This document provides instructions for instructors on creating virtual lab assignments, checking assignment scores and student performance reports, and creating post-lab assessments in Connect Virtual Labs. It outlines the steps to select a simulation to assign, name the assignment and set the due date. It describes the assignment results report that shows overall scores and allows accessing individual student performance reports. It also details how to create question bank assignments from corresponding lab content and view reporting data for these assessments.
This document provides a guide for students to access and submit assessments through the TaskStream platform. It outlines 27 steps for navigating through single sign-on, accessing program folios, viewing assessment instructions and rubrics, uploading files and text, submitting work, and viewing submission status and results. The guide instructs students on how to change their TaskStream password, access assigned assessments, attach files and written responses, submit completed work for evaluation, and get additional assistance if needed.
1) This document provides instructions for students to access and submit assignments through the Secondary Education Program's Folio system using TaskStream.
2) It explains how to log in to the GWeb info system, navigate to TaskStream, and change passwords on initial login.
3) Students can then view assignment directions and rubrics, upload files or text responses, submit assignments, and check scores by navigating between the Work, Directions, Evaluation Method, and Scores/Results tabs.
1. This document provides instructions for George Washington University students to access and submit assignments through the TaskStream platform for the Early Childhood Special Education (ECSE) program.
2. It outlines the steps for students to log in to TaskStream using their GWID and PIN, navigate to the ECSE folio page, and access assessment information and rubrics on the Work tab.
3. The document then describes how students can upload assignments by adding attachments, text, or images and submitting their work for evaluation. It also explains how students can view their assessment results and scores.
This document provides instructions for instructors to evaluate student work submitted through TaskStream, the online assessment system used at George Washington University. It outlines 14 steps to access TaskStream through the faculty portal, select assessments to evaluate, and score student work using rubrics. It describes both individual evaluation of student submissions and a "QuickScore" method to simultaneously score multiple students. Instructors are advised to contact Mentoring Services or the GSEHD TaskStream Administrators for additional assistance using the system.
Reading and literacy TS faculty instructional guideOPPA
This document provides instructions for faculty to access and use the TaskStream platform to evaluate student work. It outlines the multi-step process for logging into TaskStream via the university's information system, navigating to the evaluation tools, selecting specific assessments or students to review, and using either the individual evaluation or QuickScore method to provide feedback and scores for student submissions. Faculty are directed to contact the university's TaskStream administrators or the platform's support team if they need additional help using TaskStream.
This document provides instructions for teachers to export semester grades from a spreadsheet gradebook to the student information system (SASI). It describes how to link spreadsheet grades to the end of term report, including quarter grades, exam grades, and semester summaries. It then explains that once all grades are in the spreadsheet, teachers select "Export from Gradebook" to overwrite the previous export in the correct folder location for the front office to import grades into SASI.
This document provides instructions for instructors on creating virtual lab assignments, checking assignment scores and student performance reports, and creating post-lab assessments in Connect Virtual Labs. It outlines the steps to select a simulation to assign, name the assignment and set the due date. It describes the assignment results report that shows overall scores and allows accessing individual student performance reports. It also details how to create question bank assignments from corresponding lab content and view reporting data for these assessments.
This document provides a guide for students to access and submit assessments through the TaskStream platform. It outlines 27 steps for navigating through single sign-on, accessing program folios, viewing assessment instructions and rubrics, uploading files and text, submitting work, and viewing submission status and results. The guide instructs students on how to change their TaskStream password, access assigned assessments, attach files and written responses, submit completed work for evaluation, and get additional assistance if needed.
1) This document provides instructions for students to access and submit assignments through the Secondary Education Program's Folio system using TaskStream.
2) It explains how to log in to the GWeb info system, navigate to TaskStream, and change passwords on initial login.
3) Students can then view assignment directions and rubrics, upload files or text responses, submit assignments, and check scores by navigating between the Work, Directions, Evaluation Method, and Scores/Results tabs.
1. This document provides instructions for George Washington University students to access and submit assignments through the TaskStream platform for the Early Childhood Special Education (ECSE) program.
2. It outlines the steps for students to log in to TaskStream using their GWID and PIN, navigate to the ECSE folio page, and access assessment information and rubrics on the Work tab.
3. The document then describes how students can upload assignments by adding attachments, text, or images and submitting their work for evaluation. It also explains how students can view their assessment results and scores.
This document provides instructions for instructors to evaluate student work submitted through TaskStream, the online assessment system used at George Washington University. It outlines 14 steps to access TaskStream through the faculty portal, select assessments to evaluate, and score student work using rubrics. It describes both individual evaluation of student submissions and a "QuickScore" method to simultaneously score multiple students. Instructors are advised to contact Mentoring Services or the GSEHD TaskStream Administrators for additional assistance using the system.
Reading and literacy TS faculty instructional guideOPPA
This document provides instructions for faculty to access and use the TaskStream platform to evaluate student work. It outlines the multi-step process for logging into TaskStream via the university's information system, navigating to the evaluation tools, selecting specific assessments or students to review, and using either the individual evaluation or QuickScore method to provide feedback and scores for student submissions. Faculty are directed to contact the university's TaskStream administrators or the platform's support team if they need additional help using TaskStream.
This document provides instructions for teachers to export semester grades from a spreadsheet gradebook to the student information system (SASI). It describes how to link spreadsheet grades to the end of term report, including quarter grades, exam grades, and semester summaries. It then explains that once all grades are in the spreadsheet, teachers select "Export from Gradebook" to overwrite the previous export in the correct folder location for the front office to import grades into SASI.
