AMBITIONS Sample Clauses

AMBITIONS. In this Partnership Agreement, the Parties set out their ambition, in light of the major challenges and transitions taking place around the world in major urban environments, to work together and to reinforce the vital knowledge ecosystem necessary for this in Rotterdam, by targeted stimulation and smart linking of innovative knowledge experiments, both with each other and with other knowledge partners in the city. The aim of the collaboration is: • To undertake joint efforts to reinforce the national and international profile of Rotterdam as an innovative urban knowledge centre and in doing so to increase the international allure of Rotterdam. • To contribute knowledge that will help to create a more dynamic and attractive city: with a robust economy, which is a good and safe place to live, study, and work, with a balanced social climate, and a vibrant cultural ambiance. • To jointly organise meetings and interaction between knowledge makers and knowledge seekers in the city. This can take place at a fixed physical location in the city (for example Erasmus University College), and includes such activities as an annual Rotterdam Knowledge Festival and the joint organisation of master classes, seminars, and debates with the Knowledge Labs and other forms of collaboration. • To raise the international profile of the shared ambitions by developing a joint profile and strategy that facilitates international recognition and fundraising, with a focus on obtaining funding from the relevant EU grant programmes (H2020, Erasmus +, ESF).
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AMBITIONS. THEME 1. INTENSIVE AND SMALL-SCALE EDUCATION Intensive and small-scale education at UM UM is known for providing high-quality, small-scale and intensive education, based on the principles of Problem-Based Learning; a constructive, collaborative, and contextual approach to learning in which self-directedness plays a central role. Every student or staff member who chooses to study or work at UM is aware of its commitment to PBL. In a rapidly changing society, the principles underlying the PBL system are still holding true. More and more reports indicate the need to educate students in small groups where they are guided in their learning process, in a world where knowledge is abundant, but where the evaluation and validation of sound knowledge remains an asset to be required through university studies (x.x. Xxxxxxx, Xxxxxxx, Xxxxxx, Xxxxxxx, & xxx xxx Xxxxx, 2015). Research has shown that PBL enhances deep learning, which is learning with the intention to understand (as opposed to rote or superficial learning), structure ideas and critically evaluate the knowledge presented in the learning materials (Xxxxxxx, Loyens, Marcq, & Xxxxxxx, 2016). Intensive education is characterized by substantial interaction between students and academic staff whereby students are expected to be (pro)active participants in educational activities. Typical examples of what is expected from students in intensive education are activate prior knowledge, formulate questions, ask for and process feedback, formulate arguments and contribute to discussions, ask for assistance and contribute to positive group functioning. UM’s policy in education is to offer an array of educational activities, besides the tutorial groups of the PBL system that adds to the intensive character of education. Some examples are skills training, sessions in laboratories, interactive lectures and workshops, individual and group assignments with intensive supervision or feedback sessions on written academic work. Please note that this list is not exhaustive, other innovative educational activities can very well be in place or be developed for specific programmes that can also be regarded as intensive education. By further intensifying education, great care should be taken that it does not result in undesired high levels of expected self-study but rather in supporting self-study. The same holds true for skills training. A review of the research on PBL shows a robust positive effect from PBL on the skills of student...
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AMBITIONS. 2.1 We will raise attainment, achievement and participation for all our children and young people
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AMBITIONS. 3.1 Older and vulnerable people will have independence, choice and control in decisions affecting their lives
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AMBITIONS. 4.1 We will attract and sustain investment to grow our local economy
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AMBITIONS. 5.1 Our people and communities will be, and feel, safe and secure
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AMBITIONS. 6.1 We will be a carbon reducing region
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Related to AMBITIONS

  • High Schools Wherever possible, no more than eighty students shall be tested at any one time.

  • Commercial Opportunities 1. The airlines of each Party shall have the right to establish offices in the territory of the other Party for the promotion and sale of air transportation.

