Relevant bibliographies by topics / University of London. External Programme

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'University of London. External Programme'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "University of London. External Programme"

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le Roux, Elizabeth. "Publishing South African scholarship in the global academic community." Notes and Records: the Royal Society Journal of the History of Science 69, no. 3 (2015): 301–20. http://dx.doi.org/10.1098/rsnr.2015.0033.

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South Africa's academic publishing history has been profoundly influenced by its colonial heritage. This is reflected in the publication of Transactions of the South African Philosophical Society (later, the Royal Society of South Africa) from 1878. Although the Society and journal sought to promote original research about South Africa, it was modelled after the Royal Society in London and formed part of an imperial scientific community. As the local higher education institutions grew more independent and research-focused, local scholarly publishing developed as well, with university presses playing an increasingly important role. The University of South Africa (Unisa) Press started publishing departmental journals in the 1950s, with a focus on journals that ‘speak to the student’, and it is today the only South African university press with an active journals publishing programme. As external funding declined and the country became intellectually isolated in the high apartheid period, the Press managed to attract journals that could no longer be subsidized by learned societies and other universities. More recently, new co-publishing arrangements have brought South African journals back into an international intellectual community. Although some argue that this constitutes a re-colonization of South African knowledge production, it is also an innovative strategy for positioning local research in a global context.
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Mirzoev, Tolib, Anna Cronin de Chavez, Ana Manzano, et al. "Protocol for a realist synthesis of health systems responsiveness in low-income and middle-income countries." BMJ Open 11, no. 6 (2021): e046992. http://dx.doi.org/10.1136/bmjopen-2020-046992.

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IntroductionHealth systems responsiveness is a key objective of any health system, yet it is the least studied of all objectives particularly in low-income and middle-income countries. Research on health systems responsiveness highlights its multiple elements, for example, dignity and confidentiality. Little is known, however, about underlying theories of health systems responsiveness, and the mechanisms through which responsiveness works. This realist synthesis contributes to bridging these two knowledge gaps.Methods and analysisIn this realist synthesis, we will use a four-step process, comprising: mapping of theoretical bases, formulation of programme theories, theory refinement and testing of programme theories using literature and empirical data from Ghana and Vietnam. We will include theoretical and conceptual pieces, reviews, empirical studies and grey literature, alongside the primary data. We will explore responsiveness as entailing external and internal interactions within health systems. The search strategy will be purposive and iterative, with continuous screening and refinement of theories. Data extraction will be combined with quality appraisal, using appropriate tools. Each fragment of evidence will be appraised as it is being extracted, for its relevance to the emerging programme theories and methodological rigour. The extracted data pertaining to contexts, mechanisms and outcomes will be synthesised to identify patterns and contradictions. Results will be reported using narrative explanations, following established guidance on realist syntheses.Ethics and disseminationEthics approvals for the wider RESPONSE (Improving health systems responsiveness to neglected health needs of vulnerable groups in Ghana and Vietnam) study, of which this review is one part, were obtained from the ethics committees of the following institutions: London School of Hygiene and Tropical Medicine (ref: 22981), University of Leeds, School of Medicine (ref: MREC19-051), Ghana Health Service (ref: GHS-ERC 012/03/20) and Hanoi University of Public Health (ref: 020-149/DD-YTCC).We will disseminate results through academic papers, conference presentations and stakeholder workshops in Ghana and Vietnam.PROSPERO registration numberCRD42020200353. Full record: https://www.crd.york.ac.uk/prospero/display_record.php?ID=CRD42020200353.
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Bullen, J. B. "Alfred Waterhouse’s Romanesque ‘Temple of Nature’: The Natural History Museum, London." Architectural History 49 (2006): 257–85. http://dx.doi.org/10.1017/s0066622x00002781.

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The Natural History Museum in London is a spectacular building in many senses (Fig. 1). As one of the outstanding landmarks of high Victorian architecture, it was designed to draw attention both to itself and to its contents. No other museum building in Britain adopted a Romanesque style on this scale; no other building had used terracotta in such a rich and decorative manner, and no other building (other than, perhaps, the University Museum, Oxford) so curiously employed external decoration to illustrate its internal function. It was calculated to appeal to a wide public and its animal sculpture was selfconsciously didactic in the way in which a number of contemporary museum buildings were created to a programme. Planned as a showcase for the nation’s imperial scientific achievements, its appearance was strongly ecclesiastical. When it opened in 1881, The Times leader called it a ‘true Temple of Nature’, which, the writer said, demonstrated ‘the Beauty of Holiness’. But for many visitors in 1881 Nature had abandoned the temple for wilder places; she had bloodied her claws, and the beauty of holiness had been replaced by the more severe, mechanistic principles formulated by Charles Darwin.The concept of a large museum of natural history was the inspiration of the great naturalist Richard Owen. It was also the crowning achievement of his lifetime in science. The ‘Temple of Nature’ that Alfred Waterhouse built for him embodied Owen’s belief that the history of the natural world was not a matter of randomness and chance but the creation of a transcendent presence. In other words, the Natural History Museum is the expression of an ideology, and its shape, size, position, style and decoration are charged with legible meanings. Some of those meanings are readily interpreted, others less so, and although the building history of the museum has been well documented, many questions remain. Why, for example, was Waterhouse chosen as its architect? What spurred him on to use terracotta in such an original way? And above all why did he risk the unusual Romanesque style? The choice of Romanesque for such a building, although it was later imitated elsewhere, was highly original. But that choice was conditioned by a substantial web of aesthetic, social, and political factors. The Natural History Museum was not just Waterhouse’s creation; it was very much the product of its time. It was born of national and local politics; it was shaped by Owen’s unusual position in the scientific world, and it was an expression of Waterhouse’s passion for early medieval architecture.
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Downing, Laura J., Lutz Marten, and Sabine Zerbian. "Papers in Bantu grammar and description." ZAS Papers in Linguistics 43 (January 1, 2006): 278. http://dx.doi.org/10.21248/zaspil.43.2006.281.