Bil sped ts faculty instructional guide_revised 10.18.13OPPA
This document provides instructions for faculty on how to access and use the TaskStream system to evaluate student work. It outlines the steps to log in to TaskStream, select a student group and assessment to evaluate, access and score student rubrics using either individual or QuickScore evaluation methods, and generate evaluation reports. The goal is to guide faculty through evaluating program assessments and student work submitted within the TaskStream platform.
1. The document provides instructions for faculty to access the TaskStream platform through single sign-on via the GWeb info system website.
2. It explains that first-time users will be prompted to change their TaskStream password after logging in, which is separate from their GWeb login credentials.
3. Once logged in, faculty can access the evaluator home page to search for and evaluate student work submissions by selecting assessments, viewing rubrics, and submitting evaluation scores.
How to create a poll for live classroom meeting timesMatthew Otremba
To create a poll or survey in a course:
1. Add a content area and give it a title.
2. Within the content area, select "Survey" to begin creating questions.
3. Choose a question style like multiple choice, fill in the blank, or ordering and add options.
Once created, the poll will be available for students and teachers can view the results in the Grade Center.
This document provides instructions for importing content from other courses in Moodle. It explains that you can only import content from courses where you have editing permissions, and that importing does not include historical student data. The instructions outline opening the module to import to, searching for and selecting the course with the content to import, choosing the types of content like activities and resources, reviewing and confirming the selected content, and performing the import. It recommends reviewing and updating the imported content as needed and removing unused topics or sections after importing.
This document provides instructions for GW faculty to access and use the TaskStream platform to evaluate student work. It outlines a multi-step process for faculty to log in to their GWeb account, access the TaskStream link, search for individual students or groups, view assigned assessments, evaluate and score student work using rubrics, and save or submit scores. Faculty can choose to individually evaluate student submissions or simultaneously score multiple students' work using the QuickScore method. The document emphasizes that TaskStream is used to assess program-level and individual student outcomes.
1. The document provides an introduction and overview of the key features and areas of Blackboard 9 including the interface, control panel, adding tools and content, assignments, announcements, contacts, course availability, and additional resources.
2. It describes how to customize the course menu, add content like items and assessments, create assignments and announcements, add contact information, and make a course available to students.
3. Users are instructed on using the control panel to manage courses, adding tools, setting up content areas, and grading assignments as well as where to find additional help resources for Blackboard.
This document provides information for new students in the College of Health and Human Performance at ECU. It outlines the various majors offered, contact information for advisors, how to access check sheets and sequence sheets for degree requirements, registration instructions, and clubs/organizations. It emphasizes the importance of meeting with advisors each semester to discuss course selection and getting a registration PIN. Additional resources for transfer students and pre-health majors are also mentioned.
1) Courseeplus is an online social learning platform that connects knowledge providers and seekers through online courses, forums, and events.
2) The platform allows users to sign up for free and take over 100 online courses on topics like big data, with features like teacher-student communication forums, course progress tracking, and certificates that can be shared on LinkedIn.
3) To use the platform, users register with an email and password, then access courses, track progress, message instructors, and view notifications and friends' activities through the dashboard and different tabs.
This document provides an overview of how to use the grader tool in Moodle to assign grades and provide feedback to students. It discusses adding and editing assignments, setting parameters, reviewing student submissions, assigning grades using basic or quick grading, viewing grades from the student and teacher perspective, and customizing grader preferences and reports. Key steps include adding an assignment, setting the grading scale and due date, reviewing submissions, assigning grades and feedback to students individually or in bulk, viewing grades as a student, and exporting grade reports.
Form & Survey Builder allows users to create surveys in two steps: building the form elements in Form & Survey Builder, and then distributing the survey to recipients in Launch and Manage Surveys. The document outlines the steps to build a survey form including adding section headers, open-ended text boxes, multiple choice, and rating scale questions. It also describes customizing the survey design, adding recipients, setting preferences like reminders, and launching the live survey.
Presentation on a website of Department of computer science and engineeringS.M. Murad Hasan Tanvir
This document describes a student project to create a website for a Computer Science and Engineering department. It includes sections on project members, acknowledgements, objectives, an overview of site content which will include information on people, academic programs, courses, facilities, and an admin panel. It provides details on implementation of specific pages and sections, including teacher and student listings, class routines, results, books, and a registration system. It concludes with notes on the database and limitations of the initial site created as a student project.
1) Courseeplus is an online learning platform that connects teachers and students through online courses, forums, groups and other features.
2) Teachers can create courses by adding sections, units, content like videos and documents, assignments, and setting course details like duration and pricing.
3) The platform allows teachers to manage student enrollment, track their progress, and communicate with students through various features in their dashboard.
Academic Year 201920Assessment GuideTerm .docxdaniahendric
Academic Year 2019/20
Assessment Guide
Term 2 20th January 2020 - 08th April 2020
Module Leader
Name: Dr Lazarus T. Mabvira
Email: [email protected]
Room: US2.33
Student Hours: Monday 15-1700hrs
Wednesday 14-1600hrs
Other Tutors
Kwabena AGYEMANG-BADU
Igbekele OSINUBI
Aini SHAHAR
Hatem ELFEITURI
Nurat AJIBADE
Assessment
Individual Coursework
10th April 2020 @ 2359hrs
This assignment accounts for 50% of the module marks.
