...CO-CURRICULUM FOR GYM SEMESTER 2 SESSION 201509 Personal Information Name : Hoe Yi Han Student’s Reg. No : 14PBD06392 I.C No : 940428-01-6717 Telephone No : 017-5188049 E-mail : yi_han0428@live.com Programme : Diploma in Business Administration Current address : AG-07, Lorong Bunga Rampai 5, Taman Pandan, 13400 Butterworth Performance Evaluation Throughout the practical session, the performance of all the students who enroll in the co-curriculum course will be evaluated through marks and graded. However, the grades will not contribute to the GPA and CGPA. Games/Sports & Cultural courses are evaluated based on the following: i. Attendance 20% ii. Log Book 20% iii. Involvement 10% iv. Achievement 10% v. Fitness Tests 40% Attendance 1. Students who are absent from the Co-curriculum course and present a letter/proof of the reasons stated below will be considered present with a remark: a. Medical Certificate (MC) b. Represent TAR College for external events c. Death of IMMEDIATE family member 2. Students who are absent with the reasons below will not be considered present: a. Involvement in club/societies/school activities b. Personal matters Course Content/ Lesson Plan Week 1 Briefing on Assessment, Rules & Regulations. Week 2 Body Mass Index, Cardio & Flexibility Exercises. Week 3 Muscle Fitness & Core Exercises. Week 4 Effort & Execution of Techniques...
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...greeley@indwes.edu Beard, Office 115 Office hours: M/W 1:00–5:00 PM T/TH by appointment Prof Davy Chinn davy.chinn@indwes.edu PPAC, Office 164 Office hours: M/W 1:00–3:00 PM T/TH 10:30 AM–12:30 PM All others by appointment COURSE DETAILS Description MUS180 is an integrated arts appreciation course. It is part of the Humanities Core Curriculum. Each week, you will rotate between classes in art, music, and theatre appreciation (see p. 11 for course rotation schedule). Classes will be structured around a common topic or theme, enabling you to make connections between the different art forms. Required Course Texts Erwin Raphael McManus, The Artisan Soul: Crafting Your Life Into a Work of Art, HarperOne, 2014. Other texts as assigned, available via Learning Studio. Required Course Fee Our class field trip to the BSU David Owsley Museum on Jan. 22 will cost $10, due by Jan. 20 to Amanda Dyer in the BAC office. Prof Katie Wampler katie.wampler@indwes.edu Elder, Office 140E Office hours: M/W/F 12:10–1:25 PM W 2:30–3:30 PM T/TH 11:00 AM–1:30 PM Syllabus Contents Course details Learning outcomes Policies & expectations Course evaluation Museum Artwork Analysis paper Museum Art & Music Integration paper Mix-tape project Concert reports Theatre critiques Mix-tape project Arts Integration assignments Reading reflections Academic support Grading Course rotation schedule Course schedule 1 2 3 4 5 7 7 8 8 9 10 11 11 12 12 13 ...
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...[pic] [pic] LOG BOOK CO-CURRICULUM FOR BASKETBALL SEMESTER 1 SESSION 201509 Personal Information Name :CHAN WAI YEE Student’s Reg. No :15WBR11337 I.C No :941021-14-5108 E-mail :vannyhuiyee@gmail.com Programme/ Course :RMK2 Current address :12A-1B PANDAN PERDANA 2/3A,TAMAN PANDAN PERDANA, 55300 KUALA LUMPUR. Performance Evaluation Throughout the practical session, the performance of all the students who enroll in the co-curriculum course will be evaluated through marks and graded. However, the grades will not contribute to the GPA and CGPA. Games/Sports & Cultural courses are evaluated based on the following: i. Attendance 20% ii. Log Book 20% iii. Involvement 10% iv. Achievement 10% v. Technical skills 40% Attendance 1. Students who are absent from the Co-curriculum course and present a letter/proof of the reasons stated below will be considered present with a remark: a. Medical Certificate (MC) b. Represent TAR College for external events c. Death of IMMEDIATE family member 2. Students who are absent with the reasons below will not be considered present: a. Involvement in club/societies/school activities b. Personal matters Course Content/ Lesson Plan (to be given) |Week 1 |Warming up exercise | ...
