This document provides information about an MBA in Education (International) program hosted by Harrow International School in Bangkok, Thailand and run by Keele University in the UK. The part-time, semi-distance learning program involves 4 residentials over 18 months. It is aimed at educational professionals and includes 6 modules and a dissertation. The program director and administrators are based at Keele University while some teaching is provided in Asia.
Columbia Commonwealth University Malawi offers undergraduate and graduate business programs, including a Bachelor of Business Administration (BBA) degree. The BBA is a 3-4 year program designed to provide students with business administration skills and knowledge through core business courses, area of concentration courses, and a senior research project. The university also offers a 1-2 year BBA degree completion program for students who have completed some undergraduate coursework elsewhere. The document provides details on admission requirements, courses, credits required, areas of concentration, tuition and fees, and contact information for the university.
The document discusses postgraduate opportunities at the University of Southampton School of Law. It highlights that the School of Law has an excellent reputation with employers and the legal professions nationally and internationally. It offers a wide selection of postgraduate programs that allow students to benefit from intensive teaching while building on skills from their first degree. The teaching is student-focused, dynamic, and intellectually stimulating, supported by excellent legal resources. The School of Law has built a strong reputation as one of the top law schools in the UK.
School of Education Taught Programmes Brochurejvjackman
The document provides information about postgraduate taught programmes offered by the School of Education at the University of Southampton. It discusses how students will learn through intensive teaching combined with cutting edge research. Students will be taught by internationally respected academics and have access to world-leading research. The School offers a range of high quality postgraduate degrees in various topics that can be studied full-time, part-time or through flexible study options.
IIPM is a respected institution in South Asia established in 1973 that provides management education, project work, training programs, and research. It has 18 centers across India covering over 200,000 square feet. IIPM offers undergraduate and postgraduate programs in various management fields to meet corporate needs. The PhD program aims to improve research skills and take academic standards to higher levels. It will have January and July intake batches and lasts 3 years. Students must have a master's degree or equivalent with over 55% marks to apply for the entrance exam and interview.
This document provides an overview and introduction to the International Baccalaureate Diploma Programme (IBDP) offered at BIS. It outlines the agenda for an information evening, including introductory sessions on the IBDP and a breakout session on the diploma handbook and choices. It then provides details on the core components of the IBDP such as CAS, Theory of Knowledge and the Extended Essay. Finally, it gives guidance on subject choices and pathways to higher education.
This document provides an introduction to the International Baccalaureate Diploma Programme. It outlines the core components of the programme including Theory of Knowledge, Creativity, Action, Service, and the Extended Essay. It describes the six academic areas that students study and explains the flexibility in subject choices. The document emphasizes developing approaches to teaching and learning that empower students and teachers.
The document provides an overview of the ACCESS program at Mason University, which provides additional academic support for international students. It details the program structure, courses, requirements, resources, and staff roles. The goal is to help international students develop their English skills and cultural adjustment through a team-based approach combining language, content, and student support.
This teaching guide was collaboratively developed by educators to provide instruction for the Earth and Life Science subject in senior high school. It introduces a framework called SHS for SHS that focuses on developing meaning, mastery, and ownership of the material for students. The guide contains lesson plans, activities, and assessments to help teachers facilitate learning in a way that aligns with Department of Education and Commission on Higher Education standards and prepares students for college or employment.
Columbia Commonwealth University Malawi offers undergraduate and graduate business programs, including a Bachelor of Business Administration (BBA) degree. The BBA is a 3-4 year program designed to provide students with business administration skills and knowledge through core business courses, area of concentration courses, and a senior research project. The university also offers a 1-2 year BBA degree completion program for students who have completed some undergraduate coursework elsewhere. The document provides details on admission requirements, courses, credits required, areas of concentration, tuition and fees, and contact information for the university.
The document discusses postgraduate opportunities at the University of Southampton School of Law. It highlights that the School of Law has an excellent reputation with employers and the legal professions nationally and internationally. It offers a wide selection of postgraduate programs that allow students to benefit from intensive teaching while building on skills from their first degree. The teaching is student-focused, dynamic, and intellectually stimulating, supported by excellent legal resources. The School of Law has built a strong reputation as one of the top law schools in the UK.
School of Education Taught Programmes Brochurejvjackman
The document provides information about postgraduate taught programmes offered by the School of Education at the University of Southampton. It discusses how students will learn through intensive teaching combined with cutting edge research. Students will be taught by internationally respected academics and have access to world-leading research. The School offers a range of high quality postgraduate degrees in various topics that can be studied full-time, part-time or through flexible study options.
IIPM is a respected institution in South Asia established in 1973 that provides management education, project work, training programs, and research. It has 18 centers across India covering over 200,000 square feet. IIPM offers undergraduate and postgraduate programs in various management fields to meet corporate needs. The PhD program aims to improve research skills and take academic standards to higher levels. It will have January and July intake batches and lasts 3 years. Students must have a master's degree or equivalent with over 55% marks to apply for the entrance exam and interview.