Your Task:
The Fleet Highlands Café is a company that prepares meals for tourists and citizens in its kitchen located next to the local airport. The company’s planning and actual budgets for March appears below:
The Fleet Highlands Café
Planning and actual budgets for the month ended March 31, 2019
PLANNING ACTUAL
Budgeted meals quantity (q)20 000 18 000
Revenues (£5.00q) £100 000 £90 000
Expenses:
Raw material (£2.50q) 50 000 45 000
Wages and salaries (£5 500+£0.25q) 10 500 10 000
Utilities (£2 500 + £0.05q) 3 500 3 400
Facility rent 5 000 5 500
Insurance 2 800 3 200
Fuel 2 500 2 800
Net Operating Income£25 700 £20 100
Required:
a) What is the objective of preparing a budget for Fleet Highlands Café? (10 marks)
b) Prepare a report showing the company’s revenue and spending variance for March? (20 marks)
c) Which variances should be of concern to management? Explain (40 marks)
d) Advise the Fleet Highlands Café on what they need to do to maintain their profitability and sustainability going forward. (20 marks)
The word count for this assignment is 1,500 words and will not include the title page, executive summary, contents page or bibliography.
It is important that you show knowledge of key debates within the wider literature. Also, it is strongly advised that you are critical in your writing and ensure a good level of integration and coherence in applying theories. Please work on, and ensure an excellent level of criticality, coherence, and flow of your report. This will require effective discussion and clarity.
Please note that a significant amount of the marks is awarded based on wider reading, critical and logical presentation, quality of argument, referencing, academic integrity and academic writing conventions. Please see Assessment Criteria on the Moodle.
Reassessment
The reassessment will be a resubmission of this report, with tracked changes made in response to the feedback given. The date for Reassessment is 30th May 2020.
The Learning Outcomes assessed by this assessment are:
Knowledge
1. Demonstrate an understanding of different markets and sources of finance; and the role of budgeting in an organisation.
2. Be able to assess budgets based financial data to support organisational objectives (CMI Los 2).
Thinking skills
3. Analyse the information contained in a company’s annual report; and appraise finance and investment decision.
Skills for life and work (general skills)
4. ...
Academic Year 201920Assessment GuideTerm .docxSALU18
Academic Year 2019/20
Assessment Guide
Term 2 20th January 2020 - 08th April 2020
Module Leader
Name: Dr Lazarus T. Mabvira
Email: [email protected]
Room: US2.33
Student Hours: Monday 15-1700hrs
Wednesday 14-1600hrs
Other Tutors
Kwabena AGYEMANG-BADU
Igbekele OSINUBI
Aini SHAHAR
Hatem ELFEITURI
Nurat AJIBADE
Assessment
Individual Coursework
10th April 2020 @ 2359hrs
This assignment accounts for 50% of the module marks.
Your Task:
The Fleet Highlands Café is a company that prepares meals for tourists and citizens in its kitchen located next to the local airport. The company’s planning and actual budgets for March appears below:
The Fleet Highlands Café
Planning and actual budgets for the month ended March 31, 2019
PLANNING ACTUAL
Budgeted meals quantity (q)20 000 18 000
Revenues (£5.00q) £100 000 £90 000
Expenses:
Raw material (£2.50q) 50 000 45 000
Wages and salaries (£5 500+£0.25q) 10 500 10 000
Utilities (£2 500 + £0.05q) 3 500 3 400
Facility rent 5 000 5 500
Insurance 2 800 3 200
Fuel 2 500 2 800
Net Operating Income£25 700 £20 100
Required:
a) What is the objective of preparing a budget for Fleet Highlands Café? (10 marks)
b) Prepare a report showing the company’s revenue and spending variance for March? (20 marks)
c) Which variances should be of concern to management? Explain (40 marks)
d) Advise the Fleet Highlands Café on what they need to do to maintain their profitability and sustainability going forward. (20 marks)
The word count for this assignment is 1,500 words and will not include the title page, executive summary, contents page or bibliography.
It is important that you show knowledge of key debates within the wider literature. Also, it is strongly advised that you are critical in your writing and ensure a good level of integration and coherence in applying theories. Please work on, and ensure an excellent level of criticality, coherence, and flow of your report. This will require effective discussion and clarity.
Please note that a significant amount of the marks is awarded based on wider reading, critical and logical presentation, quality of argument, referencing, academic integrity and academic writing conventions. Please see Assessment Criteria on the Moodle.
Reassessment
The reassessment will be a resubmission of this report, with tracked changes made in response to the feedback given. The date for Reassessment is 30th May 2020.
The Learning Outcomes assessed by this assessment are:
Knowledge
1. Demonstrate an understanding of different markets and sources of finance; and the role of budgeting in an organisation.
2. Be able to assess budgets based financial data to support organisational objectives (CMI Los 2).
Thinking skills
3. Analyse the information contained in a company’s annual report; and appraise finance and investment decision.
Skills for life and work (general skills)
4..
This document provides instructions for using the Unified University and College Management System (UUCMS). It outlines the steps for university administrators, HODs, principals and students to perform functions like mapping programs and departments, designing curriculum, registering courses, approving registrations and more. The steps are presented in a sequential manner and include screenshots of the interface. Key actions include mapping faculty, programs and evaluation systems by the university admin, selecting electives and approving registrations by the principal, and course mapping by HODs.
The document describes an automated class scheduling system developed by researchers at Bohol Island State University in the Philippines. The system uses MySQL and PHP to automate the process of creating class schedules, assigning instructors and rooms. It was tested by instructors and found to be more functional than the previous manual system by solving problems in creating schedules. The system allows administrators to manage courses, sections, instructors and rooms, as well as generate conflict-free class schedules, instructor schedules and room schedules through an online interface.
This document provides instructions for managing an online course on Whole Selves, including purchasing the course, accessing units, managing teachers and students, setting up classes, and using the reporting system. Key steps include purchasing the course, accessing units from the account page or navigation bar, managing teachers and classes from the Course Management page, setting up classes by name and adding students, and using the reporting system to track student progress and access assessment forms.
