Contents of this section:

[Note. An asterisk denotes a reference to a previously published or recurrent entry.]

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Thursday, 8 October, at 8 a.m. THE REVD DR TIMOTHY BRADSHAW, Fellow of Regent's Park College, Celebrant, Holy Communion (Latin). At St Mary's.

Sunday, 11 October, at 10 a.m. THE REVD HUGH WHITE, University Lecturer (CUF) in English, Fellow of St Catherine's College. At St Mary's.

Sunday, 18 October, at 10 a.m. THE REVD CANON BRIAN MOUNTFORD, Vicar of St Mary's. At St Mary's.

Sunday, 25 October, at 10 a.m. PROFESSOR FRANCES YOUNG, OBE, Cadbury Professor of Theology and Pro-Vice-Chancellor, University of Birmingham. At St Mary's.

*Sunday, 1 November, at 10 a.m. DR JANET WILLIAMS, Lecturer in Religious Studies, King Alfred's University College, Winchester. At University College.

Sunday, 8 November, at 10 a.m. THE REVD ANGELA TILBY. (Remembrance Sunday.) At St Mary's.

Tuesday, 10 November, at 10.15 a.m. THE REVD JOHN DAVIES, Fellow and Chaplain of Keble College. (Court Sermon. The Learned and Honourable High Court Judges will attend this Sermon.) At the Cathedral.

Sunday, 15 November, at 10 a.m. THE REVD DR COLIN THOMPSON, Lecturer in Spanish, Fellow of St Catherine's College. At St Mary's.

Sunday, 22 November, at 10 a.m. PROFESSOR DAVID MARQUAND, FBA, Principal of Mansfield College. (Sermon on the Sin of Pride.). At St Mary's.

Sunday, 29 November, at 10 a.m. THE REVD JOHN CLARKE, Principal of Ripon College, Cuddesdon. (Advent Sermon.) At the Cathedral.

*On this day, Doctors will wear their robes.

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JOSEPH I. SILK (BA Cambridge, PH.D. Harvard), Professor of Astronomy, University of California, Berkeley, has been appointed to the professorship with effect from 1 January 1999.

Professor Silk will be a fellow of New College.

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RAJESH V. THAKKER (MB, B.CHIR., MA, MD Cambridge), Professor of Medicine, Head of MRC Molecular Epidemiology Group and Consultant Physician and Endocrinologist, Imperial College School of Medicine and Hammersmith Hospital, London, has been appointed to the professorship with effect from a date to be arranged.

Professor Thakker will be a fellow of Somerville College.

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DAVID RODNEY HEATH-BROWN, MA, D.PHIL. (MA, PH.D. Cambridge), FRS, Fellow of Magdalen College and Reader in Mathematics, has been appointed to the professorship with effect from 1 January 1999.

Dr Heath-Brown will be a fellow of Worcester College.

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The University's response

In February 1998 the Government published a Green Paper, `The Learning Age: a renaissance for a new Britain' (Cm 3790), on which comments were invited. The paper is available on the internet at and printed copies may be purchased from the Stationery Office. The University's response is set out below.

1. General comments

The University of Oxford welcomes and shares the Government's commitment to life-long learning and to widening participation in higher education. The University is a major provider of life-long learning opportunities and has been so since the late nineteenth century when it was one of the first universities to organise substantial programmes of higher education for adults. As a major research university providing opportunities for high-quality learning and teaching it is well placed to deliver `universal and life-long' educational opportunities which it argued as early as the late nineteenth century should be `regarded by universities as a normal and necessary part of their function'.

In its Mission Statement the University has indicated a principal aim `to be more widely accessible, both by broadening recruitment to its degrees and by expansion of high-quality post-experience vocational courses and other part-time courses leading to awards while preserving the important provision of non-award-bearing courses'. The rapid and continuing expansion of its Department for Continuing Education has been integral in fulfilling that aim, in particular through increasing the accessibility of the University's credit- and award-bearing courses and of making available its facilities and expertise for life-long learning in the wider community. There are now more than 15,000 students registered for courses organised by the University's department, many in collaboration with other departments and faculties, including 3,000 taking credit-bearing courses and 900 studying for university awards. Classes are taught in Oxford and throughout the region, particularly in more remote areas not well served by face-to-face providers of higher education.

