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Supporting Reflective Processes with Students: Insights from a Review of Research
Supporting reflective processes with students: insights from a review of research Peter Kahn, University of Manchester Context This briefing note is intended for staff within higher education whose students engage in reflective processes as part of their learning. We offer a framework that tutors may employ to help shape the way in which their students carry out such processes. The framework was developed during a review of research studies pertinent to professional education, with a particular focus on new academic staff. Introduction: streams of consciousness or genuine learning? The notion of ‘reflection’, by which we broadly mean the extended consideration of problematic aspects of knowledge or practice, is now widely employed across higher education, especially in professional contexts and in personal development planning for students. Reflection, for instance, may be used to help an individual understand their professional practice or to gain insights into their progress against a set of personal goals. The conceptual overview for the review, however, highlighted the open-ended nature of this notion, with theorists further identifying various forms of reflection. For instance, van Manen (1977) refers to technical reflection, which concerns the examination of the means that have been used to achieve certain goals, practical reflection, which also involves consideration of the ends themselves, and critical reflection, which addresses judgments on such issues as the underlying ethics and the wider social environment. The review also emphasizes the challenge that students may face in learning how to engage in such complex thought processes. For one thing, it is difficult to sustain a problematic focus over an extended period, especially when there might be uncomfortable implications for one’s own professional practice or approach to life. -
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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. -
The Counselling Service Annual Report
The Counselling Service Annual Report 2017/18 1 Contents Contents ........................................................................................................................... 2 Counselling Service Team .................................................................................................. 3 Introduction ...................................................................................................................... 4 About the service .............................................................................................................. 4 Service Use ........................................................................................................................ 5 What we have done ........................................................................................................... 9 Bradford College…………………………………………………………………………………………..10 Equality monitoring ......................................................................................................... 11 Evaluation ....................................................................................................................... 12 2 Counselling Service Team Head of Service Penelope Aspinall Permanent staff (core team) Yvonne Messenger, senior counsellor (0.6 fte) Peter Wakefield, senior counsellor (0.5 fte) Gill Barlow, counsellor (1.0 fte) Sarah Farnell, counsellor (0.6 fte) Stuart Yates, counsellor (0.5 fte) Administrative Staff Gilly Butcher, administrator, (0.55 fte) Helen Trevisani, administrator (0.6 fte) Sessional -
A Levels at Bury College a Unlock Your Academic Potential Academic Excellence
A Levels at Bury College A unlock your academic potential Academic Excellence Bury College is renowned for A Level “Studying at Bury College has been success and has a proven track record great for my confidence. I received of achievement. Each year hundreds a lot of support from my tutors of A Level students progress to who have helped me to achieve good grades university or employment in pursuit and I will look back of their dream careers. fondly on these two years.” As an A Level student at Bury College, you are part of the Bury College Sixth Form, which Chloe Abeki, a former offers you exceptional support, guidance and pupil of Parrenthorn High School, celebrated outstanding encouragement and allows you to make a A Level results. Chloe achieved three successful transition from school to college. A* grades in Chemistry, Biology and Mathematics and has progressed to Durham University to study Chemistry. Changes to A Levels The government has introduced changes to A Levels and new versions of all programmes are being introduced in phases between September 2015 and September 2017. The new A Levels are known as reformed A Levels and by September 2017 all A Levels will be in the new version. These changes will have implications for those students who wish to re-sit their exams and for their final grades. Many Bury College students go on to study at leading Russell Group universities, with learners progressing to The University Progression of Manchester, The University of Sheffield, Newcastle University, The University of Nottingham, University of to prestigious Birmingham, University of York, University of Liverpool, University of Leeds, University College London, The University universities of Edinburgh, University of Bristol and University of Exeter. -
