This 3-sentence summary provides the key details about the Operations Management course syllabus:
The syllabus outlines the course details for a 4.5-quarter credit Operations Management class at Florida Technical College, including prerequisites, instructor contact information, course dates, description and learning objectives, instructional materials, weekly topics, assignments, grading criteria, and policies on attendance, academic conduct, and incomplete grades.
The term philosophy is derived from the Greek word Philein meaning to love, to strive after or search for and from the word Sophia which means wisdom.
Therefore, Philosophy is the search for wisdom by philosophers.
Outcome-based education (OBE) is an educational theory that bases each part of an educational system around goals (outcomes). By the end of the educational experience, each student should have achieved the goal.
Tutors are an important part of academic support for student-athletes at the University of Texas. Tutors help clarify concepts, identify academic strengths and needs, and help students manage coursework. Tutors must maintain integrity, confidentiality, and appropriate boundaries in their role. They are responsible for adhering to compliance guidelines regarding academics, benefits, and reporting any violations or concerns.
After completion of the training workshop, the participants will be able to know:
- Introduction regarding the Self-Assessment Report (SAR)
- Governance
- Curriculum Design & Review
- Teaching Learning and Assessment
- Student Entry Qualifications, Admission Procedure, Progress
and Achievements
- Physical facilities
- Student Support Services
- Research and Extension
- Staff and Facilities: Recruitment and staff development
- Process Management and Continuous Improvement
- SWOT Analysis
- Conclusion & Recommendation
This document provides information about a Financial Accounting course for an MBA program. It outlines the instructor contact information, meeting times both live and virtual, course description and overview, learning outcomes, required materials, assessment criteria including exams and classroom contribution, attendance policy, estimated workload, homework assignments, academic integrity policies, disability services information, and a tentative schedule of topics and assignments. The course introduces basic financial accounting principles and prepares students to analyze financial statements and assess a company's performance.
This module provides a qualification recognition for students' independent research practices and habits of study from experiences both within and outside of their degree programs. The module assesses students' portfolios of evidence demonstrating knowledge and understanding acquired through 300 hours of research. Assessment is based on critical thinking, curiosity, and the application of research procedures to improve outcomes relevant to the individual learner. Students can submit portfolios for consideration at any point to be assessed by tutors in February, June, or September.
This 3 credit hour course titled "Technology for Teachers" meets on Tuesdays and Thursdays from 2:30-3:45pm in room NKM 117. The course focuses on helping future teachers learn how to integrate instructional technology into K-12 classrooms. Students will study software programs, presentation tools, and telecommunication tools, as well as social, ethical, and legal issues related to technology use. The course involves various projects using technological tools. Grades are based 80% on assignment projects and 20% on a comprehensive final exam. The syllabus outlines course objectives, policies on attendance, late work, and other relevant information.
This document outlines a proposed curriculum for students in years S4-S6 (ages 11-18) at Northfield Academy. The key points are:
1) S4-S6 would be considered as a single cohort for timetabling to allow flexibility based on student needs and abilities. Students would choose 5 subjects at the end of S3.
2) The curriculum would provide qualifications, skills development, and support to help students transition to positive post-school destinations. A range of course levels from Access to Higher would be available.
3) In addition to subjects, the school week would include literacy, numeracy, health & wellbeing, PE, PSE/RME, enterprise
This document outlines the development and implementation of the Higher Education Achievement Report (HEAR) at Ulster University. The HEAR provides a record of student achievements and qualifications. It includes information on academic performance, additional awards, activities, and placements. The HEAR was first issued to students graduating in 2011/12 and has been expanded over time to more fully capture student accomplishments both inside and outside the classroom. Principles of assessment and feedback are also discussed to encourage student engagement with the HEAR and facilitate lifelong learning.
This document discusses accelerated developmental education programs that aim to reduce the time students spend in remedial courses before taking college-level courses. It analyzes four accelerated programs: FastStart at Community College of Denver, accelerated English at Chabot College, Accelerated Learning Program (ALP) at Community College of Baltimore County, and shorter sequences at City University of New York community colleges. The research found that accelerated programs increased completion of gateway math and English courses, due to higher enrollment rates. Accelerated students typically performed equally well in gateway courses compared to non-accelerated students. Some programs also increased overall credit accumulation, suggesting benefits to timelier progress toward degrees. Supported acceleration that incorporates college-level work and additional supports
This document discusses literature on torrefaction economics and technologies. It summarizes 34 peer-reviewed and non-peer reviewed studies on mass/energy balances, plant sizes, capital and operating costs, ROIs, and feedstock costs for torrefaction systems. It also compares the properties of wood, torrefied wood, and other fuels. Finally, it outlines various torrefaction reactor technologies and the companies involved in each.
Hea enhancement event london oct2014_professional recognition writing consult...Rajesh Dhimar
Writing retreat: Associate Fellow or Fellow
This writing retreat is for staff who are relatively new to teaching and learning in higher education, or support staff with substantive learning and teaching responsibilities such as technicians, librarians, and consultants who teach, will find this full-day writing retreat of interest.
Attaining professional recognition can play a key part of career development. This event will give you the time to reflect on and write about your professional practice in higher education. Through group discussions and one-to-one support from HEA academics you will identify evidence sources on which to draw as you begin to write your application.
