This document discusses various film editing techniques including match on action, jump cuts, ellipses, insert shots, cut aways, cross cutting, and inserts that can be used to edit together scenes and tell a story in a film or video.
This document defines a fracture as a complete or incomplete break in a bone caused by excessive force. It then classifies fractures based on their position, completeness, and penetration. The three main types discussed are greenstick, stress, and spiral fractures. For treatment, fractures require stabilization, wound care if open, and diagnostic testing. Reduction and fixation may be needed to realign the bone. Finally, the document explains the bone healing process and importance of rehabilitation.
This document provides guidance for secondary audience research. It outlines three research tasks: 1) Find information on the most expensive music videos ever made, noting when many were released and the most expensive in the last 5 years, and factors that could explain budget differences. 2) Research the target genre to find indications of the target audience. Profile the artist and their audience. 3) Identify the most important ways the target audience is targeted, such as different marketing strategies listed at a provided website link. Extra challenges are included to further connect the research.
The document summarizes the media facilities, curriculum, staff, results, and career opportunities available at Glenthorne Media Academy. It provides details of the equipment and software available, courses ranging from GCSE to A-Level and BTECs in media and film. Students are taught by experienced media teachers and technicians and have worked on professional film and theater projects. The academy aims to prepare students for careers in media through practical skills-based projects in areas like music video production, TV ident design, and working to a brief for external clients.
The document defines and provides examples of common camera movements including pan, tilt, tracking shot, dolly, crane, steadicam, handheld, zoom, and reverse zoom. It explains that pan is a horizontal movement that can reveal new information, tilt moves the camera up and down often to size something up, and tracking shots follow the action. Dolly shots allow freedom of movement, cranes lift the camera into the air for high angles, and steadicam gives smooth handheld shots. Handheld shots suggest instability while zooms concentrate focus and reverse zooms show wider context.
This document provides a checklist of tasks for research and planning blogs related to music videos. It includes 16 tasks in the research section focusing on analyzing different genres of music videos, conventions, theories, audience research, and more. It also includes 14 tasks in the planning section related to developing initial ideas, roles, song details, storyboards, schedules, designs, plans, and permission forms. Students are advised to include visual materials in their blogs and that higher effort will be rewarded with a higher grade.
The document provides guidance for secondary audience research. It outlines three research tasks: 1) Find the most expensive music videos ever made and the most expensive from 2008-present. 2) Research the target genre to understand the typical audience. Use uktribes.com to profile the audience of related artists. 3) Identify the most important ways the target audience is marketed to, such as those listed on the provided artistshousemusic.org link. Extra challenges are also provided to gain deeper industry insights.
The talent release form allows a production company to use video, images, and recordings of a talent's voice, performance, or written work for their media project. The production will be distributed online and screened publicly. The talent agrees to allow use of the content for the project and retains rights to use portions for self-promotion. The talent and guardian if underage sign to consent to the terms.
This document provides guidance on conducting primary research through questionnaires to identify a target audience for a music video. It recommends asking for gender, age, and location information from participants. Sample music-related questions are given to understand preferences like music consumption habits, favorite artists and genres, and what participants prefer to see in music videos. The document advises analyzing questionnaire results through graphs and written analysis to inform the design of the music video promotional package based on the target audience's wants.
Formatting Your Presentation Script provides guidelines for formatting a presentation script including: writing actions between brackets, identifying speakers before dialogue, and citing sources in brackets. Actions, quotes, and sources should be formatted consistently to create a clear and organized final script.
This document provides instructions for a CD cover design assignment. Students are asked to design an album cover for a fictional artist considering the music genre, title font, target audience, and artist connotations conveyed through props, locations, and costumes. The assignment aims to challenge students' skills and test what they are able to do rather than make them experts in album cover design. Students must include at least one original photo/image and draw out a design to stick to. They are advised to take multiple photos from different angles with consideration for framing and lighting.
This document provides guidelines for a Film Studies Reflective Analysis assignment due on March 29th. It should be approximately 1,000 words and can take the form of a production blog, DVD commentary, or written analysis, though a written analysis is recommended. The analysis should focus on 5 scenes from the production and discuss creative decisions, their effectiveness, and how they relate to the aims and context. It will also require reflecting on the student's role within the production. The marking criteria emphasize a detailed account of the creative process and critical consideration of the production's success relative to its goals for different audiences.
