How Universities Are Helping Fight Covid-19
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Study Abroad at Brunel
STUDY ABROAD AT BRUNEL 1 DPS_3745 Study Abroad Guide 180x180mm 28pp NM v8 FINAL.indd 1 04/10/2018 14:36 2 brunel.ac.uk/studyabroad DPS_3745 Study Abroad Guide 180x180mm 28pp NM v8 FINAL.indd 2 04/10/2018 14:36 “Since my first day at Brunel, I was truly welcomed to the university community. Everyone tried to make me feel at home and I really valued that.” Bernardo Neves, Brazil 3 DPS_3745 Study Abroad Guide 180x180mm 28pp NM v8 FINAL.indd 3 04/10/2018 14:36 CONTENTS Your London adventure starts here ..........05 Why study at Brunel ......................................06 Our campus and facilities ........................... 08 Life on our London Campus ..........................10 Welcoming international students .............12 Your new home ..................................................14 How you’ll learn ................................................16 Our London location ........................................18 London: the best student city in the world .......................................................20 Study Abroad ...................................................24 Student Exchange ...........................................26 Erasmus+ ...........................................................28 4 brunel.ac.uk/studyabroad DPS_3745 Study Abroad Guide 180x180mm 28pp NM v8 FINAL.indd 4 04/10/2018 14:36 YOUR LONDON ADVENTURE STARTS HERE We are delighted that you are considering joining our friendly academic and student community at Brunel University London. Home to over 13,000 students from 110 countries, Brunel welcomes many students each year who take part in a Study Abroad, Student Exchange or Erasmus+ programme. By studying at Brunel you will become part of a lively, vibrant and strikingly international community where you’ll meet people from all over the world. We are based on a single campus in west London so you will live and study in one place. -
Data Science Symposium Programme
Welcome to the Data Science Symposium 2016 Introduction In the current Information Age, data has become a commodity that is driving development crucial to future economic success, particularly for service-based economies such as the UK. The potential to transform the economic landscape is tantalising, from providing business with strategic advantage or new services, to revolutionising medical diagnostics, among many other benefits to society. However this potential cannot be realised unless new methods for handling, analysing, and extracting knowledge from data are made available. This is particularly relevant in the context of Big Data, where scalable techniques and algorithms are vitally important. The emerging field of Data Science usually refers to the interface between Statistics, Mathematics, and Computer Science that is providing the much sought novel techniques and approaches arising from the cross-fertilisation of ideas between these complementary domains. Data Science is rapidly gathering momentum, and suggests promising new research avenues in the near future. In recognition of this momentum, EPSRC have established the Alan Turing Institute to promote advanced research and translational work in the application of data science, acknowledging that this requires leadership both in advanced mathematics and in computing science. Set in the heart of the gorgeous New Forest, this Data Science Symposium organised by the University of Southampton brings together a multi-institutional, high-profile panel of speakers to promote the cross-fertilisation of ideas between the different domains of Data Science and discuss the prospects of this emerging field in the near future. This event is financed through the EPSRC Institutional Sponsorship grant ‘Southampton Data Science’. -
MPP Student Handbook 2017-2018
MPP Student Handbook 2017-2018 MPP Student Handbook 2017-2018 www.bsg.ox.ac.uk 3 Contents 5 Welcome from the Dean and the Director of the 34 Key Learning Resources MPP WebLearn 7 School Values Library Learning Hub 8 MPP at a Glance 35 Additional Resources 10 Key Dates Lynda.com 11 The MPP Learning Outcomes Language Support 36 Supervision 12 Module Outlines 37 GSS Reports 12 Core Modules 37 Consulting Faculty Policy Challenge I Foundations 38 Developing Your Study Skills Economics for Public Policy Time Management The Politics of Policymaking Critical Reading Law and Public Policy Note-Taking Evidence and Public Policy Working in Groups Policy Challenge II Seminar Presentations 15 Applied Policy Modules Academic Writing 16 Option Modules Specific and General Expectations 17 The Summer Project 21 Professional Skills for Public Policy Careers 41 What is Expected from You 41 Being Active and Fully Engaged in all Lectures, 22 Meet the Team Seminars and Classes 22 Core Academic Team Attendance 31 MPP Administrative Staff Use of Electronic Devices Student and Alumni Affairs Office 42 Meeting All Deadlines Other Key Administrative Staff Requesting an Extension 42 Adherence to University Policies and UK Law 34 Teaching and Learning 34 Lectures, Seminars and Classes 43 Working Together MPP Patterns of Teaching 43 The MPP Committee MPP Timetable 43 Giving Feedback MPP Newsletter 43 MPP Student Government Student-Led Events 4 MPP Student Handbook 2017-2018 www.bsg.ox.ac.uk 44 Participating Fully in the Life of the Blavatnik 59 Your College School -
