DOCSLIB.ORG

Lancaster University Annual Report and Accounts

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Lancaster University Annual Report and Accounts 2009 LANCASTER UNIVERSITY ANNUAL REPORT AND ACCOUNTS Lancaster University Report and Accounts 2012 and Accounts Report University Lancaster Lancaster University Annual Report 2012 Inner_Layout 1 06/12/2012 12:30 Page 1 1 CONTENTS Vice-Chancellor’s review 2 Pro-Chancellor’s review 3 High notes of the year 5 Awards and distinctions 13 Advancing knowledge through research 21 Key facts and figures 27 Financial Statements 31 Operating and Financial Review for the year ended 31 July 2012 32 Strategic Plan Performance Indicators 35 Statement of Corporate Governance 40 Independent Auditors’ Report to the Council of Lancaster University 45 Statement of Accounting Policies 46 Consolidated Income and Expenditure Account 48 Statement of Consolidated Historical Cost Surpluses and Deficits 49 Balance Sheets as at 31 July 2012 50 Consolidated Cash Flow Statement 51 Reconciliation of Net Cash Flow to movement in Net Debt 52 Consolidated Statement of Total Recognised Gains and Losses 53 Notes to the Financial Statements 54 Chancellor’s Guild roll of honour 76 Chancellor’s Guild corporate donors and legacy pledges 77 Trusts, foundations and charities 78 Chairs & Readerships 79 Annual Report 2012 Inner_Layout 1 06/12/2012 12:30 Page 2 Lancaster University VICE-CHANCELLOR’S REVIEW I am pleased to report on a positive year for Lancaster, my first as Vice-Chancellor and one that saw the University rise to the challenges brought to the sector by the changing financial and policy environment. The combination of our strong academic reputation, emphasis on employability and the student experience has resulted in higher entry grades. Lancaster now has over 60% of students with AAB grades or better, the highest ever for the University. Studies intend to establish a new I am pleased to be able to welcome two university campus in China which will new people to my senior management offer undergraduate and postgraduate team who I am sure will help take the programmes, enhance the research of University forward. Professor Andrew both universities and expand the brand Atherton joins us as Deputy Vice- impact of Lancaster University on the Chancellor and also Nicola Owen Chinese education market. Lancaster becomes Chief Administrative Officer. University would be one of the first The continuing changes in the higher universities in the world to have a education (HE) environment in the UK partner campus in both India and China. and the rapid growth of international The Student Experience competition will result in a turbulent and challenging future for the UK HE sector. Students at Lancaster University are I am confident that Lancaster University amongst the most satisfied with their will remain highly competitive as we course of any in the UK, according to engage with the Research Excellence the National Student Survey 2012. Framework, extend our international We have made considerable efforts to ambitions, and strive to provide an even reach out and attract students from a more outstanding campus and academic wide range of backgrounds and raise experience for our students. Our current their aspirations. We have a strong University strategy is clear and ambitious, Reputation and Performance record in delivering successful outreach serving us extremely well to date. There programmes and Lancaster’s generous Our competitive position in the league tables have been huge changes over the last few and flexible package of financial support years which means it is timely to refresh is largely due to an ambition to excel on all aims to attract and retain the most able the measures used spanning teaching, our strategy. Discussions over the option students no matter what their of a closer alliance with the University of research, facilities and student satisfaction. circumstances. It is to our credit that We have an aggressive strategy of Liverpool helped us to examine Lancaster’s Lancaster recruits almost 90% of students ambitions, our strengths, what we stand continuous improvement and this will drive from state schools, has relatively low our mission to offer our students excellent for and of course our vulnerabilities in the dropout rates and does well for retention of increasingly globalised and competitive value for money and to build upon our students against national benchmarks. Our exceptional research reputation. HE world. During the coming year we will supportive and popular college system, set out our new vision. I am sure we will Overseas collaborations emphasis on pastoral care and a friendly, develop an exciting and challenging new Our overseas partnerships are an essential safe campus all contribute to this success. strategy, capitalising on our already part of our international strategy. We aim Looking forward strong position. to increase international student numbers, The University very much values its roots Some options might require some real mainly through our international in the North West and we will continue to