After a Hearty Breakfast at Reach Hall, the Students Were Excited to Start Their First Full Subject- Specific Day

Total Page：16

File Type：pdf, Size：1020Kb

After a hearty breakfast at Reach Hall, the students were excited to start their first full subject- specific day. Subjects on offer included Law, Psychology, Maths, Medical Sciences & Chemistry, Physics & Engineering and Politics & International Relations. The teachers were ready and raring to go and had created some fantastic materials for their University-style teaching seminars. The small classes allowed the teachers to explain each point, focus on each student individually and facilitate detailed and informative discussions. Highlights included a dissection and optical illusion in Medicine, special relativity in Physics, some passionate discussions about religion in Politics and analysing brain scans in Psychology. And, to top it all off, most of the group managed to see Stephen Hawking in real life during their lunch break as he was in Cambridge for a conference. Exciting times! After classes, students spent time on Jesus Green in the sunshine, getting involved in the sports on offer such as football and hanging out with friends after a challenging but engaging day of classes. We then rounded off the day with a truly unforgettable Formal Hall at Downing College. Page: 1 Formal Hall is a tradition offered in Cambridge Colleges, where students wear gowns and are served a decadent meal by candlelight in the presence of senior College academics and staff. Our students didn’t need to wear gowns for the occasion but did get to soak up the magical and inspiring atmosphere of Downing College dining hall and enjoy a wonderful meal together. A real Cambridge experience! After a wind-down and review of the day, the students retired to bed in preparation for another amazing and action-packed day tomorrow! Explorer Sale From now until 11.59pm on 17th April, you will save £200 when you apply and pay your deposit for ‘Explorer’ (Program 1, running 2-22 July 2017). See our COURSES page for further details. For more information about what the Explorer course involves, keep a weather eye on our blog and newsletter – you can sign up for our newsletter in just a few seconds via this link. Spring Registration NOW OPEN You can now also register your interest for SPRING 2018 by clicking here. Page: 2.