Internal UNIVERSITY of DERBY JOB DESCRIPTION JOB TITLE Project
UNIVERSITY OF DERBY JOB DESCRIPTION Project Manager & Academic Support for Educational Mental Health JOB TITLE Practitioners DEPARTMENT / College of Health & Social Care COLLEGE LOCATION Kedleston Road, Derby DE22 1GB JOB NUMBER 0663-19 SALARY £27,704 - £30,457 Per annum pro rata REPORTS TO Head of Counselling and Psychotherapy Role Summary The post holder will be responsible for the professional relationship coordination of trainee Education Mental Health Practitioners (EMHP) for the College of Health & Social Care and will be at the heart of the learning journey for the EMHP. The post holder will work directly with employers, school and college staff, plus internal academic teams as well as take responsibility for coordinating the learner experience in line with service level agreements, other contracts and reporting. It is important that the post-holder is able to support the academic team by providing high quality, accessible learning opportunities and an exceptional student experience in line with the University’s strategic objectives, ensuring that employability and ‘real-world’ learning are at the heart of the curriculum. In keeping with this, the post holder will help facilitate the development of reflective practice and the development of independent learning skills. Additionally, the post-holder will have an overview of the HEE/University contract ensuring financial agreements are adhered.to and be conversant with current government policies for children and young people in the context of CYP IAPT. This post is fixed-term, two days a week for three years. Principal Accountabilities Project Accountabilities 1) Manage the communications plan for appropriate groups to ensure a successful EMHP training experience visiting placements as required. -
University Weekend Open Days 2019 See for the Full Open Day Calendar
University Weekend Open Days 2019 See www.opendays.com for the full open day calendar Saturday, 26 January Solent University, Southampton CU Coventry Truro and Penwith College Guildford College University of the Highlands and Islands, Inverness Halesowen College, West Midlands West Highland College UHI, Fort William SOAS University of London South Gloucestershire and Stroud College, Bristol Sunday, 10 March University College Birmingham Academy of Contemporary Music, Surrey University of Wales Trinity Saint David, Swansea Wiltshire College Saturday, 16 March Buckinghamshire New University, High Wycombe Saturday, 2 February De Montfort University, Leicester Berkshire College of Agriculture, Maidenhead Fashion Retail Academy, London Easton and Otley College, Norwich University of Buckingham Guildford College University of Highlands and Islands, Inverness Solent University, Southampton University of Wales Trinity Saint David, Swansea Saturday, 23 March Arden University, Coventry Sunday, 3 February Staffordshire University Sheffield Hallam University University of Winchester Saturday, 9 February Saturday, 30 March CU Coventry Buckinghamshire New University, High Wycombe Guildford College Myerscough College, Lancashire Loughborough College Plymouth College of Art Myerscough College, Lancashire Teesside University, Middlesbrough University of Bedfordshire, Luton University of West London, Ealing University of East Anglia, Norwich University of Worchester University of Wales Trinity Saint David, Swansea Saturday, 6 April Saturday, 16 February -
A Focus on the West Midlands Region Williamson, T
To what extent can universities create a sustainable system to support MSMEs? A focus on the West Midlands region Williamson, T. Submitted version deposited in CURVE May 2016 Original citation: Williamson, T. (2015) To what extent can universities create a sustainable system to support MSMEs? A focus on the West Midlands region. Unpublished PhD Thesis. Coventry: Coventry University Copyright © and Moral Rights are retained by the author. A copy can be downloaded for personal non-commercial research or study, without prior permission or charge. This item cannot be reproduced or quoted extensively from without first obtaining permission in writing from the copyright holder(s). The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the copyright holders. Some materials have been removed from this thesis due to third party copyright. Pages where material has been removed are clearly marked in the electronic version. The unabridged version of the thesis can be viewed at the Lanchester Library, Coventry University. CURVE is the Institutional Repository for Coventry University http://curve.coventry.ac.uk/open To what extent can universities create a sustainable system to support MSMEs? A focus on the West Midlands region By Thomas Williamson Ph.D. August 2015 A thesis submitted in partial fulfilment of the University’s requirements for the Degree of Doctor of Philosophy To what extent can universities create a sustainable system to support MSMEs? A focus on the West Midlands region ii To what extent can universities create a sustainable system to support MSMEs? A focus on the West Midlands region Acknowledgements The competition of this study was the result of a long journey involving the contributions and support of many people. -
[email protected] Employment Post-Doc (Affiliate Academic)
