The QUESTT Residency Program Presentation provides an overview of the QUESTT Residency Program and provides a description of ways program participants will support the QUESTT Candidate.
Designing Tools for Programme Evaluation in Open and Distance LearningSanjaya Mishra
This document discusses tools for collecting data to evaluate distance education programs. It identifies questionnaires, interviews, observation sheets, and tests as common tools. Effective tools are valid, reliable, and use clear, unbiased questions to gather needed data without suggesting answers. Questions should address behaviors, attitudes, and demographics at an appropriate comprehension level. The types of data sought, such as nominal, ordinal, interval, influence question format and responses. Proper tool preparation includes defining objectives, creating and validating items, pre-testing, and modifying based on feedback.
Making the Most of New Course Delivery Methods (2011)Scott Dinho
Presentation made at USDLA conference in 2011. It presented a framework in which to analyze the course delivery methods used at a school and determine which is the best to meet the needs of any program.
EUNIS 2014 Congress Elite Award-winning talk given about the unprecedented pace and scale of change undertaken at Manchester Metropolitan University to transform the student experience through the Enhancing Quality and Assessment for Learning (EQAL) project
This document is a student feedback form for an academic semester that collects information on course content, the effectiveness of teachers, curricular ratings, and suggestions for improvements. It asks students to rate whether the teacher covered the entire syllabus and relevant extra topics, the teacher's effectiveness across communication skills and teaching aids, and the pace of content coverage. It also collects ratings on curricular content, lab facilities, and suggestions for the library, internet, co-curricular and extra-curricular activities.
Pre-Service Teacher Education at Osaka University: A Reflective Report on the...Mehrasa Alizadeh
Pre-service teacher education is highly important at research-focused universities. At such institutions, training is mostly centered on conducting research while there is minimal focus on educating students in course design and teaching. To bridge this gap, the Center for Education in Liberal Arts and Sciences, Teaching and Learning Support Division at Osaka University has established an advanced liberal arts program called the Future Faculty Program (FFP). This program targets graduate students wishing to pursue a career in academia. Having completed the program herself, the presenter will provide the audience with a reflective report on the FFP, its strengths and limitations.
The document provides recommendations for effective use of the ETS Criterion online writing assessment tool based on data from a pilot program. More effective practices included assigning multiple writing assignments with multiple revisions over time to allow students to address errors identified by the tool. Less effective uses included single submissions or assignments without feedback. The document recommends a minimum of three assignments with revisions for the fall pilot program and training students on using specific features of the tool.
Professional Development Courses for EFL teachers.
+fully online courses
+content materials designed by well-known experts
Further information : info@e-dutraining.com
www.e-dutraining.com
Designing Tools for Programme Evaluation in Open and Distance LearningSanjaya Mishra
This document discusses tools for collecting data to evaluate distance education programs. It identifies questionnaires, interviews, observation sheets, and tests as common tools. Effective tools are valid, reliable, and use clear, unbiased questions to gather needed data without suggesting answers. Questions should address behaviors, attitudes, and demographics at an appropriate comprehension level. The types of data sought, such as nominal, ordinal, interval, influence question format and responses. Proper tool preparation includes defining objectives, creating and validating items, pre-testing, and modifying based on feedback.
Making the Most of New Course Delivery Methods (2011)Scott Dinho
Presentation made at USDLA conference in 2011. It presented a framework in which to analyze the course delivery methods used at a school and determine which is the best to meet the needs of any program.
EUNIS 2014 Congress Elite Award-winning talk given about the unprecedented pace and scale of change undertaken at Manchester Metropolitan University to transform the student experience through the Enhancing Quality and Assessment for Learning (EQAL) project
This document is a student feedback form for an academic semester that collects information on course content, the effectiveness of teachers, curricular ratings, and suggestions for improvements. It asks students to rate whether the teacher covered the entire syllabus and relevant extra topics, the teacher's effectiveness across communication skills and teaching aids, and the pace of content coverage. It also collects ratings on curricular content, lab facilities, and suggestions for the library, internet, co-curricular and extra-curricular activities.
