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2015-2016 Catalog
A Catholic College Sponsored by the Congregation of Holy Cross 2015-2016 Catalog CO ’S LL G E N G I E K E W O A P I O R P R A T N L E G , T E K • E • R E E UM R S - BA R King’s College Wilkes-Barre, Pennsylvania 18711-0801 King’s College is an independent four-year coeducational college founded by the Holy Cross Fathers and Brothers from the University of Notre Dame. A Catholic College Sponsored by the Congregation of Holy Cross Table of Contents Table of Contents ...................................................................................................... 2 The College Catalog .................................................................................................. 4 Mission Statement ..................................................................................................... 5 General Information The King’s Experience — A Prospectus ..................................................................... 7 Accreditation & Affiliations ..................................................................................... 10 Academic Regulations ............................................................................................. 14 Admissions .............................................................................................................. 27 Financial Aid ........................................................................................................... 30 Expenses .................................................................................................................. 37 The -
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. -
Reading Between the Lines Alumni in the Media 2 You Must Remember This
Aston University Alumni Magazine Issue 15 Spring 2005 LA Story Reading between the lines Alumni in the media 2 You must remember this... You must remember this... A long time ago in a galaxy far, far away, Princess Leia and R2-D2 welcomed the first arrivals at the May Ball. Contents 3 You must 16 remember this... 5 11 19 29 Contents Special thanks go to everyone who contributed to this Features issue of Apex. Apex is published twice a year for alumni Reading between the lines 4 of Aston University. Letters, photographs and news M for safety 7 are very welcome but we reserve the right to edit any contributions. Please address all correspondence to Alumni in the media 8 the Alumni Relations Offi cer. The opinions expressed in Report on the AGM of Convocation 10 Apex are those of the contributors and do not necessarily LA story 14 refl ect those of the Alumni Relations Offi ce or Aston University. Regulars Apex is also available via the website in html or pdf You must remember this 2 formats, but please contact us if you experience any Profile on… 6 diffi culties accessing the publication. Where are they now? 24 How to contact the Alumni Relations Office: Reunions 29 www.aston.ac.uk/alumni AGA 30 [email protected] In-touch 31 T +44 (0)121 204 3000 Gifts 32 F +44 (0)121 359 4664 Alumni Relations Office News Aston University, Aston Triangle Applications to Aston on the increase 5 Birmingham, B4 7ET, UK Careers services for Aston graduates 6 Designed by Linney Design The Net works 9 Printed by Linney Print Long service awards 11 Photo credits: Ed Moss, pages 5, 16, 17 18, 19, 22, Topping-off ceremony 11 and 23; Tony Flanagan page 17; John Hipkiss pages International news 12 6, 10 and 28; Martin Levenson pages 9 and 28. -
Undergraduate Prospectus 2021 Entry
Undergraduate 2021 Entry Prospectus Image captions p15 p30–31 p44 p56–57 – The Marmor Homericum, located in the – Bornean orangutan. Courtesy of USO – UCL alumnus, Christopher Nolan. Courtesy – Students collecting beetles to quantify – Students create a bespoke programme South Cloisters of the Wilkins Building, depicts Homer reciting the Iliad to the – Saltburn Mine water treatment scheme. of Kirsten Holst their dispersion on a beach at Atlanterra, incorporating both arts and science and credits accompaniment of a lyre. Courtesy Courtesy of Onya McCausland – Recent graduates celebrating at their Spain with a European mantis, Mantis subjects. Courtesy of Mat Wright religiosa, in the foreground. Courtesy of Mat Wright – Community mappers holding the drone that graduation ceremony. Courtesy of John – There are a number of study spaces of UCL Life Sciences Front cover captured the point clouds and aerial images Moloney Photography on campus, including the JBS Haldane p71 – Students in a UCL laboratory. Study Hub. Courtesy of Mat Wright – UCL Portico. Courtesy of Matt Clayton of their settlements on the peripheral slopes – Students in a Hungarian language class p32–33 Courtesy of Mat Wright of José Carlos Mariátegui in Lima, Peru. – The Arts and Sciences Common Room – one of ten languages taught by the UCL Inside front cover Courtesy of Rita Lambert – Our Student Ambassador team help out in Malet Place. The mural on the wall is p45 School of Slavonic and East European at events like Open Days and Graduation. a commissioned illustration for the UCL St Paul’s River – Aerial photograph showing UCL’s location – Prosthetic hand. Courtesy of UCL Studies. -
