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This on-line course enables users to learn how to Secondary Approve invoices within the Accounts Payable module.
Apprenticeships can help people of all ages and at all levels (including post graduate qualifications), to gain the skills and knowledge they need for a rewarding career.
We have asked some of our Apprentices about their experiences, why they chose to undertake an apprenticeship and the benefits they are seeing through their participation. Please follow the links below to see what they have to say.
Approaches to Learning: Bitesize
PPD bitesize resources are short and high impact; including videos, quick tips guides and interactive bitesize modules. Develop your skills and knowledge quickly, easily, when you need. They complement face to face events and more in-depth online modules.
The Accounts Receivable (AR) module of the University’s Finance System (CUFS) deals with managing customer information and managing income generated from sales and donations.
In this course we will be looking at some of the key aspects such as:
- creating external invoices
- creating internal invoices
- receipting income relating to invoices
- receipting other income
We will also provide you with some basic information relating to banking procedures and to the University’s Online Store (also known as eSales).
This session is provided for students who have a Disability Resource Centre referral for specialised one-to-one support. Bespoke sessions cover support for users with:
- Mobility issues, such as an upper limb disorder, where ergonomic keyboards and mice or speech recognition software may be required
- Visual impairment requirements where magnification or text scanning to alternative format can assist users to view a computer screen or read and listen to text
- Specific learning difficulties, who may find speech recognition software or mind mapping software useful
A session typically fall into 2 categories:
- Looking at available hardware, software or IT techniques that can aid in the development of tailored strategies and solutions to help users independently access computing facilities
- Providing training for Assistive Technology software packages to help users progress with the software
At time of booking please specify the following details in the Special Requirements box
- Name of person that referred you
- A brief outline of type of assistance required e.g. software training, workstation evaluation or general support and advice
- If you require wheelchair access to the venue
Date | Availability | |
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Tue 19 Mar 2024 | 11:00 | In progress |
Thu 21 Mar 2024 | 11:00 | [Full] |
Tue 26 Mar 2024 | 11:00 | [Places] |
Tue 26 Mar 2024 | 14:00 | [Places] |
Thu 28 Mar 2024 | 11:00 | [Places] |
Thu 28 Mar 2024 | 14:00 | [Places] |
Thu 25 Apr 2024 | 11:00 | [Places] |
Tue 30 Apr 2024 | 11:00 | [Places] |
Thu 9 May 2024 | 11:00 | [Places] |
Thu 9 May 2024 | 14:00 | [Places] |
Tue 14 May 2024 | 11:00 | [Places] |
Tue 14 May 2024 | 14:00 | [Places] |
Thu 16 May 2024 | 11:00 | [Places] |
Thu 16 May 2024 | 14:00 | [Places] |
Tue 11 Feb 2025 | 11:00 | CANCELLED |
This writing retreat is designed to offer structured sessions of academic writing for PhD students who wish to come and work in a supportive environment, and discuss strategies for good working practices that accommodate neurodivergence. You do NOT need to have a confirmed diagnosis to attend this retreat.
We start the day with an introduction that discusses the kinds of challenges that Autism and ADHD can present in doctoral research, as well as strengths. This is followed by discussion sessions on finding adaptive ways to work when handling executive dysfunction, or issues with your environment. The rest of the day is dedicated to writing, with short sessions to test out new ways to approach your work.
You will be writing alongside fellow graduate students. There will be a ‘quiet room’ and a ‘noisy room’ to accommodate various working styles/activities, and attendees are welcome to bring along any fidget objects etc. that would normally help them focus. We will also bring a selection of these to try out!
If you have attended before you are very welcome to come again – feel free to skip the introductory talk or just go get settled in the ‘quiet room’ to start your work.
Lastly, tea, coffee and biscuits will be provided, but you will need to arrange your own lunch.
The Two-Day writing retreat is designed to offer structured sessions of academic writing for PhD students who wish to come and work in a supportive environment, and discuss strategies for good working practices that accommodate neurodivergence. You do NOT need to have a confirmed diagnosis to attend this retreat.
We start the first day with an introduction that discusses the kinds of challenges that Autism and ADHD can present in doctoral research, as well as strengths. This is followed by discussion sessions on finding adaptive ways to work when handling executive dysfunction, or issues with your environment. The rest of the first day is dedicated to writing, with short sessions to test out new ways to approach your work. The second day will be a dedicated writing retreat, with time in a comfortable environment to crack on with some writing! A full schedule for the two days will be sent out at least a week in advance.
You will be writing alongside fellow graduate students. There will be a ‘quiet room’ and a ‘noisy room’ to accommodate various working styles/activities, and attendees are welcome to bring along any fidget objects etc. that would normally help them focus. We will also bring a selection of these to try out!
If you have attended before you are very welcome to come again – feel free to skip the introductory talk or just go get settled in the ‘quiet room’ to start your work.
Lastly, tea, coffee and biscuits will be provided, but you will need to arrange your own lunch.
The purpose of this course is to familiarise students with the basic concepts of Bayesian theory. It is designed to provide an introduction to the principles, methods, and applications of Bayesian statistics. Bayesian statistics offers a powerful framework for data analysis and inference, allowing for the incorporation of prior knowledge and uncertainty in a coherent and systematic manner.
