...DRAFT Model Assignment Issued September 2010 OCR Level 3 Nationals in Public Services Unit 15: Physical Fitness for Public Services The scheme codes for these qualifications are: OCR Level 3 National Introductory Diploma in Public Services 0XXX OCR Level 3 National Diploma in Public Services 0XXX OCR Level 3 National Extended Diploma in Public Services 0XXX The Ofqual Unit Number for this unit is: Unit 15: Physical Fitness for Public Services X/XXX/XXXX This OCR model assignment remains live for the life of these qualifications. Please note: This OCR model assignment may be used to provide evidence for the unit above. Alternatively, centres may wish to adapt this assignment or devise their own assignment for the purposes of assessment. It is the centre’s responsibility to ensure that any adaptations made to this assignment allow candidates to meet all the assessment criteria and provide sufficient opportunity for candidates to demonstrate achievement across the full range of grades. ALL THESE MATERIALS MAY BE PHOTOCOPIED. Any photocopying will be done under the terms of the Copyright Designs and Patents Act 1988 solely for the purposes of assessment. Contents | |Page Number(s) | |CANDIDATE INFORMATION ...
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...BTEC Edexcel Level 2 BTEC First Certificate and Edexcel Level 2 BTEC First Diplomas in Sport For first teaching from September 2006 Issue 2 March 2007 Specification Edexcel Level 2 BTEC First Certificate and Edexcel Level 2 BTEC First Diplomas in Sport 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 here and in over 100 countries worldwide. We deliver 9.4 million exam scripts each year, with 3 million marked onscreen in 2005. Our qualifications include GCSE, AS and A Level, GNVQ, NVQ and the BTEC suite of vocational qualifications from entry level to BTEC Higher National Diplomas and Foundation Degrees. We also manage the data collection, marking and distribution of the National Curriculum Tests at Key Stages 2 and 3, and the Year 7 Progress Tests. References to third party material made in this specification are made in good faith. Edexcel does not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.) Authorised by Jim Dobson Prepared by Dominic Sutton Publications Code BF017349 All the material in this publication is copyright © Edexcel Limited 2007 Essential principles for delivering a BTEC This specification contains the rules...
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...UNDERGRADUATE REGULATIONS & SYLLABUSES 2014 - 2015 THE FACULTY OF SOCIAL SCIENCES TABLE OF CONTENTS MESSAGE FROM THE DEAN ............................................................. 3 UNDERGRADUATE PROGRAMMES ................................................ 4 ACADEMIC CALENDAR 2014-2015 ................................................ 5 DEFINITIONS ...................................................................................... 13 GENERAL INFORMATION & REGULATIONS .............................. 14 General Regulations for Bachelor of Science Degrees 14 Special Regulations for Degrees in Hospitality and Tourism Management........................................................... 27 Franchise Agreements .......................................................... 27 EVENING UNIVERSITY -GENERAL INFORMATION & REGULATIONS ................................................................................... 28 General Regulations for Bachelor of Science Degrees 28 General Regulations for Diploma Programmes ............ 36 General Regulations for Certificate Programmes ......... 37 STUDENT PRIZES .............................................................................. 38 CODE OF CONDUCT ........................................................................ 39 UNIVERSITY REGULATIONS ON PLAGIARISM .......................... 40 THE ACADEMIC SUPPORT/ DISABILITIES LIAISON UNIT (ASDLU) ..............................................................................................
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...(1) that the material contained in this Project is the end result of my own work and that due acknowledgement has been given in the bibliography and references to ALL sources be they printed, electronic or personal. (2) the Word Count of this Project is: Section A: 3997 Section B: 4994 Reflective Statement: 525 Total Word Count: 9516 (3) that unless this Project has been confirmed as confidential, I agree to an entire electronic copy or sections of the Project to being placed on Blackboard, if deemed appropriate , to allow future students the opportunity to see examples of past Projects. I understand that if displayed on Blackboard it would be made available for no longer than five years and that student would be able to print off copies or download. The authorship would remain anonymous. (4) I agree to my Project being submitted to a plagiarism detection service, where it will be stored in a database and compared against work submitted from this or any other School or from other institutions using the service. In the event of the service detecting a high degree of similarity between content within the service this will be reported back to my supervisor an second marker, who may decide to undertake further investigation which may ultimately lead to disciplinary actions, should instances of plagiarism be detected. (5) I have read the University Policy Statement on Ethics in Research and...
