The document provides an overview of the MPU2213 Bahasa Kebangsaan A module to be conducted in May 2022. It outlines the learning objectives, which are to improve proficiency in the Malay language in formal and informal contexts. Students will be assessed through various means such as quizzes, group assignments, and a final exam. The module will be delivered in a blended format with some in-person sessions and online learning. It provides details of the topics to be covered each week and the assessment tasks, which include weekly exercises, two online quizzes, a group vodcast assignment, and a final exam. Students must complete all assessments to pass the course.
This document provides an overview and schedule for the MPU2213 Communicative Malay 1 course being offered in August 2022. The objective of the course is to allow international students to communicate in basic Malay language for everyday situations. By the end of the course, students should be able to communicate and write using simple and compound sentences. The document outlines the learning outcomes, attendance policy, module schedule across 14 weeks, and assessment tasks including learning reinforcement exercises, online quizzes, an individual assignment, and a final examination.
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.
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 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.
Mpu3212 national language a week 1 ppt (summer 2018) 1ninawariz
This document provides an overview of the MPU3212 National Language A course offered in the summer semester of 2018. It outlines the learning outcomes, attendance policy, assessment tasks, and unit schedule. The course aims to improve students' language skills in listening, speaking, reading and writing. Assessment includes learning reinforcement exercises, an online quiz, a group written report, individual oral presentations within groups, and a final written exam worth 60% of the overall grade. Students must complete all assessments and attend a minimum of 80% of lectures to pass the course.
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.
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.
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.
This document provides an overview and schedule for the MPU2213 Communicative Malay 1 course being offered in August 2022. The objective of the course is to allow international students to communicate in basic Malay language for everyday situations. By the end of the course, students should be able to communicate and write using simple and compound sentences. The document outlines the learning outcomes, attendance policy, module schedule across 14 weeks, and assessment tasks including learning reinforcement exercises, online quizzes, an individual assignment, and a final examination.
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.
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 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.
Mpu3212 national language a week 1 ppt (summer 2018) 1ninawariz
This document provides an overview of the MPU3212 National Language A course offered in the summer semester of 2018. It outlines the learning outcomes, attendance policy, assessment tasks, and unit schedule. The course aims to improve students' language skills in listening, speaking, reading and writing. Assessment includes learning reinforcement exercises, an online quiz, a group written report, individual oral presentations within groups, and a final written exam worth 60% of the overall grade. Students must complete all assessments and attend a minimum of 80% of lectures to pass the course.
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.
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.
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.
This document outlines the course details for MPU3123 Islamic and Asian Civilisations. The course objectives are to introduce students to various civilizations, including their interactions and contemporary issues. It will be assessed through learning exercises, group assignments, online quizzes, and a final exam, totaling continuous assessments of 60% and an exam of 40%. The course will involve both face-to-face and online learning components. Students must attend a minimum of 80% of lectures and complete all assessments to pass.
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 best practices for teaching online courses. It covers course planning, design, and delivery. For planning, it discusses initial planning phases and student communication. For design, it discusses accessibility, simplicity, consistency, and quality assurance models. It also covers learning objectives, syllabus development, rubrics, and discussion boards. For delivery, it discusses flipped classrooms, assessments, and providing feedback. Examples are given for structuring hybrid courses using a blended approach.
Wiglesworth training plan wida 3-credit courseTom Wiglesworth
This professional development plan aims to implement WIDA's 15 Essential Actions across DoDEA schools. The plan will provide a rationale and background information to ESOL instructors. Instructors will then be trained through an online course to coach teachers. Instructors will collaborate with each other and teachers throughout implementation. Teachers will provide feedback to evaluate the training and new course materials. Continuing professional development will be offered to support ongoing implementation.
