Publication dates for 2016/17*These deadlines may be subject to change. Publication of the catalogues is dependent on the receipt by SREO of relevant paperwork from Faculties and Departments. New Framework for Assessment (NFAAR) tel: +44 (0) 1225 383127 University of Bath Programme & Unit Catalogue web pages The Programme and Unit catalogues provide details of the structure of most taught programmes offered by the University and of the content of their component units. You can find the following within these pages: Programme and unit catalogues for all years from 1997/98 to the current academic year (catalogues for the following academic year are published from April/May onwards - see right for the latest deadlines) Help and advice regarding the structure and content of the catalogues Information for students including: help with understanding the way in which the NFAAR is applied to your programme of study & an overview of the way in which programmes and units are constructed

Information for staff including: deadlines, catalogue production & making changes to programmes and units Details of codes used in SAMIS for programmes and units NEW Undergraduate programme and unit catalogues for 2016/17 now available (published 12 April 2016) JACS codes and HESA Cost Centre codes for the Unit Description Template If you have any queries regarding these codes please contact SREO (you can find specific contact information on the SREO web pages).D-BACS Interface for use in BACnet® Ver. 6.20 BACnet Protocol Implementation Conformance Statement Description of Individual Course Units DESCRIPTION OF INDIVIDUAL COURSE UNITS The European Credit Transfer System (ECTS) ensures that students' academic achievements at universities in the European Higher Education Area can be compared and accredited. The system is supposed to create more transparency, eliminate barriers to mobility, and build a bridge between univerisities.At the FH bfi Vienna the ECTS implementation is exemplary.

Since 2003 every student has automatically received a free Diploma Supplement in English and German on graduation day. Both ECTS Label and Diploma Supplement Label, awarded by the European Commission, are a sign of fair academic recognition and of improved international transparency.average cost central ac unitsBelow you can find ECTS-information on all classes offered at the FH.what do air handling units do Academic Auditor at the Court of Auditorsheating cooling unit reviews Banking and Finance (Bachelor) European Economy and Business Management (Bachelor) European Economy and Business Management (Master) Film, TV and Digital Media Management Film, TV, and Media Production (Bachelor) International Banking and Finance (Master)

Logistics and Transport Management (Bachelor) Logistics and Transport Management (Master) MSc CSR & ethical Management MSc Marketing & Business Management Project Management and Information Technology (Bachelor) Project Management and Organisation (Master) Quantitative Asset and Risk Management (Master) Strategic HR Management in Europe (Master) Technical Sales and Distribution Management (Bachelor) Work Design and HR Management (Bachelor) New: Certified Quantitative Risk Management Alumnus awarded Ring of Honour of the Republic of Austria You can study full-time or part-time at the FH bfi Vienna: Studying without School-Leaving Exam I live in an apartment complex w/ AC and every 5 days or so I'll come home from work and it will be 90+ inside w/ AC running full blast and hot air coming out of the vents. On the latest occasion I went outside and took the temperature of the pipe coming out of the back of the unit and it was 85 degrees.

I then took a couple of readings from my neighbors units and theirs were all around 63 degrees. I had a repairman come out and he said that I should not be concerned w/ those numbers and found no issues with the unit. Is this truly not a clue as to the underlying issue w/ the unit? Browse other questions tagged hvac air-conditioning central-air or ask your own question.Along with historical knowledge and skills, the Australian Curriculum: History places emphasis on teaching and learning the following key historical concepts. These concepts represent the 'big ideas' of the discipline of history. Students who understand these key concepts are able to operate 'within the discipline', to think and act in ways similar to those used by historians, at levels appropriate for their stage of development. The key concepts provide a focus for historical investigation, a framework for organising historical information and a guide for developing historical understanding. History is based on the use of sources and evidence.

In history a source is anything that can be used to investigate the past. It can be an object (artefact) that remains from the past, such as a tool, coin, letter, gravestone, photograph or building. Or it can be an account or interpretation of the past, such as an online biography, a book or film about an individual from the past. Sources that come from the time being investigated are called primary sources. Sources produced after the time being investigated, such as a textbook, documentary or film, are called secondary sources. Both primary and secondary sources are vital to the study of history. Evidence is relevant information obtained from sources that is useful for a particular inquiry. Students find this evidence by analysing sources and asking a series of questions. Evidence can be used to refute or support a claim, construct a narrative or explanation or support an argument or interpretation. See: Finding evidence in sources (PDF, 445 KB)Analysing sources (PDF, 165 KB)Myths of source work (PDF, 159 KB)

Sources and evidence in practice Year 3 students choose a variety of sources to include in a time capsule to inform historians of the future about what their local area is like now. Students give reasons for the inclusion of each object. Year 10 students develop criteria to compare the usefulness and reliability of two websites as sources for an aspect of their Depth Study, for example the history of the environment movement in Australia. For more examples see: Concepts in practice – primary (PDF, 140 KB)Concepts in practice – secondary (PDF, 160 KB) In history, investigating continuity and change requires students to explore aspects of life that have remained the same and those that have changed over time. Through appropriate activities, younger students can identify continuities and changes (as similarities and differences), while older students can explore why things have stayed the same or changed, the nature and pace of change and the impact of change.

