This document provides an overview of a presentation on study skills for 7th grade students. It includes sections on time management, learning styles, note taking, and specific study techniques. For time management, it emphasizes planning ahead, spreading out study over time rather than cramming, and provides an example study schedule. It also discusses identifying your learning style as visual, auditory, or kinesthetic and tailoring your study approach accordingly. The document provides detailed outlines for the presentation slides.
1. The document discusses a lesson plan for teaching English to junior high school students about new technologies.
2. The lesson focuses on using the structure "If" to introduce how to use products like tape recorders, phones, and cameras.
3. Key points of the lesson include practicing the "If" structure, building vocabulary about technologies, and having students do presentations on how to use different devices.
This document summarizes the key details of the Programming Practice and Applications (PPA) module taught by Dr. Martin Chapman at King's College London. The module aims to teach programming through practical assignments and laboratory sessions rather than traditional lectures. Assignments make up 50% of the grade and require regular programming practice. The course also includes a 10% class test and 40% final exam. Students are encouraged to learn from each other and take responsibility for their own learning, with the instructor acting as a coach. Support is provided through teaching assistants, online resources, and the instructor's office hours.
The document provides guidance on using various teaching methods to teach Spanish number translations. It describes using a tutorial booklet, audio recordings, a number guessing game called "Ay Caramba", a video on a Spanish market along with real food items labeled in Spanish, and a grocery store simulation role play. Guidelines for using games as a teaching method effectively are also outlined, such as clearly explaining the rules and goals, structuring for high participation, and debriefing afterwards.
When They DO It, They've GOT It! How to Use Concrete Practice When TrainingMaster Certified Trainers
By Sharon Bowman. FINAL VERSION. Created for the South Carolina Child Care Center for Career Development. Also for trainers and instructors who want to improve their teaching skills.
The poem consists of 14 stanzas describing various experiences and emotions. It touches on themes of family relationships, friendships, loneliness, anger, and seeking help. Overall, the poem expresses the writer working through difficult personal experiences and feelings.
Scholarly crew story book survey resultsXiaofangZhang
This document contains the results of an open-ended survey about improving a storybook on study skills. Respondents suggested the book would be most helpful for middle school students from grades 5-9. Suggestions for improving the book included adding more graphics, using the coaches/guides more, reworking the learning styles section, checking for grammatical errors, and making the text less dense on some pages.
Stress is the body's response to demands placed upon it that puts the body on alert. Originally meant to deal with dangers, stress causes increased heart rate, blood pressure, and hormone and blood sugar levels. While stress can motivate, too much stress over long periods can lower the immune system and cause illnesses and heart problems. Stressors can be physical or emotional events, situations, people or demands either internally generated or external. Signs of stress vary but include worrying, sleeplessness, difficulty concentrating, feeling overwhelmed, and physical symptoms like increased heart rate and headaches. Coping strategies can be positive or negative, like drinking alcohol, overeating or irritability.
1. The document discusses a lesson plan for teaching English to junior high school students about new technologies.
2. The lesson focuses on using the structure "If" to introduce how to use products like tape recorders, phones, and cameras.
3. Key points of the lesson include practicing the "If" structure, building vocabulary about technologies, and having students do presentations on how to use different devices.
This document summarizes the key details of the Programming Practice and Applications (PPA) module taught by Dr. Martin Chapman at King's College London. The module aims to teach programming through practical assignments and laboratory sessions rather than traditional lectures. Assignments make up 50% of the grade and require regular programming practice. The course also includes a 10% class test and 40% final exam. Students are encouraged to learn from each other and take responsibility for their own learning, with the instructor acting as a coach. Support is provided through teaching assistants, online resources, and the instructor's office hours.
The document provides guidance on using various teaching methods to teach Spanish number translations. It describes using a tutorial booklet, audio recordings, a number guessing game called "Ay Caramba", a video on a Spanish market along with real food items labeled in Spanish, and a grocery store simulation role play. Guidelines for using games as a teaching method effectively are also outlined, such as clearly explaining the rules and goals, structuring for high participation, and debriefing afterwards.
When They DO It, They've GOT It! How to Use Concrete Practice When TrainingMaster Certified Trainers
By Sharon Bowman. FINAL VERSION. Created for the South Carolina Child Care Center for Career Development. Also for trainers and instructors who want to improve their teaching skills.
The poem consists of 14 stanzas describing various experiences and emotions. It touches on themes of family relationships, friendships, loneliness, anger, and seeking help. Overall, the poem expresses the writer working through difficult personal experiences and feelings.
