...a handheld wireless environment to support Jigsaw cooperative learning activities in a college setting. A quasi-experimental research design was conducted to investigate the effects of using handhelds, as well as issues associated with the use of handheld technology. Two intact classes of fourth-year students from a five-year junior nursing college participated in the experiment. Our findings showed that handheld tools enhanced both students’ attitudes and performance in learning, and promoted better interactions among students and instructors. We also found that the handheld technology was not sophisticated enough to support cooperative learning goals without full support from a technology specialist. collaboration, empirical, handhelds, ICT use, nursing, post-secondary. Keywords Introduction With recent advances in wireless communication technology and mobile devices, the application of handheld technology in education is expected to increase. Handhelds, also known as palmtop computers, were originally designed as personal organizers or note takers, and now offers roughly the same functionalities as laptop or desktop computers. It can be synchronized with or connected to computers or networks via wireless technology. Research has shown that wireless handhelds offer new opportunities for innovative user interaction and communication both in and out of the classroom (Tatar et al. 2003). Wireless handhelds have provided a unique opportunity for...
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...pleasurable, some horrible; none of them amazed me as much as the fact that they all existed at the same point, not superimposed, and not transparent. What my eyes saw was simultaneous. Jorge Luis Borges, El Aleph TRADITION AND AVANT-GARDE Traditional architecture and the avant-garde tendency are usually thought of as two opposed extremes. Because we are accustomed to defining tradition as something fixed, immovable, and the avant-garde position as what is progressive, we relate traditional architecture to a specific, pre-existing style and avant-garde architecture to the use of new technologies. When tradition plays a part in contemporary architecture it is most frequently as an aesthetic consideration in which the most obvious element is the use of some style from the past. At the other end of the spectrum is the avant-garde tendency, where the latest technology is the means architects use to achieve novel forms of expression. Both of these perceptions are limited. Not only are they presented to us as two extremes of one thing, opposed to one another, but also as excluding one another. An architecture that follows a given style cannot be avant-garde because it makes use of compositional rules derived from the past; it is backward-looking and dependent on various forms of counterfeit to create the look of a bygone era. It is this tendency which, starting in the 1970s, has gained momentum as an option and has now become the universally accepted norm, with...
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...School of Health and Education Secondary PGCE Programme Handbook 2015-16 Student Name: Programme Leader: Eddie Ellis PGCE Secondary Programme Handbook 2015-16 Information in alternative formats This handbook can be found online at: https://myunihub.mdx.ac.uk/web/homecommunity/mystudy If you have a disability which makes navigating the website difficult and you would like to receive information in an alternative format, please contact http://unihub.mdx.ac.uk/support/disability/i ndex.aspx Sections from this publication can be supplied as: • a Word document with enlarged type — sent by email or supplied on a CD or memory stick • printed copy with enlarged type • printed copy on non-white paper • as Braille Other formats may be possible. We will do our best to respond promptly. To help us, please be as specific as you can about the information you require and include details of your disability. PGCE Secondary Programme Handbook 2015-16 Purpose and status of your student programme handbook The purpose of this handbook is to provide you with information about your programme of study and to direct you to other general information about studying at Middlesex University, the majority of which is available on UniHub. The material in this handbook is as accurate as possible at the date of production however you will be informed of any major changes in a timely manner. Your comments on any improvements to this handbook are welcome. Please put them in writing...
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...reviewing this study pack. INSTRUCTION FOR STUDENTS This study guide is intended to assist distance-learning students in their independent studies. In addition, it is only for the personal use of the purchaser, see copyright clause. The course has been broken down into eight lessons each of which should be considered as approximately one week of study for a full time student. Solve the reinforcement problems verifying your answer with the suggested solution contained at the back of the distance learning pack. When the lesson is completed, repeat the same procedure for each of the following lessons. At the end of lessons 2, 4, 6 and 8 there is a comprehensive assignment that you should complete and submit for marking to the distance learning administrator. Submission Procedure 1. After you have completed a comprehensive assignment clearly identify each question and number your pages. 2. If you do not understand a portion of the course content or an assignment question indicate this in your answer so that your marker can respond to your problem areas. Be as specific as possible. 3. Arrange the order of your pages by question number and fix them securely to the data sheet provided. Adequate postage must be affixed to the...
