135 research outputs found
PENERAPAN STRATEGI PEMBELAJARAN PPDP UNTUK MENINGKATKAN PENGUASAAN KONSEP DAN KEMAMPUAN BERPIKIR TINGKAT TINGGI SISWA SMA PADA MATERI FOTOSINTESIS
No full textGabungan dari beberapa metode pembelajaran dalam penelitian ini dikenalkan dengan istilah PPDP. Strategi pembelajaran PPDP dalam penelitian ini terdiri dari metode Praktikum, metode Presentasi-diskusi, metode Demonstrasi, dan metode Presentasi-diskusi. Penelitian ini bertujuan untuk memperoleh informasi pengaruh penerapan strategi pembelajaran PPDP dalam meningkatkan penguasaan konsep dan kemampuan berpikir tingkat tinggi siswa SMA pada materi fotosintesis. Metode penelitian adalah Pre- experiment, dengan desain penelitian “The One-Group Pretest-Postetst Design”. Pelaksanaan penelitian melibatkan 35 siswa pada salah satu SMA di kota Palembang. Instrumen penelitian yang digunakan adalah format wawancara, rubrik penilaian LKS, instrumen tes penguasaan konsep dan kemampuan berpikir tingkat tinggi, rubrik pengembangan LKS serta angket siswa. Data dianalisis menggunakan Microsoft Excel dan Program SPSS 24. Hasil implementasi menunjukkan, strategi pembelajaran PPDP berkontribusi dalam meningkatkan penguasaan konsep dan kemampuan berpikir tingkat tinggi. Berdasarkan uji statistika, strategi pembelajaran PPDP dinyatakan efektif memenuhi standar Kriteria Ketuntasan Minimum (KKM) materi fotosintesis sebesar 75. Korelasi antara penguasaan konsep dan kemampuan berpikir tingkat tinggi berada pada kategori sedang dengan nilai koefisien yang positif sehingga dapat dinyatakan peningkatan penguasaan konsep siswa berbanding lurus dengan peningkatan kemampuan berpikir tingkat tingginya.;--- The combination of several learning methods in this study was introduced by the term PPDP. The PPDP learning strategy in this research consists of Practicum method, Presentation-discussion method, Demonstration method, and Presentation-discussion method. This study aims to obtain information on the influence of application of PPDP learning strategies in improving the concepts mastery and thinking skills of high school students on photosynthesis topic. The research method is a Pre-experiment, with the research design "The One-Group Pretest-Postetst Design". The implementation of the study involved 35 students in one of the high schools in Palembang. The research instrument used was interview format, rubric of LKS assessment, conception mastery test and higher order thinking skills test instrument, development rubric of LKS and student questionnaire. Data were analyzed using Microsoft Excel and SPSS Program 24. The results of the implementation show that the PPDP learning strategy contributes in improving the mastery concept and higher order thinking skills. Based on statistical test, PPDP learning strategy declared effectively fulfill standard of Minimum Exhaustiveness Criterion (KKM) of photosynthesis material equal to 75. The correlation between the concept of mastery and higher order thinking skills is in the medium category with positive coefficient so that it can be expressed increase the mastery of the concept of students is proportional to the increase in the higher order thinking skill
KINERJA APARATUR DINAS KEPENDUDUKAN DAN PENCATATAN SIPIL DALAM PELAYANAN ADMINISTRASI TERPADU E-KTP (STUDI KASUS DI UPTD ZONA II DISDUKCAPIL PEUKAN BADA KABUPATEN ACEH BESAR)
No full textABSTRAKKinerja birokrasi dalam melayani masyarakat dituntut untuk memenuhi kebutuhan masyarakat sesuai dengan tugas birokrat. Kedudukan aparatur pemerintah dalam pelayanan administrasi sangat strategis karena akan sangat menentukan sejauh mana pemerintah dan aparatur pemerintahan dalam memberikan pelayanan administrasi kepada masyarakat. Skripsi ini bertujuan untuk Menganalisis Kinerja Aparatur Dinas Kependudukan dan Pencatatan Sipil Dalam Pelayanan Administrasi Terpadu E-KTP (Studi Kasus Di UPTD Zona II Disdukcapil Peukan Bada Kabupaten Aceh Besar), Menganalisis penyelenggaraan pelayanan administrasi sudah sesuai atau tidak dengan asas-asas pelayanan publik, dan mengidentifikasi hambatan-hambatan dalam pelayanan administrasi terpadu E-KTP di UPTD Zona II Disdukcapil Peukan Bada Kabupaten Aceh Besar. Penelitian ini menggunakan beberapa teori pelayanan administrasi dan menggunakan pedoman pada Undang-Undang No 25 Tahun 2009 tentang pelayanan publik. Metode yang digunakan dalam penelitian ini yaitu menggunakan pendekatan kualitatif