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Maybe you’re an undergraduate or graduate student who’s just been appointed a TA. Or maybe you’re a postdoctoral student or a new hire with limited teaching experience. In either case, you’ll be expected – with little to no training – to excel at teaching and to enhance the learning experience of your students. Kathy Nomme and Carol Pollock recognize this gap between expectations and preparation and draw on decades of experience in teaching and TA training to offer practical advice on: interacting with course instructors dealing with nerves and anxiety preparing for the first session supporting student learning developing learning exercises engaging students with diverse needs and backgrounds using technology in the classroom assessing student work and providing feedback. The lessons and scenarios in this short, accessible guide can be applied to any discipline or teaching venue – from large lecture halls to smaller labs, studios, seminars, and tutorials. It not only demystifies expectations for TAs, it sets the stage for developing a lifelong teaching practice.
This paper outlines reforms to increase the effectiveness of the Fund’s capacity development (CD) program. It builds on the 2008 and 2011 reviews of technical assistance (TA) and the 2008 review of training, which set in motion important changes to make CD more valuable to member countries. Reforms will involve Board endorsement in a few areas and implementation by staff of related next steps.
Normal 0 false false false EN-US X-NONE X-NONE This book constitutes the thoroughly refereed post-conference proceedings of the 6th International Conference on Trusted Systems, INTRUST 2014, held in Beijing, China, in December 2014. The conference brings together academic and industrial researchers, designers, and implementers with end-users of trusted systems, in order to foster the exchange of ideas in this challenging and fruitful area. The revised full papers focus on the theory, technologies and applications of trusted systems and cover all aspects of trusted computing systems, including trusted modules, platforms, networks, services and applications, from their fundamental features and functionalities to design principles, architecture and implementation technologies. /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:"Times New Roman"; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;}
This second edition of The Teaching Assistant’s Guide to Effective Interaction is the definitive guide to teaching assistant-pupil interaction, fully updated with examples from schools that have implemented techniques from the first edition. An invaluable professional development tool for classroom support staff and the teachers who work with them, this new edition answers the need for specific, practical guidance on the role of the teaching assistant. This practical and accessible guide sets out a role for teaching assistants that focuses on developing pupils’ independence and ownership of learning, with key learning points now summarised in each chapter. Based on a classroom-tested framework and covering the main contexts in which teaching assistants work, it includes a range of strategies and reflective activities to help improve the support provided to pupils in everyday settings. This book sets out successful strategies for: Responding to additional needs Understanding the principles behind effective classroom talk Carefully scaffolding pupils’ learning Delivering intervention programmes The Teaching Assistant’s Guide to Effective Interaction is an essential read for all teaching assistants and will also be of interest to school leaders, SENCOs and teachers in both primary and secondary schools who wish to improve their deployment of teaching assistants and their own interactions with pupils. Used in combination with Maximising the Impact of Teaching Assistants in Primary Schools, The Teaching Assistant’s Guide to Effective Interaction is a comprehensive and unrivalled resource for supporting school workforce improvement.

Bhutan

International Monetary Fund. Statistics Dept.

Published: 2013-07-24

Total Pages: 44


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This paper discusses Bhutan’s Technical Assistance Evaluation report. Participation in the statistical projects financed by the Japanese government in national accounts, prices, government finance, and balance-of-payments statistics is having a major effect on Bhutan’s statistical development. The statistical compilers were well informed about the donor as the source of funding. The method of combining regional workshops and multiple missions was considered to be particularly suitable. Cross-sectoral data consistency and coordination are increasingly recognized as important. Computerized accounting systems for the budgetary central government have been introduced, namely the Multi-Year Rolling Budget and the Public Expenditure Management System.
The first edition of The Color of Success was a groundbreaking, asset-based exploration of the educational trajectories of high-achieving, low-income students within urban schools. The author brings his now seminal book up to date with insights based on existing and new research, current policies, and innovative pedagogical approaches. Conchas utilizes a critical lens to examine the intersectional identities of racially minoritized students, the role of existing power hierarchies within schools, and offers specific structural approaches that create educational opportunity. The Color of Success 2.0 amplifies student voice; explores school, family, and community partnerships; promotes culturally relevant pedagogy and teacher preparation; includes a new chapter on Black male optimism after the historic election of President Barack Obama; and offers a thought-provoking additional chapter on the role of educational leaders in promoting successful school pathways; plus, a thoroughly revised quantitative chapter on social capital. With a sense of urgency, readers will gain vital insights for understanding what is needed to create, promote, and expand equitable school environments and transformative pathways for racially minoritized urban youth. “This updated edition of The Color of Success is a timely and practical resource for practitioners and researchers alike. . . . Conchas’s work, once again, confirms that positive reforms are possible. Anyone who shares a commitment to social justice in education will find compelling and valuable insights.” —From the Foreword by Cynthia Feliciano, professor, Washington University in St. Louis
This innovative book presents state-of-the-art thinking on using transactional analysis (TA) to change the structure, relationships and culture in organizations. The book is arranged according to the three levels of organizations described by Eric Berne – the structural, interpersonal and psychodynamic levels – and the chapters expand on his concepts at each level. With contributions by an international range of authors, incorporating a selection of practical case studies, the book illuminates key themes including group and team dynamics, psychological safety, emotion and, most foundationally, boundaries. Exploring the tensions of boundaries that can determine both the stability of a system as well as its innovative potential, this book provides a strong structural framework for TA coaches, consultants and analysts, as well as other professionals working with and within organizations.
This book constitutes the refereed proceedings of the 5th International Conference on Distributed Computing and Internet Technology, ICDCIT 2008, held in New Delhi, India, in December 2008. The 12 revised full papers and 8 revised short papers presented were carefully reviewed and selected from 96 submissions. Featuring current research and results in theory, methodology and applications of Distributed Computing and Internet Technology, the papers are subdivided in topical sections on distributed systems and languages, data grid, security, mobile ad-hoc networks, distributed databases, Web applications, and P2P systems.
This book constitutes the thoroughly refereed post-proceedings of the 5th International Workshop on Engineering Societies in the Agents World, ESAW 2004, held in Toulouse, France, in October 2004. The 23 revised full papers presented together with an invited paper went through two rounds of reviewing and improvement and were carefully selected from 48 initial submissions. The papers are organized in topical sections on roles, organizations, and institutions for agents; social issues in multi-agent systems; cooperation and collective behavior in agent societies; methodologies and platforms for agent-oriented engineering; agent-oriented simulation; and models for multi-agent systems.
Key Messages • The Iraq Subaccount is a good example of donor coordination as expressed in the Paris Declaration. • Overall, the TAs funded from the Iraq TA Subaccount were successful, relevant, efficient and effective. • Ensuring long-term sustainability requires maintaining an adequate the level of TA activity in the future. • There were instances where more pro-active donor coordination was needed to build synergies to achieve development results. • While the offsite modality was fairly effective and cost efficient and delivered value for money, the limits of this model will be stretched as IMF moves from policy and operational advice and training to greater emphasis on supporting the implementation of policies and procedures. • The Fund’s internal monitoring needs to be strengthened, particularly the TA Information Management System. Reforms in this area are on track, supported by Fund management, and improvements are expected by 1 May 2008. • The Fund’s TA evaluation framework needs to be strengthened by instituting a system of self assessments of all completed TAs and developing guidelines for the ex-post evaluation of TAs. Work in these areas is planned. • The Fund delivered slightly more internally funded TA to Iraq than originally planned.