...economic growth and recession; 3. theoretical approaches to the evaluation of an organisation's strategic position, choices and implementation of options for change; 4. the distinctions between differing change contexts and styles of leadership. Skills and attributes Successful students will typically be able to: 5. research, diagnose and analyse a complex range of strategic problems 6. critically evaluate strategic concepts and theory, decision-making and planning, using practical examples of strategic leadership and change processes; 7. develop the ability to work as part of a team on a group project 3 Format of delivery-nature of contact hours per week The module is delivered through a one hour’s lecture every week and A SEMINAR OF TWO HOURS DURATION EVERY TWO WEEKS. Students are active participants...
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...mornings in Terms 1 and 2. There are four parallel seminar sessions. Each seminar session is divided into parts, discussion and submission development. Seminar 10.00-12.00 Mollie Claypool, Fabrizio Ballabio, Shumi Bose and Pol Esteve Lecture 12.00-13.00 Christopher Pierce, Brett Steele and Pier Vittorio Aureli Attendance Attendance is mandatory to both seminars and lectures. We expect students to attend all lectures and seminars. Attendance is tracked to both seminars and lectures and repeated absence has the potential to affect your final mark and the course tutor and undergraduate coordinator will be notified. Marking Marking framework adheres to a High Pass with Distinction, High Pass, Pass, Low Pass, Complete-toPass system. Poor attendance can affect this final mark. Course Materials Readings for each week are provided both online on the course website at aafirstyearhts.wordpress.com and on the course library bookshelf. Students are expected to read each assigned reading every week to be discussed in seminar. The password to access the course readings is “readings”. TERM 1: CANONICAL BUILDINGS, PROJECTS, TEXTS In this first term of the lectures for this course, we will examine some of what are considered to be the most important modernist buildings, projects and texts from the 20th century. The course sets out to not only forensically scrutinise significant architects, movements, buildings/projects and texts, which by general consensus are considered to...
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... | P-Seminar: TITEL 2013 / 2015 Kursleiter: NAME ____________________________________________________________________ Portfolio von Max Mustermann Im Sekretariat abgegeben am 14.11.2014 Eingangsstempel Schule Das Portfolio im P-Seminar Das Portfolio ist eine systematisch angelegte Sammelmappe, die Ihren Lern- und Arbeitsprozess im P-Seminar dokumentiert. Sie präsentieren damit erstens Ihre erfolgreichen Schritte im Studien- und Berufswahlprozess und zweitens Ihre Leistungen innerhalb Ihres P-Seminar-Projektes. Das Wort Portfolio leitet sich ab von den lateinischen Wörtern „portare“ (tragen) und „folium“ (Blatt). Gemeint ist also eine Sammlung von Blättern, die man mit sich tragen kann. Ein Portfolio sollte unbedingt begleitend zum Seminarverlauf befüllt werden. Eine erst nachträglich, kurz vor Abgabetermin erstellte Mappe kann seine Funktion der Dokumentation Ihrer Lernfortschritte nicht erfüllen. 2 Bewertungskriterien des Portfolios sind: Äußere Form: ist das Portfolio vollständig, strukturiert, sauber und ansprechend präsentiert, leserlich, sind die Einlagen mit Titel und Datum versehen, ist die Mappe in einem ordentlichen Zustand und wird sie ansprechend präsentiert → geeignete Mappe → pfleglicher und sorgfältiger Umgang → Deckblatt (Datum, Titel des P-Seminars), Inhaltsverzeichnis Inhalt: - vgl. verbindliche...