Pre-Service Teacher Education at Osaka University: A Reflective Report on the...Mehrasa Alizadeh
Pre-service teacher education is highly important at research-focused universities. At such institutions, training is mostly centered on conducting research while there is minimal focus on educating students in course design and teaching. To bridge this gap, the Center for Education in Liberal Arts and Sciences, Teaching and Learning Support Division at Osaka University has established an advanced liberal arts program called the Future Faculty Program (FFP). This program targets graduate students wishing to pursue a career in academia. Having completed the program herself, the presenter will provide the audience with a reflective report on the FFP, its strengths and limitations.
The document provides recommendations for effective use of the ETS Criterion online writing assessment tool based on data from a pilot program. More effective practices included assigning multiple writing assignments with multiple revisions over time to allow students to address errors identified by the tool. Less effective uses included single submissions or assignments without feedback. The document recommends a minimum of three assignments with revisions for the fall pilot program and training students on using specific features of the tool.
Professional Development Courses for EFL teachers.
+fully online courses
+content materials designed by well-known experts
Further information : info@e-dutraining.com
www.e-dutraining.com
Tube map metaphor for Manchester Metropolitan University's data warehouse, illustrating different lines of enquiry that the data warehouse will support. “Stations” that join lines of enquiry highlight where common identifiers are needed in the data. Map has been updated recently to reflect plans to integrate with HR Analytics work.
This document evaluates software called "WINDOWS MOVE MAKER" which allows users to import, edit, manage and share digital home videos. It rates the software on various criteria related to educational value, ease of use, effective computer use, presentation, effectiveness, practice/assessment/feedback, documentation and program content. Overall, the software seems to receive positive ratings across most criteria.
The document discusses the implementation of a standardized course template across the 47 public colleges and universities in Tennessee's state system. It describes how the Tennessee Board of Regents (TBR) developed a collaborative online program called the Regents Online Degree Program (RODP) offering over 400 courses to more than 15,000 students across the system. Faculty propose courses that are then reviewed and approved through a common process. If approved, the course must be built using the RODP template to ensure consistency across all sections. The template was initially developed in WebCT but has since been converted to Desire2Learn. The RODP program has led to benefits like a common calendar and the ability for students to take courses from any institution.
This document discusses different formats for online courses including face-to-face, hybrid, and pure online. It outlines the advantages and disadvantages of each format, such as face-to-face having classroom activities and rapport between instructors and students while hybrid lacks activities time and monitoring learning. The document also lists objectives, tools, and learning outcomes for an online course and how to teach an online course effectively through good use of technology tools and time/course management.
TELL ME MORE is an e-learning language solution that offers:
- Courses in 7 languages with over 2,000 hours of content per language
- Voice recognition technology to practice speaking skills
- Placement tests, progress reports, and tutoring support
- Flexibility to use anywhere and anytime on any device
- Administrative tools to manage students, courses, and reporting
A flexible study program to improve your IELTS score, enhance English for Academic purpose, and help you get into college or university of your choice.
This document discusses options for an evaluation tool for goals and school development. It considers the Danielson and Marzano frameworks as well as creating a hybrid model. The hybrid model is favored as it could be customized, integrated into existing technology, and adapted over time. A draft concept is outlined with four domains: learning environment, instructional planning, instructional delivery, and professionalism. Next steps proposed are to choose a framework, develop indicators and performance levels, integrate observation tools, and create a timeline to implement the system in the second school semester.
Deploying A Lecture Capture Solution The Hodges University ExperiencePeter Van Leeuwen
Learn about the successful deployment of a lecture capture solution at Hodges University - from pilot project status to its full integration across the academic enterprise.
