Sebanyak 114 item atau buku ditemukan

Getting Value for Money from the Education of 16- To 18-Year-Olds

Forty-Second Report of Session 2010-12; Report, Together with Formal Minutes, Oral and Written Evidence

This report examines the effectiveness and efficiency of the current education system for 16- to 18-year-olds. In 2009, over 1.6 million 16- to 18-year-olds participated in some form of education and training at a cost of over £6 billion. Most studied full-time for qualifications such as A levels or National Vocational Qualifications, at a general further education college, sixth form college or school sixth form. The system governing the education of 16- to 18-year-olds is devolved and complex. The Department for Education (the Department) has overall responsibility, and the Young People's Learning Agency funds education providers and monitors their performance. Local authorities have a duty to secure provision but they have limited powers, and having duties without powers cannot work effectively. There has been an overall improvement in the achievements of 16- to 18-year-olds over the last four years. Students in larger providers have generally achieved better results. Smaller providers, by collaborating, can achieve some of the benefits of size. In a market, consistently poor providers should fail because they lose funding as students choose to study elsewhere. For the 16 to 18 education market to work effectively, there needs to be consistent and relevant information so the Department can assess value for money and students can make informed judgements about their courses and what they lead to. Also, where a provider's performance is poor, there must be clarity about the criteria for intervention, and the timing and extent of intervention. Neither is fully in place at present.

It should require all providers to compile and publish comparable performance
information to support the assessment of value for money. The information should
be sufficient for prospective students to use in choosing the right course, thereby
 ...

Sanksi & hukum pencemaran lingkungan hidup, perumahan dan pemukiman (UU no. 4 Tahun 1992)

dilengkapi dengan pidato Presiden RI pada Konperensi PBB di Rio Janeiro tanggal 12 Juni 1992 tentang lingkungan & pembangunan (UNCED) dan 27 prinsip KTT Bumi, Undang-undang Republik Indonesia no. 5 Tahun 1990, Peraturan Pemerintah RI no. 5 & 20 Tahun 1990, Instruksi Presiden RI no. 5 Tahun 1990, peraturan daerah Tk 1: Jawa Barat, Jawa Tengah, Jawa Timur, Bali & DKI Jakarta tentang lingkungan hidup

Karel Appel, the early fifties

paintings, gouaches, drawings, ceramics, 1950-56 : works from The Martha Jackson Gallery Collection, including recent acquisitions :[exhibition] September 12 through October 6, 1973

Understanding Human Sexuality

12th Edition

This trusted text examines the biological, psychological, and sociological perspectives of human sexuality and provides practical information needed for everyday living, all with a firm grounding in research. The thoroughly revised twelfth edition of Hyde, Understanding Human Sexuality, features a new emphasis on critical thinking skill development, with input from expert Diane Halpern to ensure clarity and accessibility for students. The author team features a unique combination of a psychologist and a sociologist, which gives this text a distinct interdisciplinary perspective. New to this edition is Connect Human Sexuality, with the groundbreaking adaptive learning diagnostic, LearnSmart and assignable and assessable videos.

This trusted text examines the biological, psychological, and sociological perspectives of human sexuality and provides practical information needed for everyday living, all with a firm grounding in research.

Progress in Cryptology - INDOCRYPT 2005

6th International Conference on Cryptology in India, Bangalore, India, December 10-12, 2005, Proceedings

Indocrypt began in the year 2000 under the leadership of Bimal Roy and - docrypt 2005 was the sixth conference in this series. This series has been well accepted by the international research community as a forum for presenting high-quality cryptography research. This year a total of 148 papers were s- mitted for consideration to the Program Committee and after a careful review process, 31 were accepted for presentation. We would like to thank the authors of all submitted papers, including those that were accepted and those which, unfortunately, could not be accommodated. ThereviewingprocessforIndocryptwasverystringentandtheschedulewas- tremelytight.TheProgramCommitteemembersdidanexcellentjobinreviewing andselectingthepapersforpresentation.Duringthereviewprocess, theProgram Committee members were communicating using a review software developed by BartPreneel, WimMoreauandJorisClaessens.Weacknowledgethemforprov- ingthesoftware.ThesoftwarewashostedatI2R, Singaporeandwearegratefulto Feng BaoandJianyingZhouforallowingthat.Thisyear'sconferencewasdeeply indebtedto QiuYingofI2R, Singapore, who tookthe responsibilityofmainta- ing the review softwareand the server.Without his great cooperationIndocrypt 2005could nothavebeen possible.Inthis regardI wouldliketo acknowledgethe supportofTanmoyKantiDas, DibyenduChakrabarti, MridulNandi, Deepak- mar Dalai, Sumanta Sarkar and Sourav Mukhopadhyay for handling important administrativeissuesinthesubmissionandreviewprocessesaswellasforputting togethertheseproceedingsintheir?nalform.WearealsogratefultoPalashSarkar forhiscooperationandguidanceinIndocrypt2005. The proceedings include the revised versions of the 31 selected papers. Re- sions were not checked by the ProgramCommittee and the authors bear the full responsibility for the contents of the respective papers. Our thanks go to all the Program members and the external reviewers (a list of them is included in the proceedings) who put in their valuable time and e?ort in providing important feedbackto the authors.We thank V. KumarMurty ofthe UniversityofToronto for kindly agreeing to present the invited talk. The talk has been included in the proceedings.