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...HUMAN RESOURCE COSTING AND ACCOUNTING VERSUS THE BALANCED SCORECARD: A LITERATURE SURVEY OF EXPERIENCE WITH THE CONCEPTS1 Ulf Johanson, Gunilla Eklöv, Mikael Holmgren, Maria Mårtensson2 6FKRRO RI %XVLQHVV 6WRFNKROP 8QLYHUVLW\ à Uurà rrà wrpà và rà sà rr hyà i wrpà và urà H@SDUVHà Hrh vtà Dhtviyrà à Vqr hqà hq D rÃDhvà Hhhtrrà wrpà Uurà hvà sà urà H@SDUVHà wrpà và à vrvthrà vivyvvrà à rh r hqà r à vhtviyrà 6à urà rrà vrà vrà vr vvrà hqà rrh puà vvrà và và @ rhà p vr 9rh xÃAvyhqà A hprà I hà Thvà hqà Trqrà h rà h vpvhvtà và urà wrpà 6h à s à svhpvhyà s ÃurÃ@ rhÃ8vvÃsqvtÃsÃurÃTrqvuÃqvrÃh rÃihvrqÃs ÃurÃP@89ÃurÃTrqvuÃ8pvyÃs X xÃGvsrÃSrrh puÃIrxÃurÃTrqvuÃHvv ÃsÃU hqrÃhqÃDq ÃhqÃurÃTrqvuÃQiyvpÃSryhvÃ6pvhv 6Ãs r Ãr vÃsÃuvÃhr ÃhÃqryvr rqÃÃurÃP@89Ãvà ((' ÃUurÃhu ÃhÃÃuhxÃGrÃTuhÃhqÃHhvÃTxtÃs ÃvtvsvphÃp vivÃÃurà rrÃhr +XPDQ 5HVRXUFH &RVWLQJ DQG $FFRXQWLQJ YV WKH %DODQFHG 6FRUHFDUG $%675$&7 In the present paper conclusions are drawn from literature whose goal was to put information on intangibles into financial and non-financial frameworks. The analysis primarily focuses on two concepts: The human resource management oriented concept called Human...
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...Standard 1: A school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community. The effective administrator: 1.1 Uses research about best professional practice. Cooperative Learning "Cooperative learning is the instructional use of small groups so that students work together to maximize their own and each other's learning." WHAT IS IT? Cooperative learning is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement. WHY USE IT? Documented results include improved academic achievement, improved behavior and attendance, increased self-confidence and motivation, and increased liking of school and classmates. Cooperative learning is also relatively easy to implement and is inexpensive. HOW DOES IT WORK? Here are some typical strategies that can be used with any subject, in almost any grade, and without a special curriculum: Group Investigations are structured to emphasize higher-order thinking skills such as analysis and evaluation. Students work to produce a group project, which they may have a hand...
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...student feedback and leadership a report on the 2006 leadership for excellence in learning and teaching project (le67) developing Multi-level leadership in the use of student feedback to enhance student learning and teaching practice http://emedia.rmit.edu.au/altclgp/ 2009 Project Leader Professor James Barber – Deputy Vice-Chancellor (Academic) Project Manager Associate Professor Sandra Jones – Director Learning & Teaching Unit Project Officer Brenda Novak ISBN 978-1-921426-36-0 Student Feedback and Leadership A Report on the 2006 Leadership for Excellence in Learning and Teaching Project (LE67): Developing Multi-Level Leadership in the Use of Student Feedback to Enhance Student Learning and Teaching Practice 2009 Project Leader Professor James Barber - Deputy Vice-Chancellor (Academic) Project Manager Associate Professor Sandra Jones – Director Learning & Teaching Unit Project Officer Brenda Novak Report written by: Associate Professor Sandra Jones and Brenda Novak. Case studies written by: Dr Mali Abdollahian, Ian McBean, Geoff Outhred, Dr Kate Westberg. Photographs - Copyright © 2009 RMIT University Photographers Margund Sallowsky and Kate Ebbot unless otherwise stated. ISBN 978-1-921426-36-0 Support for this project has been provided by the Australian Learning and Teaching Council, an initiative of the Australian Government Department of Education, Employment and Workplace Relations. The views expressed in this report do not necessarily reflect...
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...unreliable and the climate less predictable. Local actors are seldom consulted when agricultural policies are formulated. Small-scale farmers (especially women) find it hard to get credit, seeds and other inputs, and the information they need to farm their land in a profitable, sustainable way. Some governments still control the prices of key farm outputs, and unscrupulous traders manipulate the prices of others. In addition, political instability is a major obstacle to food security and sustainable agriculture in many countries. Access to sufficient food is a sustainable manner is a fundamental human right. Realizing this, NGOs, community organizations, research institutions and governments in Africa have been testing alternative agricultural technologies and approaches for over a decade. Such approaches as "conservation farming" and organic agriculture are becoming part of the technical packages of both international and...
