นโยบายการจัดการความรู้ มหาวิทยาลัยสงขลานครินทร์ 1.ให้ใช้เครื่องมือการจัดการความรู้ผลักดัน คุณภาพคน และกระบวนทำงาน 2.ส่งเสริมการแลกเปลี่ยนประสบการณ์การทำงาน จากหน้างาน 3.ส่งเสริมให้มีเวทีเรียนรู้ร่วมกัน

ความเห็นล่าสุด (หน้า 7)

Ico24 การประเมินตามระบบ มคอ.
Ico48
ถุงเงิน [IP: 113.53.228.99]
31 ตุลาคม 2562 14:33
#110147

สล็อต มีข้อมูลดีๆมาฝากค่ะ

Ico24 การจัดการเรียนการสอนเชิงรุกแบบการใช้ทีมเป็นฐาน (Team-based Learning)
Ico48
ถุงเงิน [IP: 113.53.228.99]
31 ตุลาคม 2562 11:32
#110146

สล็อต ขอบคุณข้อมูลดีๆนะคะ 

Ico24 วิกฤตอุดมศึกษาของไทย 1
Ico48
จิราภรณ์ นอนน้อย [IP: 58.11.29.181]
30 ตุลาคม 2562 15:38
#110145

เป็นบทความที่่น่าสนใจเป็นอย่างมาก สล็อตxo

Ico24 11 ปี กับอีก 4 เดือน @ SEC
Ico48
โลซ่า ลีโอ [IP: 45.56.152.94]
30 ตุลาคม 2562 13:51
#110143

เป็นบทความที่ดีมากเลยค่ะ สล็อต

Ico24 20120828_PL1.jpg
Ico48
ukmbauk [IP: 46.101.89.227]
30 ตุลาคม 2562 12:23
#110139

More details about pupils' backgrounds should be taken into account when compiling data for secondary school league tables in England, a study says. Factors such as ethnicity, free meals and special needs should be considered, the Bristol University report says. The research claims a fifth of schools would see their national league table position change by over 500 places if such factors were taken into account. Ministers say they want pupils from all backgrounds to fulfil their potential. Secondary school league tables in England used to be based on the percentage of pupils getting five GCSEs, including maths and English, at grades A*-C, but in 2016, the Department for Education changed the accountability measures to Attainment 8 and Progress 8. Attainment 8 measures pupils' grades across eight key subjects, while Progress 8 looks at their progress between the end of primary school (age 11) and the end of Key Stage 4, when they sit their GCSEs (age 16). It is a "value-added" measure which means that pupils' results at age 16 are compared nationally with the results of other pupils who had similar levels of achievement at age 11, to look at the progress individual children have made. But researchers at the Centre for Multilevel Modelling, Bristol University, say this measure does not go far enough. They say schools should be judged on a more contextual Progress 8 measure that takes into account other factors that can play a part in a child's achievement. Using state school GCSE data for 2018, the study authors compared the government's current Progress 8 measure with an "adjusted" measure that also accounted for the following pupil criteria: gender age ethnicity residential deprivation whether they are eligible for free meals whether English is their first language and whether they have special educational needs. It found that adjusting for these background factors meant that a fifth of schools would see their ranking in national tables - which show school performance based on government accountability measures - change by over 500 places. London advantage Around half (51%) of schools judged to be "underperforming" against current accountability measures would move out of this category. "The high-average Progress 8 score seen in London halves when we adjust for pupil background," the report says. "This is principally due to these schools teaching high proportions of high-progress ethnic groups. "In contrast, the low-average Progress 8 score seen in the north-east improves substantially after adjustment, due to the high proportion of poor pupils taught in this region." The report concludes: "Given the importance of pupil background in driving schools' scores, the government should revise their current school league tables to include an adjusted Progress 8 measure side-by-side with Progress 8 to present a more informative picture of school performance." Image copyrightGETTY IMAGES The DfE says Progress 8 is a fair measure which helps parents to choose schools. It says the measure helps to recognise those schools which are making good progress with lower attaining pupils and to identify those schools not doing enough with a high-performing intake. But Henri Murison, director of the Northern Powerhouse Partnership, which published the research paper, said the government had not had a consistent focus on improving education standards in the north. "Unless we devolve more powers and funding, establishing a new northern schools board to oversee currently unaccountable schools commissioners and a centre for what works in schools in disadvantaged areas, we will not be able to close the skills gap - even with much more devolution and increased funding for further education to our Metro Mayors and combined authorities." Nick Brook, deputy general secretary of the National Association of Head Teachers said: "Test and examination results are only part of the picture when judging a school's performance or a pupil's success. "A dip in results one year does not necessarily equate to a decline in school effectiveness as cohorts vary annually. "We therefore encourage all parents to take these results with a pinch of salt when choosing a school for their child." ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk/ ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk/ ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk/ ukblackmbaukukblackmbauk/ ukblackmbaukukblackmbauk/ / ukblackmbaukukblackmbauk/ ukblackmbaukukblackmbauk/ ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk / ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk/&seed_title=Wikipedia+Shuts+Down+Wednesday+in+Protest+of+SOPA/PIPA ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk/ ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk 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ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk / / ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk/ ukblackmbaukukblackmbauk/ ukblackmbaukukblackmbauk/ ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk/&host=course.uceusa.com ukblackmbaukukblackmbauk/&host=course.uceusa.com ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk/ ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk 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Ico24 20120828_PL1.jpg
Ico48
dadasad [IP: 46.101.38.123]
30 ตุลาคม 2562 12:04
#110138

