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3X0-101 Linux Installation and Configuration (Level 1) syllabus | http://babelouedstory.com/
3X0-101 syllabus - Linux Installation and Configuration (Level 1) Updated: 2023
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Linux Installation and Configuration (Level 1)
https://killexams.com/pass4sure/exam-detail/3X0-101 Answer: C Question: 105
Which of the following is NOT a GUI-based method for getting help?
D. tkman Answer: C Question: 106
Netscape Communicator suite is a useful set of programs when using the Internet under
Linux. However, it cannot perform some tasks. Which of the following services does
Netscape Communicator NOT provide?
A. Anonymous FTP client
B. Mail program Mail program
C. Web page editor
D. Web page viewer
E. Web (http) server Answer: E Question: 107
Which of the following is TRUE about the FTP application? (Select the best answer.)
A. FTP is an acronym for file transmission program.
B. The application allows interaction with the host exactly as if one were sitting at the
console of the machine.
C. It allows data to be sent from a server to a client in order that data might be displayed
via graphical interface.
D. It allows files to be transferred to and from a server. Answer: D Question: 108
Graham would like to use the P4-1.5 GHz in his office to write and compile a Perl
program from home. Which of the following programs would allow Graham to do this
through a console-like interface?
E. gopher Answer: A Question: 109
nroff, groff, TEX, and LATEX are all examples of what?
A. Markup languages
C. Programming languages (like C)
D. Plain text editors
E. Proprietary word processors Answer: A Question: 110
Andy just used vim to type a long letter to his boss asking for a raise. What can he use to
check the spelling of his document?
A. vim is one of the fewUnix programs with a spell checker, so he can use vim.
B. He can use the common utilitycheckit.
C. He can load the document in Microsoft Word for Linux and use its spell checker.
D. He can use the common utilityispell. Answer: D Question: 111
Which of the following are functions of GIMP? (Choose two.)
A. Merge two MPEG video files
B. Create/modify graphics
C. Strip Unix resource headers from graphics files
D. Convert graphics files into postscript Answer: B, D Question: 112
Juan is on his tenth disk while updating his new Linux distribution. Suddenly, the "Read-
intr: 0x10" error message appears. What should be done to correct the problem?
A. RunLinux's scandisk utility.
B. RunLinux's badblocks utility.
C. RunLinux's diskdruid utility.
D. RunLinux's chkdisk utility.
E. None of the above. Answer: B Question: 113
While installing Linux via an FTP download, Lucy gets the error: "Tar: read error" or
"gzip: not in gzip format." Identify the problem and the most appropriate solutions.
A. The files are corrupt, so go to another site and try again.
B. The files are corrupt, so replace your network interface card.
C. There is a necessary library that has not yet been installed, so skip the file and come
back to it when the system has installed all other components.
D. The files are corrupt, so e-mail the system administrator of the FTP site and ask him to
correct the problem.
E. The FTP program is corrupt, so re-install the FTP package from your CD-ROM. Answer: A, D Question: 114
Alan has lost the root password to his Linux machine. Furthermore, he needs to add 10
users, delete three users, and install a new hard drive. What should Alan do to fix the
A. Alan should run thepasswd -n command to create a new root password.
B. Any user can perform all of the tasks listed without use of the root password, so this is
not a problem.
C. Log in on the default user account as "Administrator" to perform the above tasks,
which include changing the root password.
D. Boot a rescue kernel from a floppy, mount the hard drive, and change the password. Answer: D Question: 115
Jane has just replaced the CMOS battery on her main board, but the clock is reporting
time incorrectly. Which of the following would correct the problem? (Choose two.)
A. Use a time server to update the clock.
B. obtain and properly install GNUgclockware 2.0.
C. Instruct the system to ignore the time and count the number of seconds since boot-up.
D. Manually update the BIOS clock before boot-up. Answer: A, D Question: 116
Which of the following would correct a terminal that has begun to display strange
characters? (Choose the best answer.)
A. Use the reset command.
B. Type set DISPLAY=localhost:0.0
C. Switch tosuperuser and type clear.
D. Type set font=courier.
E. None of the above. Answer: A Question: 117
Jared complains that his keyboard refresh rate is too slow. What command should he
issue to correct the problem?
A. /sbin/set kbdrate = 250
B. /sbin/kbdrate -r 250
C. /sbin/ifconfig -keyboard 250
D. /sbin/keyboard -set 250 Answer: B Question: 118
At boot time, Maya's computer reports that there are problems with inodes, blocks, etc.
What is the problem, and how should it be corrected?
A. The problem is that the file system has become corrupt and needs to be repaired (i.e.,
usingfsck or equivalent).
B. The problem is that the partition table has become corrupt and needs to be repaired
(i.e., usingfdisk or equivalent).
C. The problem is that the partition table has become corrupt and needs to be repaired
(i.e., using FIPS or equivalent).
D. The problem is that the drive is configured using an improper file system. Answer: A
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Constructing a syllabus is an important component of the course design process. The following materials reflect a research-supported framework to help create a pathway to success in your course. Each semester, Innovative Learning reviews the syllabus framework, identifying needed updates and resources.
The Word files linked below outline Required and Recommended components for your syllabus. Many of these components are already in your Brightspace shell. They just need updates specific to your course. The files below include language that comes directly from University policies or is suggested by the University Senate or specific units. Other demo language reflects an autonomy-supportive classroom that can influence student perception and performance (Young-Jones, Levesque, Fursa & McCain 2019). Italicized text indicates notes to instructors. Plain text provides examples of language.
Tips for creating your syllabus:
Don’t revise what you don’t have to. Resources listed under University Policies and Statements and the Student Services widget in the Brightspace shell are updated each semester and automatically populated. You may call these resources to your students’ attention.
Instructors cannot see the Student Services widget in Brightspace, but you can see the most exact version of it here.
