Analysis of Research and Education Indicators to Support Designation of Academic Health Science Centres in England
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Postgraduate Research Symposium Programme 23 June 2021
[Type here] School of Biomedical Engineering & Imaging Sciences Postgraduate Research Symposium Programme 23 June 2021 Organising Committe Agenda MS Teams Live Event 1 You can join Live Event 1 here. Time Speaker Title Professor Sebastien Ourselin Introduction Head of the School of Biomedical Engineering & Imaging Sciences, King's and College London Welcome 13:00 – 13:05 – 13:05 13:00 Dr Samantha Terry Senior Lecturer in Radiobiology, School of Biomedical Engineering & Imaging Sciences, King's College London Ines Costa PhD student, School of Biomedical Engineering & Imaging Sciences, King's Public Engagement College London 13:05 – 13:15 – 13:15 13:05 Aishwarya Mishra PhD student, Centre for Doctoral Training (CDT) in Smart Medical Imaging, King's College London and Imperial College London Dr Valentina Vitiello Professional Services Deputy Representative for the School DDI Committee; Diversity and Bullying Specialist Technical Operations Manager, School of Biomedical Engineering & Imaging Sciences, King's College London 13:15 – 13:25 13:25 – 13:15 Dr Stamatia Giannarou Royal Society University Research Fellow and Lecturer in Surgical Cancer Keynote Speaker Technology and Imaging at the Hamlyn Centre for Robotic Surgery, Department of Surgery and Cancer, Imperial College London Cognitive Vision in Robotic Surgery 13:25 – 14:05 – 14:05 13:25 Please refer to page 7 for further details. Student Please refer to page 4 for details. Three-Minute Thesis Presentations 14:05 – 14:35 – 14:35 14:05 Student Please refer to pages 5-6 for details. 1-Minute Poster Pitches 14:35 – 15:00 15:00 – 14:35 1 Poster Sessions The poster sessions will be taking place in two streams on the Wonder.me platform. -
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. -
201819 Master Contract List FINAL 11072018 to Be Added to Website.Xlsx
Description Provider Start Date End Date Contract Notice Period Diagnostic Services ‐ ISTC InHealth Netcare Ltd 01/07/2014 30/06/2018 12 Months Specialist Pallative Care ST JOSEPHS HOSPICE 01/04/2016 01/03/2019 1 Month Pallative care (Childrens hospice) RICHARD HOUSE TRUST 01/04/2016 31/03/2019 7 Months HIV Services ‐ non consortia MILDMAY MISSION HOSPITAL UK 01/04/2016 31/03/2019 3 Months Newham Urgent Care Centre BARTS HEALTH NHS TRUST 20/11/2013 31/05/2018 ELFT CHS EAST LONDON NHS FOUNDATION TRUST 01/04/2017 31/03/2019 3 Months Mental Health EAST LONDON NHS FOUNDATION TRUST 01/04/2017 31/03/2019 7 Months Acute ‐ In Area SLA ‐ Barts Health BARTS HEALTH NHS TRUST 01/04/2017 31/03/2019 6 Months Acute ‐ In Area SLA ‐ HUH HOMERTON UNIVERSITY HOSPITAL NHS FOUNDATION TRUST 01/04/2017 31/03/2019 6 Months Ambulance Service ‐ Urgent Care LONDON AMBULANCE SERVICE NHS TRUST 01/04/2017 31/03/2019 3 Months Acute ‐ Out of Area ‐ Moorfields MOORFIELDS EYE HOSPITAL NHS FOUNDATION TRUST 01/04/2017 31/03/2019 6 Months Acute ‐ Out of Area ‐ UCLH UNIVERSITY COLLEGE LONDON HOSPITALS NHS FOUNDATION TRUST 01/04/2017 31/03/2019 6 Months Acute ‐ Out of Area ‐ BHRUT BARKING HAVERING AND REDBRIDGE HOSPITALS NHS TRUST 01/04/2017 31/03/2019 6 Months Acute ‐ Out of Area ‐ GST GUYS & ST THOMAS HOSPITAL NHS FOUNDATION TRUST 01/04/2017 31/03/2019 6 Months Acute ‐ Out of Area ‐ ICH IMPERIAL COLLEGE HEALTHCARE NHS TRUST 01/04/2017 31/03/2019 6 Months Acute ‐ Out of Area ‐ C&W CHELSEA AND WESTMINSTER HOSPITAL NHS FOUNDATION TRUST 01/04/2017 31/03/2019 6 Months Acute ‐ -
Msc Management
Programme Specification (Master’s Level) MSc Management This document provides a definitive record of the main features of the programme and the learning outcomes that a typical student may reasonably be expected to achieve and demonstrate if s/he takes full advantage of the learning opportunities provided. This programme specification is intended as a reference point for prospective students, current students, external examiners and academic and support staff involved in delivering the programme and enabling student development and achievement. Programme Information Programme Title Management Award(s) MSc Programme Code N1UF Awarding Institution Imperial College London Teaching Institution Imperial College London Faculty Imperial College Business School Department Imperial College Business School Mode and Period of Study 1 calendar year full-time (12 months) Cohort Entry Points Annually in September Relevant QAA Benchmark Statement(s) and/or Master’s Degrees in Business and Management other external reference points Total Credits ECTS: 90 CATS: 180 FHEQ Level Level 7 EHEA Level 2nd cycle External Accreditor(s) AMBA, EQUIS, AACSB International Specification Details Student cohorts covered by specification 2016/17 entry Person responsible for the specification Veronica Russell, Teaching & Quality Manager Date of introduction of programme October 2005 Date of programme specification/revision September 2016 Page 1 of 11 Description of Programme Contents The MSc in Management is offered over 12 months full-time. The programme content reflects the contemporary and relevant management skills necessary for managing in turbulent environments. In particular the programme will equip the participants with conceptual and practical skills, and enable them to analyse and solve challenging problems. The programme combines academic rigour and practical relevance. -
