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Study of the English Higher Education Regional Associations
Annex 1 Terms of reference Background In order to satisfy accountability for public funding, HEFCE is reviewing various strands of special initiative funding (which includes its funding for the Higher Education Regional Associations - HERAs). As all HERAs have now been established for at least 5 years, this review seemed timely. It was agreed that a study involving partners would be more productive as it should allow greater scope to look at the ways in which the HERA role has developed, and continues to develop, as well as providing stakeholders with an opportunity to input into the process. Aim In particular, the study should provide HEFCE with an understanding of the current role and contribution of HERAs, as well as clarification of and recommendations on their future role. It is also important that the study recognises the role that HEFCE and regional stakeholders must play in engaging with and supporting them over the coming years. The outcomes of the study are expected to be of value to HERAs and their stakeholders and partners. Process HEFCE appointed Alan Brickwood Associates to undertake this study, who will conduct a number of face-to-face meetings with the HERAs and stakeholders, focusing on the questions outlined below. HEFCE will invite comments from the HERA Chief Executives on the final draft of the report. To help guide this process, HEFCE established a HERA study steering group made up of a number of representatives including HERAs, Universities UK, Standing Conference Of Principals, Regional Development Agencies, HERAs, Government Offices and the Association of Colleges. The purpose of the group is to advise on the scope of the study and findings but also to provide the consultants with a forum to discuss any issues arising as a result of the study. -
Parks & Recreation Board
AGENDA Parks & Recreation Board Wednesday, November 18, 2020 - 6:30 p.m. Zoom Webinar Public Webinar Link: https://bit.ly/2yESQwE Page # NOTE: In accordance with Governor Inslee's Safe Start - Washington's Phased Reopening Plan (from May 29, 2020), the City is temporarily prohibited from holding in-person meetings. Starting April 6, 2020, all public meetings will be held virtually using Zoom Webinar software. We want our community to continue to be able to watch and participate in public meetings. Please see the link to the Zoom Webinar Meeting in the header of the Agenda. 1. CALL TO ORDER Parks & Recreation Board (Board) 2. AGENDA CONFIRMATION (Board) a) To approve the Agenda Recommendation to approve the November 18 , 2020 Agenda. 3. APPROVAL OF MINUTES (Board) a) To affirm the Minutes 5 - 8 Parks _ Recreation Board - 21 Oct 2020 Minutes 4. PUBLIC COMMENT Public comment shall be limited to two minutes per speaker. There are three options to provide for public comment: 1. Email (preferred): You can provide a public comment in advance by sending an email to [email protected]. The Staff Liaison will read your comment aloud during the meeting. Cutoff for emails will be at 8:00 a.m. on the day of the meeting. 2. Text: Send a text to [email protected] (simply enter the email address in the “To:” line of the text) and the Staff Liaison will read your comment aloud during the meeting. Cutoff for emails will be at 8:00 a.m. on the day of the meeting. 3. Online (Zoom): If you are unable to provide public comment via email or text, and would still like to provide public comment during the meeting, you will need to login to the Zoom meeting that begins at approximately 6:30 p.m. -
¬タᆰmichael Jackson Mtv Awards 1995 Full
Rafael Ahmed Shared on Google+ · 1 year ago 1080p HD Remastered. Best version on YouTube Reply · 415 Hide replies ramy ninio 1 year ago Il est vraiment très fort Michael Jackson !!! Reply · Angelo Oducado 1 year ago When you make videos like this I recommend you leave the aspect ratio to 4:3 or maybe add effects to the black bars Reply · Yehya Jackson 11 months ago Hello My Friend. Please Upload To Your Youtube Channel Michael Jackson's This Is It Full Movie DVD Version And Dangerous World Tour (Live In Bucharest 1992). Reply · Moonwalker Holly 11 months ago Hello and thanks for sharing this :). I put it into my favs. Every other video that I've found of this performance is really blurry. The quality on this is really good. I love it. Reply · Jarvis Hardy 11 months ago Thank cause everyother 15 mn version is fucked damn mike was a bad motherfucker Reply · 6 Moonwalker Holly 11 months ago +Jarvis Hardy I like him bad. He's my naughty boy ;) Reply · 1 Nathan Peneha A.K.A Thepenjoker 11 months ago DopeSweet as Reply · vaibhav yadav 9 months ago I want to download michael jackson bucharest concert in HD. Please tell the source. Reply · L. Kooll 9 months ago buy it lol, its always better to have the original stuff like me, I have the original bucharest concert in DVD Reply · 1 vaibhav yadav 9 months ago +L. Kooll yes you are right. I should buy one. Reply · 1 L. Kooll 9 months ago +vaibhav yadav :) do it, you will see you wont regret it. -
Educating for Professional Life
