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Relevant bibliographies by topics / Curriculum resources

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Academic literature on the topic 'Curriculum resources'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 February 2022

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Journal articles on the topic "Curriculum resources"

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Thompson, Norma H. "Curriculum Resources." Religion & Public Education 13, no. 2 (March 1986): 22–24. http://dx.doi.org/10.1080/10567224.1986.11487916.

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Thompson, Norma H. "Curriculum Resources." Religion & Public Education 13, no. 4 (October 1986): 31–33. http://dx.doi.org/10.1080/10567224.1986.11487941.

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Thompson, Norma H. "Curriculum Resources." Religion & Public Education 14, no. 2 (March 1987): 152–56. http://dx.doi.org/10.1080/10567224.1987.11487974.

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Thompson, Norma H. "Curriculum Resources." Religion & Public Education 15, no. 1 (January 1988): 31–34. http://dx.doi.org/10.1080/10567224.1988.11488005.

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Thompson, Norma H. "Curriculum Resources." Religion & Public Education 15, no. 2 (March 1988): 142–48. http://dx.doi.org/10.1080/10567224.1988.11488041.

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Thompson, Norma H. "Curriculum Resources." Religion & Public Education 15, no. 4 (October 1988): 380–86. http://dx.doi.org/10.1080/10567224.1988.11488078.

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Thompson, Norma H. "Curriculum Resources." Religion & Public Education 16, no. 1 (January 1989): 53–60. http://dx.doi.org/10.1080/10567224.1989.11488113.

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Thompson, Norma H. "Curriculum Resources." Religion & Public Education 16, no. 2 (March 1989): 209–16. http://dx.doi.org/10.1080/10567224.1989.11488154.

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Fromme, H. Barrett, Shari A. Whicker, Steve Paik, Lyuba Konopasek, Jennifer L. Koestler, Beverly Wood, and Larrie Greenberg. "Pediatric Resident-as-Teacher Curricula: A National Survey of Existing Programs and Future Needs." Journal of Graduate Medical Education 3, no. 2 (June 1, 2011): 168–75. http://dx.doi.org/10.4300/jgme-d-10-00178.1.

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Abstract Background We conducted a national survey of US pediatric program directors to explore the current status, content, and teaching methods of Resident-as-Teacher (RAT) curricula. The purposes of the survey were to (1) determine the level and method of evaluation of such curricula, and (2) assess the need for a national curricular resource in this area. Methods A survey was sent to US pediatric program directors that asked questions regarding demographics, support, design, development, content, and evaluation of RAT curricula, as well as existing needs and desires for RAT curricular resources. Results Sixty-two percent of pediatric program directors completed our survey. Eighty-seven percent have a formal RAT curriculum, but more than 50% allocate 10 hours or less to it during residency. The primary teaching modalities are lectures and workshops. Content areas include feedback, in-patient teaching, communication skills, case-based teaching, role modeling, evaluation, leadership skills, 1-minute preceptors, teaching/learning styles, professionalism, and small-group teaching. Sixty-three percent of programs report evaluating their curricula, but only 27% perceive their program to be very/extremely effective. Nearly all respondents expressed interest in a national RAT curriculum, preferring web-based modules for dissemination. Conclusions Despite an Accreditation Council for Graduate Medical Education requirement for a RAT curriculum, some pediatrics programs still lack one, and some consider their program only moderately effective. A wealth of curricular material exists across programs, which could be shared nationally. Establishing a national RAT curriculum would offer programs resources to meet educational mandates and the ability to tailor programs to best fit their own program needs.

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Remillard, Janine T., Michael Manganello, and Amber Daniel. "A Guide to Analyzing Mathematics Tasks and Their Implementation in Curriculum Resources." Journal for Research in Mathematics Education 49, no. 2 (March 2018): 228–31. http://dx.doi.org/10.5951/jresematheduc.49.2.0228.

