Certification Office Research Articles

Producer Guidelines for Canadian Content Tax Credits

The government of Canada provides financial support for a movie filmed in Canada but it provides even greater tax incentives if the movie qualifies as a Canadian content production. Canadian content for tax credit purposes is regulated by the Canadian Audio-Visual Certification Office (CAVCO), a branch of the Department of Canadian Heritage and the Canada Revenue Agency (CRA), who jointly administer the Canadian Film or Video Production Tax Credit Program (CPTC) and the Film or Video Production Services Tax Credit Program (PSTC). Only one of these tax credits may be claimed for a particular production. Canadian content for broadcast purposes is regulated by the Canadian Radio-television and Telecommunications Commission (CRTC). The Canadian Film and Television Production Association (CFTPA) reviews the government guidelines and provides advice on topics regarding the film and television industry. The CPTC Guidelines set out the requirements for qualifying for Canadian content tax credits for films. The focus of this essay is on Appendix I of the CPTC Guidelines, the CAVCO Producer Control Guidelines, and specifically the requirement that the Canadian producer have 100% copyright ownership for at least 25 years. The three issues arising from this requirement are less investment opportunities for producers, an incongruity between CAVCO and CRTC guidelines and government goals. Finally, the first two problems are the result of the CAVCO Producer Control Guidelines not only being very strict but also being just a formality. I argue that 100% copyright ownership should not be a requirement of qualifying for Canadian content tax credits for films, or that the 25-year condition should be lowered, or both.

UK industrial relations state agencies

PurposeThe purpose of this Editorial is to outline the main functions of the UK industrial relations state agencies – the Certification Officer, the Central Arbitration Committee and The Advisory Conciliation and Arbitration Service.Design/methodology/approachThe Editorial outlines the main functions of the UK industrial relations state agencies, explaining their history and roles.FindingsThe Editorial reveals detailed information about the main functions of the UK industrial relations state agencies.Originality/valueThe Editorial offers insights into the work of UK industrial relations state agencies.

The different levels of learning about dying and death: an evaluation of a personal, professional and interprofessional learning journey

Background: Although dying and death are common in practice, medical and social work students receive limited teaching on this topic. In addition, they have minimal experience of each others’ role in the process, yet respecting the roles of other professionals in this delicate area is paramount to the delivery of high standards of care. In an attempt to address this, a pilot interprofessional 3 hour dying and death workshop was developed for senior social work and medical students using a constructivist approach to explore their own personal, uniprofessional and interprofessional roles in the dying and death process.Methods: An expert group of health care professionals designed the workshop through an iterative process. The participants evaluated the workshop in relation to the levels of their learning journey at two time points using a combination of Likert scales and free text.Results: An afternoon workshop was created comprising a trigger exercise to ascertain the students’ own feelings, simulation of the practical aspects relating to a patient's death (confirmation of death, death certification and last offices), and discussion about the grief process, followed by case studies to consolidate their learning and highlight the interprofessional aspect. Eleven final year social work students and 14 medical students in their fourth year took part. Participants felt they gained most from the interprofessional aspect of their learning journey and suggested other topics for interprofessional learning. All students would recommend the workshop to their colleagues.Conclusions: This undergraduate interprofessional pilot dying and death workshop was well received and enabled learning on three levels—personal, professional and interprofessional. It promoted a greater understanding of the role of each student's own profession and appreciation of the role of other professionals in the dying and death process.

The administration of union business: the role of the Certification Officer

This commentary reports on the role of the Certification Officer in the regulation of trade union internal affairs. Debate concerning the amount of external supervision of the internal affairs of trade unions has been a recurring theme in labour law for many years.

