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24 Sep 2021: curriculum vitae for the nominee, and publication list for the nominee.

27 Sep 2021: audience. Application process for this role. Candidates should send their curriculum vitae and a covering letter to Emma Heyn, explaining how they meet the role criteria, to arrive no later than

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

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,

27 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.

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 Sep 2021: supervision discussion, e.g., HSPS are more likely to discuss race in their curriculum. ... 2. Faculty-led reviews of the curriculum incorporating insight from student-led decolonise networks.

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,

24 Sep 2021: The previous section provided an overview of what we know about awarding gaps from available statistical data: we have identified that these gaps exist, across the sector and within Cambridge, although the reason for these gaps has been unclear.

23 Sep 2021: responsibility for inclusive curriculum). Not yet started . Aspiring. Introducing . Developing. Enhancing. ... Are their opportunities for peer learning formally integrated into the delivery of the curriculum, so that students are encouraged to work

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

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.

24 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.

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

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.

27 Sep 2021: We will add more examples as we identify them. If you have, or are aware of, examples of effective practice to address awarding gaps through inclusive curriculum design, teaching, learning or

23 Sep 2021: 5. Are students consistently provided with accessible learning materials and resources in advance of teaching or curriculum delivery?

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

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

24 Sep 2021: The principle underpinning an inclusive curriculum, including assessment, is that it provides an accessible, engaging and relevant learning experience for all students, maximising retention and progression, while reflecting the needs of