Indocrypt began in the year 2000 under the leadership of Bimal Roy and - docrypt 2005 was the sixth conference in this series.

Teaching Children English as an Additional Language

A Programme for 7-12 Year Olds

Here is a typical classroom scenario: out of the thirty children, two-thirds speak a different language at home and only speak English at school. Even though many pupils’ English skills are almost non-existent, teachers are expected to provide the national curriculum for every child in the class. Teaching Children English as an Additional Language solves this problem with a ten-week teaching programme of units and lesson activities for children aged seven–eleven (Key Stage 2) new to English. It will help these children learn some very basic English sentences, questions and vocabulary, to get them through regular day-to-day routines more easily. By offering a flexible step by step approach this book helps EAL teachers to: identify learners’ individual needs teach grammar and vocabulary support teaching through speaking and listening assess pupils to inform future planning The programme also contains emergency lessons to support learners in the first three days, cross curricular links, ways of using a home-school learning book and an opportunity for the child to make a booklet about themselves. It fosters the child’s home language, incorporates different learning styles as well as including a wealth of carefully tailored, themed resources. The programme is complete with activities, resources and assessment materials and helpful tips on how to develop a successful EAL department.

Barnett, A., Stainthorp, R., Henderson, S. and Scheib, B. (2006) Handwriting
Policy and Practice in English Primary Schools ... Practical Strategies for
Enhancing Pupils' Learning in the Primary Classroom, London: Hodder &
Stoughton Danise, ...

Teaching English to Young Learners

Critical Issues in Language Teaching with 3-12 Year Olds

Aimed at student teachers, educators and practitioners, Teaching English Language to Young Learners outlines and explains the crucial issues, themes and scenarios relating to this area of teaching. Each chapter by a leading international scholar offers a thorough introduction to a central theme of English as a foreign language (EFL) with preteens, with clear presentation of the theoretical background and detailed references for further reading, providing access to the most recent scholarship. Exploring the essential issues critically and in-depth, including the disadvantages as well as advantages of Teaching English as a Foreign Language (TEFL) with young learners, topics include: - task-based learning in the primary school; - storytelling; - drama; - technology; - vocabulary development; - intercultural understanding; - Content and Language Integrated Learning (CLIL) scenarios; - assessment. Innovative and rapidly emerging topics are covered, such as immersion teaching, picturebooks in the EFL classroom and English with pre-primary children.

Aimed at student teachers, educators and practitioners, Teaching English Language to Young Learners outlines and explains the crucial issues, themes and scenarios relating to this area of teaching.

Sarajevski slavistički dani

zbornik radova pročitanih na skupu Prvi slavistički dani održanom 11. i 12. januara 1985. na Filozofskom fakultetu u Sarajevu

Ibn Al-Abbar

polític i escriptor àrab valencià (1199-1260)

Fou deixeble directe d'Abu-Ali ibn-Sakra, company d'Abu-Bakr ibn- Fathun i va
estudiar fiqh (dret musulmà) amb Abu-l-Qassim ibn Abu- Hamza. Va romandre
amb Abu-Muhàmmad ibn-Abu-Jà'far. Tenia aficció a les discusions i problemes.

The Best Western Colleges

121 Great Schools to Consider

The Truth About Colleges–from the REAL Experts: Current College Students Inside this book, you’ll find profiles of 121 great colleges in the West, including the schools you’ve heard about and great colleges that aren’t as widely recognized. There is simply no better way to learn about a college than by talking to its students, so we asked thousands of them to speak out about their schools. Sometimes hilarious, often provocative, and always telling, the students’ opinions will arm you with rare insight into each college’s academic load, professors, libraries, dorms, social scene, and more.

Remember that many schools emphasize other aspects of your application (e.g.,
your grades, how good a match you make with the school) more heavily than test
scores. Minimum TOEFL: The minimum test score necessary for entering ...