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...Research Fund. We are also internationally connected; we have research connections and student exchanges with some of the world’s top universities. I urge you to consider taking part in these while you are with us. Here at the University of Waikato, you will be taught by lecturers who are leaders in their fields of research and who win national teaching awards. We are proud of our academic quality and the fact that we turn out sought-after graduates who go on to take up important roles in all parts of the world. You will already have noticed our beautiful campus which is set in 68 hectares of gardens, green space and lakes. At the heart of it all is the new Student Centre, which was completed in 2011. With its accessible areas, Library services and multitude of facilities, it is a place for students to study or just gather together and we are very proud of this building. In 2011 we celebrated 10 years of another important building, the Gallagher Academy of Performing Arts. This world-class facility was the vision of a group of driven Waikato people. It quickly became a focal point in the campus and continues to be an important venue for the performing arts community. I encourage you to experience all our facilities during your study at Waikato. We are heading towards our 50th anniversary in 2014; you are benefitting from many years of planning, hard work and vision. I sincerely hope you enjoy your time at the University of Waikato; I urge you to make the most of the excellent...
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...Report on The System of Education in India Nordic Recognition Information Centres 1 October 2006 THE SYSTEM OF EDUCATION IN INDIA Introduction ......................................................................................................... 3 Background to the Study Tour ............................................................................................... 3 Report Structure ..................................................................................................................... 3 Country Profile ....................................................................................................................... 4 Chapter 1 General Education ............................................................................ 5 Administration of Education .................................................................................................. 5 School Education.................................................................................................................... 6 National Curricula .................................................................................................................. 7 Examination and Assessment............................................................................................... 12 Source................................................................................................................................... 15 Islamic Education .......................................
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...History of Education Education Act of 1944. The Education Act of 1944 involved a thorough recasting of the educational system. The Board of Education was replaced by a minister who was to direct and control the local education authorities, thereby assuring a more even standard of educational opportunity throughout England and Wales. Every local education authority was required to submit for the minister's approval a development plan for primary and secondary education and a plan for further education in its area. Two central advisory councils were constituted, one for England, another for Wales. These had the power, in addition to dealing with problems set by the minister, to tender advice on their own initiative. The total number of education authorities in England and Wales was reduced from 315 to 146. The educational systems of Scotland and Northern Ireland are separate and distinct from that of England and Wales, although there are close links between them. The essential features of the Education Act of 1944 of England and Wales were reproduced in the Education Act of 1945 in Scotland and in the Education Act of 1947 in Northern Ireland. There were such adaptations in each country as were required by local traditions and environment. The complexity of the education system in the United Kingdom arises in part from the pioneer work done in the past by voluntary bodies and a desire to retain the voluntary element in the state system. The act of 1944 continued...
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...2002. The business lines of Square Textile Ltd. are manufacturing and marketing of yarn. Its factory is located in Gazipur, Dhaka. The manufactures 100% Cotton Ring Span Yarn or Hosiery, 100% Cotton OE Rotor for Hosiery and Knit Fabrics for 100% export oriented readymade Garments Industry. The strategic Goals and Objectives of the Company are to strive hard to optimize profit though conduction and transparent business operations and to create more competitive in the internal and external market. In home, customer of Square Textile Limited is export oriented readymade Garments Industry. The Company also exports its products to the market of Europe & USA. The export sells increased by 19% in 2003 over the previous year. Competition level is increasing both in local and abroad market. Competition will be stiffer after 2005 when multi fiber agreement will be phased out. Among the other foreign competitors Srilanka, China Pakistan and India are prominent. Square is one of the biggest employees in Bangladesh. It has a personnel and administrative department. The total numbers of employees are 1223. For the employees there are systematic in house...