In most places in the Green Paper further and higher education are referred to together. The University believes strongly that the roles of both sectors are complementary and that there must be good links between the two if the Government's vision for life-long learning is to be achieved, but it is also concerned that there may be a danger that the distinctive role of higher education, in standards and approach, may be overlooked. Higher education has an important contribution to make to life-long learning to help men and women to develop their intellectual capacities to the highest levels. This should always be pursued by the most flexible and user-friendly means possible. Care should, however, be taken not to compromise standards and the integrity of the task, or the potential achievements of students, by concealing the demands made by life-long learning at the higher education level on students, teachers, and institutions. The University believes that it will best serve the Learning Age by continuing to make these demands.

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2. The agenda for higher education

The University supports the Government's agenda for higher education within this framework of life-long learning, and is responding to the direction which has been set in the following ways:

—providing more places to meet demand

Although the University is not proposing a significant increase in numbers of full-time students, it intends to maintain growth in part-time students, whose numbers have doubled in the last eight years. The University was successful in its recent bid to HEFCE for funding to support expansion in this area.

—offering a wide range of courses up to postgraduate level

Alongside the University's very wide range of courses for full-time students, it now offers 600 courses a year to part-time students. These range from access and foundation courses to increasing numbers of Master's degrees. There are now also opportunities to undertake part-time doctoral studies. The University is particularly well placed as a major research institution to respond to the needs of employers and employees for courses geared towards professional updating. It welcomes the Government's focus on provision for the highest level of postgraduate education and hopes that the very high costs of developing such courses will be recognised. In the area of continuing professional development it is understood that such courses must, when offered, meet their direct costs, and the full test of the market, but unless pump-priming funding is allocated it is unlikely that institutions could make the required investment out of their own stretched resources. An enhancement of schemes such as the IGDS projects and of HEFCE CVE development funding should be given high priority.

—ensuring high standards so as to enhance the employability of graduates

Oxford's record for the employability of its full-time graduates is amongst the best in the country. The same is increasingly true for the students on the vocationally orientated part-time courses.

—improving participation by offering opportunities later in life to those who missed out first time round

Harris Manchester College was incorporated in 1996 with the primary purpose of meeting the needs of mature full-time students, and the number of such students reading for a first degree has doubled in recent years. Much of the work of the Department for Continuing Education is aimed at giving second chances to mature students who are best able to study part-time. It offers a range of opportunities for participation in higher education from courses designed to facilitate access to higher education to a programme of certificate, diploma, and Master's courses in subjects as diverse as Local History and Software Engineering.

—contributing more to the economy and being more responsive to the needs of business

In addition to the University's considerable success in technology transfer, including the establishment of new companies based on university research, the work of the CPD Centre in the Department for Continuing Education, and of the partners in Business at Oxford, is aimed squarely at responding to the needs of business, industry, and the professions. The University's contribution has been both general, for example in offering courses to update IT skills, and specific, for example running bespoke courses for local employers. The Business at Oxford partnership has embarked on an ambitious programme of expansion which began with a new undergraduate degree in Economics and Management in 1994 and a Master of Business Administration in 1996. It will develop extensively its existing programme of executive courses, of which some are designed for individual companies and others are open to the public and recruit nationally and internationally.

—collaborating effectively with other institutions, other learning providers, and the world of work

The University works closely with a wide range of partners, including Oxford Brookes University, the Open University, the Heart of England TEC, the NHS, and local employers. It validates a range of degrees at Westminster College. In partnership with Oxford Brookes University it has established the Oxford Institute of Legal Practice which, among other things, offers a postgraduate diploma in legal practice which constitutes the vocational stage of training for solicitors. This course is validated by the Law Society which recently gave it an `excellent' grading.

