Cases will include both U. The course is focused around intensive study of actual business situations through rigorous case-study analysis. Terms offered: Prior to This course is designed primarily for upper-level undergraduate and graduate students interested in examining the major challenges and success factors entrepreneurs and innovators face in globalizing a company product or service, with a focus on China.

Over the duration of this course, students will examine case studies of foreign companies seeking to start a new venture, introduce a new product or service to the China market, or domestic Chinese companies seeking to adapt a U. The course content exposes students interested in internationally oriented careers to the strategic thinking involved in international engagement and expansion and the particularities of the China market and their contrast with the U.

The course is focused around intensive study of actual business situations through rigorous case-study analysis and the course size is limited to Prerequisites: Junior or senior standing.

Recommended, but not required to be taken after or along with Engineering Terms offered: Prior to This course is designed primarily for upper-level undergraduate and graduate students interested in examining the major challenges and success factors entrepreneurs and innovators face in conducting business, globalizing a company product or service, or investing in South Asia.

Over the duration of this course, students will examine case studies of foreign companies seeking to start a new venture, introduce a new product or service to the South Asian market, or South Asian companies seeking to adapt a U. S or western business model.

The course will put this into the larger context of the political, economic, and social climate in several South Asian countries and explore the constraints to doing business, as well as the policy changes that have allowed for a more conducive business environment. Recommended but not required to be taken after or along with Engineering Terms offered: Spring , Fall , Spring This course explores key entrepreneurial concepts relevant to the high-technology world.

Topics include the entrepreneurial perspective, start-up strategies, business idea evaluation, business plan writing, introduction to entrepreneurial finance and venture capital, managing growth, and delivering innovative products. This course prepares technical and business minded students for careers focused on entrepreneurship, intrapreneurship, and high technology. This course can not be used to fulfill any engineering requirement engineering units, courses, technical electives, or otherwise.

Credit Restrictions: Students will receive no credit for after taking A prior to fall The BME curriculum conveys the latest approaches for training global technology entrepreneurs. This method leverages insights on strategy, tactics, culture, and psychology with an accompanying entrepreneurial infrastructure. The curriculum is structured to provide an optimal global entrepreneurship experience from real life experiences.

Student should become aware of the infrastructure available through UC Berkeley that an support them in developing new ventures. To understand common tactics in starting new ventures including a lean learning cycle. To understand the mindset of an entrepreneur, including the soft skills, behaviors, and psychological factors most likely to be needed to develop a new venture. Student Learning Outcomes: Students should be able to consider a greater number of ideas for global entrepreneurship by observing the effect of background diversity in the class.

Terms offered: Prior to Individual study and research for at least one academic year on a special problem approved by a member of the faculty; preparation of the thesis on broader aspects of this work.

Credit Restrictions: Course may be repeated for credit with consent of instructor. Terms offered: Fall , Fall , Fall Students work on a field project under the supervision of a faculty member. Course does not satisfy unit or residence requirements for bachelor's degree. Terms offered: Spring , Fall , Spring Group studies of selected topics. Semester course unit value and contact hours will have a one-to-one ratio. Terms offered: Fall , Fall , Fall Supervised independent study.

Enrollment restrictions apply. Credit Restrictions: Course may be repeated for a maximum of four units per semester. Ilan Adler, Professor. Financial engineering, optimization theory, combinatorial probability models.

Research Profile. Alper Atamturk, Professor. Logistics, integer programming, computational optimization, robust optimization. Laurent El Ghaoui, Professor. Decision-making under uncertainty, convex optimization, robust solutions, semidefinite programming, exhaustive simulation. Lee Fleming, Professor. Invention, innovation, patents, big data, leadership. Ken Goldberg, Professor. Robotics, art, social media, new media, automation.

Paul Grigas, Assistant Professor. Large-scale convex optimization, statistical machine learning, and data-driven decision making.

Xin Guo, Professor. Financial engineering, industrial engineering and operations, stochastic processes and applications, stochastic control, semi-martingale and filteration expansions, credit risk, ir reversible investment.

