Teachers Have Rights, Too. What Educators Should Know ERIC
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An Independence of Judicial Power Under the System of Justice: Study Case in Indonesia, Malaysia and Brunei Darussalam
INTERNATIONAL CONFERENCE OF ASEAN PERSPECTIVE AND POLICY An Independence of Judicial Power Under the System of Justice: Study Case In Indonesia, Malaysia and Brunei Darussalam Ismaidar1,Yasmirah Mandasari Saragih 1Faculty of Social Science, Universitas Pembangunan Panca Budi, Medan, Indonesia [email protected], [email protected] ABSTRACT This paper is based onthe concept of judicial independence. Judiciary is one of the organs of the state. The independence of the judiciary is the cornerstone of a democratic system. Without independent judiciary, people cannot get justice. Only the independent, impartial and accountable judiciary can protect the rights of the minorities and the indigenous communities. Independent judiciary can maintain the delicate balance between the three major organs of the state.Some of internationally recognized principles have been incorporated in our present constitution. But judicial autonomy, freedom of expression and association, professional immunity are not incorporated. Our judiciary lacks functional autonomy to determining the jurisdiction of the court, selecting its support staff. Another issue concerning the financial independence of judiciary which are must for an independent judiciary. Judicial training and judicial education is necessary for independence of judiciary. Role of national judicial academic is satisfactory in this regard. Competent, independent, and impartial courts will also depend also on the judges who have integrity, ability with appropriate training and higher qualifications -
2021 North Carolina Public School Salary Schedules
Fiscal Year 2020 - 2021 North Carolina Public School Salary Schedules Available online: www.dpi.nc.gov/districts-schools/district-operations/financial-and-business-services/compensation-public-school-employees Financial & Business Services NC Department of Public Instruction 2020-2021 BACHELOR'S DEGREE CERTIFIED TEACHER SALARY SCHEDULE Effective July 1, 2020 Years Bachelor's Teacher Bachelor's w/ NBPTS Certification of Monthly 12 Monthly Annual Salary Monthly 12 Monthly Annual Salary Exp Salary Installments (10 months) Salary Installments (10 months) 0 $3,500 $2,916.67 $35,000 N/A N/A N/A 1 $3,600 $3,000.00 $36,000 N/A N/A N/A 2 $3,700 $3,083.33 $37,000 N/A N/A N/A 3 $3,800 $3,166.67 $38,000 $4,256 $3,546.67 $42,560 4 $3,900 $3,250.00 $39,000 $4,368 $3,640.00 $43,680 5 $4,000 $3,333.33 $40,000 $4,480 $3,733.33 $44,800 6 $4,100 $3,416.67 $41,000 $4,592 $3,826.67 $45,920 7 $4,200 $3,500.00 $42,000 $4,704 $3,920.00 $47,040 8 $4,300 $3,583.33 $43,000 $4,816 $4,013.33 $48,160 9 $4,400 $3,666.67 $44,000 $4,928 $4,106.67 $49,280 10 $4,500 $3,750.00 $45,000 $5,040 $4,200.00 $50,400 11 $4,600 $3,833.33 $46,000 $5,152 $4,293.33 $51,520 12 $4,700 $3,916.67 $47,000 $5,264 $4,386.67 $52,640 13 $4,800 $4,000.00 $48,000 $5,376 $4,480.00 $53,760 14 $4,900 $4,083.33 $49,000 $5,488 $4,573.33 $54,880 15 $5,000 $4,166.67 $50,000 $5,600 $4,666.67 $56,000 16 $5,000 $4,166.67 $50,000 $5,600 $4,666.67 $56,000 17 $5,000 $4,166.67 $50,000 $5,600 $4,666.67 $56,000 18 $5,000 $4,166.67 $50,000 $5,600 $4,666.67 $56,000 19 $5,000 $4,166.67 $50,000 $5,600 $4,666.67 $56,000 20 $5,000 $4,166.67 $50,000 $5,600 $4,666.67 $56,000 21 $5,000 $4,166.67 $50,000 $5,600 $4,666.67 $56,000 22 $5,000 $4,166.67 $50,000 $5,600 $4,666.67 $56,000 23 $5,000 $4,166.67 $50,000 $5,600 $4,666.67 $56,000 24 $5,000 $4,166.67 $50,000 $5,600 $4,666.67 $56,000 25+ $5,200 $4,333.33 $52,000 $5,824 $4,853.33 $58,240 NOTE: "NBPTS" stands for National Board for Professional Teacher Standards. -
Background - EMPLOYEE DISMISSAL