Scholarly crew story book survey resultsXiaofangZhang
This document contains the results of an open-ended survey about improving a storybook on study skills. Respondents suggested the book would be most helpful for middle school students from grades 5-9. Suggestions for improving the book included adding more graphics, using the coaches/guides more, reworking the learning styles section, checking for grammatical errors, and making the text less dense on some pages.
Stress is the body's response to demands placed upon it that puts the body on alert. Originally meant to deal with dangers, stress causes increased heart rate, blood pressure, and hormone and blood sugar levels. While stress can motivate, too much stress over long periods can lower the immune system and cause illnesses and heart problems. Stressors can be physical or emotional events, situations, people or demands either internally generated or external. Signs of stress vary but include worrying, sleeplessness, difficulty concentrating, feeling overwhelmed, and physical symptoms like increased heart rate and headaches. Coping strategies can be positive or negative, like drinking alcohol, overeating or irritability.
Video Assessment sheet 1 - PD III - PassLiliaMuller
The document provides feedback on a lesson recording for a trainee teacher named Muller Lilia. Various aspects of the lesson are rated on a scale of 1 to 5, with ratings generally being positive. Some suggestions for improvement are provided, such as moving around the classroom more and having students write on the board. The overall performance of the teacher is rated 8 out of 10. Positive final comments note that the teacher did a great job but should share one more video to complete the requirements.
This document summarizes Antonio Delgado's experiences in his Educational Technology courses. It outlines how the courses exposed him to both traditional and modern technology tools for instruction. It also describes some of the assignments he completed, including reports, research papers, and demonstrations utilizing different materials and learning methods. Overall, the courses helped Antonio become aware of utilizing various sensory learning experiences and technologies to effectively achieve teaching objectives.
This document provides 10 ways to use video clips in English language classes, along with explanations and tips. Some of the suggested activities are having students name objects they see and touch them, cover part of the screen and have students guess what is shown, make predictions about what will happen before and after parts of a clip, discuss characters' thoughts and feelings, focus on body language without sound, add subtitles or replace dialogue. Overall, the document advocates using video clips to motivate students and provide visual context for practicing language in an enjoyable way, while noting some technical and copyright considerations.
Creating Opportunities Using Popular Student Technologyccorne2
The document discusses using popular student technologies in the classroom, including cell phones, MP3 players, social media, and blogs. It provides examples of activities for each technology: cell phones can be used for student-created videos, MP3 players allow listening activities, social media supports communication and writing prompts, and blogs facilitate reflective journaling. While technologies may cause distractions, the document argues they can engage students and provide authentic learning materials if implemented properly.
This is a presentation is a template shared with students for their final analytical diagramming and architectural representation coursework. The idea is to guide students to prepare for their final viva - rehearse their presentations and curate their content. You may use this template for any of your classroom presentations.
Screencasting: A case for using video in your classroom instructionIzabella Warner
Screencasting is becoming an increasingly common tool for online instruction. Learning theories have shown that multimodal instruction can provide a more effective learning experience. This presentation looks at the different types of screencasts and their instructional purpose in the flipped and online classrooms.
This document provides information about listening skills and planning a listening lesson. It begins with the aims of understanding listening subskills, knowing classroom activities, and planning a lesson in three steps. It then provides tasks to match subskills with definitions, activities, and steps in a lesson. Examples of pre-listening, while-listening, and post-listening tasks are given. The document aims to help teach listening skills in the classroom.
Eager to create some short mini lectures for your course? These slides are from a workshop that we offered on creating short teaching videos in the studio. We provided a studio tour, tips, demonstration, and discussion of considerations for teaching & learning.
The document summarizes the methods used by a group of students to complete a social psychology assignment. They were tasked with creating a 3-5 minute video containing 5 hidden psychology concepts. They filmed at their university campus using a DSLR camera and tripod. Roles like videography, editing, and report writing were delegated equally. Their video titled "Plot Twist" was filmed across 2 hours following filmmaking best practices. They then analyzed the footage, wrote a report, and rehearsed a presentation to explain the concepts featured in the video.
The document provides a worksheet to help English language learners improve their ability to respond to difficult questions. It includes four tasks: 1) identifying emotions speakers feel when unsure of answers, 2) transcribing and practicing language to buy time like "I've never...so I'm not quite sure", 3) discussing strategies for answering unknown questions, and 4) asking factual questions and responding using time-buying expressions without answers. The goal is to help learners feel more comfortable when they don't know an answer immediately.
