In Home Course | Bartending School

Computer Aided Instruction in Courseware, 2022

Excellent instruction requires access to high-quality instructional materials. One method for providing effective instruction is to use Computer Aided Instructional Materials, which provide one-onone interaction to students and provide them the freedom to learn at their own pace. This study is conducted to address the compelling need for quality education that can improve students' learning in a more indulgent and convenient manner. It is supplemental material in the subject Bartending and Set Up to have a meaningful teaching-learning engagements for both faculty and students of Glan Institute of Technology. Based on the validation provided by the panel of assessors, this study used experimental and evaluative descriptive research designs to determine the quality of Computer Aided Instruction. There were 64 student participants who were chosen randomly. The data was examined with descriptive and inferential methods such as the mean, standard deviation, and t-test. Based on the findings, the academic performance of the students has greatly improved in the experimental group with the intervention of Computer Aided Instruction in comparison to the control group with the traditional method. Finally, it was deduced from the finding that computer aided instruction is an effective tool in developing and improving students' academic performance. This study will also serve as an avenue in developing effective materials to elevate the level of instruction.

2008

An endeavour to bridge the acknowledged gap between traditional legal education and legal practice, Mooting, Appellate Advocacy and Legal Practice (MAALP) was an exercise in ‘experiential education’.1 Designed to develop students’ practical legal skills through a synthesis of academic inquiry and experience, the authors introduced and taught MAALP as a new course in the Faculty of Law at Bond University

Home education is as old as the hills, yet it has become a concern among educators. Why? The reason is that, next to the option of private schooling, home education is now coming on strong as a challenge to the near monopoly that public schools now enjoy. [This article in 1987 published in an education trade magazine by a parent advocate helped set out the rationale for the growing movement in Canada and North America generally.]

Public health reports (Washington, D.C. : 1974)

In an attempt to reduce the societal burden associated with alcohol-related problems such as underage drinking and drunk driving, some local communities and state governments mandate training programs for employees of establishments that serve or sell alcoholic beverages. This study was designed to assess the available training programs for employees and managers and to identify states that either mandate training programs or encourage them by reducing establishments' legal liability. Training programs were identified through the Internet, key informants, and the research literature. Three researchers independently rated each of 22 local and national programs across 10 categories. In addition, the authors surveyed alcoholic beverage control agencies and legislative research bureaus in the 50 U.S. states. The results show that training programs are not standardized and vary widely in content, use of behavior change methods, and production quality. Most programs targeted waitstaff...

Journal of Studies on Alcohol and Drugs, 2018

(RBS) training indicates that such training can prevent over-service of alcohol and reduce drunk driving. However, reviews of the RBS literature suggest that the quality of training methods and the stability of implementation are important factors in determining RBS training effectiveness. Most RBS classes have been taught live, where the quality of instruction varies across instructors and classes, and the stability of the implementation of an RBS curriculum is variable. We b-based RBS training may carry important advantages by stabilizing instruction and implementation factors. Randomized trial results of a web-based onsite RBS training program (WayToServe® [WTS]) are reported here. It was hypothesized that servers trained by WTS would refuse alcohol service at significantly higher rates compared with Usual and Customary (UC) live training. Method: On-site alcohol-serving establishments in New Mexico communities were randomized to receive WTS training (n = 154) or the Usual and Customary live RBS training (n = 155). Premises were assessed at baseline, immediate post-training, 6-months posttraining, and 1-year post-training intervals. Pseudo-intoxicated patron protocols were used to assess premise alcohol service during the early to mid-evening hours of 6:30 P.M. to 8:30 P.M., with the percentage of alcohol service refusals to apparently intoxicated pseudo-patrons as the primary outcome variable. Results: Results indicate significantly higher refusal rates for WTS than for UC premises at the immediate (WTS = 68% vs. UC = 49%) and the 1-year post-training assessment points (WTS = 68% vs. UC = 58%) but not at the 6-month post-training assessment (WTS = 69% vs. UC = 64%). Differences in refusal rates based on pseudo-patron age were observed where younger pseudo-patrons were consistently refused more often than older pseudo-patrons. Conclusions: Effective RBS training can be delivered online, making it a potentially cost-effective way of reaching large alcohol server populations. (J. Stud.

Shotokan Karate Magazine, 2021

Due to the Corona-pandemic we are supposed to stay at home and reduce our social contacts and keep a distance from others. Many Dojo are closed. Many Karateka are therefore confined to home-training. This calls for quite a change of training routines, but also offers numerous positive possibilities. I shall not comment on the plenty of instructional videos for home-training, which can be found on YouTube. I shall rather pen some reflections in regard to training for oneself.

Home education in the UK is dominated by interpretations of education law. On the one hand it seems this is a permissive place to conduct home education yet, on the other hand, vague interpretations of the law lead to confusions, ignorance and problems. Home education in the UK flourishes not because of the law, but despite it. Discovery of home education, leading to practice is a strange affair. Led largely by word of mouth and considerable learning curves starting for many from the surprise that it is legally possible to not send a child to school, home education in the UK is characterised by local, self-organised communities without adequate state support. Many in the UK prefer to not be known to the authorities due to a school-based mentality dominating and ‘translating’ home education reality into assumptions and expectations not seen as relevant.

Issues in Educational Research, 2007

Glenda Jackson Monash University Home education is a well established phenomenon in Australia but little is known about the movement of students between home schooling and formal education and how students view and handle the transitions. A sociocultural theoretical framework has been used to explore student perceptions of their transition experiences between formal education and home schooling through three case studies. Students described positive and negative views, and experiences of both systems of education. The results of the study uncover areas for further research into the role of education professionals on student experiences, the place of home education in relation to formal education and assessment of collaborative educational programmes which combine aspects of formal education with home education.

2020

Home-based Learning (HBL) can promote self-directed learning. However, teachers and parents must nurture and equip children with the necessary skills to be independent, self-directed learners. This article explores the challenges that students, parents, and teachers face in HBL, and examines the types of support children, parents, and teachers need to enhance the effectiveness of HBL.