Brunel University House Style 2011

www.brunel.ac.uk

MARCH 2011

HOUSE STYLE MANUAL

PUBLICATIONS UNIT

Brunel University, Uxbridge,Middlesex, UB8 3PH, UKTel +44 (0)1895 274000Fax +44 (0)1895 232806Email [email protected] www.brunel.ac.uk

Director of External AffairsAndrew Kershaw

.

Brunel University, Uxbridge,

Middlesex, UB8 3PH, UK

Tel +44 (0)1895 274000

Fax +44 (0)1895 232806

Email [email protected]

Web www.brunel.ac.uk

Andrew Kershaw

Director of External Affairs

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SCHOOL OF ENGINEERING AND DESIGN

MECHANICAL ENGINEERING

POSTGRADUATE PROGRAMMES IN

2 | House Style Manual

House style and corporate identity

This House Style Guide provides information on the Brunel logo, the University’s visual identity, and guidelines on both printed and electronic media. It also includes advice on stylistic and policy issues that you need to consider when producing content for both print and web.

Editorial responsibility

The aim of the Brunel house style is to present a strong and consistent image across all applications. It is therefore the responsibility of all members of the University to exercise judgement and care to ensure that publications, communications and web pages comply with the visual identity guidelines.

If there are any points on which you require clarification, please contact the appropriate member of staff who will be pleased to offer suggestions and guidance in the application of the house style.

Copyright

The logo is the copyright of Brunel University and no unauthorised reproduction is permitted.

www.brunel.ac.uk/housestyle | 3

Contents

4 Logos: as the key symbol of Brunel, the logo should be used on all Brunel University publications.

6 Coat of Arms: the Coat of Arms is reserved for use on a restricted range of official insignia and documents.

7 Stationery: there are firm rules concerning layouts and print quality of stationery (ie letterheads, compliments slips and business cards).

12 Online resources: stationery templates and photographs.

17 Printed promotional material: guidelines on producing promotional literature.

23 School branding: colour and tints for each of the academic Schools.

24 Fonts and formats: guidelines on house fonts and how to format copy.

26 Web guidelines: All content on the Brunel website is created within set templates and according to firm design and policy guidelines.

• Policy

• Graphics and logos

• Fonts and headings

• Accessibility and Special Educational Needs requirements

29 Web templates: templates for corporate and school pages

36 Writing for the web

37 Writing for your audience: guidelines on best practice to help get your content read.

39 Typographical house style: guidelines to ensure consistency and accuracy of copy throughout the website.

42 Contacts and support


The Brunel logo

Use

As the key symbol of Brunel, the logo should be used on all Brunel University publications, publicity items, stationery, web pages, forms, official documents (eg cheques) and signage, both in printed and electronic media. It may only be used in the format illustrated and with no variations to the typography or missing elements.

The only exceptions to this rule are a limited number of ceremonial and other items of a high official nature such as degree certificates where the full University Coat of Arms may be employed.

Minimum size

The Brunel logo should never appear smaller than 16mm across.

Accessing the logo on the Web

The logo is available in a variety of formats.

For permission to access the logo, please contact a member of the Publications team: www.brunel.ac.uk/services/publications


Secondary logos

All academic and administrative departments of the University may use only the prescribed logo. A number of functions or services within the University may, with special approval, be permitted to have a separate logo but in a form that complements the corporate logo.

Such logos must be generated in an approved design and to an acceptable quality, and must be used in conjunction with the full logo. Examples might include services that embrace a number of departmental functions or areas that have a distinct external public ‘face’ as well as being an internal department.

Logos of third-party organisations with which the University is collaborating or that indicate a special award or status may be added according to approved formats.

Examples might include ‘New Route PhD’ programmes, the MATCH research project (funded by many diverse companies and universities), or the Disability symbol.

Research Centre logos

The University has a formal approval process for Research Centres and Interdisciplinary Research Centres. Such status entitles the Centre to a bespoke branded logo for use on their letterhead or web pages.

Contact the Publications team when official Centre status has been approved.


The Coat of Arms

The Coat of Arms was granted to the University in 1966 and is reserved for use on a restricted range of official insignia and documents. Its use in any new context must be approved.


Its components and colours are laid down by the College of Arms and cannot be changed. Artwork for the Coat of Arms, including a simplified version for specialised uses (eg embroidery), is available in an electronic form.

Derivation of Brunel’s Coat of Arms

A number of representational images are incorporated into the Coat of Arms.

• The masonry arch symbolises I K Brunel’s bridges.

• The compasses and the cogwheel symbolise technology (referring to the University’s former status as a College of Advanced Technology).

• The ermine lozenge is an allusion to the Arms of Lord Halsbury, the first Chancellor of the University.

• The crest of the swan symbolises Uxbridge.

• Its mural collar links with the bridge motif.


Layouts for stationery

There are firm rules concerning layouts for stationery (ie letterheads, compliments slips and business cards), and the Design Unit in Printing Services will adhere to these.

Individual Schools and Centres may have slightly different requirements such as the number of staff they wish to include or the need for additional telephone or fax details. The examples on the following pages show variations to the basic layouts that can accommodate such requirements. Other minor adjustments can be negotiated with the Design Unit or the Publications Unit, but the basic layout is mandatory.

Brunel blue

‘Brunel blue’ is compulsory for all Brunel stationery. The Pantone reference for this colour is 287 and it is readily available in the University Press for all printing requirements.

Paper stock

The paper used for all Brunel stationery is a brilliant white wove stock (a smooth finish that runs through printers easily and matches most continuation paper). It is watermarked with the Brunel Coat of Arms (at no additional cost) to complement the simplicity and modernity of the logo.

This also gives some assurance of the official provenance of the University’s letterhead.

Pantone 287



Director of External AffairsAndrew Kershaw

.

Standard letterhead



DirectorMary GilhoolyBSc, MEd, MPhil, PhD, CPsychol, AFBsS, AcSS

.

Letterhead with secondary logo


Standard compliments slip

Brunel University, Uxbridge,Middlesex, UB8 3PH, UKTel +44 (0)1895 274000Fax +44 (0)1895 232806Email [email protected] www.brunel.ac.uk/artscentre

Arts CentreHead: Jay Wilkinson With compliments


Director of External AffairsAndrew Kershaw With compliments

Compliments slip with secondary logo


Standard business card – 85 mm x 52 mm

Brunel University, Uxbridge,Middlesex, UB8 3PH, UKTel +44 (0)1895 274000Fax +44 (0)1895 232806Email [email protected] www.brunel.ac.uk/artscentre

Jay WilkinsonHead of Arts Centre


Andrew KershawDirector of External Affairs

Business cards with research logo

Business card with secondary logo


Mary Gilhooly BSc, MEd, MPhil, PhD, CPsychol, AFBPsS, AcSS

Director


Online resources

For ease of use, and to reinforce the ethos of the house style, you can download a variety of everyday templates from the Web.

• Word memo template

• Powerpoint template – dark background

• Powerpoint template – light background

• Word fax template

• Word general template

If additional templates are required, please email [email protected] with your request.

Photo library

The University photographer maintains a database of general images that may be freely used by external organisations: www.flickr.com/bruneluniversity/sets

Click on the set entitled “Campus views and buildings.”

Other sets and images may be accessed only with prior permission. Alternatively, you may request bespoke images.


NB: It is not recommended that images of individuals be reproduced unless permission has been sought from the person(s) portrayed.