1. The document discusses teaching speaking skills and provides characteristics of spoken language, principles for designing speaking activities, using group work, and common types of activities.
2. Some key characteristics of spoken language mentioned are its spontaneity, time constraints, and inclusion of false starts and repetitions.
3. Successful speaking tasks encourage maximum foreign language use, even participation, high motivation, accommodate different proficiency levels, and promote cooperation.
Learning Solutions - Interactive Film: Immersion in LearningBrightwave Group
Learning Solutions 2016 took place in Orlando, Florida 16th-18th March. The event explored "proven methods for leveraging technology in ways that enhance learning and performance in your organisation".
Brightwave's Head of Learning Design Caroline Freeman returned to the US and delivered a conference seminar on interactive film at the eLearning Guild's Learning Solutions Conference and Expo 2016.
Interactive Film: Immersion in Learning
There is plenty of research about the increasing use of video to engage learners and drive performance. The thirst for video content is effectively shown in some startling stats: YouTube is the second-most used search engine with over 1 billion-plus unique users every month; and online video is forecast to account for 60 percent of all web data by 2020.
When video is the most popular, shareable form of media content, how can you explore the learning opportunities the technology affords?
Find out more about the presentation and event here:
http://www.brightwavegroup.com/past-events/learning-solutions-interactive-film-immersion-in-learning/index.html
The document evaluates an English language learning video titled "Learn English Talk Now!" It discusses five principles for designing effective CALL (computer-assisted language learning) videos: interactivity, usability, content appropriateness, effectiveness, and performance. The evaluation finds that the video adequately meets these principles through its interactive games, clear layout, appropriate vocabulary, and scoring system. However, it notes that the instructions contain too much text and are in Bahasa Indonesia rather than English. Overall, the evaluator concludes that the video provides good CALL material if used by a teacher to supplement language instruction.
An invited presentation given at the University of the Sunshine Coast Learning and Teaching Week. Please cite: Sankey, M. (2015). ‘Multimodal design and using technology for effective learning’, Teaching Visions: See teaching in new ways. University of the Sunshine Coast. 14 – 18 September.
This document outlines the lesson plan for evaluating previous creative writing assignments. The learning objective is to evaluate previous coursework and determine how it is graded. Students will take a quiz, discuss their blog reviews, and learn how assignments are evaluated using a 4-level grading scale. They will then watch peer videos and evaluate them using a marking scheme by answering questions on their blogs. For homework, students must embed the videos and evaluation questions on their individual blogs.
Matthew coombs as coursework overall marksheetGEccles
Matthew Coombs received a grade of D for his AS coursework with an overall mark of 55 out of 100. For the planning stage, he received a mark between 12 and 20 out of 20. For the construction main task, he received a mark of 32 out of 60. The evaluator commented that it was a basic drama piece that could have benefited from more attention to details. For the evaluation questions, he received a mark of 11 out of 20. The evaluator noted that while some answers were good, many relied on word documents and slideshare without fully analyzing or reflecting on the process.
1. The document discusses a lesson plan for teaching English to junior high school students about new technologies.
2. The lesson focuses on using the structure "If" to introduce how to use products like tape recorders, phones, and cameras.
3. Key points of the lesson include practicing the "If" structure, building vocabulary related to technologies, and having students do presentations on how to use different devices.
Save time with writing essay basics: Use photography and videoIngrid Greenberg
How many times have you explained the basics of writing academic essays, business letters, and memos? You can save time explaining by using free web tools, photography and video to show students the basics of writing successful academic and workplace tasks.
Drawing on research and classroom instruction, the facilitator will present theory as well as free web tools to support effective writing for academic and workplace tasks.
Participant outcomes include:
• Identify theory that supports technology-enhanced writing instruction.
• Identify three time-saving techniques to introduce and practice basic writing structure, including indent, margins, skip a line, and quotes.
• Discuss the role of web-based tools in writing instruction.
Practica docente ii video self-assessment sheet - navarro - psuyainavarro
The document summarizes a self-assessment and feedback form completed by a trainee teacher, Suyai Navarro, after recording a lesson with 4-5 year old students. Suyai rated different elements of the lesson and identified areas that went well, such as transitioning between activities and presenting material, and areas for improvement, including timing issues due to connectivity problems and increasing language use. The tutor provided additional feedback, praising Suyai's ability to overcome difficulties through singing and dancing with students, while also offering suggestions like using background music, downloading materials in advance, and incorporating more repetition activities.