choices about our future. Given Lancaster’s partnerships, while maintaining overall UK build our positive links to the City and the advance over the last decade, and the and EU numbers. The network of overseas wider region. Lancaster’s success quality throughout the institution I look teaching partnerships is a key component depends on the talented, creative and forward to this debate. of Lancaster’s global outreach and committed people who work hard to make commitment to internationalisation. this University so special and distinctive. Lancaster degree programmes are A snapshot of these successes, be it on currently taught in collaboration with local an individual level or as part of an institutions in India, Jordan, Kazakhstan, important collaboration, are covered in Malaysia and Pakistan, and all these this report. We are also grateful for the partnerships are important to us. This year, immensely valuable contributions made Professor Mark E. Smith we announced that Lancaster University to Lancaster by our alumni and many Vice-Chancellor and Guangdong University of Foreign other friends and supporters. Annual Report 2012 Inner_Layout 1 11/12/2012 16:57 Page 3 Report and Accounts 2012 3 PRO-CHANCELLOR’S REVIEW Now approaching its 50th birthday, Lancaster’s journey has been a remarkable one, with so many achievements to be proud of. The growth and diversity of the institution has done much to enhance the city of Lancaster and the region, and the University has established a global reputation as a centre for research, scholarship and teaching. The combined efforts of the University’s I shall be retiring as Pro-Chancellor and staff and students have led to another Chair of Council in the summer of 2013 outstanding year of achievements, after ten exciting and challenging years. accomplished under challenging As this is my last report it is instructive to circumstances. Our reputation across the reflect on the changes over that period. UK and beyond is already very strong, but We have focused on what is today called is still improving as we continue to attract the ‘student experience’ recognising that world-leading researchers. By prioritising students (and their parents and sponsors) and enhancing the student experience give us the right to exist. We have within a research-led environment we have refocused on our college system, one of created high demand for Lancaster's Lancaster’s distinctive features. We have undergraduate and graduate courses. also built on our research and teaching The University has continued to set strengths and expanded internationally. challenging targets and has successfully More prosaically (but importantly), we have managed a period of intense campus modernised our governance, updated our regeneration and improvement. In my managements systems and increased the period as Chair of Council Lancaster has focus on personal development. All these invested over £450m into its campus to changes have helped us move into the top create high quality accommodation and ten of most league tables. superb teaching, research and leisure Towards the end of Paul Wellings’ time Our strong position in major UK and global facilities for students and staff. Our as Vice-Chancellor we began to explore league tables reflects a university which commitment to lead by example has how Lancaster can survive and prosper strives to be the best at everything it does. seen award winning buildings such as in a world where quality is not enough. All of this must be achieved whilst the Lancaster Institute for Contemporary To compete with the best universities maintaining our financial discipline and Arts , Charles Carter and a range of in the world we need both quality and focus on institutional sustainability. environmental projects including biomass scale, especially in our strong science, Against a backdrop of change and heating and a wind turbine that will shortly technology and environment subjects. uncertainty this year the University grew become operational. 2011/12 saw the first We have shared ideas with other like- by 2.1% and returned a 4.5% surplus. year of operation of our Sports Centre - minded universities; our discussions with Lancaster University’s credit rating has a flagship building at the main entrance to Liverpool taught us much about ourselves. been upgraded to A+ with a ‘positive the campus. Demand from students, staff The task of setting our strategic direction outlook’ by Standard and Poor's. Our and the community to use this facility has for the coming years has now passed to financial discipline will assist Lancaster in exceeded all projections and it has Professor Mark Smith and will pass to my facing the substantial financial pressures enhanced greatly our commitment to successor. I wish them well and offer my which are expected around payroll, fitness and wellbeing. heartfelt thanks to everyone who has pensions, infrastructure and energy costs. Council has monitored the University’s contributed to the success of Lancaster investments to ensure best value for University. money and delivery of our mission in line with our financial strategy.
