Read with me practice and play book 1 : key words to reading.

Actividades de entretenimiento para que los niños mejoren las habilidades en: lectura, escritura, dibujo, contar, jugar, lenguaje. Los símbolos que aparecen en cada página les sirven de guía visual para las actividades propuestas, que les ayudan a mejorar la comprensión verbal y escrita, la atención visual y la destreza con las manos.

Read with me practice and play book 2 : key words to reading.

Actividades de entretenimiento para que los niños mejoren las habilidades en: lectura, escritura, dibujo, contar, jugar, lenguaje. Los símbolos que aparecen en cada página les sirven de guía visual para las actividades propuestas, que les ayudan a mejorar la comprensión verbal y escrita, la atención visual y la destreza con las manos.

Adult literacy, numeracy and language : policy, practice and research.

Es un recurso para los profesionales, investigadores y estudiantes de los cursos de adultos y educación continua, para estudiantes de postgrado e investigadores en el campo de la educación post-obligatoria. Estudia la práctica social de la alfabetización, la aritmética y el lenguaje y las implicaciones de la enseñanza y el aprendizaje de las competencias básicas de los adultos. Los principales expertos internacionales propugnan un cambio en el enfoque de su definición por otra más abierta que sostiene que la alfabetización, la aritmética y el lenguaje son más que un conjunto de habilidades o técnicas, pues están determinadas por el contexto social y cultural en el que están teniendo lugar, el sentido que tienen para los usuarios, y los fines que persiguen.

OCR (B) Salters AS - A2 Units F333 and F336 Chemistry : chemistry in practice and individual investigation.

Guía de revisión y apoyo para alumnos de educación secundaria de segundo ciclo que estén realizando el curso del OCR (Oxford Cambridge and RSA Examinations) en los niveles AS y A2 del área de química. Está estructurada en cuatro secciones que presentan una serie de consejos generales sobre cuestiones relacionadas con el trabajo práctico (obtención, registro y proceso de resultados en experimentos prácticos), un apartado de orientación para la realización de investigaciones individualizadas, un apéndice con algunos temas de teoría útiles en la investigación, y una sección final con las soluciones a las preguntas y ejercicios que aparecen a lo largo del libro.

Understanding construction consortia: Theory, practice and opinions

Firms form consortia in order to win contracts. Once a project has been awarded to a consortium each member then concentrates on his or her own contract with the client. Therefore, consortia are marketing devices, which present the impression of teamworking, but the production process is just as fragmented as under conventional procurement methods. In this way, the consortium forms a barrier between the client and the actual construction production process. Firms form consortia, not as a simple development of normal ways of working, but because the circumstances for specific projects make it a necessary vehicle. These circumstances include projects that are too large or too complex to undertake alone or projects that require on-going services which cannot be provided by the individual firms inhouse. It is not a preferred way of working, because participants carry extra risk in the form of liability for the actions of their partners in the consortium. The behaviour of members of consortia is determined by their relative power, based on several factors, including financial commitment and ease of replacement. The level of supply chain visibility to the public sector client and to the industry is reduced by the existence of a consortium because the consortium forms an additional obstacle between the client and the firms undertaking the actual construction work. Supply chain visibility matters to the client who otherwise loses control over the process of construction or service provision, while remaining accountable for cost overruns. To overcome this separation there is a convincing argument in favour of adopting the approach put forward in the Project Partnering Contract 2000 (PPC2000) Agreement. Members of consortia do not necessarily go on to work in the same consortia again because members need to respond flexibly to opportunities as and when they arise. Decision-making processes within consortia tend to be on an ad hoc basis. Construction risk is taken by the contractor and the construction supply chain but the reputational risk is carried by all the firms associated with a consortium. There is a wide variation in the manner that consortia are formed, determined by the individual circumstances of each project; its requirements, size and complexity, and the attitude of individual project leaders. However, there are a number of close working relationships based on generic models of consortia-like arrangements for the purpose of building production, such as the Housing Corporation Guidance Notes and the PPC2000.

Shaping literacy in the secondary school: policy, practice and agency in the age of the national literacy strategy

This article examines the definitions of literacy in operation in secondary schools, and the relationship between official literacy policy and the practices of the agents responsible for implementing this policy. We trace the history of national policy back to the Language Across the Curriculum movement of the 1970s as it provides an illustrative point of comparison with the first five years of the National Literacy Strategy. Drawing on empirical data which illuminate the views, perceptions and practices of key agents on a number of levels, we critically review the concept of 'school literacy' promoted in government policy, defining it as 'school-centric literacy' and question its ability to facilitate participation in the practices associated with the media and technological literacies which are increasingly a feature of school life. There is evidence of some unplanned effects of the current national policy but also that levels of agency, for literacy teachers in particular, may be rapidly diminishing.

Ethnographic methodologies for construction research: knowing, practice and interventions

Ethnographic methodologies developed in social anthropology and sociology hold considerable promise for addressing practical, problem-based research concerned with the construction site. The extended researcher-engagement characteristic of ethnography reveals rich insights, yet is infrequently used to understand how workplace realities are lived out on construction sites. Moreover, studies that do employ these methods are rarely reported within construction research journals. This paper argues that recent innovations in ethnographic methodologies offer new routes to: posing questions; understanding workplace socialities (i.e. the qualities of the social relationships that develop on construction sites); learning about forms, uses and communication of knowledge on construction sites; and turning these into meaningful recommendations. This argument is supported by examples from an interdisciplinary ethnography concerning migrant workers and communications on UK construction sites. The presented research seeks to understand how construction workers communicate with managers and each other and how they stay safe on site, with the objective of informing site health-and-safety strategies and the production and evaluation of training and other materials.