Class 6 research quality in qualitative methods 3 2-17tjcarter
This document discusses key ethical issues and methodological considerations for conducting Scholarship of Teaching and Learning (SoTL) research. It outlines assumptions of qualitative research designs, including that they seek to understand meaning and experience rather than generate generalized knowledge. It also discusses eight stages of formative research to generate options and assess interventions. The document emphasizes rigor in qualitative research through credibility, transferability, dependability, and confirmability. It explores mixed methods approaches and priorities for integrating qualitative and quantitative methods.
Communication in helping relationships (schein) 2 28-17tjcarter
This document discusses intra-psychic processes and dynamics in helping relationships. It introduces the ORJI cycle of observation, reaction, judgment, and intervention. Common traps in this cycle include misperceptions, inappropriate emotional responses, incorrect analysis, and misguided interventions. The document recommends identifying personal biases and cultural assumptions to avoid these traps. It also discusses cultural rules of communication, such as maintaining social roles and preserving others' "face". Effective helping requires understanding these dynamics and using active inquiry to help others address problems while maintaining their dignity.
The document discusses the organizational learning cycle which involves four steps: 1) widely generating information from internal experiments and external multiple sources on a continuous basis; 2) integrating new and local information into the organizational context by disseminating accurate and timely information; 3) collectively interpreting information through organizational dialogue and interaction; and 4) giving authority to take responsible action on the interpreted meaning by exercising control at a local level with no penalty for risk.
The World Health Organization (WHO) is a global organization that aims to attain the highest level of health for all people. It has a governing body called the World Health Assembly and over 8,000 staff working across headquarters and regional offices. Since 1999, WHO has applied an organizational learning cycle of generating information, integrating new information, collectively interpreting information, and authorizing actions based on interpretations. This allows WHO to continuously improve its response to global health issues through knowledge sharing and management.
This document provides an introduction to the field of organizational behavior. It discusses key topics in OB like employee involvement, motivation, leadership, and organizational culture. It explains that OB studies what people do in organizations and how organizations are groups that work interdependently toward a common purpose. Understanding OB can help satisfy needs to understand human behavior, influence it to achieve goals, and improve organizational effectiveness by leveraging human capital. Assessing effectiveness considers perspectives like maintaining a good fit with the external environment, organizational learning processes, high-performance work practices, and satisfying stakeholder needs. Globalization and increasing workforce diversity also impact organizations.
The Toyota Way is based on two categories with five principles: Continuous Improvement (challenge, kaizen, genchi genbutsu) and Respect for People (respect, teamwork, humility). It provides Toyota's philosophy, values, and manufacturing approach. The first principle of challenge is often overlooked but is about working through obstacles to achieve goals through continuous improvement. The Toyota Way teaches employees methods for meeting challenges in a demanding but stimulating way.
Class sessions 8 motivation and learning 3 28-19tjcarter
This document summarizes key concepts from a chapter on motivation and learning in adult education. It discusses classical motivation theories, the concept of "flow" involving complete focus and engagement, and factors that influence motivation like autonomy, mastery and purpose. It also addresses minimizing instructor-generated cognitive load on learners and conditions for motivating learners, such as inclusion, building positive attitudes, meaning creation and demonstrating competence. Strategies are provided for instructors to enhance learner motivation through expertise, empathy, enthusiasm, clarity and respect.
This document discusses various ways of knowing beyond rational or cognitive learning, including experiential learning, narrative learning, embodied learning, spiritual learning, and learning through emotions. It addresses topics like informal and incidental learning, reflective practice, communities of practice as sites of social and situated learning, and embodied and spiritual forms of learning. Learners are asked to consider the implications of these ideas and to share examples of how they engage students in reflective practice or embodied/spiritual learning.
Class 6 research quality in qualitative methods 3 2-17tjcarter
This document discusses key ethical issues and methodological considerations for conducting Scholarship of Teaching and Learning (SoTL) research. It outlines assumptions of qualitative research designs, including that they seek to understand meaning and experience rather than generate generalized knowledge. It also discusses eight stages of formative research to generate options and assess interventions. The document emphasizes rigor in qualitative research through credibility, transferability, dependability, and confirmability. It explores mixed methods approaches and priorities for integrating qualitative and quantitative methods.
