Section 2 of the University of Sussex undergraduate prospectus 2009. Visit www.sussex.ac.uk to view online or order a printed copy of the 2010 prospectus.
1. The document provides a lesson outline and resources for teaching Point Blanc by Anthony Horowitz.
2. The lessons focus on developing reading comprehension, analysis of characters, settings and themes, and exploring narrative devices.
3. A variety of activities are outlined including close reading exercises, group discussions, annotation of text and completion of worksheets. The goal is to improve students' independent reading, writing and analysis skills.
The document discusses the lecture method of teaching. It provides definitions of a lecture from various sources emphasizing it as a formal presentation of information to a large group. Advantages listed include presenting information to many students quickly and creating interest. Disadvantages include the passive role of students and inability to check individual understanding. Principles for effective lectures are outlined such as preparing students and using visual aids. The summary critiques the lecture method, noting it can interfere with learning and retention of information while consuming significant time.
The document discusses strategies for effective lesson planning based on brain science, including dividing lessons into prime times for new content introduction and closure, as well as down time for processing in between. It also provides examples of activities for each stage of a 7-stage brain-based learning model.
The document discusses strategies for teaching science as a practice. It contrasts typical K-8 science instruction with teaching science through scientific practices like asking questions, investigating, and evaluating models. Current instruction focuses narrowly on validating theories through routine experiments. The document recommends teaching science through practices like argumentation, explanation-building, and interacting with texts. It provides examples of instructional strategies at different grade levels to scaffold students' understanding and engage them in meaningful scientific inquiry.
The document provides an overview of instructional design concepts for e-learning, including the ADDIE model of analysis, design, development, implementation, and evaluation. It discusses designing the learning environment, with examples of conceptual metaphors like "the camp fire" and "the cave." It also covers supporting learning through content, teaching methods, study materials, instructors and peers, and evaluation. ICT can be used to automate, support, or transform existing teaching practices.
Guided Listening is an instructional tool that helps students listen more effectively to oral texts by giving them a clear purpose and framework to organize ideas. It differs from traditional read-alouds by ensuring students are actively engaged through recording their ideas and asking their own questions. Guided Listening explicitly teaches metacognitive reading strategies and allows students to practice these skills during independent reading time immediately following read-alouds. Providing advance organizers before reading focuses students' attention on specific listening strategies to help integrate new information into their existing knowledge.
In this reader you find information on the Summer School on Social Banking, on its speakers, its presentations, literature tipps and logistical information. Enjoy!
1. The document provides a lesson outline and resources for teaching Point Blanc by Anthony Horowitz.
2. The lessons focus on developing reading comprehension, analysis of characters, settings and themes, and exploring narrative devices.
3. A variety of activities are outlined including close reading exercises, group discussions, annotation of text and completion of worksheets. The goal is to improve students' independent reading, writing and analysis skills.
The document discusses the lecture method of teaching. It provides definitions of a lecture from various sources emphasizing it as a formal presentation of information to a large group. Advantages listed include presenting information to many students quickly and creating interest. Disadvantages include the passive role of students and inability to check individual understanding. Principles for effective lectures are outlined such as preparing students and using visual aids. The summary critiques the lecture method, noting it can interfere with learning and retention of information while consuming significant time.
The document discusses strategies for effective lesson planning based on brain science, including dividing lessons into prime times for new content introduction and closure, as well as down time for processing in between. It also provides examples of activities for each stage of a 7-stage brain-based learning model.
The document discusses strategies for teaching science as a practice. It contrasts typical K-8 science instruction with teaching science through scientific practices like asking questions, investigating, and evaluating models. Current instruction focuses narrowly on validating theories through routine experiments. The document recommends teaching science through practices like argumentation, explanation-building, and interacting with texts. It provides examples of instructional strategies at different grade levels to scaffold students' understanding and engage them in meaningful scientific inquiry.
The document provides an overview of instructional design concepts for e-learning, including the ADDIE model of analysis, design, development, implementation, and evaluation. It discusses designing the learning environment, with examples of conceptual metaphors like "the camp fire" and "the cave." It also covers supporting learning through content, teaching methods, study materials, instructors and peers, and evaluation. ICT can be used to automate, support, or transform existing teaching practices.
Guided Listening is an instructional tool that helps students listen more effectively to oral texts by giving them a clear purpose and framework to organize ideas. It differs from traditional read-alouds by ensuring students are actively engaged through recording their ideas and asking their own questions. Guided Listening explicitly teaches metacognitive reading strategies and allows students to practice these skills during independent reading time immediately following read-alouds. Providing advance organizers before reading focuses students' attention on specific listening strategies to help integrate new information into their existing knowledge.
In this reader you find information on the Summer School on Social Banking, on its speakers, its presentations, literature tipps and logistical information. Enjoy!
Spend your summer learning new skills on a leading Chinese university campus. For more details you can contact us at:
Dubai
105, Business Point Building,
Behind Nissan Showroom, Deira
PO Box 114423, Dubai, UAE.
Tel: + 971 4 2942460/ 3
Email: dubai@intelligentgulf.com
The document provides an overview of a new volunteer training for Youth For Understanding (YFU). It covers introductions, YFU history and mission, volunteer responsibilities and support resources, host family recruitment and selection process, student matching and support, documentation procedures, and expense reimbursement. Volunteers are trained on their role in supporting exchange students and host families throughout the year.
The interest form is your very first step in the application process. Fill it out and mail it to us with the application fee, and we will set up a time for your admission interview. Let's get started!
A preconference session for new district Youth Exchange chairs, district governors, and governor-elects, designed to provide an orientation to the different exchange types and the RI certification program.
Studying abroad is not just a journey of distance and geography, but of culture and self-transformation. Discover yourself through new and challenging experiences. Find the U you’ve been looking for.
YFU is a non-profit international educational organization with partners in more than 60 different countries, Youth For Understanding is one of the world’s oldest, largest and most respected intercultural exchange programs. More than 250,000 students and their host families have benefited from the support and expertise of YFU. The YFU global network is united by the belief that full cultural immersion is the most effective means to gain the skills needed to thrive in an increasingly multicultural, interconnected and competitive global society.
Includes career stories gathered as part of AGCAS/PMI2 research project - includes many postgraduate alumni. Also a listing of specific employment destinations of international graduates.
This document provides an overview and tips for an AFS volunteer webinar. It introduces the presenters and covers AFS basics like its history, mission and programs. It then reviews the volunteer roles and resources involved in the AFS student sending process, from recruitment through preparation for departure. Key aspects include identifying potential participants, assisting with applications, interviews and orientations. Resources for volunteers like the AFS Wiki, Salesforce and Global Link are also summarized.
