University of Sydney Undergraduate Guide 2022
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UOW and the Great South West
UOW and the Great South West Stands for purpose THE UNIVERSITY OF WOLLONGONG AND THE GREAT SOUTH WEST World-class education for a booming region — The University of Wollongong (UOW) is excited to have opened our doors in the Great South West, one of Australia’s most significant urban centres. Our first cohort of students has already begun their studies at UOW’s South Western Sydney Campus in Liverpool and we have big plans for the future. The Great South West is a region that is truly taking off and we are proud to be partnering with Liverpool City Council to ensure that the region has the educational and training support it needs to move forward and embrace its future. The University of Wollongong’s new South Western Sydney Campus will provide world- class educational opportunities for the people of Liverpool and the Great South West. The new campus will provide greater choice for those who would prefer to study close to home and will provide significant economic opportunities for the people of Liverpool by ensuring its best and brightest can remain in the region. UOW’s South Western Sydney Campus will ensure the next generation of workers in the region are trained and ready for the new jobs and industries of tomorrow and are well placed to embrace the opportunities from the new Western Sydney Airport at Badgerys Creek. The new campus, the first major university campus in Liverpool, builds on an already thriving relationship between the University of Wollongong and the Great South West, and represents a major, long-term investment by the University to the Liverpool region. -
Formal Hall – What You Need to Know
Formal Hall – what you need to know Introduction Formal Hall is held on Tuesdays, and on Fridays in Full informing them of the customs and procedures (see Term. By definition, Formal Halls are formal dinners below), guiding them through the evening, and often used for the entertainment of College guests. As introducing them to the President or Presiding Fellow such they are governed by certain guidelines, customs should the occasion present itself. Members are and rules set out to ensure all College members enjoy therefore not permitted to ask others to book guests the occasion. Failure to observe these guidelines, into Formal Hall on their behalf. customs and rules may result in the individual(s) being The minimum age to attend a formal dinner is 18. asked to leave the dinner. Alcohol may not be brought Younger children may use the cafeteria service when into Formal Hall. accompanied by a College member. Booking and Special Diets Sitting together as a group Members must book by 12 noon the day before, online The definition of a group is 10 or more wishing to sit at www.formalhall.wolfson.cam.ac.uk. together. No single group can exceed 25. Special diets must be notified online at the time of The organiser of any group of 10 or more must seek booking and care taken to ensure the details are the permission of the Domestic Bursar (Mr. Alan Fuller, correct. All diners who have booked a special dietary [email protected]) at least one requirement must make themselves available to the week beforehand; and they must also seek permission Butler prior to dining (before 7.20pm) to obtain their if they wish to increase the number in the group, ‘Special Dietary Requirement’ dining slip. -
Sewanee | the University of the South 3
COLLEGE OF ARTS & SCIENCES SCHOOL OF LETTERS CATALOG AND POLICIES 2018 Information contained in this catalog is current as of the date of publication. Table of Contents School of Letters .................................................................................................................................................. 2 The University ..................................................................................................................................................... 3 Purpose ......................................................................................................................................................... 3 About the University ......................................................................................................................................... 3 Accreditations and Approvals .............................................................................................................................. 6 Administration (University) ................................................................................................................................ 6 About the School of Letters ..................................................................................................................................... 7 General Information ......................................................................................................................................... 7 Academic Calendar ..................................................................................................................................... -
Department of Tutorial Classes, Sydney University, 1919 to 1963 Darryl Dymock and Ann Kelly Griffith University