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The collection of papers in this volume presents results of a collaborative project between the School of Oriental and African Studies (SOAS) in London, the Zentrum für allgemeine Sprachwissenschaft, Typologie und Universalienforschung (ZAS) in Berlin, and the University of Leiden. All three institutions have a strong interest in the linguistics of Bantu languages, and in 2003 decided to set up a network to compare results and to provide a platform for on-going discussion of different topics on which their research interests converged. The project received funding from the British Academy International Networks Programme, and from 2003 to 2006 seven meetings were held at the institutions involved under the title Bantu Grammar: Description and Theory, indicating the shared belief that current research in Bantu is best served by combining the description of new data with theoretically informed analysis. During the life-time of the network, and partly in conjunction with it, larger externally funded Bantu research projects have been set up at all institutions: projects on word-order and morphological marking and on phrasal phonology in Leiden, on pronominal reference, agreement and clitics in Romance and Bantu at SOAS, and on focus in Southern Bantu languages at ZAS. The papers in this volume provide a sampling of the work developed within the network and show, or so we think, how fruitful the sharing of ideas over the last three years has been. While the current British Academy-funded network is coming to an end in 2006, we hope that the cooperative structures we have established will continue to develop - and be expanded - in the future, providing many future opportunities to exchange findings and ideas about Bantu linguistics.
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Siaciwena, Richard M. C. "The external degree programme at the University of Zambia." Prospects 18, no. 2 (1988): 199–206. http://dx.doi.org/10.1007/bf02195517.

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Zibeniene., Gintaute. "External Quality evaluation of non-University study programmes in Lithuania." Journal of Quality in Education 5, no. 6BIS (2015): 10. http://dx.doi.org/10.37870/joqie.v2i2.104.

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The author analyzes the international nature of study programme evaluation with regard to the assurance of study quality. The organisation of the evaluation process of the non-university study programmes which were developed and submitted for realisation in Lithuania and other countries is also presented and compared. It is being analysed whether it is possible to identify the quality of these programmes based on quantitative and qualitative indicators.
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Kopstein, Jeffrey. "The GDR: Internal and External Constraints." German Politics and Society 20, no. 3 (2002): 79–94. http://dx.doi.org/10.3167/104503002782486172.

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Gareth Pritchard, The Making of the GDR: From Anti-Fascism to Stalinism, 1945-1953 (Manchester and New York: Manchester University Press, 2000)M.E. Sarotte, Dealing with the Devil: East Germany and Ostpolitik, 1969-1973 (Chapel Hill and London: The University of North Carolina Press, 2001)
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Lynwood, Wendy. "Legal Education in Albania Programme (LEAP)." Legal Information Management 3, no. 3-4 (2003): 204. http://dx.doi.org/10.1017/s1472669600002176.

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The programme is a twinning arrangement between the University of Tirana Faculty of Law and a Middlesex University Consortium, consisting of the Institute of Social and Health Research, Middlesex University, the Institute of Advanced Legal Studies, the London Metropolitan University Department of Law, Governance and International Relations, the European Public Law Center, Education for Change Ltd and Cavendish Publishing, and has three main aims:• to help train and thus produce better qualified staff• to improve the institutional management of the Law Faculty• to prepare teaching, learning and research material that meets the needs of students entering the legal profession.Within the main programme there is a library strand. This aims to develop the range of services provided by the faculty law library in order to support academics and students to the highest possible level given available resources. It was to help facilitate this development that the visit to Hendon took place.
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Belmonte, María, Juliet Pickering, Christian Clear, Florence Concepción Mairey, and Florence Liggins. "The Laboratory Astrophysics Spectroscopy Programme at Imperial College London." Galaxies 6, no. 4 (2018): 109. http://dx.doi.org/10.3390/galaxies6040109.

