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Top-12-Students-Announced.Pdf
Minister for Education and Minister for Industrial Relations The Honourable Grace Grace Queensland’s top Year 12 graduates announced Education Minister Grace Grace has today congratulated the state’s top Year 12 graduates from the class of 2018 at the Queensland Certificate of Education (QCE) Achievement Awards. “These annual awards are a fantastic opportunity to recognise the hard work and achievement of our top students, as well as the teachers and families who supported them,” Ms Grace said. “In 2018, close to 49,000 young Queenslanders received a QCE. They have now turned their focus to entering university, starting a trade or moving straight into the workforce,” Ms Grace said. Ms Grace said the top award of Outstanding Academic Achiever went to Maya Lamont who attended Indooroopilly State High School. Maya received a certificate, trophy, and $5000. “Maya’s extraordinary Year 12 results placed her ahead of more than 51,000 of her peers,” Ms Grace said. “She achieved exceptionally highly in all her school subjects, the Queensland Core Skills Test, tertiary entrance ranking, and in a philosophy subject at university. “Maya hopes to work in environmental law or government in the future and advocate for causes she’s passionate about. “This year Maya will study Arts and law at The University of Queensland. “I congratulate Maya and commend the wonderfully supportive learning environment at Indooroopilly State High School that helped her to flourish.” QCAA chief executive officer Chris Rider said the awards highlighted the strength of senior schooling in Queensland. “The award winners attended 23 different state and non-state schools,” Mr Rider said. -
Trinity Grammar Enewsletter
Having trouble reading this email? View it in your browser. Not interested anymore? Unsubscribe 31 August, 2011 – Week 7 From the Headmaster Back to top UPCOMING EVENTS Dear Parents 31 August – Year 12 Colloquium, Centre for the You would all be aware of the Arts, 7.00pm importance of regular and authentic 1 September – Junior feedback in continuing to monitor the School Father’s Day health of any enterprise. Such Breakfast, Centre for the feedback from the stakeholders of an Arts, 7.15am organisation provides a way of 2 September – Junior checking the operational compass of School Father’s Day the organisation, and helps to ascertain Breakfast, Centre for the whether or not the day to day work and outcomes match Arts, 7.15am this operational compass. 2 September – Southside Jazz, South Room, Centre Trinity Grammar School is currently working in for the Arts, 7.00pm partnership with Independent Schools Victoria (ISV) in 5 September – Fair the process of conducting a number of surveys in Committee Meeting, relation to different sections of our school community. Hudson House, 8.00pm We will be, in the coming week, presenting parents, students and staff with survey material. This survey 6 September – Sutton House Breakfast & Chapel, material has been designed to gain valuable feedback 7.15am from parents, students and staff. Information obtained from surveys will be used by the School to evaluate the 6 September – Junior operation of the School, in order to further consolidate School Prep and Year 3 and improve the quality of education for our students. Play, South Room, 7.00pm 7 September – Early The previous occasion when such surveys were Learning Centre conducted was in 2009, and not only did the information Information Evening which flowed from them inform us of the opinion of our 7 September – Junior stakeholders about a range of key questions, but it School Year 1 and 2 Play, provided us with the opportunity to address a number of South Room, 7.00pm concerns and define a number of challenges. -
Edith Cowan University Office of the Deputy Vice-Chancellor (Strategic Partnerships)