Please consult the University’s Film and Photography Policy: www.brunel.ac.uk/policies


Memorandum

To: From:

cc: Phone:

Subject: Date:

Brunel University, Uxbridge,Middlesex, UB8 3PH, UKTel +44 (0)1895 274000Web www.brunel.ac.uk

Word memorandum template


URGENT REPLY ASAP PLEASE COMMENT PLEASE REVIEW FOR YOUR INFORMATION

Brunel University, Uxbridge,Middlesex, UB8 3PH, UKTel +44 (0)1895 274000Web www.brunel.ac.uk

Fax Cover Sheet

To: From:

Attention: Department/School:

Location: Date:

Fax number: Phone number:

Comments:

TOTAL PAGES, INCLUDING COVER:

Word fax cover sheet


Title

Body text

General Word template


Powerpoint template


Printed promotional literature

The guidelines for promotional literature are more flexible than those for stationery, although it is expected that undergraduate and postgraduate brochures will conform to an overall corporate style similar to the examples shown.

The Design Unit will ensure the proper use of the key components of the University’s house style automatically, including the following:

• the correct Brunel logo;

• colour branding for Schools and for administrative and service departments;

• the inclusion of the University’s web address, date of publication and standard disclaimer.

“Every effort has been made to ensure the accuracy of the information in this brochure and the University will take all reasonable action to deliver these services in accordance with the descriptions set out in it. However, the University reserves the right to vary these services, using all reasonable efforts to offer a suitable alternative. All costs, rates and prices stated in this brochure are subject to amendment and should be taken as a guide only.

Students are encouraged to familiarise themselves with the University’s summary of terms before accepting a place.”

The reasons for these guidelines are:

• To reinforce our profile in the marketplace by presenting a consistent and professional visual corporate identity;

• To help users identify the source of any literature;

• To ensure an acceptable quality of both design and print, and a value-for-money price.



MSc in WireleSS CoMMuniCation SySteMS

School of EnginEEring and dESign

The course has been designed to satisfy demand for highly qualified

engineers to work in the multi-disciplinary areas of wireless

communication systems. This is an integrated course in the sense that

it combines current technologies in wireless systems. The proposed

course will aim to develop a strong theoretical background involving

the future of wireless communication systems. It will also develop a

detailed technical knowledge of current practice in wireless systems

and networks. The Brunel course will not only offer the theory but also

the practical aspects due to a fully working wireless laboratory in the

School which will allow the students to develop their skills in this field.

The lab was established as a direct result of research in this field.

The flourishing market place for mobile networks has meant that

the telecommunication companies (vodaphone, O2, etc) are making

their largest profits from this sector of industry. Therefore demand

for jobs and for trained engineers to fill those jobs remains very high.

The connectionless office is also a new trend for creating flexible

working areas within companies and organisations and the demand

for wireless engineers in this domain is expected to be very high

in the future. The continuing trend of convergence of services and

networks mean that a lot of new industries and research institutions

are looking into integrating satellite, mobile and GPS networks.

Fact File

Mode oF Study

Full-time, 12 months.

entry requireMentS

Applicants to the MSc course should possess or expect to obtain:

A UK first or second class Honours degree or equivalent internationally recognised qualification usually in Electrical or Electronic Engineering or a related subject. Other qualifications and relevant experience will be assessed on an individual basis.

english language requirements: IELTS score 6.0 with a minimum of 5 in each subsection, TOEFL (computer-based) score 213 and 4 in essay rating (TWE), TOEFL (paper-based) score 550 and 4 in essay rating (TWE). For alternative English language qualifications accepted, please view http://www.brunel.ac.uk/international/languagerequirements.

enquirieS

courses director: Dr Rajagopal Nilavalan Initial enquiries to the Marketing and Recruitment Officer. tel +44 (0) 1895 265814 or 266633 Fax 01895 258728 email [email protected] Web www.brunel.ac.uk/sed

A4 brochure cover example 1


www.brunel.ac.uk/bbs

Developments such as consolidation in the logistics

and retail sectors, the expansion of the Asian economy,

EU enlargement and heightened awareness of

environmental issues have all led to increased demand

for professionals with expertise in managing the supply

chain and logistics across national boundaries.

This MSc provides the opportunity to study contemporary

theory and practice relating not only to the nascent field of

supply chain management but also to logistics, operations

and project management. Students will gain sophisticated

knowledge of the breadth and function of logistics and

supply chains, their history and development, the role of

procurement, as well as insight into the IT systems and tools

that underpin complex systems.

This exciting programme is

suitable for recent graduates

and those seeking to enhance or

extend their career opportunities

in the field of supply chain

and logistics management.

FACT FILE

ENTRY REQUIREMENTS

A good honours degree (2:1 or above) in management, business studies or a cognate discipline. Mature candidates with non standard qualifications; graduates with only a lower second class degree (2:2), or those with the Advanced Diploma in Purchasing and Supply (Level 5) or the Graduate Diploma in Purchasing and Supply (Level 6) of the Chartered Institute of Purchasing & Supply (CIPS), may be considered provided they can demonstrate significant, relevant occupational experience.

If English is not your first language, you will be expected to demonstrate proficiency in English. The University recognises a range of qualifications. For full details, visit www.brunel.ac.uk/international/languagerequirements

COURSE STRUCTURE

One-year full-time starting in September. Over the course of two terms you will study six core modules and one elective. During the third term you will also be required to write a 12,000 word dissertation.

FEES (2011)*

Home/EU: £6,200; Overseas: £11,500

* Fees for September 2012 will be available in due course on the website.

LEAVE TO STAY IN THE UK

Once you have been awarded your degree you may be eligible to apply for a Tier 1 Post Study Work Visa. This will enable you to remain in the UK for 2 years. Please contact Brunel’s Placement & Careers Centre or see the following website for up-to-date information: www.ukba.homeoffice.gov.uk/workingintheuk/tier1/poststudy/ ACCREDITED DEGREE

MSc in GLOBAL SUPPLY CHAIN MANAGEMENT

BRUNEL BUSINESS SCHOOL

Students have regular opportunities to listen to industry speakers such as Arnd Kaiser of Rolls Royce.




SCHOOL OF ENGINEERING AND DESIGN

MECHANICAL ENGINEERING

POSTGRADUATE PROGRAMMES IN



www.brunel.ac.uk/sss 5

COURSE DETAILS

This course offers students an interdisciplinary approach to the study of new media and communications practices. It focuses on a critical understanding of the rapid changes in media and communications and their social and cultural consequences within an international context. The course combines theoretical and empirical study of the media including issues of media audiences together with the study of developments in information and communication technologies.

The course will meet the needs of advanced students with backgrounds in Media, Sociology and other relevent disciplines, as well as professionals in the communications/broadcast industry seeking to gain a more sociologically informed understanding of those industries. Students typically go on to further advanced academic research or to careers within the media industries (for example as press and communications officers).

COURSE CONTENT

The degree is studied full-time (one

MSc Media and Communications • Howdothemediashapecultureandsociety?

• Whatroledothemediaplayinpeople’slives?

• Arethemediacreatingaglobalculture?

year). Modules are subject to variation and students are advised to check with the School whether a particular module of interest will be running in their year of entry. At the time of printing, core modules are likely to be drawn from the following areas:

• Issues and Controversies in Media and Communication

• Media Audiences

• Media Globalisation

• Popular Culture

• Qualitative Methods in Social and Cultural Research

• The Information Society

• Dissertation

Check the web for the latest updates.

