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Automated design for drug discoveryDecember 13, 2012
The 'Moneyball' approach taken by the research team utilises the principles of advanced statistical and data analysis which have seen to be increasingly influential in areas as varied as sport, finance and in forecasting the recent US Presidential election.
As more complex drugs are needed to treat more complicated problems - particularly in areas such as neuroscience, infectious diseases and cancer - the task facing biologists and chemists is daunting. However, researchers at the College of Life Sciences at Dundee, in collaboration with partners in North America, have shown that an automated computational process analysing huge amounts of existing data could provide a valuable new tool in drug discovery.
The innovative approach taken by the research team mimics the creative process of human chemists, where drug molecules are steadily improved through successive cycles of design and selection.
"One of the things that makes drug discovery so hard is that you're trying to improve several different properties at the same time," said Professor Andrew Hopkins, Chair of Medicinal Informatics at Dundee. "Evolution is a mechanism than can be applied to solving these kinds of optimisation problems, and the iterative process of adaption and selection of hundreds of thousand of possible solutions can be simulated in a computer.
"We have effectively proved the concept of automated design of new compounds, showing that by using algorithms to process massive amounts of data we can tackle problems of huge complexity. The system solves the design problem by using computational evolution to mimic the design process of human chemists but running it on a very large scale."
The research is published in the journal Nature. The research team's work is funded by the Biotechnology and Biological Sciences Research Council.
Drugs have to be able to deliver their primary effects and not present adverse side effects or toxicity that render them unsafe. But for complex conditions drugs also have to be designed to hit multiple targets. Designing drugs to this kind of multi-target profile is a complex and exceedingly difficult task for medicinal chemistry.
Professor Hopkins and colleagues developed an automated adaptive design approach that can mimic the creative, iterative process of medicinal chemists by using computational evolution of large numbers of compounds. They initially used it to look at an existing drug, Donepezil, which is used in treating Alzheimer's Disease.
"Professor Sir James Black, the Nobel Laureate and former Chancellor of the University, proposed that 'the most fruitful basis for the discovery of a new drug is to start with an old drug' and we followed that advice," said Professor Hopkins.
"We took the structure of Donepezil as a starting point and from there the system evolved its structure, computationally, over many generations to a variety of different profiles across a range of drug targets. The predicted profiles were then tested experimentally and we found that 75% of them were confirmed to be correct.
"This proof of concept shows that we could make significant advances in discovering and designing complex drugs, which could lead to improvements in safety and efficacy, while also potentially reducing the cost of drug discovery, which is a high-risk and expensive process."
Professor Hopkins said improvements in data capture and management were key to developing the research.
"Just a few years ago this would not have been possible because we need the existing drug data to build on and it was not held in a way that it could be analysed like this. But there have been significant developments, aided by groups like ChEMBL in Cambridge, who are funded by The Wellcome Trust, in making drug design data available in a format computers can process. What we have found particularly exciting is the way the algorithm has been able to learn from the human experience of drug design and mimic it on a massive scale to solve complex design problems."
This phenomenon is reflected in the name of a new spin out company which has been formed to commercialise the technology - ex scientia - which is the Latin for "from knowledge".
University of Dundee
Related Drug Discovery Current Events and Drug Discovery News Articles
New treatments for cancer, diabetes, and heart disease -- you may have a pig to thank
Genetically engineered pigs, minipigs, and microminipigs are valuable tools for biomedical research, as their lifespan, anatomy, physiology, genetic make-up, and disease mechanisms are more similar to humans than the rodent models typically used in drug discovery research.
The cellular origin of fibrosis
Harvard Stem Cell Institute scientists at Brigham and Women's Hospital have found the cellular origin of the tissue scarring caused by organ damage associated with diabetes, lung disease, high blood pressure, kidney disease, and other conditions.
Stanford researchers compare mammals' genomes to aid human clinical research
For years, scientists have considered the laboratory mouse one of the best models for researching disease in humans because of the genetic similarity between the two mammals.
Computer model sets new precedent in drug discovery
A major challenge faced by the pharmaceutical industry has been how to rationally design and select protein molecules to create effective biologic drug therapies while reducing unintended side effects - a challenge that has largely been addressed through costly guess-and-check experiments.
Establishment of induced pluripotent stem cells from Werner syndrome fibroblasts
Werner syndrome is characterized by the premature appearance of features associated with normal aging and cancer predisposition. This syndrome occurs frequently in Japan, affecting 1 in 20,000 to 1 in 40,000 people.
IU-led research team identifies genetic variant linked to better memory performance
People with a newly identified genetic variant perform better on certain types of memory tests, a discovery that may point the way to new treatments for the memory impairments caused by Alzheimer's disease or other age-associated conditions.
Brain protein influences how the brain manages stress; suggests new model of depression
The brain's ability to effectively deal with stress or to lack that ability and be more susceptible to depression, depends on a single protein type in each person's brain.
Scientists unveil new targets, test to develop treatments for memory disorder
In a pair of related studies, scientists from the Florida campus of The Scripps Research Institute (TSRI) have identified a number of new therapeutic targets for memory disorders and have developed a new screening test to uncover compounds that may one day work against those disorders.
Catalyst-where-you-want-it method expands the possibilities for new drug development
Chemists at The Scripps Research Institute (TSRI) and the Shanghai Institute of Organic Chemistry have described a method for creating and modifying organic compounds that overcomes a major limitation of previous methods.
'Rewriting' the way to make natural drug compounds
One of the big hurdles in bringing drugs to market is the difficulty of producing large enough quantities of potential compounds to conduct clinical trials.
More Drug Discovery Current Events and Drug Discovery News Articles


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Psychology and Criminology
BSc (Hons)
Course overviewHave you ever wondered why people may commit crime? Have you thought about the difference between punishment and rehabilitation and what might be more appropriate? Our course will not only give you the opportunity to explore these questions, but also to carry out investigations using a variety of hands-on methods.
Our course is unique because rather than studying psychology and criminology as two separate subjects, some of our modules combine the two areas of study, giving a multi-disciplinary learning experience and a thorough understanding of the topic.
As well as our core modules, which give an excellent foundation in the core principles of psychology and criminology, our broad and flexible optional module choices will allow you to explore your interests in more depth as you move through the course.
You'll address how, through criminal profiling, insights are offered into deviant behaviour, youth offending, gendered violence, war and terror, genocide, rape and abuse. You might also investigate media representations of moral panic and the promotion of fear from both a psychological and criminological perspective. You'll also focus on social and developmental psychology as well as research and key skills.
You'll already have a curiosity about people's thoughts, feelings and behavior, as well as basic maths and literacy skills, whilst wanting to learn scientific, analytical and valuable transferable skills.
Studying at our Cambridge campus, a world-renowned city for academic excellence and an invaluable location for psychological contacts, you'll be able to draw on the expertise of our research-active staff and extra-curricular weekly research seminars, which will feature presentations from a range of leading academics and researchers.
With over 90% of students satisfied with our BSc (Hons) Psychology and Criminology, let us equip you with highly employable and desirable skills for your future.
Year one core modules
Adventures in Crime News and Criminology
Crime is a major area of public policy and political debate (we are both fascinated by and afraid of crime). This module will introduce students to exploring and defining how crime shapes our thoughts, drawing on its portrayal in the media, as well as responses generated through political shifts and crime prevention/community initiatives. The module then examines the criminal justice process. In addition, the module will examine crime data (statistics, case studies, crime rates etc) and the sources from which they are gathered. Adventures in Criminology aims to engage students in the components of the Criminal Justice process through a student-facilitated case study. The case study will enable you to identify with many of the issues that are obscured or misrepresented when thinking of everyday crimes, as well as present them in a reflective and developmental style. The range of assessments in this module will allow you to demonstrate understanding and begin to develop critical thinking skills (the essay), understanding and application skills (patchwork texts) as well as an opportunity to reflect upon and relate the knowledge gained to employment in the Criminal Justice Sector (Portfolio/diary).
Adventures in Criminal Justice
Building on Adventures in Crime News and Criminology, Adventures in Criminal Justice aims to introduce you to the somewhat abstract components of the criminal justice process. You will explore and analyse sections of the criminal justice system, paying particular attention to how it fits together (under the National Offender Management System ? NOMS) within five main sub-systems: law enforcement, courts, youth justice, prison and probation. Each week, you will examine and develop a portfolio relating to the following issues within the criminal justice system: freedom, human rights, net-widening, retribution, rehabilitation, politics and prevention of crime. The portfolio will provide an opportunity for you to recognise and begin to critically evaluate the effectiveness of the criminal justice process, based on contested evidence and research. As a result, you will be able to demonstrate a critical appreciation of the complicated position and treatment of offenders in England and Wales, as well as the challenges faced by policy-makers and criminal justice staff.
