text:
Clinical 15 Child/Adolescent 8 Abnormal 7 Research 5 Behavioral Neuroscience 5 Other 4
Cognitive Neuroscience 4 Development 4 Quantitative 4 Government 3 Health 3 Industrial/Organizational 3 Lifespan 3 Personality 3 Social 3 Education 2
Full time 12 Postdoc 6
Pennsylvania 4 Maryland 2 Massachusetts 2 Texas 2 California 1 Illinois 1
Nebraska 1 Nevada 1 New York 1 South Carolina 1 Tennessee 1 Virginia 1
Aging Cognitive Experimental Neuroscience Postdoctoral Behavioral
Postdoctoral Fellow Featured
Applications are being sought for a postdoctoral position in the Ellman Lab in the Department of Psychology at Temple University. The Ellman Lab focuses on developmental risk factors for psychosis and related disorders (e.g., schizophrenia and depression) during the pre- and perinatal period and in adolescence/young adulthood. The latter studies involve multi-modal assessment of risk factors, including (but not limited to) biomarkers, neuroimaging, cognition, and a variety of psychosocial risk factors. The postdoctoral fellow will focus primarily on multiple large, multi-site studies examining risk for psychosis in adolescence/young adulthood, but could contribute to any of the ongoing studies in the lab and will have opportunities to develop independent research projects. Clinical hours towards licensure will be available, in addition to many potential research opportunities. Required Qualifications: Ph.D. in Clinical Psychology Preferred Qualifications: Experience with structured interviewing, interest/experience in psychosis. Responsibilities will include conducting clinical interviews, including certification in the Structured Clinical Interview for Psychosis-Risk Syndromes (SIPS), supervision and mentorship of lab graduate students, leading diagnostic consensus meetings across-sites, and manuscript development/preparation. For questions or to submit an application, please contact Lauren Ellman (ellman@temple.edu). Applicants should send a C.V., brief letter describing interests and prior experience, and two publications (that best reflect contributions of the candidate). Salary is based on the NIMH Postdoctoral scale, and funding is available for at least two years (appointments are for one year, but renewable for two years or more, based on progress/merit). There is a flexible start date (Spring/Summer 2020). Review of applications will begin immediately.
Temple University - Ellman Lab Philadelphia, PA, USA Postdoc
Visiting Assistant Professor in Cognitive Psychology
WILLIAMS COLLEGE DEPARTMENT OF PSYCHOLOGY invites applications for a two-year Visiting Assistant Professor position in Cognitive Psychology , beginning July 1, 2020. The teaching load would likely consist of an introductory course in cognitive psychology, an upper-level research seminar in the candidate's area of specialty with an accompanying laboratory, and the cognitive psychology section of a team-taught introductory psychology course. We provide mentoring in teaching and research for visiting faculty, as well as research facilities and support for conducting research with students. We are particularly interested in attracting and welcoming candidates from under-represented groups as well as individuals who have experience working with diverse undergraduate student populations. Additional information and resources can be found at our departmental web site: http://psychology.williams.edu . Qualifications Candidates should have a Ph.D. at the time of appointment. All offers of employment are contingent upon completion of a background check. Further information is available at http://dean-faculty.williams.edu/prospective-faculty/background-check-policy/. Application Instructions Applications must be submitted online at https://apply.interfolio.com/73444 . Your application should include a cover letter in which you speak to your ability to work effectively with an undergraduate student population that is broadly diverse with regard to gender, race, ethnicity, nationality, sexual orientation, and religion. Your application should also include a vita, three letters of reference, and three writing samples (articles). Please include a research statement that includes a description of how undergraduates will be included in your research program. Finally, please submit a teaching statement that includes a description of your pedagogical approach, evidence of teaching effectiveness (i.e., course evaluations), and a brief description of the course you would like to teach as an upper-level research seminar. Review of applications will begin on February 5 and will continue on a rolling basis. Preliminary interviews will be held via Skype, followed by an on-campus interview. Please contact Ms. Christine Russell, department administrative assistant, at cjr1@williams.edu with any questions. Williams College is a coeducational liberal arts institution located in the Berkshire Hills of western Massachusetts. The college has built its reputation on outstanding teaching and scholarship and on the academic excellence of its approximately 2,000 students. Please visit the Williams College website ( http://www.williams.edu ). Beyond meeting fully its legal obligations for non-discrimination, Williams College is committed to building a diverse and inclusive community where members from all backgrounds can live, learn, and thrive.