Hao Wang Contact: [email protected] Employment Post-doc (Affiliate academic), University College London, 2020-2021 Supervisor: Dr. Yuemei Ji Education Ph.D. in Economics, Brunel University London. 2020 Supervisor: Dr. Jan Fidrmuc Ph.D. Candidate in Information Systems, University of Auckland. 2015 - 2016 M.A. in Economics, Boston University. 2013 B.Eng. in Electronic Engineering, South China University of Technology. 2011 Exchange Student in Tropical Agriculture, University of Hawaii at Manoa. 2010 Research Area International Economics, Development Economics, Chinese Economy Referred Journal Articles 1. Wang, Hao., Fidrmuc, Jan*., Tian, Yunhua. 2018. Growing against the Background of Colonization? Chinese Labor Market and Inward FDI in a Historical Perspective. Bank of Finland Discussion Paper series No.14/2018; Centre for Economic Studies, University of Munich Working Paper No. 7093; International Review of Economics and Finance (In Press), DOI: 10.1016/j.iref.2018.12.010. (SSCI Q2) 2. Wang, Hao., Luo, Qi*. 2020. How colonial legacy shapes the impact of inward FDI on GDP? Evidence from China. Applied Economics Letters 27(9), 740-743. (SSCI Q4) 3. Wang, Hao., Fidrmuc, Jan., Luo, Qi*., Luo, Minzhong*. 2020. Exploring the determinants of on- farm transitions: Evidence from rural China. CESifo working paper 7306; Applied Economics (Accepted) (SSCI Q3). Working Papers 1. Wang, Hao., Fidrmuc, Jan., Luo, Qi*. A spatial analysis on inward FDI and rural-urban wage inequality: Evidence from China. GLO discussion paper, No. 522. Essen; CESifo Working paper 8258; Revised & Resubmitted at Emerging Markers Finance and Trade 2. Wang, Hao., Fidrmuc, Jan., Qi Luo*. 2018. A happy way to grow old? Grandparenting, life change and life satisfaction. -
Student Protection Plan
Nottingham Trent University Student Protection Plan UKPRN: 10004797 Legal Address: 50 Shakespeare Street, Nottingham, NG1 4FQ, UK Contact Point for Enquires about this Plan: Deputy Vice Chancellor (Academic Development and Performance) Student Protection Plan for 2020/21 academic year: Nottingham Trent University 1. Scope and identification of Risks Introduction: In accordance with the requirements of the Higher Education and Research Act 2017, this plan inform students of what they can expect should a course, campus or institution close. This Student Protection Plan (hereafter “the Plan”) aims to demonstrate that Nottingham Trent University (NTU) has considered how students can continue or complete their studies or be compensated if this is not possible. The University recognises that in the event of a significant course or campus closure it will be expected to work closely with the Office for Students and its own student body to ensure that students’ interests are protected through any such change. Nottingham Trent University is a large, established, high performing and financially stable provider. We would like to reassure both our students and applicants that the risks outlined in this Plan are all very low and in the case of closure extremely low. Examples of risks to which this Plan would apply: • Loss or restriction of University status or its degree awarding powers or its designation for student support or student intake; • Decision to close the institution, a campus or a specialist facility; • Long term disruption to your course -
Solent Vice-Chancellor Receives CBE from HM Queen Elizabeth II
Solent Vice-Chancellor receives CBE from HM Queen Elizabeth II Southampton Solent University Vice-Chancellor Professor Van Gore was awarded the honour of a Commander of Order of the British Empire (CBE) by HM Queen Elizabeth II at Windsor Castle on Friday 7 March 2014. Professor Gore received his title for services to higher education. He helped to gain university status for Solent in 2005 and led the institution through its formative years to forge a new and distinctive kind of university. Professor Gore said: “It was a great honour to receive my award from Her Majesty and a real pleasure to meet the other recipients, two of whom, it turned out, had children who had recently graduated successfully from Solent University.” I was delighted to receive this award on behalf of everyone at Southampton Solent University. Their creativity, hard work and enthusiasm have played a huge part in the success of our institution.” The University has become known for its creative approach to the curriculum and, in particular, for its commitment to real world learning and a special student experience. Professor Gore has also been instrumental in forging a closer relationship with the city of Southampton, employers and the wider community. He is a member of Southampton Connect - a group of key public, private and voluntary organisation leaders, working collaboratively to further the growth and success of Southampton, and is also actively involved with the Local Economic Partnership for the Solent region. Always looking at building on the University’s success and investing for the future, Professor Gore is delighted with the progress on what will eventually be a stunning multi million pound development to transform Solent’s city centre campus. -
The Great British Brain Drain an Analysis of Migration to and from Manchester