—making itself more accessible by exploiting new technology and flexible delivery with facilities available at times convenient to students

Many of the University's 15,000 part-time students attend courses which are delivered in the evenings and at weekends. The University is also actively engaged in developing courses using technologies which will further enhance the flexible delivery of its courses. The costs of developing technology-based modes of delivery are not insignificant and the University hopes that this necessary development will be encouraged and supported by the availability of seed-corn funding from the Funding Councils and other bodies. The University also believes that there should be an element of caution in this area. For example, the Green Paper asks whether the University for Industry should focus exclusively on using new technology to deliver learning. The University believes that by focusing exclusively there is a risk of excluding certain groups, such as those on low incomes. It has noted, also, some evidence that there is a lower take-up of IT-delivered courses by women.

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3. Widening participation

The Government rightly aims to support and encourage students from families without a background of going to university to stay in education after 16 and to fulfil their potential by progressing to higher education.

This University shares the Government's commitment to widening access, and to ensuring that Oxford is accessible to all academically qualified students irrespective of their social or educational background, gender, ethnicity, individual circumstances, and regional or national origins. Our policy to widen access to full-time undergraduate courses must, however, be seen in the context of admission to Oxford being very competitive. Our selection procedures are rigorous, but all candidates are considered carefully on their individual merits. In distinguishing between candidates we place particular emphasis on a candidate's potential to benefit from the educational opportunities available here.

The Vice-Chancellor is chairing a working party on access which is considering the most effective means of ensuring a broad diversity of students, and which will report in the autumn of 1998. The working party will seek means to encourage more students from currently under-represented groups to apply to the University and, at the same time, to make sure that our selection procedures continue to be fair and properly identify potential. A variety of current schemes such as the student-led Target Scheme will be enlarged. Initiatives involving both prospective students (such as summer schools and master classes) and teachers are being developed. The in-service opportunities which allow practising teachers, from the maintained sector, time in Oxford further developing their professional skills are an example of this. These all build on the many long-standing college-based initiatives such as school visits, open days, and teachers' fora.

The University is a major provider of educational services, and is already exploring ways of working with other higher education institutions in the region to promote access to higher education in general for previously under-represented and disadvantaged groups. We support the current HEFCE initiative to provide funding for regional schemes to widen participation in the University and are looking at ways of building partnerships with schools, the further education sector, and community groups in the region.

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4. University for Industry

The University supports any measures which encourage individuals to participate in life-long learning and, in particular, those who have little experience of post-16 education and who need to acquire basic skills. It welcomes the role that the University for Industry (UfI) will play in this and although the level of learning on which the UfI appears to be focusing is that of more basic skills, the University will want to work with it as far as is practicable and, indeed, is already doing so as part of a regional consortium. Many of the range of short courses available within the University will be relevant to the UfI's mission, for example IT skills or professional updating, and more generally those aimed at encouraging return to learning and facilitating access to higher education. By working with existing providers the UfI will have ready access to networks and to established partnerships and markets which will make its task easier. The University hopes that once the UfI has became firmly established its title might be reviewed, as it is thought that what it aims to do, largely, is not at university level nor restricted to the needs of industry.

The University supports the development of improved sources of guidance and advice for learners and welcomes the Learning Direct initiative. It believes, however, that comprehensive and up-to-date information about learning opportunities needs to be available. This may require a thorough trawl of existing providers. There will also be a need to audit information regularly and this could, perhaps, be organised electronically.

5. Credit accumulation and transfer

The University believes there is merit in developing a national framework for credit accumulation and transfer. The University has recently asked the Department for Continuing Education to bring forward a comprehensive and integrated scheme covering the relevant university courses which will build on the existing more limited arrangements which link up with regional providers.

