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26a Baker formatted
https://www.arct.cam.ac.uk/sites/www.arct.cam.ac.uk/files/379_baker.pdf21 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 -
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-areas20 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 -
52 Carvais formatted revised
https://www.arct.cam.ac.uk/sites/www.arct.cam.ac.uk/files/269_carvais_formatted.pdf22 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 -
Expressions of interest sought from Faculties & Departments…
https://www.cctl.cam.ac.uk/news/expressions-interest-sought-faculties-departments-seeking-support-addressing-awarding-gaps20 Sep 2021: curriculum design, feedback and assessment, and expand your knowledge and practice through introductions to higher education research. -
TradeHub webinar: Biodiversity and International Trade Policy:…
https://www.conservation.cam.ac.uk/events/tradehub-webinar-biodiversity-and-international-trade-policy-issues-opportunities-and20 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 -
Inclusive curriculum design | Cambridge Centre for Teaching and…
https://www.cctl.cam.ac.uk/mind-gap-toolkit/what-works/examples/curriculum27 Sep 2021: To help with our curriculum re-design process, we hired an education lead. ... Office for Students (2020) Inclusive curriculum: BME attainment gap, Closing the Attainment Gap Project. -
May 2021 School leadership and school quality in secondary ...
https://www.educ.cam.ac.uk/centres/real/publications/School%20leadership%20and%20school%20quality%20in%20secondary%20education%20in%20Rwanda.pdf24 Sep 2021: Share of time spent on curriculum- and teaching-related tasks, and share of time spent interacting with students;. ... Leading learning also includes regularly assessing teaching methods and their alignment with the national curriculum. -
Limitations of data | Cambridge Centre for Teaching and Learning
https://www.cctl.cam.ac.uk/mind-gap-toolkit/how-know/limitations23 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 -
Mind the Gap Toolkit | Cambridge Centre for Teaching and Learning
https://www.cctl.cam.ac.uk/mind-gap-toolkit23 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. -
3. What works to close awarding gaps? | Cambridge Centre for Teaching …
https://www.cctl.cam.ac.uk/mind-gap-toolkit/what-works24 Sep 2021: The previous sections provided guidance on relevant and available data to identify whether awarding gaps exist, and possible explanations for them. This third and final section presents some ideas about what might work to address awarding gaps.
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