Research at Keele
Keele University An Employer of Choice INVISIBLE THREADS FORM THE STRONGEST BONDS INTRODUCTION FROM THE VICE-CHANCELLOR hank you for your interest in one of our vacancies. We hope you will explore the variety of opportunities open to you both on a personal and professional level at Keele University Tthrough this guide and also our web site. Keele University is one of the ‘hidden gems’ in the UK’s higher education landscape. Keele is a research led institution with outstanding teaching and student satisfaction. We have also significantly increased the number of international students on campus to c. 17% of our total taught on-campus student population. Our ambitions for the future are clear. Keele offers a ‘premium’ brand experience for staff and students alike. We cannot claim that our experience is unique, but it is distinctive, from the scholarly community resident on campus – we have over 3,200 students living on campus, along with over 170 of the staff and their families – to the innovative Distinctive Keele Curriculum (DKC) which combines curriculum, co-curriculum and extra-curricular activities into a unique ‘offer’ that can lead to accreditation by the Institute of Leadership and Management (ILM). We have a strong research culture too, with a good research profile in all our academic areas, and world-leading research in a number of focused fields. These range from inter alia Primary Health Care to Astrophysics, Insect- borne disease in the Tropics, Sustainability and Green Technology, Ageing, Music, History and English literature. We continually attract high calibre applicants to all our posts across the University and pride ourselves on the rigour of the selection process. -
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GUIDE TO HIGHER EDUCATION IN NORWAY STUDY IN NORWAY. STUDYINNORWAY.NO FACTS ABOUT NORWAY OFFICIAL NAME: The Kingdom of Norway LOCATION: Northern Europe with borders to Finland, Sweden, Russia, the North Sea and the North Atlantic Ocean WELCOME AREA: 385,186 km2 MAINLAND: 323,787 km2 SVALBARD AND JAN MAYEN: 61,399 km2 TO NORWAY. LENGTH OF COASTLINE: 25,148 km, including fjords STUDY OFF THE BEATEN TRACK LARGEST LAKE: Mjøsa, 362 km2 – GO NORTH! HIGHEST MOUNTAIN: Galdhøpiggen, 2,469 m POPULATION: 5 258 317 (01.01.2017) CAPITAL CITY: Oslo Education for all, high academic quality, a modern society GOVERNMENT: Constitutional monarchy and an attractive lifestyle. These are key phrases used by international students in Norway, and it is all true. LANGUAGE: Norwegian Bokmål and Nynorsk and in some districts also Sámi STUDYINNORWAY.NO MONETARY UNIT: Norwegian kroner, NOK TERRAIN: 44 national parks and 11 glaciers NATURAL RESOURCES: Petroleum, copper, natural gas, fish, timber, hydropower π π Source: Statistics Norway GUIDE TO HIGHER EDUCATION IN NORWAY 04-05 STUDY IN NORWAY “Education for all” is the basic principle of the Norwegian educational system. In addition to the diploma, all students According to the law, every child is ensured a minimum of 13 years’ education, will also receive a Diploma Supplement THERE IS LOTS OF regardless of social or cultural background and possible special needs. The (DS) from their Norwegian institution. STUDENT ENGAGEMENT Ministry of Education and Research is determined to make the Norwegian The DS gives a supplementary description AND INVOLVEMENT. educational system one of the best in the world, based on a framework of of the qualification obtained with a view MASTER STUDENT, USA lifelong learning. -
25Th Anniversary of the Battle of Britain Date of Issue: 13 September 1965
SPECIAL STAMP ISSUE 25th Anniversary of the Battle of Britain Date of issue: 13 September 1965 ‘Never in the field of human conflict was so much owed by so many to so few.’ With these words Winston Churchill paid tribute to the men of the Royal Air Force who defended Britain against the German air assault in the autumn of 1940. Only months after the retreat from Dunkirk, Britain faced perhaps the darkest days of the entire war as the Luftwaffe launched an all-out bombardment intended to pave the way for a German invasion. For the first time in the history of warfare, an entire battle was fought in the air: the Battle of Britain took place between 10 July and 31 October 1940, reaching its climax in mid-September when the German bombers began to blitz London. By the end of the battle, the RAF had lost 911 aircraft with 414 pilots killed; Luftwaffe losses totalled 1,733 aircraft. REQUEST FOR A SPECIAL STAMP ISSUE September 1965 marked the 25th anniversary of the Battle of Britain, and the Royal Air Forces Association (RAFA) planned a special commemoration during Battle of Britain Week, an event that had been held annually since the war. On 11 May 1964 L G Johnson, a holder of the Distinguished Flying Cross and Deputy General Secretary of the Royal Air Forces Association, wrote to the Postmaster General (PMG), Reginald Bevins MP, with a request that the Post Office issue special stamps to mark the anniversary. He wrote: ‘This turning point in our history ... should not be allowed to pass uncommemorated, and one very appropriate way which would bring the occasion to the minds of people both at home and overseas would be the issue of a special postage stamp or stamps as is customary on similar anniversaries of national importance or interest.’ Despite Johnson’s assertion that stamps commemorating ‘similar anniversaries’ were the norm, D H Beaumont of the Postal Services Department replied that a Battle of Britain issue would not be possible, based on the Post Office’s policy regarding special stamps. -
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. -
Student Protection Plan: Nuala Devlin – Dean of Student Services Student Protection Plan for the Period 2020-2021 1
Provider’s name: Staffordshire University Provider’s UKPRN: 10006299 Legal address: Staffordshire University, College Road, Stoke on Trent, Staffordshire, ST4 2DE Contact point for enquiries about this student protection plan: Nuala Devlin – Dean of Student Services Student protection plan for the period 2020-2021 1. An assessment of the range of risks to the continuation of study for your students, how those risks may differ based on your students’ needs, characteristics and circumstances, and the likelihood that those risks will crystallise Staffordshire University is a modern, relevant and vocationally inspired institution, working with industry to support regional economic growth and provide opportunities for a diverse student body. We have built on our strong heritage and mission and, as “The Connected University”, we continue to deliver innovative and applied learning, develop talented people and connect our communities to opportunities that will support them to improve economically, societally and culturally. The University is organised into five Schools: o Staffordshire Business School (SBS) o Digital, Technologies and Arts (DTA) o Health and Social Care (HSC) o Law, Policing and Forensics (LPF) o Life Sciences and Education (LSE) The School subject combinations reflect employer needs for graduates with broader skills, knowledge and an agility. Underpinned by a connected curriculum approach, the University is working in partnership with students to be active, digital, global citizens. The University has a diverse student population with a percentage of local and regional students. We have a relatively small number of students from out-side of the UK and are therefore not over exposed to the withdrawal from the European union or changes in Home Office immigration regulations. -
British Early Career Mathematicians' Colloquium 2020 Abstract Booklet
British Early Career Mathematicians' Colloquium 2020 Abstract Booklet 14th - 15th July 2020 Plenary Speakers Pure Mathematics: Applied Mathematics: Jonathan Hickman Adam Townsend University of Edinburgh Imperial College London Liana Yepremyan Gabriella Mosca The London School of Economics University of Z¨urich and Political Science Jaroslav Fowkes Anitha Thillaisundaram University of Oxford University of Lincoln Contact: Website: http://web.mat.bham.ac.uk/BYMC/BECMC20/ E-mail: [email protected] Organising Committee: Constantin Bilz, Alexander Brune, Matthew Clowe, Joseph Hyde, Amarja Kathapurkar (Chair), Cara Neal, Euan Smithers. With special thanks to the University of Birmingham, MAGIC and Olivia Renshaw. Tuesday 14th July 2020 9.30-9.50 Welcome session On convergence of Fourier integrals Microscale to macroscale in suspension mechanics 10.00-10.50 Jonathan Hickman (Plenary Speaker) Adam Townsend (Plenary Speaker) 10.55-11.30 Group networking session Strong components of random digraphs from the The evolution of a three dimensional microbubble in non- Blocks of finite groups of tame type 11.35-12.00 configuration model: the barely subcritical regime Newtonian fluid Norman MacGregor Matthew Coulson Eoin O'Brien Large trees in tournaments Donovan's conjecture and the classification of blocks Order from disorder: chaos, turbulence and recurrent flow 12.10-12.35 Alistair Benford Cesare Giulio Ardito Edward Redfern Lunch break MorphoMecanX: mixing (plant) biology with physics, Ryser's conjecture and more 14.00-14.50 mathematics