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Relevant bibliographies by topics / University of Aberdeen

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Academic literature on the topic 'University of Aberdeen'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 July 2024

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Journal articles on the topic "University of Aberdeen"

1

De la Croix, David, and Hugo Jay. "Scholars and Literati at the Old University of Aberdeen (1495–1800)." Repertorium eruditorum totius Europae 4 (May 18, 2021): 27–34. http://dx.doi.org/10.14428/rete.v4i0/aberdeen.

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This note is a summary description of the set of scholars and literati who taught at the Old University of Aberdeen, also called King’s College, from its inception in 1495 to the eve of the Industrial Revolution in 1800.

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MacKenzie, Alasdair, Erika Pinter, and John Quinn. "Neuropeptides-2015, Aberdeen University, Scotland." Neuropeptides 64 (August 2017): 1. http://dx.doi.org/10.1016/j.npep.2016.12.008.

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Standish, Paul. "Aberdeen University Education Research Papers." Scottish Educational Review 34, no. 1 (January 9, 2002): 113–16. http://dx.doi.org/10.1163/27730840-03401012.

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Hewson, R. "Department of Zoology, University of Aberdeen, Tillydrone Avenue, Aberdeen AB9 2TN." Journal of Zoology 236, no. 2 (June 1995): 331–37. http://dx.doi.org/10.1111/j.1469-7998.1995.tb04498.x.

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Pirie, Jane. "University of Aberdeen Oral History Archive." Northern Scotland 21 (First Serie, no. 1 (May 2001): 141–45. http://dx.doi.org/10.3366/nor.2001.0010.

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Cooper, Barry, and Richard Turbet. "Catalogue of Early Printed Music in Aberdeen Libraries Supplement, 1979–1988." Royal Musical Association Research Chronicle 23 (1990): 170–76. http://dx.doi.org/10.1080/14723808.1990.10540942.

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This article is a supplement to Barry Cooper's catalogue of 1978 (see below, References). No musical items published before 1801 have entered Aberdeen Public Library since 1979. Of the four Aberdeen University collections mentioned below, Dep is in the library of the Department of Music, while SB and Lib R are in King's College Library. In the course of his original introduction, Barry Cooper mentioned the University's “copyright collection” (p.4), and the inadequacy of its catalogue. Richard Turbet is compiling a checklist of the contents of this collection's 297 volumes, now located within Aberdeen University Library and known as The Stationers’ Hall Collection. As to private collections, Roger Williams has catalogued those in Grampian Region in the care of the National Trust for Scotland, and the catalogues are being prepared for publication. There is early music in the collections at Castle Fraser, Drum Castle, Leith Hall and Brodie Castle. The Montcoffer House private collection, listed in Appendix 3 of the original catalogue, is now housed at Aberdeen University Library MS 2861.

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Lythe, S. G. E. "J.S. SMITH, (ed), New Light on Medieval Aberdeen. (Aberdeen: Aberdeen University Press: 1985, pp. xi and 66. £2.90)." Scottish Economic & Social History 7, no. 1 (May 1987): 81–82. http://dx.doi.org/10.3366/sesh.1987.7.7.81.

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Greenstein, Daniel. "R.D. ANDERSON, The Student Community at Aberdeen 1860-1939, Quincentenary Studies in the History of the University of Aberdeen. (Aberdeen, Aberdeen University Press, 1988, pp. x and 159, Pbk. £8.50)." Scottish Economic & Social History 10, no. 1 (May 1990): 105–6. http://dx.doi.org/10.3366/sesh.1990.10.10.105.

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Beaton, Mhairi, and Nedda Kolosai. "Teaching is the opportunity to learn together with my students – Interview with Professor Mhairi C. Beaton." Pedagógusképzés 20, no. 1. (October 21, 2021): 163–68. http://dx.doi.org/10.37205/tel-hun.2021.1.11.

