different tasks to be completed in the course of 96 hours. On completion of each task, record the result and the marks along with the initials of the learner for future reference, inspection and evaluation. • A few activities are suggested under each task. Teachers can improvise on the list and add more activities as they progress from one batch to another. • Students should not be compared with each other; instead they must be compared to the standards given against each task. • The
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monitored student behavior throughout lessons; 3. Shelley promptly dealt with potential disruptive behavior; 4. Shelley reinforced acceptable behavior; 5. Shelley was very tolerant of student interaction and discussion; and, 6. Shelley devoted a great deal of time to task management. Assertions and Evidence Throughout the study, Shelley did not focus extensively on behavior management. On most days, the students in Shelley’s class were very
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* An assembly line with 17 tasks is to be balanced. The longest task is 2.4 minutes, and the total time for all tasks is 18 minutes. The line will operate for 450 minutes per day. 1. What are the minimum and maximum cycle times? Minimum is 2.4 minutes, maximum is 18 minutes. 2. What range of output is theoretically possible for the line? 25 units to 187.5 units. 3. What is the minimum number of workstations needed if the maximum output rate is to be sought? Eight. 4. What cycle
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aims of the unit.) | | | |What understandings or goals will be assessed through this task? (Students will…) | | | |Will understand how water is a way of life for
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significant operational activities. 2. The identification and collection of costs specific to each of these activities. 3. The identification of the cost drivers for each of these activities. 4. The determination of the activity unit costs. 5. The allocation of the costs to the cost objects based on the activity consumption (Buys, Pieter, Green, Kevin)”. It should be understood that an ABC system is not intended to replace the general ledger, but to be viewed as a tool to translate the general
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Week 5 Review Questions March 2, 2013 1. The project manager’s primary attention must be on activities that are on the project’s critical path because if there is any delay at all, it would cause the project to be delivered late. 2. For any activities on the critical path, there is zero amount of slack. For activities not on the critical path, the slack is calculated by subtracting the ES (earliest start) from the LS (latest start) or by subtracting the EF (earliest finish) from the LF
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AFTER ACTION REVIEW SECTION I. ADMINISTRATIVE DATA Task(s) Task Number Task Title Taught or After Action Review Supported Task(s) Task Number Task Title Supported N/A NA Academic The academic hours to teach this class are as follows: Hours PEACETIME HOURS/METHODS 100 mins/CO/PE/ 20 minutes video Total Hours 2 hrs Test Lesson Type of Test: Brigade Certification Test Number Total Hours: 3 hours Prerequisite Lesson Number Lesson Title Lesson(s) None
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BGA1 Task 4 308.1.8-05,12 The weighted average cost of capital for this company is 9.48%. Cost of capital is often used in net present value analysis as the discount rate, which is the rate that other investments would return that have similar risks. Cost of capital is the total of all of the actual costs of a company’s debts and equities. These costs include such factors as interest, tax expense, and equity costs. It is what percentage it costs the company to tie up its capital, so in
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clearly is sure to succeed. 2. Reorder the following sentences to create a logical paragraph: A. An A task is one that is either urgent or must be completed soon. B. Using this simple strategy allows people to focus on a specific job and systematically complete all tasks on the list. C. Those who successfully manage their time have learned to work only on the most important tasks. D. By focusing on what is truly important instead of trying to tackle everything, successful time managers
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self-interest. The paper then outlines several models of effective groupwork and makes suggestions for implementing groupwork tasks. The paper also looks at the key assessment tasks which are commonly employed—namely, additive, conjunctive, disjunctive and discretionary tasks—and assesses which are most suited to groupwork. The paper considers the related issues of task complexity, recognition for effort, and strategies for minimising issues concerning group size. The paper also briefly considers
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