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Accurate atomic parameters, such as transition probabilities, wavelengths, and energy levels, are indispensable for the analysis of stellar spectra and the obtainment of chemical abundances. However, the quantity and quality of the existing data in many cases lie far from the current needs of astronomers, creating an acute need for laboratory measurements of matching accuracy and completeness to exploit the full potential of the very expensively acquired astrophysical spectra. The Fourier Transform Spectrometer at Imperial College London works in the vacuum ultraviolet-visible region with a resolution of 2,000,000 at 200 nm. We can acquire calibrated spectra of neutral, singly, and doubly ionized species. We collaborate with the National Institute of Standards and Technology (NIST) and the University of Lund to extend our measurements into the infrared region. The aim of this review is to explain the current capabilities of our experiment in an understandable way to bring the astronomy community closer to the field of laboratory astrophysics and encourage further dialogue between our laboratory and all those astronomers who need accurate atomic data. This exchange of ideas will help us to focus our efforts on the most urgently needed data.
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Bbuye, Juliana. "Evaluation of study materials from Nairobi University in the Makerere External B.Ed. Degree Programme." Open Learning: The Journal of Open, Distance and e-Learning 11, no. 2 (1996): 60–61. http://dx.doi.org/10.1080/0268051960110212.

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Dissertations / Theses on the topic "University of London. External Programme"

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Thanapal, Vigneswari. "The social mediation of multinational legal education : a case study of the University of London's undergraduate laws programme for external/international students." Thesis, Queen Mary, University of London, 2015. http://qmro.qmul.ac.uk/xmlui/handle/123456789/9023.

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This thesis examines the social mediation of a transnational educational programme, namely the University of London’s International (External) Undergraduate Laws Programme. The thesis explores the lived experiences of a variety of stakeholders – university academics, frontline teaching staff and students - in the context of historical legacy and current development. The University of London’s International (External) programmes is one of the oldest forms of distance education, and the Undergraduate Laws Programme is the second largest subscribed programme and represent the fundamental academic legal education for the legal profession in numerous countries. With the separation of teaching, assessment and award as the distinguishing feature consequential to the origins of the University of London its legacy results in multitude stakeholders with vested interests in each aspect. The thesis seeks to understand the motivations behind and implications resulting from the various stakeholders’ experiences through an analysis of their narratives gleaned from interviews and data recorded from observations. Is there a distinct identity and culture within each group of stakeholders which has developed through the evolution of the programme? Can a pattern or theory of teaching and learning unique to the programme be identified and if so, what kind of impact has that had on legal education? The possibility of identifying existing and/or emerging communities of practice within and across each group of stakeholders is a recurring theme discussed on the basis that the theory of situated learning within a community of practice is a form of active learning; an objective which the University of London has sought to actively achieve since 2005. By building an ethnography of the various stakeholders, the thesis explores a formerly under researched aspect of undergraduate legal education and acts as a prompt for future areas of research in the areas of legal and distance education.
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Cockram, John. "Stars, bridges, cocoons and glass houses : an investigation of the fine art department's student artist in residence programme at the University of East London." Thesis, University of East London, 2004. http://roar.uel.ac.uk/3465/.

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This qualitative study explores the impact upon Fine Art students at the University of East London of community art practice via its student 'Artist in Residence Programme'. Evidence from successful course applicants showed expectations to be a heightened confidence and broadened understanding of the potential role in society for art and artist. Whilst this was often so, post-residency findings also demonstrated significant impact upon understanding of educational 'distance travelled'. Drawing on student, staff and host accounts it is argued that the programme is more than a cultural / philosophical mechanism for creative investigation beyond the studio through non-specialist interaction and collaboration; as important as this may be. Crucially, it is a mechanism for educational and pedagogical reflection; for 'critical distance' facilitating awareness of creative and cognitive development, teaching and learning and Fine Art educational process. Whilst it addresses Contextualist concerns of need, life and work [Eisner], it is very much an Essentialist art issue of 'subject'; how this is framed contextually and institutionally and also how it is personally constructed and critically evaluated in light of cultural and educational comparison: higher education is not synonymous with institution but a 'process' potentially taking place anywhere [Barnett]. Amongst the themes addressed is the impact upon student development of The Three C's [Confidence, Competence and Context]; 'space' and 'place' and Transferable Skills. Stages of student development are presented along with 'Transferable' and 'Transitional' models of student practice, differentiated by the extent and impact of collaboration, lay discourse and 'other' educational environments. On a meta-level, implications for Essentialist / Contextualist philosophy are reviewed. Creative practice 'beyond the studio' demonstrates how residencies often precipitate not only profound shifts in understanding towards creative 'modus operandi', but also towards educational process and teacher / learner relationships. Collectively, this incurs reflection upon the effect of 'lay' dialogue upon cognition and the 'cloth of identity'. This then connects with debate upon a 'vertical' didactic and 'lateral' dialectic within teaching, informed by issues of 'criticism', artist / tutor 'presence', 'absence' and 'collaboration'. Drawing findings together, there are implications for studio pedagogy in terms of judgement, meaning and cultural authority. In sum, this research suggests that for many students, a rounded Fine Art education cannot be obtained solely within the confines of 'institution' or through the sole authority of the 'Specialist' tutor / art practitioner.
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Ahmad, Nordin. "The development of Reading Comprehension skills in Arabic Language for non-native speakers : A comparative study of Arabic programme between International Islamic University Malaysia (LLUM) and School of Oriental and African Studies University of London (S." Thesis, University of Birmingham, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.497196.