Feel free to add additional resources that might help your students to your syllabus.
Once your syllabus is complete, please also upload it to Purdue’s Course Insights syllabus archiving system. For questions related to the syllabus framework, email firstname.lastname@example.org.
Note: The Purdue syllabus guidelines are influenced by Instruction Matters: Purdue Academic Course Transformation (IMPACT) and the resources available through Purdue’s Brightspace learning management system (LMS). It also addresses criteria of the valid and reliable syllabus rubric published by the University of Virginia Center for Teaching Excellence (Palmer, Bach & Streifer 2017). Components fall under five categories: 1) Essential course information, instructor contact information, and course description, 2) Specific, student-centered learning outcomes and objectives that are clear, articulated and measurable (Bristol et al 2019), 3) Assessment strategies for all graded assignments that make explicit connections between learning outcomes, activities, and content, 4) Pedagogical approaches and activities that help students achieve the course outcomes and objectives, and 5) Policies and approaches that foster engaging, student-centered learning environments.
Adena Young-Jones, Chantal Levesque, Sophie Fursa & Jason McCain (2019): Autonomy-supportive language in the syllabus: supporting students from the first day. Teaching in Higher Education. DOI: 10.1080/13562517.2019.1661375.
Levesque-Bristol, C., Flierl, M., Zywicki, C., Parker, L.C., Connor, C., Guberman, D., Nelson, D., Maybee, C., Bonem, E., FitzSimmons, J., & Lott, E. (2019). Creating Student-Centered Learning Environments and Changing Teaching Culture: Purdue University’s IMPACT Program. National Institute for Learning Outcomes Assessment (NILOA).
Palmer, M. S., Bach, D. J., & Streifer, A. C. (2014). Measuring the promise: A learning‐focused syllabus rubric. To Excellerate the Academy: A Journal of Educational Development, 33 (1), 14-36.
Thu, 11 May 2023 08:33:00 -0500en-UStext/htmlhttps://www.purdue.edu/innovativelearning/tools-resources/syllabus-template/Syllabus and Course Development
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The Teaching and Learning Center (TLC) supports Drexel University instructors in course development, including the development of course learning goals and the design of assessments and learning activities to meet those goals. This site provides links to a number of resources that can assist instructors in that process, as well as links to important policies and information that instructors at Drexel should use in the creation of their syllabi. In addition to these resources, TLC consultants are available for individual consultations at any stage of the course and syllabus development process.
Drexel University Policies and Practices
Drexel University Student Services
Strategies and Best Practices
Fri, 27 Aug 2021 17:07:00 -0500entext/htmlhttps://drexel.edu/teaching-and-learning/resources/syllabus-and-course-development/Syllabus Statement
In keeping with The New School's policy of providing equal access to individuals with disabilities, instructors are strongly encouraged to include a statement on their syllabus informing students that academic accommodations can be provided on the basis of disability if the student follows the protocol described. The following statement contains all of the elements that should be present. Instructors may want to make changes based on style preference or particular course content. Instructors who need consultation in further developing this statement can contact the director for Disability Services. It is strongly recommended that you also read this statement to the students at the start of each semester when reviewing course policies. Early intervention can make all the difference in helping students achieve academic success. It also shows that the instructor has made a good-faith effort to inform students of their rights and responsibilities in this area and that this effort was made in a timely manner.
Students Disability Services (SDS) assists students with permanent or temporary disabilities in need of academic and programmatic accommodations as required by the Americans with Disabilities Act of 1990 (ADA) and Section 504 of the Federal Rehabilitation Act of 1973.
Please note that faculty do not work unilaterally with students to provide accommodations. Accommodation information for instructors must be provided before any arrangements are made through an SDS Accommodation Letter. Students with attendance and/or deadline flexibility needs must contact me to discuss this in advance, so that we can establish guidelines (and include SDS as needed).
The University of North Georgia welcomes diversity, free speech, and the free exchange of ideas. Discussion should be held in an environment characterized by openness, tolerance of differences, and civility. The values of an intellectual community are trust, honesty, free inquiry, open debate, respect for diversity, and respect for others’ convictions. Further, the intellectual community always seeks to foster the virtues and characteristics of intelligence, curiosity, discipline, creativity, integrity, clear expression, and the desire to learn from others. It is these that must guide our work and exchanges in this class. These principles are delineated further in the ACE Statement on Academic Rights and Responsibilities.
If these values and principles are breached, students have the right and responsibility to discuss their concerns with the course instructor and, as needed, the department head. Usually, the concerns are addressed at this level, but sometimes the department head may refer students to another resource. In the event that either the student or the instructor is not satisfied after discussion with each other, he/she may take his/her concerns in writing to the Associate Provost for Academic Administration.
Student Code of Conduct and Honor Code
The Dean of Students has outlined a Student Code of Conduct, which includes the Honor Code. The Honor Code at the university is: A student will not lie, cheat, steal, plagiarize, evade the truth, conspire to deceive, or tolerate those who do. As described in the UNG Student Honor Code video, the Honor Code is a statement of how we act as a community. This is a philosophic ideal and helps us live out the University's core values. The Honor Code should guide individual behavior and remind each person of the expectations within the community.
Plagiarism and Turnitin.com
Students agree that by taking this course all required papers may be subject to submission for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted papers will be included as source documents in the Turnitin.com reference database solely for the purpose of detecting plagiarism of such papers. Use of the Turnitin.com service is subject to the Terms and Conditions of Use posted on the Turnitin.com site.
Both Federal and State laws forbid the unlawful duplication of copyrighted computer software or other reproductions of copyrighted material. In accordance with these policies, the University of North Georgia expressly forbids the copying of such materials supplied by or used in the university. Unlawful duplication of copyrighted materials by a user may result in disciplinary action by the university under the Student Code of Conduct (Non-Academic Infractions - Prohibitions, Theft), and/or possible criminal action by the owner of the copyright.
