Sandy Westerner is applying to teach English in Murcia, Spain through the website Inglesgarantizado.com. She has a M.A. in applied linguistics and extensive experience teaching English both privately and at institutions in England and abroad. Her application details her qualifications, work history, education, interests and goals in teaching English abroad.
This group of mines are located in the catchment area of work Marmajito underground mine. They are operating the mines Naranjos, La Picuda and Las Brisas. The first two exploit the seam. Marmajito in its lateral extension and the third operates the hearts of the Grain Córdoba. These mines are located in the hamlet Marmajito, south of town the municipality of Segovia.
This group of mines are located in the catchment area of work Marmajito underground mine. They are operating the mines Naranjos, La Picuda and Las Brisas. The first two exploit the seam. Marmajito in its lateral extension and the third operates the hearts of the Grain Córdoba. These mines are located in the hamlet Marmajito, south of town the municipality of Segovia.
Presentation for the Entrepreneurial Modelling meeting at the ICCE Goldsmiths, University of London.
In collaboration with: Antonis Anagnostidis, Frances du Pille, Giulia Piu, Petra Havelska, Tess Bygge, Victoria Gill and Viviane Williams.
For more information about the Informed Cities initiative visit http://informed-cities.iclei-europe.org or join us on Facebook at https://www.facebook.com/InformedCities
Presentation for the Entrepreneurial Modelling meeting at the ICCE Goldsmiths, University of London.
In collaboration with: Antonis Anagnostidis, Frances du Pille, Giulia Piu, Petra Havelska, Tess Bygge, Victoria Gill and Viviane Williams.
For more information about the Informed Cities initiative visit http://informed-cities.iclei-europe.org or join us on Facebook at https://www.facebook.com/InformedCities
Bar Camp Kl Corporates In Social Media Lenovo Case StudyDerrick Koh
Corporate brands in social media: What's a win win for everyone?
* Sharing Lenovo's global social media experience
* Dialogue - what do Malaysia bloggers and netizens want from corporates and vice versa
* Lenovo's Singapore social media program - a case study
Housing Exclusion of the Elderly in SloveniaFEANTSA
Presentation given by Maša Filipovič Hrast, University of Ljubljana, Slovenia at a FEANTSA Research Conference on "Understanding Homelessness and Housing Exclusion in the New European Context", Budapest, Hungary, 2010
Mobile Marketing, a copy of the presentation delivered by Mark Challinor, Telegraph Media Group from the CIM Peterborough, Digital Marketing Boot Camp held on 25th May 2011 at Perkins Innovation Centre
2010 Honda Insight Hybrid color brochure provided by San Leandro Honda located in San Leandro, CA. Find the 2010 Honda Insight Hybrid for sale in California; call about our current sales and incentives at (888) 498-9191.
San Leandro Honda is proud to serve the San Leandro region with quality Honda vehicles. With models like the CR-V, Accord, Civic, Element, Pilot, we have something for every taste, and every need. From car repairs performed by expert mechanics, to OEM Honda auto parts, to financing assistance, San Leandro Honda is the smart choice for your next vehicle, or other automotive needs.
2010 Honda Insight Hybrid color brochure provided by Paul Moak Honda located near Jackson, MS. Find the 2010 Honda Insight Hybrid for sale in Mississippi; call about our current sales and incentives at 866 - 980 - 9550.
2000 frases murcia examen ingles first certificate cambridge .soy juez del ex...ingles garantizado murcia
murcia examen ingles first certificate cambridge.soy juez del examen y profesor en academia inglesgarantizado con alumno maristas .aqui examen entera frase a frase en ingles..620837894 whatsapp
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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.
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.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
The Art Pastor's Guide to Sabbath | Steve Thomason
Murcia esl position english teacher
1. Application to teach in Murcia as English teacher in Inglesgarantizado.com A
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Employment History Future plans: My
future plans
include taking the
DELTA Future
plans: My future
plans include taking
the DELTA
Employment History
Qualification and M.A in
applied linguistics.
Autumn to present
Personal EFL and Callan
tutor
I am currently teaching a
wide range of students on a
private, individual level. My
duties have so far involved
preparing students for the
academic IELTS exam,
business English and general
English. I have also been
involved in the setting up and
marketing of Callan shool in
a local town. I am currently
teaching a group of 7 Polish
students of elementary ability
with the Callan method.
