In 2013 an ice core was recovered from Roosevelt Island, an ice dome between two submarine troughs carved by paleo-ice-streams in the Ross Sea, Antarctica. The ice core is part of the Roosevelt Island Climate Evolution (RICE) project and provides new information about the past configuration of the West Antarctic Ice Sheet (WAIS) and its retreat during the last deglaciation. In this work we present the RICE17 chronology, which establishes the depth–age relationship for the top 754 m of the 763 m core. RICE17 is a composite chronology combining annual layer interpretations for 0–343 m (Winstrup et al., 2019) with new estimates for gas and ice ages based on synchronization of CH4 and δ18Oatm records to corresponding records from the WAIS Divide ice core and by modeling of the gas age–ice age difference. Novel aspects of this work include the following: (1) an automated algorithm for multiproxy stratigraphic synchronization of high-resolution gas records; (2) synchronization using centennial-scale variations in methane for pre-anthropogenic time periods (60–720 m, 1971 CE to 30 ka), a strategy applicable for future ice cores; and (3) the observation of a continuous climate record back to ∼65 ka providing evidence that the Roosevelt Island Ice Dome was a constant feature throughout the last glacial period.
Online estate agent eMoov says it is looking for a new HQ after the company revealed that its premises are to be turned into flats.eMoov, which has been at its offices in Brentwood, Essex since the company started up in 2010, says it will have to move out of its 3,500 sq ft HQ when the lease on New North House (pictured, right) expires at the end of this month.CEO Russell Quirk says recent changes to planning rules that allow councils to approve more offices being turned into homes, means the company’s offices are to soon become a dozen apartments after permitted development rights were granted by local planners.Russell (pictured, left) told the local paper that, because of the change of use for the building – and a lack of office space in Brentwood – meant the business and its 45 headquarters staff would move to London.“Brentwood is my home and has been the home of eMoov since we launched in 2010,” he said.“Sadly, it’s looking like it can no longer be such for expanding businesses given the propensity for office owners to convert their assets to residential now that the Government has allowed Permitted Development rights to convert all and sundry to flats.“It’s now leading to a huge imbalance in the mix between flats and office space in the town centre and I fear will end up resulting in an exodus of businesses and therefore job opportunities from Brentwood. That’s hardly good for local employment prospects.” Russell Quirk emoov homeless October 16, 2017Nigel LewisWhat’s your opinion? Cancel replyYou must be logged in to post a comment.Please note: This is a site for professional discussion. Comments will carry your full name and company.This site uses Akismet to reduce spam. Learn how your comment data is processed.Related articles Letting agent fined £11,500 over unlicenced rent-to-rent HMO3rd May 2021 BREAKING: Evictions paperwork must now include ‘breathing space’ scheme details30th April 2021 City dwellers most satisfied with where they live30th April 2021 Home » News » Looking online, Russell? eMoov offices to be turned into apartments previous nextLooking online, Russell? eMoov offices to be turned into apartmentsCEO Russell Quirk and his firm’s 45 HQ staff must find new premises after permission was given to turn its offices into homes.Nigel Lewis16th October 20170897 Views
Administration: supports efficient and consistent practicesacross all programs The mission of The University of St. Augustine for Health Sciencesis the development of professional health care practitionersthrough innovation, individualized, and quality classroom,clinical, and distance education. GENERAL SUMMARYA core faculty member at the University of St. Augustine for HealthSciences (USAHS) provides engaging clinically-focused learningopportunities for students in the health science professions,through face-to-face, blended, and online delivery methods. Thefaculty member is responsible for academic advising and overseeingfinal program projects. They provide service to the Universitythrough committee, curriculum improvement, and advocacy for theprofession. The faculty are scholars, being involved in buildingand integrating knowledge for advancement of the profession and theUniversity.ESSENTIAL DUTIES AND RESPONSIBILITIESTeaching: provides student-centered learning through bestpractice teaching activities Promotes professionalism by modeling and encouraging suchbehaviors inside and outside the classroom settingSupports and exemplifies the University’s core valuesActively engages in interprofessional collaborationactivitiesUpholds and enforces student and faculty handbook policies andUniversity policies/procedures Establishes and implements an approved scholarship plan/facultydevelopment plan as required by accreditation and universitystandardsStays current with clinical practice and evidence that supportcontent area expertise and professional growthDisseminates scholarly work consistent with University policiesand accreditation expectations LICENSURE and/or CERTIFICATIONFaculty Members must be appropriately credentialed, possess anearned degree from an accredited institution or recognized by acountry’s ministry