Online Faculty evaluation system project presentationShaikhul Saad
This evaluation report will be checked by the “Admin”. He/she can view the overall evaluation chart and the grades a faculty obtained.
We have developed an evaluation system of the faculty to provide evaluation in an easy and quick manner to the University. So we call it as Faculty Evaluation System which delivers via the student-admin interface as online system which acts as a Service Provider. By using this online system we can make it better and quick.
Substantive change and 5th year report presentationpreslab2
This document provides an overview of substantive changes and SACSCOC's expectations for monitoring and reporting such changes. It defines substantive change as a significant modification or expansion in an institution's nature and scope. SACSCOC reviews proposed changes to ensure they are aligned with an institution's mission, consider impact on existing programs, and determine if sufficient resources exist. The document outlines various types of substantive changes that must be reported, including adding new programs or locations. It recommends developing a policy and procedures for tracking and reporting substantive changes to ensure compliance with SACSCOC standards. Finally, it proposes a calendar and process for developing the institution's upcoming Fifth-Year Interim Report to SACSCOC.
The document provides instructions for submitting a Student Notice of Concern Referral Form in the ORBIT system. It outlines the steps to access and submit the form, including selecting a student, answering required questions, adding comments, and submitting the form. It notes that submitting the form generates an email to the student's advisor or counselor. It concludes with brief tips for completing the form, such as being concise and addressing comments to the advisor rather than student.
Incumbent Worker Tracking System (IWTS) InstructionsIllinois workNet
This document provides an overview of the Illinois workNet Incumbent Worker Tracking System (IWTS) webinars and the IWTS process. The webinars will cover submitting an incumbent worker training plan, adding employees to courses, and submitting quarterly reports. The summary is:
The document outlines the IWTS process which includes grant recipients submitting an incumbent worker training plan, adding employees who will receive the training, registering employees for courses and sessions, and submitting quarterly reports on employee outcomes. It provides instructions for grant recipients to access the online IWTS guide and tools to navigate completing plans, entering data, and submitting reports in the IWTS system.
This webinar covered how to apply for Nevada's Breakfast After the Bell grant program. It reviewed the grant application process step-by-step, including creating an account, entering school and contact information, describing implementation plans and challenges, completing the budget section, submitting the application, and checking the application's status. Participants were told they could call or email the Nevada Department of Agriculture's Food and Nutrition Division for any login issues or other assistance with the application.
Bil sped ts faculty instructional guide_revised 10.18.13OPPA
This document provides instructions for faculty on how to access and use the TaskStream system to evaluate student work. It outlines the steps to log in to TaskStream, select a student group and assessment to evaluate, access and score student rubrics using either individual or QuickScore evaluation methods, and generate evaluation reports. The goal is to guide faculty through evaluating program assessments and student work submitted within the TaskStream platform.
1. The document provides instructions for faculty to access the TaskStream platform through single sign-on via the GWeb info system website.
2. It explains that first-time users will be prompted to change their TaskStream password after logging in, which is separate from their GWeb login credentials.
3. Once logged in, faculty can access the evaluator home page to search for and evaluate student work submissions by selecting assessments, viewing rubrics, and submitting evaluation scores.
How to create a poll for live classroom meeting timesMatthew Otremba
To create a poll or survey in a course:
1. Add a content area and give it a title.
2. Within the content area, select "Survey" to begin creating questions.
3. Choose a question style like multiple choice, fill in the blank, or ordering and add options.
Once created, the poll will be available for students and teachers can view the results in the Grade Center.
This document provides instructions for importing content from other courses in Moodle. It explains that you can only import content from courses where you have editing permissions, and that importing does not include historical student data. The instructions outline opening the module to import to, searching for and selecting the course with the content to import, choosing the types of content like activities and resources, reviewing and confirming the selected content, and performing the import. It recommends reviewing and updating the imported content as needed and removing unused topics or sections after importing.
This document provides instructions for GW faculty to access and use the TaskStream platform to evaluate student work. It outlines a multi-step process for faculty to log in to their GWeb account, access the TaskStream link, search for individual students or groups, view assigned assessments, evaluate and score student work using rubrics, and save or submit scores. Faculty can choose to individually evaluate student submissions or simultaneously score multiple students' work using the QuickScore method. The document emphasizes that TaskStream is used to assess program-level and individual student outcomes.
1. The document provides an introduction and overview of the key features and areas of Blackboard 9 including the interface, control panel, adding tools and content, assignments, announcements, contacts, course availability, and additional resources.
2. It describes how to customize the course menu, add content like items and assessments, create assignments and announcements, add contact information, and make a course available to students.
3. Users are instructed on using the control panel to manage courses, adding tools, setting up content areas, and grading assignments as well as where to find additional help resources for Blackboard.
This document provides information for new students in the College of Health and Human Performance at ECU. It outlines the various majors offered, contact information for advisors, how to access check sheets and sequence sheets for degree requirements, registration instructions, and clubs/organizations. It emphasizes the importance of meeting with advisors each semester to discuss course selection and getting a registration PIN. Additional resources for transfer students and pre-health majors are also mentioned.
1) Courseeplus is an online social learning platform that connects knowledge providers and seekers through online courses, forums, and events.
2) The platform allows users to sign up for free and take over 100 online courses on topics like big data, with features like teacher-student communication forums, course progress tracking, and certificates that can be shared on LinkedIn.
3) To use the platform, users register with an email and password, then access courses, track progress, message instructors, and view notifications and friends' activities through the dashboard and different tabs.
This document provides an overview of how to use the grader tool in Moodle to assign grades and provide feedback to students. It discusses adding and editing assignments, setting parameters, reviewing student submissions, assigning grades using basic or quick grading, viewing grades from the student and teacher perspective, and customizing grader preferences and reports. Key steps include adding an assignment, setting the grading scale and due date, reviewing submissions, assigning grades and feedback to students individually or in bulk, viewing grades as a student, and exporting grade reports.
