Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
4. York College Grades
Year Level (GCSE/FS) Subject Grade Awarding Body
2015-2016 Level 1 IT Users Pass Pearson
2016-2017 Level 1 Creative Media
Production
Pass Pearson
2017-2018 Level 2 Diploma In
Creative Media
Production &
Technology
Merit Pass UAL
2017-2018 GCSE English
Language
4 AQA
2018-2020 Level 3 Creative Media
Production
Pass (Year 1) UAL
5. UAL Level 3 Diploma in Creative Media Production
and Technology (Year 1)
Unit Grade
1. Introduction to Media Processes and Technical Skills
Pass
02. Introduction to Design and Research Skills in Creative Media
Production
Pass
03. Introduction to Professional Practice in Creative Media
Production
Pass
04. Critical and Contextual Awareness in Creative Media
Production
Pass
05. Investigating Audio Production and Technology
Pass
06. Investigating Visual Production and Technology
Pass Pass
07. Investigating Interactive Production and Technology
Pass
08. Developing a Creative Media Production Project
Pass
6. Final Grade Y1
Grade UCAS Points
PASS 36
MERIT 60
DISTINCTION 84
Final Points Final Grade
36 Pass
7. UAL Level 3 Extended Diploma in Creative Media
Production and Technology (Year 2)
Unit Grade
9. Characteristics & Contexts in Creative Media
Production
10. Engaging With an Audience in Creative
Media Production
11. Preparing for Progression in Creative Media
Production
12. Specialist Study in Creative Media
Production
13.Extended Project in Creative Media
Production
8. Final Grade Y2
Grade UCAS Points
PASS 72
MERIT 120
DISTINCTION 168
Final Points Final Grade
10. University Course
Course Title Film and TV Production Foundation Degree (FdA)
UCAS Code UCAS: W690
Link https://ucenmcr.tmc.ac.uk/courses/film-and-tv-production
Location Manchester Film School, Barlow Moor Rd, Manchester M20 2PQ
Entry
Requirements/
Qualification
GCSE
Grades
GCSE English Language and Mathematics A* to C
or 9 to 4 where numeric grades are being awarded
UAL Grade • Students that have passed a recognised Access
programme will also be considered
UCAS points 80 UCAS points
General
Comments/
Course Content
This course offers everything I need. I will gain the skills I need
and I will gain a lot of independence and confidence because
I’m not close to home, meaning I wont have to rely on family
to do everything. Also Manchester is a great place for TV.
Rating/Suitability
(0-10> 10 Being
10
11. University Course
Course Title BA (Hons) Post Production for Film & TV
UCAS Code UCAS Code: P313
Link https://digital.ucas.com/courses/details?coursePrimaryId=d78ccceb-79d5-4ba8-9d61-
71e63d1e8aed&academicYearId=2020
Location Futureworks, Riverside, New Bailey St, Salford M3 5FS
Entry Requirements/
Qualification
GCSE Grades BCC or above at A2 Level
DMM or above at Extended Diploma Level
M or above at UAL Level 3 Extended Diploma Level
A proven interest in this area
UAL Grade
UCAS points
• 104 UCAS points
General Comments/ Course
Content
This course offers everything I need. I will gain the skills I need and I will gain a lot of independence and
confidence because I’m not close to home, meaning I wont have to rely on family to do everything.
Also Manchester is a great place for TV.
Rating/Suitability (0-10> 10 10
12. University Course
Course Title Film and Television Production
BA (Hons)
UCAS Code P331 BA/FTP
Link https://digital.ucas.com/courses/details?coursePrimaryId=a6ba7928-1cdb-47e3-94a5-
c4440d573d79&academicYearId=2019
Location Teesside University, Middlesbrough
Teesside University
Middlesbrough
Tees Valley
TS1 3BX
Entry Requirements/
Qualification
GCSE Grades
UAL Grade
UCAS points • 96 - 112 points
General Comments/ Course
Content
This course offers some of what I need, but I don’t want to do a 3-4 year course. And I wish not
to pick up a Geordie accent.
Rating/Suitability (0-10> 10
Being Most Suitable)
6
13. University Course
Course Title Film and Television Production
BA (Hons)
UCAS Code P310
Link https://digital.ucas.com/courses/details?coursePrimaryId=7c95015c-a956-2f20-c753-
6612c3190783&academicYearId=2020
Location University of Bradford
Richmond Road
Bradford
BD7 1DP
Entry Requirements/
Qualification
GCSE Grades A levels
There are no specific subject requirements.