The first General Assembly of the Erasmus Mundus Students and Alumni Association (EMA) was held in October 2007 in Brussels. Representatives from Erasmus Mundus master's programs attended to discuss the progress of the EMA and elect new leadership. Key outcomes included adopting the EMA statute, electing the first steering committee which will guide the EMA for the next year, and electing Hanneke Luth as the first EMA president. The General Assembly represented an important step forward for the EMA and its goal of supporting Erasmus Mundus students and alumni.
The document is a collection of biographies and updates from alumni of Thomas More Prep-Marian Class of 1973, 25 years after graduation. It includes information on their families, careers, achievements and locations since graduating. Details are provided for multiple alumni such as Carlos Aguilar, Beth Cresse, Cindy Rohr and others, tracking their lives over the 25 year period since 1973.
This document provides an orientation for volunteers with Youth for Understanding (YFU), an international exchange organization. It discusses YFU's history and mission of promoting intercultural understanding through exchange programs. It outlines YFU's national and local structures, compliance with regulations, volunteer roles, American overseas and international student programs, support and confidentiality policies, and use of the my.yfu.org website. The document is intended to welcome and onboard new volunteers to YFU's mission.
The document provides an overview of the EF High School Year program orientation. It discusses the support network students will receive, potential challenges like culture shock, and expectations around school, host families, and free time activities. Students are encouraged to keep busy, maintain communication, and take advantage of the program's support services during their time abroad.
The document provides information about ACCESS, an organization that supports expatriates in the Netherlands. It discusses ACCESS' history and services offered, including providing advice and support, language courses, counselling services, and volunteer opportunities. It also provides details on how to contact ACCESS offices in Amsterdam and The Hague.
This document provides an overview of the December 2009-January 2010 issue of the UNESCO-IHE magazine called UPDATE. It highlights several main stories from the issue, including a spotlight on TheWaterChannel.tv online video website, an interview with the new Rector Professor András Szöllösi-Nagy, and news that UNESCO-IHE will be awarding its 100th PhD degree. It also provides brief summaries of additional articles on cooperation with USAID, education activities, and online water resources. The document aims to keep readers informed about the latest developments, research, and initiatives related to water education and management happening at UNESCO-IHE and among its partners.
Skill building a ned area rep training december 2011state_yfu
The role of the area representative is to support international exchange students, host families, and schools. Area reps must make monthly contact, assist with problem solving, ensure policies are followed, and properly document all activities. Effective communication and establishing trust with students and host families is key. Area reps should familiarize themselves with policies and seek guidance from supervisors when issues arise.
This document provides guidance on using MY.YFU.ORG for various tasks like submitting monthly contact reports, documenting student issues, completing second student visits, and expense reimbursement. Key points covered include distinguishing between contact reports and documentation, filling out contact reports thoroughly and saving correctly, requirements for second student visits, searching for student photos, and procedures for submitting expense reports within 30 days with original receipts.
This document provides a summary of a technical report about patterns of student mobility in urban schools and its implications for local school reform. It finds:
1) Student mobility is extremely high in many urban schools, with some schools losing over a third of their students each year. This level of instability has consequences for student learning and school organization.
2) Mobility is driven both by residential moves as well as school-related factors, and some students change schools multiple times. Distinct patterns emerge between clusters of schools exchanging mobile students.
3) High mobility undermines the goals of school reform efforts seeking to allow schools to better address student needs, as mobile students and schools lose continuity of services. Mobility thus
This document is an orientation manual for international students that provides information to help them adjust to living with a homestay family and attending school in Canada. It covers topics such as contact information for program staff, custodianship, study permits, arriving at the homestay, household rules and responsibilities, communication, medical insurance, adjusting to Canadian culture, and academics. The goal is to prepare students for successful homestay experiences and their time studying abroad in Canada.
The document discusses several models of teaching including lecture, discussion-questioning, viewing-listening, and inquiry training. It provides descriptions of the key characteristics of each model, including how they are typically grouped, the roles of the student and teacher, common teaching resources used, and their potential benefits and drawbacks. The models vary in the level of student participation and involvement, from more passive approaches like lecture to more active approaches that emphasize discussion, viewing of media, and developing inquiry skills.
The document discusses the lecture method of teaching. It provides definitions of a lecture from various sources emphasizing it as a formal presentation of information to a large group. Advantages listed include presenting information to many students quickly and creating interest. Disadvantages include the passive role of students and inability to check individual understanding. Principles for effective lectures are outlined such as preparing students and using visual aids. The summary critiques the lecture method, noting it can interfere with learning and retention of information while consuming significant time.
Spend your summer learning new skills on a leading Chinese university campus. For more details you can contact us at:
Dubai
105, Business Point Building,
Behind Nissan Showroom, Deira
PO Box 114423, Dubai, UAE.
Tel: + 971 4 2942460/ 3
Email: dubai@intelligentgulf.com
The document provides an overview of a new volunteer training for Youth For Understanding (YFU). It covers introductions, YFU history and mission, volunteer responsibilities and support resources, host family recruitment and selection process, student matching and support, documentation procedures, and expense reimbursement. Volunteers are trained on their role in supporting exchange students and host families throughout the year.
The interest form is your very first step in the application process. Fill it out and mail it to us with the application fee, and we will set up a time for your admission interview. Let's get started!
A preconference session for new district Youth Exchange chairs, district governors, and governor-elects, designed to provide an orientation to the different exchange types and the RI certification program.
Studying abroad is not just a journey of distance and geography, but of culture and self-transformation. Discover yourself through new and challenging experiences. Find the U you’ve been looking for.
YFU is a non-profit international educational organization with partners in more than 60 different countries, Youth For Understanding is one of the world’s oldest, largest and most respected intercultural exchange programs. More than 250,000 students and their host families have benefited from the support and expertise of YFU. The YFU global network is united by the belief that full cultural immersion is the most effective means to gain the skills needed to thrive in an increasingly multicultural, interconnected and competitive global society.
Includes career stories gathered as part of AGCAS/PMI2 research project - includes many postgraduate alumni. Also a listing of specific employment destinations of international graduates.
This document provides an overview and tips for an AFS volunteer webinar. It introduces the presenters and covers AFS basics like its history, mission and programs. It then reviews the volunteer roles and resources involved in the AFS student sending process, from recruitment through preparation for departure. Key aspects include identifying potential participants, assisting with applications, interviews and orientations. Resources for volunteers like the AFS Wiki, Salesforce and Global Link are also summarized.
The first General Assembly of the Erasmus Mundus Students and Alumni Association (EMA) was held in October 2007 in Brussels. Representatives from Erasmus Mundus master's programs attended to discuss the progress of the EMA and elect new leadership. Key outcomes included adopting the EMA statute, electing the first steering committee which will guide the EMA for the next year, and electing Hanneke Luth as the first EMA president. The General Assembly represented an important step forward for the EMA and its goal of supporting Erasmus Mundus students and alumni.
