The document provides guidance for completing a form to set up a new programme of study in the Oxford Student System (OSS). It includes details about programme information such as title, type, length, responsible organisational unit, start date, entry points, attendance type, and more. It also provides guidance on timelines for setting up undergraduate programmes to ensure they are available for the upcoming admissions cycle.
1. The document discusses the volume of learning, which refers to the notional duration of learning required to achieve the outcomes of a qualification.
2. It must fall within the range provided for the qualification type in the AQF and includes activities like training, practice, and assessment.
3. When developing a training and assessment strategy, RTOs must determine sufficient amounts of training, learning, and assessment based on factors like the training product, learner cohort, and mode of delivery.
The document outlines regulations and syllabus for the first semester of the M.Com program under the credit semester system implemented at the University of Calicut for affiliated colleges and centers from 2010 admissions onwards. It details the program structure including duration, subjects, credits, attendance policy, examination scheme, and elective options. Key aspects such as project work, internal assessment, and choice of specialization are also summarized.
The document provides a summary of an assessment audit conducted on the International Business program using the TESTA methodology. Key findings include:
1) There is an issue with assessment bunching and the amount and timing of assessments may impact work quality.
2) Students choose modules based on assessment type and prefer ongoing assessments that build knowledge over time.
3) Students are unclear on course expectations and want more formative assessments and constructive feedback.
The audit found higher total assessments than industry averages, more summative than formative assessments, and exams make up over half of assessments on average. It recommends addressing assessment bunching and improving clarity of expectations and feedback.
This applicant is applying to film production degree courses. They received grades of 3-6 in their GCSEs, including a 3 in French. They have completed a Level 3 Diploma in Creative Media Production and Technology at York College, achieving a PASS grade. They are currently completing a Level 3 Extended Diploma in the same subject area at York College. The applicant has listed several film production degree courses they are interested in and provided ratings for how suitable they feel each course is for them based on location, content, and opportunities. Their highest rated courses emphasize practical skills development and the ability to specialize in an area of film production.
The document outlines the course structure and regulations for the Bachelor of Computer Applications (BCA) program offered by Vinoba Bhave University, Hazaribag, Jharkhand, India. It details the 6 semester program with core and elective papers in each semester totaling 150 credits. The courses cover topics like programming, databases, operating systems, computer graphics, algorithms, and management subjects. Academic performance is evaluated using a 10 point grading scale and grade point average system. Practical training and a final project in the 6th semester are also part of the program.
This document provides supplementary guidance for implementing the National Literacy and Numeracy Framework (LNF) for learners with additional learning needs. It aims to ensure all learners are fully included in the LNF. The LNF builds on the Routes for Learning framework, incorporating its progression statements. It consists of age-related expectations as well as pre-cursor skills in the "Routes to literacy/numeracy" sections. For many learners with severe or profound needs, the earliest levels will provide the best guidance over their school career. Small steps of progress within and between levels are emphasized over simply "ticking off" statements.
Nicholas Peng How Chan earned a first class honours Bachelor of Science in Applied Computing from Northumbria University. He completed his full-time degree program between January 2014 and February 2015, passing all required modules with grades between 60-74%. His degree demonstrates knowledge and skills in areas like software development, project management, and social and ethical issues in computing.
The document outlines regulations for the Master of Business Administration (MBA) program under the Visvesvaraya Technological University. Some key details include:
- The MBA is a 2-year full-time program divided into 4 semesters, with a maximum duration of 4 years to complete the program. Students must earn a total of 100 credits.
- Eligibility for admission includes a bachelor's degree with a minimum of 50% aggregate marks. Admission is through the PGCET entrance exam conducted by KEA.
- The curriculum includes core courses, elective courses, open electives, projects, internships and audit courses. Students must register for courses at the start of each semester.
1. The document discusses the volume of learning, which refers to the notional duration of learning required to achieve the outcomes of a qualification.
2. It must fall within the range provided for the qualification type in the AQF and includes activities like training, practice, and assessment.
3. When developing a training and assessment strategy, RTOs must determine sufficient amounts of training, learning, and assessment based on factors like the training product, learner cohort, and mode of delivery.
The document outlines regulations and syllabus for the first semester of the M.Com program under the credit semester system implemented at the University of Calicut for affiliated colleges and centers from 2010 admissions onwards. It details the program structure including duration, subjects, credits, attendance policy, examination scheme, and elective options. Key aspects such as project work, internal assessment, and choice of specialization are also summarized.
The document provides a summary of an assessment audit conducted on the International Business program using the TESTA methodology. Key findings include:
1) There is an issue with assessment bunching and the amount and timing of assessments may impact work quality.
2) Students choose modules based on assessment type and prefer ongoing assessments that build knowledge over time.
3) Students are unclear on course expectations and want more formative assessments and constructive feedback.
The audit found higher total assessments than industry averages, more summative than formative assessments, and exams make up over half of assessments on average. It recommends addressing assessment bunching and improving clarity of expectations and feedback.
This applicant is applying to film production degree courses. They received grades of 3-6 in their GCSEs, including a 3 in French. They have completed a Level 3 Diploma in Creative Media Production and Technology at York College, achieving a PASS grade. They are currently completing a Level 3 Extended Diploma in the same subject area at York College. The applicant has listed several film production degree courses they are interested in and provided ratings for how suitable they feel each course is for them based on location, content, and opportunities. Their highest rated courses emphasize practical skills development and the ability to specialize in an area of film production.
The document outlines the course structure and regulations for the Bachelor of Computer Applications (BCA) program offered by Vinoba Bhave University, Hazaribag, Jharkhand, India. It details the 6 semester program with core and elective papers in each semester totaling 150 credits. The courses cover topics like programming, databases, operating systems, computer graphics, algorithms, and management subjects. Academic performance is evaluated using a 10 point grading scale and grade point average system. Practical training and a final project in the 6th semester are also part of the program.
This document provides supplementary guidance for implementing the National Literacy and Numeracy Framework (LNF) for learners with additional learning needs. It aims to ensure all learners are fully included in the LNF. The LNF builds on the Routes for Learning framework, incorporating its progression statements. It consists of age-related expectations as well as pre-cursor skills in the "Routes to literacy/numeracy" sections. For many learners with severe or profound needs, the earliest levels will provide the best guidance over their school career. Small steps of progress within and between levels are emphasized over simply "ticking off" statements.
Nicholas Peng How Chan earned a first class honours Bachelor of Science in Applied Computing from Northumbria University. He completed his full-time degree program between January 2014 and February 2015, passing all required modules with grades between 60-74%. His degree demonstrates knowledge and skills in areas like software development, project management, and social and ethical issues in computing.
The document outlines regulations for the Master of Business Administration (MBA) program under the Visvesvaraya Technological University. Some key details include:
- The MBA is a 2-year full-time program divided into 4 semesters, with a maximum duration of 4 years to complete the program. Students must earn a total of 100 credits.
- Eligibility for admission includes a bachelor's degree with a minimum of 50% aggregate marks. Admission is through the PGCET entrance exam conducted by KEA.
- The curriculum includes core courses, elective courses, open electives, projects, internships and audit courses. Students must register for courses at the start of each semester.
UCL was established in 1826 to provide education open to all regardless of background. This document is Xin Ying Yeo's Higher Education Achievement Report from UCL, which provides the context and results of her Bachelor of Science degree in Biochemistry. She completed the 3-year full-time program between 2014-2017, achieving strong marks and honors. The report also lists additional achievements including academic scholarships and prizes recognizing her excellent performance.
