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Exam Code: 300-100 LPIC-3 test 300: Mixed Environments, version 1.0 student January 2024 by Killexams.com team

300-100 LPIC-3 test 300: Mixed Environments, version 1.0

Exam Title :
LPIC-3 Mixed Environment

Exam ID :

Exam Duration :
90 mins

Questions in test :

Passing Score :
500 / 800

Exam Center :
LPI Marketplace

Real Questions :
LPI LPIC-3 Real Questions

VCE VCE test :
LPI 300-100 Certification VCE Practice Test

Topic 390: OpenLDAP Configuration

390.1 OpenLDAP Replication

Description: Candidates should be familiar with the server replication available with OpenLDAP.

Key Knowledge Areas:

- Replication concepts

- Configure OpenLDAP replication

- Analyze replication log files

- Understand replica hubs

- LDAP referrals

- LDAP sync replication

The following is a partial list of the used files, terms and utilities:

- master / slave server

- multi-master replication

- consumer

- replica hub

- one-shot mode

- referral

- syncrepl

- pull-based / push-based synchronization

- refreshOnly and refreshAndPersist

- replog

390.2 Securing the Directory

Weight: 3

Description: Candidates should be able to configure encrypted access to the LDAP directory, and restrict access at the firewall level.

Key Knowledge Areas:

- Securing the directory with SSL and TLS

- Firewall considerations

- Unauthenticated access methods

- User / password authentication methods

- Maintanence of SASL user DB

- Client / server certificates

Terms and Utilities:


- Security Strength Factors (SSF)


- proxy authorization

- StartTLS

- iptables

390.3 OpenLDAP Server Performance Tuning

Weight: 2

Description: Candidates should be capable of measuring the performance of an LDAP server, and tuning configuration directives.

Key Knowledge Areas:

- Measure OpenLDAP performance

- Tune software configuration to increase performance

- Understand indexes

Terms and Utilities:

- index


Topic 391: OpenLDAP as an Authentication Backend

391.1 LDAP Integration with PAM and NSS

Weight: 2

Description: Candidates should be able to configure PAM and NSS to retrieve information from an LDAP directory.

Key Knowledge Areas:

- Configure PAM to use LDAP for authentication

- Configure NSS to retrieve information from LDAP

- Configure PAM modules in various Unix environments

Terms and Utilities:



- /etc/pam.d/

- /etc/nsswitch.conf

391.2 Integrating LDAP with Active Directory and Kerberos

Weight: 2

Description: Candidates should be able to integrate LDAP with Active Directory Services.

Key Knowledge Areas:

- Kerberos integration with LDAP

- Cross platform authentication

- Single sign-on concepts

- Integration and compatibility limitations between OpenLDAP and Active Directory

Terms and Utilities:

- Kerberos

- Active Directory

- single sign-on


Topic 392: Samba Basics

392.1 Samba Concepts and Architecture

Weight: 2

Description: Candidates should understand the essential concepts of Samba. As well, the major differences between Samba3 and Samba4 should be known.

Key Knowledge Areas:

- Understand the roles of the Samba daemons and components

- Understand key issues regarding heterogeneous networks

- Identify key TCP/UDP ports used with SMB/CIFS

- Knowledge of Samba3 and Samba4 differences

The following is a partial list of the used files, terms and utilities:

- /etc/services

- Samba daemons: smbd, nmbd, samba, winbindd

392.2 Configure Samba

Weight: 4

Description: Candidates should be able to configure the Samba daemons for a wide variety of purposes.

Key Knowledge Areas:

- Knowledge of Samba server configuration file structure

- Knowledge of Samba variables and configuration parameters

- Troubleshoot and debug configuration problems with Samba

Terms and Utilities:

- smb.conf

- smb.conf parameters

- smb.conf variables

- testparm

- secrets.tdb

392.3 Regular Samba Maintenance

Weight: 2

Description: Candidates should know about the various tools and utilities that are part of a Samba installation.

Key Knowledge Areas:

- Monitor and interact with running Samba daemons

- Perform regular backups of Samba configuration and state data
Terms and Utilities:

- smbcontrol

- smbstatus

- tdbbackup

392.4 Troubleshooting Samba

Weight: 2

Description: Candidates should understand the structure of trivial database files and know how troubleshoot problems.

Key Knowledge Areas:

- Configure Samba logging

- Backup TDB files

- Restore TDB files

- Identify TDB file corruption

- Edit / list TDB file content

Terms and Utilities:

- /var/log/samba/

- log level

- debuglevel

- smbpasswd

- pdbedit

- secrets.tdb

- tdbbackup

- tdbdump

- tdbrestore

- tdbtool

392.5 Internationalization

Weight: 1

Description: Candidates should be able to work with internationalization character codes and code pages.

Key Knowledge Areas:

- Understand internationalization character codes and code pages

- Understand the difference in the name space between Windows and Linux/Unix with respect to share, file and directory names in a non-English environment

- Understand the difference in the name space between Windows and Linux/Unix with respect to user and group naming in a non-English environment

- Understand the difference in the name space between Windows and Linux/Unix with respect to computer naming in a non-English environment

Terms and Utilities:

- internationalization

- character codes

- code pages

- smb.conf

- dos charset, display charset and unix charset

Topic 393: Samba Share Configuration

393.1 File Services

Weight: 4

Description: Candidates should be able to create and configure file shares in a mixed environment.