yang bersifat deskriptif yaitu menggambarkan hasil analisis kebijakan dan analisis data yang diperoleh dari UPTD Zona II Disdukcapil Peukan Bada Kabupaten Aceh Besar yang memberikan gambaran dan penjelasan yang tepat mengenai masalah yang dihadapi. Informan penelitian ditentukan dengan menggunakan teknik purposive sampling. Sumber data yang digunakan yaitu data primer dan sekunder yang diperoleh melalui wawancara terbuka secara mendalam, dokumentasi dan telaah buku maupun dokumen perundang-undangan. Berdasarkan hasil penelitian menunjukkan bahwa kinerja aparatur dilihat melalui dari tiga indikator yaitu dari segi sumber daya manusia, proses dan kualitas pelayanan, dan sarana prasarana, dalam hal ini belum dikatakan maksimal dalam memberikan pelayanan karena masih banyak terdapat kekurangan. Penyelenggaraan pelayanan publik yang ada di UPTD Disdukcapil Peukan Bada tersebut belum memenuhi asas-asas pelayanan publik secara keseluruhan karna masih terdapat beberapa asas yang belum terpenuhi yaitu ketepatan waktu penyelesaian, fasilitas, keprofesionalan. Hambatan yang terjadi dari faktor internal dan eksternal dalam memberikan dan melaksanakan pelayanan administrasi. UPTD Zona II Disdukcapil Peukan Bada Kabupaten Aceh Besar bisa lebih meningkatkan pelayanan publik dengan meningkatkan sumber daya manusia, proses dan kualitas pelayanan yang lebih maksimal dan fasilitas yang memadai.Kata kunci : Kinerja, Pelayanan Administrasi, Asas-Asas Pelayanan Publi
VALIDITAS PENGEMBANGAN STRATEGI PEMBELAJARAN PPDP PADA MATERI FOTOSINTESIS UNTUK MENINGKATKAN HASIL BELAJAR KELAS XII SMA DI KOTA PALEMBANG
No full textPhotosynthetic topic is abstract and complex topic that is interconnected with other topics, causing students to experience difficulties in learning and understanding them. One effort that can be done is to develop PPDP learning strategies. This study aims to produce a learning strategy that can teach concepts through facts, activate students, and can direct students in thinking and reasoning. In developing learning strategies using the Rowntree development model while the assessment or evaluation stage uses the Tessmer model. Data collection instruments in this study were component validation sheets and lesson plans, photosynthetic guideline validation sheets and photosynthetic worksheet and practicality questionnaire in the form of teacher and student responses. Data were analyzed descriptively by presenting results obtained in the field. The results of this study indicate that the development of learning strategies is very valid. That is, this learning strategy has good quality based on expert judgment on the components and content of lesson plans, content, display and language of practicum and LKPD guidelines. By using PPDP learning strategies, it is expected to be able to direct students in active, fun learning, and be able to describe facts or phenomena from photosynthesis
Pengembangan Media Pembelajaran Ular Tangga Terintegrasi Praktikum Materi Sistem Gerak Di Mts Palembang
No full textGambaran pelaksanaan prinsip keamana pemberian kemoterapi oleh perawatpelaksana di ruang rawatinapmamplam III Rumah Sakit Umum Daerah dr.Zainoel Abidin Banda Aceh Tahun2013
No full textxiii+80hlm.;29c
AN ANALYSIS OF LEXICAL COHESION IN NARRATIVE TEXT THREE CHILDREN STORYBOOKS OF “OLIVER AND JUMPY” BY WERNER STEJSKAL
No full textMaria Ulfa, 14121320243. “An Analysis of Lexical Cohesion in Narrative Text
Three Children Storybooks of Oliver and Jumpy by Werner Stejskal”
This research an analysis of lexical cohesion in narrative text three children
storybooks, entitled: oliver and jumpy. This research is interest because the author
of that strorybooks is not English people or native speaker but the author from oliver
and jumpy book’s is from Austria and the mother languange of that country is
Germany. Then, the unique from the author is accuracy and language in the books
good enough that is unlike English Foreign Language Learner’s.
The aims of this research are to identify what types of lexical cohesion
which are commonly used in Narrative texts and to identify what the elements form
lexical cohesion in narrative texts. This researcher based on theory from Haliday &
Hassan (1976) to find out the types of lexical cohesion. The researcher employs the
descriptive qualitative research as a type of theresearch. The data sources consist of
children storybooks Oliver and Jumpy by Werner.
