Technology evaluation 1
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The document discusses the use of Adobe Premiere in creating a trailer for a film project. It explains that Premiere was the main software used and the student had basic knowledge from previous work but needed more advanced skills. Through research, peer learning, and practice, the student expanded their Premiere skills. This allowed them to efficiently edit the trailer as envisioned, spend more time being creative, and finish by deadlines. New skills with color adjustment, zooming, and audio mixing were also learned. Overall, Premiere enabled the student to create the best trailer possible and expand their video editing knowledge.
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Evaluation Task 6
The document discusses the technologies and equipment used to create a film opening project. It describes how using different microphones and a wind shield improved audio quality when filming. Adobe Premiere Pro and After Effects were used for editing and creating titles, allowing the use of effects like fades and color/font changes. Sticking to the original storyboard helped ensure shot types were included as planned. Overall, the process helped improve skills with technologies like Adobe programs and using equipment like microphones.
Quesiton 6
When constructing this project, the author learned several techniques for using a camera including zooming, different camera angles and shots, and auto focus. They also learned how to transfer footage to Final Cut Pro editing software. Final Cut Pro allowed the author to rearrange and edit clips, add audio effects, titles and color corrections to create their dream-like film. Additionally, the author used online presentation tools like Blogger, Slideshare, Prezi and Emaze to host and embed their coursework in engaging formats.
Evaluation Question 4
The document discusses the use of various digital technologies in the production of different media artifacts. Adobe Photoshop was used to create a poster, allowing effects and image cutting. Adobe InDesign facilitated flat planning and professional layout of a double page spread. Final Cut Pro, while initially complicated, enabled advanced film editing through clipping, filtering, and blue screening. GarageBand helped provide fitting sound effects and music, which could then be imported into Final Cut Pro to accompany the film clips.
Evaluation question 6
Evaluation Question 6 -What have you learnt about technologies from the process of constructing this product?
Eval 2
The audience feedback for the video was generally positive, with one suggestion to include more locations beyond just the studio. Preparation could have been better as the partner left during filming, requiring quick backgrounds to be created during editing. The video was an amplification video where the background transitions from white to black as the music gets louder.
A variety of media technologies were used including green screen equipment, editing software, and Photoshop. ReflecMedia products, TriCaster, iMovie, and Final Cut were used to capture, edit, and transfer footage and add effects. Photoshop Elements was used to design the digipack. A blog was used to showcase the work and receive feedback throughout the process.
3. production experiments by jack morton
The document outlines Jack Morton's plans for creating experiments and a documentary project. It discusses the tools and software he will use, including a tripod, camera, battery, narration, Premiere for editing videos and Photoshop for a poster. It describes using the lasso tool in Photoshop to crop images and remove backgrounds. It also discusses using blending options to change text styles. Footage is chosen and edited using tools like the razor tool to cut unwanted footage and speed up transitions between scenes. The reflection discusses including narration, effects and using Premiere for editing in the final product to engage viewers. A plan is outlined for a trailer about surviving in the wild that will grab attention.
Evaluation question#6
I have learned about the importance of technologies like tripods and editing software through making my film. I did not have experience with a tripod or Adobe Premiere Pro prior to my media studies but used a tripod to maintain stability while shooting and Premiere Pro to dub audio, add effects and edit scenes together into my final movie. I also used WordPress to create a blog to share information about my film project and research.
Question 6 media
The document discusses the technologies and skills the author learned to create a film project. They borrowed a Canon camera and learned how to focus, zoom, and smoothly record clips. For editing, they used Final Cut Pro and found it complicated at first, but used online resources like Google and YouTube to learn the software. Final Cut Pro allowed them to add music, sound effects, and transitions to make the film flow well. The author also used Blogger to host information about the project, which helped them present their coursework in different formats and chronologically through embedded technologies like SlideShare, Prezi, PowerPoint, and pictures from Canva.
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Evaluation Task 6
The document discusses the technologies and equipment used to create a film opening project. It describes how using different microphones and a wind shield improved audio quality when filming. Adobe Premiere Pro and After Effects were used for editing and creating titles, allowing the use of effects like fades and color/font changes. Sticking to the original storyboard helped ensure shot types were included as planned. Overall, the process helped improve skills with technologies like Adobe programs and using equipment like microphones.
Quesiton 6
When constructing this project, the author learned several techniques for using a camera including zooming, different camera angles and shots, and auto focus. They also learned how to transfer footage to Final Cut Pro editing software. Final Cut Pro allowed the author to rearrange and edit clips, add audio effects, titles and color corrections to create their dream-like film. Additionally, the author used online presentation tools like Blogger, Slideshare, Prezi and Emaze to host and embed their coursework in engaging formats.
Evaluation Question 4
The document discusses the use of various digital technologies in the production of different media artifacts. Adobe Photoshop was used to create a poster, allowing effects and image cutting. Adobe InDesign facilitated flat planning and professional layout of a double page spread. Final Cut Pro, while initially complicated, enabled advanced film editing through clipping, filtering, and blue screening. GarageBand helped provide fitting sound effects and music, which could then be imported into Final Cut Pro to accompany the film clips.
Evaluation question 6
Evaluation Question 6 -What have you learnt about technologies from the process of constructing this product?
Eval 2
The audience feedback for the video was generally positive, with one suggestion to include more locations beyond just the studio. Preparation could have been better as the partner left during filming, requiring quick backgrounds to be created during editing. The video was an amplification video where the background transitions from white to black as the music gets louder.
A variety of media technologies were used including green screen equipment, editing software, and Photoshop. ReflecMedia products, TriCaster, iMovie, and Final Cut were used to capture, edit, and transfer footage and add effects. Photoshop Elements was used to design the digipack. A blog was used to showcase the work and receive feedback throughout the process.
3. production experiments by jack morton
The document outlines Jack Morton's plans for creating experiments and a documentary project. It discusses the tools and software he will use, including a tripod, camera, battery, narration, Premiere for editing videos and Photoshop for a poster. It describes using the lasso tool in Photoshop to crop images and remove backgrounds. It also discusses using blending options to change text styles. Footage is chosen and edited using tools like the razor tool to cut unwanted footage and speed up transitions between scenes. The reflection discusses including narration, effects and using Premiere for editing in the final product to engage viewers. A plan is outlined for a trailer about surviving in the wild that will grab attention.
Evaluation question#6
I have learned about the importance of technologies like tripods and editing software through making my film. I did not have experience with a tripod or Adobe Premiere Pro prior to my media studies but used a tripod to maintain stability while shooting and Premiere Pro to dub audio, add effects and edit scenes together into my final movie. I also used WordPress to create a blog to share information about my film project and research.
