Course Design Document Introductory Economics (CORE 001) Term I AY 2010 / 11 Instructor: Practice Associate Professor Tan Swee Liang‚ School of Economics To Teach for Learning Content 1. Course Description.……………………………………………………………. 3 2. Class Participation 2.2. Guideline for Class Participation …….…………….…………….…. 7 2.1 Self Evaluation on Class Participation ……………………………… 8 3. Group Term Project 3.1 Guideline for Term Project ……………
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MODULE OVERVIEW (iv) LEARNING UNIT 1: Introduction to strategic management 1 LEARNING UNIT 2: Strategic management: the process and practice perspectives of strategy 18 LEARNING UNIT 3: Strategic analysis: analysing the external environment 36 LEARNING UNIT 4: Strategic analyis: analysing the internal environment 55 LEARNING UNIT 5: Strategy in context: exploring business opportunities in Africa 70 LEARNING UNIT 6: Sustainable organisations 85 LEARNING UNIT 7: Selecting optimal business
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|Class |PTLLS Level 3 |Week |3 |Length |5 weeks | |Class Profile |Adult learners Level 3 | |Aims: |The aim of this session is to enable the students to demonstrate session planning skills. |Core Curriculum Codes: | |Objectives:
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Role‚ Responsibilities and Relationships in Lifelong Learning Unit CU3812: Task 1 Outcome 1: Understand own role and responsibilities in lifelong learning | 1.1 | Select two key pieces of legislation‚ one Regulation and one COP and summarise the key aspects of each in relation to the teaching/training role. | Health and Safety at work ac1974. This Act provides a framework for ensuring the health and safety of all employees in any work
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whole teaching cycle. On employment with a provider my initial responsibilities would be to review the Protocols‚ rules and regulations of the establishment which are the most fundamental boundaries‚ to review the contents of existing courses (or units for art and design courses) that were already being provided in my subject area of photography ‚ examining the associated schemes of work and lesson plans to ensure that I had a good grasp of what I was expected to teach‚ ( it may be impossible
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Personality Theories Only Study Guide for PYC2601 Dr. Val Rapmund Prof. Cora Moore Miss Patricia Oosthuizen Dr. Teria Shantall Prof. Alta van Dyk Prof. Henning Viljoen Department of Psychology University of South Africa‚ Pretoria # 2000 University of South Africa Revised edition 2010 All rights reserved Printed and published by the University of South Africa Muckleneuk‚ Pretoria PYC2601/1/2011 98638912 3B2 ARTWORK ON COVER: ``Love chase ’ ’ by LUCKY SIBIYA PHOTOGRAPHY: Artwork photographed
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PTLLS Assignment #1 Justify the need for keeping records and describe the types of records you would maintain. Record keeping in an educational context is important; it assists with planning; the reviewing of student progress and aids quality assurance checks. This submission has been created using our Health & Safety Executive (HSE) approved First Aid training records‚ as an example. HSE approved First Aid training record keeping is easily justified. It is mandatory to keep records of examination
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Macmillan Press Ltd. Morley J & Wordsworth M. (2010) PTLLS made easier‚ Highfiled Ltd‚ UK. Newcastle College (2008)‚ Blackboard‚ Functional Skills‚ www.qca.org.uk Tight‚ Malcolm (1996)‚ Adult Education and Training‚ Clays Ltd. Rogers‚ C (1983) Freedom to learn for the 80’s. Columbus‚ OH: Merrill. Gravells‚ A. (2008) Preparing to Teach in the Lifelong Learning Sector 3rd Edition Exeter: Learning matters. Morley J & Wordsworth M. (2010) PTLLS made easier‚ Highfiled Ltd‚ UK. Susan M. Brookhart
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PTLLS Understanding Inclusive Learning and Teaching in the Lifelong Learning Sector. Briefing Document In order to promote inclusive learning it is preferable to do an induction or selection process to identify the needs of all learners to avoid excluding anyone‚ either directly or indirectly. All students must be treated equally and fairly. Induction should include attitudes and behaviour of all attendees and notice must be given to all actions and behaviours which must be considered
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ECO 203 001 Principles of Macroeconomics Fall 2013 Chapter 4 Sample Questions Solve the following questions please. 1. The price elasticity of demand coefficient measures: A. buyer responsiveness to price changes. B. the extent to which a demand curve shifts as incomes change. C. the slope of the demand curve. D. how far business executives can stretch their fixed costs. 2. The basic formula for the price elasticity of demand coefficient is: A. absolute decline in quantity demanded/absolute
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