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Since the publication of the NCTM Standards in 1989, which was followed by a new generation of curriculum development projects, the field has seen increasing interest in research on curriculum resources, how they are used by teachers and experienced by students, and the outcomes that they produce. Although some studies seek to draw direct lines between particular curriculum materials used and student outcomes, a majority of researchers argue that understanding whether and how teachers are implementing a given written curriculum resource1 with some measure of fidelity is necessary to determining its effects on learning (Stein, Remillard, & Smith, 2007). Over the last 2 decades, research has expanded to consider how teachers interpret, learn from, interact with, and generate curriculum resources. Over a similar timespan, the number and types of curriculum resources available to teachers have also expanded to include print, digital, and blended comprehensive curricula along with a slew of supplemental resources and tools available through the Internet.

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Dissertations / Theses on the topic "Curriculum resources"

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Rhoton, Jack, and Chih-Che Tai. "ETSU Northeast Tennessee STEM Innovation Hub Curriculum Resources." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/3305.

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Callahan, Cory Saye John W. "Educative curriculum materials." Auburn, Ala, 2009. http://hdl.handle.net/10415/1588.

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Bernard, Anand Mikel. "Curriculum Decisions and Reasoning of Middle School Teachers." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6488.

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For decades curriculum materials have been used as a means to reform the manner in which mathematics is taught. In an attempt to better understand what impact curriculum materials have on the teaching and learning of mathematics, researchers have begun to analyze the process in which teachers transform curriculum materials into instruction. Given that many of these studies have been broad in nature, I sought to study the specific decisions that three teachers made when planning lesson on geometric transformation and their reasoning for those decisions. In this study I found that while the participants in this study ignored the curriculum material I gave them as well as their district adopted materials in planning instruction, they made a wide variety of decisions with regards to other curriculum. In an attempt to describe this variety of decisions I expanded the previous methods of describing curriculum use decisions adding a self-create category as well as differentiating between the different types of adaptations teachers make. I also found that although teachers used different curriculum materials, they made similar decisions in how they planned the mathematics content of geometric transformations that seem problematic.

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Li, Mei-har Chris, and 李美霞. "Development of the curriculum resources on earth sciences in HongKong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B4977069X.

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In Hong Kong, Earth Sciences are not a regular subject of the secondary school education. The aim of this project is to build up the students’ curiosity, prompting them to explore, investigate and learning more about Earth Science, ultimately attaining a more detailed understanding of where they live: the Earth. .To this end, a set of curriculum supporting materials, including fieldtrip planning, supplementary materials pack and learning outcomes, has been designed in consult with science curriculum co-ordinators, to facilitate both student learning and teaching of Earth Science-related Hong Kong Diploma of Secondary Education (HKDSE) science subjects. Hong Kong Geopark represents a fantastic resource as a “natural science laboratory”, it is an ideal place for students to observe the real processes which are related to the current curriculums in their studies in secondary schools. Ma Shi Chau, one of the geo-sites in the Geopark, was selected as a destination of the fieldwork route in this project,as it provides an easily accessible opportunity to directly observe part of the Geopark’s superb geological landforms, and discover how their formation relates to fundamental principles of Physics, Chemistry and Biology, learned in the Science curriculum of the HKDSE. The set of the curriculum supporting materials was targeted especially for senior secondary students who are studying for the HKDSE in any Hong Kong traditional schools.
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Applied Geosciences
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Lyons, Reneé C. "Creating Cross-Curricular Resources: A Book Talk for The Revival of Banned Dances: A Worldwide Study." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/2392.

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Rowell, Janet L. "Student Perceptions: Teaching and Learning with Open Educational Resources." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2545.

