and hour depending on what or how much work I have to
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the start of the period.” James looked at Rob and nodded. “Why not‚” he said. “I guess it’s about time we became a little more professional now we’re business tycoons.” And so it was decided that Se Ling would analyse Barnes’s profit to find out how Rob and James managed to do so well. Business Background Barnes Scuba Diving provides scuba diving courses around Surfers Paradise in Queensland‚ Australia. The business began in 2000 with the intention of bringing scuba diving into the lives of
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(PTLLS) Assignment 1 Question 3 - Explain how you could promote inclusion‚ equality and diversity with your current/future learners. Identify other points of referral available to meet the potential needs of learners. In modern day society we all expect equality in one form or another‚ the diversity and the make up of our class rooms and lecture halls today‚ reminds us that the learning environment should be about ensuring learners are treated fairly and not discriminated against. Regardless
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Teresa McGuinness CELTA: Assignment 1- Learner on the Focus Part 1 Overview The International House Intermediate class is a mixed genre class‚ with student ranging in age from 25 to 50+ years old. It contains a combination of abilities and levels from lower intermediate to higher imediate. Class Profile The first language of the students varies; covering such native languages as France‚ Spanish‚ Italian‚ Mexican‚ Arabic‚ Somalia‚ Portuguese and Russian. The students have a wide knowledge
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081-831-1001 - Evaluate a Casualty (Tactical Combat Casualty Care) Evaluate the casualty following the correct sequence. Identify all life-threatening conditions and other serious wounds Conditions: You have a casualty who has signs/symptoms of an injury. Your unit may be under fire. Standards: Evaluate the casualty following the correct sequence. Identify all life-threatening conditions and other serious wounds. Performance Steps: Note: Tactical combat casualty care (TCCC) can be divided
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The Ins and Outs of Assessment What is an Assessment? As I ask myself this question‚ memories from my educational experience pass through my mind. I am forced to recall many tests‚ quizzes and fear that have embedded my mind with a horrific sense of anxiety. The fear‚ I believe‚ is the cause of the thought that I may not excel in the lesson that I had been taught. Then I ask myself‚ is that what an assessment was meant to accomplish?
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Assessment 3 Topic: “Henri Fayal’s management theory is relevant today” Management is a very challenging job in the organisations. It plays an important role in every organisation to achieve its goals and plans. It improves the relations between individuals‚ groups‚ departments and between levels of management. Better relations lead to better team work. Better team work brings success to the organisation. To be a successful company‚ organisation management theory is important because it is the
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Learner Guide for Cambridge AS and A Level Economics Learner Guide for Cambridge AS and A Level Economics How to use this guide The guide describes what you need to know about your Economics examination. It will help you to plan your revision programme and will explain what Cambridge International Examinations is looking for. The guide contains the following sections: Section 1: How will you be tested? This section will give you information about the different examination papers you will take.
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I. Paper-pencil Strategy A. Definition: • Is an assessment in which the student is to identify the one correct answer; • Is a commonly used procedure for gathering formal evidences about student learning specifically in memory‚ recall‚ and comprehension; B. Purpose: • Test student learning of subject content knowledge (facts‚ concepts‚ principles or generalizations‚ procedures); • Assess prerequisite knowledge (e.g.‚ when communicating in a second language ‚ student can be assessed on vocabulary
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Demographics Arlington is a district which includes students from more than 114 countries‚ and 99 different languages are spoken in homes. English Language Learners [ELLs] comprise 19% of Arlington Public School [APS] students (APS‚ ELL Students‚ 2014). These students enter APS with ranges of knowledge. Their language proficiency levels range from WIDA Level 1 “Entering” to Level 6 “Reaching" (Fig. 1). About one-fourth of the students are at WIDA Level 1‚ and about three-fourths of the ESOL/HILT/HILTEX
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