Key Knowledge Areas:

- Create and configure file sharing

- Plan file service migration

- Limit access to IPC$

- Create scripts for user and group handling of file shares

- Samba share access configuration parameters

Terms and Utilities:

- smb.conf

- [homes]

- smbcquotas

- smbsh

- browseable, writeable, valid users, write list, read list, read only and guest ok

- IPC$

- mount, smbmount

393.2 Linux File System and Share/Service Permissions

Weight: 3

Description: Candidates should understand file permissions on a Linux file system in a mixed environment.

Key Knowledge Areas:

- Knowledge of file / directory permission control

- Understand how Samba interacts with Linux file system permissions and ACLs

- Use Samba VFS to store Windows ACLs

Terms and Utilities:

- smb.conf

- chmod, chown

- create mask, directory mask, force create mode, force directory mode

- smbcacls

- getfacl, setfacl

- vfs_acl_xattr, vfs_acl_tdb and vfs objects

393.3 Print Services

Weight: 2

Description: Candidates should be able to create and manage print shares in a mixed environment.

Key Knowledge Areas:

- Create and configure printer sharing

- Configure integration between Samba and CUPS

- Manage Windows print drivers and configure downloading of print drivers

- Configure [print$]

- Understand security concerns with printer sharing

- Uploading printer drivers for Point’n’Print driver installation using ‘Add Print Driver Wizard’ in Windows

Terms and Utilities:

- smb.conf

- [print$]


- cupsd.conf

- /var/spool/samba/.

- smbspool

- rpcclient

- net

Topic 394: Samba User and Group Management

394.1 Managing User Accounts and Groups

Weight: 4

Description: Candidates should be able to manage user and group accounts in a mixed environment.

Key Knowledge Areas:

- Manager user and group accounts

- Understand user and group mapping

- Knowledge of user account management tools

- Use of the smbpasswd program

- Force ownership of file and directory objects

Terms and Utilities:

- pdbedit

- smb.conf

- samba-tool user (with subcommands)

- samba-tool group (with subcommands)

- smbpasswd

- /etc/passwd

- /etc/group

- force user, force group.

- idmap

394.2 Authentication, Authorization and Winbind

Weight: 5

Description: Candidates should understand the various authentication mechanisms and configure access control. Candidates should be able to install and configure the Winbind service.

Key Knowledge Areas:

- Setup a local password database

- Perform password synchronization

- Knowledge of different passdb backends

- Convert between Samba passdb backends

- Integrate Samba with LDAP

- Configure Winbind service

- Configure PAM and NSS

Terms and Utilities:

- smb.conf

- smbpasswd, tdbsam, ldapsam

- passdb backend

- libnss_winbind

- libpam_winbind

- libpam_smbpass

- wbinfo

- getent

- SID and foreign SID

- /etc/passwd

- /etc/group

Topic 395: Samba Domain Integration

395.1 Samba as a PDC and BDC

Weight: 3

Description: Candidates should be able to setup and maintain primary and backup domain controllers. Candidates should be able to manage Windows/Linux client access to the NT-Style domains.

Key Knowledge Areas:

- Understand and configure domain membership and trust relationships

- Create and maintain a primary domain controller with Samba3 and Samba4

- Create and maintain a backup domain controller with Samba3 and Samba4

- Add computers to an existing domain

- Configure logon scripts

- Configure roaming profiles

- Configure system policies

Terms and Utilities:

- smb.conf

- security mode

- server role

- domain logons

- domain master

- logon script

- logon path

- NTConfig.pol

- net

- profiles

- add machine script

- profile acls

395.2 Samba4 as an AD compatible Domain Controller

Weight: 3

Description: Candidates should be able to configure Samba 4 as an AD Domain Controller.

Key Knowledge Areas:

- Configure and test Samba 4 as an AD DC

- Using smbclient to confirm AD operation

- Understand how Samba integrates with AD services: DNS, Kerberos, NTP, LDAP

Terms and Utilities:

- smb.conf

- server role

- samba-tool domain (with subcommands)

- samba

395.3 Configure Samba as a Domain Member Server

Weight: 3

Description: Candidates should be able to integrate Linux servers into an environment where Active Directory is present.

Key Knowledge Areas:

- Joining Samba to an existing NT4 domain

- Joining Samba to an existing AD domain

- Ability to obtain a TGT from a KDC

Terms and Utilities:

- smb.conf

- server role

- server security

- net command

- kinit, TGT and REALM

Topic 396: Samba Name Services

396.1 NetBIOS and WINS

Weight: 3

Description: Candidates should be familiar with NetBIOS/WINS concepts and understand network browsing.

Key Knowledge Areas:

- Understand WINS concepts

- Understand NetBIOS concepts

- Understand the role of a local master browser

- Understand the role of a domain master browser

- Understand the role of Samba as a WINS server

- Understand name resolution

- Configure Samba as a WINS server

- Configure WINS replication

- Understand NetBIOS browsing and browser elections

- Understand NETBIOS name types

Terms and Utilities:

- smb.conf

- nmblookup

- smbclient

- name resolve order

- lmhosts

- wins support, wins server, wins proxy, dns proxy

- domain master, os level, preferred master

396.2 Active Directory Name Resolution

Weight: 2

Description: Candidates should be familiar with the internal DNS server with Samba4.