Question 6 media
The document discusses the technologies and skills the author learned to create a film project. They borrowed a Canon camera and learned how to focus, zoom, and smoothly record clips. For editing, they used Final Cut Pro and found it complicated at first, but used online resources like Google and YouTube to learn the software. Final Cut Pro allowed them to add music, sound effects, and transitions to make the film flow well. The author also used Blogger to host information about the project, which helped them present their coursework in different formats and chronologically through embedded technologies like SlideShare, Prezi, PowerPoint, and pictures from Canva.
How did you use new media technologies in
The document discusses the various new media technologies used at different stages of a project. Adobe Premiere Pro, After Effects, and Photoshop were used for video editing, special effects, and image editing. Microsoft Word and Publisher were used to create a website. Facebook and Twitter helped organize filming and promote the finished video. YouTube and Vimeo provided inspiration and tutorials. An HD camera allowed higher quality filming with more freedom than school cameras.
How did you use media technologies in the
The student used various media technologies at different stages of their project. They created a blog to track their progress, share research and final products. Equipment like a Canon SLR and tripod were used to film quality footage for a music video in London. Adobe Premiere was used to edit the footage and sync it to the music. Photoshop was utilized to design a magazine advert and album digipak, allowing effects and adjustments to be made to images.
Media Evaluation Question 4
I used an Apple Mac running iMovie to edit footage from a Sony Handycam and add visual/audio effects to create a music video. A tripod was used to keep the camera steady. Corel PaintShop Pro X3 was used to alter photos and design materials. SlideShare presented PowerPoint presentations online. iTunes provided the music for the video project in iMovie.
Mashud q6
The document discusses technologies learned during the process of creating a film project. It describes using a camera to record clips, importing clips into Final Cut Pro for editing. In Final Cut Pro, the author learned to make subclips to select scenes, use cut and color correction tools to structure the film, and adjust sound levels using the pen tool. GarageBand was used to find and create music, while Livetype and Motion were used to create title screens, with Motion adding additional effects. The programs integrated directly with Final Cut Pro to import work into the film project.
Mashud q5
The document discusses technologies learned during the process of creating a film project. It describes using a camera to record clips, importing clips into Final Cut Pro for editing. In Final Cut Pro, the author learned to make subclips to select scenes, use cut and color correction tools to structure the film, and adjust sound levels using the pen tool. GarageBand was used to find and create music, while Livetype and Motion were used to create title screens, with Motion adding additional effects. The programs integrated directly with Final Cut Pro to import work into the film project.
Q6
The student learned various technologies through constructing a magazine. They learned how to use Photoshop tools like the lasso and levels to manipulate images. They also gained experience using a camera, including different zoom levels and shot angles. Additionally, the student used resources like YouTube, Prezi, and Powtoons to enhance their magazine - YouTube to learn Photoshop skills, Prezi to create presentations with transitions, and Powtoons to add visuals and music to long PowerPoint slides.
Q4 evaluation
I used various media technologies at each stage of planning and constructing my evaluation. During research and planning, I used Photoshop to design the CD package and websites like YouTube to analyze music videos. I also used Blogger to electronically present my work. Throughout the process, I relied on Microsoft Word to write notes, scripts, and analyses and used the internet, including Google, to find more information and ideas. For production, I used a digital camera, professional lighting, a green screen, and a tripod. I edited the final video using software that allowed me to cut unwanted footage and adjust lighting and color.
How did your use of media technologies in the research, planning, constructio...
How did your use of media technologies in the research, planning, construction and evaluation stages?
How did you use new media technologies
The document discusses the various new media technologies used at different stages of a music video project. Photoshop was used to create graphics and edit photos. Final Cut Pro and iMovie were used to edit video footage and add effects. A video camera was used to record footage and a still camera to take photos. Blogger, YouTube, and Slideshare were platforms used to upload and share the project work. Research involved using Word for questionnaires, filming interviews with a video camera, and analyzing examples on Google Images and YouTube. Evaluation included screen grabs in Paint, writing on Blogger, and creating a voice recorded PowerPoint presentation.
Looking back at your preliminary task
After completing a school-based magazine as a preliminary task, the author looked back and saw progression in their skills and the quality of their final music magazine product. While new to Photoshop's tools for the preliminary task, the author learned how to download fonts, lay out pages better, and use tools like the image adjustment tool to change pictures to better suit the style and make images more visible for the final product.
4
The document discusses the new media technologies used at different stages of a project. An HD video camera was used to record footage for a trailer to ensure high quality. A 55mm lens camera was used to take basic pictures for a magazine and film poster. Photoshop was used to edit the images for the poster and magazine, applying effects like color enhancement and blurring. Final Cut Pro was used to edit the trailer, adding transitions, speed adjustments, and blurred effects to make it scary. Prezi and SlideShare were used to visually present evaluation information about the project.
Question 6
I used various technologies like video cameras, tripods, and editing software to create my opening sequence. With the camera, I was able to film clear shots and change settings like zoom. The tripod helped produce steady shots. When editing, I used Adobe Premiere Pro which allowed me to cut clips, overlap sounds, and add effects. I also used online tools like Prezi and Survey Monkey to gather information and get feedback on thrillers. Prezi specifically helped include videos and animations in slideshows used for planning. The main editing technique was cross cutting between scenes to show differences in characters and build tension for the audience.
What have you learnt about the process of
The document discusses the skills and knowledge gained by the author in constructing a video product. They used a prime lens camera which allowed for selective focus shots. Software like Final Cut Express and Photoshop were used to edit video and create logos, teaching the author how to utilize features and effects. Multiple devices were used for filming like a Canon camera and tripod, though lighting and close-up shots presented challenges. Organization of actors, a shot plan, and risk assessment supported the production process. Creative tools like fonts and sound effects were sourced online. Practice shots helped develop filming skills while efficient editing supported post-production.
Powerpoint
The student used several media technologies throughout the construction, research, planning, and evaluation stages of their project. Four cameras were used to film the music video, with the large camera being essential for the filming. A flip camera and two still cameras provided documentation and evidence of different stages. Final Cut Pro was utilized to edit the music video, teaching the student new skills. PowerPoint, SlideShare, and GIFs were employed to present work in an engaging visual format on blogs. Blogger documented the entire journey, Prezi offered an alternative presentation method, and Photoshop enhanced photos for ancillary work.
Media cw q4
The document discusses the use of various digital technologies in the production of a student film project. Photoshop was used to design the film poster, allowing the use of layers to efficiently layout text and images. GarageBand provided a large library of sound effects and music that were used to create atmosphere and a radio trailer. Final Cut Pro was used for video editing, allowing control over clip transitions and saturation to enhance the horror genre elements.