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...Business Writing Portfolio Name Professor Name Class Number and Title University Name December 11, 2000 Part I - Communication and Collaboration Strategy Step 1: Identify the target audience. The audience for the business letter includes Store Managers. The audience for the business memo is store employees. The audience for the e-mail message includes retail customers and the public. Step 2: Identify the communication types that will be used. For the Store managers, a business letter will be used. For Store employees, a business memo will be used. For retail customers and the public, an email message will be used. Step 3. Identify the appropriate communication styles for each audience. For the store managers, using a business letter, the style will be formal. For the store employees, using the business memo, the style will be persuasive. For the retail customers and the public, I will spin the message to the advantage of the store, while making them feel that they are not losing anything. Step 4. Write the communication. Step 5. Read and rewrite, as necessary. Step 6. Put it aside for a while. Come back to it and, if necessary, rewrite again. Step 7. Distribute message to recipients. Part II – Portfolio Item #1 – Business Letter John Doe 5555 Deer Way Anywhere, Anystate Anyzip December 11, 2009 Store Manager Store Name Store Street Address or PO Box Store City, Store State Store Zip Dear (Name of...
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...Exercise 1: "Test for Correctness (MECH) and Wordiness (RED)" The following ten sentences have instances of incorrect, unnecessary, and wordy usages. Rewrite them correctly and succinctly. Don't change anything that is correct, and be sure to preserve the original meanings. The sentences are from letters, here out of context. 1. The way things usually go, we make an effort to notify most of our customers regarding the status of their accounts, irregardless of their balance. 2. We find it necessary to inform you that we've located other office space to use during the period of the project while the building is being remodeled. 3. Mrs. Hanson has referred our company to many useful sources; therefore, its essential that the secretary draw up a certificate of appreciation for her as soon as possible. 4. Considering the difficulties of the marketing team, we may want to give some thought and reflection to the aforementioned idea presented by the production group. 5. He personally thinks that there are too few favorable surveys being returned back in to the personnel department in order to justify a raise for anyone. 6. The marketing manager was forcefully prodded into making a poorly considered decision. 7. I may have to answer in the positive, but I think the action you requested wouldn't have the desired affect on the advertising campaign. It seems that you might have overlooked this fact. 8. Long before the product was first introduced...
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...School of Psychology 2013 Paper Outline Faculty of Arts and Social Sciences PSYC573-13A (HAM) Personnel Training & Development Lecture times/rooms: Thursdays, 09:00am – 10:50am. Room I1.08. Lecturer/Convenor: Donald Cable, Room K1.01. Extn: 8296. Email: dcable@waikato.ac.nz Student consultation hours: Thursdays 14:00-15:00. Other times by appointment. Paper Description The aim of this paper is for you to develop an understanding of the theory, research, and practice relating to training and development (including career development) in organizations. Upon successfully completing this course, you should be able to: understand, and apply personnel training and development psychology theory and research, and bridge the gap between this and the practice, conduct training needs analyses and evaluate training and development (including career and professional development) initiatives, identify or develop training programs which incorporate sound principles of learning and training transfer, identify and develop the competencies that will support you in pursuing a career as an organizational psychology (or HR) practitioner with a focus on the training and development of individuals in organizations. Blending the exploratory learning aspect of Active Learning with proceduralized instruction, and creating a learning environment within which students are actively encouraged to construct knowledge, this paper includes lectures with associated readings, student seminars...
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...Office, TRS2-168 E-MAIL COMMUNICATION: Ryerson requires that any official or formal electronic communications from students be sent from their official Ryerson e-mail account accessed via https://mail.ryerson.ca/ Students are required to activate and maintain a Ryerson Matrix e-mail account. Faculty will not respond to student inquiries from any other e-mail address. See Policy #157: Establishment of Student Email Accounts for Official University Communication www.ryerson.ca/senate/policies/ for more detail. EMAIL SUBJECT LINE FORMAT FOR BUS100: Always end your email with your name and student number. Without using any commas, colons or dashes, please fill in the email subject line as follows: BUS100 Section Number Your Full Name a 2 or 3 word descriptor e.g. Subject: BUS100 Section 011 Joe Smith Math tutorial question Subject: BUS100 Section 301 Jane Smith Get Connected question Your section number is on RAMSS or on your timetable. If you do not address your email subject line in this way, the response to your email might be delayed due to tracking difficulties. KEY CONTACTS: Your facilitator is your first point of contact for most BUS100 and school related questions, however the following contacts may prove to be useful for special inquiries. For Math Proficiency inquiries: Contact Jack Koenka at jack.koenka@ryerson.ca For Ted Rogers School of Business Management (TRSBM) general information: Visit the 7th floor information counter in TRS1-004...
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...Law and the Humanities Online Dr. Hugo Walter Spring 2014 Email: HGW@BerkeleyCollege.edu HUM360 Online 4 Credit Hours Office Hours: Online every day, seven days a week (Sunday through Saturday). Please always feel free to email me with any questions. I will also designate an hour each week when I will be available on Blackboard IM to answer your questions. COURSE DESCRIPTION This course examines the treatment of legal themes in literature, music, film and other visual arts as part of a broader consideration of the relationship between the humanities and the law. Students will explore the ways that the humanities utilize different perspectives and aesthetic styles in the discussion of such legal themes as morality, justice, equality and authority. COURSE GOALS At the conclusion of the course, students will be able to: Articulate the contribution made by law and the humanities as a field of study. Articulate the ways that imaginative portrayals of law often convey concerns about the process and practice of law with greater persuasive force than factual texts. Identify recurring themes that are investigated in law and the humanities, such as the difference between legal and moral codes, the role of custom in establishing legal norms, the role of punishment, the imperfect functioning of the legal process, unfairness in the criminal justice system, bias against minorities and the poor. Understand the...
