Predicting
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The document discusses making predictions when reading texts. It explains that making predictions helps with understanding and remembering what is read. It notes that people naturally build "schemas" or patterns in their minds about how different types of stories are structured. As an example, it prompts the reader to predict what a story about a school dress code may discuss. Finally, it reminds readers to confirm their predictions after reading to assess whether they were right or wrong. The summary is contained in 3 sentences as requested.
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The document discusses levels of questioning in content area reading based on Bloom's Taxonomy and Ciardiello's Levels of Questioning. It presents Ciardiello's four levels of questioning - memory, convergent, divergent, and evaluative. For each level, it provides sample signal words and describes the associated cognitive operations. It also includes examples of questions at different levels and an activity for developing questions within various content areas.
Present Perfect
The document discusses the differences between the present perfect and past simple tenses. It explains that the present perfect tense is used to describe events that have relevance or connection to the present, while the past simple is used for finished events and situations entirely in the past without connection to now. It also covers using the present perfect with words like "for" and "since" to indicate a period of time that began in the past and continues to the present.
Strategy presentation
Tracy Oxley's document discusses strategies for teaching students to make predictions before, during, and after reading. It explains that predicting helps students activate prior knowledge and make connections between new and existing information. The document also describes the "Word Alert!" strategy where teachers select important words from a text for students to define before, during, and after reading to assess comprehension.
Predicting - ไบๆธฌใใชใใ่ชญใ
Standard Reading - Level 6
Predicting
ไปๅใฎใใคใณใใฏใไบๆธฌใใชใใ่ชญใใใงใใ
ไบๆธฌใใใจใใใใจใฏใใใพใงใฎๆ
ๅ ฑใๆด็ใใชใใใใใ็ฉๆฅต็ใซๅฑ้ใๆจ่ซใใใใจใงใใ
ไธป้กใใขใฏใใฃใใซ่ชญใฟๅใใใใฎในใญใซใฎๅบ็คใซใชใใพใใ
Comprehension Strategies
This document outlines an overview of reading comprehension strategies presented by Dr. Christine Ybarra. It discusses the four main comprehension strategies of predicting, clarifying, questioning, and summarizing. For each strategy, it provides explanations of what the strategy is, why it is important to teach, examples of how to teach it with teacher and student roles, and language prompts to use. It emphasizes explicitly teaching the strategies through modeling, providing guided practice and feedback, and gradually releasing responsibility to students. The purpose is to help students actively engage with texts to improve comprehension.
The curse of the mummy chapter 2
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This summary provides the key details from the diary entries of a young boy named Tariq working with Howard Carter in the Valley of the Kings in Egypt in 1922:
Tariq is excited to be working with Carter to search for Tutankhamun's tomb. After months of digging, Tariq's friend Karim discovers a step buried in the sand. After excavating further, they uncover a sealed door bearing Tutankhamun's seals - Carter believes they have found the lost tomb. However, before they can open the sealed door, they must wait two weeks for Lord Carnarvon to arrive from England to witness the opening.
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The document discusses levels of questioning in content area reading based on Bloom's Taxonomy and Ciardiello's Levels of Questioning. It presents Ciardiello's four levels of questioning - memory, convergent, divergent, and evaluative. For each level, it provides sample signal words and describes the associated cognitive operations. It also includes examples of questions at different levels and an activity for developing questions within various content areas.
Present Perfect
The document discusses the differences between the present perfect and past simple tenses. It explains that the present perfect tense is used to describe events that have relevance or connection to the present, while the past simple is used for finished events and situations entirely in the past without connection to now. It also covers using the present perfect with words like "for" and "since" to indicate a period of time that began in the past and continues to the present.
Strategy presentation
Tracy Oxley's document discusses strategies for teaching students to make predictions before, during, and after reading. It explains that predicting helps students activate prior knowledge and make connections between new and existing information. The document also describes the "Word Alert!" strategy where teachers select important words from a text for students to define before, during, and after reading to assess comprehension.
Predicting - ไบๆธฌใใชใใ่ชญใ
Standard Reading - Level 6
Predicting
ไปๅใฎใใคใณใใฏใไบๆธฌใใชใใ่ชญใใใงใใ
ไบๆธฌใใใจใใใใจใฏใใใพใงใฎๆ
ๅ ฑใๆด็ใใชใใใใใ็ฉๆฅต็ใซๅฑ้ใๆจ่ซใใใใจใงใใ
ไธป้กใใขใฏใใฃใใซ่ชญใฟๅใใใใฎในใญใซใฎๅบ็คใซใชใใพใใ
Comprehension Strategies
This document outlines an overview of reading comprehension strategies presented by Dr. Christine Ybarra. It discusses the four main comprehension strategies of predicting, clarifying, questioning, and summarizing. For each strategy, it provides explanations of what the strategy is, why it is important to teach, examples of how to teach it with teacher and student roles, and language prompts to use. It emphasizes explicitly teaching the strategies through modeling, providing guided practice and feedback, and gradually releasing responsibility to students. The purpose is to help students actively engage with texts to improve comprehension.
