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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 UNIVERSITY of EDINBURGH
THE UNIVERSITY of EDINBURGH 3 February 2020 Professor Julia Buckingham Chair of the Concordat Strategy Group By email to: [email protected] Dear Professor Buckingham Letter of Commitment to the Concordat to Support the Career Development of Researchers I, Peter Mathieson, on behalf of The University of Edinburgh, confirm our commitment to the Concordat to Support the Career Development of Researchers. The University of Edinburgh fully supports the Principles of this revised Concordat and we intend to uphold our obligations and responsibilities as a signatory. Research staff play a vital role at The University of Edinburgh and we are determined to support them to achieve their potential. We were one of the first eight UK universities to be awarded the HR Excellence in Research Award and have a comprehensive Code of Practice for the Management and Career Development of Research Staff. Our engagement in the process of revising this Concordat brought together research staff and allies in support services, Schools and Colleges, and research staff societies. This community will form a Concordat Implementation Group to embed our new responsibilities in core practices ensuring that researchers’ voices are at the heart of our plans. We are excited to work collectively and engage with initiatives to address systemic challenges in progressing towards a UK research system where researchers work in healthy and supportive environments. We agree that researchers should be recognised and valued for their contributions in research and beyond, supported in their professional and career development, and equipped and empowered to succeed in their chosen careers. Professor Peter Mathieson Principal & Vice-Chancellor The University of Edinburgh Old College, South Bridge Edinburgh, EH8 9YL T +44 (0)131 650 2150/49 E [email protected] The University of Edinburgh is a charitable body, registered in Scotland, with registration number SC005336 . -
Sources for the Study of Local History
Durham County Record Office County Hall Durham DH1 5UL Telephone 03000 267619 e-mail: [email protected] website: www.durhamrecordoffice.org.uk SUBJECT GUIDE 2 : SOURCES FOR THE STUDY OF LOCAL HISTORY Issue 8 March 2012 This leaflet describes some of the resources available for the study of local history in the Durham County Record Office, and it is geared specifically to County Durham's history and historical materials. Durham's history and records are, in many ways, unlike those of most English counties. The most obvious distinctive feature of its history is that, until 1836, the Prince Bishop exercised powers in the County Palatine much greater than those of the authorities in other counties. Another feature of County Durham's history which should be taken into account is the influence wielded by the Dean and Chapter of Durham through its extensive ownership of land and consequent participation in the development of the coal industry. The third significant characteristic of Durham's history is the rise and decline of the coalfield itself. These three features of the history of the county have also meant that the bodies responsible for the preservation of its records are unusually diverse: the records of the Palatinate are in London at The National Archives, those of the Bishopric and Dean and Chapter are cared for by the Archives and Special Collections Section of the University of Durham Library and the Durham County Record Office holds other local records. It is intended in this leaflet to describe only those records held in the County Record Office which are relevant to the study of the most usually researched topics. -
Pocketbook for You, in Any Print Style: Including Updated and Filtered Data, However You Want It
Hello Since 1994, Media UK - www.mediauk.com - has contained a full media directory. We now contain media news from over 50 sources, RAJAR and playlist information, the industry's widest selection of radio jobs, and much more - and it's all free. From our directory, we're proud to be able to produce a new edition of the Radio Pocket Book. We've based this on the Radio Authority version that was available when we launched 17 years ago. We hope you find it useful. Enjoy this return of an old favourite: and set mediauk.com on your browser favourites list. James Cridland Managing Director Media UK First published in Great Britain in September 2011 Copyright © 1994-2011 Not At All Bad Ltd. All Rights Reserved. mediauk.com/terms This edition produced October 18, 2011 Set in Book Antiqua Printed on dead trees Published by Not At All Bad Ltd (t/a Media UK) Registered in England, No 6312072 Registered Office (not for correspondence): 96a Curtain Road, London EC2A 3AA 020 7100 1811 [email protected] @mediauk www.mediauk.com Foreword In 1975, when I was 13, I wrote to the IBA to ask for a copy of their latest publication grandly titled Transmitting stations: a Pocket Guide. The year before I had listened with excitement to the launch of our local commercial station, Liverpool's Radio City, and wanted to find out what other stations I might be able to pick up. In those days the Guide covered TV as well as radio, which could only manage to fill two pages – but then there were only 19 “ILR” stations. -
