Annual Report and Accounts 2018–19 | Contents
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SCI Foundation Annual Report and Financial Statements for the Period 2019-2020
SCI Foundation Annual Report and Financial Statements for the Period 2019-2020 1 Contents List of acronyms ............................................................................................................................ 3 Foreword by the Chair of the Board of Trustees ............................................................................ 4 Report of the Trustees ................................................................................................................... 5 Our purposes and activities ....................................................................................................... 5 Public Benefit Statement ........................................................................................................... 8 Grant Making Policy .................................................................................................................. 8 Achievements and Performance ................................................................................................ 9 Financial Review ..................................................................................................................... 15 Reserves Policy ....................................................................................................................... 17 Investment Policy .................................................................................................................... 18 Principal Risks and Uncertainties ........................................................................................... -
2019 Annual Report
Table of Contents A Message from the Chairman.............................................................. 1 A Message from the President .............................................................. 3 Our Impact .................................................................................... 4 What’s Unique About Sister Cities International?....................................... 5 Global Leaders Circle............................................................................... 6 2018 Activities....................................................................................... 7 Where We Are (Partnership Maps) ........................................................ 14 Membership with Sister Cities International ........................................... 18 Looking for a Sister City Partner?......................................................... 19 Membership Resources and Discounts ................................................. 20 Youth Leadership Programs ............................................................... 21 YAAS 2018 Winners & Finalists ............................................................ 23 2018 Youth Leadership Summit .......................................................... 24 Sister Cities International’s 2018 Annual Conference in Aurora, Colorado.......................................................................... 26 Annual Awards Program Winners......................................................... 27 Special Education and Virtual Learning in the United States and Palestine (SEVLUP) -
Register of Lords' Interests
REGISTER OF LORDS’ INTERESTS _________________ The following Members of the House of Lords have registered relevant interests under the code of conduct: ABERDARE, LORD Category 10: Non-financial interests (a) Director, F.C.M. Limited (recording rights) Category 10: Non-financial interests (c) Trustee, National Library of Wales (interest ceased 31 March 2021) Category 10: Non-financial interests (e) Trustee, Stephen Dodgson Trust (promotes continued awareness/performance of works of composer Stephen Dodgson) Chairman and Trustee, Berlioz Sesquicentenary Committee (music) Director, UK Focused Ultrasound Foundation (charitable company limited by guarantee) Chairman and Trustee, Berlioz Society Trustee, West Wycombe Charitable Trust ADAMS OF CRAIGIELEA, BARONESS Nil No registrable interests ADDINGTON, LORD Category 1: Directorships Chairman, Microlink PC (UK) Ltd (computing and software) Category 10: Non-financial interests (a) Director and Trustee, The Atlas Foundation (registered charity; seeks to improve lives of disadvantaged people across the world) Category 10: Non-financial interests (d) President (formerly Vice President), British Dyslexia Association Category 10: Non-financial interests (e) Vice President, UK Sports Association Vice President, Lakenham Hewitt Rugby Club (interest ceased 30 November 2020) ADEBOWALE, LORD Category 1: Directorships Director, Leadership in Mind Ltd (business activities; certain income from services provided personally by the member is or will be paid to this company; see category 4(a)) Director, Visionable -
Study of the English Higher Education Regional Associations
