This document provides information about math courses and the Community for Academic Progress (CAP) program offered at Riverside City College for Fall 2009. It lists several math courses at different levels that are part of the CAP program. It also lists the "Bite-Size" Math 90A-F series that breaks math courses into smaller units. The document outlines next steps for students to take to enroll in the CAP program, including completing an application, taking placement tests, attending orientation, and contacting the CAP office. It describes benefits of the CAP program such as priority registration and a convenient class schedule for linked courses.
Cme curriculum restructure briefing to staff (august 2010)Access Macquarie
The CME curriculum is being restructured to simplify course offerings and align them with Macquarie University's new faculty structure of Business, Human Sciences, Arts, and Science. The restructure reduces the number of direct entry courses from six to three and pre-direct entry courses from six to one. This meets stakeholder needs for a less complicated structure and reduces long-term program costs for CME. Key changes include new course names, themes, assessments, and alignment of CME courses to CEFR English levels.
CÉGEP BASIS OF ADMISSION PARTICULAR REQUIREMENTS AND HIGH SCHOOL ...crysatal16
1. The document outlines admission requirements for CEGEP programs, including having a Secondary School Diploma and meeting any special program prerequisites or conditions.
2. It also lists high school prerequisite courses required for specific CEGEP programs in the fall of 2009.
3. Notes are provided for some programs regarding additional requirements or conditions, such as having obtained a certain DEP, needing to write a letter of intent, or having to meet other specified conditions.
The document outlines the course requirements and options for students in grades 10-12 in an Alberta high school. It shows that there are 7 mandatory courses in grade 10, including CALM, Leadership, English, Math, Science, Phys Ed and Social Studies. It provides the course sequences and pathways for English, Social Studies, Science and Math based on a student's performance in grade 9. The document also lists elective options in fine arts, career and technology studies, languages, and off-campus learning. It provides information on earning credits for work experience. Finally, it includes a sample course plan for grades 10-12 to help students plan their high school program.
This document outlines the agenda for a parent teacher meeting at Damai Secondary School. It discusses promotion criteria from secondary 3 to 4 and from 4 to 5. It also covers the requirements and cut-off points for admission to junior colleges and polytechnics based on GCE O-Level results. Finally, it provides the timeline of key events leading up to the GCE O and N-Level examinations.
This document discusses the Home Delivery Network Logistics (HDNL) operation in the United Kingdom, which delivers 300,000 parcels daily to every postcode in the country. It outlines HDNL's Business Continuity Management System (BCMS) implementation and certification to the BS 25999 standard, including establishing regional stakeholders, conducting risk assessments, developing business continuity plans, tabletop exercises, and audits to achieve certification in October 2009 and February 2010. The document also asks how many miles the HDNL 1 man and 2 man delivery depot operation travels throughout the UK to deliver parcels.
This presentation discusses strategies for preparing adult learners for successful transitions from ESL to credit programs at South Seattle Community College. The strategies include comprehensive orientation and counseling programs, quarterly "Transitions Day" events, developing transition portfolios for students, increasing access to placement assessments, and providing additional instructional support classes. Faculty learning communities and FIGs were also created to support collaboration between ESL and content faculty. Implementing these strategies campus-wide helped change the college culture to better support students through transitions. Presenters discussed applying similar strategies at other schools and taking questions.
Cme curriculum restructure briefing to staff (august 2010)Access Macquarie
The CME curriculum is being restructured to simplify course offerings and align them with Macquarie University's new faculty structure of Business, Human Sciences, Arts, and Science. The restructure reduces the number of direct entry courses from six to three and pre-direct entry courses from six to one. This meets stakeholder needs for a less complicated structure and reduces long-term program costs for CME. Key changes include new course names, themes, assessments, and alignment of CME courses to CEFR English levels.
CÉGEP BASIS OF ADMISSION PARTICULAR REQUIREMENTS AND HIGH SCHOOL ...crysatal16
1. The document outlines admission requirements for CEGEP programs, including having a Secondary School Diploma and meeting any special program prerequisites or conditions.
2. It also lists high school prerequisite courses required for specific CEGEP programs in the fall of 2009.
3. Notes are provided for some programs regarding additional requirements or conditions, such as having obtained a certain DEP, needing to write a letter of intent, or having to meet other specified conditions.