The document outlines regulations for a Choice Based Credit System (CBCS) for Bachelor of Engineering/Technology degrees. Some key points:
- The CBCS allows students to choose from prescribed core, elective, and foundation courses.
- The degree program is four years long and divided into eight semesters, with each semester lasting 16 weeks.
- Students must maintain a minimum attendance of 85% in each course, with provisions for condoning up to 10% absence for reasons like medical issues or participation in university events.
- Colleges must periodically inform students of their attendance levels and caution students who are short on attendance to make it up.
The document provides information about the Bachelor of Business Administration (BBA) program offered by Bharati Vidyapeeth University. The 3-year BBA program aims to develop students to work in business systems and identify business opportunities. Students must have a 10+2 qualification with minimum 45% aggregate to be eligible. The program is divided into 6 semesters with courses covering topics like business mathematics, economics, accounting, marketing, human resources, and more. Assessment includes internal and semester-end exams.
This document provides information about Bocconi University's undergraduate exchange program. It summarizes the application process, requirements, and timelines. Students can apply to study abroad at partner universities for a semester during their third year of study. The application deadline is February 22nd and requires a minimum GPA and number of completed credits. Placements are determined based on student preferences, availability, and a scoring system. Successful applicants will receive confirmation and must then complete the host university's application process.
XLRI PGDM - BM 2018-21 is a part time program for professionals in or near Jamshedpur. Working professionals can complete the program on weekends without leaving their jobs. It is AICTE approved and equivalent to the full time 2 year program.
The document provides an overview of vocational and professional education and training in Switzerland. It discusses the key aspects of the Swiss VPET system, including that it has three main partners - the Confederation, the cantons, and professional organizations - who work together to ensure high quality and adequate apprenticeship opportunities. The system includes dual-track vocational education and training at the upper-secondary level, followed by professional education at the tertiary level to allow specialization in a field. Learning occurs at vocational schools and host companies.
XLRI Postgraduate Diploma in Management Brochure (3 year program, part time)xlrivil
XL:RI's Postgraduate Diploma in Management (part time) is a three year program for business owners and working executives in and around Jamshedpur (Jharkhand). Classes are held on weekends in the XLRI campus. Overall, 900 classroom hours of teaching is conducted. This program is equivalent to the two year full time business management course offered at XLRI.
Program highlights:
Last date to apply - 31st March, 2019
AICTE approved
Duration - May 2019-April 2022
Eligibility - Graduation + 2 years of work experience
Designed to accommodate working schedule of professionals
Some classes conducted in virtual mode for student convenience
Boarding and lodging during weekend provided on request
This document provides details of the BSc (Hons) Applied Computing (Level 6 Top Up) programme, including its aims, intended learning outcomes, structure, admissions criteria, and progression routes. The programme is a one-year top up course that allows students who have completed a Higher National Diploma in Computing and Systems Development to progress to a full BSc Honours degree. It focuses on developing both technical and professional skills relevant to the computing industry through lectures, seminars, workshops and an independent research project. The target student number is 15-20 students per intake, and progression is possible onto postgraduate study if entry criteria are met.
The document discusses employability and work placements in higher education in the Netherlands. It outlines how Dutch universities of applied sciences emphasize professional development and applied research in their bachelor's programs through mandatory work placements of at least 6 months. While research universities' bachelor programs are more academically focused, there is a growing interest in work placements. Finding and supervising large numbers of students on placement presents organizational challenges for universities. Quality assurance measures aim to ensure suitable placements that develop students' competencies for future careers. Research found that most graduates of applied sciences programs find jobs in their field soon after graduating, thanks to the professionally oriented education with work placements.
Higher Education Achievement Report (HEAR) | 201126379 Carlos Nolasco
This document is a Higher Education Achievement Report (HEAR) from the University of Liverpool for Carlos Manuel Nolasco Mayagoitia. It provides information about Carlos' Master of Science degree in Engineering, including details of the modules and grades completed between 2015-2016. The HEAR acts as a supplement to verify Carlos' qualification for further study or professional career opportunities. It also includes contextual information about the University of Liverpool and the UK higher education system.
The document outlines the regulations for the Master of Technology (M.Tech) degree program at Jagan Nath University, Haryana. It details the objectives of the program, eligibility requirements, duration, course structure, registration procedures, passing criteria, requirements for seminars and dissertation work, and evaluation and award of the degree. The M.Tech program aims to provide advanced education and training in engineering and technology to produce skilled graduates and researchers. The regulations govern all aspects of the degree program, including admission, courses, examinations, project work, and degree conferral.
This document summarizes case studies from 15 colleges on their innovative approaches to implementing study programmes in the 2013-2014 academic year in accordance with new Department for Education guidelines. The case studies are grouped into categories such as strategic approaches and quality of teaching, work experience, maths and English provision, and employer involvement. Examples of innovative practices included highly structured work experience programs, personalized curriculum and teaching approaches, employer-focused assignments, and strategic planning to ensure efficient and sustainable implementation of study programmes.
The document outlines the regulations for Jagan Nath University's one-year LL.M. degree program. The program aims to provide specialized legal education and training to develop research skills. It consists of foundation courses in the first semester, optional specialization courses and a dissertation. Students must earn 26 credits total and secure a minimum 50% marks in each paper and overall to graduate with the LL.M. degree. The program is offered in six specializations and examinations are conducted separately for each semester.
This document reviews outcome-based education (OBE) as an alternative to the traditional education system. It discusses some of the shortcomings of the traditional system, where students can pass courses by focusing only on some chapters or content, without fully mastering the material. The document proposes implementing OBE, where students must meet specific learning outcomes for each course rather than just achieving a minimum grade. It outlines steps to implement OBE, including defining program and course outcomes, assessing students based on rubrics to evaluate their mastery of the outcomes, and ensuring students meet minimum thresholds for each outcome to pass. OBE aims to ensure students more fully master all course content and establish minimum competencies before progressing to new courses.
1. The document outlines the objectives, purpose, regulations and syllabus for the Master of Business Administration (MBA) program offered by Visvesvaraya Technological University.
2. The key objectives of the MBA program are to equip students with necessary knowledge and skills for management positions, inculcate ethical values, and provide business and managerial exposure.
3. The regulations cover eligibility requirements, attendance policies, internal assessment, examinations, internship requirements, and criteria for passing, class and rank awards. Students must complete the 2-year program over 4 semesters and an internship to be eligible for the MBA degree.
This document summarizes the options for students applying to Abbeyfield Sixth Form. It outlines three pathways: A-Level, Combined, and Access. The A-Level pathway requires 322 points and allows choice from 23 A-Level subjects. The Combined pathway requires 292 points and combines A-Levels with vocational qualifications. The Access pathway requires 200 points and focuses on vocational subjects. The document provides details on entry requirements, course options, and support available for each pathway. It also advertises an open evening on December 2013 to learn about subject options.
The document outlines the syllabus and evaluation scheme for the MBA second year program at Mahamaya Technical University. It provides:
1) Details of the core and elective subjects to be offered in semesters 3 and 4, including the evaluation criteria and credits for each.
2) Information on the specialization groups and their subject options that students can opt for.
3) Details of the summer training project and dissertation requirements, including submission guidelines and evaluation schemes.
The syllabus aims to provide students with knowledge across various management functions and specializations, while emphasizing overall personality development and alignment with industry needs.
The document summarizes the requirements for obtaining a PhD from the University of Adelaide. It states that a PhD involves 3-4 years of original research under supervision, which develops the capacity for independent research. Candidates must complete an approved program of study and research, and present a thesis demonstrating significant contributions to their field. The thesis can take various forms, but examiners will evaluate the candidate's knowledge, ability to relate their research to the broader field, independence, and contribution to knowledge.