BTEC Extended Diploma
DMM - there are no specific subject requirements.
Applicants on Access Programmes
International Baccalaureate requirements
Plus minimum of
GCSE English and Mathematics at grade C or 4 (equivalents accepted).
UAL Grade
UCAS points 112 UCAS tariff points to include 1 GCE Advanced Level or equivalent and GCSE English
and Mathematics at grade C/grade 4 or equivalent.
General Comments/ Course
Content
This course offers some of what I need. Even though Leeds is good for film and TV, it’s still too close to home and I
feel I wouldn’t get the independence I want.
14. University Course
Course Title Media Production: Film and Television BA (Hons)
UCAS Code P3Q4
Link https://digital.ucas.com/courses/details?coursePrimaryId=f146ceeb-55c6-fb6f-dd28-
75794021e1aa&academicYearId=2020
Location York St John University, Lord Mayor's Walk, York YO31 7EX
Entry
Requirements/
Qualification
GCSE Grades 3 GCSEs at grade C/4 or above (or equivalent) including English Language
UAL Grade
UCAS points 96-112 UCAS Tariff points
General Comments/
Course Content
Even though the course offers what I need, It’s really close to home and I wouldn’t gain the independence/life
skills I want.
Rating/Suitability
(0-10> 10 Being
Most Suitable)
3
15. University CourseCourse Title Film and Television
UCAS Code W601
Link https://digital.ucas.com/courses/details?coursePrimaryId=a540b0
a6-0882-c531-5405-7bf9fe0cd485&academicYearId=2020
Location University of the Arts London
272 High Holborn
London
WC1V 7EY
Entry
Requirements/
Qualification
GCSE Grades
UAL Grade
UCAS points • TBC
General
Comments/
Course Content
It’s too far away from home
Rating/Suitability
(0-10> 10 Being
Most Suitable)
1
16. University Course
Course Title Film Studies and TV Production
UCAS Code P394
Link https://digital.ucas.com/courses/details?coursePrimaryId=b93e2
e89-3ddc-7784-2ae5-4d75872cf52f&academicYearId=2019
Location University of Chester
Parkgate Road
Chester
CH1 4BJ
Entry
Requirements/
Qualification
GCSE Grades
UAL Grade
UCAS points • 104 Points
General
Comments/
Course Content
Rating/Suitability
(0-10> 10 Being
1
17. University Course
Course Title Film and Television
UCAS Code P311
Link https://digital.ucas.com/courses/details?coursePrimaryId=c2812
526-a190-80cf-f604-b8711aab353c&academicYearId=2020
Location University of Cumbria
Registered Office
Fusehill Street
Carlisle
CA1 2HH
Entry
Requirements/
Qualification
GCSE
Grades
UAL Grade • Level 3 BTEC National Extended Diploma DDM -
MMM
UCAS points • 96 - 120 points
General
18. University Course
Course Title Film and Television Production
UCAS Code W600
Link https://digital.ucas.com/courses/details?coursePrimaryId=c
175a57d-9901-8b37-bcc5-
37af072400ea&academicYearId=2020
Location University of York
Heslington
York
YO10 5DD
Entry
Requirements/
Qualification
GCSE
Grades
We consider a range of BTEC qualifications
equivalent to 3 A Levels, or in combination
with A Levels or other qualifications.
UAL Grade BTEC National Extended Diploma: DDD BTEC
Level 3 National Extended Diploma: DDD
UCAS
points
General
Comments/
Course Content
It’s too close to home and my Dad works there. Id
probably be depending on him too much.
Rating/Suitabili
ty (0-10> 10
2
20. Academic History
At secondary school, I studied English Language and Literature, Maths,
ICT, Science (Biology, Chemistry and Physics), Food, Work Skills and
Geography.
At college, I studied Level 1 Creative Media, and learnt about
animation, audio and video, multimedia, Photography and jobs in the
media industry. During these units, I learnt about different types of
animation (stop motion, cut out and drawn. I learnt how to make a
short film about college life. This included using a camera and
Photoshop to edit the footage.