24 Meeting diverse expectations Meeting diverse expectations: Department of Tutorial Classes, Sydney University, 1919 to 1963 Darryl Dymock and Ann Kelly Griffith University The University of Sydney has offered some form of organised adult education since the late 19th century. In 1914, that provision was formalised through the establishment of a Department of Tutorial Classes, the appointment of a Director, and a partnership with the Workers’ Educational Association (WEA). Right from that time, however, there was ambivalence and sometimes direct opposition to the role and sometimes to the existence of the department. As a result, successive directors of the department had to tread for extending the academy into the adult community, while also satisfying the demands of the WEA. This paper reviews the period of three directorships of the Department of Tutorial Classes, between 1919 and 1963, and argues that the liberal adult education approach adopted by the university from its earliest days was sustained over those 45 years mainly because ongoing disagreement within the university about the purpose of the department and the status of the director, as well as continuing external pressure from the WEA, ensured that the status quo prevailed, even when there were innovative adult education developments elsewhere, and opportunities for change presented themselves. Darryl Dymock and Ann Kelly 25 Introduction University adult education was introduced into Australia more than a century ago as a means of extending the knowledge and expertise of the academy to the general public, through means other than formal tertiary courses. All the sandstone universities and others such as adult education programs. -
USYD Global Mobility Guide
2020 edition Global Mobility Guide Global MobilityGlobal Guide 2020 edition Why study overseas? �������������������������������������� 2 Our global mobility programs �����������������������4 Getting credit towards your course �������������9 How to apply �������������������������������������������������� 10 Our Super Exchange Partners ���������������������14 Where can I study? ����������������������������������������16 Scholarships and costs ��������������������������������22 Global Citizenship Award�����������������������������26 What’s next? ��������������������������������������������������28 #usydontour FAQs �����������������������������������������������������������������31 “Just two words: DO IT. I have not met one person who has regretted their overseas experience. It is simply not possible to live/ study overseas without gaining something out Why study overseas? of it. Whether it is new friends or important lessons learned. Usually both! Living and studying overseas is a once in a lifetime The University of Sydney has the largest global student opportunity that will change you for the better.” mobility program in Australia*� Combine study and travel to Yasmin Dowla Bachelor of Arts/Bachelor of Economics broaden your academic experience and set yourself up for University of Edinburgh, Scotland a global career� Develop the cultural competencies to work across borders, while having the experience of a lifetime� sydney.edu.au/study/overseas-programs Develop your Experience new self-confidence, ways of learning Gain a Over independence -
Bachelor of Pharmacy Course Summary
FACULTY OF ENGINEERING, HEALTH, SCIENCE AND THE ENVIRONMENT Bachelor of Pharmacy Course Summary SATAC COURSE CODE COURSE OUTLINE centres. Professional placements provide 114371 The Bachelor of Pharmacy is a professional an understanding and an experience of the degree designed to meet the demands processes involved in providing primary CAmpUS CAsUArinA for pharmacy services across Australia. healthcare, clinical pharmacy services, and Pharmacy at Charles Darwin University drug information in various practice and mODE (CDU) has a special focus on rural and work environments. inTErnAL remote practice to meet the unique and DURATION diverse needs of the communities in these 4 Yrs F/T, EQUiV P/T regions. CAREER OPPORTUNITIES SEmESTER INTAKE The Bachelor of Pharmacy is a four-year The demand for pharmacists in Australia s1, s2, ss degree with an in-course Honours program, is high and this is expected to continue. which encompasses the sciences that Pharmacy graduates have a wide range underpin the study of pharmacy itself of career options and opportunities, with including chemistry, anatomy, physiology, most opting for careers as community or and microbiology. Pharmacy-specific hospital pharmacists. An increasing number subjects such as pharmaceutics, pharmacy of graduates are undertaking extra study at practice, pharmaco-kinetics, pharmacology CDU to become independent consultant and therapeutics run throughout the pharmacists. Other challenging and fulfilling program. During the course students options include careers in government and undertake professional placements in the regulatory authorities, the pharmaceutical pharmaceutical industry, community and industry, research, and academia. hospital pharmacies, and placements in rural and/or remote pharmacies or healthcare For more information and details on how to apply T. -
Pharmacy Education in Australia with a Special Focus on Clinical Pharmacy Education
