The document is a progress report for a student named RichardThe3rd who completed the ACCA FA1-MA1.X Introduction to Financial and Management Accounting course on edX. It shows that the student completed all lessons and exams for each week of the FA1 and MA1 modules and scored 100% on all graded exams.
This document is a progress report for a student named RichardThe3rd in an online ACCA accounting course. It shows the student's performance in each lesson and exam within the course modules for FA2 (Financial Accounting) and MA2 (Management Accounting). For most lessons and exams, the student scored 100% with no problems. Overall, the student has completed 100% of the coursework and exams, and is ready to take the ACCA exam.
The main goal of YouTestMe Classroom 2020 is to catch the wave of modernizing the process of knowledge assessment and learning by allowing the users to focus on important things and automating the tedious processes. Remember your days at school? Acquiring real, practical knowledge has never been an easy process. We aspire to provide the users a simple way to learn more comfortably and motivate them to use their mindsets as often as possible.
Imagine the system where teachers will have immediate feedback about their lectures, where all students are equally engaged in the learning process, where school officials will have a consolidated view of the education process and progress, where parents will not ask their kids "What did you learn in school today?" because they will already know it.
However, Classroom 2020 does not focus solely on schools and universities. Since it is highly customizable, it can be tailored to suit the needs of different profiles and institutions. Every business and institution that needs training and evaluation can find this software useful in those areas, because its elements are made to suit all types of data.
Classroom 2020 is software used in the learning process to practice lectured subjects through customized tasks and projects, uniquely designed for each individual. While the participants are interacting with the system, a wealth of information is collected and then turned into information (reports, graphs and charts) that can be used to quickly adjust the process of adopting knowledge. Each student is different and the system aspires to adapt to them. This is performed by archiving various scores and statistics, and the system consequently “learns” and tailors follow-up subjects and tests according to their capabilities. On examination, these reports can provide invaluable data to teachers, school officials and the government, so adjusting the knowledge assessment program according to the previous is what should be the key point in improving the entire process. The Classroom 2020 software makes this cycle as fast and efficient as possible.
Text Analytics (unstructured - Twitter, Facebook posts):
Information Extraction is the problem of distilling structured information from unstructured text, for example, finding entities such as persons and organizations, and the relationships between them. Using SystemT - a state-of-the-art Information Extraction System.
This is about the Final grading of students on their total marks obtained during the semester, which contain marks of Assignments ,Quizzes ,Two tests and One term report . This presentation will give overall view of the results of the students grade.
This report summarizes learning performance data from surveys based on questions about instructors and course material. It shows average scores out of 9 for different question categories and individual questions, comparing results to an internal benchmark. Scores were above the benchmark for all categories. Recommendations include identifying lower scoring categories and drilling down to determine how to improve weak areas, using filters to analyze specific instructors or courses, and regularly sharing the report to communicate results.
1) The document describes a "Supporting Students at Risk" (SSAR) strategy implemented in first year engineering courses to contact students who showed early signs of struggling and provide advice and support.
2) The results showed that SSAR seemed most effective when contacting new students early in the first stage, with many of these students succeeding in the courses. SSAR was less effective for continuing students who required modified support.
3) The SSAR process provided insights into the student experience and course challenges. It prompted further evaluation of teaching methods and support structures to better meet student and course needs.
The Moodle Quiz at the Open University: how we use it & how that helps studentsTim Hunt
The document discusses how the Open University uses Moodle quizzes and how they help students. It presents data from several modules that shows completing quizzes and interactive computer-marked assignments (iCMAs) correlates with higher exam scores and module completion rates. The university has also found that computers can accurately automatically grade questions beyond just multiple choice through advances in computational linguistics and pattern matching.
This document is a progress report for a student named RichardThe3rd in an online ACCA accounting course. It shows the student's performance in each lesson and exam within the course modules for FA2 (Financial Accounting) and MA2 (Management Accounting). For most lessons and exams, the student scored 100% with no problems. Overall, the student has completed 100% of the coursework and exams, and is ready to take the ACCA exam.
The main goal of YouTestMe Classroom 2020 is to catch the wave of modernizing the process of knowledge assessment and learning by allowing the users to focus on important things and automating the tedious processes. Remember your days at school? Acquiring real, practical knowledge has never been an easy process. We aspire to provide the users a simple way to learn more comfortably and motivate them to use their mindsets as often as possible.
Imagine the system where teachers will have immediate feedback about their lectures, where all students are equally engaged in the learning process, where school officials will have a consolidated view of the education process and progress, where parents will not ask their kids "What did you learn in school today?" because they will already know it.