This document provides information about the Master of Science in Multidisciplinary Studies degree program for international educators hosted by SUNY Buffalo State. The program is designed for educators with unique professional goals and requires 30 credit hours including an action research course and culminating master's project. Courses are offered on-site at international schools and cover topics like instructional strategies and curriculum design. The program can be completed over two years through on-site, online, or blended courses tailored to each school's needs and schedule.
Careerpatri_Presentation For Schools And CollegesSaurabh Aggarwal
The document describes a career development program that uses psychology-based approaches. It consists of 4 stages and utilizes theories like Holland's RIASEC model. The program is internet-based and self-running, requiring only a student and internet connection. It aims to help students make informed career decisions, link academics to interests, and feel self-confident through self-assessments and creating personalized career action plans.
Outcome Based Education is the need for today's era, we must define each objective of each course and should map to our program objectives to graduate attributes of institute and Nation.
This document outlines the objectives, structure, assessment, and activities of a Bachelor of Education (B.Ed.) program. The B.Ed. is a two-semester program that aims to develop positive attitudes towards teaching, understand child and educational psychology, acquire various teaching skills and competencies, and complete practice teaching. Coursework includes general and optional theory papers, practical lessons, and assessments. Students must maintain attendance and participate in co-curricular activities like assemblies, field trips, competitions, and celebrations of important occasions.
Online Information Session about the School and College Counseling program at California State University, Dominguez Hills (CSUDH). For additional information about our Counseling programs, visit https://www.csudh.edu/coe/programs/grad-ed/school-counseling
1. The document outlines Stromlo High School's assessment and reporting policy for years 6-10. It details how student achievement will be assessed and reported against the Australian Curriculum Achievement Standards.
2. Assessment will occur twice yearly to identify students' progress towards expected year level achievement. End of year reports will provide a summative assessment of the student's achievement. Teacher judgement will be made based on student work samples.
3. The policy also addresses grading, appeals, plagiarism, late work, homework guidelines, and certification requirements for years 7-10 and at the completion of year 10.
The document provides training information for advisors assisting students with spring term course registration. It reviews the objectives of the training, which are to practice advising conversations, learn how to determine appropriate developmental courses, and review new course sequences. It also outlines the spring registration process, which involves students meeting with advisors, completing a questionnaire, and receiving guidance on course options. The document provides placement recommendations for developmental reading, writing, and mathematics courses based on factors like PERT scores and intended program of study.
This document provides information about student learning objectives (SLOs) for teachers. It defines SLOs as a process to measure student achievement and educator effectiveness based on content standards. It states that all teachers create SLOs for their specific classes. The document also provides examples of well-written goal statements for SLOs in different subject areas and links to resources on SLOs, standards, and the PA-ETEP website for submitting SLOs. The deadline to submit SLOs via PA-ETEP is November 6.
Este documento describe los tipos principales de cámaras compactas y réflex, así como los tipos básicos de objetivos como gran angular, normal y teleobjetivo. Explica que las cámaras compactas son más sencillas de usar pero tienen menos controles, mientras que las cámaras réflex son más avanzadas y versátiles pero requieren más conocimiento fotográfico. También define conceptos básicos como ISO, diafragma y velocidad de obturación que controlan la exposición de una fotografía.
This document is the user's guide for IBM SPSS Amos 21. It provides an introduction and overview of Amos' features and capabilities. The guide includes tutorials for getting started with Amos and building path models, as well as examples of estimating variances and covariances, testing hypotheses, performing linear regression, and modeling with unobserved variables. It is intended to help users learn how to use Amos to specify and analyze structural equation models.
This document outlines the key topics and learning objectives covered in a chapter on operations management. It includes an introduction to operations management concepts like the transformation of inputs to outputs. It also discusses important figures that shaped the field like Eli Whitney, Frederick Taylor, and their contributions to standardized parts and scientific management principles. The document aims to provide an overview of the chapter's content through presentation slides.
The document provides an overview of the topics to be covered in a quarterly statistics session, including descriptive statistics, the normal distribution, and applications of statistics in quantitative finance. Key points from the session include calculating descriptive statistics like the mean, standard deviation, skewness and kurtosis of a dataset; understanding that the normal distribution is widely used in quantitative models; and using R and Excel to analyze financial data and visualize distributions.
Mr. Perez has over 33 years of experience in education, including 20 years serving in the military. He holds a Master's in Business Administration and Bachelor's in Applied Sciences. Mr. Perez also has an Associate's in Science and Associate's in Arts. He has worked as an executive director for over 20 years and has experience working for corporations like IBM and General Electric.
1) German workers have shorter average work weeks of 30-37 hours compared to 37.7 hours in the US, are guaranteed at least 5 weeks of annual vacation by law, and fiercely resist working evenings and weekends.
2) At a German department store, staff turnover is negligible while it is 40% annually at an American store like JC Penney, where many employees work second jobs and 60+ hours per week due to economic necessity.
3) A German department store supervisor sees no need to shop at night and values free time that cannot be paid for, taking only the mandated 37 hour work week, while an American merchandising manager feels she must work evenings/weekends and bring work home to
This document is a syllabus for a 4.5 quarter credit Business Law course at Florida Technical College. The syllabus outlines the course description, learning objectives, instructional materials, schedule, assignments, grading criteria, and policies regarding attendance, academic conduct, and late work. Students will learn about legal topics and concepts, apply legal reasoning to business situations, and be evaluated through exams, assignments, attendance, and professionalism.
