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Fighting Economic Crime - a Shared Responsibility!
THIRTY-SEVENTH INTERNATIONAL SYMPOSIUM ON ECONOMIC CRIME SUNDAY 1st SEPTEMBER - SUNDAY 8th SEPTEMBER 2019 JESUS COLLEGE, UNIVERSITY OF CAMBRIDGE Fighting economic crime - a shared responsibility! Centre of Development Studies The 37th Cambridge International Symposium on Economic Crime Fighting economic crime- a shared responsibility! The thirty-seventh international symposium on economic crime brings together, from across the globe, a unique level and depth of expertise to address one of the biggest threats facing the stability and development of all our economies. The overarching theme for the symposium is how we can better and more effectively work together in preventing, managing and combating the threat posed by economically motivated crime and abuse. The programme underlines that this is not just the responsibility of the authorities, but us all. These important and timely issues are considered in a practical, applied and relevant manner, by those who have real experience whether in law enforcement, regulation, compliance or simply protecting their own or another’s business. The symposium, albeit held in one of the world’s leading universities, is not a talking shop for those with vested interests or for that matter an academic gathering. We strive to offer a rich and deep analysis of the real issues and in particular threats to our institutions and economies presented by economic crime and abuse. Well over 700 experts from around the world will share their experience and knowledge with other participants drawn from policy makers, law enforcement, compliance, regulation, business and the professions. The programme is drawn up with the support of a number of agencies and organisations across the globe and the Organising Institutions and principal sponsors greatly value this international commitment. -
Annual Report 2007–8
School of Advanced Study University of London annual report 2007–8 www.sas.ac.uk he School of Advanced Study unites the Tinternationally-known research institutes in the humanities and social sciences at the centre of the University of London, maintaining and developing their resources for the benefit of the national and international scholarly community. Founded in 1994, the School has worked to develop intellectual links between its Institutes and the diverse constituencies that they represent, to foster the model of advanced study that they stand for, and to provide a focus for scholars from the widest possible backgrounds within the disciplines that it covers. Through its many activities, the unrivalled libraries of its Institutes, its electronic research resources, its Fellowship programmes, and the scholarly expertise of its members, it aims to provide an environment for the support, evaluation and pursuit of research which is accessible to postgraduate and senior members of all Higher Education institutions in the United Kingdom and abroad. Cover image: Photograph by Oliver Blaiklock, winning entry in the 2008 University of London photography competition. Copyright University of London. Unless otherwise stated, all other images are also copyright of the University of London Contents I SCHOOL ACTIVITIES I SCHOOL I SCHOOL ACTIVITIES Dean’s Foreword.................................................................................................................................. 4 Governance .......................................................................................................................................... -
Response Rate Was 81.98%; Very Good, and Near the Record of 85.4% (Section 3);
SLS/BIALL Academic Law Library Survey 2013/2014 David Gee Deputy Librarian Institute of Advanced Legal Studies, School of Advanced Study, University of London By-line This is the latest report analysing the results of the Society of Legal Scholars and BIALL Survey. It has been written by David Gee, Deputy Librarian at the Institute of Advanced Legal Studies, School of Advanced Study, University of London Summary of key findings The response rate was 81.98%; very good, and near the record of 85.4% (section 3); There was a marked increase again in new universities enrolling PhD and MPhil students (section 5); 22% of respondents failed to meet the SLS Statement of