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1 - 50 of 82 search results for Economics Curriculum where 8 match all words and 74 match some words.
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  2. 46 formatted Bill

    https://www.arct.cam.ac.uk/sites/www.arct.cam.ac.uk/files/p257_bill.pdf
    21 Sep 2021: As such, the early curriculum was geared towards that purpose. Later he would turn his attention to the knowledge gap surrounding the Corps’ peacetime duties. ... Whenever conflict for space within the curriculum arose, aspect focusing on civil works
  3. Glossary of Terms: Awarding Gaps | Cambridge Centre for Teaching and…

    https://www.cctl.cam.ac.uk/mind-gap-toolkit/glossary
    23 Sep 2021: Traditionally the language of attainment gaps has focused on students’ underachievement or lack of attainment, whereas it should focus on the institutional culture, curriculum and pedagogy” (Degree Attainment Gaps, 2020).. ... UDL purposefully
  4. Frequently-Asked Questions | Cambridge Centre for Teaching and…

    https://www.cctl.cam.ac.uk/mind-gap-toolkit/faqs
    23 Sep 2021: Can awarding gaps be fixed simply by diversifying the curriculum or changing assessment? ... inclusive curriculum design. inclusive assessment. inclusive teaching. inclusive learning environments. inclusive staff and student engagement.
  5. What does the sector say? | Cambridge Centre for Teaching and Learning

    https://www.cctl.cam.ac.uk/mind-gap-toolkit/reasons/sector
    24 Sep 2021: Representation in the curriculum: a lack of role models, and of material relevant to them in the curriculum, and a lack of opportunity to bring their perspectives to their education, were ... It is increasingly recognised that the issues and challenges
  6. May 2021 Continuous professional development of secondary school…

    https://www.educ.cam.ac.uk/centres/real/publications/Continuous%20professional%20development%20of%20secondary%20school%20teachers%20in%20Rwanda%20-%20%20Evidence%20from%20a%20census%20of%20Rwandan%20secondary%20schools.pdf
    24 Sep 2021: instruction’ would hinder curriculum delivery, inclusion, and ultimately negatively impact student learning outcomes.’ Under the objective to strengthen teachers’ CPD, the policy focuses on ensuring that teachers are trained to deliver
  7. May 2021 Understanding the drivers of numeracy assessment scores ...

    https://www.educ.cam.ac.uk/centres/real/publications/Understanding%20the%20drivers%20of%20numeracy%20assessment%20scores%20in%20Secondary%203%20classes%20in%2014%20districts%20in%20Rwanda.pdf
    24 Sep 2021: We then discuss effects related to age and the socio-economic background of students. ... The economic situation of households is a strong determinant of access to boarding school education.
  8. May 2021 Teaching quality in secondary education in Rwanda: ...

    https://www.educ.cam.ac.uk/centres/real/publications/Teaching%20quality%20in%20secondary%20education%20in%20Rwanda-%20Evidence%20from%20STEM%20teachers.pdf
    24 Sep 2021: Training URCE University of Rwanda College of. Education. 4. The context Teaching quality is one of Rwanda’s strategic priorities to enhance economic development. ... An example of an item is “I have difficulty keeping up with all the changes in the
  9. May 2021 Leadership development in secondary school teachers in ...

    https://www.educ.cam.ac.uk/centres/real/publications/Leadership%20development%20in%20secondary%20school%20teachers%20in%20Rwanda-Evidence%20from%20a%20census%20of%20Rwandan%20secondary%20schools.pdf
    24 Sep 2021: During interviews with STEM teachers in these schools, around 41% of all teachers interviewed claimed that inadequate electricity was a problem for them in delivering the curriculum in an effective manner; ... MINEDUC, 2013) 2 We disaggregate our
  10. Results that match 1 of 2 words

