zilongwang/ReadingBank huggingface dataset:
Play-by-Play: In class Practice Accounting is a skill and skills are best learned by hands-on practice. During class instruction, we will walk through transactions and scenarios to give you a chance to become familiarized with the Generally Accepted Accounting Principles. This will be done as a class where you have the opportunity to ask each other or myself for help. Game Time: Homework The homework will give you a chance to try your hand at working through scenarios on your own. Class time will be given to work on activities. Anything not completed during class will be considered homework and due at the beginning of the next class period. Overtime: Review for Test The class prior to the test will be used to complete that chapter’s review. The review is always the same as the test, but with different numbers. It is a great study guide and practice! Regionals: Assessments The assessment is your chance to show me what you’ve learned. There is always 10 multiple choice questions reviewing your knowledge of the vocab and content discussed in the chapter followed by a problem identical to the review. Class Webpage High School tab Elaine Ware Professionalism Here you will find daily class objectives (what you will be learning), class agenda (what we will be doing for the day), and homework (what is due the next time you come to class). Links will be provided to any Worksheets and PowerPoints used in class.
Image, business etiquette, telephone and e-etiquette, manners, communication, relationships, competence, responsibility and accountability, trustworthiness, empathy and compassion, respectfulness, emotional maturity Ethics Highlights: Role boundaries – no sexual contact with active or terminated clients Role boundaries – you cannot employ or take unfair advantage of a client Do not accept gifts from clients or their collaterals Staff should refrain from giving gifts to clients No giving or receiving of gifts if there are strings attached Staff shall strive to protect client confidentiality Staff should practice only in their area of competence Seek supervision if you are uncertain about an ethical issue Report all suspected ethical violations Professional Codes of Ethics: American Counseling Association: American Psychological Association: National Association of Social Workers: Confidentiality Health Insurance Portability and Accountability Act (HIPAA): We are required by law to maintain the privacy of protected health information, provide clients with notice of our legal duties and privacy practices, and follow the terms of the notice currently in place (Notice of Privacy Practice).
Overview This 1h 30m course will describe the key elements of the professional experience coordinator’s role. Participants will unpack A Framework for High-Quality Professional Experience in Schools (2014) and examine the characteristics of a quality professional experience program. The course will include strategies to: manage the professional experience program plan a well-structured orientation program support supervising teachers Anticipated Outcomes This course will build the capacity of experienced members of staff, including teachers working towards one of the higher levels of accreditation, to facilitate and support high quality professional experience programs for teacher education students in schools. The course connects with and supports: A Framework for High-Quality Professional Experience in Schools (2014) Great Teaching, Inspired Learning A Blueprint for Action Australian Professional Standards for Teachers Priority Area/s Career Development Date Venue Week 5 23 February Riverwood Office 11 Union Street Riverwood Target Audience Coordinators and teachers interested in coordinating professional experience programs Time Registration: from 3:30 pm Course: 4:00 pm to 5:30 pm Total cost $5.50 per person Enrolment Contact person Lorraine White Location Miranda Office Phone 95313930 Email The Department of Education is endorsed to provide QTC Registered Professional Development for teachers accredited at Proficient, Highly Accomplished and Lead Teacher.
4. PR Form(s) RECOMMENDATIONS - DISCUSSION List only one of the nurses’ recommendations in each box Record only key issues: NOT verbatim notes Be succinct Any agreement through consensus here: Any employer concerns here: 5. SUMMARY AND RECOMMENDATIONS List issue discussed One per box List actions agreed upon here Who will do what by when? When will you review and how? (30 day review) Summary update at 30 days: Submitted by: ___________________________ ______________________________ _____________________________ Employer Co-Chair NBA Co-Chair Date
Professionals Checklist For establishing if a concern meets the criteria of self-neglect/hoarding Person causing concerns: Address : Personal Identifier NHS Number or IT number if known: D.O.B: Person Completing Checklist: Date Completed: *Please add any comments/justification/evidence in the box on the rear of this form Issues for consideration when deciding if an individual is seriously /Hoarding. YES NO 1 Is physically frail or has a physical disability, learning disability, mental health needs, long term condition or misuses substances or alcohol? ☐ ☐ 2a Does the person have capacity to make decisions about their health, care and support needs? Has a formal mental capacity assessment been undertaken? If the person lacks capacity to understand they are self- neglecting has a best interest meeting taken place? ☐ ☐ 2b ☐ ☐ 2c ☐ ☐ 3 Is the person unwilling or failing to perform essential self-care tasks? ☐ ☐ 4 Is the person living in unsanitary accommodation possibly squalor? ☐ ☐ 5 Is the person unwilling or failing to provide essential clothing, medical care for themselves necessary to maintain physical health, mental health and general safety? ☐ ☐ 6 Is the person neglecting household maintenance