A Unique Student Experience
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Northumbria University Campus
BINUS Northumbria (Double degree) 3 + 1 Program History Northumbria originally known as Newcastle Polytechnic, the University was formed in 1969 from the amalgamation of three regional colleges: Rutherford College of Technology, the College of Art & Industrial Design, and the Municipal College of Commerce. These colleges themselves had origins which were deeply rooted in the region. Northumbria University Campus It has two separate campuses ; 1. Newcastle City Campus 2. Coach Lane Campus “Both located within Newcastle upon Tyne” Two hours and forty minutes away from London By the fastest rail services. One hour away from Edinburgh (Scotland’s Capital) Newcastle has its own International Airport and whilst regular Ferry Services operate to and from Northern Europe. Newcastle City Campus The City Campus is in the heart of Newcastle upon Tyne, just a couple of roads from the main shopping areas and cultural centres. The campus marries a unique combination of innovative contemporary buildings with historical sites that have been listed because of their heritage and grandeur. Coach Lane Campus The campus is home to all students from the Faculty of Health and Life Sciences. Our state-of- the-art Clinical Skills Centre is a purpose-built facility that will allow you to develop practical skills and gain valuable experience of real hospital situations through a simulated environment. Around Campus Text or Image(s) Area Gateshead Millennium Bridge The Castle Keep & City Walls Jesmond Dene Park Newcastle Upon Tyne Road Newcastle has its own international airport operating both domestic and international flights to cities including London, Birmingham, Bristol, Cardiff, Aberdeen, Dublin, Belfast, Southampton, Amsterdam, Paris, Barcelona, Prague, Dubai and Copenhagen. -
UCAS Council Members Biographies
UCAS Council Members Biographies David Lowen Independent Governor and Chair of Leeds Beckett University and Deputy Chair of the Committee of University Chairs (CUC) UCAS Council Chair nominated by the CUC David is a television executive of wide experience and consultant adviser to broadcasters, programme makers and financial institutions. He was appointed Chair in December 2015 and is also Deputy Chair of the Committee of University Chairs (CUC), which plays a leading role in governance and regulation of the HE sector. He was board Director of Network Programme Development and later board Director of Corporate Development for ITV Yorkshire Television before leading ITV Network’s digital terrestrial television launch project, the first successful launch in the world. David runs International Television and Media Consulting Ltd, with many European broadcasters among its recent clients. He was “parachuted” into EuroNews by ITN to stabilise successfully the news channel’s finances, legal status, funding and creative structure ahead of the second Gulf War. He was Chairman of SysMedia Group plc, which recently sold its worldwide software development and subtitling business to a US-backed company. He is part-owner and director of Format Futures, a TV content “ideas factory”. He is a former President of CIRCOM, the organisation of Europe’s regional public service broadcasters, and currently President of its programme and TV skills awards. David is Honorary Secretary and trustee of the Royal Television Society; Honorary Fellow of Emmanuel College, Cambridge, and until recently Chairman of the Emmanuel Society (alumni); and Fellow of the Royal Society of Arts. Security marking: PUBLIC Document owner: Legal and Corporate Governance Assistant (Angharad Tompkins) Dr Tim Westlake Chief Operating Officer, University of Sussex; UCAS Council Deputy Chair Nominated to the UCAS Council by UUK (Universities UK) to represent English universities Since August 2017, Dr Tim Westlake has been Chief Operating Officer at the University of Sussex. -
Northumbria University Northumbria University CASE STUDY
Northumbria University STUDY CASE Northumbria University has two a million visitors each year and large city-based campuses in renowned for its buzzing nightlife. Newcastle and uses SafeZone Given the university’s city-centre locations, alerts are typically from as part of its integrated users worried about suspicious approach to help promote people or feeling threatened. and assure student and staff SafeZone enables the Northumbria safety within this busy urban security team to intervene more SafeZoneApp.com environment. quickly, to offer support, and to prevent incidents from escalating. “SafeZone allows us to SafeZone has also helped save lives Northumbria University is home to respond more quickly and by accelerating first-aid support to almost 32,000 students and staff and victims suffering from cardiac arrest, in many cases to prevent was the first university in Europe to stroke, severe choking or an extreme incidents from escalating. adopt SafeZone®. The service is now allergic reaction. used across all its Newcastle facilities, Northumbria’s commitment central London campus and a new to safety and security is recently announced Amsterdam site. also helping us to recruit SafeZone is an essential element in more overseas students Northumbria’s integrated approach to security that includes the university who are increasingly having its own dedicated crime being drawn towards prevention team and full-time Newcastle and our city- police officer. based campuses,” Newcastle is one of the UK’s liveliest JOHN ANDERSON cities, attracting over a quarter of Head of Security at Northumbria University, Newcastle SafeZone solution Benefits and outcomes Northumbria University has an active in their profile. -
