Sample online english lesson (for student r1)Han Gao
The document provides instructions for an online English lesson for students, where they will go through 11 slides with their teacher. The slides will include pictures, articles, and questions for the students to answer their teacher's prompts. Students are instructed to listen carefully to their teacher's instructions and answer questions promptly.
This document provides the daily schedule and tasks for a Thursday during remote learning. It includes the following subjects:
Spelling with a list of words containing "ough" to learn. Mathematics with times tables practice and a White Rose maths video and worksheet. History with a Purple Mash activity on suffragettes and a video about votes for women to watch and take notes from. The document encourages learning attitude over success and provides support for struggling on tasks.
Personal study photoshoot task 4 15 julymissfindlay
This document outlines the schedule and tasks for a Year 13 art student's personal study coursework project over several weeks in May, June, and July. It includes tasks such as artist studies, a photographic shoot to document images related to their theme, and an internal drawing exam that will contribute to their final coursework grade. The exam is scheduled for the last week of June, and feedback will be provided after a deadline in early July for the exam submission along with setting further Year 13 work.
The document provides information for parents of students in the Wheler Class for the spring term. It includes details about homework expectations, topics being covered in different subjects like English, math, science, and more. Parents are asked to help their children practice reading aloud for 10 minutes each night and to sign reading logs. Learning logs will be sent home for students to complete entries about topics covered in class.
This document contains an outline for an English language lesson plan. The plan includes activities focused on grammar exercises, speaking about local customs and wedding traditions, vocabulary work, and a discussion on controversial issues. It provides reading materials and websites to support the speaking, writing, listening, and grammar activities. The overall goal is to practice various English language skills while discussing topics like customs, traditions, vocabulary, and controversial issues.
Write Clearly: take your web writing to the next level, May 2016Caroline Jarrett
These slides, setting out a series of rules for producing clear and effective web writing, come from a workshop delivered to staff of EBI/EMBL in May 2016
This document discusses asking good questions that promote collaboration. It suggests questions should be intuitive, reflective, and collaborative. Students should be asked to post questions, ideas, responses and resources. They should be asked to create spaces to write, claim ownership, insert content, have conversations and do planning. Students should be asked to share templates, links, folders, files and published works. The overall goal is to ask great questions of students and each other.
Students will label 47 element symbols on the periodic table, make flashcards with the symbols and corresponding element names, and study the flashcards to memorize the 47 elements. The assignment is due the next day for an element quiz on the following day. Students are instructed on how to correctly label the elements, make the flashcards by folding paper into boxes and cutting them out, and study by sorting the flashcards into known and unknown piles to gradually move all cards to the known pile.
Sample online english lesson (for student r1)Han Gao
The document provides instructions for an online English lesson for students, where they will go through 11 slides with their teacher. The slides will include pictures, articles, and questions for the students to answer their teacher's prompts. Students are instructed to listen carefully to their teacher's instructions and answer questions promptly.
This document provides the daily schedule and tasks for a Thursday during remote learning. It includes the following subjects:
Spelling with a list of words containing "ough" to learn. Mathematics with times tables practice and a White Rose maths video and worksheet. History with a Purple Mash activity on suffragettes and a video about votes for women to watch and take notes from. The document encourages learning attitude over success and provides support for struggling on tasks.
Personal study photoshoot task 4 15 julymissfindlay
This document outlines the schedule and tasks for a Year 13 art student's personal study coursework project over several weeks in May, June, and July. It includes tasks such as artist studies, a photographic shoot to document images related to their theme, and an internal drawing exam that will contribute to their final coursework grade. The exam is scheduled for the last week of June, and feedback will be provided after a deadline in early July for the exam submission along with setting further Year 13 work.
The document provides information for parents of students in the Wheler Class for the spring term. It includes details about homework expectations, topics being covered in different subjects like English, math, science, and more. Parents are asked to help their children practice reading aloud for 10 minutes each night and to sign reading logs. Learning logs will be sent home for students to complete entries about topics covered in class.
