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Rutgers, The State University of New Jersey School of Nursing Legacy CON Faculty
Download "Rutgers, The State University of New Jersey School of Nursing Legacy CON Faculty"
Earl Cooper
1 1 Rutgers, The State University of New Jersey School of Nursing Legacy CON Faculty Appointment, Reappointment, and Promotion of Clinical Track Faculty (Policy ) Individuals whose status is qualified by the modifier clinical hold appointments with a primary responsibility for clinical instruction, professional practice, clinical scholarship and service to the university and community These appointments do not progress toward tenure, but opportunity exists for reappointment and promotion. Individuals who hold a practice doctorate may only apply to the Clinical Track, and not to the tenure-track. The term of appointment above the level of clinical instructor will normally be made for periods of three years. Appointments may be renewed for additional three year periods. Clinical faculty members with a research doctorate in nursing may competitively apply for tenure track faculty appointments and the probationary period for such a position will not include time spent as a faculty member on the clinical track. A person appointed to a tenure track position after having once been a clinical faculty member may not be further appointed as a clinical faculty member. Tenure track faculty members in nursing may competitively apply for clinical faculty appointments. A person appointed to a clinical faculty position after having once been a tenure track faculty member may not be further appointed to the tenure track. Appointments are awarded at the rank of clinical instructor, clinical assistant professor, clinical associate professor, or clinical professor. The Appointment, Reappointment and Promotion of Clinical Track Faculty is in congruence with the University description of the criteria for clinical faculty in Policy , made in recognition of accomplishments in teaching, scholarly clinical practice, and service. The language of that policy is included below. Teaching. Effective teaching should be a fundamental endeavor of all members of the faculty. As teachers, members of the faculty are responsible for effective instruction, whether at the undergraduate, graduate, postdoctoral, clinical, extension or continuing education level. Teaching includes classroom, field, and non-credit instruction; supervision of research, student internships, professional practice, scholarly clinical practice, theses, and doctoral dissertations; academic advising and acting as a mentor; the training of extension volunteers and paraprofessionals; the improvement and enrichment of course offerings and other instructional activities within the faculty member's discipline or profession; participation in interdisciplinary courses, honors courses and other special courses offered through the undergraduate colleges and other units of the University; and, the writing of textbooks and the development of other instructional materials to enhance education in the faculty member's discipline or profession. Effective teachers must demonstrate depth and breadth of knowledge in their discipline, must communicate this knowledge to others, and must give evidence of a continuing development of
2 2 their knowledge so as to insure their continued effective teaching over the duration of their appointment. They stay informed of advances and current thinking in their subject and relate them to their teaching in a meaningful and balanced way. Effective teachers communicate enthusiasm for their subject and have a responsibility to create a positive environment for learning and one that stimulates imaginative thinking. They maintain a critical attitude toward their teaching and strive continuously to improve it. Scholarly Clinical Practice. Faculty members with appointments as clinical faculty are required to concentrate their primary efforts on scholarly clinical practice which forms the basis of their teaching. Scholarly clinical practice is typically demonstrated by the application of knowledge to direct patient or client care and to the delivery of services in the clinical setting; identification, selection and/or development of appropriate clinical sites to provide maximum opportunities for scholarly clinical practice; introduction of practice innovations that reflect cutting-edge practice modalities; interpretation and application of research results, as well as the design and execution of applied research in the clinical setting; and identification of problems requiring investigation by research faculty. As a faculty member, an individual with a clinical appointment is obligated to make his/her contributions, as described above, available to others in the profession through publication in appropriate professional journals and lecturing in professional and other public forums Service. Service includes the contributions a faculty member makes to the academic profession, to the University, and to society at large. Contributions to the advancement of the academic profession are most typically demonstrated by active participation in professional and scholarly associations; by service on editorial boards and as a reviewer of scholarly works and proposals; by participation on expert committees, such as NIH (National Institutes of Health) research study sections, NEH (National Endowment for the Humanities) grant selection panels, research committees of the National Academy of Science, or practice committees of professional associations or institutions, and by fostering collaborative relationships with clinical agencies providing sites for clinical practice. Contributions to the effective operation of the University at all levels are most typically demonstrated by significant academic and professional service to the department, the discipline, the faculty, the undergraduate colleges, the graduate programs, the campus, or the University as a whole, through such activities as recruitment of scholars to the University, evaluation of peers, contributions as a fellow, contributions to important committees and other activities in support of the academic development of the University and the enhancement of student academic development and student life programs. Contributions to society at large are most typically demonstrated through the application of the faculty member's academic expertise and particular professional skills to the solution of international, national, state, county and local problems and by service for the public good on governmental and other special committees, boards, agencies, civic groups and commissions. (University Policy ).