to a degree that it creates risks and hazards? ☐ ☐ 7 Does the person present with some eccentric behaviour and do they obsessively hoard and is this contributing to the concerns of self-neglect? ☐ ☐ 8 Is there evidence to suggest poor diet or nutrition e.g. very little fresh food in their accommodation/mouldy food identified? ☐ ☐ 9 Is the person declining prescribed medication or health treatment and/or social care staff in relation to their personal hygiene and having a significant impact on their wellbeing? ☐ ☐ 10 Is the person declining or refusing to allow access to healthcare and/or social care staff in relation to their personal hygiene? ☐ ☐ 11 Is the person refusing to allow access to other agencies or organisations such as utility companies, fire and rescue, ambulance staff, housing or landlord? ☐ ☐ 12 Is the person unwilling to attend appointments with relevant health or social care staff? ☐ ☐ 13 Have interventions been tried in the past and not been successful? ☐ ☐ 14 Has the person any family , partners or friends that may be able to assist with any interventions? ☐ ☐ 15 Is the perceived self-neglect impacting on anyone else? e.g. family members, partners, neighbours, etc. ☐ ☐ 16. Are their dependent children living in the accommodation? ☐ ☐
Professional Advice Log for use in Supporter Meetings Professional Knowledge and Understanding Curriculum Content Cross-curricular Themes Planning Knowledge Curriculum Nature and Development 1.2.1 Education System, Policy and Practice 1.2.2 Sector Issues 1.3.1 Professional Values and Practices 1.3.2 Research-based Knowledge Professional Skills and Abilities 2.1.1 Long-term/Short-term Planning 2.1.2 Communication with Pupils 2.1.3 Teaching and Learning Strategies and Resources 2.1.4 Expectations and Pace of Work 2.1.5 Working with other Adults 2.2.1 Organising and Managing Resources 2.2.2 Managing Pupil Behaviour 2.3.1 Assessment, Recording and Reporting 2.3.2 Self-evaluation 2.4.1 Research Literature accessed and Critically Reviewed 2.4.2 Convey Understanding of Practice and General Education Matters 2.4.3 Self-Reflecting, Acting to Improve and Contributing to Personal Professional Development Professional Values and Personal Commitment 3.1 Commitment to Social Justice, Inclusion, Caring for and Protecting Children 3.2 Taking Responsibility for Professional Learning and Development 3.3 Value, Respect and Active Partners in Work Community Strengths: What’s Working? Focus: What challenges/issues/concerns are there? Next Steps: Support required/desired by: Self? Supporter? Other? Probationer Signature ______________________________________________________ Supporter Signature _______________________________________________________ Date ___________________________ Self Evaluation following an Observed Teaching Session
A Professional Discussion template has been developed so that the applicant can record notes from these meetings (see pages 4-6 of this document). The discussion notes should be signed and dated by both the applicant and supporter. The applicant can then upload these into their online workbook. b) At the end of the process: completing a supporting statement After the applicant has collected and collated evidence in their workbook in MyQTLS and checked this for spelling and grammatical errors, they will share it officially with their supporter. This action will prevent the applicant from amending the workbook. The supporter will be required to: read the collated evidence confirm that the applicant has provided a true and accurate picture of his/her professional practice complete an online statement authenticating the applicant’s evidence in the ‘Supporter’s statement’ area of the applicant’s workbook. The statement requires the supporter to give details of: the context in which the applicant is known to him or her how the applicant has developed their practice and subject knowledge during the professional formation process the impact this had had on their practice, learner outcomes and organisation, if possible supported by any specific examples particular strengths and attributes which the applicant brings to his or her professional practice areas for future professional development It is advisable to refer to the and comment on these when completing the statement. Adding your supporter’s statement When the application is ready to be supported, the applicant will share the workbook with you. You will receive an email confirmation. Click the first link and follow the instructions which will be provided in the email. This will give you access to the workbook so you will be able to read through the information to ensure that what has been entered in the narrative is a correct record. After completing the reading of the narrative, please click the Supporting Statement button in the bottom status bar – similar to the example below: This action will open up a statement form for you to complete. You will be able to keep editing and saving the statement until it is completed by clicking the Save and exit button. When the statement has been completed, please click on the Save and support button – if
Professional Development Planning Template There are many different “types” of professional development activities in which out-of-school time (OST) professionals may participate. Below is a sample planning tool based on the types of professional development common to the , & . Networks, Communities of Practice, Professional Learning Communities (e.g. formed specifically for professional development of OST professionals) Workshops (e.g. on subject matter or methods and/or other youth development, education, and/or OST-related topics) Conferences/ Seminars (e.g. at which OST professionals and/or researchers present research results and best practices) Qualification Program (e.g. a degree or certification program) Mentoring, Observation, Coaching (e.g. as part of a formal OST program arrangement) Observation Visits to Other OST Programs Self-Guided Study (e.g. reading professional literature) Agenda for Children OST offerings Communities of Practice Youth Worker, Staff Leaders, Quality Stewards 7-8 sessions x 2 hours Executive Directors 4 sessions x 2.5 hours Middle School Network 8 sessions x 2 hours EL Steam Network 2 sessions x 2 hours Training 2-3 hours/ workshop, 12 workshops OST Symposium 1.5 hour/ workshop, workshops Quality Improvement System (QIS) 10-30 hours