6. Ensuring standards, quality, and accountability

The University supports the Government's commitment to a continued drive to improve standards and quality across teaching, research, and qualifications in higher education. In its recent response to the consultation paper issued by the Quality Assurance Agency it has set out its own detailed procedures which provide for internal quality and external accountability at a level appropriate to a university which aims to achieve the highest international standards. It is firmly of the view that the University's excellent record of results in teaching quality assessments demonstrates the adequacy of its current rigorous and externally scrutinised monitoring procedures. It also has expressed some concerns about the imposition of too rigid and bureaucratic a system and believes strongly that more trust should be put in the professionalism and competence of individual institutions.

The University believes that the quality of provision for adult education should be assured as securely as that for any other form of education. All its courses, from non-award-bearing programmes to graduate courses, are subject to the same scrutiny and systematic reporting. It believes that part-time teaching staff should be included in the brief of the Institute for Learning and Teaching. The University is currently considering a recommendation arising from a recent review of the Department for Continuing Education which seeks to recognise and reward teaching on continuing education courses on a par with teaching on full-time undergraduate and graduate courses. The University also has in place a programme of staff development, assessment, and monitoring for part-time as well as full-time staff, and has recently established a pilot scheme for award-bearing courses in the training of university teachers. A university lecturer has been appointed for this purpose.

7. Investing in learning

The University supports the Government's funding priorities. In particular it believes that there should be equitable funding for part-time and other non-traditional students. It believes that the funding system for higher education should not discriminate against either learners or providers on the basis of mode of study, and that the funding mechanism should promote social inclusion. The introduction of Individual Learning Accounts represents a useful step in this. To be effective, however, the University believes that these should be easy to use and that employers will not only need incentives to support their own investment in employee education but will need to consider how to reward the employee's efforts to learn.

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The University's response

During the Long Vacation, Mr Vice-Chancellor received an invitation to comment on the quinquennial review of HEFCE currently being conducted by the Department for Education and Employment (DfEE). Such reviews are a routine requirement for government departments in respect of their non- departmental public bodies (NDPBs), and the first part of the process (`prior options review') seeks to establish

(a) whether the functions of the NDPB are still necessary; and

(b) whether the constitution of the NDPB is still the best way to deliver these functions.

A questionnaire drawn up by the DfEE in this connection is appended at A, and a note on HEFCE's purpose, mission, and strategic aims is appended at B. The response sent by Mr Vice-Chancellor on behalf of the University is appended at C.

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DfEE questionnaire for interested organisations

1. How effectively do you think the HEFCE is carrying out its current functions and what changes might be made to increase its effectiveness?

2. Are there areas in which the HEFCE duplicates the work of other bodies? If so, where and how does duplication occur?

3. How responsive do you think the HEFCE is to developments in Government policy and more generally to change?

4. How effectively does the HEFCE work with other partners to achieve its objectives?

5. Could any of the functions of the HEFCE be delivered more effectively and efficiently in other ways?

6. How do you think the HEFCE's role should develop over the next few years?

7. Is there a continuing need for a funding body separate from the Government to fund higher education in English institutions?

8. If such a body is required, should it be the HEFCE or a different body? Why? And if you think a different body, what sort of body?

9. If a funding body is not required, how should public funding for higher education in England be delivered?

10. Are there any other comments about the HEFCE, its terms of reference, constitutional status and Board membership you would wish to make?

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Note on HEFCE and its main functions

The purpose of the HEFCE

1. The HEFCE distributes funds made available by the Secretary of State for Education and Employment for the provision of education and the undertaking of research by higher education institutions in England. It is also responsible for funding prescribed courses of higher education provided in further education colleges.

2. The HEFCE has the following statutory duties: —to allocate public funds for education, research and associated activities by higher education institutions in England;

—to advise the Secretary of State on the funding needs of higher education institutions in England; and

—to promote, through the assessment of research and teaching quality and other means, the quality and quantity of higher education learning and research cost-effectively and with regard to national needs.

The HEFCE's Mission and Strategic Aims

3. The HEFCE's mission is `Working in partnership, we promote and fund high-quality, cost-effective teaching and research, meeting the diverse needs of students, the economy and society.'

