Ordinance IV

Total Page:16

File Type:pdf, Size:1020Kb

Ordinance IV Ordinance IV Titles of Degrees and Conditions of Award (This version was effective from 2 October 2006 to 26 March 2009) 1. Foundation degrees shall be designated as follows: Foundation Degree in Arts FdA Foundation Degree in Science FdSc Foundation Degree in Engineering FdEng 2. First degrees shall be designated as follows: Bachelor of Technology B.Tech. Bachelor of Science B.Sc. Bachelor of Arts B.A. Bachelor of Education B.Ed. Bachelor of Library Studies B.L.S. Bachelor of Science, Bachelor of Engineering B.Sc., B.Eng. Bachelor of Technology, Bachelor of Engineering B.Tech., B.Eng. Bachelor of Engineering B.Eng. Master of Engineering M.Eng. Master of Mathematics M.Math. Master of Physics M.Phys. Master of Chemistry M.Chem. Master of Computer Science M.Comp. 3. Master’s degrees shall be designated as follows: Master of Philosophy M.Phil. Master of Science M.Sc. Master of Arts M.A. Master of Business Administration M.B.A. Master of Design M.Des. Master of Research M.Res. 4. Doctorates shall be designated as follows: Doctor of Philosophy Ph.D. Doctor of Engineering Eng.D 5. Higher Doctorates shall be designated as follows: Doctor of Technology D.Tech. Doctor of Science D.Sc. Doctor of Letters D.Litt. Doctor of the University D.Univ The Degree of Doctor of the University may only be awarded as an Honorary degree of the University. 6. In order to qualify for admission to a substantive degree of the University other than the degrees of Doctor of Technology, Doctor of Science, Doctor of Letters and Doctor of the University, every candidate other than a member of the staff of the University (for whom regulations shall be prescribed in accordance with Ordinance III.1.6) must have (i) paid the prescribed fees (ii) complied with such other Ordinances and Regulations as may be relevant. 7. Higher Doctorates may be conferred as Honorary Degrees upon individuals approved by Senate and Council. (remade December 2005) .
Recommended publications
  • Institutional Diversity in European Higher Education
    INSTITUTIONAL DIVERSITY IN EUROPEAN HIGHER EDUCATION Tensions and challenges for policy makers and institutional leaders by Sybille Reichert Copyright © 2009 by the European University Association All rights reserved. This information may be freely used and copied for non-commercial purposes, provided that the source is acknowledged (© European University Association). Additional copies of this publication are available for 20 Euros per copy. For ordering information, please contact [email protected] or write to: European University Association asbl Rue d’Egmont 13 1000 Brussels, Belgium Tel +32 - 2 230 55 44 Fax +32 - 2 230 57 51 A free electronic version of this publication is available through www.eua.be ISBN: 9789078997153 INSTITUTIONAL DIVERSITY IN EUROPEAN HIGHER EDUCATION Tensions and challenges for policy makers and institutional leaders by Sybille Reichert 4 Content 6 Foreword 7 Acknowledgements 8 Chapter1: InstitutionalDiversityinHigherEducation –AimsoftheStudyinLightofKeyConceptsand PreviousResearch 21 Chapter2: InstitutionalDiversityinEnglishHigherEducation 45 Chapter3: InstitutionalDiversityinFrenchHigherEducation 63 Chapter4: InstitutionalDiversityinNorwegianHigherEducation 83 Chapter5: InstitutionalDiversityinSlovakHigherEducation 98 Chapter6: InstitutionalDiversityinSwissHigherEducation 122 Chapter7: InstitutionalDiversityinFiveEuropeanHigher EducationSystems–SummaryofFindings 144 Chapter8: InstitutionalDiversityinEuropeanHigherEducation –Conclusions 156 References 5 Foreword The issue of institutional diversity has moved
    [Show full text]
  • Foundation Degree September 2015
    Characteristics Statement Foundation Degree September 2015 UK Quality Code for Higher Education Part A: Setting and maintaining academic standards Contents About this Statement .......................................................................................................... 1 How can I use this document? .......................................................................................... 1 1 Context and purposes of foundation degrees .............................................................. 2 1.1 Context ...................................................................................................................... 2 1.2 Purposes of the foundation degree ............................................................................ 2 1.3 Characteristics of the foundation degree graduate ..................................................... 3 2 Distinctive features of foundation degrees .................................................................. 4 2.1 Design ....................................................................................................................... 4 2.2 Employer involvement ............................................................................................... 4 2.3 Accessibility ............................................................................................................... 4 2.4 Progression ............................................................................................................... 5 2.5 Flexibility ...................................................................................................................
