Dr Sam Lewis Bsc Econ (Law and Politics), LLM, Phd, PGCLTHE

Total Page:16

File Type:pdf, Size:1020Kb

Dr Sam Lewis Bsc Econ (Law and Politics), LLM, Phd, PGCLTHE Dr Sam Lewis BSc Econ (Law and Politics), LLM, PhD, PGCLTHE Job Title Associate Professor Contact Details 2.08 - The Liberty Building School of Law University of Leeds Leeds, LS2 9JT, UK T: 0044 (0)113 3432529 E: [email protected] Twitter: @DrSamLewis Qualifications BSc. Econ (Hons)(Law and Politics) Aberystwyth University, 1993 LLM University of Bristol, 1994 PhD University of Bristol, 1999 PGCLTHE University of Leeds, 2010 Employment History 2000 - 2002 Research Associate, Law School, University of Bristol 2002 - 2004 Research Associate, Department of Applied Social Studies, University of Swansea 2004 - 2006 Lecturer, School of Law, University of Leeds 2006 – 2007 RCUK Academic Research Fellow, School of Law, University of Leeds 2007 - 2012 RCUK Academic Research Fellow, School of Law, University of Leeds (0.6 FTE) 2012 – 2017 Lecturer (0.6 FTE) 2017 - Lecturer (0.8 FTE) Funded Research Projects 2019 - A Study of Police Responses to Child-to-Parent Violence (CPV) Role Principal Investigator Funder N8 Policing Research Partnership (£24,375.30) 2014 – 2019 A National Study of Local Responses to CPV Role Principal Investigator (with A Holt) Funder Care Connect (£1972) and Q-Step (£1700) 2008 - 2012 A Study of the Impact of Anti-social Behaviour Interventions on Young People Role Co-investigator (with Adam Crawford [PI] and Peter Traynor) Funder Nuffield Foundation (£220k) Last Updated: January 2020 1 2007 – 2008 Assessing Deviance, Crime and Prevention in Europe (CRIMPREV) Role Contributor to a comparative study on crime and justice in Europe. Funder The European Commission 2005 Race and Sentencing in Leeds Role Principal Investigator Funder Leeds Youth Offending Services (£5810) Spring 2005 The Effects of Neo-liberalism on Youth Justice in England and Wales Role Contributor to a pan-European collaborative project co-ordinated by the Groupe Européen de Recherche sur les Normatives (GERN) Funder The European Commission. 2003 – 2004 Irish Experiences of Criminal Justice in England and Wales Role Principal Investigator (with Peter Raynor and David Smith) Funder Greater Manchester and Merseyside Probation Areas (£45,272.50) 2002 – 2003 Black and Asian Offenders on Probation Role Research Associate Funder Home Office 2000 – 2002 Resettlement Pathfinder Project (Short-term Prisoners) Role Research Associate Funder Home Office Publications Lewis, S. (2019) Developing the Police Responses to Child-to-Parent Violence, Feature on the N8 Policing Research Partnership Website: https://n8prp.org.uk/developing-the-police- response-to-child-to-parent-violence/ Lewis, S. and Thomson, M. (2019) ‘Social bodies and social justice’, International Journal of Law in Context, 1-18. DOI: 10.1017/S1744552319000053. Repository URL: http://eprints.whiterose.ac.uk/140671/ Crawford, A., Lewis S. and Traynor, P. (2017) ‘“It ain’t (just) what you do, it’s (also) the way that you do it”: The role of Procedural Justice in the Implementation of Anti-social Behaviour Interventions with Young People’, European Journal on Criminal Policy and Research, 23.1 (2017), 9-26. Repository URL: http://eprints.whiterose.ac.uk/100028/ Lewis S., Crawford A. and Traynor, P. (2016) ‘Nipping Crime in the Bud? The Use of Anti- Social Behaviour Interventions with Young People in England and Wales’, British Journal of Criminology, 57(5): 1230–1248. Repository URL: http://eprints.whiterose.ac.uk/104223/ Crawford, A., Lewis, S. and Traynor, P. (2012) Anti-Social Behaviour Interventions with Young People. Findings from the Nuffield Foundation-funded study, Leeds: CCJS Press, pp. 23 + iii. Last Updated: January 2020 2 Raynor, P. and Lewis, S. (2011) ‘Risk-need Assessment, Sentencing and Minority Ethnic Offenders in Britain’, British Journal of Social Work, 41, 1357-1371. Lewis, S. (2010) ‘The