Online Journals List for Moorfields Eye Hospital Staff
Online Journals List for Moorfields Eye Hospital Staff Joint Library of Ophthalmology, Moorfields Eye Hospital & UCL Institute of Ophthalmology, 11-43 Bath Street, London EC1V 9EL Tel.: +44 (0)20 7608 6814 (MEH internal extension: 2084) E-mail: [email protected] Web: https://www.ucl.ac.uk/library/libraries-and-study-spaces/ophthalmology Moorfields Eye Hospital staff members have access to a number of ejournals via NHS Athens. To register for NHS Athens, please go to www.evidence.nhs.uk, select Journals and Databases, and then select Access journals. A complete list of ejournals available to Moorfields Eye Hospital staff members can be found at www.evidence.nhs.uk. Please select Journals and Databases and then Journals. Remember to log into Athens before accessing the ejournals, or you will not see the full list of titles available to you. Ejournals available cover most aspects of biomedicine and health. A list of eye and vision titles is provided below as a guide. Sometimes there are multiple entries for the same journal. Where this occurs the list aims to guide you to the best provider to use and provides instruction on how to reach the page successfully. Should you experience any problems please do not hesitate to contact a member of library staff who will take you through step by step. Title Holdings and (provider) Acta Ophthalmologica 1997- one year ago (Wiley Online Library free content)- look for open padlock for free access American Journal of Ophthalmology 2007- (ClinicalKey Wayfless) (earlier volumes from 1997- Hospital Premium Collection) American Journal of Ophthalmology Case Reports 2016- American Journal of Optometry August 1925-1940 (LWW Legacy Archive) click on OpenAthens Login American Journal of Optometry and Archives of American Academy of 1941- 1973 (LWW Definitive Archive) click on OpenAthens Optometry Login American Journal of Optometry and Physiological Optics 1974-1988 (LWW Definitive Archive) click on OpenAthens Login Archives of Ophthalmology 1998 - 2012 (from vol. -
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 -
Developing Leadership for Global Impact in Postgraduate Education
Developing leadership for global impact in postgraduate education Summary Report from the Imperial College London Graduate School Roundtable Debate on 25 October 2019 Report Date 03/12/2019 Authors: Dr Janet De Wilde and Dr Elena Forasacco 1 Introduction This report is the outcome of our 2019 Annual Roundtable Debate on ‘Developing leadership for global impact in postgraduate education’. It took place on 25 October 2019 at Imperial College London. The roundtable debate brought together representatives from different sectors including the Wellcome Trust, UK Council for Graduate Education, Advance HE, VITAE, Institute of Physics, Royal Society of Chemistry, Engineering Council, University of Cambridge, University College London, Brunel University and Imperial College London. The full list of contributors is presented at the end. To set the scene, Dr Louise Drake (figure 1) presented an approach to Figure 1: Dr Louise Drake leadership development advocated at the Cambridge Institute for Sustainability Leadership (CISL). Global context The current global context drives the need for a change in our approach to leadership development. The Sustainable Development Goals (SDGs) provide us with a clear vision for the future and they should be considered within the context of the 4th Industrial Revolution driven by Digital Data and Artificial Intelligence. With the accelerated use of resources, climate instability, concerns about a sixth mass extinction, and growing inequality, the Global SDGs will not be achieved if we do not adopt transformative approaches. We need to rethink the economy and business mindset, as well as the concept of impactful leadership. There is a need for ‘system-level’ change – Figure 2: Framing leadership in the global context fundamentally at the level of values and mental giving need for a new approach models regarding the relationship between humans and nature – which is an ambitious task but the reason why leadership is so important. -
Lead Bioinformatician JD (1).Pdf