Professional Goal to Support Learning School Year: Program: Name: Goal 1 (Specific targets): Rationale for selecting goal: Standard (s) / Indicator(s) Addressed (Refer to SOESD’s Licensed Staff Assessment & Evaluation Rubric) How Goal Supports Student Learning (How your professional growth will help students) Projects / Strategies / Activities (What you will do to accomplish the goal) Strategies (Instructional strategies to be used to accomplish goal) Needed Resources / Colleagues Who Can Help (Sources of learning & support to help you) Measures for Assessing Progress (How your learning & growth will be measured)
Professional Goal to Support Learning 2 School Year: Program: Name: Goal 2 (Specific targets): Rationale for selecting goal: Standard (s) / Indicator(s) Addressed (Refer to SOESD’s Licensed Staff Assessment & Evaluation Rubric) How Goal Supports Student Learning (How your professional growth will help students) Projects / Strategies / Activities (What you will do to accomplish the goal) Strategies (Instructional strategies to be used to accomplish goal) Needed Resources / Colleagues Who Can Help (Sources of learning & support to help you) Measures for Assessing Progress (How your learning & growth will be measured)
Lead School School of Social Sciences, Business and Law Additional Contributing Schools N/A FHEQ Level [see guidance] 6 Bologna Cycle [see guidance] First cycle (end of cycle) qualifications JACS Code and JACS Description 100.00% - Training Teachers (X100), Price group D, Education Mode of Attendance [full-time or part-time] Full Time Part Time Relevant QAA Subject Benchmarking Group(s) Professional Graduate Certificate in Education Education and Training (Please refer to the attached addendum for the Programme Specification applicable to ProfGradCertEd Education and Training - Full Time In-Service) Relevant Additional External Reference Points (e.g. National Occupational Standards, PSB Standards) Education and Training Foundation Ofsted LSIS National Units of Study Date of Production/Revision January 2015 Updated March 2014 and July 2014 Original approval - May 2012 Criteria for Admission to the Programme (if different from standard University criteria) GCSE (or standard equivalent) in English, grade C or above. First degree (minimum of a 2:2). In exceptional cases prospective students who are able to demonstrate suitable significant experience and/or further study may be considered for the programme. Satisfactory DBS check. A teaching practice placement of at least 100 hours in an appropriate context. Successful completion of a formal interview that demonstrates: • Intellectual and academic suitability for the course; • Possession of the appropriate attitudes and values expected of a teacher working in the education and training sector; • The ability to communicate clearly and
Module Title Professional leadership of Leading Nursing and Midwifery Level 7 Credit Value 20 Credits External Examiner Marian Wilmer Student Study hours Contact Hours: 30 Blended Learning Hours: 20 Student Managed Learning Hours: 200 Total Hours = 200 Pre-requisite learning Knowledge and level 7 study of leadership theories Co-requisites None Module Coordinator Dr Elaine Maxwell Description As healthcare provision becomes increasingly complex, with greater demand for services, more people suffering multiple long term conditions and shortages in the supply of clinical professionals, the need for strong nursing leadership is crucial. At the same time, the NHS is under more sustained financial constraint than ever before and public expectations continue to rise. To meet these challenges, healthcare needs senior nurses who offer strategic as well as operational leadership. Future Nurse Leaders must be able to articulate the profession's contribution to the broader strategic response. They will also need to innovate and develop service plans which align competing objectives to optimise outcomes and experience for patients whilst ensuring no resources are wasted. This module explores the strategic leadership of Nursing as opposed to the operational management of nurses Aims This module aims to; Critically appraise Nursing, Midwifery and related matters: history, value of nursing, and adaptation to changing environments Articulate the evidence that informs models of professional practice and future visions of nursing Explore how Nursing and Midwifery practice can contribute to strategic aims of the healthcare system Learning outcomes Knowledge and Understanding: Students will be able to systematically draw on academic theories of professions Students will demonstrate evidence based understanding of the professions’ added value and contribution to safety Intellectual Skills:
References Australian Government (2000) International Education Online. Retrieved from: https://internationaleducation.gov.au/Pages/default.aspx Australian Government. (2016). National Strategy for International Education 2025. Retrieved from: Garrett, R. (2014). Explaining International Student Satisfaction: Insights from the International Student Barometer. Retrieved from https://www.i-graduate.org/assets/2014-Explaining-Satisfaction.pdf Griffith University. (2016). Model of Employability. Brisbane, Australia. Griffith University. (2014). Internationalisation Strategy 2014–2017. Brisbane, Australia. Kinash, S., Crane, L., Judd, M. M., Mitchell, K., McLean, M., Knight, C., & Dowling, D. (2015). Graduate Employability Framework. Supporting graduate employability from generalist disciplines through employer and private institution collaboration. Retrieved from: www.graduateemployability.com UNESCO (2014). Global flow of tertiary level students. Retrieved from: http://www.uis.unesco.org/Education/Pages/international-student-flow-viz.aspx