Annex 1 Terms of reference Background In order to satisfy accountability for public funding, HEFCE is reviewing various strands of special initiative funding (which includes its funding for the Higher Education Regional Associations - HERAs). As all HERAs have now been established for at least 5 years, this review seemed timely. It was agreed that a study involving partners would be more productive as it should allow greater scope to look at the ways in which the HERA role has developed, and continues to develop, as well as providing stakeholders with an opportunity to input into the process. Aim In particular, the study should provide HEFCE with an understanding of the current role and contribution of HERAs, as well as clarification of and recommendations on their future role. It is also important that the study recognises the role that HEFCE and regional stakeholders must play in engaging with and supporting them over the coming years. The outcomes of the study are expected to be of value to HERAs and their stakeholders and partners. Process HEFCE appointed Alan Brickwood Associates to undertake this study, who will conduct a number of face-to-face meetings with the HERAs and stakeholders, focusing on the questions outlined below. HEFCE will invite comments from the HERA Chief Executives on the final draft of the report. To help guide this process, HEFCE established a HERA study steering group made up of a number of representatives including HERAs, Universities UK, Standing Conference Of Principals, Regional Development Agencies, HERAs, Government Offices and the Association of Colleges. The purpose of the group is to advise on the scope of the study and findings but also to provide the consultants with a forum to discuss any issues arising as a result of the study. -
Educating for Professional Life
UOW5_22.6.17_Layout 1 22/06/2017 17:22 Page PRE1 Twenty-five Years of the University of Westminster Educating for Professional Life The History of the University of Westminster Part Five UOW5_22.6.17_Layout 1 22/06/2017 17:22 Page PRE2 © University of Westminster 2017 Published 2017 by University of Westminster, 309 Regent Street, London W1B 2HW. All rights reserved. No part of this pUblication may be reprodUced, stored in any retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, withoUt prior written permission of the copyright holder for which application shoUld be addressed in the first instance to the pUblishers. No liability shall be attached to the aUthor, the copyright holder or the pUblishers for loss or damage of any natUre sUffered as a resUlt of reliance on the reprodUction of any contents of this pUblication or any errors or omissions in its contents. ISBN 978-0-9576124-9-5 A CIP catalogue record for this book is available from The British Library. Designed by Peter Dolton. Design, editorial and production in association with Wayment Print & Publishing Solutions Ltd, Hitchin, Hertfordshire, UK. Printed and bound in the UK by Gomer Press Ltd, Ceredigion, Wales. UOW5_22.6.17_Layout 1 05/07/2017 10:49 Page PRE3 iii Contents Chancellor’s Foreword v Acknowledgements vi Abbreviations vii Institutional name changes ix List of illustrations x 1 Introduction 1 Map showing the University of Westminster’s sites in 1992 8 2 The Polytechnic and the UK HE System pre-1992 -
Student Accommodation Survey
STUDENT ACCOMMODATION SURVEY 2015 Acknowledgements We would like to extend our sincere thanks to the institutions who took part in our online survey and to both UPP and Cass and Claredale for sponsoring the survey. CONTENTS Introduction ......................................2 Key Findings and background .......................3 Methodology . 4 Profile of students polled ...........................5 Students living in the Private Rented Sector ..........7 Satisfaction ratings for shared flats/houses . 8 Rents – in private rented sector .....................9 Areas and rents ..................................10 Students living in Halls of Residence ................11 Satisfaction ratings for Student Halls of Residence....12 Satisfaction ratings by type of provider .............13 Expectations.....................................14 Notes on Data Analysis ...........................18 1 INTRODUCTION With over 6,000 completed responses, this is the largest survey of student housing in London ever conducted. We would like to thank both UPP and Cass and Claredale for their sponsorship. Without their assistance we would not have been able to receive such an excellent response. Student housing is a subject that has attracted press coverage and competing visions of what is necessary to meet student needs. It is a subject of political debate with local authorities, the NUS, the HE sector and private developers debating the way forward to encourage both investment in, and delivery of, appropriate student housing. The Mayor of London has facilitated this debate through the London Academic Forum. The result has been that, in principle, the latest iteration of the London Plan will require private developers to either work in partnership with an HE Institution or deliver an element of their housing at rents affordable to the majority of students. -
SCORE Operational Research on Moving Toward Interruption of Schistosomiasis Transmission