The document is a collection of biographies and updates from alumni of Thomas More Prep-Marian Class of 1973, 25 years after graduation. It includes information on their families, careers, achievements and locations since graduating. Details are provided for multiple alumni such as Carlos Aguilar, Beth Cresse, Cindy Rohr and others, tracking their lives over the 25 year period since 1973.
This document provides an orientation for volunteers with Youth for Understanding (YFU), an international exchange organization. It discusses YFU's history and mission of promoting intercultural understanding through exchange programs. It outlines YFU's national and local structures, compliance with regulations, volunteer roles, American overseas and international student programs, support and confidentiality policies, and use of the my.yfu.org website. The document is intended to welcome and onboard new volunteers to YFU's mission.
The document provides an overview of the EF High School Year program orientation. It discusses the support network students will receive, potential challenges like culture shock, and expectations around school, host families, and free time activities. Students are encouraged to keep busy, maintain communication, and take advantage of the program's support services during their time abroad.
The document provides information about ACCESS, an organization that supports expatriates in the Netherlands. It discusses ACCESS' history and services offered, including providing advice and support, language courses, counselling services, and volunteer opportunities. It also provides details on how to contact ACCESS offices in Amsterdam and The Hague.
This document provides an overview of the December 2009-January 2010 issue of the UNESCO-IHE magazine called UPDATE. It highlights several main stories from the issue, including a spotlight on TheWaterChannel.tv online video website, an interview with the new Rector Professor András Szöllösi-Nagy, and news that UNESCO-IHE will be awarding its 100th PhD degree. It also provides brief summaries of additional articles on cooperation with USAID, education activities, and online water resources. The document aims to keep readers informed about the latest developments, research, and initiatives related to water education and management happening at UNESCO-IHE and among its partners.
Skill building a ned area rep training december 2011state_yfu
The role of the area representative is to support international exchange students, host families, and schools. Area reps must make monthly contact, assist with problem solving, ensure policies are followed, and properly document all activities. Effective communication and establishing trust with students and host families is key. Area reps should familiarize themselves with policies and seek guidance from supervisors when issues arise.
This document provides guidance on using MY.YFU.ORG for various tasks like submitting monthly contact reports, documenting student issues, completing second student visits, and expense reimbursement. Key points covered include distinguishing between contact reports and documentation, filling out contact reports thoroughly and saving correctly, requirements for second student visits, searching for student photos, and procedures for submitting expense reports within 30 days with original receipts.
This document provides a summary of a technical report about patterns of student mobility in urban schools and its implications for local school reform. It finds:
1) Student mobility is extremely high in many urban schools, with some schools losing over a third of their students each year. This level of instability has consequences for student learning and school organization.
2) Mobility is driven both by residential moves as well as school-related factors, and some students change schools multiple times. Distinct patterns emerge between clusters of schools exchanging mobile students.
3) High mobility undermines the goals of school reform efforts seeking to allow schools to better address student needs, as mobile students and schools lose continuity of services. Mobility thus
This document is an orientation manual for international students that provides information to help them adjust to living with a homestay family and attending school in Canada. It covers topics such as contact information for program staff, custodianship, study permits, arriving at the homestay, household rules and responsibilities, communication, medical insurance, adjusting to Canadian culture, and academics. The goal is to prepare students for successful homestay experiences and their time studying abroad in Canada.
The document discusses several models of teaching including lecture, discussion-questioning, viewing-listening, and inquiry training. It provides descriptions of the key characteristics of each model, including how they are typically grouped, the roles of the student and teacher, common teaching resources used, and their potential benefits and drawbacks. The models vary in the level of student participation and involvement, from more passive approaches like lecture to more active approaches that emphasize discussion, viewing of media, and developing inquiry skills.
The document discusses the lecture method of teaching. It provides definitions of a lecture from various sources emphasizing it as a formal presentation of information to a large group. Advantages listed include presenting information to many students quickly and creating interest. Disadvantages include the passive role of students and inability to check individual understanding. Principles for effective lectures are outlined such as preparing students and using visual aids. The summary critiques the lecture method, noting it can interfere with learning and retention of information while consuming significant time.
The document discusses designing effective classroom learning activities. It explains that active learning is based on the ideas that learning requires effort and people learn differently. There are many activities that can promote active learning across disciplines and class sizes, including case studies, collaborative learning, think-pair-share, debates, games/simulations, minute papers, and having students teach or generate exam questions. These activities vary in complexity and require less time to implement but can still be highly effective for student learning. Instructors are encouraged to be creative in their choice and use of active learning activities.
This document discusses effective teaching approaches and strategies based on research into learning styles and multiple intelligences. It recommends that teachers 1) take account of different learning preferences when planning lessons, 2) teach in a way that matches their own style while also accommodating other styles, and 3) show genuine care and enthusiasm for students. The document provides specific strategies in areas like questioning techniques, group work, use of visuals and peripherals, and circulating to assist students during activities.
This document discusses strategies for incorporating blended learning into higher education. It defines blended learning as combining online and face-to-face approaches. The author argues that blended learning is not a cheap delivery method, distance learning, or one-size-fits-all approach. Both physical and virtual methods can be used, and blending the two creates a superb learning environment by enhancing and enriching the student experience. An example of a blended learning course structure using Blackboard is provided, outlining how modules, learning units, content, blogs, and other tools could be incorporated.
This document provides examples and tips for writing a teaching philosophy statement. It begins with an introduction explaining the purpose of a teaching philosophy statement and why writing one can be challenging. It then provides several examples of teaching philosophy statements from different educators across various disciplines. These examples address topics like teaching approaches, goals for student learning, and integrating technology. The document concludes by emphasizing that there is no single right way to write a statement, but finding an authentic style that reflects one's beliefs and approach is important. The overall goal is to concisely communicate one's values and vision for teaching and student learning.
The document provides tips and examples for writing a teaching philosophy statement. It discusses how writing a teaching philosophy can be challenging but important for career advancement. The document offers structure and style suggestions, including writing in a single discipline focused style versus a broader interdisciplinary style. It also provides questions to consider answering in a teaching philosophy, such as why one teaches and what good teaching means. The document aims to demystify writing a teaching philosophy statement.
Visible Thinking is an approach developed by Project Zero at Harvard to make students' thinking visible. It uses thinking routines - short sets of questions - and documentation of student discussions to deepen understanding of topics. The six key principles are: 1) Thinking leads to learning; 2) Good thinking requires curiosity and open-mindedness, not just skills; 3) Thinking is social; 4) Making thinking visible through writing and discussion aids reflection; 5) Classroom culture shapes learning; 6) Schools should cultivate teacher thinking. The Think-Puzzle-Explore routine is used to make thinking visible by having students identify what they think and puzzling questions about a topic.