The document outlines factors that affect location decisions for companies. It discusses seven major factors including labor productivity, exchange rates, costs, political risks, proximity to markets/suppliers/competitors, and methods for evaluating location alternatives such as the factor-rating method, locational break-even analysis, and center-of-gravity method. The document uses examples from FedEx and various industries to illustrate key concepts in strategic facility location planning.
This chapter introduces three continuous probability distributions: the uniform, normal, and exponential distributions. It focuses on the normal distribution and how to solve various problems using it, including approximating binomial distributions with the normal. It also covers using the normal distribution to find probabilities, the correction for continuity when approximating binomials, and how to apply the exponential distribution to interarrival time problems. Examples are provided throughout to illustrate how to set up and solve different types of probability problems using these continuous distributions.
June 12, 2019 Developed Page 1 of 22 .docxcroysierkathey
This document provides information about an online course titled "Organizational Economics". The 3 credit course will be offered in the fall term from August 26, 2019 to January 12, 2020. It will include online instruction via Blackboard as well as a 3-day residency from December 20-22, 2019. Required materials include a textbook and optional supplemental materials provided on Blackboard. Upon completing the course, students will be able to analyze economic environments, apply economic reasoning to decision making, and examine issues like demand, forecasting, production costs and pricing policies. The document outlines grading policies, technical skills required, attendance policies, academic integrity policies and the weekly course schedule.
Faculty Contact
Jennifer Webster [email protected]
Course Description
(Not open to students who have completed HRMD 621, HRMD 652, or HRMD 660.) An investigation of the
foundations of team development and performance from a Human Resource Management and Organizational
Behavior perspective. Focus is on maximizing the effectiveness and efficiency of global and virtual teams in
organizations. Topics include the impact of global diversity and use of technology on inter-group development,
communication, and outcomes. Scholarly research and field literature are examined and the implications of the
findings for applied management are discussed.
Course Introduction
To do well in this graduate-level course, you should expect to spend 15-20 hours per week reading the course
materials, interacting with your professor and classmates, and preparing your assignments.
The last day to withdraw may be found online at:
http://www.umuc.edu/current-students/course-registration/academic-calendar/graduate.cfm
(http://www.umuc.edu/current-students/course-registration/academic-calendar/graduate.cfm)
Course Outcomes
At the end of this course, students should be able to:
1. Align virtual and global teams with the strategic and HR objectives of the organization;
2. Articulate the basic principles of team development and evaluate how cultural, demographic, and
technological differences impact team functioning;
3. Identify and explain the core competencies needed by business leaders and HR professionals to successfully
manage virtual and global teams, and identify techniques to effectively utilize human capital to optimize
team performance;
4. Analyze general trends in virtual and global team development, and discuss how these factors impact HR
processes and procedures, such as: the selection, retention, and development of diverse populations of
employees; and
5. Anticipate and diagnose problems, and identify possible solutions for managing virtual and global teams.
Course Materials
Click to access your course materials information (http://webapps.umuc.edu/grcmBook/BPage.cfm?
C=HRMD%20665&S=9041&Sem=2188)
Class Guidelines
Please see the How to Get Started in This Class document. It is located in the Course Content-
Orientation to This Class section.
University of Maryland University College • Adelphi • Syllabus •
HRMD 665 9041 MANAGING VIRTUAL AND GLOBAL
TEAMS (2188) HRMD-665
Fall 2018 Section 9041 3 Credits 09/10/2018 to 12/02/2018
http://www.umuc.edu/current-students/course-registration/academic-calendar/graduate.cfm
http://webapps.umuc.edu/grcmBook/BPage.cfm?C=HRMD 665&S=9041&Sem=2188
Student Membership in SHRM
As a UMUC student, you may be eligible to join the Society for Human Resource Management (SHRM) at a
reduced rate.* By joining UMUC’s student chapter of SHRM, you will be part of a group of more than 430
affiliated student chapters and nearly 11,000 student members. Benefits of membership include: 1) invitations.
This document provides information about a Master's level course on strategic communications taught by Craig Rothenberg at New York University. The course aims to enhance students' communication skills and strategic thinking abilities. It will cover topics like aligning communication strategies to stakeholders, media relations, reputation management, and integrating partners. The class meets weekly and will include guest lectures, assignments, classroom discussion, and a midterm and final exam. Students will be graded based on their exam performance, assignments, and class participation. Academic integrity and timely submission of work are expected.
This document outlines the syllabus for an Operations Management course taught in the fall 2016 semester. It provides information on the course professors, textbook, goals, learning outcomes, assignments including exams, projects, and critical thinking reports, attendance policy, and grading scale. The course introduces key concepts and tools in operations management.
COURSE SYLLABUSData Analysis and Reporting Spring 2019.docxmarilucorr
COURSE SYLLABUS
Data Analysis and Reporting
Spring 2019
I. Class
· Course Description: Students will gain practical experience in using advanceddatabase techniques and data visualization, data warehousing, reporting and other Business Intelligence (BI) tools. Contemporary BI tools and technologies will be used to create intelligent solutions to realistic problems.
· Course Objectives:
1. Effectively understand the evolution of business analytics needs and to develop an appreciation for issues in managing data/information/knowledge.
2. Apply in advanced database techniques in designing and executing complex queries in enterprise level database management information systems (Oracle,
SQL server, DB2 …).
3. Understand data warehousing administration and security issues.
4. Apply data extraction, transformation, and load (ETL) processes.
5. Administer and build reports
BI. Required Course Materials
· Free eBooks and other software resources will be posted on Blackboard.