UNG has implemented an Academic Success Plan Program to identify and provide assistance to at-risk undergraduate students. Refer to your campus Academic Advising Center for the development of strategies that will enhance your academic success. You will be expected to take advantage of advising and other campus resources to achieve your academic goals.
Class evaluations at UNG are conducted online. Evaluation of the class is considered a component of the course and students will not be permitted to access their course grade until the evaluation has been completed. The evaluations will be accessible beginning one week prior to Final exam week.
CR – Credit (for Military experience)
I (Incomplete grades) - This grade indicates that a student was doing satisfactory work but, for non-academic reasons beyond her/his control, was unable to meet the full requirements of the course. For undergraduate programs, if an I is not satisfactorily removed after one semester (excluding summer), the symbol of I will be changed to the grade of F by the appropriate official. For graduate programs, if an I is not satisfactorily removed after two semesters (excluding summer), the symbol of I will be changed to the grade of F by the appropriate official. Under special circumstances, this period of time can be increased with the approval of the department head and the dean.
IP (In Progress) - This grade is appropriate for thesis hours, project courses, and Learning Support (LS) courses. It is not appropriate for traditional credit courses. If an IP grade isn't satisfactorily removed after 3 semesters, the symbol of IP will be changed to the grade of F by the appropriate official. Under special circumstances, this period of time can be increased with the approval of the dean. However, students who receive a grade of IP in a LS course or an ESL will retain this grade due to the nature of the course.
K - Student was given credit for the course via a credit by examination program
MW – Withdrawal for military exigencies
NR - The grade was not reported by the instructor
S - Student completed the course with satisfactory work
U - Student did not complete the course with satisfactory work
V - The student was given permission to audit the course. Students may not transfer from audit to credit status or vice versa. If an audit student withdraws from a course prior to the end of the term, a grade of W will be assigned as the course grade rather than a grade of V. Any audit student who is dropped by the instructor for excessive absences will be assigned a grade of W.
W or WF - The student was permitted to withdraw without penalty. Students may withdraw from courses prior to the midterm and receive a grade of W. However, instructors have the ability to change a grade of W to WF if the student is failing the course at the time of withdrawal. According to policy, the instructor must include the right to retain this ability in the course syllabus. Withdrawals without penalty will not be permitted after the midpoint of the total grading period except in cases of hardship as determined by the Vice Provost of Academic Affairs or his/her designee.
Students are considered active (eligible to register) if they enroll in both Fall and Spring semesters each year. Failure to do so requires a student to complete a re-enrollment form in Admissions. Summer semester enrollment is not required for active student status.
Students may only attempt a course three times at UNG regardless of whether a “W” or a grade was assigned to the course (except for Learning Support and ESL courses).
The Registrar’s Office will withdraw (W grade on transcript) students whose names are marked as non-attending by faculty during the Roll/Attendance Verification periods.
ADA-related Accessibility The University of North Georgia is committed to equal access to its programs, services, and activities, and welcomes otherwise qualified students with disabilities. (Disabilities include but are not limited to: learning barriers, medical concerns, or mobility concerns). Students who require accommodations and services must register with Student Accessibility Services. Student Accessibility Services provides accommodation memos for eligible students to provide to their instructors. Students are responsible for providing the “Accommodations Letter” to the instructors and must provide reasonable prior notice of the need for accommodation.
Title IX-related Accessibility UNG will provide measures to students, including those pregnant and parenting, in need of extra support under Title IX of the Education Amendments of 1972. Students in need of special arrangements under Title IX that may include, but are not limited to, special access (online/remote), extended time, absence allowance for medical appointments, etc. should engage the University’s Office of Title IX Compliance.
Students who exhibit behaviors that are considered to obstruct or disrupt the class or its learning activities are subject to sanctions under the Board of Regents Policy on Disruptive Behavior. Behaviors which may be considered inappropriate in the classroom include, but are not limited to, sleeping, coming in late, talking out of turn, inappropriate use of laptops or mobile devices, verbal behavior that is disrespectful of other students or the faculty member, non-compliance with the health and safety guidelines of the university, or other behaviors that may be disruptive. Students who exhibit such behavior may be temporarily dismissed from the class by the instructor and will be subject to disciplinary procedures outlined in the Student Handbook.
In the event of inclement weather that causes a campus closure or delayed opening, an announcement will be distributed first through the university’s Emergency Notification System. In the event of emergencies, closures or delayed openings, this system will provide important information regarding university operations or emergency actions. You can also find the status of each campus and more information on the UNG Emergency Information page.
Inclement weather notifications are likely to be segmented by campus location, as weather conditions may vary widely in the university’s five-campus area. Students will receive alerts for only the campus(es) where they are taking classes.
Strategic Communications and Marketing will also disseminate information through local media outlets.
UNG Alert is the primary emergency messaging system that delivers text messages, voice calls, e-mails and desktop computer alerts in the event of severe weather, campus emergency, emergency evacuation, or other campus emergency.
All UNG emails are added into the system automatically. In addition, you may enter a phone number so that emergency announcements can be sent to you via voice and text message.
If you have questions, please contact Public Safety at 706-864-1500 or send an e-mail to email@example.com.
If you do not have access to Banner, contact the Emergency Preparedness Coordinator at 678-717-3719 to have your information updated.
Sat, 15 Aug 2020 07:21:00 -0500entext/htmlhttps://ung.edu/academic-affairs/policies-and-guidelines/supplemental-syllabus.phpHBSE Class 10 Syllabus 2023-24: obtain PDFs for all Subjects
HBSE Syllabus for Class 10: This article covers HBSE Syllabus in full detail for all Class 10 subjects. You can use the PDF obtain links attached below, to view syllabuses for all your subjects and save them for future reference. The HBSE Class 10 syllabus 2023-2024 is primarily for students of the current academic year 2023-2024 who are also potential aspirants for Class 10 Board exams in 2024. Haryana Board Class 10 Syllabus 2023-2024 will direct students in the right method of preparation.
