This document provides information about the structure and content of the Corporate Reporting (INT) syllabus and study guide.
It begins with a rationale for the syllabus and how the capabilities are linked. It then provides details on the main capabilities, subject areas, and intellectual levels covered in the study guide. Finally, it includes information on exam structure, assessment, and how the study guide can be used to prepare for examinations.
Qualification Equivalence Guide - NVQ, QCF, ApprenticeshipsThe Pathway Group
Qualification Equivalence Guide - NVQ, QCF, Apprenticeships will give you the understanding of different qualifications, what they mean and what they are equal to. It also gives useful links to other sites that might help with your questions.
LEPOR: an augmented machine translation evaluation metric Lifeng (Aaron) Han
Machine translation (MT) was developed as one of the hottest research topics in the natural language processing (NLP) literature. One important issue in MT is that how to evaluate the MT system reasonably and tell us whether the translation system makes an improvement or not. The traditional manual judgment methods are expensive, time-consuming, unrepeatable, and sometimes with low agreement. On the other hand, the popular automatic MT evaluation methods have some weaknesses. Firstly, they tend to perform well on the language pairs with English as the target language, but weak when English is used as source. Secondly, some methods rely on many additional linguistic features to achieve good performance, which makes the metric unable to replicateand apply to other language pairs easily. Thirdly, some popular metrics utilize incomprehensive factors, which result in low performance on some practical tasks.
In this thesis, to address the existing problems, we design novel MT evaluation methods and investigate their performances on different languages. Firstly, we design augmented factors to yield highly accurate evaluation.Secondly, we design a tunable evaluation model where weighting of factors can be optimized according to the characteristics of languages. Thirdly, in the enhanced version of our methods, we design concise linguistic feature using POS to show that our methods can yield even higher performance when using some external linguistic resources. Finally, we introduce the practical performance of our metrics in the ACL-WMT workshop shared tasks, which show that the proposed methods are robust across different languages.
1 IND 299 Final Project Guidelines and Rubric OveLeilaniPoolsy
1
IND 299 Final Project Guidelines and Rubric
Overview
In this course, you will explore the value of the Bachelor of Arts in General Studies (BA.GST) degree and how the vast knowledge gained in this diverse
educational program gives you an innovative edge professionally, personally, and for civic engagement. As you prepare for your future beyond this degree, it is
crucial that you be able to articulate, in a professional manner, how your experience has prepared you for the opportunities you seek. To help you practice the
skill of formally defending your experiences, skills, and goals, you will create an academic plan of study for the final project in this course. In this document, you
will have the opportunity to illustrate your personally designed strategic plan for achieving your goals and earning a BA.GST degree.
Your academic plan of study will begin with SMART goal planning strategies. You will highlight the diversity of knowledge and skills you plan to attain through the
domains of study that supplement the achievement of the goal statement. The next step is defending your concentration, which is a focused area of study and
knowledge that supports your completion of the goal statement. You will then compile a comprehensive list of the completed and planned coursework required
to earn your degree by the anticipated graduation date. Finally, you will present an extended rationale for your goal and the steps you have outlined to reach that
goal. Your perceived professionalism as you present your academic plan is just as important as the content of what you say. Be sure that you cleanly and
professionally format your plan and check your document for any spelling and grammar errors.
The project is divided into three milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final
submissions. These milestones will be submitted in Modules Two, Three, and Five. The final product will be submitted in Module Seven.
In this assignment, you will demonstrate your mastery of the following course outcomes:
Illustrate the applicability of academic learning by explaining its connections and value to personal and professional planning
Utilize relevant research in explaining how strengths and weaknesses can be leveraged to achieve personal and professional goals
Employ fundamental writing skills in articulating plans of study appropriate for academic and professional audiences
Apply fundamental goal principles and strategic planning techniques in supporting feasible plans of academic study
Prompt
Create an academic plan of study that will explain and support your intention to earn a Bachelor of Arts in General Studies degree. Begin by forming an
achievable goal statement. Then, discuss your prior and planned academic learning and how you can use it to direct your academic and professional planning.
Finally, build a case for your plan of stud ...
A competency-based curriculum is a curriculum that emphasizes what learners are expected to do rather than mainly focusing on what they are expected to know. In principle, such a curriculum is learner-centred and adaptive to the changing needs of students, teachers, and society. Curricula development should only occur after a thorough training needs analysis process. Any curriculum design must go beyond competency. Competency based curriculum (CBC) is an education system that puts emphasis on a learner’s unique talents and abilities rather than focusing wholly on academics and exam performances.
