Induction bapp 28.1. 14
Download as PPT, PDF0 likes517 views
This document provides an agenda and information for students starting the BA Honours Professional Practice (Arts) program at Middlesex University. The agenda outlines sessions over the induction day that will introduce students to the university, the first module, writing skills, obtaining student cards and a library visit. It notes that much of the program is self-managed distance learning but students will have an academic advisor. It recommends students schedule 6 hours per week for study. Some administrative points are provided about keeping contact details updated and obtaining student cards. Assessment is outlined in program and module handbooks and is due by May 13th. Guidelines for grades are available online. Support is available from advisors, program staff and university while readers are meant to challenge thinking
1 of 15
Download to read offline
Recommended
Induction bapp arts 24.9.13 slideshare
Induction bapp arts 24.9.13 slidesharePaula Nottingham
油
The document provides an agenda and overview for an induction session for a university program. It includes:
- An agenda for the day covering welcome/introductions, module introductions, group work, and a library visit.
- Information about the program being mostly self-managed distance learning requiring around 6 hours per week of study.
- Links and instructions for accessing the university hub and online course materials.
- Administrative reminders about keeping contact details updated and obtaining student cards.On holidays
On holidaysFiona Jostsons
油
The document discusses various topics including the Hunger Games, a national summer school, the National Computer Science Schools Challenge, and Google Earth. The Challenge is a 5-week programming competition run by the University of Sydney that teaches programming skills and has beginner, intermediate, and advanced streams. It provides weekly tutorials and challenges by email starting in August.Induction bapp arts 22.9.14
Induction bapp arts 22.9.14Paula Nottingham
油
This document outlines the agenda and logistical information for an induction session for the BAPP Arts program at Middlesex University. The session will include introductions, exercises for thinking about CVs, an introduction to the first module and rules of learning, and a library visit. Students will study remotely and manage their own learning with support from an academic advisor. Assessment will involve submitting portfolio work and blogging to demonstrate learning. The program emphasizes self-managed learning, digital literacy, and using social media for collaboration and reflection on professional practice.One New Strategy Hamber Jan 2011
One New Strategy Hamber Jan 2011Jacob Martens
油
An offering of a number of different strategies and tools that could be used to support student learning. iLearn: Science Department
iLearn: Science DepartmentFiona
油
SciDept PLC aims to develop e-learning resources using iLearn to support school goals like junior science teaching, taking teaching outside the classroom, and enhancing student achievement through technology. The plan was to introduce iLearn to the science department, demonstrate example work, and facilitate teacher input and training to develop formative assessments on the platform. Initial issues like login problems had to be resolved. The department now has introductory content on iLearn including weblinks, quizzes and assignments. Next steps are to add more advanced features and individual teacher content with a focus on key competencies and assessments.Creating a Paperless Classroom
Creating a Paperless ClassroomInternational School of Curitiba
油
The document discusses implementing a paperless classroom. It introduces the benefits of allowing teachers and students to connect, collaborate, and communicate more effectively without paper. It describes using a "suite" of digital tools across devices like iPads and laptops to share materials online. Tips are provided, such as being organized with folders and file naming, creating reusable templates, and distributing PDFs for easy annotation. Examples are given of actual classes using these paperless strategies.University Assignment Stress?
University Assignment Stress?Dissertation Writers UK
油
When the autumn starts the new admissions begin in universities. Then the first year of many students at university starts. ARLG 2019: Fraser and Elsegood 
ARLG 2019: Fraser and Elsegood CILIP ARLG Academic and Research Libraries Group
油
This document discusses changes made to the staff learning and development program at the ARU Library. It describes two key drivers for change: 1) Changing management of staff learning and development and 2) Organizational changes within the institution. The library empowered its learning and development team, embedded active learning approaches, and used a learning management system. Highlights of the new program include diverse "Learning Hour" topics delivered across campuses and positive feedback. The library adapted its processes to remain a learning organization that enables continuous staff development.Induction BAPP Arts 27.9.16 
Induction BAPP Arts 27.9.16 Paula Nottingham
油
This summary provides an overview of the key points from the document:
1. The course is self-managed learning where students are expected to study independently for approximately 6 hours per week while balancing other commitments.
2. Students will have an academic tutor to help guide them and deadlines for drafts and final work are important to meet.
3. The assessment involves a 1000-word summary of learning evidence based on learning outcomes and feedback from an academic advisor. Students will submit their work in January 2017.際際滷share induction bapp 5.2.13
際際滷share induction bapp 5.2.13Paula Nottingham
油
This document provides an agenda and information for an induction session at Middlesex University. It includes:
- An agenda for the day with sessions on welcome/introduction, modules, roles and responsibilities, group work, and a library visit.
- Information about the self-managed nature of the program and expectation that students dedicate around 6 hours per week to their studies.
- An overview of the assessment process, importance of deadlines, and how to get support from academic advisors and university staff.