    [Show full text]
  • Information Compliance Officer
    Dr James Knapton Information Compliance Officer Tiffany Sarfo By email Reference: FOI-2019-403 11 July 2019 Dear Ms Sarfo, Your request was received on 15 June 2019 and I am dealing with it under the terms of the Freedom of Information Act 2000 (‘the Act’). You asked: I would like to request the following admission statistics for the MPhil in Micro and Nanotechnology Enterprise programme for the previous 5 years: - How many applications received - Number of offers made - Number of offers accepted - Undergraduate Degree of all applicants - Undergraduate Degree Classification of all applicants - Ethnic breakdown of cohort in each year The requested information is attached. Please note that the attached document should not be copied, reproduced or used except in accordance with the law of copyright. If you are unhappy with the service you have received in relation to your request and wish to make a complaint or request an internal review of this decision, you should contact us quoting the reference number above. The University would normally expect to receive your request for an internal review within 40 working days of the date of this letter and reserves the right not to review a decision where there has been undue delay in raising a complaint. If you are not content with the outcome of your review, you may apply directly to the Information Commissioner for a decision. Generally, the Information Commissioner cannot make a decision unless you have exhausted the complaints procedure provided by the University. The Information Commissioner may be contacted at: The The Old Schools Trinity Lane Cambridge, CB2 1TN Tel: +44 (0) 1223 764142 Fax: +44 (0) 1223 332332 Email: [email protected] www.cam.ac.uk Information Commissioner’s Office, Wycliffe House, Water Lane, Wilmslow, Cheshire, SK9 5AF (https://ico.org.uk/).
    [Show full text]
  • Translating Degrees and Academic Titles Abbreviations: Challenges and Perspectives
    Slađana Milinković TRANSLATING DEGREES AND ACADEMIC TITLES ABBREVIATIONS: CHALLENGES AND PERSPECTIVES SLAĐANA MILINKOVIĆ Th e Court Interpreters and Translators Association of Serbia E-mail: [email protected] Egyetemi fokozatok és tudományos címek rövidítéseinek fordítása: kihívások és perspektí- vák. Az ember társas lény, ezért természetes szükséglete a kommunikáció. Az emberi kommuni- káció fontosságát már évezredekkel ezelőtt felismerték, és gyökerei sokkal messzebbre nyúlnak vissza, mint amiről az írott történelem beszámol. Az emberi kommunikáció alapja az együttmű- ködés és a közös szándék, ahogy azt az antroposzemiotika is tanítja. Idáig azonban hosszú utat kellett bejárni. „Ἐν ἀρχῇ ἦν ὁ λόγος”,1 tanítja a Biblia, de az igét meg kell hallgatni, és terjeszteni kell. Minél messzebbre kellett eljutnia, annál fontosabb volt, hogy valamilyen módon lejegyezzék. És az em- ber másik természetes szükséglete, hogy nyomot hagyjon a világban – valamilyen képpel, szám- mal vagy betűvel. Nézzük meg röviden ennek a történetét. Kulcsszavak: latin nyelvű oklevelek, egyetemi fokozatok fordítása, tudományos címek rövidítése, bírósági tolmácsolás, a terminológia alakulása Since man is a social being, one of his innate needs is the desire to communicate. Th e importance of human communication has been recognised for thousands of years, far longer than demonstrated through recorded history. Human communication is rooted in cooperative and shared intentions, as anthroposemiotics teaches us. But it was a long road to get us here. “Ἐν ἀρχῇ ἦν ὁ λόγος”, the Bible has taught us, but it has to be heard and spread. Th e further it needed to go, the greater was the need to record it in some way. And the second man’s innate need was to make a mark in the world – with a picture of some kind, a certain sign, numeral or letter.