Course Entry Requirement Statement for 2021 Entry
Course Entry Requirements Statement for 2021 Entry Course Entry Requirement Statement for 2021 Entry Contents Scope and Purpose ........................................................................................ 3 UK QUALIFICATIONS ......................................................................................... 4 GCSEs and equivalent qualifications .................................................................... 4 A’Levels and equivalent qualifications ................................................................. 4 EU AND INTERNATIONAL QUALIFICATIONS .............................................................. 19 Maritime Courses ........................................................................................ 31 ENGLISH LANGUAGE REQUIREMENTS .................................................................... 29 APPENDIX A: EXEMPTIONS AND EXCEPTIONS ......................................................... 29 APPENDIX B: ACCEPTABLE ENGLISH LANGUAGE QUALIFICATIONS FOR STUDENTS REQUIRING A STUDENT ROUTE VISA ................................................................................... 32 APPENDIX C: EUROPEAN SCHOOL LEAVING/MATRICULATION CERTIFICATES EQUIVALENT TO IELTS (ACADEMIC) 6.0 OVERALL ....................................................................... 38 External Relations | Admissions and Enrolment 2 Updated April 2021 Course Entry Requirements Statement for 2021 Entry Scope and Purpose 1. This document is designed for use by Solent University (SU) staff when evaluating applicants for entry -
LATE HOLOCENE PALAEOSEISMICITY in SOUTH-CENTRAL CHILE Findings So Far OBJECTIVES Research Has Focused Upon the 2010 and 1960 Rupture Zones
Reconstructing Chile’s earthquake history GARRETT DRS EMMA HOCKING & ED Drs Emma Hocking and Ed Garrett outline their efforts to reconstruct land- and sea-level changes in light of the multiple earthquake cycles that have occurred in south-central Chile along the Cascadia and Alaska- Universidad Católica de Valparaíso has been Aleutian subduction zones, influential in getting the research off the particularly in developing ground and his input continues to guide our the idea of the earthquake approach in the field. Our past field seasons in deformation cycle and Chile have been undertaken in collaboration pinpointing criteria for with Dr Rob Wesson of the USGS, Dr Lisa Ely identifying earthquakes in tidal of Central Washington University, Dr Daniel marsh sediments. Melnick of the University of Potsdam and Tina Dura of the University of Pennsylvania, among Can you give a brief overview of others, whose expertise have proved invaluable. your field studies in Chile that began in 2010? How are these What overarching impact do you expect from Could you offer an insight into your investigations informing your current work? this project? What will be next for you and backgrounds? How did your experiences your collaborators? prepare you to lead this current project? In the immediate aftermath of the 2010 earthquake in Maule, Chile, we were part Understanding the past earthquake history EG: We both completed PhDs at Durham of a Durham University team making field of an area is key to future preparedness and University, Hocking investigating relative sea observations. The subsequent data have been hazard mitigation. Our research aims to level change in Antarctica and me studying critical in helping us understand the immediate help understand more about how frequently megathrust earthquakes in Chile. -
GGA 2017 Finalists' Flyer
Finalists 113 finalists 15 categories - Team entrepreneurship – Students building Best Newcomer Continuous Improvement: sustainable businesses • # Borders College - Flushed with success! A UK • first in sustainable energy from waste water Institutional Change University of Worcester - Green now Category Supporter: Scottish Funding white bags: Five years skilling students – a • MidKent College - We can see the wood from University/City recycling collaboration the trees! Council • Northumbria University - Improving • Aston University - Embedding sustainability at sustainability together – our success story (so Aston University Facilities and Services far…) • Canterbury Christ Church University - • Loughborough University - Maintaining the • Southampton Solent University - Building a sustainable future: From start to green. Living the sporting dream Environmental and sustainability strategy – beginning • Middlesex University - MDX freewheelers Waste improvement project • Goldsmiths, University of London - • Middlesex University - MDX goes green Continually greening Goldsmiths • Sheffield Hallam University - Closing the Carbon Reduction • London Metropolitan University - Going above waste loop Category Supporter: The Energy Consortium and beyond! • Sheffield Hallam University - Driving towards • - Zero by 2040 – The a sustainable fleet • Goldsmiths, University of London - The University of Edinburgh Energy Detectives – investigating and solving University of Edinburgh’s climate strategy • Sheffield Hallam University - Greening our energy waste -