3 3 Qualifications for appointment of Clinical Track Faculty Clinical Instructor 1. Licensed to practice nursing in the State of New Jersey. 2. A master s degree in nursing or DNP in a specialty area as appropriate. 3. Certification as an advanced practice nurse in the State of New Jersey or national certification at the graduate level as appropriate to the area of specialty practice. 4. Continuing practice experience in a nursing specialty area. 5. Experiential or educational preparation for teaching. Clinical Assistant Professor 1. Licensed to practice nursing in the State of New Jersey. 2. A master s degree/dnp in nursing and an earned doctorate in nursing or related field. 3. Certification as an advanced practice nurse in the State of New Jersey or national certification at the graduate level as appropriate to the area of specialty practice. 4. Continuing advanced practice/scholarly clinical practice in a nursing specialty area. 5. Publications in peer-reviewed clinical, professional, and/or research journals and lecturing/presentations in professional and other public forums are desirable. 6. Teaching experience in clinical setting or academia. Clinical Associate Professor 1. Licensed to practice nursing in the State of New Jersey. 2. A master s degree/dnp in nursing and an earned doctorate in nursing or related field. 3. Certification as an advanced practice nurse in the State of New Jersey or national certification at the graduate level as appropriate to the area of specialty practice. 4. Leadership at state level in nursing specialty practice. 5. Continuing advanced practice/scholarly clinical practice in a nursing specialty area. 6. Publications in peer-reviewed clinical, professional, and/or research journals and lecturing/presentations in professional and other public forums. 7. Teaching experience at the clinical assistant professor level
4 4 Clinical Professor 1. Licensed to practice nursing in the State of New Jersey. 2. A master s degree/dnp in nursing and an earned doctorate in nursing or related field. 3. Certification as an advanced practice nurse in the State of New Jersey or national certification at the graduate level as appropriate to the area of specialty practice. 4. National and/or international leadership in nursing specialty practice 5. Continuing advanced practice/scholarly clinical practice in a nursing specialty area. 6. Publications in peer-reviewed research, professional, and/or clinical journals, lecturing/presentations in professional and other public forums, as well as other scholarly contributions to specialty practice. 7. Teaching experience at the associate professor level.
5 5 Guidelines for Reappointment and Promotion of Clinical Track Faculty Each successive rank assumes the qualifications and criteria for the preceding rank have been achieved and that the individual meets the qualifications and criteria for the rank under consideration. For further description of the process for reappointment and promotion refer to University Policy , Appendix D, and the Academic Reappointment/Promotion Instructions ( Reappointment/Promotion Process: 1. Clinical Track Faculty are expected to prepare a packet that demonstrates achievement of all three aspects of the role to include: Teaching, Scholarly Clinical Practice and Service. The goal is to have supporting evidence that demonstrates accomplishment in the three areas for the rank to which the faculty member is applying. Each level builds on the prior level. 2. The Chair of the First Level Review Committee has the responsibility to meet with the Clinical Faculty member to review and make recommendations on the packet content and presentation. The packet should include an up-to-date curriculum vitae, a personal statement, and any supporting documents. For reappointment at the Clinical Associate Professor level and above, the packet must include an up-to-date curriculum vitae, Form 1-e, a personal statement, and supporting documents. External letters are not required for reappointment, but may be included. For promotion to the Clinical Associate or Professor ranks, seven confidential letters from external referees will be required and will be obtained by the Chair of the First Level Review Committee. 3. Once the review process has commenced, no other materials or documents may be introduced, unless there has been a significant change in the status of the materials originally included in the packet. Therefore, the packet should be complete when submitted. It is the responsibility of the faculty member to review the packet prior to release of the documents for promotion or reappointment. 4. The materials will be made available through the Associate Deans Office to the First Level Review Committee. 5. A subcommittee of the first level review committee will review the packet and make an assessment of the applicant s packet and will summarize the candidate s work. 6. Discussion by the committee is confidential and only the chair summarizes the vote, and is the spokesperson for the committee regarding the recommendation.
6 6 Overview of the three areas used in the reappointment/promotion process. Definitions: Teaching: Demonstrated excellence and effectiveness in teaching is an essential criterion for reappointment, and promotion. Activities may include teaching didactic courses and laboratories, and supervising the work of undergraduate and graduate students. It may also include non-credit programs, workshops, seminars, and continuing education programs. Faculty must demonstrate command of their subject matter, continuous mastery and ability to organize material and convey it effectively to students. Evaluation of teaching is based on a combination of peer evaluations, student or participant evaluations, and review of teaching materials. Evidence of teaching excellence might include innovative courses or instructional materials or methods, request for consulting services involving teaching methods, and awards for teaching excellence within the university or from regional/national/international professional or civic associations. Scholarly Clinical Practice: Demonstrated excellence and effectiveness in practice is an essential criterion for reappointment, and promotion. Faculty should demonstrate competence in practice and serve as role models for students. Faculty should be actively engaged in maintenance of practice expertise and program development. Practice should result in scholarship opportunities, ideally involving faculty colleagues. Faculty should be seen as a resource for defining quality and standards of practice based on his/her expertise. For clinical faculty there is no expectation for a major, focused program of original research; however, application of research to practice, and scholarly publications and presentations are required. Service: Demonstrated excellence and effectiveness in service is an essential criterion for reappointment and promotion. Activities that enhance the profession, support the CON and the university, and serve the community are considered in this area. Visibility in service to the profession, and the development of a reputation in the field is expected.
7 7 The following criteria are exemplars of each Clinical Faculty rank; they are to be used as examples of teaching, scholarly clinical practice, and service accomplishments that may be used in the review process for reappointment and promotion. These exemplars are not specific requirements, nor are they inclusive of all criteria that a candidate may include as evidence of meeting the qualifications of a specific rank. Teaching Clinical Instructor 1. Provides quality instruction in practice for undergraduate students, as evidenced by faculty and student evaluations. 2. Evaluates clinical courses and suggests changes as needed using current evidence based guidelines. Clinical Practice 1. Contributes to the profession s body of knowledge through participating in publication. 2. Presents podium or poster presentations at local/state professional conferences or organizational meetings. 3. Maintains clinical scholarly practice expertise in specialty area. 4. Maintains practice certification as appropriate to the specialty. Service 1. Serves on a standing committee in the College. 1. Active membership in professional organizations relevant to one s specialty area of practice 2. Volunteers for health-related community events or participates or serves as a liaison/con expert for an outside agency(s).
