Physical, cognitive/intellectual, social/ emotional, and moral development will be examined. The course focuses on defining the various stages as they impact instructional practice and decisions in a preK-8 environment. (3 credits) Prerequisite: GEN 200. EDU 310 Models and Theories of Instruction This course focuses on the theoretical models that underlie teaching and learning for all learners. Effective teaching strategies that promote student learning will be examined.
BICS/CALP Taylor Brown Grand Canyon University: EDU 536 June 3, 2014 BICS/CALP BICS and CALP are both used when discussing bilingual education from the work of Jim Cummins beginning in 1984. Cummins used these terms to demonstrate his ideas of developing a second language in students. BICS (Basic Interpersonal Communicative Skills) describes the development of the second language the is necessary for day-to-day living through conversation and interaction with others. CALP (Cognitive Academic Language Proficiency ) describes learning the language though academic situations to understand the content used within a classroom. Jim Cummins uses these two terms to differentiate between both social and academic language acquisition.
You reviewed the activity diagram and found it to be a good foundation from which to create the SRS use case diagram and the SRS use case descriptions. There is still work to be done to complete the Functional Modeling of the SRS. Your deliverables for this week’s iLab are the SRS use case diagram and two use case descriptions for the Maintain Class Records and the Register a Student for Classes use cases. Deliverables SRS use case
Each housing has two bearings and one shaft. There is no inventory on hand. Your boss at Gerry Cook Products, Inc., has just provided you with the schedule and lead times for the bracket in Problem 14.8. The unit is to be prepared in week 10. The lead times for the components are bracket (1 week), base (1 week), spring (1 week), clamp (1 week), housing (2 weeks), handle (1 week), casting (3 weeks), bearing (1 week), and shaft (1 week).
Quality assurance includes initial centre approval, qualification approval and the centre’s own internal procedures for monitoring quality. Centres are responsible for internal quality assurance, and City & Guilds is responsible for external quality assurance. Staffing for the PTLLS Award Members of staff delivering and assessing the 7303 Award in Preparing to Teach in the Lifelong Learning Sector qualification, including teaching practice observers, must hold a minimum of a level 4 teaching/training qualification. For example, 7407 Certificate in Further Education Teaching (minimum Stage 2), Level 4 NVQ in Training and Development, Level 4 NVQ in Learning and Development, 7305 Level 5 Diploma in Teaching in the Lifelong Learning Sector (DTLLS), Certificate in Education (Cert Ed), or Post-graduate Certificate in Education (PGCE). Staff must also have experience in delivering and assessing teaching qualifications at level three or above.
As a baseline measure for one time period, what is the labor utilization if 30 prescriptions arrive between 8 a.m. and 9 a.m. on Monday and four or five pharmacists are on duty doing all seven steps? (You do not have the data to evaluate staffing levels by hour of the day for Monday.) If 4 pharmacists does all steps then Utilization = 107% If 5 pharmacists does all steps then Utilization = 86%. 3. Clearly identify two other ways to group and divide the work among the medical technicians and pharmacists, compute labor utilizations, and discuss the advantages and disadvantages of each job and process design option.
PTLLS Mandatory Units – Portfolio Guidance The new (2012) DTLLS Diploma in Teaching in the Lifelong Learning Sector Thematic Module: Preparing to teach in the Lifelong Learning Sector (PTLLS) PORTFOLIO GUIDANCE PTLLS Mandatory Units – Portfolio Guidance Thematic Module Overview There are four mandatory units in this Module, totalling 12 credits. Units RRRLL UILTLL UILTALL PALL Roles, responsibilities and relationships in lifelong learning Understanding inclusive learning and teaching in lifelong learning Using inclusive learning and teaching approaches in lifelong learning Principles of assessment in lifelong learning Credits 3 3 3 3 Level 4 4 4 4 Preparatory Knowledge and Understanding (see accompanying workbook)
However, in many jurisdictions the only education needed to become a firefighter is a high school diploma or equivalent. Most firefighters also must pass written and physical tests, complete a series of interviews, and hold an emergency medical technician (EMT) certification. Even though, all firefighters receive extensive training after being hired; the average annual wage of firefighters was $45,250 in May 2010. In Kevin Pearson’s article, he brings to our attention the wages and the circumstances behind the method in which the people who save lives every day are paid. Kevin explains how a federal grant has ended and imminent budget cuts could cause layoffs in a Hemet California Fire Department.
End of Experience/Placement Assessment Report: Graduate Diploma of Teaching (Primary) Unit Code LEM503 Unit Title Supervised Practicum A: Literacy and Numeracy 1 Placement Type 20 days Dates of Professional Experience From __________ to ___________ Pre-service Teacher’s name: Name of Education Setting: Mentor Teacher 1 (name): Mentor Teacher 2 (name): (if applicable) Total number of placement days completed: Important Information for the Mentor and Pre-service Teacher 1. This report should be used by both the Mentor Teacher and the Pre-service Teacher as a guide to observing and analysing the teaching performance. It forms part of the Pre-service Teacher’s formative assessment. 2. This report should be completed by the last day of placement
It was closed to visitors between 1992 and 1996 for restoration works; since it reopened only 80 people per day are allowed entry and there can be a 2–3 weeks wait to get a ticket. It was discovered by accident in 1902 when workers cutting cisterns for a new housing development broke through its roof. The workers tried to hide the temple at first, but eventually it was found. The study of the structure was first entrusted to Father Manuel Magri of the Society of Jesus, who directed the excavations on behalf of the Museums Committee. Magri died in 1907, before the publication of the report.