The method of collecting data is reading completely the story Oliver and
Jumpy,classifying the word or sentences in every story and writing the
derivationaffix. The instrument of research is documentation and technique of
collecting data is documentation content analysis. Thefindings show that in the
narrative children storybooks there are 6 types of lexical cohesion such as the total
number of repetition devices is 62,31 %, while the total number of collocation
devices is 10,14%, for instance collocation (10,14%), antonym (6,55%), hyponymy
(2,89%), synonymy (15,94%), metonymy (2,17%) repetition more dominant than
other. The elements form lexical cohesion in narrative texts storybooks there are
affixes used in two types, prefixes and suffixes.
This research concludes that it is an evidence that the author are classified
as good communicator and good writer, because the author can use the word choice
in good variation and effectively although the author is not native language.
Keywords: lexical cohesion, narrative text, suffix, prefi
Subaltern portrayed in Patrick Chamoiseau's Texaco
No full textENGLISH:
Colonialism era is commonly related to the practice of controlling people of a nation by power of another nation. The problem of subalterns as the lowest class whose aspiration and voice are often blocked by hegemonic power is one of the important topics to discuss in postcolonial studies. One of the literary works which discuss the subaltern problem in Texaco by Patrick Chamoiseau. This study aimed at discussing the subaltern that is portrayed in the novel Texaco by Patrick Chamoiseau. This study used postcolonialism by applying the theory of subaltern by Gayatri Spivak. This research is included in literary criticism. The data in this research are the sentences, words, dialog, and narration. The researcher analyzed the data by classifying, describing, giving the interpretation, and making the conclusion. This study presented the portrayal of subalterns and emphasizes how they can’t speak. The results of this study showed the subalterns portrayed in the novel Texaco by Patrick Chamoiseau are the oppressed subaltern women and men who can’t speak because their voice was blocked, can’t represent themselves, and had no access to the hegemonic power. The struggles of subalterns portrayed in the novel Texaco by Patrick Chamoiseau are the struggle to fight oppression, the struggle to gain their rights, the struggle to voice up their voice, the struggle to fight injustice, the struggle to build the city, and the struggle to have the legality of the city.
INDONESIA:
Era Penjajahan seringkali berkaitan dengan praktik kekuasaan sebuah bangsa oleh bangsa lainnya. Permasalahan subaltern sebagai kelas terendah yang suaranya dihalang-halangi menjadi salah satu dari berbagai topik yang penting untuk dibahas dalam teori pascakolonial. Salah satu karya sastra yang membahas tentang permasalahan subaltern selama era colonial adalah novel Texaco karya Patrick Chamoiseau. Penelitian ini bertujuan untuk mendiskusikan penggambaran subaltern dan usaha mereka dalam novel Texaco karya Patrick Chamoiseau. Penelitian ini menggunakan teori pascakolonial dari prespektif subaltern oleh Gayatri Spivak. Penelitian ini termasuk penelitian kritik sastra. Data dalam penelitian ini berupa kalimat, kata, frasa, dialog dan narasi. Peneliti menganilisis data dengan membuat klasifikasi, mendeskripsikan, menginterpretasikan data kemudian membuat kesimpulan. Hasil dari penelitian ini menunjukkan bahwa subaltern seringkali digambarkan sebagai pria dan wanita yang tertindas, mengalami penyiksaan dan suaranya dihalang-halangi. Usaha para subaltern tergambar dalam novel Texaco karya Patrick Chamoiseau meliputi usaha untuk melawan penindasan, usaha untuk mendapatkan hak-hak mereka, usaha untuk menyuarakan aspirasi mereka, usaha untuk melawan ketidak-adilan, usaha untuk membangun kota meraka sendiri, dan usaha untuk mendapatkan pengakuan terhadap kota Texaco.