This document provides an overview and introduction to the International Baccalaureate Diploma Programme (IBDP) offered at BIS. It outlines the agenda for an information evening, including introductory sessions on the IBDP and a breakout session on the diploma handbook and choices. It then provides details on the core components of the IBDP such as CAS, Theory of Knowledge and the Extended Essay. Finally, it gives guidance on subject choices and pathways to higher education.
This document provides an introduction to the International Baccalaureate Diploma Programme. It outlines the core components of the programme including Theory of Knowledge, Creativity, Action, Service, and the Extended Essay. It describes the six academic areas that students study and explains the flexibility in subject choices. The document emphasizes developing approaches to teaching and learning that empower students and teachers.
The document provides an overview of the ACCESS program at Mason University, which provides additional academic support for international students. It details the program structure, courses, requirements, resources, and staff roles. The goal is to help international students develop their English skills and cultural adjustment through a team-based approach combining language, content, and student support.
This teaching guide was collaboratively developed by educators to provide instruction for the Earth and Life Science subject in senior high school. It introduces a framework called SHS for SHS that focuses on developing meaning, mastery, and ownership of the material for students. The guide contains lesson plans, activities, and assessments to help teachers facilitate learning in a way that aligns with Department of Education and Commission on Higher Education standards and prepares students for college or employment.
The document provides information about the PGCE Primary course offered by the University of Southampton. The one-year full-time course qualifies graduates to teach children aged 5-11. Students will spend at least 18 weeks on school placements and the remainder of the time at the university. To apply, candidates need an honors degree and GCSEs in core subjects at grade C or higher. The course covers all areas of the primary curriculum and aims to produce reflective teachers committed to student learning.
The document summarizes the Master of Development Practice (MDP) program at the University of Peradeniya in Sri Lanka. The 2-year MDP program aims to equip students with interdisciplinary knowledge and practical skills to address complex development challenges through an integrated approach. It is part of a global network of MDP programs coordinated by Columbia University. The MDP at Peradeniya focuses on sustainable development issues relevant to South Asia, with internship opportunities in Sri Lanka.
MTPS - Principal's Talk for Sec 3 Parents (Jan 2010)btvssmedia
This document provides information about form teachers, academic programs, enrichment programs, and the school character and leadership development framework for Secondary 3 students. It includes the form teacher assignments for each Secondary 3 class, the academic timetable, after-school programs, homework policies, and common test dates. It also outlines the enrichment programs, leadership training framework, and criteria for academic promotion to Secondary 4.
This document provides a syllabus for a graduate course on educational technology. The course will be held at Touro University in American Canyon, California from 4:30-9:30pm on Fall 2011. It will be taught by Steve Gibbs and introduce teachers to integrating technology into the classroom through both pedagogy and hands-on experience with various software and internet resources. Over the course of the semester students will complete assignments like blogging case studies, developing a technology-focused lesson plan, creating an online teacher presence using a wiki, and learning to use and teach Web 2.0 tools. Assessment will be based on participation, presentations, and assignment completion.
This document outlines the course details for MPU3123 Islamic and Asian Civilisations. The course objectives are to introduce students to concepts of civilizations including the interactions between various Malay, Chinese, and Indian civilizations, issues in contemporary Islamic and Asian civilizations, and their implications for national development. Students will learn about key concepts of Islamic and Asian civilizations and apply effective communication skills. Assessment includes weekly exercises, group assignments, online quizzes, and a final exam, totaling 60% continuous assessment and 40% final exam. The course will be delivered through a blended of face-to-face and online learning over 12 weeks.
This document provides an overview of policies, procedures, and initiatives for instructors at Fortis College Online. It discusses the structure of the online programs, which are 6 weeks in length. It outlines student demographics, noting that most students are female, between 25-39 years old, and attend online classes for convenience and flexibility.
The document reviews instructor roles and expectations, including maintaining high academic standards, being student-focused, and developing a visible online presence. It details requirements for professional development, in-service trainings, and quarterly faculty meetings. New instructors must complete the NFT101 training course and initial course set-up before being assigned a course. Overall, the document orients new online instructors
Mpu3212 national language a week 1 ppt (summer 2016)wanarizwan
This document outlines the course details for MPU3212 National Language A taught in the Summer Semester of 2016. It includes the course objectives, learning outcomes, attendance policy, learning and teaching approach, unit schedule, and assessment tasks. Students will develop their proficiency in the Malay language through both in-person and online lectures and activities. Assessment will consist of learning reinforcement exercises, an assignment, an online quiz, a group presentation, and a final written exam. Students must complete all assessment tasks to pass the course.
