NEWSLETTER January 2020
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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. -
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. -
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. -
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. -
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 -
Observing Imperfection in Atomic Interfaces for Van Der Waals
Observing imperfection in atomic interfaces for van der Waals heterostructures Aidan. P. Rooney1, Aleksey Kozikov2,3,4, Alexander N. Rudenko5 , Eric Prestat1, Matthew J Hamer2,3,4, Freddie Withers6, Yang Cao2,3,4, Kostya S. Novoselov2,3,4, Mikhail I. Katsnelson5, Roman Gorbachev2,3,4* Sarah J. Haigh1,4* 1. School of Materials, University of Manchester, Manchester M13 9PL, UK 2. Manchester Centre for Mesoscience and Nanotechnology, University of Manchester, Manchester M13 9PL, UK 3. School of Physics and Astronomy, University of Manchester, Oxford Road, Manchester, M13 9PL, UK 4. National Graphene Institute, University of Manchester, Manchester M13 9PL, UK 5. Institute for Molecules and Materials, Radboud University, 6525 AJ Nijmegen, Netherlands 6. College of Engineering, Mathematics and Physical Sciences, University of Exeter, Exeter, Devon, EX4 4SB, UK 1 KEYWORDS: 2D Materials, TMDC, STEM, FIB, Defects. Abstract: Vertically stacked van der Waals heterostructures are a lucrative platform for exploring the rich electronic and optoelectronic phenomena in two-dimensional materials. Their performance will be strongly affected by impurities and defects at the interfaces. Here we present the first systematic study of interfaces in van der Waals heterostructure using cross sectional scanning transmission electron microscope (STEM) imaging. By measuring interlayer separations and comparing these to density functional theory (DFT) calculations we find that pristine interfaces exist between hBN and MoS2 or WS2 for stacks prepared by mechanical exfoliation in air. However, for two technologically important transition metal dichalcogenide (TMDC) systems, MoSe2 and WSe2, our measurement of interlayer separations provide the first evidence for impurity species being trapped at buried interfaces with hBN: interfaces which are flat at the nanometer length scale. -
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 ................................................................................................................................................. -
1. Introduction
THE UNIVERSITY OF LEEDS Code of Practice on Learning Analytics 1. Introduction Learning Analytics is defined as follows: "the measurement, collection, analysis, and reporting of data about learners and their contexts, for the purposes of understanding and optimising learning and the environments in which it occurs." (International Conference on Learning Analytics, 2011). The University of Leeds has adopted this definition for the purposes of this Code of Practice and the Learning Analytics Strategy. The University of Leeds uses learning analytics to enhance taught student education and support student success for registered students. The University will use learning analytics to: (i) support individual learners – through actional intelligence for students, teachers and professional staff; (ii) help understand cohort behaviours and outcomes; (iii) help understand and enhance the learning environment. This means that we will gather and analyse data relating to students’ education and present these in appropriate formats to staff and students, to support students’ learning, progress and well-being. The University recognises that data on their own cannot provide a complete picture of a student’s progress, but provide an indicative picture of progress and likelihood of success. This document sets out the responsibilities for staff, students and the University to ensure that learning analytics is carried out responsibly, transparently, appropriately and effectively, addressing the key legal, ethical and logistical issues which are likely to arise. This not only covers the presentation of learning analytics data to students and staff but also possible use in research projects and management information. It is important to note that the University currently holds and processes the data sources identified in this document. -
United Kingdom, 4. University of Leeds, Leeds
242 Innovation in Aging, 2019, Vol. 3, No. S1 United Kingdom, 4. University of Leeds, Leeds, England, of severe disability amongst residents has increased from United Kingdom 56% to 80% over a 20 year period, driven by increases This multi-method research explores the challenges family in difficulties in bathing and dressing. The prevalence of practitioners and long-term care facilities face when they multimorbidity also increased from 29% to 56% between work together. It seeks to understand how different responses 2006 and 2014. A growth in the number of people with de- to these challenges may influence the delivery of care. Whilst mentia, cardiovascular and cerebrovascular diseases con- different services have their own values, aims, structures and tributed to this. We conclude that residents in LTCFs have processes, all are contending with constrained resources and become a selected subset of the population, characterised by frequent organisational change. Our findings from a large increasing needs for support. This poses an important chal- qualitative study and analysis of routine health data are or- lenge for future care provision. ganised around the micro (individual), meso (organisational) and macro (system) factors that influence the organisation RELATIONSHIP BETWEEN CARE HOME STAFFING and delivery of resident care. In this presentation, we draw AND QUALITY OF CARE: A MIXED-METHODS out the interplay between these levels, and how each shapes APPROACH and is shaped by the changing demands and nature of care. Karen Spilsbury,1 Andy Charlwood,2 This presentation will bring new insights into primary care Danat Valizade,2 and Kirsty Haunch2, 1. University of for long-term care facilities, through the perspectives of those Leeds, Leeds, United Kingdom, 2. -
