University Catalogue 2016–2017
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Open Letter to Address Systemic Racism in Further Education
BLACK FURTHER EDUCATION LEADERSHIP GROUP 5th August 2020 Open letter to address systemic racism in further education Open letter to: Rt. Hon. Boris Johnson, Prime Minister, Rt. Hon. Gavin Williamson MP, Secretary of State for Education, funders of further education colleges; regulatory bodies & further education membership bodies. We, the undersigned, are a group of Black, Asian and Minority Ethnic (BAME) senior leaders, and allies, who work or have an interest in the UK further education (FE) sector. The recent #BlackLivesMatter (#BLM) global protest following the brutal murder of George Floyd compels us all to revisit how we address the pervasive racism that continues to taint and damage our society. The openness, solidarity and resolve stirred by #BLM is unprecedented and starkly exposes the lack of progress made in race equality since ‘The Stephen Lawrence Enquiry’. Against a background of raised concerns about neglect in healthcare, impunity of policing, cruelty of immigration systems – and in education, the erasure of history, it is only right for us to assess how we are performing in FE. Only by doing so, can we collectively address the barriers that our students, staff and communities face. The personal, economic and social costs of racial inequality are just too great to ignore. At a time of elevated advocacy for FE, failure to recognise the insidious nature of racism undermines the sector’s ability to fully engage with all its constituent communities. The supporting data and our lived experiences present an uncomfortable truth, that too many BAME students and staff have for far too long encountered a hostile environment and a system that places a ‘knee on our neck’. -
Information to Users
INFORMATION TO USERS This dissertation was produced from a microfilm copy of the original document. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the original submitted. The following explanation of techniques is provided to help you understand markings or patterns which may appear on this reproduction. 1. The sign or "target" for pages apparently lacking from the document photographed is "Missing Page(s)". If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting thru an image and duplicating adjacent pages to insure you complete continuity. 2. When an image on the film is obliterated with a large round black mark, it is an indication that the photographer suspected that the copy may have moved during exposure and thus cause a blurred image. You will find a good image of the page in the adjacent frame. 3. When a map, drawing or chart, etc., was part of the material being photographed the photographer followed a definite method in "sectioning" the material. It is customary to begin photoing at the upper left hand corner of a large sheet and to continue photoing from le ft to right in equal sections w ith a small overlap. If necessary, sectioning is continued again — beginning below the first row and continuing on until complete. 4. The majority of users indicate that the textual content is of greatest value, however, a somewhat higher quality reproduction could be made from "photographs" if essential to the understanding of the dissertation. -
FOI 158-19 Data-Infographic-V2.Indd
Domicile: Population: Approved, England, means-tested Wales & students, under 25, estranged [1] Northern from their Ireland parents Total: Academic Year: Count of students by provider 2017/18 8080 Manchester Metropolitan University 220 Liverpool John Moores University (LJMU) 170 De Montfort University (DMU) 150 Leeds Beckett University 150 University Of Wolverhampton 140 Nottingham Trent University 140 University Of Central Lancashire (UCLAN) 140 Sheeld Hallam University 140 University Of Salford 140 Coventry University 130 Northumbria University Newcastle 130 Teesside University 130 Middlesex University 120 Birmingham City University (BCU) 120 University Of East London (UEL) 120 Kingston University 110 University Of Derby 110 University Of Portsmouth 100 University Of Hertfordshire 100 Anglia Ruskin University 100 University Of Kent 100 University Of West Of England (UWE) 100 University Of Westminster 100 0 50 100 150 200 250 1. “Estranged” means the customer has ticked the “You are irreconcilably estranged (have no contact with) from your parents and this will not change” box on their application. 2. Results rounded to nearest 10 customers 3. Where number of customers is less than 20 at any provider this has been shown as * 1 FOI | Estranged students data by HEP, academic year 201718 [158-19] Plymouth University 90 Bangor University 40 University Of Huddersfield 90 Aberystwyth University 40 University Of Hull 90 Aston University 40 University Of Brighton 90 University Of York 40 Staordshire University 80 Bath Spa University 40 Edge Hill -
Annual Report and Financial Statements 2019/20