Niels Sveinsson earned a Master of Science degree in Sustainable Energy and Business from the University of Iceland in December 2010. He completed a 60 ECTS credit research thesis titled "Profitability assessment for a Tidal Power Plant in Hvammsfiord area" and earned an overall grade of 8.36, First Class. The 18-month full-time program required 120 ECTS credits across courses in sustainable energy systems, energy economics, and an interdisciplinary project. The qualification provides access to doctoral studies and qualifications Sveinsson for work in the field of sustainable energy and business.
El color rojo es uno de los colores más vibrantes y llamativos. Es el color de la pasión, el amor y la energía. El rojo se asocia con la fuerza, el poder y la determinación.
The document summarizes research on heuristic search based stacking of classifiers. It discusses ensemble methods like bagging and boosting that combine multiple classifiers, and stacking which uses a meta-classifier to combine classifiers from different learning algorithms. The authors propose using genetic algorithms to optimize the combination of learning methods in a stacking system, selecting the ideal base classifiers and meta-classifier through heuristic search.
UCL was established in 1826 to provide education open to all regardless of background. This document is Xin Ying Yeo's Higher Education Achievement Report from UCL, which provides the context and results of her Bachelor of Science degree in Biochemistry. She completed the 3-year full-time program between 2014-2017, achieving strong marks and honors. The report also lists additional achievements including academic scholarships and prizes recognizing her excellent performance.
The document outlines regulations for a Choice Based Credit System (CBCS) for Bachelor of Engineering/Technology degrees. Some key points:
- The CBCS allows students to choose from prescribed core, elective, and foundation courses.
- The degree program is four years long and divided into eight semesters, with each semester lasting 16 weeks.
- Students must maintain a minimum attendance of 85% in each course, with provisions for condoning up to 10% absence for reasons like medical issues or participation in university events.
- Colleges must periodically inform students of their attendance levels and caution students who are short on attendance to make it up.
The document provides information about the Bachelor of Business Administration (BBA) program offered by Bharati Vidyapeeth University. The 3-year BBA program aims to develop students to work in business systems and identify business opportunities. Students must have a 10+2 qualification with minimum 45% aggregate to be eligible. The program is divided into 6 semesters with courses covering topics like business mathematics, economics, accounting, marketing, human resources, and more. Assessment includes internal and semester-end exams.
This document provides information about Bocconi University's undergraduate exchange program. It summarizes the application process, requirements, and timelines. Students can apply to study abroad at partner universities for a semester during their third year of study. The application deadline is February 22nd and requires a minimum GPA and number of completed credits. Placements are determined based on student preferences, availability, and a scoring system. Successful applicants will receive confirmation and must then complete the host university's application process.
XLRI PGDM - BM 2018-21 is a part time program for professionals in or near Jamshedpur. Working professionals can complete the program on weekends without leaving their jobs. It is AICTE approved and equivalent to the full time 2 year program.
The document provides an overview of vocational and professional education and training in Switzerland. It discusses the key aspects of the Swiss VPET system, including that it has three main partners - the Confederation, the cantons, and professional organizations - who work together to ensure high quality and adequate apprenticeship opportunities. The system includes dual-track vocational education and training at the upper-secondary level, followed by professional education at the tertiary level to allow specialization in a field. Learning occurs at vocational schools and host companies.
XLRI Postgraduate Diploma in Management Brochure (3 year program, part time)xlrivil
XL:RI's Postgraduate Diploma in Management (part time) is a three year program for business owners and working executives in and around Jamshedpur (Jharkhand). Classes are held on weekends in the XLRI campus. Overall, 900 classroom hours of teaching is conducted. This program is equivalent to the two year full time business management course offered at XLRI.
Program highlights:
Last date to apply - 31st March, 2019
AICTE approved
Duration - May 2019-April 2022
Eligibility - Graduation + 2 years of work experience
Designed to accommodate working schedule of professionals
Some classes conducted in virtual mode for student convenience
Boarding and lodging during weekend provided on request
This document provides details of the BSc (Hons) Applied Computing (Level 6 Top Up) programme, including its aims, intended learning outcomes, structure, admissions criteria, and progression routes. The programme is a one-year top up course that allows students who have completed a Higher National Diploma in Computing and Systems Development to progress to a full BSc Honours degree. It focuses on developing both technical and professional skills relevant to the computing industry through lectures, seminars, workshops and an independent research project. The target student number is 15-20 students per intake, and progression is possible onto postgraduate study if entry criteria are met.
The document discusses employability and work placements in higher education in the Netherlands. It outlines how Dutch universities of applied sciences emphasize professional development and applied research in their bachelor's programs through mandatory work placements of at least 6 months. While research universities' bachelor programs are more academically focused, there is a growing interest in work placements. Finding and supervising large numbers of students on placement presents organizational challenges for universities. Quality assurance measures aim to ensure suitable placements that develop students' competencies for future careers. Research found that most graduates of applied sciences programs find jobs in their field soon after graduating, thanks to the professionally oriented education with work placements.
Higher Education Achievement Report (HEAR) | 201126379 Carlos Nolasco
This document is a Higher Education Achievement Report (HEAR) from the University of Liverpool for Carlos Manuel Nolasco Mayagoitia. It provides information about Carlos' Master of Science degree in Engineering, including details of the modules and grades completed between 2015-2016. The HEAR acts as a supplement to verify Carlos' qualification for further study or professional career opportunities. It also includes contextual information about the University of Liverpool and the UK higher education system.
The document outlines the regulations for the Master of Technology (M.Tech) degree program at Jagan Nath University, Haryana. It details the objectives of the program, eligibility requirements, duration, course structure, registration procedures, passing criteria, requirements for seminars and dissertation work, and evaluation and award of the degree. The M.Tech program aims to provide advanced education and training in engineering and technology to produce skilled graduates and researchers. The regulations govern all aspects of the degree program, including admission, courses, examinations, project work, and degree conferral.
This document summarizes case studies from 15 colleges on their innovative approaches to implementing study programmes in the 2013-2014 academic year in accordance with new Department for Education guidelines. The case studies are grouped into categories such as strategic approaches and quality of teaching, work experience, maths and English provision, and employer involvement. Examples of innovative practices included highly structured work experience programs, personalized curriculum and teaching approaches, employer-focused assignments, and strategic planning to ensure efficient and sustainable implementation of study programmes.
The document outlines the regulations for Jagan Nath University's one-year LL.M. degree program. The program aims to provide specialized legal education and training to develop research skills. It consists of foundation courses in the first semester, optional specialization courses and a dissertation. Students must earn 26 credits total and secure a minimum 50% marks in each paper and overall to graduate with the LL.M. degree. The program is offered in six specializations and examinations are conducted separately for each semester.
This document reviews outcome-based education (OBE) as an alternative to the traditional education system. It discusses some of the shortcomings of the traditional system, where students can pass courses by focusing only on some chapters or content, without fully mastering the material. The document proposes implementing OBE, where students must meet specific learning outcomes for each course rather than just achieving a minimum grade. It outlines steps to implement OBE, including defining program and course outcomes, assessing students based on rubrics to evaluate their mastery of the outcomes, and ensuring students meet minimum thresholds for each outcome to pass. OBE aims to ensure students more fully master all course content and establish minimum competencies before progressing to new courses.
1. The document outlines the objectives, purpose, regulations and syllabus for the Master of Business Administration (MBA) program offered by Visvesvaraya Technological University.
2. The key objectives of the MBA program are to equip students with necessary knowledge and skills for management positions, inculcate ethical values, and provide business and managerial exposure.
