ACCA Full Time

ACCA is a globally recognised business program which has been successful in engaging a very huge number of students globally and more and more people look forward to step into this program each year. In this short piece, we shall look to address some fundamental questions about ACCA: What is ACCA? What is taught in this program? How long does this run? and finally, is it more appropriate to do ACCA full time or ACCA part time? Let us first turn our attention to the questions related to the program specifically.

A Brief Description Of ACCA As A Program Before We Talk About ACCA Full Time Or ACCA Part Time:

ACCA, as expressed earlier, is among the most popular and successful business education programs. ACCA stands for the Association of Certified Chartered Accountants which is the internationally recognised official body of certified chartered accountants. This body initiated this program and is responsible for running it to date. All functions pertaining to ACCA course management, from policy making to getting policy into action, from developing of syllabuses to designing of course materials, from setting up of exams to conducting exams, are performed by this Association of Certified Chartered Accountants. The syllabus was initially developed for an ACCA full time course but now it can also be studied part time. The syllabus is divided into different sections, and these different sections are tested in different papers. At least 14 papers need to be cleared before one can be given the certification of ACCA, and out of these 14, some are essential while some are to be chosen from a list of options. Some of these papers test knowledge, some test skills and a few test professional abilities. The whole course is divided into different modules which include different subjects and up to different extents of difficulty. The basic aim of this ACCA full time or part time course, as defined by the international body, is to impart all the professional, technical or ethical skills among the students which may be demanded from them when they take an accountant's, auditor's, analyst's or manager's position in a business. The syllabus of ACCA is developed carefully so that it consists of all the tools which may be necessary for imparting these skills in the students. The huge popularity of the course implies that it has, to a good extent, been able to reach its aim.

ACCA Full Time And ACCA Part Time, What Is The Difference?

Both of the ACCA courses deal with exactly the same course and have exactly the same syllabus. The only difference is that the former allows you to study the same course at more flexible times and the latter comes with fixed schedules.

The first thing you need to understand in this regard is that not all colleges offer part time teaching services so your only option might be with ACCA full time. This kind of ACCA course is feasible for people who like to get their work done in the day, and it also allows students more time to revise. The faculty may be different for part time and full time services, and in most cases the better faculty lies with the students of ACCA full time.

Suggestions for Boosting English Learning Disabled Students' Motivation

How many times have we encountered as teachers, parents, friends - and even ourselves - the saying "it won't work, I won't succeed; why bother?"

Most of teachers and other personnel who work as instructors meet with students who are not interested to learn a certain topic, as a second language (English in my case) for example. This is so, in spite of the fact that they are well aware of its importance for their future. It will be more correct to say that they usually want to master the knowledge but not to invest in acquiring it and go through the process of learning it.

In this article I will address the different reasons that cause lack of motivation and a few ways to deal with them, in the hope they will help those in need and their surroundings. Often, learners can not explicitly describe the difficulty and its origins. In addition they rarely admit that they understand the importance of the knowledge they need to acquire but lack the motivation or the know-how to learn it.

I believe there are various reasons for the lack of motivation to learn English. Some lie in the past of the students, some derives from their personalities, the learning environment; the tutor's personality and his or her ability to "reach" the pupil and reasons that are connected to a certain momentary/temporary state of mind or personal issue/s.

In order to determine what are the causes I would advise to check if there have been failures in the past and what caused them; If there were any problems with English teachers or difficulties involving the learning environment either at home or at school, that might have hindered proper studying. In addition, there is a possibility that the pupil did not get proper foundations for this subject matter and feels that this lack of knowledge brings him to a dead end. Finally, parents and teacher must address the possibility that the child/student might have some learning disability or a certain distinctive learning style that makes it hard for him/her to learn the way others do.

Personality or personal issues are, of course, more complex as is the course of action they require. Sometimes the student is in need to be in total control (and therefore finds it difficult to learn something new); is a "perfectionist" that cannot cope with the thought of making a mistake; is prone to procrastination or is dealing with personal difficulties (especially when addressing teenagers).

