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ASVAB Section 4 : Automotive & Shop Information
http://killexams.com/pass4sure/exam-detail/ASVAB-Automotive-and-Shop Question: 198
Pouring cold water on an overheated engine __________.
A. reduces damage caused by overheating.
B. makes no difference.
C. should only be done by a qualified mechanic.
D. could cause the engine block to crack. Answer: D Question: 199
A two-cycle engine will normally be found on __________.
A. small cars
B. large diesel trucks
C. trucks, vans, and some cars
D. snowmobiles, chainsaws, and some motorcycles Answer: D Question: 200
The difference between a single-acting and an opposed piston engine is __________.
A. Single-acting piston engines wear longer.
B. Opposed piston engines have cylinders set in a V-shape.
C. Single-acting piston engines have one piston per cylinder and opposed piston engines have two.
D. Single-acting piston engines are used with carburetors and opposed piston engines are used with fuel
injectors. Answer: C Question: 201
A gauge shows the complete loss of oil pressure while driving.
The best action is to __________.
A. Stop by the gas station when convenient to top off the oil.
B. Pull over immediately and investigate the problem.
C. Drive directly to a repair garage.
D. Assume everything is fine and continue driving as usual. Answer: B Question: 202
In an overhead valve system (OHV), what mechanism opens and closes the valves?
A. rocker arms
C. valve rotator
D. electrical energy from the alternator Answer: A Question: 203
If a car’s ignition system, lights, and radio don’t work, the part that’s probably malfunctioned is the __________.
A. cylinder block
B. water pump
D. battery Answer: D Question: 204
The primary purpose of piston rings is to __________.
A. seal the combustion chamber and allow the pistons to move freely.
B. connect the piston to the crankshaft.
C. allow fuel to enter the piston cylinder.
D. provide lubrication to the piston cylinder. Answer: A Question: 205
Connecting rods connect the piston to the __________.
B. fuel pump
D. battery Answer: C Question: 206
If an alternator overcharges the battery, a likely explanation is __________.
A. The governor has malfunctioned.
B. The voltage regulator isn’t working properly.
C. The ignition coil has overheated.
D. The battery-acid solution is low. Answer: B Question: 207
A primary advantage of the electronic ignition system over conventional ignition systems is __________.
A. the electronic ignition system is less expensive to repair.
B. the electronic ignition system provides a higher voltage.
C. the electronic ignition system allows for use of a lower octane fuel.
D. All of the above. Answer: B Question: 208
Overheating the engine can cause all of the following problems EXCEPT __________.
A. burned engine bearings
B. enlarged pistons
C. melted engine parts
D. improved fuel efficiency Answer: D
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Military Information syllabus - BingNews
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https://killexams.com/exam_list/MilitaryCourse 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 Universityâ€™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.Â
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.Â
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.Â 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.Â 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.phpPanel on Assessment of Military Information SciencesNo result found, try new keyword!This panel, one of 11 to be organized over 2022-2024 to review individual technical competencies covered by the Army Research Laboratory's R&D portfolio, will focus on assessing work related to ...Thu, 06 Jul 2023 09:01:00 -0500text/htmlhttps://www.nationalacademies.org/en/our-work/panel-on-assessment-of-military-information-sciencesStandard 1. Course overview and information
1.0: A Getting Started / Start Here welcome is provided and easily found when student first enters course site.
By welcoming students to the course and providing context for what they will be learning, the instructor sets the tone for success from the start of the course. As the orientation to the online course, the Getting Started / Start Here / Welcome section/video is a great place to explain the course layout, expectations, and organization; ensure that students are familiar with the learning management system; and that they have all of the proper hardware and software of the course. The instructor can use it to provide explanation for all of the necessary handouts, information, and course materials that they would typically introduce on the first day/week of a face-to-face class. In essence, this is the studentsâ€™ first impression of the instructor and the course. The course welcome does the following:
Helps establish instructor presence
Introduces the purpose and structure of the course
Provides guidance and direction to ensure that students will get off to a good start in the online space, preventing confusion and frustration
By including a welcome section that demonstrates how the instructor will be present, engaged, and interacting with students around and within the online course content, activities, and interaction can help support Regular and Substantive Interaction (RSI). As such, it sets the expectation that students will have access to and interaction with the instructor in a variety of ways.
Start Here welcome video on home page with navigation and information on how to enter and start the class:
1.1: An Orientation or Overview is provided for the overall course and in each module. Students are informed how to navigate the course, what tasks are due, and netiquette guidelines.
Simunich et al. (2015) found that courses with high levels of findability, based on careful development and placement of course information materials, have a direct impact on student perceptions of course quality, experience, and successful learning outcomes.
Creating an area in the course for Course Information/Syllabus materials (this could also be within a Getting Started module) provides the opportunity to present course information in well-labeled smaller chunks of information for the students to easily access and review. The intent is to enable students to find varied, discrete course information details easily and quickly with a scan of document heads and subheads, or one or two clicks, rather than having the information buried in obscure nested folders/documents, or a convoluted and lengthy syllabus .pdf.