8 8 Teaching Clinical Assistant Professor 1. Provides quality instruction in practice to undergraduate and graduate students, as evidenced by faculty and student evaluation. 2. Serves on committees for DNP capstone projects. 3. Serves as a member on a dissertation committee if faculty member holds an earned research doctorate. 4. Develops models for education in practice and contributes to curriculum design and revision. 5. Serves a course leader or co-leader as appropriate. Clinical Practice 1. Publishes articles in clinical, professional journals and/or, peer-reviewed journals or textbooks, or other scholarly works. 2. Presents findings of practice scholarship in either poster or podium presentations at local/state/national professional conferences or organizational meetings. 3. Maintains clinical scholarly practice expertise in specialty area. 4. Contributes actively to practice organizations with which he/she is affiliated. 5. Maintains practice certification as appropriate to the specialty. Service 1. Serves on standing and ad hoc committees in the College. 2. Serves as a standing member of community boards and/or voluntary associations. 3. Serves in a leadership position in local and/or state chapters of professional organizations.
9 9 Teaching Clinical Associate Professor 1. Provides quality instruction in practice to undergraduate and graduate students, as evidenced by faculty and student evaluation. 2. Assumes leadership in developing and revising the practice curriculum. 3. Serves a chair of DNP capstone projects. 4. Participates as chair or member on dissertation committees if faculty member holds an earned research doctorate. Clinical Practice 1. Sustains a record of publications in peer-reviewed research, professional, and/or clinical journals, and/or book chapters. 2. Presents findings of practice scholarship in poster or podium presentations at state/national/regional professional conferences or organizational meetings, or creates policy change that impacts the profession. 3. Maintains scholarly clinical practice expertise in specialty area. 4. Impacts organizations through his/her affiliation as evidenced by feedback from organization. 5. Maintains practice certification as appropriate to the specialty. Service 1. Chairs standing and ad hoc committees in the College. 2. Serves in a leadership position as a member of community boards and/or voluntary associations. 3. Serves in a leadership position in state and national professional organizations. 4. Actively participates in developing standards of practice at the state or national level. 5. Serves on campus and university-wide committees.
10 10 Clinical Professor Teaching 1. Provides quality instruction to undergraduate and graduate students, as evidenced by faculty and student evaluation. 2. Provides leadership for developing and implementing educational programs relevant to practice. 3. Serves on DNP capstone projects or equivalent university-wide. 4. Chairs DNP capstone committees. 5. Participates as chair or member of a dissertation committee if faculty member holds an earned research doctorate 6. Develops practice models that bridge academic and practice settings. 7. Provides innovative opportunities for student experience outside the university in the local, state, national and international arenas. Clinical Practice 1. Sustains a record of publications in peer-reviewed research, professional, and/or clinical journals. 2. Presents findings of practice scholarship through poster or podium presentations at national and international conferences and organizational meetings. 3. Serves as an editor or member of an editorial board of peer-reviewed practice journals. 4. Invited speaker at state, national and international conferences and organizations. 5. Maintains scholarly clinical practice expertise in specialty area. 6. Viewed as a nursing expert at the local, state, national and/or international level. 7. Maintains practice certification as appropriate to the specialty. Service 1. Serves on university-wide committees. 2. Serves as officer in professional organizations. 3. Serves on national and international committees in specialty area. 4. Serves in a leadership role in setting national standards for education and/or practice. 5. Serves in an advisor/consultant role in community programs related to expertise.
11 11 Reviewed by University Labor Relations 3/23/2012 Reviewed by Faculty and Student Matters Committee 4/2/2012 Reviewed and Approved by FLRC 4/16/2012 Reviewed and approved by faculty 5/01/2012
2. CRITERIA FOR APPOINTMENT, REAPPOINTMENT, AND PROMOTION OF FULL-TIME FACULTY MEMBERS, UCSDM
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redpajama_set_name: RedPajamaCommonCrawl


After several years of action by the foundation in Africa, the chance has turned to African young entrepreneurs and entrepreneurs carrying projects. For his next activity it's up to you that Abake's Foundation reaches out.
..Abake's Foundation now provides you with funding to develop your potential.
….. are you a carrier of initiatives ? …..
From then on, entrepreneurship becomes a strategic tool, in that it gives young people and women the opportunity to ensure their financial autonomy and to fit into the economic life. Formal enterprise creation creates wealth, creates jobs, added value, tax revenues and innovation, and is a key driver of inclusive and equitable growth.
3) The development of platforms for the exchange of good practices on employment and entrepreneurship.
1) The first line of intervention will focus on technical support to 2 or 3 target countries for the creation or sustainability of "business incubator" type structures.
2) The second line of intervention will give priority support to the countries targeted in the "incubators" section. However, some activities may also encourage the participation of other Francophone countries in sub-Saharan Africa to promote the exchange of experiences between the countries of the zone.
3) The third line of intervention will focus mainly on the organization of events (fora, conferences, thematic workshops) and will encourage the participation of stakeholders from all Francophone countries of sub-Saharan Africa, to promote sub-regional exchanges and regional. Stakeholders from other Francophone regions can also be mobilized to complete certain panels and exchanges of good practices.
1) Institutions wishing to develop or strengthen a capacity-building and support offer for young people and women with projects and entrepreneurs, in particular by setting up incubators or accelerators and tutoring offer.
2) Project leaders / entrepreneurs (women and youth) will be selected and supported by the incubators / accelerators in the target countries.
To register, please fill out the form below !
Have members of the project team already created businesses (still active or not)? If so, which ones and which companies?
Have members of the project team already been involved in a business creation project accompanied by an incubator? If so, which ones, with which project and in which incubator?