Adverse Event Reporting: Lessons Learned from 4 Years of Florida Office Data

Patient safety regulations and medical error reporting systems have been at the forefront of current health care legislature. In 2000, Florida mandated that all physicians report, to a central collecting agency, all adverse events occurring in an office setting. To analyze the scope and incidence of adverse events and deaths resulting from office surgical procedures in Florida from 2000 to 2004. We reviewed all reported adverse incidents (the death of a patient, serious injury, and subsequent hospital transfer) occurring in an office setting from March 1, 2000, through March 1, 2004, from the Florida Agency for Health Care Administration. We determined physician board certification status, hospital privileges, and office accreditation via telephone follow-up and Internet searches. Of 286 reported office adverse events, 77 occurred in association with an office surgical procedure (19 deaths and 58 hospital transfers). There were seven complications and five deaths associated with the use of intravenous sedation or general anesthesia. There were no adverse events associated with the use of dilute local (tumescent) anesthesia. Liposuction and/or abdominoplasty under general anesthesia or intravenous sedation were the most common surgical procedures associated with a death or complication. Fifty-three percent of offices reporting an adverse incident were accredited by the Joint Commission on Accreditation of Healthcare Organizations, American Association for Accreditation of Ambulatory Surgical Facilities, or American Association for Ambulatory Health Care. Ninety-four percent of the involved physicians were board certified, and 97% had hospital privileges. Forty-two percent of the reported deaths were delayed by several hours to weeks after uneventful discharge or after hospital transfer. Requiring physician board certification, physician hospital privileges, or office accreditation is not likely to reduce office adverse events. Restrictions on dilute local (tumescent) anesthesia for liposuction would not reduce adverse events and could increase adverse events if patients are shifted to riskier approaches. State and/or national legislation establishing adverse event reporting systems should be supported and should require the reporting of delayed deaths.

Adverse Event Reporting

Background Patient safety regulations and medical error reporting systems have been at the forefront of current health care legislature. In 2000, Florida mandated that all physicians report, to a central collecting agency, all adverse events occurring in an office setting. Purpose To analyze the scope and incidence of adverse events and deaths resulting from office surgical procedures in Florida from 2000 to 2004. Methods We reviewed all reported adverse incidents (the death of a patient, serious injury, and subsequent hospital transfer) occurring in an office setting from March 1, 2000, through March 1, 2004, from the Florida Agency for Health Care Administration. We determined physician board certification status, hospital privileges, and office accreditation via telephone follow-up and Internet searches. Results Of 286 reported office adverse events, 77 occurred in association with an office surgical procedure (19 deaths and 58 hospital transfers). There were seven complications and five deaths associated with the use of intravenous sedation or general anesthesia. There were no adverse events associated with the use of dilute local (tumescent) anesthesia. Liposuction and/or abdominoplasty under general anesthesia or intravenous sedation were the most common surgical procedures associated with a death or complication. Fifty-three percent of offices reporting an adverse incident were accredited by the Joint Commission on Accreditation of Healthcare Organizations, American Association for Accreditation of Ambulatory Surgical Facilities, or American Association for Ambulatory Health Care. Ninety-four percent of the involved physicians were board certified, and 97% had hospital privileges. Forty-two percent of the reported deaths were delayed by several hours to weeks after uneventful discharge or after hospital transfer. Conclusions Requiring physician board certification, physician hospital privileges, or office accreditation is not likely to reduce office adverse events. Restrictions on dilute local (tumescent) anesthesia for liposuction would not reduce adverse events and could increase adverse events if patients are shifted to riskier approaches. State and/or national legislation establishing adverse event reporting systems should be supported and should require the reporting of delayed deaths.

An evaluation of ISO registration agencies: a study of Egyptian hotels

Purpose: This paper contains an evaluation of the results from a survey on ISO 9000 certified hotels in Egypt. This study is focused on factors influencing the choice of the registration agency; problems with registration agencies; satisfaction level with the registration agencies and the use of training and consultancy in achieving the certification. Design/methodology/approach: Postal survey was used in this study to gather the required data from a sample size of 40 certified large hotels in Egypt. The sample was drawn from a list provided by ISO 9000 certification office in Egypt. A response rate of 60 per cent was achieved. Findings: The certified hotels in Egypt performed well in their registration process and benefited from ISO implementation. They were using their registration agencies for private consultancy and it has been recommended that they should avoid using their registration agencies for private consultancy as this creates conflict of interest and constitutes a violation of ISO 62. Originality/value: Adds to the body of knowledge concerning the ISO 9000 registration agencies in the service sector with particular focus on Egypt.

The Current Certification Model: Does It Reflect Nursing Knowledge?

The Current Certification Model: Does It Reflect Nursing Knowledge?