TEACHING AND ASSESSMENT

Taught modules are delivered via the traditional lecture/seminar format along with workshops and other set group activities (for example critical analysis of print and audiovisual media; keeping diaries of technology consumption). Assessment is by a mixture of essays and report writing. A dissertation of approximately 15,000 words is

This course offers students an interdisciplinary approach to the study of new media and communications practices. It focuses on a critical understanding of the rapid changes in media and communications and their social and cultural consequences within an international context. The course combines theoretical and empirical study of the media including issues of media audiences together with the study of developments


A4 brochure inside page example 2


www.brunel.ac.uk/bbs6

COURSE DETAILS


The course will meet the needs of advanced students with backgrounds in Media, Sociology and other relevent disciplines, as well as professionals in the communications/broadcast industry seeking to gain a more sociologically informed understanding of those industries. Students typically go on to further advanced academic research or to careers within the media industries (for example as press and communications officers).

COURSE CONTENT

The degree is studied full-time (one year). Modules are subject to variation

and students are advised to check with the School whether a particular module of interest will be running in their year of entry. At the time of printing, core modules are likely to be drawn from the following areas:

• Issues and Controversies in Media and Communication

• Media Audiences

• Media Globalisation

• Popular Culture

• Qualitative Methods in Social and Cultural Research

• The Information Society

• Dissertation

Check the web for the latest updates.

TEACHING AND ASSESSMENT

Taught modules are delivered via the traditional lecture/seminar format along with workshops and other set group activities (for example critical analysis of print and audiovisual media; keeping diaries of technology consumption). Assessment is by a mixture of essays and report writing. A dissertation

of approximately 15,000 words is completed over the summer period in consultation with a supervisor. Examples of recent topics include:

• British press coverage of the Iraq invasion

• TV consumption, identity and lifestyle

• A study of the Chinese community in Los Angeles

• The construction of femininity in Sex and the City

• Media bias and the Israeli-Palestinian conflict

• Constructing a female cyberspace? A case study of Chinese women and the web

• New media and news gathering

• Ethnography of a newsroom in Ghana

• How is authority established in virtual communities?

• The changing nature of cinema-going in Athens

Every effort has been made to ensure the accuracy of the information in this brochure and the University will take all reasonable action to deliver courses and services in accordance with the descriptions set out in it. A contract is made at the point when an applicant accepts an offer from Brunel, meeting any conditions, and the acceptance is communicated to Brunel or the clearing system acting for Brunel, and this contract is confirmed. All students are required, as a condition of registration, to abide by and submit to the University’s statutes, ordinances, regulations and rules, which are published on the University’s website (a hard copy is available from the Registry at the Uxbridge address).

BUP No.

A4 brochure back page example


School colours

The University’s academic Schools have designated identifier colours to strengthen their corporate branding within the University.

Each School also has a bespoke web template that adopts the same colour.

The range of School colours has been selected to ensure their workability in a variety of contexts, both as course leaflets and web pages, including reversed-out text, large panels of colour, quality of tints and how well they ‘partner’ Brunel blue.

The Design Unit has also compiled a palette of complementary tints to use with the main School colours in order to offer flexibility within each School’s suite of publications.

Email [email protected] for details.

Brunel Corporate BluePANTONE 287

Brunel Business SchoolPANTONE Violet

School of Engineering and DesignPANTONE 144

School of Health Sciences and Social CarePANTONE Process Blue

School of Information Systems, Computing and MathematicsPANTONE 2593

Brunel Law SchoolPANTONE 207

School of Sport and EducationPANTONE 320

School of Social SciencesPANTONE 173

003893R: 0G: 56B: 147

4F03A9R: 79G: 3B: 169

FF6600R: 255G: 102B: 0

0082D1R: 0G: 130B: 209

9016B2R: 144G: 22B: 178

990033R: 153G: 0B: 51

009999R: 0G: 153B: 153

CC3333R: 204G: 51B: 51

School of ArtsPANTONE Process Magenta

CC0066R: 204G: 0B: 102

BFCFE7R: 191G: 207B: 231

DOD9B7R: 208G: 217B: 183

EFEDC2R: 239G: 237B: 194

EFD5DFR: 239G: 213B: 223

FFF1D4R: 255G: 241B: 212

E0E0BFR: 223G: 224B: 192

E5DBEBR: 229G: 219B: 235

DFC1DBR: 223G: 193B: 219

D0E0C7R: 208G: 224B: 199

E9E4D7R: 233G: 228B: 215

D9DECER: 217G: 222B: 206

D0DDDCR: 208G: 221B: 220

FFFBD3R: 255G: 251B: 211

CDDFFFR: 205G: 233B: 255

F5E7FAR: 245G: 231B: 250

E7E3B0R: 231G: 227B: 176

E8D6D1R: 232G: 214B: 209

E3D9DFR: 227G: 217B: 223

FFFODAR: 255G: 240B: 218

E7E3B0R: 231G: 227B: 176

D0DDDCR: 208G: 221B: 220

FFF1D4R: 255G: 241B: 212

D9DECER: 217G: 222B: 206

E0E0BFR: 223G: 224B: 192

F8E0DBR: 248G: 224B: 219

FFF1D4R: 225G: 241B: 212

F0DBB4R: 240G: 219B: 180


Fonts and formats

The Brunel fonts have been chosen for their modernity and their legibility. They also complement the University logo.

Print fonts

Fonts used in centrally produced and corporate publicity materials are:

Frutiger

ABCDEFGHIJKLMNOPQRSTUVWXYZ abcdefghijklmnopqrstuvwxyz 1234567890Frutiger – if unavailable, substitute Arial or Helvetica

Futura

ABCDEFGHIJKLMNOPQRSTUVWXYZ abcdefghijklmnopqrstuvwxyz 1234567890Futura – if unavailable, substitute Arial or Helvetica

Garamond

ABCDEFGHIJKLMNOPQRSTUVWXYZ abcdefghijklmnopqrstuvwxyz 1234567890Garamond – if unavailable, substitute Times New Roman

Web fonts

Arial

ABCDEFGHIJKLMNOPQRSTUVWXYZ abcdefghijklmnopqrstuvwxyz 1234567890Arial – if unavailable, substitute Helvetica or Tahoma

www.brunel.ac.uk/der/publications/house_style HOUSE STYLE MANUAL | 29

APPENDIX B

Guidelines on Layout

Most publications with an external circulation are professionally designedby the University’s Design Unit. (If outside designers or agencies areemployed for a particular project, they must be supplied with a copy ofthis Manual).

However, the following simple principles can improve the appearance and legibilityof even everyday documents such as information leaflets, handouts and reports.

SpacingThe tendency in typesetting is to squeeze too much text into too little space,making it difficult to read. One way to avoid this is to increase the space betweenthe lines (the leading) in proportion to the line length.

The longer the line, the more space you need between the lines to improvelegibility. A short line requires less inter-line space, as the example belowdemonstrates.

Isambard Kingdom Brunel was born in 1806, the son of the distinguished French engineer, SirMarc Brunel, who had come to England at the time of the French Revolution. Unlike mostengineers of the time, Isambard received a sound education and practical training – partly inFrance – before entering his father’s office and taking full charge of the Thames Tunnel atRotherhithe when he was only 20.

At the age of 26, he was appointed engineer to the newly-formed Great Western Railway andacted with characteristic boldness and energy. His great civil engineering works on the linebetween London and Bristol – bridges, viaducts, tunnels – are used by today’s high-speedtrains and bear witness to his genius. He eventually engineered over 1,200 miles of railway,including lines in Ireland, Italy and Bengal.

Justified or Ragged MarginsJustified margins tend to convey a sense of formality and rigidity and can causeproblems with hyphenated line-endings or uncomfortable gaps between words,particularly if using a short line length.

