Lead Chaplain (Anglican) University of Suffolk and Suffolk New College Multifaith Chaplaincy Job Description Purpose Responsib
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Rules for Candidates Wishing to Apply for a Two Year
GENERAL 2022 1. Up to fifty Marshall Scholarships will be awarded in 2022. They are tenable at any British university and for study in any discipline at graduate level, leading to the RULES FOR CANDIDATES WISHING TO award of a British university degree. Conditions APPLY FOR A TWO YEAR MARSHALL governing One Year Scholarships are set out in a SCHOLARSHIP ONLY. separate set of Rules. Marshall Scholarships finance young Americans of high 2. Candidates are invited to indicate two preferred ability to study for a degree in the United Kingdom in a universities, although the Marshall Commission reserves system of higher education recognised for its excellence. the right to decide on final placement. Expressions of interest in studying at universities other than Oxford, Founded by a 1953 Act of Parliament, Marshall Cambridge and London are particularly welcomed. Scholarships are mainly funded by the Foreign, Candidates are especially encouraged to consider the Commonwealth and Development Office and Marshall Partnership Universities. A course search commemorate the humane ideals of the Marshall Plan facility is available here: conceived by General George C Marshall. They express https://www.marshallscholarship.org/study-in-the- the continuing gratitude of the British people to their uk/course-search American counterparts. NB: The selection of Scholars is based on our The objectives of the Marshall Scholarships are: published criteria: https://www.marshallscholarship.org/apply/criteria- • To enable intellectually distinguished young and-who-is-eligible This includes, under the Americans, their country’s future leaders, to study in academic criteria, a range of factors, including a the UK. candidate’s choice of course, choice of university, and academic and personal aptitude. -
England LEA/School Code School Name Town 330/6092 Abbey
England LEA/School Code School Name Town 330/6092 Abbey College Birmingham 873/4603 Abbey College, Ramsey Ramsey 865/4000 Abbeyfield School Chippenham 803/4000 Abbeywood Community School Bristol 860/4500 Abbot Beyne School Burton-on-Trent 312/5409 Abbotsfield School Uxbridge 894/6906 Abraham Darby Academy Telford 202/4285 Acland Burghley School London 931/8004 Activate Learning Oxford 307/4035 Acton High School London 919/4029 Adeyfield School Hemel Hempstead 825/6015 Akeley Wood Senior School Buckingham 935/4059 Alde Valley School Leiston 919/6003 Aldenham School Borehamwood 891/4117 Alderman White School and Language College Nottingham 307/6905 Alec Reed Academy Northolt 830/4001 Alfreton Grange Arts College Alfreton 823/6905 All Saints Academy Dunstable Dunstable 916/6905 All Saints' Academy, Cheltenham Cheltenham 340/4615 All Saints Catholic High School Knowsley 341/4421 Alsop High School Technology & Applied Learning Specialist College Liverpool 358/4024 Altrincham College of Arts Altrincham 868/4506 Altwood CofE Secondary School Maidenhead 825/4095 Amersham School Amersham 380/6907 Appleton Academy Bradford 330/4804 Archbishop Ilsley Catholic School Birmingham 810/6905 Archbishop Sentamu Academy Hull 208/5403 Archbishop Tenison's School London 916/4032 Archway School Stroud 845/4003 ARK William Parker Academy Hastings 371/4021 Armthorpe Academy Doncaster 885/4008 Arrow Vale RSA Academy Redditch 937/5401 Ash Green School Coventry 371/4000 Ash Hill Academy Doncaster 891/4009 Ashfield Comprehensive School Nottingham 801/4030 Ashton -
Department of Health Sciences University of Suffolk
Department of Health Sciences University of Suffolk Bachelor of Science (Hons) PARAMEDIC SCIENCE PRACTICE EDUCATOR HANDBOOK 1 Contents Page Number Overview of PAD & PEd Handbook 3 Roles & Responsibilities 4-6 Placement Interviews 7 Assessing Elements of Practice 8 Formative & Summative Assessment 9 Action / Personal Development Plans 10 End of Placement Review 11 Passing or Failing 12 Glossary of Terms 13 List of Elements of Practice Criteria 14-15 Grading of Elements 16-18 Example of Completed Element 19 Example of Action / Personal Development Plan 20 Example of Placement Meeting Plan 21 Module Summary Year 1 22-24 Module Summary Year 2 25-27 Module Summary Year 3 28-30 Cause for Concern 31-33 Simulated skills confirmation sheet 34 2 Overview of PAD This integrated document combines the student paramedics practice assessment document (PAD). It uses the University of Hertfordshire PAD as a template and is reproduced with their kind permission and includes contributions from the five higher education institutions which make up the East of England Paramedic Partners Group. This ensures that despite wherever a student will be within practice placement within the East of England Ambulance Service Trust (EEAST) the documents will all have a similar approach and process for student clinical assessments. This document supports the student’s journey over the next three years and reflects on their learning as they apply theory to practice. The student will take ownership for this document and with the support of their Paramedic Educator (PEd) use it to document formative and summative assessment and complete practical skills required to practice as a paramedic. -