Fundamentals of Cognitive Psychology
Our experience of the world is an interpretation based on many cognitive processes being carried out by the brain. Because these processes are so automatic, and their outcome so convincing, people are often not aware that what they are experiencing is merely an interpretation, and as such can be inaccurate. This module will challenge students to think more clearly about this, and consider the ways in which the brain constructs its interpretation of the world, and the ways in which this interpretation can be misleading. The module aims to give students a broad understanding of cognition and how we process information about the world by introducing the major issues underpinning cognitive psychology, drawing attention to the key conceptual and ethical considerations of research in the area. Throughout the module, several key issues will be repeatedly addressed, e.g. the interactive nature of cognitive processing, and the core role of empirical research in developing cognitive theory. Areas to be covered in the module include: Visual perception, Learning, Attention, Memory, Language, and Problem Solving. The module will be delivered through a combination of lectures and practical based sessions during which students will be given the opportunity to carry out classic experiments supporting major theories in cognitive psychology. Students will be taught how to write up research using APA format, and their ability to do this will form part of the assessment for the module. In addition to this element of assessment, a multiple choice examination will be used to assess students' general understanding of the module material. This module will provide students with insights into their own cognitive processes (such as learning and memory) which they can apply to help in their study and understanding of other parts of their degree. It will equip students with a range of key transferable skills useful in the workplace, such as report writing, data analysis, and logical thinking.
Key Skills for Psychology
Psychology is a broad discipline and most psychologists specialise in relatively narrow areas of expertise. However, all psychologists share basic skills in understanding, conducting and communicating research and this module aims to give students a grounding in these skills. Psychology is driven by empirical research - we start with a question of interest, formulate an hypothesis which we wish to test, design and implement a study to test the hypothesis, analyse the results and discuss the findings. This module will give students the basic skills needed to produce a research report from beginning to end including experimental design, statistical data analysis, the use of resources and software, writing and presentation skills, ethical issues and general study and research skills. Assessment will involve three components: 1) a portfolio of practical work including practice in writing each section of a research report and other relevant skills-based exercises. 2) The writing of a research report. 3) A multiple-choice and short answer examination. This module provides a vital grounding for Psychology students as well as offering a range of useful, transferable skills such as data analysis and report-writing which are valued by employers.
Media and Crime
Media representations of crime, law and order have always been a matter of public interest, as well as debate amongst people involved in the criminal justice system. This module explores the ways in which media shapes our perception of crime and provides an overview of the theoretical perspectives on media within criminology. The module then explores the construction of crime news and the role of politics and ideology and introduces the concept of 'moral panics'. It will also address sex crimes and their fictional and factual representation in the media. Subsequently, it examines ways of analysing available statistics on criminal activity, the fear of crime and its relationship to the media representation of crime. The discussion of contemporary surveillance culture will also be included. This module will examine these issues through the use of case studies, reports, and theory. Year two core modules.
Social and Developmental Psychology
This module will provide an introduction to key topics, theories and issues in social and developmental Psychology. It will enable students to understand how certain behaviours and experiences can be shaped by different social contexts (the family, peers, society) and the impact of these on social and emotional development. Key areas within social psychology (attitudes, interpersonal communication, social influence, groups, identities and ethics) and developmental psychology (genetic and environmental influences, language, cognitive and emotional development and ethics) are covered. The module includes consideration of methodological issues, and some introduction to the conceptual debates that characterise social and developmental psychology. Applications of the work of social and developmental psychologists are also considered. This module will be assessed through an essay and oral presentation. Students will learn transferable skills such as how to manage information and to collect data from appropriate sources, as well as oral communication skills.
Year two core modules
Research Techniques for Psychology
In this module students will develop a critical understanding of the principles of data collection and analysis for psychology, and consider the theoretical bases of various qualitative and quantitative methods. The emphasis is on ensuring that students understand the logic behind the techniques covered, so that they know when it is appropriate to use a particular technique, and how to interpret its output. A key part of the module will be a group project, where students will be given the opportunity to design and carry out an independent piece of research in an area of their own choosing. The course will equip students with a wide range of highly useful transferable skills such as; numerical skills, use of SPSS, IT skills, experimental design, report writing, group work, research and oral presentations. Assessments will be through a combination of examination and written portfolio.
This module provides an introduction to psychopathology and clinical psychology. The module introduces students to the various psychological disorders, as well as their aetiology and treatment. The module will also look at models of psychopathology, as well as its classification and diagnosis. Broad theories of the development of the various psychological disorders will be touched on, drawing from psychodynamic, cognitive, and neuroscience perspectives, as well as social factors. Students will learn about the various psychological disorders through a series of lectures. Seminars will provide more focused discussions on particular disorders. Case studies and/or media examples will be used to aid understanding of various psychological disorders.
Trials and Errors
Trials and Errors will evaluate the relevant techniques that are required in order to adhere to the principles of current criminal proceedings and identify the various stages within the system (such as sentencing procedures and outcomes). Students will be required to consider a range of problems and identify how some events could have been avoided. The module will examine a variety of legal case studies, paying particular attention to the processes involved and offer students the opportunity to challenge legal decisions and to evaluate the Appeal System. The aim of this module is to enable students to identify and analyse the elements involved in the criminal justice process that can contribute to a miscarriage of justice and to recognise the available procedures that can correct such errors of judgment. The module will comprise weekly lectures and seminars, including prepared debates and discussion relating to particular cases that have attracted the attention of the media.
Year three core modules
Clinical Psychology
This module will enable students to have a critical awareness of the issues and debates involved in understanding deviant behaviour. It examines the psychological, social, cultural and biological influences and predispositions upon general definitions of abnormality and specific disorders. Particular categories of disorder will be studied in order to illuminate controversies concerning the value of models, methods of classification and diagnosis. Specific syndromes addressed in detail in this module are: major depression and mania, schizophrenia, and suicide. For each of these specific disorders, the diagnostic criteria, course, epidemiological factors, biological predisposition and treatment strategies (such as cognitive behaviour therapy, psycho-pharmacological treatments, and suicide prevention) are reviewed and critically evaluated. Students will learn that multiple factors can contribute to the development of mental illness and that often different psychiatric syndromes can co-occur in one patient. The role of social factors such as gender and culture in the classification and treatment of mental ill-health is discussed. Current research streams and findings on biological origin of mental illness and treatment will be presented and discussed. The module is available for students in the third year of psychology courses. Lectures will be illustrated by video demonstrations of patients with different forms of mental illness and the discussion of these case studies. Students will learn to work independently as well as in small teams/groups where they will discuss and critically evaluate contemporary issues in Clinical Psychology. Work in seminars and preparation for lectures will require the ability to independently research literature in the library and internet databases on different topics presented in lectures. This module will prepare students particularly for working in clinical settings (i.e. with psychiatric patients).
Comparative Criminal Justice
There have been some profound economic, political and cultural developments in the world since the late 1980's and they have added to the complex relationship between crime, punishment, social change and the maintenance of order. In many countries, prisons numbers are dramatically increasing, yet in others they are emptying at an equally rapid rate. Some countries deal with overcrowding by building more prisons, others have waiting lists for up to a year. Some countries favour capital punishment, others outlaw it. Crime statistics are gathered in a wide range of methods and the age of criminal responsibility ranges from seven to eighteen, depending on where you live. This module examines the ways different countries and jurisdictions deal with the main stages and elements in the criminal justice process, from crime rates and policing through to sentencing. Examples from all over the world will be explored, with a particular focus on Europe, the UK, the United States and Australasia.
Year two optional modules
Crime and Place: Geographic Criminology and Crime Mapping
This module is designed to introduce students to the issues and concepts central to an understanding of geographic or environmental criminology. In the first part of the module, key definitions, issues and concepts associated with the field will be introduced. Then we spend some time examining how offenders use the environment and explore the various theories and models that have been put forward to explain the processes involved in offence location selection.
Cultures of War & Peace
War can be understood as an actual, intentional and widespread armed conflict between political communities, and this module will examine the contexts in which 'conflicts' can be translated into 'wars' and vice versa. Through a 'Cultural Criminological' lens the module will explore some cultural, historical, political, philosophical, legal and sociological explanations of wars, in order to appreciate the disparate perspectives that exist in many given contexts. Cultures of War and Peace will offer students a range of issues through which to evaluate the conduct of governments and international bodies, combatants and non-combatants, 'terrorists' and 'freedom fighters', allies and 'the enemy'. Students will learn to contrast 'political' violence with other forms of violence in order to distinguish the now-common term 'terrorism' from related concepts such as revolution, riot, and rebellion. In addition, the module will examine the theory, practice and politics of peace. Students will evaluate the changing characteristics of the environments in which peace-keepers operate, the role that peacekeeping plays in a local and global context and the major challenges facing peacekeepers in the future. The module will be taught by weekly interactive seminar/workshops. Assessment is based on a poster presentation.
Issues in the Professional Practice of Psychology
In this module, students will develop an awareness of the moral and practical implications of being a professional psychologist. Students will be encouraged to reflect on the assumptions and limitations of the knowledge base guiding the practice of psychology, and to consider their implications. The module provides an understanding of professional skills of specific relevance to psychology, including professional codes of conduct and ethical behaviour in research and practice; planning research and writing a research proposal; bibliographic search strategies and effective literature review; working collaboratively in research; scientific publishing - how it works; communicating scientific results using different methods and to different audiences; personal and career development. Students will have the opportunity to acquire skills which are key to their development should they wish to pursue a career in psychology, but which are also of relevance for students whose career interests lie elsewhere. The module is assessed via an examination and a research proposal. Students who plan to take the Psychology Project module in the final year would benefit from having taken this module.