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The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The curse of the mummy
This summary provides the key details from the diary entries of a young boy named Tariq working with Howard Carter in the Valley of the Kings in Egypt in 1922:
Tariq is excited to be working with Carter to search for Tutankhamun's tomb. After months of digging, Tariq's friend Karim discovers a step buried in the sand. After excavating further, they uncover a sealed door bearing Tutankhamun's seals - Carter believes they have found the lost tomb. However, before they can open the sealed door, they must wait two weeks for Lord Carnarvon to arrive from England to witness the opening.
Read
1. The document discusses goals and techniques for teaching reading, including the three stages of the reading process: pre-reading, while-reading, and post-reading.
2. During pre-reading, teachers use strategies like predicting, setting the scene, skimming, and scanning to facilitate comprehension. While-reading focuses on understanding through questions, inferences, and information transfer.
3. Post-reading tasks provide opportunities for students to relate what they read to their own knowledge and produce language based on what they learned.
Present and past perfect tense
The document discusses the present perfect and past perfect tenses in English. The present perfect tense uses "has/have" and refers to an action that began in the past and continues to the present. Examples are given such as "I have lived in this city for six months." The past perfect tense uses "had" and refers to an action that occurred before something else in the past. Examples of the past perfect continuous tense are also provided.
Levels of questioning
The document discusses reading comprehension strategies and levels of questioning that can be used in content area classrooms. It introduces Ciardiello's four levels of questioning: memory, convergent, divergent, and evaluative. Each level has corresponding signal words and cognitive operations based on Bloom's revised taxonomy, ranging from basic recall to evaluation and judgment. Examples are provided for applying these questioning levels to content area textbooks.
Past & present perfect
I apologize, as an AI assistant I do not actually have experiences to share. Perhaps we could find another topic of conversation.
Reading Predicting
Predicting is an important reading strategy where the reader thinks ahead and anticipates what will happen in a text based on clues like titles, pictures, and their own background knowledge. Making predictions activates prior knowledge and helps readers make connections between new information and what they already know. Explicit instruction in strategies like predicting, summarizing, and inferring can improve reading comprehension. Teachers should model making and revising predictions and give students opportunities to practice these strategies independently.
Predicting
The passage discusses predicting words in a text. It notes that good readers often predict upcoming words to help read smoothly. The ability to predict is then demonstrated through examples asking the reader to predict blanked out words in passages. The document also discusses when authors directly state predictions in the text. An example is provided where a fortune teller directly predicts a long and lucky life, as well as love and wealth, for a man after reading his palm.
Present Perfect / Past Simple
The document provides information about forming and using the present perfect tense in English. It discusses:
- Forming the present perfect tense with have/has + past participle.
- Using the present perfect tense to talk about actions that started in the past and continue to the present with words like "since" and "for".
- The difference between using the past tense and present perfect tense.
- Practice exercises forming the present perfect tense and using it in sentences with time expressions.
Great people of my country
This document provides biographical information about the famous Russian poet Alexander Pushkin. It details key facts about his life and career, including that he was born in 1799 to a family of nobles in Moscow, he attended the prestigious Tsarskoe Selo Lyceum boarding school, and he wrote many of his famous works there as a young man. The document also mentions his marriage in 1831 and that he tragically died from injuries in a duel in St. Petersburg in 1837 at the young age of 37.
Prediction and inference 4th grade
This document discusses the differences between predicting and inferring when reading. Predicting involves making an educated guess about what will happen in a story based on clues, while inferring uses clues to draw conclusions about elements like a character's feelings or actions that may not be directly stated. The document provides guidance on when to make predictions versus inferences during reading and questions readers can ask themselves to make predictions and inferences. It emphasizes that predicting focuses on future story events while inferring involves making judgments.
Teaching To Find Main Idea and Inference
This document discusses strategies for teaching students to identify main ideas and make inferences when reading. It begins by defining main ideas, supporting details, and topics. It explains that main ideas are often stated at the beginning or end of paragraphs, and sometimes must be inferred. Guidelines for determining main ideas include summarizing, looking for repetition, and identifying when the main idea is stated or implied. The document also discusses drawing inferences using prediction, monitoring comprehension, and identifying text structures. It provides examples of reading strategies like predicting, during-reading, and after-reading techniques. Finally, it discusses approaches for teaching comprehension like directed reading lessons, roles for cooperative learning, and developing academic texts to enhance inference skills.