education bulletin board. MUE 201 Music Education Seminar is offered each semester and must be taken no later than the semester prior to entering the professional sequence (MUE 331 Methods and Materials I). Most students will enroll in MUE 201 during the second semester of the freshman year or first semester of the sophomore year. Pre-Methods Observations: Students are required to spend three (3) full days observing music teachers in the public schools. Each experience will be at a different level and district: (1) elementary, (2) middle/junior high, and (3) senior high choral/instrumental. It is the student's responsibility to locate the school, contact the principal and music teacher to make an appointment for each observation. These observations must be completed during MUE 201. Appropriate observation forms are distributed by the instructor. Students not complying with these requirements will receive a failing grade for MUE201 and must retake and successfully complete the course in order to apply for entrance into the Professional Sequence. Clearances required for MUE 201: Child Abuse Clearance Record Pennsylvania State Police Act 34 Criminal Clearance FBI Fingerprint check TB test Clearances must be scanned by the College of Education prior to the fourth day of classes or students will be dropped from MUE 201 Class Roll SOPHOMORE MUSIC EDUCATION REQUIREMENTS Pre-Professional Sequence Meeting: Students are required to attend a group advisement meeting to determine the semester in which the professional sequence will begin. Dates and times will be posted on the music education bulletin board. At these meetings, students will be advised to complete the following: Professional Qualifying Test Child Abuse Clearance Record Pennsylvania State Police Act 34 Criminal Clearance FBI Fingerprint check TB/Polio Passing scores as established by the Pennsylvania Department of Education on the Skills Tests, which include reading, writing and mathematics JUNIOR MUSIC EDUCATION REQUIREMENTS MUE 331 Methods and Materials I and MUE 332 Methods and Materials II meet from 8-10:50 a.m. on either Tuesday or Thursday with the alternate day (T/R) reserved for Field Experiences. Both classes may be required to meet both Tuesday and Thursday as announced by the instructor. Field Experience
Executive Summary Small schools can access learning specialists through sharing arrangements. The intent is to enable all teachers to observe high quality teaching and learning from and with colleagues through collaborative inquiry. Small schools are defined as those with less than or equal to 80 students. Role of THE learning specialist From the commencement of the 2018 school year, the Victorian Government Schools Agreement 2017 introduces a new promotion position, the learning specialist, at the same level as the leading teacher classification. The learning specialist role is aimed at building excellence in teaching and learning within the teaching service. Learning specialists will be highly skilled classroom practitioners who continue to spend the majority of their time in the classroom. Learning specialists will have deep knowledge and expertise in high quality teaching and learning. They will have a range of responsibilities, including facilitating school-based professional learning, teaching demonstration lessons, and mentoring and coaching other teachers. Learning specialists will lead the learning of their colleagues and will be most effective when they work with other teachers. Guiding Principles For Sharing learning Specialists To guide small schools and networks in the development of their learning specialist arrangements, three guiding principles have been developed: Small schools are encouraged to establish local sharing arrangements that will enable access to learning specialists, noting that arrangements will vary according to their size, geography and specific (FISO) goals. Sharing arrangements should operate within networks (or Areas if necessary) wherever possible. Funds provided to small schools for learning specialists can be used to support sharing arrangements, to access classroom observation and collaborative practice, noting that (for small schools only) this may include purposes other than employing a learning specialist (possible approaches are outlined below). Wherever possible, small schools are encouraged to use technology to facilitate virtual learning, observation, feedback and collaboration. A Sharing Approach Small schools face unique and diverse circumstances. Therefore, we want to encourage flexibility in accessing learning specialists and enable small schools to implement the best solutions for them. The intent remains clear — to enable all teachers to have opportunities to: observe high quality teaching, provided by the learning specialist reflect on these observations and what it means for their own practice learn from and with colleagues through purposeful, evidence-based collaborative inquiry focused on improving student learning outcomes reflect on and refine their individual practice across the core areas of curriculum, pedagogy and assessment of student learning. Networks should consider how they can support small schools within the network to access learning specialists. Several possible approaches to accessing learning specialists are outlined on the next page. LEARNING FOR SMALL SCHOOLS
