Computer Lab Instructor Training
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This document provides guidance for participating in a class or session. It emphasizes beginning and ending on time, focusing on positive possibilities, participating fully through active listening and discussion, and being a good role model. The stated purposes are to provide resources for engaging, inquiry-based lessons that meet curriculum standards and to foster collaboration between colleagues. Non-purposes include not providing specific daily lesson plans or addressing responsibilities outside the classroom. It also asks participants to introduce themselves by sharing what they want the class to know about them, their strengths, and skills they hope to gain.
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This course introduction document outlines the key components of an education course, including its overall design, learning objectives, assessments, instructional materials, and ways for learner interaction and engagement. The course menu makes navigation easy and the syllabus clearly lists assignments. Assessments follow constructivist learning theory and include ongoing online discussions as well as major projects where students play the role of a teacher. A variety of instructional materials are provided, including videos, readings, and group projects. Learner interaction occurs through online discussions, group work, and community engagement during required observation hours.
Chapter Presentation Rubric
The rubric outlines criteria for assessing presentations on assigned readings in four elements: Information, Facilitation Style, Discussion, and Activities. For each element, criteria are provided for ratings of Excellent, Good, and Satisfactory. For example, an Excellent rating for Information means the big ideas and key points are presented completely and clearly in a well-organized manner, helping learners understand the impact on teaching. A Good rating means the presentation is mainly a review or summary but may not make implications clear or have good organization.
Ideas and tips db
The document provides tips for using discussion boards effectively in online courses. It recommends requiring participation and grading both quantity and quality of responses. It also suggests forming learning teams to facilitate social interaction and connection. Additionally, it advises giving students engaging topics that relate to their interests and experiences, and structuring activities around course objectives to avoid digression. Finally, it recommends requiring a final assignment that integrates information from discussions and involving faculty to provide feedback and steer students towards quality work.
Parallel session 75 summary report
Please find the highlights and contributions from the participants of yesterday's parallel session 75
Is it possible to manage informal learning
Informal learning takes center stage in employee development, but managers often put it on the back burner. But it's possible to manage informal learning and make it more effective for your employees. This presentation from Pract.us training software offers simple advice for how to do it.
Creating a plc edu 588-updated
The document discusses creating a professional learning community (PLC) at a school. It begins with introductions of the presenter and their background. The objective is to learn what a PLC is and the benefits of creating one at the school. A needs assessment found a desire for more collaboration time among colleagues. A PLC is defined as grade levels meeting to plan instruction and share strategies. Guidelines are provided for organizing PLC meetings including assigning roles like grade leader. Examples of effective and ineffective PLC meetings are shown. Benefits include increased collaboration and data-driven instruction. Next steps proposed are forming PLC groups and assigning roles at each grade level.
Technology in the classroom
This document provides guidance for developing effective technology lessons for Navajo students. It emphasizes starting lessons by assessing students' prior knowledge, implementing Navajo culture, and using social interactions. Lessons should have clear step-by-step instructions, modifications for different students, and tie the beginning activity to the conclusion. Assessments and feedback are important to evaluate student learning and improve instruction.
Powerpoint dag 2
The document outlines the schedule and activities for day two of a media literacy workshop for information professionals. It includes assignments for participants to: [1] Prepare an elevator pitch for their workshop design; [2] Receive feedback on their pitches from peers; [3] Spend the afternoon designing their workshop in more detail, deciding on teaching methods and learning activities; [4] Prepare to do a trial run of part of their workshop the following day.
Recommended
Evaluation
This course introduction document outlines the key components of an education course, including its overall design, learning objectives, assessments, instructional materials, and ways for learner interaction and engagement. The course menu makes navigation easy and the syllabus clearly lists assignments. Assessments follow constructivist learning theory and include ongoing online discussions as well as major projects where students play the role of a teacher. A variety of instructional materials are provided, including videos, readings, and group projects. Learner interaction occurs through online discussions, group work, and community engagement during required observation hours.