Download HBSE Class 10 Syllabus2024
Haryana Board Syllabus Class 10: Haryana Board has now released its Class 10 Syllabus for academic session 2023-24. Here, we have attached detailed syllabuses for all Class 10 subjects. Please, use the PDF obtain links to save the syllabus for future reference. This syllabus will assist you in your preparation for HBSE Board exam 2024.
In-detail syllabus for subjects along with the question paper design for the BHSE Board exam 2024 are present here. You can view the syllabus in either English or Hindi, at your convenience. The syllabus for the HBSE Class 10 Board exam has been segregated into three parts. The annual examination for all the core subjects will be for 60 marks, practical assignments will be for 20 marks and internal assessments will be for 20 marks. The syllabus will enhance your preparation strategy thus paving the way for getting higher marks in the examination.
The syllabus also known as the curriculum happens to be the most basic and essential study material in preparation for the HBSE Class 10 board exam. It will not only provide students with the right information about what is to be studied but will also assist them in creating a perfect preparation strategy for the exam.
We have provided you with links to Syllabuses for all Class 10 Subjects. Click on the link beside your subject and obtain it for future reference. In order to score well in the HBSE Board exam 2024 students will have to perform well in all internal assessments and practical assessments, along with Annual Examinations.
Preparation for board examinations is a crucial element for scoring good marks. Students should not only focus on the syllabus and demo papers for the current year but previous year question papers should also be looked into. They play an equally important role in perfect preparation for Board Exams. In fact, students should pay attention to all the study resources made available to them by the HBSE education board.
Tue, 14 Nov 2023 23:27:00 -0600text/htmlhttps://www.jagranjosh.com/articles/hbse-class-10-syllabus-2023-24-1687259390-1Designing Your Course Syllabus
Many of the decisions affecting the success of a course take place well before the first day of class. Careful planning at the syllabus design stage not only makes teaching easier and more enjoyable, it also facilitates student learning. Once your syllabus is complete, teaching involves implementing your course design on a day-to-day level.
Follow a few basic steps to help ensure your syllabus is more accessible by individuals with disabilities:
Use a sanserif font (e.g. Arial).
Create headings and subheadings using the built-in heading features of the authoring tool. This enables screen reader users to understand how the page is organized and to navigate effectively.
Try to present data in bulleted or numbered lists, rather than tables.
Try not to convey information solely through color. Colors that are used should have sufficient contrast.
If you add an image to your document, provide alternative text for the image that describes it. Users unable to see images depend on authors to supplement images with alternative text.
If you provide a hyperlink in your document to a website, provide text that describes what the user will see when they click on the link.
Syllabi communicate the design of the course, its goals, organization, expectations, and requirements to students. Key components of the syllabus are listed and explained below.
Course number, title, term, year, meeting times, and location. You may want to include a course description, whether from the General Bulletin or a more developed version of your own. provide a brief explanation of how the course fits into the larger curriculum: Is this course for majors? Does it meet Global Miami Plan requirements (and which one[s])? Is it part of a Thematic Sequence?
Specify any prerequisites or co-requisites.
Clarify the relevance, purpose, and scope of the course.
Faculty are advised to include this information on the syllabus:
Course materials provided to you, including presentations, tests, outlines, and similar materials, are copyright protected by the faculty member(s) teaching this course. You may make copies of course materials solely for your own use. You may not copy, reproduce, or electronically transmit any course materials to any person or company for commercial or other purposes without the faculty member’s express permission. Violation of this prohibition may subject the student to discipline/suspension/dismissal under Miami’s Code of Student Conduct or Academic Integrity Policy.
Books, course packets, calculators, art supplies, etc. Let students know what materials are required and where they can purchase or access them.
Please note: Books purchased via iTunes are not refundable.
Course outcomes should be tied to the SLOs of the major or degree program and, if applicable, those of Liberal Education. If you know that assignments for your course may be used for program assessment, please notify students that their work may be used for this purpose. The following language is suggested:
In addition to being evaluated by your course instructor, this academic work may be:
Viewed by designated Miami University personnel to gauge broader program achievement within Miami University.
Included in assessment reports, such as short quotations from your work that do not identify you.
Any work that can be connected with you will not be shared with a public audience nor will it be used for other purposes, such as published research, without your explicit written consent.
Assessment data are used by the university to determine how effective we are at cultivating successful students and achieving learning goals, not to evaluate your work as an individual student.
If you have expectations for how the students will conduct themselves in class, articulate them in the syllabus. This is the place to include information about your expectations for attendance, tardiness, personal use of technology, safety procedures in laboratories, class participation as well as return of student work, make-up examinations, and late work.
You may also wish to explain your expectations relating to an inclusive classroom by referring to the Code of Love and Honor.
Instructors are obliged to follow the class attendance policy in the Student Handbook (MUPIM 5.2).
Provide guidance to students about what they should do in class rather than what they should not do.
When possible, provide a reason related to the learning environment. Examples:
It's everyone's responsibility to support learning in this class. Be respectful of your classmates during discussion, as we will be discussing sensitive topics.
Consume food or drink outside the chemistry lab for your safety.
Attendance is vital to your learning, as this is a once-a-week seminar discussion class.
Clarify your expectations regarding attendance, along with citing Miami’s class attendance policy (Student Handbook 1.9). Be sure to provide short assignments during the first few weeks of the course to ensure that students are actively participating in the course and also enable you to provide meaningful midterm grades to your first and second-year students. Make sure that you use the photo roster to indicate students who have not attended or actively participated in the course.