Everyday Futures Edited by Nicola Spurling & Lenneke Kuijer
Everyday Futures Edited by Nicola Spurling & Lenneke Kuijer Institute for Social Futures, Lancaster University Everyday Futures, Edited by Nicola Spurling (Sociology and Institute for Social Futures, Lancaster University) Lenneke Kuijer (Industrial Design, Eindhoven University of Technology) This book of essays, and the workshop in which they were developed, was made possible by a small grant from the Institute for Social Futures, Lancaster University http://www.lancaster.ac.uk/social-futures/, in collaboration with the Industrial Design Department at Eindhoven University of Technology https://www.tue.nl/en/university/departments/industrial-design/. Cover Photo by Lenneke Kuijer Find us: http://wp.lancs.ac.uk/everydayfutures/ Join us: [email protected] Join the conversation: #EverydayFutures Everyday Futures Edited by Nicola Spurling and Lenneke Kuijer TABLE OF CONTENTS 1. Introduction: Everyday Futures as an Area of Research……………………………………………………………..1 Nicola Spurling (Lancaster University) and Lenneke Kuijer (Eindhoven University of Technology) 2. “The Future is Already Here — It’s Just Not Very Evenly Distributed.”……………....………………………4 Tim Chatterton (University of the West of England) and Georgia Newmarch (Lancaster University) 3. Everyday Futures and Ethnographic Methods………………………………………………………………………….10 Jill Ebrey (University of Manchester) and Isabelle Moussaoui (EDF R&D) 4. Futuring Fashion from Everyday Life………………………………………………………………………………………..16 Lizzie Harrison (University of Arts, London) and Angella Mackey (Eindhoven University of Technology) 5. Imagined Futures of the Circular Economy………………………………………………………………………………..23 Daniel Welch (University of Manchester), Margit Keller (University of Tartu) and Giuliana Mandich (University of Cagliari) 6. Grow Your Own: Space, planning, practice & everyday futures of domestic food production…..32 Enrico Marcore (University of Aberdeen) and Nicola Spurling (Lancaster University) 7. -
LJMU Research Online
LJMU Research Online Bell, A, Gandy, RJ and Roe, B Benefits and impacts of Active Lives groups for older people living in the community http://researchonline.ljmu.ac.uk/id/eprint/4825/ Article Citation (please note it is advisable to refer to the publisher’s version if you intend to cite from this work) Bell, A, Gandy, RJ and Roe, B (2017) Benefits and impacts of Active Lives groups for older people living in the community. Research, Policy and Planning: The Journal of the Social Services Research Group, 32 (2). pp. 97- 112. ISSN 0264-519X LJMU has developed LJMU Research Online for users to access the research output of the University more effectively. Copyright © and Moral Rights for the papers on this site are retained by the individual authors and/or other copyright owners. Users may download and/or print one copy of any article(s) in LJMU Research Online to facilitate their private study or for non-commercial research. You may not engage in further distribution of the material or use it for any profit-making activities or any commercial gain. The version presented here may differ from the published version or from the version of the record. Please see the repository URL above for details on accessing the published version and note that access may require a subscription. For more information please contact [email protected] http://researchonline.ljmu.ac.uk/ Title: Benefits and impacts of Active Lives groups for older people living in the community Amelia Bell (MSc, PG Cert LSHE, BSc (Hons), Dip HE, RGN Senior Lecturer Faculty of Health and Social Care, Edge Hill University, St Helens Road, Ormskirk, Lancashire, L39 4QP, UK [email protected] 01695 657014 Amelia Bell is a senior lecturer with the Faculty of Health and Social Care at Edge Hill University. -
Policy Symposium on School Choice in Honour of Professor Alvin Roth Organized by the Lancaster University Department of Economics 9Th September 2019