- Links to resources on the university website and an explanation of how blogs and social media will be used within the program.Induction bapp 2012 slideshare
Induction bapp 2012 slidesharePaula Nottingham
油
This document contains an agenda and notes from an induction meeting for the BA Honours Professional Practice (Arts) program at Middlesex University on September 25, 2012. The agenda includes welcome and introductions, module and RoL introductions, group work, and a library visit. Notes provide additional context on the program expectations, resources available to students, and use of social media and blogs in the program. Administrative reminders and assessment details are also included.CCBS_Times_2016_Spring
CCBS_Times_2016_SpringPierre Loizeau
油
This document provides information about an elective course called the Cross-Cultural Business Skills minor. It outlines the course structure, assignments, expectations, and schedule. The course runs for one semester starting in February and includes team and individual assignments, lectures, and a final exam in June. Students will work together to research and write a book on cross-cultural management topics over the course of the semester.DIS AD Internship course Fall 2014
DIS AD Internship course Fall 2014Henning Thomsen
油
This document outlines an architecture and design internship course offered through DIS in Copenhagen, Denmark. The 3-credit course involves a 10-15 hour per week internship at a local architecture or design firm, along with 5 seminar meetings to reflect on experiences. Students must maintain a reflective journal and produce a concluding reflection paper. The course aims to provide professional experience, insight into Danish design culture, and an opportunity to apply academic learning in a work setting.He Bulletin Autumn 2011
He Bulletin Autumn 2011bwcelearning
油
This document provides a summary of the Autumn 2011 edition of the HE Bulletin from Bridgwater College. It includes information about partnerships and programmes offered by the college with various universities, using student feedback to make improvements, becoming a student representative, blended and distance learning options, graduation details and achievements of students, and new sports internship opportunities.Semester 1 Handbook for Creative Music Modules
Semester 1 Handbook for Creative Music Modulesmatthewlovett
油
This document provides information for students starting the BA (Hons) Creative Sound and Music program at the University of Wales, Newport. It includes handbooks for Year One semester one modules, contact information for academic and technical staff, deadlines, submission guidelines, studio rules and resources, and explanations of grades. Students are expected to read this handbook carefully and use it to support their studies over the next three years in exploring sound and music.
University of Central Lancashire.docx...
University of Central Lancashire.docx...HNDAssignmentHelpOne
油
Struggling with assignments at the University of Central Lancashire (UCLan)? Youre not alone! Many students face challenges in managing workloads, understanding complex topics, and meeting deadlines. Our dedicated UCLan Assignment Help service is here to make your academic journey smoother and more successful. With personalized guidance, assignment support, and practical tips, well help you stay on track and excel in your studies.Geoff Dubber, Rite of Passage: Library Transition and Induction P6/7 - S1
Geoff Dubber, Rite of Passage: Library Transition and Induction P6/7 - S1SLA
油
The document discusses strategies for effectively inducting and transitioning students from primary to secondary school, with a focus on the role of the library and librarian. It recommends gathering information about students' previous library experiences, establishing links between primary and secondary school teachers and curricula, and providing orientation activities to familiarize new students with library resources and procedures. Suggested induction activities include classroom introductions, summer visits, and distributing materials to help students navigate the new school environment. The goal is to welcome students and ease the social and academic changes of moving to secondary school through collaboration between libraries and schools.Advanced Diploma in Occupational Safety and.docx
Advanced Diploma in Occupational Safety and.docxwrite22
油
This unit aims to develop skills in managing occupational safety and health risks using the ISO 31000 risk management standard. Students will learn to assess workplace safety risks using various tools, prioritize risks, and design practical solutions to improve safety and health. Key learning outcomes include applying the risk management process to a workplace, conducting incident investigations, analyzing and communicating safety data, and evaluating risk assessment tools.Diploma in Occupational Safety and Health.docx
Diploma in Occupational Safety and Health.docx4934bk
油
This unit aims to develop skills in managing occupational safety and health risks using the international risk management standard ISO 31000. Students will learn to assess workplace safety risks using various tools, prioritize risks, and design practical solutions to improve safety. They will apply the risk management process to a real workplace and complete an incident report. The unit covers risk identification, investigation of incidents, and effective communication of safety data.Wipo Key Role Of Tutors
Wipo Key Role Of Tutorsrcorrigan
油
Keynote address at the WIPO Academy Workshop on Distance Learning on the key role of tutors in a distance learning contextDepartment Teacher Media Center Orientation 2008 09
Department Teacher Media Center Orientation 2008 09creekview_hs_library
油
The document provides an overview of the media center services and policies for Creekview High School faculty and students for the 2008-2009 school year. It introduces the media center staff and outlines their goals of integrating information literacy skills, encouraging collaboration between teachers and the media center, and promoting reading. It details the media center's collection, services for faculty including equipment circulation and research assistance, and expectations for collaborative planning between teachers and media specialists. The document also outlines circulation policies, student policies and procedures, and technology support services available.Occupational Health and Safety Law.docx
Occupational Health and Safety Law.docxwrite22
油
This document provides information about an occupational health and safety law unit, including:
1) The unit aims to develop skills to assess and manage occupational safety risks using tools like ISO 31000 for risk management.
2) Learning outcomes include applying risk management processes and analyzing safety data.
3) Teaching methods include online and on-campus lectures, activities, and tutorials to engage students.
4) Expectations around communication, participation, and academic integrity are outlined.Composition II SyllabusDallas College North Lake Campus
Composition II SyllabusDallas College North Lake CampusLynellBull52
油
Composition II Syllabus
Dallas College North Lake Campus
Contacting Your Instructor
Instructors typically respond to emails from students within 24 hours. However, over the weekend and holiday periods responses may be delayed. Find out more about contacting your instructor.
Instructor Contact Information
Name: Jared Westover
Email: [email油protected]
Office Phone: 972-273-3487
Office Location: A-213
Office Hours: Online and by appointment
Division Office and Phone: Liberal Art Division- 972-273-3480
Course Information
Course Title: Composition II
Course Number: ENGL 1302
Section Number: 72002
Semester/Year: Fall 2020
Credit Hours: 3
Class Meeting Time/Location: Online
Certification Date: 02/1/2021
Last Day to Withdraw: 04/15/2021
Course Prerequisites
ENGL-1301
Course Description
Intensive study of and practice in the strategies and techniques for developing research-based expository and persuasive texts. Emphasis on effective and ethical rhetorical inquiry, including primary and secondary research methods; critical reading of verbal, visual, and multimedia texts; systematic evaluation, synthesis, and documentation of information sources; and critical thinking about evidence and conclusions. (3 Lec.)Student Learning Outcomes
Upon successful completion of this course, students will:
1. Demonstrate knowledge of individual and collaborative research processes.
2. Develop ideas and synthesize primary and secondary sources within focused academic arguments, including one or more research-based essays.
