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  1. Learning and Simulation Centre at the University of Greenwich

    …simulation for knowledge exchange. Facilities GLASC’s facilities are state-of-the-art: employing the latest technology, equipment and flexible clinical and domestic spaces across a broad range of health-related contexts. Through a combination of realistic environments, virtual and mixed reality with lifelike manikins and video feedback, our students can work through evolving scenarios to challenge and develop their practice. Alternatively, resear…

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  2. Apprenticeships fit for the twenty first century

    …uncertainties that need to be resolved. There is ambiguity around the long-term commitment to financing the programme. Since there are financial and reputational risks of getting involved with this policy, requiring significant start up costs – putting in an application to BIS, working with other organisations including higher education institutions to develop the standard and assessment plan, working with the Skills Funding Agency to secure a fu…

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  3. Partnership will explore use of robots to improve patient care

    …ss blood loss, and reduced hospital stay from three days to one.   https://www.youtube.com/watch?v=EauO6w7sBmU&t=60s     Twelve automated guided vehicles (AGVs) transport food, linen, medicines and other supplies around the hospital 24/7. Steered by GPS and operating lifts, they have quickened deliveries to wards and reduced injuries to porters. The hospital’s pathology lab uses automated technology to move and test blood samples, after they are t…

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

    …oup.ac.uk/policy/publications/a-passion-for-learning-the-student-experience-at-russell-group-universities/ [Accessed: 23/8/16] Scanlon, E. (2014) Scholarship in the Digital Age: Open Educational Resources, Publication and Public Engagement. British Journal of Educational Technology. 45 (1) 12-23 Stoakes, G. & Cooper, P. (2012). ‘Visualising the Research-Teaching Nexus’. In A. Miller, J. Sharp & J. Strong (Eds) What is Research-Led Teaching? Multi-…

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  5. Braveheart Award

    …ng anti-racist practice https://www.advance-he.ac.uk/news-and-views/how-can-we-become-anti-racist-guide Louise collaborated with the NUS/UUK by contributing to a round-table discussion and case-study of best practice published in their 2019 report Black, Asian and minority ethnic student attainment at UK universities: #ClosingtheGap. Here is a link to the research that Louise led to understand the experiences of students who experience racial disc…

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  6. Design: a long view

    …e most common contexts in which someone in the first half of the nineteenth-century might come across the word design was when reading about the designs that eligible young men might have for eligible young women in the novels of Jane Austen. Used in this way, the word design describes the agency of intention – a plan or a scheme. “…the word design describes the agency of intention – a plan or a scheme” Nevertheless, the embodiment and realization…

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  7. Prime Minister urged to review international student regulations

    …ht, Chief Executive, Sheffield Chamber of Commerce Prof. Philip Jones, Vice-Chancellor, Sheffield Hallam University Louise Punter, Chief Executive, Surrey Chambers of Commerce Prof. Graham Henderson, Vice-Chancellor, Teesside University Prof. Stephen Hagen, Vice-Chancellor, University of Wales, Newport Prof. Steven West, Vice-Chancellor, University of the West of England     Press contact – Andrew Henry, andrew@www.unialliance.ac.uk | 07833 236 62…

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  8. Transforming reconstructive surgery through innovative design technologies

    …eminate the approach. Nearly 2,500 patients have directly benefited from their work since 2008. They have also shared knowledge about their techniques and processes to over 330 individual company and public sector representatives and explored the potential of creating bespoke devices with nearly 200 companies. Back to Real World Impact…

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