This document provides the project brief for a social psychology group project worth 40% of the PSYC 0103 course. The project has three components: creating a video clip incorporating class concepts, a written report on the clip, and a presentation of the clip. It aims to help students recognize connections among concepts and perspectives in psychology and other disciplines. Students must undertake a literature review exploring significant texts and current trends. The report should demonstrate the development of thinking throughout the unit. Learning outcomes include understanding critical analysis, being a lifelong learner through self-reflection, demonstrating critical conceptual thinking, and developing collaborative and communication skills. Students will be assessed on their ability to reflect, analyze, and develop arguments in designing and reporting on the video clip.
Discussion notes from activity at HEA-funded workshop 'Work-based learning in Politics and International Studies: from theory to practice'.
The workshop brought together key stakeholders in the delivery of work-based learning and employability skills in the Politics and International Relations (IR) disciplines including academics, employers and careers advisors. Through presentations and discussion delegates had the opportunity to share best practice on existing work-based learning schemes and developing employability skills.
This presentation is part of a related blog post that provides an overview of the event: http://bit.ly/1x0KPae
For further details of the HEA's work on Employability and Global Citizenship in the Social Sciences see: http://bit.ly/17n8Knj
Discussion notes from activity at HEA-funded workshop 'Work-based learning in Politics and International Studies: from theory to practice'.
The workshop brought together key stakeholders in the delivery of work-based learning and employability skills in the Politics and International Relations (IR) disciplines including academics, employers and careers advisors. Through presentations and discussion delegates had the opportunity to share best practice on existing work-based learning schemes and developing employability skills.
This presentation is part of a related blog post that provides an overview of the event: http://bit.ly/1x0KPae
For further details of the HEA's work on Employability and Global Citizenship in the Social Sciences see: http://bit.ly/17n8Knj
A small action research project focusing on sociolinguistic competencies needed by newcomers for a successful integration into Canadian society has created an opportunity to reflect on the gains and challenges of action research conducted by practitioners.
QUESTION :
Taylor’s University is intending to build a branch campus in Kota Kinabalu, Sabah. Based on Taylor’s University plan they require the branch campus to be operational in mid-2019. Your quantity surveying firm, Innovative Cost Consultant Sdn. Bhd., of which you are a director, has been appointed to provide advice on the procurement system and the tendering methods that are to be adopted in carrying out the project.
The management of the University has informed you that the following requirements are of priority:
i) Cost to completion to be within the budget fixed.
ii) Timely delivery of the facility in order to commence operation in mid- 2019.
You are required to prepare a report to Taylor’s University recommending the procurement system and the tendering method to be adopted.
In your report you shall consider the procurement systems commonly used. You shall list out and explain the advantages and disadvantages of each system before making your recommendation.
As for the tendering methods, you shall consider all the three methods; i.e. open, selective and direct negotiation methods. Similarly you are to describe the advantages and disadvantages of each method before arriving at your recommendation.
Your report shall clearly explain your reasons for your recommendations.
Based on the above recommendations you are also required to prepare a simple programme or schedule in a form of bar chart showing the various activities commencing from the confirmation of the procurement system until completion of the project.
Guide to Construction Procurement StrategiesSarah Fox
A guide to the three most common procurement strategies used on UK construction projects:
1. Traditional or general contracting
2. Design and build
3. Management based (covering management contracting, construction management and prime contracting).
Many construction professionals stick with what they know when choosing or recommending procurement, risk and contract strategies. However, making an informed choice can reduce the risk of conflict later. The comparison of the different strategies is partly based on Which Contract? By Cox, Clamp and Lupton.
This guide was developed by Sarah Fox, author of the 500-Word Contract. Using her 20 years' experience with construction projects, she gives you the confidence to use the right contracts for project success. The right contracts depend on the right procurement and risk strategies.
To find out more about her contract workshops, visit www.500words.co.uk or email sarah@500words.co.uk
BIZ102 Assessment 1 Brief Page 1 of 6 ASSESSMENT BRI.docxjasoninnes20
BIZ102 Assessment 1 Brief Page 1 of 6
ASSESSMENT BRIEF
Subject Code and Title BIZ102 Understanding People and Organisations
Assessment Reflective Journal 1: Emotional Intelligence
Individual/Group Individual
Length 600 words (+/- 10%)
Learning Outcomes a) Explain the importance of self- awareness and
emotional intelligence, and analyse its impact on
professional competencies
b) Integrate strategies to effectively interact with
others in a diverse professional context
c) Identify and reflect on own strengths and their
application in the business context
d) Reflect on feedback to identify opportunities for
self-improvement and professional development
Submission By 11:55pm AEST/AEDT Sunday of module 2.2 (week 4)
Weighting 15%
Total Marks 100 marks
Context
A key to self-directed learning is reflection. Reflection enables the ability to examine
situations in order to better understand the surrounding context and identify potential
improvements for the future. This assessment aims to develop your awareness and
reflective learning ability while also assessing your understanding of the topics covered in
modules 1 and 2.