Annual Report and Financial Statements 2019/20 Roehampton University Company Registration Number 5161359 (England and Wales) Contents Chair of Council’s Welcome ..................................................................................... 4 Strategic Report ........................................................................................................... 6 Key Performance Indicators.................................................................................. 8 Financial Review ....................................................................................................10 Student Experience ...............................................................................................12 Staff Experience.....................................................................................................15 Learning, Teaching and Student Success ........................................................16 Research .................................................................................................................18 Outreach, Participation and Community Engagement .................................. 20 Responsible University .........................................................................................22 Risk and Uncertainty .............................................................................................24 Members of Council Report ...................................................................................26 Statement of Public Benefit.................................................................................28 -
Proposed Academic Recognition Changes
Proposed Academic Recognition Changes Principal: Sean Galiher Director Counseling Center: John Westra Our Journey ● 17.18 School Year ● Student Voice ● Is there a better way? ● Social and Emotional Learning/Wellness ● Research ○ Alternative Approaches ○ University Feedback ● Parent, Student and Teacher Surveys ● Latin Honors proposal Student Statements ● Past valedictorian ○ “The Val system created the expectation that learning no longer mattered and that the only important thing was surviving and outlasting those around you.” ● Current front runners Student Feedback ○ Learning environment ○ Course selections ○ Unhealthy competition ○ Student Survey ■ 62% Student Feedback Survey results: Parent Feedback “I think it would be an excellent idea for Penn to transition to a different system for recognizing academic achievement and incorporate a Latin designation. As a college administrator, I can say the rationale provided in the email was exactly correct.” Parent Feedback Survey Results Parent Feedback “Although my son has not yet altered his course selection for reasons of class rank attainment, he has raised the question about whether he should. That he would even consider this question and contemplate not taking courses in which he has genuine interest simply to pursue a class ranking is indicative that the current class rank system is distorting the thinking and choices of students in a negative way. I applaud your raising the question of adopting an alternative academic recognition system, and wholeheartedly support the proposal to move toward a Latin honors system.” Teacher Feedback Survey Results University Feedback • Applicants are holistically reviewed within the context of the school’s processes and systems. Essays and other distinguishing factors impact admission, not Valedictorian/Salutatorian status or class rank. -
MHSL Catalog
Mitchell Hamline School of Law 2019-20 Catalog Mitchell Hamline School of Law 2019-20 Catalog About ............................................................................................................................... 1 Introduction ................................................................................................................ 1 Academic Calendar ..................................................................................................... 2 2019–20 Day and Evening Academic Calendar....................................................... 2 2019–20 Traditional Weekend Academic Calendar ............................................... 3 2019–20 Blended Weekend Academic Calendar.................................................... 4 2019–20 HYBRID J.D. Academic Calendar .............................................................. 6 2019–20 Executive J.D. Academic Calendar ........................................................... 8 Accreditation and Memberships .............................................................................. 10 Accreditation ......................................................................................................... 10 Minnesota Office of Higher Education ................................................................. 10 Board of Trustees ...................................................................................................... 11 Executive Committee ............................................................................................ 11 Trustees -
Conference, Symposium, and Panel Reports