However, Classroom 2020 does not focus solely on schools and universities. Since it is highly customizable, it can be tailored to suit the needs of different profiles and institutions. Every business and institution that needs training and evaluation can find this software useful in those areas, because its elements are made to suit all types of data.
Classroom 2020 is software used in the learning process to practice lectured subjects through customized tasks and projects, uniquely designed for each individual. While the participants are interacting with the system, a wealth of information is collected and then turned into information (reports, graphs and charts) that can be used to quickly adjust the process of adopting knowledge. Each student is different and the system aspires to adapt to them. This is performed by archiving various scores and statistics, and the system consequently “learns” and tailors follow-up subjects and tests according to their capabilities. On examination, these reports can provide invaluable data to teachers, school officials and the government, so adjusting the knowledge assessment program according to the previous is what should be the key point in improving the entire process. The Classroom 2020 software makes this cycle as fast and efficient as possible.
Text Analytics (unstructured - Twitter, Facebook posts):
Information Extraction is the problem of distilling structured information from unstructured text, for example, finding entities such as persons and organizations, and the relationships between them. Using SystemT - a state-of-the-art Information Extraction System.
This is about the Final grading of students on their total marks obtained during the semester, which contain marks of Assignments ,Quizzes ,Two tests and One term report . This presentation will give overall view of the results of the students grade.
This report summarizes learning performance data from surveys based on questions about instructors and course material. It shows average scores out of 9 for different question categories and individual questions, comparing results to an internal benchmark. Scores were above the benchmark for all categories. Recommendations include identifying lower scoring categories and drilling down to determine how to improve weak areas, using filters to analyze specific instructors or courses, and regularly sharing the report to communicate results.
1) The document describes a "Supporting Students at Risk" (SSAR) strategy implemented in first year engineering courses to contact students who showed early signs of struggling and provide advice and support.
2) The results showed that SSAR seemed most effective when contacting new students early in the first stage, with many of these students succeeding in the courses. SSAR was less effective for continuing students who required modified support.
3) The SSAR process provided insights into the student experience and course challenges. It prompted further evaluation of teaching methods and support structures to better meet student and course needs.
The Moodle Quiz at the Open University: how we use it & how that helps studentsTim Hunt
The document discusses how the Open University uses Moodle quizzes and how they help students. It presents data from several modules that shows completing quizzes and interactive computer-marked assignments (iCMAs) correlates with higher exam scores and module completion rates. The university has also found that computers can accurately automatically grade questions beyond just multiple choice through advances in computational linguistics and pattern matching.
The document is a course progress report for student 'sonidarshan' who is enrolled in the audit track of the AdelaideX: Project101x Introduction to Project Management course. It shows the student has completed all weeks of the course material and scored highly on the knowledge checks and problem sets in each section, with an overall course completion of 100% and a grade of 92%.
OM101.1x Progress _ edX - Darshan SoniDarshan Soni
The document summarizes a student's progress in an online course on operations management. It shows that the student completed all weekly modules with scores ranging from 50-95% on end-of-week assessments. The student's overall course completion is listed as 100% and a certificate is available for the student to view or request.
This document contains student evaluations of an electrical engineering laboratory course and instructor Jiemin Zhang. Students generally rated the instructor highly, agreeing that he was enthusiastic about the subject matter, communicated clearly, encouraged participation and preparation outside of class. Specifically, most students strongly agreed that the instructor was enthusiastic, communicated clearly, encouraged participation and displayed personal interest in students. Some suggestions for improvement included adding introductory videos and spending less individual time with students to allow earlier departure for those finished. Overall, the evaluations indicated high student satisfaction with the instructor's teaching methods and engagement with students.
This document outlines the grading policy and assessment types for an introductory financial and management accounting course. It states that the grade range is 0-3 for fail, 3-50 for not ready for the ACCA exam, and 50-100 for ready for the exam. There is no grace period - all assessments must be completed by the course end date. Assessments include optional and graded multiple choice, checkbox, numerical input, and multiple response matching questions on a weekly and end of module basis, making up 5%, 5%, 25% of the overall course grade respectively. Users can view their grades through the Progress tab.
This document provides a summary of the school monitoring evaluation and adjustment results for School ID 111650 for Q1 CY 2022. It includes tables summarizing the status of physical outputs and accomplishments, identifying any unaccomplished outputs and reasons, and issues elevated to higher management with proposed resolutions. It shows the school met most of its targets for the quarter and identifies ongoing issues like delayed distribution of learning materials from the division office and difficulties some parents face in engaging with distance learning. Lessons learned include the need for centralized data archiving and how procuring their own materials helped address delays.
