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  2. School entry: The science behind desensitization in doctors  | Murray …

    https://www.murrayedwards.cam.ac.uk/news/our-blogs/she-talks-science/school-entry-the-science-behind-desensitization-in-doctors
    Thumbnail for School entry: The science behind desensitization in doctors  | Murray Edwards College - University of Cambridge 23 Sep 2021: As doctors are constantly on the front lines of death and illness, they face a conflict between clinical empathy versus the need for efficiency.  Whether it be removing tissue samples from dead b
  3. 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.
  4. Science Issue: Orcas and organisation- the menopausal overlap between …

    https://www.murrayedwards.cam.ac.uk/news/our-blogs/she-talks-science/science-issue-orcas-and-organisation-the-menopausal-overlap-between-humans-and-killer-whales
    Thumbnail for Science Issue: Orcas and organisation- the menopausal overlap between humans and killer whales | Murray Edwards College - University of Cambridge 16 Sep 2021: For centuries it was thought that humans were the only organisms in nature to go through the biological oddity of the menopause. Only recently have we discovered that we are not alone. Surprisingly, t
  5. 1 POLICY PAPER Cost-effectiveness with equity: Raising learning for…

    https://www.educ.cam.ac.uk/centres/real/downloads/costeffectiveness_policypaper_final%20(003).pdf
    16 Sep 2021: Benefits include ones related to an individual’s health, employment and earnings as well as empowering them with skills needed not only for their own economic and life outcomes but also ... Kremer, M., Miguel, E. & R. Thornton (2009), Incentives to
  6. Platform_Full Report_16_1_Formatted

    https://www.educ.cam.ac.uk/centres/real/downloads/Platform%20for%20Girls/REAL%2012%20Years%20of%20Quality%20Education%20for%20All%20Girls%20FULL%2084pp.pdf
    16 Sep 2021: C. Tackling discrimination 56. 4. School environments that are safe spaces 56 Gender-sensitive teaching practices and materials 57 Promoting women’s economic empowerment and providing pathways to productive work 59 ... OECD Organisation for Economic
  7. Cost-effectiveness with equity: Raising learning for marginalised…

    https://www.educ.cam.ac.uk/centres/real/downloads/REAL%20Policy%20Brief%20Cost-effectiveness%20Camfed%20A4_FINAL.pdf
    16 Sep 2021: Benefits include ones related to an individual’s health, employment and earnings as well as empowering them with skills needed not only for their own economic and life outcomes but also
  8. September 2020 The effect of Covid-19 on primary education ...

    https://www.educ.cam.ac.uk/centres/real/publications/Effects%20of%20COVID-19%20on%20principals%20and%20teachers_Ethiopia.pdf
    16 Sep 2021: lost. Suggested alternative strategies to automatic promotion included providing. 5. tutorials followed by an exam and considering students’ results from the first. ... to support their learning at home. In addition, they are likely to face greater
  9. August 2020 Girls’ Education Challenge Research Feasibility StudyRe…

    https://www.educ.cam.ac.uk/centres/real/publications/GEC_Research_Feasibility_Scoping_Report_final_upload.pdf
    16 Sep 2021: exam scores for the most marginalised girls. Another study found that recipients of.
  10. New Horizons: Digital exclusion and the importance of getting ...

    https://www.cchpr.landecon.cam.ac.uk/sites/www.cchpr.landecon.cam.ac.uk/files/media/new_horizons_digital_exclusion_report_final.pdf
    23 Sep 2021: pandemic and its economic impacts (Joseph Rowntree Foundation, 2021) – is essential. ... phone to prepare for his Life in the UK exam created additional barriers, as he was unable to.
  11. Results that match 1 of 2 words

  12. 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
  13. World first for AI and machine learning to treat COVID-19 patients…

    https://www.cam.ac.uk/research/news/world-first-for-ai-and-machine-learning-to-treat-covid-19-patients-worldwide
    Thumbnail for World first for AI and machine learning to treat COVID-19 patients worldwide | University of Cambridge 15 Sep 2021: To check the accuracy of EXAM, it was tested out in a number of hospitals across five continents, including Addenbrooke’s Hospital. ... epidemics.”. First author on the study, Dr Ittai Dayan, from Mass General Bingham in the US, where the EXAM
  14. How to present content notes | Cambridge Centre for Teaching and…

    https://www.cctl.cam.ac.uk/content-notes/how-use/how-present
    15 Sep 2021: Exams. Content notes are still important in exam situations - perhaps even more so, as students are likely to feel stressed and anxious already. ... In exams like these, students with post-traumatic stress disorder would benefit from:.
  15. Strand B: Adjusted Modes of Assessment vs Diversified Assessment |…

    https://www.cctl.cam.ac.uk/app-par-project/cycle-1/b-diversified-assessment
    15 Sep 2021: impact on both mental health and on academic attainment, whether disabled students are disadvantaged by the current structure of exams, and the short- and long-term changes that must be made
  16. Strand B | Assessment Guidance | Cambridge Centre for Teaching and…