This document provides guidance for students on completing Activity 4 - The Treatment for their film studies course. It begins with learning objectives and success criteria for the activity. Students are then instructed to make a list of technical cinematic elements to include in annotating their storyboards. Examples are provided of technical aspects to justify in a storyboard, including setting, sounds, and visual elements. Students are guided to write frame-by-frame justifications for their storyboards explaining how it meets the brief and appeals to the target audience. Checks are made to ensure students have included all necessary labeling and details in their storyboards and justifications.
Video Assessment sheet 1 - PD III - PassLiliaMuller
The document provides feedback on a lesson recording for a trainee teacher named Muller Lilia. Various aspects of the lesson are rated on a scale of 1 to 5, with ratings generally being positive. Some suggestions for improvement are provided, such as moving around the classroom more and having students write on the board. The overall performance of the teacher is rated 8 out of 10. Positive final comments note that the teacher did a great job but should share one more video to complete the requirements.
This document summarizes Antonio Delgado's experiences in his Educational Technology courses. It outlines how the courses exposed him to both traditional and modern technology tools for instruction. It also describes some of the assignments he completed, including reports, research papers, and demonstrations utilizing different materials and learning methods. Overall, the courses helped Antonio become aware of utilizing various sensory learning experiences and technologies to effectively achieve teaching objectives.
This document provides 10 ways to use video clips in English language classes, along with explanations and tips. Some of the suggested activities are having students name objects they see and touch them, cover part of the screen and have students guess what is shown, make predictions about what will happen before and after parts of a clip, discuss characters' thoughts and feelings, focus on body language without sound, add subtitles or replace dialogue. Overall, the document advocates using video clips to motivate students and provide visual context for practicing language in an enjoyable way, while noting some technical and copyright considerations.
Creating Opportunities Using Popular Student Technologyccorne2
The document discusses using popular student technologies in the classroom, including cell phones, MP3 players, social media, and blogs. It provides examples of activities for each technology: cell phones can be used for student-created videos, MP3 players allow listening activities, social media supports communication and writing prompts, and blogs facilitate reflective journaling. While technologies may cause distractions, the document argues they can engage students and provide authentic learning materials if implemented properly.
This is a presentation is a template shared with students for their final analytical diagramming and architectural representation coursework. The idea is to guide students to prepare for their final viva - rehearse their presentations and curate their content. You may use this template for any of your classroom presentations.
Screencasting: A case for using video in your classroom instructionIzabella Warner
Screencasting is becoming an increasingly common tool for online instruction. Learning theories have shown that multimodal instruction can provide a more effective learning experience. This presentation looks at the different types of screencasts and their instructional purpose in the flipped and online classrooms.
This document provides information about listening skills and planning a listening lesson. It begins with the aims of understanding listening subskills, knowing classroom activities, and planning a lesson in three steps. It then provides tasks to match subskills with definitions, activities, and steps in a lesson. Examples of pre-listening, while-listening, and post-listening tasks are given. The document aims to help teach listening skills in the classroom.
Eager to create some short mini lectures for your course? These slides are from a workshop that we offered on creating short teaching videos in the studio. We provided a studio tour, tips, demonstration, and discussion of considerations for teaching & learning.
The document summarizes the methods used by a group of students to complete a social psychology assignment. They were tasked with creating a 3-5 minute video containing 5 hidden psychology concepts. They filmed at their university campus using a DSLR camera and tripod. Roles like videography, editing, and report writing were delegated equally. Their video titled "Plot Twist" was filmed across 2 hours following filmmaking best practices. They then analyzed the footage, wrote a report, and rehearsed a presentation to explain the concepts featured in the video.
The document provides a worksheet to help English language learners improve their ability to respond to difficult questions. It includes four tasks: 1) identifying emotions speakers feel when unsure of answers, 2) transcribing and practicing language to buy time like "I've never...so I'm not quite sure", 3) discussing strategies for answering unknown questions, and 4) asking factual questions and responding using time-buying expressions without answers. The goal is to help learners feel more comfortable when they don't know an answer immediately.
1. The document discusses teaching speaking skills and provides characteristics of spoken language, principles for designing speaking activities, using group work, and common types of activities.
2. Some key characteristics of spoken language mentioned are its spontaneity, time constraints, and inclusion of false starts and repetitions.
3. Successful speaking tasks encourage maximum foreign language use, even participation, high motivation, accommodate different proficiency levels, and promote cooperation.
