Rising to Real World Challenges – from the Lab to Changing Lives
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Read the Games Transport Plan
GAMES TRANSPORT PLAN 1 Foreword 3 Introduction 4 Purpose of Document 6 Policy and Strategy Background 7 The Games Birmingham 2022 10 The Transport Strategy 14 Transport during the Games 20 Games Family Transportation 51 Creating a Transport Legacy for All 60 Consultation and Engagement 62 Appendix A 64 Appendix B 65 2 1. FOREWORD The West Midlands is the largest urban area outside With the eyes of the world on Birmingham, our key priority will be to Greater London with a population of over 4 million ensure that the region is always kept moving and that every athlete and spectator arrives at their event in plenty of time. Our aim is people. The region has a rich history and a diverse that the Games are fully inclusive, accessible and as sustainable as economy with specialisms in creative industries, possible. We are investing in measures to get as many people walking, cycling or using public transport as their preferred and available finance and manufacturing. means of transport, both to the event and in the longer term as a In recent years, the West Midlands has been going through a positive legacy from these Games. This includes rebuilding confidence renaissance, with significant investment in housing, transport and in sustainable travel and encouraging as many people as possible to jobs. The region has real ambition to play its part on the world stage to take active travel forms of transport (such as walking and cycling) to tackle climate change and has already set challenging targets. increase their levels of physical activity and wellbeing as we emerge from Covid-19 restrictions. -
Staffordshire University Access Agreement 2018-19
STAFFORDSHIRE UNIVERSITY ACCESS AGREEMENT 2018-19 Introduction 1. Staffordshire University has developed an ambitious new statement of its strategy, expressed in its Strategic Plan 2016-2020 approved by the Board of Governors in September 2016. In the section on Connecting Communities, the plan states that the University will: work with our Schools, Colleges and Partners to continue to RAISE ASPIRATIONS and improve progression in the region into Higher Education be connected LOCALLY contributing to local social and economic development and to improve the local education standards of our community offer flexible, inclusive and ACCESSIBLE COURSES supporting study anytime and anywhere. 2. These strong statements of intent direct the University’s approach to widening participation in higher education and to the promotion of social mobility. The refreshed approach is described in this 2018-19 Access Agreement. As the new statement of strategic direction was approved after the 2017-18 Access Agreement was submitted, there have been certain changes of emphasis and balance between this Access Agreement and the previous one. 3. To ensure a coherent high quality experience for all students at each stage of their education, the University has established the Student Journey programme, described in more detail later. It spans the range from outreach and recruitment through transition to University, retention of those recruited, supporting academic success and the development of wider employability attributes leading to employment or further study. These stages fully align with the access, student success and progression dimensions of the OFFA guidance. 4. The University has established a wide network of partner institutions, including local sixth form and further education colleges and through those partnerships is able to provide flexible and diverse routes to higher education. -
Ibmec São Paulo in Numbers
Ibmec São Paulo in numbers Rua Quatá, 300 - Vila Olímpia São Paulo - SP - Brazil 04546-042 Total revenue - 2004 to 2007 Financial indicators (thousand reais) 2004 2005 2006 2007 Annual Report (thousand reais)* Tel 55 11 4504-2400 Gross revenue 38,131 47,828 62,601 69,382 www.ibmecsp.edu.br 69,382 62,601 [email protected] Direct expenses 18,360 21,259 24,625 25,952 47,828 Operational margin 16,163 21,945 31,988 36,992 38,131 Indirect expenses 5,763 7,594 10,580 11,508 General and institutional expenses 5,834 9,669 13,374 15,095 Administrative surplus 4,896 7,666 11,099 14,452 Cash position 5,328 12,305 17,656 32,216 2004 2005 2006 2007 (end of period) Scholarship fund (3) 2,138 2,178 2,260 (end of period) Investiments - Total 1,115 10,768 15,028 4,229 Donations - Scholarship fund - 2,089 314 140 2007 Donations - Other - 8,725 1,740 - Revenues in 2007 Donations - Total - 10,814 2,054 140 (*) Administrative View, not considering accounting adjustments New group of accounts, adopted in 2006 Monitoring of goals - 2007 47% | Executive Graduate Programs Description Goal Accomplished % Variation 35% | Undergraduate Managerial surplus (R$ 000) 9,700 10,272 5.89 13% | Executive Education Managerial surplus / Total revenues (%) 14.5 14.8 2.10 3% | Professional Masters 2% | Distance Learning New students in graduate programs 1,220 1,268 3.93 Ibmec São Paulo in numbers Rua Quatá, 300 - Vila Olímpia São Paulo - SP - Brazil 04546-042 Total revenue - 2004 to 2007 Financial indicators (thousand reais) 2004 2005 2006 2007 Annual Report (thousand reais)* -