ARABIC:
غالبًا العصر الاستعماري يرتبط بممارسة سلطة أمة من قبل دولة أخرى. تعد مشكلة التبعية باعتباره الطبقة الأدنى التي يتم حظر صوتها أحد الموضوعات المهمة التي يجب مناقشتها في نظرية ما بعد الاستعمار. إحدى الأعمال الأدبية التي تناقش مشاكل التبعية خلال الحقبة الاستعمارية هي رواية تكساكو لباتريك شامواسو. تهدف هذه الدراسة إلى مناقشة تصوير التبعية وجهودهم لكسب حريتهم في رواية تكساكو لباتريك شامواسو .تستخدم هذه الدراسة نظرية ما بعد الاستعمار من منظور ثانوي من قبل غاياتري سبيفاك. يشمل هذا البحث إلى بحث النقد الأدبي. البيانات في هذه الدراسة هي الجمل والكلمات والعبارات والحوارات والروايات. قامت الباحثة بتحليل البيانات من خلال تصنيفها ووصفها وتفسيرها ثم استخلاص النتائج .تشير نتائج هذه الدراسة إلى أن التبعية غالبًا ما يتم تصويرهم على أنهم رجال ونساء مضطهدين ومعذبين. تشمل جهود التبعية لنيل استقلالهم كما هو موضح في رواية تكساكو لباتريك شامواسو جهودًا لمحاربة الظلم. والجهود المبذولة للحصول على حقوقهم. والجهود المبذولة للتعبير عن تطلعاتهم، والجهود المبذولة لمكافحة الظلم، والجهود المبذولة لبناء مدنهم الخاصة، والجهود المبذولة لخلق مدنهم الخاصة، و للحصول على اعتراف بمدينة تكساكو
Deskripsi Pelaksanaan Program Intervensi Dini pada Pemerolehan Bahasa Pertama Anak Down Syndrome melalui Penerapan Konsep Family Quality of Life
No full textOne type of child with special needs is Down Syndrome. His existence will affect the family with its limitations. The title of this study is "Description of The Implementation of Early Intervention Program in The Acquisition of The First Language of Down Syndrome Children Through the Application of The Concept of Family Quality Of Life". The purpose of the study was to describe the implementation of early intervention in the acquisition of the first language of Down Syndrome children. The research method is qualitative with qualitative descriptive approach. The data is obtained by interview and observation methods. The study subjects were families with down syndrome children. Data processing is done by means of content analysis. The results showed that (1) early intervention programs through the application of the concept of family quality of life can help parents of down syndrome children overcome problems in the acquisition of first language (2) FQoL dimensions in the family can realize the quality of life of the family, especially children (3) the need for expert cooperation in the field of services for children with special needs to improve the knowledge and understanding of parents in providing early intervention in children with special needs.Salah satu jenis anak berkebutuhan khusus adalah Down Syndrome. Keberadaannya akan mempengaruhi keluarga tersebut dengan keterbatasannya. Judul penelitian ini adalah “Deskripsi Pelaksanaan Program Intervensi Dini Pada Pemerolehan Bahasa Pertama Anak Down Syndrome Melalui Penerapan Konsep Family Quality Of Lifeâ€. Tujuan penelitian adalah mendeskripsikan pelaksanaan intervensi dini pada pemerolehan bahasa pertama anak Down Syndrome. Metode penelitian yaitu kualitatif dengan pendekatan deskriptif kualitatif. Data didapatkan dengan metode wawancara dan observasi. Subjek penelitian merupakan keluarga yang mempunyai anak down syndrome. Pengolahan data dilakukan dengan cara analisis isi. Hasil penelitian menunjukkan bahwa (1)program intervensi dini melalui penerapan konsep family quality of life dapat membantu orangtua anak down syndrome mengatasi permasalah pada pemerolehan bahasa pertama (2)dimensi FQoL yang ada pada keluarga dapat mewujudkan kualitas hidup keluarga terutama anak (3)perlunya kerjasama ahli bidang layanan bagi anak berkebutuhan khusus untuk meningkatkan pengetahuan dan pemahaman orangtua dalam memberikan intervensi dini pada anak berkebutuhan khusus
PENGEMBANGAN MEDIA PEMBELAJARAN MONOPOLI PADA MATERI SISTEM PENCERNAAN DI SMP
No full textThis research was aims to developed, feasibility and compare differences in learning out-comes before and after used Monopoly Games Smart (MGS) learning media on digestive system topic in junior high school IBA Palembang. Research applies Research and Development methods with steps, namely define, design, and development. Egibility was based on the evaluation of media expert and small scale trials. Data collection in this study used interviews, questionnaire and documentation. Analysis tehcnique were including analysis of product data.. The results show that the Monopoly Games Smart (MGS) learning media has significant effect in improving the mastery of concept. Based on students mastery of concept showed that the implementation of learning using Monopoly Games Smart (MGS) is better than convensional. The learning process in the digestive system topic is more effective and student centered which makes students more active in learning and makes the learning process more meaningful. If the learning response is good, mastery of the concept will be good
ULFA Faculty Handbook (July ,1997)
No full textCollective agreement between the Governors of the University of Lethbridge and the University of Lethbridge Faculty Association.The University of Lethbridge
F A C U L T Y H A N D B O O K
July 1/1997
The University of Lethbridge
Faculty Handbook
The University of Lethbridge
3 Date
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Witness