This document provides guidance for students on evaluating their G321 media project. It outlines that evaluations must:
1) Answer set questions about how the media product uses or challenges conventions, represents social groups, and might be distributed.
2) Be presented using digital technology rather than just a written response. Suggested forms include PowerPoint, a blog, podcast or DVD with extras.
3) Have no word limit as students are encouraged to use multimedia to reduce reliance on words. The evaluation is due by April 8th and students have class time to work on answering the questions creatively before revising their work the final week.
Creative film making for the Creatively Challengedguidedbyboognish
Ìý
The document provides 5 tips for film students to make creative short films without needing to be "tortured artists". The tips are:
1. Know the rules and conventions of your genre before breaking them to challenge audiences.
2. Thoroughly plan your film through a script, storyboard, and attention to mise-en-scène elements. Lack of planning leads to uncreative work.
3. Use narrative structures and name your characters and film to give the project identity.
4. Draw on your own experiences and influences to give the film authentic personality.
5. Film what you know about to make the creative work feel genuine.
Creative film making for the creatively challengedguidedbyboognish
Ìý
The document provides 5 tips for film students to make creative short films without needing to be "tortured artists". The tips are:
1. Know the rules and conventions of your genre before breaking them to challenge audiences.
2. Thoroughly plan your film through a script, storyboard, and attention to mise-en-scène elements. Lack of planning leads to uncreative work.
3. Use narrative structures and name your characters and film to give the project identity.
4. Draw on your own experiences and influences to give the film authentic personality.
5. Film what you know about to make the creative work feel genuine.
The document provides guidance for a media evaluation assignment worth 20% of students' coursework grade. It outlines four questions students must answer in their evaluation, focusing on how their media product used or challenged conventions, the synergy between the main product and ancillary texts, learning from audience feedback, and use of new media technologies. It recommends approaches like a filmed PowerPoint presentation or audio commentary that engage with technology. Students will receive feedback and are instructed to create a plan and timeline for their evaluation.
This document provides guidelines for students to create a film magazine cover promoting their film project. It must be completed by December 10th and is worth 10% of the total project marks. The cover should be in the style and genre of the student's film. It must include the key elements and conventions of a magazine cover, using an appropriate layout, mix of fonts, images, and text. Examples of magazine covers are available to help students. The cover will be evaluated on its appropriate use of design, images, and language to effectively promote the featured film. Students are also expected to continue regularly blogging about their project's progress and influences.
The document discusses leadership and provides context about the novel "Lord of the Flies" by William Golding. It explains that a manifesto outlines a leader's vision and priorities so people can decide who to vote for. Students are tasked with writing an introductory paragraph and 5 key statements for the manifesto of one of the main characters (Ralph, Jack, Simon, Piggy, or Roger) based on their role and Golding's portrayal of them in the story.
The document provides guidance and prompts for students to write manifestos for different characters from Lord of the Flies, including Ralph, Jack, Simon, Piggy, and Roger. It explains that a manifesto outlines a leader's vision and priorities so people know what kind of leader they are voting for. Students are tasked with writing an introduction and 5 key statements for their chosen character's manifesto addressing what they would do first as leader, plans for rescue, daily life under their rule, and what Golding's intentions were for including that character.
The document provides guidance for students to write manifestos for characters from the novel "Lord of the Flies" by William Golding. It explains that a manifesto outlines a leader's vision and priorities to inform voters. Students are assigned a character and asked to write an intro and 5 key statements describing what their character's priorities and leadership style would be if elected based on their role in the story. The document prompts students to consider what the character's first actions and plans for rescue would be, daily life under their rule, and what Golding's intentions were in including that character.