3. Analyze, interpret, and evaluate a variety of texts for the ethical and logical uses of evidence.
4. Write in a style that clearly communicates meaning, builds credibility, and inspires belief or action.
5. Apply the conventions of style manuals for specific academic disciplines (e.g., APA, CMS, MLA, etc.)
Texas Core Objectives
The College defines essential knowledge and skills that students need to develop during their college experience. These general education competencies parallel the Texas Core Objectives for Student Learning. In this course, the activities you engage in will give you the opportunity to practice two or more of the following core competencies:
1. Critical Thinking Skills - to include creative thinking, innovation, inquiry, and analysis, evaluation and synthesis of information
2. Communication Skills - to include effective development, interpretation, and expression of ideas through written, oral, and visual communication
3. Empirical and Quantitative Skills - to include the manipulation and analysis of numerical data or observable facts resulting in informed conclusions
4. Teamwork - to include the ability to consider different points of view and to work effectively with others to support a shared purpose or goal
5. Personal Responsibility - to include the ability to connect choices, actions, and consequences to ethical decision-making
6. Social Responsibility - to include intercultural competence, knowledge of civic respo ...Composition ii syllabus dallas college north lake campus
Composition ii syllabus dallas college north lake campusARIV4
油
This document is a syllabus for a Composition II course at Dallas College North Lake Campus. It provides information about contacting the instructor, Jared Westover, and his contact details. The course is ENGL 1302 in the fall 2020 semester. It meets online and has a last day to withdraw of April 15, 2021. The course focuses on developing research-based expository and persuasive essays with emphasis on research methods, critical reading and thinking, and documentation. Graded assignments include several essays, a research unit, and a final exam essay. The grading scale and policies on attendance, late work, and academic integrity are also outlined.Composition ii syllabus dallas college north lake campus
Composition ii syllabus dallas college north lake campusmehek4
油
This document is a syllabus for a Composition II course at Dallas College North Lake Campus. It provides information about contacting the instructor, Jared Westover, and his contact details. The course is ENGL 1302 in the fall 2020 semester. It meets online and has a last day to withdraw of April 15, 2021. The course focuses on developing research-based expository and persuasive essays. Graded assignments include several essays, a research unit, and a final exam essay. The grading scale and policies on attendance, late work, and academic integrity are also outlined. A detailed course schedule provides an overview of the units and assignments for each week of the semester.Comm12033 speech and script
Comm12033 speech and scriptJennifer Wardell
油
This 3 sentence summary provides the key details about the COMM12033 Speech and Script course:
This course considers aspects of speech as applied in corporate and media settings, including historical and rhetorical perspectives on speech, speech as institutional talk, and writing for speech. Students will complete theory-based practical assessment tasks, including a portfolio compiling weekly activities and a practical assessment involving writing and delivering a speech and audio-visual script. The course aims to help students discuss effective speech making, explain social practices behind institutional talk, and write and deliver speech effectively across different genres.Project Success Summer Program Brochure 
Project Success Summer Program Brochure Georgia Hetue
油
The document provides information about the Project Success summer program including orientation dates, course descriptions, registration deadlines, housing and meal plan details, and answers to frequently asked questions. Students must register by April 15th for the required courses and complete placement tests before their scheduled Odyssey orientation. The six-week summer program runs from June 14th to July 22nd and is designed to help students transition to college through academic support and success strategies.Final 31.3.17 module 1 session 3 copy
Final 31.3.17 module 1 session 3 copyPaula Nottingham
油
This document provides guidance for a critical reflection assignment on Module 1. It discusses professional networking, critical reflection, and summarizing key ideas. Students are encouraged to synthesize important concepts that impacted their practice, such as networking, communication, and reflection. References and sources should be cited to show where ideas originated. Multimedia such as blogs, journals, and videos can be included to provide evidence and illustrate learning. The reflection should analyze how course content influenced students' thinking about their work. Feedback from a tutor is suggested to refine a draft submission.Tools methods and analysis 
Tools methods and analysis Paula Nottingham
油
This document provides guidance on tools and methods for practitioner research, including reflective journals, documents, observations, surveys, interviews, and focus groups. It discusses how each method can be used to collect information and evidence for an inquiry project. Key steps are outlined for each method, such as developing questions, sampling approaches, transcription of data, and analyzing the findings. Guidance is also provided on logistical and ethical considerations, such as obtaining consent and ensuring confidentiality of participants.More Related Content
Similar to Induction bapp 28.1. 14 (20)
Induction BAPP Arts 27.9.16
Induction BAPP Arts 27.9.16 Paula Nottingham
油
This summary provides an overview of the key points from the document:
1. The course is self-managed learning where students are expected to study independently for approximately 6 hours per week while balancing other commitments.
2. Students will have an academic tutor to help guide them and deadlines for drafts and final work are important to meet.
3. The assessment involves a 1000-word summary of learning evidence based on learning outcomes and feedback from an academic advisor. Students will submit their work in January 2017.際際滷share induction bapp 5.2.13
際際滷share induction bapp 5.2.13Paula Nottingham
油
This document provides an agenda and information for an induction session at Middlesex University. It includes:
- An agenda for the day with sessions on welcome/introduction, modules, roles and responsibilities, group work, and a library visit.