Why Kenya's Decision to Appoint 'Corporate' Chancellors Won't Fix Universities
Why Kenya's decision to appoint 'corporate' chancellors won't fix univers... https://theconversation.com/why-kenyas-decision-to-appoint-corporate-... Why Kenya's decision to appoint 'corporate' chancellors won't fix universities Ishmael Munene The choice of chancellors appointed to head universities is a good indicator of the direction in which the state seeks to steer its institutions. It can foster or erode autonomy and shared decision-making. This has been a big issue in Kenya for decades. But the country isn’t alone. The balance between university autonomy and politicisation is relevant everywhere. In the British tradition, which Kenya generally applies, the university chancellor is a ceremonial head of a university. This titular head is usually a prominent citizen, a business or political leader. The executive academic and administrative head of the university is the vice-chancellor. Since independence the chancellors of public universities have either been heads of state or their appointees. They preside over graduation ceremonies, can give advice to the university councils, and make recommendations to the cabinet secretary of education. In theory the chancellor is a ceremonial position. But in practice Kenya’s chancellors are able – and even expected – to steer their universities in specific directions. This power is underlined in the three epochs that characterise the evolution of public universities’ chancellorship in the country. These are the political chancellor; the academic chancellor; and, more recently, the corporate chancellor. The corporate chancellor, common since 2013, is a response to mounting financial challenges facing Kenyan universities. The appointees include successful bankers, businessmen, corporate chief executives, industrialists and philanthropists. -
Research Article the Challenges of Student Affairs at Kenyan Public Universities
Journal of Student Affairs in Africa | Volume 1 (1&2) 2013, 33–48 | ISSN 2307-6267 | DOI: 10.14426/jsaa.v1i1-2.34 research article The challenges of student affairs at Kenyan public universities Tamara Yakaboski* and Matthew Birnbaum** Abstract Kenya is increasingly turning to the promise of mass higher education to help solve a range of economic and social issues. These efforts have had profound effects on university students, faculty and professionals who provide the vital student support services necessary for academic success. This case study explores the challenges that face Kenyan student services professionals within the context of the country’s history and cultures. Kenya’s student service professionals face four major challenges: the increasing costs of attendance, the resulting impact on student behaviours and actions, lack of training and senior leadership, and regular campus closures. Keywords student affairs, accommodation, student housing, student services, university environment, higher education. The challenges of student affairs at Kenyan public universities Kenya is increasingly turning to the promise of mass higher education, meaning a shift from an elite to an open system of access, to help solve a range of economic and social problems (Jowi, 2009; Kenya Vision 2030, 2007). The national government has made its commitment to post-secondary education evident through the addition of over 25 public universities and constituent colleges since 1994 and its adoption of policies encouraging rapid enrolment growth in nearly all post-secondary institutions. Between 2010 and 2013, Kenya made nearly 20 constituent colleges and branch campuses into stand-alone universities. Even with this growing capacity, Kenya’s demand for access to affordable higher education far exceeds the system’s ability to deliver quality instruction and student support (Ngolovoi, 2010; Owuor, 2012). -
Durham Research Online