The document outlines the course requirements and options for students in grades 10-12 in an Alberta high school. It shows that there are 7 mandatory courses in grade 10, including CALM, Leadership, English, Math, Science, Phys Ed and Social Studies. It provides the course sequences and pathways for English, Social Studies, Science and Math based on a student's performance in grade 9. The document also lists elective options in fine arts, career and technology studies, languages, and off-campus learning. It provides information on earning credits for work experience. Finally, it includes a sample course plan for grades 10-12 to help students plan their high school program.
This document outlines the agenda for a parent teacher meeting at Damai Secondary School. It discusses promotion criteria from secondary 3 to 4 and from 4 to 5. It also covers the requirements and cut-off points for admission to junior colleges and polytechnics based on GCE O-Level results. Finally, it provides the timeline of key events leading up to the GCE O and N-Level examinations.
This document discusses the Home Delivery Network Logistics (HDNL) operation in the United Kingdom, which delivers 300,000 parcels daily to every postcode in the country. It outlines HDNL's Business Continuity Management System (BCMS) implementation and certification to the BS 25999 standard, including establishing regional stakeholders, conducting risk assessments, developing business continuity plans, tabletop exercises, and audits to achieve certification in October 2009 and February 2010. The document also asks how many miles the HDNL 1 man and 2 man delivery depot operation travels throughout the UK to deliver parcels.
This presentation discusses strategies for preparing adult learners for successful transitions from ESL to credit programs at South Seattle Community College. The strategies include comprehensive orientation and counseling programs, quarterly "Transitions Day" events, developing transition portfolios for students, increasing access to placement assessments, and providing additional instructional support classes. Faculty learning communities and FIGs were also created to support collaboration between ESL and content faculty. Implementing these strategies campus-wide helped change the college culture to better support students through transitions. Presenters discussed applying similar strategies at other schools and taking questions.
The document announces an employment notice for various posts at the Embarkation Headquarters in Mumbai. It details 9 posts available including Lower Division Clerk, Tally Clerk, Steno Grade III, and others. The notice provides information on the number of vacancies, reservations, pay scale, qualifications required, and selection process for each post. Candidates must submit applications with required documents by the deadline to be considered for the written exam, skill test, and interview which will be used to fill the positions based on merit.
Dear students and teachers, It is more useful slide for you. It is related to Rectification of accounting errors Account Class 11 account Account rectification of accounting errors Rectification of one sided errors Rectification of two sided errors लेखा सम्बन्धी गल्तिको सुधार . Please like, comment, share and subscribe this slide. #Rectification of accounting errors #Account #Class 11 account #Account rectification of accounting errors # Rectification of one sided errors #Rectification of two sided errors #लेखा सम्बन्धी गल्तिको सुधार
This report provides information on student Anthony Beaver's performance in Year 8 at St Edward's College. It summarizes his academic achievement, effort, and behavior for the second semester of 2012. Anthony received mostly Cs for his grades and consistently applied effort across subjects. The report notes that Anthony has matured and sets a good example for other students. He has improved his participation in PE. The comments praise Anthony's maturity, participation in class discussions, and responsiveness to different text types. The report encourages Anthony to improve his school attendance to help achieve his full potential.
The document describes converting a point of sale information system for a supermarket chain into third normal form (3NF) and designing an entity relationship diagram (ERD) for it. Initially, the data is in a non-normalized form with repeating groups and various anomalies. It is then normalized through a multi-step process into 1st NF, 2nd NF, and finally 3rd NF by separating the data into different tables for customers, items, invoices, manufacturers, and a customer-item link table. An ERD is then designed to model the normalized database structure.
The University of Florida IFAS Northwest District Agriculture Team developed an educational beekeeping program called Beekeeping in the Panhandle to address high demand for information on beekeeping, pollination, and Africanized bees. The program consisted of eight two-hour videoconference classes over three months covering bee biology, equipment, management, and Africanized bees. A tradeshow and workshop attracted 215 participants, exceeding the expected 75. Participants significantly increased their knowledge of bees and beekeeping, with 91% rating themselves very knowledgeable after the program, up from just 17% initially.