Chapter Presentation Rubric
The rubric outlines criteria for assessing presentations on assigned readings in four elements: Information, Facilitation Style, Discussion, and Activities. For each element, criteria are provided for ratings of Excellent, Good, and Satisfactory. For example, an Excellent rating for Information means the big ideas and key points are presented completely and clearly in a well-organized manner, helping learners understand the impact on teaching. A Good rating means the presentation is mainly a review or summary but may not make implications clear or have good organization.
Ideas and tips db
The document provides tips for using discussion boards effectively in online courses. It recommends requiring participation and grading both quantity and quality of responses. It also suggests forming learning teams to facilitate social interaction and connection. Additionally, it advises giving students engaging topics that relate to their interests and experiences, and structuring activities around course objectives to avoid digression. Finally, it recommends requiring a final assignment that integrates information from discussions and involving faculty to provide feedback and steer students towards quality work.
Parallel session 75 summary report
Please find the highlights and contributions from the participants of yesterday's parallel session 75
Is it possible to manage informal learning
Informal learning takes center stage in employee development, but managers often put it on the back burner. But it's possible to manage informal learning and make it more effective for your employees. This presentation from Pract.us training software offers simple advice for how to do it.
Creating a plc edu 588-updated
The document discusses creating a professional learning community (PLC) at a school. It begins with introductions of the presenter and their background. The objective is to learn what a PLC is and the benefits of creating one at the school. A needs assessment found a desire for more collaboration time among colleagues. A PLC is defined as grade levels meeting to plan instruction and share strategies. Guidelines are provided for organizing PLC meetings including assigning roles like grade leader. Examples of effective and ineffective PLC meetings are shown. Benefits include increased collaboration and data-driven instruction. Next steps proposed are forming PLC groups and assigning roles at each grade level.
Technology in the classroom
This document provides guidance for developing effective technology lessons for Navajo students. It emphasizes starting lessons by assessing students' prior knowledge, implementing Navajo culture, and using social interactions. Lessons should have clear step-by-step instructions, modifications for different students, and tie the beginning activity to the conclusion. Assessments and feedback are important to evaluate student learning and improve instruction.
Powerpoint dag 2
The document outlines the schedule and activities for day two of a media literacy workshop for information professionals. It includes assignments for participants to: [1] Prepare an elevator pitch for their workshop design; [2] Receive feedback on their pitches from peers; [3] Spend the afternoon designing their workshop in more detail, deciding on teaching methods and learning activities; [4] Prepare to do a trial run of part of their workshop the following day.
Paraeducator Portfolios: Celebrating Success
Presentation from the 2011 National Resource Center for Paraprofessionals Conference by
Suzanne Koprowski & Carol Long.
2008 yop welcome grad
The document outlines the agenda for a YOP orientation for a 2008-2009 cohort. It includes:
1) A welcome from the president and introductions of team leaders and participants.
2) Breakout sessions for participants to network according to their theme or region and share local successes.
3) A overview of the YOP process, tools, and resources including self-assessments and gap analysis.
4) Sessions on advisory boards, instructional leadership, performance-based assessment, and technology integration in the classroom.
5) The orientation concludes with graduation and a welcome event.
Tlc november session nov 16 with curriculum
The document outlines an agenda for a literacy consultation meeting bringing together coaches and teacher-librarians. The agenda includes discussing essential classroom literacy practices, sharing survey results on implementation of practices, and forming inquiry questions and action plans to improve support for student literacy needs. Participants will collaborate to develop shared understanding of practices and support networks.
5 Ways to Transform Professional Development with Best Practices for Learning
Teachers are learners, too! Find out how to turn your PD into meaningful learning that drives improved outcomes for students.