School of Architecture and the Built Environment (SABE)
A Research Strategy 1. Key targets and objectives in RAE 2001 1.1 Key events and outcomes This Unit of Assessment (UoA) covers Transport and Logistics; Housing, Planning and Regeneration; and Tourism, for which the relevant research groups are based in the School of Architecture and the Built Environment (SABE). In addition, SABE is making a submission to UoA 30 (Architecture and the Built Environment) for the first time. During the period 2001-07, those submitting to UoA 31 have secured research funding in excess of £5.3m, published at least 75 refereed journal articles, 10 chapters and eight books, as well as producing many research reports for clients (see www.wmin.ac.uk/sabe/page-5 and www.wmin.ac.uk/westminsterresearch for the institutional repository for staff publications). The range and quality of our research has been reinforced by the internal appointment of three professors (Bailey, Roberts and Newman), one Reader (Maitland) and three post-doctoral fellowships (Kamvasinou is entered in RA2) since 2001. New Lecturer and Researcher appointments are fully integrated in the School’s vibrant research culture. All the research groups discussed below have enhanced their international reputation through the recruitment of researchers and research students, as well as by securing research commissions against substantial competition. Research clusters are extending their contacts with national and international research networks and institutional contacts overseas. As well as the research outputs discussed here and in RA2, the research clusters carry out a wide range of applied research for public, private and charitable clients in the wider built environment ‘policy community’. -
14 Could Be Peak Age for Believing in Conspiracy Theories
A study conducted by a team of psychologists has uncovered that belief in conspiracy theories flourishes in teenage years. Feb 09, 2021 08:04 GMT 14 COULD BE PEAK AGE FOR BELIEVING IN CONSPIRACY THEORIES Belief in conspiracy theories is heightened as adolescents reach 14 years of age, reveals new research led by Northumbria University. A study conducted by a team of psychologists from across the UK has uncovered that belief in conspiracy theories flourishes in teenage years. More specifically, they found that 14 is the age adolescents are most likely to start believing in conspiracy theories, with beliefs remaining constant into early adulthood. The findings were discovered using the first ever scientific measure of conspiracy beliefs suitable for analysing younger populations. A paper detailing the research has been published in the British Journal of Developmental Psychology online today. Addressing gaps in research Previous research has demonstrated that conspiracy theories can affect people’s beliefs and behaviours in significant ways. For example, they can influence people’s views and decisions on important issues such as climate change and vaccinations. With around 60% of British people believing in at least one conspiracy theory, understanding their popularity is important. Despite their significance, however, all existing research on conspiracy theories has been conducted with adults, and research methods used to measure conspiracy beliefs have been designed only with adults in mind. To date, therefore, there has been a lack of knowledge about when and why conspiracy beliefs develop in young people, and how these beliefs change over time. Now, a timely project funded by the British Academy has developed and validated a conspiracy beliefs questionnaire suitable for young people, called the Adolescent Conspiracy Beliefs Questionnaire (ACBQ). -
2017-18 Block Grant Awards – Part Two Payments
Institution 2017/18 part two payment Aston University 11,000.00 Babraham Institute 15,095.00 Bangor University 57,656.00 Bournemouth University 5,672.00 Brunel University London 78,766.00 Cardiff University 175,087.00 Coventry University 9,083.00 Cranfield University 54,588.00 De Montfort University 8,137.00 Durham University 200,334.00 Goldsmiths College 9,573.00 Heriot-Watt University 84,213.00 Imperial College London 357,202.00 Institute for Fiscal Studies 10,303.00 Institute of Cancer Research 7,620.00 Institute of Food Research (Now Quadram Inst Bioscience) 8,853.00 John Innes Centre 63,512.00 Keele University 16,918.00 King's College London 296,503.00 Lancaster University 123,311.00 London Sch of Hygiene and Trop Medicine 153,402.00 Loughborough University 212,352.00 Manchester Metropolitan University 7,165.00 NERC British Antarctic Survey 28,115.00 NERC British Geological Survey 3,424.00 NERC Centre for Ecology and Hydrology 24,518.00 NERC National Oceanography Centre 26,992.00 Newcastle University 248,714.00 Northumbria University 12,456.00 Open University 31,388.00 Plymouth Marine Laboratory 7,657.00 Queen Mary, University of London 198,434.00 Queen's University of Belfast 110,878.00 Rothamsted Research 27,772.00 Royal College of Music 3,690.00 Royal Holloway, Univ of London 215 Royal Veterinary College 26,890.00 Scottish Association For Marine Science 12,814.00 SRUC 4,768.00 STFC - Laboratories 5,390.00 Swansea University 51,494.00 The Francis Crick Institute 6,466.00 The University of Manchester 591,987.00 University College -