Reflective writing ordinarily occurs in the first person (and you can do so here) and works
best when you think deeply about a topic and look at both the positives as well as
opportunities to improve in a situation. Examples within the context of this assessment
might be:
• I found taking the Emotional Intelligence self-assessment
challenging/interesting/useful/ a new experience because...
• Mayer and Salovey (1997) emphasise the importance of perceiving, accessing and
generating emotions to develop emotional intelligence, which is not something I
have thought about much previously...
BIZ102 Assessment 1 Brief Page 2 of 6
• I agreed/disagreed with the first result because...
Please also visit the Academic Skills blackboard page for an overview of reflective writing in
higher education: https://laureate-
au.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_20163_1&co
ntent_id=_2498857_1&mode=reset
Instructions
Complete the Emotional Intelligence self-assessment prescribed in module 2 of the subject.
Compose your reflective journal entry addressing the three questions below.
Include a screenshot of your emotional intelligence test results from the test website in your
paper.
Identify theoretical concepts reviewed in modules 1 and 2 that support your reflection.
Include at least two academic references to sources in the module 1 and 2 learning
resources for this subject that present the theoretical concepts identified, to support your
ideas.
Follow the APA 6th edition style of referencing to cite your academic resources and provide
your reference list.
Guiding questions:
1. To what extent do you agree with the results of the self-assessment?
2. What have you learned about yourself from the results of this self-asses ...
BIZ102 Assessment 1 Brief Page 1 of 6 ASSESSMENT BRI.docxmoirarandell
BIZ102 Assessment 1 Brief Page 1 of 6
ASSESSMENT BRIEF
Subject Code and Title BIZ102 Understanding People and Organisations
Assessment Reflective Journal 1: Emotional Intelligence
Individual/Group Individual
Length 600 words (+/- 10%)
Learning Outcomes a) Explain the importance of self- awareness and
emotional intelligence, and analyse its impact on
professional competencies
b) Integrate strategies to effectively interact with
others in a diverse professional context
c) Identify and reflect on own strengths and their
application in the business context
d) Reflect on feedback to identify opportunities for
self-improvement and professional development
Submission By 11:55pm AEST/AEDT Sunday of module 2.2 (week 4)
Weighting 15%
Total Marks 100 marks
Context
A key to self-directed learning is reflection. Reflection enables the ability to examine
situations in order to better understand the surrounding context and identify potential
improvements for the future. This assessment aims to develop your awareness and
reflective learning ability while also assessing your understanding of the topics covered in
modules 1 and 2.
Reflective writing ordinarily occurs in the first person (and you can do so here) and works
best when you think deeply about a topic and look at both the positives as well as
opportunities to improve in a situation. Examples within the context of this assessment
might be:
• I found taking the Emotional Intelligence self-assessment
challenging/interesting/useful/ a new experience because...
• Mayer and Salovey (1997) emphasise the importance of perceiving, accessing and
generating emotions to develop emotional intelligence, which is not something I
have thought about much previously...
BIZ102 Assessment 1 Brief Page 2 of 6
• I agreed/disagreed with the first result because...
Please also visit the Academic Skills blackboard page for an overview of reflective writing in
higher education: https://laureate-
au.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_20163_1&co
ntent_id=_2498857_1&mode=reset
Instructions
Complete the Emotional Intelligence self-assessment prescribed in module 2 of the subject.
Compose your reflective journal entry addressing the three questions below.
Include a screenshot of your emotional intelligence test results from the test website in your
paper.
Identify theoretical concepts reviewed in modules 1 and 2 that support your reflection.
Include at least two academic references to sources in the module 1 and 2 learning
resources for this subject that present the theoretical concepts identified, to support your
ideas.
Follow the APA 6th edition style of referencing to cite your academic resources and provide
your reference list.