This document outlines a group project assignment for a social psychology course. Students will be assigned to groups of 4-5 to conduct a social psychology experiment, record a video clip demonstrating the process, and do a group presentation. The video and presentation will make up 40% of the course grade. For the project, groups must create a script, apply a social psychology theory to a practical scenario, execute the process on video, and submit a written report in a specified format. The report, video, and presentation will be assessed based on demonstration of course learning outcomes like application of concepts and critical thinking.
The document outlines the phases and timeline for launching a DigCompEdu study to evaluate teachers' digital competencies. It involves pre-pilot and pilot studies from November 2020 to October 2021 across multiple countries. Both quantitative and qualitative methods will be used, including surveys of 500-1,200 teachers and focus groups of 8-10 teachers. Results will be analyzed after each study phase to validate the assessment tool before the full launch.
Presentation given January 26th, 2011 for Blackboard's Distinguished Lecture Series Titled: Getting Campus-Wide Adoption - Happy Faculty - via Blackboard Collaborate
This document provides information about Dr. Laurie Bedford's office hours, contact information, and expectations for discussion posts. Discussions should be related to the question, follow response guidelines, cite sources using APA style as needed, meet course requirements, use proper grammar and avoid offensive language. It also lists scoring rubrics and Walden resources including academic advising, disability services, the library and writing center. The document concludes with Dr. Bedford looking forward to the next eight weeks.
SELFIE for Teachers is a self-reflection tool developed by the European Commission to help teachers assess their digital competencies. It consists of 32 questions aligned to the European Framework for the Digital Competence of Educators. The tool is available online and allows teachers to privately reflect on their skills, save progress, and receive customized feedback reports. It is designed to support individual and collaborative professional learning about integrating technology into teaching practices.
This document outlines the instructional technology expectations for teachers in the BCSD school district. Teachers must score at least 80% on the South Carolina Technology Assessment, submit 1-2 lesson plans integrating technology depending on their proficiency level, and acquire 30 hours of instructional technology professional development between specific dates. They must also create and maintain a SchoolFusion teacher website with their profile information, course content overview, classroom rules and procedures, and opportunities for online student assignments. Teachers are expected to use ActivInspire flipcharts daily for morning messages, lessons, and student interaction.
This document provides an overview of Fortis College's policies, procedures, and initiatives for their online programs. It discusses the 4-week training course for instructors called NFT101 and the asynchronous and synchronous requirements. It outlines the purpose of the weekly presentations which cover topics like student orientation, course announcements, live faculty support, the role of Program Associate Deans in student support, and the instructor handbook. It provides details on these topics, including the requirements for student orientation, the types of announcements and support instructors should provide, how to interact in discussion boards, and the new instructor onboarding process. The goal is to expose new instructors to Fortis College's online policies, procedures, and initiatives.
This document outlines requirements for principal preparation programs in Illinois, focusing on ensuring programs develop skills related to student learning and school improvement. It discusses goals of preparing effective school leaders and providing a safe learning environment. Requirements include partnerships with school districts, standards-aligned curriculum, candidate selection processes, extensive internship/residency experiences, and assessment of skills in data analysis, school improvement planning, teacher evaluation, and managing school operations.
This document provides an overview and summary of the Educational Assistant Program course UC.EDU.1100 Roles and Responsibilities of the Educational Assistant. The course is designed to provide paraprofessionals with the knowledge and skills to assist students, teachers, and other education professionals in various settings. The course learning outcomes focus on understanding the roles and responsibilities of educational assistants, classroom teams, policies, and providing individual student support. A variety of instructional strategies are used including lectures, discussions, and activities. Students are evaluated through discussion forums, quizzes, and a portfolio assignment.
Tube map metaphor for Manchester Metropolitan University's data warehouse, illustrating different lines of enquiry that the data warehouse will support. “Stations” that join lines of enquiry highlight where common identifiers are needed in the data. Map has been updated recently to reflect plans to integrate with HR Analytics work.