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Professor Mhairi C Beaton is a Professor in the Carnegie School of Education. Having worked as a teacher in the Highlands of Scotland and following the completion of her Masters in Education, Mhairi joined the School of Education at University of Aberdeen as a Lecturer. During her time working at University of Aberdeen, Mhairi was Programme Director for the MA in Inclusive Practice and was a tutor on the MA in Autism and Learning. Whilst at University of Aberdeen, Mhairi completed her Ph.D examining the development of pupils’ learner identity in primary schools and led a number of externally funded research projects focusing on teacher development, inclusion and assessment. Since joining the Carnegie School of Education, Mhairi has led a number of externally funded international research projects focusing on inclusion, teacher education and student voice. Mhairi is also the Leeds Beckett University representative on the University of the Arctic Assembly having successfully led the university’s application for membership in 2018. You can read an edited version of the interview with the Professor

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Beaton, Mhairi, and Nedda Kolosai. "Teaching is the opportunity to learn together with my students – Interview with Professor Mhairi C. Beaton." Pedagógusképzés 20, no. 1. (October 21, 2021): 163–68. http://dx.doi.org/10.37205/tel-hun.2021.1.12.

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Professor Mhairi C Beaton is a Professor in the Carnegie School of Education. Having worked as a teacher in the Highlands of Scotland and following the completion of her Masters in Education, Mhairi joined the School of Education at University of Aberdeen as a Lecturer. During her time working at University of Aberdeen, Mhairi was Programme Director for the MA in Inclusive Practice and was a tutor on the MA in Autism and Learning. Whilst at University of Aberdeen, Mhairi completed her Ph.D examining the development of pupils’ learner identity in primary schools and led a number of externally funded research projects focusing on teacher development, inclusion and assessment. Since joining the Carnegie School of Education, Mhairi has led a number of externally funded international research projects focusing on inclusion, teacher education and student voice. Mhairi is also the Leeds Beckett University representative on the University of the Arctic Assembly having successfully led the university’s application for membership in 2018. You can read an edited version of the interview with the Professor

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Dissertations / Theses on the topic "University of Aberdeen"

1

Sharp, Jeremy A. "Sediment budget template applied to Aberdeen Pool." Master's thesis, Mississippi State : Mississippi State University, 2007. http://library.msstate.edu/etd/show.asp?etd=etd-11092007-092448.

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Cecchini, Gloria [Verfasser], Michael [Akademischer Betreuer] Rosenblum, and Björn [Akademischer Betreuer] Schelter. "Improving network inference by overcoming statistical limitations / Gloria Cecchini ; Michael Rosenblum, Björn Schelter ; University of Aberdeen." Potsdam : Universität Potsdam, 2019. http://d-nb.info/1218404531/34.

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Willson, Simon. "A portfolio of compositions presented for the degree of PhD in music composition at the University of Aberdeen." Thesis, University of Aberdeen, 2009. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=136866.

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This portfolio presents seven compositions composed for different instrumental and vocal forces, accompanied by a commentary and recordings of some of these works. Across the seven pieces there has been a concern with building longer-term structures; establishing a stronger developmental style; and with moving towards a more systematised approach to harmony as a way of creating a harmonic language that can underpin development more efficiently. Several of the works show a direct engagement with the issue of form, which is approached from the perspective of Classical models, the listener’s perception and in the context of a highly chromatic harmonic language. In contrast, two works (Aubade and So Turn Your Heart) engage more directly with diatonic models of harmony. The dominant concern across all the works presented has been the desire to create developmental, direct music in which the notion of transformation, rather than stasis and ritual, are of paramount importance. From a melodic, harmonic and structural point of view each work represents different ways in which this has been attempted. The commentary that accompanies the works explores many of these ideas in more detail as well as setting out the origins and development of each composition. There is also an explanation as to how the initial material was decided upon and utilised during the compositional process. The commentary then concludes with a summary of what has been achieved over the course of the programme and where this might lead in the future.

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Tierney, Paul. "A portfolio of eleven compositions with an accompanying commentary submitted for the degree of PhD in Music Composition at the University of Aberdeen." Thesis, University of Aberdeen, 2010. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=148547.