Learning, Memory and Perception
Underlying all psychological functioning is the ability to perceive, remember, and alter our behaviour in response to information in the world. These basic psychological processes of perception, memory and learning were the first areas of study for empirical psychology and this module examines both the historical development of these areas as well as the current state of knowledge in each area. An overview of principles of associative learning will be given including the principles of operant and respondent conditioning and the distinction between contiguity and contingency in learning. We will also consider how the principles can be applied in practical situations such as the treatment of phobias. The underlying neurophysiological mechanisms of memory as well as cognitive models of memory will be presented. Experimental findings of short-term, long-term, implicit and explicit memory, as well as problems of memory encoding, organisation, retention and retrieval will be addressed. Disorders of memory associated with brain injury will be discussed. Models of visual perception and attention will be discussed and experimental findings on change blindness, object perception and face perception will be evaluated. We will also consider the effect of learning and experience on perception as well as some of the neuropsychological impairments which can affect perception.
Personality, Intelligence & Psychometrics
This module is designed to enable students to develop an understanding of key contemporary approaches to the study and assessment of personality and intelligence. In this module we examine the assumptions behind theoretical approaches to personality and intelligence; the nature of personality and intelligence; the theory of psychometrics; the strengths, implications and limitations of different approaches; and the applications of theory. The module links theoretical approaches with assessment and includes the development of basic skills in understanding and using psychological tests. The module is suitable for students who have a basic understanding of psychology and is normally available to those who have studied some psychology research methods in their first year. It is delivered via lectures and seminars and includes some practical work on psychological testing. It is assessed via an examination. As well as acquiring a detailed knowledge of major theories of personality and intelligence, this module enables the development of awareness of the social and ethical implications of the measurement of individual differences. The module develops students' skills in problem solving, evaluation and autonomy.
Project Preparation
Violent Crime, Body and Mind
This module will approach the study of violence from a range of perspectives, including criminal and legal, psychological, medical and biological. It will explore a range of expressions of violence, and the sanctions that are employed through the criminal justice system. In addition, the module will examine the concept of evil and how rehabilitation or punishments are juxtaposed against such an idea. The assessments will take the form of an essay relating to theoretical explanations of violence and a portfolio, encompassing a structured classroom debate.
Year three optional modules
Criminal Psychology
The psychological study of crime, criminals and victims within a legal framework is known as criminal or forensic psychology. This module examines the role that psychology and psychological perspectives can play in the criminal justice process. Particular attention will be paid to the application of psychology to police investigations including the collection, examination and utilisation of investigative information and evidence as well as to the role of the psychologist in the court room. The module explores the different ways criminal psychologists contribute to police training, investigations and interviewing as well as their contribution to understanding evidence in the courtroom and how juries process that evidence. The challenges and pitfalls of giving such advice will also be examined and evaluated. Students will be required to contribute each week primarily through the completion of practical tasks and exercises. These exercises will utilise actual case studies designed to familiarise students with the types of criminal cases and associated outputs produced by criminal psychologists in a 'real world' setting.
Critical Issues in Health Psychology
This module enables students to develop a critical awareness of issues and debates surrounding health, illness and disability. Standard clinical and medical models of illness and disability are seen as only one of several competing ways of making sense of health, illness and disability in contemporary society. This module presents a range of broadly social, critical perspectives on our understanding of health, illness and disability. These include how illnesses and disabilities are commonly represented in contemporary society, and how this may influence individuals' experience of illness and disability; the social model of disability which views disability as a relationship between an individual and the constructed environment; the experience of stress among health care workers. Critical consideration is given to how poverty, class, culture and gender are factors to consider in health psychology. The module, while primarily a critical health psychology module, draws on material from a broad range of disciplines including clinical psychology, psychiatry, social psychology, sociology, and public health. This module is delivered via lectures and seminars and assessment is via a portfolio based on the preparation and facilitation of student-led seminars and short critical essay based on a chosen topic.
Atypical Development
The course will introduce a variety of developmental disorders including Downs' Syndrome, Williams' Syndrome, dyslexia and autism. The module will include an analysis of the biological, cognitive and social profiles of each. Students will gain an insight in to the main symptoms of each clinical condition and the prognosis for people with these disorders. This will be done by discussing published literature and studying symptoms of children and adults with these disorders in video demonstrations. The course also covers the effects of early brain injury. Problems in the assessment and diagnosis of developmental disorders will be addressed as well as the range of psychological theories that have attempted to explain the different clinical conditions. Ethical issues and working with clinical populations will also be considered. Students will learn to critically evaluate contemporary issues in neurodevelopmental psychology supported by a range of academic literature. This module will be particularly useful for those considering a career related to development, educational or clinical psychology or a career working with typically developing children or children with special needs.
What are feelings? Are they reducible to brain states or are they something different from mere neurophysiological activity? Questions such as these overlap between two areas of research: emotion and consciousness. Emotions are a dominant feature of human mental life, and they impact upon our behaviour, our cognitive processes, our social relationships, and our phenomenal experiences. In the last 15 years there has been a renewal of interest in both emotion and consciousness in psychology. This module aims to give students an overview of some of these exciting new developments in emotion and consciousness research, as well as providing some historical background as to how these topics have been treated in psychology. The module delivery consists of 11 lectures and 4 seminars; and the assessment consists of one 90 minute exam and one 1500 word essay. The seminars consist of a series of student-led debates based on classic issues and controversies in both emotion and consciousness research. Examples of the kinds of debates which may be included are: can science explain consciousness?; are emotions biological states or cultural constructions?; are unconscious emotions possible? Each student will present one side of such a debate in small groups in the seminars, and then write a coursework essay based on one of these debates. Students who successfully complete the module will gain skills of critical evaluation: particularly, the ability to independently evaluate evidence to support conclusions, and the ability to investigate contradictory information and to identify reasons for contradictions. In addition, they will gain skills of: oral and written communication; interacting within a group and managing conflict therein; and autonomous learning - particularly, taking responsibility for their own work and being able to criticize it. By the end of the module the answer to the question 'what are feelings?' may perhaps be uncovered.
Forensic Psychology
This module provides a broad overview of forensic psychology with a specific focus on prison psychology. Prison forensic psychology focuses on the specific application of psychological theory and research methodology to the prison environment. For example, prisons contain many vulnerable individuals and the module addresses ways in which psychological theory can be applied to evaluating and then reducing the risks that these individuals face. 'Life' prisoners, as an example, face particular psychological challenges and the module addresses how theory can be applied to assist individuals adjust to long periods of incarceration. The module is delivered via traditional lectures but has a particular focus on student centred seminars including role-playing. The module is assessed via an examination and an essay which focuses on applying theory to real life problems.
Invisible Crimes
Criminology has historically focused on crime committed by the most disadvantaged and powerless members of society. The crimes of more powerful individuals or organisations have been less well studied. This is particularly pertinent to criminal activity in the environmental sector that is often policed by governmental or quasi-governmental organisations. In particular, the crimes committed by corporate entities, or those individuals within them, often have a more profound economic, physical and social cost on individuals than those associated with 'conventional' criminal behaviour. This module will explore the difficulty in defining corporate, white-collar and organised crime, and how they have been addressed by criminologists. It addresses the extent and nature of such corporate crimes, suggests different perspectives on organised crime, and provides a forum for the discussion of environmental crimes. In addition, the module will explore the links in the crime-power-media relationship; examine them through case studies and reportage specific to the cases, as well as texts and theories to inform the broader context. Assessment is completed through assignment where students will be asked to select a case and critically evaluate the development of this case.
Major Project (Criminology)
The individual Final Project module allows students to engage in a substantial piece of individual research, focused on a topic relevant to their specific discipline.
This module introduces students to major neuropsychological syndromes following brain damage. The most frequent syndromes in clinical practice such as aphasia, amnesia, agnosia, dementia, epilepsy and Parkinson's disease are discussed. Students will be introduced to a variety of different tests and assessment procedures applied in clinical neuropsychology and for each of the clinical syndromes, relevant neuropsychological and psychiatric symptoms will be outlined. Problems in the assessment of brain-damaged patients as well as treatment procedures available will be discussed. The aim of the module is also to make students aware of the theoretical concepts of cognitive processing derived from the study of brain-damaged individuals. One major question will address the way in which the study of brain-damaged patients can help us in the understanding of brain functions. Students will obtain insight into the relation between brain structure, cognitive processing and observable behaviour by looking at case studies of neuro-psychological patients. This will be done by discussing published individual case descriptions and by studying symptoms of patients in video demonstrations. Concepts, theories and experimental methods of cognitive neuroscience and neuropsychology will be evaluated as well as therapeutic approaches in the neurorehabilitation of brain damaged individuals. Finally, the potential mechanisms underlying cortical reorganisation after brain injury and underlying learning of new information on healthy individuals will be discussed.
Preparing for Work
This module will act as a bridge between higher education and future employment. It will evaluate students' learning achievements, identifying their strengths, weakness and skills and prepare them for the next step in their career in an orderly and planned fashion.