Key Knowledge Areas:

- Understand and manage DNS for Samba4 as an AD Domain Controller

- DNS forwarding with the internal DNS server of Samba4

Terms and Utilities:

- samba-tool dns (with subcommands)

- smb.conf

- dns forwarder

- /etc/resolv.conf

- dig, host

Topic 397: Working with Linux and Windows Clients

397.1 CIFS Integration

Weight: 3

Description: Candidates should be comfortable working with CIFS in a mixed environment.

Key Knowledge Areas:

- Understand SMB/CIFS concepts

- Access and mount remote CIFS shares from a Linux client

- Securely storing CIFS credentials

- Understand features and benefits of CIFS

- Understand permissions and file ownership of remote CIFS shares

Terms and Utilities:


- mount, mount.cifs

- smbclient

- smbget

- smbtar

- smbtree

- findsmb

- smb.conf

- smbcquotas

- /etc/fstab

397.2 Working with Windows Clients

Weight: 2

Description: Candidates should be able to interact with remote Windows clients, and configure Windows workstations to access file and print services from Linux servers.

Key Knowledge Areas:

- Knowledge of Windows clients

- Explore browse lists and SMB clients from Windows

- Share file / print resources from Windows

- Use of the smbclient program

- Use of the Windows net utility

Terms and Utilities:

- Windows net command

- smbclient

- control panel

- rdesktop

- workgroup
LPIC-3 test 300: Mixed Environments, version 1.0
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LPIC-3 test 300: Mixed Environments, version 1.0
Question: 109
Which of the following procedures will test the TLS configuration of an OpenLDAP
A. Run the ldapsearch command with the -ZZ option, while watching network traffic
with a packet analyzer.
B. Run the ldapsearch command with the -x option, while watching network traffic with
a packet analyzer.
C. Run the slapcat command, while watching network traffic with a packet analyzer.
D. Verify the TLS negotiation process in the /var/log/ldap_auth.log file.
E. Verify the TLS negotiation process in the /var/log/auth.log file.
Answer: A
Question: 110
The ________ command, included with OpenLDAP, will generate password hashes
suitable for use in slapd.conf. (Enter the command with no options or parameters)
Answer: slappasswd
Question: 111
How is the user user01 from DOMA granted the right to manage printers on a Samba
print server?
A. net ads rights 'DOMA\user01' +SePrintOperatorPrivilege
B. net -S server -U domadmin rpc rights grant 'DOMA\user01' SePrintOperatorPrivilege
C. pdbedit --user=user01 -I=DOMA --policies=SePrintOperatorPrivilege
D. pdbedit DOMA\user01 +PrintOperator
E. cupsaddsmb DOMA\user01 +PrintOperator
Answer: B
Question: 112
Which of the following commands are required to join an Active Directory Domain?
(Select TWO correct answers)
A. kinit
B. wbinfo -u
C. net ads join
D. winbind join domain
Answer: A, C
Question: 113
Select which groups must map to UNIX GIDs on a Samba server operating as a PDC.
(Select TWO correct answers.)
A. Domain Root
B. Domain Users
C. Domain Guests
D. Domain Controllers
E. Domain Operators
Answer: B, C
Question: 114
Which command displays the Unix access control list of the file Company.qbd?
A. facl list Company.qdb
B. ADfacl Company.qdb
C. getfacl Company.qdb
D. smbfacl Company.qdb
Answer: C
Question: 115
Which of the following are correct values for boolean parameters in smb.conf? (Select
THREE correct answers.)
A. 1
B. true
C. not
D. no
E. y
Answer: A, B, D
Question: 116
When configuring an OpenLDAP system for integration with PAM and NSS the
/etc/nsswitch.conf file needs to be modified. Which of the following parameters
completes this line from the /etc/nsswitch.conf file? passwD. files
A. pam
B. ldap
C. pam_nss
D. pam_ldap
E. none
Answer: B
Question: 117
The _____________ parameter in the smb.conf file will set hidden files in Linux to also
be hidden in windows. (Please specify ONLY the parameter with no value assignment.)
Answer: hide dot files
Question: 118
Which of the following are true for CIFS? (Choose TWO correct answers.)
A. Filenames can be in any character set.
B. Filenames can have a maximum length characters.
C. Unlike SMB, CIFS is not optimized for slow network connections.
D. Opportunistic Locks are supported.
Answer: A, D
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The Importance of the Learning Environment

When students take a course, they experience more than just an interaction with course content. The learning environment includes the intellectual, social, emotional and physical environments of a course; all of which will affect learning. Instructor-student interactions and the tone of the course may affect how students approach learning and work through difficulties. The demographics of students within the course, and how peers interact, also play a key role in this environment. Finally, equity, inclusivity and accessibility are important parts of creating a learning environment that supports all students.


The learning environment can be just as important to student learning as choosing course content and your teaching methods. A synthesis of 1,500 meta-analyses of 300,000,000 students (Hattie, 2012) found that the following environmental factors significantly impacted student learning:

  • Classroom management: Situational awareness or mindfulness of teachers, teacher intervention, clarity of purpose and strong guidance.
  • Classroom cohesion: The sense that all (teachers and students) are working together.
  • Peer influences: Helping, tutoring, providing friendship, giving feedback, making school a place where students want to come each day.

These factors determine whether students perceive their environment positively or negatively, which affects their behavior and therefore learning outcomes. A positive climate can Improve students’ learning while a negative climate can hinder learning and performance (see Literature below).

