...2013 Lecture 1 Nonlinear Control Systems – Fall 2013 Attaullah Y. Memon, PhD BUKC - Nonlinear Control Systems – Fall 2013 Slide 2 Lecture 1 BUKC - Nonlinear Control Systems – Fall 2013 Slide 3 Lecture 1 BUKC - Nonlinear Control Systems – Fall 2013 Slide 4 Lecture 1 BUKC - Nonlinear Control Systems – Fall 2013 Slide 5 Lecture 1 BUKC - Nonlinear Control Systems – Fall 2013 Slide 6 Lecture 1 BUKC - Nonlinear Control Systems – Fall 2013 Slide 7 Lecture 1 BUKC - Nonlinear Control Systems – Fall 2013 Slide 8 Lecture 1 BUKC - Nonlinear Control Systems – Fall 2013 Slide 9 Lecture 1 BUKC - Nonlinear Control Systems – Fall 2013 Slide 10 Lecture 1 BUKC - Nonlinear Control Systems – Fall 2013 Slide 11 Lecture 1 BUKC - Nonlinear Control Systems – Fall 2013 Slide 12 Lecture 1 BUKC - Nonlinear Control Systems – Fall 2013 Slide 13 Lecture 1 BUKC - Nonlinear Control Systems – Fall 2013 Slide 14 Lecture 1 BUKC - Nonlinear Control Systems – Fall 2013 Slide 15 Lecture 1 BUKC - Nonlinear Control Systems – Fall 2013 Slide 16 Lecture 1 BUKC - Nonlinear Control Systems – Fall 2013 Slide 17 Lecture 1 BUKC - Nonlinear Control Systems – Fall 2013 Slide 18 Lecture 1 BUKC - Nonlinear Control Systems – Fall 2013 Slide 19 Lecture 1 BUKC - Nonlinear Control Systems – Fall 2013 Slide 20 Lecture 1 BUKC - Nonlinear Control Systems – Fall 2013 Slide 21 Lecture 1 BUKC - Nonlinear Control Systems – Fall 2013 Slide 22 Lecture 1 BUKC...
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...Lecture 1 Introduction to research in applied linguistics • What is research? • Research is the process of going up alleys to see if they are blind Marston Bates, American writer • Research is what I am doing when I don’t know what I am doing Von Braun, American engineer • If you steal from one author, it’s plagiarism; if you steal from many, it’s research. Wilson Mizner, American dramatist Lecture 1 Compulsory Readings Cohen, L., et al. 2007. Research Methods in Education. London and New York: Routledge (P. 5- 47) Nunan. D. 1992. Research Methods in Language Learning. Cambridge: CUP (P. 1 - 23) Brown, J.D. & Rodgers, T.S., 2002, Doing Second Language Research, Oxford: OUP (P 3-18) Wisker, G. 2001, The Postgraduate Research Handbook, New York: Palgrave (P. 113 - 126) McDonough, J. & S. McDonough, 1997, Research Methods for English Language Teachers, London: Arnold (P. 37 - 55) Lankshear, C. & M. Knobel, 2008, A Handbook for Teacher Reasearch, From Design to Implementation, Glasgow: McGraw-Hill (1-39) The distance between theory and practice is greater in practice than in theory. The nature of research 4 traditional kinds of empirical research: • Scientific and positivistic methodologies • Naturalistic and interpretive methodologies • Methodologies form critical theory • Feminist educational research The search for truth • The search for understanding the nature of...