Include a note in the syllabus informing students that they need to notify you within the first two weeks of class for a full-semester (full-term) course or in the first week of class for a sprint or part-term course if they will be unable to attend class due to a religious holiday. The following is an example of language that can be used:
Miami University recognizes that students may have religious observances that conflict with class sessions.Studentsneed to provide written notification of class session(s) that will be missed due to these observances.Notification must bewithin the first two weeks of class(two weeks for full semester classes, one week for sprint/partial term classes). Please see theUniversity Class Attendance policy websitefor the detailed policy and the currentlist of major religious holidays and celebrations. Additional information may be found on theStudent Life website.
The following language is taken from the website of the Office of Academic Integrity:
As a scholarly community, we must be clear about expectations for academic integrity in the classes we teach. Based on research of best practices for syllabi language, Miami recommends inclusion of the following in a syllabus:
A personal statement on the meaning and significance of honesty in the classroom. Such a statement might refer to students' future work in a job in the respective discipline, personal observations on the importance of integrity, etc.
Depending on the discipline, a general statement of academic guidelines (e.g., APA, Chicago Manual of Style) that students must use in their academic work.
A statement on if, when, and how students may collaborate with one another on assignments, projects, examination preparation, or examinations.
A referral to this website as well as other resources students may use in a particular class.
A reference to the definitions and penalties for academic dishonesty, located in Chapter 5 of the Student Handbook and on the undergraduate and graduate student pages of this website [MiamiOH.edu/integrity].
The Office of Disability Resources suggests that faculty include a statement like this on their syllabus:
If you are a student with a physical, learning, medical, and/or psychiatric disability and feel that you may need a reasonable accommodation to fulfill the essential functions of the course that are listed in this syllabus, you are encouraged to contact the Miller Center for Student Disability Services at 529-1541 (V/TTY), located in the Shriver Center, Room 304.
To help students to receive mental health support, faculty may wish to include a statement such as:
If you are a student who may be experiencing mental or emotional distress, you are encouraged to call Student Counseling Service(513-529-4634). For emergencies outside of business hours, the Community and Counseling and Crisis Center (844-427-4747) has a 24-hour hotline.
Look up the academic calendar on the Office of the University Registrar’s website so that you are aware of when your class will be meeting. The University Registrar assigns final exam dates. You should find the final exam schedule on the Office of the University Registrar’s website and include the date and time of your final exam on your syllabus.
Identify the key topics, assignments, and exams. provide as much information as you have about the work the students will be doing. You may want to tie the listing of the course activities back to the student learning outcomes for the course. You may want to include rubrics for major assignments here, or you may want to note here that more detailed information about assignments will come later.
You may wish to note that any of the course activities listed in the syllabus may be subject to change under certain circumstances, such as to enhance student learning.
Provide a list of readings (with full information) and where students might be able to acquire or access them.
Build in opportunities for formative feedback, and scaffold assignments carefully. Be clear about how you will calculate the final grade. Is there a set number of points for the semester, or are you using weighted grades? Be sure that what students are graded on, and therefore their course grades, will be tied to the course learning outcomes, activities, assignments, and assessments.
Include a list of resources (including locations and hours) for academic support that can help students to succeed in the course, such as the Rinella Learning Center and Howe Center for Writing Excellence.
Sat, 25 Nov 2017 00:17:00 -0600en-UStext/htmlhttps://miamioh.edu/academic-affairs/teaching/syllabus/index.htmlCourse Syllabus Information
Research indicates that syllabi can increase student motivation and create equitable learning environments through transparency about key expectations for student learning and engagement. Consistent with the University’s Course Syllabus Policy, all courses at Saint Louis University are expected to have a syllabus, and all syllabi are expected to provide students with basic information about key aspects of the course.
Below are the required syllabus components for all SLU courses, as well as recommended syllabus components and other considerations that can enhance syllabi. Click the down arrows next to each header to expand the text and learn more.
Please note: Academic units and programs (like the University Core) may require you to include additional information in your syllabus. Please check with program leaders if you need information about additional, program-specific syllabus content you should include.
Required Syllabus Components
The University's Course Syllabus Policy aims to ensure that all students have access to consistent information about their courses and about University-level policies. The policy identifies nine components that must be a part of every course syllabus. These nine components constitute a minimum; academic units may require additional components, and instructors may choose to include other information. The policy specifies the information that must be included in every course syllabus, but it does not dictate a particular format or order for how this information is presented in a syllabus. Academic units may require additional components to be included in course syllabi, and individual instructors certainly will want to add other course-specific information, as well. Required syllabus statements are available as a module in the Canvas Commons, for those who wish to import the statements directly into their Canvas courses. Click here for a printer-friendly version.
a. Textbooks and/or course texts b. Other materials and/or equipment (e.g., calculators, art supplies, lab safety equipment, medical equipment, hardware requirements, software access, virtual proctoring requirements, digital storage devices, special clothing, musical instruments, etc.)
a. List of components on which students will be evaluated (e.g., exams, projects, essays, participation, presentations, etc.) b. Grading scale(s) governing the course c. Policy on late or missing work/exams d. Penalties on missed classes and/or tardiness [if applicable] e. Catalog Course Description
Insert and/or link to the required Disability Accommodations Syllabus Statement Note: Due to accreditation requirements, regulatory differences, and/or location-specific resources, the School of Law, the School of Medicine, and SLU Madrid have their own standard language for syllabus statements related to disability accommodations. Faculty in those units should seek guidance for syllabus requirements from their dean's office.
Insert and/or link to the required Title IX Syllabus Statement Note: Due to accreditation requirements, regulatory differences, and/or location-specific resources, the School of Law, the School of Medicine, and SLU Madrid have their own standard language for syllabus statements related to Title IX. Faculty in those units should seek guidance for syllabus requirements from their dean's office.
Recommended Syllabus Components
In addition to the nine required components listed above, many instructors also find it useful to include information about or guidance on a range of other topics. The following list is drawn from common practices at SLU, as well as from the literature on effective syllabus construction and on creating inclusive courses that support student learning and success. This list is by no means exhaustive or in order of priority. Note: For some academic units, items on this list also may be required. Click here for a printer-friendly version.