Susan webbmodule2powerpoint
Project-based learning engages students in exploring real-world problems through active learning. Students develop confidence and self-direction as they work collaboratively on authentic projects connected to real life. Research supports project-based learning's alignment with constructivism and multiple intelligences theory. When implemented effectively using driving questions, assessments, mapping, and process management, project-based learning can increase student motivation, problem-solving skills, collaboration skills, and learning outcomes while supporting technology integration standards.
A repair kit for grading
This document outlines 15 fixes needed to make grading more meaningful and accurate. It discusses setting up gradebooks according to specified learning goals. Formative assessments should help students improve, while summative assessments measure achievement, which should be the only grades given. Grades should reflect only achievement, not behaviors. Late work should not be penalized, and extra credit or bonus points should provide evidence of increased achievement. Academic dishonesty should not reduce grades but result in other consequences. Students should be allowed to show improved understanding over time. Attendance and group scores should not factor into individual grades. Grades should be organized by standards and use clear performance expectations. Students should be compared to standards, not each other. Quality assessments and
Final project
The tutorial met the student's expectations by providing clear instructions and illustrations to reinforce learning. More practice constructing instructional units in Moodle would help the student develop lessons and activities more comfortably. The student is still learning to develop full instructional units but feels more experience in Moodle will improve their ability to do so.
Librarian Subject Meeting
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Cengage Learning Webinar, College Success, Creating Doers & Finishers: Cultiv...
A challenge common to students entering college is learning how to manage the burden of multiple, competing assignments, projects, papers and deadlines. While some of our students have a knack for planning and completing tasks, many students struggle to master these critical life skills. This April 23, 2013 webinar presented by Gary J. Williams, Ed.D. of
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The document outlines an agenda for a student representation workshop. The workshop aims to give participants an opportunity to use a reflective tool called "Viewpoints" to consider how to design and deliver their academic programs from the student perspective. The workshop involves groups working through tasks using worksheets, prompts, and examples to identify challenges and develop plans to address them. The goals are to promote effective curriculum design and learner engagement through a reflective process.
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The document discusses a leadership learning community program provided by CREC for new educational leaders. The program covers topics like change management, collaboration, technology utilization, communication skills, and student achievement. It provides job-embedded learning experiences and opportunities for participants to work on challenges within their schools and programs. Sessions are collaborative and involve discussion of real-world issues and strategies.
Professional Learning in Rugby
Professional development in Rugby aims to be teacher-led and involve teacher collaboration. It focuses on standards-based grading, formative assessment, and instructional coaching. Effective professional development engages teachers, extends learning beyond workshops, challenges teachers, and includes teacher voice and school leadership participation. The district uses late start Wednesdays for book studies and instructional planning to foster collaboration.
Design thinking action lab prototype
The document describes a prototype for redesigning a school program by bringing together school administrators, teachers, and local business representatives. The prototype involves:
1) Simulating a meeting between these stakeholders to rewrite the school program, focusing on contents, objectives, resources, and evaluation.
2) Testing the prototype by getting feedback from two people - a lawyer who supervises trainees and a school colleague.
3) Reflecting that preparing for such a meeting would require more consideration of specific subjects, courses, relevant stakeholders, and phasing of resources over time.
Lesson Planning Advice
So.. this was sent to me by a truly inspirational lecturer of mine back in university. Credits to Mr. David Ali
Personalized Learning for Teachers
This is a presentation for the 2017 AdvancED Conference in North Dakota. It will focus on our district's work on developing more individualized and meaningful professional learning opportunities for teachers.
Best Practices in Learning Management Systems (LMS) - American Honors Faculty...
- Plan the course structure in advance by creating folders and modules and including all important documents, assignments, and due dates from the start. Restrict student access to unused items.
- Use modules to separate out term-length resources and limit repetition of due dates which can automatically be added to a calendar.
- Provide overview pages and PowerPoint handouts as key resources for students. Embed files, links, images, and videos directly into modules for easy access.
- Ensure all content is properly contextualized and relates back to course themes and questions. The LMS gradebook should accurately reflect all coursework.