Question 5
The document discusses the planning, filming, and editing process for a project. During the planning stage, the author learned to use the blogging platform Blogger to document the process, including how to embed images, videos, and other media using HTML. They filmed the project using a Sony HXR-MC2500E digital camera and learned about important techniques like camera angles and lighting. To edit, the author used Final Cut Pro X and learned the various tools through experimentation and tutorials, though it was initially daunting. Additional technologies like YouTube to MP3 converters were also utilized.
Evaluation question 4 powerpoint
The document discusses the use of various new media technologies in the construction, research, planning, and evaluation stages of projects. Photoshop was used to create layouts and edit images for a magazine cover and film poster. Final Cut Pro provided tools to edit a trailer to a professional standard through filters, animations, and transitions. GarageBand was used to create a custom soundtrack for the trailer by layering downloaded audio samples. After Effects was utilized to add animated effects and rippling to logos at the start of the trailer, improving its professional quality.
What have you learnt about technologies from the
By Maisie Bloor
The document discusses the various technologies and skills learned through creating a Nightcore music magazine product in Photoshop and filming/editing a short film. Specifically, the author learned how to edit fonts, photos, layers, and backgrounds in Photoshop to customize the magazine's style. Skills in filming with a camera were also improved by using different shots and features, while editing software was used to add transitions to the short film. Overall, the process of constructing this multimedia product helped expand the author's abilities with relevant design and media production tools.
Media technologies
The document discusses the various media technologies used during different stages of a coursework project. During the research stage, the individual used YouTube and online forums to research the genre and gain audience feedback. Photoshop and Premiere Pro were used to create test videos and plan the storyboard. A digital SLR camera was used to take photos for the digipak, magazine advert, and video production. Photoshop was used to edit the photos and create the digipak design. Premiere Pro was used to edit video clips and add effects like speeding up/slowing down or reversing clips. Web 2.0 services like Blogger and YouTube were used for evaluation, along with Prezi and Slideshare
Evaluation Question 6
The document discusses the various technologies the author learned to use while creating a two minute film opening project. The author used their smartphone to take location shots and email photos to themselves. Websites like YouTube, Art of the Title and Storyboard That helped with research and planning. The author learned to use Microsoft programs like Word, PowerPoint, Encoder and Movie Maker to create schedules, scripts and analyze openings. They also learned to use Final Cut Pro, Garage Band, iTunes, LiveType and Motion. Final Cut Pro taught editing skills like adjusting clip speed and audio/video levels. Garage Band helped create music and sounds, while LiveType and Motion helped make titles and logos.
Fariha question 6
The document discusses the various technologies the author learned to use while creating a two minute film opening project. These included using a smartphone to take location shots and email photos, researching film openings on YouTube and Storyboard That, and learning Windows programs like PowerPoint, Word, and Movie Maker to create schedules, scripts, and embed work. The author also learned editing software like Final Cut Pro to trim clips, adjust audio/video levels, fix lighting issues, and ensure media did not go offline. Additionally, the author created music and titles using Garageband, iTunes, LiveType, and Motion.
Fariha Haque - Evaluation Question 6
The document discusses the various technologies the author learned to use while creating a two minute film opening project. The author learned to use their smartphone to take location shots and email photos to themselves. Websites like YouTube, Art of the Title, and Storyboard That helped with research and planning. The author also learned to use Microsoft programs like Word, PowerPoint, Encoder, and Movie Maker to create schedules, scripts, and analyze film openings. Additionally, the author learned skills like editing speed and audio/video levels using Final Cut Pro, creating music and sound effects using Garage Band, making titles using LiveType, and animating logos using Motion.
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What's hot
How did you use new media technologies in
The document discusses the various new media technologies used at different stages of a project. Adobe Premiere Pro, After Effects, and Photoshop were used for video editing, special effects, and image editing. Microsoft Word and Publisher were used to create a website. Facebook and Twitter helped organize filming and promote the finished video. YouTube and Vimeo provided inspiration and tutorials. An HD camera allowed higher quality filming with more freedom than school cameras.
How did you use media technologies in the
The student used various media technologies at different stages of their project. They created a blog to track their progress, share research and final products. Equipment like a Canon SLR and tripod were used to film quality footage for a music video in London. Adobe Premiere was used to edit the footage and sync it to the music. Photoshop was utilized to design a magazine advert and album digipak, allowing effects and adjustments to be made to images.
Media Evaluation Question 4
I used an Apple Mac running iMovie to edit footage from a Sony Handycam and add visual/audio effects to create a music video. A tripod was used to keep the camera steady. Corel PaintShop Pro X3 was used to alter photos and design materials. SlideShare presented PowerPoint presentations online. iTunes provided the music for the video project in iMovie.
Mashud q6
The document discusses technologies learned during the process of creating a film project. It describes using a camera to record clips, importing clips into Final Cut Pro for editing. In Final Cut Pro, the author learned to make subclips to select scenes, use cut and color correction tools to structure the film, and adjust sound levels using the pen tool. GarageBand was used to find and create music, while Livetype and Motion were used to create title screens, with Motion adding additional effects. The programs integrated directly with Final Cut Pro to import work into the film project.
Mashud q5
The document discusses technologies learned during the process of creating a film project. It describes using a camera to record clips, importing clips into Final Cut Pro for editing. In Final Cut Pro, the author learned to make subclips to select scenes, use cut and color correction tools to structure the film, and adjust sound levels using the pen tool. GarageBand was used to find and create music, while Livetype and Motion were used to create title screens, with Motion adding additional effects. The programs integrated directly with Final Cut Pro to import work into the film project.
Q6
The student learned various technologies through constructing a magazine. They learned how to use Photoshop tools like the lasso and levels to manipulate images. They also gained experience using a camera, including different zoom levels and shot angles. Additionally, the student used resources like YouTube, Prezi, and Powtoons to enhance their magazine - YouTube to learn Photoshop skills, Prezi to create presentations with transitions, and Powtoons to add visuals and music to long PowerPoint slides.
Q4 evaluation
I used various media technologies at each stage of planning and constructing my evaluation. During research and planning, I used Photoshop to design the CD package and websites like YouTube to analyze music videos. I also used Blogger to electronically present my work. Throughout the process, I relied on Microsoft Word to write notes, scripts, and analyses and used the internet, including Google, to find more information and ideas. For production, I used a digital camera, professional lighting, a green screen, and a tripod. I edited the final video using software that allowed me to cut unwanted footage and adjust lighting and color.