Williams College Williamstown, MA, USA Full time
Assistant/Associate Professor of Behavioral and Social Sciences, Education & Research - open discipline (College of Medicine)
Description: Title: Assistant/Associate Professor of Behavioral and Social Sciences, Education & Research - open discipline (College of Medicine) Summary: The Department of Behavioral and Social Sciences (DBSS) at the University of Houston College of Medicine (UHCOM) seeks a behavioral scientist that will be dedicated to shaping compassionate physician care givers that are incredibly informed and skilled at addressing the psychosocial aspects of medicine. Applications are encouraged from multiple behavioral science disciplines. Incumbents could bring the perspective of medical sociology, medical anthropology, health behavior, communication or psychology. This position is primarily a teaching position; applicants should be effective teachers didactically, in small groups and clinically with multiple trainee types. The successful applicant will apply discipline related knowledge and skills into the preparation of physicians that are psychosocially knowledgeable, reflective, and able to practice relationship centered care. Such preparation may occur in classroom, clinical or community settings and the incumbent will be able to systematically evaluate curricular innovations in one or more of those settings. UHCOM is interested in the development of compassion, empathy, or other humanistic traits by medical students and physicians. The ideal candidate's research would also attend to the influence of providers' humanistic traits on the health outcomes of members of disparity and underserved populations (such as persons of low SES, immigrants, refugees, and ethnic minorities). We will provide a fertile environment for mid-career investigators, as well as mentor those early in their career. DBSS and UHCOM leadership have significant experience with externally funded health systems, translational and educational research. In addition to behavioral and social sciences, community engagement, health care delivery systems and population medicine are major emphases of the college. Together these bring a rich opportunity for curriculum development and health services research. The University of Houston is a Carnegie Tier One Research University with more than 46,000 undergraduates. Specific duties include the following: Primary Responsibilities : Educational Mission (75% of effort): Facilitate and develop or co-develop trainee reflective and skills building activities for professionalism, wellness and relationship centered care. Based on general behavioral, as well as discipline specific knowledge, contribute to our Behavioral Medicine Course and, Physicians, Patients and Populations (a course that covers clinical skills, evidence-based medicine, health systems science, and interpersonal relationships), and Longitudinal Clinical Experiences Based on discipline specific knowledge, contribute content and teaching to weekly Integrated Clinical Case. Similarly, contribute content and teaching to Clinical Focus Sessions, which are one week long mini courses providing in depth examination of access issues, population medicine, pain, substance use and end of life care. Based on discipline specific knowledge, develop advanced elective experiences. Contribute to and potentially lead competitive applications for sponsored curriculum innovation projects. Serve on UHCOM educational and other committees. Scholarly Effort (25% or more depending on applicant's current research enterprise). Demonstrate research productivity in an area consistent with our educational mission Achieve external funding for research allocated effort within 2 years. Collaborate on behavioral science translational or community engaged research. Provide research mentorship of students. Depending on experience, provide research mentoring for faculty. Serve on UHCOM research committees Minimum Qualifications Doctoral degree in a behavioral or social science discipline Evidence of scholarly productivity Able to contribute to curriculum development and research in the areas of doctor-patient relationships, behavioral health, health behavior and promotion, well-being or social determinants of health. An understanding of primary care, physician practice and working with underserved populations. Experience and enthusiasm for teaching learners in the targeted demographic. Potential for obtaining extramural funds based on the evidence of strong scholarly productivity. For Associate Professors a successful track record of obtaining external support. Ability to work collaboratively with a variety of clinicians and faculty Preferred Qualifications : Experience implementing evidence-based approaches to care. Course leadership or potential for leadership. Proficiency with an asynchronous learning platforms. Full-Time: 1 FTE Rank and salary commensurate with academic achievements and experience. This is a non-tenure track position. The college of medicine anticipates being able to make tenure track positions available for application in the future. Applicant Instructions: *include a one-page statement of scholarly interest and plans outlining research background and scholarly plans. To apply: Clinical Assistant or Associate Professor-Education & Research (UH College of Medicine) Houston is the nation's fourth largest city, offering a great quality of life that includes affordable housing options in excellent school districts, world-class arts, pro sports, award-winning cuisine and employment opportunities in numerous industries throughout the region. The University of Houston is located in close proximity to the Texas Medical Center, which is home to The MD Anderson Cancer Center, UT Medical School, Michael E. DeBakey Veteran's Administration Medical Center, and Baylor College of Medicine, among other institutions. This environment is rich in potential for numerous collaborative opportunities. The University of Houston is an Equal Opportunity/Affirmative Action institution. Minorities, women, veterans and persons with disabilities are encouraged to apply. Additionally, the University prohibits discrimination in employment on the basis of sexual orientation, gender identity, or gender expression. PI117446946
JobTarget Houston, TX, USA Full time
Resident Assistant Professor
Two, Two-year, Resident Assistant Professor Positions to begin August of 2020. The Department of Psychological Science within the College of Arts and Sciences at Creighton University is hiring for two, two-year, full-time resident assistant professor (RAP) positions to begin in the fall of 2020. Preference will be given to candidates who will have completed all work towards a Ph.D. in Psychology or a related field before August 2020. The Department of Psychological Science is an undergraduate department and the RAPs will teach four classes per semester (fall/spring). The candidates will be expected to teach courses in Introductory Psychology and Research Methods and Statistics as well as courses in Abnormal Psychology, Behavioral Neuroscience, Cognitive Psychology, Learning, or Cross-Cultural Psychology. Creighton University is a private Jesuit, Catholic coeducational urban university that encourages applications from qualified individuals of all backgrounds who believe they can contribute to the distinctive educational traditions of the University. U.S. News and World Report regularly has ranked Creighton University as the top regional Master's Level institution in the Midwest. Creighton University is also ranked #1 among all Catholic universities in undergraduate research. The Department of Psychological Science has 11 full-time faculty members and is also a part of the Interdisciplinary Neuroscience Major within the College of Arts and Sciences. Candidates should submit the following via the Creighton online application portal at http://careers.creighton.edu : An application form (found online at https://ccas.creighton.edu ), a cover letter that includes the candidate's vision of how they will contribute to the University's mission, a curriculum vitae, original academic transcripts from all institutions of higher education attended (photocopies acceptable during initial application process), course evaluations and a statement of teaching philosophy. Three letters of recommendation, at least two of which speak to the candidate's teaching ability sent directly to the Chair of Psychological Science Dr. Matthew Huss at mhuss@creighton.edu . We will begin reviewing materials on February 7, 2018. Creighton University is an EO/AA Employer: M/F/Disabled/Vet and seeks a wide range of applicants for this position in support of one of our core values—gender, ethnic and cultural diversity. Matthew T. Huss, Ph.D. Chair, Department of Psychological Science Creighton University Department of Psychological Science Hixson-Lied, Room 317 2500 California Plaza Omaha, NE 68178-0321 Email: mhuss@creighton.edu Office: 402-280-3773 Fax: 402-280-4748
Creighton University Omaha, NE, USA Full time