- Information about the self-managed nature of the program and expectation that students dedicate around 6 hours per week to their studies.
- An overview of the assessment process, importance of deadlines, and how to get support from academic advisors and university staff.
- Links to resources on the university website and an explanation of how blogs and social media will be used within the program.Induction bapp 2012 slideshare
Induction bapp 2012 slidesharePaula Nottingham
油
This document contains an agenda and notes from an induction meeting for the BA Honours Professional Practice (Arts) program at Middlesex University on September 25, 2012. The agenda includes welcome and introductions, module and RoL introductions, group work, and a library visit. Notes provide additional context on the program expectations, resources available to students, and use of social media and blogs in the program. Administrative reminders and assessment details are also included.CCBS_Times_2016_Spring
CCBS_Times_2016_SpringPierre Loizeau
油
This document provides information about an elective course called the Cross-Cultural Business Skills minor. It outlines the course structure, assignments, expectations, and schedule. The course runs for one semester starting in February and includes team and individual assignments, lectures, and a final exam in June. Students will work together to research and write a book on cross-cultural management topics over the course of the semester.DIS AD Internship course Fall 2014
DIS AD Internship course Fall 2014Henning Thomsen
油
This document outlines an architecture and design internship course offered through DIS in Copenhagen, Denmark. The 3-credit course involves a 10-15 hour per week internship at a local architecture or design firm, along with 5 seminar meetings to reflect on experiences. Students must maintain a reflective journal and produce a concluding reflection paper. The course aims to provide professional experience, insight into Danish design culture, and an opportunity to apply academic learning in a work setting.He Bulletin Autumn 2011
He Bulletin Autumn 2011bwcelearning
油
This document provides a summary of the Autumn 2011 edition of the HE Bulletin from Bridgwater College. It includes information about partnerships and programmes offered by the college with various universities, using student feedback to make improvements, becoming a student representative, blended and distance learning options, graduation details and achievements of students, and new sports internship opportunities.Semester 1 Handbook for Creative Music Modules
Semester 1 Handbook for Creative Music Modulesmatthewlovett
油
This document provides information for students starting the BA (Hons) Creative Sound and Music program at the University of Wales, Newport. It includes handbooks for Year One semester one modules, contact information for academic and technical staff, deadlines, submission guidelines, studio rules and resources, and explanations of grades. Students are expected to read this handbook carefully and use it to support their studies over the next three years in exploring sound and music.University of Central Lancashire.docx...
University of Central Lancashire.docx...HNDAssignmentHelpOne
油
Struggling with assignments at the University of Central Lancashire (UCLan)? Youre not alone! Many students face challenges in managing workloads, understanding complex topics, and meeting deadlines. Our dedicated UCLan Assignment Help service is here to make your academic journey smoother and more successful. With personalized guidance, assignment support, and practical tips, well help you stay on track and excel in your studies.Geoff Dubber, Rite of Passage: Library Transition and Induction P6/7 - S1
Geoff Dubber, Rite of Passage: Library Transition and Induction P6/7 - S1SLA
油
The document discusses strategies for effectively inducting and transitioning students from primary to secondary school, with a focus on the role of the library and librarian. It recommends gathering information about students' previous library experiences, establishing links between primary and secondary school teachers and curricula, and providing orientation activities to familiarize new students with library resources and procedures. Suggested induction activities include classroom introductions, summer visits, and distributing materials to help students navigate the new school environment. The goal is to welcome students and ease the social and academic changes of moving to secondary school through collaboration between libraries and schools.Advanced Diploma in Occupational Safety and.docx
Advanced Diploma in Occupational Safety and.docxwrite22
油
This unit aims to develop skills in managing occupational safety and health risks using the ISO 31000 risk management standard. Students will learn to assess workplace safety risks using various tools, prioritize risks, and design practical solutions to improve safety and health. Key learning outcomes include applying the risk management process to a workplace, conducting incident investigations, analyzing and communicating safety data, and evaluating risk assessment tools.Diploma in Occupational Safety and Health.docx
Diploma in Occupational Safety and Health.docx4934bk
油
This unit aims to develop skills in managing occupational safety and health risks using the international risk management standard ISO 31000. Students will learn to assess workplace safety risks using various tools, prioritize risks, and design practical solutions to improve safety. They will apply the risk management process to a real workplace and complete an incident report. The unit covers risk identification, investigation of incidents, and effective communication of safety data.Wipo Key Role Of Tutors
Wipo Key Role Of Tutorsrcorrigan
油
Keynote address at the WIPO Academy Workshop on Distance Learning on the key role of tutors in a distance learning contextDepartment Teacher Media Center Orientation 2008 09
Department Teacher Media Center Orientation 2008 09creekview_hs_library
油
The document provides an overview of the media center services and policies for Creekview High School faculty and students for the 2008-2009 school year. It introduces the media center staff and outlines their goals of integrating information literacy skills, encouraging collaboration between teachers and the media center, and promoting reading. It details the media center's collection, services for faculty including equipment circulation and research assistance, and expectations for collaborative planning between teachers and media specialists. The document also outlines circulation policies, student policies and procedures, and technology support services available.Occupational Health and Safety Law.docx
Occupational Health and Safety Law.docxwrite22
油
This document provides information about an occupational health and safety law unit, including:
1) The unit aims to develop skills to assess and manage occupational safety risks using tools like ISO 31000 for risk management.
2) Learning outcomes include applying risk management processes and analyzing safety data.
3) Teaching methods include online and on-campus lectures, activities, and tutorials to engage students.