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... | |Phone: (603) 862-2944 |Phone: (603) 862-3371 | |Email: Dev.Dutta@unh.edu |Email: Nancy.Palmer@unh.edu | 1. OFFICE HOURS You are welcome to meet me at my office anytime during the term by scheduling a prior appointment. Whenever you feel a need, please email me on any aspect of the course and I will try and respond to you as quickly as I can. 2. REQUIRED READING MATERIAL The custom e-book for the course is as follows: Title: Business, Government, Society Publisher: McGraw Hill ISBN: 9781308623580 Instructions to purchase the book: 1. Go to http://create.mheducation.com/shop/ 2. Search for and select book by Title/ISBN. 3. Add the book to your cart and pay using a credit card. I expect the students to thoroughly and critically read the assigned reading material before they come to class. Students should be prepared to discuss the material as part of class participation. In addition, there will be review of Powerpoint slides and conduct of in-class experiential exercises. Finally, we will be using the Whiteboard during class discussions. Given the impromptu and dynamic nature of this material, there will be no record of it after class. Keeping up-to-date class notes and thoroughly understanding the assigned material will be vital for the mid-term exam, which will...
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...Culture & Cultivation English 4WS (Sec 2) – Critical Reading & Writing w/ Service Learning ________________________________________________________________________________________________________________ Instructor: Alex Zobel Email: akzobel@gmail.com Office: Humanities A82 Time & Location: T/R 9:00-10:50 Rolfe 3134 Office Hours: W 12:00 - 2:00 pm Mailbox Location: Humanities 149 ________________________________________________________________________________________________________________ COURSE DESCRIPTION English 4W aims to expose students to the three major forms of literature (poetry, prose fiction, and drama) through the art of close reading, which literary scholars broadly define as the practice of scrutinizing a text carefully in order to discern complex patterns of meaning. It is impossible to spend sufficient time on the works we will be exploring within the bounds of class-time, so you will be required to spend time reading and writing on your own; this is a practice that will enable you to bring your personal experiences with these works to our discussions in class and participate in an engaged way as part of our community of learning. But our community of learning is broader than the classroom—it also includes the community organizations you will be partnering with for your service-learning. We will be investigating and interrogating a versatile metaphor—cultivation—and how it impacts the cultures and communities in which we live...
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...Contents Graded Assignments 2 Unit 1 Assignment 1: It Takes Courage 2 Unit 2 Assignment 1: Left in the Lurch 3 Unit 3 Assignment 1: Gratitude Journal 4 Unit 4 Assignment 1: Create a Business Letter 5 Unit 5 Presentation 1: Small Group Presentation: Leadership, Conflict Resolution, and Teamwork 7 Unit 5 Assignment 1: Compare and Contrast Effective and Ineffective Leaders 8 Unit 6 Assignment 1: Create a Long-Term Financial Plan 10 Unit 7 Assignment 1: Calculating Credit Scores 11 Unit 8 Assignment 1: Writing a Prospective Schedule 12 Unit 9 Assignment 1: Using Social Media for Job Searches 14 Unit 10 Assignment 1: Putting the Finishing Touches on Your ePortfolio 15 Laboratory Assignments 17 Unit 1 Lab 1: Personal Persistence Narrative 17 Unit 1 Lab 2: Grit Test 21 Unit 2 Lab 1: Optimism 24 Unit 2 Lab 2: Self-Control 25 Unit 3 Lab 1: Curiosity in Modern Times 27 Unit 3 Lab 2: Integrity Matters 28 Unit 4 Lab 1: Create a Research Summary Memorandum 29 Unit 5 Lab 1: Resolving Systemic Conflict: Scenario Analysis 31 Unit 6 Lab 1: Time Value of Money 32 Unit 6 Lab 2: Budget Exercise 33 Unit 7 Lab 1: Calculating House Cost 35 Unit 7 Lab 2: Delayed Gratification 37 Unit 8 Lab 1: Initiative Reflection 39 Unit 8 Lab 2: Time Management Reflection 40 Unit 9 Lab 1: Creating a Professional Profile 41 Unit 10 Lab 1: Creating a Personal and Professional Development Plan 43 Graded Assignments Unit 1 Assignment 1: It Takes Courage Course...