The EaSTE project aims to improve the English language teaching skills of 150,000 primary teachers through an online professional development course, classroom observations, monthly virtual sessions, and discussion forums led by Assistant Education Officers. The project is implemented through Punjab's existing school-based continuous professional development system and aligns its content with the competencies and standards outlined in the Single National Curriculum. Stakeholders including teachers, education officers, and district officials all have defined roles and responsibilities to support the implementation of the
This document provides a course syllabus for an Academic Writing Skills 202 course. The course will meet for 45 hours over 15 weeks and introduce concepts of paragraphs and essays through 7 chapters. Students will develop academic writing skills through class discussions, group assignments, and individual practice writing paragraphs and essays. Assessment will include attendance, textbook reading, assignments, a midterm exam, and a final exam. The goal is for students to gain proficiency in English writing tasks and produce effective paragraphs and essays.
Introducing the PASS program: Pre-arrival success strategies for studentsLearningandTeaching
PASS (Pre-Arrival Success Strategies) is a free online course for students who will be studying with the International College of Manitoba (ICM) in subsequent terms. The course is designed for students who wish to get a head start on their studies. The course is led by ICM alumni who mentor prospective students in navigating the complexities of their new education system.
Units are delivered over five weeks and cover a variety of topics, including overviewing the learning management system (Moodle), connecting students with their future classmates, understanding essential elements of course outlines, planning for weekly and term schedules, introducing concepts of academic integrity, and more. Students have flexibility in choosing which units they wish to complete as they accumulate points for each assessment completed - students who complete various achievements earn various rewards.
In these slides, Robert Daudet reviews the course content, shares lessons learned from its first iteration, and reveals what's next for the course.
Program Design for F2F Seminar-Workshop on School Paper Production - Public E...rheapinkyneniza1
This document outlines a 5-day training workshop on school paper production for 30 Grade 3-6 learners in Bohol, Philippines. The workshop will be held every Friday in March 2024 from 4-5 PM and aims to improve journalistic skills, encourage critical thinking, strengthen ethical values, and develop character. Each session will focus on a different journalism topic and include lectures, activities, and discussions. Participant outputs will be evaluated to assess learning, with the goal of publishing a school paper for the 2023-2024 school year. A budget of PHP 2,200 is requested to cover materials, food, and allowances.
This document discusses blended learning and describes a faculty development program on blended teaching at UW-Milwaukee. The program aims to help faculty design, develop, teach and advocate for blended courses. It provides training over multiple formats throughout the academic year. The training models blended practices and helps faculty experience blended learning as students. The program covers topics like course redesign, developing learning modules, acquiring teaching skills, and assessing student learning. Its goals are to help faculty start redesigning their courses, learn new skills and knowledge, and get support for blended teaching.
This document summarizes the iMOOC – Essentials of Clear Writing MOOC offered at NUS from September to November 2013. It provided an overview of the course content which focused on essay structure, language accuracy, idiomatic expressions, and coherence/conciseness. It also reported statistics on course registration, participation levels for video lectures, in-video quizzes and exercises. Survey results showed most participants wanted to improve their writing skills and felt the course met its objectives, with many reporting increased confidence and a willingness to take another MOOC.
This training program teaches facilitators the skills needed for distance learning. It is divided into 4 parts covering vital information, facilitator skills, technology tools, and issues. The audience are current adult educators without online experience. Goals are for trainees to master distance learning facilitation skills. Objectives are to teach courses successfully online. Skills taught include being visible, analytical, and a leader. Theories covered include transactional distance and multimodality. Technology tools like Facebook, YouTube, and Google Drive are discussed for student engagement and collaboration. Managing different learner types and synchronous vs asynchronous facilitation are also covered.
The presentation based on the tuning process in education. The module presented in training of university faculty. It explain how to apply tuning at course, degree and at programme level.
Focusing the Course Design Process on Alignmentcolleenfleming
This document provides guidance for developing online courses at Adler School of Professional Psychology. It outlines a four-part course design and build process that ensures alignment between course objectives, content, and assessments. The process involves determining course details, creating a detailed course plan with weekly learning aims and associated materials/activities, developing weekly presentations, and revising the course based on feedback. Resources like a syllabus template and online teaching plan are provided to support faculty through the process. The goal is to develop high-quality, competency-aligned online courses at Adler School. Contact information is provided for those with additional questions.
