The external degree programme at the University of Zambia

Prospects ◽  
1988 ◽  
Vol 18 (2) ◽  
pp. 199-206 ◽  
Author(s):  
Richard M. C. Siaciwena
Keyword(s):  
Degree Programme ◽  
External Degree ◽  
The University

The Master of Building Science Degree Programme of the University of Sydney

1965 ◽  
Vol 8 (3) ◽  
pp. 82-84 ◽  
Author(s):  
HENRY J. COWAN
Keyword(s):  
Building Science ◽  
Degree Programme ◽  
Science Degree ◽  
The University

scholarly journals Robert Hanbury Brown. 31 August 1916 – 16 January 2002 Elected FRS 1960

2003 ◽  
Vol 49 ◽  
pp. 83-106 ◽  
Author(s):  
John Davis ◽  
Bernard Lovell
Keyword(s):  
Technical College ◽  
Electrical Engineering ◽  
Imperial College ◽  
Van Der Pol ◽  
Preparatory School ◽  
External Degree ◽  
Major Turning Point ◽  
The University ◽  
The City ◽  
Appropriate Education

Robert Hanbury Brown was born on 31 August 1916 in Aruvankadu, Nilgiri Hills, South India; he was the son of an Officer in the Indian Army, Col. Basil Hanbury Brown, and of Joyce Blaker. From the age of 3 years Hanbury was educated in England, initially at a School in Bexhill and then from the ages of 8 to 14 years at the Cottesmore Preparatory School in Hove, Sussex. In 1930 he entered Tonbridge School as a Judde scholar in classics. Hanbury's interests turned to science and technology, particularly electrical engineering, and after two years he decided that he would seek more appropriate education in a technical college. His decision was accelerated by the fact that after the divorce of his parents his mother had married Jack Lloyd, a wealthy stockbroker, who in 1932 vanished with all his money and thus Hanbury felt he should seek a career that would lead to his financial independence. For these reasons Hanbury decided to take an engineering course at Brighton Technical College studying for an external degree in the University of London. At the age of 19 he graduated with a first-class honours BSc, taking advanced electrical engineering and telegraphy and telephony. He then obtained a grant from East Sussex and in 1935 joined the postgraduate department at the City & Guilds, Imperial College. In 1936 he obtained the Diploma of Imperial College (DIC) for a thesis on oscillators He intended to continue his course for a PhD but a major turning point in his career occurred when he was interviewed during his first postgraduate year by Sir Henry Tizard FRS, Rector of Imperial College. Hanbury explained to Tizard that he was following up some original work by Van der Pol on oscillator circuits without inductance and hoped, ultimately, to combine an interest in radio with flying. In fact, Tizard had already challenged him about the amount of time he spent flying with the University of London Air Squadron. Tizard told Hanbury to see him again in a year's time and that he might then have a job for him. In fact, within three months Tizard accosted Hanbury and said he had an interesting research project in the Air Ministry for him. After an interview by R.A. (later Sir Robert) Watson-Watt (FRS 1941), Hanbury was offered a post at the Radio Research Board in Slough. His visit to Slough was brief; he was soon told to report to Bawdsey Manor in Suffolk, which he did on 15 August 1936. Thereby, unaware of what Tizard had in mind for him, Hanbury's career as one of the pioneers of radar began.

James Clerk Maxwell's Scottish chair

2008 ◽  
Vol 366 (1871) ◽  
pp. 1661-1684 ◽  
Author(s):  
John S Reid
Keyword(s):  
Natural Philosophy ◽  
Effective Teacher ◽  
Degree Programme ◽  
The University

This account of Maxwell as professor of natural philosophy at Marischal College, Aberdeen, fills in many details that have been left out of Maxwell's biographies. It discusses the degree programme that Maxwell taught on, the nature of his colleagues, the type of student he had in his classes and the range of activities involved in his teaching. Evidence is cited that Maxwell was an enthusiastic and effective teacher, contrary to the often repeated but thinly supported view to the contrary. Following a brief summary of Maxwell's research interests while at Aberdeen, the myth that Maxwell was sacked from the University of Aberdeen is exploded and the detail of why he moved on is spelt out.