3. The regulations cover eligibility requirements, attendance policies, internal assessment, examinations, internship requirements, and criteria for passing, class and rank awards. Students must complete the 2-year program over 4 semesters and an internship to be eligible for the MBA degree.
This document summarizes the options for students applying to Abbeyfield Sixth Form. It outlines three pathways: A-Level, Combined, and Access. The A-Level pathway requires 322 points and allows choice from 23 A-Level subjects. The Combined pathway requires 292 points and combines A-Levels with vocational qualifications. The Access pathway requires 200 points and focuses on vocational subjects. The document provides details on entry requirements, course options, and support available for each pathway. It also advertises an open evening on December 2013 to learn about subject options.
The document outlines the syllabus and evaluation scheme for the MBA second year program at Mahamaya Technical University. It provides:
1) Details of the core and elective subjects to be offered in semesters 3 and 4, including the evaluation criteria and credits for each.
2) Information on the specialization groups and their subject options that students can opt for.
3) Details of the summer training project and dissertation requirements, including submission guidelines and evaluation schemes.
The syllabus aims to provide students with knowledge across various management functions and specializations, while emphasizing overall personality development and alignment with industry needs.
The document summarizes the requirements for obtaining a PhD from the University of Adelaide. It states that a PhD involves 3-4 years of original research under supervision, which develops the capacity for independent research. Candidates must complete an approved program of study and research, and present a thesis demonstrating significant contributions to their field. The thesis can take various forms, but examiners will evaluate the candidate's knowledge, ability to relate their research to the broader field, independence, and contribution to knowledge.
Niels Sveinsson earned a Master of Science degree in Sustainable Energy and Business from the University of Iceland in December 2010. He completed a 60 ECTS credit research thesis titled "Profitability assessment for a Tidal Power Plant in Hvammsfiord area" and earned an overall grade of 8.36, First Class. The 18-month full-time program required 120 ECTS credits across courses in sustainable energy systems, energy economics, and an interdisciplinary project. The qualification provides access to doctoral studies and qualifications Sveinsson for work in the field of sustainable energy and business.
El color rojo es uno de los colores más vibrantes y llamativos. Es el color de la pasión, el amor y la energía. El rojo se asocia con la fuerza, el poder y la determinación.
The document summarizes research on heuristic search based stacking of classifiers. It discusses ensemble methods like bagging and boosting that combine multiple classifiers, and stacking which uses a meta-classifier to combine classifiers from different learning algorithms. The authors propose using genetic algorithms to optimize the combination of learning methods in a stacking system, selecting the ideal base classifiers and meta-classifier through heuristic search.
Atelier Poste de travail - FWT15 Paris CitrixFujitsu France
Citrix provides mobile workspace solutions that allow secure access to applications, desktops, and data from any device over any network. It has over $3 billion in annual revenue, 9,000+ employees, and 330,000+ clients. The document discusses Citrix's product portfolio including virtualization, networking, collaboration, cloud, and mobile solutions. It also highlights key capabilities around secure access, file sharing and syncing, and supporting a remote workforce.
This document provides information for new students starting a Bachelor's Degree in Techniques for Software Development. It outlines the program structure, required courses, teaching methods, and enrollment details. The program consists of basic courses, compulsory courses, optional courses, and a final project, totaling 180 ECTS credits. Courses are taught online and assessed through continuous evaluation activities. Students can study full-time over 3 years or part-time over 6 years, and can receive credit for prior studies or professional experience.
Sap guidelines 2022_even_semester_academic_session_ (1)DrTanushreeGupta1
This document outlines the policy guidelines for Amity University's Study Abroad Programme (SAP) for the even academic semester. Some key points:
- SAP will be offered in two modes: inclusive SAP where the academic fee covers one SAP, and optional SAP which students can opt for and pay additional fees for.
- Certain programs like MBA, BBA, and B.Tech will offer inclusive SAP for a semester-wise percentage of students ranging from 5-40% depending on the program and semester.
- SAP for the 2022 even semester will take place from April 4th to May 6th in locations like London, Singapore, Dubai, USA, and Canada.
The Career Center is introducing ProfessioNole Ready, a program to teach students nine professional competencies desired by employers. Students will complete modules and activities to display skills to employers. They can earn digital badges - ProfessioNole Ready Black, Garnet, or Gold - to showcase their skills. Instructors are encouraged to incorporate the Black badge into courses by having students complete introductory modules on topics like career management, communication, and networking.
This document provides information about a portfolio management module including module delivery, teaching plan, assessment, and resources. The module uses lectures, seminars, and independent work to cover topics like risk and return measurement, portfolio theory, the capital asset pricing model, efficient market theory, and active vs. passive fund management. Assessment consists of an exam (70%) and coursework (30%). Students must submit coursework by the stated deadline and are responsible for understanding and following the university's academic integrity policy. Recommended resources include a textbook and suggested websites.
This document provides an overview and guide for new students beginning the Bachelor's Degree in Techniques for Software Development. It outlines the key information about the program, including its presentation, language requirements, enrollment calendar, program of study, teaching methods and assessment, enrollment planning recommendations, and specifications for internship and final project courses. The appendix notes that under a new royal decree, the program will no longer accept new students after 2024 but will continue teaching current students through 2030.
Individual Success PlanCourse # DNP 830Target Practice Hours.docxcarliotwaycave
Individual Success Plan
Course # DNP 830
Target Practice Hours 50 (Based on individual hours required to total 1,000 post-baccalaureate hours. 50 are standard per course but some students require more hours based on what they transferred in. Please contact your SSA for incoming hours.)
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Course Faculty Information
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Practicum Mentor Information
Practice Setting: Acute Care Hospital
Name:
E-mail:
Phone Number:
MOU Signed & Posted in Typhon under My External Documents
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If no, is Affiliation Agreement on file? ___
Updates and Modifications to this Individual Success Plan: Always check the DC Network for updated versions of this plan for each course. Note that Practice Immersion Contracts will no longer be used. Instructions
Use this form to develop your Individual Success Plan (ISP) for each course. An individual success plan maps out what you, the DNP Learner, needs to accomplish in order to be successful in your current course and overall program of study. You will also share this with your mentor at the beginning and end of each course so that they know what you need to accomplish.
Application based learning assignments are listed in the course syllabus with a Practice Portfolio Statement requirement. This statement also serves as a reminder for you to complete a weekly corresponding Case Log in Typhon. Any independent study assignments in this course requires your collaboration with the course faculty and practice mentor early on to establish a plan for successful completion of mutually identified and agreed upon deliverables (proof of completion) and must relate to your current course objectives. Independent study assignments must be submitted to your instructor via the Individual Forum if no drop box is available.
In order for you to successfully complete and graduate from the DNP Program you must meet the following programmatic requirements: (1) completion of required practice immersion hours, (2) completion of work associated with all DNP and GCU program competencies, (3) successful defense and completion of your Direct Practice Improvement Project.
In this ISP, you will identify all of the objectives, tasks, and/or assignments relating to the programmatic requirements you need to complete by the end of this course (minimum 50 practice immersion hours are built into the curriculum for each course). Specify the dates by which you will complete each tasks and/or assignments. Your plan should include a self-assessment of how you met all applicable GCU DNP Domains & Competencies (see Appendix A). This information will be required as you enter your weekly Case Log.
ALL course assignments listing a ‘Practice Hours Portfolio’ statement must be included in the ISP and are worth and recorded here as approximately 10 hours each. Actual clock hours are recorded ...