Some examples of work I've been responsible for whilst stewarding Designation.com Ltd, a company I have 50% shareholding in. Some great designers worked on this with me including Derek Chapman, Stephen Qualtrough, Suki Bains and John Bragg.
This document discusses conceptual models for learning and teaching, including Bloom's Taxonomy and Daggett's Rigor/Relevance Framework. It shows how these models relate levels of thinking and higher-order skills to types of instruction. The document then examines how technology, 21st century skills, and digital learning environments can be aligned within this framework to build students' knowledge and abilities. Specifically, it discusses how (1) technology can support basic skills, (2) 21st century skills fit on the framework, (3) different technology tools enable different types of learning, and (4) digital learning environments enhance instruction across different levels.
The document discusses strategies for improving formal lower secondary education in Laos. It summarizes how the team achieved the seemingly impossible goal of producing 100 instructional titles in less than a year when originally they were only supposed to produce a few titles over 5 years for pilot provinces. It involved bringing in equipment, recruiting and training people, and testing products with students and teachers. The document encourages remembering past victories and strategies used to overcome difficulties and deliver results rapidly through Laotian power and an unconventional "license to act out of the box" approach.
Hyss 2013 15_mar_sec 2 mtp_for school websitehyssittrainer
This document provides information about the academic programs and pathways for students in Secondary 2. It outlines:
1) The school's academic support programs including form teacher meetings, remedial classes, common tests, and co-curricular activities.
2) The streaming process and criteria for Express, Normal Academic, and Normal Technical streams.
3) The post-secondary education pathways and admission requirements for Junior College, Millennia Institute, Polytechnic, and Institute of Technical Education.
The document discusses the history and goals of the Basic Skills Initiative (BSI) in California community colleges. It provides details on BSI grants that fund professional development and regional networks. The BSI aims to create a statewide learning network to address the needs of over 93,000 community college faculty and staff through regional workshops, a leadership institute, and an online platform. The leadership institute will focus on institutional transformation, program design, evaluation, and networking to build the capacity and sustainability of regional networks in supporting underprepared students.
This document summarizes the inaugural meeting of the Sacramento/Central Valley Regional Network of the California Community College Basic Skills Initiative. The meeting aimed to build connections among participants, familiarize them with the goals and activities of the statewide network, and discuss strategies for adding components and sharing successes and challenges. Key topics included the history and goals of the Basic Skills Initiative, grant funding opportunities, the vision for a virtual networking platform, and potential future activities for the regional network.
The document summarizes discussions from small groups at a regional meeting focused on basic skills initiatives. Groups generated ideas in six areas: getting faculty involved; achieving buy-in for student success initiatives; engaging students; professional development activities; promoting basic skills activities; and gathering research data. Suggestions included offering grants and stipends for faculty, presenting at orientations, surveying faculty opinions, and linking course assignments in learning communities.
This document summarizes a FIG (Focused Inquiry Group) investigating core issues in basic skills education at Chabot College. The FIG will examine how the Reading Apprenticeship model impacts student outcomes, retention, engagement, and self-efficacy. Data will be collected through institutional research, surveys, assessments, and evaluating student work. The FIG currently involves faculty from English and other disciplines. Plans are outlined to expand training to more faculty and tutors over multiple semesters, with the goal of professional development in Reading Apprenticeship becoming institutionalized. Projected costs include attendance at training conferences.
The document lists the participants from various colleges that attended the inaugural Sacramento/Central Valley Regional Network meeting on May 18, 2009. Representatives from Butte College, American River College, Sacramento City College, Cosumnes River College, Merced College, Fresno City College, Reedley College, and the State Center Community College District were in attendance. The document provides the names and roles of over 50 participants from the different colleges and organizations within the regional network.
The document summarizes discussions from the Sacramento/Central Valley Network Inaugural Regional Meeting on May 18, 2009. Participants were asked to find a "pal" from another college and discuss successes and challenges in their developmental education programs. They then shared their pal's successes and/or challenges. Some successes included increasing the number of students served in writing centers and using focus groups for evaluation. Challenges included gaining buy-in from faculty, assessing programs, coordinating multiple support services, and a lack of funding.