· We use the Microsoft SQL Server 2017 in this class through a virtual machine that you can access from home or from campus.
· The on-campus computer lab in the business building located off the Atrium is available for student use and has the necessary computers and software. Computer lab hours can be found at: http://ualr.edu/cob/student-services/advising/advising-faq/
· Some of the assignments will require Microsoft Office software (e.g., MS Word, Excel, etc.). One way to get access to the MS Office software is get a free subscription to MS Office 365 ProPlus. Get the MS Office software here for free..
2
IV.
Course Grading
Course grading will be the combination of exams, term project, assignments, and quizzes. Grades are based on: A: 90~ 100%, B: 80~ 89%, C: 70~ 79%, D: 60~ 69%, F: 59 as described below. Graduate students will be evaluated using the same criteria as the undergraduate students. However, they will have to submit an additional assignments and/or extra project.
Grade Element
%
A.
Participation
10%
B.
Reading Quizzes
20%
C.
Assignments
30%
D.
Assignment Quizzes
10%
E.
Exams (three)
30%
Total
100%
A. Participation
You will be responsible for various in-class activities that will allow you to exercise your skills and knowledge, stimulate your critical thinking, and perform your assignments. You are expected to attend all the sessions, come to the class before it starts, stay in class for lectures and assignments, and participate with all class activities. Failure in any of these four areas will impact your participation grade.
Class attendance, measured as a percentage of classes attended where role is called, sets the baseline for the participation grade (e.g., 80% means you attended 8 out of 10 classes and did not leave those classes early). Additional points may be removed for non-participation in classroom activities or discussions.
· Class attendances will be verified at the beginning of each class. Students will be count.
Since 2010, the authors have been on the faculty of a HBCU located i.pdfhimanshukausik409
Since 2010, the authors have been on the faculty of a HBCU located in Georgia. The authors are
the only full-time faculty, thus are responsible for teaching all accounting courses. The failure
rate has average thirty-five (35%) percent. Failure is defined as a student receiving a grade of
“D”, “F” or “W” in an accounting course. This failure rate was unacceptable, thus a search begin
to explore ways of reducing this rate without compromising the academic integrity required to
prepare students to become an accountant. This study explores a new teaching model designed to
improve students’ technical competencies while increasing their critical thinking skills. What
adjustments to a classroom lesson plan and teaching strategy are useful to improve interpersonal
communication, creativity, reasoning and analytical abilities? Does improvements in
interpersonal communication, creativity, reasoning and analytical abilities require abandoning
the traditional teaching model? Critical thinking includes analyzing, conceptualizing, reasoning
and evaluating. Research finds that these skills can be developed in learners if teaching strategies
evolve beyond memorization (Reinstein,2008). Accounting graduates are expected to possess a
healthy dose of critical thinking skills. This study explores a teaching model reflective of
cognitive thinking. Cognitive teaching increases the need to compare, contrast, group, and
memorize relevant accounting concepts. The literature argues that students have considerable
difficulty in solving accounting problems that are slightly different than those presented in the
classroom, even though the same concepts are being covered. The Pathways Commission has
called for improvements in accounting curriculum and teaching techniques (Bloom, 2013). The
quality of future accountants will be shaped by a need for improvement in critical thinking skills.
The purpose of this paper is to convey the authors’ result of using the ABCs of accounting
teaching model. SIGNIFICANCE OF THE PROBLEM The accounting profession requires more
creativity and innovative thinking in order to be competitive. Much of the literature argues that
teaching models that require students to memorize accounting rules and procedures fail to
cultivate critical thinking in problem solving. The Bedford Committee (1986) asserts that the
traditional accounting lectures fail to stimulate creativity and innovative thinking. Thus student
are not educational ready to enter the profession. The Pathway’s Commission finds that
accounting programs are overly invested in outmoded models. Bloom (2013) finds that students
increasingly exhibit difficulty solving complex accounting problems. The goal of teaching
should always embrace a pedagogy designed to discover a higher order of thinking. Higher order
critical thinking can be achieved if the teaching approach gets it right. Such is the pursuit of this
study. The five step process for developing higher level critical thinking skills.
This document provides the syllabus for a finance course titled FIN 408 – Finance for Decision Makers. The course is offered in spring 2015, meets on Wednesdays from 6-8:30 pm, and is taught by instructor Andrew Paul Acosta. The course covers topics such as time value of money, financial statement analysis, capital budgeting, and ethical perspectives in financial decision making. Students will be evaluated based on in-class participation, quizzes, a final paper, midterm and final exams.
This course introduces students to statistical methods used in professional careers. Students will learn to analyze, present, and interpret data sets using graphical and numerical methods. They will analyze large real-world data sets using statistical software. The course learning outcomes include analyzing and comparing data sets, using linear regression and hypothesis testing, and applying statistical concepts to modeling and inference. Students must complete a required project on simple regression analysis involving data collection, analysis, and presentation.
Gpmt 385 syllabus university content fall ii 2010Meej Xyooj
This 3 credit course focuses on global project management topics through open forum discussions with corporate project managers. Students will learn how project management applies across industries and global environments. Specific topics that may vary each year include managing people globally, project planning, risk management, and professional responsibilities. Learning outcomes include explaining the role of project management domestically and abroad, applying theories to case studies, preparing project charters, implementing strategies, and assessing risks. Required textbooks provide foundation in contemporary project management practices.