The document summarizes updates to the UK's 16-19 education funding formula. It outlines the main decisions of the new formula, including funding students at around 600 hours for full-time programs. It also discusses funding protection for three years, part-time banding, and factors like retention, disadvantage, and area costs. While the new formula aims to simplify funding and reduce burdens, 80% of respondents opposed a single funding rate for all full-time students. Implementation is planned for August 2013 but may be delayed as details are determined over a short period.
University of Bradford transcripts - LAITH ALHAMZAH year 2,3(1)Laith Al Hamzah
This document is an official transcript from the University of Bradford. It details the educational qualifications and results of Liyth Abdallah Qasim Alhamzah. He completed a Bachelor of Engineering program in Mechanical Engineering, earning a First Class Honours degree. Over four years of study, he completed modules earning 240 credits towards his degree, achieving marks ranging from 48 to 96.3 percent.
This document outlines the Computer Programmer program offered at Georgian College from 2016-2017. The two-year diploma program includes four semesters of courses plus two co-op work terms. Graduates will be prepared for careers in programming, systems analysis, database design, and other computer-related roles. The program covers topics such as programming fundamentals, object-oriented programming, web development, databases, and project management. It aims to develop skills in problem solving, communication, and teamwork.
This document provides guidance for teachers on supporting Year 9 students who need extra help achieving Level 5 in mathematics by the end of Key Stage 3. It includes a sample medium-term plan for the Year 9 intervention program with teaching objectives for each unit. It also references additional resources teachers can use, such as example lessons integrated into the plan and questions from prior end-of-key-stage tests. The goal is to complete the intervention program and consolidate skills in time for the Key Stage 3 National Curriculum Test through regular practice and revision.
EUR-ACE Accreditation and informationn gathering : PORTFOLIO DESIGN .pptxMezhoudiNesrine
The document discusses accreditation portfolios and their contents. An accreditation portfolio contains evidence that demonstrates an academic program meets accreditation standards. It includes course syllabi, materials, assessments, evaluations and other documentation for individual courses. The portfolio checklist outlines all required components for each course, such as exams, assignments, solutions, student samples and evaluation forms. Learning outcomes must be written to clearly articulate the skills and knowledge students will gain. Faculty are expected to submit high quality, complete portfolios and continuously improve courses based on assessment results and recommendations.
The document provides information about various pathway programs offered by James Cook University (JCU) Singapore, including diploma programs in business and information technology, a pre-university foundation program, and an English language preparatory program. JCU Singapore has campuses in Upper Thomson and Ang Mo Kio that provide facilities and resources to support students' learning. The university also offers an inter-campus mobility program that allows students to study in both Singapore and Australia. The pathway programs are designed to make university education more accessible for students with a variety of backgrounds and qualifications.
1. The document provides information about the Master of Arts in Economics distance learning program offered by JAIN (Deemed-to-be University), including an overview of the program, academic approach, assignments, course materials, and guidelines.
2. The 2-year MA Economics program follows the CBCS system and includes 19 courses across 4 semesters. Learning involves a combination of online lectures, e-content, discussions, assignments, and a dissertation.
3. Assignments comprise an online MCQ section and descriptive questions. Students must score a minimum of 12 out of 30 marks in each assignment to be eligible for the end-semester exams.
The document introduces several new courses being offered by the Academy of Hospitality and Tourism in 2009-2010. There are now six AOHT courses covering topics like sustainable tourism and event planning. The courses incorporate common elements like being aligned to national standards, being project-based, and integrating 21st century skills. Industry partners help develop and validate the courses. The document also discusses efforts to create third-party certification for students and articulation agreements with colleges.
Mba 801 production and operations managementparulgupta05
This unit introduces production and operations management (POM). It describes POM as the function that enables organizations to achieve their goals through efficient resource utilization. POM is important for both manufacturing and service organizations. The unit discusses how POM relates to other functions like finance and marketing. It also briefly outlines the historical evolution of POM from the industrial revolution to modern approaches like scientific management and human relations. The unit provides an overview of the key topics covered in the course.
The document provides guidelines for students completing a summer internship project (SIP) as part of an MBA program. It outlines important dates for the SIP, including the internship period, report submission deadlines, and presentation dates. It describes the objectives and requirements of the SIP, including preparing an industry/sector review and project report on the internship topic. The document provides detailed formatting guidelines for the project report and evaluation criteria for assessing students' reports and presentations.
The document outlines indicators and data collection for monitoring an ACE project in Cameroon. It includes 10 indicators to track outcomes related to student enrollment, accredited education programs, research publications, partnerships, and governance. For each indicator, critical data needed is defined. It also provides the results framework showing baseline values and cumulative targets for indicators over 4 years. As of October 2014, some targets were met or exceeded while others had variances requiring explanation in comments.
Thank you for agreeing to be a mentor for a College student..docxtodd191
Thank you for agreeing to be a mentor for a College student. Our professionally-focused academic programs count on professionals such as yourself to help guide and open our students up to incredibly valuable real-world experiences. This guide was created to help you understand baseline expectations of being a mentor, and to provide specific contact information should you have any questions.
Baseline Expectations of Mentorship
You are being asked to work with a student in a professional setting that you are familiar with, and help them: 1) gain valuable real-world experience in an area of their choosing, and 2) help the student successfully reach a set of predefined Essential Learning Competencies, or learning goals. The student approaching you is enrolled in the course MGMT-470: Business Management Capstone which is the final course in the B.S. in Business Management degree program at College. This is their culminating academic experience and for most, their last course before graduation. We’re asking students to utilize their learning in the program and prior experiences to develop a capstone project that proves their competence in at least five of the aforementioned essential business competency areas.
The Learning Contract
These essential competencies are defined in a Learning Contract the student will fill out with your help. By the time the student approaches you s/he will have anywhere from 4-6 weeks to complete their fieldwork experience in-full. The final product of their fieldwork experience is a written capstone paper which will detail their experience, learning, and competence.
First, the student should have approached you with an initial idea they are interested in, and that you are familiar with. This idea may be a bit vague at first but, together, you can work to hone-down the idea into an actionable plan. There are a series of steps we are asking you to take with the student over the next few weeks, and to also sign a Learning Contract with the student (which will be provided).
Second, In the Learning Contract you will clearly identify the following (the Learning Contract has a pre-filled example if you need some clarity):
1. The five Essential Competencies the student wishes to focus on (the complete list and explanation of each competency will be provided to you);
2. The Learning Objectives to reach those competencies (what, specifically, the student wants [and needs] to learn);
3. The Strategies and Resources required to meet the learning objectives (how, specifically, the student will learn? What will they be doing?);
4. The Evidence to be presented as proof of their learning (how will they demonstrate that they’ve learned?); and
5. The Criteria for Evaluation and means of validating their learning (how will the student’s performance be evaluated?)
Third, please know that strategies and resources really come down to identifying a set of tasks and/or actions that you (or someone you appoint) can walk the stud.
The document provides guidelines for students of Calcutta Business School submitting summer project reports in 2015. It states that each student must submit one report to their assigned organization and another to CBS by August 15th. It outlines the format the CBS report should follow, including an executive summary, problem statement, background on the organization, methodology, data collection and analysis, results, and implementation plan. It also includes forms for students to fill out when joining their organization and for the organization guide to fill out evaluating the student's work.
Similar to New Programme Details Set up for OSS Supporting Notes (20)
Este documento analiza el modelo de negocio de YouTube. Explica que YouTube y otros sitios de video online representan un nuevo modelo de negocio para contenidos audiovisuales debido al cambio en los hábitos de consumo causado por las nuevas tecnologías. Describe cómo YouTube aprovecha la participación de los usuarios para mejorar continuamente y atraer una audiencia diferente a la de los medios tradicionales.