Load more

Recommended publications
  • The Language Learning Processes of Students with Specific Learning
    The multilingual aspects of dyslexia and the learning of additional languages in classroom contexts Prof. Judit Kormos Lancaster University Department of Linguistics and English Language Overview of the talk The landscape: Divide, iceberg and pyramid The relationship between first and second language learning difficulties How can we identify SpLDs in the multilingual classroom? Recent research findings on promoting the second language learning success of dyslexic students Multilingualism and diversity 2011 Census: • 726,000 people in the UK could speak English but not well • 138,000 people could not speak English at all 2017: • 20 % in primary education and 16% in secondary children are EAL speakers (https://assets.publishing.service.gov.uk/government/uploads/system /uploads/attachment_data/file/650547/SFR28_2017_Main_Text.pdf) • 360 different languages spoken in UK classrooms (https://www.naldic.org.uk/research-and- information/eal-statistics/eal-pupils/) Division and diversity Proportion of children learning other languages in the UK Early literacy skills Number of children’s books at home GDP per capita Number of books at home Socio-economic Reading skills status R Parents’ attitude to reading e a d i n g School-mates’ early s literacy skills k i l l s Home-school School resources involvement School climate Reading attitude Reading self-concept Gender Chiu, McBride-Chang Lin (2012). Geva, E., & Wiener, J. (2014). Psychological assessment of culturally and linguistically diverse children and adolescents: A practitioner's guide. Springer Publishing Company. First language predictors of L2 reading performance of Slovenian learners of English (Kormos et al., in press) Predictors of L2 reading 6.8 15.8 1.3 76.2 Phonological awareness in L1 Timed word and non-word reading L1 Dictation in L1 Other Kormos, J.
    [Show full text]
  • The Critical Period Hypothesis for L2 Acquisition: an Unfalsifiable Embarrassment?
    languages Review The Critical Period Hypothesis for L2 Acquisition: An Unfalsifiable Embarrassment? David Singleton 1 and Justyna Le´sniewska 2,* 1 Trinity College, University of Dublin, Dublin 2, Ireland; [email protected] 2 Institute of English Studies, Jagiellonian University, 31-120 Kraków, Poland * Correspondence: [email protected] Abstract: This article focuses on the uncertainty surrounding the issue of the Critical Period Hy- pothesis. It puts forward the case that, with regard to naturalistic situations, the hypothesis has the status of both “not proven” and unfalsified. The article analyzes a number of reasons for this situation, including the effects of multi-competence, which remove any possibility that competence in more than one language can ever be identical to monolingual competence. With regard to the formal instructional setting, it points to many decades of research showing that, as critical period advocates acknowledge, in a normal schooling situation, adolescent beginners in the long run do as well as younger beginners. The article laments the profusion of definitions of what the critical period for language actually is and the generally piecemeal nature of research into this important area. In particular, it calls for a fuller integration of recent neurolinguistic perspectives into discussion of the age factor in second language acquisition research. Keywords: second-language acquisition; critical period hypothesis; age factor; ultimate attainment; age of acquisition; scrutinized nativelikeness; multi-competence; puberty Citation: Singleton, David, and Justyna Le´sniewska.2021. The Critical Period Hypothesis for L2 Acquisition: An Unfalsifiable 1. Introduction Embarrassment? Languages 6: 149. In SLA research, the age at which L2 acquisition begins has all but lost its status https://doi.org/10.3390/ as a simple quasi-biological attribute and is now widely recognized to be a ‘macrovari- languages6030149 able’ (Flege et al.