criminalisation of juveniles and countervailing trends: youth justice in England and Wales’, in Bailleau, F. and Cartuyvels, Y. (Eds.) The Criminalisation of Youth: Juvenile Justice in Europe, Turkey and Canada. Brussels: VUBPRESS Brussels University Press, pp.77-92. Lewis, S. (2009) ‘La criminalisation des jeunes et les tendances compensatrices: La justice des mineurs en Angleterre et au Pays de Galles’, Déviance et Société, 33 (3), 335-349. Lewis, S. (2009) ‘The probation service and race equality’, in: Singh Bhui, H. (Ed.) Race and Criminal Justice. London: Sage. Lewis, S. (2008) ‘Adult Offenders: Policy Developments in England and Wales’, in: McIvor, G. and Raynor, P. (Eds.) Developments in Social Work with Offenders. London: Jessica Kingsley. Crawford, A. and Lewis, S. (2007) ‘Évolutions mondiales, orientations nationales et justice locale, Les effets du neo-libéralisme sur las justice des mineurs en Angleterre et au Pays de Galles’, in Bailleau, F. and Cartuyvels, Y. (Eds) La Justice Pénale des Mineurs en Europe: Entre Modéle Welfare et Inflexions Néo-libérales. Paris: L’Harmattan. Lewis, S., Maguire, M., Raynor, P., Vanstone, M. and Vennard, J. (2007) 'What works in resettlement? Findings from seven Pathfinders for short-term prisoners in England and Wales', Criminology and Criminal Justice, 7(1), 33-53. Lewis, S., Raynor, P., Smith, D. and Wardak, A. (2006) (Eds) Race and Probation. Cullompton: Willan, xix + 230 pp. Lewis, S. (2006) ‘Minority ethnic experiences of probation supervision and programmes’, in: Lewis, S., Raynor, P., Smith, D. and Wardak, A. (Eds.) Race and Probation. Cullompton: Willan. Lewis, S. and Olumide, J. (2006) ‘Not black and white: mixed heritage experiences of criminal justice’, in: Lewis, S., Raynor, P., Smith, D. and Wardak, A. (Eds.) Race and Probation. Cullompton: Willan. Calverley, A., Cole, B., Kaur, G., Lewis, S., Raynor, P., Sadeghi, S., Smith, D., Vanstone, M. and Wardak, A. (2006) ‘Black and Asian probationers: Implications of the Home Office Study’, Probation Journal, Vol. 53, 24-37. Raynor, P. and Lewis, S. (2006) ‘Black and Asian men on probation: Who are they, and what are their criminogenic needs?’, in: Lewis, S., Raynor, P., Smith, D. and Wardak, A. (Eds.) Race and Probation. Cullompton. Lewis, S., Raynor, P. and Smith, D. (2006) ‘A reply to Colm Power’, Irish Probation Journal 3(1), pp.41-4. Last Updated: January 2020 3 Lewis, S., Lobley, D., Smith, D. and Wardak, A. (2005) ‘The Irish on Probation in England’, Irish Probation Journal, 2(1), 4-19. Lewis, S., Lobley, D., Smith, D. and Wardak, A. (2005) ‘The Irish on Probation in the North- West of England’, Probation Journal, 52(3), 293-5. Lewis, S. (2005) ‘Rehabilitation: Headline or Footnote in the New Penal Policy?’, Probation Journal, 52(2), 117-133. Calverley, A., Cole, B., Kaur, G., Lewis, S., Raynor, P., Sadeghi, S., Smith, D., Vanstone, M. and Wardak, A. (2004) Black and Asian Offenders on Probation, Home Office Research Study 277, London: Home Office, 80 pp. Lewis, S. (2004) ‘What Works in the Resettlement of Short-Term Prisoners? Findings from Seven Pathfinders, and their Implications for the Probation Service, Vista: Perspectives on Probation, Vol. 8, No. 3, 2004. Lewis, S., Vennard, J., Maguire, M., Raynor, P., Vanstone, M. Raybould, S. and Rix, A. (2003) The Resettlement of Short-term Prisoners: An Evaluation of Seven Pathfinders, RDS Occasional Paper No. 83. London: Home Office, 110 pp. Lewis, S., Maguire, M., Raynor, P., Vanstone, M. and Vennard, J. (2003) The Resettlement of Short-term Prisoners: An Evaluation of Seven Pathfinders, Home Office Research Findings 200. London: Home Office, 4 pp. Lewis, S. (2002) ‘Halliday and the White Paper: getting to the ‘Hart’ of Sentencing?’, Vista: Perspectives on Probation, Vol.7, No. 7. Conference and other papers Lewis, S. and Thomson, M. (2019) The New Science of Family and Child Policy, Paper to the Department