3d Using Assessment in Instruction 25 Quick Formative Assessments for a Differentiated Classroom by Judith Dodge What Teachers Really Need to Know About Formative Assessment by Laura Greenstein Think Big/Start Small by Gayle Gregory and Martha Kaufeldt Why Didn’t I learn This in College by Paula Rutherford Differentiation by Rick Wormelli Assessment that Informs Reading and Learning by Cris Tovani Using Sticky Notes for Assessment: Warm-Up Idea: (classbuilding) CCSS Aligned Rubrics
9/10/2016 Journal of Black Studies. The Relationship Between the 'Invisibility' of African American Women in the American Civil Rights Movement of the 1950s and 1960s and Their Portrayal in Modern Film. 09/10/2016 Dialogues in Social Justice. Integrating Aesthetics: Transforming Continuing education through Africentric practice. 08/20/2016 Journal of Negro Education. “To be honest”: Black girls in the places that we call schools. 08/05/2016 Adult Education Quarterly. Functional adult literacy: An alternative gateway to grassroots women’s improved income generation in Lango sub region, Northern Uganda. 06/29/2016 Adult Learning. Engendering hope: Women’s (dis)engagement in change in Afghanistan. 11/4/2015 Adult Education Quarterly. Transformative learning in post-conflict South Africa: Disruption, dilemma and direction. 11/10/2014 Journal of Black Studies. Book Review: The March on Washington: Jobs, freedom and the forgotten history of the Civil Rights by William P. Jones. 05/08/2014 Adult Education Quarterly. Womanist identity development. 7/17/2013 Adult Education Quarterly. Labeling female genitalia in Southern African contexts: Queering practices and the politics of reclamation. 1/17/2013 Adult Education Quarterly. Stories of an expression of agency: The experiences of Braille literacy practitioners in the Khan Ri Gude South African mass literacy campaign. 10/30/2011 Adult Education Quarterly. A constructive-developmental perspective on the Transformational learning of adults marginalized by race, class and gender. ii. Evaluator/Assessor of Promotion portfolio to Full Professor 9/2017 Review of portfolio of Zifikile Makwavarara, Professor, Department of African languages and literature and literature, University of Zimbabwe. 9/2014 Review of portfolio of Itai Muhwati, Professor, Department of African languages and literature, University of Zimbabwe. iii. Chair, International Delegations 7/97 WSU/US delegation to UNESCO-CONFITEA V conference in Hamburg, Germany.
Sebastian’s Action Trust Professional Referral Form Our criteria for taking on new referrals are that the child must have a life-shortening condition according to NICE Guidelines: Group 1 – Life threatening conditions for which curative treatment may be feasible but can fail. (E.g. cancer, irreversible organ failures of heart, liver, kidneys.) Group 2 – Conditions where premature death is inevitable. (E.g. cystic fibrosis) Group 3 – Progressive conditions without curative treatment options. (E.g. Batten disease, mucopolysaccaridoses, muscular dystrophy.) Group 4 – Irreversible but non-progressive conditions causing severe disability leading to susceptibility to health complications and likelihood of premature death. (e.g. multiple disabilities such as brain or spinal cord insult.) On receipt of the referral, a medical professional will be contacted to confirm diagnosis meets our criteria. Child’s full name Child's date of birth Gender Male Female NHS Number Child’s Condition Home Address County Postcode Mum’s Name Contact Number/ Email Dad’s Name Contact Number / Email Referred by Name: Telephone: E-mail:
Goals for the Year Ahead This section captures your agreed functional and College aligned goals which are future focused. Two College/Portfolio aligned goals have been pre-populated below to ensure a focus on service delivery and continuous improvement. In describing your performance measures, ensure they are realistic, measurable and time relevant. Please fill out the first column below at the start of the review period. KEY GOAL OUTCOMES and PERFORMANCE MEASURES STAFF MEMBER REVIEW (at end of review cycle) SUPERVISOR REVIEW: (at end of review cycle) 1. Strategic Goal: Customer Service: Indicate extent of achievement at end of review cycle 2. Strategic Goal: Continuous Improvement: 3. Goal: 4. Goal: 5. Goal: The Year in Review The year in review section is to enable discussion and feedback on achievements and / or challenges affecting successful performance. It is also the opportunity to reflect on learnings and to provide two-way feedback. UNIVERSITY VALUES: [Staff member] How have you demonstrated the University’s Values in your day to day role? Provide examples of specific behaviours that reflect the university values [Manager/supervisor] Feedback on observed behaviours
□ Other? TRAINING AND PROFESSIONAL DEVELOPMENT: Learning objective(s) and action(s) required These should relate to objectives and capabilities required for your role; and/ or how to build on these for your professional development Timeline: This will depend on type of activity priority/importance of undertaking it Desired outcomes – for self and for work area/ cost centre Eg having undertaken the development activity, / how will the work area benefit/how will your career benefit Review of benefit: Feedback at end of review cycle Record of Discussion and Agreed Actions MATTER RECORD OF DISCUSSION / FOLLOW UP ACTION Staff: Overall comments regarding outgoing review year (re discussion/feedback section) Supervisor: Overall comments regarding outgoing review year (re discussion/feedback section)
………………………………………………. . ……. Staff member’s signature ………………………………… date Supervisor’s signature ……………………………… date ……………………………………………. . ……. (other supervisor’s signature, as appropriate) ………………………………… date