Psychological Therapies
This module provides an introduction to some of the main methods of psychological interventions used by clinical, counselling and health psychologists in therapeutically helping people. These interventions are used to assist people in strengthening their capacity to manage and cope with their lives, and help work through some emotional difficulties. The module will cover some of the core theoretical principles and techniques used in various psychological interventions, when working with individuals (both children and adults) as well as with families and groups. The module will also show that the therapeutic relationship is central to a variety of psychological interventions. The different interventions used also aim to assist clients and patients to make meaning of their distress. Students will learn the principles of various interventions through a series of lectures. Seminars will provide more focused discussions on particular interventions.
Psychology Project
The psychology project provides students with an opportunity to develop, conduct and analyse their own research project, and as such requires a high degree of autonomy from the student. The module supports students in the preparation and submission of an Undergraduate Research Project worth 30 credits and involving 300 hours of student commitment. It provides students with the opportunity to select an area of psychology, ethically evaluate their research, carry out an in-depth literature review of that area, formulate hypotheses based on that review and design a study to test these. Having collected the data, students will then be required to analyse, evaluate and discuss their findings, and present them with a project that adheres to the appropriate format. The length will in no circumstances exceed 8 000 words.
Sex, Sex Offending and Society
Arguably, sexual offending is considered 'different' from other forms of offending and all convicted sexual offenders occupy a unique position in contemporary society - sometimes as mythical as folk devils. Sex offending has become a major concern of governments, academics, policy analysts and pressure groups around the world, yet the problem remains little understood and inadequately addressed. This module examines the way certain activities have come to be defined and regulated as sex crimes and how particular definitions generate specific legal responses and treatments. Students will explore legal, policy and practice responses which have meant that many women not only suffer as victims of rape, but also at every stage of the criminal justice system. The module will explore sexual offending, underlying theories and its consequences from the perspectives of offenders, victims, society and the law. Each week, the seminars will include a structured and planned debate. Students will embark on the creation of a documentary, which can be in the form of a film or presentation (which will be filmed). The documentary must also encompass details of sources and a group blog of how the product came about.
Youth Justice
This module will explore areas relating to youth crime and the different methods in which they are managed within the criminal justice system. The difference in treatment between young offenders and adult offenders within the court system will be discussed and the reasoning behind such policies. The different roles found within the Youth Offending Service will be explored at length, allowing students to gain an understanding into the diverse services that can be provided to young offenders.
Sex, Sexuality and Gender
This module will provide students with an interdisciplinary exploration of the study of human sexuality. Drawing on research from social, health, and developmental psychology as well as examples from sociology and anthropology it will provide students with an exploration of key elements of what it means to be sexual beings.
AssessmentAssessment is via a mix of examination, essays, research reports, presentations, lab reports and dissertation.
- Specialist research laboratories.
- EEG laboratory (Electroencephalography) enables us to measure the minute electrical currents created by activity in the brain by using electrodes placed on the scalp.
- Experimental laboratory is used for general experimentation and includes several testing rooms containing PCs with specialist software.
- Eyetracking laboratory can measure the eye movements a person makes as they read a passage of text, study a picture, or watch a video.
- Psychoneuroimmunology laboratory allows for the analysis of samples for immune system indicators. This allows us to investigate the fascinating relationship between psychological well-being and physical health.
- Emotion & Communication laboratory comprises specialised equipment for the analysis of interpersonal interaction including video-recording facilities and a one-way observation mirror.
- Psychometrics laboratory provides a quiet space in which people can be interviewed and equipment which allows us to monitor heart rate, breathing and skin conductance (GSR).
- Behavioural Analysis laboratory is a sound- and light-attenuated, air-conditioned environment in which to study the behavioural and physiological bases of complex, learned and derived behavioural processes. Equipped with computerised physiological recording devices, stimulators, and specialist computers.
- Consumer lab, including 3D printer, to investigate the effects of touch on people?s consumer judgements
Associated careersPsychology graduates are valued across many fields because of the diverse and useful skills that are acquired from a psychology degree. A successful psychology graduate can be expected to be able to write coherent and logical reports, understand statistical and other forms of evidence and have a good understanding of human behaviour. Taken together, such skills are very appealing to a wide range of employers and not just those in specifically psychological areas.
In combination with Criminology, Psychology opens doors to career paths in: The National Probation Service as Probation Officers, prison-based Probation Service Officers; the Police (including Crime Scene and Victim Liaison Officer); The Prison Service, as Prison Officers and governors; the Home Office, as researchers and policy analysts; The Crown Prosecution Service; The Court Service; Youth Offending Teams/Youth work and Crime Reduction Partnerships.
We have developed strong links with the local National Probation Service and the Police. Students have the opportunity to work as volunteers or part time paid workers in these areas, and are also encouraged to set up placements if they have an interest there, as part of their Personal Development Plan.
Links with industry/professional recognitionMembers of staff participate in national and international research in partnership with the private and public sectors.
|Main requirements:
|Alternative qualifications accepted:
We welcome applications from International and EU students. Please select one of the links below for English language and country-specific entry requirement information.
Cambridge Ruskin International College, an associate college of Anglia Ruskin, which is located on our Cambridge campus.
How to apply
UK & EU applicants
Apply via UCAS
International applicants
Apply online
UCAS codeCL8H
Duration3 years
Available startsSeptember
Fees & funding
Open Day3 December (Cambridge)
Undergraduate Open Day
Advice & supportEmployability
FacultyScience & Technology
Contact usUK and EU applicants:
- Call 01245 493131
- Complete enquiry form
- Call +44 (0)1223 698609
- Complete enquiry form


text:
Volunteers needed to decorate St. Armands tree
Date: November 18, 2009
by: Robin Hartill | Community Editor
Adult volunteers are needed from 9 a.m. to noon, Saturday, Nov. 21, on the east part of St. Armands Circle, across the street from Starbucks Coffee Co., to help decorate the 51-foot Rocky Mountain Christmas tree.
Volunteers should bring work gloves. This year's Christmas tree will feature more than 800 Christmas balls.
The tree will light up at 6:15 p.m. Friday, Dec. 4, in a ceremony, following the arrival of Santa Claus, at the 30th annual "Holiday Night on St. Armands." The event takes place from 6 to 9 p.m. and will feature live musical entertainment and extended store hours.
For information, call 388-1554.
Contact Robin Hartill at firstname.lastname@example.com.
Currently 0 Responses
- Nov
29 Santa Jaws at Mote Aquarium
12:00 pm - 2:00 pm
- Dec
6 4th annual Longboat Key Gourmet Lawn Party
12:00 pm - 2:00 pm
- Dec
6 Santa Jaws at Mote Aquarium
12:00 pm
- Dec
13 Santa Jaws at Mote Aquarium
12:00 pm - 2:00 pm
PHOTO GALLERY: Longboat Key Chamber of Commerce Chairman's Reception
On Nov. 20, the Longboat Key Chamber of Commerce held a Chairman's Reception at Amore by Andrea, which recognized its former chairs from 1993 to 2013.
PHOTO GALLERY: Longboat Key Garden Club meeting
On Nov. 18, the Longboat Key Garden Club held its monthly meeting at Windward Bay.
Library books successful sale
Longboat Key must be home to lots of bookworms, because the Longboat Library's Nov. 11 sale was the biggest in its 57-year history.


text:
HISD school bus hits SUV
Published On: May 06 2014 05:20:12 PM CDT
Authorities are investigating a school bus crash in north Houston.
Officials said a Houston Independent School District school bus hit an SUV on the North Freeway at Richey.
No word yet on if any students were on board or if there were injuries.
The views expressed are not those of this company or its affiliated companies. Please note by clicking on "Post" you acknowledge that you have read the Terms Of Service and the comment you are posting is in compliance with such terms.blog comments powered by Disqus


text:
Scrimmage News & Notes
Starting SDE Chris Lewis missed Saturday's scrimmage because he had an internship. In his place, Donnie Pritchett took first team reps.
Richard Helepiko, who moved to center this spring, took some reps with the modified first team offense. He had one errant snap in shotgun formation that went over QB Derek Carr's head.
Carr also worked with the modified first team offense.
RFr. A.J. Johnson came in as the fourth receiver followed by So. Matt Lindsey and Jr. Jevon Stallworth.
RFr. Jeremiah Toma took first team reps at MLB with the modified first team defense.
RFr. Andy Jennings took first teams reps at DT with the modified first team defense as well.
So. DT Anthony Williams took second team reps with NT Chase McEntee. Sr. Mark Roberts took third team reps.
The Bulldog offense started with three receivers and no fullback: Devon Wylie, Rashad Evans and Jamel Hamler.
The Bulldog defense started in a 4-2-5 defensive set with Phillip Thomas playing the hybrid SLB/SS. Zak Hill and Lorne Bell played the deep safeties. Coach Pat Hill stated after the scrimmage more looks will be used this season with five DBs, especially against three and four-receiver sets. When the defense shifted back to the traditional 4-3, SLB Travis Brown replaced Zak Hill.
