PTLLS Assignment 001 Task A Guidance Document Lifelong Learning Tutor Guidance Welcome to the staff team‚ at this learning centre we value our tutors. We hope you will find the information you need to be a successful tutor written here. The aim of the guidance is to support you to provide the best possible learning experience‚ in partnership with others‚ for your students. The guidance information has been grouped into three key areas; a healthy and safe learning
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evaluation which has notes on how the lesson went and what could be done differently if I were to deliver the same session again. By doing this immediately after the lesson‚ important details can be recorded for future reference. In my co-teaching of PTLLS‚ we evaluate each lesson together and make notes on lesson plans which are taken into account when planning the next course. This works very well as it gives a very detailed picture of events by having ‘another pair of eyes’ in the classroom. My
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English for Information Technology (A1333) (1) (II) |Semester: Spring 2013 |Time: Wednesday 13:10- 15:00 | |Classroom: Wei-nong Building‚ room 7115 |Instructor: Richard Konopka (許富貴) | |E-mail: richardk@mail.ncku.edu.tw |Office: 26501‚ Hsiu-chi Building | |Course Website: http://moodle.ncku.edu.tw
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and external factors of the program environment can wreak havoc on stability and clarity in not only the objectives but how to achieve them. Two attributes that I contend are valuable at L4 competence for program managers to exhibit are: O2 – Approach to conflict and divergence and E6 – Attitude to Scope. L4 competency for approach to conflict and divergence is an uncomfortable scenario for many people that resort to already established paradigms and procedures to resolve problems. And at the
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has bound feet. Cruelly tethered since her birth‚ they are like bonsai trees. b) (Para 6 L4) My grandmother sat on my hotel bed‚ shrunken and wise‚ looking as if she belonged in a museum case. 2. Allusion a) (Para3 L3) My father was a young man when he left his family’s village in northern China‚ disappearing into the chaos of the Japanese invasion and the Communist revolution that followed. b) (Para 4 L4) So 30 years after he left home‚ and in the wake of President Nixon’s visit‚ my father gathered
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Digested V. fischeri (insert) DNA Digested pGEM H2O 5X Ligation Buffer Total Volume L1 2:1 0.30 µg = 1.5 µl 0.05 µg = 2 µl 20.5 µl 6 µl 30 µl L2 3:1 0.45 µg = 2.25 µl 0.05 µg = 2 µl 19.75 µl 6 µl 30 µl L3 4:1 0.60 µg = 3 µl 0.05 µg = 2 µl 19 µl 6 µl 30 µl L4 5:1 0.75 µg = 3.75 µl 0.05 µg = 2 µl 18.25 µl 6 µl 30 µl L5 ____ ____ 0.05 µg = 2 µl 22 µl 6 µl 30 µl The varied ratio of Vibrio fischeri DNA to pGEM DNA was varied with each tube to optimize the desired ligation product. We are trying to isolate
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These plexi help enhance and coordinate many functions such as muscle contraction‚ maintenance of body coordination and control‚ reaction to sensation etc. The sacral plexus comprises of spinal levels from L4-S4 and innervates the pelvis‚ genitals‚ thighs‚ buttocks‚ calves and feet. The sacral plexus lies in the back of the pelvis‚ between the piriformis muscle and the pelvis fascia and nerves coming from this plexus converge toward the lower part of the
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levels of work or business. The Company also works with external education bodies to help members of staff to achieve National Vocational Qualifications and train towards BSc in Management. For Lifelong Learning the educational requirements range from Ptlls course level 3 and 4 along with Ctlls the Certificate to Teach Lifelong Learning Studies and Dtlls the Diploma to Teach Lifelong Learning Studies‚ you could also undertake other teaching qualification with Adult literacy training or Teaching Employability
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uk/sitebuildercontent/sitebuilderfiles/SampleD9001.pdf http://www.sagepub.com/upm-data/39528_Pages_from_Green_ch1.pdf http://livingsta.hubpages.com/hub/Establish-ground-rules-with-your-learners-PTLLS http://livingsta.hubpages.com/hub/Explain-and-justify-the-reasons-behind-your-choice-of-teaching-learning-approaches-and-use-of-resources-PTLLS Teaching Everyone: An Introduction to Inclusive Learning by Whitney Rapp and Katrina Arndt http://archive.brookespublishing.com/articles/ed-article-0212.htm#fascinations http://rcnpublishing
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farming work. The boys would collect firewood and water and‚ were apprenticed; expected to learn and perform duties of adult tradesmen. The girls would help with the house choirs and begin to learn their perspective roles preparing to be future wives(L4). Girls were often times even given names like Patience‚ Silence‚ and Mindwell just to name a few these were everyday reminders of their roles in a subservient world in which they lived. It was all to prepare them for a life of
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