This session describes a portfolio assessment process used at Ozarka College to evaluate student writing. Students complete six essays over the course of a semester with the portfolio essay being required to pass. Faculty then randomly select and score 15-20% of portfolios to assess achievement of general education outcomes. This process provides data to faculty for critical discussion on student learning and informs curriculum improvements. Challenges include calibration of rubric scoring and participation of adjunct faculty. The assessment process has been highlighted by accreditors and involves students, faculty, and administration.
Christine Bauer-Ramazani focuses on alternative means of assessment using technology to monitor and evaluate student learning outcomes in project- and content-based learning environments. Examples are given.
The document describes a faculty development module designed to train faculty members at Mayville State University on effectively using discussion forums in Moodle, the institution's learning management system. The goal of the module is for learners to design an instructional discussion forum by choosing a purpose, activities, and appropriate Moodle forum type. The module was created using principles of andragogy and experiential learning and incorporates practice activities, knowledge checks, and a pre-test and post-test to assess learning. Analysis of learner performance found that scores improved as the module progressed and learners gained familiarity with the expectations, suggesting cognitive load was reduced. Revisions are recommended to further emphasize the strategy of multiple practice attempts and incorporate more discipline-specific
Developing a Blended Course: Why Quality MattersParisa Mehran
This presentation reports on the development, implementation, and evaluation phases of a blended course of English for general academic purposes targeting undergraduate Japanese students at Osaka University. The basic Successive Approximation Model and the Quality Matters Higher Education Rubric were utilized as major references informing course design, development, and quality assurance. Students' perception on the usefulness of the course, the use of learning analytics, and the measurement of learner achievement will also be discussed.
Intro to the Course_8430d414e16f36a38d49b93d49b35589.pptxLaluRian
This document provides an introduction to a course on Curriculum Development taught by Jaelani, M. App. Ling. at the State Islamic University of Mataram in Indonesia. It includes the lecturer's contact information, course objectives focusing on developing skills in curriculum planning, evaluation, and research. It also outlines the course materials, assignments, and grading criteria. The document discusses the importance of curriculum development for effective teaching and provides definitions and levels of curriculum. It poses questions to consider in curriculum planning and discusses consequences and historical background of being a curriculum developer.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
This document outlines the course details for MPU3123 Islamic and Asian Civilisations. The course objectives are to introduce students to various civilizations, including their interactions and contemporary issues. It will be assessed through learning exercises, group assignments, online quizzes, and a final exam, totaling continuous assessments of 60% and an exam of 40%. The course will involve both face-to-face and online learning components. Students must attend a minimum of 80% of lectures and complete all assessments to pass.
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 best practices for teaching online courses. It covers course planning, design, and delivery. For planning, it discusses initial planning phases and student communication. For design, it discusses accessibility, simplicity, consistency, and quality assurance models. It also covers learning objectives, syllabus development, rubrics, and discussion boards. For delivery, it discusses flipped classrooms, assessments, and providing feedback. Examples are given for structuring hybrid courses using a blended approach.
Wiglesworth training plan wida 3-credit courseTom Wiglesworth
This professional development plan aims to implement WIDA's 15 Essential Actions across DoDEA schools. The plan will provide a rationale and background information to ESOL instructors. Instructors will then be trained through an online course to coach teachers. Instructors will collaborate with each other and teachers throughout implementation. Teachers will provide feedback to evaluate the training and new course materials. Continuing professional development will be offered to support ongoing implementation.
The EaSTE project aims to improve the English language teaching skills of 150,000 primary teachers through an online professional development course, classroom observations, monthly virtual sessions, and discussion forums led by Assistant Education Officers. The project is implemented through Punjab's existing school-based continuous professional development system and aligns its content with the competencies and standards outlined in the Single National Curriculum. Stakeholders including teachers, education officers, and district officials all have defined roles and responsibilities to support the implementation of the
This document provides a course syllabus for an Academic Writing Skills 202 course. The course will meet for 45 hours over 15 weeks and introduce concepts of paragraphs and essays through 7 chapters. Students will develop academic writing skills through class discussions, group assignments, and individual practice writing paragraphs and essays. Assessment will include attendance, textbook reading, assignments, a midterm exam, and a final exam. The goal is for students to gain proficiency in English writing tasks and produce effective paragraphs and essays.