Fairness at Work: A Critical Analysis of the Employment Relations Act 1999 and Its Treatment of Collective Rights

Introduction: the case for the pressures on New Labour - no going back, a flexible and efficient labour market, appeasing the employer and trade union lobby the solution presented by - its dimensions - who are the partners?, the centrality of individual choice, the voluntary aspect of partnership, partnership as a non-confliction relations, rights and responsibilities the application of these principles in the Employment Relations Act 1999. Individual rights to freedom of association: introduction the right to be accompanied in disciplinary and grievance hearings - the content of the right, support for trade unions?, improving workplace relations? protection from blacklisting - weaknesses of the blacklisting provisions, strengthening freedom of association? protection for trade union members against discrimination - the Wilson/Palmer litigation, acts versus omissions, incentives to contract out of collective bargaining protection for workers in the recognition process rights of striking employees to protection from unfair dismissal - participation in industrial action after the Tory years, circumscribed New Labour protection, implications for partnership conclusion. Trade union autonomy: introduction independence of trade unions under international and domestic law democratic procedures within trade unions - historical background, international labour standards, the refusal to return to self-regulation scrutiny of trade union governance - CRTUM, CPAUIA and the Certification Officer, the rationale for reform conclusion. Trade union recognition and derecognition: introduction historical and political context - mistakes of the past - the historical legacy, the joint statement of the TUC and CBI - the political trade-off the content of Schedule A1 - procedures for achieving trade union recognition and derecognition, the consequences for collective bargaining, enforcement of the collective agreement relating to terms and conditions of employment, the institutional actors in the statutory recognition procedure conclusion - the implications of Schedule A1. Industrial action: introduction the failure to introduce a positive right to strike trade union responsibility for protection from dismissal the scope of statutory immunity for trade unions - the lawful aims of industrial action, changes to balloting and notification requirements conclusion. A revised role for trade unions - information, consultation, representation and partnership: introduction information and consultation of recognised trade unions - training, transfers of undertakings and collective redundancies, European Works Councils trade unions to accompany individuals the partnership fund conclusion. Conclusion: new labour's - the role envisaged for trade unions. (Part Contents).

An epitaph to CROTUM and CPAUIA

This commemtary reviews the operation of the trade union commissioners abolished by the Employment Relations Act 1999, and the initiative to have new powers to the Certification Officer concerning the regulation of internal union affairs.

The Status of Program Evaluation Expectations in State School Counselor Certification Requirements

State-level school counselor certification requirements are discussed with respect to program evaluation expectations. Certification offices of all 50 states and Washington, DC, were asked to supply current school counselor knowledge and skill requirements. Nineteen states and Washington, DC, require some form of program evaluation knowledge and skills. Only Colorado and Washington specifically require program evaluation standards recommended by the Council for Accreditation of Counseling and Related Educational Programs for their school counseling programs. These findings suggest that the nation may be producing school counselors deficient in the program evaluation skills needed to meet their professional responsibilities. Several recommendations are made for ameliorating the current training deficiencies of pre-service school counselors and for using in-service training to remediate the program evaluation knowledge and skill gap of practicing school counselors. Implications for the larger evaluation community are discussed.

The status of program evaluation expectations in state school counselor certification requirements

State-level school counselor certification requirements are discussed with respect to program evaluation expectations. Certification offices of all 50 states and Washington, DC, were asked to supply current school counselor knowledge and skill requirements. Nineteen states and Washington, DC, require some form of program evaluation knowledge and skills. Only Colorado and Washington specifically require program evaluation standards recommended by the Council for Accreditation of Counseling and Related Educational Programs for their school counseling programs. These findings suggest that the nation may be producing school counselors deficient in the program evaluation skills needed to meet their professional responsibilities. Several recommendations are made for ameliorating the current training deficiencies of pre-service school counselors and for using in-service training to remediate the program evaluation knowledge and skill gap of practicing school counselors. Implications for the larger evaluation community are discussed.

Lived experiences and reflections of joint NCATE‐state reviews

Teacher education faculty members, state certification officers, and NCATE staff share what they have learned from their NCATE‐state joint review and accreditation visits. Dilemmas concerning the joint review are addressed and include (a) proactive versus reactive measures for institutions of higher education and state affiliations of the American Association of Colleges for Teacher Education, (b) issues of partnership versus separateness, and (c) process versus product frameworks in planning and documenting growth. Conceptual and practical suggestions are offered for working collaboratively to develop high quality teacher education programs and successful joint review and accreditation visits.