  • University strategies Our aspirations and key priorities for enhancing teaching and learning quality We aspire to produce flexible and creative thinkers – leaders for Australia and the wider world. To do this, we need to provide an enriching university experience that equips our graduates with enquiring minds and essential life skills in critical thinking and communication. Our students must have excellent opportunities to participate in co-curricular activities if they wish to do so, and have access to high quality infrastructure and support services. To maintain and build on our success in these areas, our short- to medium-term priorities will focus on three complementary areas. Our plans Renewing our curriculum and learning environments We will continue to implement our curriculum renewal strategy by pursuing a coordinated University-wide process of reform of our courses. At the heart of this strategy lies a commitment to providing an 'engaged enquiry' learning experience for our students, in order to strengthen the development of our graduate attributes. Such learning experiences reflect the University’s reputation for both research and community engagement. They are consistent with our students' expectations as learners and our staff as teachers. 'Engaged enquiry’ provides the vehicle by which we will focus on further enhancing the research and inquiry learning outcomes that are central to our graduate attributes. We are currently mapping students’ reports of research- enriched learning experiences, and working with our Engaged Enquiry Scholars networks to identify and disseminate examples of approaches that xxxxxx effectively the development of research skills by our undergraduate students. The second aspect of our ‘engaged enquiry' curriculum strategy is the embedding of community- engaged learning, including work-integrated learning (WIL), in our curricula. This commitment will involve professional disciplines in particular, in further strengthening the engagement of employers in our teaching and curriculum development, and in further developing our pedagogical expertise in this area to inform curriculum renewal. One example of how we are pursuing this agenda is seen in the establishment of a new WIL research group in the Faculty of Health Sciences. Our approach to curriculum renewal will continue to be both holistic and sustainable. We will use University-wide agreed principles to link our faculties’ curriculum renewal work explicitly to the need for responsiveness to external drivers. These include employer needs, accreditation and regulatory accountabilities, changes in student and employment market needs, and the renewal of our physical and virtual teaching infrastructure outlined in Section 4.4.2 (Teaching and Learning Infrastructure) of this compact. Building on the findings of recent Office for Learning and Teaching (OLT) projects we will seek, through implementation of our new assessment policy, to develop our assessment practices to provide better direct evidence of student achievement of our graduate attributes. Our unit and course evaluation processes will provide clear accountability mechanisms to assist in monitoring students’ development of graduate attributes, including generic skills. During the next phase of reform we will implement a systematic process of faculty-led curriculum reviews, and support faculties to refine their understanding of how research-enriched and community-engaged pedagogies can deliver an engaged enquiry experience for students in different disciplines. This pedagogical work will build on the substantial body of excellent practice already in place in many parts of the University. It will also respond to the outcomes of relevant OLT projects, and will be supported by the development of new institutional datasets on our students’ experiences of the development of graduate attributes through engaged enquiry. There will also be new support for enhanced curriculum governance and review through our central teaching and curriculum committees. We will initiate new strategic curriculum projects and establish additional Teaching Scholars Networks to develop agreed curriculum benchmark standards and xxxxxx curriculum and teaching expertise across the faculties. Through collaboration between disciplines and faculties, our curriculum renewal projects will generate new resources and benchmark standards for use in future curriculum reviews and professional development for our staff. Enhancing teaching quality, support and recognition Alongside and supporting the process of curriculum reform is our work on enhancing and further valuing the high quality of teaching and curriculum across the institution. Following consistent improvements over the past five years in our performance against measures of student experience of their courses (Student Course Experience Questionnaires) we recently developed and introduced the first stage of a new University-wide strategy to enhance the quality of our students' experiences in all units of study. Through compacts on faculty teaching standards, we will continue to use a University-agreed teaching standards framework to help faculties address teaching quality issues. This process will be supported by new institutional data reporting processes. Each year, faculties will be required to negotiate improvement targets aligned to University-agreed standards and their own strategic priorities, and will be supported to identify and address quality issues. Longer term, we will embed these compacts in an annual cycle of planning, reporting and monitoring. We will extend the scope of our faculty teaching compacts to draw on a broader range of data than that relating to units of study, and will include additional institutional standards in relation to other institutional teaching priorities, such as engaged enquiry. During the life of our 2014-16 compact, we will extend this support to individual teachers through the rollout of the new Academic Planning and Development process for teaching, as well as through research and ongoing enhancements to our range of professional development opportunities for University teachers and research higher degree supervisors. This will complement the University’s enhancement and support for the career opportunities for teachers through the University’s new academic promotion process. It will also allow us to develop further the University and faculty teaching award and grants schemes. We will build institutional recognition for our talented teachers by engaging them in our curriculum renewal process, connecting them with each other through the establishment of additional Teaching Scholars Networks and by providing opportunities for their further professional development. Recognition of the importance of excellence in teaching will also be supported by the annual Sydney Teaching Colloquium, a successful initiative launched in 2011, which brings together the university teaching community to celebrate their achievements, critically debate key educational initiatives and share their expertise and exemplary practice. Improving the student experience Our Teaching and Learning strategies recognise that student wellbeing and the general quality of their experience while at university must underpin our efforts to improve teaching and learning. During the timeframe of our 2014-16 compact, we will deliver a greater coherence across all aspects of the student experience. This will include improvements in priority areas such as: enhancing the student enrolment and ongoing administration process by completing the Sydney Student project providing specialist services and resources to support the emotional and mental wellbeing of students, such as personal counselling and psychological resilience resources establishing early identification systems for students, particularly those from underrepresented groups and international students, who may be struggling in the early phase of their studies developing and expanding existing formal and informal support networks through consistent mentor training and staff development programs collaborating with our student representative organisations, to ensure that income from the Student Services and Amenities Fee (SSAF) is used effectively to enhance access to amenities such as sports and cultural activities, the social dimensions of clubs and societies, and also to improve the quality and affordability of food and beverages available on campus endeavouring to maintain the high ratings we have received from the National Union of Students for our approach to involving students in decisions about the allocation of SSAF funds expanding affordable accommodation options around our campuses. Note: All calendar year references below relate to projects and awards in that calendar year. Principal Performance Indicators Baseline 2012 Progressive Target 2013 Progressive Target 2014 Progressive Target 2015 Target 2016

