Main Panel C
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
SDAI Phase 1 – Funded Projects
SDAI Phase 1 – funded projects The health and wellbeing of grandparents caring for grandchildren: The role of cumulative advantage/disadvantage Dr Karen Glaser, King's College London Email: [email protected] Social connections and wellbeing in older adults Professor Andrew Steptoe, University College London Email: [email protected] Pensions, health and wellbeing of older people in developing countries: insights from the WHO SAGE survey Professor Peter Lloyd-Sherlock, University of East Anglia Email: [email protected] Disability and care needs in the older population: disability benefits, social care and wellbeing Professor Ruth Hancock, University of East Anglia Email: [email protected] Loneliness in later life: a longitudinal analysis using the English Longitudinal Study of Ageing Professor Christina Victor, Brunel University Email: [email protected] Alcohol consumption, life course transitions and health in later life Professor Clare Holdsworth, Keele University Email: [email protected] Sleep disturbances and mild cognitive impairment in the English Longitudinal Study of Ageing Dr Michelle Miller, University of Warwick Email: [email protected] Older people's experiences of dignity and nutrition during hospital stays: Secondary data analysis using the Adult Inpatient Survey Dr Polly Vizard, London School of Economics and Pol Science Email: [email protected] Flexible aging: new ways to measure and explore the diverse experience of population aging in Scotland, using the Scottish -
Data Science Symposium Programme
Welcome to the Data Science Symposium 2016 Introduction In the current Information Age, data has become a commodity that is driving development crucial to future economic success, particularly for service-based economies such as the UK. The potential to transform the economic landscape is tantalising, from providing business with strategic advantage or new services, to revolutionising medical diagnostics, among many other benefits to society. However this potential cannot be realised unless new methods for handling, analysing, and extracting knowledge from data are made available. This is particularly relevant in the context of Big Data, where scalable techniques and algorithms are vitally important. The emerging field of Data Science usually refers to the interface between Statistics, Mathematics, and Computer Science that is providing the much sought novel techniques and approaches arising from the cross-fertilisation of ideas between these complementary domains. Data Science is rapidly gathering momentum, and suggests promising new research avenues in the near future. In recognition of this momentum, EPSRC have established the Alan Turing Institute to promote advanced research and translational work in the application of data science, acknowledging that this requires leadership both in advanced mathematics and in computing science. Set in the heart of the gorgeous New Forest, this Data Science Symposium organised by the University of Southampton brings together a multi-institutional, high-profile panel of speakers to promote the cross-fertilisation of ideas between the different domains of Data Science and discuss the prospects of this emerging field in the near future. This event is financed through the EPSRC Institutional Sponsorship grant ‘Southampton Data Science’. -
The Fourth Report of Senior Pay and Perks in UK Universities History This
Transparency at the top? The fourth report of senior pay and perks in UK universities History This is the fourth report on pay and perks at the top of British higher education institutions (HEIs) to be published by the University and College Union (UCU). It forms part of the union’s ongoing campaign for greater transparency in higher education, including the rationale behind senior pay rises. UCU submitted a Freedom of Information (FoI) request to 158 HEIs in October 2017. This followed similar requests submitted in 2016, 2015 and 2014. All requests were designed to shine a light on the arbitrary nature of senior pay and perks in universities, and support the union’s call for reform. The basis for this report The FoI request that forms the basis of this report was sent to 158 (HEIs). It requested details of vice-chancellors’ (or head of institution if known by a different title) salaries and those of other senior post-holders earning over £100,000 at the institution during the academic year of 2016/17 (1 August 2016 to 31 July 2017). It also asked for details of flights, spending on hotels, spending on expenses and if the vice-chancellor was provided with accommodation by the university. Finally, we requested to know whether or not the vice-chancellor was a member of the remuneration committee, and requested a copy of the most recently ratified minutes of the institution’s remuneration committee. Variety of responses The questions on expenditure on flights, hotels, expenses and accommodation for vice-chancellors elicited a huge variation in responses with many institutions deploying exemptions under the Freedom of Information Act to avoid providing data. -
MPP Student Handbook 2017-2018