The first team offense featured: QB Ryan Colburn, RB Robbie Rouse, WR Devon Wylie, WR Jamel Hamler, WR Rashad Evans, TE Vince Pascoe, LT Bryce Harris, LG Devan Cunningham, C Joe Bernardi, RG Andrew Jackson, RT Kenny Wiggins.
The first team defense featured: SDE Donnie Pritchett, DT Logan Harrell, NT Cornell Banks, WDE Chris Carter, SLB Travis Brown, MLB Ben Jacobs, WLB Kyle Knox, FS Lorne Bell, SS Phillip Thomas, CB Desia Dunn, CB Isaiah Green, *S Zak Hill (in 4-2-5 set).
Colburn threw four touchdown passes to A.J. Johnson, Robbie Rouse, A.J. Ellis, and Devon Wylie.
Carr threw one each to Jevon Stallworth and Jamel Hamler.
Rouse scored the only touchdown on the ground via a one-yard dive.
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text:
Justin Ivey's DJ BOOTH PROFILE
Name: Justin Ivey
Location: Baton Rouge
URL: KevinNottingham.com
Join Date: March 21, 2010
Last Login: November 24, 2013
Total Ratings: 2
Justin Ivey's TOP HIP HOP SINGLES
|Zion I & The Grouch - "Drop It on the 1" Justin Ivey's Rating: Posted on Apr 09, 2011
» View More of Justin Ivey's Top-Rated Tracks
Justin Ivey's TOP ALBUMS
» View More of Justin Ivey's Top-Rated Albums
Note: Favorited tracks and albums no longer show up on member profiles
- What Rappers Would You Pick for "New York vs. Everybody"?
- The Worlds Needs a Freddie Gibbs x BJ The Chicago Kid Album
- Tasha The Amazon - Can't Control Us
- Is Madonna Working on a Secret Rap Album?
- RyattFienix - Ryse of the Fienix
- Estonian Trap Rapper Tommy Cash is Going to Take Over the Internet
- Your Favorite Indie Rapper is Secretly Signed to a Major Label
- The DJBooth - Top Prospects EP (Vol. 2)
- All 72 of Drakes Billboard Top 100 Songs
- The Best Hip-Hop & R&B Songs of 2014 (Ongoing)
DJBooth TV
Discover the best new songs, videos, and albums added to the Booth.


text:
Quebecor buying the QMJHL's Remparts: reports
Hospital says Pele has been taken to 'special care' unit to treat urinary...
Kendra Wilkinson has admitted that she got drunk or stoned before having...
BIKINI SCENE: When the 2004 Calendar Girls get together, you know there...
Canadian Forces medical team to be deployed to Ebola-plagued Sierra Leone
Principal: Gayle Gailits
270 King St. W., P.O. Box 400, Beaverton, ON L0K 1A0
Tel: 705-426-9081 Fax: 705-426-4136
Main Intersection: King St. and Mara Rd.
Principal: Michelle Cruikshanks
85 Albert St., Cannington, ON L0E 1E0
Tel: 705-432-2601 Fax: 705-432-3255
Main Intersection: Albert St. and Cameron St. W.
Principal: Rick Dejong
41 Albert St., P.O. Box 9, Sunderland, ON L0C 1H0
Tel: 705-357-3975 Fax: 705-357-2631
Main Intersection: Albert St. and River St.
Principal: Brian Bradley
B28775 Hwy. 12 & 48, R.R. #2, Beaverton, ON L0K 1A0
Tel: 705-426-5858 Fax: 705-426-5859
Main Intersection: Hwy. 12 & 48 and Main St.
Principal: Melanie Foulkes
175 Langton St., Peterborough, ON K9H 6K3
Phone: 705-743-7373 Fax: 705-743-7831
Main Intersection: Langton St. and Water St.
Principal: Jeffery White
238 Burleigh St., P.O. Box 279, Apsley, ON K0L 1A0
Phone: 705-656-4231 Fax: 705-656-2970
Main Intersection: Burleigh St. and County Rd. 28
Principal: Lynn Self
245 McFarlane St., Peterborough, ON K9H 1K1
Phone: 705-742-6001 Fax: 705-742-8378
Main Intersection: McFarlane St. and Armour Rd.
Principal: Jodi Whetung
1800 Lakehurst Rd., P.O. Box 106, Buckhorn, ON K0L 1J0
Phone: 705-657-8803 Fax: 705-657-8324
Main Intersection: Lakehurst Rd. and Melody Bay Rd.
Principal: Elaine Flett-Hurst
1029 Gore St., Bridgenorth, ON K0L 1H0
Phone: 705-292-9594 Fax: 705-292-8051
Main Intersection: Gore St. and Ward St.
Principal: Gloria Tompkins
1111 Royal Dr., Peterborough, ON K9H 6P9
Phone: 705-745-0722 Fax: 705-745-3707
Main Intersection: Marina Blvd. and Water St.
Principal: Bryan Beers
8145 Old Scugog Rd., Enniskillen, ON L0B 1J0
905-263-2970 Fax: 905-263-4758
Main Intersection: Old Scugog Rd. and Regional Rd. 3
Principal: Barbara Shaw
430 Highland Rd., Peterborough, ON K9H 5J7
Phone: 705-742-8321 Fax: 705-742-7340
Main Intersection: Highland Rd. and Chemong Rd.
Principal: Peter Mangold
1175 Brealey Dr., Peterborough, ON K9J 6X4
Phone: 705-742-8090 Fax: 705-742-4575
Main Intersection: Brealey Dr. and Lansdowne St. W.
Principal: Karen Brohart
11 Kawartha Heights Blvd., Peterborough, ON K9J 1N4
Phone: 705-742-7521 Fax: 705-742-3515
Main Intersection: Kawartha Heights Blvd. and Lansdowne St. W.
Principal: Darryl Whitney
860 St. Mary's St., Peterborough, ON K9J 4H6
Phone: 705-745-7775 Fax: 705-745-8145
Main Intersection: Goodfellow Rd. and Lansdowne St. W.
Principal: John Ringereide
633 Monaghan Rd., S., Peterborough, ON K9J 5J2
Phone: 705-743-2181 Fax: 705-749-6238
Main Intersection: Monaghan Rd. and Lansdowne St. W.
Principal: Brenda Foster
220 Hunter St. E., Peterborough, ON K9H 1H1
Phone: 705-745-7462 Fax: 705-745-7470
Main Intersection: Hunter St. E. and Armour Rd.
Principal: Tanys Howell
71 Bridge St., Lakefield, ON K0L 2H0
Phone: 705-652-3001 Fax: 705-652-1758
Main Intersection: Bridge St. and Clementi St.
Principal: Sheryl Hunter
47 Tupper St., Millbrook, ON L0A 1G0
Phone: 705-932-2789 Fax: 705-932-9013
Main Intersection: Tupper St. and Centennial Ln.
Principal: Ruth Goudie-Ghey
2001 County Rd. 10, R.R. 2, Cavan, ON L0A 1C0
Phone: 705-944-5366 Fax: 705-944-4013
Main Intersection: Country Rd. 10 and Hwy. 115
Principal: Leslee Blair
42 Pinecrest Ave., R.R. 3, Keene, ON K0L 2G0
Phone: 705-295-6898 Fax: 705-295-6899
Main Intersection: Heritage Line and Hillview Dr.
Principal: John Cho
24 Flora St., Norwood, ON K0L 2V0
Phone: 705-639-5382 Fax: 705-639-5497
Main Intersection: County Rd. 45 and Flora St.
Principal: Lloyd Schoenmaker
580 River Rd. S., Peterborough, ON K9J 1E7
Phone: 705-745-0651 Fax: 705-745-5589
Main Intersection: River Rd. S. and Lansdowne St. E.
Principal: Penny Hope
1211 Monaghan Rd. S., Peterborough, ON K9J 5L4
Phone: 705-743-8595 Fax: 705-743-8762
Main Intersection: Monaghan Rd. and Sherbrooke St.
Principal: Laurie Mudd
830 Barnardo Ave., Peterborough, ON K9H 5V9
Phone: 705-742-6331 Fax: 705-748-9782
Main Intersection: Chemong Rd. and Sunset Blvd.
Principal: Susan Matthews
1445 Monaghan Rd. N., Peterborough, ON K9J 5M8
Phone: 705-745-1353 Fax: 705-745-1617
Main Intersection: Monaghan Rd. N. and Weller St.
Principal: Lori Woodbeck
1221 Neptune St., Peterborough, ON K9H 5S3
Phone: 705-742-7201 Fax: 705-742-1370
Main Intersection: Chemong Rd. and Milroy Dr.
Principal: Julie Hoit
39 Ermatinger St., Lakefield, ON K0L 2H0
Phone: 705-652-3811 Fax: 705-652-1866
Main Intersection: Queen St. and Concession St.
Principal: Janet McDougall
550 Erskine Ave., Peterborough, ON K9J 5T4
Phone: 705-745-6456 Fax: 705-745-0544
Main Intersection: Erskine Ave. and Lansdowne St. W.