  11. Former coal mining communities have less faith in politics than other …

    https://www.cam.ac.uk/research/news/former-coal-mining-communities-have-less-faith-in-politics-than-other-left-behind-areas
    Thumbnail for Former coal mining communities have less faith in politics than other 'left behind' areas | University of Cambridge 20 Sep 2021: neighbourhoods. Residents of coalfield areas are less likely than their socio-economic counterparts to have voted in the last election, are much less likely to say they intend to vote in ... For people in communities that saw sudden and rapid economic
  12. August Newsletter 2021 - Trinity College Cambridge

    https://www.trin.cam.ac.uk/newsletters/august-newsletter-2021/
    Thumbnail for August Newsletter 2021 - Trinity College Cambridge 20 Sep 2021: Congratulations to Puzhong Yao (2004), economics teacher at St Paul’s School London, who has been recognised by the University of Chicago in their Outstanding Educator Awards. ... ALUMNI BOOKSHELF. James Morrison (2002) – England’s Cross of Gold:
  13. TradeHub webinar: Biodiversity and International Trade Policy:…

    https://www.conservation.cam.ac.uk/events/tradehub-webinar-biodiversity-and-international-trade-policy-issues-opportunities-and
    20 Sep 2021: Centre, Associate Fellow of Chatham House, and Senior Research Associate at the University of Oxford’s Global Economic Governance Programme. ... James Vause, Lead Economist at UNEP-WCMC. He recently co-authored the Trade and the Biosphere chapter for
  14. 1 Code of Practice for students studying for the ...

    https://www.cambridgestudents.cam.ac.uk/files/cop_m_adv_study_2122.pdf
    20 Sep 2021: Studies Asian and Middle Eastern Studies Assyriology Astronomy Basic and Translational Neuroscience Bioscience Enterprise Biotechnology Classics Computational Biology Conservation Leadership Criminological Research Criminology Development Studies
  15. Expressions of interest sought from Faculties & Departments…

    https://www.cctl.cam.ac.uk/news/expressions-interest-sought-faculties-departments-seeking-support-addressing-awarding-gaps
    20 Sep 2021: curriculum design, feedback and assessment, and expand your knowledge and practice through introductions to higher education research.
  16. Quaestio 19 Main Final edited

    https://www.asnc.cam.ac.uk/publications/quaestio/back-issues/Quaestio-19.pdf
    20 Sep 2021: The Cambridge Colloquium in Anglo-Saxon, Norse and Celtic is a yearly spring conference. organized by postgraduate students of the Department of Anglo-Saxon, Norse and Celtic at the University of Cambridge. Information on the next Colloquium,
  17. The Cambridge Colloquium in Anglo-Saxon, Norse and Celtic is ...

    https://www.asnc.cam.ac.uk/publications/quaestio/back-issues/Quaestio-18.pdf
    20 Sep 2021: The Cambridge Colloquium in Anglo-Saxon, Norse and Celtic is a yearly spring conference. organized by postgraduate students of the Department of Anglo-Saxon, Norse and Celtic at the University of Cambridge. Information on the next Colloquium,
  18. The Cambridge Colloquium in Anglo-Saxon, Norse and Celtic is ...

    https://www.asnc.cam.ac.uk/publications/quaestio/back-issues/Quaestio-17.pdf
    20 Sep 2021: The Cambridge Colloquium in Anglo-Saxon, Norse and Celtic is a yearly spring conference. organized by postgraduate students of the Department of Anglo-Saxon, Norse and Celtic at the University of Cambridge. Information on the next Colloquium,
  19. The Cambridge Colloquium in Anglo-Saxon, Norse and Celtic is ...

    https://www.asnc.cam.ac.uk/publications/quaestio/back-issues/Quaestio-16.pdf
    20 Sep 2021: The Cambridge Colloquium in Anglo-Saxon, Norse and Celtic is a yearly spring conference. organized by postgraduate students of the Department of Anglo-Saxon, Norse and Celtic at the University of Cambridge. Information on the next Colloquium,
  20. The Main Title: in normal text, but with a running indent of 1cm, to…

    https://www.asnc.cam.ac.uk/publications/quaestio/back-issues/Quaestio-12.pdf
    20 Sep 2021: The Cambridge Colloquium in Anglo-Saxon, Norse and Celtic is a yearly spring conference. organized by postgraduate students of the Department of Anglo-Saxon, Norse and Celtic at the University of Cambridge. Information on the next Colloquium,
  21. Paper 5 Miért védjük a környezetet? Sir John Houghton ...