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The University of Lethbridge
Faculty Association
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TABLE OF CONTENTS
Formerly
1. Interpretation of Handbook 1
2. Definitions 2
3. Amendments 3
4. Applications and Exclusions 4
5. Recognition 5
6. Communication and Information 6*
7. Annual Meeting 7
8. Delegation 8
9. Personal Files 9
10. Summer Session, Continuing Education, and Public Service 16
11. Rights and Responsibilities 17
12. Criteria For Extension of Probation, Tenure, Promotion and 21
Salary Increments for Faculty Members
13. Assignment of Duties of Faculty Members 33
14. Professional Librarians 25
15. Academic Assistants 26
16. Termination of Appointment 28
17. Personnel Committees 19
18. Appointment of Faculty Members 20
19. Probation and Tenure for Faculty Members 22
20. Promotion of Faculty Members 23
21. Increments for Faculty Members 24
22. Grievance Procedure 18
23. Mediation n/a
24. Appeals 27
25. Supervision 32
26. Discipline and Dismissal 29
27. Termination of Appointment for Financial Emergency or Due to 34
Program Redundancy
28. Holidays 10
29. Vacations H
30. Copyright and Patents 12
31. Travel Fund and Expenses 13
32. Research 14
33. Salary Schedules, Merit Fund and Economic Benefits 15
34. Reduced Load Status 30
35. Leaves of Absence 31
Schedule A Salary Schedules and Stipends A
Schedule B. Economic Benefits B
Schedule C. Negotiation and Impasse - Resolving Procedures C
Schedule D. ULFA Scholarship Fund J
Schedule E. Copyright D
Schedule F. Professional Activities Report E
Schedule G. Memorandum of Agreement: Course Relief G
Schedule H. Memorandum of Agreement: Personnel Decisions and Protocols H
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Faculty Handbook
PREAMBLE
The Board of Governors of The University of Lethbridge and The University of Lethbridge Faculty
Association recognize that the main purpose of the University are:
to promote the disinterested pursuit of truth and advancement of knowledge.
to promote the generation and transmission of knowledge with proper consideration
given to the need for an educated citizenry.
and to give appropriate consideration to society's needs for expert advice as well as
pure and applied research.
The common good of society depends upon the search for truth and its free exposition. Academic
freedom in both teaching and research is essential to these purposes. Members are entitled to the
freedom to carry out research and to publish the results, to the freedom to teach and discuss their
subjects, and to the freedom from institutional censorship.
Academic freedom carries with i t the duty to use that freedom in a responsible way.
Objectives
The main objectives of this Faculty Handbook are the specification of principles and procedures for
academic personnel decisions, the peaceful settlement of all disputes, misunderstandings and
grievances and the promotion of harmonious relations between the Board and the Association. The
Board and the Association acknowledge their joint responsibility for the reasonable and just
execution of the terms of the Handbook. Toward that end, any invocation of Articles 1 or 22
regarding a Handbook procedure in progress shall stay the procedure pending a resolution of the
interpretation or grievance. Any deadlines mentioned in this agreement may be varied by written
mutual consent prior to the deadline, by the Board and the Association and by the Member in cases
where the deadline affects the Member concerned.
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Faculty Handbook Article 1
1. Interpretation of Handbook
1.01 Uncertainties or disagreements about the meaning of the Articles of this Handbook
shall be referred to either the President of the University or the President of the
Association. Only the President of the University or the President of the Association
may choose to convene the Interpretation Committee as in 1.03. The Interpretation
Committee shall resolve uncertainties or disagreements about the meaning of the
Articles of this Handbook.
1.02 The Interpretation Committee shall consist of the President of the University and
the President of the Association.
1.03 The Interpretation Committee shall meet within seven (7) days of the written
request of either of its members.
1.04 Where the Interpretation Committee agrees upon an interpretation, it shall become
a Schedule of this Handbook until it is incorporated by amendment of the Handbook
pursuant to Article 3.
1.05 Where the Interpretation Committee cannot agree upon an interpretation within
seven (7) days of the meeting of 1.03, each member shall set forth an interpretation
in writing, and the two interpretations shall be submitted to an arbitrator jointly
selected by them. If an Interpretation Committee cannot agree on the selection of an
arbitrator within seven (7) days after the meeting of 1.03, the arbitrator shall be
appointed by a Judge of the Alberta Court of Queen's Bench upon the Petition of
either party.
1.06 The arbitrator shall meet with the Presidents only jointly, unless the Presidents
agree otherwise in writing. Both Presidents shall make a reasonable effort to
cooperate with the arbitrator's investigation.