This document defines and explains the dramatic meanings of various cinematic editing techniques. It discusses shot/reverse shot which cuts between characters in conversation to provide a break from two-shots. Eyeline match cuts from a character to what they are looking at to allow audiences to empathize. Graphic match dissolves between objects of the same shape to smooth transitions and imply metaphorical associations. Action match continues the actions of a character in the following shot to add variety and dynamism. Jump cuts break continuity to suggest a character's ruminations. Cross-cutting and parallel editing link connected stories that run simultaneously or over time. Cutaways and inserts link characters at a distance or with close-ups. Long and short takes
Small scale research project- presentation scriptguidedbyboognish
Ìý
This document provides guidelines for formatting a presentation script for a small research project on the representation of teachers in film. It recommends differentiating dialogue from actions using formatting like italics or brackets. It provides an example script segment and encourages including film clips, PowerPoint slides, and referencing research sources. Presenters should have short, precisely timed clips and introduce or reflect on each one. The script should be approximately 1500 words and reference research explicitly. A draft is due October 16th.
This document discusses various types of sound that can be used in films including diegetic sound that comes from sources in the scene, non-diegetic sound from outside the scene, synchronous sound recorded at the same time as filming, asynchronous recorded later, sound effects, motifs, bridges, dialogue, voiceovers, mixing, perspective, scores, incidental music, themes, and ambient noise.
The document defines various camera movements and their dramatic meanings. It describes pans as revealing new information about locations or clues through horizontal camera movement. Tilts reveal details by moving the camera up and down while keeping the base stationary. Tracking shots follow the action along rails or tracks. Dollies provide freedom of movement on wheels to also follow action. Cranes lift cameras into the air for high-angle shots and can reveal secrets. Steadicams have the smoothness of handheld shots. Handheld shots suggest instability with jerky movement. Zooms concentrate on subjects while reverse zooms show wider context.
The document defines and provides examples of common camera movements including pan, tilt, tracking shot, dolly, crane, steadicam, handheld, zoom, and reverse zoom. It explains that pan is a horizontal movement that can reveal new information, tilt moves the camera up and down often to size something up, and tracking shots follow the action. Dolly shots allow freedom of movement, cranes lift the camera into the air for high angles, and steadicam gives smooth handheld shots. Handheld shots suggest instability while zooms concentrate focus and reverse zooms show wider context.
The document defines and provides examples of common camera movements including pan, tilt, tracking shot, dolly, crane, steadicam, handheld, zoom, and reverse zoom. It explains that pan is a horizontal movement that can reveal new information, tilt moves the camera up and down often to size something up, and tracking shots follow the action. Dolly shots allow freedom of movement, cranes lift the camera into the air for high angles, and steadicam gives smooth handheld shots. Handheld shots suggest instability while zooms concentrate focus and reverse zooms show wider context.
This document discusses genre in media studies. It defines genre and explains why it is an important concept. It also outlines several theoretical approaches to defining and categorizing genre, including considering elements like setting, character, theme, and iconography. Specific genres like action films are described. The document also discusses scholars like Edward Buscombe, Rick Altman, and Steve Neale who analyzed genre at deeper semantic and syntactic levels and considered concepts like cultural verisimilitude. An example of applying these theoretical lenses to the film "The Holiday" is provided. In summary, genre is a useful concept but imperfect, and analyzing genre requires considering both surface elements and deeper meanings.
Prelims of Kaun TALHA : a Travel, Architecture, Lifestyle, Heritage and Activism quiz, organized by Conquiztadors, the Quiz society of Sri Venkateswara College under their annual quizzing fest El Dorado 2025.
This document provides guidance on conducting primary research through questionnaires to identify a target audience for a music video. It recommends asking for gender, age, and location information from participants. Sample music-related questions are given to understand preferences like music consumption habits, favorite artists and genres, and what participants prefer to see in music videos. The document advises analyzing questionnaire results through graphs and written analysis to inform the design of the music video promotional package based on the target audience's wants.
Formatting Your Presentation Script provides guidelines for formatting a presentation script including: writing actions between brackets, identifying speakers before dialogue, and citing sources in brackets. Actions, quotes, and sources should be formatted consistently to create a clear and organized final script.
This document provides instructions for a CD cover design assignment. Students are asked to design an album cover for a fictional artist considering the music genre, title font, target audience, and artist connotations conveyed through props, locations, and costumes. The assignment aims to challenge students' skills and test what they are able to do rather than make them experts in album cover design. Students must include at least one original photo/image and draw out a design to stick to. They are advised to take multiple photos from different angles with consideration for framing and lighting.