Guiding questions:
1. To what extent do you agree with the results of the self-assessment?
2. What have you learned about yourself from the results of this self-asses.
This presentation was created for the 2015 Ohio QM Consortium Members' Meeting. It describes how QM's Standard 3 aligns with the use of ePortfolios for assessment and measurement. Note that the pictures are hyperlinked to the examples.
MID-AMERICA CHRISTIAN UNIVERSITY College of Adult and G.docxMARRY7
MID-AMERICA CHRISTIAN UNIVERSITY
College of Adult and Graduate Studies
PSYCHOLOGY AND
ETHICS RESEARCH I
PSYC 3501
Syllabus
BACHELOR OF SCIENCE IN PSYCHOLOGY AND ETHICS
ADULT SCHOOL OF PSYCHOLOGY AND BEHAVIORAL SCIENCE
Revision: September 15, 2013
PSYC 3501 Psychology & Ethics Research I MACU College of Adult and Graduate Studies
2
Instructor
See Contact Information in D2L under News in Course Home.
Course Description
The second course in the research block expands the study of the fundamentals of research to designing a
research study that meets the criteria for Chapter 3 in a formal research project. Students will apply
evaluation criteria to critique their study to identify weaknesses in the research design and inappropriate or
biased selection of participants. Once approved, students will perform their study and prepare to write the
results in PSYC 4823. Prerequisite: PSYC 3403 Research and Ethical Decision Making
Course Overview
This course continues the study of writing and consuming as well as validating empirical research
through the continuation of the capstone research project. The student will have completed
Chapters 1 and 2 and then have completed Chapter 3 (Methods) by the end of this course. Students
will be initially presented with information on creating survey questions in research consistent with
their research design and will learn how to sample populations as well as how to construct
questions. Students will be asked to explore the current research and be able to identify the
different components of research within those articles. By doing this, students will be able to
critically review research and become good consumers of research.
Student Outcomes
Within this course, students will be introduced to and instructed in the application of research
methodology both as a producer and a consumer as well as research design. At course end,
students be able to:
1. Critically evaluate research from a scientific perspective.
2. Evaluate the statistical analysis of research to determine significance of the study.
3. Apply basic principles of research to their own career choice.
4. Design a survey questionnaire for use in their chosen career.
5. Examine the literature to produce questions for further research and evaluation.
6. Create a methods section to explore their research question.
7. Evaluate an hypothesis and to determine the significance of an effect in research.
8. Read and use research literature in their discipline.
9. Systematically and rationally use research in decision making.
10. Conduct library research and use computers in research.
11. Critically analyze research to be good consumers of research.
12. Scientifically develop research to be good producers of research.
13. Evaluate a methods section of a research article for clarity and significance.
14. Identify the differences in research desi ...
A small action research project focusing on sociolinguistic competencies needed by newcomers for a successful integration into Canadian society has created an opportunity to reflect on the gains and challenges of action research conducted by practitioners.
QUESTION :
Taylor’s University is intending to build a branch campus in Kota Kinabalu, Sabah. Based on Taylor’s University plan they require the branch campus to be operational in mid-2019. Your quantity surveying firm, Innovative Cost Consultant Sdn. Bhd., of which you are a director, has been appointed to provide advice on the procurement system and the tendering methods that are to be adopted in carrying out the project.
The management of the University has informed you that the following requirements are of priority:
i) Cost to completion to be within the budget fixed.
ii) Timely delivery of the facility in order to commence operation in mid- 2019.
You are required to prepare a report to Taylor’s University recommending the procurement system and the tendering method to be adopted.
In your report you shall consider the procurement systems commonly used. You shall list out and explain the advantages and disadvantages of each system before making your recommendation.
As for the tendering methods, you shall consider all the three methods; i.e. open, selective and direct negotiation methods. Similarly you are to describe the advantages and disadvantages of each method before arriving at your recommendation.
Your report shall clearly explain your reasons for your recommendations.
Based on the above recommendations you are also required to prepare a simple programme or schedule in a form of bar chart showing the various activities commencing from the confirmation of the procurement system until completion of the project.
Guide to Construction Procurement StrategiesSarah Fox
A guide to the three most common procurement strategies used on UK construction projects:
1. Traditional or general contracting
2. Design and build
3. Management based (covering management contracting, construction management and prime contracting).
Many construction professionals stick with what they know when choosing or recommending procurement, risk and contract strategies. However, making an informed choice can reduce the risk of conflict later. The comparison of the different strategies is partly based on Which Contract? By Cox, Clamp and Lupton.