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This portfolio of eleven scores and an accompanying commentary is an in depth investigation into the use and development of compositional techniques over a wide range of instrumental and vocal combinations. The scores submitted trace my development as a composer by considering research questions related to structural organisation, harmonic and rhythmic development and how external sources, particularly visual and literary, can be used as a starting point for the compositional process. Included in the portfolio are eleven works, categorised into three sections: instrumental music, solo works, and vocal music. The portfolio researches and examines elements of composition such as harmony, texture and timbral relationships, as well as the use of visual and literary art as a stimulus for composition across all of the instrumental and vocal combinations included. My interest in the combination of pre-existing compositional methods such as serialism, with particular regards to pitch, and atonality is also examined in many of the scores and documented in the accompanying commentary.

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Andrews, Amanda. "The great ornamentals : new vice-regal women and their imperial work 1884-1914 /." View thesis, 2004. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20050927.102707/index.html.

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Books on the topic "University of Aberdeen"

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Aberdeen, University of. Aberdeen University calendar. Aberdeen: The University, 1986.

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Aberdeen, University of. Aberdeen University calendar. Aberdeen: The University, 1989.

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Aberdeen, University of. Aberdeen University calendar. Aberdeen: The University, 1988.

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Aberdeen, University of. Aberdeen University calendar. Aberdeen: The University, 1987.

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Aberdeen, University of. Aberdeen University calendar. Aberdeen: University of Aberdeen, 1991.

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Aberdeen, University of. Aberdeen University calendar. Aberdeen: University of Aberdeen, 1992.

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Aberdeen, University of. Aberdeen University calendar. Aberdeen: The University, 1985.

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8

Quality Assurance Agency for Higher Education. Institutional Review Directorate. University of Aberdeen: Quality audit report. Gloucester: Quality Assurance Agency for Higher Education, 1998.

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Expedition, Aberdeen University Iceland. Geomorphological and environmental studies in southern Iceland: July 1983. (Aberdeen) ((University Office Regent Walk Aberdeen AB0 1EY)): (Aberdeen University), 1985.

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Watt, H. M. R. The Aberdeen University Press printed archive, 1840-1978. Aberdeen: Aberdeen University Press, 1993.

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Book chapters on the topic "University of Aberdeen"

1

Mellors, Colin, David Pollitt, and Andrew Radtke. "University of Aberdeen." In Directory of Language Training and Services for Business, 45–46. London: Routledge, 2005. http://dx.doi.org/10.4324/9780203993170-5.

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Flannery, John A., and Karen M. Smith. "University of Aberdeen New Library." In Eco-Library Design, 112–21. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-4078-5_12.

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"University of Aberdeen." In The Grants Register 2023, 1132–34. London: Palgrave Macmillan UK, 2022. http://dx.doi.org/10.1057/978-1-349-96053-8_12418.

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"University of Aberdeen." In The Grants Register 2021, 882–83. London: Palgrave Macmillan UK, 2020. http://dx.doi.org/10.1057/978-1-349-95988-4_896.

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"University of Aberdeen." In The Grants Register 2020, 833–35. London: Palgrave Macmillan UK, 2019. http://dx.doi.org/10.1057/978-1-349-95943-3_866.

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"University of Aberdeen." In The Grants Register 2022, 968–69. London: Palgrave Macmillan UK, 2021. http://dx.doi.org/10.1057/978-1-349-96042-2_12418.

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"University of Aberdeen." In The Grants Register 2019, 748–49. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1007/978-1-349-95810-8_1168.

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"University of Aberdeen." In The Grants Register 2024, 1214–16. London: Palgrave Macmillan UK, 2023. http://dx.doi.org/10.1057/978-1-349-96073-6_12418.

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Howie, John, and Michael Whitfield. "The University of Aberdeen." In Academic General Practice in the UK Medical Schools, 1948-2000, 1–4. Edinburgh University Press, 2011. http://dx.doi.org/10.3366/edinburgh/9780748643561.003.0001.

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"University of Aberdeen New Library." In Outline, 251–66. Birkhäuser, 2008. http://dx.doi.org/10.1515/9783034609487.251.

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Conference papers on the topic "University of Aberdeen"

1

Wigley, Rochelle, Yulia Zarayskaya, Evgenia Bazhenova, Robin Falconer, and Karolina Zwolak. "Nippon foundation / GEBCO ocean mapping training program at the university of New Hampshire: 13 years of success and alumni activities." In OCEANS 2017 - Aberdeen. IEEE, 2017. http://dx.doi.org/10.1109/oceanse.2017.8084900.