This evaluation proposal examines the Transfer Student Services program at Florida State University. The program aims to improve transfer student retention, decrease academic probation rates, and increase campus involvement through an academic success course.
The evaluation will use a quantitative approach with three research questions. It will analyze institutional data to determine if students removed from probation after the course and compare retention rates before and after the program. It will also administer surveys to assess student satisfaction with academic skill development and self-evaluations of skills at the beginning and end of the course.
The purpose is to formatively evaluate the program's effectiveness in achieving its goals and inform potential revisions. Data sources include institutional reports on probation, retention, and course rosters as well as pre
This document outlines the key details of an online college study methods course, including:
- The instructor's contact information and office hours.
- A description of the course focus on developing student study habits.
- Requirements including a textbook, online assignments through Blackboard and MyStudentSuccessLab, and assessments.
- Grading policies, attendance expectations, and behavioral guidelines for students.
This document outlines the expectations and responsibilities for faculty members at City University of Seattle. Faculty are expected to maintain accurate files and qualifications, teach competently by meeting course objectives and guidelines, attend to administrative tasks like submitting grades and requests on time, stay current in their field, participate in meetings and development activities, follow standardized course materials, cover any planned absences, use adopted textbooks, take and maintain accurate attendance, administer required assessments as outlined, grade and return student work in a timely manner, and for in-person courses, teach the proper contact hours and manage emergencies.
This document provides information about a College Study Methods course taught online by instructor Jen Lund. The course is designed to help students develop effective study skills and habits. It will utilize Blackboard, Pearson's MyStudentSuccessLab, exams, assignments, projects and discussions to teach and assess students on topics like learning styles, time management, reading strategies, note-taking, test-taking, and active learning. The course objectives are to help students examine and improve their study skills in these areas. Students are expected to spend 12-14 hours per week completing assigned work by given deadlines in order to succeed in the course.
This document provides information about a 5-credit hour module on basic accounting taught over 18 weeks. The module aims to develop students' understanding of accounting concepts like balance sheets, income statements, and financial ratio analysis. It will be taught through lectures, tutorials, and self-directed study. Assessment includes a class test, group assignment, final exam, and individual e-portfolio. The module schedule outlines weekly topics and aims to provide students with foundational accounting knowledge and skills.
The Student Service Center at the University of Toledo strives to provide quality academic advising and services to undergraduate students. It has invested in web technologies and a degree audit system to improve access and services. During peak times like registration, there are long wait times for walk-in advising. Potential solutions include opening a temporary coffee shop or game area to occupy students while waiting, and hiring additional temporary advisors. Emerging issues include balancing technology with personal contact, ensuring access to online services, and adapting facilities and services to changing student needs from increased enrollment.
This document provides the syllabus for the online course ACA 122 - College Transfer Success at Cleveland Community College for the summer 2010 semester. The course is designed to help students develop academic and career plans to successfully transfer to a 4-year university. It will cover topics like using college resources, setting goals, time management, and developing a personal academic transfer plan. Students will complete assignments like journals on assigned readings, quizzes, discussions, and a research paper on two potential transfer schools. The course will be taught fully online over 5 weeks and evaluation will be based on orientation, journals, quizzes, discussions, and a final research project and exam.
This document provides information for MATH 221 Statistics for Decision Making taught at DeVry Institute of Technology in term 1005. It outlines the course description, objectives, required materials, policies, calendar, grading structure, and tentative schedule. The course uses an elementary statistics textbook and teaches descriptive and inferential statistical concepts to help students make data-driven decisions in business contexts. Topics include probability, sampling, distributions, confidence intervals, hypothesis testing, correlation, and regression.
This document provides information about a College Study Methods course taught online through Blackboard and MyStudentSuccessLab. The instructor's name is Jen Lund and she can be contacted by email or phone. The course is designed to help students develop effective study skills and runs from October 21 to December 18, 2013. Students are expected to spend 12-14 hours per week on coursework, which includes weekly assignments, assessments, discussions, and a final exam. The textbook and materials required are listed, as well as course objectives, grading policies, expectations, and tips for success.
The journey of pursuing higher education and navigating the challenging process of applying to undergraduate programs overseas is sometimes fraught with many obstacles and turns. The advantage of having a clear path to follow cannot be overstated as you meticulously work through the numerous components of an undergraduate application, from choosing the top undergraduate universities and writing essays to meeting deadlines.
Acc30205 new course outline jan 2015 semesterQuo Ming
This document provides information about a 5-credit hour module on basic accounting taught over 18 weeks. The module aims to develop students' understanding of accounting concepts like balance sheets, income statements, and financial ratio analysis. It will be taught through lectures, tutorials, and self-directed study. Assessment includes a class test, group assignment, individual final exam, and e-portfolio. The module schedule lists weekly topics covering introduction to accounting, bookkeeping, balance sheets, adjustments, and business forms over 19 weeks.
Similar to Bad360 operations management online (20)
This document discusses simulation as a modeling technique for operations management problems. It defines simulation as imitating real-world systems mathematically to study their properties. The key steps in simulation are defined as defining the problem, introducing important variables, constructing a model, specifying variable values for testing, running experiments, examining results, and deciding on actions. Advantages include flexibility to model complex systems, while disadvantages include cost and potential for different solutions between runs. Monte Carlo simulation and examples of queuing and inventory simulations using probability distributions and random numbers are provided. Software tools for developing complex simulations are also discussed.
