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Confused between ISO 45001 and OHSAS 18001? Explore the key distinctions, from Annex SL structure to proactive risk control, and learn which standard your business should follow.

Organization of Commerce and Management - Notes, & Distinguish Between - according to the New Textbook for HSC - Difference between Proprietorship and Joint Hindu Family Firm.

Looking to Buy Venmo Account Venmo has become a popular choice for transferring money. Whether you're a business owner or an individual, a Venmo account can simplify transactions. This blog post will guide you through the benefits of buying a Venmo account. Learn the differences between personal and business accounts and make an informed decision.

Looking to Buy Venmo Account Venmo has become a popular choice for transferring money. Whether you're a business owner or an individual, a Venmo account can simplify transactions. This blog post will guide you through the benefits of buying a Venmo account. Learn the differences between personal and business accounts and make an informed decision.

Looking to Buy Venmo Account Venmo has become a popular choice for transferring money. Whether you're a business owner or an individual, a Venmo account can simplify transactions.

Researchers at Japan's National Institute of Advanced Industrial Science and Technology, (AIRT) have developed an organic material that can be liquefied or hardened by shining different types of light on it. The result is an adhesive that can be used over and over again. In addition to changing between liquid and.....

PDF report on performance of foster youth in K-12 education in California. Long (116 pages). From the PND description of the report... California public school students in foster care tend to underperform their peers on standardized tests and comprise a distinct at-risk subgroup, a study by the Center for the Future of Teaching and Learning at WestEd finds. Based on an analysis of statewide data from the 2009-10 school year, the report, The Invisible Achievement Gap, Part 1 (116 pages, PDF), found that only 29 percent of California foster care students in grades 2 through 11 scored at "proficient" or "advanced" levels on the state standards test in English, compared with 40 percent of students of low socioeconomic status and 53 percent of all students in the state. Similar achievement gaps were found in mathematics, with 37 percent of foster care students in grades 2 through 7 testing at "proficient" or above, compared with 50 percent among low-SES students and 60 percent statewide; and between 12 and 13 percent testing at proficient or above in high school Algebra I and II, well below the 23 percent and 32 percent among low-SES students and statewide. Youth in foster care, who have the lowest rates of participation in California's statewide testing program, also are more likely to be African American, to be classified with a disability, to change schools during the academic year, and to be enrolled in the lowest-performing schools. Funded by the Stuart Foundation, the report also found that students in foster care have a single-year dropout rate of 8 percent - nearly three times the statewide rate of 3 percent and well above the 3 percent to 5 percent rate among other at-risk groups. In 2009-10, students in foster care also had the lowest high school graduation rate among at-risk groups, 58 percent, compared with 79 percent of low-SES students and 84 percent of all students in the state. "These findings help all of us understand that we have a long way to go

Litigation Definition - Definition of attorney litigation. The dispute is a term describing the legal steps to solve a case between two or more private...

On November 6, 1869 the first soccer football game was played between Rutgers and Princeton. Rugby as the game was known developed over a seven year period and became the favorite sport among the major eastern schools over all other sports including soccer. It was during these 7 years that modern day football began to develop into the sport it is today.

For a web-based learning to be truly effective it must be interactive. This means that it is not just a reformatted canned lesson of printed worksheets placed on the web. The web-based activity is inquiry-based and incorporates the full features available on the web - interactivity between computer and student. The learning activity must engage student critical thinking skills by using the scientific inquiry process.

Today's college students, often referred to as the "digital generation," use an impressive assortment of technological tools in a wide variety of ways. However, the findings reported here suggest that students prefer more traditional instructional technology for effective engagement and learning. Faculty members, however, prefer the use of course-learning technology offered by their universities or publishers. In addition to this potential mismatch between preferences of students and teachers, the research finds that there are vast differences in preferences and usage across disciplines, in particular, business and economics instructors and students having stronger technology preferences than instructors and students of the fine arts and life sciences.

This article describes what people are doing to close the gap between male and female involvement in after-school sports programs. This is important because it also reflects concern over health, nutrition, and social interaction.

The benefits of afterschool programs are discussed in this article, including funding issues and risks for younger students who are unsupervised between the end of school and when their parents get home from work. Although the benefits of afterschool programs are widely known, many parents choose not to enroll their children in these programs for various reasons.

Hispanic growth accounted for more than 1/2 of the U.S. growth from 2000 to 2010

This article discusses shopping, especially critical shopping, as a process of informal and incidental adult learning about the intersecting politics of globalization and consumption. The author uses academic skills and disciplines as a metaphor to respond to an emerging conceptual question: To what extent can formality, informality, and incidentalism be seen as aspects of adult learning? The author conceptualizes learning as a holistic process, with emotional, spiritual, and intellectual dimensions, and identifies five themes that illustrate how the multidimensional learning in an everyday process such as shopping incorporates all three aspects. These themes are referred to as learning to learn, learning to do research, learning to develop a philosophy of shopping, learning to build a shopping-related literacy, and learning to construct a shopper's geography. This metaphor helps convey the depth and breadth of everyday learning and blur the conceptual distinction between formal and informal or incidental learning.

The experiences of Chinese learners on two e‐learning programmes in China were investigated, focusing particularly on the formation of learning communities. Data were collected using a range of instruments to access the learners' perspectives in depth and detail. Archer's account of reflexivity as the mediating power between structure and agency is applied to understanding how learners succeeded in one programme in forming a learning community, through their negotiated responses to the existing structural and cultural conditions, whereas little evidence was found of the emergence of learning community in the other case. Further understanding emerges from reappraisal of Confucian philosophy of learning and social relationships, how these influenced the participants' prior learning experiences and how they play a part in their responses to the e‐learning experience.

Formative assessment generates feedback on students' performance, thereby accelerating and improving student learning. Anecdotal evidence gathered by a number of evaluations has hypothesised that audio feedback may be capable of enhancing student learning more than other approaches. In this paper we report on the preliminary findings of a quasi‐experimental study employing qualitative techniques for triangulation, conducted to evaluate the efficacy of formative audio feedback on student learning. We focus on the delivery of 'voice emails' to undergraduate students (n = 24) and evaluate the efficacy of such feedback in formative assessment and ergo students' learning, as well as achieving a better understanding of students' feedback behaviour post‐delivery. The results indicate that audio feedback better conforms to existing models of 'quality' formative feedback, can enhance the student learning experience and can be more efficient in feedback delivery. Despite this, and high levels of feedback re‐use by student participants, the audio treatment group underperformed in learning tasks when compared with the control group. Differences between the groups were not statistically significant and analyses of individual and mean learning gains across the treatment group provide little indication of improvements in learning.

Action research has an extensive history of being used to improve teaching and learning in many different professional settings, for example, schools, colleges, universities health and social care services. Educational action research embodies a process that necessitates honesty and openness and which lends itself to the betterment of one's practice; in the current e-learning climate, where education is rapidly changing and the role and practice of the educator is evolving yet uncertain, action research has never been more valuable. This article explores and presents how social media have been used to enhance the teaching of action research and also how students gained an understanding, appreciation and an evolving experience of action research. Exploring the intricate relationships between action research, new technologies and the learning that took place during an Understanding Action Research module, this article is written from the perspective that the module team was interested in ensuring that students acquired a fully rounded understanding of action research in order to utilize it in the improvement of their own practice.

The Chi-Square Test is used to analyze the frequency table (i.e., contingency table), which is formed by two categorical variables. The chi-square test evaluates whether there is a significant relationship between the categories of the two variables.