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Dimri, Aerk, Tristan Wolfe, and Alireza Maheri. "Design Optimisation of Wind- PV-Microhydro-Multi-Energy Storage System for a Net-zero: Campus Case of University of Aberdeen Old Aberdeen Campus." In 2022 7th International Conference on Environment Friendly Energies and Applications (EFEA). IEEE, 2022. http://dx.doi.org/10.1109/efea56675.2022.10063807.

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Massey, Duncan, Tristan Wolfe, and Alireza Maheri. "Decarbonising Heating Systems for a Net-zero Campus: Case of University of Aberdeen Hillhead Halls." In 2022 7th International Conference on Environment Friendly Energies and Applications (EFEA). IEEE, 2022. http://dx.doi.org/10.1109/efea56675.2022.10063823.

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Barnish, MS, N. Tagiyeva, G. Devereux, L. Aucott, and S. Turner. "OP01 Changes in the relationship between asthma and associated risk factors in children aged 8–13 over fifty years: ecological study from aberdeen, north east scotland." In Society for Social Medicine, 61st Annual Scientific Meeting, University of Manchester, 5–8 September 2017. BMJ Publishing Group Ltd, 2017. http://dx.doi.org/10.1136/jech-2017-ssmabstracts.1.

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Bonora, Nicola, and Andrew Ruggiero. "Assessment of Potential Damage to Ductile Cast Iron Cask as a Result of Exceptional Impact Loading." In ASME 2003 Pressure Vessels and Piping Conference. ASMEDC, 2003. http://dx.doi.org/10.1115/pvp2003-1991.

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Safety of shipping cask for nuclear spent fuel is always a reason of concern for the designers, regulators and public opinion. Even though safety requirements are already outstanding for this kind of structure, additional worries about its vulnerability have been expressed, especially after the terrorist attack of September 11th, 2001. During the 1970s and 1980s, U.S. National Regulatory Commission (NRC) evaluated the consequences of an hypothetical terrorist attacks and in 1984, came to the conclusion that the use of explosives would not result in a serous threat and, subsequently, proposed lessened security requirements for shipments. The recent public release of a footage of a 1998 test at the Army’s Aberdeen Proving Ground in Maryland, showing an anti-tank missile breaching the cast iron wall of a CASTOR cask, re-opened the discussion about the effective safety and resistance of these container to exceptional impact events. In this paper the preliminary results of a research program in progress at the University of Cassino on ductile cast iron structural integrity and impact protection evaluation are presented. The exceptional impact event of an airplane crash onto a cask has been re-analyzed by means of an extensive numerical simulation using hydrocode and developing a specific damage modeling for failure in ductile cast iron.

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Ivanović, Ana, Meysam Banimahd, and John Oliphant. "Influence of Iceberg Geometry and Scour Depth on Drag Force in Sand." In ASME 2012 31st International Conference on Ocean, Offshore and Arctic Engineering. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/omae2012-84004.

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The seabed disturbance in Arctic regions comes predominently through horizontal cutting mechanisms induced by natural processes such as iceberg scour. The zone of soil being disturbed by the iceberg and the soil resistance to the object movement is of interest to the geotechnical engineer. The influence of the iceberg on potential movement of the pipeline buried in the seabed has been of concern recently with recovery of the oil and gas assets situated in Arctic region. Despite the significant developments in recent years in numerical modelling the ice gouging process still remains a challenge and further work is required to obtain a fully calibrated and validated numerical model. This paper therefore aims at developing a validated numerical model of the interaction between the iceberg and seabed through a series of laboratory tests undertaken at the University of Aberdeen. This paper reports on a preliminary study focusing primarily on the comparison between laboratory and finite element (FE) modelling of the interaction between an iceberg and the seabed in terms of drag force and disturbance of the sediment. The FE model and experimental rig are described. The effect of the shape of the iceberg and the depth at which it penetrates has been investigated. Outputs of drag force from FE calculations showed a good agreement with the results obtained from the laboratory model giving the confidence to move to the next stage where both the inclusion of a pipeline segment and sand with different densities will be considered.