A ragged right margin is less formal and for most corporate marketing,recruitment and communications publications, we favour this option. It can alsobe particularly useful in technical text where long words may result in excessivehyphenation if a justified format is used. It cam also make web pages particularlydifficult to read.

Each of Brunel’s three ships representeda major step forward in navalarchitecture, but his brilliance and energywere applied to every branch of civilengineering. Other works includeddocks, buildings and the remarkableprefabricated hospital, with itsair-conditioning and drainage systems,which he designed for use in the CrimeanWar.

Between the request from the WarOffice in February 1855 and the end ofthat same year, the prefabricated ScutariHospital was designed, shipped out,assembled on site and had a full quotaof 1,000 beds. Prior to its erection,Florence Nightingale reported thatthree men were dying from disease forevery man dying in battle. The structureof self-contained wards and trunkdrainage ensured that only 50 out of1,500 sick and wounded died at thenew hospital.


Spacing

The tendency in typesetting is to squeeze too much text into too little space, making it difficult to read. One way to avoid this is to increase the space between the lines (the leading) in proportion to the line length.

The longer the line, the more space you need between the lines to improve legibility. A short line requires less inter-line space.

As a guideline, try to limit line length to around 80 characters.

Isambard Kingdom Brunel was born in 1806, the son of the distinguished French engineer, Sir Marc Brunel, who had come to England at the time of the French Revolution. Unlike most engineers of the time, Isambard received a sound education and practical training – partly in France – before entering his father’s office and taking full charge of the Thames Tunnel at Rotherhithe when he was only 20.

At the age of 26, he was appointed engineer to the newly-formed Great Western Railway and acted with characteristic boldness and energy. His great civil engineering works on the line between London and Bristol – bridges, viaducts, tunnels – are used by today’s high-speed trains and bear witness to his genius. He eventually engineered over 1,200 miles of railway, including lines in Ireland, Italy and Bengal.

Justified or ragged margins

Justified margins tend to convey a sense of formality and rigidity and can cause problems with hyphenated line-endings or uncomfortable gaps between words, particularly if using a short line length. Justified margins are particularly discouraged on web pages.

A ragged right margin is less formal and, for most corporate marketing, recruitment and communications publications, we favour this option. It is also useful in technical text where long words may result in excessive hyphenation if a justified format is used.

www.brunel.ac.uk/der/publications/house_style HOUSE STYLE MANUAL | 29

APPENDIX B

Guidelines on Layout

Most publications with an external circulation are professionally designedby the University’s Design Unit. (If outside designers or agencies areemployed for a particular project, they must be supplied with a copy ofthis Manual).

However, the following simple principles can improve the appearance and legibilityof even everyday documents such as information leaflets, handouts and reports.

SpacingThe tendency in typesetting is to squeeze too much text into too little space,making it difficult to read. One way to avoid this is to increase the space betweenthe lines (the leading) in proportion to the line length.

The longer the line, the more space you need between the lines to improvelegibility. A short line requires less inter-line space, as the example belowdemonstrates.

Isambard Kingdom Brunel was born in 1806, the son of the distinguished French engineer, SirMarc Brunel, who had come to England at the time of the French Revolution. Unlike mostengineers of the time, Isambard received a sound education and practical training – partly inFrance – before entering his father’s office and taking full charge of the Thames Tunnel atRotherhithe when he was only 20.

At the age of 26, he was appointed engineer to the newly-formed Great Western Railway andacted with characteristic boldness and energy. His great civil engineering works on the linebetween London and Bristol – bridges, viaducts, tunnels – are used by today’s high-speedtrains and bear witness to his genius. He eventually engineered over 1,200 miles of railway,including lines in Ireland, Italy and Bengal.

Justified or Ragged MarginsJustified margins tend to convey a sense of formality and rigidity and can causeproblems with hyphenated line-endings or uncomfortable gaps between words,particularly if using a short line length.

A ragged right margin is less formal and for most corporate marketing,recruitment and communications publications, we favour this option. It can alsobe particularly useful in technical text where long words may result in excessivehyphenation if a justified format is used. It cam also make web pages particularlydifficult to read.

Each of Brunel’s three ships representeda major step forward in navalarchitecture, but his brilliance and energywere applied to every branch of civilengineering. Other works includeddocks, buildings and the remarkableprefabricated hospital, with itsair-conditioning and drainage systems,which he designed for use in the CrimeanWar.

Between the request from the WarOffice in February 1855 and the end ofthat same year, the prefabricated ScutariHospital was designed, shipped out,assembled on site and had a full quotaof 1,000 beds. Prior to its erection,Florence Nightingale reported thatthree men were dying from disease forevery man dying in battle. The structureof self-contained wards and trunkdrainage ensured that only 50 out of1,500 sick and wounded died at thenew hospital.


Web guidelines

Brunel’s web pages are created in a content management system (CMS) designed to ensure that the University is presented in a consistent, professional and unified way.

Web policy

All pages on the website, and any documents that are accessible from those pages, must conform to the current policies of the University. Heads of Schools, Centres, services and administration departments are responsible for ensuring that the content, format and linking of documents emanating from their domain conform to the Brunel guidelines as outlined in the University’s web policy: www.brunel.ac.uk/web

The Director of External Affairs is empowered, if necessary, to arrange with the Director of the Computer Centre for pages that do not conform to these policies to be removed or their access curtailed.

Graphics and logos

The fast access provided by the Brunel server may not be enjoyed by everyone accessing Brunel pages, such as visitors from overseas or those with more humble equipment.

Photos and graphics, especially large or animated files, can take a long time to download. Research has shown that the average reader will wait no longer than a few seconds for a page to load unless waiting for a specifically requested graphic.

The size and resolution of graphics should therefore be optimised for the Web. Check the page template information on pages 32 and 35 for guidelines.

If you have a large or complicated image, give the reader the option of whether or not to load it by putting it on your page as a link, preferably quoting the file type and size. Be sure to give a brief description for those using text browsers or with graphics turned off. For example: House Style Manual (pdf 2.0 MB).

Backgrounds

Backgrounds, especially those containing a watermark, can also be slow to download and can make text hard to read. Editors should use only a plain background on their pages. Individuals accessing Brunel pages who prefer a coloured background (if, for example, they have dyslexia, an off-white cream or pale blue is sometimes preferred) can automatically change it if they wish to. More information is available on Brunel’s Disability and Dyslexia website: www.brunel.ac.uk/life/welfare/dis/accesshelp


Photo use and data protection

It is essential that you have permission to use an image of an identifiable individual in any photos used on your pages. All photos taken and supplied by the University Photographer for use on the web will automatically have such permission but this can be withdrawn by an individual at any time.

The photos available to editors in the CMS have no restrictions on usage.

More information on Data Protection can be found on the Web: www.brunel.ac.uk/policies

Fonts and headings

The website is built from formatted templates that use specially selected fonts and heading styles. This ensures consistency between pages and between different sections of the web.

Fonts

The designated font for header and body text is Arial (which will default to Tahoma, Helvetica and then the next default sans serif font).

Headings

Body text will be pre-set within the standard style sheet. Heading sizes can be selected according to the following hierarchy:

• Heading 1 – the main page heading, H1, is set automatically for the title of a new page;

• Heading 2 – sub-section headings;

• Heading 3 – headings within an H2 Section;

• Heading 4 – headings within an H3 section.

It is important to maintain a headings hierarchy on your web pages for a number of reasons, including:

• clarity: your main page heading should be obvious;

• accessibility: visually impaired people use voice screen-readers to browse the web, and these read out page headings in the above hierarchy. If you mix and match, these user groups will find your pages difficult to navigate and understand.

