User:Msrasnw/DevelopedCountriesFTSE

Lists of Developed Countries
While there is no universally accepted guideline for which country may or may not be considered developed, many different institutions have created lists which are sometimes refered to when people are discussing developed countries. The criteria for using these list and for countries inclusion on these lists is often not properly spelt out and several of these lists are out dated. The IMF identifies 32 "advanced economies", while the CIA identifies 34 "developed countries" and 35 "advanced economies". The OECD, also known widely known as the 'developed countries club', has 30 members. The World Bank identifies 66 "high income countries". FTSE Group assigns countries to developed country status on the basis of the development of their markets.

FTSE Group Developed Country List
FTSEGroup, the leading international producer of financial indices, assigns the market status of countries as Developed, Emerging, Secondary Emerging or Frontier on the basis of their According to them the following countries are classified as "Developed Countries :"
 * economic size,
 * wealth,
 * quality of markets,
 * depth,
 * breadth of markets.

A Handbook for Teaching & Learning in Higher Education: Enhancing Academic Practice. Second Edition. By Fry, Heather; Ketteridge, Steve; Marshall, Stephanie

Abstract: This handbook, aimed primarily at the inexperienced teacher in higher education, but useful also for the more experienced faculty member, provides practical advice on teaching, learning, and assessment that incorporates recent research findings.

Following a "User's Guide" (Heather Fry, Steve Ketteridge, and Stephanie Marshall), the chapters of

part 1, "Development of Practice," are:
 * (2) "Understanding Student Learning" (Heather Fry, Steve Ketteridge, and Stephanie Marshall);
 * (3) "Organizing Teaching and Learning: Outcomes-based Planning" (Vaneeta-Marie D'Andrea);
 * (4) "Principles of Student Assessment" (Richard Wakeford);
 * (5) "Encouraging Student Motivation" (Stephen E. Newstead and Sherria Hoskins);
 * (6) "Lecturing for Learning" (Jennifer Horgan);
 * (7) "Teaching and Learning in Small Groups" (Sandra Griffiths);
 * (8) "Supervising Projects and Dissertations" (Stephanie Marshall);
 * (9) "Teaching and Learning for Student Skills Development" (Stephen Fallows));
 * (10) "Supporting Learning from Experience" (Liz Beaty);
 * (11) "Virtual Space, Real Learning: An Introduction to VLEs" (John Pettit and Robin Mason);
 * (12) "Supporting Student Learning" (David Gosling);
 * (13) "Assuring Quality and Standards in Teaching" (Judy McKimm); and
 * (14) "The Evaluation of Teaching" (Dai Hounsell).

Part 2, "Development of the Academic for Teaching and Learning," contains:
 * (15) "Reflective Practice" (Margot Brown, Heather Fry, and Stephanie Marshall);
 * (16) "Observation of Teaching" (Hazel Fullerton); and
 * (17) "Teaching Portfolios" (Heather Fry and Steve Ketteridge). Part 3, "Working in Discipline-Specific Areas," contains:
 * (18) "Key Aspects of Teaching and Learning in Experimental Sciences and Engineering" (Tina Overton);
 * (19) "Key Aspects of Teaching and Learning in Information and Computer Sciences" (Gerry McAllister and Sylvia Alexander);
 * (20) "Key Aspects of Teaching and Learning in Arts, Humanities, and Social Sciences" (Philip W. Martin);
 * (21) "Key Aspects of Teaching and Learning in Nursing and Midwifery" (Della Freeth and Pam Parker);
 * (22) "Key Aspects of Teaching and Learning in Languages" (Carol Gray and John Klapper);
 * (23) "Key Aspects of Teaching and Learning in Medicine and Dentistry" (Adam Feather and Heather Fry);
 * (24) "Key Aspects of Teaching and Learning in Accounting, Business and Management" (Ursula Lucas and Peter Milford); and
 * (25) "Key Aspects of Teaching and Learning in Mathematics and Statistics" (Joe Kyle). Chapters contain case studies, practice tips, and suggestions for further reading. Most chapters contain references. (SLD)