Insert a basic needs security syllabus statement (like this one, which was developed at SLU to alert students to campus resources for things like food and shelter insecurity)
Course etiquette/civility policies or other expectations about interactions between and among members of the class
With a significant number of SLU courses now being conducted via various distance education modalities, a University-wide recommended syllabus statement on distance education etiquette is warranted. This statement is recommended for all syllabi for all courses at all locations (except the Madrid Campus) offered by the colleges/schools and other academic units reporting to the University Provost.
Information about what will happen in cases of inclement weather
Information about relevant safety/security protocols and procedures (e.g., location of eye wash stations, active shooter response, etc.)
Statement that student work in the course may be used in course/program assessment
Information about requirements for experiential/off-campus learning (e.g., liability waiver, background check, internship learning contract, service expectations, etc.)
Other Considerations for Course Syllabi
Below are additional suggestions drawn from the literature on effective syllabus construction and adopted by some SLU instructors. The Reinert Center for Transformative Teaching and Learning can assist instructors who wish to learn more about items on this list. The Reinert Center website also may provide additional information about these considerations. Click here for a printer-friendly version.
A graphic/visual representation of the major components of a course can help students connect to the larger purpose of a course and/or to better understand the relationships among the components of the course. Learn more about the content of a graphic syllabus here.
Explaining what constitutes successful "engagement" or "participation" in your course helps to make those expectations explicit and visible for all learners. This can be especially helpful for first-generation and international students, as well as others whose backgrounds may not have prepared them well to understand the "hidden rules" of successful academic engagement.
Consider sharing tips for how to be successful in the course. For example, you might provide guidance on effective study strategies for your particular content area or tips for how to read course content effectively. Generic study or reading strategies may not work for your particular discipline or the kinds of concepts or texts you teach. Being transparent about what successful students do in your course or your discipline can help students meet your high expectations.
Wed, 14 Jun 2023 00:34:00 -0500entext/htmlhttps://www.slu.edu/provost/faculty-affairs/teaching-resources-for-faculty/course-syllabus-information/index.phpSample Syllabus
Carefully orienting students to a blended course is a key component to supporting the success of the students, and of the course. Similar to fully online courses, it’s important to include detailed explanation of the course format, schedule, and expectations so that students are aware of what they will need to do to fully participate in the class.
Here are some things to consider including in your syllabus:
An explanation of the format of the course, including:
When in-person meetings will occur. Blended courses replace some in-person hours with online (synchronous or asynchronous) activities, so students usually won’t be required to attend in-person at all times listed in the time-table.
Expectations for in-person and online activities: What do they need to do in preparation for in-person meetings? What activities do they need to complete online, and what deadlines are there?
An estimate of how many hours per week students should expect to spend on the course, and possibly even how that time should be divided/allocated.
An explanation of how the online and in-person activities are related to each other and to the course learning objectives. Understanding these links will help students see the importance of engaging with the online and in-person activities.
A list of the technical requirements for the course, and contact information for tech support.
Details about how students can contact you and when. This could include listing your Dal email address, office hours, synchronous in-person and online meetings, etc.
Mon, 28 Jun 2021 17:11:00 -0500entext/htmlhttps://www.dal.ca/dept/online-teaching/blended-learning/sample-syllabus.htmlJEE Mains 2024 Reduced Syllabus: Which courses are Removed and Added
The JEE Main 2024 Syllabus has been released by the NTA. Major changes have been observed in the syllabus. This article provides the details of the subject-wise and unit-wise changes in the JEE Main 2024 syllabus in comparison to the JEE Main 2023 Syllabus.
JEE Mains 2024 Reduced Syllabus: Which courses are Removed and Added
The NTA (National Testing Agency) has recently released the JEE Main Syllabus for the 2024 examinations. Many changes have been observed in the recently released syllabus. While some units have been entirely deleted in the latest syllabus, there are various courses also which are deleted from different units in the syllabus. It is crucial for the students to check these changes in the syllabus to prepare well for the upcoming exams. Check the detailed schedule of the JEE Main 2024 exams here. This article provides a detailed analysis of the deleted courses from the JEE Main Syllabus and a list of new courses which have been added in the syllabus.
Determination makes impossible tasks possible. The word Impossible itself spells that I'm possible.
Deleted courses From JEE Main 2024 Maths Syllabus
The following list provides a detailed analysis of the courses which are deleted from the JEE Main 2024 Maths Syllabus;
Square Root of a Complex Number, Triangle Inequality (from Unit 2: Complex Numbers and Quadratic Equations)
Evaluation of determinants, Elementary transformations,Test of consistency and solution of simultaneous linear equations in two or three variables using determinants (from Unit 3: Matrices and Determinants)
Unit 5: Mathematical Inductions: Principle of Mathematical Induction and its simple applications.
Properties of Binomial Coefficients (from Unit 6: Binomial Theorems and its Simple Applications)
Sum up to n terms of special series; Sn, Sn2, Sn3. Arithmetico-Geometric progression.(from Unit 7: Sequences and Series)
Rolle’s and Lagrange's Mean value Theorems, tangents and normal (from Unit 8: Limits, Continuity and Differentiability)
Integral as a Limit of Sum (from Unit 9: Integral Calculus)
The formation of differential equations (from Unit 10: Differential Equations)
Translation of Axes (from Unit 11: Coordinate Geometry)
Equations of internal and external by sectors of angles between two lines coordinate of the centroid, orthocentre, and circumcentre of a triangle, equation of the family of lines passing through the point of intersection of two lines (from Straight Lines in Unit 11: Coordinate Geometry)
Topic Added:Intercepts of a line on the coordinate axis. (Addition in the theme Straight Lines, in Unit 11: Coordinate Geometry)
Condition for a line to be tangent to a circle, equation of the tangent, condition for Y = mx +c to be a tangent and point (s) of tangency (from Circle, Conic Sections in Unit 11: Coordinate Geometry)
Equation of a plane in different forms, the intersection of a line and a plane, coplanar lines (from Unit 12: Three Dimensional Geometry)
Scalar and vector triple product (from Unit 13: Vector Algebra)
Bernoulli trials, and binomial distribution (from Unit 14: Statistics and Probability)
Heights, and distance (from Unit 15: Trigonometry)
Unit 16: Mathematical Reasoning: Statement logical operations and, or, implies, implied by, if and only if, understanding of tautology, contradiction, converse, and contrapositive.