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...Leitfaden zur formalen Gestaltung von Seminar- und Abschlussarbeiten erstellt von Prof. Dr. Anja Seng Prof. Dr. Thomas Kümpel Stand Juli 2011 2 Inhaltsverzeichnis 1. 2. Vorwort Literaturrecherche 2.1. Literaturbeschaffung 2.2. Literaturauswertung 3 5 5 6 7 7 7 10 11 11 11 12 13 13 13 16 17 17 17 21 22 22 23 23 26 34 35 3. Grundlegende Formvorschriften 3.1. 3.2. 3.3. 3.4. 3.5. Elemente der Arbeit Layout Sperrvermerk Abzugebende Exemplare Textteil 3.5.1. Textelemente 3.5.2. Textformulierung 4. Vor- und Nachspann der Arbeit 4.1. 4.2. 4.3. 4.4. 4.5. Titelblatt Inhaltsverzeichnis Abkürzungsverzeichnis Tabellen- und Abbildungsverzeichnis Gestaltung von Verzeichnissen 4.5.1. Literaturverzeichnis 4.5.2. Sonstige Verzeichnisse 4.5.3. Anhang 4.6. Ehrenwörtliche Erklärung 5. Zitieren 5.1. 5.2. Grundlagen und Formen des Zitierens Fußnotentechnik Weiterführende Literatur Anhang Prof. Dr. Anja Seng Prof. Dr. Thomas Kümpel 3 1. Vorwort Das Abfassen von wissenschaftlichen Texten fällt vielen Studierenden schwer. Es ergeben sich insbesondere zahlreiche Fragen hinsichtlich der Formvorschriften, der Gliederung, der Zitierregeln, der Fußnotentechnik, der äußeren Gestaltung der Arbeit etc. Der Studierende sollte sich immer vor Augen führen, dass nicht nur inhaltliche Gesichtspunkte die Note einer wissenschaftlichen Arbeit bestimmen, sondern dass auch formale Gesichtspunkte mit in die Gesamtbeurteilung einfließen. Eine exzellente äußerliche Form...
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...of assessment……………………………………………………. 11 7 MODULE ATTENDANCE AND REGULATIONS........................................... 12 8 ACADEMIC MISCONDUCT AND PLAGIARISM… ....................................... 13 1 MODULE SUMMARY 1.1 Contacting the module tutor You can contact the module tutor in the following ways: Contact details Email: aspasiasim@gmail.com Phone / fax: 22525354 1.2 Classes | |Room |Duration |Time | |Lecture | |2hrs |Mo 11:00 – 14:00 | |Seminar...
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...(title page) PALIBUT BALEN (insert town/ city name) (Font Andalus or Calibri 16/B) GEOGRAPHIC CULTURAL PROGRAM (Font Andalus or Calibri 16/ B) By (Font Andalus or Calibri 11) Berung Sasa LICADCAD 2345678 (Stud.No.) (Font Andalus or Calibri 12/ B) Marikit Potang MATUDTUD 2345678 (Stud.No.) (Font Andalus or Calibri 12/ B) Berung Sasa LICADCAD 2345678 (Stud.No.) (Font Andalus or Calibri 12/ B) Marikit Potang MATUDTUD 2345678 (Stud.No.) (Font Andalus or Calibri 12/ B) Mr. Joel Pabustan MALLARI (Font Andalus or Calibri 11) Adviser Indung Kapampangan Culture (YKAMP) (Calibri 12/B) College of Business and Accountancy (Font Andalus or Calibri 11) Holy Angel University (Font Andalus or Calibri 11) The sequence outline should be done as follows: I. Objective The objective should contain the purpose of the report material, expectation and even the delimitation of the report. At the end of this activity, every group is expected to gain and provide the following learning outputs: a. To appreciate and understand the immediate physical geographic background of certain Kapampangan “Balen”. This will provide an excellent learning experience of Kapampangan as “lugal” – the “Indung Tibwan” b. To provide a direct practice and application check of theoretical learning. This can be seen in the formulation and or making of modified profile and program especially in the field of tourism and socio-economic research maturity...
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...that 2009, 2010 and 2011 NAT results exemplified that the second year students struggled much on reading comprehension as shown by the three mean percentage scores in English subject. In particular, the mean percentage scores of Macario B. Asistio Sr. High School—Unit I for the school years 2008-2009; 2009-2010 and 2010-2011 are 43.11, 36.57 and 36.60 respectively (Department of Educational Testing and Research Center, 2009; 2010; 2011). Likewise, comprehension related studies conducted locally have verified and supported that the students showed difficulty in reading comprehension (Columna, 2013; Ayles, 2009 and Dela Cruz, 2004). In a study conducted by Columna (2013), results revealed that the students were struggling to comprehended texts in their L2 with majority of them fall under instructional level and a significant of them fall under frustration level. In the same manner, Dela Cruz (2004) found that the students in the secondary level have difficulties in reading materials in the content areas especially in Mathematics and Science. The researcher posits that these comprehension problems have rooted from the questioning pedagogical strategy employed by the teachers. Chin (2002) found that questions, particularly those asked in response to wonderment, stimulate students to generate explanations for things which puzzle them and to propose solutions to problems and trigger the use of deep thinking strategies which may not be invoked if the questions had not been asked, and...
