Durham University Key Data Sheet 2021/22 Erasmus ID Code
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Leah Tether and Laura Chuhan Campbell Early Book Collections and Modern Audiences: Harnessing the Identity/ies of Book Collections as Collective Resources This article summarizes and contextualizes the discussions of a workshop held at Durham University in November 2018. In this workshop, participants (includ- ing academics, students, independent scholars, special and rare books librarians, and archivists) discussed the notion of the collection (that is, the identity of collection as a whole, rather than just its constituent parts), and its potential to serve as a means of engaging both scholarly and public audiences with early book cultures. This study sets out a series of considerations and questions that might be used when tackling such special collections engagement projects, including ones involving more modern collections than the case studies examined here. In November 2018, the Institute for Medieval and Early Modern Studies at Durham University kindly funded a workshop to investigate the ways in which contemporary audiences have been, are being, and can become engaged with medieval and early- modern book culture through the provision and distribution of key resources. These resources range from published books to digital artefacts and editions; from replica teaching kits—such as scriptorium suitcases—to physical archives and repositories.1 The aim of the workshop, which was led by one of this article’s two authors (Leah Tether), was to build a picture of best practice to inform the teaching and commu- 1. The authors are grateful to Durham’s Institute for Medieval and Early Modern Studies for fund- ing the workshop, and to the administrators of the Residential Research Library Fellowships (jointly organized by Ushaw College and Durham University) that enabled Leah Tether to spend time in Durham in November 2018. -
Durham Research Online
Durham Research Online Deposited in DRO: 08 March 2019 Version of attached le: Published Version Peer-review status of attached le: Peer-reviewed Citation for published item: Lancaster, Thomas M. and Dimitriadis, Stavros L. and Tansey, Katherine E. and Perry, Gavin and Ihssen, Niklas and Jones, Derek K. and Singh, Krish D. and Holmans, Peter and Pocklington, Andrew and Davey Smith, George and Zammit, Stan and Hall, Jeremy and O'Donovan, Michael C. and Owen, Michael J. and Linden, David E. (2019) 'Structural and functional neuroimaging of polygenic risk for schizophrenia : a recall-by-genotypebased approach.', Schizophrenia bulletin., 45 (2). pp. 405-414. Further information on publisher's website: https://doi.org/10.1093/schbul/sby037 Publisher's copyright statement: c The Author(s) 2018. Published by Oxford University Press on behalf of the Maryland Psychiatric Research Center. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted reuse, distribution, and reproduction in any medium, provided the original work is properly cited. Use policy The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that: • a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders. -
Enterprising Universities Using the Research Base to Add Value to Business
Policy Report September 2010 Enterprising Universities Using the research base to add value to business 1100901_EnterprisingUniversities.indd00901_EnterprisingUniversities.indd A 009/09/20109/09/2010 115:025:02 The 1994 Group > The 1994 Group is established to promote excellence in university research and teaching. It represents 19 of the UK’s leading research-intensive, student focused universities. Around half of the top 20 universities in UK national league tables are members of the group. > Each member institution delivers an extremely high standard of education, demonstrating excellence in research, teaching and academic support, and provides learning in a research-rich community. > The 1994 Group counts amongst its members 12 of the top 20 universities in the Guardian University Guide 2011 league tables published on the 8th June 2010. 7 of the top 10 universities for student experience are 1994 Group Universities (2009 National Student Survey). In 17 major subject areas 1994 Group universities are the UK leaders achieving 1st place in their fi eld (THE RAE subject rankings 2008). 57% of the 1994 Group's research is rated 4* 'world- leading' or 3* 'internationally excellent' (RAE 2008, HEFCE). > The 1994 Group represents: University of Bath, Birkbeck University of London, Durham University, University of East Anglia, University of Essex, University of Exeter, Goldsmiths University of London, Institute of Education University of London, Royal Holloway University of London, Lancaster University, University of Leicester, Loughborough -
Annual Admissions Statistical Report 2019
