1. The document outlines the structure and accreditation process for a training program on delivering artistic, creative, and therapeutic activities in prison contexts.
2. The training would be organized by authorized centers and assessments would initially be conducted by accredited assessors at the delivery centers, with moderation by the accrediting organization, The College of Teachers.
3. The training covers levels 3-5 and would involve tasks, presentations of evidence from experiences and research, and assignments increasing in length and complexity depending on the level of certification sought.
The document outlines the structure and accreditation process for training programs in delivering artistic, creative, and therapeutic activities to prisoners. It describes three levels of qualifications (levels 3-5) that involve completing modules and practical tasks. Training is organized through accredited centers and assessed initially by the centers and then moderated by The College of Teachers. Requirements include indicative content, levels of knowledge and skills demonstrated, and length of study increase with higher certification levels.
The document provides an overview of the 2-year part-time PGCE/Certificate in Education course for post-compulsory education. It describes the spiral curriculum approach with eight units covered over two years, including six taught modules and two practice-based modules. It outlines the requirements for observed teaching practice, assessment approaches, and the content covered in some of the first year units.
Johann Sebastian Bach was a German composer and virtuoso organist born in 1685 in Eisenach, Germany. He composed over 1,000 works spanning all major genres of the Baroque period except opera. As one of the greatest masters of polyphony, Bach had a strong influence on subsequent composers through the 21st century, effectively dividing music history into periods before and after him.
BOM untuk produk Bunarendang terdiri dari bahan baku seperti nasi putih, rendang, daging sapi, dan rempah-rempah. Proses penjualan meliputi sales order, packing list, delivery order, dan invoice. Invoice berisi detail transaksi jual beli antara penjual dan pembeli.
RadiciGroup as a model of Sustainable ChemistryRadiciGroup
“RadiciGroup as a model of Sustainable Chemistry”
By Cesare Clausi – Business Manager Europe - RadiciGroup/Plastics
RadiciGroup Press Conference - Milan (Italy) - May 7th @Plast2015
New Eco-Sustainable Polyamide-Based Polymers and Compounds for Multipurpose A...RadiciGroup
This document discusses new eco-sustainable polyamide-based polymers and compounds for multipurpose applications. It begins with an overview of sustainability at RadiciGroup and their bio-based polyamides. Properties of bio-polyamides like PA 6.10, PA 10.10 and PA 11 are compared. Case studies show engineering plastic compounds and films made from these polymers have good mechanical properties, thermal stability, and barrier properties. Examples of applications for the compounds include pneumatic pipes, truck air brake lines, and fuel connectors.
The document outlines the structure and accreditation process for training programs in delivering artistic, creative, and therapeutic activities to prisoners. It describes three levels of qualifications (levels 3-5) that involve completing modules and practical tasks. Training is organized through accredited centers and assessed initially by the centers and then moderated by The College of Teachers. Requirements include indicative content, levels of knowledge and skills demonstrated, and length of study increase with higher certification levels.
The document provides an overview of the 2-year part-time PGCE/Certificate in Education course for post-compulsory education. It describes the spiral curriculum approach with eight units covered over two years, including six taught modules and two practice-based modules. It outlines the requirements for observed teaching practice, assessment approaches, and the content covered in some of the first year units.
Johann Sebastian Bach was a German composer and virtuoso organist born in 1685 in Eisenach, Germany. He composed over 1,000 works spanning all major genres of the Baroque period except opera. As one of the greatest masters of polyphony, Bach had a strong influence on subsequent composers through the 21st century, effectively dividing music history into periods before and after him.
BOM untuk produk Bunarendang terdiri dari bahan baku seperti nasi putih, rendang, daging sapi, dan rempah-rempah. Proses penjualan meliputi sales order, packing list, delivery order, dan invoice. Invoice berisi detail transaksi jual beli antara penjual dan pembeli.
RadiciGroup as a model of Sustainable ChemistryRadiciGroup
“RadiciGroup as a model of Sustainable Chemistry”
By Cesare Clausi – Business Manager Europe - RadiciGroup/Plastics
RadiciGroup Press Conference - Milan (Italy) - May 7th @Plast2015
New Eco-Sustainable Polyamide-Based Polymers and Compounds for Multipurpose A...RadiciGroup
This document discusses new eco-sustainable polyamide-based polymers and compounds for multipurpose applications. It begins with an overview of sustainability at RadiciGroup and their bio-based polyamides. Properties of bio-polyamides like PA 6.10, PA 10.10 and PA 11 are compared. Case studies show engineering plastic compounds and films made from these polymers have good mechanical properties, thermal stability, and barrier properties. Examples of applications for the compounds include pneumatic pipes, truck air brake lines, and fuel connectors.
