Catalogue of Courses & Student Handbook - SUPA

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Getting Started with Videoconferencing This page gives an introduction to using the videoconference facilities across the SUPA institutions. Videoconferences are primarily used in SUPA to deliver courses. However, they are also used for a variety of other purposes, such as research meetings, seminars, interviews and distinguished visitor lectures. More information on using SUPA videoconference facilities can be found in Getting Started with Video-Conferencing at: http://my.supa.ac.uk/course/view. php?name=supavid Making a Booking SUPA videoconferences must be booked in advance by SUPA. If you are attending a scheduled SUPA course or event, the booking has already been made for you. If you are organising a meeting or event and would like to use the SUPA videoconference facilities, please visit the SUPA website and use the booking form to make a booking (http://www.supa.ac.uk/room_booking). Shutting Down If there is not another videoconference directly after yours, please turn off the projectors by returning to the Intro Screen and choosing “Both Off”. Please also turn off the room lights and lock the door. To check whether there is a conference following yours, please refer to the SUPA timetable online at: http://my.supa.ac.uk/course/supa_timetable. Further Training and Support Further training in the use of the videoconference facilities and assistance during videoconferences is available from Local technical support at each site (Please see the ‘Contacts’ section of this handbook for local technical support contacts.) The Getting Started with Video Conferencing My.SUPA page can be found at http://my.supa.ac.uk/ course/view.php?id=91 and contains detailed fact sheets on using the facilities. Setting Up SUPA videoconferences usually begin at five minutes past the hour. As the bookings are made in advance, the videoconference call will be made automatically, so there is no need to dial in. Although there are slight differences in the layout of the videoconference rooms at each institution, they are all operated in the same way. When you arrive in the room: • If the projectors are not turned on, press the touchscreen firmly. You’ll see the Intro Screen: select “Video Conferencing” • This will take you to the Call Waiting Screen - Wait here for the incoming call. When the call starts, you’ll be automatically taken to the In Conference Screen. Adjusting Camera view and Microphones: • Camera: Press the button marked “Sending Presenter” to switch to Audience view. The button will change to “Sending Audience”. • Microphone: If during the conference you cannot be heard, you may need to press the “Ceiling Mics” button to activate the ceiling microphone. Connecting Laptops: • Before the conference, turn your laptop on and change the resolution to 1024x768@70Hz. Attach to the flying VGA cable. Set your laptop to output to both local screen and external monitor. (This is normally done by pressing fn-F5,fn-F7 or fn-F8.) • Once the conference begins, press Laptop on the In Conference screen. Check that you can see your laptop screen projected on the screen locally, and then check that the other sites can see it as well. 35
The Researcher Development Framework The Researcher Development Framework The Researcher Development Framework describes the knowledge, behaviours and attributes of researchers and encourages them to aspire to excellence through achieving higher levels of development. It will be invaluable for planning, promoting and supporting the personal, professional and career development of researchers in higher education. RDF Personal Development Planner The Researcher Development Framework (RDF) has been incorporated into the Professional Development Planner to allow researchers to identify the areas in the framework they want to develop further, create an action plan and record evidence of their progress. For further information, visit: www.vitae.ac.uk/RDFplanner The Researcher Development Statement The Researcher Development Statement sets out the knowledge, behaviours and attributes of effective and highly skilled researchers appropriate for a wide range of careers. Further information can be found online at: www.vitae.ac.uk/rdf 36
Page 2 and 3: Introduction to the Scottish Univer
Page 4 and 5: Table of Contents SUPA Contacts Pag
Page 6 and 7: SUPA Graduate School Basics Course
Page 8 and 9: Frequently Asked Questions What is
Page 10 and 11: Astronomy and Space Physics Semeste
Page 12 and 13: Astronomy and Space Physics Semeste
Page 14 and 15: Condensed Matter and Material Physi
Page 16 and 17: Condensed Matter and Material Physi
Page 18 and 19: Energy Semester 2 Energy is a new t
Page 20 and 21: Nuclear and Plasma Physics Nuclear
Page 22 and 23: Particle Physics Group Theory (SUPA
Page 24 and 25: Particle Physics Lattice QCD (SUPAL
Page 26 and 27: Photonics Semiclassical Theory of A
Page 28 and 29: Physics and Life Sciences Semester
Page 30 and 31: Core Skills Courses Semester 1 C++/
Page 32 and 33: Core Skills Courses Semester 2 Adva
Page 34 and 35: Student Funding This page details t
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Catalogue of Courses & Student Handbook - SUPA

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