University of Cambridge Research Horizons
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Investigation Into Reliability of the Jubilee Line
Investigation into Reliability: London Underground Jubilee Line An Interactive Qualifying Project submitted to the Faculty of WORCESTER POLYTECHNIC INSTITUTE in partial fulfilment of the requirements for the degree of Bachelor of Science By Jack Arnis Agolli Marianna Bailey Errando Berwin Jayapurna Yiannis Kaparos Date: 26 April 2017 Report Submitted to: Malcolm Dobell CPC Project Services Professors Rosenstock and Hall-Phillips Worcester Polytechnic Institute This report represents work of WPI undergraduate students submitted to the faculty as evidence of a degree requirement. WPI routinely publishes these reports on its web site without editorial or peer review. For more information about the projects program at WPI, see http://www.wpi.edu/Academics/Projects. Abstract Metro systems are often faced with reliability issues; specifically pertaining to safety, accessibility, train punctuality, and stopping accuracy. The project goal was to assess the reliability of the London Underground’s Jubilee Line and the systems implemented during the Jubilee Line extension. The team achieved this by interviewing train drivers and Transport for London employees, surveying passengers, validating the stopping accuracy of the trains, measuring dwell times, observing accessibility and passenger behavior on platforms with Platform Edge Doors, and overall train performance patterns. ii Acknowledgements We would currently like to thank everyone who helped us complete this project. Specifically we would like to thank our sponsor Malcolm Dobell for his encouragement, expert advice, and enthusiasm throughout the course of the project. We would also like to thank our contacts at CPC Project Services, Gareth Davies and Mehmet Narin, for their constant support, advice, and resources provided during the project. -
Uncovering the Underground's Role in the Formation of Modern London, 1855-1945
University of Kentucky UKnowledge Theses and Dissertations--History History 2016 Minding the Gap: Uncovering the Underground's Role in the Formation of Modern London, 1855-1945 Danielle K. Dodson University of Kentucky, [email protected] Digital Object Identifier: http://dx.doi.org/10.13023/ETD.2016.339 Right click to open a feedback form in a new tab to let us know how this document benefits ou.y Recommended Citation Dodson, Danielle K., "Minding the Gap: Uncovering the Underground's Role in the Formation of Modern London, 1855-1945" (2016). Theses and Dissertations--History. 40. https://uknowledge.uky.edu/history_etds/40 This Doctoral Dissertation is brought to you for free and open access by the History at UKnowledge. It has been accepted for inclusion in Theses and Dissertations--History by an authorized administrator of UKnowledge. For more information, please contact [email protected]. STUDENT AGREEMENT: I represent that my thesis or dissertation and abstract are my original work. Proper attribution has been given to all outside sources. I understand that I am solely responsible for obtaining any needed copyright permissions. I have obtained needed written permission statement(s) from the owner(s) of each third-party copyrighted matter to be included in my work, allowing electronic distribution (if such use is not permitted by the fair use doctrine) which will be submitted to UKnowledge as Additional File. I hereby grant to The University of Kentucky and its agents the irrevocable, non-exclusive, and royalty-free license to archive and make accessible my work in whole or in part in all forms of media, now or hereafter known. -
Doctorate Recipients from United States Universities: Summary Report 2004
Doctorate Recipients from United States Universities: Summary Report 2004 Survey of Earned Doctorates SPONSORED BY THE NATIONAL SCIENCE FOUNDATION, THE NATIONAL INSTITUTES OF HEALTH, THE U.S. DEPARTMENT OF EDUCATION, THE NATIONAL ENDOWMENT FOR THE HUMANITIES, THE U.S. DEPARTMENT OF AGRICULTURE, AND THE NATIONAL AERONAUTICS AND SPACE ADMINISTRATION HIGHLIGHTS This report presents data on recipients of research doctorates awarded by U.S. universities from July 1, 2003, through June 30, 2004. This information is taken from the 2004 Survey of Earned Doctorates (SED), an annual census of new doctorate recipients. • The 419 universities in the United States that conferred research doctorates awarded 42,155 doctorates during the 2003-2004 academic year (the eligibility period for the 2004 SED), an increase of 3.4 percent from the 40,770 doctorates awarded in 2003, and the highest number since the all-time high of 42,647 in 1998. • The number of doctorates awarded by broad field in 2004 was greatest in life sciences, which conferred 8,819 Ph.D.s. The numbers in the other broad areas were 6,795 in social sciences; 6,635 in education; 6,049 in physical sciences and mathematics (combined); 5,776 in engineering; 5,467 in humanities; and 2,614 in business and other professional fields. • Women received 19,098 doctorates, or 45 percent of all doctorates granted in 2004. This is very similar to last year’s percentage for women. Women earned 50 percent of the doctorates granted in life sciences, 55 percent in social sciences, 52 percent in humanities, 66 percent in education, and 46 percent in business/other professional fields. -
What Is the Price of College?