for Work and Pensions, delivered as part of the DWP and LSSI ‘Linking Leeds’ seminar series (Leeds, 12th February 2019). Lewis, S. (2019) Offending Behaviour: Nature or Nurture? Paper to students at East China University of Politics and Law (ECUPL) (Shanghai, 10 May 2019). Lewis, S. (2018) Constructions of and responses to child-to-parent violence (CPV) in England and Wales. Plenary presentation to the N8 policing conference on responses to child-to- parent domestic violence, hosted by Durham University (Darlington, June 2018). Lewis, S. (2018) Reflections on Vulnerability, Autonomy, Family Violence and the Responsive State. Workshop on Autonomy and Vulnerability at Emory University (Atlanta, February 2018). Last Updated: January 2020 4 Holt, A. and Lewis, S. (2017) Constructions of and responses to child-to-parent violence (CPV) in England and Wales. Paper to the European Society of Criminology (ESC) Conference (Cardiff, September 2017). Lewis, S., ‘Conceptualising and responding to child-to-parent violence: lessons from the new corporeal humanisms’, Law and Society Association conference, Mexico (July 2017). Lewis, S., ‘Neuroscience, neuro-politics and the regulation of children and families’, at the Regulation and Criminology: Looking Back, Thinking Forward conference, School of Law, University of Leeds (July 2017). Lewis, S., ‘Understanding and challenging British Criminologists’ antipathy towards neuroscience’, at the Enacting the Human in the Social Biologies conference, School of Law, University of Leeds (June 2017). Lewis, S. and Thomson, M. (2016) Corporeal or Embodied Humanisms? Paper to the Law and Society Association conference (New Orleans, June 2016). Lewis, S. and Thomson, M. (2016) Corporeal or Embodied Humanisms? Paper to a Workshop on Vulnerability and Social Justice (Leeds, June 2016). Lewis, S., (2015) The
Recommended publications
  • Curriculam Vitae
    CHRISTOPHER G. HUBBARD School of Earth and Environment, University of Leeds, LS2 9JT, UK Email: [email protected] Tel: +44 (0)113 343 4696 Research Interests I am an environmental geochemist by training with a broad interest in contaminant transport and retardation processes. My research has spanned from simple, well-constrained laboratory experiments (e.g. U(VI) sorption, University of Bristol), through more complex column experiments (University of Leeds) to field investigations (acid mine drainage, University of Reading). My current research focus is biogeophysics. This emerging field links geophysical responses with biogeochemical transformations in the subsurface and has great potential for remotely monitoring the progress of remediation schemes and aiding in site characterisation. Education 2002-2007 University of Reading PhD Environmental Geochemistry “Acid mine drainage generation and transport processes in the Tinto River, SW Spain.” This study involved seasonal fieldwork and sample characterisation using ICP-OES, ICP-MS, XRD, 2 18 18 34 XRF and stable isotopes ( H, Owater, OSO4, SSO4). A detailed investigation of sulphide oxidation mechanisms and temporal fluctuations in mining area aqueous point inputs was combined with the first high-resolution study of autumn dissolution/flood events in the river (in collaboration with the University of Huelva) and long-term datasets from downstream to produce a coherent explanation of acid mine drainage generation and transport. 1999-2000 University of Newcastle-upon-Tyne MSc Environmental Biogeochemistry Distinction 1996-1999 University of Durham BSc (Hons) Environmental Geoscience First Employment Record Sep 2008 - present University of Leeds Postdoctoral Research Assistant – School of Earth and Environment Laboratory based biogeophysics projects involving experimental column and electrode design, geophysical monitoring (self potential and bulk conductivity), geochemical sampling and analyses of fluid samples and solid samples using a range of techniques (e.g.