This document contains an outline for an English language lesson plan. The plan includes activities focused on grammar exercises, speaking about local customs and wedding traditions, vocabulary work, and a discussion on controversial issues. It provides reading materials and websites to support the speaking, writing, listening, and grammar activities. The overall goal is to practice various English language skills while discussing topics like customs, traditions, vocabulary, and controversial issues.
Write Clearly: take your web writing to the next level, May 2016Caroline Jarrett
These slides, setting out a series of rules for producing clear and effective web writing, come from a workshop delivered to staff of EBI/EMBL in May 2016
This document discusses asking good questions that promote collaboration. It suggests questions should be intuitive, reflective, and collaborative. Students should be asked to post questions, ideas, responses and resources. They should be asked to create spaces to write, claim ownership, insert content, have conversations and do planning. Students should be asked to share templates, links, folders, files and published works. The overall goal is to ask great questions of students and each other.
Students will label 47 element symbols on the periodic table, make flashcards with the symbols and corresponding element names, and study the flashcards to memorize the 47 elements. The assignment is due the next day for an element quiz on the following day. Students are instructed on how to correctly label the elements, make the flashcards by folding paper into boxes and cutting them out, and study by sorting the flashcards into known and unknown piles to gradually move all cards to the known pile.
The document discusses different types of questions in English, specifically object and subject questions. Object questions use auxiliary verbs like "do", "does", or "did" to ask about the object of the sentence. Examples include "What did Christopher Columbus discover?" and "Where did Mary live?". Subject questions do not use auxiliary verbs and ask about the subject of the sentence, such as "Who discovered America?" and "Who lived in Argentina?". The document provides additional examples and a comparison chart of object and subject questions.
The document provides a list of 20 questions for students to ask their classmates and language assistants in an interview format. The questions cover topics like education, hobbies, family, transportation, personality and interests to help students practice conversational English. Students are encouraged to choose 10-20 questions from the list to interview a partner and get to know them better through discussion.
This document provides information for parents about classroom expectations and curriculum for a 4th grade classroom. It outlines 4 rules the students created, homework expectations, subject areas including reading, writing, math, science, social studies, and specials. It details weekly homework, tests, and activities. The classroom uses a class economy to teach financial literacy. Parents are asked to help students practice for tests, check homework, and discuss books read.
This personal brand equity presentation provides an overview of the student's skills, accomplishments, projects, and goals for the current school year and beyond. It highlights the student's strengths in swimming, puzzles/strategies, history, math, English projects involving brochures and books, and elective courses involving IT, art, Spanish food. The student's top project of the year involved breaking down song lyrics and representing them visually. The presentation seeks feedback from others and outlines a plan to work on job skills and driving to buy a car over the next 90 days.
This document provides instructions for a year 12 essay assignment. Students must come prepared on March 9th with questions about the essay topic and an outline plan with a maximum of 8 bullet points. They can bring the plan and textbook to the next class on March 10th to write the essay under timed conditions. The essay question asks why Nixon was elected by a landslide but forced to resign in August 1974.
This document provides instructions for an activity that teaches problem solving through having students save a character named Fred using the scientific method. Students will work through various steps: forming a hypothesis to save Fred, following a procedure to test their hypothesis, recording their results, and analyzing their methods and results. The goal is to introduce students to how scientists systematically solve problems by forming and testing hypotheses in a structured process.
This document provides the syllabus for a Math 17 course taught by Professor Robert B. Woodward, III in Spring 2016. It outlines the recommended textbook, homework and testing policies, grading breakdown, and a tentative schedule. There is no assigned homework but optional practice problems are provided. Quizzes will be given most Mondays and the lowest grade will be dropped. Three exams and a final exam will also be given. Academic honesty is strictly enforced. The course covers various math topics through 16 chapters and includes in-class work, projects, and reviews in preparation for exams.