This document outlines a noble cause of motivating young people to volunteer and donate resources to help those in need locally in Dallas, Texas. It discusses the formation of Genesis Shelter for Women in 1985 which provides services like emergency shelter, counseling, and legal assistance to women and children. Current projects highlighted include adopting families for the holidays, volunteering at their benefit store, and annual fundraising golf and bowling tournaments. The document encourages donations of time and money to support Genesis' multifaceted and efficient efforts to meet the needs of the vulnerable in their community.
O documento é sobre um evento chamado "Dia da Biblioteca" que ocorreu em 24 de outubro de 2013, mas não fornece mais detalhes sobre o que aconteceu nesse dia ou quais atividades foram realizadas.
The document is a report from a survey of CFOs on their perceptions of cloud computing. The key findings of the survey are:
- Over 30% of CFOs surveyed have already implemented or are considering implementing cloud computing solutions, seeing benefits like reduced upfront costs and increased flexibility. However, security and loss of control were major concerns.
- While CFOs believe cloud computing can offer cost savings, they want issues like security and loss of control to be addressed before fully adopting cloud models.
- Responsibility for cloud adoption is split, with about a third of CFOs seeing it as their role and the majority believing it falls under the CIO's duties.
- There
RadiciGroup at 50th Dornbirn Man Made Fibres Congress - 14-16 September 2011RadiciGroup
The document summarizes RadiciGroup's sustainability project and initiatives. It discusses the company's organizational models, product certifications, commitments under the Kyoto Protocol, and a new sustainability approach using GRI guidelines. A key part of the project is performing LCAs on RadiciGroup's main polyamide products to analyze environmental impacts across the production chain and identify opportunities to lower energy usage and emissions through recycling. The presented LCA results show recycling polyamide waste into plastics uses less energy and emits fewer greenhouse gases than recycling into yarn.
Speciality Polyamides for Metal ReplacementRadiciGroup
This document appears to be from a forum on metal replacement that was held on June 6-7th, 2013 in Malpensa, Italy. It includes presentations on structural polyamides from Radici Plastics that can replace metals, including Radilon and Radistrong grades. Data shows the polyamides offer higher strength, stiffness, fatigue resistance, and lower density compared to aluminum and magnesium alloys. The document also discusses using coupled simulation and analysis tools to optimize plastic part design for requirements like burst pressure that consider fiber orientation from molding. Overall it promotes using structural polyamides from Radici Plastics to replace metals in applications.
This document is a merchant application for credit card processing. It collects information about the business such as contact details, ownership, bank account information, and describes the types of credit cards that will be accepted. The applicant agrees to the terms of service on the provider's website and must comply with all applicable regulations for processing credit and debit cards. The application collects information about the business operations, products/services, and estimated sales volumes to determine the rates and fees that will apply to different card types.
Syed M. Zeeshan presented on why it's hard to believe in failure. He noted that 75% of businesses fail within the first two years of starting up. Some of the reasons for failure included always thinking the boss is right, poor management, financial crises, weak HR policies, not understanding who the customer is, lacking a clear plan and strategy, and not utilizing social media. The presentation provided insights into the top reasons why many new businesses fail early on.
This document provides information about various services offered by an organization for seniors, such as congregate meals, home-delivered meals, activity centers, crime prevention education, wellness activities, homemaker services, caregiver support, transportation, legal and medical assistance, recreation activities, and utility payment assistance. The services are aimed at improving health, well-being, safety, and quality of life for older community members. Contact information is provided for meal sites, the transportation service, and general inquiries.
Sokun Assalam adalah sistem mata uang tukar di Pondok Pesantren Modern Assalam yang digunakan antara 1985-1993 untuk melatih santri hidup hemat dan disiplin dalam penggunaan uang. Sokun berupa kartu dengan nilai tukar sama dengan rupiah yang dapat ditukarkan santri untuk membeli barang di kantin. Sistem ini efektif untuk membangun interaksi di pondok tapi tidak dilanjutkan karena dinilai kurang praktis den
Dokumen tersebut membahas distribusi rata-rata usia manusia meninggal dunia antara 60-70 tahun, dengan rata-rata 65 tahun. Ia kemudian menghitung pembagian waktu hidup 50 tahun seseorang setelah baligh antara tidur, aktivitas, dan ibadah, menunjukkan bahwa sebagian besar waktu dihabiskan untuk tidur dan aktivitas sementara sedikit waktu tersisa untuk ibadah. Dokumen ini menekankan penting
This document provides guidelines for developing an instructional technology portfolio required for a Master's degree and/or Instructional Technology Specialist Certification. It outlines the components of the comprehensive portfolio, including artifacts demonstrating mastery of program outcomes/certification standards. It also describes the process for submitting both a programmatic portfolio prior to internship and an internship portfolio after completion of the internship. Students can submit an optional portfolio to demonstrate prior coursework or experience for credit or standard compliance.