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...1. Record. During the lecture, record in the main column as many meaningful facts and ideas as you can. Write legibly. 2. Reduce. As soon after as possible, summarize these ideas and facts concisely in the Recall Column. Summarizing clarifies meanings and relationships, reinforces continuity, and strengthens memory. Also, it is a way of preparing for examinations gradually and well ahead of time. 3. Recite. Now cover the column, using only your jottings in the Recall Column as cues or "flags" to help you recall, say over facts and ideas of the lecture as fully as you can, not mechanically, but in your own words and with as much appreciation of the meaning as you can. Then, uncovering your notes, verify what you have said. This procedure helps to transfer the facts and ideas of your long term memory. 4. Reflect. Reflective students distill their opinions from their notes. They make such opinions the starting point for their own musings upon the subjects they are studying. Such musings aid them in making sense out of their courses and academic experiences by finding relationships among them. Reflective students continually label and index their experiences and ideas, put them into structures, outlines, summaries, and frames of reference. They rearrange and file them. Best of all, they have an eye for the vital-for the essential. Unless ideas are placed in categories, unless they are taken up from time to time for re-examination, they will become inert and soon forgotten...
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...INSTRUCTIONS FOR MAKING ANNUAL REPORT 1. Fill out all the categories with natural words keeping in view about the individuality of student. 2. Write independently for each student & don’t bother about your mistakes in grammar. 3. Use comprehensive & encouraging words.(e.g; Osama still needs improvement in studies) 4. If, you are confused about a student – Ask your fellow teacher or consult the principal. 5. Use the backside of this report’s page to write a brief note about the student. Here are some samples filled in for you convenience:- |C.W. |He / She has been doing C.W. regularly & neatly/nicely/charmingly. | |H.W. |A bit irregular in doing H.W. / Has been doing H.W. with due care. | |Hand-Writing |Can / Can’t write neatly & independently. / Hand Writing still needs improvement. | |Reading |Can / Can’t pronounce letters and words correctly. | |Attention In Class |Listens the lectures with due care. / Careless in attending class lectures. | |Participation in |Is shy but friendly. / Shows reluctance/active participation in group discussions. ...
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...AMB200 Consumer Behaviour Portfolio Purpose The purpose of this assessment is for you to understand consumer behaviour by applying theories to your own behaviour. In this assessment, you will submit three (3) out of six (6) tutorial worksheets as part of a portfolio. You must submit worksheet 1 and then choose any two (2) from worksheet 2 to 6. The tutorial program has been designed to assist your learning and is directly linked to this assessment. You should aim to attend most of the tutorials if you seek a good mark. Consumer Behaviour List In the first tutorial, you will be select ONE consumer behaviour from the list below that you have done in the last three months. You will then complete worksheets in the tutorials of weeks 2 – 7 on that consumer behaviour. Once you have selected a behaviour you cannot change as your assessment requires to submit worksheets on the same behaviour. List of Consumer Behaviours * Buying a PC/laptop/high-technology item * Booking/arranging/going on an overseas holiday * Selecting a university * Going to the movies * Choosing a restaurant for a special occasion * Evaluating and selecting a mobile phone plan * Choosing to do volunteer work * Buying a fashion item * Going to a concert * Changing a bad habit (smoking, reducing alcohol intake, getting fit, eating better) Assignment structure and requirements You must follow this structure, do not change the order of the content of the worksheets...
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...RES 111 Presentation Essentials Unit 1 DB rhetorical_triangle Get Tutorial by Clicking on the link below or Copy Paste Link in Your Browser https://hwguiders.com/downloads/res-111-presentation-essentials-unit-1-db-rhetorical_triangle/ For More Courses and Exams use this form ( http://hwguiders.com/contact-us/ ) Feel Free to Search your Class through Our Product Categories or From Our Search Bar (http://hwguiders.com/ ) Use the Internet, library, and unit resources to research each of the following four approaches for developing a presentation: a speech or lecture a workshop a discussion a group activity You are expected to do the following: Explain the reasons why or when you would use each of these approaches. Describe how the three attributes of the Rhetorical Triangle (speaker, audience, and situation) are utilized in each of the four approaches LAYOUT OF PAPER: Part 1: A speech or lecture - Begin this section of your paper by explaining how, why and/or when you would use a speech or lecture to develop a presentation. - Then you should explain how the three components of the Rhetorical Triangle (i.e., the speaker, the audience, and the situation) operate within the dynamics of a speech or lecture. Part 2: A workshop - Begin this section of your paper by explaining how, why and/or when you would use a workshop to develop a presentation. - Then you should explain how the three components of the Rhetorical...