University of Warwick Institutional Repository
University of Warwick institutional repository: http://go.warwick.ac.uk/wrap A Thesis Submitted for the Degree of PhD at the University of Warwick http://go.warwick.ac.uk/wrap/73122 This thesis is made available online and is protected by original copyright. Please scroll down to view the document itself. Please refer to the repository record for this item for information to help you to cite it. Our policy information is available from the repository home page. Investigating critical sense in the interpretation of media graphs by Carlos Eduardo Ferreira Monteiro A thesis submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Mathematics Education University of Warwick, Institute of Education April 2005 INDEX Contents ......................................................................................... List of Figures...... .. .... ... ... ......... ... ..... .......... ..... .......... ...... ... ..... ..... ..... v List of Tables............................ ........ ...... ............ ...... ............... ... ...... VI Acknowledgments .............................................................................. viii Declaration ....................................... " . .. .. .. .. ix Abstract........................................................................................... x Contents CHAPTER 1 - Introduction...... ....... ........... ............... ... ..... .... .......... ... 1 1.1 Setting the scene .............. ,.. ........ ......... ......... ....... ...... ...... ....... -
Economic-Impact-Of-University-Of-Birmingham-Full-Report.Pdf
The impact of the University of Birmingham April 2013 The impact of the University of Birmingham A report for the University of Birmingham April 2013 The impact of the University of Birmingham April 2013 Contents Executive Summary ...................................................................................... 3 1 Introduction ..................................................................................... 7 2 The University as an educator ........................................................ 9 3 The University as an employer ..................................................... 19 4 The economic impact of the University ....................................... 22 5 The University as a research hub ................................................. 43 6 The University as an international gateway ................................. 48 7 The University as a neighbour ...................................................... 56 Bibliography ................................................................................................ 67 2 The impact of the University of Birmingham April 2013 Executive Summary The University as an educator... The University of Birmingham draws students from all over the UK and the rest of the world to study at its Edgbaston campus. In 2011/12, its 27,800 students represented over 150 nationalities . The attraction of the University led over 20,700 students to move to or remain in Birmingham to study. At a regional level, it is estimated that the University attracted 22,400 people to either move to, -
Healthcare Management & Services Research
Healthcare Management & Services Research Incubator Sponsored by the Warwick Business School, Cass Business School and BMJ Leader Location: WBS London (The Shard, SE1 9SG) Date & Time: 9am – 3pm on December 12th 2019 The purpose of the incubator is to help people develop and advance research ideas, with an eventual aim towards publication and communication with broader audiences. The incubator is designed to be inter‐disciplinary, engaging with clinicians and clinical researchers, social scientists, management researchers and more. We believe that research can best facilitate improvement in healthcare systems when it is inter‐disciplinary, and when researchers rooted in one research community or disciplinary perspective are exposed to other research traditions in a way that enables them to communicate their work across boundaries. The incubator is co‐organized by Warwick Business School, City, University of London's Centre for Health Innovation Research, Faculty of Medical Leadership and Management, and BMJ Leader. Plenary speaker: Sara J. Singer, Professor of Medicine and of Organizational Behaviour, Stanford University Mentors: Amit Nigam (Cass Business School, UK) Angela Aristidou (Warwick Business School, UK) Davide Nicolini (Warwick Business School, UK) Nicola Burgess (Warwick Business School, UK) Harry Scarbrough (Cass Business School, UK) Giulia Cappellaro (Bocconi University, Italy) Charitini Stavropoulou (City, University of London, UK) Agenda Thursday, December 12th WBS London campus: 17th floor of The Shard, 32 London Bridge Street, London, SE1 9SG 9:00 Registration and welcome coffee 9:30‐ Welcome and overview of the day from Angela Aristidou (WBS) and Amit Nigam 9:45 (Cass Business School) 9:45‐ Academic ice‐breaker 10:00 We expect most participants to know very little about one another, and this exercise will help you learn more about the other participants, and perhaps discover common research interests. -
