The documents provide forms and guidelines for Agro-Industrial Foundation College of the Philippines' on-the-job training (OJT) and practicum program. The forms include a daily timesheet for students to track their hours, a performance appraisal form for supervisors to evaluate students, and a waiver form for parents. The documents also outline expectations for supervisors, such as assigning tasks, evaluating performance, and certifying completion of hours.
Duties and Responsibilities of a TeacherMiah Suarez
These are the duties and responsibilities of a teacher based on Law.
I used this in my report in PHILO102, so that's why there's the watermark of my school. But I'm hoping it will help you. :)
(Code of Ethics and Philippine Constitution)
• Strong sales skills and effectiveness.
• Results focused and driven.
• Excellent telephone manner and communication skills.
• Able to work effectively in a team environment.
• Practiced customer service knowledge and disposition
• Friendly, dependable, enthusiastic and persuasive in dealing with people.
• Computer proficient in MS Word, MS Office, Basic PC Troubleshooting
• Recognize for reliability and “getting the job done” through persistence and strong work ethic.
• Excellent in spoken and written communication skills
• Has a call center experience
• Self-motivated
• Additional background in other applications
• Skilled in solving and analyzing problems
• Can work under pressure
Duties and Responsibilities of a TeacherMiah Suarez
These are the duties and responsibilities of a teacher based on Law.
I used this in my report in PHILO102, so that's why there's the watermark of my school. But I'm hoping it will help you. :)
(Code of Ethics and Philippine Constitution)
• Strong sales skills and effectiveness.
• Results focused and driven.
• Excellent telephone manner and communication skills.
• Able to work effectively in a team environment.
• Practiced customer service knowledge and disposition
• Friendly, dependable, enthusiastic and persuasive in dealing with people.
• Computer proficient in MS Word, MS Office, Basic PC Troubleshooting
• Recognize for reliability and “getting the job done” through persistence and strong work ethic.
• Excellent in spoken and written communication skills
• Has a call center experience
• Self-motivated
• Additional background in other applications
• Skilled in solving and analyzing problems
• Can work under pressure
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College of Administration and FinanceCOOP training program
College of Administration and Finance Sciences
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Contents
College of Administration and Finance COOP training program 1
1. Definition of terms and expressions: 3
2. The Practical Training: 4
2.1 Core Objectives 4
2.2 Academic Requirements: 4
2.3 Student Commitment before Starting the Practical Training 5
2.4 Student Commitments during the Practical Training 6
2.5 Student Commitments after the Practical Training 6
2.6 Training Organization Commitments: 7
2.7 Practical Training Evaluation: 8
a) Student Attendance : 8
b) The Training Organization Evaluation: 8
c) The Training Final Report: 8
d) The Training Final Interview: 9
3. Special cases the student trainee might face: 9
a. In case of Excuse (for not) training: 9
b. In the case of transfer from training organization: 10
c. Students already working in the same major: 10
By the Training Organization Representative: 12
By the Student: 12
1. Definition of terms and expressions:
Key Terms
Definition
College
Any staff member who holds the responsibility for supervising, coordinating, and managing the overall planning and implementation of the field experience-training course at the college level. This may include any of the following: Head of Department, Field Experience Unit or any other staff member in charge of such matters.
Faculty Member
A member of the teaching staff at the college who is assigned authority and responsibility of supervising and evaluating the training of the student.
Student
Any student that is eligible to apply for the field experience-training course.
Training Organization
Any institution that has been approved by the college to provide practical training to students in their field experience-training course.
Field Instructor
A representative working at the training organization who is responsible for supervising, training and evaluating the student throughout the training period.
The Training Unit
Refers to the structure defined by the College responsible for overseeing the training affairs and the implementation of the training plan.
2. The Practical Training:
2.1 Core Objectives
The program of Business Administration majors aims at producing highly skilled managers in all department field capable to fulfill with the needs of the labor market. Graduates are expected to:
a) Familiarization with practical application of learned concepts prior to completion of studies.
b) Comprehensive understanding of concepts, tools and practices in the domain of selected area of specialization.
c) Creating awareness about professional ethics needed to be practices in practical life such as punctuality, innovation, application, honesty etc.
d) Enabling the students to learn and handle the work related stress and pressure.
e) Better and more efficient communication skills to deal with all three levels of professional work i.e. clients, peers and superiors.
f) To provide the students and trai ...
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
1. Agro-Industrial Foundation College of the Philippines
Bolton Riverside, Ecoland, Matina, Davao City
OJT/PRACTICUM DAILY TIMESHEET
Name of Trainee: Hotel/Restaurant Name:
Course/Program: On-site Supervisor:
Contact Number:
Email address:
Office Number/s:
DATE TIME-IN TIME-OUT NO OF HOURS
(Break time not
included)
Total Number of Hours: _____________
Submitted by: Certified Correct by:
_________________________ _______________________
Student’s Signature On-Site Supervisor’s Signature
Over Printed Name Over Printed Name
Date: ____________________ Date: _______________________
2. Agro-Industrial Foundation College of the Philippines
Bolton Riverside, Ecoland, Matina, Davao City
PERFORMANCE APPRAISAL REPORT
Name of Trainee: Hotel/Restaurant:
Course/Program: On-site Supervisor:
Contact Number:
Email address:
Office Number/s:
CONTENT RATING IN PERCENTAGE/%
TECHNICAL COMPETENCE (30%): Applies
technical knowledge and ability to the job.
