Author: Kate Thomas, University of the West of England
Presented at the Research - Teaching in Wales 2011 Conference, 13th - 14th September 2011, Gregynog Hall, Newtown (Powys)
Hechos relevantes de los abusos contra genioux.com cometidos por una empresa ...Genioux.com Corporation
La empresa colombiana que administra el sitio web de Genioux.com ha incumplido repetidamente sus compromisos y acuerdos, cometiendo abusos contra la comunidad virtual. A pesar de recibir pagos, la empresa no ha cumplido con cero errores en el software, tiempos de respuesta competitivos, ni administración impecable del sitio web. Adicionalmente, la empresa se ha dedicado a cometer abusos en la página principal de Genioux.com.
Este documento define una comunidad virtual como un sitio creado por personas que establecen relaciones a través de temas comunes mientras ocultan su identidad real. Explica que existen diferentes tipos de comunidades virtuales como foros de discusión, correo electrónico, grupos de noticias y chats, que permiten a los usuarios comunicarse e intercambiar información de manera sincrónica o asincrónica. Además, destaca que una comunidad virtual se caracteriza por su accesibilidad, cultura de participación y capacidad para facilitar la comunicación entre
Este documento describe 7 tipos de comunidades virtuales y las plataformas que las soportan. Los tipos incluyen foros de discusión, email y grupos de email, newsgroups, chats, MUD, sistemas de gestión de contenido, y sistemas peer-to-peer. Cada tipo tiene características y usos únicos para facilitar la comunicación y colaboración en línea.
Herramientas de internet para la educacion en lineaSusy Uriega
El documento describe varias herramientas de Internet para la educación en línea como el correo electrónico, los foros de debate, el chat y las normas de comunicación para cada una. Explica el propósito de cada herramienta, sus ventajas y cómo deben usarse de manera apropiada para fomentar la interacción y el aprendizaje colaborativo en entornos virtuales.
La clasificación de la población se realiza según parámetros como la edad y el sexo, que permiten obtener datos y realizar estudios. Las pirámides de población dividen a la gente en grupos de edad y sexo, mostrando la concentración y tendencias demográficas. Diferentes formas de pirámide indican diferentes niveles de desarrollo, tasas de natalidad y mortalidad, y crecimiento poblacional.
Las comunidades virtuales son espacios en línea donde personas con intereses en común comparten información y construyen conocimiento de forma colaborativa. Para crear una, se debe definir su tipo, organización y fines, considerando aspectos técnicos y de participación. También es importante establecer normas de comportamiento que guíen la interacción entre los miembros de la comunidad de manera positiva.
Hechos relevantes de los abusos contra genioux.com cometidos por una empresa ...Genioux.com Corporation
La empresa colombiana que administra el sitio web de Genioux.com ha incumplido repetidamente sus compromisos y acuerdos, cometiendo abusos contra la comunidad virtual. A pesar de recibir pagos, la empresa no ha cumplido con cero errores en el software, tiempos de respuesta competitivos, ni administración impecable del sitio web. Adicionalmente, la empresa se ha dedicado a cometer abusos en la página principal de Genioux.com.
Este documento define una comunidad virtual como un sitio creado por personas que establecen relaciones a través de temas comunes mientras ocultan su identidad real. Explica que existen diferentes tipos de comunidades virtuales como foros de discusión, correo electrónico, grupos de noticias y chats, que permiten a los usuarios comunicarse e intercambiar información de manera sincrónica o asincrónica. Además, destaca que una comunidad virtual se caracteriza por su accesibilidad, cultura de participación y capacidad para facilitar la comunicación entre
Este documento describe 7 tipos de comunidades virtuales y las plataformas que las soportan. Los tipos incluyen foros de discusión, email y grupos de email, newsgroups, chats, MUD, sistemas de gestión de contenido, y sistemas peer-to-peer. Cada tipo tiene características y usos únicos para facilitar la comunicación y colaboración en línea.
Herramientas de internet para la educacion en lineaSusy Uriega
El documento describe varias herramientas de Internet para la educación en línea como el correo electrónico, los foros de debate, el chat y las normas de comunicación para cada una. Explica el propósito de cada herramienta, sus ventajas y cómo deben usarse de manera apropiada para fomentar la interacción y el aprendizaje colaborativo en entornos virtuales.