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The purpose of this study was to analyze factors that may contribute to student perceptions of courses using Open Educational Resources (OER). Specifically, the 6 independent variables tested were the course discipline, age, gender, course delivery mode, enrollment status, and number of credit hours taken. The dependent variables were measured as mean scores of 6 OER perception dimensions: motivation to learn, quality of learning experience, value of OER, cognitive learning, affective learning, and course quality. A 27-item online survey was administered to gather data from students enrolled in a course that used OER in the fall semester, 2014. There was a 23% response rate with 80 completed surveys. Independent-samples t tests were used to determine if significant differences existed between 5 of the 6 independent variables (the number of credit hours taken was tested using a different method) and each OER perception dimension mean. A Pearson product-moment correlation was used to determine whether there were significant relationships among the 6 dependent OER perception dimension means and the number of credit hours taken. The level of significance used was < .05. The findings of the independent-samples t tests revealed that there were no significant differences between the independent variables and the 6 OER perception dimension means. The motivation to learn perception mean was highest at 3.97 on a 5-point Likert-type scale; the value of OER had the lowest perception dimension mean of 3.37. The Pearson product-moment correlation determined that there was a significant weak negative relationship between the number of credit hours taken and the level of perceived cognitive learning dimension. All other correlations were found to have no significant relationships. It can be concluded from the findings of the study that students are highly motivated to learn. From the perception rating of 3.37 for the value of OER, it can be concluded that student perceptions of the value of OER are slightly positive. It can also be concluded that as the number of credit hours in which a student is enrolled increases they have a lower perception of their level of cognitive learning.

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Lambert, Stephen. "The challenges and resolutions of moving middle curriculum managers on to principalship." Thesis, University of Hull, 2012. http://hydra.hull.ac.uk/resources/hull:14003.

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Frearson (2003), Clancy (2005) and Colinson and Colinson (2006) all argue that there is a chronic shortage of suitably experienced candidates pursuing principalship, a situation which is being made worse by an ageing workforce amongst currently serving principals. Hargreaves and Fink (2005) suggest that this is a result of the principals’ role becoming increasingly complex and demanding which has deterred potential candidates from pursuing principalship. At the same time Hargreaves and Fink (2005) and Davies (2009) argue that sustainable leadership offers a viable mechanism for developing individuals and organisational capacity resulting in a greater pool of suitably experienced and skilled candidates. This research reviews current literature on sustainable leadership and argues for an alternative framework for further education colleges. It also considers the current challenges faced by principals and middle curriculum managers and the resolutions which need to be put into place in order to develop individuals capable of becoming the next generation of principals. The research was achieved through a three phase design: phase one was a questionnaire to principals of all general further education colleges in the south east of England, including London; phase two was a series of interviews with principals and phase three were focus groups with middle curriculum managers. The research demonstrates that the role of the modern principal encompassed three main elements: public; internal private and internal public, all of which need to be balanced by incumbents in order to fulfil their duties effectively to both stakeholders and spectators. The research also suggests that the development of future principals should take place prior to commencing the post and rather than focusing on knowledge as per existing approaches, there is overwhelming support from participants for an evidence based approach.

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Garcia, George Alexander. "The teaching of English in the national curriculum : a study of selected schools in Gibraltar." Thesis, University of Hull, 1998. http://hydra.hull.ac.uk/resources/hull:8367.

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This study examines the implementation of national curriculum English in three schools in Gibraltar. The schools in question, St Paul's First School, Bishop Fitzgerald Middle School and Bayside Comprehensive School together encompass the full national curriculum age-range. To set the above in context, the study first traces the development of English as a subject since 1904 and the advent of the national curriculum. Furthermore, it provides a historical perspective through the examination of the forging of links between the Gibraltar and English systems of education. It then goes on to trace the evolution of English teaching on the Rock leading to the decision to adopt the national curriculum there. The main body of research deals with the strategies for implementation of the English Orders employed by the three schools which form the basis of this study. Significantly different approaches were observed with St Paul's School being more advanced in its strategies, something that can be attributed to the decision by the school to pilot the national curriculum two years before it was required of them. Bishop Fitzgerald School whilst displaying features of good practice, was found to be working to an out-dated syllabus. Bayside School, for its part was found to be basing teaching in years 8 and 9 on the GCSE syllabuses for years 10 and 11. The study highlights the strengths and weaknesses of the English programmes adopted by the three schools and concludes that they are in a 2 fair position to react to changes in the English Orders once the current moratorium on changes draws to a close in the year 2000.

