scholarly journals Welfare within Families beyond Households: Intergenerational Exchanges of Practical and Financial Support in the UK

2021 ◽  
Vol 2 (1) ◽  
Author(s):  
Tania Burchardt ◽  
Fiona Steele ◽  
Emily Grundy ◽  
Eleni Karagiannaki ◽  
Jouni Kuha ◽  
...  
Keyword(s):  
Financial Support ◽  
Intergenerational Exchanges ◽  
The Uk

scholarly journals Robert Le Rossignol, 1884–1976: Engineer of the ‘Haber’ process

2017 ◽  
Vol 71 (3) ◽  
pp. 263-296 ◽  
Author(s):  
Deri Sheppard
Keyword(s):  
World War Ii ◽  
World War I ◽  
High Power ◽  
Financial Support ◽  
National Policy ◽  
Professional Life ◽  
World War ◽  
Power Sources ◽  
The Uk ◽  
Fritz Haber

In March 1908, the BASF at Ludwigshafen provided financial support to Fritz Haber in his attempt to synthesize ammonia from the elements. The process that now famously bears his name was demonstrated to BASF in July 1909. However, its engineer was Haber's private assistant, Robert Le Rossignol, a young British chemist from the Channel Islands with whom Haber made a generous financial arrangement regarding subsequent royalties. Le Rossignol left Haber in August 1909 as BASF began the industrialization of their process, taking a consultancy at the Osram works in Berlin. He was interned briefly during World War I before being released to resume his occupation. His position eventually led to His Majesty's Government formulating a national policy regarding released British internees in Germany. After the war Le Rossignol spent his professional life at the GEC laboratories in the UK, first making fundamental contributions to the development of high-power radio transmitting valves, then later developing smaller valves used as mobile power sources in the airborne radars of World War II. Through his share of Haber's royalties, Le Rossignol became wealthy. In retirement, he and his wife gave their money away to charitable causes.

scholarly journals Financial Support of Higher Education Development in Ukraine and the UK

2019 ◽  
Vol 9 (1) ◽  
pp. 44-52
Author(s):  
Tetiana Zorochkina
Keyword(s):  
Higher Education ◽  
Financial Support ◽  
Professional Growth ◽  
Further Education ◽  
Education Development ◽  
Teacher Salary ◽  
Important Indicator ◽  
Higher Education Development ◽  
Research Activities ◽  
The Uk

AbstractThe article deals with the financial support of higher education development in Ukraine and the UK. It presents the expenditure of the consolidated budget on education between 2007 and 2017 in Ukraine and the expenditure on education services per student in the UK. It highlights the funding of research in higher education in Ukraine. It describes the personnel potential of higher education institutions in Ukraine. It specifies the existing problems in the research sector of higher education in Ukraine. It indicates that research activities of the UK universities are at a high level since about one-third of research done by the UK universities is regarded as leading in the context of the world’s research community. The article also considers the salaries of teachers and lecturers in different regions of the UK. Based on theoretical analysis of scientific and pedagogical sources one can conclude that teacher salary in the UK is quite high and differentiated. In addition, they employ other ways to differentiate teacher salary there. Indeed, teachers receive praise for their own professional growth and practice through a dialogue with their leader. It is found that the UK universities receive financial support from the funds administered by the Higher Education Funding Council for England (HEFCE) (except for colleges of further education). The expenditure on higher education per student in the UK is significantly higher than that in Ukraine. Due to the fact that salary differentiation stimulates teacher work, this important indicator must be implemented in Ukraine.

scholarly journals Social Identification, Widening Participation and Higher Education: Experiencing Similarity and Difference in an English Red Brick University

2018 ◽  
Vol 24 (3) ◽  
pp. 353-369
Author(s):  
Tom Clark ◽  
Rita Hordósy
Keyword(s):  
Higher Education ◽  
Financial Support ◽  
Social Identification ◽  
Widening Participation ◽  
Structured Interviews ◽  
Time Work ◽  
Part Time ◽  
The Uk ◽  
Similarity And Difference ◽  
The University

In 2012, the UK government introduced the National Scholarship Programme – a scheme that aimed to ensure that young people from families with low household incomes would not be discouraged from entry into higher education by increases in tuition fees. Drawing on longitudinal evidence in the form of 80 semi-structured interviews conducted in an English Red Brick University over a 3-year period, this article uses Jenkins’ work on social identification to examine the processes by which these post-2012 undergraduates used and experienced the financial support made available to them as part of the Programme. The article explores how the initially categorical label associated with being a student in receipt of financial assistance was variously understood and experienced as they moved through their degree. Not only did the additional finance allow students to avoid excessive part-time work, recipients also felt increasingly valued by the institution when they began to recognise how their financial circumstances differed from their peers, and that the university had made this provision for them. It remains to be seen whether these, more intangible, benefits of non-repayable financial support will transfer to the system of ‘enhanced’ loans that have subsequently replaced maintenance grants and the National Scholarship Programme.