of education in the discipline being taught, andbe licensed or license-eligible in order to teach in specificprograms.TRAVELSome travel may be requested up to 20% of the timeBUSINESS COMPETENCIESTo perform the job successfully, an individual should demonstratethe following competencies:Committed to Mission and Values – Has a clear understandingof institution’s mission and values. Has a passion for facilitatinglearning and for enabling students to navigate their own learningjourney.Contribute Knowledge to the Discipline – Compelled by theopportunity to contribute through research, scholarshipprofessional practice or creativity.Accountable -Takes personal responsibility for own goals andoutcomes to ensure student success. Establishes clear expectations,follows through on commitments to students and holds themaccountable for assignments and performanceCollaborative – Works cooperatively with others across theinstitution and beyond, including the community and throughpartnerships. Represents own interests while being inclusive andfair to others.Communicates Effectively – Adapts oral and writtencommunication approach and style to the audience and based on themessage. Also listens attentively to others.Drives Engagement – Makes students feel welcome, understoodand valued. Creates a learning environment that is compelling,challenging and productive.Academic Discipline Expertise – Has sufficient credentials,industry expertise and/or experience in the discipline to teachaccording to the standards and qualifications required.Education Design – Designs learning experiences closelylinked to learning outcomes including lesson planning, design ofproject, work integrated, group learning experiences, orinteractive learning objects. Has depth of expertise in pedagogy,andragogy and overall learning effectiveness.Teaching Delivery/Learning Facilitation Skills – Managessmall, large, blended, hybrid and/or online classrooms, monitoringand ensuring participation, managing one’s own and students’ timeand attention effectively.WORK ENVIRONMENTWork is performed primarily in a standard office environment butmay involve exposure to moderate noise levels. Work involvesoperation of personal computer equipment for six to eight hoursdaily and includes physical demands associated with a traditionaloffice setting, e.g., walking, standing, communicating, and otherphysical functions as necessary.Physical requirements of this position include the following:Does not apply Professionalism: displays the behaviors of a professionalacademician and follows expected discipline specific Code ofEthics Post-professional doctoral degree preferred. Candidatescurrently enrolled in a post-professional doctorate program will beconsidered.Teaching experience at the college/university levelpreferred.Experience with distance learning preferred.A minimum of 2 years of clinical experience required.Experience in scholarly activity preferred. Scholarship: actively engages in scholarship to advanceknowledge OTHER DUTIES AND RESPONSIBILITIESOther responsibilities as assigned by the Academic ProgramDirectorPOSITION IN ORGANIZATIONReports to: Academic Program Director/Assistant Academic ProgramDirectorPositions Supervised : Contributing Faculty, Lab Assistants whenassigned to coursesTECHNICAL, MANAGERIAL & PEOPLE SKILLS REQUIREDTo perform this job successfully an individual must be able toperform each essential duty satisfactorily. The requirements listedbelow are representative of the knowledge, skill, and/or abilityrequired. Incumbents will be evaluated, in part, based onperformance of each essential function. Reasonable accommodationsmay be made to enable individuals with disabilities to performessential functions.EDUCATION and/or EXPERIENCE Optimizes class/ lab /online environment that is conducive tostudent learning by developing creative, challenging andevidence-based learning opportunitiesUses learning assessment information to improve teaching andcurriculum; participates in quality improvement initiatives to meetprogram and institutional goalsProvides current, organized, error free instructionalmaterialsMaintains all components of the learning environment includingonline course portal management Service: supports shared governance and promoting one’sprofession Serves on programmatic and university committees asassignedActively participates in his/her professional associationServes as university liaison in community and/or professionalactivitiesUses release time that enhances the program (e.g. – clinicalpractice, consultation, advanced degree, research, service) asapproved by the program directorParticipates in university governance, curriculum planning, andfunctions to support development and growth of theinstitution Performs course coordinator and lead instructor roles asassigned; works collaboratively with members of the teamAdvises students on academic, professional and/or personalissues while providing referrals when appropriateProvides other administrative duties as assignedCompletes annual self-evaluation of faculty performance andsets goals for the next year in collaboration with the programdirector; is actively engaged in faculty development opportunitiesto meet performance goals The University of St. Augustine for Health Sciences is an equalopportunity at will employer and does not discriminate against anyemployee or applicant for employment because of age, race,religion, color, disability, sex, sexual orientation or nationalorigin.