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redpajama_set_name: RedPajamaGithub


text:
Biamp Systems appoints Exner regional director for Europe
Biamp Systems has announced that Mex Exner has assumed the position of regional director of Europe.
In his role as Regional Director, Exner will be headquartered in the U.K. and will oversee all sales and operations in Europe, Middle East, India, and Africa. Exner will continue working closely with distributors and consultants to ensure that they continue to receive the same high-quality service that they have come to expect from Biamp.
Previously, Exner served as the Western European Regional Manager as a part of Biamp's International Sales Team. Exner joined Biamp in 2009 from Tannoy Ltd., where he held various positions, including International Sales Manager, Export Manager for Western Europe Commercial Products, and Sales and Marketing Manager for Germany.
"In my short time with Biamp, I've seen some truly innovative projects being developed by our customers, and I'm proud to see our products such as Audia and Vocia at the heart of them," said Exner. "As we move forward, we'll look to ensure that we continue to do everything we can to fully support and service these great projects that continue to push the boundaries of innovation across Europe."


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text:
← L. Anisimova, PhD, Associate Professor, V. Pryimak, PhD, Associate Professor Taras Shevchenko National University of Kyiv, Kyiv, Ukraine KNOWLEDGE MANAGEMENT TECHNOLOGIES IN VIEW OF IMPLEMENTATION OF QUALITY MANAGEMENT
O. Herasymenko, PhD in Economics, Associate Professor, H. Herasymenko, Master Vadym Getman National Economic University of Kyiv, Kyiv, Ukraine EFFICIENCY OF PERSONNEL MANAGEMENT IN A SMALL ENTERPRISE: STATUS INDICATORS AND PRIORITIES OF DEVELOPMENT →
T. Bilorus, PhD in Economics, Associate Professor Taras Shevchenko National University of Kyiv, Kyiv, Ukraine METHODOLODICAL TOOLS FOR ORGANIZING THE PROCESS OF STAFF SEARCH AND SELECTION
The relevance and the basic stages to meet the demand in personnel in the contemporary economy were determined. The necessity and requirements for the formation of maps of competencies as tools for personnel selection were proved and generalized. The algorithm of choosing the sources of candidates search for the vacant position was developed. Practical recommendations of candidates selection procedure for the organization were provided using the method of "ideal point".
Keywords: need in personnel, personnel recruitment and selection, map of competencies, sources of candidates search, selection methods, evaluation of candidates for the vacant position.
DOI: http://dx.doi.org/10.17721/1728-2667.2015/172-7/3
Dessler, G. (2007), Human Resource Management, 11rd ed, Prentice Hall, USA. (DOI: 10.1108/pr.2002.31.3.386.3).
Beardwell, I., Holden, L. and Claydon, T. (2004), Human Resource Management. A contemporary approach. 4rd ed, Prentice Hall, USA.
Vesnyn, V. R. (2008), Upravlenie personalom [The Personnel Management], Prospekt, Moskow, Russia.
Maslov, E. V. (2003), Upravlenie personalom predpriyatiya [Management of Personnel of Enterprise], INFRA-M, Moskow, Russia.
Spyvak, V. A. (2010), Upravlenie personalom [The Personnel Management], Exmo, Moskow, Russia.
Khmil', F. (2006), Upravlenie personalom [The Personnel Management], Akademvydav, Kyiv, Ukraine.
Balabanova, L.V. and Sardak, O.V. (2011), Upravlenie personalom [The Personnel Management], Tsentr uchbovoyi literatury, Kyiv, Ukraine.
Daniuk, V. M., Kolot, A.M., Sukov, H.S. (2013), Upravlenie personalom [The Personnel Management], Kneu, Kyiv, Ukraine.
Kuper, D. Robertson, I. and Tinlajn, G. (2005), Otbor i najm personala: tehnologii testirovanija i ocenki [Selection and recruitment: technology testing and evaluation], Vershina, Moskow, Russia.
Kibanov, A. Ja. (2006), Upravlenie personalom organizacii: otbor i ocenka pri najme, attestacija [Personnel Management of the Organization: the Selection and Evaluation of the Hiring, Certification], Jekzamen, Moskow, Russia.
Ivanova, S.A. (2012), Iskusstvo podbora personala : Kak ocenit' kandidata za chas [The Art of Recruitment: How to Assess the Candidate in an Hour], Al'pina Pablisher, Kyiv, Ukraine.
Magura, M.I. (2003), Poisk i pobdor personala [Search and Pobdor Staff], 3rd ed, OOO "Zhurnal" Upravlenie personalom, Moskow, Russia.
Shypulina, V.O. and Kaspruk, O.V. (2009), "New Approaches to Attract Human Resources", Visnyk Khmel'nyts'koho natsional'noho universytetu, vol. 3, pp. 111–117.
Katanova, L.A. (2009), "Search, Selection and Reception Staff at the Enterprise", Visnyk Khmel'nyts'koho natsional'noho universytetu, vol. 4, pp. 87–91.
Lapytova, M.M. (2010), "Search and Selection of Personnel in the Organization at the Present Stage", Gornyj informacionno-analiticheskij bjulleten' (nauchno-tehnicheskij zhurnal), vol. 11, pp. 125–-128/
Ponomarenko, Y. S. (2013), "Development of Classification Methods of Recruitment and Their Use in Trade", Aktual'ni problemy rozvytku sotsial'no-ekonomichnykh system u transformatsijnykh umovakh: naukovi zdobutky molodi : zbir. statej mahistrantiv, aspirantiv, molodykh uchenykh, Kharkiv, Ukraine, pp. 276–281.