The document provides details about the implementation of an assessment item for an undergraduate power plant engineering course. It includes:
1) An evaluation scheme that divides the total marks between mid-semester exam, end-semester exam, and continuous internal assessment.
2) A grading rubric that evaluates students' assignments, projects, attendance, tests, and exams.
3) A course plan that maps the content, learning outcomes, and evaluation for each topic over the semester.
4) Feedback collected from students and changes the instructor plans to make for future iterations of the course.
5) A revised assessment table mapping the course objectives, outcomes, and their assessment according to an outcome-based education
This document summarizes a student's progress in an online course on Python for data science. It shows the student received high scores on quizzes and labs for most course sections, with scores ranging from 60-100%. The student performed particularly well in sections on Python basics, lists, functions, NumPy and Matplotlib.
The document provides a summary of evaluations from a training course on Outlook 2010 - Part 2. Two students completed evaluations, rating various aspects of the instructor, courseware, learning effectiveness, and environment on a scale of 1 to 9. Both students rated all categories between 8 and 9, indicating high satisfaction. Comments provided additional positive feedback, with one student noting a technical issue. The summary recommends following up with students who rated aspects lower or higher to improve future trainings.
This document provides a usability test script for testing college websites, including 4 task scenarios, post-task questions, and final post-test questions. The scenarios involve finding contact information for disability services, the math department, financial aid office, and applying online. Observers take notes on task completion and a "click stream" of pages visited. Post-task questions rate confidence and ease of completing the task. Final questions gather overall impressions of the site and recommendations for improvement.
This document provides an overview and syllabus for an international economics course taking place in the summer of 2015. It will be taught on Mondays through Thursdays from 8:35-9:55 AM by Professor Dilsat Dalkiran Ozel. The grading will be based on three exams, four homework assignments, and pop quizzes. The course will cover topics such as comparative advantage, tariffs, trade blocs, exchange rates, and macroeconomic policies in an open economy.
This document outlines the structure, requirements, and policies of an intermediate algebra course taught by Ms. Kurek. The course uses an online program and in-person labs and lectures to teach modules on algebraic concepts. Students must complete online lessons, homework, and exams, attend labs, and pass modular and final exams with an 80% or higher to earn a passing grade for the course. Academic dishonesty, missed deadlines, and excessive absences are not permitted. Tutoring is available for students needing additional help to be successful.
This document summarizes the use of online testing in mathematics courses to help students transition to university. It describes the Pearson MyMathTest website used to deliver four sequential tests covering secondary school topics. Students could take the tests anytime and received a 10% grade for successfully completing all four. The tests aimed to help students identify knowledge gaps and self-remediate. Instructors could track student performance and class averages. Analysis of exam results found students in 2009 who used the online tests scored 4% higher on average than those in 2008 who did not have this resource. Student feedback was generally positive about practicing skills and improving competency through flexible, self-paced testing.
Here is a sample rubric for assessing student classroom activities:
Criteria 5 4 3 2 1
Participation Student led activity and all group members actively participated. Student led activity and most group members actively participated. Student led some parts of activity and most group members participated. Student participated moderately but did not lead activity. Student did not actively participate or contribute to group work.
Creativity/Originality Activity shows high degree of creative/original thought and new ideas. Activity shows good degree of creative/original thought and some new ideas. Activity shows some creative/original thought and a few new ideas. Activity shows little creative/original thought and few new ideas. Activity shows no creative/original thought or new ideas.
Content Knowledge
This document provides information about a Chromatography course offered by the Department of Chemistry at Trent University. The course consists of weekly lectures, seminars, laboratory exercises, and computer quizzes. It aims to provide an overview of modern chromatographic separation techniques, including theory, instrumentation, and applications. Students will be evaluated based on laboratory reports, assignments, and their performance on the weekly computer quizzes. The document outlines the course format, schedule, policies and evaluation criteria in detail.
The document discusses an institution's efforts to improve success rates for at-risk online students from 2005-2010. It identifies factors that placed students at risk and implemented interventions like tracking student activity and providing personalized outreach. As a result, the percentage of at-risk students completing courses increased by 2% to 84% over three years and the percentage earning a C or higher increased by 2% to 68%. The institution aims to further improve success in core subjects and enhance case management and instructor dashboards.