Assistant Professor of Psychology (Tenure-Track Teaching)
Erskine College is seeking applications for a tenure-track teaching position in Psychology starting at the Assistant-professor rank. The Psychology department seeks applicants with degrees in areas such as: Sport Psychology, Cognitive Psychology, Human Factors Psychology, Industrial/Organizational Psychology, Health Psychology, Neuropsychology, Experimental Psychology/Statistics, Personality Psychology, Social Psychology. This position is anticipated to begin August 1st, 2020. A PhD/PsyD is required, but exceptional ABD candidates with teaching experience may be considered. The teaching load is 4 courses per semester with options for teaching during the summers. Applicants must be able to teach General Psychology and other psychology courses from a Christian worldview. The applicant will have the opportunity to develop new courses based on expertise and experience. Erskine College is located in picturesque Due West, South Carolina. Erskine prides itself on providing a Christian liberal arts education in a small, tight-knit community. The school's motto is "know and be known" and that applies not just to the students but to the faculty as well. Erskine boasts a collegial faculty who develop deep connections with one another. Faculty can expect to receive peer mentorship from other faculty and opportunities for interdisciplinary collaboration. Faculty also develop close relationships with students both inside and outside their respective disciplines. Erskine College is a teaching institution and as such the emphasis is on instruction rather than research. While there are opportunities to do research, performance evaluation places greater weight on teaching than research output. The student body of Erskine is known for its strong undergraduate research and high rate of acceptance into graduate programs. The students are compassionate, courteous, and a pleasure to teach. At the heart of Erskine College is its Christian identity. The college's mission is to equip students to flourish by providing an excellent liberal arts education in a Christ-centered environment where learning and biblical truth are integrated to develop the whole person. Erskine provides a rare opportunity to integrate one's Christian faith into the classroom. Therefore, candidates who seek employment at Erskine College should be professing Christians who are committed to exploring the intersections of faith and learning with students. The Psychology Department itself is one of the largest departments on campus. The department prides itself on providing individual attention to students and maintaining high academic standards. The vast majority of students in the department go on to graduate school in a variety of psychological fields. The faculty in the department work closely with one another in both teaching and advising but also provide significant academic freedom in the classroom. The Psychology Department offers BA and BS degrees, a minor in psychology as well as coordinating minors in Christian Leadership and Social Entrepreneurship. Application Process: To ensure full consideration, interested candidates should complete the online application, which can be found here. The online application includes a link to upload a letter of application (including a description of the candidate's teaching philosophy), a resume or curriculum vitae, a statement describing the candidate's faith, and a list of references. Deadline: The position will remain advertised until filled.
Erskine College Due West, South Carolina, USA Full time
Visiting Assistant Professor of Psychology
The Psychology Department at Hollins University in Roanoke, Virginia invites applications for a Visiting Assistant Professor of Psychology beginning July 1, 2020. This appointment is for a two-year term with a possible one-year renewal, and is a full-time position with benefits. The ideal candidate will have a Ph.D. in psychology. The area of specialization is open (e.g., social, experimental, cognitive, developmental), but the candidate will be expected to teach courses in cognitive psychology, introductory psychology, research methods, and their area of specialization. The position carries a teaching load of three courses per semester, and active learning is encouraged. As part of the natural sciences and mathematics division, the Psychology Department values research engagement. While not required, scholarly activity by the candidate and mentoring students on research projects will be encouraged and supported. The candidate will have access to private lab space and departmental research funds, and will be eligible to apply for university funds to support conference travel and summer research students. Candidates must meet the following minimum requirements: Ph.D. in psychology (ABD will be considered), evidence of scholarly promise and accomplishment, and an excellent record of teaching at the undergraduate level. Applicants must also demonstrate a clear understanding of teaching in a liberal arts institution and a commitment to preparing students for leadership opportunities in a broadly diverse, global society. Hollins University is committed to the core values of diversity and inclusion. Applications are sought from members of underrepresented populations and those who have demonstrated success working with diverse populations. Candidates are encouraged to comment, either in their cover letter or in a separate statement, on how their writing, research, teaching, and/or service experience will enhance the institution's efforts to support these values and an increasingly diverse student population. Qualified candidates should submit a cover letter, curriculum vitae, statement of teaching philosophy, research statement, three letters of recommendation, and graduate school transcripts (unofficial transcripts are acceptable) to psychologysearch@hollins.edu . Review of applications will begin immediately, and will continue until the positon is filled. Final candidates will be subject to a criminal history background check. Hollins is an independent, liberal arts university offering undergraduate education for women, selected graduate programs for men and women, and community outreach initiatives. The campus is surrounded by the Blue Ridge Mountains, and has the amenities of a mid-sized city in the immediate vicinity. Hollins University is an equal opportunity employer.
Hollins University Hollins University, Williamson Road, Roanoke, VA, USA Full time
Post Doctoral Research Scholar
The BAND lab is currently seeking a well-qualified post-doctoral scholar to join the research team. Starting dates are flexible and applications will be considered on a rolling basis. We believe the key to mental health and well-being starts with strong relationships. Our mission is to develop novel pharmacological and psychological interventions for mental illness that enable patients to strengthen their connections to other people and the world. Our work has primarily focused on understanding the psychological, behavioral, physiological, and neural effects of administration of the neuropeptide oxytocin across multiple psychiatric illnesses. This work led us to hypothesize that pharmacological treatments that affect social processes could be paired with psychosocial treatments to possibly achieve synergistically enhanced outcomes. Therefore, with substantial philanthropic support, we are now developing several studies combining novel psychopharmacological interventions with psychotherapy to target difficult to treat psychiatric conditions including depression in bipolar affective disorder, existential distress in neurodegenerative disorders, and demoralization in chronic pain disorders Job Description: We are recruiting a motivated and talented individual for a postdoctoral scholar position to join our energetic, and multidisciplinary research group focused on studying novel treatments for the difficult to treat social deficits that cut across most psychiatric disorders. The successful candidate will design and conduct clinical trials involving socially relevant pharmacological interventions combined with psychotherapy in multiple clinical populations. The successful candidate will be well prepared for manuscript and grant writing, and must demonstrate autonomy, responsibility, and a high level of research commitment. Minimum requirements: 1. MD or Ph.D. required 2. Evidence of research productivity 3. Ability to work independently and with minimal oversight 4. Ability to train research assistants 5. Strong interpersonal, written/oral communication and organizational skills Desirable Qualifications: 1. Experience with clinical populations and clinical trial execution. Interested candidates should send 1) a cover letter, 2) a resume, and 3) the contact information for 2 references to michelle.matvey@ucsf.edu . Please specify "BAND Lab Research Post-Doctoral Position Application" in the subject line of your email. Applications will be considered on a rolling basis until the position is filled.