Sled', O. M. and Nechaieva, A.V. (2013), "Analysis of the Use of Modern Methods of Recruitment", Efektyvna ekonomika, [Online], vol. 1, available at: http://www.economy.nayka.com.ua (Accessed 11 Jan 2013).
Kuznecova, N. (2008), "Decision-making in Recruitment", Menedzher po personal, vol. 9, pp. 46–51.
Novіkova, A. (2007), "Recruitment: Good Decisions", Menedzher po personalu, vol. 4, pp. 38–45.
Barnjakova, A.V. (2014), "The Role of Staff Selection in the Management Staff of the Organization", Science Time, vol. 4, pp. 20–23.
Budnik, M.M. and Ponomarenko, I.S. (2014) "Creating an Effective Process of Staff Selection", Biznes Inform, vol. 2, pp. 361–366.
Zanora, V.O., Chernova, L.S., Kuz'mins'ka, Yu.M. and Danchenko, O.B. (2013), "Methods of Recruitment with Regard to Organizational Risks", Upravlinnia proektamy ta rozvytkom vyrobnytstva: Zb. nauk. pr., vol. 1 (45), pp. 88–94.
Kendall, M.G. (1995), Rank Correlation Methods, Hafner Publ.Go.,H.Y., USA. (DOI: 10.1111/j.2044- 8317.1956.tb00172.x).
Sen'o, P.S. (2007), Teoriia jmovirnostej ta matematychna statystyka [Probability and Mathematical Statistics ], 2rd ed, Znannia, Kyiv, Ukraine.
Cherniak, O.I., Obushna, O.M. and Stavyts'kyj, A.V. (2002), Teoriia jmovirnostej ta matematychna statystyka [Probability and Mathematical Statistics ], 2rd ed, Znannia, Kyiv, Ukraine
Kovtun, N.V. (2007), Teoriia statystyky [Theory of Statistics], IMEKS, Kyiv, Ukraine.
Chervanyov, D.M., Zhylinska, O.I. and writing team (2011), Mizhdystsyplinarnyj slovnyk z menedzhmentu [Interdisciplinary Dictionary of Management], Nichlava, Kyiv, Ukraine.
Achkasova, O.V. (2013), "Justification of the Choice of Format Description of the Requirements for Candidates for the Domestic Industry", Biznes Inform, vol. 7, pp. 308–-313. ISSN 1728-2667
Schmidt, Frank L. and Hunter, John E. (1998), "The Validity and Utility of Selection Methods in Personnel Psychology: Practical and Theoretical Implications of 85 Years of Research", Findings Psychological Bulletin, Vol. 124, pp. 262–274. http://doi.apa.org/journals/bul/124/2/262.pdf. (DOI: 10.1037//0033-2909.124.2.262).
Oostrom, Janneke K. (2010), "New Technology in Personnel Selection: The Validity and Acceptability of Multimedia Tests", Erasmus University Rotterdam, [Online], available at: http://repub.eur.nl/res/pub/20866/ (Accessed 1 Oct 2010).
Srinivasan, V. and Shocker, A. D. (1973), Linear Programming Techniques for Multidimensional Analysis of Preference, Psychometrica, vol. 38, pp. 337–342. (DOI: 10.1007/bf02291658).
Solov'ev, V.I. (2012), Metody optimal'nih reshenij [Methods of Optimization], Finansovyj unіversitet, Moskow, Russia.
Dubov, Ju.A., Travkin, S.I. and Jakimec, V.N. (1986), Mnogokriterial'nyj modeli formirovanija i vybora variantov sistem [Multi-criteria Model for the Formation and Selection of Variants of Systems], Nauka, Moskow, Russia.
Belkin, A.R. and Levin, M.Sh. (1990), Prinjatie reshenij: kombinirovannye modeli approksimacii informacii [Decision- making: the Combined Models of Approximation Information], Nauka, Moskow, Russia.
Trahtingerc, Je.A. (1998), Komp'juternaja podderzhka prinjatija reshenij [Computer Decision Support], Naukchno- prakticheskoe izdanie, SINTEG, Moskow, Russia.
172_3


Former Secretary of State Colin Powell continued to offer harsh but constructive criticism to his own party on Monday, advising Republicans to loudly reject "birther nonsense" and develop new policies to improve their outreach to the nation's shifting demographics.
"Republicans have to stop buying into things that demonize the president," Powell said during an appearance on ABC News. "I mean, why aren't Republican leaders shouting out about all this birther nonsense and all these other things? They should speak out. This is the kind of intolerance that I've been talking about where these idiot presentations continue to be made and you don't see the senior leadership of the party say, 'No, that's wrong.' In fact, sometimes by not speaking out, they're encouraging it. And the base keeps buying the stuff."
Powell, who endorsed Obama in 2008 and again in 2012, said that the GOP's relative silence on such fringe issues came at a detriment to its popularity.
"And it's killing the base of the party," he said. "I mean, 26 percent favorability rating for the party right now. It ought to be telling them something. So, instead of attacking me or whoever speaks like I do, look in the mirror and realize, 'How are we going to win the next election?'"
Powell then urged Republicans to reflect on their platform and identify some authentic ways to craft policies that would increase their appeal with minority voters.
"It's a party that has to stop saying, 'We are going to appeal to you with new messages.' You need policies -- the country is becoming more minority," Powell said.
Republicans drew some criticism last week from those who saw a panel at their annual retreat regarding "Discussion on Successful Communication with Minorities and Women" as a superficial effort to temper their tone -- but not actual party positions -- in order to improve outreach.
Powell has been aggressive in his counsel for his party over the past week. Speaking on Monday, he jabbed the GOP for what he perceived as a concerted effort to restrict voting in some areas.
