What Is the Evidence Supporting the Technology Selection for Low-Volume
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Kabul Eden Kurumlar PTE Academic dünya çapında, aralarında Stanford University, Harvard University ve Imperial College London gibi prestijli eğitim kurumlarının da bulunduğu, binlerce kurum tarafından kabul edilmektedir. PTE Academic aynı zamanda Avustralya ve Yeni Zelanda devletleri tarafından vize ve göçmenlik başvuruları için de kabul edilmektedir. Avustralya Australian Capital Alphacrucis College Australian Pacific College Territory (ACT) Apex Institute of Education Australian Pilot Training Alliance APM College of Business and Australian Vocational Learning Australasian Osteopathic Communication Centre Accreditation Council (AOAC) ARC - Accountants Resource Australis Institute of Technology Australian National University Centre and Education (ANU) Asia Pacific International College Avondale College of Higher Australian Nursing and Midwifery Australasian College of Natural Education Accreditation Council (ANMAC) Therapies Bedford College Canberra Institute of Technology Australasian College of Physical Billy Blue College of Design Canberra. Create your future - Scientists and Engineers in Blue Mountains International ACT Government Medicine Hotel Management School Endeavour Scholarships and Australian Academy of Commerce (BMIHMS) Campion College Fellowships Australian Academy of Australia Engineers Australia Management & Science Carrick Education National Accreditation Authority Australian College of Commerce Castle College for Translators and Interpreters and Information Technology CATC Design School (Commercial Ltd (ACCIT) Arts Training -
New Research Offers Hope for Parents of Picky Eaters
UCL/Weight Concern Press Release Embargo: 00.01 hours Eastern Standard Time/05.00 hours British Summer Time, Monday 30 September 2013 NEW RESEARCH OFFERS HOPE FOR PARENTS OF PICKY EATERS An intervention developed by UCL psychologists significantly increases consumption of fruit and vegetables commonly disliked among picky young children, new research has found. The research, published in the Journal of the Academy of Nutrition and Dietetics, showed that in a randomised controlled trial involving 450 young children, a new method of taste exposure significantly increased the proportion of children willing to try new foods and to continue eating them. In the trial of the method with over 200 families, toddlers showed a 61% increase in their liking of a specific vegetable, and the amount of the vegetable they were willing to eat trebled. A new pack called Tiny Tastes - based on this method - has been developed by UCL in partnership with Weight Concern, a charitable organisation set up by a group of academics and clinicians to combat the epidemic of obesity sweeping the UK by supporting and empowering people to live a healthy lifestyle. Mealtimes can frequently be a battle-ground for many parents, with up to 40 per cent of toddlers becoming picky eaters at some point during childhood, with more than a quarter refusing food every day. In additional, despite the importance of fruit and vegetables in a healthy diet, only 20 per cent of children actually eat the recommended five portions a day, according to the 2010 Health Survey for England. Vegetables are among children’s most disliked foods, and vegetable intake consistently falls short of dietary guidelines. -
Review 2011 1 Research
LONDON’S GLOBAL UNIVERSITY ReviewHighlights 2011 2011 Walking on Mars © Angeliki Kapoglou Over summer 2011, UCL Communications held a The winning entry was by Angeliki Kapoglou (UCL Space photography competition, open to all students, calling for & Climate Physics), who was selected to serve as a member images that demonstrated how UCL students contribute of an international crew on the Mars Desert Research Station, to society as global citizens. The term ‘education for global which simulates the Mars environment in the Utah desert. citizenship’ encapsulates all that UCL does to enable Researchers at the station work to develop key knowledge students to