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Vítor, Catarina Cardoso Rodrigues Bonifácio. "A qualitative assessment of an education programme for advanced pharmacy practice." Master's thesis, 2016. http://hdl.handle.net/10451/34526.

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Trabalho Final de Mestrado Integrado, Ciências Farmacêuticas, Universidade de Lisboa, Faculdade de Farmácia, 2016
Objective: To understand graduates’ perceptions about an advanced education programme for pharmacist practitioners (the MSc in Advanced Pharmacy Practice - APP fast-track) and to identify how the acquired skills and knowledge from this programme have been used at their workplaces. Methods: A purposive sample was chosen and potential participants were contacted by email. The inclusion criteria was pharmacists of any background graduated from the MScPP (APP fast-track). A semi-structured interview was conducted and interviews (n=15) were later manually transcribed. The transcriptions were imported into the software QSR NVivo 11® and a matrix coding approach was used for data analysis. Results: Participants’ representations concerned motivation, value and challenges of the programme, as well as impact at the workplace and arisen opportunities. Data reveals similar levels of impact from graduates with different years of practice. Almost all participants applied for membership of the Royal Pharmaceutical Society Faculty (n=11) which appears to be related with continuing professional development, by keeping up-to-date in the pharmacy profession. Concerning the different professional roles before enrolling on the MScPP, 14 graduates were clinical pharmacists and one worked in academia. Despite that, positive impact was registered in both professional role groups. The MScPP quality was frequently pointed as main reason for valuing the programme and the most quoted challenge was time as this is 12-month part-time taught postgraduate programme. Conclusion: This study concluded that the MScPP has definitely impact positively on short-term career progression and has adapted to different specialisations, bringing added benefits to different practitioners. Therefore, the MScPP appears to be fulfilling its objective to progress advanced practice. The idea of duplicating the MScPP more locally, so it would be accessible to more pharmacists in the United Kingdom, should be considered.
Objectivo: Compreender as perceções dos graduados de um programa de pós-graduação para farmacêuticos (MSc in Advanced Pharmacy Practice – APP fast-track) sobre este programa de estudos e identificar como é que as competências e o conhecimento adquiridos neste programa têm sido usados nos seus locais de trabalho. Métodos: Foi escolhida uma amostra intencional e os participantes potenciais foram contactados por email. O critério de inclusão usado foi farmacêuticos de qualquer especialização que se tivessem graduado do MScPP (APP fast-track). Foi conduzida uma entrevista semi-estruturada e as entrevistas obtidas (n=15) foram posteriormente transcritas manualmente. As transcrições foram importadas para o software QSR NVivo 11® e a análise de dados foi feita através de codificação de matrizes. Resultados: As representações obtidas dos participantes envolveram motivação, valor e desafios do programa, mas também impacto no trabalho e oportunidades que tenham surgido. Os dados revelam níveis de impacto semelhantes para graduados com diferentes anos de prática profissional. Quase todos os participantes concorreram à Faculdade da Royal Pharmaceutical Society (N=11) o que parece estar relacionado com a continuação do desenvolvimento profissional, através da atualização na profissão farmacêutica. Relativamente às diferentes especializações antes de entrar no Mestrado, 14 graduados trabalhavam em Farmácia Hospitalar e 1 desempenhava um papel académico. Apesar dos diferentes papéis, foi registado um impacto positivo em ambos os grupos profissionais. A qualidade do Mestrado foi frequentemente considerada a maior razão de valorização deste programa e o desafio mais citado foi o tempo, já que este é um programa de pós-graduação part-time de 12 meses. Conclusão: Este estudo concluiu que o Mestrado apresenta impacto positivo na progressão da carreira farmacêutica a curto prazo e adapta-se a diferentes especializações, trazendo benefícios a diferentes profissionais. Assim sendo, este Mestrado parece estar a cumprir o seu objetivo de potenciar a prática dos farmacêuticos com competências mais especializadas. A ideia de replicar este programa mais localmente, para que fosse acessível a mais farmacêuticos no Reino Unido, deve ser considerada.
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Books on the topic "University of London. External Programme"

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Whitehead, C. A. Discrete mathematics. 2nd ed. University of London, 1996.

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Poulymenakou, Angeliki. Introduction to information systems. 2nd ed. University of London, 1994.

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Whitehead, C. A. The theory of designs. 2nd ed. University of London, 1996.

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London, University of. Regulations for external students. University of London, 1985.

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Ali, Haider. Marketing. External Advisory Service, University of London, 1995.