This document outlines an agenda and materials for a professional development session on designing instruction for deep learning and diversity. The agenda includes reviewing the backward design process, discussing differentiated instruction, sharing examples of Understanding by Design lesson plans, reviewing instructional approaches, and providing feedback. Key topics that will be covered are the backward design model, differentiated instruction principles and strategies, comparing traditional and differentiated classrooms, six effective instructional approaches, and an exciting follow-up workshop opportunity on differentiated instruction.
This document discusses an uncommon approach to professional development called lesson study that focuses on teacher-led inquiry. It summarizes the lesson study process which includes planning, conducting research lessons to collect data on student learning, and reflecting. The document provides an example of a lesson study conducted by teachers on analyzing documents about the Occupy Oakland movement. It discusses how the lesson study approach differs from traditional professional development and supports collaborative teacher learning and improvement of instructional practice.
The learning files are an initiative of the Zambian National CPD Task Team. They are written by and for the Zambian Colleges of Education and deal with topics that concern education in general and education in colleges more specifically. The files give a mixture of literature, good practices, self-testing and tips and tricks to tackle a certain problem. Some guidance and ideas on how to do CPD on this topic are included. In this case: consulting students.
The document summarizes an agenda for a graduate art education class. It includes discussions on curriculum examples, inquiry-based learning, interdisciplinary learning, and developing artifacts to demonstrate knowledge. Key activities involve sharing video examples, brainstorming characteristics of lifelong learners, and mapping out interdisciplinary lesson plans.
This document discusses active learning and different types of thought-stimulating activities that can produce meaningful learning, including direct learning, learning by discovery, and problem solving. It also discusses exploratory research, noting that its principal use is to increase understanding of a subject, though conclusions should not be drawn from it due to lack of statistical strength. Exploratory research provides flexibility in sources and can help direct subsequent research approaches.
This document discusses active learning and different types of thought-stimulating activities that can produce meaningful learning, including direct learning, learning by discovery, and problem solving. It also discusses exploratory research, noting that its principal use is to increase understanding of a subject, though not draw definite conclusions. Exploratory research provides flexibility in sources and can help direct subsequent research approaches.
The document discusses active learning techniques that can be used in the classroom. It begins by defining active learning as involving students in the learning process through varied activities rather than solely relying on lectures. Some examples of active learning activities provided include effective questioning, collaborative learning through small group discussions, debates to promote critical thinking, games and simulations, and having students take turns teaching each other. The document notes that active learning applies across disciplines and class sizes. It highlights advantages such as making learning more effective, interesting, and leading to long-term memorization, while also acknowledging some potential disadvantages like activities being time-consuming or disruptive.
This document discusses effective educational practices and benchmarks for quality teaching and learning. It outlines five national benchmarks: academic challenge, student interaction with faculty, active and collaborative learning, enriching experiences, and supportive campus environment. It also discusses seven principles for good practice: contact between students and faculty, reciprocity among students, active learning, prompt feedback, emphasizing time on task, communicating high expectations, and respecting diverse talents. Resources are provided for implementing these principles effectively in the classroom.
The document discusses child-centered education and student-centered learning. It defines student-centered learning as focusing on what students do to achieve learning rather than what teachers do. Some key principles of child-centered education are orientation on students' needs, active self-regulated learning, and well-designed learning environments. Student-centered learning provides benefits to students like ownership over learning and benefits institutions by attracting more students. It has implications for curriculum design, teaching methods, and assessment practices.
This document discusses the benefits and effectiveness of lecture-based teaching. It argues that while new teaching styles are emerging, lectures remain one of the most effective ways to convey information due to their ability to provide a steady flow of knowledge from an expert. Lectures create momentum around a subject and help students focus without distractions. Studies show students who receive lectures learn more than those exposed to other methods. The document provides tips for preparing and delivering effective lectures, such as structuring the content, timing delivery, and using examples. Overall, it advocates that lectures be maintained as a traditional teaching method rather than discarded due to newer approaches.
This document discusses the benefits and effectiveness of lecture-based teaching. It argues that while new teaching styles are emerging, lectures remain one of the most effective ways to convey information due to their ability to provide a steady flow of knowledge from an expert. Lectures create momentum around a subject and help students focus without distraction. They capitalize on human nature by providing verbal instruction from an authority figure. Studies show students who receive lectures learn more than those exposed to other methods. While new technologies bring opportunities, certain tried-and-true methods like lectures will always have value in education.
Similar to Undergraduate prospectus section 2: Studying At Sussex (20)
Prateek Sureka is studying a Master's in Technology and Innovation Management at the University of Sussex's Science and Technology Policy Research Unit. He chose to study in the UK for a year-long program and found the University of Sussex to be an excellent fit. The campus was beautiful and welcoming, and the course provided valuable practical experience compared to the theoretical focus of his education in India. Prateek has enjoyed opportunities for leadership, extracurricular activities, career counseling and international experiences during his time at the university. He would highly recommend the university to other students.
University of Sussex postgraduate prospectus section 7: SubjectsUniversity of Sussex
Section 7 of the University of Sussex postgraduate prospectus 2009. Visit www.sussex.ac.uk to view online or order a printed copy of the 2010 prospectus.
University of Sussex undergraduate prospectus: How To Choose your degreeUniversity of Sussex
This document provides information about degree programs in American Studies at the University of Sussex. It outlines several American Studies degree options, including single honors degrees in American Studies as well as joint degrees that combine American Studies with subjects like English, History, and International Relations.
The document discusses what students can expect to learn through an American Studies degree, including knowledge of US history and culture in the broader context of the Americas. It also notes the benefits of studying abroad during the third year of the program and emphasizes skills in critical thinking, independent learning, and communication. Overall, an American Studies degree from Sussex provides strong foundations for careers in fields like journalism, education, media, politics and more.
1) The document provides information about applying to postgraduate programs at the University of Sussex, including application requirements and procedures.
2) Applicants can apply online or via paper application and must provide academic references, proof of qualifications, and a research proposal for research degrees.
3) Applications are considered on a rolling basis and decisions are typically made as soon as possible after receiving a completed application. Offers may be conditional or unconditional depending on whether the applicant has met all requirements.
Postgraduate prospectus 2009 section 3 Postgraduate Studies At SussexUniversity of Sussex
Section 3 of the University of Sussex postgraduate prospectus 2009. Visit www.sussex.ac.uk to view online or order a printed copy of the 2010 prospectus.
Section 2 of the University of Sussex postgraduate prospectus 2009. Visit www.sussex.ac.uk to view online or order a printed copy of the 2010 prospectus.
Section 6 of the University of Sussex undergraduate prospectus 2009. Visit www.sussex.ac.uk to view online or order a printed copy of the 2010 prospectus.
