Readingand writingtos final-exam_1920
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This document outlines a table of specifications for a Reading and Writing class at Don Bosco Technical Institute of Makati for the first term of the 2019-2020 academic year. It details three intended learning outcomes, the associated content, number of hours, assessment level and type, and number of items and points for each outcome. The three outcomes cover identifying text features across disciplines, determining textual evidence to validate claims, and identifying features of professional correspondence.
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Mason54competency
This document provides a competency-based training curriculum for the competency unit of Professional English for bricklayers. The curriculum includes 4 sections:
1) A list of competency units and their codes
2) The structure and content of the Professional English competency unit, including 3 competency elements covering construction terminology, materials, and construction processes.
3) Training requirements for students, teachers, and facilities.
4) An assessment plan and examples of assessment materials to evaluate students' reading, writing, and speaking skills in English for construction contexts.
Ed Media 2007 Van
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It provides the course code, duration, teaching scheme, examination scheme and other details. The subject aims to develop students' vocabulary, grammar skills, comprehension abilities and paragraph writing skills.
The teaching scheme allocates 48 hours to the subject and divides it into 5 parts - application of grammar, text, paragraph writing, comprehension and vocabulary building. The examination scheme allots 100 marks for theory and 25 marks for internal assessment. Students will be evaluated based on their performance in two term tests, assignments and practicals.
First semester curriculum (fg)
This document outlines the teaching and examination scheme for the first semester of the Diploma in Fabrication Technology & Erection Engineering program.
It provides details on the subjects to be taught, including English, Basic Science (Physics and Chemistry), Basic Mathematics, Engineering Graphics, and Computer Fundamentals. For each subject, it specifies the teaching hours, examination scheme, rationale, objectives, syllabus content, and textbooks.
The document also describes the practical examinations and assignments for certain subjects. Evaluation includes internal assessment, written exams, practical exams and sessional work. The goal is to develop students' language, mathematical, and practical skills relevant to the fabrication and erection engineering field.
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Business Communication – COMM 212 – Winter 2016 1 .docx
Business Communication – COMM 212 – Winter 2016 1
John Molson School of Business
Department of Marketing
Business Communication (COMM 212)
Winter 2016
Section Classroom Day and Time Start and End Dates
D MB 1.437 Th 8:45 - 11:30am
Jan 6 to Apr 12, 2016 DD MB S2.401 Mo 5:45 - 8:15pm
F MB 3.435 Th 2:45 - 5:30pm
Course instructor: Aela Salman, MSc
Office location: MB 14.280
Office hours: Thursday 1-2:30pm (or by appointment)
Telephone: (514) 848‐2424 ext. 2940
E-mail: [email protected] (please refer to Communication Outside Course Hours in
the course outline)
Mailbox: Room MB 13.145 Box 43
SUPPLEMENTARY COURSE OUTLINE ADDENDUM
Formal Report – Solo Writing (25%)
Each student will independently prepare a formal report – 6 to 10 pages (excluding the title page,
memorandum or transmittal letter, table of contents, executive summary, bibliography and
appendices). Grading will be based on the Formal Report Rubric which can be found on Moodle.
You are required to write a formal report on one of the following three scenarios:
Scenario 1: Nutella’s Social Media Strategy
You are the Social Media Manager for Nutella, owned by Ferrero. The President and CEO of
Ferrero Canada, Allan Cosman, has asked you to write a formal report on the top social media
platforms to use for the Nutella brand. Select and provide recommendations for three different
social media platforms (e.g. Facebook, Twitter, Instagram, Pinterest, YouTube, LinkedIn,
Snapchat, Tumblr, etc.), and discuss the purpose for each one.
Scenario 2: Aldo Shoes’ Social Media Strategy
You are the Social Media Manager for Aldo Shoes. The CEO of Aldo Group, Patrik Frisk, has
asked you to write a formal report on the top social media platforms to use for the Aldo Shoes
brand. Select and provide recommendations for three different social media platforms (e.g.
mailto:[email protected]
Business Communication – COMM 212 – Winter 2016 2
Facebook, Twitter, Instagram, Pinterest, YouTube, LinkedIn, Snapchat, Tumblr, etc.), and discuss
the purpose for each one.
Scenario 3: Air Canada’s Social Media Strategy
You are the Social Media Manager for Air Canada. The President and CEO, Calin Rovinescu,
has asked you to write a formal report on the top social media platforms to use for the Air Canada
brand. Select and provide recommendations for three different social media platforms (e.g.
Facebook, Twitter, Instagram, Pinterest, YouTube, LinkedIn, Snapchat, Tumblr, etc.), and discuss
the purpose for each one.
Requirements:
Your formal report should follow the elements below – please refer to Chapter 11 of the textbook.