Sharing Information on Progress Report
PRME Sharing Information on Progress Report April 2020 Principles for Responsible Management Education Newcastle University Business School Sharing Information on Progress 2018-19 Our Renewed Commitment to the PRME Message from the School Director As we are celebrating a decade since our Newcastle University Business School (NUBS) joined PRME, and six years since we became members of the PRME UK and Ireland Chapter, on behalf of all of us at NUBS, I am delighted to reaffirm the School’s commitment to PRME. In our fifth Sharing Information on Progress (SIP) Report for 2018 to date, submitted here, you will find a collection of highlights from our latest PRME journey – with its successes, challenges, learnings and aspirations. This moment gives us all an opportunity to reflect on where we have been, what we have done, and whereto we wish to proceed. Since our previous PRME review, the world has been changing faster than we could imagine. New challenges have unsettled our increasingly complex world, in unprecedented ways. The AI Revolution is challenging the future of work, anthropogenic climate change is challenging our plans for sustainability, and new global epidemics (such as COVID-19) are challenging our capacity for systemic coordination and responsiveness. All of these call for responsible management and ethical leadership more than ever before, at the highest levels of cooperation humankind can achieve. It has become clear that we need better understandings of human and social behaviours, more responsible innovation and application of technology, and more effective collective action for social change. In this turbulent context, our School’s vision, mission, values and strategic goals also acquire new meaning. -
Birmingham Commonwealth Games 2022: Cultural Programme
Birmingham Commonwealth Games 2022: Cultural Programme Chair Alan Heap Purple Monster Christina Boxer Warwick District Council Tim Hodgson & Louisa Davies Senior Producers (Cultural Programme & Live Sites) for Birmingham 2022. Christina Boxer Warwick District Council BOWLS & PARA BOWLS Warwick District VENUE 2022 Commonwealth Games Project ENHANCED Introduction ENVIRONMENT, PHYSICAL ACTIVITY & WELLBEING Spark Symposium 14.02.2020 MAXIMISING OPPORTUNITIES TO SHOWCASE LOCAL ENTERPRISE, CULTURE, TOURISM www.warwickdc.gov.uk & EVENTS Venues – A Regional Showcase Birmingham2022www.warwickdc.gov.uk presentation | slide26/01/2018 Lawn Bowls & Para Bowls o Matches on 9 days of competition o Minimum 2 sessions a day o 5,000 – 6,000 visitors to the District daily - Spectators - Competitors - Officials - Volunteers - Media o 240 lawn bowls competitors (2018) o Integrated Para Bowls o 28 nations (2018) www.warwickdc.gov.uk | 26/01/2018Jan 2020 WDC Commonwealth Games Project Objectives Successful CG2022 Bowls & Para Bowls Improved Bowls Venue Competition Participation & Diversity Enhanced Wider Victoria Park Facilities, Access & Riverside Links Raised Awareness of the Wellbeing Benefits of an Active Lifestyle Maximised Opportunities for Local Enterprise, Culture, Tourism and Showcasing WDC’s Reputation for Events Delivery www.warwickdc.gov.ukApril | 26/01/2018 2017 – March 2023 Louisa Davies Tim Hodgson Senior Producers, Cultural Programme & Live Sites - BIRMINGHAM 2022 BIRMINGHAM 2022 CULTURAL PROGRAMME Introduction Spark 14 February 2020 INTRODUCTION -
Entrepreneurial Intent on Induction to Undergraduate Business Courses: a Comparison of Two Higher Education Institutions in the UK
Entrepreneurial Intent on Induction to Undergraduate Business Courses: A Comparison of Two Higher Education Institutions in the UK. Lead author: Dr Peter McLuskie Co-authors: Dr Charlotte Cary, Dr Kelly Smith, Dr Tom Williamson, Dr Susan Sisay Abstract Topic This study explores Entrepreneurial Intent (EI) in undergraduate students on induction across two UK Higher Education Institutions (HEIs) at the transition point between secondary and tertiary education levels. Aim The aim of this study is to explore patterns of self-reported EI in new undergraduate Business students from two UK HEIs. This study builds on previous research at Coventry University (Williamson and Wick 2013 and Smith et al 2017) in order to see if the high EI rates recorded at Coventry University are replicated across other institutions. It reports on the response of students from two UK HEI Business Schools (Coventry and Birmingham City University – BCU), entering undergraduate study in 2018. The study will compare data collected during induction week, before any formal teaching has commenced. Findings The study confirms findings from previous studies and demonstrates that students from both institutions recorded higher than normal levels of EI. However, there were several differences between the student responses from the two institutions and these are discussed later in the paper. Contribution This study explores the EI of students during the university induction period in the moment prior to starting their formal HE studies. This period of undergraduate study has been relatively ignored in the wider field of EI and can help shed light on the shifting aspirations of students as they progress through HEI. -