Introducing the PASS program: Pre-arrival success strategies for studentsLearningandTeaching
PASS (Pre-Arrival Success Strategies) is a free online course for students who will be studying with the International College of Manitoba (ICM) in subsequent terms. The course is designed for students who wish to get a head start on their studies. The course is led by ICM alumni who mentor prospective students in navigating the complexities of their new education system.
Units are delivered over five weeks and cover a variety of topics, including overviewing the learning management system (Moodle), connecting students with their future classmates, understanding essential elements of course outlines, planning for weekly and term schedules, introducing concepts of academic integrity, and more. Students have flexibility in choosing which units they wish to complete as they accumulate points for each assessment completed - students who complete various achievements earn various rewards.
In these slides, Robert Daudet reviews the course content, shares lessons learned from its first iteration, and reveals what's next for the course.
Program Design for F2F Seminar-Workshop on School Paper Production - Public E...rheapinkyneniza1
This document outlines a 5-day training workshop on school paper production for 30 Grade 3-6 learners in Bohol, Philippines. The workshop will be held every Friday in March 2024 from 4-5 PM and aims to improve journalistic skills, encourage critical thinking, strengthen ethical values, and develop character. Each session will focus on a different journalism topic and include lectures, activities, and discussions. Participant outputs will be evaluated to assess learning, with the goal of publishing a school paper for the 2023-2024 school year. A budget of PHP 2,200 is requested to cover materials, food, and allowances.
This document discusses blended learning and describes a faculty development program on blended teaching at UW-Milwaukee. The program aims to help faculty design, develop, teach and advocate for blended courses. It provides training over multiple formats throughout the academic year. The training models blended practices and helps faculty experience blended learning as students. The program covers topics like course redesign, developing learning modules, acquiring teaching skills, and assessing student learning. Its goals are to help faculty start redesigning their courses, learn new skills and knowledge, and get support for blended teaching.
This document summarizes the iMOOC – Essentials of Clear Writing MOOC offered at NUS from September to November 2013. It provided an overview of the course content which focused on essay structure, language accuracy, idiomatic expressions, and coherence/conciseness. It also reported statistics on course registration, participation levels for video lectures, in-video quizzes and exercises. Survey results showed most participants wanted to improve their writing skills and felt the course met its objectives, with many reporting increased confidence and a willingness to take another MOOC.
This training program teaches facilitators the skills needed for distance learning. It is divided into 4 parts covering vital information, facilitator skills, technology tools, and issues. The audience are current adult educators without online experience. Goals are for trainees to master distance learning facilitation skills. Objectives are to teach courses successfully online. Skills taught include being visible, analytical, and a leader. Theories covered include transactional distance and multimodality. Technology tools like Facebook, YouTube, and Google Drive are discussed for student engagement and collaboration. Managing different learner types and synchronous vs asynchronous facilitation are also covered.
The presentation based on the tuning process in education. The module presented in training of university faculty. It explain how to apply tuning at course, degree and at programme level.
Focusing the Course Design Process on Alignmentcolleenfleming
This document provides guidance for developing online courses at Adler School of Professional Psychology. It outlines a four-part course design and build process that ensures alignment between course objectives, content, and assessments. The process involves determining course details, creating a detailed course plan with weekly learning aims and associated materials/activities, developing weekly presentations, and revising the course based on feedback. Resources like a syllabus template and online teaching plan are provided to support faculty through the process. The goal is to develop high-quality, competency-aligned online courses at Adler School. Contact information is provided for those with additional questions.
This session describes a portfolio assessment process used at Ozarka College to evaluate student writing. Students complete six essays over the course of a semester with the portfolio essay being required to pass. Faculty then randomly select and score 15-20% of portfolios to assess achievement of general education outcomes. This process provides data to faculty for critical discussion on student learning and informs curriculum improvements. Challenges include calibration of rubric scoring and participation of adjunct faculty. The assessment process has been highlighted by accreditors and involves students, faculty, and administration.