How did your use of media technologies in the research, planning, constructio...
How did your use of media technologies in the research, planning, construction and evaluation stages?
How did you use new media technologies
The document discusses the various new media technologies used at different stages of a music video project. Photoshop was used to create graphics and edit photos. Final Cut Pro and iMovie were used to edit video footage and add effects. A video camera was used to record footage and a still camera to take photos. Blogger, YouTube, and Slideshare were platforms used to upload and share the project work. Research involved using Word for questionnaires, filming interviews with a video camera, and analyzing examples on Google Images and YouTube. Evaluation included screen grabs in Paint, writing on Blogger, and creating a voice recorded PowerPoint presentation.
Looking back at your preliminary task
After completing a school-based magazine as a preliminary task, the author looked back and saw progression in their skills and the quality of their final music magazine product. While new to Photoshop's tools for the preliminary task, the author learned how to download fonts, lay out pages better, and use tools like the image adjustment tool to change pictures to better suit the style and make images more visible for the final product.
4
The document discusses the new media technologies used at different stages of a project. An HD video camera was used to record footage for a trailer to ensure high quality. A 55mm lens camera was used to take basic pictures for a magazine and film poster. Photoshop was used to edit the images for the poster and magazine, applying effects like color enhancement and blurring. Final Cut Pro was used to edit the trailer, adding transitions, speed adjustments, and blurred effects to make it scary. Prezi and SlideShare were used to visually present evaluation information about the project.
Question 6
I used various technologies like video cameras, tripods, and editing software to create my opening sequence. With the camera, I was able to film clear shots and change settings like zoom. The tripod helped produce steady shots. When editing, I used Adobe Premiere Pro which allowed me to cut clips, overlap sounds, and add effects. I also used online tools like Prezi and Survey Monkey to gather information and get feedback on thrillers. Prezi specifically helped include videos and animations in slideshows used for planning. The main editing technique was cross cutting between scenes to show differences in characters and build tension for the audience.
What have you learnt about the process of
The document discusses the skills and knowledge gained by the author in constructing a video product. They used a prime lens camera which allowed for selective focus shots. Software like Final Cut Express and Photoshop were used to edit video and create logos, teaching the author how to utilize features and effects. Multiple devices were used for filming like a Canon camera and tripod, though lighting and close-up shots presented challenges. Organization of actors, a shot plan, and risk assessment supported the production process. Creative tools like fonts and sound effects were sourced online. Practice shots helped develop filming skills while efficient editing supported post-production.
Powerpoint
The student used several media technologies throughout the construction, research, planning, and evaluation stages of their project. Four cameras were used to film the music video, with the large camera being essential for the filming. A flip camera and two still cameras provided documentation and evidence of different stages. Final Cut Pro was utilized to edit the music video, teaching the student new skills. PowerPoint, SlideShare, and GIFs were employed to present work in an engaging visual format on blogs. Blogger documented the entire journey, Prezi offered an alternative presentation method, and Photoshop enhanced photos for ancillary work.
Media cw q4
The document discusses the use of various digital technologies in the production of a student film project. Photoshop was used to design the film poster, allowing the use of layers to efficiently layout text and images. GarageBand provided a large library of sound effects and music that were used to create atmosphere and a radio trailer. Final Cut Pro was used for video editing, allowing control over clip transitions and saturation to enhance the horror genre elements.
Question 5
The document discusses the planning, filming, and editing process for a project. During the planning stage, the author learned to use the blogging platform Blogger to document the process, including how to embed images, videos, and other media using HTML. They filmed the project using a Sony HXR-MC2500E digital camera and learned about important techniques like camera angles and lighting. To edit, the author used Final Cut Pro X and learned the various tools through experimentation and tutorials, though it was initially daunting. Additional technologies like YouTube to MP3 converters were also utilized.
Evaluation question 4 powerpoint
The document discusses the use of various new media technologies in the construction, research, planning, and evaluation stages of projects. Photoshop was used to create layouts and edit images for a magazine cover and film poster. Final Cut Pro provided tools to edit a trailer to a professional standard through filters, animations, and transitions. GarageBand was used to create a custom soundtrack for the trailer by layering downloaded audio samples. After Effects was utilized to add animated effects and rippling to logos at the start of the trailer, improving its professional quality.
What have you learnt about technologies from the
By Maisie Bloor
The document discusses the various technologies and skills learned through creating a Nightcore music magazine product in Photoshop and filming/editing a short film. Specifically, the author learned how to edit fonts, photos, layers, and backgrounds in Photoshop to customize the magazine's style. Skills in filming with a camera were also improved by using different shots and features, while editing software was used to add transitions to the short film. Overall, the process of constructing this multimedia product helped expand the author's abilities with relevant design and media production tools.
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How did your use of media technologies in the research, planning, constructio...
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Similar to Technology evaluation 1
Media technologies
The document discusses the various media technologies used during different stages of a coursework project. During the research stage, the individual used YouTube and online forums to research the genre and gain audience feedback. Photoshop and Premiere Pro were used to create test videos and plan the storyboard. A digital SLR camera was used to take photos for the digipak, magazine advert, and video production. Photoshop was used to edit the photos and create the digipak design. Premiere Pro was used to edit video clips and add effects like speeding up/slowing down or reversing clips. Web 2.0 services like Blogger and YouTube were used for evaluation, along with Prezi and Slideshare
Evaluation Question 6
The document discusses the various technologies the author learned to use while creating a two minute film opening project. The author used their smartphone to take location shots and email photos to themselves. Websites like YouTube, Art of the Title and Storyboard That helped with research and planning. The author learned to use Microsoft programs like Word, PowerPoint, Encoder and Movie Maker to create schedules, scripts and analyze openings. They also learned to use Final Cut Pro, Garage Band, iTunes, LiveType and Motion. Final Cut Pro taught editing skills like adjusting clip speed and audio/video levels. Garage Band helped create music and sounds, while LiveType and Motion helped make titles and logos.
Fariha question 6
The document discusses the various technologies the author learned to use while creating a two minute film opening project. These included using a smartphone to take location shots and email photos, researching film openings on YouTube and Storyboard That, and learning Windows programs like PowerPoint, Word, and Movie Maker to create schedules, scripts, and embed work. The author also learned editing software like Final Cut Pro to trim clips, adjust audio/video levels, fix lighting issues, and ensure media did not go offline. Additionally, the author created music and titles using Garageband, iTunes, LiveType, and Motion.
