...course to support learners’ effort in independent learning. SUBJECT LEARNING OUTCOMES LO1 | Integrate and apply knowledge from the various accounting sub-disciplines and other business related disciplines within an organizational context | Cognitive | Level 3 | LO2 | Identify issues, undertake research, analyse and synthesise information to solve business problems in the unstructured business environment | Cognitive | Level 5 | LO3 | Communicate ideas, views and recommendations effectively, both verbally and in writing | Cognitive | Level 3 | LO4 | Demonstrate ethical awareness in the decision making process | Affective | Level 5 | ASSESSMENT The assessments for this course will be made up as follows: a. Case analysis (individual & group) Report/Class activity (40%) + Self-learning diary (10 marks) | 50% | b. Mid-trimester examination | 20% | c. Final examination | 30% | TOTAL | 100% | FACILITATOR Dr Mariati NorhashimRoom: FOMBR 2023 Tel: 8312-5770Email: mariati.norhashim@mmu.edu.my | Dr Aziz AhmadRoom: FOMBR 3027Tel: 03-83125676Email: aziz.ahmad@mmu.edu.my | Dr Hasni Mohd HRoom: FOMBR 2005Tel: 03-83125685 Email: hasni.hanafi@mmu.edu.my | Mr Abdul Aziz b Ab JalilRoom: FOMBR 2021Tel: 03-83125864 Email: abd.aziz@mmu.edu.my | a. Case Assignment (40%) There will be FOUR cases in total. Each students...
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...marks) Short essay type responses (15 marks) 2 Section D How you should prepare Define terms you have learnt in this unit and think about examples of these concepts. Review the slides and refer to the respective pages in the textbook. The summary of each chapter is also a very useful reference. Practice the exercises in the textbook and handouts / slides to reinforce your learning Practice writing essays 3 Lesson 1a & 1b Critical Thinking What is What are critical the barriers thinking? to critical Why is it thinking? important? How to develop critical thinking skills? What is an argument? How to differentiate arguments from nonarguments? 4 Lesson 1a What is Critical Thinking? Complex process of deliberation involving a range of skills and attitudes Identifying arguments Reading between the lines Drawing conclusions Evaluating Evidence Recognising techniques Presenting viewpoints Weighing arguments Reflecting on issues Critical thinking focuses on: Arguments Evaluate messages conveyed through speech, writing, performance or other media Identify the obvious and hidden messages more accurately Understand the process by which an argument is constructed Consider our own reasoning or other people’s reasoning - Reasoning involves analysing evidence & drawing conclusions from it. - E.g. “It is a cold day” At college and university you will be: Presented with many different viewpoints ...
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...248-1650 ------------------------------------------------- Prerequisite: BUEC 502 – Managerial Microeconomics (or equivalent) COURSE OBJECTIVES While part of the Natural Resources, Energy and Environment specialization this introductory course is an overview to the resource and energy industries and markets. Students gain a basic understanding of the evolving nature and structure of energy industries and markets, including market, technological, environmental and other strategic issues. Second, there is a strong emphasis on students' proficiency levels in verbal and written business communication. Of particular interest is the ability to do and convey critical analysis and thinking in a variety of business formats (e.g. briefing note, strategic scenarios, business case, oral presentation, etc.). LEARNING GOALS Critical Thinking Students will be exposed to current issues and ideas concerning energy and its development in the 21st Century and this will help to develop their ability to analyze problems, situations and issues in a clear-minded, rigorous intellectual manner. At the end of the course the student will have more tools to critically think about current energy issues. Energy Fundamentals Students will enhance and develop a better understanding and awareness of the energy sector and its fundamentals from an economics, management and business perspectives. Practical Experience Students will have the opportunity to experience first-hand key segments of the energy...