4. To achieve its mission, the HEFCE aims to:

(a) Promote high standards of education and research so as to advance knowledge and scholarship, encourage improvement and innovation and enhance students' learning experience and employment prospects.

(b) Encourage institutions to increase access, secure equal opportunities, support lifelong learning and maximise achievement for all who can benefit from higher education.

(c) Maintain and encourage the development of a wide variety of institutions with a diversity of missions that build upon their local, regional, national and international strengths and are responsive to change, within a financially healthy sector.

(d) Develop and sustain effective partnerships with institutions, employers, other funding and professional bodies and others with a stake in higher education, by providing clear and open information and promoting collaboration between them.

(e) Advise Government and other stakeholders on higher education's needs and aspirations, and help make widely known the achievements and opportunities offered by higher education, particularly to students.

(f) Use consultation, research and benchmarking to increase knowledge and understanding of higher education, and inform policy development.

(g) Contribute to the healthy development of higher education in this country and overseas by learning from international experience and helping to promote the reputation and competitiveness of UK higher education abroad.

( h) Promote effective financial management, accountability for the use of public funds and value for money.

(i) Enable its staff to provide a high-quality service, within an open and supportive working environment.

5. For 1998--9 the HEFCE is responsible for distributing some £3.5 billion of public funds. It has 165 staff and an administration costs budget of £8.9 million.

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Letter to the DfEE from Mr Vice-Chancellor

9 September 1998

DfEE Quinquennial Review of HEFCE

I write with reference to HEFCE circular letter 21/98, in which Brian Fender described to universities the Quinquennial Review of HEFCE currently being conducted by the DfEE. My purpose in writing is simply to express strong general support for the continued existence of HEFCE as a non-departmental public body responsible for allocating funds to the higher education sector, constituted in broadly its current terms.

For all the difficulties associated with HEFCE's role, we believe it to be extremely valuable in acting as the primary `arms length' intermediary between central Government on the one hand, and individual universities on the other, at least so long as universities are not free simply to `get on' in the market place. Like many other HEIs, we have reservations about some of the policies recently pursued by HEFCE; these include the changes made to its teaching funding method and the attempt to impose a standard or uniform approach to funding what is now a very diverse sector. We are also concerned about the over-emphasis on regulation, audit, codes of practice, control, and information gathering which, as noted in the CVCP's submission in response to the review, is increasingly costly and burdensome to HEIs, and is really designed to protect HEFCE against the Public Accounts Committee in case anything goes wrong in the sector. However, we firmly believe that the existence of HEFCE or a similarly constituted body is greatly preferable to some of the alternatives which have been canvassed, such as a merger with the FEFC, or a transfer of research money to the research councils. We strongly support HEFCE's continued role in providing general funds for research to universities, and believe that any further transfer of funds from HEFCE to the research councils would be seriously damaging to the research base in higher education.

Finally, we believe HEFCE has an important role to play in arguing the case for increased resources to be made available to higher education, but would like to see more openness about the advice which the funding council gives to ministers. HEFCE's role of a planning body, or non-planning body, for the UK system is unclear. HEFCE is neither interventionist (for example in promoting rationalisation of institutions or subject provision in the system), nor entirely hands-on. Some greater clarity in this area would be desirable.

I appreciate that the review you are conducting is due to come to an end later this month, but hope that it is not too late for these views to be taken into account.


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The composition of this committee, which will consider making new or enhanced distinction awards with effect from 1 October 1998 to those holding the post of non-clinical professor, is as follows:

Mr Vice-Chancellor
President of Corpus Christi
Rector of Exeter
Principal of Hertford
Warden of Nuffield
Professor B.A.O. Williams
Professor Sir Michael Atiyah
Professor Sir David Weatherall
Professor J.S. Rowlinson
Professor J.E. Enderby, H.O. Wills Professor of Physics, University of Bristol

Eligible professors have been sent details of the current exercise: any professor who has not received these should contact Dr J.D. Whiteley at the University Offices.