31 6-earthsoft-instructional coaching
"Earthsoft Foundation of Guidance (EFG) is working as an NGO/NPO for students - Education & Career
guidance and for Professionals for soft skills enhancements. We are working speading , sharing
knowledge; experience globally.It has uploaded important presentations at http://myefg.in/downloads.aspx.
Also visit www.slideshare.net and search using key word - earthsoft
Read http://tl.gd/jm1gh5 and view picture http://twitpic.com/cept60
http://www.slideshare.net/rrakhecha/efg-activities-of-one-year27-mar2013
Be mentor using your education, knowledge & experience to contribute for a social cause & do conduct
free training/ workshop seeking help of existing platforms
Kindly spread to your friends.Thank you!
- Earthsoft Foundation of Guidance
Let us make earth little softer..
"
Principal as agent of change
The principal plays a key role in facilitating school improvement and professional learning for teachers. As an agent of change, the principal must intentionally address barriers to teacher learning, such as focusing too much on confirming existing ideas rather than challenging them. Some strategies for interrupting barriers include using protocols to structure discussion, making preconceptions explicit, and viewing mistakes as learning opportunities. The principal also ensures school goals are aligned to student needs based on data and provides resources to support teachers in achieving goals.
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This was a presentation I gave to administrators and instructors at UIC College of Liberal Arts and Sciences, as they debated putting more courses online.
AGORA Basic Course: Additional Resources. Tips for Trainers
http://www.fao.org/agora
This module is part of the AGORA Basic Course. The AGORA Basic Course highlights the baseline skills necessary to use the AGORA program effectively and efficiently. The AGORA programme (Access to Global Online Research in Agriculture), set up by the Food and Agriculture Organization of the UN (FAO) together with major publishers, enables developing countries to gain access to an outstanding digital library collection in the fields of food, agriculture, environmental science and related social sciences. The module with Additional Resources includes tips for trainers presenting this course.
Productivity: The Key to Organizational Success
The document outlines several key elements for organizational success, including time management, motivation, planning, collaboration, discussion, managing multitasking, and continuous learning. It emphasizes setting schedules and priorities, staying positive, setting goals, sharing plans with others, using technology effectively, discussing problems and strategies, limiting multitasking, and upgrading skills on an ongoing basis. The overall message is that following these practices can help improve productivity and growth within an organization.
Slides for a fantastic Train the Trainer Program by Dr. John Persico Jr.
If you want a great program for training the trainers in your organization, here it is. I also have the trainee workbooks in Word if you are interested. Send me an email and let me know if you would also to receive the trainee and facilitator workbooks for a small fee. persico.john@gmail.com or call me at 612-310-3803 for a custom made program for your organization.
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The document outlines the agenda for a YOP orientation for a 2008-2009 cohort. It includes:
1) A welcome from the president and introductions of team leaders and participants.
2) Breakout sessions for participants to network according to their theme or region and share local successes.
3) A overview of the YOP process, tools, and resources including self-assessments and gap analysis.
4) Sessions on advisory boards, instructional leadership, performance-based assessment, and technology integration in the classroom.
5) The orientation concludes with graduation and a welcome event.
Tlc november session nov 16 with curriculum
The document outlines an agenda for a literacy consultation meeting bringing together coaches and teacher-librarians. The agenda includes discussing essential classroom literacy practices, sharing survey results on implementation of practices, and forming inquiry questions and action plans to improve support for student literacy needs. Participants will collaborate to develop shared understanding of practices and support networks.
5 Ways to Transform Professional Development with Best Practices for Learning
Teachers are learners, too! Find out how to turn your PD into meaningful learning that drives improved outcomes for students.
Susan webbmodule2powerpoint
Project-based learning engages students in exploring real-world problems through active learning. Students develop confidence and self-direction as they work collaboratively on authentic projects connected to real life. Research supports project-based learning's alignment with constructivism and multiple intelligences theory. When implemented effectively using driving questions, assessments, mapping, and process management, project-based learning can increase student motivation, problem-solving skills, collaboration skills, and learning outcomes while supporting technology integration standards.