Edith Cowan University Office of the Deputy Vice-Chancellor (Strategic Partnerships) Achieving Gender Equality at Edith Cowan University (ECU) – Discussion Paper The Science Academic Gender Equity (SAGE) Pilot of the Athena SWAN Charter in Australia What is Athena SWAN? Athena SWAN is now an international accreditation scheme which recognises a commitment to supporting and advancing women's careers in science, technology, engineering, maths and medicine (STEMM) in higher education and research.1 The term ‘Athena’ refers to a UK based ‘Athena Project’ that began in 1999 with the aim of addressing the loss of women in science, engineering and technology based disciplines as they progressed through academia. By establishing extensive associations throughout the UK higher education sector, the project developed good practice guidelines which improved female academic retention. The project closed in 2007 however its mission continues through initiatives including the Athena SWAN Charter. The acronym ‘SWAN’ stands for the Scientific Women’s Academic Network, an entity that collects real life views and experiences of women in academia across the UK. The Athena SWAN Charter combines these two elements in advancing the representation of women in science, technology, engineering, mathematics and medicine (STEMM). Having commenced in the UK, the initiative has an extensive history there of advancing the careers of women in higher education and research sectors since it was established in 2005, and the scheme has been highly successful in improving the promotion and retention of women within STEMM. With such success, the Pilot has now been launched in Australia by the Science Academic Gender Equity (SAGE) initiative which addresses gender equality in the STEMM sector. -
Separation Enhancement of Mechanical Filters by Adding Negative Air Ions
132 Journal of Membrane and Separation Technology, 2016, 5, 132-139 Separation Enhancement of Mechanical Filters by Adding Negative Air Ions Shinhao Yang1, Yi-Chin Huang1, Chin-Hsiang Luo2,* and Chi-Yu Chuang3 1Center for General Education, Toko University, Chiayi 61363, Taiwan 2Department of Safety, Health and Environmental Engineering, Hungkuang University, Taichung 43302, Taiwan 3Department of Occupational Safety and Health, Chang Jung Christian University, Tainan 71101, Taiwan Abstract: The purpose of this work is to combine negative air ions (NAIs) and mechanical filters for removal of indoor suspended particulates. Various factors, including aerosol size (0.05-0.45 µm), face velocity (10 and 20 cm/s), species of aerosol (potassium chloride and dioctyl phthalate), relative humidity (30% and 70%), and concentrations of NAIs (2 × 104, 1 × 105, and 2 × 105 NAIs/cm3) were considered to evaluate their effects on the aerosol collection characteristics of filters. Results show that the aerosol penetration through the mechanical filter is higher than that through the mechanical filters cooperated with NAIs. This finding implies that the aerosol removal efficiency of mechanical filters can be improved by NAIs. Furthermore, the aerosol penetration through the mechanical filters increased with the aerosol size when NAIs were added. That is due to that the aerosol is easier to be charged when its size gets larger. The results also indicate the aerosol penetration decreased with the NAIs concentration increased. Reversely, aerosol penetration through the mechanical filters increased with the face velocity under the influence of NAIs. The aerosol penetration through the filter with NAIs was no affected with relative humidity. -
1 COLLEGE OPEN DAYS Berkshire College of Agriculture –
COLLEGE OPEN DAYS Berkshire College of Agriculture – http://www.bca.ac.uk/ - 01628 824 444 Sat 8th Oct 2016 – 10am – 2pm Sat 26th Nov 2016 – 10am – 2pm Events: http://www.bca.ac.uk/events/ Brooklands College - http://www.brooklands.ac.uk/ - 01932 797 700 Weybridge Campus Thurs 6th Oct 2016 – 5.30pm – 8pm Thurs 10th Oct 2016 – 5.15pm – 7.30pm Ashford Campus Tues 11th Oct 2016 – 5.30pm – 8pm Tues 15th Oct 2016 – 5.30pm – 7.30pm Information Day: Sat 7th Jan 2017 – 10am – 12pm Events info: http://www.brooklands.ac.uk/about Burnham Sports Academy - http://www.burnhamsportsacademy.co.uk/ Academy tour, overview and session – appointment only. See website for details East Berks College - http://www.eastberks.ac.uk/ - 01753 793 000 Langley College Tues 8th Nov 2016 – 4pm – 7pm Tues 24th Jan 2017 – 4pm - 7pm Tues 14th March 2017 – 4pm – 7pm Sat 6th May 2017 – 10am – 12.30pm 1 Windsor College Tues 15th Nov 2016 – 4pm – 7pm Thurs 26th Jan 2017 – 4pm – 7pm Tues 21st March 2017 – 4pm – 7pm Tues 27th June 2017 – 4pm – 6pm Open days: http://www.eastberks.ac.uk/opendays Henley College – http://www.henleycol.ac.uk/ - 01491 579 988 Thurs 20th Oct 2016 - Information Evening – 6pm – 8.30pm Tues 1st Nov 2016 – College Tour – 2.45pm – 3.45pm Tues 22nd Nov 2016 – Information Evening – 6pm – 8.30pm Thurs 1st Dec 2016 – College Tour – 1.30pm – 2.30pm Wed 11th Jan 2017 – College Tour – 10.15am – 11.15am Open days and booking tour: http://www.henleycol.ac.uk/events/ Merrist Wood College - http://www.merristwood.ac.uk/Home.aspx - 01483 884000 Wed 5th Oct 2016 – 5.30pm -