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The composition of the electoral boards to the posts below, proceedings to fill which are currently in progress, is as follows:

Appointed by

Professorship of Mathematical Logic

Mr Vice-Chancellor               ex officio
The Warden, Merton College       ex officio
Professor W.A. Hodges            Council
Professor R. Solovay             Council
Professor C. Parsons             General Board
Professor C.J.G. Wright          General Board
Professor C.A.B. Peacocke        Literae Humaniores Board
Dr P.M. Neumann                  Mathematical Sciences Board
Professor J.A.D. Welsh           Merton College

Professorship of Genetics

Professor S. Iversen (Chairman)  Mr Vice-Chancellor[1]
The Warden, Keble College        ex officio
Professor M. Ashburner           Council
Dr P. Nurse, London              Council
Professor N.E. Murray            General Board
Professor P.C. Newell            Biological Sciences Board
Professor C.J. Leaver            Biological Sciences Board
Professor D.J. Sherratt          Biological Sciences Board
Dr S.V. Hunt                     Keble College

Professorship of Jurisprudence

Mr Vice-Chancellor               ex officio
The Master, University College   ex officio
Professor G.A. Cohen             Council
Professor F. Kamm                General Board
Professor D.N. Maccormick        General Board
Professor J. Raz                 Law Board
Mr J. Eekelaar                   Law Board
Professor M.R. Freedland         Law Board
Professor J. Finnis              University College

Nuffield Professorship of Pathology

The Principal, Linacre College   Mr Vice-Chancellor[1]
The Master, Pembroke College     ex officio
Professor Sir Colin Berry        Council
Professor H.E. Waldmann          General Board
Professor K.E. Davies            General Board
Professor J. O'D. McGee          ex officio
Professor Sir David Weatherall   Clinical Medicine Board
Dr K.A. Fleming                  Clinical Medicine Board
Professor Sir Peter Morris       Clinical Medicine Board
Dr C. Bunch                      Oxfordshire Health Authority
Dr S. Whitefield                 Pembroke College

Professorship of the Physical Examination of Materials

The President, St John's College  Mr Vice-Chancellor[1]
The Principal, Linacre College   ex officio
Professor A. Sutton              Linacre College
Professor J.W. Steeds            Council
Dr J. King                       General Board
Professor A. Howie               General Board
Professor B. Cantor              Physical Sciences Board
Professor J.D. Hunt              Physical Sciences Board
Dr C.R.M. Grovenor               Physical Sciences Board
[1] Appointed by Mr Vice-Chancellor under the provisions of Tit. IX, Sect. III, cl. 2 (Statutes, 1997, p. 67).

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Charging for Janet Transatlantic Traffic

The University is now being billed for Janet traffic (Web pages, e-mail, etc.), coming across the transatlantic network link, at the rate of £0.01 per megabyte (that rate is set to double in a year's time). Details of these charges for the whole University and (approximately) for departments and colleges, for each day and by month, can be seen on the Web at (or reach it via the Oxford home page: IT Information: Networks). Further details of the charging arrangements can also be seen by following those links.

Only inbound traffic is being charged for, and any traffic arriving between 1 a.m. and 6 a.m. (seven days a week) is free (in the first year). Traffic directed through the national Web cache, to which all traffic through the Oxford cache is directed, will be free (in the first year).

The IT Committee has not yet decided on a recommendation about how the charges in subsequent years should be met, but the possibility that they will be passed on to departments and units will surely receive careful consideration.

Use of the Oxford Web cache is still voluntary, but the IT Committee will doubtless also wish to consider whether it should be made compulsory for all traffic that could pass through it. Of course, use of the cache may sometimes be slower than going direct; however, it will be faster if someone else has recently retrieved the same page, and the saving that would be made should also be taken into account. Details of how to use the cache can be seen on the Web at

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It has been decided that any former member of Congregation over the age of seventy-five who is resident in Oxford may continue to receive the Gazette, if he or she so wishes, on application in writing to the Information Office, University Offices, Wellington Square, Oxford OX1 2JD. Such applications must be renewed at the beginning of each academic year.