    https://www.faraday.cam.ac.uk/wp-content/uploads/2021/10/HU_Faraday_papers_5.pdf
    20 Sep 2021: és az Amerikai Tudományokért Társaság egykori elnöke. Említett cikke: The Economics of the Coming Spaceship. ... M., és Gable F. (1989) alapján: Environ-. mental and Economic Implications of Rising Sea Level.
  22. Keynote formatted v.3

    https://www.arct.cam.ac.uk/sites/www.arct.cam.ac.uk/files/judy_keynote.pdf
    21 Sep 2021: income and organisation of one of the most cited but least researched groups in economic, social, or construction history. ... Stephenson covers this from an economic historian’s perspective in some detail [15].
  23. 26a Baker formatted

    https://www.arct.cam.ac.uk/sites/www.arct.cam.ac.uk/files/379_baker.pdf
    21 Sep 2021: However, the Post-War history of the BRS/E was one of massive growth in staff, facilities and budgets as it pursued completely new lines of research into social, economic and ... 57/00. Department of Economic History, London School of Economics, 2000. [24
  24. 6. Spada formatted

    https://www.arct.cam.ac.uk/sites/www.arct.cam.ac.uk/files/473_spada_formatted.pdf
    21 Sep 2021: In the early 1960s, the strong demographic growth due to improved economic conditions and the increase of national industrialization ignited the debate on prefabrication. ... Francesco Spada. 475. In the 1960s, the Italian government was not particularly
  25. 27 ODwyer formatted

    https://www.arct.cam.ac.uk/sites/www.arct.cam.ac.uk/files/p229_odwyer.pdf
    21 Sep 2021: This clearly shows the role of economics in allowing the adoption of new technologies. ... Cullen, ‘Eighteenth-Century Flour Milling in Ireland’, Irish Economic and Social History, vol.
  26. 4. Greco formatted

    https://www.arct.cam.ac.uk/sites/www.arct.cam.ac.uk/files/425_greco_formatted.pdf
    21 Sep 2021: In the post-war years, Agip faced a phase of economic difficulty, overcome thanks to the general improvement in the country's conditions. ... On the other hand, there is a diversity in the socio-economic and manufacturing context that affected the
  27. 43 Mestre Marti formatted

    https://www.arct.cam.ac.uk/sites/www.arct.cam.ac.uk/files/mestre_p401.pdf
    21 Sep 2021: In 1925, General Gerardo Machado y Morales became President, to reconcile the interests of the different sectors of the bourgeoisie and American capital with his economic programme, offering stability to the ... The period between 1920 and the Wall
  28. 21 Ergun formatted

    https://www.arct.cam.ac.uk/sites/www.arct.cam.ac.uk/files/p339_ergun_formatted.pdf
    21 Sep 2021: The timber frame system without infill is a lightweight structure providing economic, practical and speedy solutions. ... Traditional knowledge about the material, ease of supply, economic advantages, earthquake threat and the cultural habits contributed
  29. 26b Baker formatted

    https://www.arct.cam.ac.uk/sites/www.arct.cam.ac.uk/files/415_baker.pdf
    21 Sep 2021: Amos and later with Clapp, all on building economics, and labour/materials requirements for local authority construction.
  30. 54 Prisco formatted

    https://www.arct.cam.ac.uk/sites/www.arct.cam.ac.uk/files/p313_prisco_formatted.pdf
    21 Sep 2021: The research on the Madrid Delicias Railway Station aims at recognizing the building and its constructive evolution in the overall context of the social, cultural, and economic transformations of the Spanish ... These three stations belonged to different
  31. 25 campolongo.Formatted