This document provides the syllabus for a 16-week Mathematical Literacy for College Students course taught in Spring 2014. It outlines the instructor and contact information, meeting times and location, course description and outcomes, required materials, grading policies, important dates, and policies regarding attendance, academic honesty, withdrawals, and services for students with disabilities. The course aims to develop students' conceptual and procedural tools to support the use of key mathematical concepts in various contexts. Students will be assessed through exams, quizzes, online homework, focus problems, and a final exam.
This pre-algebra syllabus outlines a standards-based grading system with four levels to assess student understanding. Each quarter will focus on different math units, and grades will be determined from quizzes, exams, and assignments assessed using a rubric. Daily supplemental practice is provided for additional practice but does not factor into quarter grades.
This document contains sample exam questions and lesson materials for a psychology unit focusing on stress and coping strategies. It provides two key things needed to do well on exams: 1) knowing the content thoroughly through coursework, questions, and assistance; and 2) regular exam practice, with one practice exam per week recommended. The materials cover topics like physiological and psychological responses to stress, Lazarus and Folkman's transactional model of stress and coping, environmental and social determinants of stress, allostatic load, and strategies for coping with stress through problem-focused and emotion-focused approaches. Sample exam questions assess understanding of these concepts from past exams.
The document is a progress report for a student named OsirisX enrolled in the audit track of an online course on OpenStack. It shows that the student has completed 6 out of 7 sessions of the course, scoring 100% on most knowledge checks. The student's final exam score was 92%, demonstrating an overall mastery of the course content.
This document provides information about a Differential Equations course offered at De La Salle University. It includes the course description, learning outcomes, required outputs, grading system, learning plan, topics, and class policies. The course covers solving first and higher order differential equations using various methods, including separation of variables, exact equations, linear equations, Laplace transforms, and power series. Students are required to submit a written report on understanding the course nature. The grading system weights quizzes, other requirements, and the final exam differently depending on exemptions.
Este documento es un certificado emitido por la Pontificia Universidad Javeriana a Ricardo Andrés Vanegas Peña por completar con éxito un curso de finanzas personales del 24 de septiembre de 2020 al 31 de marzo de 2021 con una carga horaria de 100 horas. El certificado está firmado y fechado en Bogotá, Colombia en febrero de 2022.
The document provides information about the HBX Leading with Finance program, including:
- It is designed by Harvard Business School to deliver case-based learning about finance principles in an engaging online environment.
- The program provides a thorough understanding of finance concepts like balance sheets, income statements, and financial ratios.
- It consists of 6 modules, multiple case studies, and a capstone assignment to apply the concepts learned throughout the program.
The document is a course progress report for student 'sonidarshan' who is enrolled in the audit track of the AdelaideX: Project101x Introduction to Project Management course. It shows the student has completed all weeks of the course material and scored highly on the knowledge checks and problem sets in each section, with an overall course completion of 100% and a grade of 92%.
OM101.1x Progress _ edX - Darshan SoniDarshan Soni
The document summarizes a student's progress in an online course on operations management. It shows that the student completed all weekly modules with scores ranging from 50-95% on end-of-week assessments. The student's overall course completion is listed as 100% and a certificate is available for the student to view or request.
This document contains student evaluations of an electrical engineering laboratory course and instructor Jiemin Zhang. Students generally rated the instructor highly, agreeing that he was enthusiastic about the subject matter, communicated clearly, encouraged participation and preparation outside of class. Specifically, most students strongly agreed that the instructor was enthusiastic, communicated clearly, encouraged participation and displayed personal interest in students. Some suggestions for improvement included adding introductory videos and spending less individual time with students to allow earlier departure for those finished. Overall, the evaluations indicated high student satisfaction with the instructor's teaching methods and engagement with students.
This document outlines the grading policy and assessment types for an introductory financial and management accounting course. It states that the grade range is 0-3 for fail, 3-50 for not ready for the ACCA exam, and 50-100 for ready for the exam. There is no grace period - all assessments must be completed by the course end date. Assessments include optional and graded multiple choice, checkbox, numerical input, and multiple response matching questions on a weekly and end of module basis, making up 5%, 5%, 25% of the overall course grade respectively. Users can view their grades through the Progress tab.
This document provides a summary of the school monitoring evaluation and adjustment results for School ID 111650 for Q1 CY 2022. It includes tables summarizing the status of physical outputs and accomplishments, identifying any unaccomplished outputs and reasons, and issues elevated to higher management with proposed resolutions. It shows the school met most of its targets for the quarter and identifies ongoing issues like delayed distribution of learning materials from the division office and difficulties some parents face in engaging with distance learning. Lessons learned include the need for centralized data archiving and how procuring their own materials helped address delays.