    https://www.cctl.cam.ac.uk/app-par-project/cycle-2/b-assessment-guidance
    15 Sep 2021: Report: Assessment Guidance Project (PDF). Assessments are always a source of stress for students, particularly at Cambridge where there is an emphasis on high-stakes exams at the end of every
  17. Creating an equitable future through education A conference…

    https://www.educ.cam.ac.uk/centres/real/events/FullProgramme7Oct2021.pdf
    24 Sep 2021: Alicia holds a degree in economics and a postgraduate degree in social policy and planning in developing countries. ... Her work revolves around social innovation and intergenerational dialogue on sustainability as well as socio-economic issues.
  18. Strand A: STEMM Subjects | Cambridge Centre for Teaching and Learning

    https://www.cctl.cam.ac.uk/app-par-project/cycle-1/a-stemm-subjects
    15 Sep 2021: This was followed by an analysis of the awarding gap data currently available on the Exam Results Analytics dashboard, comparing the gaps course by course. ... However, the initial (limited) findings from the Exam Results Analytics dashboard surprisingly
  19. 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
  20. 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:
  21. Assessment and awarding gaps | Cambridge Centre for Teaching and…

    https://www.cctl.cam.ac.uk/mind-gap-toolkit/reasons/assessment
    24 Sep 2021: There is considerable evidence in the sector that high-stakes summative exams disadvantage some students, who do not perform to their best ability. ... Diversified assessment moves away from a reliance on exam-based assessment and instead focus on
  22. Quantitative research findings | Cambridge Centre for Teaching and…

    https://www.cctl.cam.ac.uk/mind-gap-toolkit/how-know/quantitative
    23 Sep 2021: and A-level score, numbers of A-levels obtained and exam results in the first year of study. ... Though the gapdid reduce when controlling for the outcomes of first-year exam results, it nonetheless remained.
  23. 1 Faculty of Philosophy Plagiarism The Faculty of Philosophy ...

    https://www.phil.cam.ac.uk/files/plagiarism.pdf
    21 Sep 2021: See either the Faculty's guide to "Presentation of extended essays and dissertations" https://www.phil.cam.ac.uk/curr-students/ugrads-exam-folder/pres-ext-essays-diss or the
  24. Readings & Resources | Cambridge Centre for Teaching and Learning

    https://www.cctl.cam.ac.uk/mind-gap-toolkit/readings
    23 Sep 2021: Both the attainment gap database and the exams results analytics database are searchable for patterns of attainment by student characteristics (gender, ethnicity, disability, school and domicile), but course and college, across
  25. Inclusive assessment & feedback | Cambridge Centre for Teaching…

    https://www.cctl.cam.ac.uk/mind-gap-toolkit/what-works/examples/assessment
    27 Sep 2021: As a lecturer, I design formative and summative assessments consisting of essay questions for exams. ... To ensure that these students are not disadvantaged during the exam because they fail to grasp the meaning of new and/or difficult words, I only use
  26. 1 B3: Assessment Practices (Disabled/mental health perspective) 1.…

    https://www.cctl.cam.ac.uk/files/app-par-cycle2-strandb-assessment.pdf
    23 Sep 2021: 2. Rationale. Exam arrangements and assessment formats have been a rich source of discussion following the amendments made to last year’s exams in response to the COVID-19 pandemic. ... As the Cambridge SU report discusses, a degree of worsened mental
  27. Strand B: Time Costs of Self-Advocacy | Cambridge Centre for Teaching …

    https://www.cctl.cam.ac.uk/app-par-project/cycle-1/b-time-costs
    15 Sep 2021: Adjustments, where in place, are mostly thought to be useful, but students struggle with them being solely exam-focused.
  28. Fly America Act | Research Operations Office

    https://www.research-operations.admin.cam.ac.uk/about-us/bulletin/item/fly-america-act
    17 Sep 2021: Researchers who receive US federal funding for a research project are reminded that if you need to travel by plane, flights must be booked using an American flag carrier, or a flag carrier from a country with an Open Skies Agreement with the US.
  29. 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
  30. 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: Exam Results Analytics - Tableau.
  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. Impact of Covid-19 on awarding gaps | Cambridge Centre for Teaching…

    https://www.cctl.cam.ac.uk/mind-gap-toolkit/how-know/impact-covid
    23 Sep 2021: exams being open-book. introduction of a safety net, which could have an effect because (a) in some subjects students might have better results in year 2 than in year 3
  33. 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].
  34. February 2021 Exploring the School to Work Transition for ...