Monash University Malaysia is jointly owned by Monash University and the Jeffrey Cheah Foundation. The document outlines the details of the MPU3212 National Language A course taught at Monash University Malaysia in Semester 2 of 2016. It includes the course objectives, learning outcomes, attendance policy, unit schedule, and assessment tasks. The course aims to improve students' proficiency in the Malay language through face-to-face and online lectures, exercises, assignments, quizzes, presentations, and a final exam worth 40% of the grade. Students must complete all assessments to pass the course.
Mpu3212 national language a week 1 ppt (summer 2016)ninawariz
This document provides an overview of a National Language A course offered during the summer semester of 2016. It outlines the course objectives, learning outcomes, attendance policy, learning and teaching approach, unit schedule, and assessment tasks. The course aims to improve students' proficiency in the Malay language through oral and written communication in both formal and informal contexts. Students will be assessed through learning reinforcement exercises, an individual or group assignment, an online quiz, a group presentation, and a final written exam, which together contribute to 60% of the overall grade. The final exam makes up the remaining 40% of the grade.
This document provides an overview and schedule for an Islamic and Asian Civilizations course. The course objectives are to introduce students to concepts of civilizations, interactions between Malay, Chinese, and Indian civilizations, issues in contemporary Islamic and Asian civilizations, and their implications for national development. Students will be assessed through learning exercises, group assignments, online quizzes, and a final exam, which together contribute 60% of the overall grade. The course will include both face-to-face and online lectures delivered through a blended and self-directed learning approach over 12 weeks.
Diploma to Teach in the Life-long Learning Sector (DTLLS)The Pathway Group
Do you want to become a teacher, trainer or tutor?
The Diploma to Teach in the Life-long Learning Sector (DTLLS) could be the way to you achieving this career move.
Our tutors are qualified to make sure that you achieve the requirements needed to become a teacher, tutor or trainer in the life-long learning sector.
For more information about this course or others that we offer please call: 0121 707 0550 or e-mail: info@pathwaygroup.co.uk
Mpu3212 national language a week 1 ppt (summer 2016)wanarizwan
This document outlines the course details for MPU3212 National Language A taught in the Summer Semester of 2016. The course is aimed at improving students' proficiency in the Malay language. It will assess students through various means such as assignments, presentations, online quizzes, and a final exam. Students must achieve a minimum 80% attendance rate and complete all assessments to pass the course. The assessments include weekly online exercises, a group assignment, an online quiz, a group presentation, and a final written exam.
This document provides an overview and schedule for an Islamic and Asian Civilizations course. It outlines the course objectives, which are to introduce students to concepts of civilizations and issues related to the development of Islamic and Asian countries. The course learning outcomes focus on understanding key concepts of Islamic and Asian civilizations, the importance of religion and culture, and effective communication skills. Assessment will consist of learning exercises, group assignments, online quizzes, and a final exam, making up 60% and 40% of the grade respectively. The schedule provides the topics and learning activities for each week, including both face-to-face and online lectures.
The document discusses individualized learning in Finland. It describes three key aspects of Finland's approach: 1) Teachers have autonomy to individualize learning for students and develop customized learning plans; 2) Learning focuses on projects and real-world applications; 3) Students have flexibility to choose what, when, and how they learn. Competence-based qualifications allow individuals to demonstrate skills regardless of how they were acquired, with qualifications assessed through competency tests. Individualization plans map out how each student will achieve the required skills.
This document provides an overview of the National Language A course offered in Semester 1 of 2017. The course aims to improve students' proficiency in the language through activities like lectures, tutorials, assignments, role-plays, and exams. Students will develop skills in listening, speaking, reading, and writing. Assessment will include weekly exercises, a group assignment, oral presentations, an online quiz, and a final written exam. Students must attend at least 80% of lectures and complete all assessments to pass the course.
Chirec International School is an international baccalaureate affiliated and CBSE accredited school located in Hyderabad, India previously known as Chirec Public School. Chirec International School provides IGCSE and CBSE syllabi. In grades 9 and 10, the students take the International General Certificate of Secondary Education (IGCSE) course and the school also offers checkpoints for grades 7 and 8 which are conducted by the University of Cambridge International Examinations - CIE.
This document summarizes key aspects of the International Baccalaureate (IB) Diploma Programme and its Chinese language curriculum offerings. It describes the four levels of Chinese language courses offered (A1, A2, B, ab initio), their objectives, assessments, and recommended entry criteria. It also provides an overview of the core elements of the IB Diploma Programme, including its mission, learner profile, curriculum contents and structure, and assessment principles and practices.
The document compares student performance and perceptions of a flipped classroom approach versus a traditional classroom approach for teaching undergraduate engineering students. Two groups of students were studied - one group took an electrical engineering course using pre-recorded videos and in-class activities (flipped), while the other took a management course through lectures and slides (traditional). Test scores were higher on average for the flipped classroom group. A survey also found that most students in the flipped class felt they learned effectively, though some students in both groups preferred the other teaching style, depending on their usual performance level. The results suggest flipped classrooms can be effective for some students but not all.