Communication in helping relationships (schein) 2 28-17tjcarter
This document discusses intra-psychic processes and dynamics in helping relationships. It introduces the ORJI cycle of observation, reaction, judgment, and intervention. Common traps in this cycle include misperceptions, inappropriate emotional responses, incorrect analysis, and misguided interventions. The document recommends identifying personal biases and cultural assumptions to avoid these traps. It also discusses cultural rules of communication, such as maintaining social roles and preserving others' "face". Effective helping requires understanding these dynamics and using active inquiry to help others address problems while maintaining their dignity.
The document discusses the organizational learning cycle which involves four steps: 1) widely generating information from internal experiments and external multiple sources on a continuous basis; 2) integrating new and local information into the organizational context by disseminating accurate and timely information; 3) collectively interpreting information through organizational dialogue and interaction; and 4) giving authority to take responsible action on the interpreted meaning by exercising control at a local level with no penalty for risk.
The World Health Organization (WHO) is a global organization that aims to attain the highest level of health for all people. It has a governing body called the World Health Assembly and over 8,000 staff working across headquarters and regional offices. Since 1999, WHO has applied an organizational learning cycle of generating information, integrating new information, collectively interpreting information, and authorizing actions based on interpretations. This allows WHO to continuously improve its response to global health issues through knowledge sharing and management.
This document provides an introduction to the field of organizational behavior. It discusses key topics in OB like employee involvement, motivation, leadership, and organizational culture. It explains that OB studies what people do in organizations and how organizations are groups that work interdependently toward a common purpose. Understanding OB can help satisfy needs to understand human behavior, influence it to achieve goals, and improve organizational effectiveness by leveraging human capital. Assessing effectiveness considers perspectives like maintaining a good fit with the external environment, organizational learning processes, high-performance work practices, and satisfying stakeholder needs. Globalization and increasing workforce diversity also impact organizations.
The Toyota Way is based on two categories with five principles: Continuous Improvement (challenge, kaizen, genchi genbutsu) and Respect for People (respect, teamwork, humility). It provides Toyota's philosophy, values, and manufacturing approach. The first principle of challenge is often overlooked but is about working through obstacles to achieve goals through continuous improvement. The Toyota Way teaches employees methods for meeting challenges in a demanding but stimulating way.
Class sessions 8 motivation and learning 3 28-19tjcarter
This document summarizes key concepts from a chapter on motivation and learning in adult education. It discusses classical motivation theories, the concept of "flow" involving complete focus and engagement, and factors that influence motivation like autonomy, mastery and purpose. It also addresses minimizing instructor-generated cognitive load on learners and conditions for motivating learners, such as inclusion, building positive attitudes, meaning creation and demonstrating competence. Strategies are provided for instructors to enhance learner motivation through expertise, empathy, enthusiasm, clarity and respect.
This document discusses various ways of knowing beyond rational or cognitive learning, including experiential learning, narrative learning, embodied learning, spiritual learning, and learning through emotions. It addresses topics like informal and incidental learning, reflective practice, communities of practice as sites of social and situated learning, and embodied and spiritual forms of learning. Learners are asked to consider the implications of these ideas and to share examples of how they engage students in reflective practice or embodied/spiritual learning.
This document summarizes the key topics and agenda for a class session on transformative learning. It includes:
1. An overview of Mezirow's original 10 steps for how transformative learning occurs through a disorienting dilemma, self-examination, critical reflection, relating to others' experiences, exploring new roles, building competence in new roles, planning a new course of action, acquiring skills to implement it, trying new roles and assessing them, and reintegrating with a new perspective.
2. A discussion of different theoretical perspectives on how transformative learning occurs, including cognitive/rational, beyond rational/extra-rational, and social critique approaches.
3. The major outcomes of transformative learning like
The document provides an overview of Mezirow's transformative learning theory. It discusses that learning can be formative in childhood based on authority, but as adults we can see distortions in our own beliefs through critical reflection. Mezirow defined transformative learning as using a prior interpretation to create a new interpretation to guide future action. Key aspects of the theory include that meaning structures like points of view, habits of mind, and frames of reference shape our understanding and can be transformed through critical reflection. True transformative learning involves revising these meaning structures to be more inclusive and open to different perspectives. The ideal role of an adult educator is to support this type of transformative learning.