MPP Student Handbook 2017-2018 MPP Student Handbook 2017-2018 www.bsg.ox.ac.uk 3 Contents 5 Welcome from the Dean and the Director of the 34 Key Learning Resources MPP WebLearn 7 School Values Library Learning Hub 8 MPP at a Glance 35 Additional Resources 10 Key Dates Lynda.com 11 The MPP Learning Outcomes Language Support 36 Supervision 12 Module Outlines 37 GSS Reports 12 Core Modules 37 Consulting Faculty Policy Challenge I Foundations 38 Developing Your Study Skills Economics for Public Policy Time Management The Politics of Policymaking Critical Reading Law and Public Policy Note-Taking Evidence and Public Policy Working in Groups Policy Challenge II Seminar Presentations 15 Applied Policy Modules Academic Writing 16 Option Modules Specific and General Expectations 17 The Summer Project 21 Professional Skills for Public Policy Careers 41 What is Expected from You 41 Being Active and Fully Engaged in all Lectures, 22 Meet the Team Seminars and Classes 22 Core Academic Team Attendance 31 MPP Administrative Staff Use of Electronic Devices Student and Alumni Affairs Office 42 Meeting All Deadlines Other Key Administrative Staff Requesting an Extension 42 Adherence to University Policies and UK Law 34 Teaching and Learning 34 Lectures, Seminars and Classes 43 Working Together MPP Patterns of Teaching 43 The MPP Committee MPP Timetable 43 Giving Feedback MPP Newsletter 43 MPP Student Government Student-Led Events 4 MPP Student Handbook 2017-2018 www.bsg.ox.ac.uk 44 Participating Fully in the Life of the Blavatnik 59 Your College School -
HEPI University Partnership Programme Anglia Ruskin University Arts University Bournemouth Bath Spa University BIMM (British &
HEPI University Partnership Programme Anglia Ruskin University Arts University Bournemouth Bath Spa University BIMM (British & Irish Modern Music Institute) Birkbeck, University of London Birmingham City University Bournemouth University Bradford College British Library Brunel University London Cardiff Metropolitan University Cardiff University City University London Coventry University De Montfort University Edge Hill University Edinburgh Napier University Glasgow Caledonian University gsm London Goldsmiths University of London Heriot-Watt University Higher Education Statistics Agency (HESA) ifs University College Imperial College London Keele University King’s College, London Kingston University Lancaster University Liverpool Hope University Liverpool John Moores University London School of Economics London South Bank University Loughborough University Middlesex University New College of the Humanities Northumbria University Norwich University of the Arts Nottingham Trent University Oxford Brookes University Peter Symonds College, Winchester Plymouth College of Art Plymouth University Quality Assurance Agency for Higher Education (QAA) Queen Mary University of London Queen’s University Belfast Regent’s University London Resource Development International (RDI) Ltd Royal Holloway University of London Royal Society of Chemistry Royal Veterinary College SOAS, University of London Sheffield Hallam University Staffordshire University Southampton Solent University The Academy of Contemporary Music The Institute of Contemporary Music Performance -
Understanding Cambridge University and Its Grading Scheme
Understanding Cambridge University and its Grading Scheme Samantha Farrell-Schmitt earned her undergraduate degree in 1996 from University of Cambridge in the United Kingdom (UK). For the purposes of placing this in the context of an American review, we wish to emphasize the reputation of her university and explain the grading system used in the UK and how it roughly translates to US scores. The University of Cambridge (www.cam.ac.uk) is one of the preeminent universities in the world, founded over 800 years ago, and containing 31 constituent colleges and more than 100 academic departments. It has produced 91 Nobel Laureates, more than any other university in the world. The University of Cambridge is ranked by US News and World Report as the 6th best university in the world, ranked alongside Harvard, MIT, UC Berkeley, Stanford, and the University of Oxford (see http://www.usnews.com/education/best-global- universities/rankings). Times Higher Education ranks the university as 5th in the world, the Center for World University Rankings places it as 4th, ahead of both Princeton and Yale. Amongst the 31 colleges of the university is Homerton College, where Samantha studied. Homerton is generally regarded as the leading center for the study of Primary and Secondary Education in the UK. As a UK university, Cambridge follows a grading system different to most US colleges and universities. Thus, the scores and percentages shown on Samantha’s university transcript must be read with an understanding of this distinction. Samantha’s degree shows that she has graduated with honors (honours, to use the British spelling). -
Falmouth University Access and Participation Plan 2020-21 to 2024-25