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2 South Parks Road, Oxford OX1 3UB

Isis Innovation, a wholly-owned company of the University, was established in 1988. The company has been formed to exploit know-how arising out of research funded by the UK Government through the Research Councils and funded by other bodies where the rights are not tied. The function of the company is to ensure that the results of research bring rewards to Oxford, and to the inventors, who are given a financial incentive for exploitation.

Isis seeks licensees willing to pay lump sums and/or royalties for the use of know-how arising out of research. Isis also exploits the intellectual property of the University by setting up individual companies using venture capital or development capital funds.

Isis' services are also available to individuals who wish to exploit the results of research supported by non-Research Council sources, when there are no prior conditions on the handling of the intellectual property rights. Isis Innovation has at its disposal a small pre-seedcorn fund for paying the costs of protecting intellectual property rights and for taking work to a stage where its potential can be assessed.

Isis finds industrial partners to ensure that new ideas can be developed for market requirements. The company has established the Oxford Innovation Society for major industrial companies, so that they can have a window on Oxford technology and an opportunity to license and invest where appropriate.

A brochure explaining Isis' activities is available. Please contact the above address, or the telephone and fax numbers given below.

Members of the University should contact the Managing Director if they wish to take advantage of the services that Isis provides. (Telephone: (2)72411; fax: (2)72412.)

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St John's College and Colin Carr

MARK PESKANOV (violin) and JULIAN JACOBSON (piano) will perform the following works at 8.30 p.m. on Saturday, 17 October, in the Garden Quadrangle Auditorium, St John's College: Schubert, Rondo in A major; Prokofiev, Sonata in F minor; Bach, Sonata in G minor for unaccompanied violin; Bloch, Nigun; Sarasate, op. 21 no. 2, op. 23 no. 2, and op. 43.

Admission is free. Programmes will be available from the Porters' Lodge, St John's College, but are reserved for members of the college until 10 October. Each programme will be valid as an admission ticket until 8.20 p.m. Any vacant seats will be filled from the door during the last ten minutes before the concert starts.

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Introductory sessions

Making the most of the Bodleian Library: a guide to the central Bodleian facilities and services Sessions designed to enable graduate students, academic staff, others of a similar status, and readers without any institutional affiliation, to make the most of the Bodleian Library, will be offered during October. Sessions cover the use of the Central Bodleian Library, including use of the catalogues and procedures for locating and obtaining material and a guide to reference material. They take the form of a tour of the Lower Reading Room Catalogue and General Reference Section in the Central Bodleian Library, so that participants can be shown material in context.

Each session will begin at 9.30 a.m. promptly and will last for about an hour. Twelve places are available on each of the following dates in October: 6, 8, 9, 13, 15, 16, 20, 22, 23, 27, 29, and 30.

Readers who wish to attend one of these sessions are asked to book a place by entering their name, college/department address and University Card number (as appropriate) on the list which is available on the Proscholium (Bodleian Library Old LIbrary Entrance Hall) on the south side. Please give your name to the staff at the Main Enquiry Desk in the Lower Reading Room when you attend.

`Making the most of the Bodleian Library' sessions continue throughout most of the year on Tuesdays and Fridays at the same time. Exact dates are given on the sign-up sheets.

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Disruption in central Bodleian Reading Rooms during Induction Week

Readers are warned that there will be considerable disruption in certain reading rooms in the central Bodleian during induction week. Throughout the three days Wednesday, 7 October, to Friday, 9 October, library staff will be engaged in taking groups of new undergraduates round different parts of the library and giving them introductory talks in reading rooms.

Talks will be taking place in various locations, including the Lower Reading Room and the Lower Camera. Similar talks will take place on a smaller scale in other reading rooms during this week and the week following.

The library is aware that these sessions will cause inconvenience to readers, but believes that it is important to offer library introductions to new students during their first week here.

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