    [Show full text]
  • 2017 Annual Report 2017 ANNUAL REPORT 2017 ANNUAL CONTACT Uow.Edu.Au Facebook.Com/UOW Twitter.Com/UOW #Thisisuow Feedback.Uow.Edu.Au
    2017 Annual Report 2017 ANNUAL2017 REPORT CONTACT uow.edu.au facebook.com/UOW twitter.com/UOW #ThisIsUOW feedback.uow.edu.au THE SWITCHBOARD Tel: +61 2 4221 3555 Fax: +61 2 4221 4322 Switchboard: 8.30am to 5.30pm Office Hours Monday to Friday WRITTEN ENQUIRIES Chief Administrative Officer University of Wollongong NSW 2522 Australia UNIVERSITY OF WOLLONGONG The University of Wollongong attempts to ensure the information contained in this publication is correct at the time of production (April 2018); however, sections may be amended without notice by the University in response to changing circumstances or for any other reason. Check with the University for any updated information. UNIVERSITY OF WOLLONGONG CRICOS: 00102E 27 April 2018 The Honourable Rob Stokes, MP New South Wales Minister for Education 35 Bridge Street SYDNEY NSW 2000 Dear Minister, UNIVERSITY OF WOLLONGONG OF UNIVERSITY The Council of the University of Wollongong has the honour of submitting to you the Annual Report of the proceedings of the University of Wollongong for the period 1 January to 31 December 2017. The Annual Report has been prepared in accordance with the relevant legislation, in particular, the Annual Reports (Statutory Bodies) Act 1984 (NSW) and the Public Finance and Audit Act 1983 (NSW). Yours sincerely, Ms Jillian Broadbent AO Professor Paul Wellings CBE Chancellor Vice-Chancellor and Principal 2017 ANNUAL REPORT ANNUAL 2017 1 2 UNIVERSITY OF WOLLONGONG OF UNIVERSITY 2017 ANNUAL REPORT ANNUAL 2017 Table of Contents The UOW Purpose . 4 Vice-Chancellor’s Overview . 4 UNIVERSITY OF WOLLONGONG OF UNIVERSITY University Council Role and Function . 7 Council Activities 2017 .
    [Show full text]
  • Challenging Learners in Their Individual Zone of Proximal Development Using Pedagogic Developmental Benchmarks of Syntactic Complexity
    Challenging Learners in Their Individual Zone of Proximal Development Using Pedagogic Developmental Benchmarks of Syntactic Complexity Xiaobin Chen and Detmar Meurers LEAD Graduate School and Research Network Department of Linguistics Eberhard Karls Universitat¨ Tubingen,¨ Germany {xiaobin.chen,detmar.meurers}@uni-tuebingen.de Abstract and identify reading material individually chal- lenging learners, essentially instantiating the next This paper introduces an Intelligent Com- stage of acquisition as captured by Krashen’s con- puter Assisted Language Learning system cept of i+1 (Krashen, 1981) or relatedly, but em- designed to provide reading input for lan- phasizing the social perspective, Vygotsky’s Zone guage learners based on the syntactic com- of Proximal Development (ZPD; Vygotsky, 1976). plexity of their language production. The In terms of structure of the paper, we first locate system analyzes the linguistic complexity our approach in terms of the Complexity, Accu- of texts produced by the user and of texts racy, and Fluency (CAF) framework in SLA re- in a pedagogic target language corpus to search. Then we review approaches adopted by identify texts that are well-suited to foster earlier studies in developmental complexity re- acquisition. These texts provide develop- search, including problems they pose for a peda- mental benchmarks offering an individu- gogical approach aimed at offering developmental ally tailored language challenge, making benchmarks. We propose and justify a solution, ideas such as Krashen’s i+1 or Vygotsky’s before presenting the architecture and functional- Zone of Proximal Development concrete ity of the SyB system. and empirically explorable in terms of a broad range of complexity measures in all 2 Development of Syntactic Complexity dimensions of linguistic modeling.