Principal: Christina Marris
211 County Rd. 28, Bailieboro, ON K0L 1B0
Phone: 705-939-6363 Fax: 705-939-6208
Main Intersection: County Rd. 28 and Carmel Line
Principal: Robert Sinclair
975 English Line S., P.O. Box 93, Warsaw, ON K0L 3A0
Phone: 705-652-8332 Fax: 705-652-9082
Main Intersection: English Line Rd. S. and Water St. (County Rd. 4)
Principal: Gary Baldwin
1520 Sherwood Cres., Peterborough, ON K9J 6T8
Phone: 705-742-7871 Fax: 705-742-7956
Main Intersection: Parkhill Rd. W. and Foresthill Blvd.
Principal: Jane Avery
65 Sussex St. N., Lindsay, ON K9V 4H9
Phone: 705-324-3313 Fax: 705-324-2262
Main Intersection: Sussex St. N. and Kent St. W.
Principal: Phil Baker
30 Balaclava St., Box 880, Bobcaygeon, ON K0M 1A0
Phone: 705-738-5105 Fax: 705-738-2128
Main Intersection: Duke St. and East St. N.
Principal: Jake Dobson
242 Kent St., Lindsay, ON K9V 2Z4
Phone: 705-324-4352 Fax: 705-324-9629
Main Intersection: Kent St. W. and Albert St. N.
Principal: Nora Leeder
374 Eldon Rd., Box 10, Little Britain, ON K0M 2C0
Phone: 705-786-1915 Fax: 705-786-1976
Main Intersection: Eldon Rd. and Little Britain Rd.
Principal: Wendy Brown
33 Dunsford Rd., R.R. #2, Dunford, ON K0M 1L0
Phone: 705-793-2088 Fax: 705-793-2314
Main Intersection: Dunsford Rd. and Sturgeon Rd.
Principal: Amy Alfredsson
50 Cameron Rd., R.R. # 1, Cameron, ON K0M 1G0
Phone: 705-359-1366 Fax: 705-359-1843
Main Intersection: Cameron Rd. and Hwy. 35
Principal: Peggy Brain
698 Hwy 7A, R.R. # 1, Bethany, ON L0A 1A0
Phone: 705-277-2322 Fax: 705-277-1844
Main Intersection: Hwy. 7A and Porter Rd.
Principal: Kathy Spaeth
5 Tracey's Hill Rd., R.R. # 5, Lindsay, ON K9V 4R5
Phone: 705-324-9931 Fax: 705-324-8080
Main Intersection: Hwy. 7 and Tracey's Hill Rd.
Principal: Greg Arkwright
49 Glenelg St. W., Lindsay, ON K9V 2T9
Phone: 705-324-3702 Fax: 705-324-5434
Main Intersection: Lindsay St. S. and Kent St. W.
Principal: B. J. Mailloux-Brown
17 James St., Box 190, Omemee, ON K0L 2W0
Phone: 705-799-5292 Fax: 705-799-7928
Main Intersection: King St. W. and Sturgeon St. N.
Principal: Robert Murray
1746 Kirkfield Rd., Kirkfield, ON K0M 2B0
Phone: 705-438-3371 Fax: 705-438-3766
Main Intersection: District Rd. 6/Hwy. 503 and Portage Rd.
Principal: Anne Flynn
35 Wychwood Cres., Box 520, Fenelon Falls, ON K0M 1N0
Phone: 705-887-2001 Fax: 705-887-5311
Main Intersection: Lindsay St. and Hwy. 8/35A
Principal: Ana Mena
51 Angeline St. S., Lindsay, ON K9V 3L1
Phone: 705-324-5602 Fax: 705-324-7222
Main Intersection: Kent St. W. and Angeline St. S.
Principal: Erich Remisch
755 Eldon Rd., R.R. # 2, Oakwood, ON K0M 2M0
Phone: 705-953-9740 Fax: 705-953-9860
Main Intersection: Eldon Rd. and Hwy. 7
Principal: Jane Austin
133 Adelaide St. N., Lindsay, ON K9V 4M2
Phone: 705-324-4558 Fax: 705-324-8944
Main Intersection: Adelaide St. N. and Kent St. W.
Principal: Darin Parish
11 John St., Lindsay, ON K9V 1J3
Phone: 705-324-3162 Fax: 705-324-1066
Main Intersection: Queen St. (Hwy. 36B) and Hwy. 36
Principal: Heather Cockburn
6763 Hwy. 35, Box 89, Coboconk, ON K0M 1K0
Phone: 705-454-3351 Fax: 705-454-8985
Main Intersection: Hwy. 35 and Hwy. 48
Principal: Linda O'Leary
694 Highway 7A / Hwy 35, R.R. # 1, Bethany, ON L0A 1A0
Phone: 705-277-9515 Fax: 705-277-9516
Principal: David Sornberger
27 Walnut St., P.O. Box 328, Omemee, ON K0L 2W0
Phone: 705-799-5133 Fax: 705-799-5154
Main Intersection: Hwy. 7 and Deane St.
Principal: Cynthia Barrett
Box 39, 109 Nappadale St., Woodville, ON K0M 2T0
Phone: 705-439-2427 Fax: 705-439-2577
Main Intersection: King St. (Woodville Rd.) and District Rd. 46
Principal: Kelly Boehm
R.R. #1, C1590 Concession 12, Cannington, ON L0E 1E0
Tel: 705-432-2311 Fax: 705-432-3080
Main Intersection: Cameron St. W. and Sdrd. 18A
175 Langton St., Peterborough, ON K9H 6K3
Principal: James Rielly
1885 Sherbrooke St. W., Peterborough, ON K9J 6X4
Phone: 705-742-9221 Fax: 705-740-1957
Main Intersection: Sherbrooke St. W. and Brealy Dr.
633 Monaghan Rd. S., Peterborough, ON K9J 5J2
Phone: 705-743-2181 Fax: 705-749-6238
Main Intersection: Lansdowne St. W. and Monaghan Rd.
Phone: 705-652-3333 Fax: 705-652-3340
Main Intersection: Bridge St. and Hunter St.
Principal: Martin Twiss
44 Elm St., P.O. Box 70, Norwood, ON K0L 2V0
Phone: 705-639-5332 Fax: 705-639-1655
Main Intersection: Hwy. 7 and Elm St.
Principal: Denise Severin
201 McDonnel St., Peterborough, ON K9H 2W1
Phone: 705-742-0425 Fax: 705-742-2177
Main Intersection: McDonnel St. and George St. N.
Principal: Ann Johnston
1009 Armour Rd. N., Peterborough, ON K9H 7H2
Phone: 705-743-5230 Fax: 705-749-9452
Main Intersection: Armour Rd. N. and Parkhill Rd. E.
Principal: Dan Marsden
66 Lindsay St., P.O. Box 460, Fenelon Falls, ON K0M 1N0
Phone: 705-887-2018 Fax: 705-887-9588
Main Intersection: Lindsay St. and Hwy. 35A
Principal: Mark Cossarin
24 Weldon Rd., R.R. # 6, Lindsay, ON K9V 4R6
Phone: 705-324-3585 Fax: 705-878-3685
Main Intersection: Weldon Rd. and Hwy. 36
Principal: Chris Schweitzer
260 Kent St. W., Lindsay, ON K9V 2Z5
Phone: 705-324-3556 Fax: 705-878-3684
Main Intersection: Kent St. W. and Adelaide St. N.
Principal: Liam O'Brien
720 Simcoe St., P.O. Box 830, Beaverton ON LOK 1A0
Telephone: 705-426-2961 Fax 705-426-9793
Main Intersection: Simcoe St. and Osborne St.
Principal: Joanne Johnson, EAO
186 Romaine St., Peterborough, ON K9J 2C4
Phone: 705-742-7571
Main Intersection: Romaine St. and George St. S.
Principal: Terrence Keating
76 Robinson St., Peterborough, ON K9H 1E8
Phone: 705-745-6777 Fax: 705-745-9620
Principal: Karen Procyk
2400 Marsdale Dr., Peterborough, ON K9L 1R4
Phone: 705-743-9851 Fax: 705-743-1838
Main Intersection: Ashburnham Dr. and Maria St.
Principal: Dawn Michie
130 Orchard Park Rd., Lindsay, ON K9V 5K1
Phone: 705-324-7445 Fax: 705-324-1104
Main Intersection: Angeline St. N. and Orchard Park Rd.
Principal: Joan Carragher
875 St. Mary's St., Peterborough, ON K9J 4H7
Phone: 705-742-0594 Fax: 705-742-4215
Main Intersection: Lansdowne St. W. and Goodfellow Rd.
Principal: Ryan Brooks
240 Bellevue St., Peterborough, ON K9H 5E5
Phone: 705-742-3342 Fax: 705-742-7060
Main Intersection: Chemong Rd. and Parkhill Rd. W.
Principal: Sheila Piggott
1575 Glenforest Blvd., Peterborough, ON K9K 2J6
Phone: 705-742-6109 Fax: 705-742-4549
Main Intersection: Glenforest Blvd. and Sherbrooke St.
Principal: Christopher McCarney
320 Mary St. W., Lindsay, ON K9V 5X5
Phone: 705-878-3660 Fax: 705-878-1086
Main Intersection: Mary St. W. and Angeline St. S.