Effective treatment for depression in Mindheal Homeopathy clinic ,Chembur, Mu...Shewta shetty
"Treatment and remedy for Depression has encouraging treatment with homeopathy without side effects - Personalised online consultancy & treatments provided at our clinic by efficient panel of doctors in our center at Mumbai,Bombay,Chembur, India.Contact us."
A short document makes a simple request twice using informal language. It asks for something in a pleading manner but provides no other context or information about what is wanted.
The document provides information about the PGCE Primary course offered by the University of Southampton. The one-year full-time course qualifies graduates to teach children aged 5-11. Students will spend at least 18 weeks on school placements and the remainder of the time at the university. To apply, candidates need an honors degree and GCSEs in core subjects at grade C or higher. The course covers all areas of the primary curriculum and aims to produce reflective teachers committed to student learning.
The document summarizes the Master of Development Practice (MDP) program at the University of Peradeniya in Sri Lanka. The 2-year MDP program aims to equip students with interdisciplinary knowledge and practical skills to address complex development challenges through an integrated approach. It is part of a global network of MDP programs coordinated by Columbia University. The MDP at Peradeniya focuses on sustainable development issues relevant to South Asia, with internship opportunities in Sri Lanka.
MTPS - Principal's Talk for Sec 3 Parents (Jan 2010)btvssmedia
This document provides information about form teachers, academic programs, enrichment programs, and the school character and leadership development framework for Secondary 3 students. It includes the form teacher assignments for each Secondary 3 class, the academic timetable, after-school programs, homework policies, and common test dates. It also outlines the enrichment programs, leadership training framework, and criteria for academic promotion to Secondary 4.
This document provides a syllabus for a graduate course on educational technology. The course will be held at Touro University in American Canyon, California from 4:30-9:30pm on Fall 2011. It will be taught by Steve Gibbs and introduce teachers to integrating technology into the classroom through both pedagogy and hands-on experience with various software and internet resources. Over the course of the semester students will complete assignments like blogging case studies, developing a technology-focused lesson plan, creating an online teacher presence using a wiki, and learning to use and teach Web 2.0 tools. Assessment will be based on participation, presentations, and assignment completion.
This document outlines the course details for MPU3123 Islamic and Asian Civilisations. The course objectives are to introduce students to concepts of civilizations including the interactions between various Malay, Chinese, and Indian civilizations, issues in contemporary Islamic and Asian civilizations, and their implications for national development. Students will learn about key concepts of Islamic and Asian civilizations and apply effective communication skills. Assessment includes weekly exercises, group assignments, online quizzes, and a final exam, totaling 60% continuous assessment and 40% final exam. The course will be delivered through a blended of face-to-face and online learning over 12 weeks.
This document provides an overview of policies, procedures, and initiatives for instructors at Fortis College Online. It discusses the structure of the online programs, which are 6 weeks in length. It outlines student demographics, noting that most students are female, between 25-39 years old, and attend online classes for convenience and flexibility.
The document reviews instructor roles and expectations, including maintaining high academic standards, being student-focused, and developing a visible online presence. It details requirements for professional development, in-service trainings, and quarterly faculty meetings. New instructors must complete the NFT101 training course and initial course set-up before being assigned a course. Overall, the document orients new online instructors
Mpu3212 national language a week 1 ppt (summer 2016)wanarizwan
This document outlines the course details for MPU3212 National Language A taught in the Summer Semester of 2016. It includes the course objectives, learning outcomes, attendance policy, learning and teaching approach, unit schedule, and assessment tasks. Students will develop their proficiency in the Malay language through both in-person and online lectures and activities. Assessment will consist of learning reinforcement exercises, an assignment, an online quiz, a group presentation, and a final written exam. Students must complete all assessment tasks to pass the course.
Monash University Malaysia is jointly owned by Monash University and the Jeffrey Cheah Foundation. The document outlines the details of the MPU3212 National Language A course taught at Monash University Malaysia in Semester 2 of 2016. It includes the course objectives, learning outcomes, attendance policy, unit schedule, and assessment tasks. The course aims to improve students' proficiency in the Malay language through face-to-face and online lectures, exercises, assignments, quizzes, presentations, and a final exam worth 40% of the grade. Students must complete all assessments to pass the course.
Mpu3212 national language a week 1 ppt (summer 2016)ninawariz
This document provides an overview of a National Language A course offered during the summer semester of 2016. It outlines the course objectives, learning outcomes, attendance policy, learning and teaching approach, unit schedule, and assessment tasks. The course aims to improve students' proficiency in the Malay language through oral and written communication in both formal and informal contexts. Students will be assessed through learning reinforcement exercises, an individual or group assignment, an online quiz, a group presentation, and a final written exam, which together contribute to 60% of the overall grade. The final exam makes up the remaining 40% of the grade.