The document provides an agenda and information for a session on the Part Two requirements of the PGCertLTHE program. The session will cover the assessment tasks required for Part Two, principles of good course design, and preparing for Module 5 which involves pedagogic research. It discusses the structure and assessment of Part Two compared to Part One. It outlines the modules involved in Part Two, including their credits and assessment requirements. Feedback from Part One is addressed and changes to Part Two are highlighted. Principles of good course design are discussed and applied to module and lecture design. Ethics requirements and possible research topics for Module 5 are also covered.
This document outlines the structure and requirements of the National Award for SEN Coordination course. It provides an overview of the course content, including 3 modules that must be completed, as well as a portfolio evidencing the 55 learning standards for SENCos. Both new and experienced SENCos have different assessment requirements, including presentations, written assignments, and an application for accreditation of prior learning for experienced SENCos. Support roles of academic tutors and practice mentors are also described. The document concludes with reflections from previous students and information about accessing the online Blackboard site and training needs analysis.
1) NBA stands for the National Board of Accreditation, an independent body that accredits engineering, technology, management, architecture, pharmacy, hospitality, and mass communication programs from the diploma level to the postgraduate level.
2) Accreditation by NBA helps institutions identify programs of excellence, ensure conformity to good practices and global benchmarks, rate programs on a national level to attract better students, allow self-appraisal, and produce graduates satisfying world-class employers.
3) NBA has shifted from an input-output based accreditation model to an outcome-based model that is more student-centered and focuses on measuring student performance and outcomes like skills and knowledge rather than only inputs and outputs.
This document provides instructions for a coursework assignment assessing research methods. Students must complete an academic poster presentation summarizing their literature review on an approved topic. The 10-minute presentation will be delivered to two academics, one an expert in the topic. Instructions include poster content and structure, assessment criteria, submission details, and important policies on plagiarism, late penalties, and reassessments.
1) The document discusses course specifications, which outline the objectives, content, assessment methods, and other details of a course. They serve as a contract between the university and students.
2) Important components of course specifications include general course information, objectives, content, intended learning outcomes, teaching methods, assessment methods, and references. Learning outcomes should be student-centered and describe what students will learn.
3) Course specifications benefit both teachers and students by improving the validity of assessments and ensuring alignment between teaching and testing. They communicate clear expectations to students.
This document provides information about the unit 102084 Inclusive Education: Theory, Policy and Practice offered at Western Sydney University. It includes the unit coordinator's contact details, an overview of the unit learning outcomes and how they relate to the Master of Teaching course, assessment details and submission requirements, and a schedule of topics and resources to be covered during the term. The purpose of the unit is to explore theories, policies and practices around inclusive education and prepare pre-service teachers to meet the diverse needs of all students in secondary schools.
This document provides information about changes to the Cambridge IGCSE Design and Technology syllabus for 2015, including:
- Candidates will no longer take Paper 1 and the optional paper together in a 2 hour and 15 minute session.
- There are minor revisions to the syllabus aims, assessment objectives, and project assessment criteria for clarity.
- The syllabus content has been updated to reflect changes in technology and teaching methods.
- Advice is included on the drawing equipment allowed for Paper 2 and encouraging the use of CAD/CAM where facilities exist for Paper 5.
This document outlines a noble cause of motivating young people to volunteer and donate resources to help those in need locally in Dallas, Texas. It discusses the formation of Genesis Shelter for Women in 1985 which provides services like emergency shelter, counseling, and legal assistance to women and children. Current projects highlighted include adopting families for the holidays, volunteering at their benefit store, and annual fundraising golf and bowling tournaments. The document encourages donations of time and money to support Genesis' multifaceted and efficient efforts to meet the needs of the vulnerable in their community.
O documento é sobre um evento chamado "Dia da Biblioteca" que ocorreu em 24 de outubro de 2013, mas não fornece mais detalhes sobre o que aconteceu nesse dia ou quais atividades foram realizadas.
The document is a report from a survey of CFOs on their perceptions of cloud computing. The key findings of the survey are:
- Over 30% of CFOs surveyed have already implemented or are considering implementing cloud computing solutions, seeing benefits like reduced upfront costs and increased flexibility. However, security and loss of control were major concerns.
- While CFOs believe cloud computing can offer cost savings, they want issues like security and loss of control to be addressed before fully adopting cloud models.
- Responsibility for cloud adoption is split, with about a third of CFOs seeing it as their role and the majority believing it falls under the CIO's duties.
- There
RadiciGroup at 50th Dornbirn Man Made Fibres Congress - 14-16 September 2011RadiciGroup
The document summarizes RadiciGroup's sustainability project and initiatives. It discusses the company's organizational models, product certifications, commitments under the Kyoto Protocol, and a new sustainability approach using GRI guidelines. A key part of the project is performing LCAs on RadiciGroup's main polyamide products to analyze environmental impacts across the production chain and identify opportunities to lower energy usage and emissions through recycling. The presented LCA results show recycling polyamide waste into plastics uses less energy and emits fewer greenhouse gases than recycling into yarn.