• search engine optimisation: tracking software used by search engine sites (eg Google, Yahoo, Ask) rate H1 headings higher in their rankings than, for example, H2, so always using H1 as the main page title increases your page ranking in their results.

Web accessibility and Special Educational Needs legislation

All Brunel web content and services should be available to everyone, including:

• users with disabilities (eg visual impairments, cognitive impairments, motor impairments);

• users of various software (eg different browsers); in fact any user who may need something from our website.

Accessibility is important in ensuring all users can access content on our website, but the University also has a legal obligation to meet


accessibility standards under the Special Educational Needs and Disability Act 2001 (SENDA).

This legislation rules it unlawful for responsible bodies to treat a disabled person ‘less favourably’ than a non-disabled person for a reason that relates to the person’s disability.

All University web pages must therefore comply with the requirements of the SENDA legislation.

To ensure accessibility, the Brunel website templates are coded to W3C’s Web Accessibility Initiative standards.

Web accessibility essentials

The Web Accessibility Initiative has produced a list of basic tips for improving web accessibility, some of which follow.

• Images and animations: Make sure each image has an <alt> tag to describe its function. This appears as a yellow flag description. Users who switch off the images will be able to see what is important.

• Multimedia: Provide captioning and transcripts of audio, and descriptions of video.

• Hypertext links: Use text that makes sense when read out of context. For example, avoid “click here”. People expect links to be blue and underlined.

• Page organisation: Use headings, lists, and consistent structure.

• Scripts, applets and plug-ins: Provide alternative content, in case active features are inaccessible or unsupported.

• Frames: Use NOFRAMES and meaningful titles.

• Tables: Make line-by-line reading sensible. Summarise. Data tables should have the headings marked.

• Drop-down menus: Avoid the use of drop-down menus that use JavaScript. Disabled users can’t tab to them. Also, they can fail badly if the user tries to alter the style sheet or customise the browser.

• Javascript and Flash: If you do use these technologies, which may cause accessibility problems for some users, you should provide an accessible alternative.

• New browser windows: Avoid opening new browser windows or tabs unless essential. This breaks the browser back button making it harder for disabled users to navigate backwards. Warn your users if a new window is going to open.

• Background colour: Ensure that there is good contrast between the background and the text, and avoid overlaying text onto textured or patterned backgrounds and images.

• Changing font size: Provide information on how to change font size or background colour for users with, for example, visual impairment or dyslexia.

For information on how to change font size and colours, and about adjusting background tints, please check our guidelines.

Another valuable source of information on adjusting web pages to suit the needs of users with disabilities including hearing and mobility difficulties is the BBC accessibility website: www.bbc.co.uk/accessibility


Web design templates

The web templates are designed around a flexible but disciplined framework and conform to a standard branded look.

Visitors to “brunel.ac.uk” should instantly be aware that the page they have selected forms part of the wider Brunel site. Through consistent placement of navigation and page structure, users should become familiar with the look and structure of the Brunel web pages, increasing ease of use and engendering confidence.

To achieve this, and to ensure the University fulfils its accessibility obligations, there are elements in the templates that must remain constant and elements that are flexible.

The key considerations in devising the templates include:

• Clear Brunel brand identity;

• Consistent page structure;

• Flexible elements to give departments, Schools and projects the capacity for sub-branding;

• Accessibility;

• Quick to download;

• Work across a wide variety of browsers and platforms;

• Fit a 1024 x 768 screen resolution.

Constant and flexible elements

The following graphics show the elements that must remain constant and those that are flexible.

Banner

The banner is made up of elements that appear on every page across the Brunel site. These include the Brunel logo (never the Coat of Arms), colour branding (either School or corporate), global links, global navigation, and search box.

Footer

The footer is also a constant on every Brunel page, and contains essential information and links such as date, disclaimer and freedom of information.


Intranets: Students & Staff Academic Schools Administrative Services Accessibility Contact Brunel

SEARCH

Course finder

Undergraduate study

Postgraduate study

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Study at Brunel

Research Networks

Institutes and Centres

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Business collaboration

Knowledge transfer

Research at Brunel

New Academic Posts

The RAE in 2008 confirmed our position as one of the UK’s fastest-growing research institutions, and we are investing in over 40 senioracademic posts to join our existing world class creative community. View available posts

Information for

Current students and staff (intranets)

Disabled students

Alumni and former students

Visitors

Parents and guardians

Schools, colleges and teachers

Press and Media

Business and research collaborators

Information about

How to find Brunel

Job vacancies

Employing students

Union of Brunel Students

Library

Arts Centre

Sport facilities

Computer Centre

Professor Justin Fisher toadvise Party funding enquiry

Brunel's breakthrough air hybridsystem licensed to China'slargest diesel enginemanufacturer

Magic tricks reveal surprisingresults about autism

Brunel launched its new website on Monday 18October and we'd like your feedback. Read moreabout the redevelopment project and leave acomment on our launch blog

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COURSES CAMPUS LIFE RESEARCH BUSINESS INTERNATIONAL NEWS & EVENTS

News Events Open Days

New website - have your say

A Research UniversityBrunel’s research addresses real-world issues and has found trulylife-changing solutions.

1 2 3 4 5 6

ABOUT BRUNELNEWS & EVENTS

Homepage

Search defaults to website

Corporate banner and navigation: fixed

Visual display on key University messages: cycles through changing images

Timely info drawn from database

Strategic news story or event

Corporate footer: fixed

Major navigation themes

Secondary navigation guide

Links to landing pages for major areas: see opposite



SEARCH

Brunel is a campus-based university, and students on site are never more than10 minutes away from halls of residence, catering, social and sports facilities,lecture theatres, the Library, the Computer Centre or welfare services.

We have invested £300 million redeveloping the campus in the last few years,with many new and refurbished social, teaching and sporting facilities, and moregreen spaces outside.

The Students' Union represents the interests of all Brunel students and runs awide range of clubs and societies, facilities and amenities.

All new undergraduate students are guaranteedaccommodation on campus in their first year, seethe Accommodation website for details

Read the video transcript

Living on campus

Restaurants, bars and nightlife

Around Brunel

Sport and fitness

Arts and music

Studying at Brunel

Library

Computing

Disability and Dyslexia Service

Jobs and Careers

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COURSES CAMPUS LIFE RESEARCH BUSINESS INTERNATIONAL NEWS & EVENTS ABOUT BRUNEL

University lifestyle Accommodation Study facilities and support Jobs and careers Health and welfare Sport and fitness The arts

Campus Life

Accommodation

Primary site navigation

Flexible right hand panel for visual content or useful links

Brunel logo links to Home page

Additional navigation within section

Major landing page

Navigation to sections within primary areas



SEARCH

Introduction

Our Values

Strategic Imperatives

Community

Strategic Plan 2008-2012 Home » About Brunel » Strategic Plan » Strategic Plan 2008-2012

Strategic Plan 2008-2012

Brunel's new Strategic Plan aims to carry us forward to 2012 with academicconfidence, financial security and a growing national and international reputation. Itattempts to bring together:

Our Strategic Imperatives: the practical actions and activities we need toundertake;

Our Values: the ethical guidelines that will inform how we achieve ourobjectives;

Our Vision: what we hope to be as a consequence.

Our Mission: To advance knowledge and understanding, and provide societywith confident, talented and versatile graduates.

Foreword

Our Heritage: 40 Years of ProgressThe history of our University is a story of growth and evolution. From our origins inthe Acton Technical College to the cosmopolitan institution we know today, Brunelhas always been a dynamic place to work and study. Constantly re-inventing itself,the University has managed to both remain true to its origins and relevant to theneeds of wider society.