"Should we really have gone after reducing the turnout of voters in those places where we thought it would make a difference?" he asked on MSNBC. "The Republican Party should be a party that says, 'We want everybody to vote,' and make it easier for people to vote and give them a reason to vote for the party, and not to find ways to keep them from voting at all."
And last week, Powell charged that there is "a dark vein of intolerance in some parts" of the Republican structure.
Powell quickly drew pushback from Republicans, who rejected his contention.


The ICUF Preferred Vendor Program was created to develop mutually beneficial partnerships between private sector companies and private colleges and universities.
The 30 Independent Colleges and Universities of Florida (ICUF) employ more than 38,000 Floridians, educate over 156,000 student per year, maintain 140 educational sites around the state (which includes over 500 hundred on-line degree and certificate education programs) and spend over $5.6 billion each year.
Because they are private institutions, each college or university makes autonomous decisions regarding purchasing goods and services. However, they do take advantage of opportunities to pool resources when there are cost and/or other benefits.


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Slingshot: The Greatest Christmas Song of All Time!
Back in November, I did something I otherwise don't do all year: I turned the dial to KOST 103.5 F.M.
With some fanfare and a countdown, the station switched up its playlist from adult contemporary hits to holiday music. And that's how it'll stay. Every day. Nonstop. Past Christmas Day, even.
For some folks, Christmas songs are about as enjoyable as a Piccolo Pete firework shrieking into their exploding ear drums. I revel in them. I never tire of Andy Williams, Gene Autry, Nat King Cole or Vince Guaraldi Trio tunes.
I've accepted that I am what a friend deemed me to be a few years ago: a schmaltz.
Blame my dad. Christmastime is when his otherwise stoic self indulges in some seasonal sentimentalism. That's usually complimented by Johnny Mathis' classic "Merry Christmas" album.
Whatever it takes!
But I confess. I'm kind of burned out already. There's only so many times I can listen to the Trans Siberian Orchestra without feeling like I need to survive Christmas by tackling fellow shoppers at the mall before spiking my debit card at the cashier.
Or maybe it's the fact that we're still very much in a pandemic and set to eclipse 800,000 lives lost to this scourge of coronavirus unleashed upon this nation--and the world.
Well, there's still one song that can center my Christmas soul amid the chaos: "La peregrinación."
I first heard it by way of Inti-Illimani, a famous Chilean folk band. They recorded a Christmas performance of the song in 2019. But its roots trace decades back to Los Fronterizos, an Argentinian folk band.
The song is an epic retelling of the Holy Family's search for refuge before the birth of Christ and the rejection they encountered along the way. Only, the trek of Jose and Maria is set along the pampas.
And then I heard Mercedes Sosa's interpretation of "La peregrinación."
I instantly recalled what made me a fervent devotee of liberation theology as a younger man, back when I was a better Catholic.
Sosa's rich vocals with a backing choir are divinely inspired. And then comes the lyrics.
A la huella, a la huella
Jose y María
Con un dios escondido
Nadie sabía.
The subtext isn't so subtle. How many Jose and Marias are refugees in our world today? Are they made to stay in Mexico at the U.S. border whether under a Trump or Biden administration? The southern Mexican border? Escaping Syria to Europe through Turkey?
And what if a savior swelled in a mother's womb as xenophobia casted her away? Or maybe it need not be a prophet, just a human who carries the divine spark of creation within them along a pilgrimage amid plunder.
We would be well reminded of these questions if songs like "La peregrinación" found their way to our Christmas radio dials and into our hearts.
- Gabriel San Román
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Mouse Muck
Disneyland came close to seeing its first strike since 1984, but alas there won't be any pixie dust picket lines this Holiday season. I reported on an unprecedented ratification split, a fissure that lasted two week until two holdout unions reversed course an approved a contract that boosted pay more than those in the past.
Read it here!
By the Bylines
I carried a tummy full of tacos as I visited and ate at a buncha grub spots in Anaheim. Some were unpermitted taco stand pop-ups. Others started as pop-up and became brick-and-mortars. And then there's the taco trucks in between!
But the scene has turned into one big whack-a-taquero game as the city teamed with the county to carry out carne asada crackdowns on the unpermitted pop-ups cause nothing says Merry Christmas quite like confiscations!
*Okay folks: I know I haven't been doing Slingshots much since I started my new jale. I'm still trying to figure out my new format--and all those creative questions. This will likely be the last of the year. See you Slingshoters in 2022. May the New Year have mercy on us ALL!
Slingshot: Truths James Loewen Taught Me in Brea and Beyond
Slingshot: Finding My Next Act With TimesOC!


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The 4 Worst Boners I've Encountered
Back in 1992, at the age of 13, I went on an exchange program to France and fell madly in love with a boy named Guillaume. Guillaume Boner. ("Boner" pronounced in the French style, Bone-errrr, emphasis on the errr.) I confessed my crush to Jamie Goldfarb, one of my fellow American travelers, while on an underwhelming tour of the Evian factory.
"Jamie," I whispered. "I have such a crush on Guillaume."
"Who?" she asked.
"Guillaume," I repeated. "Guillaume Boner. He's Josh Steinberg's exchange student."
I'd hoped for a little female bonding on the subject, a little "OMG, I know! I want him too, like la beurre on brioche!" Instead, though, Jamie Goldfarb squealed, "Eww! Gross! How can you like someone whose last name is 'Boner!' You're, like, totally disgusting!"
Sure, it'd be easy to label Jamie Goldfarb as one in a long line of insensitive teenage girls hell-bent on humiliation. However, I like to give credit where credit is due, and it's thanks entirely to her that I was introduced to the heretofore unknown word, one of life's most important aspects: The Boner.