This document provides an overview and schedule for an Islamic and Asian Civilizations course. The course objectives are to introduce students to concepts of civilizations, interactions between Malay, Chinese, and Indian civilizations, issues in contemporary Islamic and Asian civilizations, and their implications for national development. Students will be assessed through learning exercises, group assignments, online quizzes, and a final exam, which together contribute 60% of the overall grade. The course will include both face-to-face and online lectures delivered through a blended and self-directed learning approach over 12 weeks.
Diploma to Teach in the Life-long Learning Sector (DTLLS)The Pathway Group
Do you want to become a teacher, trainer or tutor?
The Diploma to Teach in the Life-long Learning Sector (DTLLS) could be the way to you achieving this career move.
Our tutors are qualified to make sure that you achieve the requirements needed to become a teacher, tutor or trainer in the life-long learning sector.
For more information about this course or others that we offer please call: 0121 707 0550 or e-mail: info@pathwaygroup.co.uk
Mpu3212 national language a week 1 ppt (summer 2016)wanarizwan
This document outlines the course details for MPU3212 National Language A taught in the Summer Semester of 2016. The course is aimed at improving students' proficiency in the Malay language. It will assess students through various means such as assignments, presentations, online quizzes, and a final exam. Students must achieve a minimum 80% attendance rate and complete all assessments to pass the course. The assessments include weekly online exercises, a group assignment, an online quiz, a group presentation, and a final written exam.
This document provides an overview and schedule for an Islamic and Asian Civilizations course. It outlines the course objectives, which are to introduce students to concepts of civilizations and issues related to the development of Islamic and Asian countries. The course learning outcomes focus on understanding key concepts of Islamic and Asian civilizations, the importance of religion and culture, and effective communication skills. Assessment will consist of learning exercises, group assignments, online quizzes, and a final exam, making up 60% and 40% of the grade respectively. The schedule provides the topics and learning activities for each week, including both face-to-face and online lectures.
The document discusses individualized learning in Finland. It describes three key aspects of Finland's approach: 1) Teachers have autonomy to individualize learning for students and develop customized learning plans; 2) Learning focuses on projects and real-world applications; 3) Students have flexibility to choose what, when, and how they learn. Competence-based qualifications allow individuals to demonstrate skills regardless of how they were acquired, with qualifications assessed through competency tests. Individualization plans map out how each student will achieve the required skills.
This document provides an overview of the National Language A course offered in Semester 1 of 2017. The course aims to improve students' proficiency in the language through activities like lectures, tutorials, assignments, role-plays, and exams. Students will develop skills in listening, speaking, reading, and writing. Assessment will include weekly exercises, a group assignment, oral presentations, an online quiz, and a final written exam. Students must attend at least 80% of lectures and complete all assessments to pass the course.
Chirec International School is an international baccalaureate affiliated and CBSE accredited school located in Hyderabad, India previously known as Chirec Public School. Chirec International School provides IGCSE and CBSE syllabi. In grades 9 and 10, the students take the International General Certificate of Secondary Education (IGCSE) course and the school also offers checkpoints for grades 7 and 8 which are conducted by the University of Cambridge International Examinations - CIE.
This document summarizes key aspects of the International Baccalaureate (IB) Diploma Programme and its Chinese language curriculum offerings. It describes the four levels of Chinese language courses offered (A1, A2, B, ab initio), their objectives, assessments, and recommended entry criteria. It also provides an overview of the core elements of the IB Diploma Programme, including its mission, learner profile, curriculum contents and structure, and assessment principles and practices.
The document compares student performance and perceptions of a flipped classroom approach versus a traditional classroom approach for teaching undergraduate engineering students. Two groups of students were studied - one group took an electrical engineering course using pre-recorded videos and in-class activities (flipped), while the other took a management course through lectures and slides (traditional). Test scores were higher on average for the flipped classroom group. A survey also found that most students in the flipped class felt they learned effectively, though some students in both groups preferred the other teaching style, depending on their usual performance level. The results suggest flipped classrooms can be effective for some students but not all.
Effective treatment for depression in Mindheal Homeopathy clinic ,Chembur, Mu...Shewta shetty
"Treatment and remedy for Depression has encouraging treatment with homeopathy without side effects - Personalised online consultancy & treatments provided at our clinic by efficient panel of doctors in our center at Mumbai,Bombay,Chembur, India.Contact us."
A short document makes a simple request twice using informal language. It asks for something in a pleading manner but provides no other context or information about what is wanted.
Animation and graphics can improve learning when combined with text by symbolizing and reinforcing the textual information. Multimedia principles suggest that graphics should be relevant to accompanying text in order to help learners retain the information being conveyed.
El formulario contiene los datos personales de Manuel Gómez Carvajal, incluyendo su nombre, apellidos, fecha de nacimiento, DNI, domicilio, localidad, código postal, teléfono, móvil y correo electrónico.