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Ōba, Sadao. The 'Japanese' war: London University's WWII secret teaching programme and the experts sent to help beat Japan. Japan Library, 1995.

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Ann, Kaneko, ed. The Japanese War: London University's WWII secret teaching programme and the experts sent to help beat Japan ; translated by Anne Kaneko. Japan Library, 1995.

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Jackson, Basil. Vectors and Matrix Methods (University of London External Programme). University of London Press, 1997.

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Michael, Tookey, and University of London, eds. Evidence: LLB : University of London external examinations. HLT Publications, 1996.

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M, Swerling S., and University of London, eds. Succession: LLB : University of London external examinations. HLT Publications, 1996.

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Book chapters on the topic "University of London. External Programme"

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Willetts, David. "How: EdTech." In A University Education. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198767268.003.0021.

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I have attended the launch of an education programme. It was blasted into orbit. I was in French Guyana for the launch of an Ariane rocket carrying a telecommunications satellite which would deliver broadband access to educational services for parts of Africa not reached by fibre or mobile phone masts. Many education programmes and teaching materials are available on-line but schools and colleges in parts of Ethiopia or Kenya or Rwanda do not have the broadband connections to access them. A small and affordable satellite dish at a local school or college opens up higher education to them. For centuries our picture of education has been very different. A wonderful image in a medieval illuminated manuscript shows a professor lecturing a class. It is a scene we recognize today: students at the front who are keen and attentive and others at the back who aren’t. The place is Bologna and the lecturer is Henry of Germany so the university is international. Some of the most profound features of university life are not very different from what those students experienced centuries ago, even whilst at the same time a student may be learning about the latest intellectual advances. This mix of ancient and modern is part of the particular appeal of the university—graduates dressed up in medieval robes and perhaps with some Latin thrown in are awarded doctorates for research out at the frontiers of knowledge. We are now at the moment when the technological revolution which has changed so much else in our lives is going to transform education. It won’t be the first time innovation has had this effect—the Victorian Penny Post made the correspondence course and the University of London external degree possible. There are sceptics who doubt the balance of ancient and modern is about to change radically. They argue that even whilst technology has changed the classic forms of academic study—the lecture, the printed book, the essay—are going to continue to be impervious to innovation because they meet deep human needs. Moreover there have been bold claims for the impact of technology on education which now sound pretty silly.
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"The external degree programme at the University of Nairobi." In Distance Education for Teacher Training. Routledge, 2002. http://dx.doi.org/10.4324/9780203038741-13.

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DAWID, PHILIP. "Introduction*." In Evidence, Inference and Enquiry. British Academy, 2011. http://dx.doi.org/10.5871/bacad/9780197264843.003.0001.

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This introductory chapter begins with a brief discussion of the lack of attention to the nature of evidence. It then describes the interdisciplinary research programme ‘Evidence, Inference and Enquiry: Towards an Integrated Science of Evidence’ (generally known simply as the ‘Evidence Programme’), established at University College London in 2004. An overview of the subsequent chapters is also presented.
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Willetts, David. "Vocational Higher Education." In A University Education. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198767268.003.0016.

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A beautiful large stained-glass window dominates the end of the Great Hall of Birmingham University. My great-grandfather was one of the glaziers who made it—my family were Birmingham artisans, craftsmen, and engineers. His son, my grandfather, remembered being taken to the opening of Birmingham University in 1902—Joe Chamberlain, the founder of the university, believed that the workers who had built it should be invited, not just the academics. From a distance it looks like the stained-glass window in an ancient cathedral with figures of saints, but close up you see the radicalism of Joe Chamberlain’s vision. It is dedicated to the arts and sciences. Instead of saints and bishops the figures represent disciplines like geometry or music, but alongside them, equally prominent, are contemporary trades: there is an electroplater, a rather Michelangelesque miner, and a demure bookkeeper too. It is a celebration of the range of trades and professions of the early twentieth century, ‘as practised in the university and in the City’, said the local paper. England’s first university in one of its great bustling industrial cities was claiming a new role for the university based on its civic commitment. This great window embodies a very different idea of the university from the Oxbridge tradition. It is a vigorous statement in an argument that was raging within Government at the very time that Chamberlain was planning his new university. The question was whether public funds should go to help pay for higher education courses outside Oxbridge on a systematic basis and if so which courses at which institutions. (At this point what would become our Redbrick universities were typically university colleges teaching for the external degree of the University of London and funded locally, though with occasional public grants.) The question came to the Chancellor of the Exchequer in 1895, who replied: ‘As an old Oxford man myself I must confess to a feeling, which you may call a prejudice, that University education, in the full sense of the term, can hardly be obtained except at our old Universities.’ The Treasury consulted Oxford and Cambridge on what they should fund.
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Chang, Marina, and Gemma Moore. "Enabling conditions for communities and universities to work together: a journey of university public engagement." In The Impact of Co-Production. Policy Press, 2017. http://dx.doi.org/10.1332/policypress/9781447330288.003.0002.