4) Expectations around communication, participation, and academic integrity are outlined.Composition II SyllabusDallas College North Lake Campus
Composition II SyllabusDallas College North Lake CampusLynellBull52
油
Composition II Syllabus
Dallas College North Lake Campus
Contacting Your Instructor
Instructors typically respond to emails from students within 24 hours. However, over the weekend and holiday periods responses may be delayed. Find out more about contacting your instructor.
Instructor Contact Information
Name: Jared Westover
Email: [email油protected]
Office Phone: 972-273-3487
Office Location: A-213
Office Hours: Online and by appointment
Division Office and Phone: Liberal Art Division- 972-273-3480
Course Information
Course Title: Composition II
Course Number: ENGL 1302
Section Number: 72002
Semester/Year: Fall 2020
Credit Hours: 3
Class Meeting Time/Location: Online
Certification Date: 02/1/2021
Last Day to Withdraw: 04/15/2021
Course Prerequisites
ENGL-1301
Course Description
Intensive study of and practice in the strategies and techniques for developing research-based expository and persuasive texts. Emphasis on effective and ethical rhetorical inquiry, including primary and secondary research methods; critical reading of verbal, visual, and multimedia texts; systematic evaluation, synthesis, and documentation of information sources; and critical thinking about evidence and conclusions. (3 Lec.)Student Learning Outcomes
Upon successful completion of this course, students will:
1. Demonstrate knowledge of individual and collaborative research processes.
2. Develop ideas and synthesize primary and secondary sources within focused academic arguments, including one or more research-based essays.
3. Analyze, interpret, and evaluate a variety of texts for the ethical and logical uses of evidence.
4. Write in a style that clearly communicates meaning, builds credibility, and inspires belief or action.
5. Apply the conventions of style manuals for specific academic disciplines (e.g., APA, CMS, MLA, etc.)
Texas Core Objectives
The College defines essential knowledge and skills that students need to develop during their college experience. These general education competencies parallel the Texas Core Objectives for Student Learning. In this course, the activities you engage in will give you the opportunity to practice two or more of the following core competencies:
1. Critical Thinking Skills - to include creative thinking, innovation, inquiry, and analysis, evaluation and synthesis of information
2. Communication Skills - to include effective development, interpretation, and expression of ideas through written, oral, and visual communication
3. Empirical and Quantitative Skills - to include the manipulation and analysis of numerical data or observable facts resulting in informed conclusions
4. Teamwork - to include the ability to consider different points of view and to work effectively with others to support a shared purpose or goal
5. Personal Responsibility - to include the ability to connect choices, actions, and consequences to ethical decision-making
6. Social Responsibility - to include intercultural competence, knowledge of civic respo ...Composition ii syllabus dallas college north lake campus
Composition ii syllabus dallas college north lake campusARIV4
油
This document is a syllabus for a Composition II course at Dallas College North Lake Campus. It provides information about contacting the instructor, Jared Westover, and his contact details. The course is ENGL 1302 in the fall 2020 semester. It meets online and has a last day to withdraw of April 15, 2021. The course focuses on developing research-based expository and persuasive essays with emphasis on research methods, critical reading and thinking, and documentation. Graded assignments include several essays, a research unit, and a final exam essay. The grading scale and policies on attendance, late work, and academic integrity are also outlined.Composition ii syllabus dallas college north lake campus
Composition ii syllabus dallas college north lake campusmehek4
油
This document is a syllabus for a Composition II course at Dallas College North Lake Campus. It provides information about contacting the instructor, Jared Westover, and his contact details. The course is ENGL 1302 in the fall 2020 semester. It meets online and has a last day to withdraw of April 15, 2021. The course focuses on developing research-based expository and persuasive essays. Graded assignments include several essays, a research unit, and a final exam essay. The grading scale and policies on attendance, late work, and academic integrity are also outlined. A detailed course schedule provides an overview of the units and assignments for each week of the semester.Comm12033 speech and script
Comm12033 speech and scriptJennifer Wardell
油
This 3 sentence summary provides the key details about the COMM12033 Speech and Script course:
This course considers aspects of speech as applied in corporate and media settings, including historical and rhetorical perspectives on speech, speech as institutional talk, and writing for speech. Students will complete theory-based practical assessment tasks, including a portfolio compiling weekly activities and a practical assessment involving writing and delivering a speech and audio-visual script. The course aims to help students discuss effective speech making, explain social practices behind institutional talk, and write and deliver speech effectively across different genres.Project Success Summer Program Brochure
Project Success Summer Program Brochure Georgia Hetue
油
The document provides information about the Project Success summer program including orientation dates, course descriptions, registration deadlines, housing and meal plan details, and answers to frequently asked questions. Students must register by April 15th for the required courses and complete placement tests before their scheduled Odyssey orientation. The six-week summer program runs from June 14th to July 22nd and is designed to help students transition to college through academic support and success strategies.More from Paula Nottingham (20)
Final 31.3.17 module 1 session 3 copy
Final 31.3.17 module 1 session 3 copyPaula Nottingham
油
This document provides guidance for a critical reflection assignment on Module 1. It discusses professional networking, critical reflection, and summarizing key ideas. Students are encouraged to synthesize important concepts that impacted their practice, such as networking, communication, and reflection. References and sources should be cited to show where ideas originated. Multimedia such as blogs, journals, and videos can be included to provide evidence and illustrate learning. The reflection should analyze how course content influenced students' thinking about their work. Feedback from a tutor is suggested to refine a draft submission.Tools methods and analysis