UCSF UCSF Parnassus Campus, Parnassus Avenue, San Francisco, CA, USA Full time
Postdoctoral Fellow in Prodrome/Early Psychosis
The Northwestern University Adolescent Development and Preventive Treatment (ADAPT) program is seeking applications for a postdoctoral fellow. We are looking for someone with research interests in psychosis risk syndromes. Prior psychosis research and assessment experience is welcomed but not required- roots in rigorous psychopathology research training are the priority. Currently we are running a number of protocols with typically developing, prodromal syndrome and early psychosis populations focusing on biomarker, treatment, and scale development. See our website for more details about ongoing studies: http://www.adaptprogram.com . The successful applicant will join Vijay Mittal and an active research team and will be responsible for designing experiments, analyzing and processing data, and publishing findings. There will also be ample opportunities for: Training: ADAPT has a number of in-depth training opportunities, covering a range of methodological and quantitative methods) Collaborations: We hold active collaborations with a number of leaders in psychosis as well as in allied fields. Independent research: postdoctoral fellow are actively involved in learning to write and lead own grants and projects. Career development: fellows regularly attend conferences, and receive active training in peer review, mentorship, teaching, presentations and job-talks.. This is an ideal position for someone interested in preparing for a tenure-track job. Applicants should send a C.V., brief letter describing interests and prior experience and two publications (that best reflect contributions of the candidate). Salary is based on the NIMH Post-doctoral scale, and funding is available for up to two-years (appointments are for one year, but renewable for two years, based on progress/merit). There is a flexible start date (from March 2020- July/August 2020) and review of applications will begin immediately! For questions or to submit an application, please contact Vijay Mittal ( vijay.mittal@northwestern.edu ).
Northwestern University's ADAPT Program Evanston, IL, USA Full time
Post-Doctoral Training
POST-DOCTORAL TRAINING OPPORTUNITY (Start Date: July 1, 2020) UNLV ACKERMAN CENTER FOR AUTISM AND NEURODEVELOPMENTAL SOLUTIONS The UNLV Ackerman Center is a Multidisciplinary Center for the diagnosis, treatment and case management/navigation for children (infants to young adults) and their families with Autism and other Neurodevelopmental Disorders. Diagnostic Teams: Developmental Pediatrics, Genetics, Neurology, Neuropsychology, Speech/Language, and Behavioral specialties for individual and multidisciplinary evaluations. We have specialty diagnostic clinics for Fetal Alcohol Syndrome, Complex Autism and Neurodevelopmental Conditions, and Genetics. Treatment Teams include: The Early Start Denver Model for Young children with Autism (birth to 4 years), individual Applied Behavioral Analysis (ABA) services from 4 to 18 years of age, social skills programs in the center, social skills groups in the community, and Teen Works program for vocational training. Case Management/Navigation: Case Management services for families needing all levels of support services in the community. We also provide Parent Education and Training programs for our families and for the community. Grant-A-Gift Autism Foundation/UNLV Medicine Partnership: There are also opportunities to participate in community outreach and awareness, fundraising activities, and community events. Post-Doctoral Training will primarily include: intake, neuropsychological testing and report writing for individuals referred to our center for evaluation. Post-doctoral fellow will also participate in multidisciplinary diagnostic teams, parent education/training, running a social skills group, and case management. Additional experiences in treatment teams and/or diagnostic teams will be determined based on the Post-Doctoral Fellow's training needs. Supervision and training will include individual, small group and diagnostic teams (and will involve live and video supervision). Application Requirements: a letter of interest, a current CV, three letters of recommendation and professional references, a recent de-identified assessment report written by the applicant, and a list of psychological/neuropsychological tests the applicant has experience administering. Applicant must be a uthorized to work in the US for any employer This is a full-time, grant-funded position with competitive compensation including benefits. It is a 12-month appointment and begins July 1, 2020. Julie Foutz Beasley, Ph.D., is the Clinical Director of the center and will serve as the clinical supervisor for the Post-Doctoral Position. Please contact Dr. Beasley via email to arrange for an interview and for a tour of our center and facilities ( julie.beasley@unlv.edu ). UNLV Medicine is an EEO/AA/Vet/Disability Employer
UNLV Medicine Las Vegas, Nevada, USA Postdoc
Postdoctoral Fellowship in Computational Cognitive Modeling
The Computational Decision-making lab in the Department of Psychology at Vanderbilt University seeks applicants for a postdoctoral researcher position. The lab takes a joint experimental and computational modeling approach to study human judgment, decision-making, and reasoning. Current projects in the lab include multi-alternative and multi-attribute choice, decision-making in dynamically changing environments, and diagnostic decision-making based on medical images. For more information about the lab, please visit: https://computationaldecisionlab.wordpress.com Desired Skills : Candidates should hold a Ph.D. in psychology, neuroscience, computer science, mathematics, engineering, or related disciplines. The following skills are also strongly desired: Background in computational modeling Experience designing and running experiments with human participants Solid programming skills Knowledge of Bayesian methods for model fitting and comparison Demonstrated scientific expertise, with publications in refereed journals Additional Information : The appointment can start as early as Summer 2020, but we will consider candidates who can start at a later date (up until Fall 2020). The appointment is for up to two years. The initial appointment is for one year. Renewal for a second year is contingent on availability of funds, satisfactory performance, acceptable progress in carrying out the assigned duties, and mutual agreement. Salary is commensurate with experience. To Apply : Please submit a cover letter including a brief statement of career goals, curriculum vitae, one example publication / manuscript, and contact information of three references. Apply to Dr. Jennifer Trueblood, jennifer.s.trueblood@vanderbilt.edu. Review of applications will begin immediately and will continue until the position is filled. Vanderbilt University is an equal opportunity, affirmative action employer. Women, minorities and people with disabilities are encouraged to apply.