Speciality Polyamides for Metal ReplacementRadiciGroup
This document appears to be from a forum on metal replacement that was held on June 6-7th, 2013 in Malpensa, Italy. It includes presentations on structural polyamides from Radici Plastics that can replace metals, including Radilon and Radistrong grades. Data shows the polyamides offer higher strength, stiffness, fatigue resistance, and lower density compared to aluminum and magnesium alloys. The document also discusses using coupled simulation and analysis tools to optimize plastic part design for requirements like burst pressure that consider fiber orientation from molding. Overall it promotes using structural polyamides from Radici Plastics to replace metals in applications.
This document is a merchant application for credit card processing. It collects information about the business such as contact details, ownership, bank account information, and describes the types of credit cards that will be accepted. The applicant agrees to the terms of service on the provider's website and must comply with all applicable regulations for processing credit and debit cards. The application collects information about the business operations, products/services, and estimated sales volumes to determine the rates and fees that will apply to different card types.
Syed M. Zeeshan presented on why it's hard to believe in failure. He noted that 75% of businesses fail within the first two years of starting up. Some of the reasons for failure included always thinking the boss is right, poor management, financial crises, weak HR policies, not understanding who the customer is, lacking a clear plan and strategy, and not utilizing social media. The presentation provided insights into the top reasons why many new businesses fail early on.
This document provides information about various services offered by an organization for seniors, such as congregate meals, home-delivered meals, activity centers, crime prevention education, wellness activities, homemaker services, caregiver support, transportation, legal and medical assistance, recreation activities, and utility payment assistance. The services are aimed at improving health, well-being, safety, and quality of life for older community members. Contact information is provided for meal sites, the transportation service, and general inquiries.
Sokun Assalam adalah sistem mata uang tukar di Pondok Pesantren Modern Assalam yang digunakan antara 1985-1993 untuk melatih santri hidup hemat dan disiplin dalam penggunaan uang. Sokun berupa kartu dengan nilai tukar sama dengan rupiah yang dapat ditukarkan santri untuk membeli barang di kantin. Sistem ini efektif untuk membangun interaksi di pondok tapi tidak dilanjutkan karena dinilai kurang praktis den
Dokumen tersebut membahas distribusi rata-rata usia manusia meninggal dunia antara 60-70 tahun, dengan rata-rata 65 tahun. Ia kemudian menghitung pembagian waktu hidup 50 tahun seseorang setelah baligh antara tidur, aktivitas, dan ibadah, menunjukkan bahwa sebagian besar waktu dihabiskan untuk tidur dan aktivitas sementara sedikit waktu tersisa untuk ibadah. Dokumen ini menekankan penting
This document provides guidelines for developing an instructional technology portfolio required for a Master's degree and/or Instructional Technology Specialist Certification. It outlines the components of the comprehensive portfolio, including artifacts demonstrating mastery of program outcomes/certification standards. It also describes the process for submitting both a programmatic portfolio prior to internship and an internship portfolio after completion of the internship. Students can submit an optional portfolio to demonstrate prior coursework or experience for credit or standard compliance.
The document provides an agenda and information for a session on the Part Two requirements of the PGCertLTHE program. The session will cover the assessment tasks required for Part Two, principles of good course design, and preparing for Module 5 which involves pedagogic research. It discusses the structure and assessment of Part Two compared to Part One. It outlines the modules involved in Part Two, including their credits and assessment requirements. Feedback from Part One is addressed and changes to Part Two are highlighted. Principles of good course design are discussed and applied to module and lecture design. Ethics requirements and possible research topics for Module 5 are also covered.
This document outlines the structure and requirements of the National Award for SEN Coordination course. It provides an overview of the course content, including 3 modules that must be completed, as well as a portfolio evidencing the 55 learning standards for SENCos. Both new and experienced SENCos have different assessment requirements, including presentations, written assignments, and an application for accreditation of prior learning for experienced SENCos. Support roles of academic tutors and practice mentors are also described. The document concludes with reflections from previous students and information about accessing the online Blackboard site and training needs analysis.
1) NBA stands for the National Board of Accreditation, an independent body that accredits engineering, technology, management, architecture, pharmacy, hospitality, and mass communication programs from the diploma level to the postgraduate level.
2) Accreditation by NBA helps institutions identify programs of excellence, ensure conformity to good practices and global benchmarks, rate programs on a national level to attract better students, allow self-appraisal, and produce graduates satisfying world-class employers.
3) NBA has shifted from an input-output based accreditation model to an outcome-based model that is more student-centered and focuses on measuring student performance and outcomes like skills and knowledge rather than only inputs and outputs.