respond to the intellectual, social and personal needed to prepare for the human exploration of Mars. challenges that they will encounter throughout their future careers and lives. The runners-up and other images of UCL life can be seen at: www.flickr.com/uclnews Contents Research 2 Follow UCL news www.ucl.ac.uk Health 5 Insights: a fortnightly email summary Global 8 of news, comment and events: www.ucl.ac.uk/news/insights Teaching & Learning 11 Events calendar: Enterprise 14 www.events.ucl.ac.uk Highlights 2011 17 Twitter: @uclnews UCL Council White Paper 2011–2021 YouTube: UCLTV Community 21 In images: www.flickr.com/uclnews Finance & Investment 25 SoundCloud: Awards & Appointments 30 www.soundcloud.com/uclsound iTunes U: People 36 http://itunes.ucl.ac.uk Leadership 37 UCL – London’s Global University Our vision Our values • An outstanding institution, recognised as one of the world’s -
The London Framework
OFFICE OF THE VICE-PROVOST (ADVANCEMENT) PRO-VICE-PROVOST (LONDON) THE LONDON FRAMEWORK November 2020 Professor Alan Thompson, Dean of Brain Sciences and Pro-Vice-Provost (London) Amy Lightstone, Head of Engagement and Operations (London) The London Framework: Creating Purpose, Connecting People, Celebrating Place In my role as Pro-Vice-Provost (London) and focussed activity which UCL staff carry out in conjunction with the London Advisory for the mutual benefit of London, as well as Group, I have spent the past year leading coordinate and enhance relationships with the development of the London Framework London and Londoners. Additionally the and the creation of the Pro-Vice-Provost London Framework will explore how (London) Office, based within the Office of London and its communities enrich UCL and the Vice-Provost (Advancement). enhance its Mission. The London Framework is a core document I endeavour to align the work of the London setting out the key principles which define Framework and my role as Pro-Vice-Provost the purpose of UCL London. These (London) with UCL’s Pro-Vice-Provost (UK) principles outline how and why we engage and Pro-Vice-Provost (International), as with our audiences in London, as well as a well as working closely with Public Affairs, way of working for UCL in London. In the Faculties, Vice-Provosts Offices, Framework we explore how we are Professional Services and importantly our governed, our delivery priorities and how students in order to advance UCL’s position we will measure our success. as London’s Global University. I recognise that many of UCL’s departments This Framework is intended to be a key and faculties are already working in and for document which demonstrates UCL’s core London and the London Framework will commitment to the capital and which is a support UCL colleagues to engage and fantastic platform to showcase our interact with London, bridge connections engagement with London. -
A Synthesis of Research Addressing Children's, Young People's And
FINAL REPORT NOVEMBER 2006 A synthesis of research addressing children’s, young people’s and parents’ views of walking and cycling for transport The Evidence for Policy and Practice Information and Co-ordinating Centre (EPPI-Centre) is part of the Social Science Research Unit, Institute of Education, University of London AUTHORS Ginny Brunton, Sandy Oliver, Kathryn Oliver, Theo Lorenc ADVISORY GROUP MEMBERSHIP David Banister Professor of Transport Planning, Bartlett School of Planning, University College, London Tracey Budd Principal Research Officer, Statistics – Travel, Department for Transport Andy Cope Research and Monitoring Unit Manager, Sustrans Hugo Crombie Public Health Advisor, Centre for Public Health Excellence, National Institute for Health and Clinical Excellence Tom Franklin Chief Executive, Living Streets David Ogilvie MRC Social and Public Health Sciences Unit, University of Glasgow Harry Rutter Head of Health Impact Assessment Unit, South East Public Health Observatory, Oxford Claire Spink Policy Customer, Department for Transport Paul Stonebrook Health Improvement Directorate, National Programme Delivery, Department of Health Sandra