International Course Guide 2022
International Course Guide 2022 01 Federation University Australia acknowledges Wimmera Wotjobaluk, Jaadwa, Jadawadjali, Wergaia, Jupagulk the Traditional Custodians of the lands and waters where our campuses, centres and field Ballarat Wadawurrung stations are located and we pay our respects to Elders past and present. We extend this Berwick Boon Wurrung and Wurundjeri respect to all Aboriginal and Torres Strait Islander and First Nations Peoples. Gippsland Gunai Kurnai The Aboriginal Traditional Custodians of the Nanya Station Mutthi Mutthi and Barkindji lands and waters where our campuses, centres and field stations are located include: Brisbane Turrbal and Jagera At Federation University, we’re driven to make a real difference. To the lives of every student who Federation University 01 Education and Early Childhood 36 walks through our doors, and to the communities Reasons to choose Federation University 03 Engineering 42 Find out where you belong 05 Health 48 we help build and are proud to be part of. Regional and city living 06 Humanities, Social Sciences, Criminology We are one of Australia’s oldest universities, known today and Social Work 52 Our campuses and locations 08 for our modern approach to teaching and learning. For 150 years Information Technology 56 we have been reaching out to new communities, steadily building Industry connections 12 Performing Arts, Visual Arts and Design 60 a generation of independent thinkers united in the knowledge Student accommodation 14 that they are greater together. Psychology 62 Our support services and programs 16 Science 64 Be part of our diverse community International Student Support 18 Sport, Health, Physical and Outdoor Education 66 Today, we are proud to have more than 21,000 Australian Experience uni life 19 and international students and 114,000 alumni across Australia Higher Degrees by Research 68 Study abroad and exchange 20 and the world. -
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Abstracts INTRODUCING AUTHENTIC RESEARCH EXPERIENCE AT THE UNDERGRADUATE LEVEL Jemma Berrya, Aaron Beasleyb, Zoe Bainesc, Alex Kungc, Hayley Taskerc, Madison Trinderc, Elin Grayd Presenting Author: Jemma Berry ([email protected]) aLecturer, School of Medical and Health Sciences, Edith Cowan University, Perth Western Australia 6027, Australia bMSc Candidate, School of Medical and Health Sciences, Edith Cowan University, Perth Western Australia 6027, Australia cUndergraduate Student, School of Medical and Health Sciences, Edith Cowan University, Perth Western Australia 6027, Australia dPostdoctoral Research Fellow, School of Medical and Health Sciences, Edith Cowan University, Perth Western Australia 6027, Australia KEYWORDS: skills transfer, experience, research One of the challenges facing new graduates is that they don’t necessarily know what lies out there for them once they have finished their degrees. Not all students are aware of the jobs they are qualified for, or the post-graduate opportunities that may be available to them. In an attempt to engage with undergraduate students and give them a glimpse into life after graduation, we ran a pilot Cancer Research Summer Project (CRSP). In this pilot program we took four high-achieving second-year biomedical science students through a three-week research project, which exposed them to a real-life laboratory experience, and also provided them with additional skills training in areas such as scientific journal article writing and database mining. Students were given a fully immersive laboratory experience, receiving the type of instruction and supervision they could expect in either post-graduate study or out in the workforce, with some autonomy, and successes and failures driven by their own hands. -
Applying the Membrane-Less Electrolyzed Water Spraying for Inactivating Bioaerosols