La clasificación de la población se realiza según parámetros como la edad y el sexo, que permiten obtener datos y realizar estudios. Las pirámides de población dividen a la gente en grupos de edad y sexo, mostrando la concentración y tendencias demográficas. Diferentes formas de pirámide indican diferentes niveles de desarrollo, tasas de natalidad y mortalidad, y crecimiento poblacional.
Las comunidades virtuales son espacios en línea donde personas con intereses en común comparten información y construyen conocimiento de forma colaborativa. Para crear una, se debe definir su tipo, organización y fines, considerando aspectos técnicos y de participación. También es importante establecer normas de comportamiento que guíen la interacción entre los miembros de la comunidad de manera positiva.
The document discusses the challenges young people with autism face when transitioning from special schools to further education colleges, including difficulties with social interaction, independence, and managing time without familiar routines. It outlines a research project that tracked students' transitions over 12 months through interviews and activities designed to center their lived experiences. Key themes that emerged included finding the right balance between academic challenge and support, preparing for new social demands, and ensuring adequate support is in place to help with progression.
Here Project Student Writing in Transition Symposium 2011Sarah_Lawther
The document summarizes key findings from a study on student retention and engagement in higher education. It finds that approximately one-third of first year students experience doubts strong enough to consider withdrawing. Doubters reported a poorer quality experience and were more likely to leave than non-doubters. The primary reasons for doubting were associated with academic factors like coping with coursework. The study recommends improving the transition to university study, formative feedback, staff-student relationships, identifying at-risk students, informed course choice, and social integration to help manage doubting and increase retention.
Here Project Student Writing in Transition Symposium 2011Sarah_Lawther
The document discusses findings from the HERE Project conducted from 2008-2011 examining student retention and engagement in higher education. Key findings include:
1) Approximately one third of first year students experience doubts strong enough to consider withdrawing. Doubters are more likely to leave than non-doubters.
2) Doubters report a poorer quality experience than non-doubters, especially regarding their academic experience and sense of belonging.
3) The primary reasons for doubting are associated with student perceptions of their course. Managing factors that lead to doubting can help increase retention.
The document summarizes the author's observations of classrooms in two school districts applying Danielson's four domains of effective teaching. In District 1, the author observed an AVID teacher and chemistry teacher who connected well with students and maintained an organized classroom environment conducive to learning. District 2 placed more emphasis on helping below-grade level students and using technology. Across districts, the author saw teachers forging relationships with students, including them as partners in learning, and clearly communicating expectations.
Home schooled and_traditionally_educated_studentsFieza Najwa
This document provides background information on studies related to homeschooling versus traditional schooling. One study found that homeschool students in the US had equal or higher SAT scores than public school students, and that academic achievement correlated with family commitment and background factors like parents' education levels. Another study analyzed test scores and survey responses from over 20,000 homeschool students and families in the US, finding homeschool students performed well academically and that most families opted to homeschool for religious or academic reasons. Overall, the literature suggests homeschool students can achieve on par or better than traditionally schooled students, and family support influences academic outcomes.
The document summarizes several educational webinars that were presented on various dates from May 8th to June 8th. It provides details on each webinar such as the title, presenter, and brief description. It also identifies some problems or ideas that were discussed during each webinar. Finally, it shares some common answers to questions that were posed, focusing on reflections on participating in online webinars and the role of certain tools in improving education.
A broader view of undergraduate research opportunity programmes: collaborativ...Simon Haslett
Presentation by Dr Nathan Roberts and Dr Ian Mossman (Cardiff University) at the Research-Teaching Practice in Wales Conference, 10th September 2013, at the University of Wales, Gregynog Hall. Slidecast edited by Professor Simon Haslett.
Working with international students as co-researchers: towards an inclusive e...Simon Haslett
Presentation by Julie Wintrup and Kelly Wakefield (University of Southampton) at the Research-Teaching Practice in Wales Conference, 10th September 2013, at the University of Wales, Gregynog Hall. Slidecast edited by Professor Simon Haslett.
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Presentation by Jonathan Eaton (Newcastle College) at the Research-Teaching Practice in Wales Conference, 9th September 2013, at the University of Wales, Gregynog Hall. Slidecast edited by Professor Simon Haslett.
It’s time to ‘Face’ the truth. Is Facebook’s Survey Monkey a legitimate rese...Simon Haslett
Presentation by Stephen Hole in collaboration with Christopher House (University of Wales: Trinity Saint David, Swansea) and Gavin Bunting (University of Wales) at the Research-Teaching Practice in Wales Conference, 10th September 2013, at the University of Wales, Gregynog Hall. Slidecast edited by Professor Simon Haslett.