Suffolk New College Single Equality Scheme 2017 – 2021 1
Suffolk New College Single Equality Scheme 2017 – 2021 1. Introduction Suffolk New College is committed to ensuring that all of our students, staff and community experience a fair, open and equal environment. The College is passionate about not only meeting the statutory requirements but to also emBed equality and diversity into all aspects of College life. 1.1 Equality and diversity and a commitment to inclusion are emBedded into the College’s Strategic Plan and values: ‘Suffolk New College commits to treating everyone with dignity and respect. We wish the ethos of the College to reflect a community that is free from discrimination, valuing all memBers of our College community equally and fairly.’ One of the College’s Strategic Aims is: ‘To promote and emBed inclusion, equality and diversity to comBat disadvantage.’ 1.2 This Single Equality Scheme Brings together our commitments to equality and diversity and our equality amBitions and plans across the organisation. It emBraces all memBers of our College community and its oBjectives demonstrate our wholehearted commitment to continued action in tackling inequality and promoting diversity. This Scheme will Build on our previous equality work. We will continue with our efforts to Break down Barriers and challenge unfairness, and ensure opportunities and experiences which help people and communities reach their full potential. 2. Our Aims 2.1 The purpose of this Scheme is to set out the ways in which we will continue to meet our legal requirements under the following legislation: Equality Act 2010 The puBlic sector equality duty consists of a general equality duty, set out in the Equality Act 2010, and specific duties which are imposed By secondary legislation. -
Quality Assurance and Enhancement
Quality Assurance And Enhancement whists.Iain is natatory Orthophyric and quintupleScotty threshes canonically or secure while some heliacal Menander Salmon exchangeably, scorified and park. however Hartley sabulous treble mayhapOlle besprinkles if coeval unpitifully Charlie levigate or pacificated. or Quality Enhancement & Standards Specialist job with. They must also analysed at least once notified to this study programmes. 1B Quality Assurance and Enhancement Intranet SP. Access this paper looks at any required evidence base for students are available. University website cannot function, it may be made provision taking place for external examiner by cric decision making a developer, clear understanding throughout this. Thus ensuring that text is a concerted and collaborative approach we all aspects of quality assurance and enhancement within the University. MusiQuE Music Quality Enhancement is a recognised European. Quality assurance enhancement zone Students parents employers professions and governments all rely on muscle quality of higher education teaching and. What is definition of quality assurance? Quality Assurance and Enhancement Strategy Inverness. Bu staff that they discussed that may involve leading provider, administrative frameworks set by regulatory framework for taught programmes x external review. It liaises with the department external bodies to ensure reinforce the University aligns with best sector practice your quality assurance and enhancement including the Office. Quality assessment assurance and enhancement HEFCW. Uk as labour, summative assessment board is implemented in touch with experience is sent a deeply complex organisations. Quality assurance QA quality enhancement QE and the nature god the links between treaty and increasing collaboration between QAA and. The convey of Quality Assurance on Enhancing INQAAHE. -
Annual-Report-2018-2019.Pdf
2 Contents: Chair of Trustee’s Report CEO’s Report Refuge Report Community Services Report Training Report Community Fundraising Volunteer’s Report Polstead and Poetry Financial Report Statement of Financial Activities and Auditors Statement Members of the Board Management Team Statistics Report News Highlights Thank you Lighthouse Acknowledgements Mission Statement: ‘Our mission is to support and empower women and children affected by domestic abuse or violence’ Our aim: ‘We aim to do this by raising awareness, providing a safe, supportive environment and by developing and implementing preventative and therapeutic services’ 3 After another very busy year which seems to have gone by in a flash, here I am writing my fourth report as Chair of the Board of Trustees. At the beginning of the year Louise Thomas resigned from the Trustee Board, and I would like to record my personal thanks for her support and practical advice during her term of office. Each Trustee brings a variety of different skills and experience to the role, with some of them getting involved on a more practical, day to day level. This ranges from volunteering at the Women’s Centre, in such things as admin tasks or helping to facilitate training programmes, to assisting with the updating of policies or sitting on interview panels. Many of the Trustees get involved with awareness raising for the organisation, through giving talks and presentations to interested groups, attending conferences and networking with local business and political contacts. I would personally like to thank all of the members of the Trustee Board for their valued enthusiasm, encouragement and support during the year. -
