...Types of evaluations There are several types of evaluations/assessments that can be done by school systems or independently. This webpage describes eleven type of assessments/evaluations. If the school is evaluating your child, they must be evaluated in ALL the areas of suspected disability. Page Index: Educational Evaluation , Psychological Evaluation (Wechsler Intelligence, Attention, behaviors and emotions ), Neuropsychological Evaluation, Functional Behavioral Assessment, Speech and Language Evaluation, Auditory Processing Evaluation, Occupational Therapy (OT) Evaluation, Physical Therapy (PT) Evaluation, Assistive Technology (AT) Assessment, Transition Assessment(TA), Home Assessment, and Teacher Assessment/Observation. If you have received "EVALUATION CONSENT FORM", (form called Attachment to N 1) in the mail. Before you sign and return this form, you can request a "pre-evaluation conference" to talk with a school professional(s) about the 5 W's (Who, What, When, Where, Why) who will conduct each evaluation, what evaluations/tests would be helpful, when will your child be taken out of classes to be tested and where will your child be given the test/evaluations and who will be explaining why the evaluations are happening? These are the assessments/evaluations that can be listed on the Consent form (N1), it may include these but are not limited to what is printed on the (Attachment to N 1) form. As stated in Special Education Regulation: 28.04(1)(c) School...
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...UBC Admissions - Program 页码，1/2 Name: Ziwei Xia • HOME • | • CLOSE STUDENT SERVICE CENTRE Admissions • • • • • • • • Personal Information Academic History General Information Program Selection Housing Application Application Comments Application Summary Declaration FAQs View All FAQs Is the order of my choices important? Yes. Your 1st Choice program should be the program you would most like to study at UBC. In the event that we are not able to offer you admission to your 1st choice program, we will consider you for admission to your second choice program. If you are admitted to your 1st choice program, you will not be evaluated for your second choice. Can I change my program choices after I submit my application? It is to the applicant's advantage to carefully review the requirements of their program choices at the time of submitting their application and to select two programs they are most interested in. If there is an extenuating circumstance after the application has been submitted - students can email their request to admissions.inquiry@ubc.ca for consideration. Please note, program changes cannot be accommodated after a decision has been rendered. Where can I find the application for the Education program at UBC Vancouver? The application for the Bachelor of Education program at UBC Vancouver is a separate application. This application can be found here by clicking on the button labelled "BEd (Teacher Education) program". Do I need to choose a 2nd choice program...
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...My Microtel Inn & Suites in Cabanatuan has been a great experience for me as a hospitality student because the seminar and stay they had offered to us students had enhanced and build our knowledge on the different sides of the hospitality industry, but it also made a great part on our personal growth as a person and as a worker in the near future. The first seminar that was discussed is about the brief history of the hotel industry and how the Microtel Inn & Suites had started in the world of hotel industry. Mr. Joel Cucueco facilitated the first seminar and discussed on the achievements and milestones of Microtel Cabanatuan. The powerful words and little witty things Mr. Cucueco has said made the opening seminar active, not just because there is a Goya to anyone who will answer Mr. Cucueco’s question, but because the topic is very interesting to be taken for granted. The next topic is the housekeeping department and we are teached on how to make a bed. After the demonstration of the bed making, we were challenged that there will be a bed making competition in the morning, everyone was challenged to make-up the bed with the best they can. The succeeding seminars were barista and entrepreneurship which was facilitated by Mr. Philip Tiongson who is the bar manager of Liquid Coffee Bar and Resto. The whole crowd was so alive that everyone was laughing on their chairs. Mr. Tiongson was a whole package of a speaker because he is not a boring speaker. He discussed on the coffee...
