41. GP Department - Vocational Training - Guidance On Becoming A General Practitione guidance on becoming a general Practitioner. Don’t feel daunted. There is acommitment to teaching within each department and support and encouragement http://www.londondeanery.ac.uk/gp/vocational_training/becoming_a_gp_guidance.asp

London Deanery Jobs Jobs at the Deanery Jobs for Dentists ... Home Important Information LONDON DEANERY THAMES FOUNDATION SCHOOLS 2-Year Academic Foundation Programme Training Opportunities Guidance on becoming a General Practitioner Initial Requirements You will need GMC Registration or equivalent, MBBS or equivalent and membership of a defence organisation at the time of GP placement. You are eligible for UK training if you are a UK or EU national and have the right to work in the UK for more than 12 months from the commencement of the GP element of training. Your medical training should have been carried out in an environment where English was the main language or you have passed the ILETS part of the PLAB examination. You will need a full driving licence or access to transport enabling domiciliary care. You will need 12 months pre-registration house officer or equivalent experience. Hopefully you are healthy with no serious health problems, which will impair the ability to work as an independent general practitioner or pose a risk to patient safety. Also you should have no convictions likely to cause concern or to impair the ability to work as an independent practitioner or to compromise patient safety. The Hallmarks of Excellence The Learning Environment This should involve mutual planning and shared responsibility for education and training. Adult learners take responsibility for their own learning, use their own experiences, are life-long learners and develop the core knowledge, skills and attitudes they need.

42. Transparent Approach To Costing (TRAC): Online Form Guidance Notes Direct teaching activities need to be split between Publicly and NonPublicly (Note general management or committee work not specifically supporting http://www.admin.ox.ac.uk/trac/aasnotes.shtml

Introduction to AAS Online form guidance notes Go straight to online form Previous AAS results ... Contact us Related sites: FEC JCPSG: The Manual Finance Office Online form guidance notes Transparent Approach to Costing (TRAC) Before you start Logging in Filling the Form ... FAQs Before you start 1. The online form is reserved for use within the Oxford University network. If you wish to access the online form from home or elsewhere outside the University, then you will need to set up an OUCS dial-up or VPN account. In order to do this please visit http://www.oucs.ox.ac.uk/network/remote/ 2. The online form is designed to work best with modern browsers. However, whilst it functions perfectly well with older browsers, users using such browsers may lose some of the usability features designed to make filling in the form more easy. 3. Unfortunately due to a bug in the Macintosh version of Internet Explorer, it recommended that all Macintosh users use another browser such as Safari or Firefox. Back to Top Logging in 1. When you arrive at the form, you will be presented with the following screen. Excepting the login area, most of the form will be greyed out and disabled. You must first login before you can enter any data into the form. In order to login, you must correctly enter your surname, payroll number

43. Personnel Services: Appraisal Scheme For Academic Staff Notes and guidance for the use of divisional boards, faculty boards, Where general matters of concern are raised, either at a local level or with the http://www.admin.ox.ac.uk/ps/staff/academic/appraisal/guidance.shtml

HR strategy and Vision Codes of practice Information for academic staff Staff Handbooks ... Personnel Administration Appraisal scheme for academic staff Personnel Services Notes and guidance for the use of divisional boards, faculty boards, appraisees and appraisers Please read these notes before beginning the appraisal process. Background The Oxford appraisal scheme for academic staff was first introduced in 1989, and was relaunched in a streamlined and improved version in 1996 and again in 1999. Since its introduction the appraisal scheme has played a significant part in raising general concerns about workload and this has led directly to the introduction of schemes for temporary relief of burdens such as trade-offs and special lecturerships, and to the ongoing and wide-ranging discussions about the duties of academic staff. It has also been valuable at the more personal level by providing the mechanism whereby individuals can explore the scope for better infrastructural support such as secretarial services or resources for conference attendance. Objectives of the scheme The objectives of the appraisal scheme are two-fold. It gives individuals the opportunity to reflect on what they are doing and what they wish to do, and it also gives them the opportunity to comment on what the University (whether in the form of the faculty or department, division, or the central bodies) could realistically do to improve individuals' working lives. Both are equally important. The University believes that any formal opportunity given for reflection, however brief, is valuable when pressures are such that it is difficult to find time for this. It believes too that a means by which academic staff can regularly express views on possible improvements is an essential element in the University's exercise of its responsibility to maintain conditions in which the highest quality teaching and research can take place. It is particularly important at a time of change (notably in the context of possible changes in contractual arrangements and the introduction of divisions).