This document provides guidelines for a Film Studies Reflective Analysis assignment due on March 29th. It should be approximately 1,000 words and can take the form of a production blog, DVD commentary, or written analysis, though a written analysis is recommended. The analysis should focus on 5 scenes from the production and discuss creative decisions, their effectiveness, and how they relate to the aims and context. It will also require reflecting on the student's role within the production. The marking criteria emphasize a detailed account of the creative process and critical consideration of the production's success relative to its goals for different audiences.
This document provides guidance for students on evaluating their G321 media project. It outlines that evaluations must:
1) Answer set questions about how the media product uses or challenges conventions, represents social groups, and might be distributed.
2) Be presented using digital technology rather than just a written response. Suggested forms include PowerPoint, a blog, podcast or DVD with extras.
3) Have no word limit as students are encouraged to use multimedia to reduce reliance on words. The evaluation is due by April 8th and students have class time to work on answering the questions creatively before revising their work the final week.
Creative film making for the Creatively Challengedguidedbyboognish
Ìý
The document provides 5 tips for film students to make creative short films without needing to be "tortured artists". The tips are:
1. Know the rules and conventions of your genre before breaking them to challenge audiences.
2. Thoroughly plan your film through a script, storyboard, and attention to mise-en-scène elements. Lack of planning leads to uncreative work.
3. Use narrative structures and name your characters and film to give the project identity.
4. Draw on your own experiences and influences to give the film authentic personality.
5. Film what you know about to make the creative work feel genuine.
Creative film making for the creatively challengedguidedbyboognish
Ìý
The document provides 5 tips for film students to make creative short films without needing to be "tortured artists". The tips are:
1. Know the rules and conventions of your genre before breaking them to challenge audiences.
2. Thoroughly plan your film through a script, storyboard, and attention to mise-en-scène elements. Lack of planning leads to uncreative work.
3. Use narrative structures and name your characters and film to give the project identity.
4. Draw on your own experiences and influences to give the film authentic personality.
5. Film what you know about to make the creative work feel genuine.
The document provides guidance for a media evaluation assignment worth 20% of students' coursework grade. It outlines four questions students must answer in their evaluation, focusing on how their media product used or challenged conventions, the synergy between the main product and ancillary texts, learning from audience feedback, and use of new media technologies. It recommends approaches like a filmed PowerPoint presentation or audio commentary that engage with technology. Students will receive feedback and are instructed to create a plan and timeline for their evaluation.
This document provides guidelines for students to create a film magazine cover promoting their film project. It must be completed by December 10th and is worth 10% of the total project marks. The cover should be in the style and genre of the student's film. It must include the key elements and conventions of a magazine cover, using an appropriate layout, mix of fonts, images, and text. Examples of magazine covers are available to help students. The cover will be evaluated on its appropriate use of design, images, and language to effectively promote the featured film. Students are also expected to continue regularly blogging about their project's progress and influences.
The document discusses leadership and provides context about the novel "Lord of the Flies" by William Golding. It explains that a manifesto outlines a leader's vision and priorities so people can decide who to vote for. Students are tasked with writing an introductory paragraph and 5 key statements for the manifesto of one of the main characters (Ralph, Jack, Simon, Piggy, or Roger) based on their role and Golding's portrayal of them in the story.
The document provides guidance and prompts for students to write manifestos for different characters from Lord of the Flies, including Ralph, Jack, Simon, Piggy, and Roger. It explains that a manifesto outlines a leader's vision and priorities so people know what kind of leader they are voting for. Students are tasked with writing an introduction and 5 key statements for their chosen character's manifesto addressing what they would do first as leader, plans for rescue, daily life under their rule, and what Golding's intentions were for including that character.
The document provides guidance for students to write manifestos for characters from the novel "Lord of the Flies" by William Golding. It explains that a manifesto outlines a leader's vision and priorities to inform voters. Students are assigned a character and asked to write an intro and 5 key statements describing what their character's priorities and leadership style would be if elected based on their role in the story. The document prompts students to consider what the character's first actions and plans for rescue would be, daily life under their rule, and what Golding's intentions were in including that character.