Brunel University is now home to around 16,000 people, both staff and students,from over 100 countries. With a turnover of over £130 million, the University is acomplex organisation with considerable intellectual, financial and social resourcesand makes a major contribution to the economy and community of the West Londonregion. It also plays a significant role in the higher education scene nationally andhas numerous international links and partnerships.

In our research, our academics strive not only to push the boundaries of knowledgeand understanding but also to be of benefit to society at large. This expertise andexperience is brought to bear in our teaching so that our students as well as ourstaff are able to contribute to the economic, social and cultural development ofcommunities around the world.

The confidence, sense of purpose and agility that created today's Brunel can befound within our latest Strategic Plan. There is no doubt that such qualities will beessential in tomorrow's increasingly global and competitive world.

The National ContextThe context for the new Strategic Plan is one of continuing change. Social, politicaland economic factors are likely to present challenges and opportunities to highereducation in the coming years, and we shall have to face important issues such asan increasingly global marketplace, demographic change and the move towards amore market-driven sector. These will require Brunel to remain committed to itstraditional roots in academic rigour and quality while maintaining a flexible andresponsive approach to an evolving market.

In the competition for students and for research funding, employer engagement willbecome increasingly important. Brunel's distinctive combination of quality researchand teaching with a practical and creative approach has always ensured that ourcollaboration with industry is extensive and fruitful, and we continue to build on thisstrength. Of necessity, we must also be responsive to the constraints placed on usby external factors, and Brunel's Mission and Vision will therefore allow us toaddress HEFCE's priorities while ensuring that our own values and goals aresustained.

The Brunel ContextDuring the life of the 2002 to 2007 Strategic Plan, the University rationalised itsestate and moved all its operations to the Uxbridge Campus. The £215 million wehave since spent on new and upgraded facilities on the Uxbridge site has ensuredthat our campus is one of our major assets. Further investment in the form of newaccommodation, teaching space and an on-going programme of re-conditioning workon our older buildings will ensure that this continues to be the case. In particular, ournew sports facilities make Brunel well placed to benefit from, and contribute to, theOlympic Games which take place in London in the final year of this new Plan.

Another important feature of the 2002 to 2007 Strategic Plan was the decision todevelop a broader research base throughout the University to complement the areasof excellence achieved in the 2001 Research Assessment Exercise (RAE). As aresult, we have made a significant investment in both research-active academic staffand support facilities, leading to a major rise in the number and proportion ofacademic staff submitted for the 2008 RAE. Our new Strategic Plan seeks to buildon this progress and to ensure that a research-intensive culture underpins allBrunel's activities.

Other factors remain critical to the achievement of our Vision and therefore thesuccess of our Strategic Plan. In particular, we must maintain a sustainable financialposition, develop a clear and distinctive brand for the University and recruit andretain talented and innovative staff. This last area points to probably the mostimportant element of the Plan, which is the recognition that all our endeavours arebuilt on our most valuable asset, our staff. Their development and wellbeing arecentral to our success.

The Next Five Years and Beyond: The Strategic Plan 2008 to 2012Brunel's latest Strategic Plan, published in early 2008, focuses on the next five yearsbut looks beyond that to the middle of the 21 st century. It embodies a substantialreview of the University and its aims and objectives, and reflects a broadconsultation on the effectiveness of the previous Plan, the current position of Bruneland the future direction the University should take.

This review has led us to define a set of value statements to guide us, and fivestrategic imperatives that will help to crystallise and assess our progress towardsour Vision of being a world-class creative community .

The Plan also acts as a reference map to guide everyone within the Brunelcommunity about their role and priorities in contributing to the future of ourUniversity.

Printed Version (PDF)

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Website Courses


The University Brunel People Strategic Plan History Public Facilities Policy and Regulations Job Vacancies Fairtrade Environment

Standard inner page

Corporate banner and navigation

Left-hand navigation builds automatically as section is built

“Fold” indicates what is visible to visitors when page is opened

Content as desired, up to half width of page

Optional additional links or visual content

Section navigation

Keep file size small for speed of download. This example measures 180 x 350 pixels.

Photoshop documents available for standard frame design and flexible text


SEARCH

Introduction

Our Values

Strategic Imperatives

Community

Strategic Plan 2008-2012 Home » About Brunel » Strategic Plan » Strategic Plan 2008-2012

Strategic Plan 2008-2012

Brunel's new Strategic Plan aims to carry us forward to 2012 with academicconfidence, financial security and a growing national and international reputation. Itattempts to bring together:

Our Strategic Imperatives: the practical actions and activities we need toundertake;

Our Values: the ethical guidelines that will inform how we achieve ourobjectives;

Our Vision: what we hope to be as a consequence.

Our Mission: To advance knowledge and understanding, and provide societywith confident, talented and versatile graduates.

Foreword

Our Heritage: 40 Years of ProgressThe history of our University is a story of growth and evolution. From our origins inthe Acton Technical College to the cosmopolitan institution we know today, Brunelhas always been a dynamic place to work and study. Constantly re-inventing itself,the University has managed to both remain true to its origins and relevant to theneeds of wider society.

Brunel University is now home to around 16,000 people, both staff and students,from over 100 countries. With a turnover of over £130 million, the University is acomplex organisation with considerable intellectual, financial and social resourcesand makes a major contribution to the economy and community of the West Londonregion. It also plays a significant role in the higher education scene nationally andhas numerous international links and partnerships.

In our research, our academics strive not only to push the boundaries of knowledgeand understanding but also to be of benefit to society at large. This expertise andexperience is brought to bear in our teaching so that our students as well as ourstaff are able to contribute to the economic, social and cultural development ofcommunities around the world.

The confidence, sense of purpose and agility that created today's Brunel can befound within our latest Strategic Plan. There is no doubt that such qualities will beessential in tomorrow's increasingly global and competitive world.

The National ContextThe context for the new Strategic Plan is one of continuing change. Social, politicaland economic factors are likely to present challenges and opportunities to highereducation in the coming years, and we shall have to face important issues such asan increasingly global marketplace, demographic change and the move towards amore market-driven sector. These will require Brunel to remain committed to itstraditional roots in academic rigour and quality while maintaining a flexible andresponsive approach to an evolving market.

In the competition for students and for research funding, employer engagement willbecome increasingly important. Brunel's distinctive combination of quality researchand teaching with a practical and creative approach has always ensured that ourcollaboration with industry is extensive and fruitful, and we continue to build on thisstrength. Of necessity, we must also be responsive to the constraints placed on usby external factors, and Brunel's Mission and Vision will therefore allow us toaddress HEFCE's priorities while ensuring that our own values and goals aresustained.

The Brunel ContextDuring the life of the 2002 to 2007 Strategic Plan, the University rationalised itsestate and moved all its operations to the Uxbridge Campus. The £215 million wehave since spent on new and upgraded facilities on the Uxbridge site has ensuredthat our campus is one of our major assets. Further investment in the form of newaccommodation, teaching space and an on-going programme of re-conditioning workon our older buildings will ensure that this continues to be the case. In particular, ournew sports facilities make Brunel well placed to benefit from, and contribute to, theOlympic Games which take place in London in the final year of this new Plan.

Another important feature of the 2002 to 2007 Strategic Plan was the decision todevelop a broader research base throughout the University to complement the areasof excellence achieved in the 2001 Research Assessment Exercise (RAE). As aresult, we have made a significant investment in both research-active academic staffand support facilities, leading to a major rise in the number and proportion ofacademic staff submitted for the 2008 RAE. Our new Strategic Plan seeks to buildon this progress and to ensure that a research-intensive culture underpins allBrunel's activities.