    [Show full text]
  • Understanding the Qualifications Framework
    Understanding the qualifications framework Understanding the qualifications framework This table provides an overview of the three stages which make up the OU Qualifications Framework Undergraduate Stage 1 Stage 2 Stage 3 Completion of this stage equates to: Completion of this stage equates to: Completion of this stage equates to: a certificate of higher education a foundation degree or diploma of an honours degree higher education the completion of the first year at a the completion of the third year at a campus-based university. the completion of the second year at campus-based university. a campus-based university. On the next page, you will see how modules, levels and credits fit into each stage. Understanding the qualifications framework Page 2 of 3 Understanding the qualifications framework This table provides details on modules, levels and credits for each stage of the OU Qualifications Framework Undergraduate Stage 1 Stage 2 Stage 3 Students will need 120 credits to complete Students will need an additional 120 credits to Students will need an additional 120 credits to Stage 1. complete Stage 2. complete Stage 3. Completion of each stage will involve studying more than one module, and could take more than one year to complete. Students are able to study at their own pace. Each module will be set at a particular level. This indicates how complex it is, or how deep the learning is. Each module will also be measured by the number of credits that can be built up by completing it. Typically, modules will offer either 30 or 60 credits. Students will need to complete 1 – 2 compulsory modules, in addition to a choice of core modules to make up the 120 credits required for each stage.
    [Show full text]
  • Nottingham Trent University Course Specification
    Nottingham Trent University Course Specification Basic Course Information 1. Awarding Institution: Nottingham Trent University 2. School/Campus: School of Science & Technology / Clifton Campus 3. Final Award, Course Title and BSc (Honours) Physics with Modes of Study: Astrophysics, FT & SW 4. Normal Duration: FT 3 years, SW 4 years 5. UCAS Code: F3F5 6. Overview and general educational aims of the course Physics is concerned with the observation, understanding and prediction of natural phenomena and the behaviour of man-made systems. It is both a theoretical and practical discipline that continually evolves. Studying physics at university brings benefits that last a lifetime, and knowledge and skills that are valuable outside of physics. This physics with astrophysics course addresses the more general and fundamental topics of physics in the first year, and then provides a selection of more advanced topics in later years. You will develop investigative, experimental, mathematical, computational and other transferable skills. You will also gain a sound knowledge of some important topics in astrophysics. It is a broad-based course that will help to make you numerate, articulate and eminently employable. The course may be studied full time over 3 years, or as a sandwich course by adding a placement year between Levels 2 & 3. Institute of Physics accreditation has been granted for the course in either mode. The fundamental topics covered are classical and quantum mechanics, wave phenomena, electromagnetism, optics, thermodynamics and properties of matter. These areas are applied to such topics as condensed matter and imaging in later years. There is also a more specialist strand of Astronomy and Cosmology that is developed throughout the course.
    [Show full text]
  • Chemistry Degrees Undergraduate Student Handbook 2017/18 Part 2
    Faculty of Natural & Environmental Sciences Chemistry Degrees Undergraduate Student Handbook 2017/18 Part 2 This Handbook is for the use of full-time and part-time undergraduates enrolled on the following programmes: BSc Chemistry BSc Chemistry with Medicinal Sciences Master of Chemistry (In-House) Master of Chemistry (6 Month Placement) Master of Chemistry (1 Year Placement) Master of Chemistry with Mathematics Master of Chemistry with Medicinal Sciences Master of Science with Chemistry and Biochemistry Disclaimer: The information contained within this Handbook, is as far as possible, accurate and up-to- date as at the start of the Academic Year to which it relates. However, the Faculty reserves the right to make changes to the Handbook during the academic year. The Faculty will use all reasonable efforts to deliver advertised programmes and other services and facilities in accordance with the descriptions set out in the prospectuses, student handbooks, welcome guides and website. It will provide you with the tuition and learning support and other services and facilities so described with reasonable care and skill. The Faculty undertakes a continuous review of its programmes, services and facilities to ensure quality enhancement. The Faculty, therefore, reserves the right if it considers it to be necessary: • to alter the timetable, location, number of classes, content or method of delivery of programmes of study and/or examination processes, provided such alterations are reasonable; • to make reasonable variations to the content and syllabus of programmes of study (including in relation to placements); • to suspend or discontinue programmes of study (for example, because a key member of staff is unwell or leaves the University); • to discontinue programmes of study or to combine or merge them with others (for example, because too few students apply to join the programme for it to be viable).