4. Spring/Summer 2008
EFL Tutor at LSI
Cambridge.
My schedule involved
teaching four hours of skills
lessons in the morning to two
different group and then
teaching a
fluency/conversation based
lesson in the afternoon. I was
also required to give a bi-
monthly written and spoken
test to the students.
2007 – 2008
For a year I had been tutoring
a nine year old boy in
preparation for attending a
school in Great Britain. My
duties involved one to one
tutelage of English language
as well as including other
subjects from the British
curriculum focussing on the
specialised vocabulary.
I was also actively involved
in a range of projects in
Moscow connected with an
Art gallery. These have
included editing script in
English language for
monthly magazines,
organizing activities based
on art and being responsible
for public liaisons with the
large English-speaking client
base.
17 July 2006 – 12 August
2006
Activities Coordinator and
Group Leader.
5. Education First (EF),
Bateman Street,
Cambridge.
Duties included arranging all
activities for my group,
liaising with them to target
the activity to their
preferences within a budget
and overseeing the students
whilst involved in these
activities.
My position allowed me to
work closely with the Main
Activities Organiser and the
Studies Coordinator to allow
maximum English Language
exposure within their
capabilities.
I was also available 24 hours
for Student Support and for
airport
transfers which enabled me
to help the team for the last 3
weeks
of their group arrangements.
10 July 2006 – 17 July 2006
Substitute English Teacher
for upper intermediate
class
Education First (EF),
Bateman Street,
Cambridge
Duties involved teaching
English to students of
varying nationalities for 3
hours a day, administration
and general teaching duties
whilst cover was needed (1
6. week).
1 March 2006 – July 2006
English Teaching Assistant
–
Bonne-International -
Angliskiy Detskiy Cad,
Moscow,
Russia.
Duties included helping all
ages of children to achieve
their
maximum linguistic potential
through, various cognitive
means
within the Russian Private
educational curriculum
2008 CELTA certificate
2006 - TEFL Certificate, St.
Catherine’s College,
Cambridge.
2005 - Feb 2006 Studies at
Daugavpils College of Music
with Olga Gavrillova,
Daugavpils, Latvia
2005 Studies with Arvitz
Tareila at Riga School for
gifted Children, Riga, Latvia
2005 - Cello grade 8 from
The Guildhall School of
Music and Drama,
Cambridge, UK
2004 - Grade 5 Theory of
Music from the Associated
Board of the Royal Schools
7. of Music, UK
2003 – 2005 Advanced
musicianship undertaken
with Dr. J Fistein,
Cambridge, UK
2004 – GCSE English
Language - B
2002 - Violin grade 5 from
The Associated Board of the
Royal Schools of Music, UK
1999 – August 2005 – Home
based autonomous education
with the aid of private tutors,
offering a full complement of
subjects formed around the
building blocks of education,
with an emphasis towards
Music, Literature, Art and
History.
1993 – 1999 Holywell
Primary School, Holywell,
Cambridgeshire
Qualification and M.A in
applied linguistics.
Autumn to present
Personal EFL and Callan
tutor
I am currently teaching a
wide range of students on a
private, individual level. My
duties have so far involved
preparing students for the
academic IELTS exam,
business English and general
English. I have also been
involved in the setting up and
marketing of Callan shool in
a local town. I am currently
teaching a group of 7 Polish
8. students of elementary ability
with the Callan method.
Spring/Summer 2008
EFL Tutor at LSI
Cambridge.
My schedule involved
teaching four hours of skills
lessons in the morning to two
different group and then
teaching a
fluency/conversation based
lesson in the afternoon. I was
also required to give a bi-
monthly written and spoken
test to the students.
2007 – 2008
For a year I had been tutoring
a nine year old boy in
preparation for attending a
school in Great Britain. My
duties involved one to one
tutelage of English language
as well as including other
subjects from the British
curriculum focussing on the
specialised vocabulary.
I was also actively involved
in a range of projects in
Moscow connected with an
Art gallery. These have
included editing script in
English language for
monthly magazines,
organizing activities based
on art and being responsible
for public liaisons with the
large English-speaking client
base.