Research methodologies Appropriate funding bodies and their priorities Special requirements Able to undertake duties at different premises including any University campus as required. National and international travel will be necessary from time to time in order to attend conferences and events and effectively represent the University in key professional networks. Expected to work outside of normal office hours as required. All academic staff are expected to engage in activities associated with promotion, marketing and public outreach of the subject area. Expectations of all staff Professional standards All staff employed by Birmingham City University are expected to exhibit high professional standards which promote and demonstrate the University’s core values of Excellence, People Focused, Partnership Working, Fairness and Integrity. In addition, Professors are expected to be an active ambassador for the University and proactively identify ways to enhance the University’s collective reputation. Equal Opportunities All staff are expected to understand and enact the University’s commitment to ensuring equality and diversity in all activities. This commitment is enshrined in the Equality Statement and core values. Dignity at work Every member of staff has a responsibility to ensure colleagues are treated with dignity and respect. The University is committed to creating a work environment for all staff that is free from harassment, intimidation and any other forms of bullying at work, where everyone is treated with dignity, respect and professional courtesy. Health and safety The arrangements for meeting the University’s health and safety objectives are contained in the Birmingham City University Health and Safety Policy. This includes the responsibilities of key staff and procedures covering the main activities of the University. All staff are expected to take reasonable care of themselves and those that may be affected by their actions. Dress code The University does not operate a formal dress code for its employees, other than for those who are provided with uniform and/or protective clothing. However, employees must ensure that their dress is professional, reasonably smart and appropriate for the situation in which they are working. All staff should ensure that they present a professional image and one that reflects sensitivity to customer perceptions. This may reflect their ethnicity and lifestyle, but should not be provocative or cause offence to those with whom they have contact. Citizenship All staff are expected to adhere to good citizenship, being generous with help and support to others, collaborating with colleagues and working for the benefit of the University as a whole. In particular working to provide a positive student experience and achieving excellence in all the University’s activities.
THE UNIVERSITY OF PERADENIYA SRI LANKA FORM OF APPLICATION FOR THE POST OF PROFESSOR/ASSOCIATE PROFESSOR POST APPLIED FOR: Advertised/ Merit Professor/Associate Professor (delete as appropriate) Personal Details: (If registered as a student in a University under any other name, please indicate such name within brackets) Surname: Other Names: Date of Birth (attach certificate): NIC No: Prof. Rev. Citizen of Sri Lanka Yes No Title: Dr. Mr. Ms. Sex Male Female Civil Status Single Married Professional Degree (eg. B.Sc. Hons. Cey., M.Sc. Lond.): Summary: Titles of theses written: Addresss (Any changes should be communicated immediately. An e-mail address is strongly encouraged) Postal: Tel: Fax: E-mail:
the provisions of the Equality Act 2010) This includes information about how you meet the requirements under additional information as stated in the job description documentation. and willingness to undertake administrative activities Working in an open and transparent way, providing information and communicating effectively with colleagues Collaborative working, particularly on interdisciplinary activities
Essential Desirable How Identified 1. Physical Professional appearance. Pleasant and confident manner. Performance in Interview process. 2. Qualifications PhD in a cognate subject PhD Supervisor Training. Evidence of supervision doctoral students to completion Teaching qualification. Professorial status Formal possession of an appropriate qualification to be verified at appointment. 3. Experience Track record of high level research returned in the 2014 REF exercise. Outstanding track record of research of national/international standing Established and current track-record of leadership in research and research governance. Track record of successful securing significant research funding and income generation. Experience of teaching at undergraduate & postgraduate level. Experience of PhD research supervision with a minimum of 2 completions Liaison with a range of external bodies appropriate to the discipline. Experience of teaching on professional programmes Demonstrable evidence of service user involvement in the research process. Application form. Interview process.
4. Training Evidence of Supervision experience and training Current evidence of research and research ethics and governance Commitment to continuing professional development Past training history from application form. 5. Special Knowledge Leading specialist knowledge in Health Science Excellent knowledge of appropriate funding bodies and their priorities Sound knowledge of REF and research quality structures and policy. Excellent knowledge of research methodologies and methods. Clinical management experience appropriate to the discipline. Qualifications and training held and demonstration of knowledge at interview. 6. Circumstances Flexible attitude to working hours. Ability to travel both nationally and internationally. To be able to work from various locations. Ensure candidates are aware of these requirements at interview. 7. Personal Skills Strong leadership skills at HE level. The ability to lead and motivate a research team. Ability to work effectively in a team Ability to supervise own workload and prioritise tasks Ability to support student groups and individual students Application form details. Interview process.