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...THE UNIVERSITY OF TORONTO UNIVERSITY OF TORONTO International Undergraduate Admission Information 2012/13 Established in 1827, the University of Toronto is one of the oldest and most internationally recognized universities in North America. Canada’s largest university takes pride in a tradition of excellence. No other Canadian university offers as great a diversity of programs and resources. Academic excellence is the prime goal, but the importance of the total university experience is also recognized. Student enrolment is 76,000; the faculty numbers 10,391. A mong the University’s many outstanding resources is its library system, rated one of the top five in North America. More than 40 libraries contain the most comprehensive collection of research material in Canada. There is residence space for over 8,300 students, a health service, an advisory bureau, an international student centre, a career centre, a housing service, restaurants, bookstores, athletic and recreational facilities and facilities for music, theatre and debate. LOCATION Toronto is one of the friendliest and safest cities in the world. There are three locations at which students may study. U of T St. George is located in the heart of downtown Toronto; U of T Scarborough is 22 km (14 miles) to the east of U of T St. George; and U of T Mississauga is 27 km (17 miles) to the west of U of T St. George. All three campuses offer studies in arts, science, business and education; most of the professional...
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...CHAPTER 3 SELECTING AND USING ASSESSMENTS Introduction This chapter will address three issues: (a) the institutional assessment needs of workforce development organizations, (b) the assessment needs of individual youth to help make informed choices about their careers, and (c) the practical needs of practitioners for information about how to select and use different assessment tools. At the end of this chapter, Exhibit 3.1 contains information that can be used to help with the selection and use of assessments, including a directory of commonly used published tests. Meeting Institutional Assessment Needs Agencies and organizations in the workforce system use assessments to meet institutional needs in two ways-to determine a youth's eligibility for services and to document achievement of program goals by assessing the progress of program participants. The number of participants served and achievement of program goals can impact the amount of funding an organization receives. Funding for the youth programs considered in this guide may come from the Department of Education, the Department of Labor, other federal agencies, states, local governmental agencies, or a combination of these. Table 1.2 in Chapter 1 summarizes the eligibility and assessment requirements of IDEA, WIA Title I, and the Rehabilitation Act. More specific information on assessments mandated or permitted by several federal funding sources may be found in Appendix A. (Mandated assessments are...
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...its operations and applications. Both basic and practical knowledge completes the basic computer education. The advancement of Information and Communication Technology will increase and improve the learning opportunities of the students because they agree that ICTs can act as a method for educational development, attracting attention to educators and can provide new learning strategies and techniques. The project is a computer based learning module for basic computer literacy and is also concern in Microsoft Office Applications. The researcher provided two copies of module that is incorporated to a package; these are a portable copy of the module chapter content and the one that would be installed. A package installer is installed to BASC Laboratory High School computer laboratory. This package provides pre-test and post-test, quizzes as well as providing chapter test at the end of each chapter. It also provides instructions for each activity. Those finished activities will be submitted to the teacher/administrator through upload form, on where the activities will be submitted. Each of the user/ students has their own profile wherein they can easily view the results of their previous quizzes, test and activities. And for teacher and...
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...Section 5 School Examples, Student Case Studies, and Research Examples • School Examples, page 5.3 – School-Wide Screening, page 5.4 – Progress Monitoring, page 5.5 – Tiered Service Delivery, page 5.9 – Data-Based Decision Making, page 5.13 – Parent Involvement, page 5.16 – Resources, page 5.22 August 2006 Overview In November 2002, the United States Department of Education requested that the National Research Center on Learning Disabilities (NRCLD) identify, describe, and evaluate the implementation of responsiveness to intervention (RTI) in elementary schools throughout the United States. The NRCLD staff worked with the six Regional Resource Centers (RRCs) to identify potential sites and solicit school participation. More than 60 schools across the country initially were considered, and information from 41 of those schools was submitted. The NRCLD research staff reviewed the extensive amount of information submitted and judged that 19 of those schools were engaging in one or more commendable RTI practices based on a review of the following six components of an RTI service-delivery model: • School-wide screening. Screening is a type of assessment characterized by quick, low cost, repeatable testing of critical academic skills or behaviors and can be administered by individuals with minimal amounts of training. A screening measures whether a student should be judged at risk. If a student meets the criteria for at-risk status, he or she is considered for more in-depth...