Background - EMPLOYEE DISMISSAL The dismissal of an employee is never an easy or pleasant task and is also one that, if not handled properly, can result in future costly and time consuming problems. However if a few simple rules are followed, the potential problems of cost and time may be avoided. Any employee (other than a unionized employee covered by a Collective Agreement)* can be released at any time, with or without just cause, if the relevant rules and regulations of the applicable provincial or territorial Employment Standards Legislation are adhered too. *(A Collective Agreement covering unionized employees will contain provisions concerning discipline, suspension, discharge and an arbitration procedure which must be followed in an employee dismissal process). The applicable Employment Standards Legislation will include a required notice period (a number of weeks based on length of employment) that must be provided to an employee whose employment is to be terminated. The employer has the unilateral right to provide pay in lieu of the notice period which is the usual choice in the case of an employee dismissal. An employer is not required to provide any notice, or pay in lieu of notice, if an employee is dismissed for what is commonly referred to as “Just Cause”. What is “Just Cause”? Jurisprudence, in the case of an employee dismissal, considers it as follows. “If an employee has been guilty of serious misconduct, habitual neglect of duty, incompetence, or conduct incompatible with his duties, or prejudicial to the employer’s business, or if he has been guilty of willful disobedience to the employer’s orders in a matter of substance, the law recognizes the employer’s right summarily to dismiss the delinquent employee”. -
Age Discrimination in Employment: the Scope of Statutory Exceptions to the Age Discrimination in Employment Act of 1967, 8 Loy
Loyola University Chicago Law Journal Volume 8 Issue 4 Summer 1977, Fair Employment Practices Article 14 Symposium 1977 Age Discrimination in Employment: The copS e of Statutory Exceptions to the Age Discrimination in Employment Act of 1967 Thomas S. Malciauskas Follow this and additional works at: http://lawecommons.luc.edu/luclj Part of the Labor and Employment Law Commons Recommended Citation Thomas S. Malciauskas, Age Discrimination in Employment: The Scope of Statutory Exceptions to the Age Discrimination in Employment Act of 1967, 8 Loy. U. Chi. L. J. 864 (1977). Available at: http://lawecommons.luc.edu/luclj/vol8/iss4/14 This Note is brought to you for free and open access by LAW eCommons. It has been accepted for inclusion in Loyola University Chicago Law Journal by an authorized administrator of LAW eCommons. For more information, please contact [email protected]. Age Discrimination in Employment: The Scope of Statutory Exceptions to the Age Discrimination in Employment Act of 1967 The Age Discrimination in Employment Act of 1967 (ADEA)I was enacted to protect older workers from arbitrary employment prac- tices, such as the establishment of age requirements unrelated to the ability needed for a job, and to meet the problem of increasing numbers of older workers who are unable to retain employment after job displacement.2 The ADEA, in language similar to the employ- ment practices sections of the Civil Rights Act of 1964,1 prohibits an employer from discriminating against any employee or applicant for employment who is between forty and sixty-five years of age because of such person's age. -
October 2004
HOME Site Search ABOUT US NEWS EVENTS CROSS CORE CUTTING RESEARCH EDUCATION ACTION DISCIPLINES THEMES Inside The Earth Institute a monthly e-newsletter October 2004 Message from Jeff Sachs In the News The Columbia Spectator, October 1, 2004 This fall, the Earth Institute is supporting two new graduate programs: a Masters of Arts in Climate and Society, developed primarily by the International Research Institute for Climate Prediction, and a Ph.D. in Sustainable Development, which will be the first doctoral degree granted by the School of International and Public Affairs. The Discovery Channel, September 27, 2004 Real Video (8:10) Edward Cook, a paleoclimatologist from the Lamont-Doherty Earth Observatory, was quoted in this Quicktime Video (8:10) article on research that Lewis and Clark's expedition succeeded in part through favorable climate conditions. The causes and costs of extreme poverty were Earth Institute Receives $4.2 Million discussed by Jeff Sachs and colleagues in a recent Medical News Today, September 21, 2004 Grant to Break Down Barriers and paper published by the Brookings Institute. In his The work of Awash Teklehaimonot, a health expert at e-newsletter video, Jeff stresses the need to use the the Earth Institute, supports the accelerated expansion Increase the Ranks of Women in Earth results of this paper to inform ways to help Africa out of of the health system in Ethiopia. Sciences and Engineering its poverty trap. download Brookings paper The National Science Foundation (NSF) has awarded the The Columbia Spectator, -