Falmouth University Access and Participation Plan 2020-21 to 2024-25 Introduction Falmouth University (Falmouth) is an anchor institution in Cornwall, fully engaged with the County’s economic, skills and enterprise agendas. The University makes a significant contribution to delivering higher skills to the county, alongside documented employment and economic benefits. Falmouth is committed to ensuring that students from all backgrounds can benefit from a Falmouth education, which facilitates their successful introduction to and participation in local and wider employment markets. Falmouth believes that it has a unique opportunity to ‘bridge’ the specialist creative disciplines to broader school subjects, as well as providing the benefits of studying at a smaller provider. Broadening this ambition locally and nationally, particular in the most deprived areas, is a priority. This is part of a commitment to sector priorities, and advocacy for the creating and performing arts as critically valuable education and career pathways for the future economy. This is enshrined in the Falmouth 2030 Strategy. As confirmed by its ‘Gold’ Teaching Excellence Framework award, Falmouth meets the highest standards for teaching quality, student retention, and graduate outcomes. While these standards provide an excellent foundation for success, Falmouth has set a vision for continuous improvement across the student lifecycle. The University’s ambitions over the coming years are to further understand and improve performance in areas that have also been highlighted as priorities at the national level, and address gaps in access and attainment for its target students. 1 Assessment of performance Falmouth University campuses are situated in Penryn and Falmouth, in Cornwall. The county is coastal, largely rural and 1 has a population of 536,000 dispersed across the region. -
Get in They Did It
GET IN THEY DID IT WHAT’S STOPPING YOU? When you think of a Cambridge University student, who do you picture? A Black woman from a north London council estate with 41k followers on YouTube? A headscarfed Muslim student from a state school GET PAID TO STUDY in Bradford? An American Football-playing Sikh Last year, grime artist Stormzy announced The engineer? Perhaps not, but Stormzy Scholarship, a brand new studentship all of them recently made the scheme for University of Cambridge students decision to apply to study which will see four British black students provided AFRICAN CARIBBEAN SOCIETY (ACS) here, and all of them were with financial support during their degree courses. successful. The Stormzy Scholarship covers the full cost of four tuition fees and provides a maintenance grant A record 23.5% of this year’s for up to four years of any undergraduate course. new undergraduates are from The first two students started their courses last BME backgrounds - and a October, and two further students will be selected great deal of work is under for 2019 entry. way at the University to attract more. Stormzy says: “I hope this scholarship serves as a small reminder that if young black students wish to But we know - from research study at one of the best universities in the world, - that there is still a perception then the opportunity is yours for the taking – and among BME students that if funding is one of the barriers, then we can work Cambridge is ‘not for them’. towards breaking that barrier down.” So our message to any Year Separately, The Cambridge Bursary - up to £3,500 12 or 13 pupil who thinks they per year - is available to students from households might not ‘fit in’ is quite simple with an income below £42,620 on a scale linked to their household income. -
We Are Here to Help! Many Sessions Are Run Twice to Allow Students to Work Around Their Other Commitments
Combining Subjects in the Faculty of Humanities and Social Sciences 2 0 1 9 / 2 0 A warm welcome to the Faculty of Humanities and Social Sciences! As a student studying more than Please contact one subject within the Faculty, you [email protected] if you are part of our ‘Honours Select’ require any additional information. community. Good Luck with the start of your You will benefit from the studies. opportunity to study contrasting or complementary subjects, broadening your academic knowledge and skills, and enhancing your prospects for after graduation. However, you will also need to be prepared for the challenges of studying across different subjects to manage your time carefully and prioritise your work. Prof Kristyan Spelman Miller Associate Pro Vice Chancellor Here we provide some additional (Education) tips and information to help you Faculty of Humanities and Social navigate the process as an Sciences Honours Select Student. 2 Information & Support When combining two subjects in the Faculty of Humanities and Social Sciences, you will be able to access the same information and support services as Single Honours students. These include Central Support Services such as disability advice, counselling and mental health services, and money guidance. However, we understand that you may have some questions about the practicalities of studying two subjects. With that in mind, this guide details some of the key features of a combined degree, as well as where you can access assistance and advice relating to your studies. Overview Degrees that combine two Faculty of Humanities and Social Sciences subjects are often referred to at the University of Liverpool as Honours Select programmes. -
CORRECTED Aston Phd Thesis