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This chapter provides a context for the evolution of the concept of public engagement within the UK higher education sector focusing on a specific initiative: the Beacons for Public Engagement programme at University College London. Moreover, the chapter exposes the enabling conditions for communities and universities to work together; it recommends the five conditions to generate effective engagement, particularly through nuanced evaluation and support. In this case, evaluation and support can be seen as a pathway — bridging the gaps between theory and reality of engagement, between strategy and practice, and between the communities and academia — to ensure communities and universities to work together to create an impact on the university, research practice, communities, and ultimately, society.
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Netshakhuma, Nkholedzeni Sidney. "Assessing Electronic Records Management Systems at South African Universities." In Handbook of Research on Future Opportunities for Technology Management Education. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8327-2.ch026.

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Development and implementation of electronic records management system (ERMS) require the university to develop a strategy that is aligned to a records management programme. Successful implementation of electronic records management systems requires top management support through finance allocations, appointment of skilled personnel, collaboration of internal and external stakeholders, capacity development, and information communication technology infrastructure. When the researcher assessed South African universities with records to adoption of ERMS, it was found that most of the universities adopted effective and efficient records management systems.
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Johnston, Ron. "Emrys Jones 1920–2006." In Proceedings of the British Academy, Volume 153 Biographical Memoirs of Fellows, VII. British Academy, 2008. http://dx.doi.org/10.5871/bacad/9780197264348.003.0012.

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Emrys Jones (1920–2006), a Fellow of the British Academy, was a geographer who, together with his elder brother, Alun, was raised in the Cynon Valley mining community of Aberaman in South Wales. In 1938, he entered University College Wales, Aberystwyth to study geography. Social anthropology and prehistoric archaeology dominated the teaching programme he experienced – with physical geography largely taught in the Department of Geology. The work on the Teify valley, Tregaron and Utica – all completed if not published by 1950 – together provide a clear view of the underlying philosophy of human geography that Jones sustained throughout his career. He also wrote papers on rural settlement patterns. At the London School of Economics, Jones focused on social geography. The last of his major projects – which occupied much of his retirement – was his study of the Welsh in London.
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Greenwood, Sarah. "Addressing food poverty in the UK." In Austerity, Community Action, and the Future of Citizenship. Policy Press, 2017. http://dx.doi.org/10.1332/policypress/9781447331032.003.0009.

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The foodbank network The Trussell Trust does not only give emergency food supplies, but also offers emotional support and a growing range of practical projects via the More Than Food programme to help tackle poverty-related issues. The mission is to bring communities together to end hunger and poverty in the UK by providing compassionate, practical help while challenging injustice. This chapter details the different programmes The Trussell Trust have devised and thereby examines some external challenges the London network faces. The chapter concludes that poverty and hunger are often amplified through social isolation. It suggests that more work needs to be done in order to increase collaboration across sectors, and specifically between the government, third sector, and businesses. There is increased need for more community life, and the fostering of social relations appears ever greater.
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Taylor, Ros, Elise Barron, and Katherine A. T. Eames. "Embedding Sustainability Learning." In Practice, Progress, and Proficiency in Sustainability. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5856-1.ch033.

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In this chapter the authors argue the benefits of an “embedded strategy” for achieving a robust and sustainable Education for Sustainable Development (ESD) curriculum and outline some of the main approaches used at Kingston University (KU), London. The chapter includes feedback from students, academics, support staff and local employers engaged in these developments and highlights the main successes and the pitfalls encountered. Case studies exemplifying sustainability learning through a diversity of embedded approaches are presented and analysed. The authors' experience demonstrates that, although there is no “one size fits all” solution to ESD, sharing of experiences between sustainability professionals is vital to this agenda. The examples detailed in this chapter show that with careful design, active and multidisciplinary learning, sustainability understanding can be securely embedded in students' learning even where it is not the main programme objective.
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Pinker, Robert. "The quest for community: From the Settlement Movement to the Griffiths Report: an historical perspective." In Social Policy and Welfare Pluralism. Policy Press, 2017. http://dx.doi.org/10.1332/policypress/9781447323556.003.0010.

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In this chapter, Robert Pinker considers the more recent debates about community care as a key policy idea for social care by focusing on the recovery and cultivation of community that were on display in London in the 1880s in the Settlement Movement, and, in particular, at Toynbee Hall. Toynbee Hall, according to Pinker, was representative of the cross-currents of ideology and interest which were to transform the state–civil society relations in the formulation of British social welfare policies during the twentieth century. Pinker discusses some general issues with respect to formal social services and informal care in Britain. He also describes the community care programme at the University of Kent that focused on the decentralisation and specialisation of social work services for elderly people living in the community. Finally, he comments on the Griffiths proposals for community care and their implications for local authority personal social services.
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Conference papers on the topic "University of London. External Programme"

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Mabaso, Nkosinomusa, and Lawrence Meda. "WHATSAPP UTILISATION AT AN INITIAL TEACHER PREPARATION PROGRAMME AT A UNIVERSITY OF TECHNOLOGY IN SOUTH AFRICA." In 7th Teaching & Education Conference, London. International Institute of Social and Economic Sciences, 2019. http://dx.doi.org/10.20472/tec.2019.007.009.