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...Приложение № 1 Шаблон титульного листа учебной программы УТВЕРЖДЕНО | Руководитель академического департамента | права | Бреский О.В. | Протокол № 37L-2 от 2016.02.01 | СОГЛАСОВАНО | Руководитель учебно-методического комитета Сената | Пупцев А.Е. | Дата: 2016.02.16 | УЧЕБНАЯ ПРОГРАММА Дисциплина: | Юридическая терминология | | | Преподаватель (ФИО): | Садовская Екатерина Юрьевна | Должность: | доцент | Ученая степень: | Кандидат филологических наук | E-mail: | jekaterina.sadovska@ehu.lt | Ступень обучения: | Непрерывная | Формы обучения: | постоянная и продолжающаяся (смешанная форма обучения) | Программа: | Международное право | Язык преподавания: | английский | Кредиты ECTS: | 2 | Всего часов: | 54 | из них:постоянная форма обучения | Аудиторные занятия | | | | | Лекции | 12 | | | | Семинары, | | | Самостоятельная работа студента | 30 | практические занятия | 8 | | | | | | | из них:продолжающаяся форма обучения | Аудиторные занятия | | | Онлайн занятия | | Лекции | 2 | | | | Семинары, | | | Самостоятельная работа студента | 50 | практические занятия | 2 | | | | Приложение № 2 Шаблон тематического плана учебной программы для бакалаврских программ смешанной формы обучения Тематический план № | Название темы курса или занятия | Постоянная форма | Продолжающаяся форма | | | Кол-во часов | Кол-во учеб. недель | Кол-во часов | | | Лекции | Семинары, практ-кие...
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...DIALOGIC TEACHING AND THE STUDY OF CLASSROOM TALK A DEVELOPMENTAL BIBLIOGRAPHY Robin Alexander Universities of Cambridge and York This bibliography puts in more or less chronological order Robin Alexander’s publications on spoken language in learning and teaching up to February 2015. It starts with observational and discourse studies undertaken in the north of England during the 1980s and early 1990s. Then follows the Culture and Pedagogy international study out of which Alexander’s approach to dialogic teaching developed. Towards Dialogic Teaching presents this approach in detail, and Essays on Pedagogy extends the dialogic principle into wider aspects of education, reasserting the importance of an international perspective. Next come evaluation reports from two of the UK local authorities with whose teachers Robin Alexander has worked. The bibliography also includes relevant articles and book chapters. It ends with the 2010 final report of the Cambridge...
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...[pic] MODULE BOOKLET Module Title: Branding Module Code: MK2012 Session 2010-11 Semester AUTUMN This module is supported by Weblearn. Students are advised to access the site on a regular basis, at least once a week Welcome to the Module This booklet has been designed to provide you with an overview of the aims, learning outcomes, structure, curriculum and assessment of this module. The teaching team will of course help you with any queries you may have, but we hope this document will provide the means to enable you to participate fully in the learning process and give you the basic information you need to make the most of your studies. Details of the Teaching Team Module Leader: Rehunma Ali-Choudhury Office Location: Room MG2-12, Moorgate, City Campus Email: r.alichoudhury@londonmet.ac.uk Telephone: 0207 320 1604 Office hours As published on office door and on Weblearn or by appointment Module Tutor: Sharmila Brown Office Location: Room SH206, Stapleton House, North Campus Email sharmila.brown@londonmet.ac.uk Telephone 020 7133 3387 Office Hours As published on office door and on Weblearn or by appointment . Subject Librarians (City Campus): L Simmons, Moorgate Library, ( 1602 Subject Librarian (North Campus): Charlotte Hobson, Holloway Road Learning Centre, ( 2718 Further Sources of Support: Academic & Study Skills If you feel you need further assistance with study and...
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...student in consultation with the Director of Graduate Studies and a departmental faculty member of their choice. This list will be based on the much larger Comprehensive M.A. Reading List (available from the Graduate Student Officer). The chosen faculty member will chair and help form the M.A. exam committee, composed of three members, all Italian ladder faculty or, with approval of the Graduate Director, of ladder faculty and visiting faculty. The reading list must be submitted for approval to all members of the M.A. exam committee at least one month prior to the exam. The individualized list will follow these guidelines: • It must include between 15 and 25 texts, depending on length and complexity, chosen from the comprehensive list. Students can substitute texts not on that list with individual approval. • The chosen texts must be distributed among at least seven centuries and present a balance of genres. • The list must be organized into three general categories on the following model: A literary genre (e.g., the lyric, the novel, epic, comedy, tragedy, autobiography, etc.) A critical problem or interpretive question (e.g., realism and representation, symbol, myth, allegory, point of view, irony, parody, romanticism,...