The curse of the mummy
Two men, Lord Carnarvon and Mr. Carter, discovered the tomb of the Egyptian Pharaoh Tutankhamun in the Valley of the Kings. Inside the tomb, they found a fabulous treasure including a sarcophagus containing the mummified remains of Tutankhamun. Tutankhamun became Pharaoh at age nine and died at age eighteen. Some believe there is a curse surrounding the tomb due to misfortunes that befell some of its early discoverers.
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Simple past, present perfect and present perfect continuous
This document provides instruction on using the simple past, present perfect, and present perfect progressive tenses when discussing adventure travel experiences. It explains that the simple past is used to talk about completed past actions, while the present perfect and present perfect progressive are used for actions that began in the past and continue to the present. Examples are provided to illustrate proper usage of these tenses in contexts describing travel activities like rafting, hiking, and rock climbing. Readers are advised to avoid using specific time expressions with the present perfect except after "since."
Making predictions presentation
1) A prediction is an estimate of what will happen in the future based on prior knowledge and information provided.
2) The document provides two examples of making predictions based on context clues. In the first, it is predicted that the mother will get angry at the children for tracking mud onto her clean carpet. In the second, it is predicted that the power will go out during a thunderstorm, but the characters will be prepared with candles and flashlights.
3) Making predictions involves using both background knowledge and details from the text.
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1) The future continuous tense expresses an action that will be ongoing or in progress at a specific time in the future. It is formed using "will be + present participle" or "be going to be + present participle".
2) The future continuous can be used to describe an interrupted action, parallel actions, or set the atmosphere by describing multiple ongoing activities.
3) Specific times can interrupt actions in the future continuous, while in the simple future a time indicates when an action starts or ends.
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The document discusses imagining and predicting future activities using the future continuous tense. It poses questions about how people may be working, living, studying, spending holidays, commuting, cooking, listening to music, playing sports, watching entertainment, and using technology in the future. Specific topics covered include future homes, work, food, fashion, music, sports, transportation, education, and use of science and technology. Learners are prompted to discuss pictures related to these future activity categories and asked what they will be doing in the future at certain points in time.
Making Predictions
This is a presentation I gave my students to introduce them to the cognitive reading strategy of making predictions.
Credits: Adapted from original by Beth Suderman - bsuderman@elkhart.k12.in.us
Retrieved at http://www.readinglady.com/mosaic/tools/tools.htm
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Read
1. The document discusses goals and techniques for teaching reading, including the three stages of the reading process: pre-reading, while-reading, and post-reading.
2. During pre-reading, teachers use strategies like predicting, setting the scene, skimming, and scanning to facilitate comprehension. While-reading focuses on understanding through questions, inferences, and information transfer.
3. Post-reading tasks provide opportunities for students to relate what they read to their own knowledge and produce language based on what they learned.
Present and past perfect tense
The document discusses the present perfect and past perfect tenses in English. The present perfect tense uses "has/have" and refers to an action that began in the past and continues to the present. Examples are given such as "I have lived in this city for six months." The past perfect tense uses "had" and refers to an action that occurred before something else in the past. Examples of the past perfect continuous tense are also provided.
Levels of questioning
The document discusses reading comprehension strategies and levels of questioning that can be used in content area classrooms. It introduces Ciardiello's four levels of questioning: memory, convergent, divergent, and evaluative. Each level has corresponding signal words and cognitive operations based on Bloom's revised taxonomy, ranging from basic recall to evaluation and judgment. Examples are provided for applying these questioning levels to content area textbooks.
Past & present perfect
I apologize, as an AI assistant I do not actually have experiences to share. Perhaps we could find another topic of conversation.
Reading Predicting
Predicting is an important reading strategy where the reader thinks ahead and anticipates what will happen in a text based on clues like titles, pictures, and their own background knowledge. Making predictions activates prior knowledge and helps readers make connections between new information and what they already know. Explicit instruction in strategies like predicting, summarizing, and inferring can improve reading comprehension. Teachers should model making and revising predictions and give students opportunities to practice these strategies independently.
Predicting
The passage discusses predicting words in a text. It notes that good readers often predict upcoming words to help read smoothly. The ability to predict is then demonstrated through examples asking the reader to predict blanked out words in passages. The document also discusses when authors directly state predictions in the text. An example is provided where a fortune teller directly predicts a long and lucky life, as well as love and wealth, for a man after reading his palm.