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...in 2002. The business lines of Square Textile Ltd. Are manufacturing and marketing of yarn. Its factory is located in Gazipur , Dhaka. The manufactures 100% Cotton Ring Span Yarn or Hosiery , 100% Cotton OE Rotor For Hosiery and Knit Fabrics for 100% export oriented readymade Garments Industry. The strategic Goals and Objectives of the Company are to strive hard to optimize profit though conduction and transparent business operations and to create more competitive in the internal and external market. In home, customer of Square Textile Limited are export oriented readymade Garments Industry. The Company also exports its products to the market of Europe & USA . The export sells increased by 19% in 2003 over the previous year. Competition level is increasing both in local and abroad market . Competition will be more stiff after 2005 when multifiber agreement will be phaced out. Among the other foreign competitors Srilanka, China Pakistan and India are prominent. Square is one of the biggest employees in Bangladesh. It has a personnel and administrative department . The total number of employees are 1223. For the employees there are systematic in house training in home and abroad . The managing director, the CEO is the head of the executive management team . Below in there are directors , executive directors and general manager. Under the direct super vision of the general manager a number of departments are controlled. The Company is going through continuous growth in production...
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...Vol. 7, No. 2. ISSN: 1473-8376 www.heacademy.ac.uk/johlste ACADEMIC PAPER Perceptions of hospitality and tourism students towards study motivations and preferences: a study of Hong Kong students Myong Jae Lee (mjlee@csupomona.edu) The Collins College of Hospitality Management, California State Polytechnic University 3801 West Temple Avenue, Pomona, CA91768, USA Samuel Seongseop Kim (sskim@sejong.ac.kr) Department of Hospitality and Tourism Management, Sejong University, Seoul, Korea Ada Lo (hmada@polyu.edu.hk) School of Hotel and Tourism Management, The Hong Kong Polytechnic University, Hung Hom, Kowloon, Hong Kong DOI:10.3794/johlste.72.178 ©Journal of Hospitality, Leisure, Sport and Tourism Education Abstract This study identifies reasons why college students in Hong Kong want to study hospitality and tourism management (HTM) and why they want to pursue HTM degrees abroad. It also aims to identify students’ preferred HTM study areas. An empirical study of a cohort of 384 HTM students was conducted to determine their motives for their choice of HTM. The results indicate that there were five motivational factors among HTM students: self-actualisation, job opportunity, field attractiveness, ease of study, and scholastic achievement. Detailed information on the motivational factors along with preferred overseas study destinations and HTM study areas are discussed. Keywords: Hospitality and tourism management (HTM); Study motivations; Study preferences ...
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...Faculty of Islamic Studies Prof. Dr. S. M. Abbas Faculty of Medicine Prof. Khursheed A. Hashmi Faculty of Law Prof. Dr. Darakhshan J. Haleem – Dean Faculty of Science (Caretaker) Faculty of Engineering Prof. Dr. ZafarIqbal – Dean Faculty of Arts (Caretaker)Faculty of Education University of Karachi Page 3 ADMISSION PROSPECTUS STUDENTS’ STUDENTS’ AFFAIRS o look after students affairs, in general, and to supervise their extra-curricular activities in particular, an office of Advisor Students’ Affairs is situated at the first floor of the Administration block. Teachers and the staff are available for the students’ guidance. 2012 M.Phil./Ph.D theses to students of various departments of the University. LEJ Digital Library is also available at the campus that can be used by all the students to access a large number of books or journals on-line. T Transport: Over 24,000 students come to the campus from different parts of the city on daily basis. It is difficult to facilitate every student with the transport facility. However, the University tries its best to provide a limited transport facility to its students. Schedule of point buses that provide pick and drop service to the students, at highly subsidized fare, is announced by the transport office in...