    [Show full text]
  • Stacking Chairs: Local Sense and Global Nonsense
    Short and Sweet i-Perception Stacking Chairs: Local Sense January-February 2018, 1–5 ! The Author(s) 2018 DOI: 10.1177/2041669517752372 and Global Nonsense journals.sagepub.com/home/ipe Nicholas E. Scott-Samuel University of Bristol, UK Hiroshi Ashida Kyoto University, Japan P. George Lovell University of Abertay Dundee, School of Social and Health Sciences, UK Tim S. Meese Aston University, School of Life and Health Sciences, Birmingham, UK D. Samuel Schwarzkopf University College London, UK Abstract We report a confusing stimulus which demonstrates the power of local interpretation of three- dimensional structure to disrupt a coherent global perception. Keywords 3D perception, depth, perception, illusion Figure 1 shows a photograph of nine stackable chairs, leaning back at an angle against a wall. For all observers (n ¼ 40þ, recruited ad hoc via Facebook, where the stimulus was displayed), this image elicits confusion. If the number of chairs is reduced below four, the effect disappears. Figure 2(a) is an annotated version of Figure 1. The local interpretation of three-dimensional structure – at each ‘corner’, i.e. AD, BC and EF – is generally unambiguous (apart from AD, which flips in depth in a Necker-cube-like manner for some observers). But the repetition of the stacked elements along the virtual contours AD, BC and, to a lesser extent, EF suggests a change in depth along those lines which does not actually exist. Figure 2(b) makes this explicit: an abstracted version of the image reveals an alternative interpretation, which fails to correspond to reality – the repetitive structure now looks more like a stack of quadrilaterals rising from the ground plane.
    [Show full text]
  • Your Place University of Leeds Postgraduate Your Place 2020
    Postgraduate 2020 YOUR PLACE UNIVERSITY OF LEEDS POSTGRADUATE YOUR PLACE 2020 OUR CAMPUS BY THE CITY Leeds city centre Leeds train station LEEDS CITY CENTRE Only a 10-minute walk from campus LEEDS TRAIN STATION Fast and efficient travel to all major UK cities Parkinson Building PARKINSON BUILDING The Edge The iconic landmark building of the University EDWARD BOYLE LIBRARY Includes a postgraduate-only Research Hub Edward Boyle library THE EDGE Swimming pool, fitness suite and sports halls Leeds University Union ST GEORGE’S FIELD A beautiful green space in the heart of campus St George’s Field LEEDS UNIVERSITY UNION Shops, music venues, bars and home to our clubs and societies EAST SOUTH NORTH WEST B WWW.LEEDS.AC.UK 1 UNIVERSITY OF LEEDS POSTGRADUATE YOUR PLACE 2020 CONTENTS YOUR PLACE 4 WE’RE HERE FOR YOU 17 Welcome to Leeds 5 Support services 18 NEXT STEPS 6 YOUR ARRIVAL 21 What to do next 7 Travel plans 22 Fees and funding 8 Living expenses 23 Your home away from home 10 Welcome and settling in 24 Checklist for your first few weeks 26 Information for international students Visas and immigration 14 CAMPUS LIFE 28 Applying for a Tier 4 visa 15 Facilities on campus 30 Essential documents 16 Leeds and Yorkshire 34 Health 16 TALK TO US YOU’VE ACCEPTED +44(0)113 343 4044 YOUR PLACE [email protected] CONNECT WITH US Welcome to Leeds. We’re delighted /universityofleeds that you have chosen the University of Leeds – one of the top universities @UniversityLeeds in the world.