The title page should include your name and ID number as well as the course number and
section (in addition to other title page components explained in the textbook, e.g. title report).
The body of the report (Introduction to Recommendations) must be 6-10 pages excluding
tables, f ...
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For each course, the document provides details of total marks, teaching hours, credits along with exam pattern including mid-
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Similar to Readingand writingtos final-exam_1920 (20)
Scheme g second semester (ae,me,pg,pt,fe,mh,mi,ps)
Scheme g second semester (ae,me,pg,pt,fe,mh,mi,ps)
Scheme g second semester_ej_et_en_ev_ex_is_ic_iu_de_mu_ie_ed_ei
Scheme g second semester_ej_et_en_ev_ex_is_ic_iu_de_mu_ie_ed_ei
Business Communication – COMM 212 – Winter 2016 1 .docx
Business Communication – COMM 212 – Winter 2016 1 .docx
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Grp2 educ6
Projected media refers to visuals that are enlarged and displayed on a screen through various machines. These include overhead projectors, slide projectors, and digital projectors used for PowerPoint presentations. Projected media provides benefits for teaching such as stimulating learning, increasing retention, and bringing distant objects into the classroom. Audio media uses sound recordings to disseminate information and helps with language learning, literature, and various school subjects. Audio-visual media combines both audio and visual elements through various formats like videos, television, and computer-based media. Computers can be used for online education, computer-based training, research, and school administration. The main types of computers are supercomputers, mainframes, desktops, laptops
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The document discusses instructional materials, which are educational resources used to improve student learning. It describes different types of instructional materials including printed materials, audio aids, visual aids, audiovisual aids, and technology-based materials. It also outlines several domains of instructional technology including design, development, utilization, management, and evaluation. The overall purpose of educational technology is to analyze, design, develop, implement and evaluate instructional environments and materials to improve teaching and learning.
3. tech and educ exercise
Educational technology refers to the effective use of digital tools, media, and networks in learning. It includes technologies like computers, multimedia, and internet-based learning such as computer-based learning and web-based learning. Educational technology can enable both synchronous learning, with real-time interaction, and asynchronous self-paced learning using technologies like email, blogs, and discussion boards. Computer-based training is a form of linear self-paced learning delivered via computers or mobile devices, while computer-supported collaborative learning uses instructional methods to encourage students to work together on learning tasks using digital tools and networks.
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Ilo non projected
The document discusses different types of projected media that can be used for instruction, including text/print, still visuals, and displayed visuals. Text/print materials are readily available and flexible but rely on reading level and memorization. Still visuals like printed pictures are inexpensive but two-dimensional and open to interpretation. Displayed visuals on boards are multi-purpose and allow participation, but are not portable and require space. Effective utilization of these media involves supplementing text with visuals, highlighting important visual aspects, and checking visibility and legibility of displayed materials.
Distance learning-and-alternative-delivery-mode-final
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Mean median mode (application)
The document discusses the application of measures of central tendency - mean, median, and mode - in analyzing exam scores from two classroom sections. It provides an example calculation of the mean, median, and mode for the score sets and interprets what each value indicates about the performance between the two sections. The mean, median, and mode are then computed for sample exam score data and their results are explained.
tryout test, item analysis (difficulty, discrimination)
This document provides guidelines for conducting a try-out test and performing item analysis on a test. It explains that a try-out test should be conducted on a sample similar to the actual test takers and under similar conditions to prepare for the real test administration. Item analysis evaluates the quality of test items using metrics like item difficulty index and item discrimination index calculated based on comparing response rates of high-scoring and low-scoring test takers. The document provides examples of computing these indexes and interpreting their values to identify items that need revision or removal.
Measures of variability to grading and reporting
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Table of specifications
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Educ 5 notes
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
FS 5
This document contains instructions and templates for students to complete several activities related to assessment and evaluation of learning. The activities include:
1) Interviewing a teacher about the assessment tools used and school policies.
2) Observing a class and recording the assessment tools used by the teacher.
3) Evaluating a teacher-made test by analyzing its type, clarity, appropriateness, and principles of test construction.
4) Preparing sample assessment items for three different types of tests.
The overall purpose is to help students learn about different assessment strategies and how to properly design and analyze various assessment tools.
Rws final exam2019-2020
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Johnson2000
Students in a distance education social work course used computer-mediated communication primarily for practical purposes rather than academic enrichment. Distant students were more likely than on-campus students to use email and the class listserv. A content analysis of 369 student messages found that the most common topics were requests for individual exam results and grades. A survey found that students reported increased competence in using CMC and expressed positive opinions about its use as a technological support for distance education.
Foundations of curriculum
The document discusses different types of curriculum:
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3. Taught curriculum is what is actually taught in classrooms which may differ from the written curriculum. Additional factors like available resources are considered.
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Readingand writingtos final-exam_1920
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