Students’ Perspective

In positive learning environments students experience a high level of trust amongst themselves and their instructor. They view decisions as fair, they have a sense of belonging, and they feel listened to. Only in these environments are students able to tackle challenges, take risks, express themselves and ask for help.

In negative learning environments students may feel uncomfortable, confused, unsupported and afraid to make mistakes. This environment does not force students to “toughen up” or “put in more effort.” Instead, they are likely to judge the course or themselves negatively and become unmotivated or even quit.

As an instructor, you will want to keep students’ perspectives in mind when building and teaching your courses. Class activities should create positive climates, support student learning and allow for risk taking.

Improving the Learning Environment

There are many factors that determine the learning environment in which you teach. Some of these factors will be outside your control such as the physical classroom space or the learning management system. However, how you work with the elements of the environment that you can control will impact your students’ ability to learn. Here are a few popular approaches.

Community of Inquiry

The Community of Inquiry framework (Garrison, Anderson & Archer, 2000) states that there are three important and interacting factors that must be present for a positive learning community to prosper:

  • Social Presence: The ability to interact with others in a meaningful way.
  • Cognitive Presence: The extent to which the participants can construct and confirm meaning through sustained communication.
  • Teaching Presence: The design, facilitation and direction of cognitive and social processes for meaningful learning.

To learn more about these factors and how to Improve them in your course see:

Community-centered Learning Environments

In community-centered environments, students build on each other’s knowledge and work together toward a shared goal. While collaborating students are continuously striving for self-improvement as opposed to courses where students are in competition (e.g., when exams are graded on a curve), these environments are built upon a climate of trust in which students feel comfortable making mistakes, viewing them as a part of the learning process. Students learn how to learn, rather than just striving to get the right answer. The pursuit of understanding is prioritized over having all the answers.

The norms and expectations established in your classroom enhance or hinder your students’ learning experience. Community-centered learning environments explicitly promote norms and expectations that encourage critical inquiry and collaboration. For example, in a community-centered class it is more important to take a risk than to answer every question correctly. On the other hand, in classrooms where it is not okay to make mistakes and only correct answers are praised, students are discouraged from asking for clarification, taking risks and exploring new hypotheses. In contrast, community-centered classrooms focus on the learners, their current understanding and the process of learning, not on the correct answer itself.

A climate of trust between the instructor, students and their peers is one of the essential ingredients of a community-centered learning environment. When students know that you are interested in their needs and those of the entire class, they are more likely to participate in the community building process themselves. The absence of fear related to failure or ridicule encourages students to challenge themselves and focus on mastery rather than performing to achieve good grades.

Strategies for Building Relationships With Students

The following are general strategies for creating a positive community-centered learning environment.

Improve Your Learning Environment

Design a community building activity. Please consider the steps below.

  • Step 1: Think about how your teaching and learning philosophy and teaching methods influence your interactions with your students, as well as the interactions amongst your students.
  • Step 2: Identify an area of your course where you could strengthen your community building strategies. Example strategies could be a/an:
    • welcome to the course video 
    • introductory unit video
    • icebreaker activity at the beginning of the course
    • informal discussion board where students and instructor talk about course related topics

While these are examples, you can use any of the strategies from this page or review the SUNY OSCQR – Standard 41, class community page to help you.

  • Step 3: Begin to build your community building activity using the best practices on this page
Sat, 31 Jul 2021 05:56:00 -0500 en text/html https://www.buffalo.edu/catt/develop/teach/learning-environments.html
Higher Education For The Age Of AI And Climate Change

In AI, climate, and many domains impacting our futures, the pace of change is speeding up fast — requiring new skills, mindsets, and modes of learning. How is higher education evolving to keep pace? For perspective, we spoke with two social entrepreneurs connected to the Learning Planet Institute (LPI): François Taddei, a researcher in evolutionary systems biology now building up a new kind of university as LPI founder; and Stephen Friend, a cancer researcher, co-founder of Sage Bionetworks and 4YouandMe, and LPI collaborator. (Bios below.)

Ashoka: Francois and Stephen, both of you are scientists by background. When did you start to see beyond research as the end goal?

François Taddei: In my case, I studied the evolution of cooperation – what happens when individuals over-exploit the common resource so much so that at some point there is no more resource and a whole population collapses. I studied this phenomenon with bacteria. Fast forward some years, and I was in New York when September 11th happened. I saw the towers go down – and realized in the weeks that followed that I needed to start thinking not only of science for the sake of science and technology for the sake of technology, but what humans do with it. You can use a plane to fly or to destroy a tower.

Stephen Friend: And for me, I trained as a pediatrician and later cancer researcher. Along the way, I began to see that as key as scientific questions are, they are often adjacent to very important questions that are non-scientific, non-technical. Questions having to do with how we work with each other, how we tackle shared problems, how we build solutions. If we want to heal each other and the planet, these questions become central. And they align with the powerful effort that François is leading – the Learning Planet Institute.

Ashoka: How are these skills of cooperation being enabled by the learning environment you are building? Tell us more about your approach.

Taddei: What we've been building is co-designed by students, for students. This is the most important innovation, especially in the French setting. We’ve doubled in size every 18 months for nearly 20 years, and now we are going beyond the walls of the institute we've built — that has 7,000 square meters in Paris — and we’re collaborating with UNESCO, UN University and about 600 organizations. Tens of thousands of people around the planet are joining forces so that everyone can learn to care for self, others, and the planet.