This document defines and explains the dramatic meanings of various cinematic editing techniques. It discusses shot/reverse shot which cuts between characters in conversation to provide a break from two-shots. Eyeline match cuts from a character to what they are looking at to allow audiences to empathize. Graphic match dissolves between objects of the same shape to smooth transitions and imply metaphorical associations. Action match continues the actions of a character in the following shot to add variety and dynamism. Jump cuts break continuity to suggest a character's ruminations. Cross-cutting and parallel editing link connected stories that run simultaneously or over time. Cutaways and inserts link characters at a distance or with close-ups. Long and short takes
Small scale research project- presentation scriptguidedbyboognish
Ìý
This document provides guidelines for formatting a presentation script for a small research project on the representation of teachers in film. It recommends differentiating dialogue from actions using formatting like italics or brackets. It provides an example script segment and encourages including film clips, PowerPoint slides, and referencing research sources. Presenters should have short, precisely timed clips and introduce or reflect on each one. The script should be approximately 1500 words and reference research explicitly. A draft is due October 16th.
This document discusses various types of sound that can be used in films including diegetic sound that comes from sources in the scene, non-diegetic sound from outside the scene, synchronous sound recorded at the same time as filming, asynchronous recorded later, sound effects, motifs, bridges, dialogue, voiceovers, mixing, perspective, scores, incidental music, themes, and ambient noise.
The document defines various camera movements and their dramatic meanings. It describes pans as revealing new information about locations or clues through horizontal camera movement. Tilts reveal details by moving the camera up and down while keeping the base stationary. Tracking shots follow the action along rails or tracks. Dollies provide freedom of movement on wheels to also follow action. Cranes lift cameras into the air for high-angle shots and can reveal secrets. Steadicams have the smoothness of handheld shots. Handheld shots suggest instability with jerky movement. Zooms concentrate on subjects while reverse zooms show wider context.
The document defines and provides examples of common camera movements including pan, tilt, tracking shot, dolly, crane, steadicam, handheld, zoom, and reverse zoom. It explains that pan is a horizontal movement that can reveal new information, tilt moves the camera up and down often to size something up, and tracking shots follow the action. Dolly shots allow freedom of movement, cranes lift the camera into the air for high angles, and steadicam gives smooth handheld shots. Handheld shots suggest instability while zooms concentrate focus and reverse zooms show wider context.
The document defines and provides examples of common camera movements including pan, tilt, tracking shot, dolly, crane, steadicam, handheld, zoom, and reverse zoom. It explains that pan is a horizontal movement that can reveal new information, tilt moves the camera up and down often to size something up, and tracking shots follow the action. Dolly shots allow freedom of movement, cranes lift the camera into the air for high angles, and steadicam gives smooth handheld shots. Handheld shots suggest instability while zooms concentrate focus and reverse zooms show wider context.
This document discusses genre in media studies. It defines genre and explains why it is an important concept. It also outlines several theoretical approaches to defining and categorizing genre, including considering elements like setting, character, theme, and iconography. Specific genres like action films are described. The document also discusses scholars like Edward Buscombe, Rick Altman, and Steve Neale who analyzed genre at deeper semantic and syntactic levels and considered concepts like cultural verisimilitude. An example of applying these theoretical lenses to the film "The Holiday" is provided. In summary, genre is a useful concept but imperfect, and analyzing genre requires considering both surface elements and deeper meanings.
Prelims of Kaun TALHA : a Travel, Architecture, Lifestyle, Heritage and Activism quiz, organized by Conquiztadors, the Quiz society of Sri Venkateswara College under their annual quizzing fest El Dorado 2025.
APM People Interest Network Conference 2025
-Autonomy, Teams and Tension: Projects under stress
-Tim Lyons
-The neurological levels of
team-working: Harmony and tensions
With a background in projects spanning more than 40 years, Tim Lyons specialised in the delivery of large, complex, multi-disciplinary programmes for clients including Crossrail, Network Rail, ExxonMobil, Siemens and in patent development. His first career was in broadcasting, where he designed and built commercial radio station studios in Manchester, Cardiff and Bristol, also working as a presenter and programme producer. Tim now writes and presents extensively on matters relating to the human and neurological aspects of projects, including communication, ethics and coaching. He holds a Master’s degree in NLP, is an NLP Master Practitioner and International Coach. He is the Deputy Lead for APM’s People Interest Network.