Williams Senior Principal Research Officer, Research and Development, Standards and Quality Group, Department of Health CONFLICTS OF INTEREST None ACKNOWLEDGEMENTS The review described in this report is one of a series undertaken by the Health Promotion and Public Health Reviews Facility at the EPPI-Centre to inform the evidence base for a range of strategies to promote public health. The views expressed in the report are those of the authors and do not necessarily reflect those of the Department of Health. i Funding This report was funded by the Department of Health (England) as part of a three- year programme of work. -
Teaching and Learning in Higher Education Ed
Teaching and Learning in Higher Education Teaching ‘… an admirable testament to UCL’s ambition to foster innovative, evidence-based and thoughtful approaches to teaching and learning. There is much to learn from here.’— Professor Karen O’Brien, Head of the Humanities Division, University of Oxford ‘Research and teaching’ is a typical response to the question, ‘What are universities for?’ For most people, one comes to mind more quickly than the other. Most undergraduate students will think of teaching, while PhD students will think of research. University staff will have similarly varied reactions depending on their roles. Emphasis on one or the other has also changed over time according to governmental incentives and pressure. Davies and Norbert Pachler ed. Jason P. For some decades, higher education has been bringing the two closer together, to the point of them overlapping, by treating students as partners and nding ways of having them learn through undertaking research. Drawing on a range of examples from across the disciplines, this collection demonstrates how one research-rich university, University College London (UCL), has set up initiatives to raise the pro le of teaching and give it parity with research. It explains what staff and students have done to create an environment in which students can learn by discovery, through research- based education. ‘… an exemplary text of its kind, offering much to dwell on to all interested in advancing university education.’— Ronald Barnett, Emeritus Professor of Higher Education, University College London Institute of Education Dr Jason P. Davies is a Senior Teaching Fellow at the UCL Arena Centre. -
10 Years of UCL Grand Challenges, Connect, Inspire, and Prepare for the Unexpected
UCL GRAND CHALLENGES OFFICE OF THE VICE-PROVOST (RESEARCH) UCL Grand Challenges Over 10 years of Developing Solutions Contents Foreword 04 About UCL Grand Challenges 06 UCL Grand Challenges: A Timeline 07 UCL Grand Challenges in Numbers 08 UCL Grand Challenges Programme Academic Leads 09 UCL Grand Challenge of Global Health 10 UCL Grand Challenge of Sustainable Cities 21 UCL Grand Challenge of Cultural Understanding 28 UCL Grand Challenge of Human Wellbeing 37 UCL Grand Challenge of Justice & Equality 45 UCL Grand Challenge of Transformative Technology 53 Reflections on UCL Grand Challenges and the Future 60 3 Foreword For more than a decade, UCL Grand Challenges has brought researchers from across UCL together to tackle myriad issues the world faces. From non-communicable diseases, energy and structural inequalities, the Grand Challenges initiative itself and its funded projects have shone a light on the critical importance of cross-disciplinary perspectives and expertise in effectively addressing challenges from the local to the global level. More recently, the importance of this approach has been made clear by the COVID-19 pandemic, with the need to include a broad range of expertise in decision-making highlighted as the only effective way forward. I am immensely proud of the work that the Grand Challenges team and the researchers involved in Professor David Price Grand Challenges projects have undertaken over Vice-Provost (Research) the last decade; from the creation of the Global Disability Innovation Hub and the Centre for Behaviour Change to the Lancet Lecture series, our past decade, albeit on a much larger scale. As a work on structural inequalities, and the Connected result, UCL as a whole is better equipped to help Curriculum at UCL Academy, Grand Challenges the world recover from this crisis and prepare work has resulted in lasting collaborations that will to take the first steps towards a more equitable, generate impact and catalyse positive change well inclusive, sustainable and resilient world. -