Ashoka: Why is this important now?

Taddei: Because humanity is at a turning point. For a long time, we solved problems faster than we created them. But at the moment the reverse is true. Something has gone wrong because there are unintended consequences we have not been able to anticipate — climate change is one example.

Ashoka: AI is another one — we are seeing rapid advances in AI and, as you say, a plane can be a tool to fly or a tool to destroy. How is higher education responding to all this?

Friend: The main education framework has universities largely ensuring that people know facts. Now think of a ladder between facts, relationships, and consequences — and imagine a powerful AI assistant facilitating learning of facts, whether it's in chemistry or climate science or medicine. This opens a way of getting to the things you really want people to have their own input on — nurturing relationships and positive consequences. If universities are to stay relevant, they must design for this change. This is what the Learning Planet Institute is doing.

Taddei: Adding to this point, in the age of AI, we have to think not only of the coevolution of human and artificial intelligence, which is already a very complex challenge. But also of the ethics of those who code the machine — and more broadly, the ethics of our species. We humans are the product of evolution, but we are a conscious product — and we know we may make ourselves extinct. So this is a special moment in the history of life. It was not like this a few centuries ago. Hopefully we'll find a solution, enjoy a surprising future, and avoid the worst scenario. But we have to take a step back and think about these issues differently.

Ashoka: How might students learn from and engage with urgent questions of climate, AI, and human agency?

Friend: Most education is completely built to supply you a way of using the past to move into the future — as if the past were the cornerstone for what will come. Add to this the reality that universities are still largely cloistered from the real world. But it doesn’t have to be this way. What if all students had access not just to knowledge, but also to skills and ethics — plus the ability to work within a community on projects they are passionate about.

Taddei: Historically, ethics have been confined to the people you interact with, typically your tribe or family, then progressively extended to others, to the city walls, where we defined citizenship, and then progressively to the national scale. But think of women, children, migrants across history — the notion of citizen has not been very inclusive. Also, city walls separated humans from nature. Now we need to calibrate ethics to the planetary scale and think in terms of planet citizenship and the long-term consequences of our actions. We have to go from students competing on yesterday's knowledge to learners cooperating on challenges so they can build the future. This suggests a different paradigm for universities, right? And we know from evolution that if you evolve slower than your environment, you might become obsolete before you know it. This might be true of your profession, the way you learn, the way you teach. We are in a fast-changing environment, and we have to learn differently.

Ashoka: A good segue to what’s ahead for the world’s learners. 20 years out, how will people of all ages learn?

Friend: Most importantly they will be embedded within a community alongside those considered teachers and other learners. Their ability to work together and collaborate in real time with others will feel quite different than today. Notions of success will look different — it won’t be about getting the number one position in the class.

Taddei: Agree! Learners will be solving real-world problems – from elementary through university and beyond. Empowered by collective intelligence, they will contribute their solution to the common pool of solutions. Learning will be more fluid, not confined to a specific setting like a classroom, but out in the real world where they are facing personal challenges, community challenges, and planetary challenges. And last, learning will be guided by such questions as: How can I serve the interests of everyone on the planet, including other species? How can I be a good ancestor?

François Taddei and Stephen Friend are Ashoka Fellows. You can learn more about François here and Stephen here.

Wed, 20 Dec 2023 22:37:00 -0600 Ashoka en text/html https://www.forbes.com/sites/ashoka/2023/12/21/higher-education-for-the-age-of-ai-and-climate-change/

Our Student Affairs professionals are committed to enhancing the student experience and advancing student success by providing activities, leadership opportunities, services and guidance that are necessary to support the rigorous academic learning environment at UAB. We have a responsibility to contribute to students’ educational achievement while equipping them to serve as leaders in a global society. Additionally, the services we provide help to minimize obstacles that inhibit students from performing well academically.

By engaging students in learning and self-discovery beyond the classroom, we intend to help students develop values and ethical standards, foster an environment of cultural humility, establish educational partnerships that enhance student learning, and build safe and inclusive communities necessary for student success.

Some of our important services include university recreation, counseling, career development, health services, housing, leadership, dining and student advocacy. Our expertise centers around the highest standards, high impact practices, reducing barriers to student success and promoting safety and wellness.

As we embark in preparing the future generations of employees, caregivers, leaders, and researchers for life beyond graduation, the co-curricular opportunities provided by Student Affairs are both necessary and valuable. Current research and trends suggest that the effort placed on establishing and encouraging student learning in and out of the classroom – in some cases over instruction – is the best way to insure students’ passion for lifelong learning.

Underlying the practice of student affairs are a number of core values centered on the students’ holistic development and maturation. These values include studentcenteredness, student advocacy, empowering students to create positive change, collaboration, accountability and integrity. In carrying out our values, we will Improve student engagement, retention and persistence to graduation.

Mon, 13 Feb 2017 14:44:00 -0600 en-US text/html https://www.uab.edu/studentaffairs/home/strategic-plan/division-of-student-affairs
Healthy school environment key to success in teaching and learning

Lofty as this may sound, it is not rocket science. Simple practices, simple shift policy positions and worldviews can make a world of difference in our schools. While administrators, teachers, and even students worry about how to respond to book challenges and critical race theory allegations, the main concern of school administration and faculty is the students.