This document evaluates software called "WINDOWS MOVE MAKER" which allows users to import, edit, manage and share digital home videos. It rates the software on various criteria related to educational value, ease of use, effective computer use, presentation, effectiveness, practice/assessment/feedback, documentation and program content. Overall, the software seems to receive positive ratings across most criteria.
The document discusses the implementation of a standardized course template across the 47 public colleges and universities in Tennessee's state system. It describes how the Tennessee Board of Regents (TBR) developed a collaborative online program called the Regents Online Degree Program (RODP) offering over 400 courses to more than 15,000 students across the system. Faculty propose courses that are then reviewed and approved through a common process. If approved, the course must be built using the RODP template to ensure consistency across all sections. The template was initially developed in WebCT but has since been converted to Desire2Learn. The RODP program has led to benefits like a common calendar and the ability for students to take courses from any institution.
This document discusses different formats for online courses including face-to-face, hybrid, and pure online. It outlines the advantages and disadvantages of each format, such as face-to-face having classroom activities and rapport between instructors and students while hybrid lacks activities time and monitoring learning. The document also lists objectives, tools, and learning outcomes for an online course and how to teach an online course effectively through good use of technology tools and time/course management.
TELL ME MORE is an e-learning language solution that offers:
- Courses in 7 languages with over 2,000 hours of content per language
- Voice recognition technology to practice speaking skills
- Placement tests, progress reports, and tutoring support
- Flexibility to use anywhere and anytime on any device
- Administrative tools to manage students, courses, and reporting
A flexible study program to improve your IELTS score, enhance English for Academic purpose, and help you get into college or university of your choice.
This document discusses options for an evaluation tool for goals and school development. It considers the Danielson and Marzano frameworks as well as creating a hybrid model. The hybrid model is favored as it could be customized, integrated into existing technology, and adapted over time. A draft concept is outlined with four domains: learning environment, instructional planning, instructional delivery, and professionalism. Next steps proposed are to choose a framework, develop indicators and performance levels, integrate observation tools, and create a timeline to implement the system in the second school semester.
Deploying A Lecture Capture Solution The Hodges University ExperiencePeter Van Leeuwen
Learn about the successful deployment of a lecture capture solution at Hodges University - from pilot project status to its full integration across the academic enterprise.
This document outlines a group project assignment for a social psychology course. Students will be assigned to groups of 4-5 to conduct a social psychology experiment, record a video clip demonstrating the process, and do a group presentation. The video and presentation will make up 40% of the course grade. For the project, groups must create a script, apply a social psychology theory to a practical scenario, execute the process on video, and submit a written report in a specified format. The report, video, and presentation will be assessed based on demonstration of course learning outcomes like application of concepts and critical thinking.
The document outlines the phases and timeline for launching a DigCompEdu study to evaluate teachers' digital competencies. It involves pre-pilot and pilot studies from November 2020 to October 2021 across multiple countries. Both quantitative and qualitative methods will be used, including surveys of 500-1,200 teachers and focus groups of 8-10 teachers. Results will be analyzed after each study phase to validate the assessment tool before the full launch.
Presentation given January 26th, 2011 for Blackboard's Distinguished Lecture Series Titled: Getting Campus-Wide Adoption - Happy Faculty - via Blackboard Collaborate
This document provides information about Dr. Laurie Bedford's office hours, contact information, and expectations for discussion posts. Discussions should be related to the question, follow response guidelines, cite sources using APA style as needed, meet course requirements, use proper grammar and avoid offensive language. It also lists scoring rubrics and Walden resources including academic advising, disability services, the library and writing center. The document concludes with Dr. Bedford looking forward to the next eight weeks.
SELFIE for Teachers is a self-reflection tool developed by the European Commission to help teachers assess their digital competencies. It consists of 32 questions aligned to the European Framework for the Digital Competence of Educators. The tool is available online and allows teachers to privately reflect on their skills, save progress, and receive customized feedback reports. It is designed to support individual and collaborative professional learning about integrating technology into teaching practices.