ANNUAL ADMISSIONS STATISTICAL REPORT May 2019 2019 | UNIVERSITY OF OXFORD ANNUAL ADMISSIONS STATISTICAL REPORT Foreword For the third year in a row Oxford has been ranked the best university in the world by the Times Higher Education Global Ranking. Unsurprisingly, therefore, competition for an undergraduate place at Oxford is intense and becomes more so every year. In 2018 over 21,500 students applied for one of the 3,300 places in the entering class, an increase in applications of over 4,000 in the past five years. In the pages that follow we present a detailed breakdown of those who applied to every college and hall in every subject for the past five years. We analyse the applications by academic achievement, by region, race and socio-economic background, as well as by disability and gender. Last year we made a commitment to publish this data annually. We do so in an effort to track our progress ourselves but also to try to demystify the somewhat unusual admissions process. Above all, we do so to demonstrate our commitment to transparency. From first glance at this data it is immediately apparent that Oxford University reflects the deep inequalities in our society along socio-economic, regional and ethnic lines. It must also be apparent, even to the most cynical observer, that we are making progress. The numbers are low, the pace is slow, but the trajectory is clear – the number of students admitted to Oxford from deprived backgrounds is steadily increasing. It was precisely because of our concern that the pace of change was too slow that this year we are increasing the size of our flagship summer programme, UNIQ, by 50% to 1,375 school pupils. -
Durham University Library
Postgraduate Training Programme 2005/06: Library Workshop 2 (Science) Discovering Databases - The Wider Electronic Environment This document provides a brief introduction to EndNote, a tool that can be used to store useful references. In addition it highlights a variety of electronic information resources that science postgraduates may find useful. Learning Outcomes After completing this workbook you should be able to: • Access Endnote • Use the Document Delivery Service • Use the catalogues of other libraries to locate useful material • Save and rerun preferred searches in Web of Science • Use the citation searching facility in Web of Science • Look up journal impact factors in Journal Citation Reports • Set up a profile on an alerting service • Make effective use of Internet gateways to find records for specific types of information • List and apply criteria for evaluating websites 1. Introduction The first workshop focused on the use of databases to identify relevant journal articles. This workbook concentrates on accessing a wider range of resources via the University Library web pages and beyond. It is important to keep a record of any references that you use in your research. You can store this kind of information electronically in a reference management database. EndNote is the reference management software supported by this University. In addition to storing references, EndNote can be used to insert citations into a word processed document and to compile a bibliography in any format that you need. This can be extremely useful when you are writing a major piece of work like a PhD thesis. It is much easier to build up your store of references as you do your research rather than waiting until you write up. -
This Program Will Give Students an Eight-Week Paid Summer Internship with a Nonprofit Organization, Attendance to a Week-Long Summit in Washington, D.C
Bank of America—Student Leaders Program—Do you have a passion for improving your community? This program will give students an eight-week paid summer internship with a nonprofit organization, attendance to a week-long summit in Washington, D.C. and further leadership skills. If interested, visit http://bankofamerica.com/studentleaders. Denison University, Ohio- Reynolds Young Writers Workshop- This workshop is an 8-day residential program that incorporates small creative writing workshops, group sessions with faculty and visiting writers from The New Yorker, The Atlantic, and much more. The program runs from June 21-28, 2020. Deadline to apply is Sunday, March 1, 2020 at 11:59PM. To apply, please visit: http://reynolds.denison.edu. Jacobs University in Germany- Summer Camp 2020- July 24-August 1, 2020. Participants will be able to attend a workshop in either Social Sciences, Economics & Management, Mathematics & Physics, or Energy, Resources & Technology; as well as the opportunity to sign up for German courses. Deadline to apply is March 15, 2020. To apply, visit: Summer Camp Application. Lehigh University- Premier Summer 2020- Offering a three-week pre-college residential program for rising 6th-11th grade students. This program includes innovative, thought-provoking and enriching course work, combined with learning that extends beyond the traditional classroom through service-learning projects, leadership development, field trips and social events. To learn more and to apply, visit: summeracademy.lehigh.edu Samford University- McWhorter School of Pharmacy- Bulldog Pharmacy Camp- June 21-26, 2020. During the week of pharmacy camp they will experience hands-on learning about health careers in pharmacy, participate in tours of local health care facilities and local pharmacies, participate in compounding activities and hands on demonstrations in the College of Health Sciences Learning and Simulation Laboratories. -
Draft Conference Programme E-Learning: A