Principal: Rosemary Mwanang'onze
746 Park St. S., Peterborough, ON K9J 3T4
Phone: 705-745-4113 Fax: 705-745-9707
Main Intersection: Park St. S. and Lansdowne St. W.
Principal: N/A
1047 Portage Rd., Kirkfield, ON K0M 2B0
Phone: 705-438-3181 Fax: 705-438-1790
Main Intersection: Portage Rd. (Cty. Rd. 48) and Prospect Rd.
Principal: Donna Ball
R.R. 1, Douro, ON K0L 1S0
Phone: 705-652-3961 Fax: 705-652-8247
Main Intersection: 4th Line and Reg. Rd. 8
Principal: Anthony Higgins
R.R. 5, Downeyville, ON K9V 4R5
Phone: 705-799-5265 Fax: 705-799-0583
Main Intersection: Sturgeon Rd. and St. Luke's Rd.
Principal: Jacques Normand
531 Ennis Rd., Ennismore, ON K0L 1T0
Phone: 705-292-8997 Fax: 705-292-8998
Main Intersection: Ennis Rd. and Mahoney Dr.
Principal: Alison McCarney
16 St. Lawrence St., Lindsay, ON K9V 2J8
Phone: 705-324-3113 Fax: 705-324-1543
Main Intersection: Lindsay St. S. and Glenelg St. E.
Principal: Tammy Leblond
300 Otonabee Dr., Peterborough, ON K9J 8L9
Phone: 705-742-9801 Fax: 705-742-0275
Main Intersection: Otonabee Dr. and Bensfort Rd.
Principal: Karen Beamish
PO Box 370, Lakefield, ON K0L 2H0
Phone: 705-652-7532 Fax: 705-652-8942
Main Intersection: Hwy. 28 and Caroline St.
Principal: Andy Sawada
PO Box 310, Norwood, ON K0L 2V0
Phone: 705-639-2191 Fax: 705-639-5192
Main Intersection: Hwy. 7 and Oak St.
Principal: Tim Ball
1101 Hilliard St., Peterborough, ON K9H 5S3
Phone: 705-742-2991 Fax: 705-742-6685
Main Intersection: Hilliard St. And Cumberland Ave.
Principal: Judy Atkins
1525 Fairmount Blvd., Peterborough, ON K9J 6S9
Phone: 705-745-0332 Fax: 705-742-3236
Principal: Timothy Moloney
1355 Lansdowne St. W., Peterborough, ON K9J 7M3
Phone: 705-748-6664 Fax: 705-742-1498
Main Intersection: Lansdowne St. W. and Clonsilla Ave.
Principal: Kathleen Ross
733 Parkhill Rd. W., Peterborough, ON K9J 8M4
Phone: 705-745-1358 Fax: 705-745-5025
Main Intersection: Parkhill Rd. W. and Pinehill Dr.
Principal: John Miller
260 Angeline St. S., Lindsay, ON K9V 4R2
Phone: 705-878-4117 Fax: 705-878-4059
Main Intersection: Angeline St. S. and Mary St. W.
It is not just a routine cleaning.
As you know, dentists recommend all the patients to come in to...
Nobody enjoys going to the dentist but there are a large number of people who actually suffer from...
Your feet carry you everywhere that you go, and in that same way your tires are responsible for...
It may be far from Broadway, yet if you are looking for a great venue to see live musicals, theatre...


text:
MD Anderson Events
Ethics Difficult Case Review: "The Hostile Family"
After attending this activity, the target audience of physicians in psychology, psychiatry, surgery, oncology and critical care, social workers, nurses and chaplains should be able to:
Date: 7/9/13, 12pm to 1pm
Time: 7/9/13, 12pm to 1pm
Location: Pickens Academic Tower FCT3.5001
Format: Seminar/Conference
CME: 1.00 AMA PRA Category 1 Credit
Facilitator: Jessica A. Moore, DHCE
Speaker: Richard Theriault, D.O., MBA
Contact: Brittany Campbell - (713) 794-1495 - firstname.lastname@example.com
Difficult Case Announcment_July 2013.pdf (PDF, 470 KB)
Related Events
- John H. Blaffer Lecture Series
- Novel Preclinical Models and Regulators of Brain Metastasis
- Ethics Seminar Series: "Like a Bridge I Never Crossed Before: African-American, Latino and Caucasian Patients' Experience Before, During and After Stem Cell Transplantation- A Phenomenological Study."
- S2M Science to Medicine Seminar Series - "Breast tumor evolution"
- Department of Molecular & Cellular Oncology and Center for Biological Pathways Seminar Series
- Responsible Conduct of Research Seminar Series
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Hilary Clinton Shakes Her Groove Thing In South Africa [VIDEO]
Now I am a true believer in the possibility if world peace but I don't exactly believe this is the way to reach that goal.
Now I am a true believer in the possibility if world peace but I don't exactly believe this is the way to reach that goal.
President Obama is trying to reimpose his assault rifle ban after the Aurora shooting incident. The president believes that assault rifles belong in the battlefield not in civilian hands. Damn I was considering buying a mini-gun to fertilize my lawn too, this sucks
Barack Obama got the old "Bronx cheer" during the second quarter of the USA versus Brazil men's basketball exhibition at the Verizon Center in Washington, DC, Monday night.
However, the boos had nothing to do with what the crowd thought of his job performance as president. Instead they were reacting to his inexplicable decision not to kiss his wife Michelle when the First Couple was featured on the arena's Kiss Cam.
According to bipartisan sources, 80% of all campaign money is completely wasted.
Mitt Romney and President Barack Obama are raising unprecedented amounts of money for their presidential campaigns, and most of it won't matter at all according to a pair of strategists.
Who run the world? Girls!
Beyonce wasn't kidding when she sang those words on her debut single from last year's '4.' The singer and Blue Ivy's mom wrote another letter to First Lady Michelle Obama to thank her for all she does for our country and to show her support for President Barack Obama as he embarks on his bid for re-election.
Two politicians get into a heated debate and one throws his shoe and pulls out a gun.
Well damn! Can you imagine if every debate was like this? How much more awesome would CNN be? Their ratings would skyrocket!
I demand Wolf Blitzer gets into a debate with Anderson Cooper. I would pay pay-per-view prices for that.
With Obamacare being upheld this will provide health care for millions of Americans who others wise wouldn't be able to afford it.
How do you feel about this? Do you think Obamacare is wrong? Or is it a much needed step in the health care regime? By the way, did you see that awkward situation when CNN and Fox broadcasted the wrong outcome? Hilarious!
The Obamas spoke about the first time they went out for dinner. The video is a as a promotion for a competition the president's campaign is running. It's offering winners the chance to dine with Obama and his wife.
An Illinois lawmaker went on a rant and threw a stack of papers in the air during a session yesterday, and the video is going viral.
Republican state representative Mike Bost has apparently, had enough. His rant was in protest of a pension reform bill that is being spearheaded by the state Democrats.


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Nyack College Arts and Sciences News
Dr. Huster lectures on Transit of Venus
Posted by Fernando.Arzola on Monday June 4, 2012
Dr. Michael Huster, Professor of Physics, lectures at The Nyack Library on Monday, June 4, 2012. In his talk, "The Transit of Venus," Dr. Huster examines how Venus is transiting the Sun (coming directly between the Earth and the Sun) from 6:03pm until sunset on June 5, 2012. This last happened at sunrise on June 8, 2004, and will not happen again until the year 2117! Dr. Huster will explain the significance of this unusual astronomical event, and give tips on how to observe the event safely. An observing party will be scheduled, weather permitting, for the transit.
For more information: https://ny.evanced.info/nyack/lib/eventsignup.asp?ID=5211
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State Shapes: Southeast
Learning to identify all 50 states can be a tough proposition for a student. But taking the U.S. map piece by piece might make things easier. Try out this worksheet, and help your child memorize the Southeastern states.
Topics: Third Grade, Geography
Updated on Nov 8, 2012
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Things to see and do - Canada
Leaving for Canada
Nearby hotels
Radisson Hotel & Suites Fort McMurray from147 CADBook
BCM Inns Fort McMurray - Franklin Avenue from179 CADBook
Chateau Nova Hotel Fort McMurray from135 CADBook
Things to do nearby
Quebec City and Montmorency Falls Day Trip from Montreal
- 80 €
- Book
Niagara Falls Day Trip from Toronto
- 108 €
- Book
Vancouver to Whistler by Train Rail Tour
- 207 €
- Book
The Hotel on Pownal :
Nearby tourist sites
The Hotel on Pownal
The Hotel on Pownal
Address : 146 Pownal Street CDN - Charlottetown PE C1A 3W6
from : 104.14 CADBook
Situated in Charlottetown on Prince Edward Island, this hotel offers free in-room Wi-Fi. The Confederation Centre of the Arts is 400 meters from the hotel. The rooms are furnished with a flat-screen cable TV and iPod docking station. Hotel on Pownal also provides some rooms with a microwave, refrigerator and coffee facilities. A continental breakfast is served in the mornings at this Charlottetown hotel. Guests at Pownal Hotel can use the business centre and laundry facilities. Victoria Park is within a 15 minute walk from the hotel. The Hotel Pownal is steps from local restaurants.