Dorit S. Hochbaum, Professor. Data mining, integer programming, discrete optimization, network flow techniques, clustering, image segmentation, machine vision, pattern recognition. Philip M. Kaminsky, Professor. Biotechnology, logistics, distribution, algorithms, planning, optimization, control, manufacturing, semiconductors, scheduling, biomanufacturing, probabilistic methods, production scheduling, supply chain management, operations management, logistic.

Javad Lavaei, Associate Professor. Control theory, optimization theory, power systems, and data science. Robert C. Leachman, Professor. Logistics, manufacturing, semiconductors, scheduling, supply chain systems, dynamic production models, production planning and scheduling. Shmuel S. Oren, Professor Emeritus. Economics, algorithms, financial engineering, risk management, planning, optimization, operation of electric power systems, market based coordination of network systems, trading instruments.

Rhonda L. Righter, Professor. Modeling, optimization, stochastic systems, systems with uncertainty. Lee W. Schruben, Professor. Health care systems, simulation, optimization of simulation system response, foundations of simulation modeling, supply chains, experimental designs, biopharmaceuticals, Production. Zuo-Jun Shen, Professor. Logistics, supply chain design and management, inventory management, auction mechanism design.

Ikhlaq Sidhu, Adjunct Professor. Technology management, industrial engineering and operations, technology commerialization, interdisciplinary engineering. Candace Yano, Professor. Inventory control, production planning, distribution systems planning, integrated production-quality models, integrated manufacturing-marketing models. Richard E. Barlow, Professor Emeritus. Industrial engineering and operations, reliability theory, statistical data analysis, Bayesian probability modeling.

Edit comments 6. Assist students to create business Project work e. Students should Circulars produce hardcopy for Creating Forms. Assist students to apply the different document creation.

Merging Documents. Standard Paragraphs. Example 1 Working with Long Addressing envelopes. Creating auto text Merging document etc. Selects Letters and Labels the address will be highlighted in the dialogue box that will appear 5.

Inserting table of content Place the cursor where you want to insert the table of contents. Page range, No. Printing odd pages only Assist students to develop a simple brochure Printing even pages only for the school using all the features they have Printing a defined selection learned.

Practical Activity: Printing a defined number of Student to type pages per sheet and print a report Assist students type and print a document on a given topic using the different print options indicated in and apply all the the content formatting and the editing tools. UNIT 6 4. What is ICT? What are benefits of ICT to learning? Create an e- 1. Compose a network to e.

Facebook file and send the Yahoo messenger mail to your friend. Engines to access information Student to prepare Word e. Word e. Processing application to a different Application e. Excel, Quatropro, Calc listed in the content. Assist students to discuss types of state their uses.

Functions: — average, autosum, percentage 2. Formatting Tools. Master slide Slide transitions Slide show etc. Presentation application. Guide students to apply the skills learnt in saving document to save presentation. NOTE: Teacher should encourage group work. Presentation existing presentation.

Editing Text Input in Slides e. UNIT 5 3. Running a Slide Show. What are the Teacher should encourage group work class. Slide Master slides for students to practice. Objects on a Master Slide. Master slide 4. Change preset animation effects on text, images. Students to practise how to apply text and animation effects to slides. UNIT 2 4. Diane Avelino. A short summary of this paper. There are three basic questions related to curriculum content.

What knowledge, skills, attitudes, or values are most worthwhile to be taught and learned? Why are they considered worthwhile? How are they acquired?

One has the content with the so-called knowledge explosion phenomenon. Knowledge has accumulated so fast that it is no longer just difficult but simply impossible to cram our curriculum with summaries of all existing knowledge. With so much knowledge being added, the inevitable question is which should be included in the curriculum? Obviously we cannot include everything. There must be a careful selection to include why it is relevant to and necessary at the level of the maturity of the learner.

To make room for the new knowledge and concepts, more subjects must be added or priorities must be assigned in the current offerings. It will be helpful to note that the more one covers, the less one learns. There is therefore a need for criteria to determine what to teach. The curriculum is consisted of two different things — the content and the learning experiences. The content covers the acquisition of knowledge with its four levels.

Specific facts and processes are raw materials given for low level of abstraction. Basic ideas and principles. These show casual relationships. Concepts, it is a complex system of highly abstract ideas which can be built only by successive experience in a variety of contexts.

Thought systems and method of inquiry. This experience engages in discovery and problem solving. The other kind of curriculum experience is the learning experiences.