El documento habla sobre las personas que no saben en qué días viven y describe una serie de eventos en un día festivo como pedir dulces en Halloween y comerlos rápidamente, lo que resulta en sentirse mal al día siguiente. El documento termina indicando el fin de la historia.
Der Büromarkt München schließt das Jahr 2011 mit Rekordergebnis ab:
- Flächenumsatz steigt auf ca. 853.000 m² (+45%)
- Industrieunternehmen sorgen für zahlreiche Großabschlüsse
- Neubauten weiterhin Mangelware
El documento busca sensibilizar a los estudiantes del quinto ciclo del colegio Venecia sobre la importancia de la educación financiera y el manejo de conceptos económicos básicos para que aprendan a ahorrar y estar preparados para el futuro.
Eco-Surfacing Foils will be 3M's national dealer and installation services provider for 3M Di-Noc Architectural Finishes and 3M Fasara Glass Finishes to the Financial Services market. 3M Di-Noc Architectural Finishes allow updating of existing surfaces to the desired look at an affordable price.
El documento describe la tecnología AMOLED, que se usa en pantallas de dispositivos móviles. Las pantallas AMOLED consisten en cuatro capas: ánodo, capa orgánica intermedia, cátodo y circuitos. Se caracterizan por consumir menos energía que otras tecnologías de pantalla orgánica y son útiles para dispositivos donde la batería es crucial, como teléfonos con pantallas pequeñas.
Este documento compara dos tipos de impresoras, de insumo óptico (O) e insumo de gel (G), en términos de precio, calidad, duración y confiabilidad. Las impresoras de insumo óptico tienden a ser más caras pero de mayor calidad, duración y confiabilidad, mientras que las de insumo de gel son más económicas pero de menor calidad y duración.
This document is an advertisement for Piggly Wiggly grocery stores that includes:
1) Information about accepted payment methods, digital coupons, and store hours
2) A calendar listing dates for June and July 2016
3) Details and instructions for signing up for digital coupons
4) Lists of products on sale with prices for the week including food, drinks, household items
5) Information about the stores' fresh meat and seafood counters
Este documento explica los pasos para crear un blog en WordPress.com, que incluyen registrarse en la página web de WordPress, llenar los datos personales, seleccionar entre un paquete gratuito o de pago, y luego estar listo para comenzar a agregar entradas, imágenes, videos y widgets para personalizar el blog.
The Graduate Certificate in Higher Education (GCHE) is a 4-unit graduate certificate offered part-time over 4 semesters. It provides training in the 3 primary roles of academics: teaching, research, and service. The GCHE is designed for those working in higher education to help them better understand their roles and develop skills in areas like teaching, learning assessment, research, and more. It aims to help academics achieve excellence in their work and earn an internationally recognized credential. The GCHE is organized at Monash University Sunway Campus and covers topics relevant to the higher education context in Southeast Asia through various course units and activities.
The document is a syllabus for a course on teaching multi-grade classes from the Bato Institute of Science and Technology. It outlines the course objectives, which are to demonstrate an understanding of theories and concepts of multi-grade learning, display knowledge of pedagogical approaches for different grade levels, and employ effective teaching strategies in a multi-grade classroom. The syllabus provides a weekly schedule over 10 weeks, dividing the course content into 8 modules that will address topics like the structure of multi-grade programs, principles of multi-grade teaching, classroom diversity, and the roles and responsibilities of multi-grade teachers. Students will be assessed through quizzes, assignments, exams and other activities completed both individually and collaboratively online
The document provides a course syllabus for a graduate level Foundations of Education course at Central Philippines State University. It includes the university's vision, mission, goals and core values. The syllabus outlines 4 units covering major psychological learning theories - behaviorism, social cognitive theory, information processing theory, and constructivism. For each unit, it lists desired learning outcomes, topics, references, teaching methods, assessments, and resources. The goal is for students to understand and apply the learning theories in educational practices and settings.
This document summarizes a study on research trends in distance teaching and training based on master's theses conducted at the Arabian Gulf University between 2004/2005-2014/2015.
The study assessed 94 theses according to domains of educational technology theory. Most theses were in the design domain (39.4%), followed by utilization (23.4%), and development (21.3%). Theses also focused more on e-learning (46.8%) and blended learning (23.4%).
The distance teaching and training program was found to be research-oriented and address current issues in the field. However, weaknesses identified included superficial theoretical frameworks, confusion between research problems and questions, and a focus on technology
The document provides information about a project on analyzing certified recruitment in the education sector for management faculty. It discusses the growing demand for management education in India and provides statistics on the increase in business schools. It then outlines the global trends seen in business school platforms, including an emphasis on real-world experience, specialized curricula with a global focus, and outcome-based pedagogical approaches. Finally, it describes the job responsibilities and requirements for three key roles: Program Director, Head of Department, and Placements and Corporate Relations Officer.
The document provides information on the Risk Management program at Glasgow Caledonian University, including:
1) The program aims to provide both conceptual knowledge and practical skills in risk management to equip students for careers in the field.