The document provides details about the implementation of an assessment item for an undergraduate power plant engineering course. It includes:
1) An evaluation scheme that divides the total marks between mid-semester exam, end-semester exam, and continuous internal assessment.
2) A grading rubric that evaluates students' assignments, projects, attendance, tests, and exams.
3) A course plan that maps the content, learning outcomes, and evaluation for each topic over the semester.
4) Feedback collected from students and changes the instructor plans to make for future iterations of the course.
5) A revised assessment table mapping the course objectives, outcomes, and their assessment according to an outcome-based education
This document summarizes a student's progress in an online course on Python for data science. It shows the student received high scores on quizzes and labs for most course sections, with scores ranging from 60-100%. The student performed particularly well in sections on Python basics, lists, functions, NumPy and Matplotlib.
The document provides a summary of evaluations from a training course on Outlook 2010 - Part 2. Two students completed evaluations, rating various aspects of the instructor, courseware, learning effectiveness, and environment on a scale of 1 to 9. Both students rated all categories between 8 and 9, indicating high satisfaction. Comments provided additional positive feedback, with one student noting a technical issue. The summary recommends following up with students who rated aspects lower or higher to improve future trainings.
This document provides a usability test script for testing college websites, including 4 task scenarios, post-task questions, and final post-test questions. The scenarios involve finding contact information for disability services, the math department, financial aid office, and applying online. Observers take notes on task completion and a "click stream" of pages visited. Post-task questions rate confidence and ease of completing the task. Final questions gather overall impressions of the site and recommendations for improvement.
This document provides an overview and syllabus for an international economics course taking place in the summer of 2015. It will be taught on Mondays through Thursdays from 8:35-9:55 AM by Professor Dilsat Dalkiran Ozel. The grading will be based on three exams, four homework assignments, and pop quizzes. The course will cover topics such as comparative advantage, tariffs, trade blocs, exchange rates, and macroeconomic policies in an open economy.
This document outlines the structure, requirements, and policies of an intermediate algebra course taught by Ms. Kurek. The course uses an online program and in-person labs and lectures to teach modules on algebraic concepts. Students must complete online lessons, homework, and exams, attend labs, and pass modular and final exams with an 80% or higher to earn a passing grade for the course. Academic dishonesty, missed deadlines, and excessive absences are not permitted. Tutoring is available for students needing additional help to be successful.
This document summarizes the use of online testing in mathematics courses to help students transition to university. It describes the Pearson MyMathTest website used to deliver four sequential tests covering secondary school topics. Students could take the tests anytime and received a 10% grade for successfully completing all four. The tests aimed to help students identify knowledge gaps and self-remediate. Instructors could track student performance and class averages. Analysis of exam results found students in 2009 who used the online tests scored 4% higher on average than those in 2008 who did not have this resource. Student feedback was generally positive about practicing skills and improving competency through flexible, self-paced testing.
Here is a sample rubric for assessing student classroom activities:
Criteria 5 4 3 2 1
Participation Student led activity and all group members actively participated. Student led activity and most group members actively participated. Student led some parts of activity and most group members participated. Student participated moderately but did not lead activity. Student did not actively participate or contribute to group work.
Creativity/Originality Activity shows high degree of creative/original thought and new ideas. Activity shows good degree of creative/original thought and some new ideas. Activity shows some creative/original thought and a few new ideas. Activity shows little creative/original thought and few new ideas. Activity shows no creative/original thought or new ideas.
Content Knowledge
This document provides information about a Chromatography course offered by the Department of Chemistry at Trent University. The course consists of weekly lectures, seminars, laboratory exercises, and computer quizzes. It aims to provide an overview of modern chromatographic separation techniques, including theory, instrumentation, and applications. Students will be evaluated based on laboratory reports, assignments, and their performance on the weekly computer quizzes. The document outlines the course format, schedule, policies and evaluation criteria in detail.
The document discusses an institution's efforts to improve success rates for at-risk online students from 2005-2010. It identifies factors that placed students at risk and implemented interventions like tracking student activity and providing personalized outreach. As a result, the percentage of at-risk students completing courses increased by 2% to 84% over three years and the percentage earning a C or higher increased by 2% to 68%. The institution aims to further improve success in core subjects and enhance case management and instructor dashboards.