This document outlines the syllabus and expectations for a 9th grade World History class taught by Sir Alfred. It details the course schedule, activities, assessments, grading policy, classroom rules, and expectations. Sir Alfred expects students to be prepared, respectful, participate actively, complete all assignments on time, and avoid academic dishonesty. The purpose of studying World History is also discussed as understanding God's plan in human events and the ongoing battle between good and evil.
This document provides instructions for a Year 12 internal exam task. Students must complete either 1) one long tonal drawing over 10 hours or 2) several smaller studies and sketches over 10 hours. Students should upload their completed drawings by Friday, July 3rd at 6pm. This exam work will be assessed and included with the student's other Year 12 work and will contribute towards their Year 13 personal portfolio grade.
This document outlines the agenda and plans for a Global Studies class. It includes the goals and expectations for the year, which are to increase students' writing, summarization, critical thinking, and group work skills. The class format is also described, with 6 units covering early civilization through Africa, assignments including tests, papers and presentations worth 50% of the grade, and daily work worth the other 50%. Classroom rules, supplies needed, and the daily schedule are also outlined.
The document outlines the agenda and expectations for a geography class. It includes an introduction activity where students create alliterative descriptors for themselves. The agenda also details goals for increasing writing, summarization, cognitive and group work skills. Classroom rules, formats, units of study and supply requirements are provided. Daily schedules incorporate response writing, activities, and clean up.
This document discusses research into why college students are silly. Through interviews with current and former students and teachers, the research found the main reasons for silliness in students are their friend circles, family status, and desire to show off to boyfriends/girlfriends. Silly students tend to become more well-rounded and experienced than "good" students, having knowledge of both positive and negative aspects of life. While silliness is okay in moderation, students should still show respect to families and authority figures. The research concludes silly students often develop into better people than those who are simply "good".
The document discusses the key elements of a well-written paragraph: a topic sentence that states the main idea, body sentences that provide supporting details, and a concluding sentence that restates the main point. It describes three common paragraph structures - simple deductive, complex deductive, and inductive - and emphasizes the importance of unity, where all details relate to the central topic, and coherence, where smooth transitions aid reader comprehension.
English 1120 classroom presentation day 1Joanna Paull
The three documents discuss the nature of research. The first quote from Einstein states that if the process was fully known, it would not be called research. The second from Hurston describes research as "formalized curiosity" involving purposeful investigation. The third from Von Braun asserts that researching what is unknown is what defines research. Overall, the documents suggest that exploring the unknown is at the core of what constitutes research.
This document provides guidance on developing a strong research question and conducting effective research for a project. It emphasizes that a good research question is important and discusses challenges students may face such as ensuring their topic is focused and within their abilities. The document also provides tips for students and supervisors on how to plan effectively, find relevant sources, keep the research question in scope, and present the results of the research.
Here are the key points about basic secondary education in Ukraine from the passage:
- It covers a period of 5 years past primary school plus 3 weeks of examinations at the end of the ninth form.
- The curriculum is specified for each form and includes subjects like Ukrainian language and literature, history, mathematics, physics, chemistry, biology, geography, foreign languages, physical education, music, fine arts, informatics, and labor education.
- At the end of the ninth form, students take final exams in the core subjects of Ukrainian language and literature, mathematics, history, a foreign language, and one subject of their choice.
- Based on their exam results, students receive the Certificate of Basic Secondary Education, which allows
Here are the key points about basic secondary education in Ukraine from the passage:
- It covers 5 years of primary school plus the 9th form (last year of secondary school).
- The curriculum is set by the Ministry of Education and includes core subjects and electives.
- Subjects are introduced gradually over the years, with the 9th form focusing on subjects like the Basics of Law.
- Students have 1-5 lessons per week for each subject, taught by different teachers.
- Performance is evaluated thematically and at the end of semesters.
- The 9th form culminates in final exams, after which students receive the Certificate of Basic Secondary Education.
The 9th
Here are the key points about basic secondary education in Ukraine from the passage:
- It covers a period of 5 years past primary school plus 3 weeks of examinations at the end of the ninth form.