1.07 The arbitrator shall first attempt to mediate the dispute. If the attempt to mediate
fails, the arbitrator shall within twenty (20) days of his/her appointment decide
which of the two interpretations shall apply. The arbitrator's decision shall be final
and binding on the Board, the Association, and the Interpretation Committee.
1.08 The arbitrator's decision shall become a schedule of this Handbook, until i t is
incorporated by amendment of the Handbook pursuant to Article 3.
1.09 Any interpretation pursuant to 1.04 or 1.07 shall be made known in writing by the
President of the University to persons affected by it.
1.10 The costs of arbitration shall be shared by the Board and the Association.
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Faculty Handbook Article 2
2. Definitions
In this Handbook:
2.01 "Handbook" shall mean the Faculty Handbook, including the schedules thereto.
2.02 "University" shall mean The University of Lethbridge.
2.03 "Board" shall mean the Board of Governors of The University of Lethbridge.
2.04 "Association" shall mean The University of Lethbridge Faculty Association.
2.05 "Parties" shall mean the Board and the Association.
2.06 "Member" shall mean an employee of the Board who, as a member of a category of
employees or individually, has been designated as an academic staff member by the
Board.
2.07 "Faculty Member" shall mean a member of the academic staff with the rank of
Professor, Associate Professor, Assistant Professor or Lecturer.
2.08 "Professional Librarian" shall mean a member of the academic staff holding
appointment in the University Library or in the Curriculum Laboratory of the
Faculty of Education and holding an academic degree and a degree in librarianship
from an accredited library school or its equivalent.
2.09 "Academic Assistant" shall mean a member of the academic staff holding an
appointment with the rank of Academic Assistant.
2.10 "Faculty Member(s)/Professional Librarian(s)" shall mean Faculty Member(s) i f
affecting the Member(s) in a Faculty/School or Professional Librarian(s) i f affecting
the Professional Librarian(s).
2.11 "Faculty Member(s)/Academic Assistant(s)" shall mean Faculty Member(s) or
Academic Assistant(s).
2.12 "Professional Librarian(s)/Academic Assistant(s)" shall mean Professional
Librarian(s) or Academic Assistant(s).
2.13 "President" shall mean the President of the University, or a person authorized to act
in that capacity.
2.14 "Vice-President (Academic)" shall mean the Vice-President (Academic) of the
University, or a person authorized to act in that capacity.
2.15 "Dean" shall mean the Dean of a Faculty/School or a person authorized to act in that
capacity.
2.16 "Chief Librarian" shall mean the Chief Librarian of the University or a person
authorized to act in that capacity. The University Librarian occupies the position of
Chief Librarian.
Faculty Handbook Article 2 Continued
2.17 "Dean/Chief Librarian" shall mean Dean if affecting the Members in a
Faculty/School or Chief Librarian if affecting Professional Librarians, or Dean of the
Faculty of Education if affecting the Members in the Curriculum Laboratory.
2.18 "Senior Academic Administrator" shall mean Deans and Associate Deans, Chief
Librarian and Associate Chief Librarian, Vice-President (Academic) and Associate
Vice-President (Academic), Vice-President (Administration) and Associate Vice-
President (Administration), and President, or a person authorized to act in that
capacity.
2.19 "Department Chair" shall mean a person authorized to act in that capacity.
2.20 "Faculty" shall mean an academic unit established by the Board under that
designation.
2.21 "Department" shall mean an academic unit established by the Board under that
designation.
2.22 "School" shall mean an academic unit established by the Board under that
designation.
2.23 "Dean's Advisory Committee" shall mean the Dean and Department Chairs in the
Faculty of Arts and Science.
2.24 "Procedural fairness" shall, in any Article of the Handbook in which the duty to act
with procedural fairness is expressly declared, mean:
2.24 1 the duty to make a decision without a reasonable apprehension of bias or a conflict
of interest. Prior familiarity with the facts of a case does not, by itself, constitute a
reasonable apprehension of bias, nor do past friendly or unfriendly relationships.
AND
2.24.2 the duty of an adjudicator to interpret and apply the Handbook, including criteria of
Article 12 and Article 14, in a reasonable manner. A disagreement with a decision
or judgement does not, in itself, constitute a misinterpretation or misapplication of
the Handbook, nor does it constitute an unreasonable interpretation or application of
the Handbook. AND
2.24.3 the adjudicator or adjudicators shall, within reason, ensure that adequate evidence
is presented or collected to meet the standard of proof appropriate to support the
decision and shall give due consideration to such evidence. AND
2.24.4 the parties to the procedure have a right to know all the relevant evidence presented
in the decision making process. AND
2.24.5 the parties to the procedure have an opportunity to respond to all relevant evidence
presented in the decision making process. AND
2.24.6 the parties to the procedure have a reasonable opportunity to present their case to
the adjudicator or adjudicators.