Policy Symposium on School Choice in Honour Of Professor Alvin Roth Organized by the Lancaster University Department of Economics 9th September 2019 10:45 – 11:15 Coffee 11:15 – 11:30 Welcome by the Dean 11:30 – 12:10 Ian Walker and Matthew Weldon – Lancaster University 12:10 – 12:50 Julien Grenet – Paris School of Economics 12:50 – 13:40 Lunch Emily Hunt – Education Policy Institute 13:40 – 14:25 and Aveek Bhattacharya – London School of Economics 14:25 – 15:05 Ellen Greaves – University of Bristol 15:05 – 15:20 Coffee break 15:20 – 16:00 Olmo Silva – London School of Economics 16:00 – 17:30 Round table discussion 18:00 – 18:15 Vice Chancellor’s Welcome P.W.S. Andrews and Elizabeth Brunner Inaugural Nobel Lecture by Professor Alvin Roth 18:15 – 19:15 Controversial Markets 19:15 – 20:00 Refreshments Financial support from the Department of Economics of Lancaster University is greatly appreciated. Department of Economics Policy Symposium on School Choice in Honour Of Professor Alvin Roth Organized by the Lancaster University Department of Economics 9th September 2019 List of participants: Chowdhury Mohammad Sakib Anwar Lancaster University Kathryn Atherton Behavioural Insights Team Duncan Baldwin Association of School and College Leaders Aveek Bhattacharya London School of Economics Elias Bouacida Lancaster University Amanda De Pirro Lancaster University Iain Embrey Lancaster University Alex Farnell Lancaster University Renaud Foucart Lancaster University Emma Gorman University of Westminster Ellen Greaves University of Bristol Julien -
The Open University MBA 2015/2016 Foreword by Professor Rebecca Taylor, Dean, OU Business School (OUBS)
The Open University MBA 2015/2016 Foreword by Professor Rebecca Taylor, Dean, OU Business School (OUBS) The global marketplace is more challenging than ever before. Organisations need executives who are agile, resilient and can work across boundaries; who can understand the theory of management and business and apply this in the real world; and who can spot and react to new threats and opportunities. These are the executives who will drive growth and success in the future. At the OU Business School, we offer a cutting-edge, practice-based MBA programme developed by leading business academics. We work alongside businesses and our students to deliver an MBA that builds executive business skills while you continue to operate in the workplace. This ensures that you critically assess and apply new skills as they are learned and it means that we can support you in taking the next step in your career. The OU’s vast experience of developing study programmes, allied with our individual approach to business education, enables the OU Business School to offer a tailored and effective MBA that is uniquely placed to assist you in your journey to becoming a highly effective executive. This allows sponsoring employers to see an immediate return on investment while also helping to retain valued and skilled individuals. 3 Values, vision and mission The OU Business School has over 30 years’ experience in helping businesses and ambitious executives across the globe achieve their true potential through innovative practice-based study programmes. Our values Responsive By listening to students and organisations we have been able to: Inclusive • respond to the needs of individuals, employers and the communities in which they live and work Our ability to offer a wide range of support services to students and a championing of ethical standards means that we are • dedicate resources to support our students’ learning success. -
Main Panel C
MAIN PANEL C Sub-panel 13: Architecture, Built Environment and Planning Sub-panel 14: Geography and Environmental Studies Sub-panel 15: Archaeology Sub-panel 16: Economics and Econometrics Sub-panel 17: Business and Management Studies Sub-panel 18: Law Sub-panel 19: Politics and International Studies Sub-panel 20: Social Work and Social Policy Sub-panel 21: Sociology Sub-panel 22: Anthropology and Development Studies Sub-panel 23: Education Sub-panel 24: Sport and Exercise Sciences, Leisure and Tourism Where required, specialist advisers have been appointed to the REF sub-panels to provide advice to the REF sub-panels on outputs in languages other than English, and / or English-language outputs in specialist areas, that the panel is otherwise unable to assess. This may include outputs containing a substantial amount of code, notation or technical terminology analogous to another language In addition to these appointments, specialist advisers will be appointed for the assessment of classified case studies and are not included in the list of appointments. Main Panel C Main Panel C Chair Professor Jane Millar University of Bath Deputy Chair Professor Graeme Barker* University of Cambridge Members Professor Robert Blackburn University of Liverpool Mr Stephen Blakeley 3B Impact From Mar 2021 Professor Felicity Callard* University of Glasgow Professor Joanne Conaghan University of Bristol Professor Nick Ellison University of York Professor Robert Hassink Kiel University Professor Kimberly Hutchings Queen Mary University of London From Jan 2021 -
Annual Report 2016