    https://www.educ.cam.ac.uk/centres/real/publications/School%20to%20Work%20Transition%20for%20Adolescent%20Girls%20Full%20Report.pdf
    16 Sep 2021: Those with higher socio-economic status also tend to have higher socio-emotional skill scores (World Bank, 2014). ... The economic pressures resulting from Covid-19 are likely to reduce the number of livelihood opportunities and push more girls into
  35. Glossary of Terms: Awarding Gaps | Cambridge Centre for Teaching and…

    https://www.cctl.cam.ac.uk/mind-gap-toolkit/glossary
    23 Sep 2021: cannot be explained by previous education, socio-economic background or other intersecting variables such as gender or postcode: a Black student’s racialized identity is the most stable predictor of their
  36. October 2020 The Implications of COVID-19 on early learning ...

    https://www.educ.cam.ac.uk/centres/real/publications/Covid-19%20and%20Early%20Years%20Education%20in%20Ethiopia.pdf
    16 Sep 2021: economic impact of COVID-19 as their total income was lower than before the. ... 2020) Economic costs of pre-primary. program reductions due to COVID-19 pandemic.
  37. 7. Ladinski formatted

    https://www.arct.cam.ac.uk/sites/www.arct.cam.ac.uk/files/437._ladinski_formatted.pdf
    21 Sep 2021: The final exam for those studying Construction consisted of six written and 10 oral exams. ... The Diploma Exam for Construction consisted of four written and two oral exams.
  38. Frequently-Asked Questions | Cambridge Centre for Teaching and…

    https://www.cctl.cam.ac.uk/mind-gap-toolkit/faqs
    23 Sep 2021: which cannot be explained by previous education, socio-economic background or other intersecting variables such as gender or postcode: a Black student’s racialised identity is the most stable predictor of
  39. 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: It is increasingly recognised that the issues and challenges facing disabled students are complex; they intersect with multiple factors including different equality characteristics, concurrent disabilities, socio-economic status and previous
  40. Pilkington Prize 2015 | Cambridge Centre for Teaching and Learning

    https://www.cctl.cam.ac.uk/pilkington-prize/2015
    15 Sep 2021: His lectures set complex scientific material within a rich social, economic and cultural context, in a way that is accessible to students who have typically not studied any humanities since GCSE.
  41. PowerPoint Presentation

    https://www.spri.cam.ac.uk/friends/events/cruise2022.pdf
    13 Sep 2021: Julian has also spoken recently on polar environmental change at the World Economic Forum in Davos and represented the UK at a White House meeting on the Arctic.
  42. Why use content notes? | Cambridge Centre for Teaching and Learning

    https://www.cctl.cam.ac.uk/content-notes/what-are-content-notes/why-use
    15 Sep 2021: As a result, the module with the most consistent content notes in my final year was by far my highest exam mark.
  43. Digital transformation key to government’s call to build back better…

    https://www.cdbb.cam.ac.uk/news/digital-innovation-imperative
    14 Sep 2021: The economic case for digital transformation has been proven, our research has shown that every £1 invested in Information Management could generate cost savings of £6.90 - £7.40 over time.
  44. 2. Inclusive assessment and feedback: self-evaluation tool

    https://www.cctl.cam.ac.uk/files/mtg-self-evaluation-2-assessment-feedback.docx
    23 Sep 2021: essay rather than exams) or conditions (e.g. handwritten or typed) or topics (e.g. ... open book, online, options for essays or exams), so as to reduce need for disabled students to continue to make individual requests?
  45. 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,
  46. Research Operations Office Bulletin - Issue 276 | Research Operations …

    https://www.research-operations.admin.cam.ac.uk/about-us/bulletin/research-operations-office-bulletin-issue-276
    17 Sep 2021: Search site. Research Operations Office. Research Operations Office Bulletin - Issue 276. Published on 17 September 2021. The Principal Investigator Programme has been developed to help researchers with their responsibilities of managing a grant.
  47. Community Health Enquiry A working paper by the Cambridge ...

    https://www.cisl.cam.ac.uk/files/community_health_enquiry_working_paper.pdf
    23 Sep 2021: commitment; lack of understanding and recognition; an unfavourable socio-economic and policy context. ... but access and use remain uneven among different geographical and socio-economic groups; social.
  48. Research Impact Session – 22nd September 2021 | Research Operations…

    https://www.research-operations.admin.cam.ac.uk/about-us/bulletin/item/research-impact-session-22nd-september-2021
    17 Sep 2021: The Principal Investigator Programme has been developed to help researchers with their responsibilities of managing a grant. The final online event of this series is scheduled for Wednesday 22nd September at 12:30pm on the topic of impact and will
  49. 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
  50. 2015_9NOV_SamJonesTalk

    https://www.educ.cam.ac.uk/centres/real/downloads/2015_9NOV_SamJonesTalk.pdf
    16 Sep 2021: one million children across East Africa. Sam Jones is a development economist with interests in applied economic and policy analysis, focussing on sub-Saharan Africa in particular. ... He works extensively with macro- and micro-economic data from
  51. 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
  52. 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. ... Based on human capital theory that links quality education to higher economic growth,

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