Form & Survey Builder allows users to create surveys in two steps: building the form elements in Form & Survey Builder, and then distributing the survey to recipients in Launch and Manage Surveys. The document outlines the steps to build a survey form including adding section headers, open-ended text boxes, multiple choice, and rating scale questions. It also describes customizing the survey design, adding recipients, setting preferences like reminders, and launching the live survey.
Presentation on a website of Department of computer science and engineeringS.M. Murad Hasan Tanvir
This document describes a student project to create a website for a Computer Science and Engineering department. It includes sections on project members, acknowledgements, objectives, an overview of site content which will include information on people, academic programs, courses, facilities, and an admin panel. It provides details on implementation of specific pages and sections, including teacher and student listings, class routines, results, books, and a registration system. It concludes with notes on the database and limitations of the initial site created as a student project.
1) Courseeplus is an online learning platform that connects teachers and students through online courses, forums, groups and other features.
2) Teachers can create courses by adding sections, units, content like videos and documents, assignments, and setting course details like duration and pricing.
3) The platform allows teachers to manage student enrollment, track their progress, and communicate with students through various features in their dashboard.
Academic Year 201920Assessment GuideTerm .docxdaniahendric
Academic Year 2019/20
Assessment Guide
Term 2 20th January 2020 - 08th April 2020
Module Leader
Name: Dr Lazarus T. Mabvira
Email: [email protected]
Room: US2.33
Student Hours: Monday 15-1700hrs
Wednesday 14-1600hrs
Other Tutors
Kwabena AGYEMANG-BADU
Igbekele OSINUBI
Aini SHAHAR
Hatem ELFEITURI
Nurat AJIBADE
Assessment
Individual Coursework
10th April 2020 @ 2359hrs
This assignment accounts for 50% of the module marks.
Your Task:
The Fleet Highlands Café is a company that prepares meals for tourists and citizens in its kitchen located next to the local airport. The company’s planning and actual budgets for March appears below:
The Fleet Highlands Café
Planning and actual budgets for the month ended March 31, 2019
PLANNING ACTUAL
Budgeted meals quantity (q)20 000 18 000
Revenues (£5.00q) £100 000 £90 000
Expenses:
Raw material (£2.50q) 50 000 45 000
Wages and salaries (£5 500+£0.25q) 10 500 10 000
Utilities (£2 500 + £0.05q) 3 500 3 400
Facility rent 5 000 5 500
Insurance 2 800 3 200
Fuel 2 500 2 800
Net Operating Income£25 700 £20 100
Required:
a) What is the objective of preparing a budget for Fleet Highlands Café? (10 marks)
b) Prepare a report showing the company’s revenue and spending variance for March? (20 marks)
c) Which variances should be of concern to management? Explain (40 marks)
d) Advise the Fleet Highlands Café on what they need to do to maintain their profitability and sustainability going forward. (20 marks)
The word count for this assignment is 1,500 words and will not include the title page, executive summary, contents page or bibliography.
It is important that you show knowledge of key debates within the wider literature. Also, it is strongly advised that you are critical in your writing and ensure a good level of integration and coherence in applying theories. Please work on, and ensure an excellent level of criticality, coherence, and flow of your report. This will require effective discussion and clarity.
Please note that a significant amount of the marks is awarded based on wider reading, critical and logical presentation, quality of argument, referencing, academic integrity and academic writing conventions. Please see Assessment Criteria on the Moodle.
Reassessment
The reassessment will be a resubmission of this report, with tracked changes made in response to the feedback given. The date for Reassessment is 30th May 2020.
The Learning Outcomes assessed by this assessment are:
Knowledge
1. Demonstrate an understanding of different markets and sources of finance; and the role of budgeting in an organisation.
2. Be able to assess budgets based financial data to support organisational objectives (CMI Los 2).
Thinking skills
3. Analyse the information contained in a company’s annual report; and appraise finance and investment decision.
Skills for life and work (general skills)
4. ...
Academic Year 201920Assessment GuideTerm .docxSALU18
Academic Year 2019/20
Assessment Guide
Term 2 20th January 2020 - 08th April 2020
Module Leader
Name: Dr Lazarus T. Mabvira
Email: [email protected]
Room: US2.33
Student Hours: Monday 15-1700hrs
Wednesday 14-1600hrs
Other Tutors
Kwabena AGYEMANG-BADU
Igbekele OSINUBI
Aini SHAHAR
Hatem ELFEITURI
Nurat AJIBADE
Assessment
Individual Coursework
10th April 2020 @ 2359hrs
This assignment accounts for 50% of the module marks.
Your Task:
The Fleet Highlands Café is a company that prepares meals for tourists and citizens in its kitchen located next to the local airport. The company’s planning and actual budgets for March appears below:
The Fleet Highlands Café
Planning and actual budgets for the month ended March 31, 2019
PLANNING ACTUAL
Budgeted meals quantity (q)20 000 18 000
Revenues (£5.00q) £100 000 £90 000
Expenses:
Raw material (£2.50q) 50 000 45 000
Wages and salaries (£5 500+£0.25q) 10 500 10 000
Utilities (£2 500 + £0.05q) 3 500 3 400
Facility rent 5 000 5 500
Insurance 2 800 3 200
Fuel 2 500 2 800
Net Operating Income£25 700 £20 100
Required:
a) What is the objective of preparing a budget for Fleet Highlands Café? (10 marks)
b) Prepare a report showing the company’s revenue and spending variance for March? (20 marks)
c) Which variances should be of concern to management? Explain (40 marks)
d) Advise the Fleet Highlands Café on what they need to do to maintain their profitability and sustainability going forward. (20 marks)
The word count for this assignment is 1,500 words and will not include the title page, executive summary, contents page or bibliography.