Christine Bauer-Ramazani focuses on alternative means of assessment using technology to monitor and evaluate student learning outcomes in project- and content-based learning environments. Examples are given.
The document describes a faculty development module designed to train faculty members at Mayville State University on effectively using discussion forums in Moodle, the institution's learning management system. The goal of the module is for learners to design an instructional discussion forum by choosing a purpose, activities, and appropriate Moodle forum type. The module was created using principles of andragogy and experiential learning and incorporates practice activities, knowledge checks, and a pre-test and post-test to assess learning. Analysis of learner performance found that scores improved as the module progressed and learners gained familiarity with the expectations, suggesting cognitive load was reduced. Revisions are recommended to further emphasize the strategy of multiple practice attempts and incorporate more discipline-specific
Developing a Blended Course: Why Quality MattersParisa Mehran
This presentation reports on the development, implementation, and evaluation phases of a blended course of English for general academic purposes targeting undergraduate Japanese students at Osaka University. The basic Successive Approximation Model and the Quality Matters Higher Education Rubric were utilized as major references informing course design, development, and quality assurance. Students' perception on the usefulness of the course, the use of learning analytics, and the measurement of learner achievement will also be discussed.
Intro to the Course_8430d414e16f36a38d49b93d49b35589.pptxLaluRian
This document provides an introduction to a course on Curriculum Development taught by Jaelani, M. App. Ling. at the State Islamic University of Mataram in Indonesia. It includes the lecturer's contact information, course objectives focusing on developing skills in curriculum planning, evaluation, and research. It also outlines the course materials, assignments, and grading criteria. The document discusses the importance of curriculum development for effective teaching and provides definitions and levels of curriculum. It poses questions to consider in curriculum planning and discusses consequences and historical background of being a curriculum developer.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
3. LEARNING OBJECTIVES
• Kursus ini menawarkan kemahiran berbahasa dari aspek
mendengar, bertutur, membaca dan menulis sesuai
dengan tahap intelek. Tujuan kursus ini adalah untuk
meningkatkan kecekapan berbahasa dalam konteks rasmi
dan tidak rasmi. Pengajaran dan pembelajaran akan
dilaksanakan dalam bentuk kuliah, tutorial, tugasan,
aktiviti kebahasaan, main peranan (role-play), ujian dan
peperiksaan. Pada akhir kursus ini, pelajar diharapkan
dapat menguasai kemahiran berbahasa secara lisan dan
tulisan.
4. LEARNING OUTCOMES
• Di akhir kursus ini, pelajar boleh:
• bertutur dengan berkesan dalam situasi rasmi dan tidak rasmi;
• menghasilkan penulisan yang jelas bersistematik;
• membina hubungan baik dalam kerja berpasukan / organisasi.
6. ATTENDANCE POLICY
• An international student enrolled in MPU2213 BKA is
required to attend a minimum of 80% of the scheduled
lecture sessions.
• Absent for face-to-face lectures as well as incompletion
of any online learning activities prescribed shall be
marked as or Absent – No reason (AN) whilst late for in-
person lectures shall be marked as Late (L) in the
attendance monitoring system.
• Original medical certificates issued by certified &
approved medical practitioners are required to be
produced to the respective Academic Office in order to be
deemed as Absent – Others (AO).
8. TOTAL LEARNING & TEACHING TIME
• Remaining hours can be used for:
• Group assignments;
• Research;
• Info-retrieval & self-study.
Learning and Teaching Activities Hours
In-person learning sessions (guided) 4
Facilitated online learning sessions 38
Others (self-study, revision, assignment writing 78
TOTAL 120
9. 2 weeks of
in-person learning.
Physical presence in
classroom is required.
5 weeks of facilitated self-
access online learning.
Access MicrosoftTeams and /
or NEO LMS only for learning
& teaching.
LEARNING &TEACHING APPROACH:
BLENDED LEARNING (1)
In-person
learning
Facilitated
Online
learning
Learners are expected to be independent, manage their own learning,
knowing how to learn & can work well with others.
