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|Joyce Huber||Hunter Publishing||ePub|
Bubbles Galore Barbados Dive Shop at the Sandy Beach Island Resort, Worthing, Christ Church, provides all levels of PADI training. Two-tank dives are offered every morning and afternoon. Complimentary drinks served on board their custom 31-foot Bertam dive boat. Night dives upon request. Specialty courses in Dan O2 Provider, Basic Nitrox, underwater photography, and navigation. All are offered in English, German, Italian, Spanish, French, Swedish, Norwegian and Russian. tel.246-430-0354, fax 246-430-8806, email@example.com, www.funbarbados.com.
Bubbles Galore dive boat
The Dive Shop Ltd., celebrating its 30th year on the island, offers daily trips at 10 am and noon with night dives twice a week. All staff members are certified by PADI, NAUI and/or ACUC. They are also DAN O2 certified. All levels of certification courses are taught. Shipwrecks Berwyn and Ce-Trek sit 300 yds from the shop. Rates are $55 for a one-tank dive, $90 for a two-tank dive. A 10-dive package costs $300 with equipment, $260 with your own equipment. Hotel/dive packages are available at the Island Inn Hotel and Cacrabank Beach Apartments. For additional information write or call Haroon Degia, The Dive Shop Ltd. Aquatic Gap, Bay Street, St. Michael, Barbados WI. tel.246-426-9947 or 800-348-3756, fax 246-426-2031, www.caribnet.net/diveshop, hardive@carib net.See All Chapters
|Penny Rawson||Karnac Books||ePub|
To conclude, then, I have presented the reader with a basic guide as to the key concepts in the practice of brief psychodynamic psychotherapy. This is a brief psychody-namic method that deals with the past through the present, in order to improve the present and future. It is not a superficial, sticking plaster approach. I have not laboured aspects of transference or countertransference, nor other basic aspects of therapy in general, since these are part of the knowledge I would expect of the experienced therapist. Rather, I stress aspects such as activity, flexibility, and the fusion of skills, an agreed focus and time span for the work, and the importance of the first session, all of which can enable the work to move on more swiftly. These aspects were stressed in turn by the earlier proponents of the brief method. One recalls that most of the early proponents were analysts, so the stress on these aspects was really very innovative. In the above pages I have attempted to highlight the key issues and to demonstrate how these ideas can be incorporated into the brief work in practice.See All Chapters
|Boogren, Tina H.||Marzano Research||ePub|
• In our preparations for teaching the lesson, chapter, or unit, to what extent does your collaborative team use the standards and aligned assignments to guide your planning?
• What assessment instruments have you developed collaboratively? Do these instruments accurately reflect the expectations for student achievement that the standards define?
• How do you use your assessment practices to enable students to better understand their learning strengths as well as their needs? In what ways do your assessment activities build students’ confidence and motivation?
• To what extent do your schedules provide for timely assessment feedback to students? If changes are needed, how can you go about making them?
• How can you use your assessment data more effectively to modify instruction and help students achieve success?
Craig Woods, who is concerned about the performance of one of his kindergarten students, uses a variety of assessments to plan his instruction. Over the first few months of the school year, Mr. Woods collects a variety of assessments and continually revises his instruction. Luis Mario is a kindergartner who just turned five years old. During the first couple of weeks of school, he needs help getting his belt on or off when using the restroom. He walks very slowly in line; if there is a gap in line, more often than not it is Luis Mario. When he speaks, it is very softly with the sound of little bits of extra air escaping from the corners of his mouth. His mother notes that he started preschool the previous year, but was removed because he refused to participate or even speak. His mother reports to Mr. Woods, “He would actually turn his entire body away from the teacher and ignore her.” Mr. Woods takes extra steps to make sure Luis Mario is involved and connected to the class. Although he is intermittently interested in what’s going on in class, he’s still somewhat day dreamy.See All Chapters
|Juval Lowy||O'Reilly Media||ePub|
As explained in Chapter 1, separation of interface from implementation is a core principle of component-oriented programming. When you separate interface from implementation, the client is coded against an abstraction of a service (the interface), not a particular implementation of it (the object). As a result, changing an implementation detail on the server side (or even switching to a different service provider altogether) doesn't affect the client. This chapter starts by presenting .NET interfaces and describing what options are available to .NET developers when it comes to enforcing the separation of interface from implementation. It then addresses a set of practical issues involving the definition and use of interfaces, such as how to implement multiple interfaces and how to combine interfaces and class hierarchies. After a detailed look at generic interfaces, the chapter ends with a discussion of interface design and factoring guidelines.
In both C# and Visual Basic 2005, the reserved word
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