An open "talk" with the student might lead to insights about the causes and the possible solution or way of action. This talk, in itself, can be a first step towards getting the student to cooperate and boost his, or her, motivation.

In addition it is advisable to talk to a close friend. Sometimes those around us have a better perspective and can enlighten us about things we (or the learner) are oblivious of.

Another aspect we should be aware of is the student's surroundings and peer friends. Sometimes there is a counterproductive atmosphere in class that should be reported to school authorities. In other cases the learner's age group develops a sub-culture which praise those who do not learn for different reasons. Either way, we should explore the course of action with the school councilor, the home-room teacher and in cooperation with the pupil's different social circles.

Boosting a learner's motivation is a long process. The student and his entourage should constantly check for ways to stimulate learning and find solutions as the learning process progress. It is more so for students with learning disabilities. One should take into account that it is almost impossible to cope alone and be prepared to get help for oneself or for the child, putting our "egos" aside.

Asperger Highs and Lows

Sometimes our Asperger child soars so high and achieves so much it's easy to pretend that Autism doesn't affect him that much any more... we tell ourselves that maybe the worst is over... and we are lulled into a false sense of security. So we pull back support a little, we let nagging fears and worries subside and we coast along feeling content. Then suddenly our AS child's world implodes and the fantasy life we have created for him in our imagination disintegrates in an instant!

Life seems to have a way of tapping us on the shoulder when we become too complacent. I'm guilty of this... again! In all fairness though, I think it's human nature to hope for the best, to think positively and ignore nagging doubts, but I do believe this is what gets me into trouble every time our son crashes and burns. It feels like I'm starting over each time... it shouldn't be this hard - we've been doing this for 21 years - surely we know what to expect?

I can't decide which is the better approach - should we (as parents) be on our guard the entire time with our son and support him with military-like precision, even if he doesn't want it? Or should we relax and stand back and watch him soar when he's achieving, and celebrate his success with him?

I always thought the 'highs' and 'lows' of life with an Asperger child would even out and become more like a series of speed bumps, but I'm beginning to see that we may have to climb mountains and tumble into crevasses instead. I guess I just need to adjust my picture of life with Autism because not only is the view from the top of the mountain glorious, there are many hidden treasures awaiting in the crevasses.

Recently our Asperger child successfully applied for an apartment, in a city far from home. He was emotionally and sensorily exhausted from living out of a suitcase and sleeping on a friends couch - no privacy - no space to call his own. We celebrated his delight at finally being able to afford an apartment on his own - he would never have to struggle with interacting with flat mates who didn't understand him again. He would never again be at their mercy when it comes to renewing a lease... "We have another friend who'd like to share, and we'd rather him". We also know this will contribute to his success - he needs a 'safe space' where he can be himself, recharge, chill out and most importantly, get away from people.

To add to his joy, the next day he was offered some freelance design work! This would really boost his bank account as he was starting out. He was so excited, so happy! Finally, everything seemed to be coming together. His Dad and I were happy too - for the first time in many weeks we could finally exhale! This move interstate was going to work!

Our Asperger child rang early on his first morning of work. Anxiety had kept him awake all night... a panic attack had nearly crippled him at 3am. "I can't do it Mum - it's too much all at once!" So distraught - so disappointed in himself - so scared that this will be the pattern for his future!

As parents we've just learned a valuable lesson. Sometimes the 'pace' of life can cause anxiety. We will have to be vigilant and help him learn to 'put the brakes on' and how to say no, or at least hold off a potential job offer until he can cope.

If Your School Were a Hospital, Would the Patients Be Dead?

As a teacher who has worked in several special education settings since 2004, two major issues stand out. The most pressing matters I have encountered include contention over the No Child Left Behind Act (NCLB) in regard to how it affects students with disabilities, as well as the cumbersome referral process.