Section 4 of the University of Sussex undergraduate prospectus 2009. Visit www.sussex.ac.uk to view online or order a printed copy of the 2010 prospectus.
1) The University of Sussex offers choice and flexibility in their degree programs, award-winning teaching from leading experts, and opportunities to study abroad or take courses in other languages.
2) Students are challenged alongside other high-achieving peers and develop career-focused skills valued by employers. Sussex also supports developing life skills.
3) Sussex is ranked highly both nationally and internationally for research excellence. The campus provides a welcoming environment and students have diverse backgrounds from over 120 countries.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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Undergraduate prospectus section 2: Studying At Sussex
1. What’s it like
What’s it like to study at Sussex? Studying at Sussex
to study at Sussex?
Studying at Sussex
S tudying at university can be exciting, rewarding and
challenging. You will be exploring new and fascinating ideas
in ways that may be very different from those you are used to in
school or college. At Sussex our aim is that you enjoy your subject,
gain experience in different ways of thinking and working, and
leave with the knowledge and skills to take control of your future.
University study involves an approach that subject area. They provide a number of
you may not have experienced before – different opportunities for you to learn: key
it’s very much a two-way process. You will information can be disseminated as the basis
find that you have access to a wide range for further study or practicals; a framework
of resources and support but you will be of ideas can be established for exploration
expected to make your own decisions: through further reading and research; within
to study things that really interest you, the format of the lecture, small break-out
to become increasingly independent discussion groups can be formed; and key
in your work, but also skilful at working terms can be defined and explained. Lectures
with others. Your patterns of study will be are important, but they represent only a
different, depending on your degree, but starting point: you are expected to build on
the opportunity to study at the cutting edge what you learn, for example through course-
of your subject and to commit yourself to specific information and notes and through
achieving your full potential is the same your own wider reading (see page 10 for
for everyone. information on learning resources).
Learning and teaching Seminars
For most students, learning and teaching Lectures are often supported by seminars,
activities will involve large-group teaching in which a group of students and their tutor
combined with smaller group activities, talk through ideas, question assumptions
including some or all of the methods listed on and discuss aspects of a topic in depth.
these pages. In the sciences, for example, Sometimes a student presentation or
learning activities include laboratory or problem exercise provides the basis for
practical classes and fieldwork, as well as discussion.
private study. Tutorials
The number of teaching sessions will vary Many subjects offer tutorials where you can
according to your subject and to your year of ask questions, check your understanding,
study. Formal contact hours tend to decrease solve problems and discuss assignments
as students progress through programmes, individually with a tutor or in a small group.
and become increasingly independent This encourages you to be self-reliant,
and self-directed learners. Outside formal analyse problems, think imaginatively,
teaching contact time you will be expected develop new ideas and argue your case.
to study independently, so you will need to Exercise classes
organise your time efficiently and develop Exercise classes are similar to tutorials, with
good study habits. a larger group of students working through
Lectures exercises set by the lecturer.
Many courses are built around a series Laboratory and practical work
of lectures, each lasting about an hour. Laboratory and practical classes are an
Lectures usually take place in specially important opportunity for science, and some
designed lecture theatres and offer a regular media, students to test the concepts and
opportunity for the whole student group to be methods introduced in lectures and
taught together. They are given by members tutorials.
of teaching staff on a particular prepared
subject. Often a number of different lecturers
will contribute to a series covering a broad
6
2. You will usually work in partnership with This means that your entire degree does not Paul’s
perspective
What’s it like to study at Sussex? Studying at Sussex
other students. Working collaboratively and just depend on how well you do in your final-
writing reports of the experiment and your year exams. Instead, a variety of assessment ‘Gone are the days when students
x
observations are important elements of methods measure different aspects of your were expected to sit for hours on end
x
this work. progress. For example: an essay encourages listening to the monotone drone of
x
Group work you to read widely to answer a specific some venerable professor!
x
‘Research has shown that we learn
x
You may also be involved in group work, in question; a dissertation examines your ability
best through discovering things for
x
which you collaborate with other students to sustain an original argument; a project ourselves rather than simply being
x
on a project, presentation or in a production evaluates your capacity to apply research; told things. Our approach to teaching
x
task. This encourages you to take different and an unseen exam tests your grasp of the here at Sussex is rooted in an
x
roles and responsibilities, to share expertise breadth of a subject. understanding of the lecturer’s role
x
as someone who inspires students to
x
and tackle tasks that you would not be All science students and most arts students become active explorers of knowledge
x
able to undertake alone. The ability to work have exams at the end of each year. themselves. You will be encouraged
x
effectively in groups is much sought after by to make your own discoveries and
x
Other methods of assessment include peer
employers. become an increasingly independent
x
assessment, oral tests, portfolios of material thinker.
x
Independent study compiled during a course, or take-away ‘We all learn in different ways and, at
x
Independent reading and study, guided by papers in which you are given up to three Sussex, students encounter a varied
x
lecturers, will enable you to prepare for – days to answer questions. and engaging curriculum, not only
x
and follow up – topics in greater depth. in terms of course content, but also
Assessment methods also include in terms of how their learning takes
x
This is especially important when you are
independent study projects, where you place. This means Sussex students
x
undertaking an assignment, whether it’s
negotiate with a tutor about the nature of are likely to find themselves debating
x
a coursework essay, a presentation or texts with their tutors and peers in
x
the project, what you aim to learn and the
preparation for an exam. a seminar, working collaboratively
x
evidence you will provide to show that you
on research projects, making
x
Much of your learning will depend on you: have achieved your aims. This requires presentations, or organising reading
x
how you use the learning resources available competence in organising your time and groups. “Discovery learning” not only
x
to you; the extent to which you participate resources, some prior knowledge and makes good teaching sense, it’s also
X
in discussions and practical or group work; understanding of the topic and a certain level much more fun!’
and how you tackle course assignments and of confidence. Satisfactory completion of
Paul Basu
assessments. assessed work is required for you to progress Senior Lecturer
During your second and third years there is from one year to the next. in Anthropology
greater emphasis on small-group and project Degree classification
work, and in the final year there is a shift The final degree classification is based on
to even more independent study. In many a number of different kinds of assessment,
disciplines, this greater independence in in order to give the fairest picture of each
the final year gives you the opportunity for individual student’s abilities and achieve-
more in-depth study of a particular topic. So, ments. Assessments are used to build up
as well as having a broad understanding of a profile of your learning achievements
your subject and its context, you develop a throughout your degree; in most programmes
specialist interest and expertise. This breadth your marks count towards your final degree
and depth of study – and the skills that it classification from the second year onwards.
nurtures – will prove invaluable in your future
Listening to you
career. Students celebrate their results
We believe that it’s essential to understand outside the Genome Damage and
Learning support your views on studying at Sussex. We take all Stability Centre
We understand that starting anything new your feedback seriously, and try to use it to
can seem overwhelming, so we try to ensure improve what we offer and the way we work.
that your first terms go well and leave you Our aim, of course, is to ensure that you get
feeling positive and confident. We help to the most out of your time at Sussex.
give you the skills you need to make the most
We learn about your opinions through:
of your studies both through support from
your department and general study skills • student surveys that track your overall
guidance and specialist support from the experience throughout your time at Sussex
Library, IT Services and the Sussex Language • course evaluations that provide us with
Institute. Some of the things we do to support feedback about each course you take
you will be organised alongside your studies.