Draft Conference Programme e-Learning: A Reality Check - Do We Practice What We Preach? - The Ninth Annual Durham Blackboard Users’ Conference 8th & 9th January 2009 The Calman Learning Centre Science Site, Durham University Draft Conference Programme _____________________________________________________________ DAY ONE: THURSDAY, 8th JANUARY 2009 Registration, early morning coffee and exhibits 9:00 am Presenters - this is a good time to upload your slides and check equipment 10:15 am Housekeeping Formal Welcome 10:30 am Prof A Forster: Durham Pro Vice Chancellor of Learning & Teaching Keynote: 11:00 am Andy Ramsden University of Bath 12:00 noon Strands - Session A Applying Laurillard‟s Conversational Framework to Blended Learning R Papworth, R Walker & W Britcliffe, University of York Helping Student‟s Learn: The Use of Timely Release of Video Podcast Episodes at Critical Moments in a Course Life Cycle A Cree, Teesside Business School Using Blackboard Tests for Critical Thinking Skills and Confidence: Technology-Enhanced Seminar Discussion Eleanor OKell, Durham University 12:45 pm Lunch & Exhibits 1:45 pm Strands - Session B CSI: Teesside “Scene I.T.” D Tinney & T James, Teesside University Getting Users on to Complex Module Structures the Easy Way S Stevenson-Revill, University of Derby Wikis as ePortfolios? The Importance of Using the Right Technologies to Increase Collaboration N Harden & L Fradley, Peninsular College of Medicine & Dentistry Page 2 Draft Conference Programme _____________________________________________________________ -
UNIVERSITY of OXFORD STRATEGIC PLAN 2008–9 to 2012
UNIVERSITY OF OXFORD STRATEGIC PLAN 2008–9 to 2012–13 Contents INTRODUCTION PURPOSE AND CONTENTS 3 MISSION, VALUES AND OBJECTIVES 4 THE STRATEGIC CHALLENGE 6 OUR CORE ACTIVITIES I LEARNING AND TEACHING 8 II RESEARCH 12 III WIDER ENGAGEMENT WITH SOCIETY 15 ENABLING STRATEGIES IV PERSONNEL 18 V ADMISSIONS AND ACCESSS 20 VI ACADEMIC AND STUDENT SERVICES 23 VII SPACE 27 VIII FINANCE 30 IX GOVERNANCE AND PLANNING 33 2 work contained within this Plan have been PURPOSE AND discussed and endorsed by one or more of the four major committees of Council and/or CONTENTS Council itself. 3 The plan has been discussed widely across the Collegiate University, and 1. The University’s Corporate Plan for 2005– modified as a result of that consultation. It was 6 to 2009–10 committed the University to approved by Council on the 19th of May 2008, updating the plan after a period of three years. and by Congregation on the 10th of June 2008. This Strategic Plan for 2008–9 to 2012–13 fulfils that commitment. It outlines a 4. The development and implementation of framework for the work of the Collegiate specific actions within this plan will be University 1 over the next five years, setting out scrutinised and monitored through the usual from the premise that its work should continue processes. to be guided by the core values and objectives articulated in 2005. These are set out in the 5. It is the responsibility of the four major opening section. The Strategic Challenge committees of Council to oversee the work section, which follows, lays out the main associated with each strategy, and to report challenges to the achievement of our regularly to Council and Congregation on objectives likely to face us over the period progress. -
Durham University Faculty Handbook Online Diploma in Medical Studies
Durham University Faculty Handbook Online www.durham.ac.uk/faculty.handbook/ These programme regulations should be read in conjunction with the University’s core regulations for undergraduate programmes, and the marking and classification conventions for undergraduate programmes. Diploma in Medical Studies – MBBS Phase 1(A100) (for students entering from October 2009) 1. This programme is available at Queen’s Campus, in a full-time mode of study. 2. The last intake of students for this programme was October 2016. Level 1 (Certificate) 3. Candidates shall study and be assessed in the following modules: Credit value Medicine 1 # Withdrawn 120 Level 2 (Diploma) 4. Candidates shall study and be assessed in the following modules: Credit value Medicine 2 MEDI2016 120 Assessment, progression and award 5. Candidates must attend compulsory patient visits. Candidates who do not attend the Patient Study visits in Stage 2 will be unable to meet the learning objectives of Phase I. 6. Candidates will be assessed in three assessment domains. These are: Clinical and Communication Skills, Knowledge and Critical Thought, and Professional Behaviours. 7. The MBBS Phase I programme has four examination periods during each academic year. These are: a. A formative examination period in Michaelmas Term; b. First week of the Epiphany Term; c. End of academic year examination period; d. Resit examination period in August. 8. Assessment in each of the areas detailed in 5, above, will include all the material in Stage 2 covered up to the point of assessment. Consequently, candidates will be assessed in each domain more than once during the academic year. -
2019-20 Business School Final Report