44. Transparent Approach To Costing (TRAC) - Guidance Notes - University Of Bath teaching fellows, secretarial and administrative staff paid from general All Teaching Activities associated with programmes of study leading to http://internal.bath.ac.uk/trac/guidance.html

Text only University Search News ... Contact us Transparent Approach to Costing (TRAC) TRAC Home What is TRAC? TRAC Update TRAC Steering Group Guidance for Staff in Academic Departments on the University's Time Allocation Requirements for 2003/04 General Principles a) The principles underlying the University's approach to deriving 'transparent costings' for research and teaching activities remain unchanged. They are that: (i) None of the data collected centrally will be used for any personnel-related activities, such as promotions, salary increases, early retirements etc.; (ii) Only anonymous data returns will be analysed (it is not anticipated that there will be any need for the centre to be furnished with individual identifications, although departments will need to hold a record of who has submitted returns for 'chasing' and verification purposes - see section 3.2 below). Methodology a) The methodology used in 2003/04 has been enhanced to provide a more robust and 'fine-grained' approach. Members of staff will notice that there are three rather than two reporting periods.

45. Finance Record Coding Manual - For Use From 2003-04 Onwards general guidance on Table 5a Tuition fees and education grants and contractsanalysed by Income relating, inter alia, to the teaching of NHS personnel, http://www.hesa.ac.uk/manuals/03031/fsrmanual2003-04.htm

Finance Record Coding Manual Home Page HESA Finance Record Coding Manual For use from 2003-04 onwards Table 1 Table 2 Table 3 Table 4 ... Table 7 General guidance on Table 1 1. Table 1 is a re-statement of the consolidated income and expenditure account in the financial statements. Minor changes will be made to Table 1 as necessary over time to reflect changes to the FE/HE SORP. The current Table 1 reflects the SORP published in September 2003. The data for Heads 1 to 5 and 7 to 10 are derived automatically from Tables 5b and 6. The data for Heads 6, 11, 12, 14, 17, 19, 20, 23 and 24 are automatically calculated and require no input. 2. Entries are required for Head 13 (Exceptional Items), Head 15 (Taxation), Head 16 (Minority interest), Head 18 (Transfer to/from accumulated income within specific endowments), Head 21 (Difference between historical cost depreciation and the actual charge for the period calculated on the re-valued amount) and Head 22 (Realisation of property revaluation gains of previous years). 3. Exceptional items should only be included under Head 13 where they meet the definition of exceptional items set out in Financial Reporting Standard (FRS) 3 – Reporting financial performance. FRS 3 requires the separate disclosure of:

46. Student Support Services - Healthcare Homepage guidance for Staff Teaching disabled and dyslexic students Preparing teachingmaterials general learning and teaching issues http://www.lancs.ac.uk/users/disabilities/guidance2/guidance_for_staff.htm

Student Support Services INFORMATION For everyone Disability Policy The campus map Disability Rights Commission Mainly for students Information for Applicants Dyslexia guide Disabled Student Allowance (DSA) ... Student Diaries - BBC Website Other Support Services Student Learning Development Centre Library Information System Services Student Support Services Mainly for staff Dyslexia in Higher Education Guidance for Staff Teaching disabled and dyslexic students Preparing teaching materials Finding out about students' disabilities ... Departmental Disability Representatives Guidance for Staff Teaching Disabled and Dyslexic Students Second edition 2002 Contents Introduction Key Contacts National guidance on learning and teaching which includes disabled students Preparing teaching materials with the needs of disabled students in mind ... Background information on disabilities 1. Introduction Since we published the original guidance notes in 1994, there has been a huge national upsurge of interest and guidance on disability issues, most recently on the accessible curriculum.