You will have an induction programme to • elected student representatives who attend
get you going, and an assigned academic all our teaching and learning committees
advisor throughout your programme to help • more informal face-to-face discussions
you review how you are doing. We also have with you about your experiences at Sussex.
specially trained student mentors who can
The comments we most commonly receive
offer support on learning and assessment
are that tutors are friendly and approachable;
from a fellow student’s perspective.
that the courses are interesting, relevant
Assessment and challenging; that the student body has
At Sussex you will experience a range of a really good mix; and that the campus is a
assessments designed to give you the best great place to study and learn. If you choose
opportunities to demonstrate your learning. Sussex, we hope you feel the same.
7
3. Robin’s
What’s special about perspective
What’s special about Sussex? Studying at Sussex
‘Sussex was, above all, a marvellous
x
Sussex? experience. I can’t look back on it
x
without smiling and remembering
x
how much fun it was. It was also
x
Studying at Sussex life-changing at every level; it taught
x
x intellectual rigour, critical
me
thinking, and the value of collective
x
creative intellectual work, which
x
x have applied through my career.
I
‘Beyond that, Sussex built my
x
self-confidence and self-sufficiency,
x
T here’s a unique flavour to Sussex that makes studying here
a great experience. Our strong reputation for research
attracts outstanding academic staff from around the world and
x launched friendships that
and
continue to this day.
x
‘With that legacy, you will understand
x
x affection and gratitude I have for
the
provides firm foundations for our teaching excellence. Add to this unique university.’
this our proud history for innovative learning approaches and Robin Paxton
Managing
inclusiveness, where everyone is encouraged to make the most of Director,
Discovery
all their talents, and you have a recipe for outstanding success. Networks
(EMEA)
Our research reputation • discovering the nature of DNA repair
We’re proud of our research excellence defects in hereditary disorders, and
across a broad range of disciplines, with so helping to develop cures for these
many of our world-renowned academic conditions and contribute to cancer
staff working at the cutting edge of their treatments
fields in both the arts and sciences. Sussex • studying the navigation techniques of
has counted three Nobel Prize winners, 12 insects to advance biological science and
Fellows of the Royal Society (FRS), six Fellows to develop new robotic systems inspired by
of the British Academy and a winner of the nature
prestigious Crafoord Prize on its faculty. Yet
another Sussex FRS was appointed in 2007. • identifying strategies to reduce the
exclusion from education of millions of
In the most recent assessment of the children in developing countries.
standards of research in UK universities,
the Research Assessment Exercise (RAE) of Read more about our research at
2001, over 90 per cent of Sussex academic www.sussex.ac.uk/research
staff and all of our subject areas were judged Our teaching excellence
to be of national or international excellence. Choosing a research-led university such as
You’ll be able to read about our 2008 RAE Sussex has huge advantages, not just in the
scores when they’re published in December teaching you receive, but also for your future
2008. career.
The quality of our research is reflected in Who better to teach you than experts working
the significant level of funding we attract at the forefront of their field? Not only do
from industry, research organisations and they know their subject, they actually create
government agencies. Approximately the knowledge that moves their subject
20 per cent of our overall income comes forward. Many students have the opportunity
from research activities. to participate directly in ground-breaking
We also invest millions of pounds in research: research work, with science and engineering
in purpose-built research facilities such as students usually joining a faculty research
the Genome Damage and Stability Centre; in project in their final year.
infrastructure developments such as state- In addition, over recent years, four members
of-the-art medical imaging equipment at the of our academic team have won the Higher
Brighton and Sussex Medical School; and in Education Academy’s prestigious National
the University’s Library, home to remarkable Teaching Fellowship Scheme awards, which
resources such as the Rudyard Kipling papers recognise those who make an outstanding
and the New Statesman archive. contribution to students’ learning experience.
Much of our research is devoted to finding Whatever your subject at Sussex, whether
solutions to real-world problems, with a you are an arts or a science student, you will
particular focus on building strong links with acquire a range of intellectual skills based on
business to foster commercial opportunities. sound research principles. You will develop
Current ground-breaking research includes: an analytical and enquiring mind, and the
• examining climate change and the shift to ability to reflect critically on what you have
providing sustainable energy learnt.
8
4. You will learn to identify challenging
What’s special about Sussex? Studying at Sussex
questions and to solve intellectually difficult
problems. These skills will prove invaluable
in a job market that increasingly values the
intellectual skills that are encouraged at a
research-led university. A degree from Sussex
will give you the edge.
Students from across a range of disciplines
can also benefit from two recently
launched creativity zones that provide
opportunities to explore ideas in state-of-
the-art surroundings. The creativity zones
were developed in partnership with the
University of Brighton with help from a £4.1m
Government grant in recognition of our
excellence in teaching and learning.
Our wider horizons
One of the things that Sussex students
particularly value is the strong cultural
diversity on our campus and in the nearby city
of Brighton & Hove.
The strength of our research also means We also aim to provide opportunities for work Students await the ‘dissertation
we play host to large numbers of staff experience alongside your studies at Sussex. dash’ on the annual submission
deadline day for final-year work
and students from all over the world. We We offer sandwich degrees, work-shadowing
currently have over 2,500 international schemes and a well-developed volunteer
students studying at Sussex, and we are opportunities scheme, all designed to help
home to researchers and students from 120 you towards that all-important first job after
countries. graduation.
Because we have a large number of Of course, we’ll want you to make the most
international links and many of our degrees of your academic studies – to be inspired
have an international element, many by your teachers and fellow students, to
students get to experience different cultures contribute your own ideas and passion for
at first hand. One in seven of our students your subject, and to achieve the degree
takes a degree that involves a year abroad, success that your hard work deserves. But
studying or working in Europe, North America that’s only half the story.
and elsewhere. We also have a curriculum
structure that makes it easy to learn a foreign We recognise that there is so much more that
language alongside your major subject. you can do at Sussex. You may want to take
part in volunteering activities; to achieve your
We work hard to attract students from a own targets in leisure pursuits such as sport
variety of backgrounds, including those and the arts; and to experience the exciting
whose families haven’t experienced higher and diverse culture that our University and
education before, mature students, black the city of Brighton & Hove have to offer.
and ethnic-minority students, and students
We know that it is through all these things
from lower socio-economic backgrounds.
that you can develop as a person and make
Our vision for you a valuable contribution to society once you
We want you to achieve your full potential complete your degree.
during and after your time at Sussex.
