scholarly journals Mustard gas, electrodes and PARP: Serendipity in cancer research

2009 ◽  
Vol 31 (6) ◽  
pp. 14-15
Author(s):  
Mark Burgess
Keyword(s):  
Cancer Research ◽  
Research Laboratory ◽  
Cancer Therapeutics ◽  
Mustard Gas ◽  
Patient Benefit ◽  
Part Time ◽  
Gas Electrodes ◽  
The University ◽  
Newcastle Upon Tyne ◽  
Applied Biology

Herbie Newell is Professor of Cancer Therapeutics, Northern Institute of Cancer Research, Newcastle upon Tyne. He left school at the age of 16 and went to work as a technician in the Marie Curie Memorial Foundation Research Laboratory, gaining Ordinary National Certificate (ONC) and Higher National Certificate (HNC) in Applied Biology on day release. He gained his PhD after 5 years as a part time student. At present he manages the research and careers of people involved in drug discovery at the University of Newcastle, and has worked for many years with Cancer Research UK in promoting bench-to-bedside research for patient benefit.

The Concept of Nontraditional Student

2017 ◽  
Vol 28 (1) ◽  
pp. 40-60
Author(s):  
Treinienė Daiva
Keyword(s):  
Nontraditional Students ◽  
Social Roles ◽  
Nontraditional Student ◽  
Full Time ◽  
Older Students ◽  
Learning Differences ◽  
Status Characteristics ◽  
Part Time ◽  
Definition Of ◽  
The University

Abstract Nontraditional student is understood as one of the older students enrolled in formal or informal studies. In the literature, there is no detailed generalisation of nontraditional student. This article aims to reveal the concept of this particular group of students. Analysing the definition of nontraditional students, researchers identify the main criteria that allow to provide a more comprehensive concept of the nontraditional student. The main one is the age of these atypical students coming to study at the university, their selected form of studies, adult social roles status characteristics, such as family, parenting and financial independence as well as the nature of work. The described features of the nontraditional student demonstrate how the unconventional nontraditional student is different from the traditional one, which features are characteristic for them and how they reflect the nontraditional student’s maturity and experience in comparison with younger, traditional students. Key features - independence, internal motivation, experience, responsibility, determination. They allow nontraditional students to pursue their life goals, learn and move towards their set goals. University student identity is determined on the basis of the three positions: on the age suitability by social norms, the learning outcomes incorporated with age, on the creation of student’s ideal image. There are four students’ biographical profiles distinguished: wandering type, seeking a degree, intergrative and emancipatory type. They allow to see the biographical origin of nontraditional students, their social status as well as educational features. Biographical profiles presented allow to comprise the nontraditional student’s portrait of different countries. Traditional and nontraditional students’ learning differences are revealed by analysing their need for knowledge, independence, experience, skill to learn, orientation and motivation aspects. To sum up, the analysis of the scientific literature can formulate the concept of the nontraditional student. Nontraditional student refers to the category of 20-65 years of age who enrolls into higher education studies in a nontraditional way, is financially independent, with several social roles of life, studying full-time or part-time, and working full-time or part-time, or not working at all.

The Fractured “I”: An Autoethnographic Account of a Part-Time Doctoral Student’s Experience With Scholarly Identity Formation

2020 ◽  
pp. 107780042091889
Author(s):  
Erin Leach
Keyword(s):  
Identity Formation ◽  
Lived Experience ◽  
Doctoral Students ◽  
Full Time ◽  
Doctoral Socialization ◽  
Scholarly Identity ◽  
Part Time ◽  
The University ◽  
Affective Dimensions ◽  
Poetry Collection

This autoethnographic poetry collection provides an entry into the socialization of part-time doctoral students by centering the lived experience of the author, a part-time doctoral student employed full-time at the university where she studies. In the writing of this poetry collection, the author sought to enter into conversation with the doctoral socialization literature and to uncover the various parts of her fractured identity. Through an examination of her own fractured identity, the author engages with the places where scholarly identity formation is stalled in part-time doctoral students especially in comparison with their full-time peers and considers affective dimensions of the work of scholarly identity formation.