This guide was developed by Sarah Fox, author of the 500-Word Contract. Using her 20 years' experience with construction projects, she gives you the confidence to use the right contracts for project success. The right contracts depend on the right procurement and risk strategies.
To find out more about her contract workshops, visit www.500words.co.uk or email sarah@500words.co.uk
BIZ102 Assessment 1 Brief Page 1 of 6 ASSESSMENT BRI.docxjasoninnes20
BIZ102 Assessment 1 Brief Page 1 of 6
ASSESSMENT BRIEF
Subject Code and Title BIZ102 Understanding People and Organisations
Assessment Reflective Journal 1: Emotional Intelligence
Individual/Group Individual
Length 600 words (+/- 10%)
Learning Outcomes a) Explain the importance of self- awareness and
emotional intelligence, and analyse its impact on
professional competencies
b) Integrate strategies to effectively interact with
others in a diverse professional context
c) Identify and reflect on own strengths and their
application in the business context
d) Reflect on feedback to identify opportunities for
self-improvement and professional development
Submission By 11:55pm AEST/AEDT Sunday of module 2.2 (week 4)
Weighting 15%
Total Marks 100 marks
Context
A key to self-directed learning is reflection. Reflection enables the ability to examine
situations in order to better understand the surrounding context and identify potential
improvements for the future. This assessment aims to develop your awareness and
reflective learning ability while also assessing your understanding of the topics covered in
modules 1 and 2.
Reflective writing ordinarily occurs in the first person (and you can do so here) and works
best when you think deeply about a topic and look at both the positives as well as
opportunities to improve in a situation. Examples within the context of this assessment
might be:
• I found taking the Emotional Intelligence self-assessment
challenging/interesting/useful/ a new experience because...
• Mayer and Salovey (1997) emphasise the importance of perceiving, accessing and
generating emotions to develop emotional intelligence, which is not something I
have thought about much previously...
BIZ102 Assessment 1 Brief Page 2 of 6
• I agreed/disagreed with the first result because...
Please also visit the Academic Skills blackboard page for an overview of reflective writing in
higher education: https://laureate-
au.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_20163_1&co
ntent_id=_2498857_1&mode=reset
Instructions
Complete the Emotional Intelligence self-assessment prescribed in module 2 of the subject.
Compose your reflective journal entry addressing the three questions below.
Include a screenshot of your emotional intelligence test results from the test website in your
paper.
Identify theoretical concepts reviewed in modules 1 and 2 that support your reflection.
Include at least two academic references to sources in the module 1 and 2 learning
resources for this subject that present the theoretical concepts identified, to support your
ideas.
Follow the APA 6th edition style of referencing to cite your academic resources and provide
your reference list.
Guiding questions:
1. To what extent do you agree with the results of the self-assessment?
2. What have you learned about yourself from the results of this self-asses ...
BIZ102 Assessment 1 Brief Page 1 of 6 ASSESSMENT BRI.docxmoirarandell
BIZ102 Assessment 1 Brief Page 1 of 6
ASSESSMENT BRIEF
Subject Code and Title BIZ102 Understanding People and Organisations
Assessment Reflective Journal 1: Emotional Intelligence
Individual/Group Individual
Length 600 words (+/- 10%)
Learning Outcomes a) Explain the importance of self- awareness and
emotional intelligence, and analyse its impact on
professional competencies
b) Integrate strategies to effectively interact with
others in a diverse professional context
c) Identify and reflect on own strengths and their
application in the business context
d) Reflect on feedback to identify opportunities for
self-improvement and professional development
Submission By 11:55pm AEST/AEDT Sunday of module 2.2 (week 4)
Weighting 15%
Total Marks 100 marks
Context
A key to self-directed learning is reflection. Reflection enables the ability to examine
situations in order to better understand the surrounding context and identify potential
improvements for the future. This assessment aims to develop your awareness and
reflective learning ability while also assessing your understanding of the topics covered in
modules 1 and 2.
Reflective writing ordinarily occurs in the first person (and you can do so here) and works
best when you think deeply about a topic and look at both the positives as well as
opportunities to improve in a situation. Examples within the context of this assessment
might be:
• I found taking the Emotional Intelligence self-assessment
challenging/interesting/useful/ a new experience because...