The defense was successful in portraying Michael Jackson favorably to the jury in several ways:
1) They dressed Jackson in ornate costumes that conveyed images of purity, innocence, and humility.
2) Jackson was shown entering the courtroom as if on a red carpet, emphasizing his celebrity status.
3) Jackson appeared vulnerable, childlike, and in declining health during the trial, eliciting sympathy from jurors.
4) Defense attorney Tom Mesereau effectively presented a coherent narrative of Jackson as a victim and portrayed Neverland as a place of refuge, undermining the prosecution's arguments.
Michael Jackson was born in 1958 in Gary, Indiana and rose to fame in the 1960s as the lead singer of The Jackson 5, topping music charts in the 1970s. As a solo artist in the 1980s, his album Thriller broke music records. In the 1990s and 2000s, Jackson faced several legal issues related to child abuse allegations while continuing to release music. He married Lisa Marie Presley and Debbie Rowe and had two children before his death in 2009.
Popular Reading Last Updated April 1, 2010 Adams, Lorraine The ...butest
This document appears to be a list of popular books from various authors. It includes over 150 book titles across many genres such as fiction, non-fiction, memoirs, and novels. The books cover a wide range of topics from politics to cooking to autobiographies.
The prosecution lost the Michael Jackson trial due to several key mistakes and weaknesses in their case:
1) The lead prosecutor, Thomas Sneddon, was too personally invested in the case against Jackson, having pursued him for over a decade without success.
2) Sneddon's opening statement was disorganized and weak, failing to effectively outline the prosecution's case.
3) The accuser's mother was not credible and damaged the prosecution's case through her erratic testimony, history of lies and con artist behavior.
4) Many prosecution witnesses were not credible due to prior lawsuits against Jackson, debts owed to him, or having been fired by him. Several witnesses even took the Fifth Amendment.
Here are three examples of public relations from around the world:
1. The UK government's "Be Clear on Cancer" campaign which aims to raise awareness of cancer symptoms and encourage early diagnosis.
2. Samsung's global brand marketing and sponsorship activities which aim to increase brand awareness and favorability of Samsung products worldwide.
3. The Brazilian government's efforts to improve its international image and relations with other countries through strategic communication and diplomacy.
The three most important functions of public relations are:
1. Media relations because the media is how most organizations reach their key audiences. Strong media relationships are crucial.
2. Writing, because written communication is at the core of public relations and how most information is
Michael Jackson Please Wait... provides biographical information about Michael Jackson including his birthdate, birthplace, parents, height, interests, idols, favorite foods, films, and more. It discusses his background, career highlights including influential albums like Thriller, and films he appeared in such as The Wiz and Moonwalker. The document contains photos and details about Jackson's life and illustrious music career.
The MYnstrel Free Press Volume 2: Economic Struggles, Meet Jazzbutest
The document discusses the process of manufacturing celebrity and its negative byproducts. It argues that celebrities are rarely the best in their individual pursuits like singing, dancing, etc. but become famous due to being products of a system controlled by wealthy elites. This system stifles opportunities for worthy artists and creates feudalism. The document also asserts that manufactured celebrities should not be viewed as role models due to behaviors like drug abuse and narcissism that result from the celebrity-making process.
Michael Jackson was a child star who rose to fame with the Jackson 5 in the late 1960s and early 1970s. As a solo artist in the 1970s and 1980s, he had immense commercial success with albums like Off the Wall, Thriller, and Bad, which featured hit singles and groundbreaking music videos. However, his career and public image were plagued by controversies related to allegations of child sexual abuse in the 1990s and 2000s. He continued recording and performing but faced ongoing media scrutiny into his private life until his death in 2009.
Social Networks: Twitter Facebook SL - Slide 1butest
The document discusses using social networking tools like Twitter and Facebook in K-12 education. Twitter allows students and teachers to share short updates and can be used to give parents a window into classroom activities. Facebook allows targeted advertising that could be used to promote educational activities. Both tools could help facilitate communication between schools and communities if used properly while managing privacy and security concerns.
Facebook has over 300 million active users who log on daily, and allows brands to create public profile pages to interact with users. Pages are for brands and organizations only, while groups can be made by any user about any topic. Pages do not show admin names and have no limits on fans, while groups display admin names and are limited to 5,000 members. Content on pages should aim to provoke action from subscribers and establish a regular posting schedule using a conversational tone.
Executive Summary Hare Chevrolet is a General Motors dealership ...butest
Hare Chevrolet is a car dealership located in Noblesville, Indiana that has successfully used social media platforms like Twitter, Facebook, and YouTube to create a positive brand image. They invest significant time interacting directly with customers online to foster a sense of community rather than overtly advertising. As a result, Hare Chevrolet has built a large, engaged audience on social media and serves as a model for how brands can use online presences strategically.
Welcome to the Dougherty County Public Library's Facebook and ...butest
This document provides instructions for signing up for Facebook and Twitter accounts. It outlines the sign up process for both platforms, including filling out forms with name, email, password and other details. It describes how the platforms will then search for friends and suggest people to connect with. It also explains how to search for and follow the Dougherty County Public Library page on both Facebook and Twitter once signed up. The document concludes by thanking participants and providing a contact for any additional questions.
Paragon Software announces the release of Paragon NTFS for Mac OS X 8.0, which provides full read and write access to NTFS partitions on Macs. It is the fastest NTFS driver on the market, achieving speeds comparable to native Mac file systems. Paragon NTFS for Mac 8.0 fully supports the latest Mac OS X Snow Leopard operating system in 64-bit mode and allows easy transfer of files between Windows and Mac partitions without additional hardware or software.
This document provides compatibility information for Olympus digital products used with Macintosh OS X. It lists various digital cameras, photo printers, voice recorders, and accessories along with their connection type and any notes on compatibility. Some products require booting into OS 9.1 for software compatibility or do not support devices that need a serial port. Drivers and software are available for download from Olympus and other websites for many products to enable use with OS X.
To use printers managed by the university's Information Technology Services (ITS), students and faculty must install the ITS Remote Printing software on their Mac OS X computer. This allows them to add network printers, log in with their ITS account credentials, and print documents while being charged per page to funds in their pre-paid ITS account. The document provides step-by-step instructions for installing the software, adding a network printer, and printing to that printer from any internet connection on or off campus. It also explains the pay-in-advance printing payment system and how to check printing charges.
The document provides an overview of the Mac OS X user interface for beginners, including descriptions of the desktop, login screen, desktop elements like the dock and hard disk, and how to perform common tasks like opening files and folders. It also addresses frequently asked questions for Windows users switching to Mac OS X, such as where documents are stored, how to save or find documents, and what the equivalent of the C: drive is in Mac OS X. The document concludes with sections on file management tasks like creating and deleting folders, organizing files within applications, using Spotlight search, and an overview of the Dashboard feature.
This document provides a checklist for securing Mac OS X version 10.5, focusing on hardening the operating system, securing user accounts and administrator accounts, enabling file encryption and permissions, implementing intrusion detection, and maintaining password security. It describes the Unix infrastructure and security framework that Mac OS X is built on, leveraging open source software and following the Common Data Security Architecture model. The checklist can be used to audit a system or harden it against security threats.
This document summarizes a course on web design that was piloted in the summer of 2003. The course was a 3 credit course that met 4 times a week for lectures and labs. It covered topics such as XHTML, CSS, JavaScript, Photoshop, and building a basic website. 18 students from various majors enrolled. Student and instructor evaluations found the course to be very successful overall, though some improvements were suggested like ensuring proper software and pairing programming/non-programming students. The document also discusses implications of incorporating web design material into existing computer science curriculums.