This document provides instructions for a coursework assignment assessing research methods. Students must complete an academic poster presentation summarizing their literature review on an approved topic. The 10-minute presentation will be delivered to two academics, one an expert in the topic. Instructions include poster content and structure, assessment criteria, submission details, and important policies on plagiarism, late penalties, and reassessments.
1) The document discusses course specifications, which outline the objectives, content, assessment methods, and other details of a course. They serve as a contract between the university and students.
2) Important components of course specifications include general course information, objectives, content, intended learning outcomes, teaching methods, assessment methods, and references. Learning outcomes should be student-centered and describe what students will learn.
3) Course specifications benefit both teachers and students by improving the validity of assessments and ensuring alignment between teaching and testing. They communicate clear expectations to students.
This document provides information about the unit 102084 Inclusive Education: Theory, Policy and Practice offered at Western Sydney University. It includes the unit coordinator's contact details, an overview of the unit learning outcomes and how they relate to the Master of Teaching course, assessment details and submission requirements, and a schedule of topics and resources to be covered during the term. The purpose of the unit is to explore theories, policies and practices around inclusive education and prepare pre-service teachers to meet the diverse needs of all students in secondary schools.
This document provides information about changes to the Cambridge IGCSE Design and Technology syllabus for 2015, including:
- Candidates will no longer take Paper 1 and the optional paper together in a 2 hour and 15 minute session.
- There are minor revisions to the syllabus aims, assessment objectives, and project assessment criteria for clarity.
- The syllabus content has been updated to reflect changes in technology and teaching methods.
- Advice is included on the drawing equipment allowed for Paper 2 and encouraging the use of CAD/CAM where facilities exist for Paper 5.
The document outlines the assessment structure for Cambridge IGCSE Design and Technology, which includes a compulsory Paper 1 on product design, one optional written paper focusing on graphic products, resistant materials, or systems and control, and a compulsory individual project centered on the candidate's chosen option. Candidates are assessed on their design thinking, problem solving, communication skills, and application of knowledge and understanding to the design and making of products.
CI MPPU1003 20202021-01 08.10.20 Student reference.pdfSamialsadi1
This document provides information about a course titled "Innovation in Learning and Teaching" including:
- 5 course learning outcomes that students will achieve by the end of the course
- Various teaching and learning methods used like active learning, project-based learning, and online talks
- Assessments including individual problem identification, group projects, reports, and a final product
- A weekly schedule outlining topics to be covered each week
- Learning resources and references for the course
- Policies on student learning time, academic honesty, and a disclaimer
Unit Outline BUS301 - Integrated Capstone Proj.docxmarilucorr
Unit Outline
BUS301 - Integrated Capstone Project
Unit Coordinator
Dr. Chun Jiang
Email Address
[email protected]
Lecture Time
N/A
Seminar/Workshop Time
Week 3, Monday 10:00am-1:00pm;
Week 7, Monday 10:00am-1:00pm;
Week 11, Monday 10:00am-1:00pm;
Week 14, Monday 10:00am-1:00pm;
Consultation Times
Monday 1pm-3pm. For additional consultation times you should email me and request an appointment.
Block/Trimester
Trimester 2
Year
2017
1
UNIT OUTLINE
CONTENTS:-
Section 1: General Information
1.1. Administrative details
1.2. Core or elective unit
1.3. Unit weighting
1.4. Student workload
1.5. Mode of delivery
1.6. Pre-requisites 1.7. Other Resource requirements
Section 2: Academic Details
2.1 Unit Content and Structure
2.2 Student learning outcomes
2.3 Link to graduate attributes
2.4 Unit content and structure
2.5 Seminar/Workshop Topics
2.6 Teaching methods/strategies
2.7 Student assessments
2.8 Prescribed and recommended readings
Section 3: Academic Misconduct &Plagiarism
3.1 Definitions
3.2 Dealing with academic misconduct
3.3 Penalties for academic misconduct
Section 4: Assessment Submission
4.1 Assignment submission
4.2 Penalties for late submission of assignments
4.3 Assignment submission using ‘Turnitin’
Section 5: Appeals Section 6: Special Consideration
Section 7: Course Evaluation and Development
Section 8: Quality Assurance
SECTION 1: GENERAL INFORMATION
1.1 Administrativedetails:
Associated higher education awards
Duration
Level
Unit Coordinator
Bachelor of Business
14 weeks
AQF Level 7
Dr. Chun Jiang
1.2 Core or elective unit
Core Unit
Elective Unit
Other (Please specify below):
Mandatory unit for Bachelor of Business (Professional Accounting), Bachelor of Business (Business Management) and Bachelor of Business (Communication & Public Relations)
1.3 Unitweighting
Unit credit points
Total course credit points
6 Credit Points
; 144 Credit Points Bachelor of Business
1.4 Student workload
Indicate below, the expected student workload per Session for this unit:
No. timetabled hours/Session*
No. personal study hours/Session**
Total workload hours/Session***
3 hours face-to-face Seminar
6
9
* Total time spent per Session at lectures, tutorials, seminars, workshops, clinical and other placements, etc.