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...study Risk and Emergency Management Case Studies Textbook Development Project Prepared By: George Haddow and Damon Coppola Bullock & Haddow LLC 315 Boyd Ave. Takoma Park, MD 20912 301-270-5554 The purpose of this effort is to develop an Emergency and Risk Management Case Studies Textbook designed to provide a resource for practitioners and students in the crisis, disaster, and risk management disciplines that displays various best practices, lessons learned, and success stories, through in-depth case studies. The result of this effort will be the authorship of a college-level crisis, disaster, and risk management textbook containing numerous real-world case studies of disaster preparedness, mitigation, response, and recovery actions. The textbook will be developed in electronic format to support upper division undergraduate college and graduate-level emergency management classes within an emergency management major or certificate program to students who may someday enter an emergency management related profession. The planned book will include the following ten chapters: Chapter 1. Introduction to Crisis, Disaster, and Risk Management Concepts Chapter 2. Preparedness Chapter 3. Mitigation Chapter 4. Response Chapter 5. Recovery Chapter 6. Communications Chapter 7. Statutory Authority Chapter 8. Business Continuity Planning Chapter 9: International Disaster Management Chapter 10: Future Trends and...
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...SCHOOL MANAGEMENT MANUAL For Rectors of State Secondary Schools POLICIES, PROCEDURES & GUIDELINES ON SCHOOL MANAGEMENT ISSUES School Management Division MINISTRY OF EDUCATION, CULTURE AND HUMAN RESOURCES © August 2009 TABLE OF CONTENTS PREFACE FOREWORD Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5 Chapter 6 Chapter 7 Chapter 8 Chapter 9 Chapter 10 ii iii 1 11 19 27 41 47 55 67 75 85 THE ORGANISATION STRUCTURE MANAGING THE SYSTEM COMMUNICATION DISCIPLINE STUDENTS: ADMINISTRATIVE ISSUES TOWARDS QUALITY TEACHING AND LEARNING MANAGING HUMAN RESOURCES MANAGING ASSETS, STORES AND FINANCE SAFETY AND SECURITY AT SCHOOL MISCELLANEOUS ISSUES MANAGING THE SYSTEM 3 i PREFACE Rectors, as Heads of School, are expected to exemplify good leadership and management techniques, very often, in conditions of uncertainty. The social system of the school comprising staff, students as well as the Community of parents at large, looks up to the Rector for leadership and an inclusive atmosphere. While the School Development Plan is available in all institutions as an indication of the direction to follow, the Rector needs support and resources to make critical decisions on a day-to-day basis. These decisions may well relate to pedagogical matters as much as to disciplinary cases. Nevertheless, it is also vital to understand that a Head of School cannot do it alone. He/ She will have to resort to some delegation of responsibility and especially know when and how to do it...
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...Note: achieves a distinction but the report does not fully reflect what was shown at demo] Mobile Devices and Their Impact on the Learning Environment. By Stuart Greig – GT320827 MSc Web Development A project submitted in partial fulfilment of the award of Master of Science In Web Development from Staffordshire University Supervised by Philip Windridge and Alastair Dawes March 2014 Word Count: 14422 For the Attention of Philip Windridge 1|Page Faculty of Computing, Engineering and Sciences Table of Contents Table of Contents 2 Abstract 5 Acknowledgements 6 List of Figures 7 Introduction 8 Chapter 1: Research Methods 9 1.1 Qualitative or Quantitative? 9 1.1.1 Quantitative Research 9 1.1.2 Qualitative Research 10 1.2 Methods to be used 10 1.3 Conclusion 10 Chapter 2: Current Mobile Learning Initiatives 11 2.1 Entrust: Learn Anywhere 11 2.2 Apple in Education 11 2.3 Conclusions 12 Chapter 3: Barriers to E-Learning 14 3.1 Introduction 14 3.2 Attitudes as a barrier to E-Learning and M-Learning 3.3 Financial Barriers to E-Learning and M-Learning 3.4 Conclusions 20 Chapter 4: The Benefits of E-Learning 21 4.1 Distance and Collaborative Learning 21 4.2 Personalised Learning 22 4.3 Increased Interactivity 23 4.4 Additional Resources 23 4.5 Conclusions 24 Chapter 5: Educational Theory 26 5.1 Student Centred Learning (SCL) 26 Chapter 6: Application Development 29 6.1 Initial Web, Database and Application Design 29 6.1.1 Requirements List 29 6.1.2 UML Use Case Diagram and...
