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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. -
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. -
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. -
Postmaster and the Merton Record 2019
Postmaster & The Merton Record 2019 Merton College Oxford OX1 4JD Telephone +44 (0)1865 276310 www.merton.ox.ac.uk Contents College News Edited by Timothy Foot (2011), Claire Spence-Parsons, Dr Duncan From the Acting Warden......................................................................4 Barker and Philippa Logan. JCR News .................................................................................................6 Front cover image MCR News ...............................................................................................8 St Alban’s Quad from the JCR, during the Merton Merton Sport ........................................................................................10 Society Garden Party 2019. Photograph by John Cairns. Hockey, Rugby, Tennis, Men’s Rowing, Women’s Rowing, Athletics, Cricket, Sports Overview, Blues & Haigh Awards Additional images (unless credited) 4: Ian Wallman Clubs & Societies ................................................................................22 8, 33: Valerian Chen (2016) Halsbury Society, History Society, Roger Bacon Society, 10, 13, 36, 37, 40, 86, 95, 116: John Cairns (www. Neave Society, Christian Union, Bodley Club, Mathematics Society, johncairns.co.uk) Tinbergen Society 12: Callum Schafer (Mansfield, 2017) 14, 15: Maria Salaru (St Antony’s, 2011) Interdisciplinary Groups ....................................................................32 16, 22, 23, 24, 80: Joseph Rhee (2018) Ockham Lectures, History of the Book Group 28, 32, 99, 103, 104, 108, 109: Timothy Foot -
Oxford Pre-Master's Courses
Oxford Pre-Master’s Courses Advanced Diploma in British & European Studies 2015/2016 The University of Oxford’s pre-Master’s courses are ideal for graduates and working professionals who would like to prepare for entry to Master’s degree courses at leading British universities. Why study at Oxford? Global Reputation: One of the oldest and most prestigious universities in the world with an unparalleled academic reputation. Valued Qualifications: Recognised and valued by institutions and employers worldwide. Quality of Teaching: Your course will prove both academically challenging and intellectually rewarding. Personal Attention: Individual weekly tutorials and a high degree of personal attention throughout your course. Modern Study Facilities: Access some of the finest library and study facilities in the world. Perfect Location: Just an hour away from London, Oxford is one of Britain’s most glorious cities. International Outlook: A truly international community with students from 138 countries. A unique learning experience Course benefits • Expert tutors The Oxford pre-Master’s courses are offered by the Department for Continuing • Small class sizes Education and are taught at Rewley House in the heart of Oxford. Aimed at students who intend to pursue Master’s degree studies at leading British • First-class academic support universities, they combine academic study across a number of disciplines with • Individual weekly tutorials an intensive English language enhancement programme. • Regular feedback • High degree of personal attention Our courses not only help students to communicate confidently and fluently in • Full pastoral support spoken and written English, but also to develop superior analytical, critical thinking • World-class library resources and presentation skills. -
Oxford Graduate School
Omega Graduate School 2020-2021 Catalog OMEGA GRADUATE SCHOOL ACADEMIC CATALOG 2020-2021 President & CEO Joshua Reichard, DPhil, PhD, EdS, CCS 500 Oxford Drive Dayton, Tennessee 37321-6736 423-775-6596 800-933-6188 Fax: 423-775-6599 http://www.ogs.edu Omega Graduate School is a member of the Transnational Association of Christian Colleges and Schools (TRACS) [P.O. Box 328, Forest, VA 24551; Telephone 434.525.9539; e-mail: [email protected]] having been awarded Accredited status as a Category IV institution by the TRACS Accreditation Commission. TRACS is recognized by the U. S. Department of Education (USDE), the Counc il for Higher Education Accreditation (CHEA), and the International Network for Quality Assurance Agencies in Higher Education (INQAAHE). According to the Omega Graduate School policy regarding Board of Regents’ approval of all revisions to publications, revisions to the Omega Graduate School Catalog were approved by the Board of Regents. Omega Graduate School is authorized by the Tennessee Higher Education Commission (THEC) to offer Master of Letters and Doctor of Philosophy degrees. This authorization must be renewed each year and is based on an evaluation by minimum standards concerning quality of education, ethical business practices, health and safety, and fiscal responsibility. Omega Graduate School is also approved by THEC for training of veterans. Eligible veterans enrolled in either the master’s or doctoral programs may receive veteran’s benefits. Catalog effective September 1, 2020 Rev. 4/6/21 1 Omega Graduate School 2020-2021 Catalog Table of Contents 1. History and Purpose of Institution ............................................................................ 5 2. Mission Statement and Objectives ......................................................................... -
2016 Contested Spaces in Cities As Politicised As Jerusalem?
PROFILE HANNA BAUMANN DIVIDED CITY Hanna Baumann Can culture act as a bridge to connect groups who are in conflict? How do divided cities operate on a day to day basis? AndYEARBOOK how do people negotiate2016 contested spaces in cities as politicised as Jerusalem? Hanna Baumann [2012] has been fascinated by the subject of divided cities since she was young. Her PhD in Architecture will build on her undergraduate and Master’s research, which focused on the Israeli/Palestinian conflict as well as on work she has been doing in for the United Nations on minority cultural rights in conflict affected areas. Hanna showed an early interest in the intersection between culture and conflict. Growing up in what was then East Berlin, she was five when the Berlin Wall fell. “In some ways, it was a formative experience,” she says, “and was part of my interest in divided cities. Even after the Wall came down I could see the long-term effects on family and friends.” “I could feel the tension in the After graduating from Barnard, Hanna returned to the Middle streets of the old city, where East to work with Iraqi refugees in Jordan through the UNHCR. She then joined the humanitarian organisation ACTED in Jews and Muslims uneasily shared Jerusalem, working on agriculture, shelter and food security spaces holy to both groups,” projects. She says it was striking to see how in the Israel- Palestine context even seemingly innocuous activities like As an undergraduate at Barnard College, Columbia University, agriculture were deeply intertwined with questions of belonging she completed a dual major in Art History and the History of the and ownership. -
Exeter Plans More Schols for Indians
Page 4 CAREERS IN FOCUS Education Mail, New Delhi, Tuesday, December 21, 2010 ON THE SHELF Frances Cairncross, rector Are you getting ready to enter of Oxford University’s the job market or planning to go abroad for higher education? fourth oldest college, was SAUMYA PANT reviews four useful books that will prepare in Delhi and Mumbai to you for the big plunge, covering areas as diverse as getting your resume right to how to crack tap funds for scholarships the International English aimed exclusively at Language Testing System (IELTS). Indian graduate students JOB AT FIRST SIGHT: THE ULTIMATE GUIDE TO YOUR FIRST JOB By RADHIKA MADHAVAN; RUPA, `95 If you’re doing your course RADHIKA MADHAVAN is a professional consultant work seriously, you’ll barely and trainer based in ‘ Bengaluru. In her 15-year get six hours to sleep. We career, she has worked in would like our students not research, communica- ‘ tions and HR. Having to worry constantly about interviewed, hired and trained thousands of col- working after completing lege students over the years, she shares her their academic work. experiences and insights into the art of FRANCES CAIRNCROSS, Rector, Exeter College, University of Oxford getting one’s first job. The book covers the entire job hunt, from giving step-by- step directions on how to write an By Sourish Bhattacharyya impressive resume to advice on ways of developing and using one’s networking skills. Madhavan has made the book very easy to read by peppering it with exam- HAT was common to ples that give the reader an idea of how Pakistan’s first prime min- to prepare or conduct oneself to get ister Liaquat Ali Khan, one’s dream job. -
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: -
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.