The key aim of CBC is to help identify learners’ special capabilities then nurturing them through relevant teachings so that learners benefit from their talents.
In short, CBC is immensely different from other education systems including 8-4-4 and its precursor, 7-4-2-3 since the latter two are examination oriented and assumes that all pupils must pass exams to succeed in life.
Essentially, CBC recognizes that each child is gifted differently and seeks to promote every kid’s genius in the hope that children can eventually profit from their God-given talents.
Let’s now turn to other CBC questions now that you know what is competency based curriculum.
Up first is the CBC curriculum design..
1 IND 201 Final Project Guidelines and Rubric Ove.docxhoney725342
1
IND 201 Final Project Guidelines and Rubric
Overview
In this course, you will explore the value of the Bachelor of Arts in General Studies (BA.GS) degree and how the vast knowledge gained in this diverse educational
program gives you an innovative edge professionally, personally, and for civic engagement. As you prepare for your future beyond this degree, it is crucial that
you be able to articulate, in a professional manner, how your experience has prepared you for the opportunities you seek. To help you practice the skill of
formally defending your experiences, skills, and goals, you will create an academic plan of study for the final project in this course. In this document, you will have
the opportunity to illustrate your personally designed strategic plan for achieving your goals and earning a BA.GS degree.
Your academic plan of study will begin with SMART goal planning strategies. You will highlight the diversity of knowledge and skills you plan to attain through the
domains of study that supplement the achievement of the goal statement. The next step is defending your concentration, which is a focused area of study and
knowledge that supports your completion of the goal statement. You will then compile a comprehensive list of the completed and planned coursework required
to earn your degree by the anticipated graduation date. Finally, you will present an extended rationale for your goal and the steps you have outlined to reach that
goal. Your perceived professionalism as you present your academic plan is just as important as the content of what you say. Be sure that you cleanly and
professionally format your plan and check your document for any spelling and grammar errors.
The project is divided into three milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final
submissions. These milestones will be submitted in Modules Three, Four, and Five. The final product will be submitted in Module Seven.
In this assignment, you will demonstrate your mastery of the following course outcomes:
x Illustrate the applicability of academic learning by explaining its connections and value to personal and professional planning
x Utilize relevant research in explaining how strengths and weaknesses can be leveraged to achieve personal and professional goals
x Employ fundamental writing skills in articulating plans of study appropriate for academic and professional audiences
x Apply fundamental goal principles and strategic planning techniques in supporting feasible plans of academic study
Prompt
Create an academic plan of study that will explain and support your intention to earn a Bachelor of Arts in General Studies degree. Begin by forming an
achievable goal statement. Then, discuss your prior and planned academic learning and how you can use it to direct your academic and professional planning.
Finally, build a case for your plan of study by ar ...
Assignment Brief
BUSI7280
4
To:
BUSI7280 Students
From:
Prof. Michael Hess and Dr. Venus Kanani Moghadam
Reflective Essay 2
Length: 1,500 words
Submission: via Turnitin on the Wattle link
Grade vale: 20% of total
Details of task: Students are asked to write a short reflective essay at the conclusion of Module 2. This essay should explore the key concepts covered in week 7-12 of the course and should consider the skills you have developed throughout the module that are relevant to managing in a global context.
It is anticipated that the weekly learning insights completed for these weeks will provide useful material for this essay. However, as this is a take home rather than in-class assignment it is expected that you will make use of evidence available in the literature to support your discussions. Students should reflect on the skills, resources, capabilities, thinking and learning styles and consider how they will prepare themselves for working in a management role, and potentially in a global context.
This assignment should be a summary and analysis of your learning from the module and from the assignment, and your plan about how you will develop your personal competencies and capabilities.
Purpose of the task: The Reflective Essay gives students an opportunity to take stock of what they have learned from the module, in particular, to understand their own strengths and weaknesses. It helps students to focus on their own understanding and the skills required for the role of international manager.
Learning outcomes - this assignment addresses the following course learning outcomes:
LO1. Distinguish between the concepts and skills needed for international and local management.
LO2. Establish the roles and functions of management within organisations.
LO3. Recognize the challenges of the globalization dynamic and how it impacts on the task of management
LO6. Reflect on the emerging evidence about changing nature of management in an international context.
Essay Content
Your essay must cover the following areas:
Summary and explanation of the key concepts in Module 2 – use of evidence and authority to support understanding of the role of management in an international context.