Our historic and developing campus
One of the most exciting things about being Visit Sussex just once and you will be struck
at Sussex is the choice you are offered by the unique buildings that have formed
in your studies. You are not confined to the core of the campus since the University
studying just one discipline. Even if you was founded over 45 years ago. Designed by
take a single honours programme, you can Sir Basil Spence, they set a new standard in
still spend part of your time taking courses educational architecture.
from outside your subject area, giving you These remarkable buildings, the beautiful
plenty of opportunities to broaden both your parkland setting for the campus and our
experience and your studies. We also offer long-standing reputation for cutting-edge
a range of fascinating degree combinations, educational approaches have inspired
enabling you to tailor your degree to your generations of students since the 1960s.
particular interests. We believe that this
approach gives you both depth and breadth We are now embarked on a new phase of
of knowledge, and the best possible campus development – with a large-scale
experience of study. refurbishment of teaching spaces completed,
a new series of student residences
constructed, and a new central teaching
building due to open in 2009/10.
9
5. IT Services
Learning resources
Learning resources Studying at Sussex
IT Services (ITS) provide a range of computer
facilities that are available to help you
Studying at Sussex study successfully.
Located across the campus, many with
24-hour access, all PCs have a customised
desktop, a full MS Office suite, email and
internet access. You can print and use your
personal file storage from all these PCs. In
addition we provide specialist software and a
small number of iMac computers. There are
also a number of adapted PCs for students
W hile you will be expected to buy some of your
own course materials, Sussex provides a range
of specialist resources to support your studies and
with disabilities and additional learning
needs.
Our staff offer help and support via the web,
enhance your learning experience. by email, over the telephone and in person.
There is also an extensive range of IT skills
training courses. For more details, see our
webpages at
www.sussex.ac.uk/its/training
Computing for disabled students
ITS currently support 10 adapted PCs
The Library specifically for use by students with a
Library facilities
The University Library is the key resource disability or specific learning difficulty. In
Over 1,000 study places addition to the standard desktop, each
Eight group workrooms for the information that you will need
during your studies. Library staff are ready to adapted PC offers a number of assistive
Electronic library with access to software packages. The PCs are located
over 20,000 journals help and advise you from the day you arrive
across campus in easily accessible rooms.
Over 100 PCs, laptop facilities to the day you come to write your dissertation
and wireless coverage throughout Some benefit from height-adjustable desks,
and prepare for your future career. while others offer large screens. All have
Audio-visual facilities including
films and documentaries Easy to find at the centre of campus, the access to printing facilities.
Enquiries desk Library is a quiet and comfortable place Sussex Direct
Automated book issue and return to study. It is currently open into the early Most students will already have used
evening and at weekends during term time. Sussex Direct to register before arriving at
IT facilities Additional support can be arranged for the University. Once here, however, you
450 PCs, many available 24 hours students with disabilities and/or specific can use it for personal and secure access
a day to information about your courses, reading
learning difficulties. If you have any individual
Wireless network to enable laptop lists, timetables and marks. You can also
owners to access online resources
requirements or suggestions, a member
of the Library staff will be happy to discuss access Study Direct for your subject-based
Free email and internet access e-learning course material.
Access to personalised information them with you. For more information, email
about your degree library.membership@sussex.ac.uk You can find more information at
Help via the web, by email, over the www.sussex.ac.uk/direct
telephone and in person
Much of the Library’s information is also
available over the internet so you can use the Sussex Language Institute
Extensive training
electronic library anywhere and at any time. The Institute (SLI) offers self-access and
Safe storage for computer files,
accessible both on and off campus Visit www.sussex.ac.uk/library structured learning facilities for students
Extensive printing facilities who need support with English, other
InfoSuss languages and study skills.
Adapted PCs for students with
disabilities and additional learning This is a web-based tutorial to help you
find your way through the many electronic SLI offers a resource library of language-
needs
learning materials including computer-
Students who live on campus can resources. It will show you how to use the
connect to the internet from their assisted language-learning programmes,
Library catalogue, understand your reading
study bedrooms digital and analogue audio and video media,
lists and find information online at access to the internet and satellite TV
If you live on campus, you can use
your own computer to connect to www.sussex.ac.uk/library/infosuss programmes. Teaching facilities include a
the campus network. If you have a digital multimedia language laboratory.
laptop, you can take advantage of
Special Collections
our extensive wireless network. As The Library has a unique collection of For further information on short courses and
well as being able to prepare your manuscripts, archives and rare books, pre-sessional programmes and resources,
assignments when and where you
choose, you will be able to benefit
including the papers of Rudyard Kipling, see page 29.
from the big investment Sussex Virginia and Leonard Woolf, and the archive
Multimedia Services Unit
is making in virtual learning, and of the New Statesman, as well as the world-
access to online support and For students taking media and film degrees,
famous Mass Observation Archive. Many
information services. the University’s Multimedia Services Unit
of these collections are used in University offers an extensive range of digital production
For more details, visit our website at
www.sussex.ac.uk/its
courses, and undergraduates are welcome by and post-production facilities. These
appointment. For more details, see include broadcast-standard shooting kits,
www.sussex.ac.uk/library/speccoll professional Avid edit suites, soundproofed
digital audio recording studio and voiceover
booths, plus a TV and photographic studio
with full lighting grid.
