Projects: Millennium Mathematics Project: Enriching Maths for All

2004 ◽  
Vol 97 (3) ◽  
pp. 223
Author(s):  
Gina Foletta
Keyword(s):  
School Curriculum ◽  
Mathematical Skills ◽  
Joint Project ◽  
University Of Cambridge ◽  
Set Up ◽  
The University

The Millennium Mathematics Project (MMP) was set up within the University of Cambridge in 1999 as a joint project between the faculties of mathematics and education. It brings together a number of existing outreach activities, which have since been developed and extended and which now have a national and international user base. The MMP aims to support maths education and promote the development of mathematical skills and understanding, particularly through enrichment and extension activities beyond the school curriculum.

scholarly journals Graphitization of Small Carbonate Samples for Paleoceanographic Research at the Godwin Radiocarbon Laboratory, University of Cambridge

Radiocarbon ◽  
2016 ◽  
Vol 58 (1) ◽  
pp. 89-97 ◽  
Author(s):  
E Freeman ◽  
L C Skinner ◽  
R Reimer ◽  
A Scrivner ◽  
S Fallon
Keyword(s):  
Iron Powder ◽  
Hydrogen Reduction ◽  
Ion Beam ◽  
Small Sample ◽  
Small Samples ◽  
University Of Cambridge ◽  
National University ◽  
Set Up ◽  
The University ◽  
Selection Of

AbstractA new radiocarbon preparation facility was set up in 2010 at the Godwin Laboratory for Palaeoclimate Research, at the University of Cambridge. Samples are graphitized via hydrogen reduction on an iron powder catalyst before being sent to the Chrono Centre, Belfast, or the Australian National University for accelerator mass spectrometry (AMS) analysis. The experimental setup and procedure have recently been developed to investigate the potential for running small samples of foraminiferal carbonate. By analyzing background values of samples ranging from 0.04 to 0.6 mg C along with similar sized secondary standards, the setup and experimental procedures were optimized for small samples. “Background” modern 14C contamination has been minimized through careful selection of iron powder, and graphitization has been optimized through the use of “small volume” reactors, allowing samples containing as little as 0.08 mg C to be graphitized and accurately dated. Graphitization efficiency/fractionation is found not to be the main limitation on the analysis of samples smaller than 0.07 mg C, which rather depends primarily on AMS ion beam optics, suggesting further improvements in small sample analysis might yet be achieved with our methodology.

Malcolm MacNaughtan Bowie 1943–2007

2009 ◽  
Author(s):  
Marian Hobson
Keyword(s):  
Sigmund Freud ◽  
Stephane Mallarme ◽  
Research Centre ◽  
East Anglia ◽  
Henri Michaux ◽  
University Of Oxford ◽  
University Of Cambridge ◽  
International Profile ◽  
Set Up ◽  
The University

Malcolm MacNaughtan Bowie (1943–2007), a Fellow of the British Academy, was appointed from an assistant lectureship at the University of East Anglia to one in the University of Cambridge in 1969. At Cambridge, he worked as a specialist in difficult poets in French beginning with ‘M’, particularly Henri Michaux and Stephane Mallarmé. These are writers of involuted complexity, to read whom both a sensitivity to how word play plays and to how French prosody in poetry or prose works were essential. These studies by Bowie were followed by work on mind-altering psychoanalysis: on Sigmund Freud and Jacques Lacan. He was the first director of the Romance Languages Institute, ran its vigorous seminar programme, and gave this a strong international profile by his invitations. At the University of Oxford, Bowie set up the European Humanities Research Centre, followed by an associated publishing venture, Legenda.

Frederick Tom Brooks, 1882-1952

1953 ◽  
Vol 8 (22) ◽  
pp. 340-354 ◽  
Keyword(s):  
Secondary Schools ◽  
Science Teaching ◽  
School Curriculum ◽  
Emeritus Professor ◽  
Nature Study ◽  
University Of Cambridge ◽  
New Ideas ◽  
Formed Part ◽  
The University ◽  
Innate Interest

Frederick Tom Brooks, Emeritus Professor of Botany in the University of Cambridge, died at his home in Cambridge on 11 March 1952. A West- countryman by birth and upbringing, he never lost his innate interest in the countryside or his love of Somerset, and his robust figure, purposeful gait, marked west-country ‘burr’, and infectious, hearty laugh remained an outward sign of this to the end. Brooks was born at Wells on 17 December 1882, the youngest in a family of five children, three of them girls. At the age of twelve he entered Sexey’s School, Bruton, and there the traits that later typified his life were either implanted in him or were brought to light under the influence of a youthful headmaster, Mr W. A. Knight, who was to prove himself so truly a pioneer of nature study and of science teaching in secondary schools. The school, like its headmaster, was young—it had been opened only three years previously— but new ideas were already being put to the test. Botany rambles, for instance, formed part and parcel of the school curriculum, as it was right they should do in a district so richly endowed with a wealth and variety of flora. Small wonder, therefore, that inspired and guided by an unusual headmaster, Brooks became the first of a long succession of pupils from the school who subsequently made their mark in the botanical world. He was never slow to attribute his abiding interest in botany and his ardour as a field botanist to this early encouragement. Knight was, in fact, the first of three men who profoundly influenced his interests and career, for it was not only a love of nature that was stimulated in him during his schooldays. He, like all his fellow pupils, was taught, among other things, not only to work but also how to work, even at unpalatable tasks; to play as well as work with zest; to overcome difficulties and become self-reliant; and to be thorough: and these are the qualities, together with determination and resolution, that later stood out in Brooks for all to see.