Conference, Symposium, and Panel Reports The AMSS (UK) Fifth Annual Conference: Fiqh Today: Muslims as Minorities Traditional fiqh is facing a new challenge: formulating a suitable fiqh for minority Muslim communities. In this spirit, the Association of Muslim Social Scientists (AMSS [UK]) in conjunction with the International Institute of Islamic Thought, The Muslim College, and Q-News Media, convened its fifth annual conference, “Fiqh Today: Muslims as Minorities,” at the University of Westminster (London) during February 21-22, 2004. Anas Al-Shaikh-Ali, AMSS (UK) Executive Committee Chair, set out the vision in his opening remarks: A genuine fiqh for minority Muslims requires a collective engagement between social scientists and Shari`ah scholars “in the wider public arena.” He challenged participants to work for a “comprehensive methodology of minority fiqh” drawing on the past, but not being afraid to be innovative. Keynote speaker Mustafa Ceric, Grand Mufti of Bosnia-Herzegovina, maintained that while he did not believe in a minority fiqh per se, he readi- ly accepted the position that Muslims living as political minorities often are better able to fulfill their religious obligations than Muslims elsewhere. He posited a vision of Muslims in Europe that recognized their unique historic position and contribution to Europe, which he sees as a place of interaction rather than of confrontation. After discussing the interdependence of cultures and the need for balance and tolerance, he considered present diagnoses of the intellectual pathologies of Muslim and European societies and concluded by challenging Muslim minorities to see themselves as driving Islam’s civi- lizational wheel. He also called on Europe to institutionalize Islam and for Muslims in Europe to come together within a universal worldview. -
NEWSLETTER Summer 2020
ANNUAL ROUND-UP NEWSLETTER Summer 2020 ANNUAL ART EXHIBITION Page 23 STUDENTS EMBRACE ONLINE LEARNING Page 20 Designed by Desislava Doneva CoulsdonCOULSDON College student COLLEGE FE FOODBANK FRIDAY CHRISTMAS PANTO Page 24 Page 07 APPRENTICESHIPS AT CROYDON COLLEGE Page 10 IT STUDENTS VISIT OASIS ACADEMY RYELANDS A group of Croydon College Level 3 Information Lecturer Christopher Hunt, said ‘The exercise Technology students visited Oasis Academy was very useful. We collected more than 100 Ryelands on Wednesday 4 March to work with reviews within an hour alone. Full credit goes a group of primary school children to test out to Kian Riley who not only collected the most mobile Apps that they had developed in class. reviews, but also gained the highest average TRIPS rating for his App.’ The App they presented to the school children was intended to help young children perform Samantha Francis, Assistant Principal and Head arithmetic with whole numbers between 1 and of Maths at Oasis Academy Ryelands was very 02 12. The brief of the App was to ensure it had pleased with the visit. She appreciated the calm & VISITS colour, music and other sounds that would approach of the students and the presence of appeal to young children. young male role models – who are not often seen in the Primary School environment. BTEC TRAVEL AND TOURISM CROYDON COLLEGE WARMLY CULINARY STUDENTS TRIP TO BRIGHTON WELCOMED THE DSM FOUNDATION GRANTED WORK PLACEMENTS On Thursday 12th March 2020, The Daniel Spargo- Back in February 2020, our Culinary Mabbs Foundation attended Croydon College for the students received the fantastic news 300th performance of the play ‘I Love You, Mum – that they would be given work placements I Promise I Won’t Die’ performed by Wizard Theatre at various Corbin and King restaurants for Level 3 ESOL students. -
The World's 500 Most Influential Muslims, 2021
PERSONS • OF THE YEAR • The Muslim500 THE WORLD’S 500 MOST INFLUENTIAL MUSLIMS • 2021 • B The Muslim500 THE WORLD’S 500 MOST INFLUENTIAL MUSLIMS • 2021 • i The Muslim 500: The World’s 500 Most Influential Chief Editor: Prof S Abdallah Schleifer Muslims, 2021 Editor: Dr Tarek Elgawhary ISBN: print: 978-9957-635-57-2 Managing Editor: Mr Aftab Ahmed e-book: 978-9957-635-56-5 Editorial Board: Dr Minwer Al-Meheid, Mr Moustafa Jordan National Library Elqabbany, and Ms Zeinab Asfour Deposit No: 2020/10/4503 Researchers: Lamya Al-Khraisha, Moustafa Elqabbany, © 2020 The Royal Islamic Strategic Studies Centre Zeinab Asfour, Noora Chahine, and M AbdulJaleal Nasreddin 20 Sa’ed Bino Road, Dabuq PO BOX 950361 Typeset by: Haji M AbdulJaleal Nasreddin Amman 11195, JORDAN www.rissc.jo All rights reserved. No part of this book may be repro- duced or utilised in any form or by any means, electronic or mechanic, including photocopying or recording or by any information storage and retrieval system, without the prior written permission of the publisher. Views expressed in The Muslim 500 do not necessarily reflect those of RISSC or its advisory board. Set in Garamond Premiere Pro Printed in The Hashemite Kingdom of Jordan Calligraphy used throughout the book provided courte- sy of www.FreeIslamicCalligraphy.com Title page Bismilla by Mothana Al-Obaydi MABDA • Contents • INTRODUCTION 1 Persons of the Year - 2021 5 A Selected Surveyof the Muslim World 7 COVID-19 Special Report: Covid-19 Comparing International Policy Effectiveness 25 THE HOUSE OF ISLAM 49 THE -