This document discusses self-directed learning, defining it as a process where individuals take initiative to diagnose learning needs, form goals, identify resources, select strategies, and evaluate outcomes. It provides three definitions of self-directed learning and considers questions like whether adults are naturally self-directed and how readiness to learn depends on factors like life situation. Models of learner autonomy and readiness to learn are presented, showing progression from dependent to self-directed. The document notes residents paradoxically focused on knowledge deficits rather than reflection and saw clinical time as not for teaching.
Class 4 knowles principles of andragogy revtjcarter
The document discusses Knowles' principles of andragogy, which focus on adult learning assumptions that differ from pedagogy. It compares the assumptions of pedagogy and andragogy, such as adults being self-directed and experience being a rich learning resource. The document asks how andragogical principles apply to medical education and how they would affect designing learning experiences. Attendees are encouraged to reflect on how to improve learning design using andragogical factors.
Class session 2 lindeman's era in the u.s.tjcarter
The document provides historical context about the era in which Eduard Lindeman lived and worked, including key events from the 1920s. It then asks students to reflect on chapters they read from Lindeman's book The Meaning of Adult Education. Specifically, it asks what struck them about the book, what they found meaningful when skimming chapters, and what quotations from Lindeman they found particularly meaningful or applicable today.
Class session 2 theoretical orientations a framework for the coursetjcarter
The document provides an overview of several learning theories: behaviorism, cognitivism, humanism, social cognitivism, situated learning, constructivism. For each theory, key assumptions and influences on contemporary learning and education are described. Videos are linked to further illustrate some of the theories. Theories discussed include behavioral learning, cognitive learning, humanist learning, social cognitivism, situated learning, and constructivist learning.
Cyril Houle studied 22 lifelong learners to understand why they continued learning. He found they all perceived learning as important and enjoyable. However, they differed in their motivations - some were goal-oriented and learned to accomplish objectives, some were activity-oriented and learned for social reasons, and some were learning-oriented and sought knowledge for its own sake as a constant pursuit. Their families and communities influenced how they viewed and engaged in continued education.
Class session 2 lindeman's era in the u.s.tjcarter
The document provides historical context about the era in which Eduard Lindeman lived and worked, including key events from the 1920s. It then asks students to reflect on what struck them about Lindeman's book "The Meaning of Adult Education" and which quotations from the book they find meaningful or applicable today. Specific events mentioned from the 1920s include women gaining the right to vote in 1920, the founding of the Nazi party in 1921, immigration waves from Eastern Europe, labor disputes and strikes, the establishment of the NBC radio network in 1926, and the first liquid-fueled rocket launch by Robert Goddard.
This document provides an overview and agenda for an adult learning course. It includes:
1) Introductions to the instructor, Dr. Terry Carter, and an exercise to introduce five theoretical orientations of learning.
2) A discussion on developing a philosophy of practice as a medical educator.
3) Instructions for joining the course blog site on Rampages and an overview of the expectations and assignments for the semester, including readings and due dates.
The document provides an agenda for a meeting that includes:
1) Discussing highlights from assigned textbook readings on student development, learning climate, and becoming self-directed learners.
2) Identifying competencies learners need for self-directed learning and which can be taught or selected in hiring.
3) Debating whether self-directed learning is innate or can be taught, and how it can be taught.
4) Reviewing models of readiness to learn and developing their own model for different learner levels in their setting.
5) Discussing what they know about adult learning principles.
The document provides an agenda for a meeting that includes:
1) Discussing highlights from assigned textbook readings on student development, learning climate, and becoming self-directed learners.
2) Identifying competencies learners need for self-directed learning and which can be taught or selected in hiring.
3) Debating whether self-directed learning is innate or can be taught, and how it can be taught.
4) Reviewing models of readiness to learn and developing their own model for different learner levels in their setting.
5) Discussing what they know about adult learning principles.
Developing an effective case study march 2018tjcarter
This document provides guidance on developing effective case studies for medical education. It begins by defining a teaching case and describing the various forms cases can take. Key recommendations are provided for initial moves when introducing a case, such as providing an overview, establishing an analytic framework, and using questions to engage learners. Facilitation techniques are discussed, emphasizing listening to learners and avoiding taking on an expert role. The document also addresses common challenges in case discussions and offers strategies for closing a case effectively. Indicators of a successful case discussion are outlined. The document concludes by having participants develop and practice introducing their own medical case.
