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Obituary Peter Payne 2017
Professor Peter Payne It is with great sadness that Council reports the death of our distinguished and long serving President, Professor Peter Payne. Peter died on 10 January 2017, aged 87 years. A well attended service of committal was held at Aberdeen Crematorium on 20 th January, allowing many friends and colleagues to offer their condolences to Enid and their son and daughter, Simon and Samantha. They each contributed moving and frequently amusing recollections of their father, sympathetically read by the minister, Deaconess Marion Stewart. Peter was a Londoner whose academic path took him to Nottingham University where, in 1951, he graduated in the new and minority discipline of Economic History. His mentor was Professor David Chambers, who then set Peter on his research for his PhD, gained in 1954, and later published in 1961 as Rubber and Railways in the Nineteenth Century; A Study of the Spencer Papers, 1853 – 1891 . He had begun as he was to continue in his career, his scholarship founded on expert analysis of business records, and demonstrating their significance in understanding wider issues of economic and social development. His successful PhD launched him into two years of research at Johns Hopkins, this producing in 1956 a fine detailed study of The Savings Bank of Baltimore, 1818 – 1866 co-authored with Lance Davis. This was a spectacular start to an academic career in the new and relatively small discipline of Economic History, but building it had to wait, as National Service drew Peter into two years in the Royal Army Educational Corps. There he had the unusual experience of serving for a time on the staff of a military detention barracks. -
THE UNIVERSITY of ABERDEEN and the ROBERT GORDON UNIVERSITY MILITARY EDUCATION COMMITTEE
THE UNIVERSITY OF ABERDEEN and THE ROBERT GORDON UNIVERSITY MILITARY EDUCATION COMMITTEE Minutes of the Meeting held in the University of Aberdeen on 7 December 2009 Present: Professor T Salmon (Convener), Professor D Alexander, Squadron Leader K Block (representing Squadron Leader Gusterson), Professor J Broom, Ms C Buchanan, Dr A Clarke, Professor R Flin, Dr D Galbreath, Dr J Grieve, Wing Commander M Henderson, Lieutenant M Hutchinson, Mr J Lemon, Chief Petty Officer Mitchell, Professor P Robertson, Lieutenant Colonel K Wardner; with Ms Y Gordon (Clerk) Apologies: Principals Rice and Pittilo, Brigadier H Allfrey, Mr P Fantom, Wing Commander Kennedy and Lieutenant A Rose. The Convener invited members to introduce themselves and welcomed the following members who were attending for the first time: Professor Broom, Lieutenant Colonel Wardner, Lieutenant Hutchinson. He went on to inform the Committee of the sad news that Dr Molyneaux had passed away in the Spring. The Convener also thanked the former Clerk to the Committee, Mr Duggan, who had served as Clerk for many years. FOR DISCUSSION 1. Minutes The Committee approved the Minutes of the Meeting held on 1 December 2008 (copy filed as MEC09/1) 2. Unit Progress Reports URNU 2.1 The Committee considered a report from the Universities Royal Naval Unit, January – December 2009. (copy filed as MEC09/2a) 2.2 Lieutenant Hutchinson reported that 29 new students had been recruited, with a good cohort of 25 remaining. Unit strength currently stood at 51, at full capacity, and was split 24 male to 27 female. The Unit’s summer deployment of eight weeks duration was in the South H:\My documents\Policy Zone\Committe Minutes\Military Education1 Committee\Minutes7Dec09.doc Coast of England and included a visit to Greenwich and London. -
Memory for Emotional Faces in Major Depression 1
Memory for emotional faces in major depression 1 Running title: MEMORY FOR EMOTIONAL FACES IN MAJOR DEPRESSION Word Count: 4251 (excluding the abstract, references and tables) Memory for emotional faces in major depression following judgement of physical facial characteristics at encoding Nathan Ridout Aston University, Birmingham, UK Barbara Dritschel University of St Andrews, UK Keith Matthews and Maureen McVicar University of Dundee, UK Ian C. Reid University of Aberdeen, UK Ronan E. O’ Carroll University of Stirling, UK Address for correspondence: Dr Nathan Ridout Clinical and Cognitive Neurosciences Research Group School of Life and Health Sciences Aston University Birmingham, B7 4ET Tel: (+44 121) 2044162 Fax: (+44 121) 2044090 Email: [email protected] Memory for emotional faces in major depression 2 Abstract The aim of the present study was to establish if patients with major depression (MD) exhibit a memory bias for sad faces, relative to happy and neutral, when the affective element of the faces is not explicitly processed at encoding. To this end, 16 psychiatric outpatients with MD and 18 healthy, never-depressed controls (HC) were presented with a series of emotional faces and were required to identify the gender of the individuals featured in the photographs. Participants were subsequently given a recognition memory test for these faces. At encoding, patients with MD exhibited a non-significant tendency towards slower gender identification (GI) times, relative to HC, for happy faces. However, the GI times of the two groups did not differ for sad or neutral faces. At memory testing, patients with MD did not exhibit the expected memory bias for sad faces. -