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Ngo, Tran Nguyet, Lee Thomas, Kavitha Raghavendra, and Terry Wood. "Pseudo Dry Gas Technology: Pathway to Decarbonisation of Energy Consumption for Remote Offshore Gas Fields." In SPE/IATMI Asia Pacific Oil & Gas Conference and Exhibition. SPE, 2021. http://dx.doi.org/10.2118/205819-ms.

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Abstract Transporting large volumes of gas over long distances from further and deeper waters remains a significant challenge in making remote offshore gas field developments technologically and economically viable. The conventional development options include subsea compression, floating topside with topside compression and pipeline tie-back to shore, or floating liquefied natural gas vessels. However, these options are CAPEX and OPEX intensive and require high energy consumption. Demand for a lower emission solution is increasingly seen as the growing trend of global energy transition. Pseudo Dry Gas (PDG) technology is being developed by Intecsea, Worley Group and The Oil & Gas Technology Centre (Aberdeen) and tested in collaboration with Cranfield University. This is applied to develop stranded or remote gas reserves by removing fluids at the earliest point of accumulation at multiple locations, resulting in near dry gas performance. This technology aims to solve liquid management issues and subsequently allows for energy efficient transportation of the subsea gas enabling dramatic reductions in emissions. The PDG prototype tested using the Flow Loop facilities at Cranfield University has demonstrated the concept’s feasibility. Due to a greater amount of gas recovered with a much lower power requirement, the CO2 emissions per ton of gas produced via the PDG concept is by an order of magnitude lower than conventional methods. This study showed a reduction of 65% to 80% against standard and alternative near future development options. The paper considers innovative technology and a value proposition for the Pseudo Dry Gas concept based on a benchmarked study of a remote offshore gas field. The basin was located in 2000m of water depth, with a 200km long subsea tie-back. To date the longest tieback studied was 350km. It focused on energy consumption and carbon emission aspects. The conclusion is that decarbonisation of energy consumption is technically possible and can be deployed subsea to help meet this future challenge and push the envelope of subsea gas tie-backs.

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Reports on the topic "University of Aberdeen"

1

Lumsden, Karen. Introduction to Qualitative Research. Instats Inc., 2024. http://dx.doi.org/10.61700/anhzlfrdfsq2r682.

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The 'Introduction to Qualitative Research' workshop, led by Dr Karen Lumsden from the University of Aberdeen, is designed for PhD students and professional researchers across various fields. The seminar provides a comprehensive understanding of the qualitative research process, equipping participants with practical skills to conduct effective research, critically evaluate qualitative studies, and apply qualitative research in their respective fields.

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Shanks, Rachel. Affordability of secondary school uniform in Scotland: Policy Briefing. University of Aberdeen, November 2020. http://dx.doi.org/10.57064/2164/15388.

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A researcher at the University of Aberdeen has found that almost 20% (n=70) of secondary schools in Scotland specify an exclusive supplier for school uniform. The research shows that almost every secondary school has a compulsory uniform (over 96%). Of the 343 schools with a compulsory uniform, 320 uniforms include a school tie, 235 include a blazer and 200 schools ban jeans.

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Shapovalova, Daria, Tavis Potts, John Bone, and Keith Bender. Measuring Just Transition : Indicators and scenarios for a Just Transition in Aberdeen and Aberdeenshire. University of Aberdeen, October 2023. http://dx.doi.org/10.57064/2164/22364.