A repair kit for grading
This document outlines 15 fixes needed to make grading more meaningful and accurate. It discusses setting up gradebooks according to specified learning goals. Formative assessments should help students improve, while summative assessments measure achievement, which should be the only grades given. Grades should reflect only achievement, not behaviors. Late work should not be penalized, and extra credit or bonus points should provide evidence of increased achievement. Academic dishonesty should not reduce grades but result in other consequences. Students should be allowed to show improved understanding over time. Attendance and group scores should not factor into individual grades. Grades should be organized by standards and use clear performance expectations. Students should be compared to standards, not each other. Quality assessments and
Final project
The tutorial met the student's expectations by providing clear instructions and illustrations to reinforce learning. More practice constructing instructional units in Moodle would help the student develop lessons and activities more comfortably. The student is still learning to develop full instructional units but feels more experience in Moodle will improve their ability to do so.
Librarian Subject Meeting
Presentation of the Information Skills strand of the Viewpoints curriculum design toolset, at the University of Ulster Library Subject Team Meeting in Jordanstown on March 5, 2010
Cengage Learning Webinar, College Success, Creating Doers & Finishers: Cultiv...
A challenge common to students entering college is learning how to manage the burden of multiple, competing assignments, projects, papers and deadlines. While some of our students have a knack for planning and completing tasks, many students struggle to master these critical life skills. This April 23, 2013 webinar presented by Gary J. Williams, Ed.D. of
Crafton Hills College, offered novel approaches for transforming your students into "doers" and "finishers."
Viewpoints: Student Representation
The document outlines an agenda for a student representation workshop. The workshop aims to give participants an opportunity to use a reflective tool called "Viewpoints" to consider how to design and deliver their academic programs from the student perspective. The workshop involves groups working through tasks using worksheets, prompts, and examples to identify challenges and develop plans to address them. The goals are to promote effective curriculum design and learner engagement through a reflective process.
What is Tech Services?
The document discusses a leadership learning community program provided by CREC for new educational leaders. The program covers topics like change management, collaboration, technology utilization, communication skills, and student achievement. It provides job-embedded learning experiences and opportunities for participants to work on challenges within their schools and programs. Sessions are collaborative and involve discussion of real-world issues and strategies.
Professional Learning in Rugby
Professional development in Rugby aims to be teacher-led and involve teacher collaboration. It focuses on standards-based grading, formative assessment, and instructional coaching. Effective professional development engages teachers, extends learning beyond workshops, challenges teachers, and includes teacher voice and school leadership participation. The district uses late start Wednesdays for book studies and instructional planning to foster collaboration.
Design thinking action lab prototype
The document describes a prototype for redesigning a school program by bringing together school administrators, teachers, and local business representatives. The prototype involves:
1) Simulating a meeting between these stakeholders to rewrite the school program, focusing on contents, objectives, resources, and evaluation.
2) Testing the prototype by getting feedback from two people - a lawyer who supervises trainees and a school colleague.
3) Reflecting that preparing for such a meeting would require more consideration of specific subjects, courses, relevant stakeholders, and phasing of resources over time.
Lesson Planning Advice
So.. this was sent to me by a truly inspirational lecturer of mine back in university. Credits to Mr. David Ali
Personalized Learning for Teachers
This is a presentation for the 2017 AdvancED Conference in North Dakota. It will focus on our district's work on developing more individualized and meaningful professional learning opportunities for teachers.
Best Practices in Learning Management Systems (LMS) - American Honors Faculty...
- Plan the course structure in advance by creating folders and modules and including all important documents, assignments, and due dates from the start. Restrict student access to unused items.
- Use modules to separate out term-length resources and limit repetition of due dates which can automatically be added to a calendar.
- Provide overview pages and PowerPoint handouts as key resources for students. Embed files, links, images, and videos directly into modules for easy access.