Fariha Haque - Evaluation Question 6
The document discusses the various technologies the author learned to use while creating a two minute film opening project. The author learned to use their smartphone to take location shots and email photos to themselves. Websites like YouTube, Art of the Title, and Storyboard That helped with research and planning. The author also learned to use Microsoft programs like Word, PowerPoint, Encoder, and Movie Maker to create schedules, scripts, and analyze film openings. Additionally, the author learned skills like editing speed and audio/video levels using Final Cut Pro, creating music and sound effects using Garage Band, making titles using LiveType, and animating logos using Motion.
How did you use media technologies in the the planning, post prodcuction and ...
Harry Chappell used various media technologies at different stages of his A2 project. He used a Canon DSLR camera, tripod, lighting kits, and steadycam for filming. He edited footage using Adobe Premiere Pro and created ancillary materials in Adobe Photoshop. Microsoft Word was used for notes and research. Wix, Survey Monkey, YouTube, and Prezi were online tools used for website creation, audience research, inspiration, and project evaluation. Harry felt the use of technology significantly improved his work through added depth, detail, and improved skills.
Evaluation4
Throughout the course, the student used various new media technologies at each stage. These included Apple Mac computers with software like Final Cut, GarageBand and Photoshop. The student also used blogging platform Blogger to organize their work. Other technologies used were Firefox, PowerPoint, YouTube, digital cameras, Photoshop and fonts from DaFont. The student found these technologies helped with research, planning, production and evaluation of their work.
Evaluation4
Throughout the course, the student used various new media technologies at each stage. These included Apple Mac computers with software like Final Cut, GarageBand and Photoshop. The student also used blogging platform Blogger to organize their work. Other technologies used were Firefox, PowerPoint, YouTube, digital cameras, Photoshop and fonts from DaFont. The student found these technologies helped with research, planning, production and evaluation of their work.
Eval4
The document discusses the various technologies used throughout the production of a music video. These include online platforms like Blogger for planning and research, presentation tools like Prezi and PicMonkey, and video editing software like Final Cut Pro. A DSLR camera was used to film, and a green screen with animations in Final Cut Pro. Challenges with equipment like cranes are also described. Overall technologies were crucial for idea formation, audience outreach, learning genres, and professional video production.
Music Video Evaluation Question 4
The student used various media technologies throughout their construction research and planning and evaluation stages. For research, they used Blogger to display their work, PowerPoint to analyze music videos, Thing Link to analyze album covers, Prezi for frame analysis, and Survey Monkey to design a questionnaire. For planning, they used Popplet to create mind maps of ideas. For construction, they used Final Cut Pro to edit video, Adobe Photoshop to design packaging, and a Canon DSLR to film footage. The student found these technologies helpful for completing tasks and demonstrating their media knowledge.
How did you use new media technologies?
The document discusses the various digital technologies used during the planning, research, production and evaluation stages of creating a music video for an advanced portfolio project. WordPress was used to create a blog to document the entire process. During planning, research was conducted using Google, YouTube, and existing music videos to help decide on genre and narrative. A Fujifilm camera was used to film the music video. Adobe Premiere Elements was used to edit the footage, with challenges encountered due to its complexity. Photoshop was used to create ancillary materials like a digital booklet cover. Microsoft Word and Facebook were also utilized at various stages, and Prezi and SlideShare helped present findings.
Evaluation Question 4
The document discusses the use of new media technologies during the research, planning, production, and evaluation stages of a student's horror film trailer project. During research, the student used online resources like Google, IMDB, YouTube, and other film databases to find information on existing horror films and trailers. SurveyMonkey was used to conduct audience research. Prezi and slideshare were used to display research and work in a visual way. Final Cut Pro was used to edit footage and add effects to create tension and atmosphere. Photoshop, Pixlr and Pages were used to design promotional materials. Evaluation questions were created using iMovie, Prezi and Emaze to convey information in an interactive, visual format.
Evaluation 3
The document discusses the use of various media technologies in planning, constructing, and evaluating three projects. Planning utilized Blogger for documentation and YouTube for research. Construction used Final Cut Express for video editing and adding effects, and Photoshop for creating digital packaging. Evaluation employed Prezi for an interactive presentation and iMovie to record audio commentary for a music video evaluation. Overall, the technologies provided resources for planning, hands-on experience, and new ways to showcase work.
A2 Media Evaluation Question 4
The document discusses the various media technologies and tools the student used at different stages of their advanced portfolio project. In the construction stage, the student used Photoshop to edit images, using selection, cropping, and editing tools. They also used tools like the brush and eraser to design album artwork. In the planning stage, they used Storyboard That to plan their music video. And in the evaluation stage, they used Blogger to publish their work and YouTube to both research examples and distribute their own creations. Final Cut Pro was used to edit video footage and trim clips for their music video. Equipment like an SD card, tripod, and lighting were also employed.
Evaluation question four
The document discusses the use of new media technologies in the research, planning, construction, and evaluation stages of a project.
For research, Google was used to search for information, YouTube to watch films and identify conventions, and SurveyMonkey to create questionnaires. These helped gather information from multiple sources and perspectives to inform planning.
Planning involved practicing with video cameras, voice recorders, GarageBand, and Final Cut Pro to learn the technologies before construction. Understanding the video cameras' capabilities most impacted planning.
Construction used Photoshop for the poster and review page, Final Cut Pro for editing, Canon and Pentax cameras for filming, and Celtx for scriptwriting. Photoshop and camera skills
question 4
The student used various media technologies in the construction, research, and evaluation of their media project. They used a SLR camera to take photos for their digipak and magazine advert. They created their digipak using Photoshop and their magazine advert using the same software, though found Photoshop less useful for the advert. They gathered feedback on their digipak and advert from their target audience using Facebook. A Panasonic video camera was used to film clips for their music video, which were edited together in Premiere Pro. The completed video was uploaded to YouTube to be viewed by the public. PowerPoint and blogger were also utilized in the planning and research stages.
Question 4
The student used various media technologies throughout the construction, research, planning, and evaluation of their A2 music video coursework. They used blogging to publicly display their work and track progress. Video hosting sites like YouTube were used to upload drafts, production logs, and the final music video. Presentation software like Prezi was used for research tasks. A Canon 550D camera and Adobe Photoshop were used to take photos and create promotional materials like a magazine advert and digipak. Video editing software Adobe Premiere was used to edit footage, add effects, and assemble the final music video. Microsoft Word and video presentations using Adobe Premiere were utilized for evaluations.
Evaluation Question 6
The document discusses the various technologies the author learned about through constructing a media product for a course.
The author learned how to use a blog to organize their work, as well as websites like YouTube to upload and share videos. SurveyMonkey helped the author create online surveys and analyze results without paper. The author also learned how to use Prezi for digital presentations.