This document discusses learning curves, which show that the time or cost to produce each additional unit of a product or service decreases as total cumulative production volume increases. It presents three approaches to calculating learning curves: arithmetic, logarithmic, and learning curve coefficient. The strategic implications of learning curves are also examined, such as pursuing a steeper learning curve than competitors. Limitations include learning curves varying by organization and industry and being sensitive to changes in work processes or personnel.
This document outlines key concepts in queuing theory and waiting line models. It begins with defining characteristics of waiting line systems such as arrivals, queues, and service facilities. It then covers specific queuing models including the single channel M/M/1 model, multiple channel M/M/S model, and constant service time M/D/1 model. Metrics for measuring queue performance are discussed. The document concludes with learning objectives related to applying different queuing formulas and models.
The document discusses various transportation modeling methods for determining the least costly way to distribute products from sources to destinations. It begins with an overview of transportation modeling and its use in distribution and location decisions. Three methods for developing initial solutions to transportation problems are then covered: the northwest-corner rule, intuitive lowest-cost method, and stepping-stone method. The document provides examples of how to apply each method to transportation matrices and discusses how they can be used to find feasible but not necessarily optimal solutions. Learning objectives are also listed for understanding transportation modeling and different solution techniques.
This document outlines the key concepts and steps for solving linear programming problems using graphical and algebraic methods. It begins with an introduction to linear programming and its applications. It then discusses the requirements and formulation of linear programming problems, including defining the objective function and constraints. The document presents examples of solving linear programming graphically using the iso-profit line and corner-point methods. It also covers sensitivity analysis, changes to resources and the objective function, and solving minimization problems. The overall learning objectives are presented to understand how to model, graphically solve, perform sensitivity analysis on, and apply linear programming problems.
This document outlines the key concepts and methods for decision making under uncertainty, risk, and certainty. It discusses tools like decision trees and tables that can be used to evaluate alternatives and choose the best option. Specific techniques covered include expected monetary value, maximax/maximin, and expected value of perfect information. Examples are provided to demonstrate how to use decision trees to model sequential or complex decisions and calculate the expected monetary value at each decision node. The document is intended to teach students the fundamentals and applications of quantitative decision making.
This document discusses maintenance and reliability in operations management. It begins by outlining key topics like the strategic importance of maintenance and reliability, improving reliability, and different types of maintenance. It then provides examples from Orlando Utilities Commission to illustrate concepts like the costs of unexpected outages and the value of preventive maintenance. The document also explains techniques to improve reliability and maintenance like preventing failures in individual components, providing redundancy, and implementing preventive maintenance programs. Overall, the document aims to describe how organizations can enhance system reliability and maintenance practices.
The document outlines key concepts related to just-in-time (JIT) and lean operations, including:
1) JIT aims to have materials arrive where and when needed through partnerships with suppliers, small lot sizes, and reduced setup times. This eliminates waste and improves throughput.
2) The Toyota Production System emphasizes removing variability, respect for employees, and continuous improvement.
3) Implementing JIT, TPS, and lean concepts requires focusing on eliminating waste, removing variability from processes, and improving throughput across the organization.
The document outlines topics related to short-term scheduling including:
- The importance of effective short-term scheduling for competitiveness.
- Key issues in scheduling like type (forward/backward) and priority criteria.
- Tools for scheduling like Gantt charts, assignment methods, and priority rules.
- Concepts are illustrated with examples like input-output control and job sequencing.
- The document appears to be from a textbook or course on operations management and short-term scheduling.
The document outlines the key components of material requirements planning (MRP), including dependent demand, master production schedules, bills of material, accurate inventory records, lead times, and MRP structure and reports. It provides examples to illustrate how MRP works, including developing gross requirements and net requirements plans by exploding bills of material levels and offsetting requirements by item lead times. The goal of MRP is to determine the timing and quantities of orders needed for components to meet a master production schedule and end item demand based on available inventory and lead times.
This document outlines a graphical aggregate planning example for a roofing supplier. It includes the expected monthly demand forecasts, production capacity information, and relevant cost data. A level production strategy is presented where production is kept constant at 50 units per day, resulting in some inventory buildup and reduction each month to balance supply and demand. The total inventory carried over the planning period and required workforce to maintain the 50 unit per day production rate are calculated. Graphical and tabular presentations are provided to illustrate the example aggregate plan.
The document outlines a chapter on inventory management. It discusses key inventory concepts like the economic order quantity (EOQ) model, ABC analysis for classifying inventory items, and cycle counting to maintain inventory records. It also provides an example calculation of the optimal order quantity using the EOQ model formula. The learning objectives cover how to apply concepts like the EOQ model, safety stock, production order quantity, and probabilistic inventory models.
The document outlines topics related to supply chain management that will be covered in an upcoming chapter. It includes an outline listing key sections such as global company profiles, supply chain strategies, managing the supply chain, logistics management and measuring performance. It also lists learning objectives for the chapter and provides examples from companies like Darden Restaurants to illustrate strategic importance of supply chains and how supply chain decisions impact business strategy.
The document outlines topics related to human resources management, job design, and work measurement. It includes an overview of key concepts such as labor planning, employment policies, job classification, job design approaches like specialization and expansion. It also discusses psychological factors in job design, self-directed teams, and motivation systems. Additional sections cover ergonomics, work environment factors, and various methods for analyzing work including time and motion studies. The overall document provides an outline and introduction to issues organizations should consider to effectively manage their human resources.