47. Teaching Guidelines Faculty guidance and Evaluation. For Teaching Fellows who Assist Faculty These notes provide only general and basic guidelines. http://www.columbia.edu/cu/classics/teaching.html

Department of Classics Graduate Student Teaching Guidelines Requirements After the first year, admission to the Ph.D. program in Classics carries with it a commitment of four years of full financial support subject only to the condition that the student is making satisfactory progress toward the doctoral degree. This position carries a fixed stipend (the same for all students) for nine months plus tuition and fees. In fulfillment of the requirements for the M.Phil. degree, all students must gain teaching experience as part of their graduate training. Moreover, the Classics Department considers Teaching Fellowships an important part of graduate training. They provide graduate students with an opportunity for essential practical experience under the training and sustained guidance of the faculty and are the principal means by which the university provides financial support for graduate education. Teaching Fellows also benefit the department and Columbia as a whole, as they complement the faculty's teaching duties and enrich the instructional experience of undergraduates by providing a role model closer in training and career development to the undergraduates themselves. In sum, the goals of Teaching Fellowships are:

48. Guidance For Teaching Guidelines for Teaching. guidance for Teaching Here is a general checklistthat will guide a classroom teacher in conducting a selfevaluation on http://www.teachingaboutreligion.org/Guidance for Teaching/guidelines.htm

Top Below is a capsule summary of each link at left. Position Statements There have been endeavors to publish statements and documents regarding teaching fairly and legally about religion . This section presents a few examples (both from government and from organizations). A publication will often reflect a process in which individuals or organizations have found common ground—overcoming their diverse and often contradictory worldviews, and speaking in unity. This brief listing of worldview education guidelines —in the format of do s and don't s for classroom teachers—is an overview of some "big ideas" of teaching about worldviews in a manner that is not only constitutionally sound, but also educationally consistent with the "civic inclusiveness" and "religious pluralism" themes that underlie this web resource. This is an extensive listing based on varied resources . You can read what is "generally OK" or "not OK" for classroom teachers to do. Items are grouped by categories. Topics include: "The Basics" / "Lesson Presentation" / "Assignments" / "Subject Area Considerations" / "Holidays" / "Teaching Values" / "General School Situations". Classroom Self-Check Here is a general checklist that will guide a classroom teacher in conducting a self-evaluation on the question: Am I "teaching about religion" in a neutral manner that is fair and just for all students in my class ? (Federal law deems neutrality a responsibility of public schools.)

49. OABITAR On Teaching What Makes Sense in the Public School is a general guidance statement in Please note that OABITAR provides it here merely as guidance and not as http://www.teachingaboutreligion.org/AboutThisSite/teaching_about_religion.htm

Top Handling "Religion" in Classroom and Curriculum Guidelines by Objectivity, Accuracy and Balance In Teaching About Religion (OABITAR) Public schools are to serve all students. A teacher's planning for teaching about religion must be academically astute, constitutionally sound, and just plain fair all the way ’round! What Makes Sense in the Public School? T his makes sense: Teaching about religion, giving due academic consideration to beliefs and practices; the role of religion in history and contemporary society, and religious themes in music, art, and literature. But ... Teaching religion (indoctrinating students) is a no-no. Since classroom teachers are representing the state, they are to inform and explain, but not impose or advocate acceptance of any worldview. A public school must conduct a secular program of education, presented objectively. T his makes sense: Conducting studies about religion in a neutral and academic way that cannot be interpreted as approximating or simulating religious activity.