Am. J. Trop. Med. Hyg., 103(Suppl 1), 2020, pp. 58–65 doi:10.4269/ajtmh.19-0825 Copyright © 2020 by The American Society of Tropical Medicine and Hygiene SCORE Operational Research on Moving toward Interruption of Schistosomiasis Transmission Carl H. Campbell Jr.,1* Sue Binder,1 Charles H. King,1,2 Stefanie Knopp,3,4,5 David Rollinson,5,6 Bobbie Person,1 Bonnie Webster,5,6 Fiona Allan,5,6 J¨urg Utzinger,3,4 Shaali M. Ame,7 Said M. Ali,7 Fatma Kabole,8 Eliezer ´ K. N’Goran,9,10 Fabrizio Tediosi,3,4 Paola Salari,3,4 Mamadou Ouattara,9,10 Nana R. Diakite, ´ 9,10 Jan Hattendorf,3,4 Tamara S. Andros,1 Nupur Kittur,1 and Daniel G. Colley1,11 1Schistosomiasis Consortium for Operational Research and Evaluation, Center for Tropical and Emerging Global Diseases, University of Georgia, Athens, Georgia; 2Center for Global Health and Diseases, Case Western Reserve University, Cleveland, Ohio; 3Swiss Tropical and Public Health Institute, Basel, Switzerland; 4University of Basel, Basel, Switzerland; 5Department of Life Sciences, Wolfson Wellcome Biomedical Laboratories, Natural History Museum, London, United Kingdom; 6London Centre for Neglected Tropical Disease Research, Imperial College Faculty of Medicine, London, United Kingdom; 7Public Health Laboratory - Ivo de Carneri, Pemba, United Republic of Tanzania; 8Neglected Tropical Diseases Unit, Ministry of Health Zanzibar, Unguja, United Republic of Tanzania; 9Centre Suisse de Recherches Scientifiques en Coteˆ d’Ivoire, Abidjan, Coteˆ d’Ivoire; 10Unite ´ de Formation et de Recherche Biosciences, UniversiteF´ ´ elix Houphouet-Boigny, ¨ Abidjan, Coteˆ d’Ivoire; 11Department of Microbiology, University of Georgia, Athens, Georgia Abstract. -
Progression of College Students in London to Higher Education 2011 - 2014
PROGRESSION OF COLLEGE STUDENTS IN LONDON TO HIGHER EDUCATION 2011 - 2014 Sharon Smith, Hugh Joslin and Jill Jameson Prepared for Linking London by the HIVE-PED Research Team, Centre for Leadership and Enterprise in the Faculty of Education and Health at the University of Greenwich Authors: Sharon Smith, Hugh Joslin and Professor Jill Jameson Centre for Leadership and Enterprise, Faculty of Education and Health University of Greenwich The views expressed in this report are those of the authors and do not necessarily reflect those of Linking London, its member organisations or its sponsors. Linking London Birkbeck, University of London BMA House Tavistock Square London WC1H 9JP http://www.linkinglondon.ac.uk January 2017 Linking London Partners – Birkbeck, University of London; Brunel University, London; GSM London; Goldsmiths, University of London; King’s College London; Kingston University, London; London South Bank University; Middlesex University; Ravensbourne; Royal Central School for Speech and Drama; School of Oriental and African Studies, University of London; University College London; University of East London; University of Greenwich; University of Westminster; Barnet and Southgate College; Barking and Dagenham College; City and Islington College; City of Westminster College; The College of Enfield, Haringey and North East London; Harrow College; Haringey Sixth Form College; Havering College of Further and Higher Education; Hillcroft College; Kensington and Chelsea College; Lambeth College; Lewisham Southwark College; London South East Colleges; Morley College; Newham College of Further Education; Newham Sixth Form College; Quintin Kynaston; Sir George Monoux College; Uxbridge College; Waltham Forest College; Westminster Kingsway College; City and Guilds; London Councils Young People’s Education and Skills Board; Open College Network London; Pearson Education Ltd; TUC Unionlearn 2 Foreword It gives me great pleasure to introduce this report to you on the progression of college students in London to higher education for the years 2011 - 2014. -
Lessons from London Schools: Investigating the Success
LESSONS FROM LONDON SCHOOLS: INVESTIGATING THE SUCCESS Sam Baars, Eleanor Bernardes, Alex Elwick, Abigail Malortie, Tony McAleavy, Laura McInerney, Loic Menzies and Anna Riggall WELCOME TO CfBT EDUCATION TRUST CfBT Education Trust is a top 30* UK charity providing education services for public benefit in the UK and internationally. Established over 40 years ago, CfBT Education Trust has an annual turnover exceeding £100 million and employs more than 2,000 staff worldwide. We aspire to be the world’s leading provider of education services, with a particular interest in school effectiveness. Our work involves school improvement through inspection, school workforce development and curriculum design for the UK’s Department for Education, the Office for Standards in Education, Children’s Services and Skills (Ofsted), local authorities and an increasing number of independent and state schools, free schools and academies. We provide services direct to learners in our schools and in young offender institutions. Internationally we have successfully implemented education programmes for governments in the Middle East, North Africa and South East Asia and work on projects funded by donors such as the Department for International Development, the European Commission, the Australian Department of Foreign Affairs and Trade, the World Bank and the US Agency for International Development, in low- and middle-income countries. Surpluses generated by our operations are reinvested in our educational research programme. Visit www.cfbt.com for more information. *CfBT is ranked 27 out of 3,000 charities in the UK based on income in Top 3,000 Charities 2010/11 published by Caritas Data The views and opinions expressed in this publication are those of the authors and do not necessarily represent the views of CfBT Education Trust or Centre for London. -
Towards a More Accessible Cultural Heritage: Challenges and Opportunities in Contextualisation Using 3D Sound Narratives