Community-acquired pneumonia in Malawian adults: Aetiology and predictors of mortality. Thesis submitted in accordance with the requirements of the University of Liverpool for the degree of Doctor of Philosophy Stephen James Aston MBChB, BMedSc, MRCP, DTMH August 2016 Declaration I declare that this thesis was composed by me and that the work contained therein is my own, except where explicitly stated otherwise in the text. Any contribution of others is described briefly below and in detail at the beginning of relevant chapters. The work within this thesis has not been submitted in whole or in part for any other degree or professional qualification. My supervisors Professor Stephen Gordon (Malawi Liverpool Wellcome Trust Clinical Research Programme (MLW), Malawi) Professor Robert Heyderman (University College London, UK) and Dr Henry Mwandumba (MLW) provided advice on all aspects of the design, conduct and analysis of the research presented here. Professor Paul Garner (Liverpool School of Tropical Medicine, UK) advised on the methodology and analysis of the systematic review presented in chapter 2. Professor Charles Feldman (University of Witwatersrand, South Africa) independently reviewed all titles and corroborated study selection. Victoria Lutje (search strategist) advised on the search strategy and performed the database searches. The Malawian adult lower respiratory tract infection severity, aetiology and outcome (MARISO) study presented in chapters 3, 4 and 5 was one of several concurrently recruiting adult respiratory infection projects based at MLW and Queen Elizabeth Central Hospital (QECH), Malawi. Recruitment to the MARISO study was nested within that of the Burden and Severity of HIV-associated Influenza (BASH-FLU) Study (Principal Investigator: Dr Antonia Ho) and integrated with that of the existing severe acute respiratory infection surveillance programme (Principal Investigators: Dr Dean Everett and Dr Ingrid Peterson). -
The Changing Status of Women in Taiwan: 1945-2010
The Changing Status of Women in Taiwan: 1945-2010 by Mei-Lien Lu A dissertation submitted to the Graduate Faculty of Auburn University in partial fulfillment of the requirements for the Degree of Doctor of Philosophy Auburn, Alabama May 7, 2012 Key words: women, status, Taiwan, culture, development, democratization Copyright 2012 by Mei-Lien Lu Approved by Cal Clark, Chair, Alumni Professor of Political Science, Director of the MPA Program Cynthia J. Bowling, Associate Professor of Political Science and Ph.D. Program Director Linda F. Dennard, Professor of Political Science at Auburn University-Montgomery Murray Jardine, Jane Dickerson Lanier Professor of Political Science Abstract This dissertation analyzes the economic, social, and political status of women in Taiwan from 1945 to 2010. This research was guided by a theoretical model of how the status of women worldwide is influenced by the extent of patriarchal culture, the level of economic development, and the degree of democratization. Hypotheses drawn from the theoretical model were tested by using data collected from 174 developing and developed nations. Overall, the statistical analysis found that patriarchal culture, economic development, and democratization exert fairly strong influences over some dimensions of women’s status but have little association with others. This implies that the nature of women’s status is complex and complicated because each nation has its own circumstances that are shaped by its historical background, traditional culture, geographic location, and so on. Therefore case studies of individual countries should provide valuable insights into the dynamics of women’s changing status in the contemporary world. This dissertation presents such a case study that analyzes the status of Taiwanese women in terms of social conditions, human and social capital, economic activities, and political participation and power. -
Department of the Year
Aberystwyth...one of the best places in the world to be a student ISSUE 21 - May 2015 NEWS 2 Annual Fund Update 4 Sustainability Department of the year successes English and Creative Writing was announced Department of the Year at the Aberystwyth University Student led Teaching Awards 6 Health, Safety that were held on Friday 24 April. and Environment profile Department of the Year was just one of eleven awards presented during the Awards, which are now in the fourth year. International Politics lecturer James Vaughan was awarded ‘Exceptional Contribution to 11 View from the University Life’ after his work on the Crisis Games. In nominating Jim, Cameron Smyth SU said: “Jim helped me get a lot out of the Crisis Games; he got me involved and allowed me to use all of my skills to the best of my ability.” Other award winners included IBERS student Julie Ashton for Student Representative of 16 In addition to the Year. Catherine Cottrell was awarded New Staff member of the Year. Postgraduate the day job… Teacher of the year award went to Devon Simons and the Department of Computer Science’s Meinir Davies was awarded Support Staff Member of the Year. PhD student Ally Evans nominated Pippa Moore, who won the Supervisor of the Year. Meanwhile the Welsh-Medium Education award went to Department of Geography and NEWS is is published by the Earth Science’s Hywel Griffiths. Communications, Marketing and IBERS teaching fellow Helen Marshall won the Personal Tutor of the Year award, Public Affairs Team, Aberystwyth Glyn Jenkins was awarded Undergraduate Supervisor of the Year and the Outstanding University.