Research output: Chapter in Book/Report/Conference proceeding › Chapter 1999 Morison, J. & 1999 In : . 11, p. 1313-1338 Research output: Contribution to journal › Article 1999 In : . 2, p. 417-438 Research output: Contribution to journal › Article & Morison, J. 1999 In : . 11, p. 1041-1056 Research output: Contribution to journal › Article 1999 . Research output: Book/Report › Book 1998 Morison, J. & 1998 In : . 10, p. 977-1004 Research output: Contribution to journal › Article 1998 In : . 4, p. 253-276 Research output: Contribution to journal › Article 1997 1997 In : . 48, p. 307-314 Research output: Contribution to journal › Article 1997 In : . 48, p. 188-189 Research output: Contribution to journal › Article Projects 01/08/2007 → 30/09/2009 Project: Research & 01/08/2011 → … Project: Research & 01/08/2012 → … Project: Research & 01/08/2008 → 31/12/2011 Project: Research Frequent Journals Journal ISSNs: 0165-0750 Journal Journal ISSNs: 1361-1526
LEGAL FRAMEWORK GOVERNING ASPECTS OF THE AUSTRALIAN SUPERANNUATION SYSTEM Background paper 25 A TECHNICAL PAPER FOR THE ROYAL COMMISSION INTO MISCONDUCT IN THE BANKING, SUPERANNUATION AND FINANCIAL SERVICES INDUSTRY PROFESSOR PAMELA HANRAHAN SYDNEY, JULY 2018 The views expressed are the author’s views and are not to be understood as expressing the views of the Commission. Any comments should be forwarded to FSRCFeedback@royalcommission.gov.au by 26 August 2018.
This is supported by an obligation imposed directly on the directors of a corporate trustee in relation to a MySuper product by s 29VO of the SIS Act, to ‘exercise a reasonable degree of care and diligence for the purposes of ensuring that the corporate trustee carries out the obligations referred to in s 29VN’. This requires ‘the degree of care and diligence that a superannuation entity director would exercise in the corporate trustee’s circumstances’, and for this purpose a superannuation entity director is a person whose profession, business or employment is or includes acting as director of a corporate trustee of a superannuation entity and investing money on behalf of beneficiaries of the superannuation entity’. APPLICATION OF THE LEGAL PRINCIPLES This Chapter explains the how legal principles governing to the use of members’ funds, explained in Chapter 4, impact specifically on superannuation fund fees, trustee remuneration and expenses, investments, insurance and outsourcing. Fees Trustees may charge fees if this is provided for in the governing rules. Depending on their nature, fees will be deducted at the fund (or sub-fund) level or from a member’s individual account. The SIS Act restricts the types of fees that can be charged in connection with MySuper accounts and imposes certain requirements relating to fees for other accounts. The Productivity Commission found that fees paid exceed $30 billion per year (excluding insurance premiums) and that reported fees in Australia are higher than in many OECD countries. The government has recently introduced legislation to cap fees on certain low balance and inactive accounts, but otherwise the level of fees is a matter for the market, except where the legislation specifically provides that the fee must be limited to cost recovery. APRA collects and publishes information about fund level fees (by source of payment and type of fee) in its annual superannuation statistics. However as the Productivity Commission has observed, there are real limitations in the data collected. Part of the
Distinguished Public Lecture, “On Taking a History: Truth Lies and the Irving Trial” Royal College of Psychiatrists, 2013. Sir William Withering Lecture, Birmingham, May 2013 Keynote, “What the military can learn from us, and we from them”. Annual Conference RCPsych, Edinburgh, 2013 Regular speaker at conferences, seminars, postgraduate centres, academic departments etc. BOOK REVIEWS Brain Br J Health Psychology Br J Psychiatry Br Med J Criminal Behaviour & Mental Health Guardian, History of Psychiatry Int J Methods Psychiatry Int J Geriatric Psychiatry J Forensic Psychiatry J Psychosomatic Research J Alt Comp Med J Contemporary History J Neurol Neurosurg Psychiatry J Royal Society of Medicine Lancet Observer Psychological Medicine Psychosomatic Medicine Times Times Higher Ed TLS JOURNALISM 80+ articles for The Times, The Independent, The Observer, BMJ, Lancet, New Statesman, Times Higher, Research Fortnight, Spectator and The Guardian. Regular appearances at science , art and literary festivals GRANT GIVING BODIES MEDICAL RESEARCH COUNCIL Gulf War Illness Liaison Committee (1997-1999) Medical Advisory Board (1997-1998) Neurosciences Panel (1998-2002) MESG Committee (Monitoring and Evaluating the Research Funding Schemes: the “Cleaver” Committee) (1998- Research Ethics and Personal Information Committee (1999-2000) Health of the Public Panel (1999-2001) Health Services and Public Health Research Board (2001-2002) WELLCOME TRUST HSR and Clinical Epidemiology Grants and Advisory Committee (1996-2001) Expert Review Group, Cognitive Neurosciences and Mental Health (2011-
Performance of South African listed firms? 20 The finance function performance measurement- A data Envelopment Analysis Approach. Journal of Economics and Behavioural Studies Vol. 9, No. 6, pp. 109-121, December 2017 21 Comparative analysis of monetary policy shocks and exchange rate fluctuations in Nigeria and south Africa Journal of Economics and Behavioral Studies Vol. 9, No. 6, pp. 199-207, December 2017 22 Does Liquidity Management Affect Profitability in Selected Nigerian-Quoted Manufacturing Firms? Journal of Economics and Behavioral Studies Vol. 8, No. 4, pp. 41-51, August 2016 23 Corporate governance and management of earnings: Empirical evidence from selected Nigerian-listed companies Investment Management and Financial Innovations Vol. 13(2):189-205 · July 2016 24 Capital Structure and Firm Performance in Nigerian-Listed Companies Journal of Economics and Behavioral Studies Vol. 8, No. 3, pp. 54-74, June 2016 25 Does Supply-leading Hypothesis Hold in a Developing Economy? A Nigerian Focus Procedia Economics and Finance Vol. 30 pp 30-37. 26 Talent Management in Indian IT & ITES Sectors The Indian Journal of Industrial Relations VoL51 issue 1, pp 43-56. 27 Effect of Dividend decision on stock price changes: Further Nigerian Evidence. Investment Management and Financial Innovations VoL 12 Issue 1, 2015 28 Investigating the factors affecting life Problems and Perspectives in VoL 13 Issue 2, 2105.