Useful Information
- Address : 146 Pownal Street CDN - Charlottetown PE C1A 3W6C1A 3W6Charlottetown
Main services
- Air conditioning


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The police chief said anyone caught using Tannerite will be arrested.
The newspaper and TV ads and billboards show one couple's determination not to give up the fight to recover their beloved pet.
The defendant remains charged with murder, though family and friends don't believe that charge is fair.
The race encompasses a 5-county district.
Kaylyn Flowers decided she could help others who need, as her business card reads, "a hand up."
The annual sale benefits the library's programs
A routine traffic stop lead to a manhunt through a Hubbard neighborhood early Tuesday afternoon.
Dakota Hrabowy, W.S. Guy Middle School's first male cheerleader, leads the home crowd through one of many spirited cheer during a game last week at home against the LaBrae Vikings.
The bridge needs to be open so people can park.
The township is waiting on tax information from the county, said fiscal officer Steve Shelton.


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Posted| Updated
A national survey has found body image is the number one personal concern for those under 25.
Topics: community-organisations, community-and-society, charities-and-community-organisations, family-and-children, men, women, youth, adolescent-health, health, mens-health, womens-health, brisbane-4000, australia, qld, bundaberg-4670, cairns-4870, gladstone-4680, longreach-4730, mackay-4740, maroochydore-4558, mount-isa-4825, rockhampton-4700, southport-4215, toowoomba-4350, townsville-4810
Rural men's health campaigner Julian Krieg has been named a finalist for Western Australia's Senior Australian of the Year.
Topics: awards-and-prizes, men, health, rural, york-6302, geraldton-6530
Posted| Updated
This episode of One Plus One features environmentalist Bjorn Lomborg, media associate professor Kate Crawford and psychologist Steve Biddulph.
Topics: climate-change, media, men, university-and-further-education, environmental-impact, environmental-management, mobile-phones, psychology, research, australia
Posted| Updated
Europe's Nordic countries remain global leaders in the campaign to close the gender equality gap, according to a study released Tuesday that said women could play a key role in leading the world out of economic crisis.
Posted| Updated
Aussie men may make worse husbands than their counterparts in the US or Britain, but according to one social researcher, women have no-one to blame but themselves.
Topics: women, community-and-society, family-and-children, children, family, marriage, parenting, men, research, sydney-2000, australia, nsw
A program is being established in the Nambucca Valley to build the skills and confidence of young Aboriginal men in the region.
Topics: indigenous-aboriginal-and-torres-strait-islander, community-and-society, charities-and-community-organisations, men, government-and-politics, federal---state-issues, programs-and-initiatives, nambucca-heads-2448, australia, nsw
The Lithgow City Council says it will focus on improving men's community services, after a recent survey revealed older males are feeling isolated.
Topics: men, local-government, lithgow-2790, orange-2800
Posted| Updated
Increasing public awareness is thought to be behind a rising number of cancer cases in SA.
Topics: cancer, men, women, community-education, health, bowel-and-rectal-cancer, breast-cancer, cervical-and-vulval-cancers, prostate-cancer, mens-health, sa
A new study says many young people do not seek help for mental illness because they are also suffering high rates of substance abuse.
Topics: mental-health, community-and-society, men, youth, health, alcohol, drug-use, australia
Posted| Updated
Men wanting to catch the eye of women should dress in red, a colour which new research shows makes them more alluring to the opposite sex.
Topics: men, community-and-society, sexuality, women, science-and-technology, psychology, united-kingdom
The mining website Mining Family Matters has identified four key stresses faced by mining men, as part of Men's Health Week.
Topics: mental-health, community-and-society, men, mens-health, mining-rural, broken-hill-2880
Posted| Updated
The University of Tasmania is offering men money to help doctors develop better genital inspection techniques.
Topics: mens-health, men, health, doctors-and-medical-professionals, medical-procedures, medical-research, offbeat, tas
The Australian Council of Trade Unions says corporate culture is responsible for the widening of the wage gap between men and women.
Topics: work, business-economics-and-finance, economic-trends, community-and-society, men, women, government-and-politics, unions, australia
Divorce rates are lower in families in which husbands help out with the housework, shopping and child care, according to a study of 3,500 British couples.
Topics: family-and-children, community-and-society, men, women, work, england, united-kingdom
Posted| Updated
The Federal Government wants to change the Sex Discrimination Act to protect children and teenagers from sexual harassment.
Topics: discrimination, community-and-society, men, women, bullying, breastfeeding, information-and-communication, internet-culture, australia
Posted| Updated
The Federal Government has announced it will invest at least $16 million to improve the health of Australian men.
Topics: men, community-and-society, government-and-politics, federal-government, health, health-policy, australia
A counselling service for men in the Riverland is being extended to Waikerie because of an increase in demand from the town.
Topics: men, community-and-society, charities-and-community-organisations, welfare, waikerie-5330, australia, sa, renmark-5341
Posted| Updated
Medical researchers, working on the frontiers of science, have found the same flu will engender worse symptoms in men than in women.
Topics: men, community-and-society, health, diseases-and-disorders, influenza, australia
Posted| Updated
Tony Abbott is a man's man, a bloke who is very happy with his inner bloke.
Topics: men, political-parties, liberals, person, australia
A researcher studying the impact of the global downturn on women's employment says the Mackay region has developed a number of leading edge programs.
Topics: women, men, work, mackay-4740
Posted| Updated
More needs to be done to address the wage disparity between Australian men and women according to the head of a Federal parliamentary committee.
Topics: industrial-relations, men, women, work, australia
Posted| Updated
A proposed media code on body image will not forget men, an eating disorder support group says.
Topics: men, youth, government-and-politics, adolescent-health, diet-and-nutrition, eating-disorders, mens-health, australia
Housing, youth and men's programs have been identified by the Wilcannia Community Working Party as the priorities to be targeted by the Federal Government's Remote Service Delivery Program.
Topics: indigenous-aboriginal-and-torres-strait-islander, community-and-society, community-organisations, family-and-children, men, wilcannia-2836, broken-hill-2880
A man raising awareness about male breast cancer will visit Gympie today as part of an 1,800 kilometre charity bike ride.
Topics: breast-cancer, men, diseases-and-disorders, mens-health, gympie-4570, bundaberg-4670, maroochydore-4558
The Derby Men's Service will close its doors tomorrow after failing to secure the necessary funding to keep operating.
Topics: men, welfare, federal-government, derby-6728, broome-6725, karratha-6714


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The tile in my kitchen (circa 1955) is in good shape except the countertop. I'm hoping to salvage the backsplash and counter trim, but I can't find any modern tile that matches. Are there any sources for authentic or reproduction mid-century tile (20th, that is)?
- Forum >
- Flooring & Stairs >
- 1950 era tile replacement
Yeah, the challenge is that there are two types of tile there now. I'd like to remove the countertop and replace it totally (so it doesn't have to "match" exactly), but I'm worried about damaging the backsplash and trim pieces during tile removal, so would like a backup plan to replace those. Also, it sure would be nice to find more of what the countertop is made of - it's pretty cool - mottled mocha color, but I don't expect to find it.
Pink Bathroom Tile
removing old floor tile
Need to find black and white basketweave tile
Shower tile leaks, & base ban
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- The Top 10 Artificial Christmas Trees


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Notre Dame vs. Oklahoma Bus trip & tailgate
Racine Plumbing Bar & Grill
Saturday, September 28, 2013 from 7:30 AM to 9:30 PM (CDT)
Chicago, IL
Who's Going
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Sara Haughty
San Francisco, California
San Francisco, California
Luke Picard
London, United Kingdom
London, United Kingdom
Rick Vespucio
Florence, Italy
Florence, Italy
Event Details
$120 + processing fee
(Game ticket not included.)
Coach Bus (with bathroom) departs at 8 am Central time from Racine Plumbing Bar & Grill located at 2642 N. Lincoln, Chicago IL 60614.
Bagels, Coffee, Mimosas, Beers & Bloodys before departure.
Beer available on the bus.
Tailgate in the Inovation Park lot (Between the new Hockey Stadium & Parisi's).
Beer, Water, Soda
Burgers, Brats, Hotdogs...
Music & Bags
Bus leaves 1 hour after final whistle
Email Chris with any questions. (email@example.com)
Have questions about Notre Dame vs. Oklahoma Bus trip & tailgate? Contact Racine Plumbing Bar & Grill
When & Where
Racine Plumbing Bar & Grill
2642 N. Lincoln
Saturday, September 28, 2013 from 7:30 AM to 9:30 PM (CDT)
Add to my calendar


text:
University of Redlands > Academics >
School of Business >
Student Resources >
The Whitehead Leadership Society >
2013-14 Board Members
In April 2010, it was designated a Tree Campus USA by the Arbor Day Foundation. Redlands is among just three other colleges or universities in California to receive this designation.
© 2014 University of Redlands. All Rights Reserved.