Combination of face-to-face learning and online learning
10. LEARNING & TEACHING APPROACH:
BLENDED LEARNING (2)
• All students must ensure they have access to the
resources required for successful completion of this
module:
• Stable internet access for accessing Microsoft Teams and NEO
LMS and streaming online videos and attempt online
assessments;
• Computer / laptop / tablet / mobile phones;
• Good, above average high-quality speaker or headphone for
audio listening and video watching;
• Other related resources such as handouts provided by the
lecturer, the module’s Microsoft Teams and NEO LMS site, and
academic articles from library databases and other related and
required information.
12. MODULE SCHEDULE (1)
Date Week Activities Approach & tasks
30 May
- 3
June
2022
1 Module Orientation and Introduction to
MPU2213 National Language A
Module overview and assignment briefing.
In-person learning
Students are required to
the lecture.
1 Sebutan dan Intonasi
i. Sebutan
a. Prinsip Sebutan Baku Bahasa Melayu
ii. Intonasi
a. Komponen Intonasi
b. Intonasi pelbagai jenis ayat
Online learning
Access NEO LMS for learning
teaching activities. In-
presence is not required.
LRE
Students are required to
complete & submit the
quiz in NEO LMS.
13. MODULE SCHEDULE (2)
Date Week Activities Approach & tasks
6 – 10
June
2022
2 Ejaan dan Tatabahasa
i. Ejaan
ii. Pengimbuhan
iii. Pemilihan Kata
iv. Struktur Ayat
v. Penghubung Ayat
Online learning
Access NEO LMS for learning
teaching activities. In-
presence is not required.
LRE
Students are required to
complete & submit the
quiz in NEO LMS.
14. MODULE SCHEDULE (3)
Date Week Activities Approach & tasks
13 – 17
June
2022
3 Pengenalan
i. Asal Usul Bahasa Melayu
a. Rumpun Bahasa Melayu
b. Bahasa Melayu sebagai lingua franca
ii. Dasar Bahasa: Asas Pemilihan Bahasa Melayu
iii. Fungsi Bahasa Melayu dan Kedudukan Bahasa
a. Bahasa Kebangsaan
b. Bahasa Rasmi
c. Bahasa Perpaduan
d. Bahasa Ilmu
iv. Kedudukan Bahasa Melayu di sisi Undang-
a. Perkara 152 Perlembagaan Persekutuan
b. Akta Bahasa Kebangsaan 1967
c. Akta Pendidikan 1996
v. Bahasa dan Budaya
Online learning
Access NEO LMS for learning
teaching activities. In-person
presence is not required.
LRE
Students are required to
complete & submit the online
in NEO LMS.
15. MODULE SCHEDULE (4)
Date Week Activities Assessment
20 – 24
June
2022
4 Online Quiz 1 (Pengetahuan Berbahasa) Online Quiz 1
Topics assessed from
Week 1 – Week 3 .
4 Kefahaman
i. Teks Prosa
ii. Teks Puisi
Komunikasi Lisan: Bentuk-bentuk Pengucapan
i. Ucapan
ii. Adab berbahasa
iii. Syarahan
iv. Temu ramah
v. Taklimat
vi. Pidato
vii. Bahas
viii.Pengendalian Mesyuarat
Online learning
Access NEO LMS for learning
teaching activities. In-person
presence is not required.
LRE
Students are required to
complete & submit the online
NEO LMS.
16. MODULE SCHEDULE (5)
Date Week Activities Assessment
27 June
– 1 July
2022
Mid-semester break
No formal learning &
assessments are
undertaken.
4 – 8
July
2022
5 Penulisan
i. Ciri-ciri Penulisan Fakta
a. Gaya dan laras
b. Struktur
c. Bentuk Wacana
Online learning
Access NEO LMS for learning
teaching activities. In-
presence is not required.
LRE
Students are required to
complete & submit the
quiz in NEO LMS.
17. MODULE SCHEDULE (6)
Date Week Activities Assessment
11 – 15
July
2022
6 Online Quiz 2 (Kefahaman)
Jenis-jenis Teks
i. Jenis Teks Berformat
a. Surat Rasmi
b. Laporan
c. Wawancara
d. Kertas Kerja
ii. Jenis teks Tidak Berformat
a. Rencana
b. Ucapan
c. Perbincangan
d. Cerpen
Online Quiz 2
Topics assessed from
Week 4 – Week 6.