London's Global University
LONDON’S GLOBAL UNIVERSITY ACADEMIC BOARD Wednesday 13th May 2015 M I N U T E S PRESENT1: President and Provost (Chair) Ms Wendy Appleby, Ms Nicola Arnold, Dr Simon Banks, Mr Francis Brako, Dame Nicola Brewer, Ms Annabel Brown, Ms Jane Burns, Professor Stephen Caddick, Dr Ben Campkin, Ms Sue Chick, Professor Lucie Clapp, Ms Charlotte Croffie, Professor Izzat Darwazeh, Professor Julio D. Davila, Ms Eleanor Day, Dr Sally Day, Dr Rachele De Felice, Dr Rosaline Duhs, Dr Melanie Ehren, Dr Caroline Essex, Professor Susan Evans, Ms Ava Fatah gen. Schieck, Dr Martin Fry, Professor Mary Fulbrook, Mr Philip Gardner, Dr Hugh Goodacre, Dr Lesley Gourlay, Dr George Grimble, Dr Paul Groves, Professor Valerie Hazan, Professor Jenny Head, Professor Michael Heinrich, Dr Evangelos Himonides, Dr John Hurst, Ms Liz Jones, Ms Lina Kamenova, Mr Rex Knight, Mr Lukmaan Kolia, Professor Susanne Kord, Professor Jan Kubik, Dr Sarabajaya Kumar, Dr Andrew Logsdail, Dr Helga Lúthersdóttir, Professor Raymond MacAllister, Professor Sandy MacRobert, Dr Merle Mahon, Professor Genise Manuwald, Dr Lilijana Marjanovic-Halburd, Professor Charles Marson, Dr Helen Matthews, Ms Fiona McClement, Dr Saladin Meckled-Garcia, Dr Jenny Mindell, Dr John Mitchell, Dr Richard Mole, Dr Caroline Newton, Professor Martin Oliver, Professor Norbert Pachler, Professor Alan Penn, Dr Brent Pilkey, Mr Mike Rowson, Professor Tom Salt, Professor Elizabeth Shepherd, Professor Richard R Simons, Professor Lucia Sivilotti, Dr Hazel Smith, Dr Fiona Strawbridge, Professor Stephen Smith, Professor Sacha Stern, Ms Emanuela Tilley, Mr Simon To, Professor Derek Tocher, Professor Jonathan Wolff, Professor Steve Wood. In attendance: Ms Clare Goudy, Mr Dominique Fourniol (Media), Dr Patty Kostkova, Mr Derfel Owen (Secretary), Ms Chandan Shah. -
11/12 Centre for English Language University of South Australia (CELUSA)
matt cello varnish on outer front cover only Centre for English Language University of South Australia 11/12 (CELUSA) Programs Academic English (AE) The AE program is for students planning to study at an Australian education institution. The higher levels of AE are designed for students who need to meet the English language admission requirement of the University of South Australia (UniSA), the South Australian Institute of Business and Technology (SAIBT), Le Cordon Bleu (LCB) CELUSA is the Centre for English Language in the University of or University College London (UCL). South Australia. CELUSA specialises in providing high quality Students applying directly to these institutions will not need to take the IELTS or other English English language preparation programs for international language test if they successfully complete the undergraduate and postgraduate students. CELUSA students appropriate AE level program. continue on to study at UniSA, SAIBT, Le Cordon Bleu, and Academic English develops the skills necessary for academic study, such as listening to UCL. CELUSA is Adelaide’s IELTS test centre. lectures and note-taking, planning and writing essays and reports, and taking part in group discussions and spoken presentations. UniSA Students will normally need to complete UniSA is the largest university in South Australia with over 10 weeks of study for every 0.5 improvement 36,000 students and is the leading provider of international needed in the overall IELTS score. Additional education in the state. UniSA is committed to educating weeks may be required if a student’s score professionals, creating and applying knowledge, engaging in one IELTS band is lower than their overall the community and maintaining cultural diversity among staff score. -
Are Hijabs Really a Statement of Your School's Values and Ethos?