Through learning Premier Pro, the author gained skills in video editing including titles, freezing frames, color adjustments, and adding audio. When filming, the author experimented with camera techniques like exposure and handheld vs. dolly shots. Separate audio recording captured better sound quality than the camera alone.
Overall, the author found digital technologies made the
Evaluation question (4)
The document discusses the various technologies and applications used at different stages of a media production project. In the planning and research stages, the individual used YouTube tutorials, Blogger, Photoshop, and PowerPoint. During construction, they used a camera, tripod, lights, Tascam recorder, Final Cut Pro X, QuickTime Player, and a green screen. For evaluation, Blogger, PowerPoint, and SlideShare were utilized. Throughout the project, the individual learned new skills with these technologies and overcame difficulties through independent research on YouTube tutorials.
Evaluation question 6
From producing a film opening, the student has learned about various technologies. The student was introduced to blogger and learned how to construct and organize a blog to plan filming and keep track of research and ideas. YouTube provided research by analyzing other openings and tutorials to improve skills. Creating a storyboard and animatic helped visualize shots and plan filming. Using a camera and voice recorder provided experience filming and recording high quality footage and sound. Adobe Premiere and Photoshop were used to edit, add titles and effects to produce the final opening. Websites provided non-copyrighted music and sounds to enhance the opening. Overall, the student gained substantial knowledge and experience using new technologies from constructing the media product.
Question 6 of the evaluation
The document discusses various technologies used during the research, planning, and production of a media project, including:
- A blog to share work and embed videos.
- Final Cut Pro 7 and Final Cut Pro X for video editing.
- GarageBand for creating music and sound effects.
- Motion for creating titles and animations.
- Prezi and SlideShare for online presentations.
- A mobile phone for communication and a HD camera for high quality footage.
Similar to Technology evaluation 1 (20)
How did you use media technologies in the the planning, post prodcuction and ...
How did you use media technologies in the the planning, post prodcuction and ...
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Development of film poster and front cover
Throughout the creation of the film poster and magazine cover, the creators received constant feedback from audiences which helped guide their design decisions. Their initial poster and magazine cover designs were revised based on feedback that the images and designs did not look professional enough. The creators then took new photos and redesigned the fonts, layouts, and other elements based on audience responses until they achieved final poster and cover designs that received 100% positive feedback.
Technology evaluation 2
The document discusses the use of Photoshop software to create a magazine front cover for a film promotion. As the author had no prior experience with Photoshop, they had to research how to use the various tools and features through experimentation and help from peers. Key aspects included using layers to add photos, text, and graphics, as well as styles and effects to make the text stand out. Studying real magazine covers helped with design choices. The final product matched conventions of real magazine covers, showing how essential Photoshop was to the construction of this practical piece.
Conventions film poster
The document discusses the design of a film poster for a noir film called "Poker".
The poster uses conventions of noir films by having a black background to convey the dark, mysterious tone. It features half-covered faces of the main characters to create mystery.
The title "Poker" is displayed in large font at the top as the masthead to identify the film, while the "villain" is featured most prominently as the focal image to identify the main character. A victim is shown smaller on the side in darker lighting to imply a connection to the villain.
Reflections of money and poker chips were edited onto the characters' faces to reference the film's themes. A credit
Qualitative research feedback
The document describes qualitative research conducted on the first draft of a trailer. The researcher interviewed 4-6 people and asked them 6 questions to gather feedback on the trailer. The questions covered understanding, music, genre, shots, likes/dislikes, and interest in the full film. Interviews provided varied feedback, with some finding it confusing and others understanding. Feedback noted shots could be clearer and narrative straighter. The researcher concluded the narrative needs to be clearer through more voiceover and shots to make it easier to understand, which will be the focus of improving the trailer.
Production management form
This production management form outlines tasks to be completed for a film project including research, design, logistics, shooting, and post-production. Key deadlines are assigned for character profiles, scripting, front cover and poster plans by January 20th and 23rd. Costume and location decisions must be made by January 27th, when photography and filming will take place. Final deliverables like the front cover and poster are due February 3rd and involve editing photos in Photoshop.
Poker trailer-feedback-kpa
The construction feedback document provides an analysis of strengths and areas for improvement in a film project. It notes that some of the poker night shots and the music worked well. However, 1/3 of the poker night shots and some mise-en-scene needed further development. A plan outlines changes to re-film weak shots, alter color grading, and add voiceovers to strengthen the film.
Empire front cover analysis
The document analyzes the cover of a magazine promoting the film "Iron Man 2". It uses bright colors and a large dominant image of Iron Man to draw in audiences. The price is kept relatively small and inconspicuous so as not to deter purchases. Overall, the cover follows typical conventions for movie advertising and uses strategic colors, fonts, imagery and text placement to effectively promote the film and magazine to mainstream audiences.
The revenant analysis
The document describes the key elements of a magazine cover promoting the film The Revenant. It includes the magazine title in yellow font, the film title, a central picture of Leonardo DiCaprio from the film looking directly at the camera, the price of the magazine, dark color tones indicating it is a serious film, a bright colored slogan encouraging purchase, the word "Plus" in red to indicate extra content, and that it is aimed at a mature audience aged 25+.
Audience evaluations
The document discusses research carried out to understand the target audience for a horror film opening sequence. It describes researching what horror film audiences expect and finding that they prefer films with relatable characters. It also discusses choosing a 15-25 year old audience and selecting the gothic horror genre. Two main characters - Paul and Cindy Wood - were designed to be relatable, with Paul representing working class concerns for his daughter Cindy's safety at university.
Premiere evaluation
The author began their media course having never used Premiere Pro before. For their preliminary task, they only knew the basics of cutting clips and adding a title. They used this initial task to become comfortable with the software. For their final piece, the editing took the longest as they incorporated more effects, sounds, and colors. They went through multiple drafts and revisions as they aimed to make their final piece the best it could be. Comparing the preliminary task to the final piece, the author's Premiere Pro skills had increased greatly and they were now able to produce a much more professional and higher quality edit.
Conventions
Our media product, Porcelain, took inspiration from existing horror films and TV shows in its conventions, cinematography, mise-en-scene, and editing techniques. It uses typical shots and stereotypes of the horror genre, such as close-ups of creepy dolls and scenes in dark woods. However, the protagonist, who is aware of the doll's possession, challenges conventions by showing a hero who has fear. The title sequence incorporates fast cuts between shots and uses of dim and creepy colors, as seen in films like Se7en and Durham County, to engage the audience. While conforming to horror conventions, Porcelain challenges them somewhat through its vulnerable main character.