The document summarizes suggestions from attendees of a regional meeting on ways to improve future meetings. Suggestions included assigning homework to share at meetings, holding meetings at different campuses and featuring their programs, inviting a FIG expert to discuss setting up Faculty Inquiry Groups, inviting more people from the host campus, prioritizing the most critical basic skills issues, committing to shared goals, having each campus present a major challenge, creating an online or webinar-based meeting, and having both large and smaller breakout meetings.
This document provides information and instructions for attendees of the upcoming BSI 2009 Leadership Institute to be held at San Francisco State University from June 14-20. It outlines pre-institute work attendees should complete, including reviewing a self-assessment and selecting a campus program to analyze. Logistical details are also included such as transportation, housing accommodations, dining services, and the agenda for the institute.
The document summarizes responses from participants at the inaugural regional meeting of the Sacramento/Central Valley Network on what they would like to see in the Network. Participants expressed interest in podcasting, campus-based workshops, facilitating communication across campuses, professional development opportunities, sharing best practices, aligning with K-12, and defining and measuring student success. Pilot colleges recommended a clearinghouse for experiments and practices, educating campus communities, connecting to community resources, and using data to support rather than punish colleges.
The document summarizes the outcomes and evaluation of a regional meeting of the Sacramento/Central Valley Network. The meeting aimed to: 1) build connections between participants; 2) familiarize participants with the goals and benefits of the Network; and 3) discuss ideas for adding components to the Network. Participants provided feedback evaluating whether the meeting achieved these goals and helped them learn how to utilize Network resources and connect with others.
The document provides an agenda for the inaugural meeting of the Sacramento/Central Valley Regional Network on May 18, 2009 at Merced College. The agenda includes welcome and introductory remarks, discussions on building the regional network and its goals, a working lunch, and breakout group sessions in the afternoon to discuss ideas and strategies for various topics like engaging faculty, achieving buy-in for student success initiatives, and gathering research data. The meeting aims to provide an opportunity for participants from different colleges in the region to connect and discuss challenges and successes at their respective campuses.
The document announces an employment notice for various posts at the Embarkation Headquarters in Mumbai. It details 9 posts available including Lower Division Clerk, Tally Clerk, Steno Grade III, and others. The notice provides information on the number of vacancies, reservations, pay scale, qualifications required, and selection process for each post. Candidates must submit applications with required documents by the deadline to be considered for the written exam, skill test, and interview which will be used to fill the positions based on merit.
Dear students and teachers, It is more useful slide for you. It is related to Rectification of accounting errors Account Class 11 account Account rectification of accounting errors Rectification of one sided errors Rectification of two sided errors लेखा सम्बन्धी गल्तिको सुधार . Please like, comment, share and subscribe this slide. #Rectification of accounting errors #Account #Class 11 account #Account rectification of accounting errors # Rectification of one sided errors #Rectification of two sided errors #लेखा सम्बन्धी गल्तिको सुधार
This report provides information on student Anthony Beaver's performance in Year 8 at St Edward's College. It summarizes his academic achievement, effort, and behavior for the second semester of 2012. Anthony received mostly Cs for his grades and consistently applied effort across subjects. The report notes that Anthony has matured and sets a good example for other students. He has improved his participation in PE. The comments praise Anthony's maturity, participation in class discussions, and responsiveness to different text types. The report encourages Anthony to improve his school attendance to help achieve his full potential.
The document describes converting a point of sale information system for a supermarket chain into third normal form (3NF) and designing an entity relationship diagram (ERD) for it. Initially, the data is in a non-normalized form with repeating groups and various anomalies. It is then normalized through a multi-step process into 1st NF, 2nd NF, and finally 3rd NF by separating the data into different tables for customers, items, invoices, manufacturers, and a customer-item link table. An ERD is then designed to model the normalized database structure.
The University of Florida IFAS Northwest District Agriculture Team developed an educational beekeeping program called Beekeeping in the Panhandle to address high demand for information on beekeeping, pollination, and Africanized bees. The program consisted of eight two-hour videoconference classes over three months covering bee biology, equipment, management, and Africanized bees. A tradeshow and workshop attracted 215 participants, exceeding the expected 75. Participants significantly increased their knowledge of bees and beekeeping, with 91% rating themselves very knowledgeable after the program, up from just 17% initially.
Some examples of work I've been responsible for whilst stewarding Designation.com Ltd, a company I have 50% shareholding in. Some great designers worked on this with me including Derek Chapman, Stephen Qualtrough, Suki Bains and John Bragg.