Proper Education
he title mav not be all that original. Neither was it in 1872when Ellen G. White utilized it to launch her distineuished career as a philosopher of Christian education.A perusalof the literature of the times revealsthat the "educational expres- sions re[orm" "proper and education" seemedto be favorite buzzwordsin the press,ban- died about lreelv bv editors, politi- cians,and celebratedspeakers on the Chautauquacircuit who found it pop- ular to inveighagainst the impractical- ity of the classicalcurriculum. The Education" entrenchededucational establishment of the day, so re-sistantto change of By G.H. AKERS any sort, was a specialtarget of writers and speakers. Clearly, grassroots post-Civil War America was growing impatient with its schools.Elitist education,reserved for the upper classand essentiallvfor cosmeticcffcct was definitclvundr'r siegeas backward-orientcd,ex- hausted, and entirelv too static to respond to the needs o[ the r<_rbust new socialorder. The times called for a more appropriatecducational product-trained artisans, surveyors, architccts,engineers, technicians, ser- vice professionals,busincss lcaders, "Can and practitioncrs of cvery sort. Do" had bccomethe order of thc.dar, and Amcrica'scollcgcs and univerii- ties wcre expccted to help substan- tiallvin achicvingthe maniicst dcstinr of an exuberant, expanding voung countrv. A ]lew Voice to Society and Ghurch It was in this latenineteenth-centurv culturalcontext, with tht'GreatCon- versationmoving from coast to coast regarding the appropriate training of the young, that Ellen White moved in "Proper with her landmark essav Edu- cation."In it sheoffcrci hcr own orc- scriptionfor wt.rrthyeducational goals for socicty and church and the best methods for their acc<-rmplishmcnt. -
Do Mandatory Retirement Contributions Crowd out Voluntary Contributions?
Research Dialogue | Issue no. 161 May 2020 Do mandatory retirement contributions crowd out voluntary contributions? Abstract Leora Friedberg, A high contribution rate to employer-provided defined contribution (DC) pension plans Department of Economics, is important for employees to maintain their standard of living during retirement. Yet, University of Virginia TIAA Institute Fellow plans differ in whether employee or employer contributions are mandated, leaving a critical role for voluntary contributions. We study how employees respond to a shift in Adam Leive, required contribution rates at a large public university. Starting in 2010, new employees Batten School of Leadership experienced two changes relative to employees hired earlier: (1) the employer and Public Policy, contribution rate fell by 1.5 percentage points (pp); and (2) a new mandatory employee University of Virginia contribution of 5% was established. Wenqiang Cai, PWC Economic theory predicts that required contributions will crowd out voluntary contributions by up to 5 pp. These predictions, however, may depend on whether required contributions are salient. Salience may take on particular importance in a complicated choice environment – as is the case for many pension plans. We find evidence of incomplete crowd-out. We estimate a small and often statistically insignificant reduction of 3-6 pp in the share who make any voluntary contributions to the DC plan. Among those who continue to make voluntary contributions, we estimate a reduction in voluntary contributions of about 2.25 pp. The resulting crowd-out is only about 45%, falling well short of predicted crowd-out of 5 pp. These responses suggest a lack of salience of required contributions and reinforce evidence in other settings of passive saving behavior in response to required contributions. -