New Programme Details Set up for OSS Supporting Notes
1. New Programme Details Set up for OSS – Supporting Notes<br />Please note that Faculties/Departments should complete all sections unless shaded for completion by PRAS only and forward to the relevant Division for approval. There will be a delay in the set up of the programme in OSS if the form is not appropriately completed and authorised.<br />To assist you with certain parts of the form it may help you to be able to see how existing programmes are setup. You can do this by accessing the OSS Data Views, specifically the Basic/Core Programme of Study Details Data View. If you do not have access to the OSS system you can request this by emailing support (OSS@admin.ox.ac.uk).<br />In order for the programme to appear on the Embark online application system for the 2011/12 admissions year, please ensure that the programme set up form has been received by SDMA by 31st July 2010 at the very latest.<br /> <br />Timetable of undergraduate programmes to be set up:<br />For a new undergraduate programme of study to be set up in time for the UCAS admissions cycle, the form should be received by the December preceding the year in which the programme will admit students. For example, for a programme of study to be set up in time for the UCAS admission cycle for the academic calendar 0910 (MT 2009), the form should be sent to SDMA by December 2008. <br />1. Title<br />Insert the approved full title of the programme of study to a maximum of 100 characters (including spaces). For example; Bachelor of Arts in History, Master of Science in Biochemistry.<br />2. Programme type<br />Circle appropriate programme type, i.e., UG (Undergraduate), PGT, (Postgraduate Taught), or PGR (Postgraduate Research).<br />3. Programme length<br />Indicate the length of programme in YEARS for UG programmes, and in MONTHS for PGT and PGR programmes. Please attach a copy of the regulations for PRAS to use in determining whether PGT programmes are standard or long for HEFCE purposes. If there is an exception to the length, then please either attach notes, or email sdma@admin.ox.ac.uk<br />4. Responsible organisational unit<br />The Responsible Organisational unit in this instance means the department/faculty responsible for the administration and teaching of the course as defined for resource allocation purposes. This must be a single organisational unit even where the teaching of the course may be split across more than one department. Enter the name and code of the organisational unit responsible for the administration of the programme. If you are not sure which unit code/department to use contact sdma@admin.ox.ac.uk or, as a guide, you can view the codes for existing courses within your department on the OSS Data Views.<br />4a. Programme ownership (PRAS to complete)<br />PRAS to enter the responsible organisational code/s for the unit programme and relative proportions. Please note this is used to assist with the student load and number planning. PRAS may contact you for further information.<br />5. Start date<br />Enter the earliest date teaching will begin e.g. October 2007<br />6. Valid entry points<br />Circle appropriate entry points for the programme of study. This usually would be Year one only, or Year one and Year two. If a different year of entry is possible please attach a note or email sdma@admin.ox.ac.uk<br />7. Matriculation<br />Circle ‘yes’ or ‘no’ depending on matriculation type. In most cases this will be standard matriculation. <br />8. Academic calendar<br />Circle appropriate term(s) in which students may be admitted: for a D.Phil. this might be MT, HT and/or TT, but for a PGT or UG programme other than Continuing Education it is likely to only be MT.<br />9a. Location of Study<br />Circle appropriate attendance mode. Note that this is most likely to be Oxford Based Study. <br />9b. Year abroad<br />Please circle appropriate year in which a year abroad is offered on the programme. Please note this represents a compulsory year abroad that is a required element of the course. Leave blank if a year abroad is not offered on the programme.<br />10. Attendance type<br />Circle appropriate attendance type. This can be full-time (FT), part-time (PT), or both full-time and part-time. <br />11. Main award<br />Enter the main exit awards for the programme. E.g., D.Phil.<br />12. Alternative award<br />Enter the alternative exit award for the programme. E.g., M.Litt.<br />13. Fields of study<br />Provide up to three main subject JACS codes and relative proportions. Please see Annexe A for further information and the JACS codes currently used by Oxford.<br />14. Online Applications?<br />This section applies to Postgraduate programmes only. If the programme can be applied for online, then circle ‘yes’. If not, then circle ‘no’. If this is not applicable e.g. is a Said Business School postgraduate programme and is therefore applied for using another online system, then circle ‘N/A’.<br />15. Replaces existing Programme<br />If the new programme replaces an existing programme, then circle ‘yes’ and give the programme code of the ‘old’ programme. If this programme does not replace an existing programme then circle ‘no’. For existing programmes and codes have a look at the data view for further information.<br />16. College Offerings<br />Indicate which Colleges/Halls have agreed to accept students on this programme of study.<br />17. Supporting Materials <br />This section applies to Postgraduate programmes only. Indicate the minimum supporting materials that are required for entry to this programme of study.<br />18. Application Deadlines<br />This section applies to Postgraduate programmes only. Indicate which application deadlines will be used for this programme of study<br />19. Fees (please note that this field is not mandatory)<br />If known, tick appropriate fee band for the programme of study. All fee rates must have the appropriate approval from the Planning and Resource Allocation Committee. If not known please liaise with PRAS.<br />20. Projected intake<br />Provide projected number of students for the first year of operation as applicable.<br />21. Continuing Education Modules<br />Information is required about the modules associated with each year of the programme. <br />A Guide to the Fields:<br />Field NameDescriptionProgramme Attendance TypeWhether the programme is full time or part time attendance. If the programme is both full time and part time then a programme assessment structure must be completed for each attendance typeYear of ProgrammeThe year of study in which the units will be assessedProgramme Attendance ModeWhether the unit is Oxford Based Learning or Distance LearningNew Module? (Yes/No)Is the module a new module?Unit CodeThis is the unique code used to identify the module in OSS. If the module already exists please provide the code. If not, this should be left blank.Unit TitleThe title of the module, currently 90 characters (including spaces). This title will appear on the Academic Transcript, Data View reports (which feature Unit information), and Self-service (where Students view their information (includes confirmation of entries and results)Abbreviation/CE CodeInternal Code = AbbreviationCore/OptionalThis refers to whether the unit is core (compulsory) or optional for the programme of study<br />Example: New Continuing Education Programme – Master of Science in Programming Languages<br />In this example, the Programme is a part time Masters in ‘Programming Languages’. Because this is a modular programme, the units that form the Programme Assessment Structure are Module type. The fields of Paper Code, Submission Date and Duration are not applicable for this unit type and the unit class defaults to standard.<br />Programme Attendance TypeYear of ProgrammeProgramme Attendance ModeAbbreviation/CE CodeNew module?