17 July 2006 – 12 August
2006
9. Activities Coordinator and
Group Leader.
Education First (EF),
Bateman Street,
Cambridge.
Duties included arranging all
activities for my group,
liaising with them to target
the activity to their
preferences within a budget
and overseeing the students
whilst involved in these
activities.
My position allowed me to
work closely with the Main
Activities Organiser and the
Studies Coordinator to allow
maximum English Language
exposure within their
capabilities.
I was also available 24 hours
for Student Support and for
airport
transfers which enabled me
to help the team for the last 3
weeks
of their group arrangements.
10 July 2006 – 17 July 2006
Substitute English Teacher
for upper intermediate
class
Education First (EF),
Bateman Street,
Cambridge
Duties involved teaching
English to students of
varying nationalities for 3
hours a day, administration
10. and general teaching duties
whilst cover was needed (1
week).
1 March 2006 – July 2006
English Teaching Assistant
–
Bonne-International -
Angliskiy Detskiy Cad,
Moscow,
Russia.
Duties included helping all
ages of children to achieve
their
maximum linguistic potential
through, various cognitive
means
within the Russian Private
educational curriculum
2008 CELTA certificate
2006 - TEFL Certificate, St.
Catherine’s College,
Cambridge.
2005 - Feb 2006 Studies at
Daugavpils College of Music
with Olga Gavrillova,
Daugavpils, Latvia
2005 Studies with Arvitz
Tareila at Riga School for
gifted Children, Riga, Latvia
2005 - Cello grade 8 from
The Guildhall School of
Music and Drama,
Cambridge, UK
2004 - Grade 5 Theory of
Music from the Associated
11. Board of the Royal Schools
of Music, UK
2003 – 2005 Advanced
musicianship undertaken
with Dr. J Fistein,
Cambridge, UK
2004 – GCSE English
Language - B
2002 - Violin grade 5 from
The Associated Board of the
Royal Schools of Music, UK
1999 – August 2005 – Home
based autonomous education
with the aid of private tutors,
offering a full complement of
subjects formed around the
building blocks of education,
with an emphasis towards
Music, Literature, Art and
History.
1993 – 1999 Holywell
Primary School, Holywell,
Cambridgeshire
Affiliations Huntingdonshire
Philharmonic
Me, my Orchestra.
Huntingdonshire
Interests and goals Philharmonic
Orchestra.
Hobbies
Affiliations
Quartet Club of Cambridge,
playing Cello in String
quartets at various venues.
Member of Cambridgeshire
County Youth Orchestra,
with whom I toured Scotland
12. and played at the Edinburgh
Fringe Festival.
To further my interest in
Music and Eastern European
culture, I decided to live in
Daugavpils, a primarily
Russian-speaking city, in
Latvia for 6 months. It has
given me a unique
opportunity to manage every
area of my life from time
management, organisation,
and other motivational skills
and given me a maturity,
which I believe I would not
have acquired had I pursued
a convention education.
I enjoy travelling and have
travelled extensively around
Britain, Spain and Eastern
Europe including Russia and
Poland. I always try to come
away from a new place with
a small part of its culture in
my heart. Things stir me and
I like to express my creative
side in writing. I have
enjoyed writing short stories
and dioramas from an early
age, and travel certainly has
made the stories more
interesting!
Photography is my journal.
Photographs chart my life
and after taking a short
course in photography, I was
able to develop my own
photos and capture the
precise point of my interest
in a more focused way.
To prepare for my Latvian
Studies, and raise capital, I
worked for many families in
my community, one of which
13. was actually an aupair agent.
I looked after her son, aged 4
for 5 afternoons a week for 6
months. I had to do various
duties, including feeding,
bathing and bedtime routines
and be aware of his needs in
sole charge for about 4 hours
a day. I gained valuable
insight during this time,
again, an experience I could
not have gained had I been
educated within the school
system. I continue to be on
good terms with the family,
and babysat regularly until I
left for Latvia.
Following my time in Latvia,
I spent three months in
Moscow. There I worked for
an English speaking nursery
school. This was an
invaluable experience which
I enjoyed very much. It gave
me the incentive to pursue
teaching English further.