- Ensure all content is properly contextualized and relates back to course themes and questions. The LMS gradebook should accurately reflect all coursework.
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Similar to Computer Lab Instructor Training
31 6-earthsoft-instructional coaching
"Earthsoft Foundation of Guidance (EFG) is working as an NGO/NPO for students - Education & Career
guidance and for Professionals for soft skills enhancements. We are working speading , sharing
knowledge; experience globally.It has uploaded important presentations at http://myefg.in/downloads.aspx.
Also visit www.slideshare.net and search using key word - earthsoft
Read http://tl.gd/jm1gh5 and view picture http://twitpic.com/cept60
http://www.slideshare.net/rrakhecha/efg-activities-of-one-year27-mar2013
Be mentor using your education, knowledge & experience to contribute for a social cause & do conduct
free training/ workshop seeking help of existing platforms
Kindly spread to your friends.Thank you!
- Earthsoft Foundation of Guidance
Let us make earth little softer..
"
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The principal plays a key role in facilitating school improvement and professional learning for teachers. As an agent of change, the principal must intentionally address barriers to teacher learning, such as focusing too much on confirming existing ideas rather than challenging them. Some strategies for interrupting barriers include using protocols to structure discussion, making preconceptions explicit, and viewing mistakes as learning opportunities. The principal also ensures school goals are aligned to student needs based on data and provides resources to support teachers in achieving goals.
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Slides for a fantastic Train the Trainer Program by Dr. John Persico Jr.
If you want a great program for training the trainers in your organization, here it is. I also have the trainee workbooks in Word if you are interested. Send me an email and let me know if you would also to receive the trainee and facilitator workbooks for a small fee. persico.john@gmail.com or call me at 612-310-3803 for a custom made program for your organization.
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This document provides guidance for participating in a class or session. It emphasizes beginning and ending on time, focusing on positive possibilities, participating fully through active listening and discussion, and being a good role model. The stated purposes are to provide tools for engaging lessons on the curriculum topics and to foster collaboration between colleagues. Non-purposes specified are not providing detailed lesson plans or addressing responsibilities outside the classroom or assessment issues. It also provides self-introduction questions about the participant's goals and strengths for contributing to the class.
SPS Computer Lab Instructional Support Aide
This document provides guidance for participating in a class or session. It emphasizes beginning and ending on time, focusing on positive possibilities, participating fully through active listening and discussion, and being a good role model. The stated purposes are to provide tools for engaging lessons on the curriculum topics and to foster collaboration between colleagues. Non-purposes specified are not providing daily lesson plans or addressing responsibilities outside the classroom. It also includes questions for self-introduction about one's strengths, goals, and hopes for the class.
GettingStarted
The document outlines an orientation for a new SPS eMINTS class. It discusses establishing group norms such as beginning and ending on time, considering positive possibilities, participating, listening, and being a good role model. Students are asked to introduce themselves by sharing their strengths and how they will contribute to the class' success, as well as what skills they hope to gain. Key questions are also asked about what eMINTS is, how an eMINTS classroom is different than a traditional one, and what skills an eMINTS instructor may require that are different from a traditional instructor.
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
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Article: https://pecb.com/article
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Chapter wise All Notes of First year Basic Civil Engineering.pptx
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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
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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
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Computer Lab Instructor Training
- 1. Begin and end on time Consider the positive possibilities Participate and process Practice focused listening Be what we want to see
- 2. PURPOSES • Provide tools/resources to create engaging, inquiry-based lessons designed to address the objectives of the Information Literacy/Technology Curriculum Guides. • Collaborate with colleagues to develop positive relationships.
- 3. NON-PURPOSES • Provide specific daily lesson plans • Address issues regarding additional responsibilities outside of the computer classroom. • Address assessment issues
- 5. • What do you want the class to know about you? • What are your strengths and how will they contribute to the success of this session? • What skills do you hope to gain by participating in this class?