Self- Awareness – understanding of the capabilities required of an international manager and gaps between thee and your own capacities.
Reflection on and explanation of factors changing the nature of global business and how these impact on the role and skills of the international manager.
Marking Criteria
The following criteria will be used to assess your essay:
Summary and explanation of the key concepts in Module 2
Evidence and authority to support understanding of the role of management in an international context.
Self- Awareness – understanding of the capabilities required of an international manager and gaps between thee and your own capacities.
Reflection on and explanation of factors changing the nature of global business and how these impact on ...
A FISA for the qualification focuses on the extent to which a learner can demonstrate applied competence.
Applied competence, in terms of the NQF is evidenced through learner’s ability to integrate concepts, ideas and actions in authentic, real-life contexts and is expressed as practical, foundational and reflexive competence.
Developing an international quality assessment framework v0.6 290416Simon Berney-Edwards
This paper was written for a 2016 conference on the quality assessment of Library and Information Science Education. It considers the challenges and opportunities in developing an international framework with the aim of achieving better parity between accreditation standards employed by Library Associations, promoting best practice and delivering greater work mobility for students.
Qualification Equivalence Guide - NVQ, QCF, ApprenticeshipsThe Pathway Group
Qualification Equivalence Guide - NVQ, QCF, Apprenticeships will give you the understanding of different qualifications, what they mean and what they are equal to. It also gives useful links to other sites that might help with your questions.
LEPOR: an augmented machine translation evaluation metric Lifeng (Aaron) Han
Machine translation (MT) was developed as one of the hottest research topics in the natural language processing (NLP) literature. One important issue in MT is that how to evaluate the MT system reasonably and tell us whether the translation system makes an improvement or not. The traditional manual judgment methods are expensive, time-consuming, unrepeatable, and sometimes with low agreement. On the other hand, the popular automatic MT evaluation methods have some weaknesses. Firstly, they tend to perform well on the language pairs with English as the target language, but weak when English is used as source. Secondly, some methods rely on many additional linguistic features to achieve good performance, which makes the metric unable to replicateand apply to other language pairs easily. Thirdly, some popular metrics utilize incomprehensive factors, which result in low performance on some practical tasks.
In this thesis, to address the existing problems, we design novel MT evaluation methods and investigate their performances on different languages. Firstly, we design augmented factors to yield highly accurate evaluation.Secondly, we design a tunable evaluation model where weighting of factors can be optimized according to the characteristics of languages. Thirdly, in the enhanced version of our methods, we design concise linguistic feature using POS to show that our methods can yield even higher performance when using some external linguistic resources. Finally, we introduce the practical performance of our metrics in the ACL-WMT workshop shared tasks, which show that the proposed methods are robust across different languages.
1 IND 299 Final Project Guidelines and Rubric OveLeilaniPoolsy
1
IND 299 Final Project Guidelines and Rubric
Overview
In this course, you will explore the value of the Bachelor of Arts in General Studies (BA.GST) degree and how the vast knowledge gained in this diverse
educational program gives you an innovative edge professionally, personally, and for civic engagement. As you prepare for your future beyond this degree, it is
crucial that you be able to articulate, in a professional manner, how your experience has prepared you for the opportunities you seek. To help you practice the
skill of formally defending your experiences, skills, and goals, you will create an academic plan of study for the final project in this course. In this document, you
will have the opportunity to illustrate your personally designed strategic plan for achieving your goals and earning a BA.GST degree.
Your academic plan of study will begin with SMART goal planning strategies. You will highlight the diversity of knowledge and skills you plan to attain through the
domains of study that supplement the achievement of the goal statement. The next step is defending your concentration, which is a focused area of study and
knowledge that supports your completion of the goal statement. You will then compile a comprehensive list of the completed and planned coursework required
to earn your degree by the anticipated graduation date. Finally, you will present an extended rationale for your goal and the steps you have outlined to reach that
goal. Your perceived professionalism as you present your academic plan is just as important as the content of what you say. Be sure that you cleanly and
professionally format your plan and check your document for any spelling and grammar errors.
The project is divided into three milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final
submissions. These milestones will be submitted in Modules Two, Three, and Five. The final product will be submitted in Module Seven.