• Mayer and Salovey (1997) emphasise the importance of perceiving, accessing and
generating emotions to develop emotional intelligence, which is not something I
have thought about much previously...
BIZ102 Assessment 1 Brief Page 2 of 6
• I agreed/disagreed with the first result because...
Please also visit the Academic Skills blackboard page for an overview of reflective writing in
higher education: https://laureate-
au.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_20163_1&co
ntent_id=_2498857_1&mode=reset
Instructions
Complete the Emotional Intelligence self-assessment prescribed in module 2 of the subject.
Compose your reflective journal entry addressing the three questions below.
Include a screenshot of your emotional intelligence test results from the test website in your
paper.
Identify theoretical concepts reviewed in modules 1 and 2 that support your reflection.
Include at least two academic references to sources in the module 1 and 2 learning
resources for this subject that present the theoretical concepts identified, to support your
ideas.
Follow the APA 6th edition style of referencing to cite your academic resources and provide
your reference list.
Guiding questions:
1. To what extent do you agree with the results of the self-assessment?
2. What have you learned about yourself from the results of this self-asses.
This presentation was created for the 2015 Ohio QM Consortium Members' Meeting. It describes how QM's Standard 3 aligns with the use of ePortfolios for assessment and measurement. Note that the pictures are hyperlinked to the examples.
MID-AMERICA CHRISTIAN UNIVERSITY College of Adult and G.docxMARRY7
MID-AMERICA CHRISTIAN UNIVERSITY
College of Adult and Graduate Studies
PSYCHOLOGY AND
ETHICS RESEARCH I
PSYC 3501
Syllabus
BACHELOR OF SCIENCE IN PSYCHOLOGY AND ETHICS
ADULT SCHOOL OF PSYCHOLOGY AND BEHAVIORAL SCIENCE
Revision: September 15, 2013
PSYC 3501 Psychology & Ethics Research I MACU College of Adult and Graduate Studies
2
Instructor
See Contact Information in D2L under News in Course Home.
Course Description
The second course in the research block expands the study of the fundamentals of research to designing a
research study that meets the criteria for Chapter 3 in a formal research project. Students will apply
evaluation criteria to critique their study to identify weaknesses in the research design and inappropriate or
biased selection of participants. Once approved, students will perform their study and prepare to write the
results in PSYC 4823. Prerequisite: PSYC 3403 Research and Ethical Decision Making
Course Overview
This course continues the study of writing and consuming as well as validating empirical research
through the continuation of the capstone research project. The student will have completed
Chapters 1 and 2 and then have completed Chapter 3 (Methods) by the end of this course. Students
will be initially presented with information on creating survey questions in research consistent with
their research design and will learn how to sample populations as well as how to construct
questions. Students will be asked to explore the current research and be able to identify the
different components of research within those articles. By doing this, students will be able to
critically review research and become good consumers of research.
Student Outcomes
Within this course, students will be introduced to and instructed in the application of research
methodology both as a producer and a consumer as well as research design. At course end,
students be able to:
1. Critically evaluate research from a scientific perspective.
2. Evaluate the statistical analysis of research to determine significance of the study.
3. Apply basic principles of research to their own career choice.
4. Design a survey questionnaire for use in their chosen career.
5. Examine the literature to produce questions for further research and evaluation.
6. Create a methods section to explore their research question.
7. Evaluate an hypothesis and to determine the significance of an effect in research.
8. Read and use research literature in their discipline.
9. Systematically and rationally use research in decision making.
10. Conduct library research and use computers in research.
11. Critically analyze research to be good consumers of research.
12. Scientifically develop research to be good producers of research.
13. Evaluate a methods section of a research article for clarity and significance.
14. Identify the differences in research desi ...
ENGL 421
CHAPTER 10: ANALYTICAL REPORTS
NAME:__________________
ID:_____________________
SECTION:_____________
Task: Write an executive summary of the research article uploaded on your Moodle page. Your summary should paraphrase the article, highlighting its main points, methodology, result, discussion, and conclusions.