Computational Decision-making Lab, Vanderbilt University Vanderbilt University, West End Avenue, Nashville, TN, USA Full time
Chief, Individual Behavioral Processes Branch
The National Institute on Aging (NIA), Division of Behavioral and Social Research (BSR), seeks a senior behavioral or psychological scientist to serve as Chief of the Individual Behavioral Processes Branch (IBP) (https://www.nia.nih.gov/research/dbsr/individual-behavioral-processes-branch). The Branch Chief will lead a talented group of professionals in fostering innovative grant-supported research and research training in basic and translational behavioral and biobehavioral science on life course development, adaptive aging, and Alzheimer's disease. Major Duties include: • Supervising and providing scientific leadership to six professional staff members responsible for the development of cutting edge, aging-relevant research and training initiatives in the behavioral and psychological sciences. • Evaluating progress, assessing scientific opportunities, and proposing future program emphases in support of the NIA mission. The IBP portfolio encompasses basic and translational research on behavior change and behavioral interventions, cognitive and emotional functioning, behavior genetics and sociogenomics, technology and human factors, family and interpersonal relationships, and integrative biobehavioral research on the pathways linking social and behavioral factors to health in mid-life and older age. • Contributing to and leading trans-NIH initiatives in behavioral and biobehavioral sciences related to health. • Communicating NIA program emphases to diverse audiences. • Presenting and justifying funding plans to NIA leaders and the National Advisory Council on Aging. • Identifying significant research findings and communicating results to NIA leadership and other audiences, both professional and public. • Serving as Program Officer for a portfolio of research and research training grants in areas of particular interest and expertise. • Serving as or supervising the NIA Project Scientist of major research initiatives supported by BSR, such as the Midlife in the United States Study and/or the Science of Behavior Change Coordinating Center.
National Institutes of Health/National Institute on Aging 7201 Wisconsin Avenue, Bethesda, MD, USA Full time
Program Officer: Psychological Development and Integrative Science
The Individual Behavioral Processes Branch (IBP) in the Division of Behavioral and Social Research (BSR) of the National Institute on Aging (NIA) is recruiting a dynamic and experienced psychological or behavioral scientist to manage and develop a portfolio of innovative grant-supported research and research training in psychological development and integrative science. BSR offers a scientifically energizing and collegial environment with opportunities to develop research initiatives; cultivate a portfolio of grant-supported research; lead and participate in transdisciplinary research collaborations; and develop scientific programming (e.g., symposia, special journal issues, conferences, and workshops). The successful candidate will have primary responsibility for developing and managing a portfolio of research grants on integrative approaches to understanding psychological aging, with a focus on biobehavioral and biosocial mechanisms or process that contribute to optimal aging outcomes. Topics include personality and non-cognitive skills, emotional function, subjective well-being, stress processes, and the impact – and potential reversibility – of early life adversity on aging-relevant outcomes. The portfolio emphasizes research combining multiple levels of analysis and examining reciprocal interactions among these levels with potential to delineate the basic mechanisms governing these behaviors and processes. Examples include (1) research on the neurobiological and physiological pathways through which psychosocial stress impacts behavior and physical or psychological health, (2) biobehavioral research on affective and socioemotional influences on behavioral and functional aging, and (3) the biobehavioral processes that support optimal aging, resilience, and well-being. Behavioral phenotypes (e.g. personality, self-regulation, affect) and social/interpersonal relationships are investigated as causal variables and as mediators or moderators of the relation between behavioral and social factors and aging-relevant outcomes. Research that takes a life course perspective on these topics is emphasized. Responsibilities include: • Scientific administration throughout the grants process, including reviewing and approving progress reports. • Identifying significant research findings and communicating results to NIA leadership and other audiences. • Proposing future program emphases and developing Funding Opportunity Announcements. • Communicating about NIA program emphases and the NIH grant process to the research community. • Presenting and justifying funding plans to NIA leaders and the National Advisory Council on Aging. • Participating in initiatives related to the NIA Strategic Plan, working with NIA and NIH colleagues, staff from other agencies, and stakeholders from the private sector and other levels of government.


text:
Sri Lanka's Mihin Lanka repeatedly defaults on state bank loans, bailed out by public
August 10, 2018 Lankanewspapers 0 Comments
Sri Lanka's Mihin Lanka, a failed budget carrier set up with ex-President Mahinda Rajapaksa's brother Gotabhaya as Chairman had been given loans from state-run Bank of Ceylon without collateral amid repeated defaults and had been bailed out at public expense, a commission of inquiry heard.
Bank of Ceylon (BOC) Corporate Credit Division Relationship Manager Prageeth Balasuriya, who had joined the division in 2015, presented documents to the Presidential Commission of Inquiry looking into irregularities of SriLankan Airlines, Mihin Lanka and SriLankan Catering.