As part of testing required by the No Child Left Behind Act, an anonymous local school district (not mine) mandated a former colleague to administer a modified version of the High School Proficiency Exam (HSPE) to an eighteen-year-old student, "Lucia" with developmental delays. According to my teacher friend, the district required her to rewrite grade-level test and content area questions to assess Lucia. My colleague did not administer the test with glee, as Lucia performs academically on a first/second grade level and has severe speech delays. How is it possible to test a student on twelfth grade level content when she performs academically on a primary grade level? Is that an accurate measure of data?

Instead of spending hours creating the test, assessing Lucia, and conjuring voodoo data, would not time, efforts, and educational dollars be better spent on teaching the student important and meaningful life skills, and assessing her on information that is important and pertinent for Lucia as an individual?

The referral process for students to be evaluated for special education services is daunting to navigate. Parents and guardians have told me horror stories of advocating for their children. They have recounted woeful tales where their efforts were met with hostility and incompetence on the part of the schools. For example, last year I tutored a middle school student with dyslexia in language arts and executive functioning. Previously the girl, "Lulu," had attended a nonpublic school for students with learning disabilities. This was her first year in public school. Lulu's grandmother, a feisty retired attorney, contacted various parties at the school in vain attempts to facilitate special services for Lulu. Finally, she researched special education law, whipped up the requisite written documents, and the school stopped dragging their feet. On one of the documents for the initial child study meeting, the teacher indicated that Lulu's dyslexia was due to vision problems! Earlier this school year, I heard Lulu was skipping class on a regular basis.

I personally witnessed resistance to referring students for evaluation when I taught third grade in California. Teachers were overtly discouraged from initiating referrals of students, and the principal limited us to referring two students per month. In a child study meeting, the principal poo-pooed a student's difficulty with decoding one-syllable words as an "ELL processing issue." If it were an ELL issue, he would have been able to decode just fine in Spanish, his native language. During the meeting, she encouraged several teachers to watch student's behavior and learning and then take action if the children continued to struggle.

Why You Need HGV Driver Training

Heavy good vehicle (HGV) driver training is a prerequisite for obtaining a HGV driver license. Driving a heavy goods vehicle is not as easy as driving cars or other lightweight vehicles. Specialized driving knowledge is essential for maneuvering the heavy commercial vehicles.

What is a heavy good vehicle?

Good vehicles above 3500 kg are known as heavy good vehicles. These comprise of lorries and trucks used for transporting heavy commercial goods such as heavy equipments, construction material, foods and chemicals.

How to become a HGV driver

Appropriate driving licenses are required to become a HGV driver in the European Union. HGV driving is divided into four categories - C1, C1+E, C and C+E. Although the aspiring HGV drivers take the same driving test regardless of category, the qualifying marks vary from category to category.

Features of HGV driving training course

The HGV driving training course prepares candidates for different HGV driving categories. The course emphasizes on practical driving, training students to handle the vehicle in diverse driving conditions. The trainer always takes into account the initial driving experience or aptitude of the candidate before designing the appropriate course. While the practical driving sessions prepare the candidate for passing the driving test needed for obtaining a provisional vocational license, to be eligible for the driving license of the relevant category, candidates are required to clear the theoretical test. During the practical training, candidates are exposed to different types of roads. They are trained in handling the vehicles in different types of environment. Depending upon the driving skills and learning ability of a candidate, it usually takes 5 to 7 days to complete the practical training.

The theoretical test is divided into two parts. The multiple-choice part tests the overall driving aptitude and knowledge of the candidate. The second part deals with hazard perception. It is a computer-based test. Only candidates who clear both the parts of the theoretical tests receive the HGV driver's certificate. The multiple-choice test varies according to the category of the HGV driver license. Regardless of category, candidates are required to take identical hazard perception test.

To obtain a driving license for the higher driving category, the candidate must be at least 21 years of age. To upgrade your HGV driving license to a higher category, you have to clear the practical test for that category. However, candidates are usually exempted from appearing in the theory test that they have cleared during the earlier driver license test.

