Unit 12: IT Technical Support Unit code: J/601/7279 QCF Level 3: BTEC National Credit value: 10 Guided learning hours: 60 Aim and purpose The aim of this unit is to enable learners to use their understanding of technical support tools and techniques and organisational policies and procedures to source technical information and communicate advice and guidance to resolve technical problems. Unit introduction Developments in technology have created a demand for technical
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Mail may have confidential information. It may include personal information about employees or contain business secrets such as the names of customers and confidential information related to the business‚ customers and clients. Also‚ mails and packages have to be checked for suspicious features. So security procedures will have to be followed while dealing with mails and packages. For example‚ when we receive mails or parcels from strange addresses or suspicious forms‚ shapes and sizes‚ security
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Activity 1 1. Identify four possible consequences of inadequate training or training that does not meet an organisation’s needs or requirements. Answers might include but are not limited to: Leads to people feeling ill-equipped to do their jobs‚ leading to stress Reduced productivity Decreased flexibility/ adaptability to workplace demands Failure to enhance people’s skills Can lead to a failure to meet statutory requirements relating to providing a safe and healthy working environment Reduced
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Unit 2: Early English Literature This Unit Activity will help you meet these educational goals: 21st Century Skills—You will use critical thinking skills and communicate effectively. Introduction In this activity‚ you will analyze Sir Thomas Malory’s Le Morte d’Arthur and the Anglo-Saxon poem "The Dream of the Rood" for plot and themes. Then you will write a 3–5 page essay comparing and contrasting the plot and themes of these two works. __________________________________________________________________________
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Nowadays‚ active learning is used mostly used method in teaching-learning process. Active learning gives some positive affects to the teaching-learning process so that it gives good result in the end of lesson in class. Hannele Niemi (2002) asserted that according to the qualitative data‚ learning as an active learning process has a clear connection with student teachers’ professional development. Learning which demands active reflection and high responsibility gets student teachers to overcome their
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The learning support practitioner will have to follow the school’s direction by working directly under the teacher. In classroom‚ planning involves the decision on what and how to be taught. In planning a TA can help by preparing and organizing the learning materials‚ getting the classroom ready for learning activity and tidying up afterwards. “Best practice occurs when the teacher and TA work as a professional team‚ jointly planning their roles in each lesson (Working with Teaching Assistants to
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ETF2121/ETF5912 Data Analysis in Business Unit Information – Semester 1 2014 Coordinator and Lecturer - Weeks 7-12: Associate Professor Ann Maharaj Office: H5.86 Phone: (990)32236 Email: ann.maharaj@monash.edu Lecturer - Weeks 1-6: Mr Bruce Stephens Office: H5.64 Phone: (990)32062 Email: bruce.stephens@monash.edu Unit material: No prescribed textbook Unit Book: available on the Moodle site. Exercises: available on the Moodle site. Software: EXCEL. Recommended Reference Books Berenson
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Anthony brown 303 Support Learning Activities 1.1 In schools teachers are required to complete long‚ medium and short term planning this means that it could be planning for the entire year‚ the term or the week. The long term planning provides a summary of the subject content. A medium term plan shows an overview of the activities and topics example pirates. Short term shows detail such as learning aims‚ activities‚ resources‚ differentiation‚ staffing‚ and timescale. Usually a teaching assistant
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A word of welcome Purpose of the module Outcomes of the module How this module is organised for learning Reflective questions The purpose of reflective questions Suggestions on how to approach reflective questions Keeping record of your reflections Helpful hints and suggestions when writing a journal Activities Study package References PART 1: BEGINNINGS: CREATING CONTEXT Study Unit 1: Finding your personal space within the module 1.1 1.2 1.2.1 1.2.2 1.3 1.4 1.5 1.6 Transformative
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Abstract The author of this paper explains the evolution of the family unit through a historical examination which reveals that families have constantly been under pressure to shift with changes in the economy‚ our values‚ and even politics. The author explains why she agrees with experts that weakening of the family is one of the causes for some of the problems that plague our society today. She identifies some important and significant changes within the family structure since the
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