This document outlines the instructional technology expectations for teachers in the BCSD school district. Teachers must score at least 80% on the South Carolina Technology Assessment, submit 1-2 lesson plans integrating technology depending on their proficiency level, and acquire 30 hours of instructional technology professional development between specific dates. They must also create and maintain a SchoolFusion teacher website with their profile information, course content overview, classroom rules and procedures, and opportunities for online student assignments. Teachers are expected to use ActivInspire flipcharts daily for morning messages, lessons, and student interaction.
This document provides an overview of Fortis College's policies, procedures, and initiatives for their online programs. It discusses the 4-week training course for instructors called NFT101 and the asynchronous and synchronous requirements. It outlines the purpose of the weekly presentations which cover topics like student orientation, course announcements, live faculty support, the role of Program Associate Deans in student support, and the instructor handbook. It provides details on these topics, including the requirements for student orientation, the types of announcements and support instructors should provide, how to interact in discussion boards, and the new instructor onboarding process. The goal is to expose new instructors to Fortis College's online policies, procedures, and initiatives.
This document outlines requirements for principal preparation programs in Illinois, focusing on ensuring programs develop skills related to student learning and school improvement. It discusses goals of preparing effective school leaders and providing a safe learning environment. Requirements include partnerships with school districts, standards-aligned curriculum, candidate selection processes, extensive internship/residency experiences, and assessment of skills in data analysis, school improvement planning, teacher evaluation, and managing school operations.
This document provides an overview and summary of the Educational Assistant Program course UC.EDU.1100 Roles and Responsibilities of the Educational Assistant. The course is designed to provide paraprofessionals with the knowledge and skills to assist students, teachers, and other education professionals in various settings. The course learning outcomes focus on understanding the roles and responsibilities of educational assistants, classroom teams, policies, and providing individual student support. A variety of instructional strategies are used including lectures, discussions, and activities. Students are evaluated through discussion forums, quizzes, and a portfolio assignment.
This document provides an orientation agenda for adjunct faculty. It includes introductions, background on the program which is experiencing growth. It discusses the Adobe Connect web conferencing tool, adjunct faculty pages on Moodle, portfolio requirements, student needs like disabilities, and department requirements. The document also outlines policies on enrollments, drops and withdrawals. It provides guidance on design principles, flexibility, feedback, workloads, and best practices for making the course their own.
This document provides information about the course "New Media, Entrepreneurship and Innovation (1ZM80)" including general information, content and objectives, working formats, assignments and presentations, attendance, and exam information. The course is optional for various master's programs and aims to focus on the role of new media in entrepreneurship and innovation processes. Key assignments include a group case assignment worth 60% of the final grade and a final exam worth 40%. Students must form assignment groups, complete the assignment, and take the final exam to pass the course.
This document provides information about the course "New Media, Entrepreneurship and Innovation (1ZM80)" including general information, content and objectives, working formats, assignments and presentations, attendance, and exam information. The course is optional for various master's programs and aims to focus on the role of new media in entrepreneurship and innovation processes. Students will develop an understanding of new media concepts and complete a group assignment, presentations, and final exam to assess their learning. Attendance is compulsory and both the assignment and exam are required to pass the course.
The document outlines Christopher Halbritter's student teaching presentation. It discusses developing an action plan for student placement with aims to effectively communicate with supervisors, use reflective practice, and understand expectations. The presentation also details maintaining a positive attitude, reflecting on lessons, and interacting with supervisors to improve teaching. Key aspects of reflection include daily discussions with the cooperating teacher, submitting weekly reports to the student teacher supervisor, and using tools like video recordings and writing to enhance reflection.
This document discusses the key roles and methodological framework for developing and implementing computer-assisted language learning (CALL) programs. It identifies four main roles: the learner, developer, evaluator, and classroom teacher. The methodological framework has three main components: the development module, evaluation module, and implementation module. The evaluation module assesses how well the CALL program fits the learners' needs and learning styles as well as the teacher's approach to language teaching. The implementation module covers how the CALL program will be accessed and used in the classroom, including preparatory, learner use, and follow-up activities.
