UCL Brand Architecture: 2021
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CVAN Open Letter to the Secretary of State for Education
Press Release: Wednesday 12 May 2021 Leading UK contemporary visual arts institutions and art schools unite against proposed government cuts to arts education ● Directors of BALTIC, Hayward Gallery, MiMA, Serpentine, Tate, The Slade, Central St. Martin’s and Goldsmiths among over 300 signatories of open letter to Education Secretary Gavin Williamson opposing 50% cuts in subsidy support to arts subjects in higher education ● The letter is part of the nationwide #ArtIsEssential campaign to demonstrate the essential value of the visual arts This morning, the UK’s Contemporary Visual Arts Network (CVAN) have brought together leaders from across the visual arts sector including arts institutions, art schools, galleries and universities across the country, to issue an open letter to Gavin Williamson, the Secretary of State for Education asking him to revoke his proposed 50% cuts in subsidy support to arts subjects across higher education. Following the closure of the consultation on this proposed move on Thursday 6th May, the Government has until mid-June to come to a decision on the future of funding for the arts in higher education – and the sector aims to remind them not only of the critical value of the arts to the UK’s economy, but the essential role they play in the long term cultural infrastructure, creative ambition and wellbeing of the nation. Working in partnership with the UK’s Visual Arts Alliance (VAA) and London Art School Alliance (LASA) to galvanise the sector in their united response, the CVAN’s open letter emphasises that art is essential to the growth of the country. -
Undergraduate Prospectus 2021 Entry
Undergraduate 2021 Entry Prospectus Image captions p15 p30–31 p44 p56–57 – The Marmor Homericum, located in the – Bornean orangutan. Courtesy of USO – UCL alumnus, Christopher Nolan. Courtesy – Students collecting beetles to quantify – Students create a bespoke programme South Cloisters of the Wilkins Building, depicts Homer reciting the Iliad to the – Saltburn Mine water treatment scheme. of Kirsten Holst their dispersion on a beach at Atlanterra, incorporating both arts and science and credits accompaniment of a lyre. Courtesy Courtesy of Onya McCausland – Recent graduates celebrating at their Spain with a European mantis, Mantis subjects. Courtesy of Mat Wright religiosa, in the foreground. Courtesy of Mat Wright – Community mappers holding the drone that graduation ceremony. Courtesy of John – There are a number of study spaces of UCL Life Sciences Front cover captured the point clouds and aerial images Moloney Photography on campus, including the JBS Haldane p71 – Students in a UCL laboratory. Study Hub. Courtesy of Mat Wright – UCL Portico. Courtesy of Matt Clayton of their settlements on the peripheral slopes – Students in a Hungarian language class p32–33 Courtesy of Mat Wright of José Carlos Mariátegui in Lima, Peru. – The Arts and Sciences Common Room – one of ten languages taught by the UCL Inside front cover Courtesy of Rita Lambert – Our Student Ambassador team help out in Malet Place. The mural on the wall is p45 School of Slavonic and East European at events like Open Days and Graduation. a commissioned illustration for the UCL St Paul’s River – Aerial photograph showing UCL’s location – Prosthetic hand. Courtesy of UCL Studies. -
Economic Land Use Vision Euston Area Plan
WorkReportReport in Progress GVA 10 Stratton Street London W1J 8JR Economic Land Use Vision Euston Area Plan London Borough of Camden December 2013 January 2013 gva.co.uk London Borough of Camden Euston Area Economic Vision Prepared By . Christopher Hall .............. Status . Report......................Date July 17, 2013 ................... Reviewed By. Martyn Saunders............ Status . Report......................Date July 19, 2013 ................... Updated By.. Christopher Hall .............. Status . Report......................Date December 23, 2013 For and on behalf of GVA Ltd December 2013 gva.co.uk London Borough of Camden Euston Area Economic Vision Contents Executive Summary.....................................................................................................................2 1. Introduction.....................................................................................................................8 2. The Euston Context.......................................................................................................12 3. Central London Commercial Office Investment Activity and Prospects.................15 4. The Knowledge Economy............................................................................................29 5. Innovation hub models................................................................................................47 6. Land and Space Requirements...................................................................................69 7. The Retail Role...............................................................................................................77 -
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. -
Donor Wall Competition Call for Expression of Interest UCL Donor Wall Competition
UCL Wilkins Terrace Donor Wall Competition Call for expression of interest UCL Donor Wall Competition Introduction UCL is fortunate and proud to receive generous Never before has there been an donations from many organisations and opportunity to celebrate these individuals to support the work of UCL. philanthropic gifts in one high UCL’s Office of the Vice Provost (Development) is profile location. launching this competition to design the inaugural UCL donor recognition wall. Artists and designers from The Slade School of Fine Art and The Bartlett School of Architecture are invited to submit an expression of interest for the competition. Never before has there been an opportunity to celebrate these philanthropic gifts in one high profile location. The Wilkins Terrace The Wilkins Terrace Wilkins Terrace provides a unique and high New classical planting, including large pleached quality space hidden within UCL’s urban estate, trees and climbing wisteria, complements and comprising both generous public realm and provides a softening frontage to the built form. striking built form. Created by enclosing an A number of edible species also allow staff and existing service yard, the new space is conceived students to further interact with the new space, be as an accessible, stone paved, split level terrace, it through flowers, herbs or fruit trees. with the lower level serving the Lower Refectory. The terrace opens up a new east-west route to improve accessibility across the campus. The terrace is sculpturally carved out of Portland stone, a sustainable and durable material that also Not only will it be used informally by the UCL makes up UCL’s Grade I listed Wilkins Building. -