Standards 3.1 on space and physical facilities, through not housing all relevant collections in one place (section 6); The ratio of students to seats continued to worsen to its least favourable since statistics were first collected in the 1990s, with a median of 6.42 students to every seat in study areas by the law collection and a mean of 9.07 students per seat. Some respondents noted the difficulty of accurately identifying such seating where the law collection is just one of many collections or activity areas on a particular floor of the library building (section 7); On the other hand, the ratio of students to PC workstations located adjacent to the law collections and in the law school has improved, although some respondents noted difficulties when trying to identify accurately the number of PC workstations earmarked specifically for the use of law students (section 8); WiFi access was almost universally available within libraries in general, but less frequently available in the law collection itself (section 8); 24% of respondents reported an increase in the number of visits to the law library; 64% said numbers were constant and 12% reported a fall (section 9); The results for term-time weekday opening indicate that there has been a significant increase in the number of libraries open for longer and a marked increase in the number of libraries opening for more than 100 hours per week. -
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314 Amicus Curiae, Series 2, Vol 2, No 3, 314-333 BLACKSTONE’S TOWER IN CONTEXT FIONA COWNIE School of Law, Keele University, & Institute of Advanced Legal Studies, School of Advanced Study, London University EMMA JONES School of Law, University of Sheffield Abstract This article contextualizes the contribution of Blackstone’s Tower within the discipline of law, arguing that its publication was both significant and radical at a time when research into legal education was much less well-developed within the legal academy than it is today. Twining’s approach, acting as a ‘tour guide’, was also important in a period when the ‘private life’ of the English university law school was virtually unexamined. This article also highlights the ways in which the other contributions to this special edition demonstrate the continuities and changes that have occurred within legal education since Blackstone’s Tower was published. Keywords: legal education. law schools; legal scholarship; legal research; William Twining. [A] THE CONTEMPORARY CONTEXT hen William Twining delivered the Hamlyn Lectures in 1994, Wunder the title ‘Blackstone’s Tower: the English Law School’, it was an event which not only reflected his own eminence as a scholar, but one which held considerable significance for the sub-discipline of legal education. The prestigious Hamlyn lectures, of which Professor Twining’s was the 46th series, were established in 1948 to fulfil the terms of the Hamlyn Trust, created by Miss Emma Hamlyn in memory of her father, a solicitor in Torquay. Essentially, the objectives of the Trust are to further the knowledge of the general public about the law of the UK and other European countries. -
Quality Assurance Framework Postgraduate Teaching
School of Advanced Study University of London Senate House Malet Street London WC1E 7HU This booklet can be made available in a range of formats. Please contact registry for further information. Quality Assurance Framework for Postgraduate Teaching with effect from October 2018 sas.ac.uk sas.ac.uk QUALITY ASSURANCE FRAMEWORK 2018–19 The Quality Assurance Agency’s mission is to safeguard standards and improve the quality of UK higher education. Its kitemark assures students that the School of Advanced Study, University of London has undergone a review and achieved a successful result through an independent quality assurance process. Quality Assurance Framework 2018–19: Contents CONTENTS STUDENT CHARTER .......................................................................................................................... 4 SECTION 1. Academic Standards and Quality Assurance ............................................................................ 6 2. Exercise of responsibility in the School ..................................................................................... 7 The Board Academic Quality and Standards Committee Higher Degrees Committee Research Degrees Committee The Dean 3. Provision of information and admission of Students .................................................................. 9 4. Quality Assurance Procedures: Postgraduate Taught Degrees ............................................... 11 Institute Higher Degrees Committees Boards of Examiners Board of Examiners for Distance Learning programmes External -