In this assignment, you will demonstrate your mastery of the following course outcomes:
Illustrate the applicability of academic learning by explaining its connections and value to personal and professional planning
Utilize relevant research in explaining how strengths and weaknesses can be leveraged to achieve personal and professional goals
Employ fundamental writing skills in articulating plans of study appropriate for academic and professional audiences
Apply fundamental goal principles and strategic planning techniques in supporting feasible plans of academic study
Prompt
Create an academic plan of study that will explain and support your intention to earn a Bachelor of Arts in General Studies degree. Begin by forming an
achievable goal statement. Then, discuss your prior and planned academic learning and how you can use it to direct your academic and professional planning.
Finally, build a case for your plan of stud ...
A competency-based curriculum is a curriculum that emphasizes what learners are expected to do rather than mainly focusing on what they are expected to know. In principle, such a curriculum is learner-centred and adaptive to the changing needs of students, teachers, and society. Curricula development should only occur after a thorough training needs analysis process. Any curriculum design must go beyond competency. Competency based curriculum (CBC) is an education system that puts emphasis on a learner’s unique talents and abilities rather than focusing wholly on academics and exam performances.
The key aim of CBC is to help identify learners’ special capabilities then nurturing them through relevant teachings so that learners benefit from their talents.
In short, CBC is immensely different from other education systems including 8-4-4 and its precursor, 7-4-2-3 since the latter two are examination oriented and assumes that all pupils must pass exams to succeed in life.
Essentially, CBC recognizes that each child is gifted differently and seeks to promote every kid’s genius in the hope that children can eventually profit from their God-given talents.
Let’s now turn to other CBC questions now that you know what is competency based curriculum.
Up first is the CBC curriculum design..
1 IND 201 Final Project Guidelines and Rubric Ove.docxhoney725342
1
IND 201 Final Project Guidelines and Rubric
Overview
In this course, you will explore the value of the Bachelor of Arts in General Studies (BA.GS) degree and how the vast knowledge gained in this diverse educational
program gives you an innovative edge professionally, personally, and for civic engagement. As you prepare for your future beyond this degree, it is crucial that
you be able to articulate, in a professional manner, how your experience has prepared you for the opportunities you seek. To help you practice the skill of
formally defending your experiences, skills, and goals, you will create an academic plan of study for the final project in this course. In this document, you will have
the opportunity to illustrate your personally designed strategic plan for achieving your goals and earning a BA.GS degree.
Your academic plan of study will begin with SMART goal planning strategies. You will highlight the diversity of knowledge and skills you plan to attain through the
domains of study that supplement the achievement of the goal statement. The next step is defending your concentration, which is a focused area of study and
knowledge that supports your completion of the goal statement. You will then compile a comprehensive list of the completed and planned coursework required
to earn your degree by the anticipated graduation date. Finally, you will present an extended rationale for your goal and the steps you have outlined to reach that
goal. Your perceived professionalism as you present your academic plan is just as important as the content of what you say. Be sure that you cleanly and
professionally format your plan and check your document for any spelling and grammar errors.
The project is divided into three milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final
submissions. These milestones will be submitted in Modules Three, Four, and Five. The final product will be submitted in Module Seven.
In this assignment, you will demonstrate your mastery of the following course outcomes:
x Illustrate the applicability of academic learning by explaining its connections and value to personal and professional planning
x Utilize relevant research in explaining how strengths and weaknesses can be leveraged to achieve personal and professional goals
x Employ fundamental writing skills in articulating plans of study appropriate for academic and professional audiences
x Apply fundamental goal principles and strategic planning techniques in supporting feasible plans of academic study
Prompt
Create an academic plan of study that will explain and support your intention to earn a Bachelor of Arts in General Studies degree. Begin by forming an
achievable goal statement. Then, discuss your prior and planned academic learning and how you can use it to direct your academic and professional planning.
Finally, build a case for your plan of study by ar ...
Assignment Brief
BUSI7280
4
To:
BUSI7280 Students
From:
Prof. Michael Hess and Dr. Venus Kanani Moghadam
Reflective Essay 2
Length: 1,500 words
Submission: via Turnitin on the Wattle link
Grade vale: 20% of total
Details of task: Students are asked to write a short reflective essay at the conclusion of Module 2. This essay should explore the key concepts covered in week 7-12 of the course and should consider the skills you have developed throughout the module that are relevant to managing in a global context.
It is anticipated that the weekly learning insights completed for these weeks will provide useful material for this essay. However, as this is a take home rather than in-class assignment it is expected that you will make use of evidence available in the literature to support your discussions. Students should reflect on the skills, resources, capabilities, thinking and learning styles and consider how they will prepare themselves for working in a management role, and potentially in a global context.