Fast-forward 20 years. I'm 33 now, well aware that nine times out of ten, a boner's a good thing. I have, in point of fact, done the ol' humpty hump with a hypochondriacal gentleman who insisted on, not one, but THREE condoms. Which I'm sure I don't need to tell you means a lady winds up dealing with a unit hard like a bowl of spinach dip is hard. Endure a situation like that, you'll need little reminding in most all future instances that a hard un's a good 'un.
Source: thesun
That said, focusing on the positive has never been my style. I'd prefer to kick it old school, Jamie Goldfarb-style, presenting unto you a list of those rare occasions wherein a boner I've encountered has been a bad thing.
1. Acting Class. At the age of 18, I had the brilliant idea that I ought to spend my parents' money on a B.F.A. in acting. So did I hightail it to NYU's undergraduate acting program where I was promptly given wise instructions on The Craft, such as "Wear sweatpants" and "hop across the floor while making the noise of a donkey." Fridays were reserved for group massage. We were partnered up and told to trade 45 minute massages over the course of the 90 minute class. There massages were allegedly intended to lengthen our respective spines. More often than not I wound up with a gent named Jason, a young man whose sole acting class clothing ensemble consisted of the thinnest of biker shorts paired with a threadbare, hip-length tee. Every time I laid hands upon the poor boy he'd spring a boner. BOING! Like a jack popping out of it's box. The biker shorts didn't work to disguise so much as accentuate the situation. I never knew how to respond – "There, there," occurred to me, though I eventually decided against it – so I just stared the sucker down, all the while trying to keep in mind what good use I was putting to my parents' money.
2. The Jewish Community Center. My B.F.A. in acting would eventually lead to my participation in an all female comedy troupe called "Good Jewish Girls Gone Bad," a troupe that toured various sections of our fair country performing a mix of cabaret, stand-up comedy, and original songs. I had the pleasure of doing a show with the troupe at the Jewish Community Center in Salt Lake City, Utah. Now perhaps you're thinking, "A Jewish Community Center? In Utah?" Indeed. I'm here to tell you it's a thing, and it's events are populated mostly by individuals over the age of 75. I took to the "stage" – a five-foot by four-foot raised platform, propped up in one corner by Haggadahs – and did a standup act centered in no small part around butt sex. Let me just tell you that you haven't lived until you've seen an octogenarian plugged into a breathing machine, sprout himself a chubbie underneath his khaki pants. It is – it was – in no uncertain terms inspiring.
3. My Younger Brother. Let me barrel fast through this one lest you are as I am: Lacking an appetite for anything with so much as a hint of the incest about it. I was 17, my younger brother was 14, and fate and timing work against us. We got up – at the same time and rather incoherently – to pee in the middle of the night. With no real sense of what exactly was going on or that anyone else is in the bathroom, I pushed open the door to find my brother pissing not into the toilet, but across the toilet. This, thanks to his unmanaged, poorly directed, middle-of-the-night boner. Moving on …
Source: telegraph
4. Two's Company, Four's A Crowd. Several years ago my parents came to visit me in New York. I had a boyfriend at the time who they had yet to meet, and I decided a good setting for the whole thing would be a home-cooked meal in the confines of my new apartment. The other relevant piece of back story here is that my boyfriend had been away on business for two weeks.
"Do me a favor," I'd requested, "On that last week away, try your best not to masturbate. That way it's more fun when we see each other."
My boyfriend agreed. Not only that, he gave me the whole kit-'n-kaboodle, remaining abstinent for the full two weeks. Which was gracious, of course, but what I hadn't realized is that our reunion would coincide with his introduction to my parents. The poor guy was 25 and hadn't masturbated in over two weeks and was parading around in front of my parents with what appeared to be corn cob in his pants. So I pulled him aside.
"You've got an erection," I whispered.
"Yeah, well, duh," he said.
"It's flattering, of course, but also uncomfortable. Can't you think about your mom or dead grandma or pediatric cancer for god's sake?"
"I've tried," he said. "But this baby's not going anywhere."
Eventually, he excused himself to the bathroom while my parents and I enjoyed pancetta-wrapped figs in the living room. Two weeks worth of effort wasted, flushed briskly down the toilet. A tragedy, yes, but preferable to glancing my parents on my right, and my boyfriend's corn cob boner on my left.
Sara Barron is the author of People Are Unappealing and the forthcoming book Eating While Peeing (And Other Adventures) For more info, visit her website.
Original by: Sara Barron
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The Seattle Times reports that a single car accident near Soap Lake, Washington resulted in the death of three young men, including the teenage driver.
According to the report, Taylor Blackburn, 16, of Ephrata, died of a head injury at Sacred Heart Medical Center in Spokane after being airlifted there after his car went off the road and hit a power pole.
Killed in the motor vehicle accident were Kyle Hartley, 17, of Ephrata, and Travis McAfee, 22, of Wilson Creek.
Soap Lake is a small town in Grant County, Washington, near the center of the state. Soap Lake is north of Interstate 90.


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Darwin Cook
Parks and Recreation Director
Josh DeCola
Aquatic Center Manager
Tooele, UT 84074
PAC Brochure – School Year 2021-22
About the Facility/History
Age Group Lessons (Competitive Swimming)
Lifeguard Certification Course
Reservations and Rentals
Reservations and Rentals Prices and Information
Swimming Lessons and Online Registration
Learn to Swim Program
Tour the Facility
Water Polo (Juniors)
Pratt Aquatic Center Hours and Pricing
Hours & Pricing
PLEASE NOTE: The Aquatic Center will be closed from 9:00 a.m. to 12 Noon on Saturday, January 22, 2022 and Saturday, January 29, 2022 for Swim Meets (there will be no lap swimming, current/water walking, or water aerobics available during that time).