- The curriculum is specified for each form and includes subjects like Ukrainian language and literature, history, mathematics, physics, chemistry, biology, geography, foreign languages, physical education, music, fine arts, technology, and computer science.
- At the end of the ninth form, students take final exams in the core subjects of Ukrainian language and literature, history, mathematics, one foreign language, and either physics or biology.
- Based on their exam results, students receive the Certificate of Basic Secondary Education, which allows them to
This document provides information for students in a Spanish class. It includes prompts for students to answer questions about themselves on an index card. It introduces the teacher and provides details about her background and travels. Classroom policies are outlined, including rules, grading, expectations, discipline procedures. Common classroom phrases are presented in Spanish. Students are instructed to find 10 classmates to ask and answer questions to get to know each other in Spanish only.
This document outlines the agenda and expectations for a cultural geography class. It includes the goals of increasing students' writing, summarization, critical thinking, and group work skills. The format of the class is also described, with units covering different world regions, assignments counting for 50% of the grade, and tests/projects making up the other 50%. Daily schedules, classroom rules, and supply requirements are also listed.
The document provides guidance on conducting effective research for school projects. It explains that topics can be too broad or narrow, and describes ways to refine searches, such as using Boolean operators, truncation, and adjusting keywords. Specific strategies are outlined for determining if a topic is too broad or narrow based on search results. The document also includes examples of arranging terms from broadest to narrowest and sample student research topics with questions to help refine the topics.
This document contains notes from an early childhood education class. It discusses homework assignments, grading policies, and upcoming activities. Students are asked to find an activity to present in class related to the units of study and to participate in online discussions. The document also reviews key vocabulary terms and concepts from Units 1 and 2, including theorists Jean Piaget and Lev Vygotsky.
The document discusses different types of questions in English, specifically object and subject questions. Object questions use auxiliary verbs like "do", "does", or "did" to ask about the object of the sentence. Examples include "What did Christopher Columbus discover?" and "Where did Mary live?". Subject questions do not use auxiliary verbs and ask about the subject of the sentence, such as "Who discovered America?" and "Who lived in Argentina?". The document provides additional examples and a comparison chart of object and subject questions.
The document provides a list of 20 questions for students to ask their classmates and language assistants in an interview format. The questions cover topics like education, hobbies, family, transportation, personality and interests to help students practice conversational English. Students are encouraged to choose 10-20 questions from the list to interview a partner and get to know them better through discussion.
This document provides information for parents about classroom expectations and curriculum for a 4th grade classroom. It outlines 4 rules the students created, homework expectations, subject areas including reading, writing, math, science, social studies, and specials. It details weekly homework, tests, and activities. The classroom uses a class economy to teach financial literacy. Parents are asked to help students practice for tests, check homework, and discuss books read.
This personal brand equity presentation provides an overview of the student's skills, accomplishments, projects, and goals for the current school year and beyond. It highlights the student's strengths in swimming, puzzles/strategies, history, math, English projects involving brochures and books, and elective courses involving IT, art, Spanish food. The student's top project of the year involved breaking down song lyrics and representing them visually. The presentation seeks feedback from others and outlines a plan to work on job skills and driving to buy a car over the next 90 days.
This document provides instructions for a year 12 essay assignment. Students must come prepared on March 9th with questions about the essay topic and an outline plan with a maximum of 8 bullet points. They can bring the plan and textbook to the next class on March 10th to write the essay under timed conditions. The essay question asks why Nixon was elected by a landslide but forced to resign in August 1974.
This document provides instructions for an activity that teaches problem solving through having students save a character named Fred using the scientific method. Students will work through various steps: forming a hypothesis to save Fred, following a procedure to test their hypothesis, recording their results, and analyzing their methods and results. The goal is to introduce students to how scientists systematically solve problems by forming and testing hypotheses in a structured process.