This assignment should be a summary and analysis of your learning from the module and from the assignment, and your plan about how you will develop your personal competencies and capabilities.
Purpose of the task: The Reflective Essay gives students an opportunity to take stock of what they have learned from the module, in particular, to understand their own strengths and weaknesses. It helps students to focus on their own understanding and the skills required for the role of international manager.
Learning outcomes - this assignment addresses the following course learning outcomes:
LO1. Distinguish between the concepts and skills needed for international and local management.
LO2. Establish the roles and functions of management within organisations.
LO3. Recognize the challenges of the globalization dynamic and how it impacts on the task of management
LO6. Reflect on the emerging evidence about changing nature of management in an international context.
Essay Content
Your essay must cover the following areas:
Summary and explanation of the key concepts in Module 2 – use of evidence and authority to support understanding of the role of management in an international context.
Self- Awareness – understanding of the capabilities required of an international manager and gaps between thee and your own capacities.
Reflection on and explanation of factors changing the nature of global business and how these impact on the role and skills of the international manager.
Marking Criteria
The following criteria will be used to assess your essay:
Summary and explanation of the key concepts in Module 2
Evidence and authority to support understanding of the role of management in an international context.
Self- Awareness – understanding of the capabilities required of an international manager and gaps between thee and your own capacities.
Reflection on and explanation of factors changing the nature of global business and how these impact on ...
A FISA for the qualification focuses on the extent to which a learner can demonstrate applied competence.
Applied competence, in terms of the NQF is evidenced through learner’s ability to integrate concepts, ideas and actions in authentic, real-life contexts and is expressed as practical, foundational and reflexive competence.
Developing an international quality assessment framework v0.6 290416Simon Berney-Edwards
This paper was written for a 2016 conference on the quality assessment of Library and Information Science Education. It considers the challenges and opportunities in developing an international framework with the aim of achieving better parity between accreditation standards employed by Library Associations, promoting best practice and delivering greater work mobility for students.
MSL 6040, Current Issues in Leadership 1 Course Descript.docxgilpinleeanna
MSL 6040, Current Issues in Leadership 1
Course Description
Examines critical issues in leadership, using a case analysis method. Explores the role of leadership in current business
organizations. Serves as the capstone course for the Master of Science in Organizational Leadership curriculum and
includes a significant writing component.
Course Textbook
DuBrin, A. J. (2013). Leadership: Research findings, practice, and skills (7th ed.). Mason, OH: South-Western.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Explain the differences between team and solo leadership vs. management, noting how each influences
organizational performances.
2. Compare charismatic leadership to transformational leadership and assess the nature and dynamics of both
styles.
3. Analyze how emotional intelligence, key motives, cognitive factors, and heredity vs. environment issues
contribute to leadership effectiveness.
4. Explain relationship-oriented and task-oriented attitudes and behaviors of successful leaders.
5. Summarize how leaders use 360-degree feedback to improve their work performances.
6. Compare autocratic and participative leadership styles and assess their effectiveness.
7. Explain the path-goal theory of leadership effectiveness and assess how the situational leadership model differs
from the normative decision model.
8. Explain the cognitive resource theory and its applications.
9. Analyze the key principles of ethical and moral leadership and decision making in regards to business ethics.
10. Develop a comprehensive personal leadership training plan that is idiosyncratic and provides a thorough review
of different leadership techniques.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Unit Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and
knowledge students should gain upon completion of the unit.
2. Unit Lesson: Each unit contains a Unit Lesson, which discusses unit material.
3. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook.
A Suggested Further Reading entry is listed in the Unit VI Study Guide. The reading itself is not provided in the
course, but students are encouraged to read the resource listed if the opportunity arises as it has valuable
information that expands upon the lesson material.
4. Learning Activities (Non-Graded): These non-graded Learning Activities are provided in Units I, II, and VI to aid
students in their course of study.
5. Key Terms: Key Terms are intended to guide students in their course of study. Students should pay particular
attention to Key Terms as they represent important concepts within the unit material and reading.
6. Discussion Boards: Discussion Boards are part of all CSU term courses. More information and specifications
can ...
Course Outcomes state what a student, on successfully completing the course and earning a pass grade and the credit can perform/do/demonstrate with what he/she has learnt in the course. These are also referred as Learning Outcomes or Student Outcomes though NBA uses the term Course Outcomes (COs). Note that the emphasis is on using/applying the knowledge imparted/acquired by a successful student in the course.