** Total time students are expected to spend per Session in studying, completing assignments, etc. *** That is,* + ** = work load hours.
1.5 Delivery mode
Tick all applicable delivery modes for the subject:
Face to face on site
E-learning (online)
Intensive (provide details)
Block release (provide details)
Work-integrated learning activity
Mixed/blended
Distance/independent learning (un-timetabled)
Full-time
Part-time
External
Fast track (provide details)
Other (please specify)
1.6 Pre-requisites
Are students required have undertaken a prerequisite or co-requisite subject for this subject?
Yes ...
This document provides course specifications for an unspecified course. It includes sections for course identification details, objectives and learning outcomes, content, teaching and assessment, student support, learning resources, quality evaluation, and approval data. The objectives section describes the overall goals and main objective of the course. Learning outcomes are aligned with knowledge, skills, and values domains and describe what students will know and be able to do upon completing the course. The content section lists course topics and their contact hours. Teaching strategies and assessment methods are aligned with learning outcomes. Assessment includes assignments, exams, and other tasks. Student support and learning resources are also outlined. The quality evaluation section describes assessing teaching effectiveness, learning outcomes achievement, and resource quality.
By the end of the session, participants will be familiar with the assessment requirements for Part Two of the PGCertLTHE programme and recognize principles of good course design. The schedule includes discussing the programme structure, Part One feedback, and Part Two assessment. It will cover principles of good course design, Blackboard mobile learning, applying design principles to module aims and outcomes, and preparing for Module 5 which involves a small-scale pedagogic research project. Participants will provide feedback on Part One and discuss redesigning it based on their principles of course design and module aims and outcomes. They will also discuss possible research topics for the pedagogic research module.
This course covers biometric usability testing with a focus on border control and mobile devices. The course objectives are to understand biometric systems, how people use them, testing methodologies, limitations, and research methods. Topics include genuine users, usability, attacks, border security, tokens, qualitative/quantitative research, and focus groups. Students will complete a research-based group project, assignments, and quizzes. The course uses lectures, discussions, guest speakers and students are expected to regularly attend and complete all work.
This document discusses teaching-learning and evaluation processes. It begins with an introduction on the importance of effective teaching-learning and how it should be outcome-based and promote the advancement of knowledge. It then provides a brief historical background of modern teaching pedagogy from the 1950s to present. Some key concepts in teaching-learning and evaluation are then outlined such as identifying student learning styles and examples of teaching-learning methods like problem-based learning and participative learning. The document also discusses evaluation processes and attaining program and course outcomes. It concludes with remarks on the need for examination procedures to better evaluate student learning rather than just syllabus.
This document outlines a portfolio for a student named Ana Belén Acurio Armas. The portfolio includes the mission and vision statements of the university's language program, a profile of program graduates, Ana's curriculum vitae, and the syllabus for a business course. The business course aims to develop students' English communication skills for business contexts. It covers technical vocabulary, cross-cultural understanding, communication techniques, and simulated business tasks like telephone support and project assessment.
The document introduces learning outcomes and how they relate to the European Credit Transfer and Accumulation System (ECTS). It discusses how ECTS involves two key parameters: workload measured in credits and learning outcomes specified in terms of competencies. Learning outcomes and workload should be aligned and credits are awarded based on the typical workload needed to achieve specified learning outcomes. The document provides examples of learning outcomes at the program and course unit level, and offers guidance on writing learning outcomes and designing course units around intended learning outcomes and associated student workload.
This presentation explores the affordances of eportfolio in supporting the design of authentic assessments. As described in Hobbins’ (2021) paper, the key elements of authentic assessments include representation of real-world experiences, cognitive challenge, scaffolded instructions and the opportunity for students to engage in self and peer assessments to apply and practice their evaluative judgement.
This presentation also investigates how an eportfolio tool can enable Torrens University Australia to achieve its strategic goals of producing global graduates with strong industry connections and nurturing a community of lifelong reflective learners in view of the University’s Smart Skills Framework.
This document outlines key aspects of outcome-based education (OBE) and the accreditation process for engineering programs. It discusses OBE principles like focusing on what students learn rather than what is taught. The document also describes international accords for engineers, technologists, and technicians. It provides details on curriculum review, teaching methods, assessment tools, and continuous quality improvement in OBE. Finally, it lists the documentation required for accreditation visits, including program outcomes, course files, facilities, and actions taken on previous deficiencies.
