Integrated Annual Report 2018–19 Contents
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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. -
Overseas Resits: a Comparison of Russell Group Universities' Policies
Overseas Resits: A Comparison of Russell Group Universities’ Policies The University of Manchester does not currently allow resit examinations to be held away from the University. This policy contrasts with those of many other Russell Group universities, which allow students whose permanent residence is overseas to take resit exams in their home country, either as a matter of course, or in exceptional circumstances. The table below sets out each Universities’ position on this, with information taken from their websites. Information from some Russell Group Universities (Cambridge, Oxford, Queen Mary, Queens Belfast, UCL) could not be found on their websites, which may indicate that they do not allow the practice of overseas resits. University Overseas Resits Venues Used Procedure Policy on Time University Fee More Info Allowed? Difference (additional fees may be charged by venues) Birmingham Yes, with British Embassy, Student contacts venue to Not stated explicitly, but £100 per exam https://intranet.bir permission of British Council check availability and obtain the request form advises period mingham.ac.uk/as/l students school Office or contact details, then completes ‘the actual (local) time earning- / department (exceptionally) request form (countersigned you will be required to spaces/exams/over Overseas by school / dept examinations attend for your seas.aspx University officer). Thereafter, examinations is likely to Examinations Office liaise with be different from venue and send student the UK times to account confirmation of acceptance or for any time difference’ otherwise. Bristol Yes, but in British Council Student completes request There must be some £50 per exam http://www.bristol. exceptional Office or form and returns it to home overlap between exam ac.uk/exams/exams cases only (and (exceptionally) school for signature by Head of times in the UK and -outside-uk.html/ not allowed at Overseas School or nominee. -
Informed Choices
<delete 60mm from right> A Russell Group guide Informed to making decisions about choices post-16 education 2011 Preface The Russell Group The Russell Group Introduction <delete 60mm from right> How to use this guide Introduction The Russell Group represents 20 leading UK universities which are What you decide to study post-16 can have a major impact on what you committed to maintaining the very best research, an outstanding teaching can study at degree level. Whether or not you have an idea of the subject Acknowledgements and learning experience for students of all backgrounds and unrivalled you want to study at university, having the right information now will give Index links with business and the public sector. you more options when the time comes to make your mind up. Visit http://www.russellgroup.ac.uk to find out more. This guide aims to help you make an informed decision when choosing Post-16 qualifications your course for post-16 education. We hope it will also be of use to parents and how they are organised and advisors. Pre-16 qualifications and How to use this guide The Russell Group is very grateful to the Institute of Career Guidance (the university entry world’s largest career guidance professional body), and particularly Andy To make this document easier to use, the following design elements have Gardner, for their very valuable input. Making your post-16 subject been adopted: choices Subjects required for different ATTENTION!! degree courses WARNING! Although there are common themes, entry requirements (even for very Text inside this large arrow is of particular importance How subject choices can affect similar courses) can vary from one university to another so you should your future career options only use this information as a general guide. -
In This Issue
In this issue: • Is university right for me? •The different types of universities • The Russel Group universities Is university the right choice for me? The University of South Wales, our partner university has put together a series of videos to help you answer this question. https://southwales.cloud.panopto.eu/Panopto/Pages/Viewer.aspx?id=d7f60e55-e50a-456d-a1ff -ac3d00e7ed13 What are the different types of universities? Ancient Universities These include Oxford (founded 1096) and Cambridge (founded 1209) are known as the Ox- bridge group and are the highest ranking universities in the UK St David’s College (1822-28) and Durham University (1832) follow the Oxford structure of col- leges and are considered the highest ranking universities after Oxford and Cambridge. Red Brick Red Brick Universities were formed mainly in the 19th century as a product of the industrial revolution and specialise in highly specialised skills in such are- as as engineering and medicine. University of Birmingham University of Bristol University of Leeds University of Liverpool University of Manchester The New Universities The New universities were created in the 1950s and 60s Some of these were former polytechnics or colleges which were granted university charter from 1990. These univer- sities focussed on STEM subjects such as engineering. Anglia Ruskin University, formerly Anglia Polytechnic (located in Cambridge and Chelmsford) Birmingham City University, formerly Birmingham Polytechnic University of Brighton, formerly Brighton Polytechnic Bournemouth University, -