    [Show full text]
  • Access Agreement 2018-19
    FALMOUTH UNIVERSITY ACCESS AGREEMENT 2018-19 ACCESS AGREEMENT SUBMITTED TO THE OFFICE FOR FAIR ACCESS Submitted 25 April 2017; revised 22 June 2017 FALMOUTH UNIVERSITY ACCESS AGREEMENT 2018-19 Contents: 1. Introduction and OFFA priorities for 2018-19 page 3 2. Fees, student numbers and fee income page 5 3. Access, student success and progression measures page 7 4. Financial support page 15 5. Targets and milestones page 16 6. Monitoring and evaluation agreements page 16 7. Equality and Diversity page 16 8. Provision of information to prospective students page 17 9. Consulting with students page 17 Annex: Access Agreement Resource Plan, 2018-19 Page 2 of 18 1a. Introduction This Access Agreement sets out Falmouth University’s plans and targets to support access, student success and progression for the year 2018-19. This Agreement has been developed in the context of the University’s Strategic Plan for the period 2015 to 2020. The Strategic Plan’s key objectives reflect the University’s commitment to fair access across the student lifecycle. Our first objective is ‘to produce satisfied graduates who get great jobs’, which includes ambitious targets for student retention, student satisfaction and graduate employment. Our second objective is ‘to help grow Cornwall’, which includes a commitment to double the number of students recruited from the county from 2013-14 levels by 2020. This objective will be achieved through a sharpened focus on recruiting students from disadvantaged backgrounds. The Strategic Plan states: ‘We will work with other agencies in the region to build support systems to retain more of our creative talent for the benefit of Cornwall.
    [Show full text]
  • About the Authors
    Fast Capitalism ISSN 1930-014X Volume 16 • Issue 1 • 2019 About the Authors David Arditi David Arditi is an Associate Professor of Sociology and Director of the Center for Theory at the University of Texas at Arlington. He holds a PhD in Cultural Studies from George Mason University. His research addresses the impact of digital technology on society and culture with a specific focus on music. Arditi is author of iTake- Over: The Recording Industry in the digital era. Arditi serves as Editor of Fast Capitalism. In 2016, he developed MusicDetour, a local music archive available for everyone to stream free music. Christian Garland Christian Garland teaches precariously at Queen Mary, University of London and has degrees in Philosophy and Politics from the University of East Anglia (UEA) and Social and Political Thought from the University of Sussex. He has research interests include Marx and Frankfurt School Critical Theory especially applying this to the rapidly changing nature of work and how this can be said to embody social relations of atomization and individualization: the re-composition and restructuring of the capital-labor relation itself. Henry A. Giroux Henry A. Giroux currently holds the McMaster University Chair for Scholarship in the Public Interest in the English and Cultural Studies Department and is the Paulo Freire Distinguished Scholar in Critical Pedagogy. His most recent books include American Nightmare: Facing the Challenge of Fascism (City Lights, 2018), and his forthcoming, The Terror of the Unforeseen (Los Angeles Review of Books, 2019). Denisa Krásná Denisa Krásná is a doctoral student of North-American Cultural Studies and Literatures in English at Masaryk University with a special interest in Indigenous issues and literatures.
    [Show full text]
  • S, Tefania Simion
    S, tefania Simion Email: [email protected], Updated October 2020 [email protected] Website: www.stefaniasimion.com FIELDS OF Economics of Education, Gender Economics, Labour Economics, INTERESTS WORK Lecturer, School of Economics, University of Bristol, 2019-present EXPERIENCE Senior Teaching Fellow in Economics, University of Edinburgh 2016-2019 EDUCATION PhD Economics, Queen Mary University of London 2012-2017 MSc Economics, Barcelona Graduate School of Economics 2011-2012 MA(Hons) Economics, University of Edinburgh 2007-2011 PUBLICATIONS Charging for Higher Education: Estimating the Impact on Inequality and Student Outcomes (with G. Azmat) - The B.E. Journal of Economic Analysis & Policy, Accepted. WORKING Pay Transparency and Cracks in the Glass Ceiling (with E. Duchini and A. Turrell), CAGE PAPERS working paper, no. 482 & RESEARCH IN PROGRESS Demographic Bulges and Labour Market Outcomes The Internationalisation of British Universities: a Dividend or a Deterrent? Are Girls Always More Likely to Give up? Evidence from a Natural Experiment with Low- Achieving Students (with A. Bizopoulou and R. Megalokonomou) Fluid Intelligence, Crystallised Intelligence and Financial Decisions (with T. Sulka) Gender Differences in Negative Exam Marking (with G. Azmat and M. Guell) UG TEACHING Lecturer and Course Organiser Econometrics 1, University of Bristol 2019-present Economics of Education, University of Edinburgh 2017-2019 Economics UG Dissertation Coordinator, University of Edinburgh 2017-2019 Intermediate Econometrics,
    [Show full text]
  • Understanding Walking and Cycling