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...School of Management MGMT101 Introduction to Management Trimester 2, 2014 COURSE OUTLINE ------------------------------------------------- Names and Contact Details COURSE COORDINATOR UNDERGRADUATE PROGRAMME MANAGER Sashi Meanger Garry Tansley Room: RH919, Rutherford House Room: EA105 Phone: 463-6942 Phone: 463-6968 Email: Sashi.Meanger@vuw.ac.nz Email: Garry.Tansley@vuw.ac.nzpaul.singh@vuw.ac.nz ADMINISTRATOR Misa Ito Room: RH1022, Rutherford House Phone: 463-5397 Email: Misa.Ito@vuw.ac.nz Trimester Dates Teaching Period: Monday 14th July – Friday 17th October Study Period: Monday 20th October – Thursday 23rd October Examination Period: Friday 24th October – Saturday 15th November (inclusive) Withdrawal from Course 1. Your fees will be refunded if you withdraw from this course on or before Friday 25th July 2014. 2. The standard last date for withdrawal from this course is Friday 26th September. After this date, students forced to withdraw by circumstances beyond their control must apply for permission on an ‘Application for Associate Dean’s Permission to Withdraw Late’ including supporting documentation. The application form is available from either of the Faculty’s Student Customer Service Desks. Class times and room numbers Lectures: | 10048 | Monday & Wednesday | 8.00 – 8.50am | New Kirk KKLT303 | | 10049 | Monday & Wednesday | 10.00 – 10.50am | McLaurin...
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...PRINCE GEORGE'S COMMUNITY COLLEGE Welcome to Psychology 1010 Fall 2015 (Tu/Th, ________ – ______ p.m. / Marlboro Hall – Rm. #1104) (August 25 – December 3) INSTRUCTOR: Dr. Janet E. Barber Psychological & Sociological Sciences and Human Svcs. OFFICE/HOURS: Marlboro Hall –M1104/2057 (Tu/Th, 3:25p - 4:25p) The best way to contact the professor is by email. By appointment: Online Office hours via Bb IM: Thursdays 6:00 pm - 7:00 pm PHONE NUMBERS: Professor: (301) 322-0900 x 4143 Social Sciences Office/Phone No.: Marlboro Hall #2054 (301) 546-0525 EMAIL ADDRESS: BarberAJ@pgcc.edu (24 hour response time) The best way to contact the professor is by email. Note: All credit students (with the exception of Howard Community College students enrolled at Laurel College Center) are required to use Owl Mail for all college communication. Students, please be sure to place PSY1010-LD14, 16 or 17 in the subject line so that your email will not be overlooked, confused with another class section, or mistakenly deleted. Thank you. Monday – Friday your emails and phone messages will be returned within 24 hours. Your weekend...
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...PYC4808/101/0/2014 Tutorial letter 101/0/2014 Ecosystemic Psychology PYC4808 or PSY474V Year module Department of Psychology IMPORTANT INFORMATION: This tutorial letter contains important information about your module. 2 CONTENTS Page 1 INTRODUCTION ............................................................................................................................ 3 1.1 Tutorial matter ................................................................................................................................. 5 2 PURPOSE OF AND OUTCOMES FOR THE MODULE ............................................................... 5 2.1 Purpose .......................................................................................................................................... 5 2.2 Outcomes ....................................................................................................................................... 6 3 LECTURER(S) AND CONTACT DETAILS .................................................................................... 7 3.1 Lecturer(s) ...................................................................................................................................... 7 3.2 Department ..................................................................................................................................... 7 3.3 University .......................................................................................................
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...REGENT UNIVERSITY COLLEGE OF ARTS & SCIENCES UNDERGRADUATE CATALOG 2013-2014 (Fall 2013-Summer 2014) Regent University 1000 Regent University Drive Virginia Beach, VA 23464-9800 800.373.5504 admissions@regent.edu www.regent.edu PREFACE Regional Accreditation Regent University is accredited by the Southern Association of Colleges and Schools Commission on Colleges to award associates, baccalaureate, masters, and doctorate degrees. Contact the Commission on Colleges at 1866 Southern Lane, Decatur, Georgia 30033-4097 or call 404-679-4500 for questions about the accreditation of Regent University. National and State Accreditation Regent University’s undergraduate school is accredited or certified by the following bodies: Council for Higher Education Accreditation (CHEA) (www.chea.org/) The Teacher Education Accreditation Council (TEAC) The Regent University School of Education's educational leadership and teacher preparation programs and the College of Arts & Sciences interdisciplinary studies program, which are designed to prepare competent, caring, and qualified professional educators are accredited by the Teacher Education Accreditation Council for a period of seven years, from January 9, 2009 to January 9, 2016. This accreditation certifies that the educational leadership, teacher preparation and interdisciplinary studies programs have provided evidence that they adhere to TEAC's quality principles. Teacher Educational Accreditation Council, One Dupont Circle, Suite...