It is important that you show knowledge of key debates within the wider literature. Also, it is strongly advised that you are critical in your writing and ensure a good level of integration and coherence in applying theories. Please work on, and ensure an excellent level of criticality, coherence, and flow of your report. This will require effective discussion and clarity.
Please note that a significant amount of the marks is awarded based on wider reading, critical and logical presentation, quality of argument, referencing, academic integrity and academic writing conventions. Please see Assessment Criteria on the Moodle.
Reassessment
The reassessment will be a resubmission of this report, with tracked changes made in response to the feedback given. The date for Reassessment is 30th May 2020.
The Learning Outcomes assessed by this assessment are:
Knowledge
1. Demonstrate an understanding of different markets and sources of finance; and the role of budgeting in an organisation.
2. Be able to assess budgets based financial data to support organisational objectives (CMI Los 2).
Thinking skills
3. Analyse the information contained in a company’s annual report; and appraise finance and investment decision.
Skills for life and work (general skills)
4..
This document provides instructions for using the Unified University and College Management System (UUCMS). It outlines the steps for university administrators, HODs, principals and students to perform functions like mapping programs and departments, designing curriculum, registering courses, approving registrations and more. The steps are presented in a sequential manner and include screenshots of the interface. Key actions include mapping faculty, programs and evaluation systems by the university admin, selecting electives and approving registrations by the principal, and course mapping by HODs.
The document describes an automated class scheduling system developed by researchers at Bohol Island State University in the Philippines. The system uses MySQL and PHP to automate the process of creating class schedules, assigning instructors and rooms. It was tested by instructors and found to be more functional than the previous manual system by solving problems in creating schedules. The system allows administrators to manage courses, sections, instructors and rooms, as well as generate conflict-free class schedules, instructor schedules and room schedules through an online interface.
This document provides instructions for managing an online course on Whole Selves, including purchasing the course, accessing units, managing teachers and students, setting up classes, and using the reporting system. Key steps include purchasing the course, accessing units from the account page or navigation bar, managing teachers and classes from the Course Management page, setting up classes by name and adding students, and using the reporting system to track student progress and access assessment forms.
Online Faculty evaluation system project presentationShaikhul Saad
This evaluation report will be checked by the “Admin”. He/she can view the overall evaluation chart and the grades a faculty obtained.
We have developed an evaluation system of the faculty to provide evaluation in an easy and quick manner to the University. So we call it as Faculty Evaluation System which delivers via the student-admin interface as online system which acts as a Service Provider. By using this online system we can make it better and quick.
Substantive change and 5th year report presentationpreslab2
This document provides an overview of substantive changes and SACSCOC's expectations for monitoring and reporting such changes. It defines substantive change as a significant modification or expansion in an institution's nature and scope. SACSCOC reviews proposed changes to ensure they are aligned with an institution's mission, consider impact on existing programs, and determine if sufficient resources exist. The document outlines various types of substantive changes that must be reported, including adding new programs or locations. It recommends developing a policy and procedures for tracking and reporting substantive changes to ensure compliance with SACSCOC standards. Finally, it proposes a calendar and process for developing the institution's upcoming Fifth-Year Interim Report to SACSCOC.
The document provides instructions for submitting a Student Notice of Concern Referral Form in the ORBIT system. It outlines the steps to access and submit the form, including selecting a student, answering required questions, adding comments, and submitting the form. It notes that submitting the form generates an email to the student's advisor or counselor. It concludes with brief tips for completing the form, such as being concise and addressing comments to the advisor rather than student.
Incumbent Worker Tracking System (IWTS) InstructionsIllinois workNet
This document provides an overview of the Illinois workNet Incumbent Worker Tracking System (IWTS) webinars and the IWTS process. The webinars will cover submitting an incumbent worker training plan, adding employees to courses, and submitting quarterly reports. The summary is:
The document outlines the IWTS process which includes grant recipients submitting an incumbent worker training plan, adding employees who will receive the training, registering employees for courses and sessions, and submitting quarterly reports on employee outcomes. It provides instructions for grant recipients to access the online IWTS guide and tools to navigate completing plans, entering data, and submitting reports in the IWTS system.
This webinar covered how to apply for Nevada's Breakfast After the Bell grant program. It reviewed the grant application process step-by-step, including creating an account, entering school and contact information, describing implementation plans and challenges, completing the budget section, submitting the application, and checking the application's status. Participants were told they could call or email the Nevada Department of Agriculture's Food and Nutrition Division for any login issues or other assistance with the application.
How to set due dates for quizzes and exams and clear zeros for late submission Matthew Otremba
To set quiz and exam due dates in Learn:
1. Access the test options for a quiz/exam and select the due date option.
2. Enter a date and time for the due date.
3. Students who submit late will have an exclamation point next to their score.
4. To accept a late submission, revert the manually entered zero by selecting "Attempt" and then deducting any late penalty points from the score.
Group 5 part 1 students name borong pang, chenzhi ssuser47f0be
- The document discusses potential problems with Kumon's offline learning centers during the COVID-19 pandemic, including safety risks for students and teachers from in-person instruction and the impact on learning from switching to online formats.
- Issues addressed include maintaining rental costs for unused centers, potential compensation costs if students or teachers contract COVID-19 at a center, and protecting Kumon's reputation by ensuring safety.
- Kumon transitioned courses online during the pandemic to follow public health policies and guidelines while still aiming to support students' learning.