Other factors remain critical to the achievement of our Vision and therefore thesuccess of our Strategic Plan. In particular, we must maintain a sustainable financialposition, develop a clear and distinctive brand for the University and recruit andretain talented and innovative staff. This last area points to probably the mostimportant element of the Plan, which is the recognition that all our endeavours arebuilt on our most valuable asset, our staff. Their development and wellbeing arecentral to our success.

The Next Five Years and Beyond: The Strategic Plan 2008 to 2012Brunel's latest Strategic Plan, published in early 2008, focuses on the next five yearsbut looks beyond that to the middle of the 21 st century. It embodies a substantialreview of the University and its aims and objectives, and reflects a broadconsultation on the effectiveness of the previous Plan, the current position of Bruneland the future direction the University should take.

This review has led us to define a set of value statements to guide us, and fivestrategic imperatives that will help to crystallise and assess our progress towardsour Vision of being a world-class creative community .

The Plan also acts as a reference map to guide everyone within the Brunelcommunity about their role and priorities in contributing to the future of ourUniversity.

Printed Version (PDF)

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The University Brunel People Strategic Plan History Public Facilities Policy and Regulations Job Vacancies Fairtrade Environment


Dedicated course search

facility on every page

Assorted filters generate bespoke

lists of courses

Course finder page

Course search

The corporate banner contains a fixed course search facility that takes users direct to a refined filter system for all undergraduate and postgraduate courses.



SEARCH

Undergraduate Students

With an excellent record foremployability, internationallyrenowned lecturers and a vibrantcampus location close to London,Brunel is a great place to study.Find out more about our wide rangeof stimulating undergraduate courses.

Postgraduate Students

Invest in your future with a Master'sdegree. Delivered and supervised bysubject-area experts, ourPostgraduate courses will help you todevelop your academic skills andfuture employability prospects.Find out more about our challengingMSc courses.

Research

The School is a world-class centre ofexcellence for interdisciplinaryresearch with more than half of theresearch activities being classified as“World-Leading” or “InternationallyExcellent”.Find out more about our researchactivities.

Business

We are continually expanding ouremployer and industry engagementboth at home and overseas. Ourinternationally recognised researchexperts have helped manybusinesses to solve problems andand address future challenges.Find out more about our initiatives tohelp business.

Nov

25

Inverse analysisof objectdetection

Nov

30

Nonlinearinteraction ofelastic waves insolid mediumwith cavitiesunder thecondition ofphase-groupsynchronism

Dec

01

RegressionTesting In LargeDistributed CodeRepository

Contact Us

Page last updated: Saturday 16 October 2010 Follow us Share Print friendly version



School Courses

Events

Undergraduate StudyHighly rated flexible courses, including Professional Placements

1 2 3 4 5 6


Undergraduate Study Postgraduate Study Research Business People Information Systems and Computing Mathematical Sciences

School of Information Systems, Computing and Mathematics

School and departmental templates and colours

School pages match the look of the corporate pages but are designed in the appropriate branding colour (see page 23).

Standard page navigation

The left-hand navigation bar builds automatically as the section is created and cannot be overriden. Editors may choose the content of any right-hand toolbar.

Corporate banner and navigation: bespoke School colour

Flexible framework: two-thirds/one-third split

Corporate footer: all pages

Optional School directional banner and key messages

School navigation



SEARCH

Prospective Undergraduates

Prospective Postgraduates

Research Activity

Business Services

Seminars and Events

People in Maths

Contact Maths

Useful Maths Links

Intranet

Mathematical SciencesHome » SISCM » Mathematical Sciences

Mathematical Sciences

Head of Department ProfessorTony Rawlins

The Department ofMathematical Sciences iscommitted to excellence inresearch and teaching. Thedepartment is one of the bestfor mathematics in the UK.We are a vibrant and friendlydepartment for undergraduate,postgraduate and researchstudents with a well established reputation for student achievement and success.

Academic staff are internationally recognised for their high quality research output ina number of areas of modern mathematics. Within our active teaching and researchenvironment there are many postgraduate research opportunities, and our researchdegrees are highly successful at providing state of the art preparation for futuresuccessful career opportunities.

Undergraduate courses

The Department offers a wide range of stimulating BSc/MMath courses in areas ofapplications of Mathematics relevant to the needs of graduates seeking good careerprospects or Postgraduate studies. Read more...

We are currently offering up to 10 Scholarships annually for UK Undergraduatestudents. Further information...

Postgraduate courses - MSc, MPhil, PhD

Delivered and supervised by subject-area experts, our Postgraduate courses areinformed directly by our research activity and are challenging, yet rewarding - helpingyou to develop your academic skills and future employability prospects. Read more...

Learn more about our research excellence

Read more...

Research GroupsApplied Analysis

Combinatorics

Computational Mathematics

Continuum Mechanics

Mathematical Physics

Operational Research and Risk Modelling

Statistics

Research CentresBrunel Institute of Computational Mathematics (BICOM)

Brunel University Random Systems Research Centre (BURSt)

Centre for the Analysis of Risk and Optimisation Modelling Applications (CARISMA)

Inverse analysis of objectdetectionSpeaker: D. Lesnic, Universityof LeedsThu, Nov 25

Nonlinear interaction of elasticwaves in solid medium withcavities under the condition ofphase-group synchronismSpeaker: V.I Erofeev of NizhnyNovgorod branch of MechanicalEngineering Research Instituteof Russian Academy ofSciencesTue, Nov 30

3D-BEM Galerkin integrals –exact integration on planarsurfaces and numericalintegration on complicatedgeometriesSpeaker: Matthias Maischak,BrunelThu, Dec 02

Contact us

Mathematical Sciencese: [email protected]: +44 (0)1895 265745

VI BRUNEL Workshop onRandom Matrix Theory

Friday 17 & Saturday 18December 2010More information

Upcoming seminars andevents

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Undergraduate Study Postgraduate Study Research Business People Information Systems and Computing Mathematical Sciences

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Writing for the Web

People read information differently on the web from on the printed page. Research shows that they read 25% slower from a screen than from print copy and that approximately 80% of readers scan text instead of reading word by word. There are two main reasons for this:

• the computer is tiring for the eyes due to screen glare;

• it is more difficult to track from the end of one line to the beginning of another.

Web authors can make the experience easier by sticking to a few simple rules:

• Put important and contextual information at the top of the page.

• Use subheadings so visitors can scan your page for relevant information. Web users rarely read text word for word; they tend to scan pages for keywords or interesting headlines.

• Lists often make things easier to read on-screen.

• Keep link names, sentences, paragraphs and pages as concise as possible.

• Keep paragraphs and line lengths short and avoid long, uniform blocks of text. This helps users to quickly scan pages for key information.

• Keep your sentences short, usually not more than about 30 words long.

• Avoid italic and capitalised text, which is hard to read on-screen. Capitals, in particular, tend to look like shouting.

• Never underline text that is not a link.

Information structure

Build your site to meet your visitors’ needs and not your divisional structure.

Start with an overview and narrow your subject as you go, giving more detail towards the bottom of your page: the ‘inverted pyramid’ style of writing.

Very detailed background information, or information of interest only to a minority of readers, can be presented on secondary pages linked from your main page.

Scrolling

Try to avoid long pages. Users don’t like scrolling, and will often only do so if you have already caught their interest in some way, so your top-level pages must be short and to the point.

However, do not break up information that belongs together into separate pages just in order to avoid scrolling. Changing pages is more disruptive than scrolling.