RED Letter the Newsletter of the Reading Experience Database
RED Letter The Newsletter of the Reading Experience Database SPRING 2007 Edited by Rosalind Crone and Katie Halsey The last few months have been busy ones at the RED nerve centre in the IT department at the Open University. Earlier this year, we were joined by three new members of the RED team: two Research Associates, Jenny McAuley and Sarah Johnson, and a data input assistant, Isabel DiVanna, who are all doing excellent work finding and entering reading experiences. Thanks to David Wong, our technical developer, our new online form is up and running, and getting lots of use, and an experimental version of our search functions has been built. We are grateful to all of you who have been using the online form to enter reading experiences, and thanks also for your feedback on it. Our trial online launch is now also complete, and we are indebted to all those who took the time to try out our search functions and complete our user feedback form. Feedback was in general positive and enthusiastic, and we will make every effort to act on your suggestions for improvements to our current version when it goes fully live in June this year. But the Reading Experience Database is not, and never will be, only about technology. It is, of course, also about the people whose enthusiasm for the project makes it possible. At the heart of the project is the individual reading experience, and we are, as always, extremely grateful to all our volunteers who have been busily entering a wide range of fascinating material, from the reading experiences of heavyweight Victorians such as John Ruskin, Thomas Carlyle and Charles Dickens to descriptions of the reading of more humble cobblers, butchers and printers. -
Student Terms and Conditions 2019–2020
School of Advanced Study, University of London : Student Terms and Conditions 2019-20 (2018) Student terms and conditions 2019–2020 sas.ac.uk School of Advanced Study, University of London : Student Terms and Conditions 2019-20 (2018) Table of Contents Important information regarding the Terms and Conditions 3 1 INTRODUCTION 3 2 APPLICATION 6 3 EVIDENCE OF QUALIFICATIONS 6 4 OFFERS 6 5 CHANGES TO AN OFFER 7 6 ACCEPTANCE OF AN OFFER 7 7 CHANGES TO THE PROGRAMME 7 8 STUDYING ON THE PROGRAMME 8 9 FEE PAYMENT AND PAYMENT METHODS 8 10 TUITION FEES 9 11 STUDENT WITHDRAWAL OR INTERRUPTION OF STUDIES 9 12 PAYMENT OF FEES BY A THIRD PARTY 9 13 NON-PAYMENT OF FEES 9 14 LIABILITY 10 15 YOUR RIGHT TO CANCEL 10 16 COMPLAINTS PROCEDURES 11 17 DISCIPLINARY OFFENCES 12 18 INTELLECTUAL PROPERTY 12 19 DATA PROTECTION 12 20 GENERAL 12 School of Advanced Study, University of London : Student Terms and Conditions 2019-20 (2018) IMPORTANT INFORMATION REGARDING THE TERMS AND CONDITIONS About this document Last revised 13 June 2019 The study of programmes through other Central Academic bodies of the University of London or at member institutions of the federal University of London are governed by separate Student Terms and Conditions. (Other Central Academic Bodies of the University of London are University of London Worldwide and the University of London Institute in Paris). See the individual websites for further information. 1 INTRODUCTION 1.1 These terms and conditions (“Terms and Conditions”) represent an agreement between the University (“us”, “we” or “our”) and you (“you” or “your”) for this Academic Year. -
The English Law School London: Sweet & Maxwell