The document provides an overview of various assessment tools available in the VLE (virtual learning environment) at GSA (presumably Glasgow School of Art). It discusses how to create assignment uploads, use the grade centre to view submissions and enter grades, and utilize Turnitin for originality checking and leaving feedback. Specific functions covered include creating Turnitin assignments, interpreting originality reports, and using GradeMark to add comments and feedback on student submissions. The document offers step-by-step instructions on setting up and using these various assessment features within the VLE.
The document provides information about preparing for the external Business subject exam for Year 12 students in Queensland, Australia. It outlines key details about the exam such as its structure, assessment objectives, conditions, and sample questions. It emphasizes learning key concepts and cognitive verbs, and provides study strategies and checklists to help students feel prepared and in control of the exam process.
This presentation by OECD, OECD Secretariat, was made during the discussion “Competition and Regulation in Professions and Occupations” held at the 77th meeting of the OECD Working Party No. 2 on Competition and Regulation on 10 June 2024. More papers and presentations on the topic can be found at oe.cd/crps.
This presentation was uploaded with the author’s consent.
Collapsing Narratives: Exploring Non-Linearity • a micro report by Rosie WellsRosie Wells
Insight: In a landscape where traditional narrative structures are giving way to fragmented and non-linear forms of storytelling, there lies immense potential for creativity and exploration.
'Collapsing Narratives: Exploring Non-Linearity' is a micro report from Rosie Wells.
Rosie Wells is an Arts & Cultural Strategist uniquely positioned at the intersection of grassroots and mainstream storytelling.
Their work is focused on developing meaningful and lasting connections that can drive social change.
Please download this presentation to enjoy the hyperlinks!
This presentation by Professor Alex Robson, Deputy Chair of Australia’s Productivity Commission, was made during the discussion “Competition and Regulation in Professions and Occupations” held at the 77th meeting of the OECD Working Party No. 2 on Competition and Regulation on 10 June 2024. More papers and presentations on the topic can be found at oe.cd/crps.
This presentation was uploaded with the author’s consent.
Carrer goals.pptx and their importance in real lifeartemacademy2
Career goals serve as a roadmap for individuals, guiding them toward achieving long-term professional aspirations and personal fulfillment. Establishing clear career goals enables professionals to focus their efforts on developing specific skills, gaining relevant experience, and making strategic decisions that align with their desired career trajectory. By setting both short-term and long-term objectives, individuals can systematically track their progress, make necessary adjustments, and stay motivated. Short-term goals often include acquiring new qualifications, mastering particular competencies, or securing a specific role, while long-term goals might encompass reaching executive positions, becoming industry experts, or launching entrepreneurial ventures.
Moreover, having well-defined career goals fosters a sense of purpose and direction, enhancing job satisfaction and overall productivity. It encourages continuous learning and adaptation, as professionals remain attuned to industry trends and evolving job market demands. Career goals also facilitate better time management and resource allocation, as individuals prioritize tasks and opportunities that advance their professional growth. In addition, articulating career goals can aid in networking and mentorship, as it allows individuals to communicate their aspirations clearly to potential mentors, colleagues, and employers, thereby opening doors to valuable guidance and support. Ultimately, career goals are integral to personal and professional development, driving individuals toward sustained success and fulfillment in their chosen fields.
This presentation, created by Syed Faiz ul Hassan, explores the profound influence of media on public perception and behavior. It delves into the evolution of media from oral traditions to modern digital and social media platforms. Key topics include the role of media in information propagation, socialization, crisis awareness, globalization, and education. The presentation also examines media influence through agenda setting, propaganda, and manipulative techniques used by advertisers and marketers. Furthermore, it highlights the impact of surveillance enabled by media technologies on personal behavior and preferences. Through this comprehensive overview, the presentation aims to shed light on how media shapes collective consciousness and public opinion.
XP 2024 presentation: A New Look to Leadershipsamililja
Presentation slides from XP2024 conference, Bolzano IT. The slides describe a new view to leadership and combines it with anthro-complexity (aka cynefin).
Mastering the Concepts Tested in the Databricks Certified Data Engineer Assoc...SkillCertProExams
• For a full set of 760+ questions. Go to
https://skillcertpro.com/product/databricks-certified-data-engineer-associate-exam-questions/
• SkillCertPro offers detailed explanations to each question which helps to understand the concepts better.
• It is recommended to score above 85% in SkillCertPro exams before attempting a real exam.
• SkillCertPro updates exam questions every 2 weeks.
• You will get life time access and life time free updates
• SkillCertPro assures 100% pass guarantee in first attempt.
Suzanne Lagerweij - Influence Without Power - Why Empathy is Your Best Friend...Suzanne Lagerweij
This is a workshop about communication and collaboration. We will experience how we can analyze the reasons for resistance to change (exercise 1) and practice how to improve our conversation style and be more in control and effective in the way we communicate (exercise 2).
This session will use Dave Gray’s Empathy Mapping, Argyris’ Ladder of Inference and The Four Rs from Agile Conversations (Squirrel and Fredrick).
Abstract:
Let’s talk about powerful conversations! We all know how to lead a constructive conversation, right? Then why is it so difficult to have those conversations with people at work, especially those in powerful positions that show resistance to change?
Learning to control and direct conversations takes understanding and practice.
We can combine our innate empathy with our analytical skills to gain a deeper understanding of complex situations at work. Join this session to learn how to prepare for difficult conversations and how to improve our agile conversations in order to be more influential without power. We will use Dave Gray’s Empathy Mapping, Argyris’ Ladder of Inference and The Four Rs from Agile Conversations (Squirrel and Fredrick).