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The North East of Scotland is at the forefront of the global energy transition. With the transformation of the UK’s energy sector over coming decades, the lives of communities and workers in the North East will be directly affected as we collectively transition to a Net Zero economy. A Just Transition refers to a fair distribution of the burdens and benefits as society and the economy shifts to a sustainable low-carbon economy. It calls for action on providing decent green jobs, building community wealth, and embedding participation. While it is a well-established concept in the academic literature and in policy there is a notable lack of approaches and data on measuring progress towards a Just Transition. In Scotland, with Just Transition planning underway, there are calls for clarity by the Scottish Parliament, Just Transition Commission, and many stakeholders on how to evaluate progress in a place-based context. The project ‘Just Transition for Workers and Communities in Aberdeen and Aberdeenshire’ brought together an interdisciplinary team from the University of Aberdeen Just Transition Lab to identify and collate the relevant evidence, and engage with a range of local stakeholders to develop regional Just Transition indicators. Previous work on this project produced a Rapid Evidence Assessment on how the oil and gas industry has shaped our region and what efforts and visions have emerged for a Just Transition. Based on the findings and a stakeholder knowledge-exchange event, we have developed a set of proposed indicators, supported by data and/or narrative, for a transition in Aberdeen and Aberdeenshire across four themes: 1) Employment and skills, 2) Equality and wellbeing, 3) Democratic participation, and 4) Community empowerment, revitalisation and Net Zero. Some of the indicators are compiled from national/local data sets, including data on jobs and skills, fuel poverty or greenhouse gas emissions. Other indicators require further data collection and elaboration, but nevertheless represent important aspects of Just Transition in the region. These include workers’ rights protection, community ownership, participation and empowerment. We propose four narrative scenarios as springboards for further dialogue, policy development, investment and participation on Just Transition in Aberdeen and Aberdeenshire. Indicators, as proxies for evaluating progress, can be used as decision support tools, a means of informing policy, and supporting stakeholder dialogue and action as we collectively progress a Just Transition in the North East. There are no shortcuts on a way to a Just Transition. Progress towards achieving it will require a clear articulation of vision and objectives, co-developed with all stakeholders around the table. It will require collaboration, trust, difficult conversations, and compromise as we develop a collective vision for the region. Finally, it will require strong political will, substantive policy and legal reform, public and private investment, and building of social licence as we collectively build a Net Zero future in the North East.

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Shanks, Rachel. School Clothing Grant in Scotland: Policy Briefing. University of Aberdeen, August 2022. http://dx.doi.org/10.57064/2164/19088.

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A researcher at the University of Aberdeen has found that almost 20% (n=70) of secondary schools in Scotland specify an exclusive supplier for school uniform. The research shows that almost every secondary school has a compulsory uniform (over 96%). Of the 343 schools with a compulsory uniform, 320 uniforms include a school tie, 235 include a blazer and 200 schools ban jeans. While the Scottish Government has called for the automatic payment of benefits such as the national minimum clothing grant , only 6 local authorities make automatic awards of this grant when families are applying for other benefits. Nine local authorities roll over the school clothing grant into the next school year without requiring families to re-apply and 1 local authority has both automatic grants and rollover of school clothing grant in place.

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Potts, Tavis, Paul Dargie, Maren Mitchell, Daria Shapovalova, and John Bone. Climate Assemblies and Deliberative Democracy: A Global Best Practice Review. University of Aberdeen, 2024. http://dx.doi.org/10.57064/2164/23210.

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With climate change policies increasingly used as a tool for further political polarisation, it is important to explore tools that could help bring the public on board with climate ambition. Climate assemblies, if done to a high standard, can increase community empowerment while rebuilding legitimacy within policy-making from the view of the general public. Whilst climate assemblies are important it is also vital to research theoretical approaches as well as real-world experience of climate assemblies to develop better understanding of how assembly outputs can effectively develop and legitimise climate policy and support participatory democracy. This report is developed by the Just Transition Lab at the University of Aberdeen. It is part of the Just Transition Communities Project led by North East Scotland Climate Action Network Hub and funded by the Scottish Government Just Transition Fund. The project plans to explore how communities in the North East Scotland can be involved in and drive the process of designing, creating, and delivering a just transition. This report aims to inform future climate assemblies initiatives, leading to increased community participation in climate change mitigation and adaptation policy. This report provides a literature review as an introduction to deliberative democracy and climate assemblies. It examines theory and practice in all the relevant aspects of using climate assemblies to increase public awareness of climate change, aid climate policy-making, and increasing the legitimacy and public acceptance of current and future policies. From the design of climate assemblies to participant recruitment, scale, and outcomes – this report provides an overview of theoretical approaches and 14 case studies of climate assemblies to present a rounded view of deliberative democracy in practice.

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