This document provides the syllabus for a Math 17 course taught by Professor Robert B. Woodward, III in Spring 2016. It outlines the recommended textbook, homework and testing policies, grading breakdown, and a tentative schedule. There is no assigned homework but optional practice problems are provided. Quizzes will be given most Mondays and the lowest grade will be dropped. Three exams and a final exam will also be given. Academic honesty is strictly enforced. The course covers various math topics through 16 chapters and includes in-class work, projects, and reviews in preparation for exams.
This document outlines the syllabus and expectations for a 9th grade World History class taught by Sir Alfred. It details the course schedule, activities, assessments, grading policy, classroom rules, and expectations. Sir Alfred expects students to be prepared, respectful, participate actively, complete all assignments on time, and avoid academic dishonesty. The purpose of studying World History is also discussed as understanding God's plan in human events and the ongoing battle between good and evil.
This document provides instructions for a Year 12 internal exam task. Students must complete either 1) one long tonal drawing over 10 hours or 2) several smaller studies and sketches over 10 hours. Students should upload their completed drawings by Friday, July 3rd at 6pm. This exam work will be assessed and included with the student's other Year 12 work and will contribute towards their Year 13 personal portfolio grade.
This document outlines the agenda and plans for a Global Studies class. It includes the goals and expectations for the year, which are to increase students' writing, summarization, critical thinking, and group work skills. The class format is also described, with 6 units covering early civilization through Africa, assignments including tests, papers and presentations worth 50% of the grade, and daily work worth the other 50%. Classroom rules, supplies needed, and the daily schedule are also outlined.
The document outlines the agenda and expectations for a geography class. It includes an introduction activity where students create alliterative descriptors for themselves. The agenda also details goals for increasing writing, summarization, cognitive and group work skills. Classroom rules, formats, units of study and supply requirements are provided. Daily schedules incorporate response writing, activities, and clean up.
This document discusses research into why college students are silly. Through interviews with current and former students and teachers, the research found the main reasons for silliness in students are their friend circles, family status, and desire to show off to boyfriends/girlfriends. Silly students tend to become more well-rounded and experienced than "good" students, having knowledge of both positive and negative aspects of life. While silliness is okay in moderation, students should still show respect to families and authority figures. The research concludes silly students often develop into better people than those who are simply "good".
The document discusses the key elements of a well-written paragraph: a topic sentence that states the main idea, body sentences that provide supporting details, and a concluding sentence that restates the main point. It describes three common paragraph structures - simple deductive, complex deductive, and inductive - and emphasizes the importance of unity, where all details relate to the central topic, and coherence, where smooth transitions aid reader comprehension.
English 1120 classroom presentation day 1Joanna Paull
The three documents discuss the nature of research. The first quote from Einstein states that if the process was fully known, it would not be called research. The second from Hurston describes research as "formalized curiosity" involving purposeful investigation. The third from Von Braun asserts that researching what is unknown is what defines research. Overall, the documents suggest that exploring the unknown is at the core of what constitutes research.
This document provides guidance on developing a strong research question and conducting effective research for a project. It emphasizes that a good research question is important and discusses challenges students may face such as ensuring their topic is focused and within their abilities. The document also provides tips for students and supervisors on how to plan effectively, find relevant sources, keep the research question in scope, and present the results of the research.
Here are the key points about basic secondary education in Ukraine from the passage:
- It covers a period of 5 years past primary school plus 3 weeks of examinations at the end of the ninth form.
- The curriculum is specified for each form and includes subjects like Ukrainian language and literature, history, mathematics, physics, chemistry, biology, geography, foreign languages, physical education, music, fine arts, informatics, and labor education.
- At the end of the ninth form, students take final exams in the core subjects of Ukrainian language and literature, mathematics, history, a foreign language, and one subject of their choice.
- Based on their exam results, students receive the Certificate of Basic Secondary Education, which allows
Here are the key points about basic secondary education in Ukraine from the passage:
- It covers 5 years of primary school plus the 9th form (last year of secondary school).
- The curriculum is set by the Ministry of Education and includes core subjects and electives.
- Subjects are introduced gradually over the years, with the 9th form focusing on subjects like the Basics of Law.