UOW5_22.6.17_Layout 1 22/06/2017 17:22 Page PRE1 Twenty-five Years of the University of Westminster Educating for Professional Life The History of the University of Westminster Part Five UOW5_22.6.17_Layout 1 22/06/2017 17:22 Page PRE2 © University of Westminster 2017 Published 2017 by University of Westminster, 309 Regent Street, London W1B 2HW. All rights reserved. No part of this pUblication may be reprodUced, stored in any retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, withoUt prior written permission of the copyright holder for which application shoUld be addressed in the first instance to the pUblishers. No liability shall be attached to the aUthor, the copyright holder or the pUblishers for loss or damage of any natUre sUffered as a resUlt of reliance on the reprodUction of any contents of this pUblication or any errors or omissions in its contents. ISBN 978-0-9576124-9-5 A CIP catalogue record for this book is available from The British Library. Designed by Peter Dolton. Design, editorial and production in association with Wayment Print & Publishing Solutions Ltd, Hitchin, Hertfordshire, UK. Printed and bound in the UK by Gomer Press Ltd, Ceredigion, Wales. UOW5_22.6.17_Layout 1 05/07/2017 10:49 Page PRE3 iii Contents Chancellor’s Foreword v Acknowledgements vi Abbreviations vii Institutional name changes ix List of illustrations x 1 Introduction 1 Map showing the University of Westminster’s sites in 1992 8 2 The Polytechnic and the UK HE System pre-1992 -
Student Accommodation Survey
STUDENT ACCOMMODATION SURVEY 2015 Acknowledgements We would like to extend our sincere thanks to the institutions who took part in our online survey and to both UPP and Cass and Claredale for sponsoring the survey. CONTENTS Introduction ......................................2 Key Findings and background .......................3 Methodology . 4 Profile of students polled ...........................5 Students living in the Private Rented Sector ..........7 Satisfaction ratings for shared flats/houses . 8 Rents – in private rented sector .....................9 Areas and rents ..................................10 Students living in Halls of Residence ................11 Satisfaction ratings for Student Halls of Residence....12 Satisfaction ratings by type of provider .............13 Expectations.....................................14 Notes on Data Analysis ...........................18 1 INTRODUCTION With over 6,000 completed responses, this is the largest survey of student housing in London ever conducted. We would like to thank both UPP and Cass and Claredale for their sponsorship. Without their assistance we would not have been able to receive such an excellent response. Student housing is a subject that has attracted press coverage and competing visions of what is necessary to meet student needs. It is a subject of political debate with local authorities, the NUS, the HE sector and private developers debating the way forward to encourage both investment in, and delivery of, appropriate student housing. The Mayor of London has facilitated this debate through the London Academic Forum. The result has been that, in principle, the latest iteration of the London Plan will require private developers to either work in partnership with an HE Institution or deliver an element of their housing at rents affordable to the majority of students. -
Progression of College Students in London to Higher Education 2011 - 2014
PROGRESSION OF COLLEGE STUDENTS IN LONDON TO HIGHER EDUCATION 2011 - 2014 Sharon Smith, Hugh Joslin and Jill Jameson Prepared for Linking London by the HIVE-PED Research Team, Centre for Leadership and Enterprise in the Faculty of Education and Health at the University of Greenwich Authors: Sharon Smith, Hugh Joslin and Professor Jill Jameson Centre for Leadership and Enterprise, Faculty of Education and Health University of Greenwich The views expressed in this report are those of the authors and do not necessarily reflect those of Linking London, its member organisations or its sponsors. Linking London Birkbeck, University of London BMA House Tavistock Square London WC1H 9JP http://www.linkinglondon.ac.uk January 2017 Linking London Partners – Birkbeck, University of London; Brunel University, London; GSM London; Goldsmiths, University of London; King’s College London; Kingston University, London; London South Bank University; Middlesex University; Ravensbourne; Royal Central School for Speech and Drama; School of Oriental and African Studies, University of London; University College London; University of East London; University of Greenwich; University of Westminster; Barnet and Southgate College; Barking and Dagenham College; City and Islington College; City of Westminster College; The College of Enfield, Haringey and North East London; Harrow College; Haringey Sixth Form College; Havering College of Further and Higher Education; Hillcroft College; Kensington and Chelsea College; Lambeth College; Lewisham Southwark College; London South East Colleges; Morley College; Newham College of Further Education; Newham Sixth Form College; Quintin Kynaston; Sir George Monoux College; Uxbridge College; Waltham Forest College; Westminster Kingsway College; City and Guilds; London Councils Young People’s Education and Skills Board; Open College Network London; Pearson Education Ltd; TUC Unionlearn 2 Foreword It gives me great pleasure to introduce this report to you on the progression of college students in London to higher education for the years 2011 - 2014. -
Lessons from London Schools: Investigating the Success