Durham Research Online Deposited in DRO: 08 March 2019 Version of attached le: Published Version Peer-review status of attached le: Peer-reviewed Citation for published item: Lancaster, Thomas M. and Dimitriadis, Stavros L. and Tansey, Katherine E. and Perry, Gavin and Ihssen, Niklas and Jones, Derek K. and Singh, Krish D. and Holmans, Peter and Pocklington, Andrew and Davey Smith, George and Zammit, Stan and Hall, Jeremy and O'Donovan, Michael C. and Owen, Michael J. and Linden, David E. (2019) 'Structural and functional neuroimaging of polygenic risk for schizophrenia : a recall-by-genotypebased approach.', Schizophrenia bulletin., 45 (2). pp. 405-414. Further information on publisher's website: https://doi.org/10.1093/schbul/sby037 Publisher's copyright statement: c The Author(s) 2018. Published by Oxford University Press on behalf of the Maryland Psychiatric Research Center. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted reuse, distribution, and reproduction in any medium, provided the original work is properly cited. Use policy The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that: • a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders. -
Enterprising Universities Using the Research Base to Add Value to Business
Policy Report September 2010 Enterprising Universities Using the research base to add value to business 1100901_EnterprisingUniversities.indd00901_EnterprisingUniversities.indd A 009/09/20109/09/2010 115:025:02 The 1994 Group > The 1994 Group is established to promote excellence in university research and teaching. It represents 19 of the UK’s leading research-intensive, student focused universities. Around half of the top 20 universities in UK national league tables are members of the group. > Each member institution delivers an extremely high standard of education, demonstrating excellence in research, teaching and academic support, and provides learning in a research-rich community. > The 1994 Group counts amongst its members 12 of the top 20 universities in the Guardian University Guide 2011 league tables published on the 8th June 2010. 7 of the top 10 universities for student experience are 1994 Group Universities (2009 National Student Survey). In 17 major subject areas 1994 Group universities are the UK leaders achieving 1st place in their fi eld (THE RAE subject rankings 2008). 57% of the 1994 Group's research is rated 4* 'world- leading' or 3* 'internationally excellent' (RAE 2008, HEFCE). > The 1994 Group represents: University of Bath, Birkbeck University of London, Durham University, University of East Anglia, University of Essex, University of Exeter, Goldsmiths University of London, Institute of Education University of London, Royal Holloway University of London, Lancaster University, University of Leicester, Loughborough -
Societies Forum Agenda
Societies Forum Agenda Ø Activities Officer Update Ø Societies Committee Update Ø Branding Ø Any Other Business @durhamSU /durhamSU www.durhamsu.com Activities Officer Update Ø Re-registration Ø Grants Updates Ø Student Group Training @durhamSUact [email protected] @durhamSU /durhamSU www.durhamsu.com Re-registration • We’re going to be tighter on re-registration this year as previously its led to issues. • The deadline for registration is 31st May. • Any societies not registered by this point will cease to be a registered society with the Students’ Union. • Any societies who do not meet this deadline with have to wait until the October Assembly meeting meaning they will not be able to attend Freshers’ Fair or apply for grant funding. @durhamSU /durhamSU www.durhamsu.com Re-registration Rationale • Having a clear deadline means that the Students’ Union will be able to decide and promote the fresher's fair activities to incoming students. • We will be holding training in June (which is a requirement for grant applications) by which by then all AGMs should have taken place. • Re-registering (and holding AGMs) in good time maximises participation in the elections and gives incoming execs longer to plan over summer. @durhamSU /durhamSU www.durhamsu.com Grants Headline figures • 66 student groups applied for funding in this round of ordinary grant allocations, totalling £39,689.20. • The majority of applicants received at least a proportion of the amount they applied for. £22,071.00 was available in funding of which £18,116.71 was granted to student groups, leaving a remainder of £3,954.29. -
Postmaster and the Merton Record 2019