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...The Importance Of Corporate Ethics and Values: Building a Sustainable Strategy Model for Effective Implementation of Good Corporate Governance within a State-Owned Enterprise in South Africa. A Research Study Presented to the Graduate school of Business Leadership University of South Africa In Fulfillment of the Requirements for the MASTERS DEGREE IN BUSINESS LEADERSHIP UNIVERSITY OF SOUTH AFRICA Prepared by Lazarus Docter Mokoena (called Bonga) [Student No: 0555-418-7] Tel: 011-217 1187 (Work); 011-679 5486 (Home) Cell: 082 466 6896 SUPERVISOR: PROFESSOR M.H. CROSBIE FINAL RESEARCH REPORT November 2005 TABLE OF CONTENTS EXECUTIVE SUMMARY ............................................................................. 4 CHAPTER 1 ............................................................................................... 8 1. 1.1 1.2 1.3 1.4 1.5 1.6 INTRODUCTION................................................................................. 8 ESKOM’s COMPANY BACKGROUND ................................................ 8 ESKOM’s BUSINESS CONDUCT POLICY .......................................10 PURPOSE OF THE RESEARCH .......................................................12 PROBLEM STATEMENT .................................................................14 IMPORTANCE AND BENEFITS OF STUDY .....................................17 RESEARCH PROPOSITIONS AND HYPOTHESIS ...........................18 1.6.1 Propositions ...................................
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...lnc reffi CmenLES Scmwats IN 2008 € r*sa*s:E-3{:Y?*N at the time' was 32 ln l97l , Charles Schwab' who concetn' Firsr com,J,;; ;i';;,, ,iott' brokerage the name to Charles mander. Larer he *oufilhunle t" i975' Schwab & Company, t'-"' *httt.the Securi- tiesandExchangeCommission(SEC)abo'lishedmanstock,uades', datorv fixed commt"it"t t" :t^ll:: brokerage.busrness' ;;;;e t"piarv into the discount as 60"/" below those *"h offering rates that *ttt u' brokers' Over the next offered by full commission of 204'000 trades a dar slumped from an averase a day in 2002 In 200:' in 2000 to 112,000 "'it' tc s+': billion' net .income .fell oi ;;;'"j.[-it high price ttllTgT^" boii '"i[a", and the stock a low of $6'30 in earl' ((r70 a share in l9;;-; *a' Fl,i:h*ab. the kev strategic question and tevtta\tze growth' how to reverse tf" i"tft"t' goal of 20"h ,a'1u,tolt"t" ,"ri"1fr. company's greater tnatt LL /o' growth and a profit margin ;ilr. 25 years, ,t growth' .o-pu'-'y"e"perienced t'19:?. " focus' sawy investments fueled by a customer-centtic (tt)''"'d .a. number of a bold move into oroduct inno'ations'-inliuding tnline trading in 1996' reSlrded as one By 2000, the company wa;1idelv of the era' Revenues had of the great success i''it' net income to $803 milsrown to $7'l billlon nnJ respeci^;",,;;.;; $i.t t ltlio, and $124 million' account to ;';.ir:i, i;;3' o"li"e tradins had grown "t'dtil.ttough ilT;".';;;"i"r'"'i"g' Ye-ae $c*uaagsgs I XaqlgcRA*E E N alq-:...
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...2014-2015 Undergraduate Academic Calendar and Course Catalogue Published June 2014 The information contained within this document was accurate at the time of publication indicated above and is subject to change. Please consult your faculty or the Registrar’s office if you require clarification regarding the contents of this document. Note: Program map information located in the faculty sections of this document are relevant to students beginning their studies in 2014-2015, students commencing their UOIT studies during a different academic year should consult their faculty to ensure they are following the correct program map. i Message from President Tim McTiernan I am delighted to welcome you to the University of Ontario Institute of Technology (UOIT), one of Canada’s most modern and dynamic university communities. We are a university that lives by three words: challenge, innovate and connect. You have chosen a university known for how it helps students meet the challenges of the future. We have created a leading-edge, technology-enriched learning environment. We have invested in state-of-the-art research and teaching facilities. We have developed industry-ready programs that align with the university’s visionary research portfolio. UOIT is known for its innovative approaches to learning. In many cases, our undergraduate and graduate students are working alongside their professors on research projects and gaining valuable hands-on learning, which we believe is integral...