50. Fair Use Of Copyrighted Materials If you are part of UT System, you may confer with the Office of general Counsel or Nevertheless, the Guidelines can provide helpful guidance and we http://www.utsystem.edu/ogc/intellectualproperty/copypol2.htm

Home Fair Use UT Rules of Thumb Getting Permission ... Offsite FAIR USE Intro Liability First Steps Rules of Thumb ... Permission What is fair use? We would all appreciate a clear, crisp answer to that one, but far from clear and crisp, fair use is better described as a shadowy territory whose boundaries are disputed, more so now that it includes cyberspace than ever before. In a way, it's like a no-man's land. Enter at your own risk. and their lawyers agree that fair use is so hard to understand that it fails to provide effective guidance for the use of others' works today. But the fact is, we really must understand and rely on it. So wouldn't Guidelines help? Many people who think so recently gathered in Washington to negotiate Guidelines for Educational Uses of Digital Works in a two-year-long Conference on Fair Use ("CONFU") . For many, the Guidelines that emerged satisfied the need for clarity; but for some, considerable objections remained. Some CONFU participants and their constituents complained that the Guidelines were too narrow; others that they were too broad; or unfounded in the law; or too premature; or too long; or unclear; and so on. In the minds of many, the Guidelines asked the right questions, but for some, they provided the wrong answers. larger strategy Copying, modifying, displaying, performing or distributing another's work beyond the suggestions of the Rules of Thumb may still be a fair use, so we'll use the four-factor fair use test to determine that. If you are part of U.T. System, you may

51. Research: The Role And Responsibilities Of Doctors Teaching, training and management. Teaching and supervision 12 general MedicalCouncil guidance The doctor as teacher is of relevance to all doctors. http://www.gmc-uk.org/standards/research.htm

Research: The Role and Responsibilities of Doctors February 2002 Good Practice in Research This guidance sets out the standards expected of all doctors working in research in the NHS, universities and the private sector or other circumstances. It develops the general principles and standards on research set out in our other guidance documents and should be used in conjunction with them. You must always follow the principles in this guidance and take note of other governance and good practice guidelines issued by the Departments of Health and other authoritative bodies. You must observe and keep up to date with the laws and statutory codes of practice which affect your work. Contents Introduction Scope of the guidance Principles governing reearch practice Putting the principles into practice ... Appendix: Organisations with guidance on research and key legislation Introduction 1. Research involving people directly or indirectly is vital in improving care for present and future patients and the health of the population as a whole. 2. Doctors involved in research have an ethical duty to show respect for human life and respect peoples' autonomy. Partnership between participants and the health care team is essential to good research practice and such partnerships are based on trust. You must respect patients' and volunteers' rights to make decisions about their involvement in research. It is essential to listen to and share information with them, respect their privacy and dignity, and treat them politely and considerately at all times.

52. Good Medical Practice The duties of a doctor registered with the general Medical Council You mustfollow the guidance in Seeking Patients Consent The Ethical Considerations http://www.gmc-uk.org/standards/good.htm

Good Medical Practice Third edition May 2001 Download PDF (89kb) Contents Good clinical care Providing a good standard of practice and care Decisions about access to medical care Treatment in emergencies ... Financial interests in hospitals, nursing homes and other medical organisations Health If your health may put patients at risk The duties of a doctor registered with the General Medical Council Patients must be able to trust doctors with their lives and well-being. To justify that trust, we as a profession have a duty to maintain a good standard of practice and care and to show respect for human life. In particular as a doctor you must: make the care of your patient your first concern; treat every patient politely and considerately; respect patients' dignity and privacy; listen to patients and respect their views; give patients information in a way they can understand; respect the rights of patients to be fully involved in decisions about their care; keep your professional knowledge and skills up to date;

53. STUDENT GUIDANCE And Services information relating to teaching methods, supervision and assessment, Information on these services can be found at www.dundee.ac.uk/general /support. http://www.architecture.dundee.ac.uk/school-guide/STUDENT GUIDANCE and services.