M.D. Handbook and Policies
M.D. Handbook and Policies 1 Please note that information contained herein is subject to change during the course of any academic year. Wayne State University School of Medicine (WSUSOM) reserves the right to make changes including, but not limited to, changes in policies, course offerings, and student requirements. This document should not be construed in any way as forming the basis of a contract. The WSUSOM Medicine M.D. Handbook and Policies is typically updated yearly, although periodic mid-year updates may occur when deemed necessary. Unlike degree requirements, changes in regulations, policies and procedures are immediate and supersede those in any prior Medical Student Handbook. The most current version of the WSUSOM of Medicine M.D. Handbook and Policies can always be found on the School of Medicine website. UPDATED 09.15.2021 UNDERGRADUATE MEDICAL EDUCATION MAJOR COMMITTEES • Admissions Committee • Curriculum Committee • Institutional Effectiveness Committee • Professionalism Committee • Promotions Committee 2 DOCUMENT OUTLINE 1. GENERAL STANDARDS 1.1 NEW INSTITUTIONAL DOMAINS OF COMPETENCY AND COMPETENCIES • Domain 1: Knowledge for Practice (KP) • Domain 2: Patient Care (PC) • Domain 3: Practice-Based Learning and Improvement (PBLI) • Domain 4: Interpersonal and Communication Skills (ICS) • Domain 5: Professionalism (P) • Domain 6: Systems-Based Practice (SBP) • Domain 7: Interprofessional Collaboration (IPC) • Domain 8: Personal and Professional Development (PPD) • Domain 13: Entrustable Professional Activities for Entering -
Laws of Brunei Chapter 7 Criminal Procedure Code
LAWS OF BRUNEI CHAPTER 7 CRIMINAL PROCEDURE CODE Enactment No. 16 of 1951 Chapter 7 of 1951 Amended by Enactment No. 7 of 1953 Enactment No. 8 of 1953 Enactment No. 1 of 1955 Enactment No. 2 of 1957 Enactment No. 1 of 1958 S 5/1959 S 3 of 1966 S 99/1959 S 140/1981 S 100/1959 E 11 of 1982 E 2 of 1960 E 16/1982 1984 Edition, Chapter 7 Amended by S 39/1984 S 27/1988 S 44/1999 S 7/1985 S 48/1989 S 16/1995 GN 68/1985 S 51/1989 S 30/1999 S 37/1987 S 23/1991 S 4/1988 S 13/1993 2001 Edition, Chapter 7 Amended by S 63/2002 S 6/2006 S 25/2014 GN 273/2002 S 9/2006 S 51/2014 S 62/2004 S 4/2007 S 6/2016 S 32/2005 S 26/2012 REVISED EDITION 2016 B.L.R.O. 1/2016 LAWS OF BRUNEI Criminal Procedure Code CAP. 7 1 LAWS OF BRUNEI REVISED EDITION 2016 CHAPTER 7 CRIMINAL PROCEDURE CODE ARRANGEMENT OF SECTIONS Section PART I PRELIMINARY Chapter I 1. Citation and application 2. Interpretation 3. Trial of offences under Penal Code and against other written laws 4. Saving of powers of Supreme Court PART II CONSTITUTION AND POWERS OF CRIMINAL COURTS Chapter II Criminal Courts generally 5. Classes of criminal Courts 6. Court to be open 6A. Section 6 read subject to other Acts B.L.R.O. 1/2016 LAWS OF BRUNEI 2 CAP. -
APRES Moi LE DELUGE"? JUDICIAL Review in HONG KONG SINCE BRITAIN RELINQUISHED SOVEREIGNTY
"APRES MoI LE DELUGE"? JUDICIAL REvIEw IN HONG KONG SINCE BRITAIN RELINQUISHED SOVEREIGNTY Tahirih V. Lee* INTRODUCTION One of the burning questions stemming from China's promise that the Hong Kong Special Administrative Region (HKSAR) would enjoy a "high degree of autonomy" is whether the HKSAR's courts would have the authority to review issues of constitutional magnitude and, if so, whether their decisions on these issues would stand free of interference by the People's Republic of China (PRC). The Sino-British Joint Declaration of 1984 promulgated in PRC law and international law a guaranty that implied a positive answer to this question: "the judicial system previously practised in Hong Kong shall be maintained except for those changes consequent upon the vesting in the courts of the Hong Kong Special Administrative Region of the power of final adjudication."' The PRC further promised in the Joint Declaration that the "Uludicial power" that was to "be vested in the courts" of the SAR was to be exercised "independently and free from any interference."2 The only limit upon the discretion of judicial decisions mentioned in the Joint Declaration was "the laws of the Hong Kong Special Administrative Region and [to a lesser extent] precedents in other common law jurisdictions."3 Despite these promises, however, most of the academic and popular discussion about Hong Kong's judiciary in the United States, and much of it in Hong Kong, during the several years leading up to the reversion to Chinese sovereignty, revolved around a fear about its decline after the reversion.4 The * Associate Professor of Law, Florida State University College of Law. -