scholarly journals Industrial cryo-EM facility setup and management

2020 ◽  
Vol 76 (4) ◽  
pp. 313-325
Author(s):  
Kasim Sader ◽  
Rishi Matadeen ◽  
Pablo Castro Hartmann ◽  
Tor Halsan ◽  
Chris Schlichten
Keyword(s):  
Image Processing ◽  
Materials Science ◽  
Early Stage ◽  
Lessons Learned ◽  
Process Scheduling ◽  
Structure Based Drug Design ◽  
University Of Cambridge ◽  
Thermo Fisher Scientific ◽  
Set Up ◽  
The University

Cryo-electron microscopy (cryo-EM) has rapidly expanded with the introduction of direct electron detectors, improved image-processing software and automated image acquisition. Its recent adoption by industry, particularly in structure-based drug design, creates new requirements in terms of reliability, reproducibility and throughput. In 2016, Thermo Fisher Scientific (then FEI) partnered with the Medical Research Council Laboratory of Molecular Biology, the University of Cambridge Nanoscience Centre and five pharmaceutical companies [Astex Pharmaceuticals, AstraZeneca, GSK, Sosei Heptares and Union Chimique Belge (UCB)] to form the Cambridge Pharmaceutical Cryo-EM Consortium to share the risks of exploring cryo-EM for early-stage drug discovery. The Consortium expanded with a second Themo Scientific Krios Cryo-EM at the University of Cambridge Department of Materials Science and Metallurgy. Several Consortium members have set up in-house facilities, and a full service cryo-EM facility with Krios and Glacios has been created with the Electron Bio-Imaging Centre for Industry (eBIC for Industry) at Diamond Light Source (DLS), UK. This paper will cover the lessons learned during the setting up of these facilities, including two Consortium Krios microscopes and preparation laboratories, several Glacios microscopes at Consortium member sites, and a Krios and Glacios at eBIC for Industry, regarding site evaluation and selection for high-resolution cryo-EM microscopes, the installation process, scheduling, the operation and maintenance of the microscopes and preparation laboratories, and image processing.

scholarly journals Interview with 2021 Hooke medal winner Stephen Royle

2021 ◽  
Vol 134 (17) ◽  
Keyword(s):  
Biological Sciences ◽  
Membrane Trafficking ◽  
Cell Biology ◽  
Molecular Mechanisms ◽  
P2x Receptor ◽  
Advisory Groups ◽  
University Of Cambridge ◽  
The Board Of Directors ◽  
Set Up ◽  
The University

ABSTRACT Stephen Royle studied Biological Sciences at the University of Sheffield. He then pursued a PhD in the lab of Ruth Murrell-Lagnado at the University of Cambridge, UK, where he investigated the molecular mechanisms of P2X receptor trafficking. In 2002, he joined Leon Lagnado's group at the MRC Laboratory of Molecular Biology in Cambridge for his postdoc to work on synaptic vesicle endocytosis in neurons, and here he also discovered a novel mitotic function of clathrin. Steve set up his lab at the University of Liverpool in 2006, and in 2013 moved to the Centre for Mechanochemical Cell Biology, Warwick Medical School as a Senior Cancer Research UK Fellow; there he has been a Professor since 2019. The Royle lab is interested in understanding molecular mechanisms of membrane trafficking and mitosis. Steve is also on the Board of Directors of The Company of Biologists and the Advisory Groups of Journal of Cell Science and preLights. He is the recipient of the 2021 Hooke medal, established to recognize an emerging leader in cell biology.

Land Economy: An Education and Philosophy for the Surveyor’s Profession

1977 ◽  
Vol 31 (2) ◽  
pp. 119-131 ◽  
Author(s):  
Donald Denman
Keyword(s):  
Land Management ◽  
Resource Development ◽  
Environmental Policies ◽  
Professional Services ◽  
Land Law ◽  
University Of Cambridge ◽  
Land Economics ◽  
Set Up ◽  
The University

The role of the professional land surveyor has been decreasing in importance because he has not pursued his legitimate role as an adviser in land management. The University of Cambridge has, over the last 16 years, developed a land economy course that includes land law, land economics, economics, agricultural and resource development, environmental policies, etc. Similar courses have been set up in many Commonwealth countries. Such courses can equip surveyors to provide the professional services that should be his preserve.