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...Extract from the Book “ERP Demystified” by Alexis Leon, Publisher: Tata Mc Graw Hill Publishing Co-2008 edition ( by Dileep Kumar, Secretary, Association of Knowledge Workers, Lucknow ) Part 1: Introduction: 1. What is an Enterprise? An enterprise is a group of people with a common goal, which has certain resources at its disposal to achieve this goal. In traditional approach , the organization is divided into different nits based on the functions they perform. These departments function in isolation and have their own systems of data collection and analysis. In enterprise way the entire organization is considered a system and all departments are its sub system, each sub system knows what others are doing , why they are doing and what should be done to move the company towards common goal. If the information that is generated is accurate, timely and relevant, then the systems will go a long way in helping the organization to realize its goals What is ERP? ERP integrates the information system of an organization and automates most of the functions. The activities supported by ERP system include all core functions of an organization, including financial management, human resource management, and operations. Increasingly, ERP vendors are offering “bolt-on” products , such as business Intelligence (BI), Product Life Cycle Management (PLM), Advance Planning and Scheduling (APS),Customer Relationship Management, Supply Chain Management etc Why ERP ? Today having an ERP is not a luxury...
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...[pic] Coffee, Cooperation and Competition: A Comparative Study of Colombia and Vietnam Authors:[1] Adriana Roldán-Pérez Maria-Alejandra Gonzalez-Perez Pham Thu Huong Dao Ngoc Tien Research assistants (Colombia): Franz Xaver Riegler Stephanie Riegler Catalina Tabares Melissa Eusse Research assistant (Vietnam): Nguyen Thu Hang Table of contents List of figures 4 List of tables 4 Acronyms, abbreviations and definitions 6 Weights and measures 6 Abstract 7 1 Introduction 8 1.1 Research objectives 9 1.1.1 General objectives 9 1.1.2 Specific objectives 9 1.2 Research methodology 9 2 Literature review on the global value chain (GVC) of coffee 11 2.1 Theory of global value chains 11 2.1.1 Introduction to the value chain concept 11 2.1.2 Global commodity chains 12 2.1.3 Value chain analysis 13 2.1.3.1 Definition 13 2.1.3.2 Methodological aspects of value chain analysis 15 2.1.4 Governance 15 2.1.5 Barriers to entry and rent 16 2.1.6 Upgrading in value chains 16 2.2 Overview of the world coffee market 17 2.2.1 World coffee production 17 2.2.2 Production by type of coffee 18 2.2.3 Coffee producing countries 19 2.2.4 Stocks in producing countries 20 2.2.5 World coffee exports 21 2.2.6 World coffee consumption 24 2.2.7 The International Coffee Organisation and coffee prices 29 2.2.8 Mapping the global value chain of coffee 31 3 Analysis of Colombia and Vietnam’s participation in the coffee value chain 33 3.1 Vietnam’s...
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...DATABASE MODELING AND DESIGN The Morgan Kaufmann Series in Data Management Systems (Selected Titles) Joe Celko’s Data, Measurements and Standards in SQL Joe Celko Information Modeling and Relational Databases, 2nd Edition Terry Halpin, Tony Morgan Joe Celko’s Thinking in Sets Joe Celko Business Metadata Bill Inmon, Bonnie O’Neil, Lowell Fryman Unleashing Web 2.0 Gottfried Vossen, Stephan Hagemann Enterprise Knowledge Management David Loshin Business Process Change, 2nd Edition Paul Harmon IT Manager’s Handbook, 2nd Edition Bill Holtsnider & Brian Jaffe Joe Celko’s Puzzles and Answers, 2 Joe Celko nd Location-Based Services ` Jochen Schiller and Agnes Voisard Managing Time in Relational Databases: How to Design, Update and Query Temporal Data Tom Johnston and Randall Weis Database Modeling with MicrosoftW Visio for Enterprise Architects Terry Halpin, Ken Evans, Patrick Hallock, Bill Maclean Designing Data-Intensive Web Applications Stephano Ceri, Piero Fraternali, Aldo Bongio, Marco Brambilla, Sara Comai, Maristella Matera Mining the Web: Discovering Knowledge from Hypertext Data Soumen Chakrabarti Advanced SQL: 1999—Understanding Object-Relational and Other Advanced Features Jim Melton Database Tuning: Principles, Experiments, and Troubleshooting Techniques Dennis Shasha, Philippe Bonnet SQL: 1999—Understanding Relational Language Components Jim Melton, Alan R. Simon Information Visualization in Data Mining and Knowledge Discovery Edited by Usama Fayyad, Georges G. Grinstein...
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