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...TOPICS COVERED | READING MATERIAL | T& L | 17/7- 11/7 | * 1st lecture- Introduction to Module Understanding the concepts of IB * 2nd lecture- Evolution of International Business Globalization and International Business * Tutorial – Debate on the merits and demerits of Globalization | IB by Wall and Rees ch- 1 | LecturesGroup DiscussionsQ&A | 214/7-18/7 | * 1st lecture- Internationalization Process ( Exports, Non-equity and equity based) * 2nd lecture- Factors contributing to International Business Assignment hand over and discussion * Tutorial – Discussion on the factors that contributed for the growth of IB | IB by Wall and Rees ch- 2 | LecturesGroup DiscussionsQ&A | 321/7-25/7 | * 1st lecture- Why Firms invest abroad Gains from Trade Shift from developed countries to developing and emerging countries * 2nd lecture- International Business Strategies * Tutorial – Case study | IB by Wall and Rees ch- 3IB by Alan and Simon Ch- 2 & 9 | LecturesGroup DiscussionsQ&A | 428/7-1/8 | * 1st lecture- International Business Strategies * 2nd lecture- International Institutions and Markets * Tutorial – Case study | IB by Wall and Rees ch- 4 | LecturesGroup DiscussionsQ&A | 54/8-8/8 | * 1st lecture- Regional Strategies * 2nd lecture- Regional Strategies cont * Tutorial – Debate on the shifting production...
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...What is the lecture method of teaching? In: Educational Methods and Theories, Learning Theories, General Educational Development (GED) [Edit categories] Answer: It is the practice of having the teacher, or lecturer, at the front of the classroom talking to students. This is seen as one-way communication, since the lecturer is the only one speaking. An effective use of this is a short talk to provide students with the background information they need to do the work. What are the steps in lecture method? In: Uncategorized [Edit categories] Answer: student analysis lesson planning formulation of the lesson guide prepration for presenting the lecture presentation of the lecture testing follow-up What is lecture method? In: Learning Theories [Edit categories] Answer: The lecture method is a teaching method, in fact the teaching method most often found in universities today. It bases itself upon the transmissive teaching model, in brief terms that knowledge is an object that can be transferred from the teacher to the learner. Practically it implies a lecturer holding a lecture for a group of people. A strength is that it is possible to educate large number of people at once, thereby lowering costs. A limitation is that it yields less deep knowledge compared to other teaching methods such as case-based learning. (Chaplin 2009, White et al. 2009, Grunwald & Hartman 2010). Advantages of lecture method in teaching? Answer: The lecture method of teaching...
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...areas of the business, namely operations management, human resource management and marketing within the broader context of the changing organisation and the global economy. MODULE LEARNING OBJECTIVES By the end of this module, through completion of the assessment, attendance at lectures and participation in seminars you will have gained knowledge and understanding of: the changing nature of the global economy and its impact on management, operations management and organisational aspects of the business, the future for managing human resources the changing nature of the market place, marketing and consumer behaviour Also, you will have developed skills in being able to: think critically, conceptually and contextually, select and apply theoretical academic models, search and select appropriate reading material, use case studies to apply theoretical models to real life present material in both written scholarly essays and oral presentations understand the dynamics of group work reflect upon the learning experience to further develop interpersonal skills 1 MODULE ORGANISATION The Module uses Needle’s Business in Context (5th Edition, 2010) as a linked text. Several of the lectures relate to specific chapters in this textbook. It is strongly recommended...