Tools methods and analysis Paula Nottingham
油
This document provides guidance on tools and methods for practitioner research, including reflective journals, documents, observations, surveys, interviews, and focus groups. It discusses how each method can be used to collect information and evidence for an inquiry project. Key steps are outlined for each method, such as developing questions, sampling approaches, transcription of data, and analyzing the findings. Guidance is also provided on logistical and ethical considerations, such as obtaining consent and ensuring confidentiality of participants.Final module 2 session 2 30.3.17
Final module 2 session 2 30.3.17Paula Nottingham
油
This document provides guidance for students on planning their professional inquiry proposal for Module 2 of the WBS3630 course. It discusses developing an inquiry question and refining the proposal scope. It also covers choosing appropriate inquiry tools, gaining necessary permissions, and drafting required forms and appendices for the proposal, including a critical reflection and literature review. A timeline is suggested for completing the proposal draft and feedback process prior to the submission deadline. The document answers some frequently asked questions and emphasizes that the proposal involves planning research for Module 3, not conducting it in Module 2.Final m3 session 3 30.3.17 pn
Final m3 session 3 30.3.17 pnPaula Nottingham
油
This document provides information and guidance for students completing Module 3 of the BAPP Arts WBS3760 course. It discusses establishing a plan to complete the critical review, examples of professional artifacts, and oral presentations. The critical review should have four main sections: introduction, evaluation of inquiry process, analysis of findings, and critical reflection. Examples of previous students' professional artifacts are provided, such as blogs, videos, and books. Guidance is given for the oral presentation, including rehearsing, limiting slides, and celebrating achievements. Key due dates are May 12th for submitting the critical review and artifact, and May 18-19th for oral presentations.Final m3 session 2 15.3.17 
Final m3 session 2 15.3.17 Paula Nottingham
油
This document provides guidance for students on conducting a professional inquiry project. It discusses various aspects of the inquiry process, including thinking creatively, communicating findings, and drafting the written analysis. Students are encouraged to think about how to explain their topic and embed ideas from literature. Examples are provided on analyzing literature quotes and effectively writing the analysis section. The document concludes by looking ahead to sending a sample of the analysis for feedback and discussing how to organize findings by identifying themes in the data.Final m2 bapp arts ethical practice
Final m2 bapp arts ethical practicePaula Nottingham
油
This document provides guidance and prompts for developing an inquiry proposal. It discusses choosing an area of interest and developing inquiry questions. It emphasizes planning, including finding literature to inform the proposal, drafting ethics and title forms for feedback, and scheduling activities. The document prompts considering progress made, focusing the inquiry questions, and informal discussions with colleagues. It outlines the required components of the proposal and portfolio submission. Finally, it addresses ethical considerations like codes of practice, gaining permissions, and protecting participants.Final m1 session 2 13.3.17
Final m1 session 2 13.3.17Paula Nottingham
油
This document summarizes key concepts and theorists related to reflective practice. It discusses reflective practice as enabling practitioners to learn from experience about themselves, their work, and relationships. Theorists discussed include Sch旦n, who described reflection-in-action and reflection-on-action, Kolb and experiential learning models, and Honey and Mumford's learning styles. The document also addresses communities of practice, networks for sharing reflections, and using reflections to improve practice.Final m3 online session 1 wbs3760 24.2.17
Final m3 online session 1 wbs3760 24.2.17Paula Nottingham
油
This document summarizes an online session about the final module of the BAPP Arts program, which focuses on a professional inquiry. The session discusses identifying goals for the inquiry, getting feedback and proceeding with the inquiry, and issues around practitioner research and permissions. It provides examples of literature and research sources and advises students to develop an action plan with their advisor. Key dates are noted, including the deadline for submitting the critical review and professional artifact.Final module 2 lines of inquiry 22.2.17
Final module 2 lines of inquiry 22.2.17Paula Nottingham
油
This document provides guidance for students on planning their practitioner inquiry for Module 2. It discusses developing inquiry questions, forming special interest groups, reviewing relevant literature, understanding appropriate research methods and ethics, and drafting an inquiry proposal. Students are advised to discuss topics of interest with peers and supervisors to refine their questions before searching literature and planning how and from whom they will collect information for their inquiry in Module 3. The goal is to thoughtfully prepare all aspects of the planned inquiry for approval before executing the research.Final module 1 21.2.17 session 1 to show
Final module 1 21.2.17 session 1 to showPaula Nottingham
油
This document provides an overview of Module 1 of the BAPP Arts course, which focuses on professional communication. It discusses key topics like professional profiles, communication technologies, and reflective practice. Students are asked to consider how they currently communicate as arts professionals and how ideas from the readings could help them evaluate their practice. They are also invited to contribute their own research on the future of the web to be included in future versions of the course reader. The document outlines various discussion points from past class sessions around topics like using social media, balancing personal and professional online identities, and applying theories of connectivism and collective intelligence to their work.Artefacts.oral presentation m3 2.12.16
Artefacts.oral presentation m3 2.12.16Paula Nottingham
油
Module 3 of the course involves completing the critical review, professional artifact, and oral presentation portions of the final assessment.
The critical review involves 4 main sections: introduction, literature review, analysis and findings, and critical reflection. It is primarily written but can include visual/audio elements.
The professional artifact is a creative product or work-in-progress emerging from the inquiry. Examples from past students include recipe books, animations, documentaries.