Copy Link

Recommended publications

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.
[Show full text]
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 .....................................................................................................................................
[Show full text]
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.
[Show full text]
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.
[Show full text]
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.
[Show full text]
Tips and Practice for the Writing Module of the Oxford Test of English and Oxford Test of English for Schools Contents
THE OXFORD TEST OF ENGLISH IS CERTIFIED BY THE UNIVERSITY OF OXFORD Writing Tips Tips and practice for the Writing module of the Oxford Test of English and Oxford Test of English for Schools Contents Introduction 4 Test overview 5 The Writing module 6 Tips for preparing for the Writing module 8 Writing Part 1: Email 9 Exercise 1 Tip: Include all three prompts in your email 10 Exercise 2 11 Exercise 3 Tip: Answer each prompt fully 12 Exercise 4 13 Exercise 5 14 Exercise 6 Tip: Use your own words 15 Exercise 7 16 Exercise 8 Tip: Use the right level of formality 17 Exercise 9 18 Exercise 10 18 Exercise 11 19 Exercise 12 20 Exercise 13 20 Exercise 14 Tip: Expand your responses 21 Exercise 15 22 Exercise 16 24 Writing Part 2: Choosing the question Tip: Choose a Part 2 question you can answer 26 Exercise 1 26 Writing Part 2: Essay 27 Exercise 1 Tip: Make sure you answer the question 27 Exercise 2 Tip: List some ideas 29 Exercise 3 29 Exercise 4 30 Exercise 5 Tip: Organize your essay 31 Exercise 6 32 Exercise 7 33 Exercise 8 Tip: Use topic sentences 34 Exercise 9 Tip: Write a clear conclusion 35 Writing Part 2: Magazine article or Review 36 Writing Part 2: Review 37 Exercise 1 Tip: Use expressions for giving opinions and making recommendations 37 Exercise 2 38 Exercise 3 38 Exercise 4 38 Exercise 5 Tip: Include a range of language in your answer 39 Exercise 6 Tip: Organize your review 40 Exercise 7 41 Exercise 8 42 2 Oxford Test of English Writing Tips Photocopiable © Oxford University Press Writing Part 2: Magazine article 43 Exercise 1 Tip:
[Show full text]
Provost's Scholarships’, a Unique Opportunity
PROVOST’S SCHOLARSHIPS WORCESTER COLLEGE, OXFORD FROM THE PROVOST We are delighted that, thanks to generous benefactions from some of our loyal alumni in Australia and New Zealand, we are able to offer ‘The Provost's Scholarships’, a unique opportunity for talented recent graduates to have the experience of College life in one of the world's greatest universities — the programme is highly flexible, fully funded, and free from the constraints of formal academic qualification. It is an ideal opportunity to undertake a further year's study and to enlarge intellectual and global horizons before deciding on a future career. The selection panel will be looking especially for candidates who have the vision and the potential to serve the common good of humankind in future decades, in whatever walk of life. I was fortunate enough to win a similar kind of scholarship to Harvard after I graduated from Cambridge, England, and I regard my year there — experiencing a very different teaching system, broadening my disciplinary range, meeting international students, and getting to know another culture whilst taking advantage of many extra-curricular opportunities — as one of the happiest and most formative of my entire life. I am deeply grateful to the donors who, hearing this, came up with the idea of doing something similar here in Oxford for students from Australia and New Zealand. I eagerly anticipate participating in the selection process, welcoming the lucky recipients, and over the years assisting in the building of an enduring community of ‘Worcester College Provost's Scholars’. Professor Sir Jonathan Bate WHY WORCESTER? Worcester is riding high academically.
[Show full text]
University of Sydney Undergraduate Guide 2022
2 0 2 2 2 0 The University of Sydney Undergraduate 2 The University of Sydney Guide for domestic students 2 Undergraduate Guide for domestic students sydney.edu.au sydney.edu.au 2 0 2 2 START YOUR JOURNEY We acknowledge the tradition of custodianship and law of the Country on which the University of Sydney campuses stand. We pay our respects to those who have cared and continue to care for Country. WELCOME TO SYDNEY JOIN AREAS US OF STUDY Discover why our graduates are ranked Explore the breadth and depth of our 1st in Australia and 4th in the world for course offerings – spanning 400+ study graduate employability.* areas – including ATARs and IB scores. Why choose Sydney? ..........................................2 2022 Admissions Guide .................................... 16 The Sydney Undergraduate Experience ........4 Architecture, design and planning .................20 Combined Bachelor of Advanced Studies ....6 Arts and social sciences...................................22 Shared pool of majors and minors ..................8 Business ...............................................................26 Broaden your skills ........................................... 10 Education and social work ...............................28 Collaborate with industry Engineering and computer science ...............32 on real-world issues .......................................... 11 Law .......................................................................38 Set yourself up for a global career ................12 Medicine and health .......................................
[Show full text]
Oxford-Haury Scholarship-What to Expect 1612