    [Show full text]
  • Programme Specification Mchem Chemistry with Medicinal Sciences
    Programme Specification MChem Chemistry with Medicinal Sciences (2018- 19) This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if s/he takes full advantage of the learning opportunities that are provided. Awarding Institution University of Southampton Teaching Institution University of Southampton Mode of Study Full-time Duration in years 4 Accreditation details Royal Society of Chemistry (RSC) Final award Master of Chemistry (MChem) Name of award Chemistry with Medicinal Sciences Interim Exit awards Bachelor of Science with Honours (BSc (Hons)) Bachelor of Science (Ordinary) Certificate of Higher Education (CertHE) Diploma of Higher Education (DipHE) FHEQ level of final award Level 7 UCAS code F1BC Programme code 4998 QAA Subject Benchmark or other Master's Degree Characteristics 2016 external reference Programme Lead Andrew Hector (uccaalh) Programme Overview Brief outline of the programme The MChem Chemistry degree aims to enhance your sense of enthusiasm for chemistry and to involve you in an intellectually stimulating experience of learning in a supportive environment. You will gain extensive in-depth knowledge and understanding of chemistry and related subjects, as well as a comprehensive training in practical chemistry and an appreciation of the importance of the discipline in different contexts. We will provide a sound basis for a successful career as a professional chemist and provide opportunities for you to develop a range of transferable skills for both chemical and non-chemical careers. The MChem Chemistry with Medicinal Sciences also aims to provide you with an in-depth knowledge and understanding of the role of chemistry and the fundamental aspects of biological sciences in the context of the medicinal sciences.
    [Show full text]
  • Pathways to Success in Engineering Degrees and Careers
    Pathways to success in engineering degrees and careers July 2015 Pathways to success in engineering degrees and careers c1 c2 Royal Academy of Engineering Pathways to success in engineering degrees and careers A report commissioned by the Royal Academy of Engineering Standing Committee for Education and Training July 2015 ISBN: 978-1-909327-12-2 © Royal Academy of Engineering 2015 Available to download from: www.raeng.org.uk/pathwaystosuccess Cover and opposite image courtesy of the University of Liverpool Authors Dr Tim Bullough and Dr Diane Taktak, Engineering and Materials Education Research Group at the University of Liverpool About the Engineering and Materials Education Research Group (EMERG) Established in 2011, EMERG is based in the School of Engineering at the University of Liverpool and researches, develops, shares and supports best teaching and learning practice within the University of Liverpool and nationally in 4 main areas: • research and development of specialist engineering teaching methods and technologies, with an emphasis on e-learning • development and support for academics who wish to increase their skills as professional educators • distribution of teaching materials, research findings and learning resources for universities and schools • the management of local initiatives such as overseas student support and engineering competitions. Acknowledgements We would like to express our deepest appreciation to the following people: To staff from the University of Liverpool: Jackie Leyland, Adam Mannis, Kirsty Rothwell. Staff at the Royal Academy of Engineering: Dr Rhys Morgan, Claire Donovan, Bola Fatimilehin, Dominic Nolan. Members of the project advisory group: Professor Kel Fidler, Professor Peter Goodhew and Professor Sarah Spurgeon. Members of the project focus group: Alison Brunt, Stephanie Fernandez, Andy Frost, Martin Houghton, Ed McCann, Neil Randerson, Deborah Seddon, Tammy Simmons, David Swinscoe.