POGIL (Process Oriented Guided Inquiry Learning) is a teaching method where students work in groups to answer questions about a model or concept without being directly taught the answer. It differs from team-based learning (TBL) which focuses more on applying concepts that were directly taught. POGIL is used to guide student discovery of new content through questions, while TBL applies previously learned material. The document provides instructions for creating a POGIL exercise including developing content and process objectives, guiding questions without direct answers, and an application exercise. It also outlines upcoming class sessions on instructional project guidelines and case-based learning.
This document provides an agenda and overview for an instructional strategies course for teaching in medicine. It includes:
- Introductions and an overview of course expectations and assignments
- A guided inquiry exercise where participants are organized into groups based on teaching experience to discuss models of teaching
- An introduction to the course blog where reading assignments will be posted
- An assignment to write a short paper reflecting on why they chose to teach due next week
This document provides an agenda and overview for a class session on designing and implementing curricula. It discusses integrating course design using backward design by beginning with learning goals and aligning objectives, instructional strategies, and assessment. The document also covers establishing significant learning goals in different domains, writing measurable objectives, considering situational factors, anticipating barriers to implementation, and the difference between audit-ive and educative assessment. Students are asked to consider how to best implement their curricular projects and self-assess their performance in the course.
Writing mc qs for for tbls and pogils nov 5, 2017 class 8tjcarter
This document provides guidelines for writing multiple choice questions for team-based learning (TBL) and process-oriented guided inquiry learning (POGIL). It outlines advantages and disadvantages of MCQs. Key terminology is defined. Four basic rules for NBME question writing are described, including making each question focus on an important concept, posing a clear question in the stem, using homogeneous distractors, and avoiding technical flaws. Frequently used stems are listed. Guidelines are provided for formatting options, using superlatives, writing plausible and homogeneous options, and reviewing questions with colleagues.
Kirkpatrick's evaluation model revised 2017tjcarter
This document discusses Kirkpatrick's 4 levels of evaluation for assessing curriculum and courses:
1) Level 1 assesses learner satisfaction and reaction.
2) Level 2 assesses learning outcomes through tests and skills demonstrations.
3) Level 3 evaluates behavior change and skills application in work settings using methods like checklists and observations.
4) Level 4 assesses institutional results like improved patient outcomes. Higher levels provide more meaningful data but require more effort. Evaluation should be done at a level appropriate to the importance of assessing learning, behavior change, and impact over time.
This document discusses key concepts related to assessment, evaluation, measurement, and their purposes. It defines data, information, and knowledge, explaining how they relate. It then discusses how assessment applies to learners to determine their acquired skills and knowledge, while evaluation typically applies to programs to determine their merit. Measurement determines the attributes of what is being studied. The document provides examples of assessing learning versus assessing for learning. It emphasizes the importance of setting learning goals and using assessment to promote learning.
This document provides tips to avoid "death by PowerPoint" and boring students with overly text-heavy slides. Some key tips include:
1. Avoid putting all your talking points on the slides as it makes them boring to read and causes students to tune out.
2. Limit bullet points and only make one main point per slide to avoid overwhelming students with too much information.
3. Use images over words whenever possible to engage students visually and hold their attention better than walls of text.
4. Check your spelling and limit animations, sounds and transitions which can distract from your message if overused.
This document discusses strategies for engaging adult learners through interactive instructional methods. It begins by outlining Malcolm Knowles' principles of andragogy, which emphasize that adult learners are self-directed, draw on life experiences for learning, and are problem-centered. The document then presents several interactive teaching strategies like concept mapping, Jane Vella's four I's model, and polling tools. It emphasizes that involving learners through activities like discussion and practice leads to higher retention rates. The strategies aim to make lectures more engaging and gather real-time feedback to meet learners' needs.
This document summarizes the key topics and agenda for a class session on transformative learning. It includes:
1. An overview of Mezirow's original 10 steps for how transformative learning occurs through a disorienting dilemma, self-examination, critical reflection, relating to others' experiences, exploring new roles, building competence in new roles, planning a new course of action, acquiring skills to implement it, trying new roles and assessing them, and reintegrating with a new perspective.
2. A discussion of different theoretical perspectives on how transformative learning occurs, including cognitive/rational, beyond rational/extra-rational, and social critique approaches.