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...Advanced Manufacturing Competency Model Updated April 2010 Employment and Training Administration United States Department of Labor 1 www.doleta.gov Updated April 2010 Advanced Manufacturing Competency Model Table of Contents About the Model 3 Tier One: Personal Effectiveness Competencies 4 Interpersonal Skills 4 Integrity 4 Professionalism 4 Initiative 4 Dependability & Reliability 4 Lifelong Learning 4 Tier Two: Academic Competencies 6 Science 6 Basic Computer Skills 6 Mathematics 7 Reading 7 Writing 7 Communication—Listening and Speaking 8 Critical & Analytical Thinking 8 Information Literacy 8 Tier Three: Workplace Competencies 10 Business Fundamentals 10 Teamwork 10 Adaptability/Flexibility 11 Marketing and Customer Focus 11 Planning and Organizing 12 Problem Solving and Decision Making 12 Working with Tools and Technology 13 Checking, Examining, and Recording 13 Sustainable Practices 14 Tier Four: Industry-Wide Technical Competencies 15 Entry-Level 15 Manufacturing Process Design/Development 15 Production 15 Maintenance, Installation, and Repair 17 Supply Chain Logistics 17 Quality Assurance and Continuous Improvement 18 Sustainable and Green Manufacturing 19 Health, Safety, Security, and Environment 19 Technician Level 21 Manufacturing Process Design/Development 21 Production...
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...Race-Based Affirmative Action . . . . . . . . . . . . . . . . . A. Remedial Purpose as a Justification for Affirmative Action . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B. The Diversity Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C. The Arguments Against Affirmative Action . . . . . . . . . . . . . V. Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I. INTRODUCTION The blockbuster race discrimination cases in recent years have all involved affirmative action and reverse discrimination. The Supreme Court has made it clear that race classifications, whether benign or invidious, will trigger rigid strict scrutiny analysis, which requires that the government prove its program is narrowly tailored to serve a compelling interest. In 2003, the Court, in Gratz v. Bollinger,1 ruled that while student diversity in educational institutions may be a compelling interest, an affirmative action program that assigned points to applicants of minority races was unconstitutional.2 In 2007, in Parents Involved in Community Schools v. Seattle School District No. 1,3 it held that two public school district plans that used race-based enrollment targets for student assignments failed strict scrutiny because the districts neither proved a compelling interest, nor demonstrated that the plans were...
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...| Impact of Gender On Academic Achievement In Science And Social Science At Secondary Level | | | PRINCE PARMAR | B-18 BUDH NAGAR INDERPURI NEW DELHI - 110012 | MOB.NO. – 9868955054 EMAIL-ID –princeparmar815@gmail.com | Impact of Gender on Academic Achievement in Science and Social Science at Secondary Level *PRINCE PARMAR Abstract Academic achievement depends upon several factors.the present study focuses on gender differences in academic achievement.The aim of the study is to compare the achievement of boys and girls in science and social science at the secondary level.The sample comprises 400 students (200 boys and 200 girls) from the affiliated of C.B.S.E., Delhi. The data was collected using two self developed achievement test. The collected data was analysed with help of statistical technique like Mean, SD,”t” value. The findings show that there is significant difference in achievement of boys and girls at the secondary level. Introduction The future of the country rests on the shoulder of its children.These children would one day pave the path of progress and lift the country to the heights of development.Education is going to play a key role to turn these children into strong pillars. Education aims at making us civilised...
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...Technical challenges 21 CHAPTER # 3 LITERATURE REVIEW 23 3.1. Domain Research 23 3.1.1 Commodity Trading 23 3.1.2 Algorithmic Trading 24 3.1.3 Advantage of using Algorithms in Algorithmic Trading 25 3.1.4 Web Application 25 3.2 Market Research 26 3.2.1 Similar Web Based Systems in the Market 27 3.2.1 Conclusions Derived from Market Research 29 3.2.2 Benefits of the Proposed System over Similar System Implemented 29 3.3 Services and Technology Growth in India 29 3.3.1 Internet Growth in India 30 3.2 Critical Evaluation of the Literature Review 30 CHAPTER # 4 RESEARCH METHODS 32 4.1 Primary Search 32 4.1.2 Questionnaires 32 4.1.2 Interview 37 4.2 Secondary Research 38 4.2.1 Research of Methodology Selection 39 4.2.2 Research of Web Application Development Platform 42 4.2.3 Database Research 44 4.2.4 System Architecture Research 47 CHAPTER # 5 (Part 1) ANALYSIS AND DESIGN 49 5.1 Analysis 49 5.1.1 Primary Analysis...
