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  1. What does research-informed teaching (RIT) look like?

    …through critique and discussion between themselves and staff; and research-based learning – where students learn as researchers. As the following case studies indicate, RIT offers many benefits to students, staff and higher education institutions as a whole. The case studies from Portsmouth University and Nottingham Trent University show that treating students as co-researchers supports student engagement within and beyond the formal curriculum,…

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  2. Unpacking the TEF narratives: what does teaching excellence at an Alliance university look like?

    …-qualified teachers and up to date teaching methods”. While those were the unanimously made points, many UA members also referred to pedagogic research, most highlighted the role of personal tutors in providing academic support, and most described investment in physical and digital resources. I’m sure that only word count limitations prevented these points being covered in all the documents. Graduates with job-ready skills Moving on to Student Out…

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  3. Digital teaching and learning has a future – but we must get the balance right

    …ng back students with a blended learning approach (a mix of online and face-to-face teaching). For Alliance universities this approach is nothing new, with digital learning opportunities existing long before the pandemic. But our recent experience has taken this one step further. Alliance universities have now amassed a wealth of evidence about the benefits of blended teaching and learning, and have a good understanding of the challenges of delive…

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  4. University Alliance responds to Russell Group call to restrict research funding

    …Research for member universities at the heart of the sector who are both research-engaged and business focussed. Responding to the outspoken remarks of Russell Group Chair Professor Michael Arthur, published in Times Higher Education (October 22nd 2009) he said: “Inciting unfounded panic in advance of the Higher Education Framework is not in the country’s interest. We need calmly to assess what is best for Britain and what will support its overall…

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  5. Innovate for Growth: preventing the ERDF cliff-edge 

    …d development of our company and most importantly helped us develop a state-of-the-art technology product that will touch millions of businesses and add significant value to the country’s economy. As an SME, such support is transformational. A program like this must be supported in all possible wills and intentions.” Kemi Madumere, Director, Brighter Futures Foundation “[Our] research project…with the University of Greenwich was pivotal in us gett…

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  6. Mind the gap report – Aston University case study

    …y – Capgemini decided to team up with Aston on developing an apprenticeship-based approach that topped up level-4 Higher Apprentices to a full BSC with two stages of study. Capgemini staff are mobile, often spending significant periods of time on client sites away from their base office. A blended learning approach with the majority of teaching delivered at a distance was essential. An added benefit was that this required less physical space and c…

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  7. 2020 reviewed by our networks

    …e system. We have been furthering discussions on developing an inclusive research culture and adressing the BAME pipeline through our Research and Innovation network, and our Teaching and Learning Network continue to address the black attainment gap and inclusivity in teaching and learning. In 2021 we will be launching a piece of work to drive diversity in academic representation in the media.   2020 has been a tumultuous year in many ways, but ha…

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  8. WHITE NOISE: University Alliance Policy Seminar exploring the White Paper

    …sity Alliance held its first policy seminar last week (5 July) taking an in-depth look at the White Paper. There was lively discussion and debate about the impact the White Paper could have on the sector, which will no doubt continue over the coming months. We are still looking at the White Paper and refining our analysis, but to give you an idea of our current thinking you can see the presentation Libby and Liz gave at the seminar below. Feel fre…

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  9. The DTA Rep Committee: Amplifying the voice of PhD researchers

    …socialising, which supports motivation while promoting solidarity and peer-to-peer support. One of the key benefits I have gained from my role on the DTA Rep Committee, is developing intimate knowledge of the complexities and challenges associated with the Covid-19 pandemic. The survey we distributed was effective in illustrating its far-reaching negative consequences for our PhD researchers. These include concerns about the continuation of fundi…

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