This document outlines the key concepts in facility layout strategies. It begins with an overview of different types of layouts, including office, retail, warehouse, fixed position, process-oriented, work cell, and product-oriented layouts. For each type of layout, the document discusses the objectives and provides examples. It then covers specific layout strategies and considerations in more detail for offices, retail stores, warehouses, process-oriented facilities, and work cells. The document uses examples like McDonald's redesign and a hospital layout to illustrate process-oriented layouts. It also includes a step-by-step example of analyzing and designing a process-oriented layout to minimize material handling costs.
The document outlines the key topics to be covered in a chapter on process strategy and sustainability. It will discuss four main process strategies: process focus, repetitive focus, product focus, and mass customization. It will also cover tools for process analysis such as flow charts and time-function mapping. Additional topics include production technology, service process design, and achieving sustainability. The overall aim is for students to understand how to design production processes that meet customer and business objectives.
The document outlines topics related to quality management including: total quality management (TQM), Six Sigma, continuous improvement, benchmarking, just-in-time, and Taguchi concepts. It also discusses international quality standards like ISO 9000 and ISO 14000, as well as Deming's 14 points for quality management. The overall document provides an overview of key concepts and tools related to quality management and TQM.
The document outlines topics related to product design and development, including: defining products and services; product strategy options; product life cycles; generating new products; product development systems; quality function deployment; organizing for product development; issues for product design like robust design and modular design; and computer-aided design and manufacturing. The learning objectives are to understand key product design concepts and apply decision trees to product issues.
This document contains a series of scenarios related to criminal justice ethics. It introduces a basic framework for ethical decision-making involving facts, moral criteria, and conclusions. It then provides several hypothetical scenarios involving issues like hiring practices, sobriety checkpoints, the role of criminal defense attorneys, use of force by police, and others. For each scenario, it poses discussion questions about how to approach the issue from utilitarian, deontological, and virtue ethics perspectives. The document is intended for use in a criminal justice ethics class.
This document discusses critical thinking and ethical reasoning. It defines critical thinking as using rational thought to make good decisions and evaluate beliefs. It emphasizes that moral decisions require considering ethical frameworks and avoiding personal biases. Effective reasoning involves different types of thinking, skills, and avoiding common errors. The document provides guidelines for living an examined ethical life through open-mindedness, skepticism, and evaluating one's own and others' reasoning.
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SYLLABUS
FLORIDA TECHNICAL COLLEGE
COURSE: BAD360 “Operations Management”
4.5 Quarter Credits
(64 Clock Hours)
(32 Lecture Hours, 32 Lab Hours)
(64 Hours of out of class work)
PREREQUISITES: None
INSTRUCTOR: Instructor (Last Name)
CONTACT INFORMATION: Email: @ftccollege.edu
Phone: (Campus phone number)
Office Hours: 8:00 a.m. to 8:30 a.m., 12:30 to 12:45
p.m.5:30 p.m. to 6:00 p.m. Mon – Thurs Meetings are held
during some of these times; speak with the instructor about
their availability.
COURSE DATES: XX/XX/XX through XX/XX/XX.
COURSE DESCRIPTION:
The basic purpose of this course is to provide students with a broad understanding and
knowledge of several operations management concepts. Such concepts include (but
are not limited to) operations strategy, process design, forecasting, inventory
management, scheduling, and quality management. Emphasis will be placed on the
application of these concepts to actual business situations.
LEARNING OBJECTIVES:
Upon completion of this course, the student will demonstrate basic knowledge in the
following:
1. Understand the dynamics of operations strategy and be able to develop one for a
company
2. Understand and apply the concepts of process improvement and reengineering
3. Be aware of the various manufacturing technologies and their purposes
4. Understand the importance of quality management and statistical process control
5. Be able to recommend a location for a facility and design its layout
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6. Be able to use a variety of forecasting techniques
7. Understand the concepts and techniques of inventory management for
independent and dependent demand items
8. Know the differences between push and pull systems
9. Understand project management and be able to apply project scheduling
techniques
INSTRUCTIONAL MATERIALS & REFERENCES:
Heizer, J, & Barry Render, 2011 Operations Management, (1st Ed.).
Upper Saddle River, NJ. Pearson, Prentice Hall.
ISBN 10: 0-136-11941-7
ISBN-13: 978-013-611941-8
TOPICAL COURSE OUTLINE:
DATE TOPIC
List Dates Introduction to Operations Management
Operations and Productivity
Project Management
Forecasting
List Dates Designing Operations
Design of Goods and Services
Managing Quality
Statistical Process Control
Process Strategy
Capacity and Constraint Management
Location Strategies
Layout Strategies
Human Resources, Job Design, and Work Measurement
Review Mid-Term Exams
MID-TERM EXAM
List Dates Managing Operations
Supply Chain Management
Outsourcing as a Supply Chain Strategy
Inventory Management
Aggregate Planning
Material Requirements Planning (MRP) and ERP
Short-Term Scheduling
JIT and Lean Operations
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Maintenance and Reliability
List Dates Quantitative Modules
Decision-Making Tools
Linear Programming
Transportation Models
Waiting-Line Models
Learning Curves
Simulation
Review for Final Exam
FINAL EXAM
INSTRUCTIONAL DELIVERY METHODS
This course will involve lecture and lab. Students are expected to read the required text
assignments prior to class and participate in multimedia presentations and
demonstrations. Additionally, the professor may utilize additional instructional delivery
methods, including oral reports, special projects, and other related methods.