Concern about student academic progress, student social and emotional maturation, and school atmosphere remain the priority. A strong school community that is able to meet its students' needs has an easier time dealing with curricular changes. Students' sense of belonging and school atmosphere are a huge concern when it comes to striving for students' academic achievement and general well-being.

Bronfenbrenner's theory of ecological systems supports the prioritisation of the classroom environment. The theory suggests that a child's best opportunity at academic success is an environment that respects, supports, and celebrates their identity. Alignment between a child's home environment, social environment, and school environment creates a sense of safety, belonging, and familiarity which, in turn, allows the student to better contextualise curriculum and prepare to learn.

The classroom environment is an integral part of the learning process. A respectful classroom environment is a space where all students feel safe, comfortable, and valued physically, academically and emotionally. There are many parts to fostering a respectful environment: student-teacher relationships, peer status, and classroom management among others.

Positive learning environment

Positive, productive learning environments are key to students' academic, emotional and social success in school. Unfortunately, positive learning environments don't just happen on their own-they must be created. There are many components that go into making a positive learning environment for students.

For starters, positive learning environments should offer a climate of safety, where risk-taking is encouraged, there is open authentic conversation, trust and respect are fostered, and positive interaction is the norm. The best time to start developing a positive learning environment in any classroom is during the first days, weeks, and months of the school year, while the learners' minds are still fresh. There are various positive action strategies, and several simple tips, that teachers, educators, and even parents, can use for creating a positive, productive learning environment for students.

These strategies are able to combine the need for positive learning environments that foster improved academic performance, with the ability to promote students' social and emotional well-being and progress inside and outside the classroom.

Sense of community

Very many studies have shown connections between these strong relationships and a sense of belonging in the classroom. A 2019 research study done by Cecilia Cheung, an Associate Professor of Psychology at the UCR Graduate School of Education, aimed to shed light on teacher-student relationships. The study hypothesised that a positive student-teacher relationship was crucial for smooth school adjustment. The study surveyed over 300 students in different schools, three times over the course of 18 months. The students answered questions about their parents' involvement in their education, the quality of their relationships to their teachers, and how they felt they were adjusting to school (focusing on themes of school belonging, engagement, and perception of competence).

Positive relationships between teachers and students were associated with school adjustment as demonstrated through school engagement, valuing of education, and student perceptions of their own competence in the classroom. These studies demonstrate and summarise the common finding that students with positive relationships with their teachers are more likely to engage in school and, as a result, have a better chance at academic success. The study pointed to the benefits of strong, meaningful teacher-student relationships and the positive correlation those benefits have with a sense of community and belonging within the classroom.

Peer Relationships

Another important relationship dynamic within the classroom is peer relationships- relationships and dynamics amongst students and their peers. The dominant group, or the group that sets the norm for behaviour, is often referred to as the peer group. Multiple studies have been conducted in order to explore these relationships and their effects on different students.

One such mixed method study by scholars: Kiefer, Alleyn, and Ellerbrock in 2015, looked to explore peer relationships as they related to student motivation, classroom engagement, and school belonging. The study's participants were all teachers and students from the same urban middle school in the US; participants were observed and surveyed. One major finding was that all participating educators and a majority of students perceived peer academic support and emotional support as central to supporting student needs for relatedness and promoting classroom engagement and school belonging

. Students are often concerned with how they are perceived by peers because it is their peers who decide what students are popular; this concern can affect their relationship with their teacher and their peers as students act out to seem cool or try to remain invisible to the peer group. It is hard for students to navigate these relationships in ways that are genuine and meaningful to them.

How to foster community

Another factor to explore when it comes to a respectful classroom environment is a teacher's classroom management. Classroom management involves a teacher's policies, procedures, and guidelines for learning and behaviour within the classroom. Scholars Talia Sandwick, Josephine Wonsun, and Hassoun Ayyub conducted a research study in 2019 on Lessons for building restorative justice school cultures. They focused on five New York City schools and their specific classroom and school-wide community-centred practices. These schools used strategies in line with restorative justice practices in order to respond to student needs. Such practices included 'one-on-one student check-ins or restorative conversations; mediation; mentoring; varied community-building strategies; multiple forms of talking circles (e.g., community building, harm, support, re-entry, etc.); and ongoing counselling. Though schools emphasised different practices, all practices contributed to a more harmonious school and classroom atmosphere. Teachers had the opportunity to structure restorative justice practices into their daily routine and use these practices as needed. In focusing on the individual students, teachers are able to better understand and accommodate students as well as show that the individuals are valued. When students are and feel valued, fostering a respectful classroom environment becomes natural.

Reinforcing positive behaviours

Other proven positive action strategies include: making learning relevant by adjusting teaching methods and strategies to meet the needs of students on an individual basis, developing a code of conduct (setting the stage for appropriate classroom behaviours), Intrinsic motivation (Feeling good about themselves is an intrinsic motivator to students-especially elementary age students-and positive actions help children feel good about themselves), reinforcing positive behaviours (Certificates, stickers, toy prizes, tickets, tokens and other reward systems are great ways to recognise students and reinforce positive behaviour and achievement in the classroom), responding with positivity (Interacting with students in a positive manner, exhibiting positive behaviours, and maintaining a positive attitude) and employing a positive actions curriculum (positive actions lead to a good feeling and positive self-image. Positive actions such as nutrition, property exercise, and sleep which lead to a healthy body. Positive actions such as problem-solving, decision-making and thinking skills develop the brain and make us smarter. Positive actions such as kindness and being respectful allow us get along with others. Actions such as time management and managing our emotions help us better manage our own affairs. Positive actions such as admitting mistakes and taking responsibility for our actions allow us to be honest with others and ourselves. Goal setting lead to personal growth and improvement).