10
6. Study abroad opportunities Partners in Europe *
Study abroad opportunities Studying at Sussex
Austria
Vienna
Studying at Sussex Belgium
Brussels
Czech Republic
Prague
Denmark
Aarhus, Copenhagen, Roskilde
Estonia
Audentes International University
Finland
Helsinki
W ould you like to live in another country and experience
different cultures and environments as part of your
degree? At Sussex, you can undertake a period of study abroad
France
Aix-en-Provence, Bordeaux, Caen,
Grenoble, Marseille, Martinique
(Antilles-Guyane), Montpellier,
Paris, la Réunion (Saint-Denis),
with many subjects. A large number of Sussex undergraduates Strasbourg, Toulouse
spend time abroad either studying or working in Europe, Germany
Berlin, Bonn, Freiburg, Heidelberg,
the Americas or elsewhere. Konstanz, Mannheim, Munich,
Tübingen
Greece
Athens
Iceland
Reykjavik
A year abroad is an opportunity to travel, A growing number of overseas universities
Ireland
experience life and study in another country, now have courses taught in English for Cork
and improve your language skills. While away, international students. Italy
you normally follow a full programme of study, Bologna, Padova, Perugia, Rome,
the assessment of which counts towards your Sussex and North America Siena, Venice
final degree classification. If you are studying American Studies or The Netherlands
any other degree with an American Studies Amsterdam, Groningen,
Sussex and Europe component (eg American Studies and Maastricht, Utrecht
We offer one of the best-supported Politics, or Law with American Studies), Poland
Warsaw, Wroclaw
European study abroad programmes of any you spend your third year (of a four-year Romania
UK university. Pioneered independently degree) in full-time study at a North American Cluj
by Sussex in the 1960s, our study abroad university. Among the current roster of Spain
scheme is supported by the European exchange universities is the University of Alicante, Bilbao, Cadiz, Gran
Commission within the framework of its Canaria, Granada, Madrid,
California, Rutgers, Tulane, and George Salamanca, Seville
Higher Education initiative, the LLP Erasmus Washington universities, and the University Sweden
Programme. This enables collaboration of Toronto – the full list can be seen on the Goteborg, Malmo, Stockholm,
with European Higher Education institutions next page. Uppsala
and facilitates the movement of students Switzerland
and teachers to European partners through There are opportunities for students taking Geneva (Swiss links are outside
Erasmus grants. other subjects to study in North America. the LLP Erasmus Programme,
but operate similar bilateral
Each year we offer places for students arrangements)
Some of our degrees have a compulsory wishing to spend a term there.
year abroad and there is usually a choice of
A scholarship of US$3,000 is offered Partners in Latin America *
French-, German-, Italian-, and Spanish-
speaking destinations. There are also annually to enable a Sussex student to spend Mexico
a year studying at the University of California: Universidad Anáhuac del Sur
possibilities for some students to study in (Mexico City), Universidad de
French-speaking African and Caribbean the William and Olivia Allaway scholarship is Guadalajara
destinations such as la Réunion and open to any Sussex undergraduate whose Chile
Martinique. For students taking Spanish, degree programme does not include a Pontificia Universidad Católica
compulsory year abroad, and who is not in de Chile (Santiago)
study abroad opportunities extend to Mexico, Argentina
Chile and Argentina. the first or final year of their programme.
Universidad Nacional de Cuyo
Selection is by essay competition, which is (Mendoza)
Some students have the option to undertake set annually in the academic year prior to
work placements in continental Europe, as the scholarship being taken up. Contact the Partners in
well as to attend an overseas university, or International and Study Abroad office at the Asia and Australia *
may work as teaching assistants. address on page 13 for further details. Australia
Even if your degree programme does not Monash University
include a compulsory year abroad, you China
City University of Hong Kong
may still have the opportunity to study at Japan
an overseas university as part of your International Christian University
programme. In this case you would replace (Tokyo)
a term or a year of your degree programme Singapore
National University of Singapore
that would normally be spent at Sussex
Taiwan
with your time abroad. You have an exciting National Taiwan University
range of possible destinations – almost all of
the EU as well as Iceland and Switzerland.
12
7. Tanvir’s 1: Geneva
perspective 1
Study abroad opportunities Studying at Sussex
2: Bologna
‘Studying Law with American Studies
x 3: Northern lights, University of Alaska
at
x Sussex allowed me to spend 4: Gran Canaria
a
x year at the University of North
Carolina (UNC). And what a year it
x
was! The facilities at UNC are awe-
x
inspiring: they have their own airport,
x 2
hospital, police force, and even a
x
60,000-capacity stadium. And since
x
it’s so big, there’s an amazing array of
x
classes.
x
I
x even saw President Bush and Senator
Kerry in the students’ union during the
x
heated 2004 presidential campaign.
x
‘I
x also had my own TV show on the
university TV station at UNC; I went
x
to
x Las Vegas and filmed a sequence
called “Brits do Vegas”, through which
x
I
x managed to get an interview with a
national TV broadcaster in New York.
x
‘Living in America had been a dream
x
for me since school, and now the
x
friends I made at UNC are among my
closest.’
Tanvir Study abroad funding and fees
E Choudhary The University of Sussex participates in a
Law with
American number of study abroad schemes, including
Studies in Europe the LLP Erasmus Programme.
The Sussex tuition fee is waived for UK/EU
students who qualify for Erasmus status
and are studying for a full academic year in 3
Europe under the LLP Erasmus Programme,
Partners in North America * or who undertake a British Council Language
Assistantship in Europe. Students who
Canada
BUC, Simon Fraser University combine a work placement on their year
(Vancouver), Toronto and Waterloo, abroad in Europe with study at an Erasmus
Université Laval partner institution, may also be waived
USA the Sussex tuition fee, subject to length of
Universities of Alaska, California,
Universities of Colorado, Georgia placement and Erasmus eligibility criteria.
Tech, Georgetown, Georgia, Students who spend less than a full academic
Washington DC, Atlanta, Louisiana, year abroad at an Erasmus institution, eg one
Massachusetts, Michigan, Miami,
Mount Holyoke, New York, North term, are liable to pay the same tuition fee 4
Carolina, Northwestern, Occidental, as if they were studying at Sussex. Erasmus
Oregon, Pennsylvania, Pittsburgh, students do not pay extra tuition fees to the
Purdue, Reed, Rensselaer,
Rochester, RPI, Rutgers, Spelman,
partner university.
Stonybrook, Texas, Tulane, Vermont, Students, who spend their year abroad at
Seattle, Washington
one of our non-Erasmus partner institutions,
are liable to pay half the prevailing Sussex
* These listings were correct at
the time of going to press (January fee, subject to the usual income assessment
2008), but are subject to change as procedures. Students, who spend less than
our academic links are developed. a full academic year abroad, are liable to pay
Please note that not all subjects
are available at the university the same tuition fee as if they were studying
destinations listed, and students at Sussex. You will not have to pay tuition fees
studying abroad will not have to your host university as these are waived as
unlimited choice in selecting their
host university/city. part of the exchange arrangements.
UK students, studying abroad for eight weeks
Studying abroad is an opportunity or more, may be eligible for a higher rate of
to experience different cultures
and environments. Although the
student loan and a means-tested grant to
University of Sussex endeavours cover the cost of health insurance and travel
to ensure that courses offered by to and from the country of study. Students
foreign universities are of a proper For the most up-to-date information on study abroad,
standard for the purpose of your
should be aware that in order to get a visa please contact:
degree programme, it is important to enter North America they are required to International and Study Abroad Office,
to recognise that the facilities provide financial guarantees in the spring Level 1, Mantell Building,
may be different from Sussex. In before their year abroad (see pages 166-167 University of Sussex, Falmer,
particular, the amount of university Brighton, BN1 9RF.
accommodation available and the for more information). T +44 (0)1273 678422
provision of academic, social and F +44 (0)1273 678640
welfare support facilities may not E international@sussex.ac.uk
be at the same level as at Sussex. www.sussex.ac.uk/international
13