Online learning
Access NEO LMS for learning
teaching activities. In-
presence is not required.
LRE
Students are required to
complete & submit the
quiz in NEO LMS.
18. MODULE SCHEDULE (7)
Date Week Activities Assessment
18 – 22
July
2022
7 Online Submission of Group Assignment
Digital submission of assignment
LMS.
Module Review & Revision for Final
Examination
Digital submission of
group assignments
via Microsoft Teams
In-person learning
Students are required to
the lecture.
7 Final Examination To be confirmed
20. SUMMARY OF ASSESSMENT TASKS (1)
• Assessment task(s) is defined as tasks / activities prescribed for a
student to undertake throughout the enrolment of the course.
• A student is required to undertake, attempt, complete and submit
ALL assessment tasks prescribed as the requirement for
undertaken, completion and passing of this unit as a hurdle.
• Failing to do so will result a student to receive a FAIL grade and will
be required to re-enrol and undertake the unit again.
• The overall weighting for assessment tasks consist of the following:
• 70% in-semester continuous assessments
• 30% end-of-semester written examination
21. SUMMARY OF ASSESSMENT TASKS (2)
Assessment Tasks Value Due Date
1. Learning Reinforcement Exercises (LREs)
Weekly online learning assessments to reinforce the understanding
learnt & taught through online learning in NEO LMS.
25 marks
Week 1 –
Week 6
2. Online Quiz 1 (Pengetahuan Berbahasa)
Online quiz will be conducted via NEO LMS. 15 marks Week 3
Online Quiz 2 (Kefahaman)
Online quiz will be conducted via NEO LMS. 15 marks Week 6
3. Group Assignment: Oral Presentation (Vodcast)
In a group of 3 students, students are required to produce a vodcast
recording) on ONE (1) theme identified.
15 marks Week 7
4. Final Examination
120 minutes of final examination. 30 marks
Actual
date will be
announced
TOTAL 100 marks -
22. TASK 1: LEARNING REINFORCEMENT
EXERCISE (LRE)
• Weekly-based online learning. All LREs are released via
NEO LMS.
• A student is required to attempt this assessment task as
part of the coursework requirement for undertaken,
completion, submission and passing this unit.
• Value: 25 marks (accumulative & varies from 3 – 5 marks
for each weekly LRE).
23. TASK 2: ONLINE QUIZZES
• An assortment of at least 20 questions assessed through
NEO LMS:
• Online Quiz 1 (Pengetahuan Bahasa)
• Online Quiz 2 (Kefahaman)
• A student is required to attempt this assessment task as
part of the coursework requirement for undertaken,
completion, submission and passing this unit.
• Value: 30 marks (15 marks for Online Quiz 1 + 15 marks
for Online Quiz 2).
24. TASK 3: GROUP ASSIGNMENT
(Komunikasi Lisan – Vodcast) [1]
• Students are required to form a group to write and
produce an assignment with the topics provided.
• Group members needed to be formed via Microsoft
Teams.
• A student is required to attempt this assessment task as
part of the requirement for undertaken, completion,
submission and passing this unit.
• Value: 15 marks for each assignment.
25. TASK 3: GROUP ASSIGNMENT
(Komunikasi Lisan – Vodcast) [2]
• Details of task:
• Each group must produce a video pocast (vodcast) and a
documented script (either drama / advertisement) entirely in
Malay language.
• All members in the group must participate, collaborate and
appear in the vodcast.
• Technical details regarding the vodcast produced:
• Overall duration should be between 3 - 5 minutes, not inclusive
of opening and closing credits.
• Language: Malay language only.
• Any vodcast which plagiarizes the work from another group is
considered plagiarism.
• Production format: .mp4 format only
26. TASK 4: FINAL EXAMINATION
• Closed-book (online) final examination.
• A student is required to attempt this assessment task as
part of the requirement for undertaken, completion,
submission and passing this unit.
• All topics taught in this module are examinable.
• Value: 30 marks.