2.25 "Personal file" shall mean the file maintained by the Dean/Chief Librarian
pertaining to a Member and which contains materials subject to Article 9 of this
Handbook.
Faculty Handbook Article 3
3. Amendments
3.01 This Handbook shall be the only Faculty Handbook in effect. It shall continue in
force, except as amended through mutual agreement between the parties.
3.02 Unless the two parties agree not to do so, negotiation of amendments shall occur
each year according to the following schedule:
September 15 to October 15 - Written notice of proposed amendments
October 15 to November 15 - Negotiation by negotiating committees
November 16 to December 31 - Action by both parties respecting negotiating
amendments
3.03 To consider the proposed amendments, each party shall designate a negotiating
committee of three persons. The two committees shall meet to negotiate the
proposed amendments.
3.04 If the parties agree upon an amendment of this Handbook, the agreement shall
include a specification of the date upon which the amendment takes effect, and the
amendment shall thereafter become part of this Handbook.
3.05 In the event that any provision of this Handbook is found by a court or tribunal of
competent jurisdiction to be illegal or unenforceable, then such provision shall be
severed from the Handbook as having no force or effect; but the remainder of the
Handbook shall continue in full force and effect. In the event any such decision of a
court or tribunal of competent jurisdiction is appealed, the operation of the provision
in question shall be suspended pending the outcome of such appeal.
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Faculty Handbook Article 4
4. Applications and Exclusions
4.01 Except as provided in 4.02, the provisions of this Handbook shall apply to all
Members.
4.02 (a) Subject to the Objectives senior academic administrators shall execute the
terms of this Handbook. When senior academic administrators are acting as
members of the academic staff, all terms of the Handbook shall apply to
them except Articles 33, 21, 14.09, and Schedules A, B, C, and F. When
senior academic administrators who hold concurrent academic rank have
ceased to hold a senior administrative appointment, all terms of the
Handbook shall apply to them.
(b) Where the application of an Article to a senior academic administrator would
require action by that administrator constituting or leading to a conflict of
interest, the person who supervises that administrator shall act in his/her
stead. Where the person in a conflict of interest is the President, the Vice-
President (Academic) shall act instead.
4.03 An appointee who at the time of appointment in July 1967 was a member of the
staff of the Lethbridge Junior College shall have his/her years of service at the
College considered for all purposes as years of service at the University.
4.04 Except for those with post-retirement contracts, an employee shall be designated as
a member of the academic staff as specified in Article 2: Faculty Members,
Professional Librarians, Academic Assistants, provided that his/her regular duties
to be assigned pursuant to Article 13 consist of any of the following: a) teaching two
or more full credit courses per year and scholarly research or academic
administration or b) i f a significant component of his or her assigned workload
consists of scholarly research or academic administration or professional library
services as specified in Article 14 or academic assistantship as specified in Article 15
or c) otherwise at the discretion of the Board after consultation with ULFA.
Members of the academic staff may have term positions, tenured or continuing
positions, or reduced load positions (see Article 34); they may also be members of the
administrative staff.
4.05 Those members of the academic staff who are also Senior Academic Administrators
as specified in Article 2 shall be deemed inactive members of ULFA. Inactive
members of the Association do not participate in the activities of the Association
wherever such participation would be a conflict of interest nor do they pay dues.
4.06 Those members of the academic staff who are nominated by GFC and elected by the
academic staff to serve as members of the Board of Governors shall be deemed to be
inactive members of the Association for the term specified in the Order in Council for
their appointment to the Board or as long as such individuals serve on the Board.
4.07 In each contract year the Board shall make available to the Association a sum equal
to the Association dues (based on the academic portion of their salaries) for each of
the inactive members. For this purpose the mill rate shall be the average ULFA
rate for the two preceding academic years. Such funds will be contributed as follows:
one-half to ULFA Conference Travel; one-half to the ULFA Stabilization Fund.
Inactive members of ULFA are excluded from ULFA benefits only as stated in
Article 4.02(a).
(
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Faculty Handbook Article 5
5. Recognition
5.01 The Board recognizes the Association as the exclusive bargaining agent for all
Members, except as provided in 4.02 (a).
5.02 The Board recognizes the desirability of providing office space to the Association and
shall endeavour to do so in the context of space allocations designed to meet the
needs of the University.