The oral presentation allows students to celebrate their achievements and illustrate what they learned. It involves rehearsing what to say and using visual aids like slides to enhance the presentation. The goal is to communicate the key aspects of the inquiry to peers and tutors.Final bapp arts online shopping searching literature copy
Final bapp arts online shopping searching literature copyPaula Nottingham
油
The document provides guidance on searching for literature sources online using the University's Summon tool. It recommends looking for conceptual pieces, reports, and research that allow thinking about your topic, as well as artworks from practitioners that include text, images, and audiovisual content. The document instructs to sign in with your IT credentials to access Summon, then use keywords to find more specific sources and don't forget inspirational sources. It provides an example of searching for a specific artwork and tips on changing dates, keywords, and filters to find the most relevant up-to-date and peer-reviewed sources.Final Module 2 WBS 3630 24.11.16
Final Module 2 WBS 3630 24.11.16Paula Nottingham
油
This document provides guidance for students on planning an inquiry for the WBS 3630 (WBA) Module 2. It discusses preparing to write a proposal, including reviewing relevant tools like observations, surveys, interviews, and documents. It provides examples of how to use these tools, emphasizing the importance of planning, obtaining permissions, and considering ethics. Students are asked to reflect on what they know and want to know, and to begin developing inquiry questions and understanding the planning process.20.11.16 updated module 1 session 3
20.11.16 updated module 1 session 3Paula Nottingham
油
This document discusses topics for a session on professional networking and critical reflection for a BAPP Arts qualification. It suggests covering:
1) Professional networking and how it relates to reflective practice, using ideas from readings.
2) Writing a critical reflection summary and supporting evidence. Guidelines are provided on how to structure it.
3) Whether an older part 3 qualification is required.
Additional resources on professionalism, communities of practice, and defining one's professional network and arts practice are provided. The goal is to synthesize ideas from the session into a critical reflection on one's learning and if it impacted their practice. Formatting tips note audio-visual works and sources can be included. A draft should be submitted for tutorUpdated reflective practice session 2 m1 28.10.16
Updated reflective practice session 2 m1 28.10.16Paula Nottingham
油
The document discusses reflective practice and its importance for professional development. It describes reflective practice as enabling practitioners to learn from their experiences and question assumptions. Several models of reflective practice are examined, including Kolb's experiential learning cycle and Sch旦n's reflection-in-action. The document also discusses communities of practice and using reflection within professional networks to improve practice. Overall it provides an overview of reflective practice and its value for critically examining experiences and enhancing one's work.Final 2016 m2 26.10.16 bapp arts ethical practice
Final 2016 m2 26.10.16 bapp arts ethical practicePaula Nottingham
油
This document provides guidance for developing an inquiry proposal and addresses ethical considerations. It discusses choosing an inquiry topic and questions, progressing work with special interest groups, and forms related to ethics and employer support that are required. Students are advised to discuss their topic and progress with their tutor and peers, and consider political, cultural, and personal contexts of their proposed inquiry. The document also outlines what is required for the inquiry proposal submission, including discussing literature and ethics considerations, and choosing appropriate inquiry tools. Students are guided to draft necessary forms for feedback and submit their proposal by the indicated due date.Updated m3 session 2 26.10.16 to upload
Updated m3 session 2 26.10.16 to uploadPaula Nottingham
油
This document appears to be notes from a lecture or course related to analyzing findings from a professional inquiry project. It provides guidance on organizing and making sense of the data gathered through the inquiry process. Key points discussed include coding data into themes, relating findings to literature, considering implications for professional practice, and developing conclusions. The document also references previous lessons on analyzing different data sources like documents, observations, interviews, and surveys. Overall, the summary focuses on guiding the reader through the process of critically analyzing and interpreting findings from a professional inquiry.Final to show del 21.9.16 paula nottingham
Final to show del 21.9.16 paula nottinghamPaula Nottingham
油
Dr. Paula Nottingham presented research exploring how work-based learners in an arts-based professional practice curriculum develop online identities. The BA Honours Professional Practice in Arts program incorporates digital literacy and online communication tools. Emerging findings from interviews and content analysis show that the program enhanced participants' ability to network and communicate with other professionals, though negotiating social learning online could be challenging. Participants reported an appreciation for the ability to research using the web and think critically about work. The research aims to further explore online identities and lifelong learning through multimodal analysis of participants' online communication.Final to show Del 21.9.16 paula nottingham
Final to show Del 21.9.16 paula nottinghamPaula Nottingham
油
Dr. Paula Nottingham presented research on exploring strategies for online identities in an arts-based professional practice curriculum. The research examines how work-based learners use personal and professional online identities, and how their understanding has been informed by online experiences. Emerging findings show that participants reported an enhanced ability to network and research using the web, as well as critically communicate with other professionals. However, negotiating social learning online could be challenging personally. The next steps are to complete interviews with more participants and conduct more multimodal analysis of online communication.Module 1 5.10.16 Session 1 
Module 1 5.10.16 Session 1 Paula Nottingham
油
This document provides an overview of tasks and resources for Module 1 of the BAPP Arts course. It discusses professional communication technologies and ethical considerations. It outlines the tasks for Part 1, including creating a professional profile, using professional communication technologies, and working with audio-visual and 2D images. It encourages students to blog about their work and thinking. It summarizes three main ideas from Reader 1 on architectures of participation, remixable data, and harnessing collective intelligence. It provides discussion points about professionalism, communication, and the changing nature of the web. Students are invited to contribute their own research on the future of the web to future versions of Reader 1.Recently uploaded (20)
ASP.NET Interview Questions PDF By ScholarHat
ASP.NET Interview Questions PDF By ScholarHatScholarhat
油
ASP.NET Interview Questions PDF By ScholarHat
Effective Product Variant Management in Odoo 18
Effective Product Variant Management in Odoo 18Celine George
油
In this slide well discuss on the effective product variant management in Odoo 18. Odoo concentrates on managing product variations and offers a distinct area for doing so. Product variants provide unique characteristics like size and color to single products, which can be managed at the product template level for all attributes and variants or at the variant level for individual variants.
