SUMMER SCHOOL AND TUTORS. Summer school teachers, homebound tutors and before and after school tutors shall be paid at the hourly rate of $36.00 per hour.
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Summer School SUCCESS employees are not eligible for this provision. Employees engaged in teaching summer school shall be granted two summer school days of absence in a single term for either sick leave or emergency leave, or a combination of both, non-accumulative.
Summer Students a) Summer Students shall not be employed while Employees on Seniority List A or B are on lay off in their respective trades.
Summer The UFF may designate three (3) employees to receive a thirteen week .25 FTE summer released time assignment however, no more than one employee per 15 employees per department/unit be designated to receive such released time. The UFF shall provide the University with a list of the designees no later than April 7th of the academic year preceding the summer term. All other provisions contained in Article 3.4 above, except 3.4A and 3.4B above, shall apply to summer released time.
Millwright Xxxxx be to assist and work under the direction and instructions I or A. He will work alone at times performing assignments in keeping with his training. During the course of his year, training must become proficient in good practices in the areas of fitting, aligning, lubricating and the operation of all shop tools and machines. In addition to the foregoing, he will be exposed to and the process of learning techniques required in trouble shooting key production machinery, pipe fitting, basic welding and machining but not be expected to display a high degree of proficiency in these areas at this point. Millwright Must be capable of performing the tasks of fittings, aligning, lubricating an able to operate all shop tools and machines. Must under direction become proficient in basic welding and pipe fitting as well as dismantling and reassembly of plant equipment. Under direction,will continueto develop skills in trouble shooting all plant equipment and improve his skills at machining part and be exposed to basic principles of hydraulics and pneumatic. He may work alone frequently, but occasionally will require direction and instructions form Millwright I or A. Millwright 11: be capable, without direction of fitting, aligning and lubrication and taking apart and reassembling plant equipment. In addition, is expected to be able to weld, operate shop tools and do pipe fitting as required. Must under direction, become proficient at effective methods of trouble shooting and repairing hydraulic, pneumatic and mechanical faults in plant machinery. I: Must be capable without direction of performing all practices under Xxxxxxxxxx Must under directionbecomeproficient at reading and understanding blueprints, all phases of installing new equipment, laying out hydraulic and mechanical drives and meet speed and power requirements correctly. Xxxxxxxxxx "A": Must he capable without direction, of performing all under Xxxxxxxxxx X, and Must take full responsibility for work done by himself or his assistant. Must he in possession of a Millwright Certificate or a Machinist Certificate or Welder Certificate. Millwrightspresently employed in this classification will not be required to have a Certificate.
Tutors Increase the minimum hourly rate to $9.25. Where a campus currently pays a higher rate than this minimum rate, such higher rate shall apply. In addition, Tutors who already are paid a higher rate shall receive the 1.5% increase as set forth in this article.
Students Payments which a student or business apprentice who is or was immediately before visiting a Contracting State a resident of the other Contracting State and who is present in the first-mentioned State solely for the purpose of his education or training receives for the purpose of his maintenance, education or training shall not be taxed in that State, provided that such payments arise from sources outside that State.
Paraeducators A Paraeducator who has successfully completed a probationary period of ninety (90) calendar days. The term Paraeducators shall include all Paraeducators as defined in Appendix B. Paraeducators will work a 186-day contract, 7½ hours per day and receive four (4) paid holidays unless otherwise specified.
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
Vynálezy Stávající vynálezy a technologie Zadavatele nebo Zdravotnického zařízení zakládají jejich samostatné vlastnictví a Smlouva na ně nemá žádný vliv. Kompletní práva, nároky a podíly ohledně veškerých vynálezů, know-how, autorských práv nebo jiných práv duševního vlastnictví, které vzniknou, budou vyvinuty nebo použity v praxi (včetně veškerých zlepšení nebo úprav), které i) používají, využívají nebo zahrnují Hodnocené léky; ii) jsou zahrnuty nebo předvídány v Protokolu; nebo iii) používají, využívají nebo zahrnují Důvěrné informace, zakládají výlučné vlastnictví Zadavatele (společně xxxx xxx „Vynálezy Zadavatele“). Zdravotnické zařízení je povinno bezodkladně písemně informovat PRA a/nebo Zadavatele o každém takovém Vynálezu Zadavatele, a tímto převádí (a zajistí, aby všichni členové studijního týmu převedli) na Zadavatele veškerá práva, nároky a podíly týkající se každého jednotlivého Vynálezu Zadavatele. Zdravotnické zařízení se zavazuje poskytnout Zadavateli na jeho náklady přiměřenou pomoc, xxx xxxx Zadavatel smluvně zajistit a vykonávat svá práva na takové Vynálezy Zadavatele. Zdravotnické zařízení má výlučný vlastnický titul ke všem vynálezům nebo objevům, které vzniknou nebo budou použity v praxi výhradně zásluhou Zdravotnického zařízení, a které nenáleží Zadavateli. 9.
Generelt A. Apple Inc. (“Apple”) giver hermed licenstager licens til at bruge Apples software samt tredjeparters software, dokumentation, grænseflader, indhold, skrifter og evt. data, som følger med denne licens, uanset om de forefindes som ROM (Read Only Memory) eller på andet medie (under et kaldet “Apple- software”) i henhold til betingelserne i denne licensaftale. Apple og/eller Apples licensgivere bevarer ejendomsretten til selve Apple-softwaren og forbeholder sig alle de rettigheder, som ikke udtrykkeligt er givet til licenstager.