Learning Solutions - Interactive Film: Immersion in LearningBrightwave Group
Learning Solutions 2016 took place in Orlando, Florida 16th-18th March. The event explored "proven methods for leveraging technology in ways that enhance learning and performance in your organisation".
Brightwave's Head of Learning Design Caroline Freeman returned to the US and delivered a conference seminar on interactive film at the eLearning Guild's Learning Solutions Conference and Expo 2016.
Interactive Film: Immersion in Learning
There is plenty of research about the increasing use of video to engage learners and drive performance. The thirst for video content is effectively shown in some startling stats: YouTube is the second-most used search engine with over 1 billion-plus unique users every month; and online video is forecast to account for 60 percent of all web data by 2020.
When video is the most popular, shareable form of media content, how can you explore the learning opportunities the technology affords?
Find out more about the presentation and event here:
http://www.brightwavegroup.com/past-events/learning-solutions-interactive-film-immersion-in-learning/index.html
The document evaluates an English language learning video titled "Learn English Talk Now!" It discusses five principles for designing effective CALL (computer-assisted language learning) videos: interactivity, usability, content appropriateness, effectiveness, and performance. The evaluation finds that the video adequately meets these principles through its interactive games, clear layout, appropriate vocabulary, and scoring system. However, it notes that the instructions contain too much text and are in Bahasa Indonesia rather than English. Overall, the evaluator concludes that the video provides good CALL material if used by a teacher to supplement language instruction.
An invited presentation given at the University of the Sunshine Coast Learning and Teaching Week. Please cite: Sankey, M. (2015). ‘Multimodal design and using technology for effective learning’, Teaching Visions: See teaching in new ways. University of the Sunshine Coast. 14 – 18 September.
This document outlines the lesson plan for evaluating previous creative writing assignments. The learning objective is to evaluate previous coursework and determine how it is graded. Students will take a quiz, discuss their blog reviews, and learn how assignments are evaluated using a 4-level grading scale. They will then watch peer videos and evaluate them using a marking scheme by answering questions on their blogs. For homework, students must embed the videos and evaluation questions on their individual blogs.
Matthew coombs as coursework overall marksheetGEccles
Matthew Coombs received a grade of D for his AS coursework with an overall mark of 55 out of 100. For the planning stage, he received a mark between 12 and 20 out of 20. For the construction main task, he received a mark of 32 out of 60. The evaluator commented that it was a basic drama piece that could have benefited from more attention to details. For the evaluation questions, he received a mark of 11 out of 20. The evaluator noted that while some answers were good, many relied on word documents and slideshare without fully analyzing or reflecting on the process.
1. The document discusses a lesson plan for teaching English to junior high school students about new technologies.
2. The lesson focuses on using the structure "If" to introduce how to use products like tape recorders, phones, and cameras.
3. Key points of the lesson include practicing the "If" structure, building vocabulary related to technologies, and having students do presentations on how to use different devices.
Save time with writing essay basics: Use photography and videoIngrid Greenberg
How many times have you explained the basics of writing academic essays, business letters, and memos? You can save time explaining by using free web tools, photography and video to show students the basics of writing successful academic and workplace tasks.
Drawing on research and classroom instruction, the facilitator will present theory as well as free web tools to support effective writing for academic and workplace tasks.
Participant outcomes include:
• Identify theory that supports technology-enhanced writing instruction.
• Identify three time-saving techniques to introduce and practice basic writing structure, including indent, margins, skip a line, and quotes.
• Discuss the role of web-based tools in writing instruction.
Practica docente ii video self-assessment sheet - navarro - psuyainavarro
The document summarizes a self-assessment and feedback form completed by a trainee teacher, Suyai Navarro, after recording a lesson with 4-5 year old students. Suyai rated different elements of the lesson and identified areas that went well, such as transitioning between activities and presenting material, and areas for improvement, including timing issues due to connectivity problems and increasing language use. The tutor provided additional feedback, praising Suyai's ability to overcome difficulties through singing and dancing with students, while also offering suggestions like using background music, downloading materials in advance, and incorporating more repetition activities.
This document provides guidance for students on completing Activity 4 - The Treatment for their film studies course. It begins with learning objectives and success criteria for the activity. Students are then instructed to make a list of technical cinematic elements to include in annotating their storyboards. Examples are provided of technical aspects to justify in a storyboard, including setting, sounds, and visual elements. Students are guided to write frame-by-frame justifications for their storyboards explaining how it meets the brief and appeals to the target audience. Checks are made to ensure students have included all necessary labeling and details in their storyboards and justifications.