  • Research Support opioid abatement research that may include, but is not limited to, the following:

  • General Allegations The Settling Entity enters into this Settlement Agreement on behalf of the noticed violator described in subsection 1.4 below, with whom such Settling Entity has a contract for one or more of the products at issue which contains indemnity and defense clauses. The Settling Entity has accepted a tender from the noticed violator and approached Xxxxxxx to resolve such violator’s alleged liability. Additionally, the Settling Entity is making commitments in furtherance of the public interest as set forth below. Xxxxxxx alleges that the Settling Entity manufactures, imports, distributes, sells and/or otherwise facilitates for sale in California the lead products defined below, and that it does so without providing the health hazard warning required by Proposition 65 for consumer exposures to lead. Lead is listed pursuant to Proposition 65 as a chemical known to the State of California to cause cancer, and birth defects or other reproductive harm.

  • MINISTRY/SCHOOL BOARD INITIATIVES ETFO will be an active participant in the consultation process to develop a Ministry of Education PPM regarding Ministry/School Board Initiatives.

  • Medications Psychotropic medications and medications associated with treating a diagnosed mental health condition.

  • Prescription Medications Medications whose sale and use are legally restricted to the order of a physician.

  • Promotional Opportunities Each university shall promote upward mobility of employees by announcing opportunities as they occur. In all cases, it is the employee’s responsibility to make proper application for such positions. If an employee meets the minimum and special qualifications for a position, he/she will be considered.

  • Workshops During the month of September or October of each year during the term of this Agreement, there shall be held at each University a workshop for Department Chairs at which will be discussed their roles and responsibilities as such. Representatives of the University, at its election, and representatives of the Association, at its election, shall be permitted to participate jointly in such workshop.

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