- Students have 1-5 lessons per week for each subject, taught by different teachers.
- Performance is evaluated thematically and at the end of semesters.
- The 9th form culminates in final exams, after which students receive the Certificate of Basic Secondary Education.
The 9th
Here are the key points about basic secondary education in Ukraine from the passage:
- It covers a period of 5 years past primary school plus 3 weeks of examinations at the end of the ninth form.
- The curriculum is specified for each form and includes subjects like Ukrainian language and literature, history, mathematics, physics, chemistry, biology, geography, foreign languages, physical education, music, fine arts, technology, and computer science.
- At the end of the ninth form, students take final exams in the core subjects of Ukrainian language and literature, history, mathematics, one foreign language, and either physics or biology.
- Based on their exam results, students receive the Certificate of Basic Secondary Education, which allows them to
This document provides information for students in a Spanish class. It includes prompts for students to answer questions about themselves on an index card. It introduces the teacher and provides details about her background and travels. Classroom policies are outlined, including rules, grading, expectations, discipline procedures. Common classroom phrases are presented in Spanish. Students are instructed to find 10 classmates to ask and answer questions to get to know each other in Spanish only.
This document outlines the agenda and expectations for a cultural geography class. It includes the goals of increasing students' writing, summarization, critical thinking, and group work skills. The format of the class is also described, with units covering different world regions, assignments counting for 50% of the grade, and tests/projects making up the other 50%. Daily schedules, classroom rules, and supply requirements are also listed.
The document provides guidance on conducting effective research for school projects. It explains that topics can be too broad or narrow, and describes ways to refine searches, such as using Boolean operators, truncation, and adjusting keywords. Specific strategies are outlined for determining if a topic is too broad or narrow based on search results. The document also includes examples of arranging terms from broadest to narrowest and sample student research topics with questions to help refine the topics.
This document contains notes from an early childhood education class. It discusses homework assignments, grading policies, and upcoming activities. Students are asked to find an activity to present in class related to the units of study and to participate in online discussions. The document also reviews key vocabulary terms and concepts from Units 1 and 2, including theorists Jean Piaget and Lev Vygotsky.
Quarter 3 Class Obervation Position-Paper.pptxevafecampanado1
This document provides information and instructions for writing a position paper. It defines a position paper as an academic paper that presents an argument or stance on an issue while providing evidence to support that position. The document outlines the typical parts of a position paper, including the introduction, body, and conclusion. It also provides examples of issues that could be addressed in a position paper and scoring criteria. Students are instructed to choose a stance on one of the issues and write a position paper defending that stance in order to convince the reader.
This document contains the syllabus for an accelerated English course aimed at preparing students to take English 101A. The summary highlights key details about the course including:
- It meets for 3 hours a day, 4 days a week for 16 weeks, requiring around 36 hours of outside work per week, equivalent to a full-time job.
- Students will need to enroll in English 71 and 72 in the second part of the semester.
- Grading will be based on essays, quizzes, discussions, and other assignments, and missing or late work receives penalties.
- The course workload and pace is extremely challenging and students are advised to consider carefully if this intensive course is right for them before agreeing to the syll
This document contains the syllabus for an accelerated English course aimed at preparing students to take English 101A. The summary highlights key details about the course including:
- It meets for 3 hours a day, 4 days a week for 16 weeks, requiring around 36 hours of outside work per week, equivalent to a full-time job.
- Students will need to enroll in English 71 and 72 in the second part of the semester.
- Grading will be based on essays, quizzes, discussions, and other assignments.
- Late work will not be accepted and missed work cannot be made up.
- Plagiarism will not be tolerated.
This document provides information about Lexi including things she is known for, her plans and goals, projects she has worked on, and feedback from her peers and teachers. It discusses her strengths such as being kind, hardworking, and creative. She aims to complete AP classes with good grades, help on her family's farm, and join the Ag Leadership program. Teachers describe her as sharp, hardworking, genuine, and putting effort into everything. Peers say she is one of the nicest people who is determined and a true friend.