Sharp things, or the silver lines are not scars

2019 ◽  
Author(s):  
◽  
Teresa Milbrodt
Keyword(s):  
Financial Stability ◽  
Romantic Relationship ◽  
Insurance Coverage ◽  
Health Insurance Coverage ◽  
Stained Glass ◽  
University Of Missouri ◽  
Adjunct Instructor ◽  
Constant Change ◽  
Part Time ◽  
The University

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] This novel is the story of Tianne, a twenty-eight-year-old stained glass artist. She works two part-time jobs as a clerk at a stained glass supply store, and as an adjunct instructor at a community college. Her boyfriend Jeremiah is an academic adviser at the same college, but wants a career performing in comedy clubs. He uses a wheelchair due to spina bifida, and is cheerfully blunt that he could die from an undetected kidney infection. Tianne wrangles her own invisible disability, since endometriosis causes her to have awful cramps during her period that can keep her home from work. Tianne loves her jobs but worries about bills after her car breaks down. She envies Jeremiah's financial stability until he's fired for speaking his mind too many times to administration. Tianne fears for his health insurance coverage, while Jeremiah debates careers as a high school guidance counselor or touring comedy clubs. Throughout the book Tianne tries to chart a path though the instabilities of her body, Jeremiah's body, their career paths, and their romantic relationship, knowing that nothing is permanent. Hers is a story not of looking for stability, but coming to terms with instability, and finding spaces of adaptation to constant change.

scholarly journals Samuel Phillips Bedson, 1886-1969

1970 ◽  
Vol 16 ◽  
pp. 14-35
Keyword(s):  
Public Schools ◽  
Secondary Education ◽  
General Education ◽  
Grammar School ◽  
Preparatory School ◽  
Postgraduate Study ◽  
Manual Skills ◽  
One Year ◽  
The University ◽  
Newcastle Upon Tyne

Samuel Phillips Bedson was born on 1 December 1886 in Newcastle upon Tyne. His father, Peter Phillips Bedson, was born in Manchester, educated at Manchester Grammar School and studied chemistry under Sir Henry Roscoe at Owens College, later Manchester University. After a period of postgraduate study at the University of Bonn, Peter Bedson returned to this country and was appointed to the Chair of Chemistry in the University of Durham (Durham College of Science, Newcastle upon Tyne). He held this Chair for 37 years until his retirement in 1921. His wife was the daughter of Samuel Hodgkinson, cotton spinner (Hollins Mill Co.) of Marple, Cheshire. There were three children of this marriage, Sam being the second. Along with his elder brother and four other boys he was educated privately until the age of ten. Then after one year at Newcastle Preparatory School he went to Abbotsholme School in Derbyshire where he spent the next six years. This school had been founded by Cecil Reddie as an experiment in secondary education because of his dissatisfaction with the narrowness of the curriculum in most Public Schools. Reddie planned ‘a programme of general education catering for physical and manual skills, for artistic and imaginative development, for literary and intellectual growth and for moral and religious training’.

scholarly journals Building and Mobilizing Social Capital: A Phenomenological Study of Part-time Professors

2016 ◽  
Vol 8 (2) ◽  
pp. 57-70
Author(s):  
Sarah Jamieson ◽  
Jenepher Lennox Terrion
Keyword(s):  
Social Capital ◽  
Social Networks ◽  
Qualitative Methods ◽  
Phenomenological Study ◽  
Phenomenological Approach ◽  
Part Time ◽  
Barriers To Communication ◽  
The University

This paper explores the experiences of new part-time professors (instructors hired on a semester-by-semester basis that have been working at the institution for less than five years) and considers the phenomenon of how they connect with peers. It examines whether a lack of connection exists among part-time professors at the University of Ottawa and how this may affect their experience (i.e. teaching and career), lead to barriers to connection, and affect their social capital (i.e., their ability to access or use resources embedded in their social networks). Using Moustakas’ (1994) phenomenological approach for collecting and analyzing data and Creswell’s (2007) approach for establishing validity, we uncovered several thematic patterns in participants’ experience that indicate barriers to connection and affect the ability to access and mobilize social capital: Feeling uncertain or impermanent, isolated, overwhelmed, and like second-class citizens. The paper concludes that inadequate social capital may not only influence part-time professors – it may also have problematic implications for students, the department, and the University as a whole. Keywords: Social capital, barriers to communication, phenomenology, qualitative methods, part-time professors

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