LESSONS FROM LONDON SCHOOLS: INVESTIGATING THE SUCCESS Sam Baars, Eleanor Bernardes, Alex Elwick, Abigail Malortie, Tony McAleavy, Laura McInerney, Loic Menzies and Anna Riggall WELCOME TO CfBT EDUCATION TRUST CfBT Education Trust is a top 30* UK charity providing education services for public benefit in the UK and internationally. Established over 40 years ago, CfBT Education Trust has an annual turnover exceeding £100 million and employs more than 2,000 staff worldwide. We aspire to be the world’s leading provider of education services, with a particular interest in school effectiveness. Our work involves school improvement through inspection, school workforce development and curriculum design for the UK’s Department for Education, the Office for Standards in Education, Children’s Services and Skills (Ofsted), local authorities and an increasing number of independent and state schools, free schools and academies. We provide services direct to learners in our schools and in young offender institutions. Internationally we have successfully implemented education programmes for governments in the Middle East, North Africa and South East Asia and work on projects funded by donors such as the Department for International Development, the European Commission, the Australian Department of Foreign Affairs and Trade, the World Bank and the US Agency for International Development, in low- and middle-income countries. Surpluses generated by our operations are reinvested in our educational research programme. Visit www.cfbt.com for more information. *CfBT is ranked 27 out of 3,000 charities in the UK based on income in Top 3,000 Charities 2010/11 published by Caritas Data The views and opinions expressed in this publication are those of the authors and do not necessarily represent the views of CfBT Education Trust or Centre for London. -
Annual Report and Accounts 2018–19 | Contents
ANNUAL REPORT AND ACCOUNTS 2018–19 OUR STRATEGY FOUNDATIONS • We will continue to specialise in science, engineering, medicine and business. This is the foundation on which we build our future. • We will maintain world class core academic disciplines. All research and education must be underpinned by a deep understanding of the fundamentals. • We will encourage multidisciplinary research. Only by bringing together expertise from different disciplines can we solve today’s global challenges. • We will embed our educational experience in a vibrant, research-led, entrepreneurial environment. By learning alongside researchers who are experts in their fields our students gain the practical, entrepreneurial and intellectual skills to tackle societal problems. PEOPLE • We will build a supportive, inclusive and highly motivated staff community across all disciplines, functions and activities. This will help us to attract and retain the talented and diverse staff we need to achieve our mission. • We will enrich the student experience. Providing a broad range of activities, services and support for our students beyond their studies helps them to develop wider talents and to be successful. • We will build strong relationships with our alumni and friends. This lifelong exchange of ideas and support benefits all of us. PARTNERS • We will strengthen collaboration with business, academia, and non-profit, healthcare and government institutions across the globe. No university can achieve excellence or realise the full benefits of its work by itself. • We will inform decision makers to influence policy. Our excellence, breadth of knowledge, connections and London location allow us to bring together and inform key decision makers in governments and industries for the benefit of society. -
England and Scotland
DEPARTMENT OF THE INTERIOR BUREAU OF EDUCATION BULLETIN, 1917, No. 16 STUDIES IN HIGHEREDUCATION IN ENGLAND AND SCOTLAND wrni SUGGESTIONS FOR UNIVERSITIES ANDCOLLEGES IN TIIE UNITED STATER , By GEORGE EDWIN MACLEAN FORMERLY PRESIDENT OF THE STATE UNIVERSITY OFIOWA I WASHINGTON GOVERNMENT PRINTING OFFICE 19I7 ADDITIONAL corms OP TIM PUBLICATION MAT III PILOCUIRD ROM TIN BUTIRINTENDENT OP DOCUMENTS GOVIINISINT !SUITING °MCA WAEISINOTON, D. C. AT 25 CENTS PER COPY CONTENTS. Letter of transmittal Pg 5 Preface Introduction__ 9 PART LIIISTOIIGL STUDIES NDSUGGESTION/I. Chapter I.First group of universitiesOxford,Cambridge, Durham__ Chapter H.Scotch universities- 13 St. Andrews 46 Glasgow se Aberdeen Edinburgh 61 Chapter IIIUniversity of London University College 67 King's College r Imperial College of Science and Technology 77 The London School of Economics and Political 7S Science fk2 A group of institutions belonging to theuniversity Brown Animal Sanatory Institution 85 85 Physiological Laboratory S Francis Galton Laboratory for NationalEugenics $0 Goldsmiths' College 86 The organization of the university 95 Chapter IV.The new or provincial universities Manchester 102 Birmingham 112 Liverpool 116 Leeds 119 Sheffield 125 N., Bristol 127 Chapter V.Independent universitycollegesExeter, Nottingham, Read- ing, Southampton 130 Chapter VI. Technical colleges andschools 136 Chapter VII.Agricultural colleges andschools Chapter VIII.Women's colleges 139 143 PANT H.TOPICAL STUDIESAND SUGGESTIONS. Chapter IX.Organization andadministration ofuniversities. Chapter X. University officers 159 170 Chapter XLProvisions for thefaculty_ 182 Chapter XILState aid andvisitation Fr- 190 Chapter XIII.Coordination ofinstitutions______________ ________ Chapter XIV.--Applied science and '195 professional education___,__________ 20,5 Chapter XV.Advanced studyand research without graduate Gager XVI.Laminations schools__ 214 228 8 Pam Chapter XVILCurricula _ Chapter X VIII.Student life Chapter XIX.--Erniversity extension teaching 249 ParrIII.-STATISTICAL TABLES. -
