Toby Jackson is applying for media courses at university after completing his GCSEs and current Level 3 Creative Media course. He chose media-related subjects for his GCSEs and enjoyed creating videos, magazines, and graphics. His current coursework includes a music video, game animation, and film magazine. Toby is still deciding between media-related university courses or apprenticeships, as he likes both graphic design and video production. He works part-time and enjoys spending time with friends.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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!
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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
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.
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.
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
3. GCSEs
Secondary School - Norton College
Year Subject Grade Awarding Body
2020 English Language 5
2020 English Literature 5
2020 Maths 5
2020 Combined Science 5.4
2020 Media Distinction
2020 Music Merit
2020 History 4
2020 Business 4
5. University Course
Course Title Creative Media Technology
UCAS Code W212
Link https://www.leedsbeckett.ac.uk/courses/creative-media-
technology-
bsc/?gclid=Cj0KCQjwh_eFBhDZARIsALHjIKfsCMoBvrqejTm_TlADtH
wh-_gO1Byl9nj-DN50ucbVL4sQn9utlbEaAo6SEALw_wcB
Location Leeds Beckett
Entry
Requirements/
Qualification
GCSE Grades • 4 or 5 in English and Maths
UAL Grade
UCAS points • 112
General
Comments/
Course Content
Rating/Suitability
(0-10> 10 Being
Most Suitable)
6. University Course
Course Title Media Technology
UCAS Code HW64
Link https://digital.ucas.com/coursedisplay/courses/e6aa6e52-
0728-e345-483e-6ff670621c00?courseOptionId=2b320b99-
460c-4cea-880b-64bfa0a542ca
Location Salford
Entry
Requirements/
Qualification
GCSE
Grades
• 4 or above in English, Maths or Science
UAL Grade
UCAS
points
• 88 - 104
General
Comments/
Course Content
• More about the technology behind media
Rating/Suitabilit
y (0-10> 10 Being
Most Suitable)
7. University Course
Course Title Digital Media
UCAS Code A8J7
Link https://digital.ucas.com/coursedisplay/courses/de9be939-ae64-
dd8d-5aed-57527d6a291a?courseOptionId=2cac16b7-fb9f-41af-
ae62-b79a64d5e9cb
Location Salford
Entry
Requirements/
Qualification
GCSE
Grades
• 4 in English and Maths
UAL Grade
UCAS points • 112 – 128
General
Comments/
Course Content
• Learning about digital media, communication, working in the
industry etc.
Rating/Suitability
(0-10> 10 Being
Most Suitable)
8. University Course
Course Title Creative Media Production (film)
UCAS Code D3T4
Link https://digital.ucas.com/coursedisplay/courses/60fdffe8-36a4-
4d25-800c-d5a0ad66056a?academicYearId=2022#course-
summary
Location York College
Entry
Requirements/
Qualification
GCSE
Grades
• 4 in English and Maths
UAL Grade
UCAS points • 32
General
Comments/
Course Content
• Film, working with companies
Rating/Suitability
(0-10> 10 Being
Most Suitable)
9. University Course
Course Title Creative & Digital Media
UCAS Code PW90
Link https://digital.ucas.com/coursedisplay/courses/6ad4eaf0-882f-
44a0-b576-0bc59ff5a71a?courseOptionId=9a9d9f7d-3cbf-41b7-
8355-b3dae5b452c8
Location Salford
Entry
Requirements/
Qualification
GCSE
Grades
• 4 or above in English and Maths
UAL Grade
UCAS points • 72 points
General
Comments/
Course Content
• Only a 2-year course, like the course I am currently doing at
York College
Rating/Suitability
(0-10> 10 Being
Most Suitable)
10. University Course
Course Title Film, TV and Stage Design
UCAS Code W4C7
Link https://www.salford.ac.uk/courses/undergraduate/film-tv-
and-stage-design
Location Salford University
Entry
Requirements/
Qualification
GCSE
Grades
• Grade 4 or above in English and Maths
UAL Grade
UCAS
points
• 112 – 128 including Media at grade C
General
Comments/
Course Content
• Leads to the job of a production designer
Rating/Suitabilit
y (0-10> 10 Being
Most Suitable)
11. University Course
Course Title Post-Production and VFX
UCAS Code P391
Link https://digital.ucas.com/coursedisplay/courses/430d74fc-
d3db-46ab-a654-965ff4b5b21a?courseOptionId=4a175beb-
f2c3-4eb8-8780-2dee26a6c26f
Location Salford University
Entry
Requirements/
Qualification
GCSE
Grades
• Grade 4 or above in English and Maths
UAL Grade
UCAS
points
• 112 – 128 including Media at grade C
General
Comments/
Course Content
• Editing, 3D and 2D content, VFX
Rating/Suitabilit
y (0-10> 10 Being
Most Suitable)
13. Introduction
• I am going to apply for media courses because
that’s what I did for GCSE, and am currently
doing at college because I enjoy it and I am
interested in it
14. Academic History
• I went to Norton College secondary school and
chose media, music, business and history for my
GCSE's for year 10 and 11. I also did English
language, literature, maths and combined science
(chemistry, biology and physics). I chose media
because its what I wanted to continue learning at
college after my GCSE's. I did an online magazine,
music video and written work in this subject for
GCSE, using many sites such as Adobe Photoshop,
InDesign and PremierePro. I am now at York
College doing a Level 3 Creative Media course.
15. Current Study
• Currently, in my Creative Media Level 3 course, I
have done a music video, video game animation,
and a magazine and trailer for my first year 1. I
did my music video to a song called Gods Plan by
Drake, and we learned about them, also the
video game animation was done while working
from home during lockdown. For my final mjaor
project I did a film magazine and a film trailer and
advert for my own film idea. I have also improved
my skills on Photoshop and PremierePro.
16. The Future
• I am still undecided on what I want to do, it
will either be a media related course at
University or an apprenticeship, I enjoy both
graphic design and video production, so I am
unsure which I would rather go into yet.
University would help me get more skills and
experience.
17. Outside College
• I have a part time job in retail at a theme park
near where I live and I enjoy doing other
things outside or being with friends
18. Conclusion
• I want to go because I enjoy media and the
course I am currently doing at college and
willing to learn more and improve my skills
Editor's Notes
Brief introduction referencing what subject/s (keep general if necessary) you are applying for and briefly why you want to go to university.
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.