Short Research Report
164 December 2017, Vol. 9, No. 4 AJHPE
Teaching and assessment strategies require constant personal reflection
as to whether these approaches adequately prepare students to meet the
discipline-specific knowledge base of the profession (‘hard skills’), while
simultaneously developing behavioural and attitudinal skills that empower
them to become more socially aware and responsible citizens (‘soft skills’).[1]
Integrating soft skills with hard skills is a conceptual principle that higher edu-
cation promotes and requires, more recently popularised as ‘graduate attri-
butes’.[2] Adapting teaching and assessment practices towards addressing this
need from a basic medical science and clinically applied perspective, creates
the opportunity and platform to be innovative in identifying new strategies
and expanding on conventional practices. Consequently, team learning has
become popular in many medical training institutions. In anatomy, the
limited dissection potential of the cadaveric brain, and the complexity of
the three-dimensional stuctures within it, further creates a substrate for
innovative learning.
This case study highlights the effectiveness of a team project that
embraces the elements of hard and soft skills, team learning and self-directed
learning. Topics provided required the preparation and presentation of
models through a video clip as a newly created art form, so as to adopt the
contemporary social theme: selfies 2015. As it was an innovative curricular
activity, it was considered giving specific attention to and evaluating the
project from a student’s perspective. More importantly, the project provided
a simple strategy that can be used to integrate hard and soft skills, as has
become a requirement of most curricula.
Objectives
A class activity has been used as a strategy to integrate hard and soft skills
through the concept of a popular social theme related to the creation of an
art form, and to evaluate the students’ perception of the project in terms of
expanding subject knowledge, personal appeal and enjoyment, and future
considerations.
Methods
Each team, comprising 5 - 6 students, was allocated a topic in neuroanatomy
and was required to prepare a model to demonstrate a particular aspect.
Each of the three topics formed part of the neuroanatomy syllabus, but was
not taught through formal lectures and practicals. For these topics, student
teams were required to prepare a model relevant to the topic and produce
a 15-minute video clip incorporating the model as a class presentation.
Typically, each of the ...
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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Psychology final Project brief Video Clip, Presentation and Report/ Group project
1. PSYC 0103
Project Title
Video Clip, Presentation and
Report/ Group project
Credit Value
and Weighting
40%
Subject
Social Psychology
Unit Code PSYC 0103
Level/Term Semester 2/ JAN 2014 Date of Issue MON 10 February 2014
Submission
Date
To be briefed
Project Brief
Background:
In the early 20th
century, Social psychological movements revolutionized
research influenced by the philosophies of academic application. The
approach was to create minds that changed social spaces and influenced
people’s behaviors. These ideas continue to influence the way social
psychology is being taught today.
Your Task:
This project consisted of 3 components which include making up a video
clip by incorporating the concepts learned in class, written report of the clip
and presenting the clip to the class. This project allows students to
recognize and identify the connections among concepts and perspectives
within psychology and with other disciplines. This project allows students to
engage in psychological inquiry and become self-regulated learners.
.
You are asked to undertake a Literature Review. This should include -
although not limited to - the exploration of significant texts, and current
trends and practice.
Driven by an iterative process of analysis, reflection and evaluation of your
conceptual analysis, the report should demonstrate the development of your
thinking throughout this unit. Your argument should provide hypotheses,
concepts or project ideas for implementation.
Students need to set their own professional goals and targets, including
strategies and methods, details about timelines and resources, and
methods of evaluating their achievements.
APA Referencing system should be used as appropriate throughout all
submitted elements of this unit.
Learning
Outcomes
In order to pass this unit, students must demonstrate the following learning
outcomes have been achieved:
Knowledge and Understanding
(A) Demonstrate an understanding of critical analysis and evaluation of text
through research of relevant literature and reflection of the learner’s own
PROJECT BRIEF
2. PSYC 0103
discipline.
Values and Attitudes
(B) Be a lifelong learner through developing a method of self-reflection in
the individual’s own learning process.
Skills (Cognitive and Intellectual)
(C) Through reflection, analysis and effective documentation demonstrate a
critical understanding of the development of conceptual thinking within the
framework of the learner’s own discipline.
Skills (Subject Specific/Professional)
(D) Based on a critical understanding of the unit and unit references.
Skills (Transferable)
(E) In undertaking an independent group inquiry demonstrate the critical
ability to develop a collaborative approach to knowledge, ideas and
experience sharing and the professional skills to organize and communicate
the outcomes.
Assessment
Criteria
Students will be assessed for:
Researched Essay
• Ability to demonstrate reflection and analysis in assessing personal
professional practice in order to develop a progressive learning
journey
• Ability to demonstrate key arguments in the development and of
design the video clip.
• Skills of writing well structured and communicated ideas
• Demonstrate the ability to evidence a well researched argument
through analysis and reflection
Reading List See learning materials and booklists on course outline.