Deleted courses From JEE Main 2024 Physics Syllabus
The following list provides a detailed analysis of the courses which are deleted from the JEE Main 2024 Physics Syllabus;
Physics, technology, society, accuracy and precision of measuring instruments (from Unit 1 - Physics and Measurements)
Geostationary satellites (from Unit 6 - Gravitation)
Reynolds number, Newton's law of cooling (from Unit 7 - Properties of Solids and Liquids)
Carnot engine and its efficiency (from Unit 8 - Thermodynamics)
Free, forced and damped oscillations, resonance, Beats. Doppler Effect in sound (from Unit 10 - Oscillations and Waves)
Resistances of different materials, Colour code for resistors, Potentiometer - principle and its applications (from Unit 12 - Current Electricity)
Cyclotron.Magnetic susceptibility and permeability. Hysteresis. Electromagnets and permanent magnets (from Unit 13 - Magnetic Effects of Current and Magnetism)
Quality factor (from Unit 14 - Electromagnetic Induction and Alternating Currents)
Lens Formula. Resolving power of microscopes and astronomical telescopes (from Unit 16 - Optics)
Davisson-Germer experiment (from Unit 17 - Dual Nature of Matter and Radiation)
Isotopes, isobars: isotones. Radioactivity- alpha. beta and gamma particles/rays and their properties; radioactive decay law (from Unit 18 - Atoms and Nuclei)
Junction transistor, transistor action, characteristics of a transistor: transistor as an amplifier (common emitter configuration) and oscillator. Transistor as a switch. (from unit 19 - Electronic Devices)
UNIT 20: COMMUNICATION SYSTEMS-Propagation of electromagnetic waves in the atmosphere; Sky and space wave propagation. Need for modulation. Amplitude and Frequency Modulation, Bandwidth of signals. the bandwidth of Transmission medium, Basic Elements of a Communication System (Block Diagram only).
Plotting a cooling curve for the relationship between the temperature of a hot body and time, Characteristic curves of a transistor and finding current gain and voltage gain, Using a multimeter to: (i) Identify the base of a transistor (ii) Distinguish between NPN and PNP type transistor (iii) See the unidirectional current in case of a diode and an LED. (iv) Check the correctness or otherwise of a given electronic component (diode, transistor, or IC) (from Unit 21 - Experimental Skills)
Deleted courses From JEE Main 2024 Chemistry Syllabus
The following list provides a detailed analysis of the courses which are deleted from the JEE Main 2024 Chemistry Syllabus;
Physical quantities and their measurements in Chemistry, precision, and accuracy, significant figures. S.I.Units, dimensional analysis (from Unit 1 - Some Basic Concepts in Chemistry)
UNIT 2: STATES OF MATTER -Classification of matter into solid, liquid, and gaseous states. Gaseous State: Measurableproperties of gases: Gas laws - Boyle's law, Charle’s law. Graham's law of diffusion. Avogadro's law, Dalton's law of partial pressure; Concept of Absolute scale of temperature; Ideal gas equation; Kinetic theory of gases (only postulates); Concept of average, root mean square and most probable velocities; Real gases, deviation from Ideal behaviour, compressibility factor, and van der Waals equation. Liquid State: Properties of liquids - vapour pressure, viscosity and surface tension, and effect of temperature on them (qualitative treatment only). Solid State: Classification of solids: molecular, ionic, covalent and metallic solids, amorphous and crystalline solids (elementary idea); Bragg's Law and its applications: Unit cell and lattices, packing in solids (fcc, bcc and hcp lattices), voids, calculations involving unit cell parameters, an imperfection in solids; Electrical and magnetic properties.
Thomson and Rutherford atomic models and their limitations (from Unit 3 - Atomic Structure)
UNIT 10: SURFACE CHEMISTRY -Adsorption- Physisorption and chemisorption and their characteristics, factors affecting adsorption of gases on solids - Freundlich and Langmuir adsorption isotherms, adsorption from solutions. Catalysis - Homogeneous and heterogeneous, activity and selectivity of solid catalysts, enzyme catalysis, and its mechanism. Colloidal state- distinction among true solutions, colloids, and suspensions, classification of colloids - lyophilic. lyophobic; multi-molecular. macromolecular and associated colloids (micelles), preparation and properties of colloids - Tyndall effect. Brownian movement, electrophoresis, dialysis, coagulation, and flocculation: Emulsions and their characteristics.
UNIT 12: GENERAL PRINCIPLES AND PROCESSES OF ISOLATION OF METALS -Modes of occurrence of elements in nature, minerals, ores; Steps involved in the extraction of metals - concentration, reduction (chemical and electrolytic methods), and refining with special reference to the extraction of Al. Cu, Zn, and Fe; Thermodynamic and electrochemical principles involved in the extraction of metals.
UNIT 13: HYDROGEN- Position of hydrogen in periodic table, isotopes, preparation, properties and uses of hydrogen; Physical and chemical properties of water and heavy water; Structure, preparation, reactions, and uses of hydrogen peroxide; Classification of hydrides - ionic, covalent, and interstitial; Hydrogen as a fuel.