University Library Annual Report 2016 www.lboro.ac.uk/library Library values • A library environment that is safe, welcoming, and offers a variety of comfortable spaces that will inspire learning, research and creativity • Staff that are approachable, helpful, knowledgeable, courteous and take pride in working for the University Library • Information sources that are easily accessible, relevant, reliable and of high quality 1 Contents Library values 1 1. Introduction 3 2. Building Excellence – the University Library’s Response 4 Investing in our staff 4 Educating for success 6 Growing capacity and influence 10 Raising standards and aspirations 14 3. Summary 18 4. Appendices Appendix 1 Statistical Summary 19 Appendix 2 Expenditure Summary 20 Appendix 3 Staff publications and presentations 21 2 1. Introduction Welcome to the University Library Annual Report 2015/16 The Library continues its drive towards excellence in all areas of service and in 2015/16 this was reflected in the scores we achieved in a range of surveys and league tables as well as the positive feedback we have received from our users. In June the University Library was reviewed as part of the Quadrennial Review process and we found it a very positive experience. This review has given us some areas to reflect upon, investigate, develop and implement during the coming year and beyond. In addition the library provision at our London campus has also undergone some significant changes offering an opportunity to provide a more developed service to users in London. None of the achievements outlined would have been possible without the hard work and commitment of Library staff and others outside of the Library. -
Course Entry Requirement Statement for 2021 Entry
Course Entry Requirements Statement for 2021 Entry Course Entry Requirement Statement for 2021 Entry Contents Scope and Purpose ........................................................................................ 3 UK QUALIFICATIONS ......................................................................................... 4 GCSEs and equivalent qualifications .................................................................... 4 A’Levels and equivalent qualifications ................................................................. 4 EU AND INTERNATIONAL QUALIFICATIONS .............................................................. 19 Maritime Courses ........................................................................................ 31 ENGLISH LANGUAGE REQUIREMENTS .................................................................... 29 APPENDIX A: EXEMPTIONS AND EXCEPTIONS ......................................................... 29 APPENDIX B: ACCEPTABLE ENGLISH LANGUAGE QUALIFICATIONS FOR STUDENTS REQUIRING A STUDENT ROUTE VISA ................................................................................... 32 APPENDIX C: EUROPEAN SCHOOL LEAVING/MATRICULATION CERTIFICATES EQUIVALENT TO IELTS (ACADEMIC) 6.0 OVERALL ....................................................................... 38 External Relations | Admissions and Enrolment 2 Updated April 2021 Course Entry Requirements Statement for 2021 Entry Scope and Purpose 1. This document is designed for use by Solent University (SU) staff when evaluating applicants for entry -
Mass Media to Communicate Public Health Messages in Six Health Topic Areas: a Systematic Review and Other Reviews of the Evidence
Mass media to communicate public health messages in six health topic areas: a systematic review and other reviews of the evidence Martine Stead,1,2 Kathryn Angus,1,2 Tessa Langley,2,3 Srinivasa Vittal Katikireddi,4 Kate Hinds,5 Shona Hilton,4 Sarah Lewis,2,3 James Thomas,5 Mhairi Campbell,4 Ben Young2,3 and Linda Bauld2,6* 1Institute for Social Marketing, University of Stirling, Stirling, UK 2UK Centre for Tobacco and Alcohol Studies, UK 3Division of Epidemiology and Public Health, University of Nottingham, Nottingham, UK 4Medical Research Council/Chief Scientist Office Social and Public Health Sciences Unit, University of Glasgow, Glasgow, UK 5Institute of Education, University College London, London, UK 6Usher Institute, College of Medicine and Veterinary Medicine, University of Edinburgh, Edinburgh, UK *Corresponding author [email protected] Declared competing interests of authors: The University of Stirling (Martine Stead and Kathryn Angus), the University of Nottingham (Tessa Langley, Sarah Lewis and Ben Young) and the University of Edinburgh (Linda Bauld) are members of the UK Centre for Tobacco and Alcohol Studies (UKCTAS) (http://ukctas.net). Funding for UKCTAS from the British Heart Foundation, Cancer Research UK, the Economic and Social Research Council, the Medical Research Council and the National Institute for Health Research (NIHR), under the auspices of the UK Clinical Research Collaboration, is gratefully acknowledged. The funders had no role in study design, data collection and analysis, the decision to publish or preparation of the manuscript. Linda Bauld reports that she is a member of the NIHR Public Health Research (PHR) programme Research Funding Board.