JAASP http://www.aaspjournal.org Journal of Asian Association of Schools of Pharmacy 2019; 8: 1–6 © 2019 The Asian Association of Schools of Pharmacy Review Pharmacy education in Australia with a special focus on clinical pharmacy education Shu Chuen Li* Discipline of Pharmacy & Experimental Pharmacology, School of Biomedical Sciences & Pharmacy, University of Newcastle, Callaghan, Australia Received February 7, 2019 ABSTRACT Revised March 15, 2019 Accepted March 25, 2019 In Australia, there are currently two types of pharmacy programs, a four-year Bachelor of Pharmacy program and a two-year graduate entry Master of Pharmacy Program, offered by * Corresponding author 18 Pharmacy schools. Completion of either degree together with other requirements is the Discipline of Pharmacy & Experimental current basis for registration to practice as a pharmacist. Pharmacology, School of Biomedical The quality of pharmacy education and training in Australia is regulated and monitored by Sciences & Pharmacy, University of Newcastle, Callaghan, NSW 2308, Australia several governmental and professional organizations to ensure its standard. E-mail: [email protected] Postgraduate pharmacy training is also available from several universities in Australia to equip practicing pharmacists with advanced knowledge and skill in clinical pharmacy. Overall, pharmacy education and training in Australia is of high quality and producing practicing pharmacists to fulfil the current need of the local healthcare system. However, the heightened expectation for pharmacist to contribute further in health care delivery will put pressure on pharmacy schools to be more proactive in updating their curricula to meet this need. Key words: pharmacy, education, clinical pharmacy, post graduate training, Australia pharmacy. Students could enter the course at any date and 1. -
ACCREDITATION COUNCIL for PHARMACY EDUCATION REPORT of PROCEEDINGS – June 19-22, 2019
ACCREDITATION COUNCIL FOR PHARMACY EDUCATION REPORT OF PROCEEDINGS – June 19-22, 2019 I. Public Interest Panel Review of Professional Degree Programs The ACPE Public Interest Panel met on June 17, 2019, to discuss the professional degree programs scheduled for review by the ACPE Board of Directors during its June 2019, meeting. Evaluation team reports and other materials associated with the evaluation of the professional degree programs were duly considered, and a report of the Panel’s discussion was prepared and presented to the ACPE Board at its June 19-22, 2019, meeting. The Board considered the comments and recommendations of the Panel. Panel members who participated in the meeting of the Public Interest Panel were: Dana Thomas, Deborah Kapp, and Howell Todd. II. Accreditation Actions for Professional Degree Programs, taken at the ACPE Board of Directors Meeting, June 19-22, 2019 A list of accredited professional degree programs of colleges and schools of pharmacy, which designates the respective preaccreditation and accreditation status of the programs and the academic year for the next currently scheduled evaluation, is posted on the ACPE web site at www.acpe-accredit.org. Accreditation Actions On the basis of self-studies, on-site evaluations, communications received from the institutions, ongoing annual review of North American Pharmacist Licensure Examination (NAPLEX) passing rates, entry class size, and attrition and on-time graduation rates, as well as the comments of the Public Interest Panel, the Board of Directors determined the accreditation status of the following professional programs, along with preaccreditation and accreditation terms and conditions. In order to be eligible for initial or continuing accreditation, the Doctor of Pharmacy program must be part of an independent College or School of Pharmacy or a College or School of Pharmacy within a University, which is regularly incorporated and is a legally empowered postsecondary educational institution. -
International Rounds Advanced Rounds
Top 32 Teams (Advancing Teams) Team Raw Round Rank Team Wins Losses No. Pts. Pts. 1. 248 India (NALSAR University, Hyderabad) 4 0 3245 35 2. 379 United States (Columbia University) 4 0 3231.8 30 3. 503 United Kingdom (King's College, London) 4 0 3203 31 4. 423 India (National Law University Odisha) 4 0 3168 32 Russia (National Research University Higher School 5. 305 4 0 3164 34.5 of Economics (Moscow)) 6. 477 Slovenia (University of Ljubljana) 4 0 3141 34 7. 291 Canada (University of Ottawa - Common Law) 4 0 3135 31 8. 102 United States (Fordham University) 4 0 3106 32 9. 644 India (National Law University, Jodhpur) 4 0 3099 30 10. 344 Russia (Ural State Law University) 4 0 3088 32 11. 435 India (Symbiosis Law School, Pune) 4 0 3084 29.5 12. 228 Malaysia (University of Malaya) 4 0 3073 29 13. 109 Indonesia (Universitas Airlangga) 4 0 3072 31.5 14. 223 Netherlands (Leiden University) 4 0 3049 27.5 Ukraine (National University of Kyiv-Mohyla 15. 325 4 0 3015 28 Academy) United States (American University Washington 16. 232 4 0 3009 26 College of Law) 17. 254 Indonesia (Universitas Indonesia) 4 0 2988 30.5 18. 727 Pakistan (University College Lahore) 4 0 2985 26.5 19. 745 Zimbabwe (Great Zimbabwe University) 4 0 2932 28 20. 221 Australia (University of Queensland) 3 1 3252 30 21. 213 Australia (University of Sydney) 3 1 3226 28.5 22. 511 New Zealand (Auckland University) 3 1 3171 26 23. -
Magdalene Freshers' Guide