ALSO: The Pratt Aquatic Center will be closed from February 21, 2022 through March 6, 2022 for regular maintenance, repair, and cleaning. We anticipate that we will reopen on Monday, March 7, 2022. We apologize for any inconvenience and appreciate your patience! Thank you.
We no longer have public swim hours on Friday from 2:30 p.m. – 4:30 p.m. until further notice due to staffing shortages.
School Year Hours
Annual Passes
HOLIDAYS: Early public swimming hours 1 pm – 5:00 pm. Closed on Sundays, Thanksgiving, Christmas Day, and New Year's Day. Closed early on Christmas Eve and New Year's Eve.
Locker Rooms/Showers/Bathrooms/Changing Rooms are available at this time.
Family Changing Rooms are available.
Now available! Rent an annual locker for $75 – this includes full size lockers! Coin operated lockers are available in the hallway for $0.25. The Pratt Aquatic Center/Tooele City is not responsible for lost or stolen items.
AGES 3 & UNDER* .
YOUTH**
STUDENTS/SENIORS
(13-18 / 62+)
(Must show Military ID)
GROUPS OF 10 OR MORE WILL BE ADMITTED FOR $2.00/PERSON
Punch Passes
10 Passes
Click on the Annual Passes tab above.
Public Swimming is $2 on Fridays (school-year only – does not apply during summer hours).
*Utah state law requires children younger than three years old to wear a swim diaper even if they are trained.
**Children less than 48″ tall must be accompanied by an adult in the water while in any of the pools.
YOUTH:
(Ages 4-12)
STUDENT/SENIOR:
(Ages 13-18 / 62+)
(Ages 19-61)
MILITARY:
2-PARTY:
Plus $35/Child
Max. $430
MILITARY FAMILY:
SINGLE PARENT:
Summer Hours begin June 1, 2021
Closed Memorial Day – Monday, May 31, 2021 and Closed Saturday, July 3, 2021
Open July 24, 2021: 9 a.m. – 5:00 p.m.
PUBLIC SWIMMING HOURS LAP SWIMMING CURRENT/WATER WALKING
Monday – Thursday: Monday – Thursday: Monday – Thursday:
12:00 p.m. – 4:30 p.m. **5:30 a.m. – 9:00 a.m. 5:30 a.m. – 9:00 a.m.
6:30 p.m. – 9:00 p.m. *12:00 p.m. – 4:30 p.m. 9:00 p.m. – 10:00 p.m.
*6:30 p.m. – 9:00 p.m.
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*12:00 p.m. – 4:30 p.m.
Saturday: Saturday: Saturday:
12:00 p.m. – 8:00 p.m. **9:00 a.m. – 10:00 a.m. 9:00 a.m. – 12:00 p.m.
* = 3 Lanes During Public Hours
** = Limited Lanes Available
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Stats watchdog warns Tories and Labour over 'unclear' manifesto claims
Freddie Whittaker
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Diocese academy conversions get go-ahead without governor approval
Both the Conservatives and Labour made "unclear" statements about education in their election manifestos, the statistics watchdog has said.
The UK Statistics Authority said the two documents repeated claims it has already issued critical rulings on.
The Conservative manifesto claims the party is providing "an extra £14 billion funding for schools". The UKSA has previously ruled this claim could be misleading without further context explaining the figure adds together increases for each year.
Meanwhile Labour's manifesto includes a claim that the Conservatives' spending plan "leaves 83 per cent of schools still facing cuts next year". The UKSA said it had previously investigated a similar statistic – from the union-run School Cuts campaign – which it found was "misleading" for creating a "worse picture" of school funding.
On the Conservative claim, the UKSA said today the manifesto "fails to provide" the clarity demanded after the government was warned over using the £14 billion figure in October.
The UKSA statement read: "The manifesto introduction mentions a time frame when referring to this increase, however when explaining changes in school funding dates or baselines are not given. The manifesto also translates the figure into a per week basis. The basis for the per week calculation is unclear."
The UKSA said the £14 billion figure was produced by "adding together and then rounding increases across three years". School budgets will in fact rise by £7.1 billion in cash-terms by 2022-23 if the Conservatives implement their plans.
At the time, the Office for Statistics Regulation, the UKSA's regulatory arm, said there was "a risk that the figures could mislead: for example, people who read no further might expect that the headline figure of £14 billion refers to an annual increase".
Labour's manifesto claim that the Tories' spending plan "leaves 83 per cent of schools still facing cuts next year" is based on a comparison between 2015-16 and 2020-21, not a change that will specifically occur next year.
In January, the UKSA warned the coalition that an earlier headline figure, which stated that 91 per cent of schools faced funding cuts, risked giving "a misleading impression of future changes in school budgets".
The authority said today: "Following discussion with the Office for Statistics Regulation in January, the union made changes to their School Cuts website to explain the methodology.
"Without this context, the headline statement is likely to give an unclear impression of future changes in school budgets."
The intervention comes amid a growing row over the use of statistics during the election campaign.
Early last month, Gavin Williamson, the education secretary, repeated a claim about the quality of schools that had previously been criticised by the UKSA for not giving the "full picture".
The Conservatives were later criticised again after it emerged a high-profile dossier revealing the "£1.2 trillion cost" of Labour's policies included details for a schools policy the party has not committed to.
The DfE has also been rapped five times in the past 24 months over its use of statistics. However the UKSA said today it was "encouraged" by the DfE's announcement it will publish new summary statistics on school funding in January.
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