Hauser Review of the Catapult Centres Evidence from the Russell
Hauser Review of the Catapult Centres Evidence from the Russell Group 1. Summary • Catapults have the potential to be a significant national asset for the UK if research excellence is at the heart of their operations and if long-term funding is available that will allow them to deliver meaningful benefit. • The role universities have undertaken in the High Value Manufacturing (HVM) Catapult has proven invaluable in linking the Centres’ activities into the broader academic research base, across host universities and the whole of the UK, allowing them to build on existing networks of connections and knowledge, and driving forward innovation. The success of the HVM Catapult demonstrates the value in building on existing investments in the research base to deliver economic and other impacts, particularly in a time of very limited public funding. • Catapults should be engaged directly with the UK’s excellent research-intensive universities, enabling them to build on areas of existing strength and international comparative advantage. • The most recent Catapults being established appear much less well linked in with universities and their overall model for establishing engagement with excellence in the research base is unclear. We are very concerned that the value of Catapults will be undermined if engagement with the research base and academic networks within our world-leading universities is not at the core of their remit. • Resources should be focused where there is most comparative advantage to be gained from integrating research, teaching and translation. By locating Catapults within or alongside research-intensive universities, their remit can be enhanced to deliver training and development informed by excellent research and expertise in knowledge exchange and translation. -
Links Between German U15 and Russell Group Universities
Links between German U15 and Russell Group universities More than 73,383 scientific publications were co-authored between academics in the UK and Germany between 2013 and 2017. Of these, 19,325 publications (26%) were between academics at Russell Group and German U15 universities, with over 30% growth in the number of co-authored publications between our two groups from 2013 to 2017.1 The average field-weighted citation impact (FWCI) of research carried out in the UK is 1.58 and for research carried out in Germany it is 1.43. However, when our academics work together, the FWCI of their joint scientific publications is 2.95. Collaborations between Russell Group and German U15 researchers deliver an even more enhanced impact of 3.70. The UK and Germany work together more than they work with any other countries in Horizon 2020 (the EU’s multi-annual research and innovation programme). Russell Group and German U15 universities have made over 400 collaborative links funded by Horizon 2020 since the programme began in 2014. A third of German U15’s Horizon 2020 projects include a Russell Group university partner. 2,250 students from Russell Group universities studied or worked in Germany as part of the EU’s Erasmus programme in 2015/16. About the Russell Group The Russell Group represents 24 leading UK universities committed to maintaining the very best research, an outstanding teaching and learning experience and unrivalled links with business and the public sector. Russell Group universities attract and welcome talented staff and students from across the globe and these individuals make a vital contribution to our academic and economic life. -
Middlesex University Research Repository an Open Access Repository Of
Middlesex University Research Repository An open access repository of Middlesex University research http://eprints.mdx.ac.uk Blackman, Tim (2017) The Comprehensive University: an alternative to social stratification by academic selection. Discussion Paper. Higher Education Policy Institute. ISBN 9781908240286. [Monograph] Published version (with publisher’s formatting) This version is available at: https://eprints.mdx.ac.uk/25482/ Copyright: Middlesex University Research Repository makes the University’s research available electronically. Copyright and moral rights to this work are retained by the author and/or other copyright owners unless otherwise stated. The work is supplied on the understanding that any use for commercial gain is strictly forbidden. A copy may be downloaded for personal, non-commercial, research or study without prior permission and without charge. Works, including theses and research projects, may not be reproduced in any format or medium, or extensive quotations taken from them, or their content changed in any way, without first obtaining permission in writing from the copyright holder(s). They may not be sold or exploited commercially in any format or medium without the prior written permission of the copyright holder(s). Full bibliographic details must be given when referring to, or quoting from full items including the author’s name, the title of the work, publication details where relevant (place, publisher, date), pag- ination, and for theses or dissertations the awarding institution, the degree type awarded, and the date of the award. If you believe that any material held in the repository infringes copyright law, please contact the Repository Team at Middlesex University via the following email address: [email protected] The item will be removed from the repository while any claim is being investigated. -
2020 Loreto Post 16 Prospectus