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...MKTG203 Consumer Behaviour Department of Marketing and Management Faculty of Business and Economics Unit Guide S2 Day Session 2, North Ryde, Day 2013 Table of Content Table of Content General Information Convenor and teaching staff Credit Points Prerequisites Corequisites Co-badged status Unit Description 2 3 3 3 3 3 3 3 List of changes since first version was published Learning Outcomes Assessment Tasks Class Test Assessed Coursework Group Projects (3) Final Examination 4 5 6 6 6 6 8 Unit Schedule Delivery and Resources Classes Prizes Required and Recommended Texts and/or Materials Technology Used and Required Teaching and Learning Strategy 9 11 11 11 11 11 12 Policies and Procedures Academic Honesty Grades Grading Appeals and Final Examination Script Viewing Special Consideration Policy Student Support UniWISE provides: 13 13 13 13 13 14 14 Student Enquiry Service Equity Support IT Help 14 14 14 Graduate Capabilities Problem Solving and Research Capability Learning Outcome Assessment Task 15 15 15 15 Engaged and Ethical Local and Global citizens Learning Outcome Assessment Task 15 15 15 Discipline Specific Knowledge and Skills Learning Outcome Assessment Task 15 16 16 Critical, Analytical and Integrative Thinking Learning Outcome Assessment Task 16 16 16 Research and Practice Policy on Group Projects Page 2 of 20 17 18 General Information Convenor and teaching staff Unit Convenor: Jan...
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...about the unit as it will run this semester. Semester | Semester One, 2016 | Unit CoordinatorLecturer | Name: Associate Professor Rumintha WickramasekeraPhone: 3138 1560Room: GP Z1046Email: bsb119@qut.edu.au | | Name: Dr Alvin TanPhone: 3138 1257Room: GP Z 1051Email: ac.tan@qut.edu.au | Unit Administrator | Name: Ms. Jan HeffernanPhone: 31381850Room: GP Z1018Email: j.heffernan@qut.edu.au bsb119@qut.edu.au | Academic queries | Email: bsb119etutor@qut.edu.au | Administrative queries | Email: bsb119@qut.edu.au | Tutor contact details | Available in Contact Us section of Blackboard | Lecture Schedule Date: Week Beginning | Lecture Topic | Readings from textbook | Week 129 February | Introduction * Overview of Australian Business Environment * Globalisation and interdependencies * Drivers of internationalisation | Ch 1(pp19 to 28 & 43 to 63) | Week 27 March | Introduction to IB Theories and Databases * Models/theories of internationalisation * Country analysis * EIU, GMID Databases | Ch 2 (pp90-108) | Week 314 March | Business environments – Socio-economic characteristics * Country profile and macro-segmentation * Levels of economic and social development * Determinants of market potential | Ch 7 | Week 421 March | Business environments – cultural diversity * Elements of culture * Dimensions of culture * Doing business across cultures | Ch 5 | Midsemester Break | Week 54 April | Business environments...
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...History 349/LACS 349: Revolutionary Movements in Modern Latin America GSI: Jamie Andreson | Fall 2014 | E-mail: ajamie@umich.edu | Sec 002: Wed 1-2, 2520 CCL | Office hours: Mondays 1-3 pmOffice location: 1621 Haven Hall Mailbox: 1029 Tisch Hall | Sec 003: Wed 3-4, 3556 DANA | | | Section objectives: Section is designed to complement rather than summarize material covered in lecture. Discussion section provides the opportunity to think critically and analytically about the issues raised throughout the course material. In section we will gain further understanding of the readings and their connections to lectures, as well as the relationship between primary and secondary sources. We will also prepare for papers, projects and exams by discussing topics, arguments, and polishing writing skills. Classroom expectations: In order to foster a positive learning environment for everyone, students are required to arrive to class on time, prepared and ready to engage in respectful and collaborative learning. This means abiding by the following codes of conduct: * Do not use cell phones or laptop computers for purposes other than consulting course material. * Be respectful and attentive to your fellow students. Provide space for everybody to talk and listen to varied perspectives during debates and discussion. * Support your statements with evidence. Do not rely on personal opinions or anecdotes but rather connect talking points to course material. ...