A presentation that discusses a revision of a Master of Science (IT in Education) programme based on leaning outcomes initiative at The University of Hong Kong.
TNTP recruits and trains teachers through its Teaching Fellows programs to work in high-need schools. It is seeking experienced educators to serve as instructors for its 2013 summer pre-service training program. Instructors will guide new teachers ("Fellows") in mastering four foundational teaching skills through modeling, feedback, and planning support over five weeks of training. Instructors must have at least three years of successful teaching experience in high-need subjects and demonstrate the ability to motivate, inspire, and provide effective feedback to teachers. The position requires working up to 40 hours per week from spring through summer for a compensation rate of $25 per hour.
This document outlines a model for flexible delivery of vocational education courses. The key elements of the model include developing a delivery and assessment strategy, setting up individual student plans and contracts, using a learning management system like Moodle to provide a mix of online and face-to-face learning modes, reviewing and developing interactive resources, maintaining student engagement through blogging and feedback, and clearly defining student and tutor responsibilities. Critical success factors are having a solid strategy, interactive content, support for students, and maintaining momentum through deadlines.
Evalution criterion & procedures in semester systemDammarSinghSaud
The document provides information about an induction program on evaluation criteria and procedures for a semester system. It discusses key features of a semester system including dividing the academic year into two six-month semesters, ongoing evaluation throughout each semester, developing regular study habits among students, and reducing examination burden. The document also outlines subjects offered in the first semester, evaluation methods like assignments, presentations, term papers and attendance tracking. Suggestions are provided for students and teachers to be engaged throughout each semester and actively participate in learning.
Developing An Institutional E Portfolio Project At Memorial University Sloan Cjoanbutler
Memorial University initiated an institutional ePortfolio project in partnership with its Distance Education and Learning Technologies department. They conducted several pilot ePortfolio programs to test the platform's potential for teaching and learning. Initial pilots included staff professional development portfolios, a student work program, and graduate and undergraduate education courses. Lessons learned emphasized using ePortfolios within a full program over time, identifying supportive faculty, and providing guidance on assessment and rationale for its educational value.
Designing Exemplary Online Courses in BlackboardJason Rhode
This document discusses best practices for designing exemplary online courses using Blackboard. It describes Blackboard's Catalyst Award Program which recognizes innovative online courses and programs. There are four award categories: Exemplary Course, Student Impact, Staff Development, and Innovation. The Exemplary Course Program uses a rubric to evaluate courses in four areas: course design, interaction/collaboration, assessment, and learner support. Sample attributes are provided for each area. The presentation includes an example course and encourages attendees to view exemplary course tours, review courses for the program, and submit their own courses.
Tf training for working with partners pageedvainker
The document outlines the goals, training structure, and requirements for participants in the Teach First program over their first two years. In year 1, participants aim to achieve "very good" ratings on Qualified Teacher Status assessments. They receive training through a summer institute, weekly meetings, and support from mentors. Ongoing training includes subject-specific sessions, classroom observations, and online resources. Participants must complete tasks like a teaching file and journal to track their progress.
The document discusses the Master Educator role in DCPS-TNTP IMPACT. Master Educators are a select group of expert teachers who evaluate and support other teachers across the district. Their responsibilities include conducting observations of teachers and providing feedback. DCPS invests significant resources into recruiting, selecting, training and supporting Master Educators to fulfill this important instructional leadership role.
A statewide online professional development project's model for promoting learner success through sustained facilitator professional develoment. A presentation given at the 15th Annual International SLOAN-C Conference, 2009.
Professional Learning Communities and Collaboration as a Vehicle to School Transformation - presented by Partners in School Innovation and Alum Rock Union Elementary School District at the California Department of Education Title 1 Conference in March 2014.
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
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
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 ...
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.
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.
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.