The Manchester University Summer School of Mathematics at Bangor

1924 ◽  
Vol 12 (172) ◽  
pp. 185-186
Author(s):  
S. Chapman

The desirability of affording facilities, to mathematical teachers and others, for post-graduate studies in mathematics during the summer vacation, was commented on by the writer in an article in the March, issue of this Gazette. It was there proposed that a “Summer School” should be organized for this purpose by teachers themselves, acting through the Mathematical Association, and after the publication of the article the suggestion was more formally communicated to the Association through the Manchester branch. It proved to be unlikely, however, that the matter could be taken up by the representative body, whose members met rather infrequently, and who were already fully occupied in other business of the Association, in sufficient time to make arrangements for such a School during the present year. The proposal was therefore brought before the Extra-Mural Committee of the University of Manchester, who agreed to the experiment being made under their auspices, and voted a grant for organizing and advertising the project. The Board of Education were next approached, and they agreed to recognize the School and to make a limited grant to cover a possible deficit on the cost of working it. Provisional arrangements were proceeded with meanwhile, and in April and the early part of May circulars announcing the School and inviting students to register were distributed to the heads of the mathematical departments of nearly every secondary, grammar and high school, and many technical schools and colleges, throughout England and Wales. The School was also advertised in various educational journals. The response was satisfactory, thirty-two students being registered, whereas twenty was the number decided upon as the minimum required if the School was to be held.

1995 ◽  
Vol 34 (03) ◽  
pp. 289-296 ◽  
Author(s):  
B. H. Sielaff ◽  
D. P. Connelly ◽  
K. E. Willard

Abstract:The development of an innovative clinical decision-support project such as the University of Minnesota’s Clinical Workstation initiative mandates the use of modern client-server network architectures. Preexisting conventional laboratory information systems (LIS) cannot be quickly replaced with client-server equivalents because of the cost and relative unavailability of such systems. Thus, embedding strategies that effectively integrate legacy information systems are needed. Our strategy led to the adoption of a multi-layered connection architecture that provides a data feed from our existing LIS to a new network-based relational database management system. By careful design, we maximize the use of open standards in our layered connection structure to provide data, requisition, or event messaging in several formats. Each layer is optimized to provide needed services to existing hospital clients and is well positioned to support future hospital network clients.


2021 ◽  
pp. 096777202110121
Author(s):  
Peter D Mohr ◽  
Stephanie Seville

George Archibald Grant Mitchell, OBE, TD, MB, ChB, ChM, MSc, DSc, FRCS (1906–1993) was a professor of anatomy at the University of Manchester from 1946 to 1973. He is mainly remembered for his research in neuroanatomy, especially of the autonomic nervous system. He studied medicine at the Aberdeen University, and after qualifying in 1929 he held posts in surgery and anatomy and worked as a surgeon in the Highlands. In 1939, he joined the Royal Army Medical Corps. He was based in Egypt and the Middle East, where he carried out trials of sulphonamides and penicillin on wounded soldiers; in 1943, he returned to England as Adviser in Penicillin Therapy for 21 Army Group, preparing for the invasion of Europe.


2020 ◽  
Vol 36 (4) ◽  
pp. 369-383
Author(s):  
Rachel Clements ◽  
Sarah Frankcom

Sarah Frankcom worked at the Royal Exchange Theatre in Manchester between 2000 and 2019, and was the venue’s first sole Artistic Director from 2014. In this interview conducted in summer 2019, she discusses her time at the theatre and what she has learned from leading a major cultural organization and working with it. She reflects on a number of her own productions at this institution, including Hamlet, The Skriker, Our Town, and Death of a Salesman, and discusses the way the theatre world has changed since the beginning of her career as she looks forward to being the director of LAMDA. Rachel Clements lectures on theatre at the University of Manchester. She has published on playwrights Caryl Churchill and Martin Crimp, among others, and has edited Methuen student editions of Lucy Prebble’s Enron and Joe Penhall’s Blue/Orange. She is Book Reviews editor of NTQ.


Author(s):  
Lloyd Cawthorne

AbstractComputer programming is a key component of any physical science or engineering degree and is a skill sought by employers. Coding can be very appealing to these students as it is logical and another setting where they can solve problems. However, many students can often be reluctant to engage with the material as it might not interest them or they might not see how it applies to their wider study. Here, I present lessons I have learned and recommendations to increase participation in programming courses for students majoring in the physical sciences or engineering. The discussion and examples are taken from my second-year core undergraduate physics module, Introduction to Programming for Physicists, taught at The University of Manchester, UK. Teaching this course, I have developed successful solutions that can be applied to undergraduate STEM courses.


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