    Understanding Walking and Cycling Summary of Key Findings and Recommendations Understanding WALKING CYCLING Summary of key findings and recommendations Project team: Colin Pooley (Lancaster Environment Centre, Lancaster University) Miles Tight (Institute for Transport Studies, University of Leeds) Tim Jones (Built Environment, Oxford Brookes University) Dave Horton (Lancaster Environment Centre, Lancaster University) Griet Scheldeman (Lancaster Environment Centre, Lancaster University) Ann Jopson (Institute for Transport Studies, University of Leeds) Caroline Mullen (Institute for Transport Studies, University of Leeds) Alison Chisholm (Built Environment, Oxford Brookes University) Emanuele Strano (Built Environment, Oxford Brookes University) Sheila Constantine (Lancaster Environment Centre, Lancaster University) Corresponding author: Colin G Pooley Lancaster Environment Centre, Lancaster University, Lancaster, LA1 4YQ E-mail: [email protected] Tel: 01524 510241 Fax: 01524 510269 Understanding walking and cycling: Summary of key findings and recommendations Further information: Understanding Walking and Cycling Project: http://www.lec.lancs.ac.uk/research/society_and_environment/walking_and_cycling.php This research was funded by the Engineering and Physical Sciences Research Council (EPSRC grant EP/G00045X/1) From 1st October 2008 to 30th September 2011 Contents Section 1 Introduction Page 1 Section 2 The problem Page 1 Section 3 Aims and scope of the project Page 2 Section 4 Research methods Page 3 Section 5 Attitudes towards walking and cycling Page 5 Section 6 Physical environment factors influencing Page 8 walking and cycling Section 7 Household and family factors influencing Page 11 walking and cycling Section 8 Perceptions of normality Page 16 Section 9 Policy implications Page 17 Acknowledgements Page 21 References Page 21 Executive summary It is widely recognized that there is a need to increase levels of active and sustainable travel in British urban areas.
    [Show full text]
  • Faculty Courses Nuclear Engineering
    FACULTY OF ENGINEERING FACULTY COURSES NUCLEAR ENGINEERING Doctor of Engineering (EngD) in Nuclear Engineering [These regulations are to be read in conjunction with General Postgraduate Regulations] This degree is part of a collaborative EPSRC research initiative comprising the University of Strathclyde, Imperial College, the University of Bristol, the University of Leeds and the University of Sheffield. Students registering at the University of Strathclyde will graduate with a degree of the University of Strathclyde and will be subject to the General Regulations of this University. Admission 20.40.26 Regulations 20.1.1 and 20.1.2 shall apply (see General Postgraduate Regulations). Duration of Study 20.40.27 Regulations 20.1.5 and 20.1.6 shall apply (see General Postgraduate Regulations). Mode of Study 20.40.28 The course is available by full-time study only. Place of Study 20.40.29 Students will spend approximately 75% of their time undertaking a well- defined research project or portfolio of projects in collaboration with an industrial partner. The research will run continuously throughout the duration of the course and will be undertaken mainly in the industrial partners’ premises. Students may also be required to attend the University of Manchester to undertake classes delivered in a “short course” format from the portfolio of MSc/MBA courses offered by the Manchester Business School, and by the Nuclear Technology Education Consortium (NTEC) MSc in Nuclear Science and Technology. Curriculum 20.40.30 All students shall undertake research
    [Show full text]
  • A Poetics of Uncertainty: a Chorographic Survey of the Life of John Trevisa and the Site of Glasney College, Cornwall, Mediated Through Locative Arts Practice
    VAL DIGGLE: A POETICS OF UNCERTAINTY A poetics of uncertainty: a chorographic survey of the life of John Trevisa and the site of Glasney College, Cornwall, mediated through locative arts practice By Valerie Ann Diggle Page 1 VAL DIGGLE: A POETICS OF UNCERTAINTY VAL DIGGLE: A POETICS OF UNCERTAINTY A poetics of uncertainty: a chorographic survey of the life of John Trevisa and the site of Glasney College, Cornwall, mediated through locative arts practice By Valerie Ann Diggle Thesis submitted in partial fulfilment of the requirements for the Degree of Doctor of Philosophy (PhD) University of the Arts London Falmouth University October 2017 Page 2 Page 3 VAL DIGGLE: A POETICS OF UNCERTAINTY VAL DIGGLE: A POETICS OF UNCERTAINTY A poetics of uncertainty: a chorographic survey of the life of John Trevisa and the site of Glasney College, Penryn, Cornwall, mediated through locative arts practice Connections between the medieval Cornishman and translator John Trevisa (1342-1402) and Glasney College in Cornwall are explored in this thesis to create a deep map about the figure and the site, articulated in a series of micro-narratives or anecdotae. The research combines book-based strategies and performative encounters with people and places, to build a rich, chorographic survey described in images, sound files, objects and texts. A key research problem – how to express the forensic fingerprint of that which is invisible in the historic record – is described as a poetics of uncertainty, a speculative response to information that teeters on the brink of what can be reliably known. This poetics combines multi-modal writing to communicate events in the life of the research, auto-ethnographically, from the point of view of an artist working in the academy.