When I did level 2 IT, I learnt how to make a trailer for a game. I used
footage of a game ’helicopter hero’ and cut down scenes from it. I
added background music and sound effects to make it sound effective
and immersive.
21. Current Study
I’m currently studying Level 3 Creative Media which I’m really enjoying. I learnt a lot of new things and gained new skills with Photoshop and Premiere Pro.
I’ve made a TV advert and advergame, radio drama, magazine, music video and video game.
In the TV advert unit, I learnt about how products are marketed and how they persuade people to buy or watch something. I made an advert for Irn-Bru
which was made in a mood changing atmosphere. When I made the advergame, I learnt about pixel art, which I found the easiest way to draw shapes and
see if they were even or not.
In the audio unit, I learnt about how radio dramas are made. I learnt about how the actors record there voices using a voice recorder, and how there is a
gap between each scene so the audience knows when a new scene begins. I made a drama about a haunted farm. I added music, sound effects and used a
zoom to record actors voices. I wrote a script and stage directions. I edited the footage and sound effects in premiere pro.
In the magazine unit, I learnt about different features (e.g. masthead and double page spread). I made a magazine about cars for first time buyers and what
people should do when they buy one. I made the front cover and one double page in Photoshop and another double page in InDesign.
In the music video I learnt how to use premiere pro in more detail. I added different effects like slow motion. I learnt about different conventions and target
audiences
In the video game unit, I made a star wars game that was in the style of Super Mario Bros. I learnt about making a frame animation, drawing using pixel art.
In my Final Project of Year 1, I made a video which was a parody of a scene from ‘The Big Bang Theory’. For this I researched a lot of comedy shows, looking
at the characters and plots they create to make the show funny. I drew floorplans for where I want the characters to be and where I want the equipment to
be placed in filming. I made a storyboard and shot list.
During filming, I used a camera, a boom microphone, lighting and a tripod to keep the camera steady. I made a production schedule, but it didn’t go to plan
for filming. From this I learnt to plan better and be more organised for next time. Even though there were issues with this project, it’s made me prepare for
the future and made me learn how to problem solve.
22. The Future
In the future I want to work in the Television
Industry as a video editor. University will help
because I will gain more skills for the industry as
well as life skills. I will be more independent and
it will help build my confidence.
After university, I hope to get a job within the TV
Industry, hopefully still in Manchester because
it’s a great place for TV and there are lots of
opportunities there.
23. Outside College
Outside college I enjoy playing video games like Wii
Sports, Wii Sports resort, Mario Kart and FNAF VR.
I hang out with my friends once a week. We’ll either go to
someone's house or do something outside.
Saturday is a family day and I go to my grandads.
I enjoy watching TV (mainly The Big Bang Theory and
Young Sheldon).
I enjoy shopping, but I only do it if I plan to do it. I don’t
like it when things don’t go according to plan.
24. Conclusion
What will it help you achieve?
I want to go to university because I will learn new
skills for my chosen career path, I will gain more
independence and I will gain more knowledge in
the industry I choose to work in.
Why are you a good candidate?
I’m a good candidate because I work really hard
both in and outside of college, I hand my work in on
time.
25. Introduction
I’m applying for Film and TV courses. I want to
apply for any course that involves filming and
editing because they are the stages I really
enjoy. I really want to improve my editing skills
because my career goal is to become a video
editor in the Television Industry.
Editor's Notes
Write a short paragraph about subjects you’ve already studied at school/college that have helped prepare you for your chosen courses at University- level 2 or GCSE level. What did you make? What skills did you learn? Why did this make you want to progress on and study further etc.
Talk about this course- Extended Diploma in Creative Media Production and Technology. Reference how it has helped you prepare for your chosen courses at University. What did you make? What skills did you learn? Why did this make you want to progress on and study further etc.
Reference specific projects and software/hardware that you are familiar with.
What do you want to do in the future (ensure it is related to the subjects you are applying for). How will university help you to achieve that?
What do you do outside college? Any hobbies, part time jobs, client work, volunteer work? How does this make you a better candidate for university study?
Summarise why you want to go to university. What will it help you achieve? Why are you a good candidate?
Keep it short and to the point.
Brief introduction referencing what subject/s (keep general if necessary) you are applying for and briefly why you want to go to university.