This document provides information for parents and students about the upcoming 5th grade school year. It includes a letter of welcome from Mrs. Cantone, the teacher, highlighting themes of discovery and exploration. It lists important dates for the school year and provides details about classroom policies, curriculum overview, supply lists, homework assignments and ways to connect virtually before school starts.
Journal of Emerging Investigators: The Author's Take, Sept. 2013Catherine Zhang
1) Catherine Zhang was inspired to pursue science after participating in her high school science fair. She went on to conduct research on biodegradable plastics and food spoilage that was published in the Journal of Emerging Investigators.
2) Her biggest influences were her biology teacher and a mentor she worked with in a university lab. She found the process of editing her work for publication time-consuming but valuable for improving her scientific writing skills.
3) Zhang is currently a senior interested in environmental science and ecology. She advises other students interested in science to participate in science fairs and consider publishing their work to further develop their skills and scientific understanding.
There are two main types of essays: argumentative and discursive. Argumentative essays expect the writer to take a stance from the beginning, while discursive essays require an unbiased presentation of information. When writing introductions for exams, students should change the question into a statement, indicate if they agree or disagree, and add relevant background information. For coursework essays, students must determine the appropriate scope of the topic.
Similar to Graduate Student Orientation 2011: Graduate School (20)
This document provides information from the Graduate Student Orientation at Notre Dame on August 23, 2013. It outlines resources and support available to graduate students, including mentors, peers, programs, and the Graduate School. It describes the Graduate School's professional development program and grants. It also introduces the Associate Dean of Students and resources like the Academic Code and Bulletin. Finally, it advertises upcoming orientation events from the Graduate Student Life office and Graduate Student Union.
Presented on Friday, August 17, 2012, Acting Dean Chris Maziar, Associate Dean of Students John Lubker, Associate Dean of Professional Development Laura Carlson and GSU President Doug Rice addressed more than 450 new graduate students at Jordan Hall.
Prospective Students - Life in South Bendndgradschool
A sampling of the things to do for graduate students in South Bend, first focusing on the campus community, then working to the greater Michiana area before examining what lay beyond.
The document provides an overview of a workshop on ethics held by the Graduate School at Notre Dame. The workshop covered topics like integrity in scholarship, ethics in research, teaching, and careers. It included case studies and discussions on issues like fabrication of data, conflict of interest, and responsibilities in peer review. The goal was to promote holistic education on ethics for graduate students.
The Graduate Student Union represents graduate student interests to the university. It promotes excellence in graduate education and improves quality of life for graduate students through social, cultural, professional, and intellectual activities. It also promotes interaction between graduate students, faculty, undergraduates, and the community. The GSU offers various career development programs and leadership opportunities. It hosts social events such as Easter brunch and ski trips. Tickets are also available for events like ballet and concerts. Orientation includes a picnic and social events. Volunteers are wanted to help build community in areas like LGBTQ, international students, women's issues, and community service.
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.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
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.
3. From a Student to a Scholar From a student researcher to a scientist From a solver of problems posed by a professor to an engineer who solves the problems posed by the larger world From a student of the arts to an artist whose stage is the world
5. Ten Ways that You Know You’re a Graduate Student You discuss academic matters at a sporting event. You consider caffeine to be a major food group. You look forward to taking some time off to do laundry. The professor does not show up for class and you discuss the material anyway. You have difficulty reading anything that does not have footnotes. You rate coffee shops by the availability of wireless connections for your laptop. Saturday nights studying no longer seem weird. You take scholarly articles into bars. You consider spring break a time to get some work done on a paper that you want to submit. 1. You have every minute of the next four months planned but have no idea what you are going to do for the rest of your life.
9. Introducing . . . Brian Flaherty Associate Director Budget & Operations Nyrée McDonald Associate Dean Recruitment & Admissions Ed Maginn Associate Dean Academic Programs John Lubker Associate Dean of Students Laura Carlson Associate Dean Professional Development