Paying for University: The Impact of Increasing Costs on Student Employment, Debt and Satisfaction

2005 ◽  
Vol 191 ◽  
pp. 106-117 ◽  
Author(s):  
Hilary Metcalf
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Financial Support ◽  
Student Employment ◽  
Full Time ◽  
Student Debt ◽  
Disabled Students ◽  
Course Characteristics ◽  
The Uk ◽  
The Impact

The costs of higher education in the UK have shifted increasingly from the state to the student (and students' families). In 1998, a fee contribution of £1,000 per annum was introduced for new entrants to full-time degree courses. This paper examines its effect on debt, term-time employment and student satisfaction. The analysis uses data from a survey of two cohorts of students and identifies how the impact varied with student and course characteristics. Fees led to an increase in student debt (particularly for disabled students and for students who did not receive financial support from their families) and a decline in student satisfaction. No general impact on term-time employment was identified, but term-time employment increased for students who did not receive financial support from their families. Whilst for these two groups inequality was increased, fees appeared to lead to greater equality, in terms of term-time employment, between children of graduate and non-graduate parents. The paper discusses the implications for the introduction of top-up fees in 2006.

Implications of the use of GNSS and WGS84 for Marine Navigation

2000 ◽  
Vol 53 (3) ◽  
pp. 413-423
Author(s):  
Terry Moore ◽  
Mark Dumville ◽  
Wu Chen
Keyword(s):  
Financial Support ◽  
Research Council ◽  
Physical Sciences ◽  
Collaborative Project ◽  
The Uk ◽  
The University ◽  
Marine Navigation

For the last two years a large collaborative project has been taking place at the University of Nottingham to investigate novel strategies for the implementation of GNSS within all phases of marine navigation in UK waters. The project, which was recently completed, was funded by the Engineering and Physical Sciences Research Council. The project also received financial support from a prestigious team of collaborators that included the UK Ministry of Defence Hydrographic Office, Trinity House Lighthouse Service, Northern Lighthouse Board, Commissioners for Irish Lights and the Port of London Authority. The first phase of this project was reported in the Journal in May 1999 (Ashkenazi et al., 1999); this paper presents an update of the progress of the project over the last year.

Cooperation and Partnership in the National Library Context: With Special Reference to the British Library

2001 ◽  
Vol 13 (1) ◽  
pp. 35-42 ◽  
Author(s):  
Stella Pilling
Keyword(s):  
Financial Support ◽  
Driving Force ◽  
Public Library ◽  
British Library ◽  
National Library ◽  
The World ◽  
Set Up ◽  
The Uk ◽  
National Libraries ◽  
National Systems

In 1999 the British Library (BL) set up a Co-operation and Partnership Programme, with the remit to align the library's approach more closely with the strategies being developed by related organizations, both nationally and internationally. Early on, after examining and analysing examples of cooperative activities in the field of libraries and information services it was concluded that the importance of interlending as the main driving force of cooperation was declining with the growth of national systems and networking, while interoperability between different automated systems, to maximize the range of cooperative services, emerged as the next logical step for libraries in all sectors. One of the first objectives of the programme was to set up a website, named Concord, designed to help libraries, museums and archives to develop new cooperative projects. Later in 1999 a Call for Proposals was issued for projects seeking financial support from the newly created Co-operation and Partnership Fund, for which a sum of £500,000 had been earmarked. Within the UK, many cooperative initiatives involve the BL, along with the other legal deposit libraries, in the academic and public library sectors, and internationally within and between other national libraries, notably on digitization projects. There are now several bodies that bring together national libraries in different regions of the world, and indeed worldwide.

Overview of Yoga for Teenagers in the UK

2021 ◽  
pp. 305-316
Author(s):  
Charlotta Martinus ◽  
Nicholas A. Kearney
Keyword(s):  
Young People ◽  
Financial Support ◽  
Disadvantaged Youth ◽  
School Contexts ◽  
Current State ◽  
History Of ◽  
State Of Affairs ◽  
The Uk ◽  
The Impact

This chapter outlines the current state of affairs of yoga provision for teenagers in the UK. It looks at the history of yoga in the UK among young people, the research and the application in school contexts, as well as prison and Pupil Referral Units. It outlines the results from the Hippocampus project, an EU-funded 2 year project evaluating the impact of yoga on disadvantaged youth in five countries. The chapter also takes a look at the current financial support for yoga in schools and the possibilities of taking it forward.

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