1) Understand how types and methods of assessment are used in lifelong learning. & 1.1) Analysis how types of assessment are used in lifelong learning. Assessment – It is a way of finding out if learning has taken place. It enables the teacher to ascertain if his/her student has gained the required skills‚ knowledge‚ and/or attitudes needed at a given point towards their programme of learning. Types of Assessment: It includes Initial(at the beginning) ‚ Formative (ongoing) ‚ and Summative(at the
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Principal –agent conflict arise because managers & shareholders view the role of the corporation differently. Investors see corporation as investment vehicles. Shareholders want corporate managers to work diligently and efficiently towards the simple goal of maximizing the value of their ownership stake. However‚ the relationship between the managers of a corporation and its owners is complex. The principle of self-interested behavior tells that people‚ including managers and stockholders‚ work
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ScientificManagement Published by Frederick Winslow Taylor in 1911. He is often called "The Father of Scientific Management.“ His approach is also often referred to‚ as Taylors Principles‚ or Taylorism. 4. CONT..1. Replace rule of thumb work methods with methods based on ascientific study of the tasks.2. Scientifically select and then train‚ teach‚ and develop theworkman‚ whereas in the past the employee (or workmen) chose hisown work and trained himself as best he could.3. Provide "Detailed instruction
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concerns still remain since its adoption as well as others coming from both teachers and parents who live in the district. Teachers express concerns about the bad elements that are coming into the district creating discipline problems and pulling down test scores. Parents in the community complain that open enrollment families are not paying taxes to the school and are not committed as community members. By analyzing this policy and determining what is working and what is not working important recommendations
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However‚ eyewitness testimony is not always accurate – whether that be from erroneously reported witness testimony or malicious intent‚ there is always the possibility that something is wrong with the identification or testimony of the eyewitness(s) of a crime. In fact‚ as a report written in 2007 claims‚ “Eyewitness misidentification is widely recognized as the leading cause of wrongful conviction in the U.S.‚ accounting for more wrongful conviction than all other causes combined.” (The Justice
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Reasons Behind Witchcraft Accusations In the Salem Witch trials of 1692‚ many individuals were accused of witchcraft. However‚ the reasons for which they were accused differed greatly from person to person. The classification of a witch‚ how people were tested for witchcraft‚ and specific witch accusations in conjunction with other logical explanations may be the reason why people were condemned as witches. A witch is defined as a person who has made a deal with Satan (Witch-Hunt‚ 33). It is
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as an eyewitness and how reliable is their testimony? Some researchers have determined that children can’t and can testify as an eyewitness. It depends on the way children persist questioned and who questions them. Children’s eyewitness testimony come about reliable at times‚ but not all the time; it depends on how the child endure questioning and who questions them and one example is the McMartin case. Memory is a big key in children’s eyewitness testimony and at certain ages you can only remember
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political and military leaders of Nazi Germany‚ indicted for aggressive war‚ war crimes‚ and crimes against humanity. Of the twenty-four twenty-one were taken into custody and put on trial; these were known as the Nuremberg Trials. These trials started on November 20th 1945 and were the first ever war crime tribunal. The Trials were held by the Allied forces of World War II and were held in the city of Nuremberg in Bavaria Germany out of the Palace of Justice. Accusations placed against them were for their
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head: Eyewitness Testimony 1 The Effect of Cross-Examination on Eyewitness Testimony Abstracts Cross-examination increases the likelihood of eyewitness error. Preceding research indicates that while being cross-examined children alter a lot of their originally correct responses. An experiment conducted by Maras & Valentine (2011) describes in which the result of cross-examination on accurateness of adult eyewitness testimony was explored.
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measurement method I used to test average flight times of helicopters was a stopwatch on my phone that measured to the hundredth of
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