Job Description Job Title: Lead Bioinformatician Department/Division/Faculty: Epidemiology and Biostatistics/ Public Health/Medicine Campus location: St Mary’s Job Family/Level: Professional Services, Level 5 Responsible to: HDR UK Imperial site Director Line Management responsibility Junior bioinformatician for: Key Working Relationships Non-academia, academia and industrial partners within the HDR UK (internal): site, including HDR UK Fellows; Research Computing Services team, BRC ITMAT Data Science Group, Data Science Institute. Key Working Relationships HDR UK sites (including London sites – UCL, Kings College London, (external): London School of Hygiene and Tropical Medicine and Queen Mary University of London) Contract type: Full Time and Fixed term until 31 May 2023 Purpose of the Post HDR UK Health Data Research (HDR) UK is the new national institute for data science for health, which is being established in 2018 with long term funding support from research councils, UKRI, charitable and governmental research funders. The HDR UK seeks to drive improvements in the health of patients and populations through research at regional and national scale. The triple mission of HDR UK spans discovery of disease mechanisms in science through • Precision medicine and trials to public health; • Establishing platforms and underlying infrastructure to enable research at national scale; • Developing training and capacity opportunities. To deliver this mission, the five major London universities – UCL (coordinating), Imperial College London, King’s College London, London School of Hygiene and Tropical Medicine and Queen Mary University of London – came together as a pan London Site. The terms of this partnership are set out in the Site Agreement. The six HDR UK Sites include London, Cambridge University (the Sanger and European Bioinformatics Institute), Oxford, the Midlands, Scotland and Wales/ Northern Ireland. -
Essex Prospectus 2020
ESSEX UNIVERSITY OF THE YEAR Undergraduate Prospectus 2020 CHOOSE YOUR ADVENTURE Whether you've ordered this prospectus from our website and know all about Essex, or picked it up at an event and don't know much about us at all, the parts that will interest you will depend on the things you like. It goes without saying that the main thing to check out is your ideal area of study, which can be found by browsing our subject pages on page 74. But after you've spent some time finding out all that your subject has to offer, then what? Essex has lots of amazing opportunities for everyone so why not take a look at the below and follow the path of the one that speaks to you. At one with nature Night owl Wanderlust Busy bee Well Essex is the perfect setting Whether it’s watching a film in There’s plenty of ways to satisfy Having hobbies and joining sports for an outdoors explorer like you! Cine10 or singing at the top of your adventurous streak at Essex! teams is a great way to keep a busy With some glorious countryside your lungs to Mr Brightside in You can study abroad for a schedule and meet new friends. surroundings and some lovely Sub-Zero, our Students' Union term, a year or have an overseas At Essex we have over 100 coastal spots, you’ll be in your has lots of opportunities for a great experience during the summer. societies and 40 sports clubs to element. See page 62 to find out night out. -
£86.8 Billion for the UK Economy
Russell Group universities generate £86.8 billion for the UK economy Equivalent to the total UK-wide expenditure on the NHS for eight months The economic impact of Russell Group universities Analysis undertaken by London Economics • 261,000 jobs supported by Russell Group shows that each year teaching and universities directly and indirectly learning, research and knowledge transfer, education exports and the wider supply • 9:1 For every £1 of public research funding, Russell Group universities deliver an average chain of the 24 Russell Group universities return of £9 to the UK economy add £86.8 billion to the UK economy. This is just a snapshot of the economic • 7 non-UK undergraduate students contribution generated by our universities’ at a Russell Group university generate £1 million for the UK economy activities in the year 2015/16. Similar impacts will be created each year. • £177,000 impact per graduate Russell Group universities are anchor Graduates completing a full-time institutions in their local economies. undergraduate degree at a Russell Group university can typically expect to earn an They are found in every region and nation additional £88,000 over their working lives, of the UK, so the economic impact they with benefits to the public purse of an generate is spread right across the extra £89,000 whole country. The £86.8 billion contribution that Russell Group universities make to the UK economy comprises four elements: £20.7 billion delivered through the enhanced skills, productivity and earnings of the 166,000 UK-domiciled