Polish regulations regarding the quality of drinking water establish the maximum permissible ... solids by volume recorded. design is thus an integral part of course planning and is articulated as the course This website uses cookies to enhance your user experience. The Quality Handbook provides the framework which governs learning and teaching at Nottingham Trent University. NTU Jugendkader Technik LG I. Gehrden. d. After two upheld cases of Academic Misconduct a further case will be regarded as serious enough to be considered as an Academic Offence. Find out more here. Friday 8.30 am – 4.30 pm, Nottingham Trent University Lines are open:Monday – Thursday 8.30 am – 5 pm The Quality Handbook provides the framework which governs learning and teaching at Nottingham Trent University. Research Reports; Handbooks ; Main Campus; 50 Nanyang Avenue; Singapore 639798; Tel: (65) 67911744 vpn setup - NTU Online Faculty Great Firewall with How to Access. Minimum CGPA for graduation A minimum CGPA of 2.00 is required at the end of the final semester of study. QHS 15C requirements. Academic Offence: a. Lines are open:Monday – Thursday 8.30 am – 5 pm The partner is approved by NTU. NTU academic structure, academic units, curricular requirements, candidature and graduation requirements, registration of courses, examinations and grades, grading system 5 . The course may be designed to ‘top up’ an Preface . Requirements 5 . Get NTU's VPN in Windows Faculty Handbook Internet Resources Access. NTU Landeskader Technik LG I. Hannover. September . Website / https://ccnet. Whole course assessment. Section. 12.01.2020. CAMBRIDGE ENGLISH: KEY FOR SCHOOLS HANDBOOK FOR TEACHERS 1 CONTENTS Contents Preface This handbook is for teachers who are preparing candidates for Cambridge English: Key for Schools, also known as Key English Test (KET) for Schools.The introduction gives an overview of the exam and its place within Cambridge ESOL. Employee Wellbeing Services : The University, in line with the practices of other universities and with reference to broader societal development, encourages all employees, faculty, research and administration staff to take a proactive stance on self-care as well as caring for colleagues. The course could, on occasion, be newl y designed by the partner or NTU or could be a modified version of an existing NTU course. The purpose of this addition to the Personal Exam Plan Policy is to provide guidance on applying Personal Exam Plan (PEP) Arrangements to those alternative assessments. NTU course to NTU students, at its own centre. By continuing to browse the site you are agreeing to our use of cookies. ntu.edu.tw/ NTU VPN. 19.01.2020. Nottingham, The Centre for Student and Community Engagement (CenSCE), Scholarship of Teaching and Learning (SoTL). Geschäftsstelle Ansprechbarkeit … ACHTUNG : NTU Technikkatalog NEU Stand 28.04.2017. Updated requirements when considering requests for leave of absence and rate of study variations in response to COVID-19. Zum Bestellen hier klicken. Nottingham, The Centre for Student and Community Engagement (CenSCE), A Codicil to the Placements Policy: COVID-19 Contingency, Making temporary changes to modules and courses in response to COVID-19, Supplement 0A - Quality Handbook Review Schedule, Supplement 0B - List of Quality Handbook Sections and Supplements, Supplement 1A - Requirements for ensuring the currency and health of a course, Supplement 1B - Course Committees Requirements, Supplement 1C - School Research Degrees Committees Requirements, Section 2 - Enabling Student Development and Achievement, Supplement 3A - Requirements for Foundation Degrees, Supplement 3B - Guidance on Professional Certificates and Professional Diplomas, Section 4 - Postgraduate Taught and Research Awards, Supplement 5A - Development and Approval Groups (DAG) Flowchart, Supplement 5B - Requirements for Approving Changes to Courses, Supplement 5C - Requirements for Rationale for a New Course, Supplement 5D - Requirements for Developing and actioning DAG outcomes, Supplement 5G - Guidance on Teach-Out Arrangements, Supplement 5H - Requirements for Erasmus and International Exchanges, Supplement 5I - Approval and Quality Management of Different Categories of Course, Supplement 5J - Guidance on Assessment Regulations Where There Are PSRB Constraints, Supplement 5K - Guidance for DAG Chairs and Members, Supplement 5L - Role of the External DAG Member, Supplement 5M - Guidance on the Appointment of External Specialists in Academic Approval, Section 6 - Monitoring Review and Reporting, Supplement 6A - Interim Course Report Template, Supplement 6B - Requirements for a Periodic Course Review and Course Development Plan Template, Supplement 6C - Guidance for Course Monitoring and Reporting, Section 7A - Periodic School Review (PSR), Section 7B - Periodic Research Degree Review, Supplement 7A - Documentation Requirements, Supplement 7B - Periodic School Review Timetable