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). -
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. -
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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. -
University of Aberdeen, Aberdeen, Scotland
UNIVERSITY OF WISCONSIN EAU CLAIRE ENTER FOR NTERNATIONAL DUCATION C I E Study Abroad UNIVERSITY OF ABERDEEN, ABERDEEN, SCOTLAND 2020 Program Guide ABLE OF ONTENTS Sexual Harassment and “Lad Culture” in the T C UK ...................................................................... 12 Academics .............................................................. 5 Emergency Contacts ...................................... 13 Pre-departure Planning .................................... 5 911 Equivalent in the UK ................................ 13 Graduate Courses ............................................. 5 Marijuana and other Illegal Drugs ................. 13 Credits and Course Load ................................. 5 Required Documents .......................................... 13 Registration at Aberdeen .................................. 5 Visa ................................................................... 13 Class Attendance .............................................. 5 Why Can’t I fly through Ireland? .................... 14 Grades ................................................................ 5 Visas for Travel to Other Countries .............. 14 Aberdeen & UWEC Transcripts ....................... 6 Packing Tips ........................................................ 14 UK Academic System ....................................... 6 Weather ............................................................ 14 Service-Learning ............................................... 8 Clothing ............................................................ -
Student Protection Plan
Nottingham Trent University Student Protection Plan UKPRN: 10004797 Legal Address: 50 Shakespeare Street, Nottingham, NG1 4FQ, UK Contact Point for Enquires about this Plan: Deputy Vice Chancellor (Academic Development and Performance) Student Protection Plan for 2020/21 academic year: Nottingham Trent University 1. Scope and identification of Risks Introduction: In accordance with the requirements of the Higher Education and Research Act 2017, this plan inform students of what they can expect should a course, campus or institution close. This Student Protection Plan (hereafter “the Plan”) aims to demonstrate that Nottingham Trent University (NTU) has considered how students can continue or complete their studies or be compensated if this is not possible. The University recognises that in the event of a significant course or campus closure it will be expected to work closely with the Office for Students and its own student body to ensure that students’ interests are protected through any such change. Nottingham Trent University is a large, established, high performing and financially stable provider. We would like to reassure both our students and applicants that the risks outlined in this Plan are all very low and in the case of closure extremely low. Examples of risks to which this Plan would apply: • Loss or restriction of University status or its degree awarding powers or its designation for student support or student intake; • Decision to close the institution, a campus or a specialist facility; • Long term disruption to your course -
Engagement with North America Brochure
Our engagement with North America 2 North America A warm welcome from the University of the Year At Birmingham, we are proud not only of our roots but of our ambition. Our recent recognition as University of the Year 2014 by The Times and The Sunday Times cements our place in the top 100 universities in the world; acknowledging Birmingham as a forward-thinking institution with civic roots, national eminence and global reach. We believe Birmingham is a truly global Our international strategy is evidenced to date are varied, ranging from student exchanges and university; a prestigious institution boasting by numerous significant initiatives including our teaching partnerships to joint research on global global experts who address the future challenges landmark Birmingham Guangzhou Centre, a issues and cultural engagement. facing the modern-day world. Our global novel partnership with the municipal government footprint is both distinctive and expanding. We in Guangzhou; our considerable joint investment As the world of higher education continues are developing our international presence and with The University of Nottingham in Brazil; to change at an unprecedented rate, collaborations across academia, industry, culture extensive engagement with partners in Chicago Birmingham continues to adapt to meet the and government across all continents. and the American Midwest; and our permanent global challenges and opportunities ahead. presence in New Delhi, Shanghai, We will continue to develop the quality and With almost 5,000 international students from Nigeria and Brussels. distinctiveness which defines us locally more than 150 countries, and a third of our and represents us as a global university. academic staff from overseas, our campus is Our ties with North America are of key truly a diverse and global place. -