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...Coraline, RealD and the Reemergence of 3-D: Technological Obsession and a Reassurance of Identity Throughout history the cinema has attempted to employ new and captivating technologies to curb the success of varying competing mediums. At this present moment in new media history we find ourselves amongst a reemergence of 3-D technology in commercial cinema. It is possible that since we are seeing a rise in popularity of on-demand services and streaming forms of media entertainment available to consumers, that Hollywood is once again employing unique technical gimmicks to increase theater attendance. Yet, with such 3-D breakthroughs as Henry Selick’s Coraline (2009), it seems that certain artists in Hollywood have instead begun to embrace 3-D beyond just a technical gimmick and harness its true cinematic potential. If one thing is for sure, the 3-D technology used today compared that of the 1950s is vastly different in terms of its technological development; thanks innovative 3-D projection company RealD. It is the goal of this essay to examine how RealD’s 3-D projection technology helps...
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...P A R T I I Be Creative W hat is the greatest difficulty people have in thinking about problems and issues? The standard answer is “the difficulty of evaluating the various solutions and choosing the best one.” In some cases, this may be true. But two other difficulties are equally troublesome: identifying problems and issues before they become crises, and getting beyond common, unoriginal solutions to creative ones. The first chapter in this part introduces the creative process. The other chapters expand this introduction, showing you how to search for challenges, express and investigate problems and issues, and produce many and varied solutions. By the end of Part II, you will have developed a proactive approach to problems and issues and learned how to stimulate your imagination. ISBN 1-256-46689-1 The Art of Thinking: A Guide to Critical and Creative Thought, Tenth Edition, by Vincent Ryan Ruggiero. Published by Pearson. Copyright © 2012 by Pearson Education, Inc. ISBN 1-256-46689-1 The Art of Thinking: A Guide to Critical and Creative Thought, Tenth Edition, by Vincent Ryan Ruggiero. Published by Pearson. Copyright © 2012 by Pearson Education, Inc. C H A P T E R 5 The Creative Process Have you heard any of these sayings: “Creativity can’t be learned,” “The way to be creative is to ignore traditional ways of doing things,” “It takes a high IQ to be creative,” “Taking drugs enhances a person’s creativity,” or “Creativity is related to mental illness”? They’ve all been...
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...A Thesis paper on CURRENT TRENDS in ONLINE MARKETING IN BANGLADESH Prepared by Rokibul Hasan Reg No. 101-131-001 M. Sc. in MIS Supervised by Ahsan Habib Assitant Professor & Head in Charge Dept. Of Computer Science and Engineering (CSE) Metropolitan University, Bangladesh Trends in Online Marketing in Bangladesh [pic] A thesis submitted by Rokibul Hasan The undersigned here by certify that they have read and recommend to the controller of Examination for acceptance of the thesis entitled- Trends in online marketing in Bangladesh by Rokibul Hasan, ID: 101-131-001. I t has been defended in front of the following members of the thesis committe on 7th July 2012. The members have accepted this thesis as the partial fulfillment of the requirement for the degree of Masters of Science in Management Information Systems. _________________________________ Ahsan Habib Chairman Assitant Professor & Head in Charge Dept. Of Computer Science and Engineering (CSE) Metropolitan University, Bangladesh _________________________________ Fuad Ahmed Member Assitant Professor Dept. Of Computer Science and Engineering (CSE) Metropolitan University, Bangladesh...
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...dot com industry. Planning Process: There are various formulations of planning process (Boyce et al, 1970; Lichfield et al., 1975; Harris, 1965). Like (a) the formulation of objectives in relation to the general goals, problems and the regional context; (b) the provision of an outline of alternative strategies of growth; (c) the testing and evaluation of alternative strategies; (d) decision making. Lynch (2000) explains that every organization has to manage its strategies in three key areas: The organization’s internal resources, The external environment within which the organization operates, The organization’s ability to add value to what it does and other core elements include clarification of strategic direction , strategic analysis, development of strategic options, strategy implementation and management of strategic change. Traditionally, Google...
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