6Th Form and College Open Days 2020.21 PDF File
6th Form and College OPEN DAYS 2020/21 • PLEASE CONFIRM DETAILS WITH THE 6th FORM OR COLLEGE BEFORE ATTENDING (and register if required) • PLEASE ATTEND WITH A PARENT, CARER OR RESPONSIBLE ADULT Access Creative College Virtual Meet and Greet, Open Days and Taster Days: 0800 28 18 42 www.accesscreative.ac.uk Book time slot online: www.accesscreative.ac.uk/open-events/ (Specialist Courses: Event Production, Film/Video & Photography, Games Art/Technology, Graphic Digital Open Day: 27 October 2020 Design, Music Performance/Production, Studio + Live Sound, Vocal Artist) Archbishop Tenison’s CE High School October 2020, details to be confirmed; for details, email 0208 688 4014 www.archten.croydon.sch.uk [email protected] Ark Globe Academy Virtual Open Event planned; for further details check 0207 407 6877 www.arkglobe.org webpage: www.arkglobe.org/sixth-form/how-apply Ark Walworth Academy Will be an online event. 0207 450 9570 www.walworthacademy.org Check website at start of October for details Ashcroft Technology Academy Open Mornings, to be confirmed: check sixth form page 0208 877 0357 Open Forum for International Baccalaureate: www.atacademy.org.uk To express your interest, email [email protected] Attlee A Level Academy (New City College) Register online for virtual open day, details to be 0207 510 7510 confirmed: www.ncclondon.ac.uk/a-level-academy www.ncclondon.ac.uk/open Bacon’s College Register interest for Sixth Form admissions and Open 0207 237 1928 www.baconscollege.co.uk Events: www.baconscollege.co.uk/sixth-form/apply/ -
Graduation System: Class Rank Vs. Laude Designation
Handout 1_Graduation System Packet Graduation System: Class Rank vs. Laude Designation MISSOURI HIGH SCHOOLS (NW, Greater KC, and beyond) Class Laude Interested High School Laude Rank & Rank in Laude Braymer HS City of St. Charles East Buchanan HS Excelsior Springs HS Hamilton HS Hardin Central HS Jefferson Co. HS Joplin HS Kearney HS Lawson HS Maryville HS Mid-Buchanan HS North Platte HS Orchard Farm HS Osborn HS Platte Co. HS Plattsburg HS Rock Port HS Rockwood HS Savannah HS Smithville HS Stewartsville HS Wentzville HS PLATTE COUNTY HIGH SCHOOL-Platte City, MO http://www.plattecountyschooldistrict.com//site/Default.aspx?PageID=3421 At Platte County R-3 School District, we prepare our graduates for college, career and citizenship. Platte County High School uses the laude system to recognize graduates for their success in rigorous programs. These designations use weighted grades: Cum Laude (3.8-3.99), Magna Cum Laude (4.0-4.19) and Summa Cum Laude (4.2 and above). The Board of Education approved the new academic recognition and eliminated the class ranking system beginning with the 2011-12 school year for the following reasons: High Achievement: Students are more focused on the educational value of their class selection. They choose to take a broader range of course work to balance and improve their educational experience - rather than selecting a course for the potential weighted grade to increase their “top 10” class ranking. Top Performing Schools: Schools around the state and nation can be vastly different. Students from different high schools may have selected vastly different courses and may have earned different grades - but have the same class rank to report to colleges as Platte County students in their top performing schools. -
Islamic Studies Provision in the UK
March 2010 Islamic Studies provision in the UK Report to HEFCE by the Higher Education Academy Authors: Lisa Bernasek, Subject Centre for Languages, Linguistics and Area Studies Gary Bunt, Subject Centre for Philosophical and Religious Studies Researchers: Lisa Bernasek, Erika Corradini, Sally Rouse HEFCE 2010 Table of Contents Glossary of Abbreviations and Acronyms .................................................................. 2 Executive Summary .................................................................................................. 3 Introduction ............................................................................................................... 3 Methodology and Sources ......................................................................................... 4 Data Collected ........................................................................................................... 5 Results ...................................................................................................................... 6 Provision by Institution ........................................................................................... 6 Provision by Type of Institution ............................................................................ 11 Provision by Discipline ......................................................................................... 12 Provision by Department ..................................................................................... 15 Provision by Level ..............................................................................................