Description 2 3 3 3 3 3 3 3 Learning Outcomes Graduate Capabilities Problem Solving and Research Capability Creative and Innovative Effective Communication Commitment to Continuous Learning Discipline Specific Knowledge and Skills Critical, Analytical and Integrative Thinking Engaged and Ethical Local and Global citizens Capable of Professional and Personal Judgement and Initiative 4 5 5 5 6 6 7 7 8 8 Assessment Tasks Class Test 1 Class Test 2 Group assignment Final Examination 10 10 10 10
Words: 3151 - Pages: 13
| Subject Outline & Activity Schedule | |Lecturer/ Tutor |E-mail |Office |Telephone | |Dr. Simon Chan |simon.ch.chan@polyu.edu.hk |Room M1031 |3400-3643 | |Mr. Herbert Leung |herbert.kinshing.leung@polyu.edu.hk
Words: 2894 - Pages: 12
Guidelines to Quality Criteria for ESD-Schools enhance the quality of Education for Sustainable Development SCHOOL DEVELOPMENT THROUGH ENVIRONMENTAL EDUCATION Guidelines to Quality Criteria for ESD-Schools enhance the quality of Education for Sustainable Development A document by the SEED and the ENSI networks for international debate Written by Søren Breiting, Michela Mayer and Finn Mogensen 1 Imprint: “Quality Criteria for ESD-Schools” Guidelines to enhance the quality
Words: 13455 - Pages: 54
A lot is going on in recent times on the issue of competency mapping. A lot of resources spent and consultants invited to do competency mapping. Increased manpower costs, need for ensuring that competent people man critical positions, and the need to be competitive and recognition of the strategic advantages of having good human resources have compelled firms to be more competency driven. In good organisations competency mapping existed already. Traditionally HR Directors and their top management
Words: 1567 - Pages: 7
acknowledged by affirmation of both benefits and faults of each individual. Merits & Demerits of Multicultural Teams :- Merits Of Multicultural Team: • Global promoting: Often expands comprehension of worldwide markets. • Imagination and critical thinking: Frequently more innovative in creating thoughts and arrangements. • Understanding outside businesses: Often expands comprehension of worldwide markets. • Managing workers: Often better comprehension of multi-national representatives. • Conflicts
Words: 1210 - Pages: 5
Body Dysmorphic Disorder among college age females Introduction Body dysmorphic disorder (BDD) is a type of somatoform disorder, a mental illness in which a person has symptoms of a medical illness, but the symptoms cannot be fully explained by an actual physical disorder. People with BDD are preoccupied with an imagined physical defect or a minor defect that others often cannot see. As a result, people with this disorder see themselves as "ugly" and often avoid social exposure to others or turn
Words: 1128 - Pages: 5
To: Mrs Caroline Hatcher ∞ Human Resource Manager ∞ ABC Company From: Mrs Chrisan Lewis ∞ Occupational Psychologist ∞ The British Psychological Society Report: Efficient Recruitment The Report The ABC Company has been experiencing a high turnover of staff, (particularly with the Call Centre Staff), and is considering the development of an Assessment Centre. The ABC Company requires information which pertains to psychology in relation to psychometric testing. This report will identify
Words: 3107 - Pages: 13
How do I . . . Write a Reflection? Why reflective writing? Reflection offers you the opportunity to consider how your personal experiences and observations shape your thinking and your acceptance of new ideas. Professors often ask students to write reading reflections. They do this to encourage you to explore your own ideas about a text, to express your opinion rather than summarise the opinions of others. Reflective writing can help you to improve your analytical skills because it requires
Words: 1227 - Pages: 5
1 What are the characteristics of outcomes-based education? 3 1.3.2 The difference between the old and the new approach 4 1.4 OUTCOMES-BASED EDUCATION PRINCIPLES AND TERMINOLOGY 6 1.4.1 Learning area 6 1.4.2 Critical outcomes 7 1.4.3 Learning outcomes 8 1.4.4 Assessment standards 9 1.4.5 Assessment 9 1.4.6 Themes 9 1.5 PLANNING AN OUTCOMES-BASED EDUCATION LEARNING UNIT 11 1.6 OVERVIEW OF THE STUDY UNIT
Words: 117690 - Pages: 471
LEARNING OBJECTIVES To be able to Explain the importance of educational research. List at least five areas of educational research. Explain the difference between basic and applied research. Describe evaluation research, action research, and critical theory research. Discuss the different sources of knowledge. Visit the study site for an interactive concept map. Explain the scientific approach to knowledge generation. Explain how to determine the quality of a theory or explanation.
Words: 14959 - Pages: 60