Are hijabs really a statement of your school’s values and ethos? By Elaine Chambers I recently went on a tour of a new academy school in my area, the UCL Academy in Swiss Cottage. It is sponsored by University College London, a specifically secular university. After the visit, I wrote to the head teacher – and this is the correspondence that resulted. Dear Mr Street, Re: UCL Academy Swiss Cottage Thank you for meeting the local community and showing us around a really magnificent state of the art school. We missed out the library, perhaps this can be viewed next time? There is however a matter about which I felt somewhat queasy, especially as your building, its staff, and its ethos is determined to look to the future. The point I brought up could not be dealt with at this public meeting because it was regarded as somewhat sensitive, and the word 'political' was expressed in a manner that was once reserved for sexual matters. So, I have confined my concern to electronic print in the hope that it will be given serious thought, and respectfully, a comprehensive response. My concern does involve matters of sexuality, or more precisely gender. It is political. It is of major political importance worldwide, as well as locally, that we address gender prejudice and violence in this, the 21st century. We need to confront, with a morality that reflects a humane determination, the horrific record of violence against women and girls carried out in the self-interest of so called patriarchal 'needs'; most noticeably upheld by religions. -
The UCL Academy Adelaide Road, Camden, NW3 3AD
School report The UCL Academy Adelaide Road, Camden, NW3 3AD Inspection dates 15−16 May 2014 Previous inspection: Not previously inspected Overall effectiveness This inspection: Requires improvement 3 Achievement of pupils Requires improvement 3 Quality of teaching Requires improvement 3 Behaviour and safety of pupils Good 2 Leadership and management Requires improvement 3 Summary of key findings for parents and pupils This is a school that requires improvement. It is not good because Too many students in Years 7 and 8 are not Some subjects in Years 7 and 8 do not provide making good progress across most subjects. sufficient opportunities to develop students’ This includes some of the most able and writing skills. some with low starting points. Leaders’ impact on improvements to teaching Gaps in the progress of Years 7 and 8 and achievement require improvement because students are emerging. Many students plans for improvement are too imprecise. They supported by the pupil premium funding and do not make it clear how much impact leaders some with special educational needs are hope to have as a result of their actions. making less progress than others. Governors do not hold leaders to account The sixth form requires improvement. enough. They are not always given detailed Leaders’ efforts to improve achievement have enough information about students’ been successful for some students, but too achievement to help them understand how well many have not made good progress over the school is doing. time. Leaders do not use the pupil premium or Year Not enough teaching over time has provided 7 catch-up funding effectively enough. -
37Th IAEE International Conference | Energy & the Economy
TH 37 . IAEE INTERNATIONAL CONFERENCE JUNE 15–18, 2014 | NEW YORKER HOTEL | NEW YORK CITY, USA ENERGY & THE ECONOMY PLATINUM SPONSORS GOLD SPONSORS SILVER SPONSORS PARTNERS Robert Eric Borgström COMMUNICATIONS PARTNERS SUPPORTING ORGANIZATIONS MEETING ROOM EXPLANATION & WALKING DIRECTIONS The 37th IAEE International Conference will take place in three separate properties. These are the Wyndham New Yorker Hotel, the Manhattan 8 Center Grand Ballroom (for all lunches and the Monday night Awards TH dinner) and the Loews Theater where, on the fourth floor, four concurrent AVE. sessions will take place during any given concurrent session time block. The Loews Theater is located directly across from the Manhattan Center. The map at the right is designed to help you visualize where meeting rooms are located. Note that both the Wyndham New Yorker Hotel and the Manhattan Center have a Grand Ballroom. It is easiest to recall that the W 34TH ST. Manhattan Center Grand Ballroom is only used for lunches and the dinner. Further note that coffee breaks will be offered in both the Wyndham New Yorker Hotel and in the Loews Theater, fourth floor lobby. Plenty of food and beverages will be offered during each coffee break to enhance your networking opportunities with colleagues and new friends. MANHATTAN CENTER TO GET TO THE TH MANHATTAN CENTER GRAND BALLROOM: 7 FLOOR • From the lobby of the Wyndham New Yorker Hotel look in the corner for the Tick Tock Restaurant and the Transportation Desk. There will be a conference sign that says “Manhattan Center Grand Ballroom / Loews Theater Concurrent Sessions.” Follow these signs to exit the hotel on to 34th street.