Amicus Curiae The Journal of the Society for Advanced Legal Studies Inside ... Special issue: ‘Reflecting on Blackstone’s Tower’ Introduction Read more on pag e 311 Articles Read more on pag e 314 Notes Read more on pag e 501 News and Events Read more on pag e 523 Contributors’ Profiles Read more on pag e 526 Visual Law Read more on pag e 531 Series 2, Vol 2, No 3 310 Amicus Curiae CONTENTS Special Issue: ‘Reflecting on Blackstone’s Tower’ Guest Editors: Fiona Cownie & Emma Jones Editor’s Introduction Notes Michael -Palmer . 311 The Independent Panel’s Report on Special Issue Articles Judicial Review (CP 407) and the Government’s Consultation Document Blackstone’s Tower in Context on Judicial Review Reform (CP 408) Fiona-Cownie & Emma-Jones Patrick -J- Birkinshaw . 501 . 314 University of London Refugee Law Twining’s Tower and the Challenges of Clinic Online Launch Making Law a Humanistic Discipline Carl -Stychin . 521 David-Sugarman .. 334 The Tower News and Events Completion of IALS Anthony-Bradney . 352 Transformation Project . 523 Rutland Revisited: Reflections on Georg Schwarzenberger Prize . the Relationships between the Legal 524 Academy and the Legal Profession IALS Library . 524 Steven-Vaughan . 371 Selected Upcoming Events . 524 Experiencing English Law Schools: Contributors’ Profiles . 526 The Student Perspective Visual Law Jessica-Guth, Fiona-Cownie China’s Three Internet Courts & Emma-Jones . .. 390 Yang-Lin . 531 Building Access Routes into Blackstone’s Tower: Including Disability Perspectives in the Liberal Law School Amicus Curiae Contacts Abigail-Pearson .. 406 Editor: Professor Michael Palmer, SOAS and IALS, University of Should We Rethink the Purposes of London the Law School? A Case for Decolonial Thought in Legal Pedagogy Production Editor: Marie Selwood Foluke-Adebisi . -
Development of a Learning Model for Large Class Cohorts to Strengthen Students Learning Outcomes Based on Differentiated Instruction
Development of a learning model for large class cohorts to strengthen students learning outcomes based on differentiated instruction 1,^Siva PR Muppala and 2Chandramohan Balasubramanyam School of Engineering and the Environment, Kingston University London Friars Avenue, Roehampton Vale, London, SW15 3DW, United Kingdom 2Institute of Commonwealth Studies School of Advanced Study University of London Senate House, Malet St, Bloomsbury, London WC1E 7HU Abstract We propose a new sequential numeral-division-based approach to classroom learning. It takes into roots from the concept of trichotomy – division of students based on creamy-level, middle- level and weaker-level students, proposed by the present authors. A sequenced series of formative assessments can map student progress and achievement, particularly in the case of weaker students. The idea behind the development of this model is to study if weak students perform better on critical-thinking tests in a collaborative learning setting rather than when they study individually. We propose a mathematical model to measure group activity/achievement, which is a complex function of several parameters. We collect data on different parameters for validation of the model and hope to publish the findings in 2020-21. Keywords: numerical learning model, measurement/quantification of learning, formative assessment, large class cohorts, weaker students, group learning Introduction & Literature This study proposes a new sequential numeral-division-based approach. The concept of this classification (division and classification are used interchangeably) of the students based on their learning levels/abilities is presented in a very recent paper by the present authors [1]. This approach is targeted at large class cohorts because the division is more evident. -
Imperialmatters
32120_IM29 UK 36pp 13/2/07 12:46 pm Page 37 head ISSUE 29 WINTER 2007_IMPERIAL COLLEGE CELEBRATES ITS HUNDREDTH BIRTHDAY _ENLIVENING ENGINEERING EDUCATION _JOIN IN THE CENTENARY CELEBRATIONS_PLUS ALL THE NEWS FROM THE COLLEGE AND ALUMNI GROUPS IMPERIALmatters Alumni magazine of Imperial College London including the former Charing Cross and Westminster Medical School, Royal Postgraduate Medical School, St Mary’s Hospital Medical School and Wye College. 32120_IM29 UK 36pp 13/2/07 12:45 pm Page 34 ISSUE 29 WINTER 2007 in this issue ... 