UNIT 14: S -BLOCK ELEMENTS (ALKALI AND ALKALINE EARTH METALS) - Group -1 and 2Elements -General introduction, electronic configuration, and general trends in physical and chemical properties of elements, anomalous properties of the first element of each group, diagonal relationships. Preparation and properties of some important compounds - sodium carbonate and sodium hydroxide and sodium hydrogen carbonate; Industrial uses of lime, limestone. Plaster of Paris and cement: Biological significance of Na, K. Mg, and Ca.
Groupwise study of the p - block elements Group -13:Preparation, properties, and uses of boron and aluminum; Structure, properties, and uses of borax, boric acid, diborane, boron trifluoride, aluminum chloride, and alums.Group -14:The tendency for catenation; Structure, properties, and uses of Allotropes and oxides of carbon, silicon tetrachloride, silicates, zeolites, and silicones.Group -15:Properties and uses of nitrogen and phosphorus; Allotrophic forms of phosphorus; Preparation, properties, structure, and uses of ammonia, nitric acid, phosphine, and phosphorus halides, (PCl3. PCl5); Structures of oxides and oxoacids of nitrogen and phosphorus.Group -16:Preparation, properties, structures, and uses of ozone: Allotropic forms of sulphur; Preparation, properties, structures, and uses of sulphuric acid (including its industrial preparation); Structures of oxoacids of sulphur.Group-17:Preparation, properties, and uses of hydrochloric acid; Trends in the acidic nature of hydrogen halides; Structures of Interhalogen compounds and oxides and oxoacids of halogens.Group-18:Occurrence and uses of noble gases; Structures of fluorides and oxides of xenon. (from Unit 15 - p-Block Elements)
UNIT 18: ENVIRONMENTAL CHEMISTRY -Environmental pollution - Atmospheric, water, and soil. Atmospheric pollution - Tropospheric and Stratospheric Tropospheric pollutants - Gaseous pollutants: Oxides of carbon, nitrogen, and sulphur, hydrocarbons; their sources, harmful effects, and prevention; Greenhouse effect and Global warming: Acid rain; Particulate pollutants: Smoke, dust, smog, fumes, mist; their sources, harmful effects, and prevention. Stratospheric pollution- Formation and breakdown of ozone, depletion of the ozone layer - its mechanism and effects. Water Pollution - Major pollutants such as. pathogens, organic wastes, and chemical pollutants; their harmful effects and prevention. Soil pollution - Major pollutants such as; Pesticides (insecticides. herbicides and fungicides), their harmful effects, and prevention. Strategies to control environmental pollution.
UNIT 25: POLYMERS -General introduction and classification of polymers, general methods of polymerization, - Addition and condensation, copolymerization. Natural and synthetic, rubber and vulcanization, some important polymers with emphasis on their monomers and uses – polythene, nylon, polyester, and bakelite.
UNIT 27: CHEMISTRY IN EVERYDAY LIFE -Chemicals in Medicines - Analgesics, tranquilizers, antiseptics, disinfectants, antimicrobials, anti-fertility drugs, antibiotics, antacids. Anti-histamines -their meaning and common examples. Chemicals in food - Preservatives, artificial sweetening agents - common examples. Cleansing Agents - Soaps and detergents, cleansing action
It is important for students to know about the updates in the syllabus and be well versed with the changes. The latest syllabus for the JEE Main 2024 examination, as released by the NTA recently, shows major changes as many Units have been removed from the syllabus and the syllabus has been reduced significantly. This article explains the subject-wise changes in the syllabus. The students must note these changes and prepare effectively for the exam.
We wish all the students the very best for their JEE Main Examination 2024. Students are advised to keep themselves updated with the study material which is available in the JEE Main Section of the Jagran Josh website.
Wed, 15 Nov 2023 04:48:00 -0600text/htmlhttps://www.jagranjosh.com/articles/jee-mains-syllabus-reduced-syllabus-check-deleted-topics-download-pdf-1698934396-1JEE (Main) to get lighter next year, syllabus soonNEW DELHI: Engineering aspirants can expect a lighter joint entrance examination (JEE-Main) next year, for which the National Testing Agency is likely to announce the syllabus and release the information bulletin next week. Rationalisation of syllabus by boards across the country has been taken into account while designing the curriculum for the engineering/architecture entrance examination, which will be conducted during January-April in 2024. Several education boards, including CBSE, as well as NCERThad reduced the syllabus for Classes 9 to 12 due to the academic disruption caused by the Covid pandemic.
The current batch of Class 12 was in Class 9 in 2020 when rationalisation of syllabus was initiated. However, the syllabus forJEE (Main) and NEET-UG were kept untouched.
NTA director general Subodh Kumar Singh said the agency has consulted all boards and based on the deliberations, the expert committee is finalising the syllabus. "The revised syllabus will be notified along with the information bulletin which will be released next week along with the registration dates," he added.
NTA has also decided to announce the result dates at the time of notifying the dates for registration. "Candidates go through a tough time guessing the result dates. From 2024, the result dates will be notified at the time of releasing the information bulletin," said Kumar. Trying to allot JEE candidates centres close home: NTA NTA director general Subodh Kumar Singh said announcing the result dates at the time of notifying the dates for registration "will not only help the aspirants but also the institutions in planning their yearly admission cycle".
The agency is trying to ensure that all candidates are allotted centres close to their residence addresses. "We will ensure that no candidate is required to travel out of his/her home state," he said. NTA released its 2024 exam calendar in September, three months in advance as compared to 2023, for JEE (Main), CUET UG & PG NEET-UG and UGC-NET.
'Premature to comment': NCERT on replacing 'India' with 'Bharat' in new textbooks
Sat, 28 Oct 2023 22:35:00 -0500entext/htmlhttps://timesofindia.indiatimes.com/education/jee-main-to-get-lighter-next-year-syllabus-soon/articleshow/104790167.cms