Americans are concerned about the price of college. About three- STATS IN BRIEF quarters of Americans believe that college U.S. DEPARTMENT OF EDUCATION DECEMBER 2019 NCES 2020-470 is not affordable for everyone who needs it (Lumina Foundation and Gallup 2016). Such attitudes may reflect the year-over- year increase in college expenses since 1981 (Snyder, de Brey, and Dillow 2017) and the decreasing proportion of college What Is the Price costs that are covered by the maximum Pell Grant award, an important form of federal student financial aid (Cahalan and of College? Perna 2015). To finance the cost of college attendance, undergraduate students are increasingly likely to take out loans, Total, Net, and Out-of-Pocket including private, Stafford, Direct PLUS Prices in 2015–16 Loans (Woo and Velez 2016; Horn and Paslov 2014). Scholars have raised concerns that the amount of debt borne by recent college graduates may delay the attainment of milestones associated with AUTHORS PROJECT OFFICER Courtney A. Moore David Richards adulthood later in life, such as buying a Albert Y. Liu National Center for Education Statistics house, getting married, and having Catharine Warner-Griffin children (Brown, Caldwell, and Sutherland Jackson Miller 2014; Gallup and Purdue University 2015; Insight Policy Research Looney and Yannelis 2015). Students can choose among colleges of various institution controls and levels and face systematically different prices as a result (Radwin and Wei 2015; Wei 2010). Control is a classification of whether the institution is publicly or privately funded and operated, and level is a classification Statistics in Brief publications present descriptive data in of whether the institution offers programs tabular formats to provide useful information to a broad audience, that are 4 years or longer, at least 2 including members of the general public. -
Finchley Road This Page Is Intentionally Left Blank
Rail Accident Report Train travelling with doors open on the Jubilee line 1 September 2018 Report 06/2019 July 2019 This investigation was carried out in accordance with: l the Railway Safety Directive 2004/49/EC; l the Railways and Transport Safety Act 2003; and l the Railways (Accident Investigation and Reporting) Regulations 2005. © Crown copyright 2019 You may re-use this document/publication (not including departmental or agency logos) free of charge in any format or medium. You must re-use it accurately and not in a misleading context. The material must be acknowledged as Crown copyright and you must give the title of the source publication. Where we have identified any third party copyright material you will need to obtain permission from the copyright holders concerned. This document/publication is also available at www.gov.uk/raib. Any enquiries about this publication should be sent to: RAIB Email: [email protected] The Wharf Telephone: 01332 253300 Stores Road Website: www.gov.uk/raib Derby UK DE21 4BA This report is published by the Rail Accident Investigation Branch, Department for Transport. Preface Preface The purpose of a Rail Accident Investigation Branch (RAIB) investigation is to improve railway safety by preventing future railway accidents or by mitigating their consequences. It is not the purpose of such an investigation to establish blame or liability. Accordingly, it is inappropriate that RAIB reports should be used to assign fault or blame, or determine liability, since neither the investigation nor the reporting process has been undertaken for that purpose. The RAIB’s findings are based on its own evaluation of the evidence that was available at the time of the investigation and are intended to explain what happened, and why, in a fair and unbiased manner. -
Building a New Academic Institution: the Singapore University of Technology and Design
CHAPTER 7 Building a New Academic Institution: the Singapore University of Technology and Design Thomas L. Magnanti The creation of any new university provides an opportunity to build upon the great traditions of higher education as well as to do some things differently, even challenge elements of the status quo. This chapter describes the creation of the Singapore University of Technology and Design (SUTD), a university established in collaboration with MIT that, in its design and aspirations, seeks to model MIT, a technically-oriented innovator in education and research that embraces both scholarship and practice. SUTD was established in a mature national environment of higher education alongside several world class institutions. It was intended to provide an alternative path for students, utilizing a distinctive footprint and distinctive approach to education. From the outset, SUTD strived to rethink many elements of a modern technically-oriented university. It was founded with a unique organizational and degree structure, without traditional departments or schools. It abandoned large lectures and instead embraced a hands-on, active learning approach to education, organized around cohort-based learning communities. Its approaches to education and research as well as its facility design and space allocation have been crafted to foster “multidisciplinarity.” It even abandoned the agrarian academic year calendar. It has been developed to date in what might be thought of as four phases: 1 Conception and founding (August 2007–January 2010). Development of the overall footprint, basic organizational structure, blueprint for undergraduate education, and governance structure, as well as collaborations with MIT and Zhejiang University. 2 Early development (January 2010–May 2012). -