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...Biology guide First assessment 2016 Biology guide First assessment 2016 Diploma Programme Biology guide Published February 2014 Published on behalf of the International Baccalaureate Organization, a not-for-profit educational foundation of 15 Route des Morillons, 1218 Le Grand-Saconnex, Geneva, Switzerland by the International Baccalaureate Organization (UK) Ltd Peterson House, Malthouse Avenue, Cardiff Gate Cardiff, Wales CF23 8GL United Kingdom Website: www.ibo.org © International Baccalaureate Organization 2014 The International Baccalaureate Organization (known as the IB) offers four high-quality and challenging educational programmes for a worldwide community of schools, aiming to create a better, more peaceful world. This publication is one of a range of materials produced to support these programmes. The IB may use a variety of sources in its work and checks information to verify accuracy and authenticity, particularly when using community-based knowledge sources such as Wikipedia. The IB respects the principles of intellectual property and makes strenuous efforts to identify and obtain permission before publication from rights holders of all copyright material used. The IB is grateful for permissions received for material used in this publication and will be pleased to correct any errors or omissions at the earliest opportunity. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted...
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...ILM Level 5 Diploma in Management Making a Financial Case Gower College Swansea Student ID: CTT8599 Contents Introduction Page 3 Understanding financial concept used to Page 5 inform management decisions Be able to make a financial case to inform Page 19 a management decision Introduction Business and Partnership Unit The Business and Partnership Unit is client liaison team for of all existing and new partnerships with an ambition to deliver efficiencies and improve services. To evidence transparency of the Councils partnerships by implementing an approved monitoring regime. To provide co-ordination, administration and service delivery role of a number of key functions to both customers and staff within the Department of Culture Tourism Leisure and Sport in the City and County of Swansea. Vision Statement To be a functional section that through monitoring and support ensures that the key partner organisations are fulfilling their obligations in respect of the responsibilities identified with legal agreements. Acting as the partnership hub, the unit aims to ensure that all arrangements and public sector funding remain transparent and that key performance and compliance criteria are monitored and reported. To provide administrative and co-ordination and ensure that key assets in the Sport and Leisure portfolio are managed effectively...
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..........................3 1.1 Abbreviations ...................................................................................................................................3 1.2 Key Terms.........................................................................................................................................3 2. Qualifications and Credits ........................................................................................................................5 2.1 Qualifications ...................................................................................................................................5 2.2 Credits and Notional Learning Hours ...............................................................................................5 2.2.1 Guidelines for Independent Learning Hours for Skills Training Courses .....................................6 2.2.2 Guidelines for Independent Learning Hours for Higher Education Qualifications ......................6 3. General Academic Regulations ................................................................................................................7 3.1 Entry Requirements and Exemptions ..............................................................................................7 3.1.1 Certificate .....................................................................................................................................7 3.1.2 Diploma, Professional Diploma, Bachelor’s Degree .......
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...Convention on the Elimination of All Forms of Discrimination against Women Adopted and opened for signature, ratification and accession by General Assembly resolution 34/180 of 18 December 1979 entry into force 3 September 1981, in accordance with article 27(1) The States Parties to the present Convention, Noting that the Charter of the United Nations reaffirms faith in fundamental human rights, in the dignity and worth of the human person and in the equal rights of men and women, Noting that the Universal Declaration of Human Rights affirms the principle of the inadmissibility of discrimination and proclaims that all human beings are born free and equal in dignity and rights and that everyone is entitled to all the rights and freedoms set forth therein, without distinction of any kind, including distinction based on sex, Noting that the States Parties to the International Covenants on Human Rights have the obligation to ensure the equal rights of men and women to enjoy all economic, social, cultural, civil and political rights, Considering the international conventions concluded under the auspices of the United Nations and the specialized agencies promoting equality of rights of men and women, Noting also the resolutions, declarations and recommendations adopted by the United Nations and the specialized agencies promoting equality of rights of men and women, Concerned, however, that despite these various instruments extensive discrimination against women continues to exist,...
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