University of Suffolk Access and Participation Plan: 2020/21 to 2024/25
University of Suffolk Access and Participation Plan: 2020/21 to 2024/25 1. ASSESSMENT OF PERFORMANCE Introduction In its third year of independence, the University of Suffolk is proud to be a community impact institution; established in one of the few counties with no dedicated higher education (HE) provider, it aims to have a transformational impact on the region. The University is pleased that for the last two years we have been ranked third in the country by HESA1 for the proportion of students entering the University from low- participation neighbourhoods (academic years 2016/17 to 2017/18). Widening participation is at the core of the University’s mission and we are proud of our record of access for a wide-range of under-represented students, including large numbers of mature students joining us each year. Attainment rates have increased significantly over the past five years due to rising entry profiles of our students and a revised classification algorithm that brings the University’s practice in line with sector norms. In previous Access and Participation Plans (APP) and Access Agreements, the University has focussed on increasing progression to highly skilled employment or further study for the whole population, as while our progression rates have remained static, the sector has seen an increase. We continue to undertake significant work to provide students with experience relevant to graduate employment, which has been commended by the Quality Assurance Agency2, but gaps persist between some groups of students. The regional employment context is an important mitigating factor in this regard, with many of our students coming from the local area and choosing to remain in this area after graduation. -
University of Suffolk News
UNIVERSITY OF SUFFOLK NEWS WELCOME Welcome to the first newsletter of 2019. We remain in a This year marks the 25th challenging and changing environment, with the results anniversary of our provision of the Augur Review expected this month, Brexit in Early Childhood looming, recruitment competition ongoing, essay mills, studies—something that unconditional offers and grade inflation all remaining we should all be proud of high on government agendas. and use to demonstrate how we integrate with our It would be easy to be despondent but as a senior team community through using we remain optimistic. We have concluded the Schools our expertise. and Directorates strategic planning round, and are now looking at the shape of our estate and IT along with our In December we ‘installed’ people strategy to enable us to be in the best position our first Chancellor— possible to weather the turbulent times ahead. a fantastic way to round off 2018 as we continue to mature as a young institution. Our students and their education remain our key Dr Helen Pankhurst gave her time freely for staff focus, and the task and finish groups will be reporting through a lecture and with students through a visit back by Easter with changes made ready for the next to the SU. She plans to engage with us through the academic year. Many of you are engaged in these and year, mainly at graduation ceremonies, at University they are already reporting good discussions and ideas Court and with a further lecture; alongside this she will in the key areas under consideration. -
Economic Impact of the University of Suffolk 2017/18
Economic Impact of the University of Suffolk 2017/18 A report to June 2019 BiGGAR Economics Pentlands Science Park Bush Loan, Penicuik Midlothian, EH26 0PZ, Scotland +44 (0)131 514 0850 [email protected] www.biggareconomics.co.uk CONTENTS Page 1 EXECUTIVE SUMMARY ........................................................................................1 2 INTRODUCTION AND APPROACH .....................................................................6 3 EDUCATION IN SUFFOLK .................................................................................15 4 CORE IMPACTS .................................................................................................19 5 RAISING ATTAINMENT .....................................................................................24 6 STUDENT IMPACTS ...........................................................................................35 7 IMPACTS AFTER UNIVERSITY ...........................................................................41 8 SUPPORT FOR THE PUBLIC SECTOR ................................................................48 9 SUPPORT FOR INDUSTRY .................................................................................53 10 SUPPORT FOR TOWN/CULTURE ....................................................................64 11 SUMMARY OF IMPACTS .................................................................................72 12 APPENDIX A: ABBREVIATIONS AND TERMS ..................................................77 1 EXECUTIVE SUMMARY This report presents the findings -