    https://www.arct.cam.ac.uk/sites/www.arct.cam.ac.uk/files/p3655_campolongo.formatted.pdf
    21 Sep 2021: Fig. 1). Until 1930s, when the new central pavilion was built, the architectural features of the camp were strongly characterized by wood and very economic constructive techniques, due to limited funds ... difficult economic and environmental conditions
  32. 30. Ellis formatted

    https://www.arct.cam.ac.uk/sites/www.arct.cam.ac.uk/files/p_303_ellis.pdf
    21 Sep 2021: James Bruce was keenly aware of the economic forces that were shaping antebellum Virginia, and he spent his life shrewdly building an agricultural and business empire that reached far beyond his
  33. 55 mazzanti formatted

    https://www.arct.cam.ac.uk/sites/www.arct.cam.ac.uk/files/p._85_mazzanti.pdf
    21 Sep 2021: These situations make different architectural kinds. The small ancient urban centers were formed in close relationship with agricultural and rural development, as a result of economic and social relationships that have
  34. 19 Giannetti formatted

    https://www.arct.cam.ac.uk/sites/www.arct.cam.ac.uk/files/497_giannetti_formatted.pdf
    21 Sep 2021: works. In the national economic and productive horizon of reinforced concrete construction, the contemporary international rise of Italian engineering [1] and the liturgical renewal introduced by the Second Vatican Council
  35. 18 Komiyama formatted

    https://www.arct.cam.ac.uk/sites/www.arct.cam.ac.uk/files/483_komiyama_formatted.pdf
    21 Sep 2021: This was compounded by the promotion of new materials such as light-weight steel, a government homeownership policy that expanded the residence fund loan system, and rapid economic growth.
  36. 31 Burgos Kite formatted

    https://www.arct.cam.ac.uk/sites/www.arct.cam.ac.uk/files/p327_burgos_kite_formatted.pdf
    21 Sep 2021: In the mid-19th century, Malaga was a city in expansion, one of the most important in Spain [13], where a thriving economic activity based on commerce and an incipient metallurgical
  37. Great Court Run - Trinity College Cambridge

    https://www.trin.cam.ac.uk/about/great-court-run/
    Thumbnail for Great Court Run - Trinity College Cambridge 22 Sep 2021: Neither runner, however, beat the clock, which took 44.4 seconds. On October 20th, 2007, Sam Dobin, a second year undergraduate reading Economics, made it round within the sound of the
  38. Open Days | Murray Edwards College - University of Cambridge

    https://www.murrayedwards.cam.ac.uk/outreach-and-events/outreach-events/open-days
    22 Sep 2021: We are delighted to welcome prospective applicants to the College, including as part of the University's Open Days and Events programme. If you would like to visit the College at
  39. 52 Carvais formatted revised

    https://www.arct.cam.ac.uk/sites/www.arct.cam.ac.uk/files/269_carvais_formatted.pdf
    22 Sep 2021: These offices, often the prerogative of the most important artisanal dynasties, represented the public recognition of either a high level of professional skill or a recognized economic and social prestige" [4]. ... to accept and even contribute to the
  40. 48 Rusak formatted

    https://www.arct.cam.ac.uk/sites/www.arct.cam.ac.uk/files/p451_rusak_formatted.pdf
    22 Sep 2021: 11] J. R. Beniger, The Control Revolution: Technological and Economic Origins of the Information Society, Cambridge, Mass: Harvard University Press, 1986.
  41. RECORD OF PROBATION FOR NON-CLINICAL ACADEMIC STAFF PD/PROB/R1

    https://www.hr.admin.cam.ac.uk/files/hr65b_-_final_probation_assessment_form_-_academic_staff_g9_teaching_and_scholarship_acp_rtf.rtf
    22 Sep 2021: An effective contribution to curriculum development and enhancement; where appropriate, informed by scholarship.
  42. RECORD OF PROBATION FOR NON-CLINICAL ACADEMIC STAFF PD/PROB/R1