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...upon the identification and description of structures, the correlation of structure with function and the use of anatomical knowledge in understanding or solving problems in other disciplines. Particular emphasis is given to the innervation of the limbs. The unit also aims to develop the general skills of observation, description, drawing, writing and discussion as they apply to biological structures. The unit builds upon or compliments other macroscopic anatomy units offered by the Department and provides for the development of skills, which could be relevant to a later honours project or higher degree in the field of structural biology. LEARNING COMMITMENTS AND CONTACT. Two one hour lectures per week. Two two hour practical classes per week. LEARNING SITUATIONS. The lecture series aims to give...
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...(Under Decision No: …158/QĐ-ĐHFPT…Date:…7/9/2013) Course name: Business Research Methods Course code: RMB301 Level: Bachelor Implementation period: Summer, 2014 Lecturer: Nguyen Anh Loi E-mail: loina@fpt.edu.vn Phone: 0979521941 1) Main objectives and goals of the course This course introduces students to a number of research methods useful for academic and professional investigations of business practices. By examining the applications, strengths, and weaknesses of methodologies drawn from both the qualitative and quantitative traditions, this course permits an understanding of the various steps involved in designing and executing a research project so that students will be able to conduct their research later. The course aims to provide learners with knowledge and skills in designing and implementing an independent business research project. After the course, students will be able to: 1. Formulate research questions and objectives. 2. Conduct an appropriate literature review. 3. Design and implement appropriate qualitative and/or quantitative research methods. 4. Write a research proposal that can form the basis for their final dissertation. 5. In overall, learners will know necessary steps to carry out a research project and to write a structured report/dissertation. 2) Course Textbook(s)/Resources: a) Mark Saunders, Philip Lewis, and Adrian Thornhill, 2012, Research Methods for Business Students, 6/E, Financial Times Press. (ISBN-10: 0273750755;...
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...ECON1202 Quantitative Analysis for Business and Economics Course Outline Semester 1, 2014 Part A: Course-Specific Information Students are also expected to have read and be familiar with Part B Supplement to All Course Outlines. This contains Policies on Student Responsibilities and Support, Including Special Consideration, Plagiarism and Key Dates. It also contains the ASB PROGRAM LEARNING GOALS. Table of Contents 1 STAFF CONTACT DETAILS 1 1 1 2 2 2 2 2 3 3 5 5 5 5 6 7 7 8 8 8 8 9 10 11 11 11 12 13 13 15 1.1 Communications with staff 1.2 Pitstop and PASS 2 COURSE DETAILS 2.1 Teaching Times and Locations 2.2 Units of Credit 2.3 Summary of Course 2.4 Aims and Relationship to Other Courses 2.5 Presumed Knowledge 2.6 Student Learning Outcomes 3 LEARNING AND TEACHING ACTIVITIES 3.1 Approach to Learning and Teaching in the Course 3.2 Learning Activities and Teaching Strategies 3.2.1 Lectures 3.2.2 3.2.3 3.2.4 4 Tutorials Computing component Out-of-Class Study ASSESSMENT 4.1 Formal Requirements 4.2 Assessment Details 4.3 Tutorial Participation 4.4 Online Quizzes 4.5 In-tutorial Tests 4.6 Final Exam Format 4.7 Quality Assurance 5 6 7 COURSE EVALUATION AND DEVELOPMENT COURSE RESOURCES COURSE SCHEDULE 7.1 Lecture Schedule 7.2 Tutorial Schedule 1 STAFF CONTACT DETAILS Lecturer-in-charge: Dr Arpita Chatterjee Room: ASB 430C Phone: No: 9385 4314 Email: arpita.chatterjee@unsw.edu.au Consultation Times: Tuesday 2 – 5 pm Lecturer: Dr April Cai Room 432, ASB Building Ph 9385...
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