Essentials of a Good PMO, presented by Aalok Sonawala
Essentials of a Good PMO, presented by Aalok SonawalaAssociation for Project Management
油
APM event hosted by the South Wales and West of England Network (SWWE Network)
Speaker: Aalok Sonawala
The SWWE Regional Network were very pleased to welcome Aalok Sonawala, Head of PMO, National Programmes, Rider Levett Bucknall on 26 February, to BAWA for our first face to face event of 2025. Aalok is a member of APMs Thames Valley Regional Network and also speaks to members of APMs PMO Interest Network, which aims to facilitate collaboration and learning, offer unbiased advice and guidance.
Tonight, Aalok planned to discuss the importance of a PMO within project-based organisations, the different types of PMO and their key elements, PMO governance and centres of excellence.
PMOs within an organisation can be centralised, hub and spoke with a central PMO with satellite PMOs globally, or embedded within projects. The appropriate structure will be determined by the specific business needs of the organisation. The PMO sits above PM delivery and the supply chain delivery teams.
For further information about the event please click here.How to Configure Flexible Working Schedule in Odoo 18 Employee
How to Configure Flexible Working Schedule in Odoo 18 EmployeeCeline George
油
In this slide, well discuss on how to configure flexible working schedule in Odoo 18 Employee module. In Odoo 18, the Employee module offers powerful tools to configure and manage flexible working schedules tailored to your organization's needs.Chapter 1. Basic Concepts of Strategic Management.pdf
Chapter 1. Basic Concepts of Strategic Management.pdfRommel Regala
油
This course provides students with a comprehensive understanding of strategic management principles, frameworks, and applications in business. It explores strategic planning, environmental analysis, corporate governance, business ethics, and sustainability. The course integrates Sustainable Development Goals (SDGs) to enhance global and ethical perspectives in decision-making.
Intellectual Honesty & Research Integrity.pptx
Intellectual Honesty & Research Integrity.pptxNidhiSharma495177
油
Research Publication & Ethics contains a chapter on Intellectual Honesty and Research Integrity.
Different case studies of intellectual dishonesty and integrity were discussed.Azure Solution Architect Interview Questions By ScholarHat
Azure Solution Architect Interview Questions By ScholarHatScholarhat
油
Azure Solution Architect Interview Questions By ScholarHat
Full-Stack .NET Developer Interview Questions PDF By ScholarHat
Full-Stack .NET Developer Interview Questions PDF By ScholarHatScholarhat
油
Full-Stack .NET Developer Interview Questions PDF By ScholarHat
Meeting the needs of modern students?, Selina McCoy
Meeting the needs of modern students?, Selina McCoyEconomic and Social Research Institute
油
NAPD Annual Symposium
Equity in our Schools: Does the system deliver for all young people?The Constitution, Government and Law making bodies .
The Constitution, Government and Law making bodies .saanidhyapatel09
油
This PowerPoint presentation provides an insightful overview of the Constitution, covering its key principles, features, and significance. It explains the fundamental rights, duties, structure of government, and the importance of constitutional law in governance. Ideal for students, educators, and anyone interested in understanding the foundation of a nations legal framework.
Azure Administrator Interview Questions By ScholarHat
Azure Administrator Interview Questions By ScholarHatScholarhat
油
Azure Administrator Interview Questions By ScholarHat
How to create security group category in Odoo 17
How to create security group category in Odoo 17Celine George
油
This slide will represent the creation of security group category in odoo 17. Security groups are essential for managing user access and permissions across different modules. Creating a security group category helps to organize related user groups and streamline permission settings within a specific module or functionality.Induction bapp 28.1. 14
- 1. BA Honours Professional Practice (Arts) Middlesex University Induction 28 January 2014 Adesola Akinleye, Alan Durrant, Paula Nottingham
- 2. Agenda 10am - 11 11 - 12 12 - 1pm 1 - 2pm 2 3:00 Welcome and Introduction to Middlesex University Introduction to the 1st Module and RoL Writing Lunch Admissions and Student Cards Library Visit: Digital Literacy (in the Library) Plenary End of Session
- 4. We have a home campus but this is self managed learning so a lot happens at a distance. Everyone will have an academic adviser to help. A liberal estimate of the time it will take during the 12 week study periods is approximately 6 hours per week (or more). Schedule this into your own diary as study time so that the work can fit around your other jobs. We work with social media, digital media and paper copies. Deadlines for drafts and final work are important.
- 8. Some administrative points for BAPP (Arts) 1. Keep in contact and update your programme leader and advisers with your correct contact details. 2. Avni Shah is now a Media and Performing Arts administrator on 0208 411 4129. 3. Students cards should be processed for this module so that you will have them when you need them. 4. Our student representative for BAPP (Arts) is Lizzy Rowden. Please work with her and other peers to help us improve the programme. 1. BAPP (Arts) feedback forms are at the end of the Modules you take. The form will most likely be on Survey Monkey. We value feedback and have used your feedback in our planning of the new curriculum for BAPP (Arts).
- 9. Assessment is clearly outlined in the Programme Handbook & Module Handbooks. Assessment this term is due to be submitted 13th May 2013. Our assessment is linked to university guidelines: http://www.mdx.ac .uk/aboutus/Strateg y/regulations/grade criteriaguide.aspx
- 10. The Readers are there to support your learning and to challenge you. They are not there as just content to learn but are there to get you thinking about your professional practice. This is a Level 6 Honours level programme so the expectations are that your work will be of high standard and your learning will be selfmanaged. Dedicated support is available from your adviser, the BAPP (Arts) team, and the university staff.
- 11. Blogs
- 12. Peer blogs
- 13. Tutor blogs
- 14. BAPPmdx YouTube