QUALITY OF WORK (15%): Achieves results
of highest quality considering amount of
application and efforts.
QUANTITY OF WORK (15%): Achieves
objective and meet standards in quantity of
work produced.
PERSONALITY (10%): Is cheerful, outgoing,
with good communication skills, well-groomed.
INITIATIVE (10%): With exceptional ability to
do things without being told. Seeks additional
work.
INTER-PERSONAL RELATIONSHIP (10%):
Harmonious working relationships carrying out
work activities; flexibility and receptiveness in
dealing with others.
ATTENDANCE AND PUNCTUALITY (10%):
Number of absences and tardiness per
evaluation period based on host company’s
standards.
OVERALL RATING: _________________________
GRADING SYSTEM: On-Site Supervisor’s Remarks:
1.24 – 1.00 – (98 - 100%) - Excellent _____________________________
1.75 – 1.25 – (89 - 97%) - Very Good _____________________________
2.50 – 2.00 – (80 - 88%) - Satisfactory _____________________________
3.00 – 2.75 – (75 - 79%) - Fair _____________________________
5.00 – (below 75%) - FAILED _____________________________
Appraised by: _____________________________ Date: __________________
Name and Signature of
On-Site Supervisor
NOTE: Please enclosed this Performance Appraisal Report in an envelope and secure
it properly.
3. Agro-Industrial Foundation College of the Philippines
Bolton Riverside, Ecoland, Matina, Davao City
PARENT’S WAIVER
(OJT / PRACTICUM Program)
_____Semester, AY 20___ - 20___
To Whom It May Concern:
This is to attest that I am allowing my son/daughter/ward, _____________________,
to take his/her OJT/PRACTICUM at ___________________________________,
one of the practicum sites approved by Agro-Industrial Foundation College of the
Philippines.
It is understood that he/she will abide by the rules and regulations set by the
Practicum Adivisers of the course who is tasked with the close monitoring of the
trainee’s progress.
While I have been assured that previous trainees assigned to this site have safely
completed their assigned tasks, I fully agree to waive my right to hold Agro-Industrial
Foundation College of the Philippines and the Practicum Adviser responsible for any
case of untoward incident that may happen to my son/daughter/ward in the course of
fulfilling the requirements for OJT/PRACTICUM.
Conforme:
________________________ __________________________
Name of Student Signature of Student/Date Signed
________________________ __________________________
Name of Parent Signature of Parent/Date Signed
________________________ __________________________
Name of Practicum Adviser Signature of Practicum Adviser
Noted by:
2M Vincent E. Toreno, MME
Program Head, Seafarer Rating Course
4. AIFCP EXPECTATIONS FROM THE ON-SITE SUPERVISOR
Hereunder is the outline of expectations of AIFCP, concerning your role as
the On-Site Supervisor of our OJT/Practicum student/s. Please feel free to contact
the Practicum Adviser for any clarification.
Thank you in advance for the cooperation and help you will be extending to us
in the course of training our students.
1. The On-Site Supervisor, before accepting the student as a trainee, ascertains
whether he/she has the skills/capabilities to do the work required of him/her in
the department or office. Rejection or acceptance of the trainee is left to the
evaluation of the On-Site Supervisor.
2. The On-Site Supervisor signs the trainee’s Daily Time Sheet to certify that
she/he has been working for the specified numbers of hours
3. The On-Site Supervisor assigns tasks/responsibilities to the trainee that will
lead to his/her better understanding or appreciation of the chosen filed of
work. A job Description form is to be accomplished by the On-Site Supervisor
and the task detailed in it are to be refereed back to in assessing the quality
and quantity of the students trainee’s work.
4. Every quarter period/after every two (2) weeks, the On-Site Supervisor shall
complete the Performance Appraisal Form (which will be provided by the
Practicum Adviser) and forwards the same to the Practicum Adviser. Of the
trainee’s final grade, 75% is based on this appraisal.
5. At the end of the term, the On-Site Supervisor is expected to provide the
trainee with a Certificate of Completion of OJT/Practicum to attest that she/he
has fulfilled the required number of hours of work. This certification is
addressed to the Practicum Adviser. Please enclosed and sealed it on
envelope.
Noted by:
2M Vincent E. Toreno, MME
Program Head, Seafarer Rating Course
5. Agro-Industrial Foundation College of the Philippines
Bolton Riverside, Ecoland, Matina, Davao City
OJT/PRACTICUM STATUS REPORT
Name of Student: Host Company:
Course/Program: Company Name:
AIFCP Davao Contact Person/Supervisor:
Practicum Adviser: Contact/Office Number:
OJT/Practicum Covered: Total Number of Hours Covered:
Date Activity Learning’s Problems/Observations Plan of Action
Week___ ____________________________________________
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Prepared by: _________________________________ Received by: ________________________________
Student’s Signature over Printed Name Supervisor
Date: ____________________________
6. NOTE: Print this form in multiple copies for your future/succeeding use, NOT valid without the signature of the Supervisor.