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Khan, Huda. "The central role of adaptation for curriculum enactment: Designing educational software for adaptation of curriculum using digital library resources." Connect to online resource, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3315840.

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Thibeault, Nancy. "Sinclair Curriculum eXchange (SCX) Sharing Learning Resources to Improve Part-Time Instruction." NSUWorks, 2005. http://nsuworks.nova.edu/gscis_etd/880.

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The dissertation effort focused upon improving the quality and consistency of instruction across multiple course sections taught by full -time and part-time faculty. Sinclair Curriculum eXchange (SCX), an online repository of learning objects (LOs) was designed, implemented, and used to deliver a consistent set of teaching materials to introductory Computer Information Systems (CIS) students. Experienced CIS faculty documented successful learning activities along with instructions for using those activities in the classroom. The SCX system was used to assemble the materials for three LOs and one lesson, and then the SCX system was used to share the materials with all faculty teaching the course. The quality and consistency of instruction were measured by a faculty survey and the analysis of student quiz scores. Overall, the faculty agreed that the materials were effective, they liked the teaching approach, and the materials made it easier to teach. Student quiz scores were compared across instructors, course sections, and instructor status. Statistical analysis revealed no significant differences on three of the four quizzes or on all quizzes combined. The results of the faculty survey and analysis of student quiz scores suggest that the SCX system has the potential to increase the quality and consistency of instruction across multiple course sections. It is therefore recommended that a complete course be developed in SCX and the system be re-evaluated. Two major issues surfaced during this study. Faculty participation was problematic in the development of course materials. The fine granularity level used required the creation of a prohibitive number of files.

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Books on the topic "Curriculum resources"

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Diamondstone, Judy. Curriculum resources for the Alaskan environment. Fairbanks, AK: Small High Schools Project, Center for Cross-Cultural Studies, University of Alaska Fairbanks, 1990.

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Illinois. Department of Adult, Vocational, and Technical Education. Vocational education curriculum resources. Springfield, Ill.]: Illinois State Board of Education, Adult, Vocational and Technical Education, 1989.

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Staggers, Verna. Catalog: Curriculum transformation resources. Baltimore, MD: National Center for Curriculum Transformation Resources on Women, 1999.

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Mark, Sosin, and Jensen Louis R, eds. Aquatic resources education curriculum. Dubuque, Iowa: Kendall/Hunt, 1987.

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Brace, Steve. Development education resources for the National Curriculum. [London]: Interagency National Curriculum Monitoring Project, 1991.

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Scotland), CAST (Glasgow. Property and resources management. (Glasgow): CAST, 1990.

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Evans, Gill. Child protection: A whole curriculum approach : INSET resources. Bristol: Avec Designs, 1992.

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Denholm, Lawrence. Curriculum and resources: Computer provision in a CTC. London: City Technology Colleges Trust, 1991.

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Grey, Morgan. Women's resources: A curriculum in empowerment for tradeswomen. Edited by STEP-UP for Women (Organization). St. Johnsbury, VT (1 Prospect Ave., St. Johnsbury 05819): Northern New England Tradeswomen, 1991.

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Brandling, Redvers. Noel!: Curriculum resources for Christmas : key stage 1. Oxford: Nash Pollock Publishing, 1998.

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Book chapters on the topic "Curriculum resources"

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Crane, Rebecca S., Karunavira, and Gemma M. Griffith. "Curriculum considerations." In Essential Resources for Mindfulness Teachers, 6–12. Abingdon, Oxon; New York, NY: Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9780429317880-3.

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Pepin, Birgit. "Enhancing Teacher Learning with Curriculum Resources." In Research on Mathematics Textbooks and Teachers’ Resources, 359–74. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-73253-4_17.

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Crane, Rebecca S., Karunavira, and Gemma M. Griffith. "Integrating the explicit and implicit curriculum." In Essential Resources for Mindfulness Teachers, 85–98. Abingdon, Oxon; New York, NY: Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9780429317880-17.

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Pepin, Birgit, and Ghislaine Gueudet. "Curriculum Resources and Textbooks in Mathematics Education." In Encyclopedia of Mathematics Education, 1–5. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77487-9_40-7.