10 12 15 16 20 26 27 REGULAR FEATURES ASSOCIATION 1 editorial by Sir Richard Sykes 22 alumni group news 2 letters 24 international group news 26 alumni focus NEWS 28 media mentions 4 Imperial news 29 books 5 faculty news 30 obituaries 33 honours FEATURES 12 Imperial’s leading men_the Rectors who have guided the College during the past 100 years 15 celebrating 100 years of living science_marking the hundredth birthday of Imperial College 16 engineering a bright future: EnVision 2010_innovation in undergraduate education 20 reunited and reminiscing_bringing back memories of bygone days at the Alumni Reunion 2006 IMPERIALmatters PRODUCED BY IMPERIAL COLLEGE COMMUNICATIONS AND THE OFFICE OF ALUMNI AND DEVELOPMENT EDITOR ZOË PERKINS MANAGING EDITOR SASKIA DANIEL EDITORIAL CONTRIBUTORS LIZ GREGSON, ANNE BARRETT, DR RUTH GRAHAM, IMPERIAL COLLEGE PRESS OFFICE DESIGN JEFF EDEN PRINT PROLITHO LTD DISTRIBUTION MERCURY INTERNATIONAL LTD building the connection IS PRODUCED BY THE OFFICE OF ALUMNI AND DEVELOPMENT IMPERIAL MATTERS IS PUBLISHED TWICE A YEAR. THE NEXT ISSUE WILL BE PUBLISHED IN JULY 2007 AND THE COPY DEADLINE IS FRIDAY 18 MAY 2007 ADDRESS FOR MAGAZINE ENQUIRIES: ZOË PERKINS, OFFICE OF ALUMNI AND DEVELOPMENT, IMPERIAL COLLEGE LONDON SOUTH KENSINGTON CAMPUS, LONDON SW7 2AZ [email protected] © IMPERIAL COLLEGE LONDON, 2007.ALLRIGHTS RESERVED. -
United Kingdom - England English Universities UCEAP Advising Notes
The COVID-19 pandemic continues to present challenges related to health concerns and international travel. UCEAP has been updating their website’s Coronavirus Notice with up-to-date information. Please check this website for the most up to date information about which programs are running in the 2022-23 academic year. Updated August 2021. United Kingdom - England English Universities UCEAP Advising Notes Objective of the Advising Notes Document This document is an advising tool written by a Berkeley Study Abroad adviser to review program specific details that may impact a student’s decision to apply for a UCEAP program. The document is not a summary of eligibility requirements, academic, housing, application and other logistical details freely available to students on the UCEAP and BSA website, and reviewed by a student in the Program Self-Assessment. If any concerns you have are not addressed on the UCEAP website, in the Program Guide or the Advising Notes document, please contact the BSA adviser for this program. Advisor Contact Information The BSA Adviser for England is Amy Veramay ([email protected]). Amy has spent time travelling around England and would be happy to discuss and help you compare cities and universities. Application You can use this website “Preparing for the UCEAP application” to assist you. There are three applications for this program: 1) Berkeley students will start their application via the Berkeley Study Abroad website. 2) Students will then complete a second application in the UCEAP Portal. 3) Later on in the process, not at the time of your initial applications, students will also apply directly to their host university. -
Postgraduate Guide 2019
GoldsmithsLondon Why Goldsmiths? 64 Anthropology StudyAtGold 02 Endless innovation, one inspiring legacy GoldsmithsUoL 66 Art 12 A world of choice, one life-changing decision GoldsmithsUoL 18 Thousands of individuals, one supportive community 68 Arts Administration & Cultural Policy 30 Limitless sights, one sensational city GoldsmithsUoL 38 All of London, one campus GoldsmithsUoL 70 Community Studies 46 Untold opportunities, one unforgettable experience 58 Countless paths, one destination 72 Computing 74 Creative & Cultural Entrepreneurship Our postgraduate degrees 76 Curating 62 Types of postgraduate course 64 Degree programmes 78 Design 108 Specialist programmes for international students 80 Education Next steps 82 English & Comparative Literature 116 How to apply 84 History 117 Entry requirements 119 Fees 86 Journalism 120 Scholarships and funding 122 Visas and immigration 88 Management 123 Index of programmes 90 Media, Communications & Cultural Studies 92 Music 94 Politics & International Relations 96 Psychology 98 Social Work 100 Sociology 102 Theatre & Performance 104 Therapeutic Studies 106 Visual Cultures LONDON THE EYE TAT E TOWER SOUTH LONDON BRIDGE BANK MODERN SHARD BRIDGE HALLS HALLS New Cross Gate HALLS HALLS HALLS New Cross HALLS GOLDSMITHS CAMPUS HALLS Our academic legacy stretches back to 1891, but we are always looking forward. Full of students and staff who are inventive, imaginative and original, Goldsmiths provides an environment where new ideas flourish. 02 03 History. It’s all about the past, right? But it’s important for the future. A future you can direct, improve, design. A blank canvas for all your challenging theories and ground-breaking ideas. We’ve got a reputation where all of that’s concerned.