In the session you will experience how preparing and reflecting on your conversation can help you be more influential at work. You will learn how to communicate more effectively with the people needed to achieve positive change. You will leave with a self-revised version of a difficult conversation and a practical model to use when you get back to work.
Come learn more on how to become a real influencer!
Updated diagnosis. Cause and treatment of hypothyroidism
UoS Approval Process
1. The University of Sydney Page 1
Unit Approval System
(UAS)
UoS Proposals for 2019
2. Table of contents
1. What is UAS?
2. How to propose a new unit of study
Starting the proposal
Completing the proposal details
Changing and submitting a saved proposal
What happens next
3. How to propose a change to an existing unit of study
Starting the change proposal
Submitting the change proposal
What happens next
4. Information for Academic Approvers
How to approve, reject, or send back for changes
…as a Chair of Department
…as a Head of School
3. What is the Unit Approval System (UAS)
for?
The system is an online approval process that allows academic
staff to make proposals for new units of study and changes to
existing units of study.
It is designed to facilitate the evaluation of new and changed
units of study through the existing governance structures within
the Faculty. It also acts as a means of collaboration by alerting
departments across the Faculty of new units being proposed and
by making school coordinators aware of and involved in
departmental level changes.
Data collected in the system is used to populate other University
systems such as the student administration systems and Faculty
handbooks.
You can access UAS via this link
https://artsuos.sydney.edu.au/login.jsp and you will be
prompted to log in using your unikey and password.
5. The Dashboard
Once you have
logged in, you will be
taken to the
Dashboard.
The Start Proposal
button is where you
begin with a
proposal.
Items that need your
attention, either to
make changes to or
approve are found
under Assigned to
Me. Click the unit
name to open the
proposal for editing.
Finally, at the bottom
of the screen you’ll
see the Activity
Stream, which
shows updates and
comments made to
proposals.
6. How to propose a new unit of study
To start a
proposal,
click on the
yellow ‘start
proposal’ button
When the form
opens, use the drop
down menu to select
the type of proposal.
7. Please enter a
name for your
UoS, and then
continue to
complete all
fields in the
form.
Helptext has
been provided
for each field.
Please note you
can scroll to the
end of the form
to save you
progress. You
will be able to
retrieve your
proposal later
to complete it.
UoS Code will be
completed by the School
Teaching and
Curriculum Coordinator
8. Please refer to the
helptext for
advice on
prerequisites
required in the
new UG
curriculum.
Assessment tasks
can be added by
clicking on the
yellow button
9. If you select ‘Yes’
here, a pop up box
will be provided so
that you can
describe the details
of the external
consultation.
Please contact your
Teaching and
Curriculum
Coordinator for
Please refer to the
intrant link in the
helptext for further
information on
social inclusion.
10. Once you have
entered all the
required
information,
hit Save
You will then be
presented with a
summary page
If you have
completed the
proposal, click the
yellow “Submit to”
button to commence
or continue the
approval process.
If you wish to make
further changes, you
can click on “Edit”.
If you no longer
wish to proceed with
the proposal at all
click “Cancel
Proposal”.
11. What happens next?
The unit proposal will go through the following approval stages:
Teaching and
Curriculum
Coordinator
School UG or
PG Curriculum
Coordinator
Chair of
Department
Faculty wide
Chairs
Head of
School
Faculty
Committee
12. How to propose a change to an existing unit of
study
Log in to UAS and
click on ‘Start
Proposal’.
When the form
opens, use the drop
down menu to select
the type of proposal.
13. To select the unit of
study you want to make
changes to, begin
typing the unit of study
code.
As you type the unit of
study code a drop down
menu will appear.
Locate and select the
unit you wish to amend.
The existing unit of
study details will appear
in the relevant fields.
14. Each field will
show the existing
details and a space
to enter an
updated version.
You only need to
complete the
fields you want to
change.
15. Once you have
entered all the
required changes,
hit Save.
You will then be
presented with a
summary page
If you have
completed the
proposal, click the
yellow “Submit to”
button to commence
or continue the
approval process.
If you wish to make
further changes, you
can click on “Edit”.
If you no longer
wish to proceed with
the proposal at all
click “Cancel
Proposal”.
16. What happens next?
The unit change proposal will go through the following approval stages:
Teaching and
Curriculum
Coordinator
School UG or PG
Curriculum
Coordinator
Chair of
Department
Faculty Committee
17. Information for Academic Approvers
As the Chair of a Department or Head of a School you will need to review and approve unit
of study proposals as they move through the system. You will be notified via email when
there is a proposal for you to review. A link within the email you take you into the approval
system dashboard. From here you will be able to review any units of study that are
currently assigned to you for action.
Click on the unit of
study name to review
and process.
18. Chair of Department
The Chair of Department will
review both new units and
changes to existing units. As
part of the review of new units,
the Chair will need to add a
Curriculum Rationale.
The Chair of Department will
review new units at two stages –
when the proposal is first
completed and after the Faculty
wide consultation period (if any
comments are made). The Chair
should ensure that the proposer
has adequately addressed any
feedback from the consultation
period.
The Chair of Department can
approve a proposal by clicking
the yellow Submit to button.
Alternatively, you can Send back
to Proposer for changes or
Reject a proposal which will
cancel the proposal and stop the
process.
If you have any queries or
concerns, please consult with
19. Head of School
The Head of School will
only need to review
proposals for new units of
study.
As Head of School you can
click the yellow Submit to
Faculty Committee button
to approve the unit of
study (You can make
comments and changes
before submitting to the
Committee).
Alternatively, you can Send
back to Proposer for
changes or Reject a
proposal which will cancel
the proposal and stop the
process.
If you have any queries or
concerns, please consult
with your School TCC
before taking action.