1.2 Hints before you start Each section of this unit requires you to follow a series of instructions such as: “Press the Enter button” “Place your mouse over the radio buttons …” Each activity should take approximately 20 minutes to complete. Here is a summary of the activities in this unit: Activity 1: How to start SPSS This is recommended if you have not had any experience with SPSS and are fairly new to computers. Activity 2: Using the Menu This is re
Acknowledgements Except for third party materials and otherwise stated (see terms and conditions), this content is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Sue Platt has been a school governor for 21 years, at both primary and secondary p
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3 Part of the team … good relationships between governors and teachers (are characterised by): frequent and close contact; mutual understanding and respect; openness, honesty and trust; good communication; common aims and school ethos. Creese (1995) Teachers occasionally comment that they do
1 The importance of school governors I wouldn't have accepted the job if I didn't think that the governors understood their role. (A secondary headteacher) In March 2004, the DfES stated that school governors represented one per cent of the adult population, and constitute the single biggest volunteer force nationally. However, doing the job voluntarily does not mean that governors should aim to do it less than professionally!
Acknowledgements Except for third party materials and otherwise stated (see terms and conditions), this content is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Text: DfES ‘Constitution of governing bodies – overview’,
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3 Sharing the workload The new terms of reference for the premises committee of one nursery school were clear. The committee would meet three times: in October, February and June. In October they would tour the school with the headteacher and agree what improvements could be made to the school environment. In February they would check how the work was progressing, identify the money that was to be available from the budget in April, and agree thei Summary In this section, you have begun to explore your knowledge about what language is and how you use it in your everyday life. In particular, you have seen that: language (including literacy) is an inescapable part of everyday life; language is a highly developed and specifically human system for making meaning; using language involves coordinating a wide and complex range of knowledge of: 2.1 Language in everyday life Language is an ever-present feature of human life. In the developed world in particular, we are surrounded by language. Radio and television provide a soundtrack to the lives of many people. Written language is part of everything from cereal packets and street signs, to relatively new technologies such as email and text messaging. If you were completely alone, far away from any other people or any kind of human contact, how long would it be before words came into your head, perhaps because of 1.1.6 Keeping up-to-date How familiar are you with the following different ways of keeping up to date with information; alerts, mailing lists, newsgroups, blogs, RSS, professional bodies and societies? 5 – Very familiar 4 – Familiar 3 – Fairly familiar 2 – Not very familiar 1 – Not familiar at all 1.1.5 Organising information How confident are you that you know when it is appropriate to cite references (refer to the work of other people) in your written work? 5 – Very confident 4 – Confident 3 – Fairly confident 2 – Not very confident 1 – Not confident at all How confident do you feel about producing bibliographies (lists of references) in an appropriate format to accompany you 1.1.3 Searching for information on Modern Languages How well does the following statement match what you do when you begin a new search for information?
Before I begin a new search for information (maybe for an assignment, or to help you choose your next holiday destination), I spend some time thinking about what I already know, what the gaps in my knowledge are, and the best types of information to meet my needs.
7 Audio clip 4: Paul Paul was 30 years old when he was interviewed. He had been in and out of homelessness for most of his adult life, but had become a volunteer with the Cyrenians. He was living in a shared house with some other volunteers. Paul spent much of his childhood in a caravan in Happy Valley, near the sea, with his parents, brothers and sisters. At 21, when he was living with his girlfriend and her parents, his daughter was born. When she was two months old, they were kicked out, and Paul went to 7.3 Key roles of social work The internationally agreed key purpose is, as we have seen, a broad statement that is open to debate. It encapsulates a wide brief for social work. You may well want at this stage to focus in more detail on what it is you will need to do to demonstrate your knowledge and skills to become a qualified social worker in the UK. The key purpose of social work was used as a basis for the development of a number of roles for social workers in the UK and these form part of the overall frameworks used 2.4.2 Holism and ideas about the body Reductionist medical approaches have been criticised for providing a fixed, mechanistic view of the body, which fails to capture the patient's experience. The power associated with biomedical diagnoses and expertise means that patients’ explanations for their illnesses are often overlooked or dismissed. Does holism, which seeks to treat the mind, body and spirit, fare any better in giving patients a sense of control or ownership of what their illness means? This question is often reframed i "Good Chemistry" Music Video Dance it Out! (Classroom Exercise) Explorons Testimonial, Jean-Marc Leduc (Fr)
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This is a fun music video about chemical bonds. This was made by a tenth grader in attempts to explain chemical bonds in his chemistry class. The music is produced by Jasper Harris. He uses young love in a humorous way to help explain the concepts. (03:15)
Get students moving with this video for upper elementary (4-6) grades. The exercises do not take up too much floor space and students can do the exercises at their desks. The music featured is fast-paced.(05:34)
http://graduatestudies.concordia.ca/gradproskills/
GradProSkills is a new graduate and professional skills training program at Concordia University launched in August 2011. Jean-Marc Leduc, a graduate student in Littératures francophones et résonances médiatiques in the Département d'études françaises, presents an overview of Explorons, a GradProSkills program that provides French conversation practice while visiting and learning about various historic sites in the city of Montreal. Grad