Professional Equipment Wholesaling Electric Floor Polishing Retailing Dear Doctor: This form will take up to 5 minutes to complete. Please review each task the worker undertakes (both picture and written description) and tick whether or not the worker can complete this task. If modification required, please leave comments. Space at the end of this document is available for final comments and recommendations. Administrative Work Average 2 hours per day. Arranging client calls using telephone. Seated computer work or quotations and ordering. Accounts. Doctor Approval Yes No Comments: Loading Vehicle Attaching wheels to cleaning machine involving bending/squatting. Pushing machine to utility vehicle (medium level force). Lifting 23kg machine and chemicals (1 litre/ 1kg) into utility tray. Doctor Approval Yes No Comments: Driving to Customer Driving automatic and power steered vehicle. Variable duration 10 minutes to 1 hour. Like suburbs are scheduled together. Doctor Approval Yes No Comments:
Leadership and Enhancement Band 1 Band 2 Band 3 Band 4 Band 5 a) Evidence of external leadership through contributions to peer review bodies, committees, learned societies, professorial appointment panels outside the institution, institutional or departmental university reviews, professional organisations and similar. a) Evidence of sustained and success in leadership roles within Royal Holloway. This might be via development of new initiatives and schemes. a) Evidence of enduring academic leadership and a proven ability to lead, develop and motivate colleagues, working to achieve substantive College goals. a) Evidence of an original contribution to the leadership of the field through the establishment of a new body, cultural event etc. Professors meeting the Leadership & Enhancement criteria for Band 5 will undertake significant and influential activities facilitating the College’s strategic aims. Evidence of this might well include: b) Well-developed management skills and evidence of significant and contributions to the administration of a Department/School/Faculty at Royal Holloway through major administrative roles. b) Evidence of academic leadership and the capacity to motivate colleagues working as part of a team. b) A successful and effective contribution to the achievement of the College’s strategic goals beyond the area of teaching e.g. through involvement with partnerships, representing the College externally on matters of key importance, or fundraising or other income generation b) Initiating and sustaining key partnerships of strategic importance, or major fundraising or other income generation. a) Evidence of a substantive, successful and active role in the strategic development and furtherance of the academic agenda of the College. c) Mentoring of other staff. c) Active membership of national or international bodies with evidence of how a leading and influential role has been undertaken. c) Active membership of national or international research sponsorship or teaching evaluation panels, or other relevant committees and HE bodies at board level. b) Substantive contribution to College’s strategic goals beyond areas of research and teaching e.g. negotiating complex partnerships, representing College on matters of key importance, or through fundraising or other income generation, which provides the College with a sustained benefit/legacy. d) Initiating and leading substantial change and improvement across the College. c) Leadership, guidance and sharing expertise with colleagues at a level that brings lasting enhancement and raised esteem to the work of the group. d) Achieving public recognition outside as well as inside the H.E. sector as a world authority.
PROFESSIONAL LEARNING – GUIDED REFLECTION Date Location Professional Learning Activity Duration Related to Australian Professional Standards 1 2 3 4 5 6 7 What was this activity about? In what ways did it address my identified need? What have I learned? How will this influence my future practice? What changes will others see in my practice as a result of this activity? How will I know if I have been successful?
How will I evaluate this effect? General Comments Australian Professional Standards for Teachers Professional Knowledge Professional Practice Professional Engagement 1 2 3 4 5 6 7 Know students and how they learn. Know the content and how to teach it Plan for and implement effective teaching and learning Create and maintain supportive and safe learning environments Assess, provide feedback and report on student learning Engage in professional learning Engage professionally with colleagues, parents/carers and the community Please note the cells in the table will expand