Nber Working Paper Series Why Was There Mandatory
NBER WORKING PAPER SERIES WHY WAS THERE MANDATORY RETIREMENT? OR THE IMPOSSIBILITY OF EFFICIENT BONDING CONTRACTS Kevin Lang Working Paper No. 2199 NATIONAL BUREAU OF ECONOMIC RESEARCH 1050 Massachusetts Avenue Cambridge, MA 02138 March 1987 This research was supported by an Olin Fellowship at the National Bureau of Economic Research. Many of the ideas in this paper were generated in the èourse of conversations with Shulamit Kahn concerning a related paper (Kahn and Lang, 1986). I am grateful fo Larry Katz for pointing out a significant oversight in the previous draft and to Bob Gibbons, Alan Krueger, Edward Lazear, and Larry Summers for helpful discussions. The research reported here is part of the NBER's research program in Labor Studies. Any opinions expressed are those of the author and not those of the National Bureau of Economic Research. NBER Working Paper #2199 March 1987 Why Was There Mandatory Retirement? or the Impossiblity of Efficient Bonding Contracts ABSTRACT Lazear has argued that hours constraints, in general, and mandatory retirement, in particular, form part of an efficient labor market contract designed to increase output by inhibiting worker shirking. Since the contract is efficient, legislative interference is welfare reducing. However, in any case where bonding is costly, the hours constraints will not be chosen optimally. Although it is theoretically possible that bonding is costless, in this case the earnings profile is indeterminate and we should never observe monitoring aimed at reducing shirking. It therefore appears that bonding should be modelled as costly. If so, the role of policy depends on the source of bonding costs, the set of feasible contracts and the policy options which are available to government. -
Teacher Education Handbook
1 Teacher Education Handbook Becoming teachers who teach boldly in a changing world through an ethic of care and critical reflection Education Department Eastern Mennonite University 2017-2018 www.emu.edu/education Updated August 1, 2017 2 Welcome to Teacher Education At Eastern Mennonite University The teacher education department subscribes to a Reflective Teaching Model informed by constructivist and critical reflective theorists. You will approach your studies through active learning as you reflect upon your beliefs, knowledge, thought, and actions. You will be challenged to examine your assumptions about teaching and learning as you participate in an environment of inquiry and collaboration. Teachers touch and help shape the future. They serve as models of life itself. For this reason each teacher needs a positive self-concept, needs to think well of others, and needs to believe in persons' mutual dependence. Faith commitment to Christ makes possible this wholeness in outlook and in relationships. Teacher education at Eastern Mennonite University offers you the opportunity to change and grow. The education faculty members believe that the person you are becoming is the key to your effectiveness as a prospective teacher. Preparation for teaching is dynamic and life-long. As your teachers, we are seeking to model this pilgrimage of openness and continuous growth both personally and professionally. We welcome you to walk with us on this journey. As you have questions and concerns, many of which will not be addressed in this handbook, please feel free to stop by the education department office. We anticipate a rewarding journey ahead! Sincerely, Cathy Smeltzer Erb, Ph.D.