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Hosny, W. "Optimal Mix for Blended Delivery of Power Engineering Programme at the University of East London." In 41st International Universities Power Engineering Conference. IEEE, 2006. http://dx.doi.org/10.1109/upec.2006.367648.

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Thain, A., L. Silva Vidotto, A. Harvey, and M. Jones. "P144 The prevalence of dysfunctional breathing and its association with personality type in a university population." In British Thoracic Society Winter Meeting 2017, QEII Centre Broad Sanctuary Westminster London SW1P 3EE, 6 to 8 December 2017, Programme and Abstracts. BMJ Publishing Group Ltd and British Thoracic Society, 2017. http://dx.doi.org/10.1136/thoraxjnl-2017-210983.286.

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Coleman, JA, AM Jones, LJ Collier, MD Richardson, and RJ Bright-Thomas. "M1 Do climate changes influence environmental aspergillus fumigatus load at the manchester university NHS foundation trust adult cystic fibrosis centre?" In British Thoracic Society Winter Meeting 2019, QEII Centre, Broad Sanctuary, Westminster, London SW1P 3EE, 4 to 6 December 2019, Programme and Abstracts. BMJ Publishing Group Ltd and British Thoracic Society, 2019. http://dx.doi.org/10.1136/thorax-2019-btsabstracts2019.409.

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Allason, Dan, Keith Armstrong, Julian Barnett, Phil Cleaver, and Ann Halford. "Behaviour of Releases of Carbon Dioxide From Pipelines and Vents." In 2014 10th International Pipeline Conference. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/ipc2014-33384.

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A large Research and Development programme has been executed by National Grid to determine the feasibility of transporting carbon dioxide (CO2) by pipeline. Such pipelines would be required to form a transportation system to take the CO2 from its place of capture at an emitter’s site to a place of safe storage within a Carbon Capture and Storage (CCS) scheme. This programme received financial support from the European Union. As part of this programme, National Grid commissioned a series of experimental studies to investigate the behaviour of releases of CO2 mixtures in the gaseous and the liquid (or dense) phase. This has included simulating accidental releases in the form of punctures or ruptures of a buried pipeline and deliberate releases through different venting arrangements. This work is required, as CO2 has the potential to cause some harm to people if they are exposed to it for long enough at high concentrations. This paper gives an overview of the findings from this work and shows how the data has been used to help develop a number of the more pragmatic, predictive models for outflow and dispersion. This work complements the more theoretical studies carried out using state of the art advanced computational fluid dynamic models, employed by other UK based participants (University College London, University of Leeds, Kingston University and the University of Warwick) in the research programme.
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Hameed, F., J. Kang, F. Gleeson, J. Wrightson, A. Moore, and A. Sykes. "P85 A retrospective analysis of five years of referrals for haemoptysis under the two-week-wait pathway to a university teaching hospital." In British Thoracic Society Winter Meeting 2019, QEII Centre, Broad Sanctuary, Westminster, London SW1P 3EE, 4 to 6 December 2019, Programme and Abstracts. BMJ Publishing Group Ltd and British Thoracic Society, 2019. http://dx.doi.org/10.1136/thorax-2019-btsabstracts2019.228.

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Marathe, M., S. Oh, K. Leech, H. Stone, and I. Hussain. "P253 Evaluation of the ottawa COPD risk scale (OCRS) at royal stoke university hospital (RSUH), UK in predicting adverse outcome in COPD exacerbation." In British Thoracic Society Winter Meeting 2019, QEII Centre, Broad Sanctuary, Westminster, London SW1P 3EE, 4 to 6 December 2019, Programme and Abstracts. BMJ Publishing Group Ltd and British Thoracic Society, 2019. http://dx.doi.org/10.1136/thorax-2019-btsabstracts2019.396.

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Tomsikova, Katerina, Karel Tomsik, Lucie Smékalová, and Karel Nemejc. "Self-reflection of University Teachers at the Czech University of Life Sciences Prague." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.035.