Throughout this course, we will cover key concepts such as Bayes' theorem, prior and posterior distributions, likelihood functions, and the fundamental differences between Bayesian and frequentist approaches. You will learn to formulate and estimate statistical models, update beliefs using new data, and make informed decisions based on the posterior probabilities generated through Bayesian inference. By the end of this course, you will possess the necessary skills to perform Bayesian data analysis, interpret results, and apply Bayesian methods in various contexts.
Across all AHSS disciplines (and within) there are varying views of what research is. Though not a definitive means by which to conceptualize research, this course offers Thomas Kuhn’s idea of the ‘research paradigm’ as a heuristic and expedient entry point into key terms and concepts often encountered by research students and the tacit assumptions underpinning them. This can and often does result in an ability to understand the significance of one’s own research, the research of others and the broader intellectual context in which both are situated.
Date | Availability | |
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Wed 1 May 2024 | 13:30 | [Places] |
Have you ever been concerned about a situation and wanted to help, but didn't? Hearing a racist/sexist/homophobic joke in the tea room? Seeing an inappropriate touch of a friend? Watching a colleague wince at being belittled or interrupted in a team meeting? You're not alone, this is more common for many of us than you might think.
This short session explores why this happens and what it means to be an active bystander. This includes simple changes and actions you can take to support others around you without confrontation and, over time, support a more inclusive environment for all of us to live and work in.
Access the recording of the being an active bystander webinar.
Better Decision Making: Bitesize
PPD bitesize resources are short and high impact; including videos, quick tips guides and interactive bitesize modules. Develop your skills and knowledge quickly, easily, when you need. They complement face to face events and more in-depth online modules.
This session will help researchers go further with their literature review through exploring key skills such as critical evaluation, structural reading, effective note-taking, and getting started with writing your literature review.
This session equips participants with all the fundamental skills that they need to build and execute effective search strategies to locate relevant materials for literature reviews, projects and other related research activities. The session will explore key searching techniques, where to search, how to troubleshoot common searching problems, as well as keeping up to date with the latest research.
This session will include live demonstrations of scientific databases to demonstrate the key principles covered in action.
Fair attribution for technicians through either co-authorship or direct acknowledgement in research publications is a key component of the ‘visibility’ and ‘recognition’ areas of the Technician Commitment, of which the University of Cambridge was a founding signatory in 2017.
However, there is currently no policy or standard practice for acknowledging the role of technicians, equipment and facilities in the University or the wider sector. Technicians experience a great disparity in their recognition and visibility in scholarly outputs.
This interactive workshop, organised by the Biological Sciences Libraries Team, will introduce you to the scholarly communications process as well as tools such as CRediT and ORCID, and facilitate conversation amongst peers.
This session introduces participants to the concept of research data, all the forms that it can take as well as negotiating the management of different data depending on their type.
Topics such as effective storage, handling sensitive data, and developing best practice approaches to avoid data loss during a project will be covered. The session will also explore how to create a data management plan (DMP) and the support available, as well as providing an overview of useful tools and services both within the University of Cambridge and beyond.
This session will introduce participants to different methods of communicating research before moving on to a discussion around best practice and techniques when preparing a presentation. Participants will be introduced to concepts around good design, accessibility, data presentation, and accessing Creative Commons licensed materials for their work.
The session will conclude with an exploration of good delivery techniques with additional advice on what to do if it all goes wrong.
Need to create a conference poster but are not sure where to start? This session will introduce participants to the fundamentals of designing an effective and engaging poster that is perfect for communicating research ideas. The session will look at good design practice, where to source free high quality graphics, as well as deciding what you should (and maybe shouldn't) include in your final poster.
This course is based on a typical literature review lifecycle. You start by planning your search. You then carry out your search. Once you've found some results, you evaluate what you have found to see if it is relevant to your needs. You manage your results by saving them to a suitable place so you can come back to them. If you are interested in tracking changes in your field, you enact approaches to keep up to date with new research. And as your research evolves, you refine your search to reflect new concepts and new terms. And so the cycle continues.
While you may not be as focused on the longer term tracking of new research in your field, being able to plan, search, evaluate and manage effectively are additional skills which we will cover in this course. The course will be structured around the first four stages described above, with optional additional information about the last two stages for those who are interested.
This course is supplemented by live workshop opportunities throughout the academic year.
This session discusses the benefits and challenges of maintaining an online presence as a researcher. Part of two sessions on this topic, this second session looks at using social media as a researcher. We will look at the practicalities and pros and cons of online engagement through tools such as Twitter/X, Mastodon, YouTube and LinkedIn.
Participants should expect to have the opportunity to critically evaluate the various options presented in this session with the overall aim of being better informed when deciding where to invest their time and efforts when building an academic presence online.
Using a reference manager is one of the best ways to look after crucial research literature, whether planning for a literature review or simply keeping track of developments in a particular discipline. This session will introduce Zotero, an open source reference manager tool.
Using live demonstrations, discussions, and troubleshooting common referencing issues, the session will give an in-depth look at how Zotero (and tools like it) can help maximise a research project workflow while also ensuring that critical resources and information are not lost at any point in the research process.