Balasuriya's testimony showed that over 870 million rupees worth of temporary overdrafts Mihin Lanka had taken in 2007, to be settled in 2007, had been defaulted, until the government took a one billion rupee loan from BOC in March 2009 to settle the debt.
Some of the accrued interest had also been waived when repayment was made in 2009, costing BOC in revenue, he said.
He said that none of the six temporary overdrafts taken in 2007 had collateral or guarantees, except for one 25 million rupee temporary overdraft which had an undertaking by Lankaputhra Development Bank.
Even for this borrowing, Lankaputhra and Mihin Lanka had only repaid 8.5 million rupees according to available documents, Balasuriya said.
Deputy Solicitor General Milinda Pathirana questioned Balasuriya whether it is normal to grant overdrafts without collateral or guarantees.
"Normally, we try to get collateral, but sometimes, the request made by the client is time sensitive, and documentation takes time. So, overdrafts are given. That's what I think. I wasn't in the division then to say for certain," Balasuriya said.
In two instances, documents were unavailable to prove that Mihin Lanka had even requested borrowings, although the requests may have been made, Balasuriya said.
The loans had been approved by BOC's internal credit committee and board of directors, he said.
Balasuriya said that most of the loans were taken for working capital requirements, urgent payments for aircraft repairs and fuel bills.
In addition to the temporary loans, Mihin Lanka had been given a Rs. 250 million permanent overdraft facility, Balasuriya said.
He said that in December 2007, Mihin Lanka had attempted to borrow Rs. 1 billion from BOC to restructure the overdrafts into a loan, but the bank had not approved the move.
Eventually the defaulted loans had been settled at public expense.
He said that by March 2009, following constant requests for repayment made by BOC on the overdrafts, the Finance Ministry Treasury Operations Director General had written to the Central Bank Public Debt Department Superintendent to take a rupee loan to repay Mihin Lanka debt.
He said that the government borrowed 1.4 billion rupees to repay the overdrafts on March 2009.
The government had agreed to repay the principal amount, and came into an agreement with BOC that it would only charge the average weighted prime lending rate plus 2 percent on the principal amount for the period up to end-2008, compared to penal rates charged for the overdrafts.
Therefore, the government had repaid Rs. 173 million in interest up to end-2008, he said.
For the remaining first three months of 2009, the government had requested an interest waiver of Rs. 168.3 million, which was also given, Balasuriya said.
Balasuriya said that due to the repayment conditions, BOC lost revenue and the government had a benefit, but ultimately the government has to bear the cost, since BOC has to pay dividends to the government.
Meanwhile he also said that a Rs. 1.65 billion loan Mihin Lanka took to repay fuel bills, and two 2.5 million US dollar loans taken to repay creditors since 2015 have not been settled, since Mihin Lanka is now in liquidation.
These loans were taken when Ajith Dias was Mihin Lanka's Chairman, and the loans have Letters of Comfort from the Treasury, he said.
He said that BOC has requested repayment from the Treasury as well as the liquidator for these three loans.
Mihin Lanka has over 1.9 million US dollars in foreign currency deposits, but these cannot be used for settling debt, as the liquidation process has frozen the accounts, he said. (COLOMBO, August 10, 2018)
← Rs 205 million allocated for compensation of Kandy riots victims
Government to provide solar-powered houses to Sri Lankan repatriates →

redpajama_set_name: RedPajamaCommonCrawl


text:
The research, by Richard Murphy of the London School of Economics, looks at the three most common ways of assessing teachers, and finds that improvements in pupils test scores are the best single measure of long-run teacher performance. They are nearly twice as effective as student surveys and nearly three times more effective than classroom observations, even by independent, well-trained assessors.
However, the report concludes that to achieve a reliable and fair measure others aspects of teacher performance should be included.
The Government expects teachers to be paid according to their performance and has also made it easier for schools to develop their own approaches to teacher appraisal. So it is increasingly important that schools have a clear and consistent approach to teacher evaluation.
Sir Peter Lampl, the chairman of the Sutton Trust and of the Education Endowment Foundation, said today: "Michael Gove is hoping that schools will use appraisal and evaluation to achieve real improvement and reward the best teachers more effectively. Unless schools and their leaders develop their own clear appraisal standards there is every danger that these changes will be no more effective than what went before."
The report notes that evaluations are most effective when value added scores are combined with other classroom measures, such as observations – which provide opportunities for school leaders and line managers to see teachers in action – and surveys of pupils about the quality of teaching they receive.
The research also suggests that schools should distinguish between observing teachers to help them improve and doing so to assess their performance.
The study, by Richard Murphy from the London School of Economics, suggests ten tips that schools should use for effective evaluation of their teachers:
Schools should not rely on one single approach to teacher appraisal or evaluation. Instead they should consider using a mix of value added or progress measures, classroom observations and pupil surveys. Ultimately the mix chosen should be at the discretion of the headteacher with knowledge of the strengths of each.
A clear system should be developed for teacher appraisal that is implemented fairly and consistently for all teachers.
External advice should be used, where possible, to assess the quality and standards of a school's system and to assure staff of its fairness and governors of its robustness.
Staff sessions should be used to discuss the new system and help shape its effective implementation.
Staff involved in evaluation should be properly trained, and school leaders should ensure that they are working within the agreed standards for the school.
Good feedback is at the heart of successful evaluation, if it is to lead to improved teaching. School leaders should ensure that there is proper one-to-one discussion about the results of any evaluation.
While appraisal and evaluation should focus on classroom activity, teachers' contributions to extra-curricular activities, including sports, trips and clubs, should also be recognised.