This document provides the syllabus for a 16-week Mathematical Literacy for College Students course taught in Spring 2014. It outlines the instructor and contact information, meeting times and location, course description and outcomes, required materials, grading policies, important dates, and policies regarding attendance, academic honesty, withdrawals, and services for students with disabilities. The course aims to develop students' conceptual and procedural tools to support the use of key mathematical concepts in various contexts. Students will be assessed through exams, quizzes, online homework, focus problems, and a final exam.
This pre-algebra syllabus outlines a standards-based grading system with four levels to assess student understanding. Each quarter will focus on different math units, and grades will be determined from quizzes, exams, and assignments assessed using a rubric. Daily supplemental practice is provided for additional practice but does not factor into quarter grades.
This document contains sample exam questions and lesson materials for a psychology unit focusing on stress and coping strategies. It provides two key things needed to do well on exams: 1) knowing the content thoroughly through coursework, questions, and assistance; and 2) regular exam practice, with one practice exam per week recommended. The materials cover topics like physiological and psychological responses to stress, Lazarus and Folkman's transactional model of stress and coping, environmental and social determinants of stress, allostatic load, and strategies for coping with stress through problem-focused and emotion-focused approaches. Sample exam questions assess understanding of these concepts from past exams.
The document is a progress report for a student named OsirisX enrolled in the audit track of an online course on OpenStack. It shows that the student has completed 6 out of 7 sessions of the course, scoring 100% on most knowledge checks. The student's final exam score was 92%, demonstrating an overall mastery of the course content.
This document provides information about a Differential Equations course offered at De La Salle University. It includes the course description, learning outcomes, required outputs, grading system, learning plan, topics, and class policies. The course covers solving first and higher order differential equations using various methods, including separation of variables, exact equations, linear equations, Laplace transforms, and power series. Students are required to submit a written report on understanding the course nature. The grading system weights quizzes, other requirements, and the final exam differently depending on exemptions.
Este documento es un certificado emitido por la Pontificia Universidad Javeriana a Ricardo Andrés Vanegas Peña por completar con éxito un curso de finanzas personales del 24 de septiembre de 2020 al 31 de marzo de 2021 con una carga horaria de 100 horas. El certificado está firmado y fechado en Bogotá, Colombia en febrero de 2022.
The document provides information about the HBX Leading with Finance program, including:
- It is designed by Harvard Business School to deliver case-based learning about finance principles in an engaging online environment.
- The program provides a thorough understanding of finance concepts like balance sheets, income statements, and financial ratios.
- It consists of 6 modules, multiple case studies, and a capstone assignment to apply the concepts learned throughout the program.
Ricardo A. VanEgas is certified as of February 16, 2021. The document discusses Ricardo A. VanEgas's intention to start a tech for good business that uses technology for positive social and environmental outcomes.
http://serviciospub.sic.gov.co/~oparra/avalua/Inicio.phpRicardo A. VanEgas
Este documento proporciona información sobre la inscripción de Ricardo Andrés Vanegas Peña en el Registro Nacional de Avaluadores de la Superintendencia de Industria y Comercio de Colombia. Incluye detalles sobre su identificación personal, profesión, experiencia, y las 13 especialidades en las cuales está inscrito, incluyendo negocios, activos financieros, y propiedad intelectual. También proporciona instrucciones para hacer seguimiento a la solicitud a través del número de radicación.
The document congratulates Ricardo A. VanEgas for completing all 10 courses in the 10,000 Women program. It encourages him to register with 10,000 Women to receive newsletters, invitations to webinars, announcements of events, and a certificate of completion. It also asks him to share the courses with others in his network.
The document lists 18 certificates earned by Ricardo A. VanEgas between December 2018 and January 2019 for courses on topics related to starting and growing a business, including understanding startup finance, scaling operations, succeeding with social media, scaling talent strategy, speaking the language of entrepreneurs, running marketing campaigns, raising investment, planning marketing, measuring startup performance, mastering marketing channels, managing a digital product, launching a digital business, getting customers to love you, building a strong brand, building an effective team, and acquiring customers.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Este documento presenta el reporte de cesantías disponibles para Ricardo Andrés Vanegas Peña. Muestra el cálculo de cesantías para los períodos del 17 de abril al 15 de mayo de 2018 y del 16 de abril al 30 de abril de 2018, arrojando un total a girar de $215.713.
Ricardo A. VanEgas completed the Advanced track of the Options Education program on January 15, 2018. The program discusses exchange-traded options and provides educational resources. It notes that options involve risk and are not suitable for all investors, and anyone buying or selling options should understand the risks. The site contains courses, videos, tools, and other learning materials about options strategies and concepts.
