliminary task to their main thriller opening task. Specifically:
- Sound and lighting were improved in smaller, quieter spaces without background noise for clearer dialogue. Editing skills helped adjust volume.
- More camera angles, shots and movement were used to make the thriller more exciting compared to the simple shots in the preliminary task.
- Editing incorporated more techniques like match cuts, shot reverse shot, and montages to better flow clips together and set the scene.
- Planning and storyboarding skills improved to include more ideas and details to guide the improved filming and editing. The author felt they had a
Question 7 updated
1) Working in a team on the preliminary project taught the importance of collaboration and incorporating different skills and ideas from group members.
2) Experience with filming techniques like camera angles and tracking shots in the preliminary helped improve those skills for the thriller film.
3) Researching genre conventions from thriller films helped establish techniques to include, such as lighting, locations, and cliffhangers, to make their film recognizable as a thriller.
Evaluation question 7
Maximilian Mayo-Dell reflects on improvements from a preliminary task to a full thriller film opening. Key areas of growth include skills with equipment, framing shots professionally, using lighting and white balance effectively, improved pre-production with storyboards and location selection, allowing enough time for proper production and multiple takes, incorporating useful props, coaching actors, and advanced editing with sound and titles. Overall, the thriller opening was much more polished and tense compared to the preliminary task due to these lessons learned.
Question 7
The document summarizes what the group learned from producing their preliminary film task to the full film product. In the preliminary, they learned about different camera shots and angles through pre-production. During production of the preliminary, they struggled with camera skills and following the storyboard. In post-production of the preliminary, their editing was basic as they were new to the software. For the full film, they applied what they learned to plan better with a storyboard, focus on camera shots and angles, and create more sophisticated editing and titles. They felt their teamwork and skills improved from mistakes made on the preliminary.
Q 7
The student reflects on learning how to use Premiere Pro more efficiently from their preliminary task to the main task. They worked with a partner and found that their strengths lay in different areas of post-production. For the main task, they had to film themselves without a dedicated camera operator due to a group member dropping out. This limited the types of shots they could include and made shots longer as they had to set up the camera themselves between takes. Continuity was more difficult to maintain without a separate camera operator.
Evaluation reflection of the AS media project
This document is made by Abdelrahman Taha and Kabir for the AS media project. It evaluates what we did in our project.
Media thriller evaluation wrong one
The student learned a lot from getting feedback throughout the production process of their media thriller project. This feedback helped them identify areas for improvement and strengthen their final piece. Originally they planned to use flashes to show the female character acting in different ways, but ultimately changed this after reviewing their footage. Overall, the student feels they contributed a significant amount of time and effort, and that completing this project has improved their skills in planning, filming, editing, and understanding key film concepts compared to their earlier continuity task.
Question 7
1) Planning improved from the preliminary task to the final product. For the preliminary, the first idea was chosen without much thought, but for the final film factors like time management and feasibility were considered.
2) Research is important, but it was lacking for both the preliminary and final tasks. More research could have led to a better developed final thriller.
3) Filming skills improved from preliminary to final. Wider knowledge of techniques like shot types and lighting were applied, making shots more sophisticated in the final product.
Media thriller evaluation Part 3
The document discusses the lessons learned from creating a media thriller film. It summarizes that feedback during production helped strengthen the final piece by improving areas of weakness. Originally the storyboard included flashes that did not work after filming, so the order of events was changed for clarity. Researching genre conventions and creating a detailed storyboard better prepared the filmmaking. Technical skills and understanding of concepts like shot types, lighting and editing improved. Unreliable actors required finding replacements and refilming, setting the project back. Overall, the film turned out better than the preliminary task due to lessons applied.
Question 7
From the preliminary task and filming the full product, the student learned:
1) Effective planning is key, including storyboarding and shot lists. This allows for organized shoots and adaptation.
2) Continuity is important for realism and avoiding audience confusion. Factors like location, costumes, and lighting must be kept consistent.