State Certification Standards for Teachers of Students with Learning Disabilities: An Update

This study is an update of an earlier nationwide survey of state certification standards for teachers of students with learning disabilities conducted in conjunction with the Standards and Ethics Committee of the Council for Learning Disabilities (Leigh & Patton, 1986). Information was received from every state department and the District of Columbia teacher certification office. Data were analyzed and tabulated to include: (a) certification categories (titles) and level(s); (b) teacher training requirements (i.e., courses, standards, and hours); (c) examination requirements for certification; and (d) other additional information. The results are discussed in the context of relevant issues and trends and the relationship to the findings of the previous study.

Hancock: Highest paid but best value leader.

RCN General Secretary Christine Hancock is the highest paid union leader in the country, according to a survey by the Certification Office for Trade Unions and Employers Associations .

Categorical and Noncategorical Teacher Certification in Special Education

A nationwide study examining the trend toward or away from categorical teacher certification in special education was conducted. Responses from both state directors of special education and state certification officers were obtained at a rate of 100% and 98%, respectively. Some discrepancies between responses from state officials were noted. Although states offering categorical certification alone outnumber those offering only noncategorical certification, the results of this study indicate a trend toward noncategorical models, as well as wide variation from state to state. Specific recommendations emphasizing interagency collaboration and task force sponsorship are included.

Impact of certification testing on school administrators: The Georgia experience

Widespread competency testing in education has become prevalent throughout the United States. This testing has taken two tracks: the testing of educators and the testing of students. The focus of this article is on the testing of educators prior to certification. Currently 44 states have in place or are in the process of implementing some form of testing for educators prior to certification (Office of Educational Research and Improvement, 1987; Sandefur, 1984). For some states, certification testing is firmly established. In other states, such testing is in various stages of development. For example, Georgia, Oklahoma, Alabama, South Carolina, Florida, Arizona, Kentucky, Tennessee, Louisiana, Mississippi, Virginia, North Carolina, New Mexico, Colorado, and Arkansas implemented certification testing programs prior to 1984 (Sandefur, 1984). On the other hand, Maryland, Connecticut, Pennsylvania, and Illinois have implemented their program as recently as 1987 and 1988 (Office of Educational Research and Improvement, 1987). There are also variations in terms of the type of testing procedure employed. The states of Georgia, Oklahoma, and Alabama, through contracts with the National Evaluation Systems (NES), have developed separate certification tests for most of the areas in which they issue certificates. South Carolina uses some of the National Teachers Examinations (NTE), published by Educational Testing Service (Princeton, N J), and contracts with NES for other tests which are used to cover content fields not available from the NTE series. Other states (e.g., Tennessee, Louisiana, Mississippi, Virginia, North Carolina, New Mexico, and Kentucky) use the NTE exclusively. Florida has developed one professional knowledge test that all teachers in all fields must pass in order to be certified (Flippo & Foster, 1984). However, they have also developed

Annual Report of the Certification Officer 1987

Annual Report of the Certification Officer 1987

State Certification of Teachers of Blind and Visually Impaired Students: Report of a National Study

Certification officers of the state departments of education were surveyed during the winter of 1985/1986 about certification requirements and policies for teachers of blind and visually impaired children. The survey revealed that 45 states offered vision-specific certification and that requirements and policies varied greatly from state to state. In this article, the similarities and differences among the state requirements are highlighted, emerging trends are identified, areas for further study are suggested, and recommendations for action are addressed.

Training Trade Unionists in Britain

At the end of 1984, the Certification Officer listed 365 trade unions in Britain with a total membership of 10,753,993. Eighty‐nine of these organisations were affiliated to the Trades Union Congress (TUC) whose total membership at that time was 10,082,144 (p. 47), (p. 1). There are no up‐to‐date figures providing the numbers of full‐time officers and lay officials of TUC unions currently. But an estimate by the TUC in 1973/74 suggested that there were about 2,800 full‐time officers in affiliated unions at that time. There were also 400,000 voluntary officers in union branches or at their places of work, with an annual turnover of 20 per cent (p. 2). Given that TUC affiliated membership was just over 10 million at 31 December 1973, it can reasonably be assumed that there are similar numbers of full‐time officers and voluntary office holders today. The potential education and training needs of these 3,000 paid officials, but especially of the 300,000 work‐place representatives and 100,000 branch officials, as well as those of millions of trade union members generally, are very large indeed. And, given the limited resources available to satisfy them, they can only be marginally addressed by the trade union movement.