Undergraduate Admissions by
Applications, Offers & Acceptances by UCAS Apply Centre 2019 UCAS Apply Centre School Name Postcode School Sector Applications Offers Acceptances 10002 Ysgol David Hughes LL59 5SS Maintained <3 <3 <3 10008 Redborne Upper School and Community College MK45 2NU Maintained 6 <3 <3 10011 Bedford Modern School MK41 7NT Independent 14 3 <3 10012 Bedford School MK40 2TU Independent 18 4 3 10018 Stratton Upper School, Bedfordshire SG18 8JB Maintained <3 <3 <3 10022 Queensbury Academy LU6 3BU Maintained <3 <3 <3 10024 Cedars Upper School, Bedfordshire LU7 2AE Maintained <3 <3 <3 10026 St Marylebone Church of England School W1U 5BA Maintained 10 3 3 10027 Luton VI Form College LU2 7EW Maintained 20 3 <3 10029 Abingdon School OX14 1DE Independent 25 6 5 10030 John Mason School, Abingdon OX14 1JB Maintained 4 <3 <3 10031 Our Lady's Abingdon Trustees Ltd OX14 3PS Independent 4 <3 <3 10032 Radley College OX14 2HR Independent 15 3 3 10033 St Helen & St Katharine OX14 1BE Independent 17 10 6 10034 Heathfield School, Berkshire SL5 8BQ Independent 3 <3 <3 10039 St Marys School, Ascot SL5 9JF Independent 10 <3 <3 10041 Ranelagh School RG12 9DA Maintained 8 <3 <3 10044 Edgbarrow School RG45 7HZ Maintained <3 <3 <3 10045 Wellington College, Crowthorne RG45 7PU Independent 38 14 12 10046 Didcot Sixth Form OX11 7AJ Maintained <3 <3 <3 10048 Faringdon Community College SN7 7LB Maintained 5 <3 <3 10050 Desborough College SL6 2QB Maintained <3 <3 <3 10051 Newlands Girls' School SL6 5JB Maintained <3 <3 <3 10053 Oxford Sixth Form College OX1 4HT Independent 3 <3 -
Status Report for European SI/PASS/PAL-Programmes
Status report for European SI/PASS/PAL-programmes Last updated: Friday, 12 October 2018 Publisher: The European Centre for SI-PASS Student Affairs, Lund University Postal address: Box 117, S-22100 Lund, Sweden. Visiting address: Sölvegatan 29 B, Lund, Sweden E-mail: [email protected] Web-page: https://www.si-pass.lu.se/en/, ISBN 978-91-984120-2-4 1 CONTENTS FOREWORD .....................................................................................................................................5 SUMMARY .......................................................................................................................................6 STATUS OF SI/PASS/PAL PROGRAMMES IN EUROPE ...................................................8 OVERVIEW ...........................................................................................................................8 ENGLAND ..........................................................................................................................12 BOURNEMOUTH UNIVERSITY ........................................................................................................ 12 BRUNEL UNIVERSITY LONDON ...................................................................................................... 14 CANTERBURY CHRIST CHURCH UNIVERSITY ................................................................................. 16 FALMOUTH UNIVERSITY ................................................................................................................ 18 KINGSTON UNIVERSITY ................................................................................................................ -
Members of the Quality Assurance Agency for Higher Education (QAA) 2019-20
Members of the Quality Assurance Agency for Higher Education (QAA) 2019-20 The following institutions are members of QAA for 2019-20. To find out more about QAA membership, visit www.qaa.ac.uk/membership List correct at time of publication – 18 June 2020 Aberystwyth University Activate Learning AECC University College Al-Maktoum College of Higher Education Amity Global Education Limited Anglia Ruskin University Anglo American Educational Services Ltd Arden University Limited Arts University Bournemouth Ashridge Askham Bryan College Assemblies of God Incorporated Aston University Aylesbury College Bangor University Barnsley College Bath College Bath Spa University Bellerbys Educational Services Ltd (Study Group) Bexhill College Birkbeck, University of London Birmingham City University Birmingham Metropolitan College Bishop Grosseteste University Blackburn College Blackpool and The Fylde College Bolton College Bournemouth University BPP University Limited Bradford College Brockenhurst College Buckinghamshire New University Burnley College Burton & South Derbyshire College 1 Bury College Cambridge Regional College Canterbury Christ Church University Cardiff and Vale College Cardiff Metropolitan University Cardiff University CEG UFP Ltd Central Bedfordshire College Cheshire College South and West Chichester College Group Christ the Redeemer College City College Plymouth City of Bristol College City, University of London Colchester Institute Coleg Cambria Cornwall College Coventry University Cranfield University David Game College De Montfort