    [Show full text]
  • In This Issue
    In this issue: • Is university right for me? •The different types of universities • The Russel Group universities Is university the right choice for me? The University of South Wales, our partner university has put together a series of videos to help you answer this question. https://southwales.cloud.panopto.eu/Panopto/Pages/Viewer.aspx?id=d7f60e55-e50a-456d-a1ff -ac3d00e7ed13 What are the different types of universities? Ancient Universities These include Oxford (founded 1096) and Cambridge (founded 1209) are known as the Ox- bridge group and are the highest ranking universities in the UK St David’s College (1822-28) and Durham University (1832) follow the Oxford structure of col- leges and are considered the highest ranking universities after Oxford and Cambridge. Red Brick Red Brick Universities were formed mainly in the 19th century as a product of the industrial revolution and specialise in highly specialised skills in such are- as as engineering and medicine. University of Birmingham University of Bristol University of Leeds University of Liverpool University of Manchester The New Universities The New universities were created in the 1950s and 60s Some of these were former polytechnics or colleges which were granted university charter from 1990. These univer- sities focussed on STEM subjects such as engineering. Anglia Ruskin University, formerly Anglia Polytechnic (located in Cambridge and Chelmsford) Birmingham City University, formerly Birmingham Polytechnic University of Brighton, formerly Brighton Polytechnic Bournemouth University,
    [Show full text]
  • Student Comparison Data
    EQUAL OPPORTUNITIES TECHNICAL ADVISORY GROUP SEVENTH REPORT – STUDENT DATA 1. Introduction ........................................................................................................... 2 2. Undergraduate entrants - Intakes........................................................................ 7 2.1 Gender .............................................................................................................. 7 2.2 Disability............................................................................................................ 7 2.3 Ethnicity............................................................................................................. 7 2.4 Age on entry...................................................................................................... 8 2.5 Previous Institution type .................................................................................... 9 3. Postgraduate Taught – Intakes.......................................................................... 10 3.1 Gender ............................................................................................................ 10 3.2 Disability.......................................................................................................... 10 3.3 Ethnicity........................................................................................................... 10 3.4 Age on entry.................................................................................................... 11 4. Postgraduate Research entrants -
    [Show full text]
  • Centre for Data Analytics and Society Handbook 2020-2021
    Centre for Data Analytics and Society Handbook 2020-2021 1 Table of Contents Introduction .................................................................................................................................................... 4 Partner Institutions ......................................................................................................................................... 5 Important dates and Information.................................................................................................................... 6 CDT Key Staff contacts ................................................................................................................................. 7 CDT Local contacts ....................................................................................................................................... 8 Postgraduate Research Council (PGRC) ....................................................................................................... 8 Registration .................................................................................................................................................... 9 Module enrolment .......................................................................................................................................... 9 Teaching and Attendance............................................................................................................................... 9 Assessment .................................................................................................................................................
    [Show full text]