for Review Event, Supplement 7C - Periodic School Review Timeline and Process, Supplement 7D - Periodic School Review Guidance for Panel Members, Supplement 7E - Guidance for Periodic Research Degrees Review, Supplement 8A - Joint Statement on Academic Representation, Supplement 8C - Doctoral Community Forum: Terms of Reference, Section 10F - Higher Education Apprenticeships, Supplement 10A - Professional Development Collaborations, Supplement AP1 - Apprenticeships Work-Based Learning Guidance, Supplement AP2 - Apprenticeship Subcontracting Requirements, Supplement AP3 - End Point Assessment Policy, Supplement AP4 - End Point Assessment Fair Access Policy, Supplement AP5 - End Point Assessment Conflict of Interest Policy, Supplement PL1 - Guidance on the Certification of Placements, Supplement PS1 - Requirements for Distance Delivery Partnerships, Supplement PS2 - Requirements for Articulation Arrangements, Supplement PS3 - Foundation Degree Progression, Supplement PS4 - Requirements for School Centred Initial Teacher Training, Supplement PS5 - Distance Site Assessment Template, Supplement PS6 - Requirements for initiation and cessation of progression arrangements between Nottingham Trent International College (NTIC) and Nottingham Trent University (NTU), Supplement SB1 - Requirements for Academic Approval of School-Based Collaborative Provision, Supplement SB2 - Requirements for a Centre Document for School-Based Collaborative Provision, Supplement SB3 - Collaborative Operational Document, Supplement SB4 - Requirements for a Collaborative Operational Document for Joint, Double and Dual Doctoral Collaborations, Supplement SB5 - Collaborative Academic Lead Role Requirements, Supplement SB6 - Requirements for Periodic Collaborative Review, Supplement SB7 - Requirements for Withdrawal and Teach Out of a School-Based Collaborative Arrangement, Supplement SB8 - Withdrawal and Teach Out Template for School-based Collaborations, Supplement SB9 - Guidance for Designing Joint or Double Taught Degrees, Supplement SB10 - Guidance for Designing a Dual Taught Degree, Supplement SB11 - Requirements for Joint, Double and Dual Doctoral Award Collaborations, Supplement VS1 - Requirements for Academic Approval of Validation Service Collaborations, Supplement VS2 - Requirements for a Centre Document for Validation Service Collaborations, Supplement VS3 - Requirements for Monitoring and Reporting Validation Service Collaborations, Supplement VS4 - Validated Centre Standards and Quality Report Template and Guidance, Supplement VS5 - Course Standards and Quality Report Template, Supplement VS6 - Validation Service Collaboration Provision: Multisite course standards and Quality Report Template, Supplement VS7 - Completion of Teach Out Template, Supplement VS8 - Academic Liaison Tutor Role Requirements, Supplement VS10 - Requirements for Periodic Collaborative Review of Validation Service Collaborations, Supplement VS11 - Requirements for Withdrawal and Teach Out of Validation Service Collaborations, Supplement VS12 - Withdrawal and Teach Out Template, Supplement VS13 - Course Standards and Quality Report Template - Final year of Teach Out, Supplement VS14 - Multi-site Course Standards and Quality Report Template for Courses in the Final Year of Teach Out, Supplement 12A - Guidance on Drafting Learning Outcomes, Supplement 12B - Requirements for the use of Digital Technologies in Learning, Teaching and Assessment, Supplement 13A - Admissions: Taught Course Guidance, Supplement 13B - Application Process for Further Education Courses, Supplement 14A - School Attendance Policy Guidance, Supplement 15A - Grade Based Marking Descriptors, Supplement 15B - Board of Examiners Requirements, Supplement 15C - Recognition of Prior Learning and Credit Transfer, Supplement 15D - Course Assessment and Feedback Plan (AFP): Exemplar, Supplement 15G - Requirements for the Use of Turnitin, Section 16 - Taught Course Awards and Registration Periods, Section 16 A - UG CAR Results and Classifications, Section 16 B - FD CAR Results and Classifications, Section 16 C - PG CAR Results and Classifications, Section 16 D - Principles for Drafting Non-Degree Course Regulations, Section 16 E - Common Assessment Regulations for Online Postgraduate Degrees (Wiley), Supplement CAR1: Common Assessment Regulations: Tier 4 Requirements, Section 17 D - Investigating Alleged Research Misconduct, Section 17 E - Student Complaints Procedure, Section 17 F - Research Degrees Complaints and Appeals Procedures, Changes to the September 2020 Edition of the Quality Handbook, Scholarship of Teaching and Learning (SoTL), Supplement 2A - Considering requests for leave of absence and rate of study variations -, Supplement 6D - School Research Degrees Committee Annual Report, Supplement 6E - University Research Degrees Committee Annual Report, Supplement 15E - Board of Examiners Guidance. 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