Universities of Leeds, Sheffield and York
promoting access to White Rose research papers Universities of Leeds, Sheffield and York http://eprints.whiterose.ac.uk/ This is an author produced version of a paper published in System. White Rose Research Online URL for this paper: http://eprints.whiterose.ac.uk/4927/ Published paper Wedell, M. (2003) Giving TESOL change a chance: supporting key players in the curriculum change process, System, Volume 31 (4), 439 - 456. White Rose Research Online [email protected] Dr Martin Wedell School of Education University of Leeds UK Address: School of Education, University of Leeds, Hillary Place, Leeds LS2 9JT Phone: 0113 343 4531 Fax: 0113 343 4541 Email: [email protected] 1 Abstract The language of ‘western’ planned and managed TESOL curriculum change aid projects of the 1980s-1990s continues to have a strong influence on the terms in which the objectives of 21st century, nationally planned TESOL curriculum change projects are expressed. Teachers continue to be expected to make the cultural and professional adjustments needed to enable objectives to be achieved. Many TESOL aid projects achieved their stated objectives only partially. The same remains true now that project planning and management are a local responsibility. An important reason for such limited success, is change planners’ failure to understand what support teachers will need, when, and for how long, if they are to make the above adjustments. The paper proposes questions that TESOL curriculum change planners might ask, before finally defining their objectives. Answers to such questions will provide them with information about how teachers (those expected to implement change) are likely to experience the change process. -
Louise Banahene, University of Leeds (Chair)
NEON Widening Participation in Postgraduate Study Network Wednesday 21st April 2021, 10:00-12:00 Present: Megan Alexander; University of Salford; Louise Banahene, University of Leeds (Chair); Lucy Bentley, University of York; Becca Boulton, University of Sussex; Alice Brereton, University of Bristol; Louise Carr, York St John University; Jenn Coates, University of Leeds; Helen Claxton, University of York; Alex Ferguson, University of Leeds; Yvette Fofah, University of Greenwich; Diane Gill, Scottish Graduate School for Social Science; Stephanie Lee, University of Manchester; Louise MacRae, Edge Hill University; Maria Anna Petrou, NEON; Rosa Marvell, Oxford Brookes University; Stacey Mottershaw, University of Leeds; Nadia Pollini, University of Oxford; Katrina Roberts, The Brilliant Club; Ben Rutter, SLC; Janice Simpson, University of York; Martin Thompson, St Edmunds College Cambridge; Jo Tyssen, University Centre Leeds; Nina Vallard, University of Brighton; Rachel Van Krimpen, University of Nottingham; Felicity Wicks, University of Manchester; John Wilson, Solent University; 1. Previous minutes and actions (LB, Chair) LB welcomed members to the network. The minutes from the last meeting were agreed. JC had emailed the group regarding the surveys to investigate the student experience of Masters Funding in collaboration with SLC, but has not yet had any interest from other institutions about participating in the exercise. Action 1.1 – All interested members of the group can email JC on [email protected] for more information on how to get involved with the survey (current deadline 30th April) 2. Introduction to workstream leads and brief updates (Chairs of workstreams) A number of workstreams were set up at the last meeting with different Chairs, with all members of the group able to join those which interested them. -
A Working Group on the Provision of Electron Microscopy in the Physical and Engineering Sciences (EMPESWG)
1 A working group on the provision of electron microscopy in the physical and engineering sciences (EMPESWG) Final report Executive summary This report describes the outcomes of a process that aimed to review the current ecosystem for electron microscopy (EM) in the physical and engineering sciences, to project future needs, and to look at ways of improving coordination within the EM community to maximise the cost-effectiveness of the sector. The process started with a Town Hall meeting in 2009, followed by a more detailed study by a working group (WG), the outcomes of which were presented to the community in a further Town Hall meeting in April 2014, and feedback from which was incorporated into the writing of this final report from the WG. The WG identified 4 key areas to focus on: (i) evaluation of the current ecosystem; (ii) coordination of access; (iii) coordination of training and (iv) identification of future technologies and projection of future needs. Each area led to recommendations summarised here: (i) The Current Ecosystem This part of the report made use of evidence from surveys conducted of both EM laboratory leaders and also of users of EM facilities. The recommendations are: • Enlarge the survey base (both for laboratory leaders and particularly the large breadth of EM users) and re-evaluate the current ecosystem at regular intervals; • Set up a database for electron microscopy and related equipment, and staff expertise; • Review the performance of previous EM user access schemes and make recommendations of best practice for future access schemes, for the benefit of the UK EM community.