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 ...
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!
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
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
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
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.
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Storyboard
1. Study Skills
Screen: _1_ of _24_
Screen Description: The Title Screen
Study Skills: Useful
Background: The background will be a
very simple color scheme not designed
Tips for the 7th Grade
to detract from the information, such
as the color scheme used for this slide.
Color Schemes: Blue fading to grey as
a background with black text.
Text Attributes: The title will be central
and Large
Audio: None
Video: None
Pictures: Simply clip art that shows
materials thought to match with
studying
Audience Interaction: None
2. Study Skills I. Title
Screen: _2_ of _24_ II. Introduction
III. Time Management
Screen Description: Table of Contents I. Setting up a Schedule
Background: Blue fading into light grey II. Example
Text Attributes: Smaller text but bullet
with each of the parts of the text III. Practice
linked to the portion of the
presentation listed
IV. Learning Styles
Audio: None I. Examples of Learning Styles
Video: None II. Discovering Your Learning Style
Pictures: None
Audience Interaction: Links allowing V. Note Taking
the audience to move to the portion of I. What Makes Good Notes?
the presentation that they wish
II. How Do You Know What is
Important?
VI. Study Skills
I. Flash Cards
II. Foldables
Each word will be a link to that
portion of the presentation.
3. Study Skills
Screen: _3_ of _24_ What Are Study Skills?
Screen Description: Introduction
Background: Blue fading into light grey
Text Attributes: Simple text, black
giving the information
Audio: Beginning Narration. When
you are getting ready for a test what
do you do? Do you cram all night
before a test? Do you look through
your notes? Or do you not study at
all? These are the kinds of things we
are going to look at today. What can
you do to make your studying
effective.
Video: None
Pictures: Large question mark
Audience Interaction: None
4. Study Skills Study Skills That We Use
Screen: _4_ of _24_
•
Screen Description: Interactive
audience page where the students can
•
fill in their information
Background: Blue fading into light grey •
•
Text Attributes: Mostly black page with
positions to fill in information for the
teacher
Audio: What sort of ways do you like
to study for a test? Raise your hand
•
and tell me a few of the ways that you
like to study. •
Video: None
Pictures: None The class will chime in at this
Audience Interaction: The audience
will answer the question posed in the time to answer this question.
audio, with the teacher filling their
answers in. Telling the various ways that
they study with the teacher
filling these into the bullets.
5. Study Skills The First Study Skill: Time
Screen: _5_ of _24_
Management
Screen Description: The First Study
Skill: Time Management • Planning ahead is
Background: Blue fading into light grey
Text Attributes: Basic black with
important
important things underlined
Audio: None • Don’t leave everything to
Video: None
Pictures: Clock pictures to emphasize the last second
the idea of time
Audience Interaction: None
• It is easier to remember
when you study things over
a longer period of time
6. Study Skills
Screen: _6_ of _24_
Why Not Cram?
• The brain has an easier time
Screen Description: Time Management
converting from short term to long
info term memory if the knowledge is
Background: Blue fading into light grey repeated sooner after learning
Text Attributes: Simple black
Audio: None • Learning everything at the last
Video: None second means you are more likely to
Pictures: A picture showing how
memory is stored in terms of short
forget
term memory. Basically rehearsal and
repetition restores short-term memory
Audience Interaction: None
Picture Provided by Allyn & Bacon
7. Study Skills So How Do I Manage My
Screen: _7_ of _24_
Time?
Screen Description: Explanation of
how to manage time • Create a study
Background: Blue fading into light grey
Text Attributes: Black mostly but
schedule so that you
several places in the test have the
words changed in color and underlined will study a little every
to show examples and importance
Audio: None night
Video: None
Pictures: Calendar and planner
pictures
• Underline and change the
Audience Interaction: None color of anything important
• FOLLOW YOUR SCHEDULE
8. Study Skills Example
Screen: _8_ of _24_
Sunday Monday Tuesday Wednesday Thursda Friday Saturday
y
Screen Description: Example of a time
schedule 1 2 3 4 5 6 7
Begin Study Study Review Quiz
Background: Blue fading into light grey
studying chapter chapter Today
Text Attributes: Very little text except chapter 1.2 1.3
from inside the example. Notice the 1.1
underlining and color change on the
important places
Audio: Here is an example of a time
management schedule. You will notice 8 9 10 11 12 13 14
that during this month there are two Review Review Review
important events. The Quiz on the 5th chapter chapter chapter
and the test on the 19th. You can 1.1 1.2 1.3
instantly pick these two out because of
their color and the fact that they are
underlined. Notice that there is time 15 16 17 18 19 20 21
to review before each of the events. Study Study Review Review Test
The studying doesn’t occur the day chapter Chapter Today
before but instead spread out over 1.4 1.5
several days.