University of Glasgow Information the Descriptions Contained in This Form Do Not Constitute a Binding Offer Or Contract with Berry College, Inc
University of Glasgow Information The descriptions contained in this form do not constitute a binding offer or contract with Berry College, Inc. or the listed partner institution or entity, and are based upon the most current information available as of the date this form is produced and distributed. The final terms, costs, and other information relative to the program is subject to change without notice Name of host institution: University of Glasgow (for Honors students: Principia Consortium) Location: Glasgow, Scotland Website: http://www.gla.ac.uk/international/ Accreditation/Recognition by: Russell Group of major research-led universities Number of international students: 3,000 total students: 23,000 Number of US study abroad students: 200 Most convenient way to reach host country from Atlanta: Flight to Glasgow airport and then taxi to residence halls, or flight to London and then a train or coach ride to Glasgow. How students reach host institution from airport: Glasgow International Volunteer program can meet you at the airport if you arrive between 8:30am and 8pm (fall semester only). Inform the International Office of your arrival time by following the instructions sent to you in your welcome packet. Students arriving in January must make their way to their accommodation by taxi (about £20 from Glasgow Airport) or by airport bus to Buchanan Bus Station in the city centre. Taxi fare from Buchanan to the halls of residence is about £7. Visa information: If US citizen students study in the UK for less than 6 months and are not planning to work, intern, volunteer or extend their stay, they enter on the Short Term Student Route at the port of entry. -
Economic-Impact-Of-University-Of-Birmingham-Full-Report.Pdf
The impact of the University of Birmingham April 2013 The impact of the University of Birmingham A report for the University of Birmingham April 2013 The impact of the University of Birmingham April 2013 Contents Executive Summary ...................................................................................... 3 1 Introduction ..................................................................................... 7 2 The University as an educator ........................................................ 9 3 The University as an employer ..................................................... 19 4 The economic impact of the University ....................................... 22 5 The University as a research hub ................................................. 43 6 The University as an international gateway ................................. 48 7 The University as a neighbour ...................................................... 56 Bibliography ................................................................................................ 67 2 The impact of the University of Birmingham April 2013 Executive Summary The University as an educator... The University of Birmingham draws students from all over the UK and the rest of the world to study at its Edgbaston campus. In 2011/12, its 27,800 students represented over 150 nationalities . The attraction of the University led over 20,700 students to move to or remain in Birmingham to study. At a regional level, it is estimated that the University attracted 22,400 people to either move to, -
Curriculum Vitae (Curriculum Vitae)
Kostas Vasilopoulos Teaching Associate Lancaster University kvasilopoulos.com | R [email protected] | kvasilopoulos | ¯ kvasilopoulos Q [email protected] | Ó+44 (0) 7392971743 Research Interests Macroeconomics, Real Estate Markets, Time Series Modeling, Credit Frictions, Dynamic Stochastic General Equilibrium (DSGE) modelling Employment Teaching Associate Nov 2020 - Lancaster University Lancaster, UK Research Assistant, UK Housing Observatory Mar 2019 - Sep 2020 Lancaster University Lancaster, UK Graduate Teaching Assistant Oct 2016 - Sep 2020 Lancaster University Lancaster, UK Education Ph.D. Economics Oct 2016 - Nov 2020 Lancaster University Lancaster, UK M.Sc. Economics Sept 2014 - March 2016 University of Macedonia Thessaloniki, Greece B.Sc. Economics Sept 2009 - Aug 2014 University of Macedonia Thessaloniki, Greece Research Publications • Pavlidis E., Vasilopoulos K. (2020). Speculative Bubbles in Segmented Markets: Evidence from Chinese Cross-Listed Stocks. Journal of International Money and Finance . Submitted • Vasilopoulos K., Pavlidis E., Martínez-García E.(2020). exuber: Recursive Right-Tailed Unit Root Testing with R. Dallas Fed Working Paper. • Vasilopoulos K., Tayler W. (2020). Real Estate and Construction Sector Dynamics in the Business Cycle. Working Paper 1 1/4 Work in Progress • Pavlidis E., Vasilopoulos K. (2020). Sentimental Housing Markets. • Vasilopoulos K. (2020). Real Estate and Monetary Policy: Residential and Commercial. • Skouralis A., Vasilopoulos K. (2020). Asymmetries Effects of Housing