Postmaster & The Merton Record 2019 Merton College Oxford OX1 4JD Telephone +44 (0)1865 276310 www.merton.ox.ac.uk Contents College News Edited by Timothy Foot (2011), Claire Spence-Parsons, Dr Duncan From the Acting Warden......................................................................4 Barker and Philippa Logan. JCR News .................................................................................................6 Front cover image MCR News ...............................................................................................8 St Alban’s Quad from the JCR, during the Merton Merton Sport ........................................................................................10 Society Garden Party 2019. Photograph by John Cairns. Hockey, Rugby, Tennis, Men’s Rowing, Women’s Rowing, Athletics, Cricket, Sports Overview, Blues & Haigh Awards Additional images (unless credited) 4: Ian Wallman Clubs & Societies ................................................................................22 8, 33: Valerian Chen (2016) Halsbury Society, History Society, Roger Bacon Society, 10, 13, 36, 37, 40, 86, 95, 116: John Cairns (www. Neave Society, Christian Union, Bodley Club, Mathematics Society, johncairns.co.uk) Tinbergen Society 12: Callum Schafer (Mansfield, 2017) 14, 15: Maria Salaru (St Antony’s, 2011) Interdisciplinary Groups ....................................................................32 16, 22, 23, 24, 80: Joseph Rhee (2018) Ockham Lectures, History of the Book Group 28, 32, 99, 103, 104, 108, 109: Timothy Foot -
Annual Admissions Statistical Report 2019
ANNUAL ADMISSIONS STATISTICAL REPORT May 2019 2019 | UNIVERSITY OF OXFORD ANNUAL ADMISSIONS STATISTICAL REPORT Foreword For the third year in a row Oxford has been ranked the best university in the world by the Times Higher Education Global Ranking. Unsurprisingly, therefore, competition for an undergraduate place at Oxford is intense and becomes more so every year. In 2018 over 21,500 students applied for one of the 3,300 places in the entering class, an increase in applications of over 4,000 in the past five years. In the pages that follow we present a detailed breakdown of those who applied to every college and hall in every subject for the past five years. We analyse the applications by academic achievement, by region, race and socio-economic background, as well as by disability and gender. Last year we made a commitment to publish this data annually. We do so in an effort to track our progress ourselves but also to try to demystify the somewhat unusual admissions process. Above all, we do so to demonstrate our commitment to transparency. From first glance at this data it is immediately apparent that Oxford University reflects the deep inequalities in our society along socio-economic, regional and ethnic lines. It must also be apparent, even to the most cynical observer, that we are making progress. The numbers are low, the pace is slow, but the trajectory is clear – the number of students admitted to Oxford from deprived backgrounds is steadily increasing. It was precisely because of our concern that the pace of change was too slow that this year we are increasing the size of our flagship summer programme, UNIQ, by 50% to 1,375 school pupils. -
Oxford Pre-Master's Courses
Oxford Pre-Master’s Courses Advanced Diploma in British & European Studies 2015/2016 The University of Oxford’s pre-Master’s courses are ideal for graduates and working professionals who would like to prepare for entry to Master’s degree courses at leading British universities. Why study at Oxford? Global Reputation: One of the oldest and most prestigious universities in the world with an unparalleled academic reputation. Valued Qualifications: Recognised and valued by institutions and employers worldwide. Quality of Teaching: Your course will prove both academically challenging and intellectually rewarding. Personal Attention: Individual weekly tutorials and a high degree of personal attention throughout your course. Modern Study Facilities: Access some of the finest library and study facilities in the world. Perfect Location: Just an hour away from London, Oxford is one of Britain’s most glorious cities. International Outlook: A truly international community with students from 138 countries. A unique learning experience Course benefits • Expert tutors The Oxford pre-Master’s courses are offered by the Department for Continuing • Small class sizes Education and are taught at Rewley House in the heart of Oxford. Aimed at students who intend to pursue Master’s degree studies at leading British • First-class academic support universities, they combine academic study across a number of disciplines with • Individual weekly tutorials an intensive English language enhancement programme. • Regular feedback • High degree of personal attention Our courses not only help students to communicate confidently and fluently in • Full pastoral support spoken and written English, but also to develop superior analytical, critical thinking • World-class library resources and presentation skills.