    [Show full text]
  • The Effects of Specific Learning Difficulties on Processes of Multilingual Language Development
    The effects of specific learning difficulties on processes of multilingual language development Judit Kormos, Lancaster University This paper reviews current research findings on how specific learning difficulties (SLDs) impact on the processes of multilingual language development. The review includes studies of young language learners in instructed classroom settings as well as of multilingual children in second language contexts. The paper starts with a definition of the concepts of disability and SLDs. Next, it discusses the interaction of cognitive factors with L1 and L2 literacy development and L2 learning. The paper also outlines possible ways in which SLDs can be identified in different L2 learning contexts. A detailed analysis of how cognitive factors influence the development of second language skills of young learners with learning difficulties is given in the last part of the paper. Introduction In many contexts, communication skills in an additional language are just as essential as literacy and numeracy skills. Individual differences that impact on second language (L2) development have been widely researched within the field of second language acquisition, but, until recently, the language learning processes of students with additional needs have received little attention (see e.g. Kormos & Kontra, 2008; Kormos & Smith, 2012; Kormos, 2017). SLDs not only influence the development of oral and literacy skills in children’s first language (L1), but also have a great impact on the processes of L2 learning. Therefore, in order to ensure fair and equal opportunities in education for these learners, there is a growing need for research on how children with SLDs develop their L2 skills. Without an appropriate understanding of how children with SLDs acquire an additional language, it is impossible to design effective instructional programs.
    [Show full text]
  • The Effects of Specific Learning Difficulties on Processes Of
    Annual Review of Applied Linguistics, 37 (2017), pp. 30–44. © Cambridge University Press, 2017. This is an Open Access article, distributed under the terms of the Creative Commons Attribution licence (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted re-use, distribution, and reproduction in any medium, provided the original work is properly cited. doi: 10.1017/S026719051700006X The Effects of Specific Learning Difficulties on Processes of Multilingual Language Development Judit Kormos Lancaster University abstract This article reviews current research findings on how specific learning difficulties (SLDs) impact on the processes of multilingual language development. The review includes studies of young language learners in instructed classroom settings, as well as of multilingual children in second language (L2) contexts. Starting with a definition of the concepts of disability and SLDs, it next discusses the interaction of cognitive factors with first language (L1) and L2 literacy development and L2 learning. Also outlined are possible ways in which SLDs can be identified in different L2 learning contexts. A detailed analysis of how cognitive factors influence the development of L2 skills of young learners with learning difficulties is given in the last part of the article. introduction In many contexts, communication skills in an additional language are just as essen- tial as literacy and numeracy skills. Individual differences that impact on second language (L2) development have been widely researched within the field of sec- ond language acquisition, but until recently, the language learning processes of students with additional needs have received little attention (see, e.g., Kormos, 2017; Kormos & Kontra, 2008; Kormos & Smith, 2012).
    [Show full text]
  • Lourdes Ortega Curriculum Vitae
    Lourdes Ortega Curriculum Vitae Updated: August 2019 Department of Linguistics 1437 37th Street NW Box 571051 Poulton Hall 250 Georgetown University Washington, DC 20057-1051 Department of Linguistics Fax (202) 687-6174 E-mail: [email protected] Webpage: https://sites.google.com/a/georgetown.edu/lourdes-ortega/ EDUCATION 2000 Ph.D. in Second Language Acquisition. University of Hawai‘i at Mānoa, Department of Second Language Studies, USA. 1995 M.A. in English as a Second Language. University of Hawai‘i at Mānoa, Department of Second Language Studies, USA. 1993 R.S.A. Dip., Diploma for Overseas Teachers of English. Cambridge University/UCLES, UK. 1987 Licenciatura in Spanish Philology. University of Cádiz, Spain. EMPLOYMENT since 2012 Professor, Georgetown University, Department of Linguistics. 2004-2012 Professor (2010-2012), Associate Professor (2006-2010), Assistant Professor (2004-2006), University of Hawai‘i at Mānoa, Department of Second Language Studies. 2002-2004 Assistant Professor (tenure-track), Northern Arizona University, Department of English. 2000-2002 Assistant Professor (tenure-track). Georgia State University, Department of Applied Linguistics and ESL. 1999-2000 Visiting Instructor of Applied Linguistics, Georgetown University, Department of Linguistics. 1994-1998 Research and Teaching Graduate Assistant, University of Hawai‘i at Mānoa, College of Languages, Linguistics, and Literature. 1987-1993 Instructor of Spanish, Instituto Cervantes of Athens, Greece. FELLOWSHIPS 2018: Distinguished Visiting Fellow at the Graduate Center, City University of New York, Advanced Research Collaborative (ARC). August through December, 2018. 2010: External Senior Research Fellow at the Freiburg Institute of Advanced Studies (FRIAS), University of Freiburg. One-semester residential fellowship at FRIAS to carry out project titled Pathways to multicompetence: Applying usage-based and constructionist theories to the study of interlanguage development.