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Pepin, Birgit, and Ghislaine Gueudet. "Curriculum Resources and Textbooks in Mathematics Education." In Encyclopedia of Mathematics Education, 172–76. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-15789-0_40.

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Pepin, Birgit, and Ghislaine Gueudet. "Curriculum Resources and Textbooks in Mathematics Education." In Encyclopedia of Mathematics Education, 132–35. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-4978-8_40.

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VanTassel-Baska, Joyce, and Ariel Baska. "Designing Activities and Selecting Resources." In Curriculum Planning & Instructional Design for gifted learners, 121–40. 3rd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003234050-10.

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Remillard, Janine T. "Modes of Engagement: Understanding Teachers’ Transactions with Mathematics Curriculum Resources." In From Text to 'Lived' Resources, 105–22. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1966-8_6.

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Qi, Wang. "Learning Cell: Intelligent Technologies and Resources in Curriculum Development." In Emerging Technologies and Pedagogies in the Curriculum, 199–214. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-0618-5_12.

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Jacobowitz, Susan. "Incorporating Campus-Based Cultural Resources into the Humanities Curriculum." In Holocaust Education – Historisches Lernen – Menschenrechtsbildung, 229–41. Wiesbaden: Springer Fachmedien Wiesbaden, 2020. http://dx.doi.org/10.1007/978-3-658-24207-7_14.

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Conference papers on the topic "Curriculum resources"

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Moyle, Kelly. "Importance of governance with human resources information systems." In the 2014 Information Security Curriculum Development Conference. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2670739.2670744.

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Voller, V. R., C. Paola, K. B. Gran, D. Hudleston, and K. M. Campbell. "Designing Graduate Curriculum for Stream Restoration." In World Environmental and Water Resources Congress 2011. Reston, VA: American Society of Civil Engineers, 2011. http://dx.doi.org/10.1061/41173(414)270.

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Khan, Huda, Keith Maull, and Tamara Sumner. "Curriculum overlay model for embedding digital resources." In the 8th ACM/IEEE-CS joint conference. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1378889.1378904.

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Mathisen, P. P. "Introducing Field Experiences into the Undergraduate Curriculum." In World Environmental and Water Resources Congress 2007. Reston, VA: American Society of Civil Engineers, 2007. http://dx.doi.org/10.1061/40927(243)123.

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Mo, Yunfeng, and Ninghua Song. "The Optimization Strategy of Hidden Curriculum Resources in the Construction of Excellent Curriculum." In 2009 First International Conference on Information Science and Engineering. IEEE, 2009. http://dx.doi.org/10.1109/icise.2009.1238.

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Robinson, M. A., and J. S. Mueller Price. "Integrating Sustainable Design into Undergraduate Civil Engineering Curriculum." In World Environmental and Water Resources Congress 2013. Reston, VA: American Society of Civil Engineers, 2013. http://dx.doi.org/10.1061/9780784412947.261.

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Cheng-xin Yan. "Construction on web resources of CAID excellent curriculum." In Education (ICCSE). IEEE, 2009. http://dx.doi.org/10.1109/iccse.2009.5228195.

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Fang, Qi. "Study on the Curriculum of Folk Sports Resources." In 3rd International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iccessh-18.2018.56.

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Chinn, Donald. "Session details: Papers: Learning Experiences, Curriculum and Resources." In ICER '16: International Computing Education Research Conference. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/3254585.

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Hawking, Paul, Susan Foster, and Penny Bassett. "An Applied Approach to Teaching HR Concepts Using an ERP System." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2501.

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Enterprise Resource Planning (ERP) systems offer a software-based system that handles an enterprise’s total information system needs in an integrated fashion. These systems are purported to incorporate “best business practice”. Many universities have realized the potential of these systems as educational tools and have developed curriculum accordingly. Many companies in recent times have identified the benefits of the Human Resources functionality offered by ERP systems. However universities in Australia have not realized the potential of this functionality as a teaching tool to reinforce many of the concepts covered in a Human Resource Management curriculum. This paper outlines the experiences at Victoria University where SAP Human Resources functionality was incorporated for the first time. It also describes a number of student projects under development that will enhance this curriculum development. The paper will provide a model to other universities who are considering developing similar type of curriculum. .