This document discusses conceptual models for learning and teaching, including Bloom's Taxonomy and Daggett's Rigor/Relevance Framework. It shows how these models relate levels of thinking and higher-order skills to types of instruction. The document then examines how technology, 21st century skills, and digital learning environments can be aligned within this framework to build students' knowledge and abilities. Specifically, it discusses how (1) technology can support basic skills, (2) 21st century skills fit on the framework, (3) different technology tools enable different types of learning, and (4) digital learning environments enhance instruction across different levels.
The document discusses strategies for improving formal lower secondary education in Laos. It summarizes how the team achieved the seemingly impossible goal of producing 100 instructional titles in less than a year when originally they were only supposed to produce a few titles over 5 years for pilot provinces. It involved bringing in equipment, recruiting and training people, and testing products with students and teachers. The document encourages remembering past victories and strategies used to overcome difficulties and deliver results rapidly through Laotian power and an unconventional "license to act out of the box" approach.
Hyss 2013 15_mar_sec 2 mtp_for school websitehyssittrainer
This document provides information about the academic programs and pathways for students in Secondary 2. It outlines:
1) The school's academic support programs including form teacher meetings, remedial classes, common tests, and co-curricular activities.
2) The streaming process and criteria for Express, Normal Academic, and Normal Technical streams.
3) The post-secondary education pathways and admission requirements for Junior College, Millennia Institute, Polytechnic, and Institute of Technical Education.
The document discusses the history and goals of the Basic Skills Initiative (BSI) in California community colleges. It provides details on BSI grants that fund professional development and regional networks. The BSI aims to create a statewide learning network to address the needs of over 93,000 community college faculty and staff through regional workshops, a leadership institute, and an online platform. The leadership institute will focus on institutional transformation, program design, evaluation, and networking to build the capacity and sustainability of regional networks in supporting underprepared students.
This document summarizes the inaugural meeting of the Sacramento/Central Valley Regional Network of the California Community College Basic Skills Initiative. The meeting aimed to build connections among participants, familiarize them with the goals and activities of the statewide network, and discuss strategies for adding components and sharing successes and challenges. Key topics included the history and goals of the Basic Skills Initiative, grant funding opportunities, the vision for a virtual networking platform, and potential future activities for the regional network.
The document summarizes discussions from small groups at a regional meeting focused on basic skills initiatives. Groups generated ideas in six areas: getting faculty involved; achieving buy-in for student success initiatives; engaging students; professional development activities; promoting basic skills activities; and gathering research data. Suggestions included offering grants and stipends for faculty, presenting at orientations, surveying faculty opinions, and linking course assignments in learning communities.
This document summarizes a FIG (Focused Inquiry Group) investigating core issues in basic skills education at Chabot College. The FIG will examine how the Reading Apprenticeship model impacts student outcomes, retention, engagement, and self-efficacy. Data will be collected through institutional research, surveys, assessments, and evaluating student work. The FIG currently involves faculty from English and other disciplines. Plans are outlined to expand training to more faculty and tutors over multiple semesters, with the goal of professional development in Reading Apprenticeship becoming institutionalized. Projected costs include attendance at training conferences.
The document lists the participants from various colleges that attended the inaugural Sacramento/Central Valley Regional Network meeting on May 18, 2009. Representatives from Butte College, American River College, Sacramento City College, Cosumnes River College, Merced College, Fresno City College, Reedley College, and the State Center Community College District were in attendance. The document provides the names and roles of over 50 participants from the different colleges and organizations within the regional network.
The document summarizes discussions from the Sacramento/Central Valley Network Inaugural Regional Meeting on May 18, 2009. Participants were asked to find a "pal" from another college and discuss successes and challenges in their developmental education programs. They then shared their pal's successes and/or challenges. Some successes included increasing the number of students served in writing centers and using focus groups for evaluation. Challenges included gaining buy-in from faculty, assessing programs, coordinating multiple support services, and a lack of funding.
The document summarizes suggestions from attendees of a regional meeting on ways to improve future meetings. Suggestions included assigning homework to share at meetings, holding meetings at different campuses and featuring their programs, inviting a FIG expert to discuss setting up Faculty Inquiry Groups, inviting more people from the host campus, prioritizing the most critical basic skills issues, committing to shared goals, having each campus present a major challenge, creating an online or webinar-based meeting, and having both large and smaller breakout meetings.