PCV Training for Driving Minibuses

You need PCV training from experienced trainers to become a passenger carrying vehicle (PCV) driver. According to the strict driving regulation of UK and the European Union, obtaining the PCV driver license of a specific category is a prerequisite for driving vehicles of the relevant category.

Categories of PCV driving licence

The PCV driving licence is divided into two categories - D1 and D. People with the D1 licence can drive minibuses with 9 to 16 passenger seats. Larger buses can only be driven by people with category D licence.

In addition to driving minibuses, the category D licence holders are eligible for driving passenger carrying recovery vehicle of weight not more than 10.2 tonnes for transporting disabled or injured passengers. In addition to the category D licence, the driver should hold a public service vehicle operators licence.

However, drivers of certain categories of passenger carrying vehicles can drive minibuses without a D or D1 category licence. People with a full category B or car licence can drive minibuses with 16 seats, provided the driver is at least 21 years of age, drives a vehicle owned by a non-commercial organization for a social purpose and not for hire or reward, and the maximum weight of the minibus including equipments for disabled people is 4.25 tonnes. An elderly driver above 70 years of age who meets the medical standards essential for driving a D1 category vehicle can drive a minibus. Passenger carrying vehicles at least 30 years old with not more than eight seats can be driven by a driver with a full category B licence for purposes other than hire or reward.

Why you need PCV driving training

By enrolling in a reputed PCV training course, you will receive the best quality training from experienced trainers that will help you to pass the PCV driving test. Candidates at least 18 years of age are eligible for obtaining PCV driving licence. However, until the age of 21, you can only drive minibuses that run up to a distance of 50 km.

Only candidates who meet the stringent medical regulations can apply for a provisional driving licence. You will receive the category D1 or D driving licence only after passing both the practical and the theory tests.

The PCV driving training courses are tailored to meet the requirement of individual candidates as assessed by the initial driving aptitude test conducted by the training organization. During the training program, candidates learn the different methods of handling a passenger carrying vehicle in diverse driving conditions.

Contents of Some Scaffolding Training Courses

Those who are interested in the right scaffolding training courses should check out the industry approved CISRS courses which are widely available in the market.

Basic Scaffolder Course

The CISRS scaffolder course is a basic one day skills course which includes an acute assessment of the candidate. Those who have already undergone the CISRS scaffolding training of parts 1 and 2 are eligible for this one day skills test course as they are usually working at work at height jobs.

The course content basically assesses the candidate's competency in interpreting work instructions and deciphering information which would not be a problem if they are familiar with their on-site responsibilities and having applied the course contents of scaffolding training parts 1 and 2 diligently.

Candidates would also be tested on understanding the material list and statement on methods; their skills on components selection and checking would be assessed to confirm their competence. They would also be practically tested on the erection and dismantling of various types of scaffold such as cantilever scaffold.

CISRS scaffold courses

It is a legal requirement that any erection, alteration and dismantling of scaffolding must be handled by a qualified person who has undergone the appropriate training such as CISRS scaffold course. These are held in two parts; both courses are conducted on 10 consecutive days.

A successful completion of these scaffold training courses would qualify the candidate with an industry approved certification to handle scaffolding works or to supervise such works at the work site.

The CISRS scaffold course of part 1 is the basic scaffolding course which allows the candidate to understand the statutory regulations of scaffolding works with the current Codes of Practice. There would be the practical sessions of erecting and dismantling of scaffolds from basic to complex natures.

Independent scaffolds with bridging would be taught with various components used in the industry such as truss out, cantilever drop, roof saddle, gantries, sheeting and safety harness. There would be a great emphasis on safety and health issues as a reminder and caution to candidates on the possible dangers and risks that lurk around the work site.

Hence, the PPE is necessary to be worn as a safety requirement during the course.

When the successful candidates have at least 6 months of work experience, they can proceed to the part 2 of the CISRS scaffold course. This course is also 10 days long with a maximum of 12 candidates to ensure a good ratio of machineries to candidates in the practical usage of equipment.