Northumbria Research Link
Northumbria Research Link Citation: Liyanage, Lalith (2013) A case study of the effectiveness of the delivery of work based learning from the perspective of stakeholders in Computing, Engineering and Information Sciences at Northumbria University. Doctoral thesis, Northumbria University. This version was downloaded from Northumbria Research Link: http://nrl.northumbria.ac.uk/id/eprint/21418/ Northumbria University has developed Northumbria Research Link (NRL) to enable users to access the University’s research output. Copyright © and moral rights for items on NRL are retained by the individual author(s) and/or other copyright owners. Single copies of full items can be reproduced, displayed or performed, and given to third parties in any format or medium for personal research or study, educational, or not-for-profit purposes without prior permission or charge, provided the authors, title and full bibliographic details are given, as well as a hyperlink and/or URL to the original metadata page. The content must not be changed in any way. Full items must not be sold commercially in any format or medium without formal permission of the copyright holder. The full policy is available online: http://nrl.northumbria.ac.uk/policies.html A CASE STUDY OF THE EFFECTIVENESS OF THE DELIVERY OF WORK BASED LEARNING FROM THE PERSPECTIVE OF STAKEHOLDERS IN COMPUTING, ENGINEERING AND INFORMATION SCIENCES AT NORTHUMBRIA UNIVERSITY LALITH LIYANAGE PhD 2013 1 A CASE STUDY OF THE EFFECTIVENESS OF THE DELIVERY OF WORK BASED LEARNING FROM THE PERSPECTIVE OF STAKEHOLDERS IN COMPUTING, ENGINEERING AND INFORMATION SCIENCES AT NORTHUMBRIA UNIVERSITY LALITH LIYANAGE A thesis submitted in partial fulfillment of the requirements of the University of Northumbria at Newcastle for the degree of Doctor of Philosophy Research undertaken in Faculty of Engineering and Environment April 2013 2 Declaration I declare that the work contained in this thesis has not been submitted for any other award and that it is all my own work. -
MA/Msc/PG Dip Information and Library Management (DL) Msc/PG Dip Information and Records Management (DL)
Faculty of Engineering and Environment MA/MSc/PG Dip Information and Library Management (DL) MSc/PG Dip Information and Records Management (DL) Programme Handbook 2015 - 2016 Contents 1 Welcome from the Programme Leaders ......................................................................... 3 2 About this handbook ...................................................................................................... 5 3 Who’s Who and Communication .................................................................................... 5 3.1 Who to go to for help ............................................................................................... 5 Programme Administrator – Distance Learning .............................................................. 5 Student Support Team ................................................................................................... 6 Programme Leaders: Julie McLeod and Jackie Urwin .................................................... 6 Module Tutors ................................................................................................................ 7 3.2 Communication ....................................................................................................... 7 Contacting Your Programme Leader and Module Tutors ............................................... 7 Email .............................................................................................................................. 7 eLearning Portal............................................................................................................ -
UCAS Undergraduate Admissions Guide for Entry to University Or College in 2019 Contents
UCAS Undergraduate Admissions Guide For entry to university or college in 2019 Contents Glossary of terms 3 2.32 How to submit an RPA and OPF 21 2.33 Applicants accepted by RPA or OPF 21 UCAS calendar for all applications – 2019 entry 6 2.34 web-link 21 Changes for 2019 entry 9 2.35 odbc-link and xml-link 21 2.36 Management information menu in web-link 21 Section 1 – UCAS Application and Recruitment Policy 11 2.37 Collection tool 21 2.38 Downloading copies of applications 22 Section 2 – Applications and data 2.1 Course categories for inclusion in the Section 3 – Decisions and replies UCAS Undergraduate scheme 13 3.1 Outstanding decisions timetable 24 2.2 Applicant categories that apply through the UCAS Undergraduate scheme 13 3.2 When to make decisions 24 2.3 Applicant categories that are exempt from 3.3 Applications rejected by default (RBD) 24 using the UCAS Undergraduate scheme 15 3.4 Decisions for courses with an early start date 24 2.4 Apply 15 3.5 Types of decisions 25 2.5 Applicant identification – Personal ID 3.6 Offer and reply combinations 27 and applicant scheme code 15 3.7 Applicant reply dates 27 2.6 Deferred entry 15 3.8 DBD and RBD calendar 27 2.7 Validated data 15 3.9 Errors in decisions 27 2.8 Verified data 15 2.9 Applicant information not passed on 16 Section 4 – Changes and amendments 2.10 Visibility of all courses 16 4.1 Amendments 29 2.11 Contextual data 16 4.2 Before you have made an initial decision 29 2.12 Residential category codes 16 4.3 After you have entered a decision, but before 2.13 Disabled applicants 16