I began pursuing this project
by taking a TEFL course. It
has given me the extra skills
I need to successfully work
with foreign students from
any nationality. My
experiences during travelling
and knowledge of Russian
have been extremely
advantageous in this regard.
During the summer of ‘06 I
was employed by EF in
Cambridge, working for their
Junior Summer School. I
originally asked to sit in on
some lessons to observe
teaching methods, and as a
result of my discussions with
the Studies Coordinator, I
14. was immediately offered a
job and asked to teach a
group whilst their regular
teacher was absent! I gained
invaluable skills during this
week, furthering my interest
into one of solid conviction. I
taught for approximately
three hours per day to
students of all nationalities
aged between 13 and 17.
Following the success of that
week, EF invited me to join
the team as a group leader for
a group of 25 pupils during
their visit. I thoroughly
enjoyed organising
entertainment and excursions
for the group. I feel I was
able to provide an interesting
and fun range of activities for
the students whilst ensuring
that all needs and interests
were met.
I developed my skills
through hands on training,
and observed the day to day
running of a successful
business, which has only
encouraged me to continue in
this field.
Hebrew language
Spanish language
Culture and languages of
Slavic countries
Art and painting
Badminton
Classical music
Eastern dance
photography
Russian Cinema
15. Quartet Club of Cambridge,
playing Cello in String
quartets at various venues.
Member of Cambridgeshire
County Youth Orchestra,
with whom I toured Scotland
and played at the Edinburgh
Fringe Festival.
To further my interest in
Music and Eastern European
culture, I decided to live in
Daugavpils, a primarily
Russian-speaking city, in
Latvia for 6 months. It has
given me a unique
opportunity to manage every
area of my life from time
management, organisation,
and other motivational skills
and given me a maturity,
which I believe I would not
have acquired had I pursued
a convention education.
I enjoy travelling and have
travelled extensively around
Britain, Spain and Eastern
Europe including Russia and
Poland. I always try to come
away from a new place with
a small part of its culture in
my heart. Things stir me and
I like to express my creative
side in writing. I have
enjoyed writing short stories
and dioramas from an early
16. age, and travel certainly has
made the stories more
interesting!
Photography is my journal.
Photographs chart my life
and after taking a short
course in photography, I was
able to develop my own
photos and capture the
precise point of my interest
in a more focused way.
To prepare for my Latvian
Studies, and raise capital, I
worked for many families in
my community, one of which
was actually an aupair agent.
I looked after her son, aged 4
for 5 afternoons a week for 6
months. I had to do various
duties, including feeding,
bathing and bedtime routines
and be aware of his needs in
sole charge for about 4 hours
a day. I gained valuable
insight during this time,
again, an experience I could
not have gained had I been
educated within the school
system. I continue to be on
good terms with the family,
and babysat regularly until I
left for Latvia.
Following my time in Latvia,
I spent three months in
Moscow. There I worked for
an English speaking nursery
school. This was an
invaluable experience which
I enjoyed very much. It gave
me the incentive to pursue
teaching English further.
I began pursuing this project
by taking a TEFL course. It
has given me the extra skills
17. I need to successfully work
with foreign students from
any nationality. My
experiences during travelling
and knowledge of Russian
have been extremely
advantageous in this regard.
During the summer of ‘06 I
was employed by EF in
Cambridge, working for their
Junior Summer School. I
originally asked to sit in on
some lessons to observe
teaching methods, and as a
result of my discussions with
the Studies Coordinator, I
was immediately offered a
job and asked to teach a
group whilst their regular
teacher was absent! I gained
invaluable skills during this
week, furthering my interest
into one of solid conviction. I
taught for approximately
three hours per day to
students of all nationalities
aged between 13 and 17.
Following the success of that
week, EF invited me to join
the team as a group leader for
a group of 25 pupils during
their visit. I thoroughly
enjoyed organising
entertainment and excursions
for the group. I feel I was
able to provide an interesting
and fun range of activities for
the students whilst ensuring
that all needs and interests
were met.
I developed my skills
through hands on training,
and observed the day to day
running of a successful
business, which has only
encouraged me to continue in
18. this field.
Hebrew language
Spanish language
Culture and languages of
Slavic countries
Art and painting
Badminton
Classical music
Eastern dance
photography
Russian Cinema
Me, my
Interests and goals
Hobbies