Video: None
Pictures: A picture of a good example 22 23 24 25 26 27 28
Audience Interaction: None
9. Study Skills Practice
Screen: _9_ of _24_
Screen Description: Practice of a time Sunday Monday Tuesday Wednesday Thursday Friday Saturday
schedule
Background: Blue fading into light grey
Text Attributes: Very little text except
from inside the example. Notice the 1 2 3 4 5 6 7
underlining and color change on the
important places
Audio: Lets work on an example together.
In the coming month we have several big
events coming up. What are these? That
8 9 10 11 12 13 14
is right the test on the 11th and the
project that is due on the 20th. Lets go
ahead and fill these in on the calendar’s
that you have been provided while I add
them to the calendar up the board.
(Filling the two dates) Remember to add 15 16 17 18 19 20 21
several days of time before each to study
or in the case of the project to get things
done. (Filling in these dates)
Video: A jing presentation that will show
my screen as a fill in the calendar with
the students 22 23 24 25 26 27 28
Pictures: A picture of a good example
Audience Interaction: Students will have
their own calendar to fill out.
10. Study Skills The Second Study Skill: What
Screen: _10_ of _24_
Kind of Learner am I?
Screen Description: The Second Study
Skill: What Kind of Learner am I? • There are three types of
Background: Blue fading into light grey
Text Attributes: Bullets to show the
learners
three types of learners
Audio: None – Auditory
Video: None
Pictures: None – Visual
Audience Interaction: None
– Tactile
• By finding out what kind of
learner you are you can
focus your studying on
what is most effective
11. Study Skills Lets Find Out Your Learning
Screen: _11_ of _24_
Style
Screen Description: Let’s Find out Your
Learning Style • Go to the link provided
Background: Blue fading into light grey
Text Attributes: Link at the bottom to
below and take the
an internet page in order to take a
learning style inventory Learning Style Inventory
Audio: Okay now we are going to do a
learning style inventory so you can find provided by PSU.
out what kind of learner you are.
Remember this inventory is not graded
so try to answer each of the 24
questions as honestly as you can.
Video: None http://www.personal.psu.edu
Pictures: None
Audience Interaction: The students will /bxb11/LSI/LSI.htm
complete the inventory to find out
what kind of learner they are
12. Study Skills So What Now?
Screen: _12_ of _24_
• So you are a
Screen Description: Learner
Explanation Learner
– Make sure to look at all your
Background: Blue fading into light grey
Text Attributes: Important words done
with wordart to make them stand out
Audio: None
study material
Video: None
Pictures: Picture that shows eye to
– Use flashcards, flip charts,
emphasize visual
Audience Interaction: None
and notes
– Write out everything for
quick reviews
13. Study Skills So What Now?
Screen: _13_ of _24_
• So you are a
Screen Description: Learner
Explanation Learner
– You might want to tape
Background: Blue fading into light grey
Text Attributes: Important words done
with wordart to make them stand out
Audio: None
lectures
Video: None
Pictures: Picture that shows ears to
– Make sure to sit in lecture
emphasize auditory
Audience Interaction: None
hall where you can hear well
– When reviewing something
at home recite it out loud or
get someone to read it to
you
14. Study Skills So What Now?
Screen: _14_ of _24_
• So you are a
Screen Description: Learner
Explanation Learner
– Facts you need to learn
Background: Blue fading into light grey
Text Attributes: Important words done
with wordart to make them stand out
Audio: None
should be written down
Video: None several times
Pictures: Picture that shows eye to
emphasize visual
Audience Interaction: None
– Notes will be very important
for you
– Make study sheets for
yourself
15. Study Skills The Third Study Skill: Note
Screen: _15_ of _24_
Taking
Screen Description: the Third Study
Skill: Note Taking • Notes are important
Background: Blue fading into light grey
Text Attributes: Just simple black test
because they are a way to
with bullets
Audio: None
get information when your
Video: None
Pictures: Pictures of notes and
teacher isn’t present
notebooks
Audience Interaction: None • So make sure your notes
are easy to read
16. Study Skills So How Do I take Notes?
Screen: _16_ of _24_
• Listen carefully to your
Screen Description: How to Take Notes
Background: Blue fading into light grey
teacher
Text Attributes: Bold and larger size for
important points. • Make sure to copy anything
Audio: So how does a person take
notes. Well Unfortunately it is that your teacher writes
different for every person, but there
are always a few tips that you can
follow in order to be successful.
down. IT IS PROBABLY
Video: None
Pictures: None
IMPORTANT.