Regulations Attendance and Class Certificates: Student Records Student Support ... ADAS Regulations Regulations governing the degrees of Bachelor of Science in Architecture [BSc(Arch)] and Bachelor of Architecture [BArch] are available on the faculty office website at www.dundee.ac.uk/facdjcad/ Attendance and Class Certificates: Students are obliged to attend all tutorials, lectures, seminars, practicals , studios, etc. timetabled for their Course a Register will be taken. Those students whose attendance is poor will be reported to the Faculty Office and sent a written warning that they must attend classes. Students whose attendance, conduct and work in any class in any academic year have been satisfactory to the School Management Team are entitled to a class certificate for that academic year. Only those students entitled to a class certificate in a subject are eligible to enter the degree examinations in that subject. Students for honours entitled to a class certificate are qualified to enter the corresponding honours degree examination at the diet immediately subsequent to the award of the class certificate. A student who, for any cause, is absent from any class for a continuous period of six weeks or more, excluding vacations, shall not be entitled to a class certificate, except with the special permission of the

54. This Document Requested Has Been Designated As Out-of-date And Is Effective Learning and Teaching in Scottish Secondary Schools guidance Adults in schools are, in general, offered some guidance support from individual http://www.scotland.gov.uk/deleted/library3/education/eltg/eltg-05.asp

alert("The document requested has been designated as out-of-date. A version of the document is still available to be viewed for reference purposes only. Please note that images and links within the document may be missing or inaccurate."); This document requested has been designated as out-of-date and is available for reference purposes only. Please note that images and links within the document may be missing or inaccurate. sitestat("http://uk.sitestat.com/scottishexecutive/scottishexecutive/s?pubs.unknown"); 22 September 2005 Home Topics About News ... Contents Effective Learning and Teaching in Scottish Secondary Schools: Guidance This chapter describes provision for guidance in terms of staffing, time allocations, accommodation and resources, and analyses the effectiveness of various arrangements and structures. Within the context of guidance as a whole-school responsibility, specific reference is made to aspects of "first level" guidance and to the importance of close links between guidance and learning support. Staffing and time allocations for guidance staff The Structure of Promoted Posts in Secondary Schools in Scotland allowed for the establishment of approximately one promoted post in guidance for every 150-200 pupils. Educational statistics and inspections in recent years confirm that, on the whole, this recommendation continues to be implemented across the country.

55. The National Panel Of Specialists General Guidance On Medical And general guidance on medical and dental appointments including the appointment Where a post involves teaching responsibilities, the employing body must http://www.scotland.gov.uk/Publications/2005/06/0395452/54587

56. EP Brandon And SJE Moriah - Vocational Guidance For Trainee While guidance services in general have been extended in developed and many Such individuals have to cover the whole gamut of guidance teaching and http://cavehill.uwi.edu/bnccde/epb/moriah.html

57. Beyond General Web Searching: Advanced Approaches To Finding Information On The Beyond general World Wide Web Searching UC Berkeley Teaching Library Internet For more guidance, see TABLE of Features for these 5 Recommended Subject http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/BeyondWeb.html

Finding Information on the Internet: A Tutorial http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/BeyondWeb.html Beyond General World Wide Web Searching UC Berkeley - Teaching Library Internet Workshops About This Tutorial Table of Contents Handouts Glossary Outline Subject Directories and More Subject Directories More ways to locate specialized searchable databases - the "Invisible Web" Virtual Reference Rooms Find discussion groups on almost any subject ... Suggestions for ways to stay up to date IMPORTANT: Keep search terms broad in all the resources listed on this page (except when searching the Usenet discussion groups). You are NOT searching the full text of web pages as in search engines. You are only searching the directory's contents (subject categories, descriptions). 1. Subject Directories Hand-picked web pages and more, usually annotated, and classified by subject. Highly Recommended For more guidance, see TABLE of Features for these 5 Recommended Subject Directories) Title URL Comments Librarians' Index to the Internet www.lii.org

58. Forum Teaching Fellowship Project: John Issitt - Guidance For Peer Editing guidance notes for editing the first draft of somebody else s work So we aregoing for the general read for this exercise but we have to have an eye on http://www.york.ac.uk/felt/fellowships/issitt/peerediting.htm