Context

Any web page can be accessed out of context. A user may come directly to a web page through a search engine rather than from the homepage of a site.

Ensure that each page carries enough information to tell the user where they are and what the topic is. Don’t worry about repeating yourself from one page to another. You can never assume that a user has seen any other pages on the site.


Writing for your audience

Whatever your medium, it’s important to think about your target audience. Tailor your content to what they want to know as much as what you want to tell them.

In an academic institution such as a university, much of what is written assumes a certain level of expertise. Formal documentation such as committee papers, regulations or strategies often demand a particular style appropriate to their purpose. A brochure targeting academics will be written in a different style from a leaflet for freshers, for example.

However, most of our external audiences will prefer an easier, more relaxed style of writing, so tailor your language to your audience.

Key message

The reader needs to know at a glance what the page is about and whether it will interest them. Make sure your first heading and paragraph make this clear. Don’t repeat information they already know, such as ‘This is the Department of X’ when the title already makes that clear. You can give more detail under new headings or on new pages as you develop your subject.

Be aware, too, that most readers will skip “Welcome” messages and introductory marketing content, so keep these to a minimum and make them informative.

Tone of voice

Think about how you want your readers to perceive the University. You can achieve a more informal, friendly and welcoming approach by calling the reader ‘you’ and referring to us as ‘we’. Try to imagine you are talking to a potential student.

If you use ‘active’ verbs rather than ‘passive’ verbs, this will also help to create a crisper, more direct style:

The student was enrolled by the University. [passive]

The University enrolled the student. [active]

The course was offered by the School. [passive]

The School offered the course. [active]

“We decided” inspires more confidence than “it was decided”.

Write simply

Long, complex sentences can be difficult to follow, especially for dyslexic readers. Remember, too, that you may be writing for users for whom English is a second language. So try to keep structure and vocabulary simple.

Short sentences can be more punchy and can convey ideas quickly. As a guide, aim to keep sentence length to no more than about 30 words.


Also try to use vocabulary appropriate to your audience and don’t use long words where short ones will do. There are often simpler or more commonly used versions of words that can be substituted. Examples include:

Come to the conclusion—conclude

Commence—begin

Enable—help

Facilitate—help

Give assistance—help

Henceforth—from now on

Permissible—allowed

Predominant—main

Require—need

Substantial—large

Terminate—end

Utilise—use

Cut the jargon

‘Jargon’ is the term for expressions that are used as a sort of ‘private’ language by specific groups of people. In these circles it becomes everyday language and the users forget that outsiders may not understand it easily. Those who work in education are notorious offenders. Typical examples are acronyms or initialisation of organisation titles (HEFCE, QAA, UUK, EPSRC).

Another form of jargon is caused by an assumption of knowledge (alumni, registry, ordinances and Senate). For an academic audience, these are perfectly acceptable, but for a non-specialist audience they may mean little.

Avoid clichés and hyperbole

In promotional and marketing publications and web pages, it is easy to slip into exaggerated claims and descriptions. Use expressions such as ‘cutting edge’ and ‘first class’ sparingly and only where they can be substantiated.

If you claim to be the best, or to be the top of a league table, link your claim to the evidence.


Typographical house style

Alongside the visual corporate style guidelines, we also try to work to a set of spelling and grammatical principles. The purpose of this is to present a consistent image in what we say and how we say it.

In order to achieve this consistency across the University, we recommend the following guidelines in what you write.

Use of capitals

Avoid overuse of initial capitals in the body of your text, as too many upper case letters interrupt the flow of body text.

There are, however, particular instances where capitals should be used.

• Place names, countries, languages, nationalities (English, French, European), and for historical periods (Victorian, Tudor, the Renaissance, the Middle Ages, Neolithic).

• North and South are capitalised if part of a commonly-used area—South Africa, West London, the East Midlands—but not if they are descriptors—southern England, the west of Scotland.

• Months and days of the week take capitals but seasons of the year do not (autumn, spring, summer, winter).

• Generic names, as opposed to specific names, do not require capitals, so ‘this University’ but ‘other universities’; ‘Oxford and Oxford Brookes Universities’, but ‘universities in Oxford’.

Numbers

In descriptive writing, the numbers one to nine are usually spelled out while numbers 10 and above use numerals. (Similarly, use fifth and ninth but 16th and 19th.)

However, in reports or when making statistical statements, numerals are the norm.

• ‘One’ is always spelled out, as are all numbers that begin a sentence. Where a sentence contains numbers below and above 10, use numerals for both.

• For numbers over 999, it is conventional to use a comma after each third figure from the left: 1,670; 1,234,567. An alternative when reproducing large numbers is to use upper case K to express thousands and upper case M to express millions.

• In referring to centuries, use ordinals: 8th century, 19th century.

• For sums of money and units of assessment, always use numerals: 3 metres, 6 mph, £8.


General guidelines

Word endings in ‘-ise’ and ‘-ize’

For the sake of consistency, our preferred ending in all such cases is ‘-ise’.

Phone numbers

The Brunel style for telephone numbers is the international dialling code for the UK in the following form: +44 (0)1895 274000.

Email

Use lower case for the whole email address, ie [email protected], not [email protected]

Dates and time

The Brunel style for dates is the simplest form, ie 1 September 2010 (not 1st September 2010 or September 1st 2010).

• In expressing time, we use the 12-hour clock rather than the 24-hour clock (2 pm rather than 1400 or 14.00).

• 12 noon or 12 midnight, not 12 am or 12 pm.

• 1890s or 1940s, not 1890’s or 1940’s.

Abbreviations

In line with the modernity and simplicity of our logo, publications and web pages, we do not use punctuation for abbreviations.

• ie, etc, am, pm

• HND, BA, BSc

• Dr, Prof, Mrs

Use of Italics

The usual convention is to use italics for book and journal titles, plays, newspapers, and titles of pieces of music.

Hyphens

• A-level, not A level or A Level

• postgraduate, not post-graduate or post graduate

• email not e-mail, and eBusiness, eCommerce rather than e-business, e-commerce

• online, not on-line

• part-time, full-time,

• en suite, not en-suite or ensuite

• Vice-Chancellor, Pro-Vice-Chancellor


Bits and pieces

• the Web and the Internet (ie upper case)

• homepage, not home page

• website, not web site

• coursework, not course work

• focusing and focused, not focussing and focussed

• and, not &

• Master’s, Pre-Master’s

• judgement, not judgment

• ageing, not aging

• digitise, not digitalise


Useful contacts and support

House style and logos

Publications


Studio Manager, Brunel University Press


Graphic Designer, Brunel University Press


Web

Technical Web Support (CMS)


Technical Web Support (non-CMS)


Web Manager


Print

Brunel University Press


Photography

University Photographer



Training courses

The University’s Staff Development Department runs courses on using the Matrix CMS. Dates for forthcoming courses are available on the Staff Development IT Course Calendar.

Editorial support

Editorial support is available from the Publications team: email [email protected]

Online support

There is also an online help section. Log into the Matrix CMS and click on the question mark symbol in the top control panel.

Useful external links

Web writing

www.webcredible.co.uk/user-friendly-resources/web-usability/ web-content.shtml

Google’s advice for your website: content

www.webcredible.co.uk/user-friendly-resources/ search-engine-optimisation/google-content.shtml

Web usability: the basics

www.webcredible.co.uk/user-friendly-resources/web-usability/ basics.shtml

Web accessibility: the basics

www.webcredible.co.uk/user-friendly-resources/web-accessibility/basics.shtml

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Brunel University House Style 2011

Documents

Transcript of Brunel University House Style 2011