What to Expect More Details and Helpful Hints about Attending Linacre College, Oxford University Before you go Schedule The Oxford University academic term starts in early October each year. There are three terms: Michaelmas (Fall), Hilary (Spring), and Trinity (Summer). More information about these aspects is found here: https://www.ox.ac.uk/staff/about_the_university/new_to_the_university/university_year?wssl =1. Terms are 8 weeks long, and incredibly intense, with weekly assignments and in-depth classes. There are gaps of 6 to 8 weeks between terms, during which students are expected to catch up to readings and to work on research and preparation for assessed essays. Students complete their coursework in June, and are often examined on the entire year’s learning then. While assessment varies from course to course, it is not uncommon for there to be no assessment at all until the end of the year, and to have one month during which major papers are submitted and examinations are written to assess the entire year’s learning. In July and August, students work on their dissertation research and writing. Graduation ceremonies depend on degree and are held in September-November each year. Students are required to be in Oxford for the full 8 weeks of each academic term, and are expected to do considerable work between terms: it is advisable to allow an extra week in Oxford after the end of each term to ensure that you have adequate access to library resources for assessed degree work such as essays. The academic calendar and expectations can be found at https://www.ox.ac.uk/staff /about_the_university/new_to_the_university/university_year?wssl=1.
[Show full text]
Oxford Style Guide
UNIVERSITY OF OXFORD STYLE GUIDE Hilary term 2016 UNIVERSITY OF OXFORD STYLE GUIDE Contents 1 Introduction Objectives of the style guide | 1 17 Names and titles General titles | 17 How the guide is arranged | 1 Oxford-specific titles | 17 How to use the guide | 1 Other titles | 18 What is/is not included in the style guide | 1 Combining titles | 19 Quick reference guide | 1 Postnominals | 20 2 Abbreviations, contractions Abbreviations | 2 21 Highlighting/emphasising Bold1 | 2 and acronyms Contractions | 2 text Italics1 | 2 Acronyms | 2 Underlining | 21 Specific abbreviations | 3 22 Word usage and spelling List of Oxford places | 22 4 Capitalisation Common confusions in word usage | 23 Spelling | 24 7 Numbers How to write numbers | 7 Plurals4 | 2 Times | 7 American English | 25 Dates | 8 Tricky words | 25 Spans of numbers and years | 8 25 Miscellaneous Personal pronouns | 26 9 Punctuation Apostrophe | 9 Plural or singular? | 26 Brackets | 10 Footnotes | 27 Bullet points | 11 Addresses, phone numbers, websites etc | 27 Colon and semicolon | 11 Comma2 | 1 Dashes and hyphens | 13 Ellipsis5 | 1 Full stop, exclamation mark and question mark | 15 Quotation marks | 16 CONTENTS PAGE Introduction Introduction The University of Oxford Style Guide aims to provide a guide to writing and What is/is not included in the style guide formatting documents written by staff on behalf of the University (or one The guide does not tell you how to write. We aim to help you write correctly, of its constituent departments etc). It is part of the University’s branding and to encourage consistency across the University’s written communications.
[Show full text]
Sayers Roberts
A HAUNTING STORY – DOROTHY SAYERS’S GAUDY NIGHT Dorothy Sayers, poet, novelist, playwright, essayist and translator, was Born in 1893 in Oxford. In 1912 she won a scholarship to Somerville to read medieval French. She took a First Class degree but had to wait until 1920 to Be awarded it, when women were at last admitted to degrees. Her first novel, Whose Body? published in 1923, established her protagonist Lord Peter Wimsey, while a sequel, Strong Poison, 1930, introduced his future companion Harriet Vane. Sayers’s 1935 novel Gaudy Night, featuring both Wimsey and Vane, is set in an Oxford women’s college closely based on Somerville, though transplanted to St Cross Road and ‘the Balliol cricket ground’, and re-named Shrewsbury, and it’s because of these evocations of a Somerville of the past that I’m talking aBout it today, when we’ve gathered to talk (partly at least) about our own pasts in this college. Re-reading Gaudy Night, we notice how much Somerville changed Between 1935 and 1967, when we came up, and how much it has changed again since. Sayers’s novels have traditionally been fitted into the genre she herself called detective stories. Sometimes such works would Be called mystery stories. Gaudy Night, though it comes suitaBly freighted with mystery and with crime, can also fruitfully be read, I’m going to suggest, as a ghost story. Even though many of you must know the novel well, I’m going to invite you to take another look at it. Gaudy Night is littered with references to ghosts.
[Show full text]
University of Oxford Style Guide
UNIVERSITY OF OXFORD STYLE GUIDE Michaelmas term 2014 UNIVERSITY OF OXFORD STYLE GUIDE Contents 1 Introduction Objectives of the style guide | 1 17 Names and titles General titles | 17 How the guide is arranged | 1 Oxford-specific titles | 17 How to use the guide | 1 Other titles | 18 What is/is not included in the style guide | 1 Combining titles | 19 Quick reference guide | 1 Postnominals | 20 2 Abbreviations, contractions Abbreviations | 2 21 Highlighting/emphasising Bold | 21 and acronyms Contractions | 2 text Italic | 21 Acronyms | 2 Underlining | 21 Specific abbreviations | 3 22 Word usage and spelling Common confusions in word usage | 22 4 Capitalisation Spelling | 23 7 Numbers How to write numbers | 7 25 Miscellaneous Personal pronouns | 25 Times | 7 Plural or singular? | 25 Dates | 8 Addresses, phone numbers, websites etc | 25 Spans of numbers and years | 8 9 Punctuation Apostrophe | 9 Brackets | 10 Bullet points | 11 Colon and semicolon | 11 Comma | 12 Dashes and hyphens | 13 Ellipsis | 15 Full stop, exclamation mark and question mark | 15 Quotation marks | 16 Introduction The Oxford University Style Guide aims to provide a guide to writing and What is/is not included in the style guide formatting documents written by staff on behalf of the University (or one The guide does not tell you how to write. We aim to help you write correctly, of its constituent departments etc). It is part of the University’s branding and to encourage consistency across the University’s written communications. toolkit (www.ox.ac.uk/branding_toolkit) which enables the University’s formal documentation to be presented consistently across Quick reference guide all communications.
[Show full text]