The Peculiars of the University of Cambridge

2012 ◽  
Vol 15 (1) ◽  
pp. 59-68 ◽  
Author(s):  
Burkhard Steinberg
Keyword(s):  
Legal Definition ◽  
University Of Cambridge ◽  
The Reformation ◽  
Set Up ◽  
The University ◽  
Episcopal Authority

Are the University of Cambridge and its colleges peculiars? The university has always claimed independence from episcopal authority for itself and its colleges. A struggle was resolved in 1434 by a tribunal set up by the Pope, in which the Prior of the monastery of Barnwell heard both sides and decided that the University and its colleges were to be exempt from the supervision of the Archbishop of Canterbury and of the Bishop of Ely, in whose diocese the University was situated. This became known as the Barnwell Process. It established the University and it colleges as peculiars defined as having an Ordinary other than the diocesan bishop. Colleges founded later but before the Reformation claimed the same privileges. At the Reformation, the authority of the Pope was replaced by that of the King and the Archbishop of Canterbury, but the privileges that the University and its colleges enjoyed continued to apply. Post-Reformation foundations of colleges tended to claim the same exemptions from episcopal jurisdiction, but without documented evidence. This article argues that the continued acceptance by the Bishop of Ely of the University and its colleges as extra-diocesan confirms them to be peculiars within the legal definition.

МИРОВОЗЗРЕНЧЕСКИЕ ФОРМУЛЫ В ГЕОГРАФИИ:ОСОБЕННОСТИ РЕАЛИЗАЦИИ В НАУКЕ И ОБРАЗОВАНИИ

2019 ◽  
Author(s):  
A.N. Novikov ◽  
M.S. Novikova
Keyword(s):  
School Curriculum ◽  
Binary Opposition ◽  
Geographic Education ◽  
Regional Geography ◽  
Geographical Education ◽  
Sectoral Analysis ◽  
Scientific Papers ◽  
Production Cycles ◽  
University Course ◽  
The University

География это мировоззренческая наука. Сложившаяся за десятилетия структура курса обучения географии в российской средней школе знакома каждому из нас и состоит из четырёх этапов. В университете система обучения будущих учителей географии состоит из тех же самых этапов, однако, это не просто углублённое повторение школьной программы, это совершенно новый, более высокий уровень географического образования. Как на школьном, так и на университетском уровнях изменения происходят в масштабе тем и разделов отдельных этапов, но этапы остаются неизменными. Межэтапный уровень является предельным, его осознание не попадает в область рефлексии педагогов и методистов. Отсутствуют и научные труды по его анализу. В качестве метода исследования выступает диалектика, законы которой срабатывают в виде мировоззренческих формул. В школьном географическом образовании проблема формирования восприятия не проявляется чётко и поэтому не осознаётся. Проблемы начинают проявляться на межэтапном уровне. Мировоззренческая формула дихотомии перестала работать в виде противопоставления отраслевая география районная география, взаимодействие в этой бинарной оппозиции строилось по принципу отраслевой анализ региональный синтез. В разделах районной географии исчезли механизмы (энергопроизводственные циклы) и формы синтеза (природнотерриториальные и территориальнопроизводственные комплексы). Произошла утрата целесообразности изучения районной географии. Новых форм синтеза в постсоветское время на вооружение российской школьной и университетской географией принято не было. В университетском курсе, который был направлен на осознание диалектических знаний школьного курса и развитие их, невозможно провести рефлексию, так как основы географических знаний у абитуриентов бесформенные. Владение мировоззренческими формулами это вопрос отражения географической реальности. В переходе с уровня на уровень возрастает самостоятельность географического мышления и удаление от стереотипов, возрастает эвристический потенциал за счёт сочетания формул, которое даёт вариативность отражения географической реальности. Geography is a worldview science. The structure of the geography course in the Russian secondary school, which has developed over the decades, is familiar to each of us and consists of four stages. At the University, the system of teaching future teachers of geography consists of the same stages, however, it is not just an indepth repetition of the school curriculum, it is a completely new, higher level of geographical education. At both the school and University levels, changes occur in the scale of topics and sections of individual stages, but the stages remain the same. The interstage level is the limit, its awareness does not fall into the field of reflection of teachers and methodologists. There are no scientific papers on its analysis. The method of research is dialectics, the laws of which work in the form of worldview formulas. In school geographic education, the problem of perception formation is not clearly manifested and therefore is not realized. Problems begin to emerge at the interstage level. The worldview formula of dichotomy ceased to work in the form of the opposition sectoral geography regional geography, the interaction in this binary opposition was based on the principle of sectoral analysis regional synthesis. Mechanisms (energy production cycles) and forms of synthesis (naturalterritorial and territorialproduction complexes) have disappeared in the sections of the district geography. There was a loss of expediency of studying of regional geography. New forms of synthesis in the postSoviet period were not adopted by the Russian school and University geography. In the University course, which was aimed at understanding the dialectical knowledge of the school course and their development, it is impossible to reflect, as the basis of geographical knowledge of students formless. The possession of ideological formulas is the question of geographic reality. In the transition from level to level increases the independence of geographical thinking and the distance from stereotypes, heuristic potential increases due to the combination of formulas, which gives variability of reflection of geographical reality.

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