This document provides information and instructions for attendees of the upcoming BSI 2009 Leadership Institute to be held at San Francisco State University from June 14-20. It outlines pre-institute work attendees should complete, including reviewing a self-assessment and selecting a campus program to analyze. Logistical details are also included such as transportation, housing accommodations, dining services, and the agenda for the institute.
The document summarizes responses from participants at the inaugural regional meeting of the Sacramento/Central Valley Network on what they would like to see in the Network. Participants expressed interest in podcasting, campus-based workshops, facilitating communication across campuses, professional development opportunities, sharing best practices, aligning with K-12, and defining and measuring student success. Pilot colleges recommended a clearinghouse for experiments and practices, educating campus communities, connecting to community resources, and using data to support rather than punish colleges.
The document summarizes the outcomes and evaluation of a regional meeting of the Sacramento/Central Valley Network. The meeting aimed to: 1) build connections between participants; 2) familiarize participants with the goals and benefits of the Network; and 3) discuss ideas for adding components to the Network. Participants provided feedback evaluating whether the meeting achieved these goals and helped them learn how to utilize Network resources and connect with others.
The document provides an agenda for the inaugural meeting of the Sacramento/Central Valley Regional Network on May 18, 2009 at Merced College. The agenda includes welcome and introductory remarks, discussions on building the regional network and its goals, a working lunch, and breakout group sessions in the afternoon to discuss ideas and strategies for various topics like engaging faculty, achieving buy-in for student success initiatives, and gathering research data. The meeting aims to provide an opportunity for participants from different colleges in the region to connect and discuss challenges and successes at their respective campuses.
At a meeting of North State REACH Colleges, representatives from several colleges discussed the greatest challenges their institutions face in implementing basic skills initiatives. Sequoias and Feather River cited needs for more coordination, staff training, funding, and best practices workshops. Lassen's challenges included professional development, increasing persistence, and developing non-credit courses. Rural colleges like Shasta noted issues with technology access and the long distances requiring travel for training. Siskiyous needed research assistance, management skills development, and faculty buy-in to changing pedagogy.
The Basic Skills Initiative (BSI) was created to address the need to raise math and English requirements at community colleges in California. [1] It receives $31.5 million annually to fund 110 community colleges. [2] Some goals of the 2009 BSI are to create a statewide network connecting all 110 colleges, hold annual leadership institutes, and establish a virtual network. [3] The network aims to address the professional development needs of over 93,000 community college faculty, staff and administrators. [4] It will create regional infrastructure through ongoing training and the sharing of best practices. [5]
Central Sacramento Workshop Challenges And Successesncook
The document summarizes discussions from a regional workshop about supporting students with basic skills needs. It identifies areas where colleges excel and are challenged. Colleges excel by offering tutoring services, learning labs, and programs like EOPS that provide additional support. However, colleges are challenged by issues like a lack of coordination among support services, low retention rates in remedial courses, insufficient funding and staffing, and a need for improved assessment and placement of students.
The document describes a group activity where participants were divided into groups to discuss effective practices for developmental education programs and libraries. Each group chose 1-2 practices and brainstormed ideas for library services, programs and activities to help basic skills students succeed. Their ideas included developing instructional modules for stress management, collaborating with faculty on assignments, hosting workshops, and providing a structured library instruction program with archived presentations. The groups proposed integrating library support into courses, using technology to reinforce learning, and addressing students' social/emotional needs through activities like reading clubs.
The document describes an adjunct paired class model designed to help students succeed in a high failure rate biology course. The model pairs an adjunct reading course with the biology course to provide students with reading, note-taking, test preparation, and other study strategies. Data shows that students enrolled in the paired reading course had higher pass rates and retention rates in the biology course compared to students not enrolled in the reading course.
This document describes a cross-curricular ESL and acting program at Ohlone College. It provides an overview of the program, which combines an ESL speech communication skills class with an introduction to acting class. Data is presented showing the program's success, including high enrollment numbers each semester and students continuing on to other college-level classes. Challenges in developing the program are discussed, such as finding faculty partners and designing integrated assignments between the two disciplines. Student outcomes from the program include increased confidence, continued persistence in their education, and faster development of English language proficiency.