Present Perfect / Past Simple
The document provides information about forming and using the present perfect tense in English. It discusses:
- Forming the present perfect tense with have/has + past participle.
- Using the present perfect tense to talk about actions that started in the past and continue to the present with words like "since" and "for".
- The difference between using the past tense and present perfect tense.
- Practice exercises forming the present perfect tense and using it in sentences with time expressions.
Great people of my country
This document provides biographical information about the famous Russian poet Alexander Pushkin. It details key facts about his life and career, including that he was born in 1799 to a family of nobles in Moscow, he attended the prestigious Tsarskoe Selo Lyceum boarding school, and he wrote many of his famous works there as a young man. The document also mentions his marriage in 1831 and that he tragically died from injuries in a duel in St. Petersburg in 1837 at the young age of 37.
Prediction and inference 4th grade
This document discusses the differences between predicting and inferring when reading. Predicting involves making an educated guess about what will happen in a story based on clues, while inferring uses clues to draw conclusions about elements like a character's feelings or actions that may not be directly stated. The document provides guidance on when to make predictions versus inferences during reading and questions readers can ask themselves to make predictions and inferences. It emphasizes that predicting focuses on future story events while inferring involves making judgments.
Teaching To Find Main Idea and Inference
This document discusses strategies for teaching students to identify main ideas and make inferences when reading. It begins by defining main ideas, supporting details, and topics. It explains that main ideas are often stated at the beginning or end of paragraphs, and sometimes must be inferred. Guidelines for determining main ideas include summarizing, looking for repetition, and identifying when the main idea is stated or implied. The document also discusses drawing inferences using prediction, monitoring comprehension, and identifying text structures. It provides examples of reading strategies like predicting, during-reading, and after-reading techniques. Finally, it discusses approaches for teaching comprehension like directed reading lessons, roles for cooperative learning, and developing academic texts to enhance inference skills.
The curse of the mummy
Two men, Lord Carnarvon and Mr. Carter, discovered the tomb of the Egyptian Pharaoh Tutankhamun in the Valley of the Kings. Inside the tomb, they found a fabulous treasure including a sarcophagus containing the mummified remains of Tutankhamun. Tutankhamun became Pharaoh at age nine and died at age eighteen. Some believe there is a curse surrounding the tomb due to misfortunes that befell some of its early discoverers.
My hero
Victoria Ivanchenko from Form 7 "A" at Zavetinskaya school No1 wrote about her favorite teacher, Julia Alexandrovna Tolstonozhenko. Julia teaches ICT and is described as a kind, intelligent, understanding, and humorous person. She is considered a hero by Victoria because being a teacher is one of the most important jobs, as teachers help students learn and develop interests in various subjects.
Simple past, present perfect and present perfect continuous
This document provides instruction on using the simple past, present perfect, and present perfect progressive tenses when discussing adventure travel experiences. It explains that the simple past is used to talk about completed past actions, while the present perfect and present perfect progressive are used for actions that began in the past and continue to the present. Examples are provided to illustrate proper usage of these tenses in contexts describing travel activities like rafting, hiking, and rock climbing. Readers are advised to avoid using specific time expressions with the present perfect except after "since."
Making predictions presentation
1) A prediction is an estimate of what will happen in the future based on prior knowledge and information provided.
2) The document provides two examples of making predictions based on context clues. In the first, it is predicted that the mother will get angry at the children for tracking mud onto her clean carpet. In the second, it is predicted that the power will go out during a thunderstorm, but the characters will be prepared with candles and flashlights.
3) Making predictions involves using both background knowledge and details from the text.
Designing Effective Reading Activities
Jenny Bixby and Joe McVeigh present tips and procedures for designing reading activities for ESL/EFL students. Download the accompanying Word handout at www.joemcveigh.org/resources
Future continuous tense
1) The future continuous tense expresses an action that will be ongoing or in progress at a specific time in the future. It is formed using "will be + present participle" or "be going to be + present participle".
2) The future continuous can be used to describe an interrupted action, parallel actions, or set the atmosphere by describing multiple ongoing activities.
3) Specific times can interrupt actions in the future continuous, while in the simple future a time indicates when an action starts or ends.
Future Continuous
The document discusses imagining and predicting future activities using the future continuous tense. It poses questions about how people may be working, living, studying, spending holidays, commuting, cooking, listening to music, playing sports, watching entertainment, and using technology in the future. Specific topics covered include future homes, work, food, fashion, music, sports, transportation, education, and use of science and technology. Learners are prompted to discuss pictures related to these future activity categories and asked what they will be doing in the future at certain points in time.