At Uxbridge College Our Priority Is Preparing Our Learners for a Fantastic Future. Our Courses Not Only Give Learners the Skills
At Uxbridge College our priority is preparing our learners for a fantastic future. Our courses not only give learners the skills they need to succeed, we also provide a package of experiences to equip them for life after college. Choosing a college is a big decision, but it is also a very exciting time. There are lots of things that make a great college experience including the course, the facilities, the support on offer, the social side of student life and the opportunities learners have after they finish their course. We know these things are important and we continually invest in the College to ensure that our learners can access the very best advice, support and facilities to help them succeed. We want our learners to enjoy the time they spend with us, get a great qualification and go on to be successful in their chosen field, whether they go on to study higher education, or start a great career. Good luck with your future plans and I hope to see you on the campus very soon. Laraine Smith OBE Principal and CEO Uxbridge College has been established since 1965, and has been the No.1 College in west London for a number of years. The College is a publicly funded government College, and has continued to maintain its Highly Trusted Status on the Tier 4 Register of Sponsors since 2009. The College also has an “outstanding” Ofsted rating for its standards, the highest possible grade government inspectors can give. Uxbridge College welcomes students from all over the world, providing international students with a great range of English language, Pre-University and Pathway to Degree courses. -
BELIEF and RITUAL in the EDO TRADITIONAL RELIGION MICHAEL ROBERT WELTON B.A., University of British Columbia, 1964 a THESIS SUBM
BELIEF AND RITUAL IN THE EDO TRADITIONAL RELIGION by MICHAEL ROBERT WELTON B.A., University of British Columbia, 1964 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS in the Department of ANTHROPOLOGY AND SOCIOLOGY We accept this thesis as conforming to the required staiydard^ THE UNIVERSITY OF BRITISH COLUMBIA September, 1969 In presenting this thesis in partial fulfilment of the requirements for an advanced degree at the University of British Columbia, I agree that the Library shall make it freely available for reference and Study. I further agree that permission for extensive copying of this thesis for scholarly purposes may be granted by the Head of my Department or by his representatives. It is understood that copying or publication of this thes,is for financial gain shall not be allowed without my written permission. Department The University of British Columbia Vancouver 8, Canada ABSTRACT The primary purpose of this study is to describe the Edo traditional religious system. Four assumptions undergird the general theoretical framework of the study. 1. That the divinities are personified beings capable of responding to ritual action as well as manifesting themselves in culture. 2. That the interaction between man and divinity will be patterned after such relationships and obligations that characterize social relations. 3. That interaction with divinity will be related to the attainment of goals at different levels of social structural reference. 4. That the divinity-to-group coordination will reflect the con• flicts and competition within the social structure. I have first of all sought to determine what the Edo beliefs about divinity are, i.e. -
Fall 2015 Course Catalog
FALL 2015 COURSE DESCRIPTIONS UNM HONORS COLLEGE 121-002: Legacy of Gods and Men: Of Myth and Legend Ashleigh McLean ([email protected]) Core: Humanities COURSE DESCRIPTION Throughout all the history of humanity, gods have played an important part in life, ritual and community. Storytelling has been a pivotal part of learning in most societies. What do the stories of gods and men from these cultures tell us about the people that told them? What might they tell us about ourselves? Using these readings and other short pieces, we will look at what myths and legends tell us about our past, our present and our future. READINGS Epic of Gilgamesh (S. Mitchell translation only) Egyptian Book of the Dead (a selection of WEB readings to be named later) Tao of Pooh Prose Edda by Snorre Sturlason (a selection of WEB readings to be named later) Bhagavad Gita The Tain (T. Kinsella translation only) Lakota Way Aesop’s Fables (a selection of WEB readings to be named later) Tales from the 1001 Arabian Nights (a selection of WEB readings to be named later) FILMS, ETC. Prince of Egypt Legend of Sleepy Hollow Snow White STUDENT REQUIREMENTS Thoughtful preparation for active class participation, and a weekly blogs will form the basis of this class. There will be an analysis that compares and contrasts Hesiod and Ovid and what these readings tell us about the differences between Greeks and Romans. There will be one analysis on an American Indian Myth from The Lakota Way an one other mythology of the student’s choosing.