The Thought Experiment: Developing Research as Practice for Masters Students ...Simon Haslett
Presentation by Professor Howard Riley (University of Wales: Trinity Saint David, Swansea) at the Research-Teaching Practice in Wales Conference, 10th September 2013, at the University of Wales, Gregynog Hall. Slidecast edited by Professor Simon Haslett.
How to effectively integrate guest/visiting lecturers into HEI provision.Simon Haslett
Presentation by Dr Gavin Bunting (University of Wales) at the Research-Teaching Practice in Wales Conference, 10th September 2013, at the University of Wales, Gregynog Hall. Slidecast edited by Professor Simon Haslett.
Status quo vadis? An assessment of the relationship between science, educatio...Simon Haslett
Presentation by Dr Christopher House (University of Wales: Trinity Saint David, Swansea) at the Research-Teaching Practice in Wales Conference, 9th September 2013, at the University of Wales, Gregynog Hall. Slidecast edited by Professor Simon Haslett.
Rethinking the dissertation: avoiding throwing the baby out with the bathwater.Simon Haslett
Handout to accompany the keynote workshop by Professor Mick Healey (University of Gloucestershire) at the Research-Teaching Practice in Wales Conference, 9th September 2013, at the University of Wales, Gregynog Hall. The accompanying slidecast presentation may be found at http://www.slideshare.net/stemwales/rethinking-the-dissertation
Rethinking the dissertation: avoiding throwing the baby out with the bathwater.Simon Haslett
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Research into Practice: Strategies for the Teaching of DrawingSimon Haslett
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Presented at the Research - Teaching in Wales 2011 Conference, 13th - 14th September, Gregynog Hall, Newtown (Powys)
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Using research to inform the assessment feedback processSimon Haslett
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Can placements be combined with action research?Simon Haslett
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Authors: Associate Professor Tamuna Khetaguri, Gori Teaching University, Georgia and Professor Tony Toole, Swansea Metropolitan University
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Evaluating professional development opportunities for Teaching Assistants wit...Simon Haslett
Author: Clair Charalambous, Bridgend College.
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The document summarizes key findings from a study on student retention and engagement in higher education. It finds that approximately one-third of first year students experience doubts strong enough to consider withdrawing. Doubters reported a poorer quality experience and were more likely to leave than non-doubters. The primary reasons for doubting were associated with academic factors like coping with coursework. The study recommends improving the transition to university study, formative feedback, staff-student relationships, identifying at-risk students, informed course choice, and social integration to help manage doubting and increase retention.
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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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(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
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𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
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Working on Transition: stories from the sidelines
1. Working on Transition: stories from the sidelines Research-Teaching Practice in Wales 2011 Conference Greygnog Hall 13-14 September 2011 Kate Thomas University of the West of England
2. longitudinal, qualitative research project (March 2010-May 2011) tracked student narratives of transition from a Foundation degree (Fd) at a Further Education College to an Honours year at a Higher Education Institution Working on Transition
5. case study 1 - Pauline It was an easy transition really...I don’t feel I’ve finished one course and started another one, it’s just been a completely natural, smooth transition from my second to third year. I think that people who have come from colleges will see it very differently.
6. case study 2 - Phoebe It’s almost like (the college) was playing at being a university and this is actually the university and this is how it happens I do feel more confident in the workplace and I’m quite happy now to go and speak to parents in the playground (the tutor) still struggles with my name…it seems’ like there are obvious favourites because they’ve been here for the last two years. I don’t feel positive anymore
7. case study 3 - Tom College was just like doing two more years of A level studies…then the 3rd year was a big step up really. It would be nice to come here and live on campus but my girlfriend lives in Swindon. I felt new at the beginning…now I just feel like one of the crowd.
8. case study 4 - Maria The Fd was a gentler way of coming into it which is the one advantage of doing it the way we did. You’re put in your place, definitely. They don’t really know anything about us but they make these assumptions. I think I had to come here to understand where I fit into the creative world.
9. disseminating research findings internally/externally piloting an enhanced ‘transition’ programme with HE and FE a structured ‘menu’ of activity underpinned by: starting the conversation earlier, making transition visible – ‘people like me’, HE to FE - a fairer exchange. putting learning into practice