3) Problems will arise during production, but can be solved through flexibility and alternative solutions like playing a role oneself.
4) Editing skills developed through practice, and the ability to work independently allowed for efficient editing on a tight deadline.
Question 778
From the preliminary task and full production, the student learned:
1) Effective planning is key, including storyboarding and shot lists. This allows for organized shoots and efficient use of resources.
2) Continuity is important for realism and avoiding audience confusion. Factors like location, costumes, and lighting must be kept consistent.
3) Problems will arise, so flexibility and quick problem-solving are important skills. The student learned to find solutions, like playing the villain, and asking others or online tutorials for help.
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FlipBook Magazine Interview - Evaluation Question 7
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Monitoring and Managing Anomaly Detection on OpenShift
Overview
Dive into the world of anomaly detection on edge devices with our comprehensive hands-on tutorial. This SlideShare presentation will guide you through the entire process, from data collection and model training to edge deployment and real-time monitoring. Perfect for those looking to implement robust anomaly detection systems on resource-constrained IoT/edge devices.
Key Topics Covered
1. Introduction to Anomaly Detection
- Understand the fundamentals of anomaly detection and its importance in identifying unusual behavior or failures in systems.
2. Understanding Edge (IoT)
- Learn about edge computing and IoT, and how they enable real-time data processing and decision-making at the source.
3. What is ArgoCD?
- Discover ArgoCD, a declarative, GitOps continuous delivery tool for Kubernetes, and its role in deploying applications on edge devices.
4. Deployment Using ArgoCD for Edge Devices
- Step-by-step guide on deploying anomaly detection models on edge devices using ArgoCD.
5. Introduction to Apache Kafka and S3
- Explore Apache Kafka for real-time data streaming and Amazon S3 for scalable storage solutions.
6. Viewing Kafka Messages in the Data Lake
- Learn how to view and analyze Kafka messages stored in a data lake for better insights.
7. What is Prometheus?
- Get to know Prometheus, an open-source monitoring and alerting toolkit, and its application in monitoring edge devices.
8. Monitoring Application Metrics with Prometheus
- Detailed instructions on setting up Prometheus to monitor the performance and health of your anomaly detection system.
9. What is Camel K?
- Introduction to Camel K, a lightweight integration framework built on Apache Camel, designed for Kubernetes.
10. Configuring Camel K Integrations for Data Pipelines
- Learn how to configure Camel K for seamless data pipeline integrations in your anomaly detection workflow.
11. What is a Jupyter Notebook?
- Overview of Jupyter Notebooks, an open-source web application for creating and sharing documents with live code, equations, visualizations, and narrative text.
12. Jupyter Notebooks with Code Examples
- Hands-on examples and code snippets in Jupyter Notebooks to help you implement and test anomaly detection models.
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Webinar Recording: https://www.panagenda.com/webinars/hcl-notes-und-domino-lizenzkostenreduzierung-in-der-welt-von-dlau/
DLAU und die Lizenzen nach dem CCB- und CCX-Modell sind für viele in der HCL-Community seit letztem Jahr ein heißes Thema. Als Notes- oder Domino-Kunde haben Sie vielleicht mit unerwartet hohen Benutzerzahlen und Lizenzgebühren zu kämpfen. Sie fragen sich vielleicht, wie diese neue Art der Lizenzierung funktioniert und welchen Nutzen sie Ihnen bringt. Vor allem wollen Sie sicherlich Ihr Budget einhalten und Kosten sparen, wo immer möglich. Das verstehen wir und wir möchten Ihnen dabei helfen!
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https://www.wask.co/ebooks/digital-marketing-trends-in-2024
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Power Grid Model
The global energy transition is placing new and unprecedented demands on Distribution System Operators (DSOs). Alongside upgrades to grid capacity, processes such as digitization, capacity optimization, and congestion management are becoming vital for delivering reliable services.
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What to expect
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