Multiple research findings prove that fostering relationships and creating positive learning environment is key in effective teaching and learning. It greatly contributes to a feeling of belonging in the classroom, which is a large part of fostering a respectful environment. In addition, inclusive and student-centred classroom management styles create and encourage a respectful learning environment as well. Finally, fostering an environment where all students and educators feel valued leads to higher academic achievement and sense of belonging. It is now up to educators to take up the task and ensure a positive learning environment in our schools.

Sun, 28 Aug 2022 12:24:00 -0500 en text/html https://www.standardmedia.co.ke/education/article/2001454122/healthy-school-environment-key-to-success-in-teaching-and-learning
Impact on Student Well-being

“It’s great that you are doing this. We [SFU] have a lot of resources and it’s great that you’re communicating it out into the community, bringing awareness to the many services offered”

- Student, outreach participant

Over 300 students are enrolled in the Bouncing Forward Online Resilience Training 

“This course makes me understand about life and motivates me to achieve my goals”

- Bouncing Forward participant

“It is something I'm told often, but I'm glad that the modules frequently mind me that it is perfectly acceptable to seek help from others and that other people is the key to being a well-rounded person.”

- Bouncing Forward participant

Over 150 graduate students are enrolled in the online training related to graduate student well-being.

  • 89% of students who completed the Bouncing Forward Resilience Training for Graduate Students would recommend it to a friend.

  • 94% of students who completed the Thriving in your Role as a TA Training said they plan to “apply one or more strategies from the Well-Being in Learning Environments in my tutorial, class, course, or lab.

“Not only was this course jam packed with information but I loved being able to work at my own pace and all the other resources presented (Ted Talks, Personality Quizzes, etc). All the material complements each other and I learned more about myself as a person through each module.”

- Participant

"This training is highly essential for first time appointed TA's, and current TA as well. The course brings upon quite relevant issues that students come across in courses (both offline/online), and how TA's can provide the maximum support and accessibility of help to students, in the middle of an ongoing semester."

- Participant

In the 2021-2022 academic year, approximately 50 presentations were facilitated for graduate and undergraduate students on well-being.

“I enjoyed the resilience class because it gave examples on how to ‘come back’ from the failure that we experienced - I also enjoyed it because ‘resiliency’ does not just apply to school, it applies to many other facets of life [...] It gave me a greater insight that no matter your failures you always have an opportunity to bounce back from it and it is up to you to make sure that you do.”

- Workshop participant

In October 2022, SFU Health Promotion commemorated World Mental Health Week through weeklong events hosted across SFU Burnaby and Surrey campuses in partnership with Student Engagement and Retention, Women’s Centre, Indigenous Students Centre, Counselling Services, SFU Recreation and the SFU Health Peers. This inaugural event invited students to explore their well-being as it related to courses of mental, physical, and sexual health, and substance use and harm reduction.

“Overall, had really good attendance and traffic!! We had really good conversations with students about the topic.”

- SER staff member

Each year 15-20 Health Peers are trained to provide approximately 50 outreach events per year and reach students through in person and online programming.  

“I've seen a lot of students engage and have positive interactions with the Health Peers, and students often come away from their events with new tools to promote their overall health and looking at courses in a new way.”

- Caldon Saunders, SFU Co-op Student
Sat, 15 May 2021 18:27:00 -0500 en text/html https://www.sfu.ca/healthycampuscommunity/about/reports.html
Remote Learning Environments: Strategies for supporting education beyond the traditional classroom


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Tue, 11 Apr 2023 12:00:00 -0500 en text/html https://thejournal.com/newsletters/the-remote-learning-environments/archive.aspx
Student Life in Geography and Environment

These awards are a celebration of student involvement and collaboration with the department. They are an important provision in valuing the hard work students put in to Improve their experience and the Geography student community.

The awards are named in honour of Prof Robert Estall, whose legacy gift to the School funds the cash prizes. Prof Estall was Professor of Geography at LSE until 1989, and an Emeritus Professor thereafter. He was also an undergraduate student at LSE from 1952-55, and completed his PhD here in 1964.

Our 2020 awards went to:

Undergraduate prizes

Outstanding Contribution to the Department
Emily Douglas (winner)

Outstanding Services to Societies
Muhammad Shafay Sohail  (winner)
Ser Jin Tan  (runner up)
Daniel Giesemann and Issam Jamaleddine (highly commended)

Outstanding Support to Students
Lorenz Reinemer and Aarushi Arora  (winners)

Outstanding Collegiality
Auriane Moch (winner) 
Sarah Tan and Milan Shah (runners up)

Support to the Department
Saskia Straub (winner)
Natalie Yu (runner up)

Social Media
Mohammed Altab (winner)

Master's prizes

Outstanding Services to Societies
Suzanne Greenwood and Alice Bessonnet (winners)
Angela Estrada (highly commended) 

Outstanding Support to Students
Benedikt Stranak (winner) 
Sarah Pagel (runner up) 