Conventions
This document discusses how the media product "Porcelain" uses and is inspired by conventions of real horror films. It summarizes how Porcelain employs typical horror film techniques like using a doll to evoke fear, close-up shots of the doll to build suspense, changing focus to reveal threats, using dark wooded locations cut off from people, fast-paced editing and draining color to build tension. It also notes that unlike some films, the main character Paul is portrayed as the weakest character, similarly to the husband in Insidious, challenging some gender conventions of the genre.
Evaluation preliminery
The student learned several important lessons when comparing their preliminary media project to the final product. They learned about the importance of cinematography techniques like shot types and camera angles to make scenes more interesting. They also learned to be more thoughtful about mise-en-scene and only including relevant objects in shots. Through editing the final project, the student gained skills using Premiere and learned the impact of titles and sound design. By applying these lessons, the quality of their filming, editing, and overall production improved greatly from the preliminary to final piece.
Se7en
The opening sequence of Se7en uses a series of dark, unsettling shots and ominous music to set the tone for the film and pique audience curiosity. Close-ups of dirty hands holding a razor blade and a drawing with crossed-out eyes aim to unsettle viewers and make them wonder what dangers may come. Rapid cuts between dimly lit shots of a needle and scruffy handwritten notes further disorient the audience and hint at the darkness to unfold. The sequence aims to leave viewers on edge through its confusing visuals and layered, tense sound design before the title is even revealed.
Durham County Textual Analysis
The opening sequence uses disorienting shots and unsettling music to confuse the audience and set an ominous tone. Various shots feature a man who seems to be a central character, though his features are obscured until the end. Red is used prominently throughout to symbolize blood and horror. The location appears to be a cold, cloudy estate where much of the show will be set. Overall, the sequence establishes psychological horror and leaves the audience feeling bewildered and curious to learn more.
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留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
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【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信：176555708】文凭即可
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留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
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我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
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Catalytic Converter theft prevention - NYC.pptx
Understanding Catalytic Converter Theft:
What is a Catalytic Converter?: Learn about the function of catalytic converters in vehicles and why they are targeted by thieves.
Why are They Stolen?: Discover the valuable metals inside catalytic converters (such as platinum, palladium, and rhodium) that make them attractive to criminals.
Steps to Prevent Catalytic Converter Theft:
Parking Strategies: Tips on where and how to park your vehicle to reduce the risk of theft, such as parking in well-lit areas or secure garages.
Protective Devices: Overview of various anti-theft devices available, including catalytic converter locks, shields, and alarms.
Etching and Marking: The benefits of etching your vehicle’s VIN on the catalytic converter or using a catalytic converter marking kit to make it traceable and less appealing to thieves.
Surveillance and Monitoring: Recommendations for using security cameras and motion-sensor lights to deter thieves.
Statistics and Insights:
Theft Rates by Borough: Analysis of data to determine which borough in NYC experiences the highest rate of catalytic converter thefts.
Recent Trends: Current trends and patterns in catalytic converter thefts to help you stay aware of emerging hotspots and tactics used by thieves.
Benefits of This Presentation:
Awareness: Increase your awareness about catalytic converter theft and its impact on vehicle owners.
Practical Tips: Gain actionable insights and tips to effectively prevent catalytic converter theft.
Local Insights: Understand the specific risks in different NYC boroughs, helping you take targeted preventive measures.
This presentation aims to equip you with the knowledge and tools needed to protect your vehicle from catalytic converter theft, ensuring you are prepared and proactive in safeguarding your property.
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【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信：176555708】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信：176555708】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
→ 【关于价格问题（保证一手价格）
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：可来公司面谈，可签订合同，会陪同客户一起到教育部认证窗口递交认证材料，客户在教育部官方认证查询网站查询到认证通过结果后付款，不成功不收费！
一比一原版(UMich毕业证)密歇根大学|安娜堡分校毕业证如何办理
UMich毕业证成绩单【微信95270640】（密歇根大学|安娜堡分校毕业证成绩单本科学历）Q微信95270640(补办UMich学位文凭证书)密歇根大学|安娜堡分校留信网学历认证怎么办理密歇根大学|安娜堡分校毕业证成绩单精仿本科学位证书硕士文凭证书认证Seneca College diplomaoffer,Transcript办理硕士学位证书造假密歇根大学|安娜堡分校假文凭学位证书制作UMich本科毕业证书硕士学位证书精仿密歇根大学|安娜堡分校学历认证成绩单修改制作，办理真实认证、留信认证、使馆公证、购买成绩单，购买假文凭，购买假学位证，制造假国外大学文凭、毕业公证、毕业证明书、录取通知书、Offer、在读证明、雅思托福成绩单、假文凭、假毕业证、请假条、国际驾照、网上存档可查！
文凭办理流程：
1客户提供办理信息：姓名生日专业学位毕业时间等（如信息不确定可以咨询顾问：微信95270640我们有专业老师帮你查询）；
2开始安排制作毕业证成绩单电子图；
3毕业证成绩单电子版做好以后发送给您确认；
4毕业证成绩单电子版您确认信息无误之后安排制作成品；
5成品做好拍照或者视频给您确认；
6快递给客户（国内顺丰国外DHLUPS等快读邮寄）。
7完成交易删除客户资料
高精端提供以下服务：
一：密歇根大学|安娜堡分校密歇根大学|安娜堡分校毕业证假文凭全套材料从防伪到印刷水印底纹到钢印烫金
二：真实使馆认证（留学人员回国证明）使馆存档
三：真实教育部认证教育部存档教育部留服网站可查
四：留信认证留学生信息网站可查
五：与学校颁发的相关证件1:1纸质尺寸制定（定期向各大院校毕业生购买最新版本毕,业证成绩单保证您拿到的是鲁昂大学内部最新版本毕业证成绩单微信95270640）
A.为什么留学生需要操作留信认证?
留信认证全称全国留学生信息服务网认证,隶属于北京中科院。①留信认证门槛条件更低,费用更美丽,并且包过,完单周期短,效率高②留信认证虽然不能去国企,但是一般的公司都没有问题,因为国内很多公司连基本的留学生学历认证都不了解。这对于留学生来说,这就比自己光拿一个证书更有说服力,因为留学学历可以在留信网站上进行查询!