More details about pupils' backgrounds should be taken into account when compiling data for secondary school league tables in England, a study says. Factors such as ethnicity, free meals and special needs should be considered, the Bristol University report says. The research claims a fifth of schools would see their national league table position change by over 500 places if such factors were taken into account. Ministers say they want pupils from all backgrounds to fulfil their potential. Secondary school league tables in England used to be based on the percentage of pupils getting five GCSEs, including maths and English, at grades A*-C, but in 2016, the Department for Education changed the accountability measures to Attainment 8 and Progress 8. Attainment 8 measures pupils' grades across eight key subjects, while Progress 8 looks at their progress between the end of primary school (age 11) and the end of Key Stage 4, when they sit their GCSEs (age 16). It is a "value-added" measure which means that pupils' results at age 16 are compared nationally with the results of other pupils who had similar levels of achievement at age 11, to look at the progress individual children have made. But researchers at the Centre for Multilevel Modelling, Bristol University, say this measure does not go far enough. They say schools should be judged on a more contextual Progress 8 measure that takes into account other factors that can play a part in a child's achievement. Using state school GCSE data for 2018, the study authors compared the government's current Progress 8 measure with an "adjusted" measure that also accounted for the following pupil criteria: gender age ethnicity residential deprivation whether they are eligible for free meals whether English is their first language and whether they have special educational needs. It found that adjusting for these background factors meant that a fifth of schools would see their ranking in national tables - which show school performance based on government accountability measures - change by over 500 places. London advantage Around half (51%) of schools judged to be "underperforming" against current accountability measures would move out of this category. "The high-average Progress 8 score seen in London halves when we adjust for pupil background," the report says. "This is principally due to these schools teaching high proportions of high-progress ethnic groups. "In contrast, the low-average Progress 8 score seen in the north-east improves substantially after adjustment, due to the high proportion of poor pupils taught in this region." The report concludes: "Given the importance of pupil background in driving schools' scores, the government should revise their current school league tables to include an adjusted Progress 8 measure side-by-side with Progress 8 to present a more informative picture of school performance." Image copyrightGETTY IMAGES The DfE says Progress 8 is a fair measure which helps parents to choose schools. It says the measure helps to recognise those schools which are making good progress with lower attaining pupils and to identify those schools not doing enough with a high-performing intake. But Henri Murison, director of the Northern Powerhouse Partnership, which published the research paper, said the government had not had a consistent focus on improving education standards in the north. "Unless we devolve more powers and funding, establishing a new northern schools board to oversee currently unaccountable schools commissioners and a centre for what works in schools in disadvantaged areas, we will not be able to close the skills gap - even with much more devolution and increased funding for further education to our Metro Mayors and combined authorities." Nick Brook, deputy general secretary of the National Association of Head Teachers said: "Test and examination results are only part of the picture when judging a school's performance or a pupil's success. "A dip in results one year does not necessarily equate to a decline in school effectiveness as cohorts vary annually. "We therefore encourage all parents to take these results with a pinch of salt when choosing a school for their child." ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk/ ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk/ ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk/ ukblackmbaukukblackmbauk/ ukblackmbaukukblackmbauk/ / ukblackmbaukukblackmbauk/ ukblackmbaukukblackmbauk/ ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk / ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk/&seed_title=Wikipedia+Shuts+Down+Wednesday+in+Protest+of+SOPA/PIPA ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk/ ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk 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Ico24 20120828_PL1.jpg
Ico48
adasda [IP: 46.101.38.123]
30 ตุลาคม 2562 12:00
#110137