Digital Bridge Academy is a program that helps underprepared community college students succeed. It uses a cohort model with intensive support over multiple semesters. Students take foundational courses to build skills in areas like numeracy and literacy. They also take self-management courses to develop behaviors for academic success. The goal is to help students earn an associate's degree and transfer to a four-year university in fields like IT, health, education and more. Studies show DBA students have much higher persistence and completion rates than similar students not in the program.
This document summarizes the findings of a study on the Extended Tutorial Center (ETC) program at a community college. The ETC program provides group study sessions for courses with high proportions of basic skills students. The summary shows that students participating in the ETC program had higher rates of retention, passing grades, and overall GPA compared to non-participating students in the same courses. The ETC program has grown significantly in attendance and number of courses supported. The document concludes that the ETC program increases student success rates.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
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Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
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1. Math for CAP Next Steps for Fall 2009:
SAN BERNARDINO CA
If you need to take Math 65, 52 or 35, the CAP program
ORGANIZATION
POSTAGE PAID
offers its own sections of these courses. This allows you 1. If you have not completed an RCC application,
PERMIT 1673
NONPROFIT
to enroll in a math class where all students are part of please complete it online at www.rcc.edu.
the CAP program!
US
2. If you have not taken the English, Reading and
Math placement tests, please call the Assessment
Math 65 Arithmetic and Pre-Algebra Units: 5
Center at 951-222-8451 for available testing hours.
Math 52 Elementary Algebra Units: 4
Math 35 Intermediate Algebra Units: 5
3. If you have not attended an RCC Orientation,
please call 951-222-8440 to make an appointment.
“Bite-Size” Math
community for academic progress
Math 90A-F series breaks up Math 63 and Math 64 4. Call the CAP office at 951-328-3820 so that we
into smaller, one-unit courses. This allows you to work can work on your “priority” registration, and sign
at your own pace, use computerized software and receive up for a mandatory CAP orientation. Space is
individualized instruction based on the skills you need. limited, so call TODAY!
• Call beginning June 22, 2009 to get approved
Math 90A Whole Numbers and Units: 1 for the CAP program.
Intro to Fractions • To receive “priority” registration in CAP
Math 90B Fractions and Intro Units: 1 courses, call no later than July 21, 2009.
to Decimals • To receive “guaranteed” registration in CAP
Math 90C Decimals Units: 1 courses, call no later than August 18, 2009.
Math 90D Integers and an Intro Units: 1
5. Attend your CAP orientation to register for your
to Variables
CAP classes.
Math 90E Real Numbers and an Units: 1
Intro to Algebra
Math 90F Algebraic Expressions Units: 1
and Equations
4800 Magnolia Avenue
Riverside City College
Riverside, CA 92506
Academic Support
You Are Eligible!
(951) 328-3820
www.rcc.edu
Riverside City College
The Riverside Community College District complies with all federal and state rules and regulations and does
not discriminate against any person on the basis of race, religion, gender, disability, medical condition, marital
Academic Support
status, age or sexual orientation. This holds true for all students who are interested in participating in educational
programs, including career and technical education programs, and/or extracurricular school activities. Limited
4800 Magnolia Avenue
English speaking skills will not be a barrier to admission or participation in any program. Harassment of any
employee/student with regard to race, religion, gender, disability, medical condition, marital status, age or sexual
Riverside, CA 92506
orientation is strictly prohibited. Inquiries regarding compliance and/or grievance procedures may be directed to
the District’s EEO Officer/Title IX Officer/Section 504/ADA Coordinator, Ms. Chani Beeman, 3845 Market
(951) 328-3820
St., Riverside, CA 92506, (951) 222-8039. Available in alternate formats.
318352 04/09
www.rcc.edu
2. Foundational Communities These learning communities will help you develop the academic
Transfer Communities
The Community for Academic Progress (CAP) Program
skills necessary to prepare you for college-level coursework.
is an exciting program designed to allow students to
These learning communities help fulfill requirements
enroll in grouped or paired courses that share common Connected, Conflicted, Empowered:
College Connections for CSU and/or UC. Check the catalog or with a
themes, activities, and assignments. Since the courses are
Engaging in Your Education
Make the connections that will lead to success! Develop counselor for more details.
linked, students take these classes as a group, allowing
effective writing skills, read with greater understanding, Learn why it is important for you to become actively
faculty and students to work and learn together.