B.为什么我们提供的毕业证成绩单具有使用价值？
查询留服认证是国内鉴别留学生海外学历的唯一途径但认证只是个体行为不是所有留学生都操作所以没有办理认证的留学生的学历在国内也是查询不到的他们也仅仅只有一张文凭。所以这时候我们提供的和学校颁发的一模一样的毕业证成绩单就有了使用价值。他们熟识起来还成了无话不谈的好朋友可惜快乐的时光总是太短太匆忙有一次当他们在楼下捉迷藏时一根长竹竿居然穿越安全网从高空砸下不偏不倚重重地砸在小伙伴阿新稚嫩的肩上父亲再也不让山娃上工地玩了有一天因为过于思念小伙伴山娃还偷偷地跑到工地上去找去唤无奈小伙伴们全不知去向当山娃折好只纸鹤让父亲转交阿新时父亲哽咽了摆摆手说阿新早回老家疗伤去了当山娃追问缘何不留在城里疗伤时父亲沉默了好久才幽幽地说城里开支大没不
原版制作(Exeter毕业证书)埃克塞特大学毕业证完成信一模一样
学校原件一模一样【微信：741003700 】《(Exeter毕业证书)埃克塞特大学毕业证》【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
【主营项目】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
按照学校原版(UniSA文凭证书)南澳大学毕业证快速办理
咨询办理【(UniSA毕业证书)南澳大学毕业证】【176555708微信号】未毕业成绩单、外壳、offer、留信学历认证（永久存档真实可查）采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【我们承诺采用的是学校原版纸张（纸质、底色、纹路），我们拥有全套进口原装设备，特殊工艺都是采用不同机器制作，仿真度基本可以达到100%，所有工艺效果都可提前给客户展示，不满意可以根据客户要求进行调整，直到满意为止！】
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信176555708】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信176555708】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
留信网服务项目：
1、留学生专业人才库服务（留信分析）
2、国（境）学习人员提供就业推荐信服务
3、留学人员区块链存储服务
→ 【关于价格问题（保证一手价格）】
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：客户在留信官方认证查询网站查询到认证通过结果后付款，不成功不收费！
原版制作(澳洲WSU毕业证书)西悉尼大学毕业证文凭证书一模一样
学校原件一模一样【微信：741003700 】《(澳洲WSU毕业证书)西悉尼大学毕业证文凭证书》【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
【主营项目】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
原版定做(mmu学位证书)英国曼彻斯特城市大学毕业证本科文凭原版一模一样
原版定制【微信:bwp0011】《(mmu学位证书)英国曼彻斯特城市大学毕业证本科文凭》【微信:bwp0011】成绩单 、雅思、外壳、留信学历认证永久存档查询，采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信bwp0011】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信bwp0011】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
【关于价格问题（保证一手价格）】
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
Charging and Fueling Infrastructure Grant: Round 2 by Brandt Hertenstein
Brandt Hertenstein, Program Manager of the Electrification Coalition gave this presentation at the Forth and Electrification Coalition CFI Grant Program - Overview and Technical Assistance webinar on June 12, 2024.
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Technology evaluation 1
- 1. How did you use media technologies in the construction and research, planning and evaluation stages? Adobe Premiere
- 2. Premiere Premiere is the software which I think that I used the most throughout the construction of the trailer ‘Poker’. From my foundation portfolio I had some basic knowledge of how to use premiere, but for the piece that I wanted to create I needed to be able to use it at a much more advanced level. Knowing this I learned things from my peers, teachers and my own research so that I was able to get the most use out of premiere that I possibly could, achieving all my desired plans.
- 3. Previous Knowledge A. Selection Tool: Use this tool to select clips, menu items, buttons, and other objects. B. Track Selection Tool: Use this tool to select all clips to the right of the cursor in a sequence. C. Ripple Edit Tool: You can use the Selection tool to trim the start or end of a clip in the Timeline; however, you might create an empty space between the clips on your Timeline. D. Rolling Edit Tool: Use this tool to simultaneously change the In and Out points of a pair of adjacent clips on the Timeline. E. Rate Stretch Tool: This tool is used to shorten or lengthen a clip in the Timeline. F. Razor Tool: Use this tool to split clips in the Timeline. Click any point on a clip to split it at that exact location. G. Slip Tool: Use the Slip tool to simultaneously change the In and Out points of a clip in a Timeline, while keeping the overall duration of the clip unchanged. H. Slide Tool: Use this tool to move a clip to the right or left on the Timeline while trimming any clips. I. Pen Tool: All clips have a set of properties that you can edit using the Effect Controls panel. J. Hand Tool: Use this tool to move the viewing area of a Timeline to the right or left. K. Zoom Tool: Select this tool to zoom in or out in the Timeline. This is the tools bar which is at the centre of the premiere screen and used to edit almost all the trailer. Here I have explained which each tool does:
- 4. How this knowledge helped me? Editing Having all these skills meant that I was able to edit the trailer how I had visioned it. After lots of research and planning I knew exactly how I wanted the trailer to be edited. This meant that when it came round to editing it I was able to do a majority of it without any struggle. There were a few things that I didn’t know how to do but I feel with an in depth knowledge of the basic tools I was able to achieve a lot of what I wanted at a high standard. Creativity This knowledge allowed me to be a lot more creative within editing. I was able to do the basic things straight away and then spend my extra time carrying out more advanced editing skills. I feel like this showed in my final edit of the trailer for ‘Poker’ through the use of editing technique and much more. Deadlines Being able to use these tools quickly and efficiently to edit my piece meant that I was able to finish the trailer in time for deadlines. If I hadn’t have had this knowledge of being able to use the tools effectively then I would have been constantly asking for help and spending time figuring out how to achieve what I wanted to do. Therefore carrying this knowledge on premiere forward meant that I didn’t waste any time and I spent all time I did have efficiently.
- 5. New Knowledge This screenshot shows the colour adjusting tools where you can adjust the colouring of shots. I learnt to use this during the process of editing as I wanted some of the shots to have slightly different colouring to fit the with the noir conventions. This scale setting made it so that I was able to make a shot more zoomed in if I wanted or if I wanted the whole shot on screen at the time. This was helpful as in some shots I didn’t feel like they were close enough so I was able to use this so that they were.
- 6. During previous use of premiere I had just placed music in and left it how it was. However I really wanted to adjust the music to fit the montage and to do this I found this feature very helpful. I was able to use this to make the music flow better with the trailer and the volume could be adjusted when there was non-diegetic sounds as well as voice overs. I also made a lot of use out of the effects. I was able to add effects to sounds such as making them fade in and out - making transitions smooth. As well as this I could edit individual clips by using video effects and video transitions.
- 7. Overall I feel that premiere helped me to create the best trailer that I could and i was able to experiment with new editing techniques to increase my knowledge of the software. I think that there is a lot more that I could learn as there are endless possibilities of editing techniques, however considering my previous experience I think that I progressed a lot since my foundation portfolio and used all my skills to their potential.