Critical Visualization: a Case for Rethinking How We Visualize Risk and Security Peter Hall1,* Claude Heath2 and Lizzie Coles-Kemp2
Journal of Cybersecurity Advance Access published December 1, 2015 Journal of Cybersecurity, 0(0), 2015, 1–16 doi: 10.1093/cybsec/tyv004 Research Article Research Article Critical visualization: a case for rethinking how we visualize risk and security Peter Hall1,* Claude Heath2 and Lizzie Coles-Kemp2 1Central St Martins University of the Arts London, 1 Granary Square, London N1C 4AA and 2Royal Holloway University of London, Surrey, TW200EX, UK Downloaded from *Correspondence address. Royal Holloway University of London, Surrey TW200EX, UK. Tel: þ44(0)1784434455; E-mail: [email protected] Received 29 May 2015; accepted 28 September 2015 Abstract http://cybersecurity.oxfordjournals.org/ In an era of high-profile hacks, information leaks and cybercrime, cybersecurity is the focus of much corporate and state-funded research. Data visualization is regarded as an important tool in the detection and prediction of risk and vulnerability in cybersecurity, but discussion tends to remain at the level of the usability of visualization tools and how to reduce the cognitive load on the consumers of the visualizations. This focus is rooted in a desire to simplify the complexity of cybersecurity. This article argues that while usability and simplification are important goals for the designers of visualizations, there is a much wider discussion that needs to take place about the underlying narratives upon which these visualizations are based. The authors take the position that the narratives on which cybersecurity visualizations are based ignore important aspects of cyberse- curity and that their visual form causes the producers and users of these visualizations to focus too by guest on December 8, 2015 narrowly on adversarial security issues, ignoring important aspects of social and community-based security. -
The Bartlett School of Construction & Project Management
The Bartlett School of Construction & Project Management University College London Faculty of the Built Environment The Bartlett School of Construction & Project Management ABOUT UCL UCL is one of the world's top universities. Based in the heart of London, it is a dynamic, outward-looking institution. At its establishment in 1826, UCL was radical and responsive to the needs of society, opening up education to all on equal terms, and this ethos – that excellence should go hand-in-hand with enriching society – continues today. UCL's excellence extends across all academic disciplines; from one of Europe's largest and most productive hubs for biomedical science interacting with several leading London hospitals, to world-renowned centres for architecture (UCL Bartlett) and fine art (UCL Slade School). The UCL community UCL's staff and former students have included 29 Nobel prize-winners. It is a truly international community: more than one-third of our student body – around 38,000 strong – come from 150 countries and nearly one- third of UCL’s 13,000 staff are from outside the UK. UCL offers postgraduate research opportunities in all of its subjects, and provides about 200 undergraduate programmes and more than 400 taught postgraduate programmes. Approximately 52% of the student community is engaged in graduate studies, with nearly a third of these graduate students pursuing research degrees. Research and teaching at UCL UCL is independently ranked as the most productive research university in Europe (SIR). It has 983 professors – the second highest number of any university in the UK – and the best academic to student ratio of any UK university, enabling small class sizes and outstanding individual support. -
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. -
Fourth Year Report Institute of Making, UCL 2016-17
Fourth Year Report Institute of Making, UCL 2016-17 1 Contents 04-25 The Overview 94-115 Materials Library 26-47 Member Profles 116-133 The Makespace 48-71 Research Programme 134-139 Concluding Remarks 72-93 Events & Public Engagement 140-163 Appendix 2 3 The Overview 4 5 Why we do what we do... “I wanted to thank you for all the help you have given me and my group in designing and manufacturing our ALS Neck Collar, as well as for the help you ofered my fatmate with her 3D printing project. Without your assistance and patience we would be nowhere near as close to being where we are now; our collar will be undergoing testing on healthy volunteers at Stanmore Hospital next week.” Nicolas Wood, Medical Physics undergraduate. 6 7 We are a very unusual research club... The Institute of Making is a place that encourages play, research and development of materials and processes. We believe that until you make something you don’t really understand it. We are a diverse multidisciplinary community whose activities support teaching and research through making. We provide a fully equipped workshop, technical training, a library of materials and, most importantly, inspiration and support. 8 9 Membership is open to anyone at UCL... We currently have 3212 active members, of whom 16% are staf and 84% are students. A further breakdown of the member demographic is as follows: female (41%), male (44%), no gender declaration (15%); undergraduates (47%), postgraduates (34%), academic staf (12%), and professional services staf (7%). The membership encompasses a wide range of specialisms and interests, from Architecture to Medicine, Art History to Engineering, and Archaeology to Biology.