enable efficient and timely communication between the administration and other parties including students‚ faculty members‚ staff members‚ campus security‚ volunteers‚ alumni‚ media and others. Specifically‚ the following objectives will pursue; 1. To develop a system that performs the following: 1.1 Can quickly alert students and staff with specific information to increase public safety no matter where they are – on and off campus/ college. 1.2 Students can make enquiries about class schedules
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TOWS Matrix Weaknesses 1. 1. Less Funding 2. 2. Higher Tuition 3. 3. Class Size 4. 4. Non-specialized 5. Curriculum 5. Foreign TA’s SO Strategies WO Strategies 1. Develop a hotel lab 1. Use funding to hire more experience (O2‚ O3‚ O4‚ S4‚ professors ()‚ )4‚ W3‚ W5) S1) Strengths Reputation PSHRS Multiple Campuses Experienced Faculty Café Laura Lab 1. 2. 3. 4. 5. 1. 2. 3. 4. 5. Opportunities Hospitality is Worldwide Field State Funding Location Opportunity for Expansion Demand for Hospitality
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28th March 2006. Dear students‚ As you prepare for your industrial training‚ go through these guidelines. Take your training to be an exposure to the industry that you are going to be a part of. As far as college curriculum is concerned‚ it is an assignment carrying 200 marks. That you can easily score with punctuality‚ Commitment and interest. It does not matter where you train. Every hotel‚ big or small has its own significance. If you train at a large 5 star deluxe hotel you get a very good
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(TO BE PUBLISHED IN THE EMPLOYMENT NEWS / ROZGAR SAMACHAR DATED 23.3.2013) NOTICE Combined Recruitment for the post of Transmission Executive – Examination – 2013 Programme Executive and Closing Date: 19.4.2013 Date of Examination: 02-06-2013 The Prasar Bharati (PB) is a statutory autonomous body established under the Prasar Bharati (Broadcasting Corporation of India) Act 1990. It is India’s largest broadcaster and comprises Doordarshan & All India Radio. It wishes to recruit young and skilled
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reproduced‚ stored in a retrieval system‚ or transmitted by any means‚ electronic‚ mechanical‚ photocopying or otherwise‚ without the prior written permission of the Publisher. A CIP record for this book is available from the British Library. ISBN: 978-1-4081-5393-2 This book is produced using paper that is made from wood grown in managed‚ sustainable forests. It is natural‚ renewable and recyclable. The logging and manufacturing processes conform to the environmental regulations of the country of origin
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TDA 3.1 Communication and professional relationships with children‚ young people and adults. Area 1 Principles A Effective communication is extremely important within the development of a positive relationship with children‚ young people and adults. Communication may be ’verbal’ or ’non verbal’. Sometimes ’non verbal’ communication has a more powerful impact than ’verbal’ communication. ’Non-verbal’ communication includes all kinds of emotional expressions‚ actions‚ and body language. Communication
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TDA 3.7 Unit 1.1 Both teachers and TAs play an important role in monitoring and assessing the children’s learning. Assessments are carried on daily‚ throughout the day. It is the responsibility of the teacher to know how each child in the class is progressing‚ how to ‘push’ the children to reach age related levels and to be able to set achievable targets in order for the children to progress. Assessment is an aid to this and is an ongoing process used in many ways. As TAs we need to be able
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CACHE Qualification Specification Optional Units CACHE Level 3 Diploma in Specialist Support for Teaching and Learning in Schools (QCF) CACHE Level 3 Diploma in Specialist Support for Teaching and Learning in Schools (QCF) © CACHE 2013 All rights reserved worldwide. Except as allowed by law‚ or where specified in the text‚ no part of this publication may be reproduced or transmitted in any form or by any means without prior permission from the Council for Awards in Care‚ Health and Education
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Consider the assessment frameworks used within placement and discuss how it is used to monitor the progress of children. Include: observation; standard measurements and information from carers and colleagues (CYP 3.1.3.1 & TDA 3.7.1.2 & TDA 3.7.1.3 & TDA 3.7.1.4) There are many ways in which a childs progress is monitored and assessed within my setting‚ both formative and summative assessments are carried out. The differences between these is that formative assessments are governed and are
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Develop professional relationships with children‚ young people and adults. TDA 3.5 1.3 Making choices is like any other skill. Unless it is practiced‚ it will not develop. The choices given should match the skill level of the child. For instance‚ you might ask whether a child wants to use the puzzles or the blocks. If the child chooses to use the clay instead of either of the choices you have given‚ that is a choice‚ too. There are too many possibilities for giving choices to even list them
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