In terms of the objectives it covers skills and attitudes. It includes processes which the students employ in dealing with the content. Learning experiences provide opportunity to practice appropriate behavior. Curriculum content should be valid and significant. The content should reflect contemporary scientific knowledge.

It must be fundamental and basic. It must have a wider breadth of application. Often the curriculum is loaded with insignificant detail because there is no way to determine what is important and what is not, without a reference to basic ideas, any detail is as important as any other.

Content must be consistent with social and cultural realities of the times. The curriculum should orient the students to the world around us.

It should include sufficient materials and experience to develop conceptual understanding of the phenomenon of change and of the problems introduced by it, and to develop minds that can cope with change and reasonable techniques for doing it. Curriculum should represent an appropriate balance of breadth and depth. These criteria refer to the depth of understanding and breadth of coverage. It requires full understanding of and certain basic principles, ideas, or concepts as well as their application.

Curriculum should provide for the achievement of a wide range of objectives. It is a fact that learning experiences and not the content as such, are the mean for achieving all objectives besides those of knowledge and understanding. Achieving multiple objectives also involve increasing opportunities for the active forms of learning.

Learning experience can be advised in which a variety of active mental process are imbedded in the very act of acquiring knowledge; experiences which stimulates students to generalize instead of absorbing generalizations; to plan in place of following ready-made plans, to abstract instead of absorbing abstraction.

One factor to learn is the ability to adjust the curriculum content and the focus of learning experiences to abilities of the learners. For effective learning, the abilities of the students must be taken into account at every point of the selection and organization but especially in planning concrete experiences designed to develop the power to discover general ideas and concepts.

The curriculum should be appropriate to the needs and interest of the learners. Opportunity to practice the behavior implied in the objectives. Economy of time, effort and experience.

Learning objectives set The objectives stated at the instructional level define what the students can do after the learning experience. Readiness level of the student — the degree of competence with which students enter the course referred to as entry competencies.

This may be determined by a pretest, the result of which can be of value in choosing the objectives and activities. Learning styles refer to the different ways a student learns.

You are able to learn the topic better. Make sure to write all the formulas and derivations as they are asked in the exam. Writing and learning them will make it easier for you to answer them in the exam as well as you will know how to write them. Make summaries for topics and chapters- This will help you to revise for the exam in a better way. Writing down summaries will help you highlight important bits from the chapters and present them in a concise form.

This helps in keeping all the syllabus in one place and also focuses on the most important bits of the chapter. While revising you can just go through your notes and summaries instead of looking through the whole chapter and wasting time.

There are enough practise questions for the students to attempt. This will help you get a grip on the formulas and attempt numericals. Numericals can be high scoring if the students have enough practice. In boards and school exams, most questions are asked from the NCERT textbook or are based on the same kind of pattern of questions. The students should be thorough with all the questions are given at the end of each chapter and also extra questions or examples that may be given within the chapters.

If you are thorough with these questions it will be easy for you to attempt any questions of this kind and other variations of it. Attempt sample papers and papers from the previous years. This will help you understand the kind of questions that can be asked in the exam and how you should answer the exam. They are available online and in the sample pdf as well. Always track yourself while attempting the sample paper as this will help you manage your time well. Assess yourself after each attempt so that you know how you can better your performance and which topic needs more practice.

Make sure to practice all the diagrams and graphs while preparing as well. It is also important that you do not overwork yourself while you are preparing for the exam. Before the exam you feel confident in the subject, give yourself some rest.

Do something else besides studying. Refresh your mind. Only revise what you feel is important before the exam. The day before the exam, prepare your bag and whatever you require for the exam. Do not leave this for the morning of the exam. Make sure that you rest, take a break and sleep on time before the exam day. If you need to revise, select a time that you do not feel will interfere with your rest.

Keep yourself away from distractions as any little confusion may make you doubt your preparation and lead to unwanted stress. Focus on what you know and know it well.

While attempting your exam make sure to attempt all the questions. Attempt the questions that you are sure of first. Do not waste time on any question that you are not sure of. Make sure that you highlight the formulas and important words and lines in your answers. Make sure to keep your answer sheet neat. Having a well-presented paper is always better and gives you an edge over other students.

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