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The aim of the paper is to evaluate teachers´ competences and their self-reflection in the teaching process. The topicality of the research presented in the paper is given by the fact that teachers at university level must prove excellent competences regardless external factors which affect the teaching process any time. Competence is the key qualified and professional job performance in any sector. The paper focuses on the competences of university teachers which they acquire and develop throughout their career. Attention is given to professionally and personality cultivating competences, part of which is also self-reflection. Self-reflection refers to a person’s ability of introspection and willingness to learn more about own abilities and skills. This will lead to a better ability to identify changes that may be required. The methodology consists in a research based on a questionnaire survey and statistical evaluation of gathered information. The paper gives an outline of the evaluation process at the Czech University of Life Sciences Prague (CZU), during which opinions of students and teachers about instruction were analysed, together with the fulfilment of selected university competences. The main body of the paper is dedicated to the statistical processing of selected data from the evaluation survey conducted by using the SPSS programme. The results indicate that there are significant deviations of teachers´ self-evaluation from the students´ opinion. The Institute of Education and Communication is going to offer courses in advanced competence development using techniques of self-reflection. This has a potential to enhance effectiveness of the teaching process at university level.
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Biggs, Simon, Michael Fairweather, James Young, Neil Hyatt, and Francis Livens. "The DIAMOND University Research Consortium: Nuclear Waste Characterisation, Immobilisation and Storage." In ASME 2009 12th International Conference on Environmental Remediation and Radioactive Waste Management. ASMEDC, 2009. http://dx.doi.org/10.1115/icem2009-16374.

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Legacy waste treatment, storage and disposal, as well as decommissioning and site remediation, from the UK’s civil nuclear programme are estimated at a cost of £70B. Within the UK, the Nuclear Decommissioning Authority (NDA) directs the strategy for all civil nuclear decommissioning and demanding timescales have been set for remediation of all nuclear sites. Additionally, the Committee on Radioactive Waste Management (CoRWM) recently delivered a recommendation, accepted by Government, that geological disposal in a mined repository presents the “best available approach” for long term management of the waste legacy. There is therefore a requirement to decommission all power generation and experimental reactors, and fuel reprocessing plants, to decontaminate land, and to return nuclear licensed sites to brown or green field status. The engineering and scientific challenges that lie ahead in meeting these targets are significant, and many of the ideas required to deliver the final end state have not yet been researched. In recognition of this the UK Research Council’s Energy Programme released a call for research proposals in the area of nuclear waste management and decommissioning valued at £4M. A grant was subsequently awarded in 2008 to a consortium led by the University of Leeds, with member universities from Manchester, Imperial College, Sheffield, Loughborough and University College London. The DIAMOND (Decommissioning, Immobilisation And Management Of Nuclear Wastes For Disposal) consortium will undertake research aligned with the strategic priorities of the NDA and the CoRWM recommendations. Its primary purpose is to be adventurous and to deliver innovation. However, research is also being performed that will be of more immediate benefit to industrial stakeholders, with near-term impact achieved through the adoption of off-the-shelf technology currently implemented by other industries. Currently more than 20 industrial organisations are linked directly to the consortium. The aims of the consortium are to carry out internationally leading research in the areas of decommissioning and waste management that underpins the development of innovative and relevant technologies for industrial use. It will broaden the research base that focuses on relevant technologies, support new links within and between universities, promote multi-disciplinary collaboration and new applications of existing knowledge, and train the next generation of researchers to address a developing skills gap.
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Biggs, Simon, Michael Fairweather, James Young, Robin W. Grimes, Neil Milestone, and Francis Livens. "The KNOO Research Consortium: Work Package 3—An Integrated Approach to Waste Immobilisation and Management." In ASME 2009 12th International Conference on Environmental Remediation and Radioactive Waste Management. ASMEDC, 2009. http://dx.doi.org/10.1115/icem2009-16375.

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The Keeping the Nuclear Option Open (KNOO) research consortium is a four-year research council funded initiative addressing the challenges related to increasing the safety, reliability and sustainability of nuclear power in the UK. Through collaboration between key industrial and governmental stakeholders, and with international partners, KNOO was established to maintain and develop skills relevant to nuclear power generation. Funded by a research grant of £6.1M from the “Towards a Sustainable Energy Economy Programme” of the UK Research Councils, it represents the single largest university-based nuclear research programme in the UK for more than 30 years. The programme is led by Imperial College London, in collaboration with the universities of Manchester, Sheffield, Leeds, Bristol, Cardiff and the Open University. These universities are working with the UK nuclear industry, who contributed a further £0.4M in funding. The industry/government stakeholders include AWE, British Energy, the Department for Environment, Food and Rural Affairs, the Environment Agency, the Health and Safety Executive, Doosan Babcock, the Ministry of Defence, Nirex, AMEC NNC, Rolls-Royce PLC and the UK Atomic Energy Authority. Work Package 3 of this consortium, led by the University of Leeds, concerns “An Integrated Approach to Waste Immobilisation and Management”, and involves Imperial College London, and the Universities of Manchester and Sheffield. The aims of this work package are: to study the re-mobilisation, transport, solid-liquid separation and immobilisation of particulate wastes; to develop predictive models for particle behaviour based on atomic scale, thermodynamic and process scale simulations; to develop a fundamental understanding of selective adsorption of nuclides onto filter systems and their immobilisation; and to consider mechanisms of nuclide leaving and transport. The paper describes highlights from this work in the key areas of multi-scale modeling (using atomic scale, thermodynamic and process scale models), the engineering properties of waste (linking microscopic and macroscopic behaviour, and transport and rheology), and waste reactivity (considering waste hosts and wasteforms, generation IV wastes, and waste interactions).
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