The universities minister has told a summit of student-accommodation providers to sort out the "awful and disappointing" problems that have seen more than 20 student housing schemes not completed on time. Chris Skidmore summoned housing providers after students had been put into temporary accommodation at the beginning of the autumn term. "Students can pay significant amounts for their accommodation and it is unacceptable to let them down at a stressful time," said the minister. Students in Portsmouth were among those affected, when a private housing block was not completed, leaving about 250 without accommodation. High costs The University of Portsmouth's vice-chancellor, Graham Galbraith, also complained of a lack of scrutiny of the private student-housing sector. Student housing failures 'deeply concerning' Students feel cheated by rise in unfinished housing Bristol students get temporary accommodation in Wales Responding to concerns, Mr Skidmore called a meeting of housing providers, both private and university-owned, along with student representatives and mental health experts. "Poor accommodation, high living costs and a lack of information can seriously affect student welfare and mental health, so providers must be held to account," he said. "With the number of students expected to rise sharply due to demographic changes in the 2020s, now is the time to prepare and think ahead about how we deliver and regulate student accommodation for the future." Public money Accommodation is funded from student maintenance loans - which means billions of public spending goes into the student-housing sector. Parents also often contribute to the cost of student accommodation. But there have been concerns this autumn about how this is regulated and how value and quality can be assured. "Accommodation is a central issue of the student experience and it is the duty of accommodation providers, higher-education institutions and government to think carefully about what needs to happen in the future," said Mr Skidmore. Universities UK said student accommodation increasingly involved private-sector organisations. "It is important that all providers meet high standards, demonstrate value, and are accountable to students," said the universities' organisation. ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk/ ukblackmbaukukblackmbauk/contact.php ukblackmbaukukblackmbauk/contact.php ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk/ ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk/ ukblackmbaukukblackmbauk / &email=teddyfarrow@aol.com ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk / ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk/ ukblackmbaukukblackmbauk/ ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk/ ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk/ ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk/ ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk/ ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk/ / / ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk/&emv_key=F9X7Cq8FjqGx8SA9MKJk7wYY54O102IMNfcStGb5lw8W0bBhOG5mpqVsje_Hhe-g21nF ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk&source=url&ie=utf8&from=auto&to=zh&render=1&origin=ps ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk/ ukblackmbaukukblackmbauk/ ukblackmbaukukblackmbauk/ ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk/ ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk/ ukblackmbaukukblackmbauk&tab=wminfo ukblackmbaukukblackmbauk/ ukblackmbaukukblackmbauk/ ukblackmbaukukblackmbauk/ ukblackmbaukukblackmbauk/ ukblackmbaukukblackmbauk/ ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk/ ukblackmbaukukblackmbauk/ ukblackmbaukukblackmbauk/ ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk/h ukblackmbaukukblackmbauk/h ukblackmbaukukblackmbauk/ ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk/ ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk / / ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk/ ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk/ ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk/ ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk/&providers_set=google,yandex,mailru,vkontakte,odnoklassniki,facebook,loginza,twitter,linkedin,livejournal,myopenid,webmoney,rambler,flickr,lastfm,mailruapi,steam,aol&task=auth ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk/ ukblackmbaukukblackmbauk/ ukblackmbaukukblackmbauk/ ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk/ ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk/ ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk&action=order ukblackmbaukukblackmbauk

Ico24 เลือกทำให้ดีมีค่ากว่าเลือกได้
Ico48
Sheds Fayetteville [IP: 103.111.225.35]
30 ตุลาคม 2562 01:03
#110136

Great info! It is useful and helpful for me. You actually Sheds Fayetteville understand how to bring a concern to light making it essential. Thank you very much.