The early bird catches knowledge

1987 ◽  
Vol 1 (1) ◽  
pp. 56-58
Author(s):  
Kenneth E. Haughton ◽  
Cary Y. Yang
Keyword(s):  
Continuing Education ◽  
Clear Understanding ◽  
Technological Society ◽  
Degree Programme ◽  
Early Bird ◽  
Manufacturing Technologies ◽  
Industrial Needs ◽  
The University ◽  
Continual Learning

The principal prerequisite for being a modern professional in any field is the acceptance and conscious execution of a life long process of continual learning. In particular, in a rapidly changing technological society, the working engineer must be abreast of current developments in his or her field. While this awareness can be achieved through occasional seminars and keeping up with trade and technical journals, it is best accomplished by attending courses and/or enrolling in a degree programme offered by a local university. Although the return from such an arrangement is largely a function of the individual's effort, on the whole every participant (engineer, employer and university) benefits from it. The curriculum offered by the university must be dynamic and flexible and must be administered by a faculty with a clear understanding of current industrial needs. The ‘Early Bird’ programme at Santa Clara University is given as an example. With the current critical need to upgrade manufacturing technologies, the role of quality continuing education for our engineers and managers becomes increasingly important.

scholarly journals Medical Informatics Education at the University of Manchester

1997 ◽  
Vol 06 (01) ◽  
pp. 101-107
Author(s):  
V.F. Hillier ◽  
A.L. Rector ◽  
C.J. Taylor ◽  
S. Kay
Keyword(s):  
Medical Informatics ◽  
Academic Discipline ◽  
Full Time ◽  
Degree Programme ◽  
Key Issues ◽  
The Uk ◽  
The University ◽  
University Of Manchester

AbstractManchester University offered the first full time, undergraduate Medical Informatics degree programme in the UK. The B.Sc. in Medical Informatics was conceived in 1992 and its first cohort of students, taking the three year version, graduated in 1996; those students taking the four year version of the undergraduate degree will graduate in July 1997. The paper describes our somewhat turbulent experience of the first four years, highlighting both the difficulties and successes of launching an inter-disciplinary degree. First, the story of the programme’s development is given by way of an introduction and to establish a suitable context for describing the programme in more detail. Then, after presenting the aim and objectives of the programme, we describe the overall structure of the course, and reflect upon certain key issues for establishing Medical Informatics as a distinct, academic discipline.

External Degree Programme

2017 ◽  
pp. 81-107
Keyword(s):  
Degree Programme ◽  
External Degree

A tutor in your back pocket: reflections on the use of iPods and podcasting in an undergraduate popular music programme

2009 ◽  
Vol 26 (1) ◽  
pp. 85-97 ◽  
Author(s):  
Steve Cooper ◽  
Crispin Dale ◽  
Steve Spencer
Keyword(s):  
Music Education ◽  
Popular Music ◽  
Student Learning ◽  
Effective Means ◽  
Student Interaction ◽  
Curriculum Materials ◽  
Learning Engagement ◽  
Degree Programme ◽  
Traditional Lectures ◽  
The University

This article reports upon a research project undertaken at the University of Wolverhampton where iPods and podcasting were used as a delivery and assessment mechanism within an undergraduate Popular Music degree programme. A sample drawn from students studying the programme was interviewed to explore their engagement with the technology and the curriculum materials produced. Results found that although not a replacement for traditional lectures, iPods and podcasting are an effective means for supporting student learning. Benefits included motivating learners, enabling student interaction, offering time-shifted learning engagement and personalisation of learning. This article evaluates the pedagogical adoption of iPods and podcasting within a music education context and makes suggestions for future areas of research.

scholarly journals Active learning in criminal justice

2020 ◽  
Vol 13 (2) ◽  
pp. 85-101
Author(s):  
Jill Dealey
Keyword(s):  
Higher Education ◽  
Criminal Justice ◽  
Active Learning ◽  
Learning Experience ◽  
Wrongful Conviction ◽  
Postgraduate Students ◽  
Degree Programme ◽  
Potential Impact ◽  
Learning Development ◽  
The University

Active learning, with students engaging in research or activities within the community, is a favoured approach in contemporary higher education. To support this approach, the Criminology and Forensic Studies programmes at the University of Winchester have included student research into miscarriages of justice. The students interrogate evidence from a criminal trial to attempt to establish if there has been a wrongful conviction. This article discusses the importance of this work for students of Criminology. It considers the contribution to the learning experience of the range of opportunities available to undergraduate and postgraduate students and evaluates the potential impact on curriculum and learning development during the degree programme, in addition to the benefits for future employment.

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