Forum Teaching Fellowships 2002/03 Dr John Issitt, Educational Studies A student-produced textbook on Educational Studies Guidance notes for editing the first draft of somebody else's work 1. You need to write on the drafts you are given - text notes - and make general comments on the sheets I have given to guide the first stages of the editorial process. So in addition to your formal comments, you need to scrawl, ask questions, make suggestions, add links and just make statements like 'I do not understand this' or 'how does this fit?' in the margins or on notelets. 2. Health warning. This can be a challenging process - we have to be careful with each other's sentiments. Remember to try to find a positive and sensitive way of saying what you want to say. So if you think there is problem with somebody else's work, you have to find a form of words which expresses your concerns but doesn't make the person to whom it is directed feel threatened and serve to put them on the defensive. 3. Expect your own work to be challenged - that is one of the key features of the process. So before you read other's comments on your work, enter the process expecting that somebody might be saying something you don't want to hear and that you will have to find an appropriate response. I find a bit of humility and a willingness to respond to criticism in a positive way, is very helpful and I tell myself that before I read comments on my work.

59. Hand-Over-Hand Guidance: What Lesson Do We Teach? How do you bring the world to the child and how do you teach skills such as Handover-hand guidance is recommended in most of the literature (or at http://www.tsbvi.edu/Outreach/seehear/fall98/hand.htm

Go to Fall 1998 Table of Contents. (Spanish Version) Hand-Over-Hand Guidance: What Lesson Do We Teach? By Andrea Story, Anchorage, Alaska (originally published in The National Newspatch, November 1997 reprinted with permission) Independence is emphasized in much of the literature concerning young children who are blind. In the revised edition of Can't Your Child See? A Guide for Parents of Visually Impaired Children it states that, "The more they (parents) teach the child to function independently in the first three or four years, the less they will have to do later (Scott, Jan, Freeman, 1985)." But how do you "teach" independence to a one-, two-, or three-year-old child without sight? How do you bring the world to the child and how do you teach skills such as putting on a jacket without making the child dependent on constant prompts and cues? It has often been observed that many children with visual impairments, especially those with additional impairments, are much more passive than their sighted peers. They seem to think of themselves not as a doer but as one who must wait for assistance or a prompt. Literature on young children with blindness often mentions the "fairy godmother" syndrome. The child has little information to make the connections of how and why things are appearing and disappearing within their world. There is also the concern of imitation: how do you show a child how to eat with a spoon if they can't see how others are doing it? The solution offered for these concerns has often been a hand-over-hand guide technique. The adult holds the back of the child's hand and the child is guided to the objects to be explored and guided through the motions of the activity to be learned.

60. Guidance For Faculty On Copyright, Publication, And General Office of Faculty Development or the Center for Teaching and Learning.This guidance is presented in two parts. First are general guidelines to advise http://www.copyright.iupui.edu/_circ9623.htm

CMC Home Fair-Use Issues Permissions Information Ownership Indiana University Purdue University at Indianapolis Circular 96-23 April 23, 1996 (Adopted by the IUPUI Faculty Council, September 5, 1996) The increasing complexity of research and publishing places a growing burden on all faculty members to conduct research responsibly and to make critical decisions about the best means for dissemination of findings. Each of us must keep in mind that the sharing of research results is the highest priority in the publication process, but that process is often burdened with procedural and legal pitfalls. The following guidelines are intended to help faculty avoid those pitfalls as they seek the best means for publishing articles, books, and other creative works. IUPUI , a representative of the Indiana University Press, and the For further information about these guidelines, and to share your observations about them and about your research needs, please contact the Office of Faculty Development or the Center for Teaching and Learning. A. Guidelines for Faculty Regarding Dissemination and Republication of One's Own Research Findings and Writing

A  B  C  D  E  F  G  H  I  J  K  L  M  N  O  P  Q  R  S  T  U  V  W  X  Y  Z

Page 3     41-60 of 93    Back | 1  | 2  | 3  | 4  | 5  | Next 20