The Great British Brain Drain An analysis of migration to and from Manchester Rebecca McDonald March 2019 About Centre for Cities Centre for Cities is a research and policy institute, dedicated to improving the economic success of UK cities. We are a charity that works with cities, business and Whitehall to develop and implement policy that supports the performance of urban economies. We do this through impartial research and knowledge exchange. For more information, please visit: www.centreforcities.org/about Partnerships Centre for Cities is always keen to work in partnership with like-minded organisations who share our commitment to helping cities to thrive, and supporting policymakers to achieve that aim. As a registered charity (no. 1119841) we rely on external support to deliver our programme of quality research and events. To find out more please visit: www.centreforcities.org/about/partnerships About the authors Rebecca McDonald is an Analyst at Centre for Cities: [email protected] | 0207 803 4325 Acknowledgements The authors would like to thank the University of Manchester for the support which has made this research possible. Centre for Cities • Manchester Brain Drain • March 2019 00. Executive summary Migration between Manchester and the rest of the North West region is very common. A third of those moving into the city came from the North West, and a third of those leaving Manchester stayed in the region. Overall, between 2009 and 2017 more people left the city to live elsewhere in the UK than moved in, leading to a net outflow of 31,620 people. Young people migrate to the city for university and work, while older graduates move away. -
Aspects of Children's Language in National Curriculum English
ASPECTS OF CHILDREN'S LANGUAGE IN NATIONAL CURRICULUM ENGLISH JOHN WILLIAMSON Doctor of Philosophy Department of Education , University of Newcastle upon Tyne 1997 NEWCASTLE UNIVERSITY LIBRARY ---------------------------- 097 Si I iS 5 ---------------------------- DECLARATION I declare that all the material in this thesis which is not my own has, to the best of my ability, been acknowledged. The material in the thesis has not been submitted previously by the author for a degree at this or any other university. Signed: /i.? .. ACKNOWLEDGEMENTS I would like to thank Tony Edwards for his wise advice on the preparation of this submission and Frank Hardman and Clare Woodall for being such excellent colleagues. A special thanks goes to Chris for her support, encouragement and gaffing. CONTENTS PAGES DOCTORAL STATEMENT 1-19 PAPERS A Vision for English: rethinking the revised National 20-30 Curriculum in the light of contemporary critical theory' English for the Twenty-first Century: 31-39 meeting the training needs of teachers Student Teachers and Models of English 40-54 Abridged Too Far: evidence from teachers against 55-69 the case for revising the Cox curriculum Time for Refilling the Rath?: a study of primary 70-88 student-teachers' grammatical knowledge Canny Writers: Tyneside dialect and the writing 89-99 of secondary school students Those Terrible Marks of the Beast: non-standard 100-113 dialect and children's writing To Purify the Dialect of the Tribe: children's use 114-126 of non-standard dialect grammar in writing LIST OF SUBMITTED PUBLICATIONS 127-128 CO-AUTHORSHIP FORMS 129-143 EVIDENCE OF INTENT TO PUBLISH 144-148 WORKS IN PRESS APPENDIX 1: "Divven't Write That, Man": the influence of 149-159 Tyneside dialect forms on children's free writing APPENDIX 2: An Extra Radiator? Teachers'views of support 160-172 teaching and withdrawal in developing the English of bilingual pupils DOCTORALSTATEMENT Introduction No subject in the National Curriculum has been the source of more controversy than English. -
Equality Highlights 2014–2015 Celebrating Equality and Diversity at Sheffield Hallam University
Equality highlights 2014–2015 Celebrating equality and diversity at Sheffield Hallam University Supporting women Mentoring scheme – Dyslexic student Football Unites SHU Fest – students In this issue in STEM – Sheffield 146 students from 33 wins award – a Racism Divides – and staff showcase Hallam’s events countries champion materials and Sheffield Hallam the diversity and encourage girls and cultural diversity engineering student students apply talent at Sheffield women to explore page 10 overcomes dyslexia their media skills Hallam science careers to win a national to explore racism page 15 page 8 award in sport page 13 page 14 Introduction Breaking down barriers supporting all This edition of Equality Highlights focuses on collaboration between people and organisations to drive positive change and make real differences to people's lives. We are shining the spotlight on Hallam students and staff who champion diversity and inclusion and have collaborated with employers and organisations on projects and activities that raise awareness around equality and diversity that help bring about change. We've asked them to tell their stories to share their experiences of what drives and motivates them and hope they will inspire others. Equality and Diversity Team Role models p4–7 News p8–15 This edition Here we highlight four student role models, Here we report on activities related to each with a passion for their work, some very equality, diversity and inclusion in the active in their communities, freely giving 2014-15 academic year. We’ve picked stories their time and talents to benefit others. that reflect the successes we’ve had, but also our plans for how to respond to the challenges that lie ahead.