3. The major outcomes of transformative learning like
The document provides an overview of Mezirow's transformative learning theory. It discusses that learning can be formative in childhood based on authority, but as adults we can see distortions in our own beliefs through critical reflection. Mezirow defined transformative learning as using a prior interpretation to create a new interpretation to guide future action. Key aspects of the theory include that meaning structures like points of view, habits of mind, and frames of reference shape our understanding and can be transformed through critical reflection. True transformative learning involves revising these meaning structures to be more inclusive and open to different perspectives. The ideal role of an adult educator is to support this type of transformative learning.
This document discusses self-directed learning, defining it as a process where individuals take initiative to diagnose learning needs, form goals, identify resources, select strategies, and evaluate outcomes. It provides three definitions of self-directed learning and considers questions like whether adults are naturally self-directed and how readiness to learn depends on factors like life situation. Models of learner autonomy and readiness to learn are presented, showing progression from dependent to self-directed. The document notes residents paradoxically focused on knowledge deficits rather than reflection and saw clinical time as not for teaching.
Class 4 knowles principles of andragogy revtjcarter
The document discusses Knowles' principles of andragogy, which focus on adult learning assumptions that differ from pedagogy. It compares the assumptions of pedagogy and andragogy, such as adults being self-directed and experience being a rich learning resource. The document asks how andragogical principles apply to medical education and how they would affect designing learning experiences. Attendees are encouraged to reflect on how to improve learning design using andragogical factors.
Class session 2 lindeman's era in the u.s.tjcarter
The document provides historical context about the era in which Eduard Lindeman lived and worked, including key events from the 1920s. It then asks students to reflect on chapters they read from Lindeman's book The Meaning of Adult Education. Specifically, it asks what struck them about the book, what they found meaningful when skimming chapters, and what quotations from Lindeman they found particularly meaningful or applicable today.
Class session 2 theoretical orientations a framework for the coursetjcarter
The document provides an overview of several learning theories: behaviorism, cognitivism, humanism, social cognitivism, situated learning, constructivism. For each theory, key assumptions and influences on contemporary learning and education are described. Videos are linked to further illustrate some of the theories. Theories discussed include behavioral learning, cognitive learning, humanist learning, social cognitivism, situated learning, and constructivist learning.
Cyril Houle studied 22 lifelong learners to understand why they continued learning. He found they all perceived learning as important and enjoyable. However, they differed in their motivations - some were goal-oriented and learned to accomplish objectives, some were activity-oriented and learned for social reasons, and some were learning-oriented and sought knowledge for its own sake as a constant pursuit. Their families and communities influenced how they viewed and engaged in continued education.
Class session 2 lindeman's era in the u.s.tjcarter
The document provides historical context about the era in which Eduard Lindeman lived and worked, including key events from the 1920s. It then asks students to reflect on what struck them about Lindeman's book "The Meaning of Adult Education" and which quotations from the book they find meaningful or applicable today. Specific events mentioned from the 1920s include women gaining the right to vote in 1920, the founding of the Nazi party in 1921, immigration waves from Eastern Europe, labor disputes and strikes, the establishment of the NBC radio network in 1926, and the first liquid-fueled rocket launch by Robert Goddard.
This document provides an overview and agenda for an adult learning course. It includes:
1) Introductions to the instructor, Dr. Terry Carter, and an exercise to introduce five theoretical orientations of learning.
2) A discussion on developing a philosophy of practice as a medical educator.
3) Instructions for joining the course blog site on Rampages and an overview of the expectations and assignments for the semester, including readings and due dates.
The document provides an agenda for a meeting that includes:
1) Discussing highlights from assigned textbook readings on student development, learning climate, and becoming self-directed learners.
2) Identifying competencies learners need for self-directed learning and which can be taught or selected in hiring.
3) Debating whether self-directed learning is innate or can be taught, and how it can be taught.
4) Reviewing models of readiness to learn and developing their own model for different learner levels in their setting.
5) Discussing what they know about adult learning principles.
The document provides an agenda for a meeting that includes:
1) Discussing highlights from assigned textbook readings on student development, learning climate, and becoming self-directed learners.
2) Identifying competencies learners need for self-directed learning and which can be taught or selected in hiring.
3) Debating whether self-directed learning is innate or can be taught, and how it can be taught.
4) Reviewing models of readiness to learn and developing their own model for different learner levels in their setting.
5) Discussing what they know about adult learning principles.
