River Parishes Community College Spring 2014 HESC 1000: Medical Terminology (D01) TR 12:30 – 1:45 Instructor: Dr. Iris Henry Office: Room B 113 Office Hours: Monday - 11:00 – 2:00 Tuesday - 2:00 – 2:30 Wednesday - 11:00 – 2:00; 5:00-6:00 Thursday - 10:30 - 12:30 Friday - 11:00 – 12:00 Phone: (225) 675-0216 Email: ihenry@rpcc.edu (This is the second best method to contact me regarding any concerns, questions, etc. The first best method is to stop by my office during office hours.) Course Description This course will introduce students entering the health field to basic medical and clinical terminology. Vocabulary, spelling, pronunciation and word
HRM300 UOP Course Homework Aid Fundamentals Of Human Resource Management HRM 300 Complete Class All Weeks Download Here: http://www.homework-aid.com/HRM-300-Complete-Class-Week-1-5-Assignments-and-DQs-179.htm HRM 300 Week 1 Individual Assignment Human Resource Management Overview Individual Assignment: Human Resource Management Overview (Due Day 7 – Prepare a 700- to 1,050-word paper using the Week One readings,•Monday) articles, and your personal experiences to address the following questions:o What is human resource management?o What is the primary function of human resource management?o What is the role of human Format your•resource management in an organization’s strategic plan? paper consistent with APA standards HRM 300 Week
1. discuss the training requirements for Higher level Teaching Assistants (HLTAs) HLTAs are required to have training in the following areas: * HLTA Standards and qualifications * Numerical and literacy skills * Knowledge and skills in NVQ level 2 in English and Maths * Skills and training in learning strategies * Skills and training in curriculum development and delivery HLTA standard are set to give a HLTA an indication as to what is expected from them in attitudes and what commitments are required. These standards require HLTAs to have knowledge about the curriculum to enable to work with the teacher effectively. The HLTAs should know how to use their skills and experience to help students excel in their learning. HLTAs are required to know how to use information communication technology (ICT) to advance pupils learning and be able to use common tools for their and the pupils benefit. HLTAs should have achieved qualification in numeracy and literacy at level 2 or above of the national qualification framework.
Syllabus American History 1301.83005 DCCCD, Richland College Humanities Division Spring 2014 American History 1301.83005 3 Credit Hours Meeting Time: MWF 10:10-11:05am Instructor – Nicole Coffelt Office – A110 Office Hours: by appointment, or immediately after class Phone – (972) 238-6140 Email – ncoffelt@dcccd.edu Prerequisite (as in catalog) Developmental Reading 0093 or English as a Second Language (ESOL) 0044 or have met TASP/Alternative Standard in Reading. Description: The history of the United States is presented beginning with the European background and first discoveries. The pattern of exploration, settlement, and development of institutions is followed throughout the colonial period and the early
Spring 2013 English 240 – Film and Literature Instructor: Carolyn Daly. PhD Office Telephone: 818-833-3311 email: cdaly62@gmail.com web page: http://www.lamission.edu/~dalycc Office Location: Instructional Building, Office #13 Office Hours: Mon. 10:30 am – 12:00 pm and 6:45 pm – 7:15 pm; Weds. 9:40 am - 12:10 pm and 6:45 pm – 7:15 pm; Syllabus Course Description This is a course developing critical thinking, reading, and writing skills using literature and motion pictures as subject matter. Emphasis is placed on a comparison and contrast of literature to motion pictures.
That meant the instructor should select learning tasks that are worth learning and develop this content in ways that help students to appreciate their significance and application potential to analyze the students and identify learning styles, such as active or reflective students. These learning styles can be categorized with the relevance portion of Keller's ARCS model because they assist in matching a student's motives. The first subcategory in relevance strategies is goal orientation. Relevance strategies highlight how the students' previous experiences and skills can be used to help them understand, learn new concepts, and link to students' needs, interests, and motives. This strategy can help teach the concept of writing academic summaries, which are essential to incorporating sources in argument essays.
1.1 Functions of assessment in learning and development Assessment Assessment can be defined as the systematic gathering of information regarding the knowledge and ability of learners which enables learners to obtain feedback on the quality of their learning and enables teachers or assessors to evaluate the effectiveness of their teaching/assessment. In my point of view assessment is a testing tool by which a teacher or assessor can use to detect the outcomes of teaching, learning or assessment process with the learners by collecting feedbacks. Hence Assessment is an ongoing process and it can be carried out in different stages or different times of a course or apprenticeship programme. Assessment also contributes to evaluating the strengths and weaknesses of a course or apprenticeship programme and improving the quality of learning delivery. Assessing plays a big role in learning and development.
It is important to expose students to more than just concrete identification words like ‘chair’ or ‘horse’ but broaden their base of word knowledge to include abstract words as well. Children speak the words they have heard and later recognize those words within the context of literature. When a student has heard a word within a context, verbally used the word to express thinking and can identify and associate meaning to the word with in a text, they will be likely to use the word in written communication as well. Academically speaking, the same rules apply. Students need to hear academic language used within a
In the assessment process, learners’ domain knowledge acquisition, skills development, and achieved outcomes are taken into account. In addition to these, it is underlined that reflection, inquiring, and sentiments are significant for computer based educational systems. In the ninth chapter, a coherence analyzer is designed to be used in an Intelligent Tutoring System. With this kind of work, learners evaluate their drafts early, and facilitate the reviewing process of the academic advisor. The tenth chapter offers an approach to create test automatically.
McMillan (2011) contends that quality assessment measures involve establishing credible performance standards, communicating these standards to the students and providing feedback to students on their progress. Scherer (2009) indicates that in her opinion, there is an over emphasis on test scores, and that multiple measures need to be used more effectively to achieve quality assessment. Understanding different ways of combining multiple measures assists in choosing appropriate measures for various educational purposes. McMillan (2011), Ch.1. p. 5, supports this and states that assessment ‘is much more than simply testing’.