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...Derrida I. Life a. Born July 15, 1930 in El-Biar, Algiers to Jewish Parents in a time of heightened Anti-Semitism b. Expelled from Lycee de Ben Aknoun on his first day of school as enrollment of Jews could not exceed 7 percent. Quit Lycee Emile-Maupas due to intolerance of Jews. c. He dreamt of becoming a professional football player d. His parents never read any of his books e. Failed his first entrance exam into Ecole Normale Superieure but eventually earned his Philosophy degree in 1956 f. He is arrested for transporting drugs in Prague, Czech Rep. but it is later discovered that the drugs were planted on him by the police. g. He had two siblings die. One older brother died in infancy just a year before his birth. h. Met his wife Marguerite Aucouturier in the snow while on holiday with schoolmates in 1957. They have two sons, Pierre and Jean. i. Died in Paris of Pancreatic Cancer on October 8 2004 II. Influences a. Nietzsche, Husserl, Freud, Heidegger, Saussure, Rousseau, and Gide were all early influences for Derrida b. “Derrida said that for Gide, he had a fetish and that he knew several of his books by heart (Derrida 1995b, 341). The effects of Rousseau and Nietzsche in forming a mentality composed of key religious and atheistic concepts such as Nature, God, and Writing are incalculable” (Powell) c. Nietzsche’s skepticism influences...
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...well as business and management context. This will be achieved by exploring the key theoretical foundations for services marketing, including the models and frameworks associated with the marketing of services and examining how these are employed by managers in service based companies. The course is divided into four themes: a) The DNA of Services, 2) An Experiential View on Services, 3) Relational Perspective of Services and 4) Strategic Issues in Services. This design should facilitate a deep understanding of the core issues in services marketing, both for today and in the future. The course content, teaching and assessment methods are integrated to meet the course objectives. The programme will be delivered via interactive lecture and seminar...
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...will find much of what you need in order to successfully complete the module. Further learning materials and information are available on the learning network under the module code BS7916. Module Code BS7916 Module Name: Principles of Responsible Management It is your responsibility to: * Collect a copy of the reading pack from the faculty office * Attend both lecture and seminar sessions as stated on your timetable * Arrive in time for the start of all taught sessions * Read the preparatory reading before the taught sessions each week * Undertake any directed learning that may be set * Seek help from the module tutor if you are having any problems with any aspect of the module * Hand in assignments on time Tutor contact details: Module leader: Dr Roz Sunley Roz.Sunley@winchester.ac.uk Module tutor: Dr Natalia Yakovleva Natalia.Yakovleva@winchester.ac.uk Module administrator: Karen Robbertze Karen.Robbertze@winchester.ac.uk Contents Introduction and learning outcomes 3 Weekly schedule 4-6 Assessment 7-9 Useful texts 9-11 Feedback, Harvard referencing etc 12 Study guide for each week 12 - 17 Marking criteria 18 – 20 Background to Principles of Responsible Management The Winchester Business School is one of a select group of business schools to join an exciting new management education initiative set up by the United Nations. Winchester Business School was the thirteenth...
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...Page 1 of 6 Nº 3, May 2002 E-mail us In this issue: [1] Welcome: the third issue [2] Top picks in… Balanced Scorecard [3] Database search guide: Lexis-Nexis [4] Some recent acquisitions Welcome: the third issue We decided to devote our third issue to the Balanced Scorecard measurement system due to the information demands we had received about this subject during the last term. Additionally, as a new development, we have introduced a chapter on "how to use databases". In this issue you'll find a search guide for the Lexis -Nexis database. Hope you enjoy it! Top picks in … Balanced Scorecard "The balanced scorecard is a management system (not only a measurement system) that enables organizations to clarify their vision and strategy and translate them into action. It provides feedback around both the internal business processes and external outcomes in order to continuously improve strategic performance and results. When fully deployed, the balanced scorecard transforms strategic planning from an academic exercise into the nerve center of an enterprise." The Balanced Scorecard Institute. What is the Balanced Scorecard? [on line]. (1998) Web page, URL . [Consulting May 6, 2002] Resources on the Net … The Balanced Scorecard Institute http://www.balancedscorecard.org/ The Balanced Scorecard Institute is an independent, nonprofit source of information about applications of the balanced scorecard approach to management in government and other nonprofit organizations. What...
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