Value added or progress measures, rather than absolute test or exam results, should be the primary data used in evaluating performance, as they are the most objective and comparable assessment of a teacher's contribution. It is important that robust baseline data is used.
Developmental and evaluative classroom observations should be carried out separately to promote honest feedback. It may make sense for peers to be involved in developmental observations but those for appraisal purposes being conducted by members of the school leadership team. There should be clear standards and protocols for observations, perhaps in a school handbook.
Pupil surveys should be clearly structured, be age appropriate, and should complement other measures.
Sir Peter Lampl added: "With 440,000 teachers in English classrooms, and 35,000 new teachers recruited each year, it is not enough simply to raise the quality of new teachers. It is more important to raise the standard of those already in the classroom, many of whom will be working with young people for decades to come."
The report's author, Richard Murphy, of the London School of Economics, said: "There is growing evidence from the UK and the United States showing that there is a significant correlation between teacher evaluations and exam results. Effective evaluation is good for pupils and good for teachers.
"It can improve the quality of teaching, provided it is accompanied by good feedback, and it can lead to better results for pupils and improved learning. However, the evidence also suggests that schools should rely on a combination of approaches to gain a fuller picture of teacher effectiveness, and that teachers should be assessed on their cumulative performance over several years rather than on the data from a single year."
1. The Sutton Trust is a foundation dedicated to improving social mobility through education. It has published over 120 research studies and funded and evaluated programmes involving hundreds of thousands of young people of all ages, from early years through to Access to the Professions.
2. The report, Testing Teachers: What works best for teacher evaluation and appraisal, is available on the Sutton Trust website at www.suttontrust.com. The research was conducted by Richard Murphy of the Centre for Economic Performance at the London School of Economics.
Grace Veenman2017-07-26T15:45:05+01:00March 1st, 2013|Categories: Press releases|
Teachers in the most deprived state schools are less likely to report that their school department was well-staffed with qualified teachers, according to new research by Professor Becky Allen and Laura McInerney for the Sutton Trust.
75 British state school students from across the UK have been offered places to study at top US universities through the Sutton Trust US Programme, it was announced today.
Britain's most powerful people 5 times more likely to go to private school
Elitist Britain 2019, a new report by the Sutton Trust and the Social Mobility Commission, which maps the educational backgrounds of leading figures across nine broad areas.
Sutton Trust responds to the Post-18 Education and Funding review, led by Dr Philip Augar.
If you are a journalist and wish to find out more about the work of the Trust please email [email protected] or call Hilary, our Media and Communications Manager on 020 7802 1660. If you are not a journalist, please use [email protected] for any other queries. Please include full contact details – telephone number and full email address – in any email.


The TG6370 features an IQ dual clutch transmission that offers the control of a manual with the convenience of an automatic. There are 8 main gears and 3 ranges. Gears are changed by simply moving the gear lever through the straight shift gate. If 'D' is selected then gears 4-8 are operated automatically - ideal for roadwork or towing.


text:
Flemish secondary school pupils attending religious courses 2010-2016, by religion
This statistic displays the number of pupils attending religious courses in secondary school in Flanders from 2010 to 2016, by religion. During the school year 2015-2016, 355,196 secondary school pupils attended classes on Catholicism in Flanders and 24,257 Flemish secondary school pupils attended courses on Islam.
Zedenleer*
Exemption**
2015-2016 355,196 24,257 57,830 -
2014-2015 356,672 21,905 57,878 1,194
2010-2011 370,157 17,317 58,393 969
* "Zedenleer" has been a course in Belgium since the primary school law act of 1879 of Pierre Van Humbeeck. The course is being taught in all municipal public schools and at least in Flanders in all secondary schools. Parents have to decide whether their son/daughter attends classes on a recognized religion or on "zedenleer". Originally the course was seen as atheistic and especially anti-clerical, however, nowadays the focus is more on moral issues, critical reflection on society, human rights, free speech and such.
** Parents also have the possibility to get an exemption for their children. This means that in the time the pupil was supposed to attend religious classes, the pupil can study his/her own belief system.
Religion in Belgium
Secondary school enrollment Hong Kong 2008-2017
Secondary school enrollment Macau 2008-2017
Upper secondary education expenditure Sweden 2007-2017
Secondary school enrollment Hong Kong by school type 2017
Number of state universities with religious affiliation in Indonesia 2012-2017
Italy: pupils in upper secondary education learning a foreign language 2017
Number of classrooms in lower secondary schools in Vietnam 2014-2018
Italy: share of high school graduates attending extracurricular language courses 2018
Italy: distribution of religious book readers 2014 by education level
Frequency of religious education attendance, by region U.S. 2014
Italy: share of secondary school's students with disabilities 2001-2018
Pupil's self-confidence in internet searching in Northern Ireland 2013
U.S. secondary school principals 2007/08, by teaching experience and school type
Revenues and Expenditures for Public Elementary and Secondary School Districts 2015-16
Revenues and Expenditures for Public Elementary and Secondary School Districts 2014-2015
Characteristics of public and private elementary and secondary school teachers in the U.S.
Characteristics of public and private elementary and secondary school principals in the U....