SACSCOC Resource Manual for Principles of Accreditation
RESOURCE MANUAL for The Principles of Accreditation: Foundations for Quality Enhancement Southern Association of Colleges and Schools Commission on Colleges 2020 Edition RESOURCE MANUAL for The Principles of Accreditation: Foundations for Quality Enhancement 1866 Southern Lane Decatur, GA 30033-4097 www.sacscoc.org SACSCOC Southern Association of Colleges and Schools Commission on Colleges Third Edition Published: 2020 Statement on Fair Use The Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) recognizes that for purposes of compliance with its standards, institutions and their representatives find it necessary from time to time to quote, copy, or otherwise reproduce short portions of its handbooks, manuals, Principles of Accreditation, and other publications for which SACSCOC has protection under the Copyright Statute. An express application of the Copyright Statute would require these institutions to seek advance permission for the use of these materials unless the use is deemed to be a “fair use” pursuant to 17 USC §107. This statement provides guidelines to institutions and their representatives as to what uses of these materials SACSCOC considers to be “fair use” so as not to require advance permission. SACSCOC considers quotation, copying, or other reproduction (including electronic reproduction) of short portions (not to exceed 250 words) of its handbooks, manuals, Principles of Accreditation, and other publications by institutions of higher education and their representatives for the purpose of compliance with SACSCOC’s standards to be fair use and not to require advance permission from SACSCOC. The number of copies of these quotations must be limited to 10. Representatives of institutions shall include employees of the institutions as well as independent contractors, such as attorneys, accountants, and consultants, advising the institution concerning compliance with SACSCOC’s standards. -
John Self Obe
JOHN SELF OBE WWW.FCPWORLD.NET KEY SKILLS JOHN SELF has nearly 50 years experience in metro and railway Rail engineering, rolling operations, senior management, engineering and advisory roles. He stock, operations, rail joined London Underground as a trainee and rose through the ranks safety, benchmarking, PPPs, franchises, to become General Manager of some of the busiest lines. He then concessions moved to the national rail industry, as Director of Safety at the EMPLOYMENT Strategic Rail Authority, and then served as the first Chief Executive 2004-current Partner, First of the newly created Rail Safety and Standards Board. Recently, John has been Class Partnerships Ltd, UK advising Transport for London and private sector franchise bidders on the London 2003-2004 Interim Chief Overground and Crossrail projects and has assisted Eko Rail with development of Executive, Rail Safety and plans for the Lagos Metro. Standards Board, UK 2000-2003 Director, Safety, He has managed large operating budgets and diverse front line workforces, Strategic Rail Authority, UK delivering regular and reliable services, safely, while achieving significant 1997-2000 President, productivity improvements and efficiencies. CoMET From its formation, John was active in the educational activities of the Institution of 1966-2000 London Underground Limited, UK - Railway Operators, and is a former chair of the Education and Professional General Manager, Jubilee Development Committee and was Lead Tutor for the modules on safety and and East London Lines, engineering. -
My Education Participant Guide
2019-2020 TAP CURRICULUM MANAGING YOUR EDUCATION Table of Contents Section 1: Getting Started .................................................................... 2 Section 2: Learning the Basics .............................................................. 4 Section 3: Choosing a Field of Study .................................................... 25 Section 4: Choosing an Institution ....................................................... 39 Section 5: Gaining Admission.............................................................. 53 Section 6: Funding Your Education ...................................................... 68 MY Education Website Guide 2019-2020 ....................................... 101 Career Exploration Chart ................................................................... 106 Comparison Chart ............................................................................. 107 MY Education | Page 1 Managing Your (MY) Education Section 1: Getting Started Your decision to complete the DoD Education Track by participating in this workshop shows you have recognized the potential benefits of higher education for your career. Higher education is a pathway that can help you access new opportunities and can be a prerequisite for a number of jobs in the U.S. economy. This two-day workshop, which is designed for anyone interested in earning either an undergraduate or graduate degree, will assist you in identifying the education requirements for your desired career and provide you with information, resources, and strategies -
Academic Institution Implementation Agreement the Online Academy Positive Behavior Support Team the University of Kansas Server Contract