    [Show full text]
  • The Role of Individual Differences in L2 Writing Judit Kormos, Lancaster
    The role of individual differences in L2 writing Judit Kormos, Lancaster University, UK Published in the Journal of Second Language Writing in 2012 Abstract Although the role of individual differences in second language (L2) speech has been extensively studied, the impact of individual differences on the process of second language writing and the written product has been a neglected area of research. In this paper, I review the most important individual difference factors that might explain variations in L2 writing processes and discuss the influence of these factors on how L2 learners exploit the language learning potential of writing tasks. First, the role of cognitive factors will be explored, and recent research investigating the relationship between writing performance and aptitude and working, and phonological short memory, will be presented. Next, the potential role of motivational factors, such as language learning goals, self-efficacy beliefs and self-regulatory capacities that influence the psycholinguistic mechanisms of L2 writing and the way students learn about the target language through writing, will be explored. The paper concludes by suggesting new directions for researching the interactions between individual learner variables, writing processes and second language acquisition. Introduction One of the basic questions in second language acquisition research is what accounts for students’ differential success in language learning. The role of individual differences in the ultimate attainment of language competence has been
    [Show full text]
  • World Englishes Reflection on Text Complexity
    Periódico do Núcleo de Estudos e Pesquisas sobre Gênero e Direito Centro de Ciências Jurídicas - Universidade Federal da Paraíba V. 8 - Nº 07 - Ano 2019 – Special Edition ISSN | 2179-7137 | http://periodicos.ufpb.br/ojs2/index.php/ged/index 122 WORLD ENGLISHES: REFLECTION ON TEXT COMPLEXITY PROSPECTIVE STUDIES Olesya A. Yarullina 1 2 Fanuza H. Tarasova Elena V. Varlamova 3 Olga S. Safonkina 4 Elena V. Sazhyna 5 Abstract: The following study aims at need, as we perceive it, to distinguish the highlighting new directions of text features of authentic and Russian complexity studies, giving way to more English newspaper texts. The research advanced and varied research in the area. question of upcoming studies can be It has become the tradition in Russian accomplished as follows: Are English- linguistics as well as foreign one to language newspapers written by Russian assess predominantly the complexity of speakers of English as ELF comparable educational texts, thus allowing the with the texts of authentic publications? learners to boost text comprehension and The results of this study will be better material recognition [1], [2], [3], interesting in terms of studying the [4]. Text complexity studies can be Russian version of the English language directed at other types of texts (fiction or as one of the World Englishes in order to newspaper articles) in order to raise the demonstrate whether the differences level of awareness and desire to read in between the English variants are general. Bearing in mind that newspaper significant. For this purpose, two tools of articles in English can be written by computational linguistic analysis can be native and non-native speakers, and both applied: Coh-Metrix, a computational types of newspapers can be used in tool that produces indices of the educational purposes, there is urgent linguistic and discourse representations 1 1Kazan Federal University.