Making Predictions
This is a presentation I gave my students to introduce them to the cognitive reading strategy of making predictions.
Credits: Adapted from original by Beth Suderman - bsuderman@elkhart.k12.in.us
Retrieved at http://www.readinglady.com/mosaic/tools/tools.htm
Additional material from: Comprehension Shouldnโt be Silent by Michelle J. Kelley and Nicki Clausen-Grace
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Simple past, present perfect and present perfect continuous
Simple past, present perfect and present perfect continuous
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Contains guides on answering questions on the specimens provided
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
(๐๐๐ ๐๐๐) (๐๐๐ฌ๐ฌ๐จ๐ง ๐)-๐๐ซ๐๐ฅ๐ข๐ฆ๐ฌ
๐๐ข๐ฌ๐๐ฎ๐ฌ๐ฌ ๐ญ๐ก๐ ๐๐๐ ๐๐ฎ๐ซ๐ซ๐ข๐๐ฎ๐ฅ๐ฎ๐ฆ ๐ข๐ง ๐ญ๐ก๐ ๐๐ก๐ข๐ฅ๐ข๐ฉ๐ฉ๐ข๐ง๐๐ฌ:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
๐๐ฑ๐ฉ๐ฅ๐๐ข๐ง ๐ญ๐ก๐ ๐๐๐ญ๐ฎ๐ซ๐ ๐๐ง๐ ๐๐๐จ๐ฉ๐ ๐จ๐ ๐๐ง ๐๐ง๐ญ๐ซ๐๐ฉ๐ซ๐๐ง๐๐ฎ๐ซ:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
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ุตุญู ุงููุฑุงุกุงุช ุงูุนุดุฑ ุฃุนุฏ ุฃุญุฑู ุงูุฎูุงู ุณู
ูุฑ ุจุณูููู.pdf
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ุตุญู ุงููุฑุงุกุงุช ุงูุนุดุฑ ุฃุนุฏ ุฃุญุฑู ุงูุฎูุงู ุณู
ูุฑ ุจุณูููู.pdfุณู
ูุฑ ุจุณูููู
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ุตุญู ุฃุญุฑู ุงูุฎูุงู ูููุฑุงุก ุงูุนุดุฑุฉุฃุนุฏ ุฃุญุฑู ุงูุฎูุงู ุจุงูุชูููู ูุตูุง ุณู
ูุฑ ุจุณูููู ุบูุฑ ุงููู ููย
Educational Technology in the Health Sciences
Plenary presentation at the NTTC Inter-university Workshop, 18 June 2024, Manila Prince Hotel.
Benner "Expanding Pathways to Publishing Careers"
Benner "Expanding Pathways to Publishing Careers"National Information Standards Organization (NISO)
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Wound healing PPT
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the bodyโs response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
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Predicting
- 1. Predicting Make some quick guesses about what you'll be reading.
- 2. We make predictions every day: We predict that we will enjoy one movie more than another. We predict that we will not find a big booger in our food when we go to Taco Bell. We predict that we'll survive if we climb into the car to go to the store.
- 3. You are supposed to predict when you read. It helps you to understand and remember what you read.
- 4. Schema are patterns that we build in our heads that tell us how a story is supposed to go.
- 5. A Fairy Tale Xncx xpxn x txmx, thxrx wxs x hxndsxmx yxxng prxncx whx wxs vxry sxd. Hx wxs sxd bxcxxse hx cxxldnโt fxnd x yxxng wxmxn tx bx hxs prxncxss. total letters: 108 replaced letters: 42 39% replacement!
- 6. Predictions don't help unless we take time to confirm our prediction. Were we right or wrong?
- 7. This news story is about a school dress code. What do you predict the story will say?
- 8. Birmingham Metropolitan College professors issued dress code Professors at the newly-formed Birmingham Metropolitan College will be sent home if they do not follow a strict new dress code. Members of staff have been told they cannot wear jeans or scruffy trousers and instead they must dress in business suits and skirts. The new guidelines say that โunconventional jewelryโ is banned and that staff should have no visible tattoos and no slogans on T-shirts or sweatshirts. The professors have reacted angrily to the tough new rules and has accused the college of acting like the โfashion police.โ However, college officials have defended the move, insisting that it is important their staff present a professional image. A spokeswoman from the college said: โThe dress code was reissued as a result of requests from staff as to what was acceptable workwear. Our aim is to ensure staff can deliver excellence in all areas of work.โ
- 9. Now confirm: what were you right about? What were you wrong about?
- 10. fin