Academic Institution Implementation Agreement The Online Academy Positive Behavior Support Team The University of Kansas Server Contract The University Affiliated Program in collaboration with the Beach Center on Families and Disability agrees to make the Online Academy Positive Behavior Support modules ("Modules") available to ("Server Hosting Organization") for instructional and technical assistance purposes within the Research and Training Center on Positive Behavior Support and the Technical Assistance Center on Positive Behavior Intervention and Supports. The Modules will be made available for downloading to a server at no cost to the institution/organization for the Modules as long as an institutional commitment to implement the Modules is made in accordance with the Conditions of Implementation set out below. Conditions of Implementation: 1. The Modules or lessons may be offered as independent courses or integrated into regularly offered courses or as part of staff development efforts. 2. Password protection will be provided to control access to the Modules allowing only students who have signed contracts with an instructor recognized by the Online Academy PBS group. 3. The Modules shall not be offered for Continuing Education credit. 4. The pricing policies of the Server Hosting Organization shall apply in the offering of the Modules. 5. The Server Hosting Organization may add its name and course identification to the modules in order to meet its enrollment needs; however, the University of Kansas credits for the development and design of the Modules must remain as embedded in the Modules. 6. No modifications shall be permitted to the content of the Module. The Modules, however, maybe used in total or in part. -
Doctorate Recipients from U.S. Universities: 2015, Technical Notes
Doctorate Recipients from U.S. Universities: 2015 Technical Notes Data presented in Doctorate Recipients from U.S. Universities: 2015 were collected by the Survey of Earned Doctorates (SED). The survey is sponsored by six federal agencies: the National Science Foundation (NSF), National Institutes of Health (NIH), U.S. Department of Education (ED), U.S. Department of Agriculture (USDA), National Endowment for the Humanities (NEH), and National Aeronautics and Space Administration (NASA). This report presents the summary of these survey data. Survey Overview (2015 survey cycle) Purpose. The Survey of Earned Doctorates (SED) collects data on the number and characteristics of individuals receiving research doctoral degrees from U.S. academic institutions. Data collection authority. The information collected by the SED is solicited under the authority of the National Science Foundation Act of 1950, as amended. The Office of Management and Budget control number is 3145-0019, expiration date 30 June 2016. Survey contractor. NORC at the University of Chicago. Survey sponsors. The SED is sponsored by NSF, NIH, ED, USDA, NEH, and NASA. Key Survey Information Frequency. Annual. Initial survey year. Academic year 1957–58. Reference period. The academic year 1 July 2014 to 30 June 2015. Response unit. Individuals. Sample or census. Census. Population size. Approximately 55,000. Sample size. Not applicable. Survey Design Target population. The population for the 2015 SED consists of all individuals receiving a research doctorate from a U.S. academic institution in the 12-month period beginning 1 July 2014 and ending 30 June 2015. A research doctorate is a doctoral degree that (1) requires completion of an original intellectual contribution in the form of a dissertation or an equivalent culminating project (e.g., musical composition) and (2) is not primarily intended as a degree for the practice of a profession. -
May Plato's Academy Be Considered As the First Academic Institution?
Center for Open Access in Science ▪ https://www.centerprode.com/ojsh.html Open Journal for Studies in History, 2019, 2(2), 35-42. ISSN (Online) 2620-066X ▪ https://doi.org/10.32591/coas.ojsh.0202.02035s _________________________________________________________________________ May Plato’s Academy be Considered as the First Academic Institution? Zhulduz Amangelidyevna Seitkasimova M. Auezov South Kazakhstan State University, KAZAKHSTAN Faculty of Pedagogy and Culture, Shymkent Received 8 November 2019 ▪ Revised 17 December 2019 ▪ Accepted 23 December 2019 Abstract Plato’s Academy is undoubtedly the first higher education institution in history, and in ancient Athens itself represents the most important educational institution. It constituted in the context of the universal development that took place in ancient Athens, in the 5th and 4th century BC, and it continued to work until the Byzantine Emperor Justinian forbade the work of all schools of philosophy (529 AD). This development, which is part of the so-called Golden Age of ancient Athens, represents the period of Greek history in which the foundations of Western civilization originated, as we know it today. Plato appears as one of the greatest philosophers of ancient Greece, along with Socrates and Aristotle, to the first of whom appears as a student and to the second as a teacher. Philosophy in the true sense of the word was created in Plato’s era in ancient Athens (Russell, 1975), and Plato’s Academy, in which he, along with his students, talked about various philosophical topics through the Garden of Akademos, was the impetus for this development. There are also opinions that the development of philosophy after Socrates, Plato, and Aristotle is only of reproductive character when it comes to the basics of philosophy.