This document is an email from FutureLearn congratulating the recipient for completing over 90% of the steps and scoring over 70% on all tests in the course "Introduction to the UK Parliament". It informs them that they are eligible to purchase a Certificate of Achievement for £49 plus shipping. The certificate would provide evidence of the learner's achievement in the course and could be used for professional development or university applications. It notes that thousands of other FutureLearn course participants have purchased certificates and many add them to their CVs.
Ricardo A. VanEgas has completed several online options trading courses through Cboe's Options Institute. The document lists certificates of completion for 18 courses ranging from beginner to advanced levels, covering topics such as spreading techniques, trading strategies, volatility, and index options. All courses were completed between January 5, 2018 and April 2, 2018.
The document lists the various courses that Ricardo A. VanEgas has successfully completed related to data analysis, data science, business intelligence, programming, and project management. Some of the key courses completed include Data Analysis with Excel, Introduction to Data Science, Querying with Transact-SQL, and Data Visualizations with Power BI in Excel 2013. The dates of achievement for each course are also provided.
The document contains dates and titles for online courses provided by Ricardo A. VanEgas on introducing and providing overviews of various financial and commodity markets, including futures, options, foreign exchange, equities, energies, agriculture, metals, treasuries, and more. Dates range from December 14th to December 30th 2017.
UNESCO-UNITWIN: Global Science Systems & Policy + Systems Thinking & Complexity
ACCA-FA1-MA1X
1. 17/05/2016 FA1MA1.X Progress | edX
https://courses.edx.org/courses/coursev1:ACCA+FA1MA1.X+2T2015/progress 1/6
Course Progress for Student 'RichardThe3rd' (rvanegap@aol.com)
Introduction course
orientation
Lesson 1: Welcome
No problem scores in this section
Lesson 2: What, when and why?
No problem scores in this section
Lesson 3: Am I ready for this course?
No problem scores in this section
Lesson 4: How do I study this course?
No problem scores in this section
Lesson 5: Joining an online community
No problem scores in this section
Course survey
No problem scores in this section
FA1 Week 1 Welcome to Week 1
No problem scores in this section
Lesson 1: Introduction to business and recording transactions
No problem scores in this section
Lesson 2: Introduction to sales on credit
No problem scores in this section
Lesson 3: Books of prime entry – sales day book and sales returns day book
No problem scores in this section
Week summary
No problem scores in this section
FA1 Week 1 optional exam questions (0/10)
Practice Scores: 0/1 0/1 0/1 0/1 0/1 0/1 0/1 0/1 0/1 0/1
FA1 Week 1 graded exam questions (10/10) 100%
FA1 weekly graded exam questions
Problem Scores: 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1
FA1 Week 1 further optional exam questions (0/10)
Practice Scores: 0/1 0/1 0/1 0/1 0/1 0/1 0/1 0/1 0/1 0/1
FA1 Week 2 Welcome to Week 2
FA1EoMgraded
FA1weeklygraded01
FA1weeklygraded02
FA1weeklygraded03
FA1weeklygraded04
FA1weeklygraded05
FA1weeklygradedAvg
MA1EoMgraded
MA1weeklygraded01
MA1weeklygraded02
MA1weeklygraded03
MA1weeklygraded04
MA1weeklygraded05
MA1weeklygradedAvg
Total
100%
0%
Ready for ACCA
exam 50%
Not ready for
ACCA exam 3%
100%
ACCA: FA1-MA1.X Introduction to Financial and Management Accounting
2. 17/05/2016 FA1MA1.X Progress | edX
https://courses.edx.org/courses/coursev1:ACCA+FA1MA1.X+2T2015/progress 2/6
FA1 Week 2 Welcome to Week 2
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Lesson 1: Books of prime entry – Purchase day books and purchase returns day books
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Lesson 2: Banking – Receiving and making payments
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Lesson 3: Cash book
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Week summary
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FA1 Week 2 optional exam questions (10/10) 100%
Practice Scores: 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1
FA1 Week 2 graded exam questions (10/10) 100%
FA1 weekly graded exam questions
Problem Scores: 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1
FA1 Week 2 further optional exam questions (10/10) 100%
Practice Scores: 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1
FA1 Week 3 Welcome to Week 3
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Lesson 1: Introduction to double entry
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Lesson 2: Accounting for receivables
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Lesson 3: Accounting for payables
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Week summary
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FA1 Week 3 optional exam questions (10/10) 100%
Practice Scores: 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1
FA1 Week 3 graded exam questions (10/10) 100%
FA1 weekly graded exam questions
Problem Scores: 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1
FA1 Week 3 further optional exam questions (10/10) 100%
Practice Scores: 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1
FA1 Week 4 Welcome to Week 4
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Lesson 1: Introduction to petty cash
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Lesson 2: Accounting for petty cash
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Lesson 3: Journals
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Lesson 4: Payroll
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3. 17/05/2016 FA1MA1.X Progress | edX
https://courses.edx.org/courses/coursev1:ACCA+FA1MA1.X+2T2015/progress 3/6
Week summary
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FA1 Week 4 optional exam questions (10/10) 100%
Practice Scores: 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1
FA1 Week 4 graded exam questions (10/10) 100%
FA1 weekly graded exam questions
Problem Scores: 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1
FA1 Week 4 further optional exam questions (0/10)