2) The objectives are to develop students' understanding of risk management theories and practices; stimulate analytical thinking; and provide transferable skills for employment.
3) Learning and teaching methods include lectures, seminars, tutorials, and industry visits. Assessment includes coursework, exams, and a final year research project.
This document outlines a training program for faculty at the Community College of Baltimore County to become effective facilitators for distance learning courses. The program will train instructors from various disciplines in skills like online student engagement, interactive teaching techniques, and using the course management system. Trainees will progress through stages of learning about distance education technologies and pedagogies, experimenting with implementing activities in their own online course, collaborating with peers, and eventually becoming leaders who can train other instructors. The effectiveness of the training will be evaluated through surveys of facilitators and students.
The document discusses the challenges and opportunities of designing a context-based curriculum in Omani higher education institutions. It outlines the objectives of studying context-based curriculum, including understanding stakeholders' perspectives and benefits. Key opportunities are making learning more relevant to students' environment and society's needs, while challenges include ensuring teachers understand the local context and maintaining strong industry relationships. Stakeholders like teachers, students, and industry all play important roles in the development and implementation of context-based curriculum.
Learning Outcomes Based Curriculum Framework (LOCF): Concept Map for Differen...SUJISHAEP
Learning Outcomes Based Curriculum Framework (LOCF): Concept Map for Different Disciplines Part II. Different disciplines include Mathematics and zoology.
The blended learning research: What we now know about high quality faculty de...EDUCAUSE
This document summarizes research on faculty development and course design for blended learning. It finds that active learning, administration/leadership, and responsiveness are the most important competencies for blended teaching. Faculty development programs should provide hands-on experience in a blended course to help instructors acquire new skills. Topics covered include course redesign, content selection, learning activities, assessment, and time management. Supporting faculty with blended course design and a learning community is key to success.
This document provides information about a course titled "Principles and Methods of Teaching Postsecondary Reading" being offered at Northern Illinois University. The key details include:
1) The course aims to emphasize research, theories, and models relevant to postsecondary reading instruction methods. It will cover topics like the definition and history of college reading programs, models of instruction, and research on metacognitive strategies.
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The document is a job posting for a Lecturer/Senior Lecturer in Human Resource Management at the University of Huddersfield. It provides details about the role, qualifications, experience, and responsibilities required. It also describes the benefits of the position and application process. The University of Huddersfield is seeking candidates to join its dynamic Business School to teach HRM and help expand its course offerings. Applications for the position are due by October 11th, with interviews scheduled for November 28th.
Presentation by Professor Simon Haslett at the Aegean Omiros College, Athens, Greece, on Thursday 19th May 2011. Simon Haslett is Professor of Physical Geography and Dean of the School of STEM at the University of Wales.
This document provides information about an English 2 module offered at Taylor's University. The 5-credit module aims to develop students' English proficiency skills, including reading, writing, listening and speaking. It will be taught over 18 weeks through lectures, tutorials and self-study. Students will learn to communicate effectively for different situations and purposes, and demonstrate accuracy in the four language skills. Upon completing the module, students should be able to analyze texts critically, write well-organized essays, identify elements of speech, and develop public speaking and interviewing skills. The module employs student-centered learning and assesses students throughout the semester.
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1. School of Public Policy and Professional Practice
Keele University, United Kingdom. Hosted by Harrow
MBA Education (International) International School, Bangkok, Thailand
MBA, Postgraduate Diploma, Postgraduate Certificate,
Part-Time Semi-Distance Learning
Course Director: Professor Stephen Cropper
Contact Name: Miss Dorothy Tyson
Position: Course Administrator
Address: School of Public Policy and Professional Practice
Keele University
Staffordshire ST5 5BG
UNITED KINGDOM
Telephone: +44 (0) 1782 733126
Fax: +44 (0) 1782 734069
Email: d.tyson@educ.keele.ac.uk
Website: www.keele.ac.uk/mbaeducationinternational
Please note that this programme is delivered in Thailand where it is hosted by Jakarta and IALF, Surabaya); lecturers at RMIT University and
Harrow International School, Bangkok (www.harrowschool.ac.th). This part-time,
semi-distance learning MBA comprises 4, two-day residentials, beginning in May
ILA in Vietnam; corporate educational managers (Laos), and
with the taught element concluding 18 months later. international school owners (Vietnam).
Entry Requirements
Contact: Dr Stephen Whitehead (Asia Programme Co-Ordinator)
Email: drswhitehead@gmail.com There are no specific undergraduate subject requirements but
Tel/Fax: (0066) (0)53335107
students should have a good honours degree (or equivalent)
plus appropriate professional training and/or experience. As
Introduction
the course is taught and assessed exclusively in English,
One of the longest established MBA courses for applicants must be able to demonstrate fluency in the English
educationalists in the UK, this programme is now available language.
in Asia. The programme is hosted by Harrow International
Aims of the Course
School, Bangkok but exclusively recruited, taught,
assessed and managed by Keele University professors and The course offers a comprehensive and critical analysis of
administrators. Successful students are awarded one of policies, issues and practices in contemporary education
the most prestigious British MBA Education qualifications management and leadership. Drawing on international
available anywhere. research and examples, the programme provides advanced
skills and knowledge of senior level education management
This truly innovative international MBA opened in May
practice.