Schools and education in England and the UK
Public Elementary and Secondary School Student Enrollment and Staff 2008-09
Education sector GCC
Education in the Netherlands
Education in Finland
Back-to-school market in Canada
Secondary school enrollment in Hong Kong from 2008 to 2017 (in 1,000 people)
Secondary school enrollment in Macau from 2008 to 2017 (in 1,000 person)
Expenditure on upper secondary education in Sweden from 2007 to 2017 (in billion SEK)
Secondary school enrollment in Hong Kong as of 2017, by school type (in persons)
Number of state universities* with religious affiliation in Indonesia from 2012 to 2017
Percentages of all pupils in upper secondary education who are learning a foreign language in Italy in 2017
Number of classrooms in lower secondary schools in Vietnam from 2014 to 2018 (in 1,000s)
Share of high school graduates who attended extracurricular foreign language courses in Italy in 2018, by gender
Distribution of readers of religious books among the Italian population in 2014, by education level
Distribution of prayer, scripture or religious education groups attendance in the United States in 2014, by region
Share of secondary school's students with disabilities in Italy between the academic years 2001/02 and 2017/18
Self-reported confidence in judging if the information is accurate and relevant from an internet search by pupils in Northern Ireland in 2013
Share of secondary school principals in the United States 2007/08, by number of years teaching experience before becoming a principal and school type


text:
Home / About / Departments & Centers / Germanic Languages and Literatures, Department of
Germanic Languages and Literatures, Department of
The Ohio State University Department of Germanic Languages and Literatures offers a comprehensive course of study that covers literary and cultural studies, intellectual history and German for the professions as well as in-depth specializations that include film studies, aesthetic philosophy, gender studies, cognitive studies, minority literature, ecocriticism, second language studies, Germanic linguistics, Scandinavian Studies and Yiddish and Ashkenazic Studies.
Our students are not only 'international students' – They are students who are becoming international. They are becoming speakers of another language and are gaining a deep understanding of another culture. That's what being international means. German-speaking countries don't have massive economic or population growth. But Germany's economy is still the fifth largest in the world, and a quick look at recent newspaper headlines will tell you that it's a key economic and political power.
{Katra Byram, Assistant Professor}
Undergraduates: 50 majors; 150 minors; 2,400 enrolled in courses
Graduate Students: 26
Faculty: 17
Major: German
Minors: German, Scandinavian Studies, and Yiddish and Ashkenazic Studies
MA and PhD: German, Yiddish and Ashkenazic Studies
Undergraduate German Club: Kaffeestunde, Stammtisch, Theatre Productions, Film Series
Germanic Graduate Student Association
Saga Club
Scandinavian Club
Your Support is Needed
Henry Kratz Jr. Fund – 480961 (supports graduate student research in German)
Ilsedore Edse Fund – 308792 (supports undergraduate students in German)
The Max Kade German House
The Max Kade German House (Living Learning Center) provides housing for undergraduate students above the first-year level in German. The house serves as an immersion environment where German is spoken exclusively. Every month, a different faculty member has dinner at the house; faculty also serve as advisors. The home is the cultural hub for German Club film nights, poetry readings, visiting lecturers and more.
Students have the opportunity to learn and conduct original research alongside internationally recognized professors in areas ranging from drama, film, literature and literary theory, to philosophy, art, architecture and second language studies. Many students are double majors and combine their interests in German with International Studies, Business or other fields.
Alumni of Note
Tricia Fellinger (MA, German, 1995) was selected as the 2010 International Teacher of the Year by the Columbus Council on World Affairs. Fellinger teaches German at Upper Arlington High School in Columbus. Fellinger is in charge of an especially strong German program and works in close collaboration with her colleagues in the UA High School global language department.
This was the first time in the ten-year history of the Council on World Affairs Award that the honoree has been a language educator.
The Study Abroad Program in Bonn, Germany, offers either an academic year or a semester program of integrated studies with native speakers of German.
The Dresden Summer Programs include an eight-week, intensive language and culture course taught by Ohio State faculty and TAs and hosted by Dresden's Technical University; and four or eight-week advanced language programs offered at the Goethe Institute, Dresden.
Intensive language programs are offered abroad in Uppsala, Sweden (Swedish) and Vilnius, Lithuania (Yiddish). Internship opportunities in Europe are also available.
498 Hagerty Hall
Chair/Director: Robert Holub
German (BA)
The minor in Yiddish consists of 15 units of coursework beyond Yiddish 1103. Once a faculty advisor in the Yiddish Program has approved the Minor Program Form, the student must file the form with a college/school counselor. (YIDDISH-MN)
A minor in Scandinavian Studies consists of 15 units of coursework beyond Swedish 1103. In addition to three required courses, students choose two electives in consultation with the director of the Scandinavian Program. (SCANDNA-MN)
The minor in German consists of a minimum of 15 units of coursework in German beyond the 1103 level and including the two required courses German 2101 and German 2102. The remaining 9 credits of electives can be chosen according to the student's particular interest. One course taught in English is allowed. (GERMAN-MN)
Yiddish and Ashkenazic Studies
Courses in Yiddish language, literature, and culture have been offered at The Ohio State University for some two decades. In this time, Ohio State has grown to be one of the premier institutions of Yiddish research, teaching, and scholarship in the hemisphere.
Germanic Languages and Literatures
The Graduate Program in German provides students with a thorough and extensive learning experience, both in research and in teaching for a career in Germanic Studies or related professions. Our distinguished faculty is widely published and internationally active in innovative fields of research. We offer one of the nation's foremost Graduate Teaching Assistant development programs. (MA, PHD)
Connect with Germanic Languages and Literatures


From the daily archives: "Saturday, September 18, 2010"
I pore over old family photos at this point in my life with only passing interest in the clothes. Instead, I hunger to understand the expressions my elders are wearing. I want to know what they were thinking. How did they see themselves? What did they want the world to see in them? Who were they? Is that smile a bit forced?
Washington Post Reviews The Grace of Silence.
"She blends the story of her childhood -- and her quest to fill in its gaps -- with a wider view of Southern race relations immediately following World War II, a period often overshadowed by history's focus on the Martin Luther King era of the 1960s."


text:
Coonce is a surname. Notable people with the surname include:

Harry Coonce (born 1939), American mathematician
Rick Coonce (1946–2011), American drummer
Garth Coonce, American televangelist

References

redpajama_set_name: RedPajamaWikipedia