    [Show full text]
  • Challenging Learners in Their Individual Zone of Proximal Development Using Pedagogic Developmental Benchmarks of Syntactic Complexity
    Challenging Learners in Their Individual Zone of Proximal Development Using Pedagogic Developmental Benchmarks of Syntactic Complexity Xiaobin Chen and Detmar Meurers LEAD Graduate School and Research Network Department of Linguistics Eberhard Karls Universitat¨ Tubingen,¨ Germany fxiaobin.chen,[email protected] Abstract and identify reading material individually chal- lenging learners, essentially instantiating the next This paper introduces an Intelligent Com- stage of acquisition as captured by Krashen’s con- puter Assisted Language Learning system cept of i+1 (Krashen, 1981) or relatedly, but em- designed to provide reading input for lan- phasizing the social perspective, Vygotsky’s Zone guage learners based on the syntactic com- of Proximal Development (ZPD; Vygotsky, 1976). plexity of their language production. The In terms of structure of the paper, we first locate system analyzes the linguistic complexity our approach in terms of the Complexity, Accu- of texts produced by the user and of texts racy, and Fluency (CAF) framework in SLA re- in a pedagogic target language corpus to search. Then we review approaches adopted by identify texts that are well-suited to foster earlier studies in developmental complexity re- acquisition. These texts provide develop- search, including problems they pose for a peda- mental benchmarks offering an individu- gogical approach aimed at offering developmental ally tailored language challenge, making benchmarks. We propose and justify a solution, ideas such as Krashen’s i+1 or Vygotsky’s before presenting the architecture and functional- Zone of Proximal Development concrete ity of the SyB system. and empirically explorable in terms of a broad range of complexity measures in all 2 Development of Syntactic Complexity dimensions of linguistic modeling.
    [Show full text]
  • Film - Iron Man 2 - a Nightmare on Elm Street
    president Letter from the President Travel Centre closes after another year of losses Union President Steve O’Reilly gives the low down of the academic year. e As you will all now know, earlier this year we closed the highs and the lows with the best bits and the not so glamorous moments. Union Travel Centre. As an independent travel provider, we have been un- What an amazing year, and what a privilege to serve hiccups. e “Grad Ball Fiasco of 2010” was a major pain der pressure from internet travel operators for many years the students that elected me last year. is year has been in the backside and rightly upset many students for which and it’s clear that the forecast for high street operations is tough, it’s been stressful, but it’s been an amazing experi- I have done, but will apologise again. ere was also the not set to improve. We have always taken pride in the per- ence and the team and I, we’ve achieved a lot. Whether it case of some rather poorly chosen content for a Women’s sonal, professional service we have offered, as well as the was extension of Library hours, fi nally closing down the Day poster, women in bikini’s probably not being one of independent, expert advice we have given, but we were no Travel Centre, or being a founding member in the creation the best ways to promote a day about international femi- longer able to continue to trade at a loss. of USU a national collaborative network of like-minded nism (who knew?).
    [Show full text]
  • An Inspiring and Friendly Department, Located
    Find out more: “An inspiring and friendly www.southampton.ac.uk/phys department, located in UK enquiries: a fantastically serene [email protected] +44 (0)23 8059 9699 and beautiful campus! EU and International enquiries: What better place to be [email protected] and enjoy studying!” +44 (0)23 8059 9699 Stefani Petropoulou MPhys Physics with Astronomy, third year PUSH THE FRONTIERS OF PHYSICS PHYSICS AND ASTRONOMY UNDERGRADUATE COURSES 2021 Choosing your university is about more than finding to become almost anything you want to be when a course. It’s about starting the next chapter of your you graduate. EXPLORE YOUR life and taking another step towards becoming the Here at Southampton, you’ll learn from passionate person you want to be. NEW WORLD and supportive lecturers who are working at the At Southampton we share your passion to learn frontiers of physics in quantum physics, particle and encourage your desire to explore and evolve in physics, astronomy, photonics and more. a friendly and vibrant community. OPEN DAYS There will be many opportunities open to you as a Our academics and diverse student community will physics student at Southampton, from placements inspire, challenge and support you. Together we at CERN and Harvard to becoming part of a lively For the latest Open Day dates and can help you make your mark on the world. society, such as Physoc or AstroSoc. information, please go to: Studying Physics and Astronomy is fascinating, Southampton is a place where you can truly make www.southampton.ac.uk/sb/openday and provides the skills and knowledge you need your journey your own.
    [Show full text]