This document provides an overview of outcome-based education (OBE) at UTHM. It discusses key concepts in OBE including constructive alignment, continuous quality improvement, and closing the assessment loop. It also outlines the relationships between program educational objectives, program learning outcomes, course learning outcomes, teaching and learning activities, and assessment. Key performance indicators are identified to measure achievement of learning outcomes. The document emphasizes aligning learning outcomes, teaching methods, and assessments to ensure students can demonstrate what they have learned.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Introduction to AI for Nonprofits with Tapp Network
Uk accred
1. 7/5/2013 1UK/12/LLP-LdV/TOI-530
TRAINING STRUCTURE
1. TRAINING
• Based on indicative content
• Organised by authorised centre : Prison authority,
arts organisation, education or training college, etc.
• Covers levels 3-5 (initially*)
• Delivered in appropriate format: formal classes, workshops, tutorials, online, etc.
* Level 6 planned to be developed later
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TRAINING STRUCTURE
3. ASSESSMENT
2. TASK EVIDENCE
• PRESENTATION METHOD: Written, ICT, video, audio
• SOURCES: Experiences, especially of prisons; literature (printed & online);
interviews with staff, artists & inmates; documentaries, etc.
• Initially by accredited assessors at delivery centre
• Moderated through evidence sampling by accrediting organisation
(The College of Teachers)
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ACCREDITATION PROCESS
2. TRAINING ORGANISED BY
ACCREDITED CENTRE
3. STUDENTS ENROL ON
TRAINING COURSE
4. CENTRE RUNS COURSE
IN SELECTED FORMAT
5. CENTRE ASSESSES
STUDENT WORK
6. THE COLLEGE OF TEACHERS
MODERATES CENTRE ASSESSMENTS
7. STUDENTS AWARDED QUALIFICATION
1. CENTRE REGISTERED &
ACCREDITED BY THE
COLLEGE OF TEACHERS
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ACCREDITATION FRAMEWORK
MODULE 1 (CORE)
Preparing to deliver artistic, creative and therapeutic
activities in a prison context
MODULE 2 (CORE)
Critical thinking related to delivering artistic, creative
and therapeutic activities to prisoners
MODULE 3 (ELECTIVE)
Delivering artistic, creative and therapeutic
activities to prisoners
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TCOT Professional Practice Award (Level 3)
(A level equivalent)
Content must reflect evidence based on a range of theory and practice.
The course comprises 40 hours of notional learning time to include direct input,
planning and implementation of practical tasks and a final assignment.
Content should be divided into 3 modules with 4 required practical tasks in total.
Tasks apply topic knowledge to develop understanding and practical skill.
The final task is a reflection on learning with a personal development plan (2,000 words)
THE COLLEGE OF TEACHERS
ACCREDITATION GUIDELINES
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TCOT Certificate of Educational Studies (Level 4)
(HE Certificate equivalent)
Content must reflect evidence based on a range of theory and practice.
The course comprises 80 hours of notional learning time to include direct input,
planning and implementation of practical tasks and a final assignment.
Content should be divided into 3 modules with 5 required practical tasks in total.
Tasks apply theoretical knowledge to develop understanding, critical reflection & skills.
The final task compares and evaluates 2 theoretical views in a practical application
(on at least one occasion) that reflects experience (3,000 words).
THE COLLEGE OF TEACHERS
ACCREDITATION GUIDELINES
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TCOT Advanced Certificate of Educational Studies (Level 5)
(HE diploma/ foundation degree equivalent)
Content must reflect evidence based on a range of theory and practice.
The course comprises 160 hours of notional learning time to include direct input,
planning and implementation of practical tasks and a final assignment.
Content should be divided into 3 modules with 6 required practical tasks in total.
Tasks apply theoretical knowledge to develop understanding, critical reflection & skills.
The final task employs theoretical views, evaluated for strengths and weaknesses in a
practical application (on more than one occasion) that reflects experience (3,500 words).
THE COLLEGE OF TEACHERS
ACCREDITATION GUIDELINES
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TCOT Advanced Certificate
of Educational Studies
Level 5
160 hours
6 practical tasks
The final assignment
= 3,500 words
THE COLLEGE OF TEACHERS
ACCREDITATION GUIDELINES
TCOT Certificate of
Educational Studies
Level 4
TCOT Professional
Practice Award
Level 3
40 hours 80 hours
5 practical tasks4 practical tasks
The final assignment
= 2,000 words
The final assignment
= 3,000 words
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Licentiate of TCOT (Level 6)
(Graduate Honours level: 3 years equivalent of working/engaging role in education)
Content reflects evidence from an extensive range of theoretical discipline that
underpin educational practice.
The course comprises 5,000 hours learning: direct input, planning &
implementation of practical tasks + final assignment
Content should be divided into 3 modules with 8 required practical tasks.
Tasks apply a range of theoretical knowledge to develop understanding & skills
with critical reflection from work experience.