Practice Scores: 0/1 0/1 0/1 0/1 0/1 0/1 0/1 0/1 0/1 0/1
FA1 Week 5 Welcome to Week 5
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Lesson 1: Control accounts
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Lesson 2: Trial balances
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Lesson 3: Correction of errors not disclosed by a trial balance
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Lesson 4: Correction of errors disclosed by a trial balance
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Week summary
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FA1 Week 5 optional exam questions (10/10) 100%
Practice Scores: 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1
FA1 Week 5 graded exam questions (10/10) 100%
FA1 weekly graded exam questions
Problem Scores: 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1
FA1 Week 5 further optional exam questions (10/10) 100%
Practice Scores: 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1
End of module survey
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Module closing
section
Lesson 1: Summing up
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Lesson 2: Preparing for exams
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Lesson 3: Practice assessment questions
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FA1 End of Module optional exam questions (50/50) 100%
Practice Scores:
1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1
1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1
1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1
FA1 End of Module graded exam questions (50/50) 100%
FA1 End of Module graded exam questions
Problem Scores:
1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1
1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1
1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1
4. 17/05/2016 FA1MA1.X Progress | edX
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Lesson 4: What next?
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MA1 Week 1 Welcome to Week 1
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Lesson 1: Business organisations and transactions
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Lesson 2: An introduction to cost and management accounting
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Lesson 3: Information for management
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Week summary
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MA1 Week 1 optional exam questions (10/10) 100%
Practice Scores: 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1
MA1 Week 1 graded exam questions (10/10) 100%
MA1 weekly graded exam questions
Problem Scores: 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1
MA1 Week 1 further optional exam questions (10/10) 100%
Practice Scores: 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1
MA1 Week 2 Welcome to Week 2
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Lesson 1: Cost classification and behaviour
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Lesson 2: Calculating and reporting the profit of a product or service
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Lesson 3: Cost centres, profit centres and investment centres
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Lesson 4: Measuring performance
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Week summary
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MA1 Week 2 optional exam questions (10/10) 100%
Practice Scores: 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1
MA1 Week 2 graded exam questions (10/10) 100%
MA1 weekly graded exam questions
Problem Scores: 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1
MA1 Week 2 further optional exam questions (10/10) 100%
Practice Scores: 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1
MA1 Week 3 Welcome to Week 3
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Lesson 1: Coding systems
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Lesson 2: Procedures for purchasing
5. 17/05/2016 FA1MA1.X Progress | edX
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Lesson 2: Procedures for purchasing
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Lesson 3: Procedures for recording labour costs and sales income
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Lesson 4: Accounting for materials
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Week summary
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MA1 Week 3 optional exam questions (10/10) 100%
Practice Scores: 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1
MA1 Week 3 graded exam questions (10/10) 100%
MA1 weekly graded exam questions
Problem Scores: 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1
MA1 Week 3 further optional exam questions (10/10) 100%
Practice Scores: 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1
MA1 Week 4 Welcome to Week 4
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Lesson 1: Accounting for labour
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Lesson 2: Employee remuneration, productivity and labour costs
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Lesson 3: Accounting for overheads
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Lesson 4: Job costing, batch costing and process costing
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Week summary
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MA1 Week 4 optional exam questions (10/10) 100%
Practice Scores: 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1
MA1 Week 4 graded exam questions (10/10) 100%
MA1 weekly graded exam questions
Problem Scores: 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1
MA1 Week 4 further optional exam questions (10/10) 100%
Practice Scores: 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1
MA1 Week 5 Welcome to Week 5
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Lesson 1: Spreadsheets: an overview
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Lesson 2: Spreadsheet skills 1
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Lesson 3: Spreadsheet skills 2
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Lesson 4: Presenting information using spreadsheets
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