British Early Career Mathematicians' Colloquium 2020 Abstract Booklet
British Early Career Mathematicians' Colloquium 2020 Abstract Booklet 14th - 15th July 2020 Plenary Speakers Pure Mathematics: Applied Mathematics: Jonathan Hickman Adam Townsend University of Edinburgh Imperial College London Liana Yepremyan Gabriella Mosca The London School of Economics University of Z¨urich and Political Science Jaroslav Fowkes Anitha Thillaisundaram University of Oxford University of Lincoln Contact: Website: http://web.mat.bham.ac.uk/BYMC/BECMC20/ E-mail: [email protected] Organising Committee: Constantin Bilz, Alexander Brune, Matthew Clowe, Joseph Hyde, Amarja Kathapurkar (Chair), Cara Neal, Euan Smithers. With special thanks to the University of Birmingham, MAGIC and Olivia Renshaw. Tuesday 14th July 2020 9.30-9.50 Welcome session On convergence of Fourier integrals Microscale to macroscale in suspension mechanics 10.00-10.50 Jonathan Hickman (Plenary Speaker) Adam Townsend (Plenary Speaker) 10.55-11.30 Group networking session Strong components of random digraphs from the The evolution of a three dimensional microbubble in non- Blocks of finite groups of tame type 11.35-12.00 configuration model: the barely subcritical regime Newtonian fluid Norman MacGregor Matthew Coulson Eoin O'Brien Large trees in tournaments Donovan's conjecture and the classification of blocks Order from disorder: chaos, turbulence and recurrent flow 12.10-12.35 Alistair Benford Cesare Giulio Ardito Edward Redfern Lunch break MorphoMecanX: mixing (plant) biology with physics, Ryser's conjecture and more 14.00-14.50 mathematics -
West Midlands
West Midlands Introduction The West Midlands has an area of just under 13,000 km2. Around 5.2 million people live in the region, giving a population density of 405 people per km2. This is close to the average for England, but West Midlands metropolitan county – which consists of Birmingham, Coventry, Dudley, Sandwell, Solihull, Walsall and Wolverhampton – is the second most densely populated urban area in the country after London. It has nearly 3,000 people per km2. Birmingham has just under 1 million inhabitants, making it the second largest city in the UK. Other significant urban areas are Stoke-on-Trent, Worcester, Coventry, Wolverhampton and Stafford. Economic development The economic output of the West Midlands is just around £63 billion, 8.2 per cent of the total UK GDP. Manufacturing industry is responsible for just over a quarter of employment and almost 30 per cent of GDP, the highest proportion for any region in the UK. However, the manufacturing industry is declining in favour of service industries. Unemployment in the region is above the national average at 5.9 per cent. The total income of higher education institutions in the region is over £990 million per year. Higher education provision There are 12 higher education institutions in the West Midlands: eight universities and four higher education colleges. There are an additional 41 further education colleges with students taking higher education courses. All nine Staffordshire FECs offering HE courses have joined a funding consortium of 12 institutions led by Staffordshire University. The higher education student population is over 127,000 full-time equivalent (FTE) students. -
New Renovated B-School Facilities
Business School Facilities: Recent Construction and Renovation Institution Name B-school Name Building/Facility Name Activity Year Status University of Calgary Haskayne School of Business Scurfield Hall New Building 1986 Complete University of Cincinnati School of Business Carl H. Lindner Hall New Building 1987 Complete Brock University Faculty of Business Taro Hall New Building 1990 Complete The University of Arizona Eller College of Management McClelland Hall New Building 1992 Complete University of California, Berkeley Haas School of Business Haas School of Business complex New Building 1995 Complete University of California, Los Angeles Anderson School of Management Management Education Complex New Building 1995 Complete Boston University School of Management Rafik B. Hariri Building New Building 1996 Complete Creighton University College of Business College of Business Building Renovation/Expansion 1996 Complete Northern Kentucky University Haile/US Bank College of Business unknown unknown 1996 Complete University of Georgia The Terry College of Business Brooks Hall Renovation/Expansion 1996 Complete William and Rosemary Gallagher University of Montana School of Business Administration Business Building New Building 1996 Complete University of Virginia-Darden Darden Graduate School of Business Saunders Hall New Building 1996 Complete The Arnold and Mabel Beckman Chapman University Argyros School of Business and Economics Business and Technology Hall New Building 1997 Complete Peter F. Drucker & Masatoshi Ito Graduate Claremont Graduate