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...An e-learning Manual for Implementing Total Quality Management Volume 1 UNITED NATIONS INDUSTRIAL DEVELOPMENT ORGANIZATION A Roadmap to Quality An e-learning Manual for Implementing Total Quality Management Volume 1 UNITED NATIONS INDUSTRIAL DEVELOPMENT ORGANIZATION Vienna, 2007 This publication has not been formally edited. Contents Foreword Acknowledgements Introduction Overview Trainer guidelines Introduction to TQM Origins Needs analysis Glossary Module One: Leadership 1. Chief Executive Officer: Managing policy 2. Chief Executive Officer: Ensuring quality 3. Managers: Managing systems 4. Managers: Managing people Module Two: The work environment 5. Disposal and storage 6. Hygiene and health 7. Safety Module Three: Systems and tools 8. Standardization 9. Problem solving 10. QC Circles 11. Statistical methods 12. Education and training Module Four: Production and sales 13. Production control 14. Process control 15. Inspection 16. Management of facilities & equipment 17. Measurement control 18. External suppliers 19. After-sales service 20. Product design and development Acknowledgements A Roadmap to Quality was prepared by the Trade Capacity-building Branch of UNIDO led by Mr. Lalith Goonatilake, Director. The overall coordination was carried out by Mr. Ouseph Padickakudi, Programme Manager, Trade Capacity-building Branch, UNIDO, who was preceded as co-ordinator by Dr. Bernardo Calzadilla-Sarmiento, then Project Manager, Quality, Standardization...
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...GCE Specification Edexcel Advanced Subsidiary GCE in Applied Information and Communication Technology (ICT) (Single Award: 8751)/(Double Award: 8752) Edexcel Advanced GCE in Applied Information and Communication Technology (ICT) (Single Award: 9751)/(Double Award: 9752) Edexcel Advanced GCE with Advanced Subsidiary (Additional) in Applied Information and Communication Technology (ICT) (9753) Issue 4 September 2010 Edexcel, a Pearson company, is the UK’s largest awarding body, offering academic and vocational qualifications and testing to more than 25,000 schools, colleges, employers and other places of learning in the UK and in over 100 countries worldwide. Qualifications include GCSE, AS and A Level, NVQ and our BTEC suite of vocational qualifications from entry level to BTEC Higher National Diplomas, recognised by employers and higher education institutions worldwide. We deliver 9.4 million exam scripts each year, with more than 90% of exam papers marked onscreen annually. As part of Pearson, Edexcel continues to invest in cutting-edge technology that has revolutionised the examinations and assessment system. This includes the ability to provide detailed performance data to teachers and students which helps to raise attainment. This specification is Issue 4. Key changes are sidelined. We will inform centres of any changes to this issue. The latest issue can be found on the Edexcel website: www.edexcel.com Acknowledgements This specification...
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...Introduction HOW SHOULD YOU INTERPRET YOUR SCORES? In the Answer key at the end of the each set of Listening and Reading answers you will find a chart which will help you assess if, on the basis of your practice test results, you are ready to take the IELTS exam. In interpreting your score, there are a number of points you should bear in mind. Your performance in the real IELTS test will be reported in two ways: there will be a Band Score from 1 to 9 for each of the modules and an Overall Band Score from 1 to 9, which is the average of your scores in the four modules. However, institutions considering your application are advised to look at both the Overall Band and the Bands for each module. They do this in order to see if you have the language skills needed for a particular course of study. For example, if your course has a lot of reading and writing, but no lectures, listening comprehension might be less important and a score of 5 in Listening might be acceptable if the Overall Band Score was 7. However, for a course where there are lots of lectures and spoken instructions, a score of 5 in Listening might be unacceptable even though the Overall Band Score was 7. Once you have marked your papers you should have some idea of whether your Listening and Reading skills are good enough for you to try the real IELTS test. If you did well enough in one module but not in others, you will have to decide for yourself whether you are ready to take the proper test yet...
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...PAPER P3 BUSINESS ANALYSIS P R A C T I C E & R E V I S I O N K I T BPP Learning Media is the sole ACCA Platinum Approved Learning Partner – content for the ACCA qualification. In this, the only Paper P3 Practice and Revision Kit to be reviewed by the examiner We discuss the best strategies for revising and taking your ACCA exams We show you how to be well prepared for your exam We give you lots of great guidance on tackling questions We show you how you can build your own exams We provide you with three mock exams including the December 2012 exam We provide the ACCA examiner's answers as well as our own to the June and December 2012 exams as an additional revision aid FOR EXAMS UP TO JUNE 2014 First edition 2007 Seventh edition January 2013 ISBN 9781 4453 6653 1 (previous ISBN 9781 4453 8002 5) e-ISBN 9781 4453 6956 3 British Library Cataloguing-in-Publication Data A catalogue record for this book is available from the British Library All our rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of BPP Learning Media Ltd. Published by BPP Learning Media Ltd BPP House, Aldine Place London W12 8AA www.bpp.com/learningmedia We are grateful to the Association of Chartered Certified Accountants for permission to reproduce past examination questions. The answers to past examination...
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