2010 and has attracted interest from educationalists across
East and Southeast Asia. Current course members include Through examination of cross-cultural comparisons, the
Directors of the British Council (Malaysia and India); principals course develops awareness of the global context of education
and senior managers from leading international schools management and directly assists the education professional
in Bangkok (Harrow, NIST, Regents); Hong Kong (Delia of in their own career development.
Canada); China (Dulwich, Shanghai); Malaysia (ELC, Kuala
The course is based on six taught modules and submitted
Lumpur); Vietnam (South Saigon and BIS); Indonesia (BIS,
assignments. The course materials are introduced during
4, two-day residentials held at Harrow International School
in Bangkok and then used as the basis of a theoretical/
reflexive evaluation of policy and practice as experienced
by the student. The course develops research skills through
the assignments and these are applied in a dissertation
undertaken from the October of year 2 and submitted one
year later. The dissertation topic is individually negotiated and
offers opportunity for consideration of work-based, local or
national policy and professional applications.
2. Course Structure and Content The dissertation of 15,000-20,000 words is similarly marked
Details correct at time of printing and constitutes one-third of the total Masters programme
(60 credits). The degree may be awarded with distinction
The course is part-time, semi-distance learning and comprises
where work shows exceptional merit. All marking is full,
six taught modules and a dissertation. Students attend
structured and developmental. Tutorial support is available
four, four-day residentials (May and October) during the 18
during assignment preparation. In order to be eligible for the
month taught element of the programme. This opportunity for
award of a Postgraduate Certificate a student must have
students of different cultural backgrounds to share knowledge
successfully completed 60 taught module credits. In order to
and experiences is a vital aspect of this internationally-
be eligible for the award of a Postgraduate Diploma a student
focused MBA in Education. Module-specific distance learning
must have successfully completed 120 taught module credits.
materials are provided for each module and introduced at each
residential. Staff
Assignments are submitted approximately four months after Our intention is that key elements of the teaching will be
each introductory session. The course director assumes a provided by a member of the Education or Management
tutorial responsibility for all students, but after dissertation School of Keele University working alongside support
interests have been determined, supervisors are allocated tutors with direct knowledge and experience of international
from the teaching team. education management.
The six taught modules (120 credits) are: Key / Module Tutors
Year 1 Professor Stephen Cropper (School of Public Policy and
Professional Practice, Keele University)
• Organisational behaviour and development – the culture,
operation and evaluation of education organisations, Dr Stephen Whitehead (School of Public Policy and
management and leadership (15 credits). Professional Practice, Keele University).
• Quality, improvement and effectiveness – best practice and Professor Carole Thornley (Keele Management School)
best value in the pursuit of advanced professionalism (30
At most residentials we invite international experts in
credits).
education management, policy and research to lead two-hour
• Strategic management – planning for and coping with change talk and debate sessions with the students.
in a high performing education environment (15 credits).
Fees
Year 2
Information on the current fee structure for the MBA,
• Resource management – maximising resource creativity, Postgraduate Diploma and Postgraduate Certificate,
evaluation and audit (15 credits). including discounts, is available from Dr Stephen Whitehead
(drswhitehead@gmail.com) and from Ms Dorothy Tyson
• Human resource issues – individual performance
(d.tyson@educ.keele.ac.uk)
management and team enhancement (15 credits).
• Research methods – introduction and guide to contrasting
research methodologies, concepts and issues. The application
of diverse research methods within a cross-cultural perspective
(30 credits).
All modules are taught from the perspective of senior level
professionals, researchers, administrators and leaders in Application Procedure
international education. While a significant focus is on the
Details of application procedures are given on
Western education system, the teaching has an international
the postgraduate website at www.keele.ac.uk/
dimension and ethnocentric application in that it draws on
postgraduate. If you are unable to access this
research and management experience from around the world.
then an application form and the Postgraduate
Keele tutors are supported by senior practitioners in education, Prospectus can be requested via email:
together with guest speakers with specialist knowledge and/or
Home/EU: home-euadmissions@paa.keele.ac.uk
research experience of international education management.
International: international@keele.ac.uk
Assessment
Further information about the course can be found
There are no formal examinations. Assessment is based
at:
on assignments and the end of course dissertation. All
assignments are between 3,000 and 4,500 words in length www.keele.ac.uk/mbaeducationinternational
and are graded according to School and University guidelines.
Work that does not secure the 50% pass grade can be
resubmitted.
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