An application of theoretical ideas & evaluation by stakeholders (4,000 words)
THE COLLEGE OF TEACHERS
ACCREDITATION GUIDELINES
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TASKS
Candidates must select 1 task from each of the 4 categories for Level 3,
plus 1 task from another category for level 4,
plus 1 task from each of 2 other categories for level 5
A. BACKGROUND
C. PRACTICE
B. RATIONALE
D. REFLECTION
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TASK A2
Identifying the impact of artistic, creative & therapeutic activities on prisoners
TASK A1
Identifying the specific conditions/problems of working with prisoners
A. BACKGROUND
B. RATIONALE
TASK B1
Identifying the learner’s critical position & rationale for working with
prisoners and where & how these aims are best placed
TASK B2
Identifying the level of critical thinking to be expected in a prison
environment: from the learner, the prison service, the participants, &
what obstacles to critical thinking are to be faced
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TASK C2
identifying methods for developing art-form skills with prisoners
TASK C1
Identifying and applying the skills needed to deliver artistic, creative &
therapeutic activities with prisoners
C. PRACTICE
D. REFLECTION
TASK D1
Reflecting on the impact of artistic, creative & therapeutic activities
interventions with prisoners
TASK D2
Comparing the delivery of artistic, creative & therapeutic activities
within and outside the prison context
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ASSESSMENT CRITERIA
CREDIT LEVEL DESCRIPTORS
SETTING
•Operational context
•Autonomy & responsibility for actions
PERFORMANCE & PRACTICE
•Adaptation to context
•Performance
•Team & organisational working
•Ethical awareness & application
KNOWLEDGE & UNDERSTANDING
•Knowledge & understanding
COGNATIVE SKILLS
•Conceptionalisation & Critical Thinking
•Problem Solving, Research & Enquiry
•Synthesis & Creativity
•Analysis & evaluation
PERSONAL & ENABLING SKILLS
•Personal evaluation & development
•Interpersonal & communication skills
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ASSESSMENT CRITERIA
TASK A1
Identifying the specific conditions/problems of working with prisoners
ASSESSMENT CRITERIA (Level 3)
SETTING (Operational context):
Identifies specific conditions relating to working with inmates in a prison
environment using a given range of techniques and information sources
KNOWLEDGE & UNDERSTANDING:
Understands & demonstrates some awareness of current issues relating to
delivering arts to prisoners
COGNATIVE SKILLS (Synthesis & creativity):
Collects information to assist in identifying solutions to problems relating to
delivering arts to prisoners in a familiar context
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ASSESSMENT CRITERIA
ASSESSMENT CRITERIA (Level 4)
TASK A1
Identifying the specific conditions/problems of working with prisoners
SETTING (Operational context): Identifies a range of conditions relating to
working with inmates in a prison environment using a range of techniques
and information sources
KNOWLEDGE & UNDERSTANDING: Understands & demonstrates a broad
awareness of the current issues relating to delivering arts to prisoners
COGNATIVE SKILLS (Synthesis & creativity): Collects information from a variety
of sources to assist in identifying a variety of solutions to problems relating to
delivering arts to prisoners in familiar contexts
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ASSESSMENT CRITERIA
ASSESSMENT CRITERIA (Level 5)
TASK A1
Identifying the specific conditions/problems of working with prisoners
SETTING (Operational context): Identifies a wide range of different conditions
relating to working with inmates in a prison environment using a wide range
of techniques and information sources
KNOWLEDGE & UNDERSTANDING: Understands & demonstrates a detailed
awareness of the various issues relating to delivering arts to prisoners
COGNATIVE SKILLS (Synthesis & creativity): Collects information from a wide
variety of sources to assist in identifying a wide range of solutions to problems
relating to delivering arts to prisoners in familiar and unfamiliar contexts
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ASSESSMENT CRITERIA
(Level 5)
SETTING : … a wide range of
different conditions … a
wide range of techniques …
KNOWLEDGE : … a
detailed awareness of
the various issues …
COGNATIVE SKILLS:
… from a wide variety of
sources … a wide range of
solutions … in familiar
and unfamiliar contexts
(Level 4)
SETTING: … a range of
conditions … a range of
techniques …
KNOWLEDGE: … a broad
awareness of the
current issues …
COGNATIVE SKILLS:
… from a variety of
sources … a variety of
solutions … in familiar
contexts
(Level 3)
SETTING: … specific
conditions …a given
range of techniques …
KNOWLEDGE: …
some awareness of
current issues …
COGNATIVE SKILLS:
Collects information …
identifying solutions …
in a familiar context
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FOR FURTHER INFORMATION CONTACT
The College of Teachers,
Institute of Education,
20 Bedford Way,
London WC1H 0AL
+44 (0)20 7911 5536
www.collegeofteachers.ac.uk