Ico24 20120828_PL1.jpg
Ico48
UK Education System UK [IP: 178.62.6.233]
29 ตุลาคม 2562 19:16
#110135

"UK Education System UK Education System The education system in the UK is divided into four main parts, primary education, secondary education, further education and higher education. Children in the UK have to legally attend primary and secondary education which runs from about 5 years old until the student is 16 years old. The education system in the UK is also split into ""key stages"" which breaks down as follows: Key Stage 1: 5 to 7 years old Key Stage 2: 7 to 11 years old Key Stage 3: 11 to 14 years old Key Stage 4: 14 to 16 years old Generally key stages 1 and 2 will be undertaken at primary school and at 11 years old a student will move onto secondary school and finish key stages 3 and 4. Students are assessed at the end of each stage. The most important assessment occurs at age 16 when students pursue their GCSE's or General Certificate of Secondary Education. Once students complete their GCSE's they have the choice to go onto further education and then potential higher education, or finish school and go into the working world. Our overview of the education system in the UK is divided into five main sections: Primary Education Primary education begins in the UK at age 5 and continues until age 11, comprising key stages one and two under the UK educational system. Please visit the British Council page for more information on primary education. Secondary Education From age 11 to 16, students will enter secondary school for key stages three and four and to start their move towards taking the GCSE's - learn more about secondary education in the UK and what it will involve. Primary and secondary education is mandatory in the UK; after age 16, education is optional. Further Education Once a student finishes secondary education they have the option to extend into further education to take their A-Levels, GNVQ's, BTEC's or other such qualifications. UK students planning to go to college or university must complete further education. Higher Education Probably the most important subject area on this site, this explains more about the higher education system in the UK and how it works for international students. Most international students will enter directly into the UK higher education system, after completing their home country’s equivalent to the UK’s “further education.” Entry Requirements Each level of education in the UK has varying requirements which must be satisfied in order to gain entry at that level - learn more about the education entry requirements for the UK. UK Degree Online With online programs growing in popularity, this means the availability of top-notch online programs is also on the rise. If you want to obtain a UK accredited degree without having to relocate to the United Kingdom, choosing to study online is a good option for you. Getting a UK accredited degree online allows you to fit your studies into your schedule and save money on travel costs while having access to a variety of top programs." ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk &field_sourc ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk&USER=Pieroweb&L=0 ukblackmbaukukblackmbauk&USER=Pieroweb&L=0 ukblackmbaukukblackmbauk/web&USER=Pieroweb&L=0 ukblackmbaukukblackmbauk/web&USER=Pieroweb&L=0 ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk/ ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk/ ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk/ ukblackmbaukukblackmbauk/ ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk/ ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk&Rdt=On ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk/ ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk&poi=&y=Web+Search&rd=r2 ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk / ukblackmbaukukblackmbauk/ ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk/ ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk 