2018 MAGDALENE FRESHERS’ GUIDE CONTENTS WELCOME FROM THE FRESHERS’ REP A GUIDE TO FRESHERS’ WEEK ON ARRIVAL ESSENTIALS TO BRING GENERAL INFORMATION MONEY COLLEGE FACILITIES IMPORTANT PEOPLE COMMITTEES & SUBJECT REPS CLUBS & SOCIETIES OUT & ABOUT A CAMBRIDGE GLOSSARY WELCOME TO MAGDALENE! Dear Freshers, Congratulations on attaining a place at Magdalene, Cambridge’s best college! You’re finally there – no more stressful applications, personal statements or daunting interviews! Now is the time to take a deep breath, relax and read through this guide to give you an idea of what to expect. My name is Mia, and I am Magdalene’s Freshers’ Rep for 2018. I’m here to make sure that you feel happy, safe and settled in what I know can be a overwhelming time, having been through it myself just last year. Without a doubt, most of you will have some mixed emotions at the moment: excitement, nervousness, confusion… leaving home for the first time is a big change for everyone but the important thing to remember is that you are not alone – all Freshers will be experiencing similar thoughts and feelings. The Freshers’ Committee and I will all be on hand throughout Freshers’ Week (and the year) to help you with any problems or questions you may have, or simply to have a chat. If you have any questions, worries or concerns, please get in touch with me at any time – via email ([email protected]) or via Facebook (Mia Lupoli) and I will be more than happy to help! Together with the Freshers’ Committee we have arranged an exciting, fun-filled Freshers’ Week, beginning Saturday 29th September, to introduce you to Magdalene, Cambridge student life and to ensure you have a memorable first week in your new home. -
Curriculum Vitae
CURRICULUM VITAE NAME Björn Landfeldt CONTACT DETAILS Address Department of Electrical- and Information Technology Lund University 122 00 Lund Sweden Phone +46 46 2224407 Email bjorn.landfeldt(at)eit.lth.se PERSONAL DETAILS Citizenship Swedish, Australian Languages Swedish, English, German EDUCATION Bachelor of Electrical Engineering, (equiv.) The Royal Institute of Technology (KTH), Stockholm 1991-1996 Ph.D. Telecommunications The University of New South Wales, Australia 1997-2000 Dr. Björn Landfeldt Professor Electrical and Information Technology Lund University Email: [email protected] RESEARCH POSITIONS HELD Professor Lund University Sweden 2012- Associate Professor School of Information Technologies, University of Sydney 2009-2012 Senior Researcher National ICT Australia 2008-2009 CISCO Senior Lecturer School of Electrical engineering and School of Information Technologies, University of Sydney 2001-2008 Senior Researcher Ericsson Research AB, Networks and Systems Division, Kista, Sweden 2000-2001 MEMBERSHIPS Senior Member IEEE Member COMMUNICATION SOCIETY Member ACM RESEARCH INTERESTS My main areas of interest are: ♦ Wireless and Mobile Networking ♦ Performance Modeling ♦ Distributed Systems ♦ QoS Management ♦ Intelligent Vehicular Systems Dr. Björn Landfeldt Professor Electrical and Information Technology Lund University Email: [email protected] PUBLICATIONS Thesis • “Reactive QoS Management in a Heterogeneous Networking Environment from an End-User Perspective”, B. Landfeldt UNSW 2000. Book Chapters: • “Deployment of a Wireless Mesh Network for Traffic Control”, Lan, K., Wang, Z., Hassan, M., Moors, T., Berriman, R., Libman, L., Ott, M., Landfeldt, B., Zaidi, Z., & Chou, C. (2012). In M. Matin (Ed.), Developments in Wireless Network Prototyping, Design, and Deployment: Future Generations (pp. 290-310). Information Science Reference. doi: 10.4018/978-1-4666-1797-1.ch014 • Mobility Management in Wireless Mesh Networks”, P. -
Cybersecurity Education at Formal University Level: an Australian Perspective
Journal of The Colloquium for Information System Security Education (CISSE) Edition 5, Issue 2 - March 2018 Cybersecurity Education at Formal University Level: An Australian Perspective William J Caelli [email protected] School of Electrical Engineering and Computer Science Science and Engineering Faculty Queensland University of Technology, Australia; Vicky Liu [email protected] School of Information and Communication Technology Griffith University, Australia Abstract - Cybersecurity studies at undergraduate / postgraduate level are offered at numerous universities in Australia. The level offered varies from a specifically named undergraduate / postgraduate coursework degree to usual IT or relevant degrees offering cybersecurity as a minor or major theme. A minority of universities do not offer any specific cybersecurity specific course while others offer such courses in association with industry organisations. Based upon an extensive analysis of published course / program data from university websites, chosen as the best data repository that would normally be examined by prospective students, this study submits that in Australia available courses are few and are acknowledged as not meeting market demands for skilled cybersecurity professionals. This has been recently recognised by Australia’s Federal Government which has implemented the “Academic Centres of Cyber Security Excellence (ACCSE)” program in its 2016 / 2017 budget to promote the discipline and university support for it. In summary, courses currently available appear quite limited in scope. 1 Journal of The Colloquium for Information System Security Education (CISSE) Edition 5, Issue 2 - March 2018 Keywords information security education, cybersecurity education and training, IT education, networking and cybersecurity, cybersecurity courses 1 INTRODUCTION This study examines the situation in relation to courses of study in cybersecurity offered at the formal university level in Australia at both undergraduate and postgraduate levels.