Grammar School, Omagh Post 16 Prospectus 20/ 21 “Women in time will come to do much” MARY WARD (1585-1645) CONTENTS Section Content Page Introduction and Welcome Principal’s Welcome 2 Head Girl’s Address 3 The Transition: Students’ Views 4 Post 16 Admissions and Curriculum Provision Post 16 Admissions Criteria 5 Curriculum Provision 7 AS / A Level Explained 7 Post 16 Subject Choices 8 Examination Boards 8 “The Big Picture” Provision 10 Subject Information Subjects: Specifications, Requirements and General Information 11-46 Key Skills Provision 47 Omagh Learning Community 48 Careers Education, Information, Post 16 Careers 55 Advice and Guidance Work Experience and Community Links 56 STEAM 57 Careers Guide 2020 and UCAS: 58 Useful Websites 58 University Course Requirements 59 Religious Education, Outreach Programme, Religious Education Programme 61 Personal Development Outreach Programme 62 Senior Leadership Team & Fundraising Initiatives 65 Loreto in Cambodia & Barcelona 67 Leadership and Extra-Curricular Opportunities New Initiatives led by The Senior leadership Team 69 Extra-Curricular Activities & Community Links 73 Other Information Pastoral Care Support 80 How to Succeed 81 Educational Maintenance Allowance 82 Post 16 Information 2020 - 2021 1 Principal’s Welcome Dear Student, Welcome to Loreto Grammar School Omagh, a vibrant school commended for its outstanding quality of education and pastoral care. Our aim is to give you the confidence to extend your qualifications and skills along with your personal, social and faith development. Our Post 16 Senior School is a forward thinking, opportunity packed learning environment where you will find your strengths for the future. In this booklet you will read important information about the range and content of courses available for Post 16 students in the September 2020 – June 2021 academic year. -
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 -
Applying to University 2021 Contents
Applying to University 2021 Contents University application timeline Webinars 1. Find out what you want to do 2. Research universities 3. Write your personal statement ● UCAS ● OSCAR 4. Completing your UCAS registration 5. Entrance exams Oxbridge process Webinars SIGN UP 23 September: Applying for Oxford Cambridge, Presented by the University of Oxford and the University of Cambridge. As founder members of the Russell Group, this session will explain what the universities of Oxford and Cambridge offer, with a particular focus on how they differ from other UK and international universities. It will provide an insight into student life at the two providers, and how to identify if you would be a ‘good fit’ student who is likely to get the most out of the distinctive education system offered. It’ll also provide detailed advice on how applicants can maximise their chances of success, in a highly selective and competitive system. 30 September: Applying for Russell Group Presented by the University of Edinburgh, Queen’s University Belfast, Cardiff University, University of Liverpool, University of Southampton and University of Warwick. The Russell Group’s 24 members are world-class, research-intensive universities. They are unique institutions, each with their own history and ethos, but they share some distinguishing characteristics. This webinar will cover the challenges faced by students applying to selective, Russell Group universities and how they can make their applications stand out in a competitive environment. Representatives from universities across the four parts of the UK will cover how students can prepare, offer advice on writing persuasive personal statements and how admissions processes differ at selective institutions. -
УДК811.111:378/4(410) Predko A., Lichevskaya S. Red Brick
УДК811.111:378/4(410) Predko A., Lichevskaya S. Red Brick Universities Belarusian National Technical University Minsk, Belarus The UK has several types of universities. The first type is ancient universities. They were founded before the 17th century. This type includes universities such as Oxford, Cambridge and so on. The process of admission to these universities is so hard. The second type of Universities is red-brick ones. They are located in Manchester, Birmingham and Leeds. As you could guess, they are built of red bricks. Red Brick Universities is the name for the union of six prestigious British universities located in large industrial cities. The peculiarity of the new educational institutions was that they accepted students without regard to their origin, social status. In addition, they focused on applied science and technology, that is, they sought to inculcate skills necessary for real life to students, preferring practical knowledge rather than theoretical knowledge. Now Red Brick Universities are also included in the prestigious Russell Group – the union of the 20 best English universities. Who are the red brick universities? There has been a list of official orders before the First World War. These institutions are all evolved from specialized industrial cities. The six are: 1) University of Birmingham; 2) University of Bristol; 3) University of Leeds; 4) University of Liverpool; 5) University of Manchester; 6) University of Sheffield [1]. 100 Origins of the term and use The term ‗red brick‘ or ‗redbrick‘ was first coined by Edgar Allison Peers, a professor of Spanish at the University of Liverpool, to describe the civic universities, while using the pseudonym "Bruce Truscot" in his 1943 book "Redbrick University".