The University of Edinburgh Internal Periodic Review 2019/20 Internal Periodic Review of the Business School (Undergraduate provision) Final report Section A- Introduction Scope of the review Range of provision considered by the review: Current Programme Programme Code Type Accounting and Business MA (Hons) UTMAHACCBU1F UG Accounting and Finance (MA Hons) UTACCFIMAH UG Business and Accounting MA (Hons) UTMAHBUSAC1F UG Business and Economics MA (Hons) UTMAHBUSEC1F UG Business and Finance MA (Hons) UTMAHBUSFI1F UG Business and Geography MA (Hons) UTMAHBUSGE1F UG Business and Law MA (Hons) UTMAHBUSLA1F UG Business Management MA (Hons) UTMAHBUSMN1F UG Business with Decision Analytics MA (Hons) UTMAHBUSDA1F UG Business with Decision Sciences MA (Hons) UTMAHBUSDS1F UG Business with Enterprise and Innovation MA (Hons) UTMAHBUSEI1F UG Business with Human Resource Management MA (Hons) UTMAHBUSHR1F UG Business with Marketing MA (Hons) UTMAHBUSMK1F UG Business with Strategic Economics MA (Hons) UTMAHBUSSE1F UG Finance and Business MA (Hons) UTMAHFINBU1F UG International Business (MA Hons) UTIBUSN UG International Business with Arabic MA (Hons) UTMAHIBUAR1F UG International Business with Chinese MA (Hons) UTMAHIBUCH1F UG International Business with French MA (Hons) UTMAHIBUFR1F UG International Business with German MA (Hons) UTMAHIBUGE1F UG International Business with Italian MA (Hons) UTMAHIBUIT1F UG International Business with Japanese MA (Hons) UTMAHIBUJA1F UG International Business with Russian MA (Hons) UTMAHIBURU1F UG International Business -
CIE0581 Written Evidence Submitted by the University of Cambridge
CIE0581 Written evidence submitted by the University of Cambridge University of Cambridge submission to the Education Select Committee inquiry into the impact of Covid-19 on education and children’s services Submitted on behalf of the University of Cambridge by: Professor Graham Virgo QC, Senior Pro-Vice Chancellor (Education). 30th September 2020 Introduction 1. At all times during the Covid-19 pandemic, our top priority has been to protect the health and safety of our students and staff. The University has acted in line with official Public Health guidance and statutory requirements. We have welcomed the issuance of sector- specific guidance by DfE, BEIS and other Government departments; this has provided universities (and current and prospective students) with additional useful information. 2. The University has striven to provide the highest quality teaching and student support services throughout the pandemic. The social distancing requirements have forced us to be innovative in our approach and we have accelerated projects involving the digitisation of learning and teaching resources and remotely-accessible support services. Impact on school-age attainment 3. We have significant concerns about the long-term effect that lockdown and school closures will have on school-age pupils’ attainment over a number of years. We are keen to work with schools and the UK Government to see how we, and other HE institutions, can best support pupils who have faced educational disruption, and particularly where this disruption disproportionately affects young people who are already under-represented when it comes to higher education progression. 4. Further, we are increasingly concerned about the extent to which learning has been missed during 2020, with a significant impact on undergraduate entrants who are commencing courses in autumn 2020. -
Curriculum Vitae
06.11.20 CURRICULUM VITAE GENERAL Prof. Teuta Pilizota School of Biological Sciences, College of Science and Engineering, University of Edinburgh CAREER: 2020- Professor of biophysics, School of Biological Sciences, University of Edinburgh 2019- Director of Research, School of Biological Sciences, University of Edinburgh 2018-2020 Reader in biophysics, School of Biological Sciences, University of Edinburgh 2013-2018 Chancellor’s Fellow with tenure at School of Biology, University of Edinburgh 2008-2012 Postdoctoral research fellow at Princeton University. Working with Prof Joshua W Shaevitz 2007-2008 Postdoctoral research fellow at the University of Oxford. Working together with Dr. Richard M Berry and Prof. Judith P Armitage In April-July 2011 I had a short-term disability leave due to Staphylococcus Aureus hip bone infection and bacteraemia UNIVERSITY EDUCATION: 2002 – 2007 D.Phil. in Biological Physics, University of Oxford, Department of Physics. Under supervision of Dr. Richard M. Berry 1997 – 2002 Diploma in Physics, University of Zagreb, Faculty of Science, Department of Physics. grade average 4.82 (on a scale from 1 to 5) TEACHING 2016, 2017 Lecturer at Hands-on Research in Complex Systems School, International Centre for Theoretical Physics, Trieste, teaching included practical experiment and career development training sessions and lectures for researchers from developing countries 2016-2017 Lecturer, Microbial World II (2nd year), School of Biology, University of Edinburgh, UK 2014- Lecturer, Molecular Microbiology III (3rd year), School of Biology, University of Edinburgh, UK 2013- Lecturer, Novel Approaches in Biotechnology and Membrane Biology (4th year), School of Biology, University of Edinburgh, UK 2012 Tutor, preparing adult learners (age 25-40) for GED exams, Princeton, New Jersey, USA.