Support to the Department
Elena Castellano (winner) 
Beth Crankshaw (runner up) 

citizenship award group photo
Student Citizenship Award winners and staff.
collecting award
Mohammed Altab receiving his award for services to Social Media from Prof Susana Mourato.
Sat, 15 Aug 2020 01:14:00 -0500 en-GB text/html https://www.lse.ac.uk/geography-and-environment/student-life-in-the-department
Student Clubs and Student Groups Websites

To consolidate RIT’s official student club, group, and organization websites, Student Affairs now offers RIT CampusGroups. RIT CampusGroups is a robust student engagement platform that allows students to:

  • Search for clubs and events
  • Promote events
  • Keep track of events and sync them to their calendar
  • Easily check-in at events
  • Share updates and photos
  • Check the latest news from their group or organization
  • Connect with classmates
  • Register for events
  • Purchase tickets for events

The tool allows recognized student groups to easily promote their clubs/events, communicate with members, track attendance at events, collect information through forms, and more. The tool also allows for customized styling to their web pages if they have web development experience.

For more information about CampusGroups, please email ritcampusgroups@rit.edu.

Sun, 28 Aug 2022 06:11:00 -0500 en text/html https://www.rit.edu/webresources/student-clubs-and-student-groups-websites
New Students

Welcome to Connecticut College! The following information is to help you as you make the transition to college and to better understand how Student Accessibility Services can support you.

Jump to:

Differences Between High School and College | When to Contact Student Accessibility Services | How to Register | Process | Housing Accommodations

When to Contact Student Accessibility Services

You should contact SAS as soon as you have deposited with the College. This will allow enough time for us to review your request and documentation, implement accommodations, and for you to update and/or supplement any documentation as needed.

Registration/Accommodation requests that are submitted by Early Decision acceptance students prior to May 1 will be reviewed by the end of May. Registration/Accommodation requests that are submitted after May 1 will be reviewed in August.

A Special Note About Housing Accommodation Requests

Fall Semester Arrival: Housing accommodation requests and documentation must be submitted through AIM by May 15 in order to receive Housing accommodations for the fall semester.

Spring Semester Arrival: Housing accommodation requests and documentation must be submitted through AIM by January 2 in order to receive Housing accommodations for the spring semester.

Tue, 19 Oct 2021 06:42:00 -0500 en text/html https://www.conncoll.edu/accessibility-services/new-students/index.html
Student Profiles


Can you tell us a bit about your PhD and research?

In my research I am looking at how pavement dwellers associate with the idea of 'home' in their everyday lives. I recently finished a year-long fieldwork in Mumbai (Mahim to be specific) where my research took a crucial turn.

Before, I was conceptualising these pavement dwellers and similar groups living on Indian streets as 'homeless'. However, my fieldwork and close interactions with the community of pavement dwellers made me realise that the trope of 'homelessness' is absent in their everyday practices. In fact, framing them as 'homeless' takes away the agency of their efforts to address the extreme vulnerabilities in their everyday life.

This is not to say that the lives they live are ideal, or to romanticise their daily struggles and hardships. What I want to draw attention to is the fact that the construction of the idea of 'home' itself is fraught with contradictions.

The experiences of 'home' are varied and I see the efforts to hold on to the notions of ‘home’ are strategies of addressing the precarious environment that street living entails. I also want to draw focus to the fact that the conceptualisation of terms like 'homeless' is a Western concept and in the Indian context these terms need re-framing. 

What is the best part about being a Graduate Teaching Assistant in the Department?

This is my first time teaching, and there are several (mostly great) things to say about the experience. First, as a GTA I have immense support from the faculty members leading the courses, my colleagues who have taught the courses before and are currently teaching with me, and the professional services staff. These people are not only very advanced in their field of knowledge but are very approachable. They have been really open to suggestions and forthcoming with help to address any challenges I face. I was super anxious before beginning teaching, but the training from the TLC has been useful.

Second, I am really enjoying teaching the courses GY100 (Introduction to Geography) and GY140 (Introduction to Geographical Research) because they are exposing me to the fundamentals of critical theory in Geography. The first course addresses the 'what' and 'why' of the discipline and the second addresses the 'how'. I have a background in Sociology and Urban Studies and my previous research focus has been interdisciplinary. I did not realise that what I have been doing so far is so intimately linked to Geography. These courses are helping me make crucial connections with my research. 

The thing that keeps me most motivated is the interaction with students. They are really lively, chatty and responsive. I am learning the discipline with fresh perspective from the students. The interactive nature of the classes helps us to understand each other better. For example, in a recent class they were asked to think of a place and explain why they feel connected or detached to it. Very interesting insights emerged from this sharing of experiences, one of them being the gendered experiences of places. What was great was the precise connections they were making with the text while describing their experiences. 

Where is the most memorable place you have visited?

I love travelling, so every place I have visited has had an impact on me. The experiences have been enriched because of the company that I have travelled with. I travel a lot with my family and friends.

But if I had to pick a place, it would be a solo trip I made to Japan when I was really young. I was excited for several reasons, particularly as I sensed freedom and responsibility at the same time.

I know you asked for one, but I will cheat and say that one image that is imprinted on my mind and will be forever was from a recent trip to Nubra Valley, in Ladakh. I have never seen such a stunning star-filled sky. It still gives me goose bumps. 

Fri, 05 Jun 2020 16:17:00 -0500 en-GB text/html https://www.lse.ac.uk/geography-and-environment/student-profiles

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