It is important to provide an overview, a chronological backdrop for the period, before introducing activities focusing on continuity and change. Illustrated and annotated timelines can provide a very useful resource for teaching about continuity and change. Continuity and change in practice Year 3 Students compare an early map of the local area with a current map, noting features that have remained and those that have changed. Students discuss reasons for the changes. As part of a study of Ancient Greece, Year 7 students compare the ancient Olympics with the modern Olympics, noting continuities and changes in features such as purpose, events, rituals and prizes. Historians use cause and effect as a way of explaining factors that led to a historical event or development and the consequent results. Younger students tend to believe that events in the past happened because someone wanted them to happen. While human actions can be important, causation is more likely to involve a network of related factors.

There are often multiple causes, long and short term causes and social and/or economic and/or political causes. There may be multiple effects and intended and unintended effects. Effects may differ from group to group and may change over time. Students should be encouraged to represent their thinking about cause and effect diagrammatically, as causal webs, fishbones and flow diagrams, rather than simple linear progressions. Cause and effect in practice Year 4 students investigate short and long term effects of European settlement on the local environment, including effects on local flora and fauna and Indigenous land and water management practices. As part of their study of the Industrial Revolution, Year 9 students create a diagram to show short and long term effects of the revolution on social and/or economic and/or political life in Britain. A person's perspective is their point of view, the position from which they see and understand events going on around them.

People in the past may have had quite different perspectives on a particular event or issue, depending on factors such as their age, gender, life experience, social position, political outlook, values and beliefs. A historical figure, for example, could have been seen as a freedom fighter by some and a terrorist by others. It is this diversity of perspectives that makes history so interesting. Year 2 students examine photographs of poor and wealthy children from a past era. They explain how life may have been different for the poor children compared to the rich children in the photographs. Year 8 students use primary and secondary sources to identify and compare the points of view, values and attitudes of King Richard and Saladin in relation to the Third Crusade. Historical empathy involves students in trying to see and understand events from the perspective of someone living in another time and place. This requires sound knowledge of the historical context and a conscious effort to 'make sense' of human motives and actions within that context.

Teaching empathy requires much more preparation than simply instructing students to place themselves with their modern sensibilities into a historical context. The instruction to 'imagine you are a soldier in the trenches' is not enough. Activities most likely to encourage empathetic understanding are based on real historical figures, are grounded in evidence, require students to examine people's perspective and motivation within a particular historical context and provide opportunities for students to engage in decision-making, problem-solving or debate. Year 4 students compare what they eat in a day with a day's rations issued by Gov Phillip in 1789. Students write or role play why the rations were introduced and how it would have been to live on them. Year 10 students use media reports of the NSW Freedom Rides to build knowledge of the historical context, including values and attitudes of the time. Students write a series of brief reports of the Freedom Rides from the perspective of one of the participants.

Significance is the importance that is assigned to particular aspects of the past, for example an event or issue or the contribution of an individual or group. Deciding on significance is a complex process because it involves making judgements that depend on perspective and purpose. Significance may vary over time and from group to group. What was seen as significant in the past may not be considered important today, and what was significant for one group in the past may not have been significant for other groups. Students can learn to assign significance by asking questions such as: How did people view the event or issue at the time? How many people were affected? How widespread, how deeply or for how long were people's lives affected? See: Significance and perspective in Australian history (PDF, 116 KB)Assigning significance (PDF, 113, KB) Year 1 students bring from home an object that is important to them and, in a short talk, explain to the class why it is important to them.

Year 10 students plan the contents of a 20th century textbook titled 'Australia and the Modern World', nominating 10 topics to be developed as chapters as well as relevant images. Students justify their choices. Contestability in history arises from the open-ended nature of historical interpretation. Two historians might produce quite different interpretations of the same event for a number of reasons, including their reason for researching the topic, the sources of evidence they relied on and their perspective or point of view. An example of contestability in Australian history is the debate over whether the arrival of Europeans in 1788 was an invasion or settlement. Examining debates between historians can help students understand how historians use sources to construct historical accounts and how their approach and interpretation can be shaped by their purpose and perspective, including their political outlook. Year 7 students examine different theories about how the pyramids of Egypt were built and decide which is most plausible, giving reasons for their choice.