ukblackmbaukukblackmbauk/ ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk/ ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk/ ukblackmbaukukblackmbauk/contact.php ukblackmbaukukblackmbauk/contact.php ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk/ ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk/ ukblackmbaukukblackmbauk / &email=teddyfarrow@aol.com ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk / ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk/ ukblackmbaukukblackmbauk/ ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk/ ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk/ ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk/ ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk/ ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk/ / / ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk/&emv_key=F9X7Cq8FjqGx8SA9MKJk7wYY54O102IMNfcStGb5lw8W0bBhOG5mpqVsje_Hhe-g21nF ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk&source=url&ie=utf8&from=auto&to=zh&render=1&origin=ps ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk/ ukblackmbaukukblackmbauk/ ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk/ ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk/ ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk/ ukblackmbaukukblackmbauk/ ukblackmbaukukblackmbauk/ ukblackmbaukukblackmbauk/ ukblackmbaukukblackmbauk/ ukblackmbaukukblackmbauk ukblackmbaukukblackmbauk/ ukblackmbaukukblackmbauk/ ukblackmbaukukblackmbauk/ ukblackmbaukukblackmbauk "Thomas Swann completed his PhD in 2015, he spent three weeks applying for 40 different jobs in academia. He was lucky to secure a dream position at Leicester University’s department of politics and international relations, but the year-long contract meant it wouldn’t be the end of his job hunt. He is currently on his fifth short-term contract, now at Loughborough, and has no idea whether he’ll still be working in six months’ time. “It makes life frantic because as well as trying to do the best job you can, you’re constantly having to apply for other opportunities,” he says. “That’s a huge amount of time I could be spending on developing teaching or research.” Swann’s experience is not unusual. The typical academic career involves a sequence of often low-paid, temporary contracts, and according to the University and College Union, many academics now feel at breaking point. Tomorrow a ballot of UCU members will close, possibly leading to strikes in the new year. Its general secretary, Jo Grady, has warned that feelings are running high. ‘It’s cut-throat’: half of UK academics stressed and 40% thinking of leaving Read more According to 2016 research from the union, more than half of all academics are on temporary contracts. This has combined with an erosion of pay in real terms (which the union estimates has fallen by 17% since 2009), rising workloads (staff work an average of more than two unpaid days each week) and a gender pay gap of 15.9%. “People are exhausted by it and really want things to change,” says Swann. “Students are always massively shocked, they assume that during their summer holidays we’re all off on ours but actually, until last week I hadn’t had a day off for two months.” This chimes with the experience of Hannah Boast, a research fellow at Warwick University. She says her first job – at another university – after finishing her PhD in English literature was paid at 0.7 of a full-time wage, despite her working more than full time – a common setup for early-career lecturers. According to UCU, the median hourly rate for a lecturer on a 10-hour week contract is £18.70, but if they are working 20 hours a week (the median from its survey), pay falls to a real hourly rate of £9.35. This is despite lecturers having trained for at least seven years. “Being early in my career and knowing lots of people in part-time, fixed-term jobs you see lots of people working extremely hard, getting exhausted and burned out – then leaving the sector,” says Boast. Jo Grady FacebookTwitterPinterest Jo Grady, general secretary of the University and College Union: ‘People are burning out and it’s getting worse.’ Photograph: Linda Nylind/The Guardian This month’s ballot has the support of the shadow education secretary, Angela Rayner, who has called for universities to work with staff to address the fact that “a combination of falling pay, rising workloads and increasingly insecure employment is making a career in higher education less sustainable”. Last February, to protest about their pensions, thousands of lecturers and other staff staged a mass walkout in the driving snow, the biggest industrial action ever seen at UK universities. They were largely supported by students, despite stopping teaching and marking for a fortnight. The union succeeded in forcing employers to drop plans to change pensions at universities established before 1992, from defined benefit schemes to the less favourable defined contribution schemes. It is now looking to challenge the size of staff contributions, which it thinks should be capped at 8% of a lecturer’s salary, rather than the 10.4% proposed by employers. Grady, who has been touring campuses, says the two issues staff have raised most often are casualisation – how financial insecurity stops them enjoying their lives and work – and unsustainable workloads. “People are burning out,” she says. “And it’s getting worse.” Jo Grady: the miner’s daughter preparing for university picket lines Read more Last year, the union balloted members on strike action over pay but although the majority voted in favour, it didn’t obtain the required 50% voter turnout to move forward. Grady thinks some staff were uncomfortable, given they felt their colleagues in other public sector roles have had a harder time, while others were not aware that the turnout rules meant that not voting was equivalent to voting against, rather than staying neutral. Grady has been communicating to members the extent of the problems faced by university staff – including mental health problems and even homelessness. “People are staggered that there are colleagues in their departments who are faced with these life circumstances,” she says. Deborah Alstead, a lecturer at Sheffield Hallam University, who represents her local union branch, says she is seeing more staff than ever discussing the ballot. A mandatory 10% workload increase at her university has led to lecturers being signed off for stress, and a “very high” appetite for strike action. She says: “The strength of feeling locally at the moment is strong, people are extremely angry. They’re demotivated, stressed, overworked,” she says. “We’re going to be doing everything in our power to make sure both these ballots are successful.” The strike action last year was invaluable in building networks between staff, says Kerry Pimblott, a lecturer at the University of Manchester, who took part. She feels it sparked a broader conversation about what staff would like to see from their university. “Many people are caught in such a culture of overwork and exploitation that they can barely look up from their desk,” she says. “There was a rise to the surface of a new generation of people who can push us in a more progressive direction.”"

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29 ตุลาคม 2562 16:21
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