    [Show full text]
  • Short Cycle Higher Education in Europe Level 5: the Missing Link
    2011 Short Cycle Higher Education in Europe Level 5: the Missing Link MAGDA KIRSCH AND YVES BEERNAERT This project has been funded with the support of the Lifelong Learning Programme of the European Commission Copyright © 2011 by EURASHE All rights reserved. This information may be freely used and copied for non-commercial purposes, provided that the source is acknowledged (©EURASHE). EURASHE Ravensteingalerij 27/3 1000 Brussels BELGIUM ISBN-9789081686709 This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein Foreword ‘Level 5-The Missing Link’ is an intriguing title for this new publication of EURASHE for those not versed in the qualifications terminology. It rightly points to an existing lack in the National Qualifications Frameworks, at least in some countries in the European Higher Education Area (formerly ‘Bologna’). The implementation of the two- (later three) cycle structure also had to incorporate the level that is the link between secondary and higher education, and this for reasons explained below. It is a great merit of the two researchers, Magda Kirsch and Yves Beernaert, co-authors of the report, that they have taken up the challenge of mapping a sector of (higher) education in a variety of countries, which often have just this in common, that they are among the 47 that signed the Bologna Declaration, but otherwise have such different education systems and structures that make comparisons of levels and programmes extremely difficult.
    [Show full text]
  • HIV Twenty-Eight Years Later: What Is the Truth? Gary Null, Phd December 3, 2012
    HIV Twenty-Eight Years Later: What is the Truth? Gary Null, PhD December 3, 2012 In the May 4, 1984 issue of the prestigious journal Science, one of the most important research papers of the last quarter century was published. “Frequent Detection and Isolation of Cytopathic Retroviruses (HTLV-III) from Patients with AIDS and at Risk for AIDS” would rapidly become the medical Magna Carta for the entire gold rush to develop diagnostic methods to identify the presence of HIV in human blood and to invent pharmaceutical drugs and vaccines in a global war against AIDS. This paper, along with three others published in the same issue of Science, was written by Dr. Robert Gallo, then head of the Laboratory of Tumor Cell Biology (LTCB) at the National Cancer Institute (NCI) in Bethesda, Maryland, and his lead researcher Dr. Mikulas Popovic. To this day, this article continues to document the most cited research to prove the HIV hypothesis in scientific papers and places like the nation’s Centers of Disease Control (CDC) website. For virologists, molecular biologists and other infectious disease researchers, particularly those tied to the biotechnology and pharmaceutical industries and the national medical and health institutions, the news of Gallo’s discovery was manna rained down from heaven. All research into other possible causes for the AIDS crisis ended abruptly. As soon as the winds shifted away from earlier efforts to find the cause of AIDS —people’s lifestyles, immune suppressing illicit drug use and other health risks and illnesses that adversely affect the body’s immune system — to that of a single new virus, the case was closed.
    [Show full text]
  • Materials Chemistry) Programme Specification
    Faculty of Life Sciences Master of Chemistry (Materials Chemistry) Programme Specification Academic Year: 2020/21 Degree Awarding Body: University of Bradford Final and interim awards: MChem [Framework for Higher Education Qualifications (FHEQ) level 7] BSc (Honours) Chemistry [Framework for Higher Education Qualifications (FHEQ) level 6] BSc Chemistry [Framework for Higher Education Qualifications (FHEQ) level 6] Diploma of Higher Education [Framework for Higher Education Qualifications (FHEQ) level 5] Certificate of Higher Education [Framework for Higher Education Qualifications (FHEQ) level 4] Programme accreditation: Students can apply for membership of the Royal Society of Chemistry (RSC) Programme duration: 4 Years Full Time UCAS code: F120 QAA Subject benchmark Chemistry (2015) statement: Date last confirmed and/or October 2020 minor modification approved by Faculty Board Please note: This programme specification has been published in advance of the academic year to which it applies. Every effort has been made to ensure that the information is accurate at the time of publication, but changes may occur given the interval between publishing and commencement of teaching. Any change which impacts the terms and conditions of an applicant’s offer will be communicated to them. Upon commencement of the programme, students will receive further detail about their course and any minor changes will be discussed and/or communicated at this point. Introduction The Chemistry programmes at the University of Bradford are designed around the university’s key mission statement ‘Making Knowledge Work’. Our degrees will give students a solid background in the chemical sciences, but then allow students to focus on the application of chemistry in specific areas of modern chemistry.
    [Show full text]