Reading the Word and the World
and use proven study strategies. Learn to balance your engaged in your education! Learn how improved reading,
Explore the religions of the world and seek answers to
academic and personal responsibilities. This learning writing, and study skills can increase your ability to engage
The CAP Program Offers: life’s greatest questions such as “Why are we here?” and
community focuses on strengthening academic skills as with course material, and how this connection will empower
“What happens after death?” without ever leaving RCC.
you explore how to meet the challenges of college. you to become a successful student.
• A convenient class schedule
Be supported in a collegial environment as you read and
• “Priority” registration in CAP classes
write about a myriad of religious ideas and responses to
English 60A English Fundamentals: Units: 4 English 60B English Fundamentals: Units: 4
• Personal CAP/college orientation
complex global issues.
Sentence to Paragraphs Paragraphs to Essays
• Assigned counselor
Reading 81 Reading, Level 1 Units: 3.5 Reading 83 Reading, Level 3 Units: 3
• Access to technology/laptops
English 1A English Composition Units: 4
Guidance 45 Introduction to College Units: 1 Guidance 48 College Success Strategies Units: 2
• Supplemental Instructional (SI) Leaders
Humanities 10 World Religions Units: 3
• Field trip opportunities to 4-year universities
Reading 86* Reading Strategies for Units: 1
• Guest speakers and activities Thinking & Writing Like A College Student
Double Time Textbooks
This community develops the whole person. Who are *Class Meets 9/1/09-10/22/09
you? Where have you come from? Where are you going?
FAST-TRACK your way from English 60A to English
What tools do you need to get there?
1A within the same academic year. In the fall you will
Who Wants To Be A Millionaire?
Community for Academic Progress is partially funded take an eight-week English 60A course followed by an
Picture a market that is open 24 hours a day, where
ESL 54 High-Intermediate Units: 5
through the US Department of Education of Hispanic eight-week English 60B course, with Reading 81 giving
you can buy ownership in the largest companies
Grammar and Writing
Serving Institutions Title V funds. you a boost the whole way through. During the winter
in the world, lend money to the government for
Guidance 45 Introduction to College Units: 1
intersession, you can take English 50, so by the spring
30 days or 30 years, or take a chance on the future
semester, you will be ready to begin English 1A!
price of raw materials you may never see or use. This
English 60A* English Fundamentals: Units: 4
Independent Thinkers is the intriguing world of business, computers, and
Sentence to Paragraphs
Become a more effective and confident writer. This money. This is a world that seems remote from our
* Meets 8/31/09-10/22/09
learning community integrates skills for communication, daily lives, yet it directly affects our pocketbooks.
English 60B** English Fundamentals: Units: 4
relationships, critical thinking, and personal health, as
Paragraphs to Essays
well as foundational skills for writing. CIS 1A Introduction to Computer Units: 3
**Meets 10/26/09-12/17/09
Information
Reading 81 Reading, Level 1 Units: 3.5
ESL 55 Advanced Grammar Units: 5 Business 10 Introduction to Business Units: 3
and Writing
Note: Dropping one CAP course within the semester will result
in being automatically dropped from all CAP courses. Please Guidance 48 College Success Strategies Units: 2
see an Educational Advisor or Counselor before dropping any Life Skills
CAP courses.
Bridging Communities Justice and Your “Writes”
The Individual and Society
Are you interested in the legal profession, law enforcement
Racism, Sexism, Classism… Why does social inequality
or the criminal justice system? Develop your writing and
These learning communities provide opportunities exist? Explore your place in the broader social structure.
reading skills while focusing on Administration of Justice
to explore and prepare you for transfer level courses.
topics-- history, philosophy, procedures, and definitions.
Check the catalog or with a counselor for more English 50 Basic English Composition Units: 4
details. Sociology 1 Introduction to Sociology Units: 3
English 50 Basic English Composition Units: 4
Reading 86* Reading Strategies Units: 1
ADJ 1 Introduction to Units: 3
for Textbooks
Administration of Justice
*Class Meets 9/1/09-10/22/09