Audience Interaction: None
• Rewrite your notes when
you get home, make them
legible
17. Study Skills Example
Screen: _17_ of _24_
Screen Description: Notes taking
Examples
Background: Blue fading into light grey
Text Attributes: No text
Audio: There are a lot of ways to take
notes but one method that I have tried
is what is called Cornell Notes. This
picture has been provided by Cornell
University. As you can see it uses a
basic piece of notebook paper and
only one side is written on. There are
three areas. The note taking area is
designed for any notes from class, be
sure that your notes are clear and
concise, rewrite them if needed. In
the cue column put words that will tell
you what is in each portion of your
notes. The summary section will be
filled out after class and you can
include the main points of the notes.
Video: None
Pictures: Example of Cornell Notes
Audience Interaction: None
18. Study Skills What Do I Do With My
Screen: _18_ of _24_
Notes?
Screen Description: What to do with
notes
• Notes are useless if you don’t
Background: Blue fading into light grey
Text Attributes: Black text with bullets
use them
Audio: None
Video: None
• Review your notes within 24
Pictures: None hours of writing them, most
Audience Interaction: None
students loose the
information quickly if you
don’t use it
• Rewrite your notes if needed.
In some cases this helps you
learn them better
19. Study Skills The Fourth Study Skill:
Screen: _19_ of _24_
Memorization Tools
Screen Description: The Fourth Study
Skill: Memorization Tools • No matter how well you
Background: Blue fading into light grey
Text Attributes: Just plain black with
learn some thing simply
bullets
Audio: None
must be memorized
Video: None
Pictures: None • In order to help
Audience Interaction: None
memorizing there are
several easy tools
20. Study Skills Flash Cards
Screen: _20_ of _24_
• Flash cards are useful for
Screen Description: The first slide to
show what flash cards are used for memorizing vocabulary
Background: Blue fading into light grey
Text Attributes: Black with bullets
words
Audio: None
Video: None
Pictures: Pictures of flash card
examples
Audience Interaction: None
21. Study Skills Example
Screen: _21_ of _24_
Screen Description: Flash card example
video
Background: Blue fading into light grey
Video showing how to create
Text Attributes: No Text
Audio: Audio is connected to the
flashcards
video. I am going to show you how to
create flashcards today. You don’t
need many supplies for this, simply
some note cards and something to
write with. You can use just simple
white cards or color code your cards if
you like. Flash cards are simple to
make. On one side you put the word
or event that you want to remember,
and on the other side you put the
definition. For example, if I was trying
to remember words for our science
class. On one side I could write down
Circulatory system, then I just flip the
card over and write the definition.
Video: A video of creating flash cards
Pictures: None
Audience Interaction: None
22. Study Skills Foldables
Screen: _22_ of _24_
• A foldable provides some
Screen Description: The first slide to
show how to make a foldable of the same benefits that
Background: Blue fading into light grey
Text Attributes: Black with bullets
flash cards provide
• The foldable is easier to
Audio: None
Video: None
Pictures: Pictures of examples of
foldables from my old class store and can allow for
Audience Interaction: None
quicker studying
23. Study Skills Example
Screen: _23_ of _24_
Screen Description: A video to show
how to create a foldable Video that shows how to
Background: Blue fading into light grey
Text Attributes: None create a foldable
Audio: Audio will be set in the video.
We are going to make a foldable. You
don’t need much to make a
foldable, just a piece of
paper, scissors, and something to write
with. Fold your piece of paper in half
and cut the front fold into multiple
flaps. Write the word that you want
help memorizing on the outside of the
front flap. On the inside of the flap
write the definition and draw a picture
that exemplifies the word. Simply
repeat for each word that you wish to
study.
Video: A video of creating a foldable
Pictures: None
Audience Interaction: None
24. Study Skills Credits scrolling
Screen: _24_ of _24_
Credits scrolling
Screen Description: Credits
Background: Blue fading into light grey
Text Attributes: No text
Credits scrolling
Audio: None
Video: There will be a video of
scrolling credits Credits scrolling
Pictures: None
Audience Interaction: None