Aerosol and Air Quality Research, 13: 350–359, 2013 Copyright © Taiwan Association for Aerosol Research ISSN: 1680-8584 print / 2071-1409 online doi: 10.4209/aaqr.2012.05.0124 Applying the Membrane-Less Electrolyzed Water Spraying for Inactivating Bioaerosols Chi-Yu Chuang1, Shinhao Yang2*, Hsiao-Chien Huang2, Chin-Hsiang Luo3, Wei Fang1, Po-Chen Hung4, Pei-Ru Chung5 1 Department of Bio-Industrial Mechatronics Engineering, National Taiwan University, Taipei 10617, Taiwan 2 Center for General Education, Toko University, Chiayi 61363, Taiwan 3 Department of Safety, Health and Environmental Engineering, Hungkuang University, Taichung 43302, Taiwan 4 Institute of Occupational Safety and Health, Council of Labor Affairs, Taipei 10346, Taiwan 5 Union Safety Environment Technology Co., Ltd, Taipei 10458, Taiwan ABSTRACT The inactivating efficiency using membrane-less electrolyzed water (MLEW) spraying was evaluated against two airborne strains, Staphylococcus aureus and λ virus aerosols, in an indoor environment-simulated chamber. The air exchanged rate (ACH) of the chamber was controlled at 0.5 and 1.0 h–1. MLEW with a free available chlorine (FAC) concentrations of 50 and 100 ppm were pumped and sprayed into the chamber to treat microbial pre-contaminated air. Bioaerosols were collected and cultured from air before and after MLEW treatment. The first-order constant inactivation efficiency of the initial counts of 3 × 104 colony-forming units (CFU or PFU)/m3 for both microbial strains were observed. A higher FAC concentration of MLEW spraying resulted in greater inactivation efficiency. The inactivation coefficient under ACH 1.0 h–1 was 0.481 and 0.554 (min–1) for Staphylococcus aureus of FAC 50 and 100 ppm spraying. -
Openair@RGU the Open Access Institutional Repository at Robert
OpenAIR@RGU The Open Access Institutional Repository at Robert Gordon University http://openair.rgu.ac.uk Citation Details Citation for the version of the work held in ‘OpenAIR@RGU’: NOLAN, M. E., 2014. The content, scope and purpose of local studies collections in the libraries of further and higher education institutions in the United Kingdom. Available from OpenAIR@RGU. [online]. Available from: http://openair.rgu.ac.uk Copyright Items in ‘OpenAIR@RGU’, Robert Gordon University Open Access Institutional Repository, are protected by copyright and intellectual property law. If you believe that any material held in ‘OpenAIR@RGU’ infringes copyright, please contact [email protected] with details. The item will be removed from the repository while the claim is investigated. ROBERT GORDON UNIVERSITY Aberdeen Business School The Content, Scope and Purpose of Local Studies Collections in the Libraries of Further and Higher Education Institutions in the United Kingdom Marie E. Nolan A thesis submitted in partial fulfilment of the requirements for the award of the degree of Doctor of Philosophy 2014 Abstract This research examines the presence of and reasons for local studies resources in the libraries and learning centres of further and higher education institutions in the United Kingdom. The study’s aims were to investigate the content and scope of local collections in academic libraries, to examine the impact these collections have on teaching, learning and research within the institutions, and to compile an inventory of local resources in college and university libraries. Using an approach combining basic- and applied research, the study represents the most comprehensive investigation of local resources in academic libraries so far. -
Profiles of Corporation Board Members
September 2020 PROFILES OF CORPORATION BOARD MEMBERS David Ashelby (Until June 2022) David is the retired Academic Secretary of Swansea Metropolitan University. He has broad experience of Education which has included involvement with national developments particularly in the post 16 sectors, the parallel developments of academic and vocational routes, and institutional collaborations. Helen Bjork (Until May 2023) Helen is currently working as a tutor assessor with Gower College Swansea and previously taught at Coleg Sir Gar. She holds a teaching qualifications and is a fluent Welsh Speaker. She worked previously with Citizens Advice Bureau, Carmarthenshire Training and as an Employment Coach for A4E. She volunteered with Victim Support, Tenovus Cancer Research and spent 20 years as a Youth Leader. She is also very active in the local church with the food bank and