DATE READING ASSIGNMENT
DATES Chapter 1-4
DATES Chapter 5-10
DATES Chapter 11-17
DATES Modules A-F
NOTE: Online courses are offered during the same four (4) week timeframe
as on-ground courses. The online courses are available 24/7. Attendance is
posted daily, Monday through Sunday (11:59 pm). Students must participate
online via the Blackboard platform and complete assignments in order for
attendance to be posted. The same on-ground rules for absences apply for
courses taken online except for the rule regarding arriving late and leaving early.
Four (4) absences (16 hours) in a 64-hour class may result in a failing grade and
possible dismissal from the College. Students who are not in attendance for at
least 70% or more of the class may receive a failing grade and possible dismissal
from the College. Students who are absent from all classes for eight (8)
consecutive days in which classes are scheduled, and who do not notify the
College, may be dismissed from the College for non-attendance. Appeals related
to the attendance policy must be in writing and addressed to the Acceptance
Committee. Failed courses must be repeated at the expense of the student.
Students withdrawn from the College may apply for re-admission, which must be
reviewed and approved by the Acceptance Committee.
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MAJOR REQUIREMENTS:
Attendance and Participation: 16%
(1% for each day of attendance with participation)
Professionalism Points: 10%
Professionalism includes student contacting professor for any absences, with
update regarding reason, return date, and makeup work requests, cell phones on
vibrate and used only in urgent/emergency situations while in class, respectful
communication in classroom and while on campus, compliance with the college
dress code, and other related forms of professionalism, recognizing that
professionalism is key to career preparation.
Out-of-Class Work, which may include written work, projects, etc.: 17%
Labs, Quizzes, and/or Other Assignments: 17%
Midterm Exam: 20%
Final Exam: 20%
Total: 100%
For one hour of classroom or direct faculty instruction, there is a minimum of two hours
of out of class student work or an equivalent amount of work.
Out-of-class work/learning activities may include the following:
Reading and writing assignments
Projects
Clearly defined papers or reports
Practice or practical application of theory
Other learning experiences
On your syllabus are out of class work assignments. Further details will be provided by
your professor. This is measured and reflected on your syllabus as a percentage of your
grade. In most cases, 17% of your grade is reflected from your out of class work.
OUT-OF-CLASS LEARNING ACTIVITIES AND ASSIGNMENTS:
The following tasks are assigned to the student to accomplish the written and oral
requirements of this course:
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1. Identify a current business issue or problem (such as declining consumer
purchasing power, access to capital, funding healthcare, increased taxes,
international competition, etc.), then research the problem. Prepare a written
report that describes the issue or problem in detail. The report must explain the
significance of the issue or problem and offer suggestions for dealing with it.
2. Deliver a presentation based on the written report or a different contemporary
business issue/problem. Describe the potential business impact of allowing the
issue to go unresolved.
ASSESSMENT CRITERIA/ METHOD OF EVALUATING STUDENTS:
Grades and grade points represent the final measure of a student’s performance in a
course. The following grades are used by Florida Technical College:
Percentage Hours per
Grades Equivalent Qtr Credit Grade Points
A – Excellent 90-100 1 4
B – Above Average 80-89 1 3
C – Satisfactory 70-79 1 2
D – Passing 60-69 1 1
F – Failing Below 60 1 0
I – Incomplete N/A 1 0
W – Withdraw N/A 1 0
T – Transfer N/A 1 0
An “I” is assigned when coursework is not completed in the appropriate times due to
circumstances beyond the student’s control. The student has 14 calendar days into the
next scheduled course to complete the requirements.
Any “I” not removed by the student will be automatically converted to the otherwise
earned grade, typically an “F”.
A grade of “W” is assigned as a grade for those students who request in writing to
withdraw from a course prior to completing the mid-term. A grade of “W” is not
calculated into the GPA, but will be considered as credits attempted if the student has
incurred a financial obligation thus affecting the successful completion percentage.
Degree students who withdraw during the drop-add period and enroll in another course
will receive no grade in the original course.
ACADEMIC CONDUCT:
At Florida Technical College, students are expected to exhibit the highest standards of
academic propriety. Academic misconduct prejudicial to the academic integrity of the
student, fellow classmates, and/or school will lead to disciplinary action that may include
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suspension or dismissal. Academic misconduct may include, but is not limited to, the
following:
Cheating: Attempting to receive assistance from persons, papers or other
material without the permission of the instructor; or acquisition of an examination
and/or quiz prior to the examination date.
Plagiarism: Plagiarism is defined as taking and using as one’s own the ideas
and writings of another without giving appropriate credit through proper
documentation.
Providing assistance to a student attempting to cheat or plagiarize is also
considered academically dishonest.
The consequences of any such conduct are dependent on the seriousness of the
offense that occurred; previous violations of policies and regulations by the student, and
the attitude and cooperation of the student as determined by the instructor and/or
Program Chairs. Disciplinary action for verifiable academic dishonesty is in the
immediate discretion of the instructor. The instructor and/or student may petition the
School Director for a grievance decision. The instructor and/or School Director may take
one or a combination of the following actions depending on the circumstances of the
case:
• The student will receive a zero for the individual effort.
• The student will receive an “F” in the course for the quarter; if an “F”
results as the course grade, the student may be dismissed, or may not
meet graduation or financial aid requirements.
• The student will be dismissed immediately from the College. Students
have the right to appeal decisions based on academic integrity to the
Executive Director.