Developing an effective case study march 2018tjcarter
This document provides guidance on developing effective case studies for medical education. It begins by defining a teaching case and describing the various forms cases can take. Key recommendations are provided for initial moves when introducing a case, such as providing an overview, establishing an analytic framework, and using questions to engage learners. Facilitation techniques are discussed, emphasizing listening to learners and avoiding taking on an expert role. The document also addresses common challenges in case discussions and offers strategies for closing a case effectively. Indicators of a successful case discussion are outlined. The document concludes by having participants develop and practice introducing their own medical case.
POGIL (Process Oriented Guided Inquiry Learning) is a teaching method where students work in groups to answer questions about a model or concept without being directly taught the answer. It differs from team-based learning (TBL) which focuses more on applying concepts that were directly taught. POGIL is used to guide student discovery of new content through questions, while TBL applies previously learned material. The document provides instructions for creating a POGIL exercise including developing content and process objectives, guiding questions without direct answers, and an application exercise. It also outlines upcoming class sessions on instructional project guidelines and case-based learning.
This document provides an agenda and overview for an instructional strategies course for teaching in medicine. It includes:
- Introductions and an overview of course expectations and assignments
- A guided inquiry exercise where participants are organized into groups based on teaching experience to discuss models of teaching
- An introduction to the course blog where reading assignments will be posted
- An assignment to write a short paper reflecting on why they chose to teach due next week
This document provides an agenda and overview for a class session on designing and implementing curricula. It discusses integrating course design using backward design by beginning with learning goals and aligning objectives, instructional strategies, and assessment. The document also covers establishing significant learning goals in different domains, writing measurable objectives, considering situational factors, anticipating barriers to implementation, and the difference between audit-ive and educative assessment. Students are asked to consider how to best implement their curricular projects and self-assess their performance in the course.
Writing mc qs for for tbls and pogils nov 5, 2017 class 8tjcarter
This document provides guidelines for writing multiple choice questions for team-based learning (TBL) and process-oriented guided inquiry learning (POGIL). It outlines advantages and disadvantages of MCQs. Key terminology is defined. Four basic rules for NBME question writing are described, including making each question focus on an important concept, posing a clear question in the stem, using homogeneous distractors, and avoiding technical flaws. Frequently used stems are listed. Guidelines are provided for formatting options, using superlatives, writing plausible and homogeneous options, and reviewing questions with colleagues.
Kirkpatrick's evaluation model revised 2017tjcarter
This document discusses Kirkpatrick's 4 levels of evaluation for assessing curriculum and courses:
1) Level 1 assesses learner satisfaction and reaction.
2) Level 2 assesses learning outcomes through tests and skills demonstrations.
3) Level 3 evaluates behavior change and skills application in work settings using methods like checklists and observations.
4) Level 4 assesses institutional results like improved patient outcomes. Higher levels provide more meaningful data but require more effort. Evaluation should be done at a level appropriate to the importance of assessing learning, behavior change, and impact over time.
This document discusses key concepts related to assessment, evaluation, measurement, and their purposes. It defines data, information, and knowledge, explaining how they relate. It then discusses how assessment applies to learners to determine their acquired skills and knowledge, while evaluation typically applies to programs to determine their merit. Measurement determines the attributes of what is being studied. The document provides examples of assessing learning versus assessing for learning. It emphasizes the importance of setting learning goals and using assessment to promote learning.
This document provides tips to avoid "death by PowerPoint" and boring students with overly text-heavy slides. Some key tips include:
1. Avoid putting all your talking points on the slides as it makes them boring to read and causes students to tune out.
2. Limit bullet points and only make one main point per slide to avoid overwhelming students with too much information.
3. Use images over words whenever possible to engage students visually and hold their attention better than walls of text.
4. Check your spelling and limit animations, sounds and transitions which can distract from your message if overused.
This document discusses strategies for engaging adult learners through interactive instructional methods. It begins by outlining Malcolm Knowles' principles of andragogy, which emphasize that adult learners are self-directed, draw on life experiences for learning, and are problem-centered. The document then presents several interactive teaching strategies like concept mapping, Jane Vella's four I's model, and polling tools. It emphasizes that involving learners through activities like discussion and practice leads to higher retention rates. The strategies aim to make lectures more engaging and gather real-time feedback to meet learners' needs.
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
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
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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