applied sciences Article Towards a More Accessible Cultural Heritage: Challenges and Opportunities in Contextualisation Using 3D Sound Narratives Veranika Lim 1,*,†, Sara Khan 2,† and Lorenzo Picinali 1,* 1 Dyson School of Design Engineering, Imperial College London, London SW7 2DB, UK 2 Department of Architecture and Design, Politecnico di Torino, 10129 Torino, Italy; [email protected] * Correspondence: [email protected] (V.L.); [email protected] (L.P.) † These authors contributed equally to this work. Abstract: This paper reports on the exploration of potential design opportunities for social media and technology to identify issues and challenges in involving people in generating content within a cultural heritage context. The work is divided into two parts. In the first part, arguments are informed by findings from 22 in-depth semi-structured interviews with representatives of cultural institutions and with people from a general audience who recently participated in a cultural activity. The key findings show that social media could be used more extensively to achieve a deeper understanding of cultural diversity, with opportunities in redefining the expert, extending the experience space, and decentralising collaboration. To further support these findings, a case study was set up evaluating the experience of a mini audio tour with user-generated (i.e., personal stories from a local audience) vs. non user-generated (i.e., professional stories including facts) narratives. These were delivered using text and 3D sound on a mobile device. The narratives were related to a built environment in central London near world-renown museums, cultural buildings, and a royal park. -
England and Scotland
DEPARTMENT OF THE INTERIOR BUREAU OF EDUCATION BULLETIN, 1917, No. 16 STUDIES IN HIGHEREDUCATION IN ENGLAND AND SCOTLAND wrni SUGGESTIONS FOR UNIVERSITIES ANDCOLLEGES IN TIIE UNITED STATER , By GEORGE EDWIN MACLEAN FORMERLY PRESIDENT OF THE STATE UNIVERSITY OFIOWA I WASHINGTON GOVERNMENT PRINTING OFFICE 19I7 ADDITIONAL corms OP TIM PUBLICATION MAT III PILOCUIRD ROM TIN BUTIRINTENDENT OP DOCUMENTS GOVIINISINT !SUITING °MCA WAEISINOTON, D. C. AT 25 CENTS PER COPY CONTENTS. Letter of transmittal Pg 5 Preface Introduction__ 9 PART LIIISTOIIGL STUDIES NDSUGGESTION/I. Chapter I.First group of universitiesOxford,Cambridge, Durham__ Chapter H.Scotch universities- 13 St. Andrews 46 Glasgow se Aberdeen Edinburgh 61 Chapter IIIUniversity of London University College 67 King's College r Imperial College of Science and Technology 77 The London School of Economics and Political 7S Science fk2 A group of institutions belonging to theuniversity Brown Animal Sanatory Institution 85 85 Physiological Laboratory S Francis Galton Laboratory for NationalEugenics $0 Goldsmiths' College 86 The organization of the university 95 Chapter IV.The new or provincial universities Manchester 102 Birmingham 112 Liverpool 116 Leeds 119 Sheffield 125 N., Bristol 127 Chapter V.Independent universitycollegesExeter, Nottingham, Read- ing, Southampton 130 Chapter VI. Technical colleges andschools 136 Chapter VII.Agricultural colleges andschools Chapter VIII.Women's colleges 139 143 PANT H.TOPICAL STUDIESAND SUGGESTIONS. Chapter IX.Organization andadministration ofuniversities. Chapter X. University officers 159 170 Chapter XLProvisions for thefaculty_ 182 Chapter XILState aid andvisitation Fr- 190 Chapter XIII.Coordination ofinstitutions______________ ________ Chapter XIV.--Applied science and '195 professional education___,__________ 20,5 Chapter XV.Advanced studyand research without graduate Gager XVI.Laminations schools__ 214 228 8 Pam Chapter XVILCurricula _ Chapter X VIII.Student life Chapter XIX.--Erniversity extension teaching 249 ParrIII.-STATISTICAL TABLES. -
At Uxbridge College Our Priority Is Preparing Our Learners for a Fantastic Future. Our Courses Not Only Give Learners the Skills
At Uxbridge College our priority is preparing our learners for a fantastic future. Our courses not only give learners the skills they need to succeed, we also provide a package of experiences to equip them for life after college. Choosing a college is a big decision, but it is also a very exciting time. There are lots of things that make a great college experience including the course, the facilities, the support on offer, the social side of student life and the opportunities learners have after they finish their course. We know these things are important and we continually invest in the College to ensure that our learners can access the very best advice, support and facilities to help them succeed. We want our learners to enjoy the time they spend with us, get a great qualification and go on to be successful in their chosen field, whether they go on to study higher education, or start a great career. Good luck with your future plans and I hope to see you on the campus very soon. Laraine Smith OBE Principal and CEO Uxbridge College has been established since 1965, and has been the No.1 College in west London for a number of years. The College is a publicly funded government College, and has continued to maintain its Highly Trusted Status on the Tier 4 Register of Sponsors since 2009. The College also has an “outstanding” Ofsted rating for its standards, the highest possible grade government inspectors can give. Uxbridge College welcomes students from all over the world, providing international students with a great range of English language, Pre-University and Pathway to Degree courses.