Collin College Course Catalog Spring 2020

The funerals of the boys were held, after church services, amidst tears and grief. African Examiner is an online news website:Contact Info:Publisher/Editor in Chief: Oludare Sunday FaseEmail: , Address: P. O. Box 2945, Baltimore, MD 21229, USANigeria: Atanda Pratt Street, Ifako, Ijaiye, Lagos, NigeriaTelephone: USA: +1 443 904 1239;Nigeria: +234 802 328 9053 +234 809 111 3268. Please direct all enquiries to: +1 443 904 1239The IACIS WFE Training Program is a 36 hour course of instruction, offered over five 5 consecutive days. The program is designed to provide students with a detailed study of the Windows Operating System.

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I dont expect people to do better anymore. I accept them and sometimes, they do become better on their own. I listen to what they have to say and they become happier, and stronger. They become rays of sunshine. Its funny, because then I feel like the sun when I see them glow. They radiate and I feel at peace. Trust is a two way street. I dont expect people to think like me. I know for them I have to earn their trust instead of just give it to them like I do. And thats fine. I like proving myself anyway.

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If you have to take compulsory reassessment, its really important that you do this. If you dont, this may affect your chance of progressing into the next year of study or completing your course. The exam board may not consider permitting you to proceed carrying fails if you have not undertaken the required reassessment. If you need to resit any exam, a member of the Exams Office will be in touch with you by email so please make sure you check your Essex email regularly. We will aim to publish the exam resit timetable by 31 July 2020 but if you havent heard from the Exams Office by this date, please email us at . uk Please note that where reassessment is by exam in September 2020, the exam will be delivered online as Alternative Reassessment. If youre a final year student who needs to resubmit final year coursework please contact your department as soon as possible to find out exactly what areas of the project you need to work on for your resubmission. The rules of assessment state that you will not be allowed more than three opportunities to sit your exams and/or resubmit coursework. So, if you fail your assessment the third time, you normally wouldnt have another opportunity to do it again unless you have accepted extenuating circumstances. This year all reassessment is being offered as a first sit so this will not count as an additional attempt. It may be possible for you to repeat some modules on a part time basis rather than repeating the year in full or undertaking reassessment in all failed modules without attendance.

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The 200 yard marker is the first a player may come across, typically on par 5s and some longer par 4s. It is typically painted blue but can sometimes be black or another color if the course desires. The 150 yard marker is found on every hole longer than a par 3 and are pretty much always painted white. Because most players can reach the green with their next shot from 150 yards, some courses make extra effort to highlight the location of the 150 yard marker. These include a white stick or a tree planted on the edge of the fairway. The 100 yard marker is usually a welcome site to any player because the green is near and just a short shot away. It's usually red and found on all par 5s, par 4s and longer par 3s. Like the 150 marker, golf courses will sometimes make the 100 yard marker more recognizable by adding a red stick or planting a tree on each side of the fairway to draw attention to it. While the 200 , 150 and 100 yard markers are found on pretty much every course, some will give players even more information about distance. Sprinkler heads are everywhere because watering is necessary to keep the course in playing condition. Many courses put a plaque or write the distance on the sprinkler head.

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what we know about good instruction and curriculum in general holds true for ELLs, and 3. when instructing ELLs in English, teachers must modify instruction to take into account students language capacities, needs, and limitations pp. 27 28. Interventions which work for other students have a somewhat weaker effect on ELLs. Therefore, instructional strategies are needed which specifically support the needs of ELLs. According to Protheroe, research suggests that the following instructional strategies are particularly supportive for ELLs: A focus on oral language development, such as opportunities to practice English in the classroom, building on students background knowledge; cooperative learning: explicit instruction in the elements of English literacy; differentiated instruction; the use of graphic organizers as a comprehension strategy; and a focus on academic language p. 28. In her 2009 study, ODay also found that although structures of instruction which are set up to support individualized instruction offer potential to support ELLs, teachers must apply specific interventions and strategies tailored to the specific students language needs. In her three year study of the implementation and effects of a balanced literacy approach in San Diego City Schools, ODay 2009 took qualitative data from two of the years to consider what might have been missing from the approach and how the strengths that were developed during the districts literacy reforms might be used to address some of the issues were found. ODay does first note the importance of engaging in meaningful conversation for learning language: In addition, it would appear that EL students benefit from opportunities to engage in conversation and discussion in literacy lessons, most likely because such interactions provide practice for oral language development in a context of meaningful communication 108 109. ODay also noted the potential positive benefits of a balanced literacy program for English Language Learners, and says: I noted earlier the likely benefits of a balanced literacy program for EL students, in part because instructional differentiation is so integral to the approach.