    https://www.hr.admin.cam.ac.uk/files/hr64b_-_final_probation_assessment_form_-_academic_staff_g6-8_teaching_and_scholarship_acp_rtf.rtf
    22 Sep 2021: Contribution to curriculum development. Scholarly engagement. Contribution to strategic or developmental initiatives.
  43. RECORD OF PROBATION FOR NON-CLINICAL ACADEMIC STAFF PD/PROB/R1

    https://www.hr.admin.cam.ac.uk/files/hr64a_-_formal_probation_assessment_form_-_academic_staff_g6-8_teaching_and_scholarship_acp_rtf.rtf
    22 Sep 2021: Contribution to curriculum development. Scholarly engagement. Contribution to strategic or developmental initiatives.
  44. RECORD OF PROBATION FOR NON-CLINICAL ACADEMIC STAFF PD/PROB/R1

    https://www.hr.admin.cam.ac.uk/files/hr65a_-_formal_probation_assessment_form_-_academic_staff_g9_teaching_and_scholarship_acp_1_rtf.rtf
    22 Sep 2021: An effective contribution to curriculum development and enhancement, where appropriate informed by scholarship.
  45. 1. Inclusive curriculum design: self-evaluation tool

    https://www.cctl.cam.ac.uk/files/mtg-self-evaluation-1-curriculum-design.docx
    23 Sep 2021: course review). Not yet started . Aspiring. Introducing . Developing. Enhancing. Content of the curriculum. ... inclusive curriculum). Not yet started . Aspiring. Introducing . Developing. Enhancing. Delivery of the curriculum.
  46. 23 Sep 2021: This new toolkit is intended to act as a briefing for all those interested in understanding the awarding gaps experienced by some cohorts of students and the University's commitment to eliminating these awarding gaps.
  47. 1. How do you know if you have an awarding gap? | Cambridge Centre…

    https://www.cctl.cam.ac.uk/mind-gap-toolkit/how-know
    23 Sep 2021: This section of the Mind the Gap Toolkit sets out a summary of the evidence on identified disparities in student attainment, and points to further sources of information.
  48. Readings & Resources | Cambridge Centre for Teaching and Learning

    https://www.cctl.cam.ac.uk/mind-gap-toolkit/readings
    23 Sep 2021: National / sector-wide Reducing awarding gaps across the Higher Education sector The Office for Students requires all higher education institutions to submit Access and Participation Plans, and has ambitious targets to reduce awarding gaps across
  49. Self-Evaluation Tools | Cambridge Centre for Teaching and Learning

    https://www.cctl.cam.ac.uk/mind-gap-toolkit/self-evaluation-tools
    23 Sep 2021: These tools have been designed to prompt reflection by course teams and individual teaching staff on good practice and inclusion in curriculum design, assessment, teaching practices, learning environment and staff engagement.
  50. Limitations of data | Cambridge Centre for Teaching and Learning

    https://www.cctl.cam.ac.uk/mind-gap-toolkit/how-know/limitations
    23 Sep 2021: Course / Tripos data Given the current focus on the awarding gaps by ethnicity and disability groups, it is understandable that individual courses might want to examine their performance in those areas and assess their contribution to the overall
  51. Sources of useful data | Cambridge Centre for Teaching and Learning

    https://www.cctl.cam.ac.uk/mind-gap-toolkit/how-know/sources
    23 Sep 2021: The following tables summarise the data sources that are available to help course coordinators, Departments and/or relevant committees or working group identify the awarding gaps in their particular contexts.
  52. Qualitative research findings | Cambridge Centre for Teaching and…

    https://www.cctl.cam.ac.uk/mind-gap-toolkit/how-know/qualitative
    23 Sep 2021: Whilst the awarding gaps were identified through analysis of the available relevant statistical data, it was unclear why these gaps occurred.

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