Session | The Neurological Levels of Team-working: Harmony and Tensions
Understanding how teams really work at conscious and unconscious levels is critical to a harmonious workplace. This session uncovers what those levels are, how to use them to detect and avoid tensions and how to smooth the management of change by checking you have considered all of them.
Computer Application in Business (commerce)Sudar Sudar
Ìý
The main objectives
1. To introduce the concept of computer and its various parts. 2. To explain the concept of data base management system and Management information system.
3. To provide insight about networking and basics of internet
Recall various terms of computer and its part
Understand the meaning of software, operating system, programming language and its features
Comparing Data Vs Information and its management system Understanding about various concepts of management information system
Explain about networking and elements based on internet
1. Recall the various concepts relating to computer and its various parts
2 Understand the meaning of software’s, operating system etc
3 Understanding the meaning and utility of database management system
4 Evaluate the various aspects of management information system
5 Generating more ideas regarding the use of internet for business purpose
Blind Spots in AI and Formulation Science Knowledge Pyramid (Updated Perspect...Ajaz Hussain
Ìý
This presentation delves into the systemic blind spots within pharmaceutical science and regulatory systems, emphasizing the significance of "inactive ingredients" and their influence on therapeutic equivalence. These blind spots, indicative of normalized systemic failures, go beyond mere chance occurrences and are ingrained deeply enough to compromise decision-making processes and erode trust.
Historical instances like the 1938 FD&C Act and the Generic Drug Scandals underscore how crisis-triggered reforms often fail to address the fundamental issues, perpetuating inefficiencies and hazards.
The narrative advocates a shift from reactive crisis management to proactive, adaptable systems prioritizing continuous enhancement. Key hurdles involve challenging outdated assumptions regarding bioavailability, inadequately funded research ventures, and the impact of vague language in regulatory frameworks.
The rise of large language models (LLMs) presents promising solutions, albeit with accompanying risks necessitating thorough validation and seamless integration.
Tackling these blind spots demands a holistic approach, embracing adaptive learning and a steadfast commitment to self-improvement. By nurturing curiosity, refining regulatory terminology, and judiciously harnessing new technologies, the pharmaceutical sector can progress towards better public health service delivery and ensure the safety, efficacy, and real-world impact of drug products.
Prelims of Rass MELAI : a Music, Entertainment, Literature, Arts and Internet Culture Quiz organized by Conquiztadors, the Quiz society of Sri Venkateswara College under their annual quizzing fest El Dorado 2025.
The Constitution, Government and Law making bodies .saanidhyapatel09
Ìý
This PowerPoint presentation provides an insightful overview of the Constitution, covering its key principles, features, and significance. It explains the fundamental rights, duties, structure of government, and the importance of constitutional law in governance. Ideal for students, educators, and anyone interested in understanding the foundation of a nation’s legal framework.
How to Configure Restaurants in Odoo 17 Point of SaleCeline George
Ìý
Odoo, a versatile and integrated business management software, excels with its robust Point of Sale (POS) module. This guide delves into the intricacies of configuring restaurants in Odoo 17 POS, unlocking numerous possibilities for streamlined operations and enhanced customer experiences.
How to attach file using upload button Odoo 18Celine George
Ìý
In this slide, we’ll discuss on how to attach file using upload button Odoo 18. Odoo features a dedicated model, 'ir.attachments,' designed for storing attachments submitted by end users. We can see the process of utilizing the 'ir.attachments' model to enable file uploads through web forms in this slide.
APM event hosted by the South Wales and West of England Network (SWWE Network)
Speaker: Aalok Sonawala
The SWWE Regional Network were very pleased to welcome Aalok Sonawala, Head of PMO, National Programmes, Rider Levett Bucknall on 26 February, to BAWA for our first face to face event of 2025. Aalok is a member of APM’s Thames Valley Regional Network and also speaks to members of APM’s PMO Interest Network, which aims to facilitate collaboration and learning, offer unbiased advice and guidance.
Tonight, Aalok planned to discuss the importance of a PMO within project-based organisations, the different types of PMO and their key elements, PMO governance and centres of excellence.
PMO’s within an organisation can be centralised, hub and spoke with a central PMO with satellite PMOs globally, or embedded within projects. The appropriate structure will be determined by the specific business needs of the organisation. The PMO sits above PM delivery and the supply chain delivery teams.
For further information about the event please click here.