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...CONTENTS 1 2 3 4 5 6 Abbreviations/Definitions Code of Conduct and Ethics for Students Important Academic Rules Scheme of Studies Important Notes Detailed Syllabus 1 2 3 17 19 20 Lingaya’s University, Faridabad ABBREVIATIONS/DEFINITIONS "AC" means, Academic Council of the University. "BOM" means, the Board of Management of the University. "BOS" means, the Board of Studies of the Department. “CAU/AUC-option” CAU/AUC means change from Credit to Audit option / change from Audit to Credit option "Class/Course Committee" means, the Class/Course Committee of a class/course. "Course" means, a specific subject usually identified by its course-number and course-title, with a specified syllabus / course-description, a set of references, taught by some teacher(s) / course- instructor(s) to a specific class (group of students) during a specific academic-semester / semester. “Course Instructor" means, the teacher or the Course Instructor of a Course. "Curriculum" means the set of Course-Structure and Course-Contents. "DAA" means, the Dean of Academic Affairs. “DAAB” means Departmental Academic Appeals Board. “DEC/PEC” means Dissertation Evaluation Committee / Project Evaluation committee. “Department” means a group in the University devoted to a specific discipline also called a School. Department and School are used interchangeably. "DSA" means, Dean Student Affairs. “ESE” means End-Semester Examination “EYE” means End-Year Examination. "Faculty Advisor/Class Counsellor”...
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...MBA(Finance) Module 4640 Human Enterprise Assignment Number 1 Student Name: Ghufran Al-Takreti Misis No: M00425139 Date 10th jan2013 Table of contents A Title page ……… page (1) Table of contents …… Page (2) Introduction ………… Page (3) Personal and Managerial Effectiveness …… Page (4) Career development model …… Page (7) Conclusion …… page (8) Introduction Reflection is an essential skill in healthcare practice and it relates to personal and professional experiences and it is a good exercise to sharpen our critical thinking skills, it refers to any activity that provide us the opportunity to examine and question our beliefs, opinions, values and Make sense of our experiences. Reflection encourages us to become aware of our intellectual and affective which relate to a particular learning experience. We are every day reflecting our emotions and felling about events, by reflecting I will be looking back at something which has happened in order to show what I have learned from it, and how to tell friends and families about my experiences in the work or class? And how do I feel about the experiences? For me am doing reflection on action, because reflection on action take the place after the event has taken place. It’s help me to think and developing of experience and its help me to think about what I would ideally do if the situation happened again. Models of Reflection Learning through reflection is more effective if there is an understanding of frameworks...
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...Log Section 1 - Two reflective entries Reflective entry 1: New Beginnings Deciding to attend university as a mature age student was a decision I did not take lightly. I am working towards furthering my education in order to gain the necessary qualifications that will help me in my future business endeavour. I have found that after so long out of the education system it has been a difficult transition juggling study and work. The first units that were chosen for me in study period 2, I thought were difficult to understand having never written an essay before and without the knowledge or know how, I was not able to complete these units. SSK12 has given me a good understanding of what it takes at becoming a university student and in particular the skills on writing essays. As I have mentioned previously up until study period 2, I had never written an essay and did not fully comprehend how important the set out of a university essay was. Choosing an Essay Question was an important part of my learning in week 6 because this has now given me the beginning step in writing a university essay using the correct format. I am feeling a lot more confident when approaching the subject of essays as I now understand and have the knowledge on the procedure in completing an academic essay and what is required. I now know that by firstly choosing a question will then help you to with your thesis and this in turn will give you your main idea and sets the way in which to write...
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...Case Study Research Report Christine Y. Harris Grand Canyon University RDG 581 October 12, 2011 Action Research Plan: Effective Interventions for Vocabulary Acquisition in Children of Disadvantaged Backgrounds The Purpose Research suggests that students can be taught phonics skills that are needed to become proficient readers. The use of strategies such as guessing from context, predicting and re-reading may aid, to some extent, with reading comprehension. However, according to Becker (1977), a primary difficulty in developing comprehension in the early years in reading is an inadequate vocabulary. An insufficient vocabulary will have an adverse impact on reading comprehension. E.D.Hirsch states “It is now well accepted that the chief cause of the achievement gaps between socioeconomic groups is a language gap.” The purpose of this research is to determine how explicit instruction using interventions can help close the vocabulary deficits with children from disadvantaged backgrounds The Problem Children of lower socioeconomic backgrounds enter kindergarten with a less extensive vocabulary than those of higher socioeconomic environment. One study showed that three year old children from affluent families had larger vocabularies than children from impoverished families (Hart and Risley, et al 1995). Unfortunately, once the deficit in vocabulary is established, differences in vocabulary knowledge are hard to eliminate. This leads to continued gaps as students...
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