(Yes/No)Unit CodeUnit TitleCore/OptionalPart timeYEAR1Oxford based studyNoCEBIO007Statistical Data MiningOPTIONALPart timeYEAR1Oxford based studyNoCEBIO012Structural BioinformaticsOPTIONALPart timeYEAR1Oxford based studyNoCEBIO014Molecular Evolution and Comparative GenomicsOPTIONALPart timeYEAR1Oxford based studyNoCEBIO016Agent Based ComputingOPTIONALPart timeYEAR2Oxford based studyYesDatabase Programming OPTIONALPart timeYEAR2Oxford based studyYesProgramming Languages IOPTIONALPart timeYEAR2Oxford based studyYesProgramming Language IIOPTIONALPart timeYEAR2Oxford based studyYesAdvanced Programming LanguagesOPTIONALPart timeYEAR2Oxford based studyNoCEBIO018Project Module IOPTIONALPart timeYEAR3Oxford based studyNoCEBIO015Symbolic Machine LearningOPTIONALPart timeYEAR3Oxford based studyNoCEBIO013Database Management SystemsOPTIONALPart timeYEAR3Oxford based studyNoCEBIO007Statistical Data MiningOPTIONALPart timeYEAR3Oxford based studyNoCEBIO012Structural BioinformaticsOPTIONALPart timeYEAR3Oxford based studyNoCEBIO014Molecular Evolution and Comparative GenomicsOPTIONALPart timeYEAR3Oxford based studyNoCEBIO016Agent Based ComputingOPTIONALPart timeYEAR3Oxford based studyYes (same as in Year 2)Database Programming OPTIONALPart timeYEAR3Oxford based studyYes (same as in Year 2)Programming Languages IOPTIONALPart timeYEAR4Oxford based studyYes (same as in Year 2)Programming Language IIOPTIONALPart timeYEAR4Oxford based studyYes (same as in Year 2)Advanced Programming LanguagesOPTIONALPart timeYEAR4Oxford based studyNoCEBIO019Project Module IIOPTIONALPart timeYEAR4Oxford based studyNoCEBIO015Symbolic Machine LearningOPTIONALPart timeYEAR4Oxford based studyNoCEBIO013Database Management SystemsOPTIONALPart timeYEAR4Oxford based studyNoCEBIO007Statistical Data MiningOPTIONALPart timeYEAR4Oxford based studyNoCEBIO014Molecular Evolution and Comparative GenomicsOPTIONAL<br /> 22. Milestone types<br />This section applies to Postgraduate Research programmes only. Enter maximum time allowed in Exam Regulations in terms (3 terms= 1year) for achieving milestones for transfer from PRS to full DPhil/MLitt /MSc status and for the Confirmation of DPhil status.<br />23. Authorisation<br />The programme set up form should be authorised and signed by the appropriate persons. Please note that in the event of any queries SDMA will contact the person named who has signed the form on behalf of the department.<br />Annexe A<br />13 Fields of study (POS form guidance)<br />Briefly provide up to three main subjects of study with relative proportions, and assign a JACS (Joint Academic Coding System) code. PRAS and SIS will then check these codes and contact you with any queries.<br /> JACS coding system was developed by UCAS and HESA to provide a common framework for classifying academic subjects. It is used for statutory reporting to HESA, as well as by various government departments. <br />Each JACS code comprises a letter followed by 3 numbers. The letter denotes the subject group (e.g. ‘V’ denotes Historical and Philosophical Studies). The numbers provide more detailed information. Codes ending in ‘00’ represent the principal subject areas (e.g. within subject group ‘V’, V200 denotes History by area; further levels of detail are nested below this (e.g. V210 British History, V211 Irish History, V220 etc.):<br />The JACS code should represent the ‘lowest common denominator’ in terms of subject content. For most courses, Level 1 codes (e.g. V200) or possibly Level 2 codes (V210) will be most appropriate. However, for some specialised postgraduate courses, Level 2 or 3 codes may be more suitable. A list of codes currently in use for courses at Oxford is provided below. A complete list of available codes can be found at:<br />http://www.hesa.ac.uk/jacs/JACS_PS.htm [principal subject codes ‘**00’ only]<br />http://www.hesa.ac.uk/jacs/completeclassification.htm [complete list of all codes]also available as a .csv file at: http://www.hesa.ac.uk/jacs/JACS.csv<br />Academic Technology Approval Scheme (ATAS)<br />ATAS is a scheme introduced on 1 November 2007 by the UK Foreign & Commonwealth Office (FCO) to stop the spread of knowledge and skills that could be used in the proliferation of weapons of mass destruction (WMD) and their means of delivery. It affects Non European Union Nationals applying to join postgraduate taught masters and research programmes in science or technology-based subjects. ATAS certificates are required for courses with JACS codes that begin with particular letter and number combinations. These are listed, along with more information about the scheme, at http://www.fco.gov.uk/en/fco-in-action/counter-terrorism/weapons/atas/who-atas.<br />Please contact PRAS if you have any queries regarding JACS coding or require information about the combination of codes currently in use for existing courses.<br />JACS codes currently assigned to Oxford courses (HESA return 2006/07)<br />The codes currently assigned to individual Programmes of Study can be accessed through the Basic/Core Programme of Study Details Data View on OSS. If you need access to Data Views, please contact OSS support (oss@admin.ox.ac.uk).<br />CodeDescription<br />A100Pre-clinical Medicine<br />A300Clinical Medicine<br />B100Anatomy, Physiology and Pathology<br />B110Anatomy<br />B120Physiology<br />B130Pathology<br />B140Neuroscience<br />B200Pharmacology, Toxicology and Pharmacy<br />B800Medical Technology<br />B900Others in Subjects allied to Medicine<br />B940Counselling<br />C100Biology<br />C200Botany<br />C300Zoology<br />C400Genetics<br />C600Sports Science<br />C700Molecular Biology, Biophysics and Biochemistry<br />C720Biological Chemistry<br />C800Psychology<br />C830Experimental Psychology<br />C850Cognitive Psychology<br />F100Chemistry<br />F120Inorganic Chemistry<br />F150Medicinal Chemistry<br />F160Organic Chemistry<br />F200Materials Science<br />F300Physics<br />F340Mathematical & Theoretical Physics<br />F420Archaeological Science<br />F600Geology<br />F800Physical and Terrestrial Geographical and Environmental Sciences<br />F900Others in Physical Sciences<br />G100Mathematics<br />G120Applied Mathematics<br />G140Numerical Analysis<br />G150Mathematical Modelling<br />G300Statistics<br />G400Computer Science<br />G600Software Engineering<br />H100General Engineering<br />J200Metallurgy<br />L100Economics<br />L200Politics<br />L240International Politics<br />L243Politics of a specific country/region<br />L250International Relations<br />L300Sociology<br />L321Women's Studies<br />L400Social Policy<br />L420International Social Policy<br />L431Health Policy<br />L500Social Work<br />L600Anthropology<br />L700Human and Social Geography<br />M120European Union Law<br />M200Law by Topic<br />N100Business studies<br />N200Management studies<br />N600Human Resource Management<br />P304Electronic Media studies<br />Q100Linguistics<br />Q110Applied Linguistics<br />Q300English studies<br />Q390English studies not elsewhere classified<br />Q400Ancient Language studies<br />Q410Ancient Egyptian<br />Q450Sanskrit<br />Q480Hebrew<br />Q500Celtic studies<br />Q600Latin studies<br />Q700Classical Greek studies<br />Q800Classical studies<br />R100French studies<br />R200German studies<br />R300Italian studies<br />R400Spanish studies<br />R500Portuguese studies<br />R700Russian and East European studies<br />R900Others in European Languages, Literature and related subjects<br />T100Chinese studies<br />T200Japanese studies<br />T400Other Asian studies<br />T500African studies<br />T600Modern Middle Eastern studies<br />T700American studies<br />T731Latin American Society and Culture studies<br />T790American studies not elsewhere classified<br />T900Others in Eastern, Asiatic, African, American and Australasian Languages, Literature and related subjects<br />V100History by period<br />V110Ancient History<br />V120Byzantine History<br />V200History by area<br />V220European History<br />V225Russian History<br />V233South American History<br />V250African History<br />V300History by topic<br />V310Economic History<br />V320Social History<br />V321Local History<br />V350History of Art<br />V360History of Architecture<br />V380History of Science<br />V400Archaeology<br />V410Egyptology<br />V460Archaeological techniques<br />V500Philosophy<br />V600Theology and Religious studies<br />V620Religious studies<br />V621Christian studies<br />W100Fine Art<br />W300Music<br />W800Imaginative Writing<br />X200Research and Study Skills in Education<br />X300Academic studies in Education<br />