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Reports on the topic "Curriculum resources"

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Quail, Stephanie, and Sarah Coysh. Inside Out: A Curriculum for Making Grant Outputs into OER. York University Libraries, October 2020. http://dx.doi.org/10.25071/10315/38016.

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Catalyzed by the passing of the York University Open Access Policy last year, a recognition has been growing at York University, like most other institutions, about the value of Open Educational Resources (OER) and more broadly, open education. This heightened awareness led to the formation of a campus-wide Open Education Working Group in January 2020. The group advocated that faculty members who receive internal funding for teaching innovation projects through York’s Academic Innovation Fund (AIF) should include a Creative Commons license on their grant outputs to facilitate the re-use, and potentially re-mixing, of the content by educators inside and outside of York University. A copy and/or link to their grant output would also be deposited into York’s institutional repository, YorkSpace. To support the 71 funded projects in achieving these lofty goals, an open education and open licensing curriculum was developed by two of the librarian members of the Open Education Working Group. This session describes how the librarians created the training program and participants will leave the session better understanding: How to develop learning modules for adult learners and apply these best practices when teaching faculty online (synchronously & asynchronously); How to access York’s open education training program and learn how they can remix the content for their own institution’s training purposes; The common types of questions and misconceptions that arise when teaching an open education and Creative Commons licensing program for faculty. Originally the program was conceived as an in-person workshop series; however, with the COVID-19 campus closure, it was redesigned into a four module synchronous and asynchronous educational program delivered via Moodle, H5P and Zoom. Modeled after the SUNY OER Community Course and materials from Abbey Elder’s OER Starter Kit, the program gave grant recipients a grounding in open educational resources, searching open course material repositories, copyright/Creative Commons licensing, and content deposit in York’s institutional repository, including OER metadata creation and accessibility considerations. The librarians modeled best practices in the use and creation of Creative Commons licensed resources throughout the program. Qualitative feedback was gathered at the end of each module in both the synchronous and asynchronous offerings of the program and will be shared with participants. The presenters will also discuss lessons learned, next steps, and some of the challenges they encountered. https://youtu.be/n6dT8UNLtJo

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Dalay, Satinder, Kathleen Ferguson, Sally El-Ghazali, Katy Miller, Felicity Corcoran, Matthew Tuck, Jessica Wiggins, Hannah Theobald, and Elizabeth H. Shewry. Trainee Handbook 2021. Association of Anaesthetists, July 2021. http://dx.doi.org/10.21466/g.th2.2021.

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I am delighted to welcome you to the 13th edition of the Association of Anaesthetists’ Trainee Handbook. The main objective of the handbook is to offer trainees a comprehensive resource as you navigate your way through your career. A vast array of high-quality authors have been commissioned to write about their specialist field or area of knowledge. Whatever path you choose to take, I believe you will find useful sections within this handbook. Training within anaesthesia is constantly evolving. As I write this foreword, a new training curriculum is being implemented. To reflect the changes ahead, this handbook is not only fully interactive but also a live document. Thus, it will be updated at regular intervals to ensure information remains accurate and relevant. Although this handbook is designed for you to dip in and out of, I strongly encourage you to read the chapters about taking care of yourself. Training is a challenging time, but here at the Association of Anaesthetists we are dedicated to supporting our trainee members. I would like to personally thank all the authors who contributed to this handbook. A special mention of thanks to my fellow Trainee Committee members, Sally El-Ghazali and Rhys Clyburn, as well as the countless Association staff who have made this publication possible. I welcome any feedback you may have, therefore please feel free to contact the Trainee Committee via email trainees@anaesthetists.org or Twitter @Anaes_Trainees Finally, good luck in your career – I hope this handbook helps you along the way! Satinder Dalay Elected Member, Association of Anaesthetists Trainee Co

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