5.03 The Board agrees to deduct monthly dues as assessed by the Association from the
salaries of all Members on a continuing basis. Members may, on the grounds of
affirmatively expressed religious belief and/or conscience, direct in writing to the
Association that the sum assessed and deducted by payroll check-off be remitted on
their behalf to an agency registered in Canada as a charitable organization. Such
direction will lapse if not reaffirmed yearly.
(
Faculty Handbook Article 6
6. Communication and Information
6.01 Communication
Unless otherwise provided in this Handbook, all communications or notices
concerning or required by the Handbook shall be addressed as follows:
By the University - To the President
The University of Lethbridge
Faculty Association
By the Association - To the President
The Universiry of Lethbridge
6.02 Printing and Distributing the Handbook
The Board shall provide each Member with one copy of the Handbook in effect at the
date of the Member's appointment, and shall provide all Members with one copy of
amendments annually.
6.03 Information on New Members
The President shall provide the Association with a list at the beginning of each fall
and spring semester stating the name, rank, academic unit, and date of
appointment of each new Member.
6.04 Information Generally
The President shall make available to the Association upon written request and
within a reasonable time, information on Members not provided in 6.03. This
section shall not be construed to require the President to compile information in the
form requested i f such data are not already compiled in the form requested, or to
supply any confidential information.
(
Faculty Handbook Article 7
7. Annual Meeting
7.01 The President of the University and the President of the Association shall, by
October 15 of each year, agree to a date for a meeting of representatives of the
parties.
7.02 Each party shall submit to the other not less than five (5) days before the scheduled
date of the meeting a list of particular matters to be discussed.
7.03 No more than five (5) representatives from each party shall attend such meetings.
7.04 Matters that would normally be dealt with in Article 22 shall not be the subject
matter of these meetings.
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Faculty Handbook Article 8
8. Delegation
8.01 Any task required herein to be performed by the Board may by the Board's
delegation be performed by the President.
8.02 Any task required herein to be performed by the President may be delegated by the
President as he/she sees f i t , and the President may prescribe conditions governing
the exercise of any delegated task including the power of subdelegation. Any task
required herein to be performed by the Vice-President (Academic), a Dean, or the
Chief Librarian may be delegated under the same provisions that apply to the
President.
8.03 Any task required herein to be performed by the President of the Association may be
delegated by him/her as he/she sees f i t , and he/she may prescribe conditions
governing the exercise of any delegated task including the power of subdelegation.
8.04 Where a task required herein is delegated under the provisions of this Article, the
force of the performance of that task shall be the same as i f performed by the
delegator, upon whom the results of the performance shall be binding.
8.05 The delegation of a task required herein shall be made known in w r i t i n g to the
members affected.
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Faculty Handbook Article 9
9. Personal Files
9.01 The appropriate Dean/Chief Librarian shall maintain a personal file on each
Member for purposes defined by this Handbook. This file contains personal
information relating to employment and educational history.
9.02 Only materials relating to employment and educational history and which are
relevant to Handbook purposes shall be entered into the file.
9.03 The Member's personal file shall not include records or testimony pursuant to:
(a) the Employee Assistance Program
(b) any confidential mediation process
9.04 All materials considered by a personnel committee regarding a Member and all
materials forming the basis of a disciplinary decision regarding a Member shall have
been entered in that Member's personal file.
9.05 Confidential Letters of Reference
(a) A Member's personal file shall include all confidential letters of reference
pertaining to that Member.
(b) Unless otherwise designated by the author, all letters containing assessments
of a Member's performance shall be deemed confidential. All confidential
letters of reference shall be signed and dated by their authors; letters which
are not signed and dated shall not enter a Member's personal file.
(c) When the President or Dean/Chief Librarian requests a confidential letter of
reference, he/she shall inform the person requested of the provisions of this
Article respecting disclosure of confidential information. Before confidential
information is disclosed concerning letters of reference which have not been
solicited by the President or Dean/Chief Librarian, he/she shall inform the
author of the provisions of this Article. If the author requests in writing, or if
the author does not respond, the unsolicited letter shall be destroyed or
returned, whichever is more appropriate. Letters of assessment submitted by
a Member for inclusion on his/her personal file shall be dealt with according to
the provisions of 9.06.
(d) A Member shall, upon written request, be given by the President or
Dean/Chief Librarian the names of authors of the confidential letters of
reference in his/her personal file, and/or a fair summary of the contents of
those letters, except where fewer than three letters are involved, in which case
only the fair summary shall be provided. In this context a fair summary may
include quotations from or non-holographic reproduction of the letter itsel
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