the music group. Mike Day (Until September 2020) Mike is a Director of two companies promoting educational developments for children and young people. He is a Founding Trustee of International Education Wales, a charity seeking to promote the exchange of best educational practice between Wales and other countries. He is also a Councillor for Sketty Ward. Andrew Donald (Until May 2022) Andrew works for Centric plc in Distributed Energy, He as an extensive awareness of the Public and Private Sectors with a passion for Finance, Sport, Education and Renewable Energy. Previous positions include Telecoms, IT, Professional Sports and Manufacturing so he brings a wide range of experience to the Board. Meirion Howells (Until June 2024) Chair Meirion is a Fellow of the Chartered Institute of Building. He worked in the construction industry as a Quantity Surveyor, became a director of a large construction company. -
Art, Craft and Design Education
Making a mark: art, craft and design education 2008/11 This report evaluates the strengths and weaknesses of art, craft and design education in schools and colleges in England. It is based principally on subject inspections of 96 primary schools, 91 secondary schools and seven special schools between 2008 and 2011. This includes five visits in each phase to focus on an aspect of good practice. The report also draws on institutional inspections, 69 subject inspections in colleges, and visits to a sample of art galleries. Part A focuses on the key inspection findings in the context of the continued popularity of the subject with pupils and students. Part B considers how well the concerns about inclusion, creativity and drawing raised in Ofsted’s 2008 report, Drawing together: art, craft and design in schools, have been addressed. Contents Executive summary 1 Key findings 3 Recommendations 4 The context of art, craft and design education in England 5 Part A: Art, craft and design education in schools and colleges 6 Achievement in art, craft and design 7 Teaching in art, craft and design 14 The curriculum in art, craft and design 25 Leadership and management in art, craft and design 33 Part B: Making a mark on the individual and institution 39 Progress on the recommendations of the last triennial report Promoting achievement for all 41 Providing enrichment opportunities for all 46 Developing artists, craftmakers and designers of the future 48 Focusing on key subject skills: drawing 51 Further information 57 Notes 58 Further information 59 Publications by Ofsted 59 Other publications 59 Websites 59 Annex A: Schools and colleges visited 60 Executive summary Executive summary Children see before they speak, make marks before they Stages 1 and 2 and was no better than satisfactory at Key write, build before they walk. -
Degree Apprenticeship Provision 2019/20
Degree Apprenticeship Provision 2019/20 Awarding body Delivery provider Pathway Qualification Contact Weblink Under Development Professor Tim Woods, Pro Vice-Chancellor www.aber.ac.uk [email protected] 01970 622009 (No page available for degree apprenticeships at this time) Aberystwyth University Judith Shepherd – Project lead Deputy Registrar for Academic Partnerships [email protected] 01970 622287 www.bangor.ac.uk/courses/undergraduate/H300-Applied-Software- Bangor and Grŵp Llandrillo Menai Software BSc Applied Software Engineering (Hons) Admissions Tutor Engineering-Degree-Apprenticeship Bangor and Grŵp Llandrillo Menai Cyber BSc Applied Cyber Security (Hons) 01248 382686 [email protected] Bangor University Bangor and Grŵp Llandrillo Menai Data BSc Applied Data Science (Hons) or Bangor and Grŵp Llandrillo Menai Engineering Product Design and Development BEng Hons Applied Engineering Systems (Mechanical) [email protected] Bangor and Grŵp Llandrillo Menai Engineering Product Design and Development BEng Hons Applied Engineering Systems (Electrical / Electronic) www.cardiffmet.ac.uk/business/cwbl/Pages/Higher- Direct Data BSc (Hons) Applied Data Science Centre for Work Based Learning Team: Apprenticeships.aspx Cardiff Metropolitan University 029 2041 6037 or 029 2020 5511 [email protected] Cardiff and Gower College Swansea Engineering Product Design and Development BEng (Hons) Integrated Engineering IT/Software Engineering: www.cardiff.ac.uk/ Direct Software BSc Applied Software Engineering Degree Apprenticeship Matthew