Students benefit from knowing what they are about to learn, as well as the scope of work and time commitment expected from them. Therefore, each online course should provide both a course overview as well as an overview page at the start of each module. Such information helps students become self-directed and assuages any anxiety of starting a new class and/or module. See Standard Objective 4.0 for more information on Module Overviews. The course overview can be provided in the Start Here / Getting Started orientation module, syllabus, and/or via a welcome video. It should prepare students for what, when, where, and why they will be learning, and relay the same type of information that is provided in the first day of a face-to-face class and syllabus. The course overview/orientation section may include any of the following:
Netiquette and Interaction Guidelines
Description of How Lecture will be Delivered
Course Layout and Navigation
Contacts and Help
Required Technical Skills
Learning Management System Tool Usage / How-Tos
Homework Manager Program Registration Information
Vendor Accessibility Statements
Online course and module overviews can help support Regular and Substantive Interaction (RSI) by including specific explanations, instructions, and details on how, when, where, and by whom online course communications, interactions, discussions, etc. will take place, along with directing students to ask questions and interact with the instructor regarding such topics. A trial statement that may be included is as follows:
As your instructor, I plan to interact and engage with each of you on a regular basis throughout the term to support your learning. I will provide direct instruction related to the courseâ€™s learning objectives, grade and/or provide feedback on your submitted coursework, post regular announcements, and engage in the course discussion areas regarding academic course content when appropriate. You can expect me to reply to emails within 24 hours during the week and 48 hours over the weekend. On the evenings in which major assignments are due, I will be available to answer questions until 8 p.m.
Record a course welcome video. Screen-capture your syllabus, walking your students through it and providing explanations as you would on the first day of a face-to-face class and/or create a narrated video where you explain course content, outcomes, expectations, etc.
Use learner-centered language and address what they will experience and should expect to accomplish.
Address a single student by using the second person singular (e.g., â€śYou will learnâ€¦â€ť).
Anticipate the questions students might ask about the course (e.g., access, navigation, learning materials, due dates, etc.) and address them within the overview and/or welcome video.
Simunich, B., Robins, D., and Kelly, V. (2015). The Impact of Findability on Student Motivation, Self-Efficacy, and Perceptions of Online Course Quality. American Journal of Distance Education, 3.
Taylor, M., Dunn, M., & Winn, S.K. (2015). Innovative Orientation Leads to Improved Success in Online Courses. Online Learning, 19(4), 112â€“120.
1.2: An accessible, printable syllabus is available to students.
Empowering students to remain on track is a core teaching goal, and the more information provided in advance, the fewer problems and obstacles students will encounter. Providing an accessible syllabus in a format that is available for students to access at their convenience is a key element of clear course design.
While you may use the WebCampus Syllabus tool, many students prefer a document that they can print and refer to offline, or keep for their records. Producing a syllabus in a format that is readable and printable (not editable) is the goal. PDF and HTML file formats are recommended over DOC formats.
Course Delivery and Layout Information. In addition to all required sections, consider adding a Course Delivery and Layout Information that addresses how your course is organized and delivered, along with which learning programs and components youâ€™ll be using to deliver the course, and how you will meet Student Identity Verification Assessment requirements. The following is a trial statement you may include: This is an asynchronous online course with at least one Identity Verification Assessment. All students must participate in the courseâ€™s Identity Verification Assessment and have valid identification to continue in this course. See the Universityâ€™s WolfCard page if you are interested in obtaining a student ID. All course material and lectures are prepared in advance, will be accessed asynchronously, and are found within the course site. Please refer to the course site for the most up-to-date information.
Meet Accessibility Standards. Before loading your syllabus into WebCampus, perform an accessibility check in Microsoft Word and then again in Adobe, if setting the syllabus to a PDF. You may load either a Word doc or PDF into your course site as long as it is accessible.
University accessibility resources:
Change, S. L., & Ley, K. (2006). A Learning Strategy to Compensate for Cognitive Overload in Online Learning: Learner Use of Printed Online Materials. Journal of Interactive Online Learning , 5(1), 104â€“117.
Podolsky, T., & Soiferman, K. (2014). Student Academic reading Preferences: A Study of Online reading Habits and Inclination. University of Manitoba.
1.3: Course includes links to relevant campus resources and policies on plagiarism, computer use, filing grievances, accommodating disabilities, information technology resources, etc.
Students should be able to connect to their campus through their online courses, and that includes connecting to student services, policies, and procedural guidelines. Easy access to online student supports and services such as technical help, orientation resources, tutoring services and other available online student supports and services will limit frustration, and enable students to find and access the help they need, when they need it. Connecting online students to support services and resources at the course level will also open opportunities to explore available services, and more fully use those services to their benefit. Perhaps most importantly, providing such information helps create an environment where students feel they have access to you, their classmates, resources, and helpâ€“and a place where their questions can get answered.
Policies that students are expected to comply with need to be communicated and course links to associated student services offices within the University should be provided. Links should bring the students to:
This information can be added to the course syllabus, and introduced by the instructor in the course welcome, or course information documents.
Place all policy information in one location, such as a handout or WebCampus content page and include a FAQ section to help guide students to appropriate resources for additional help or guidance.
Model adherence to all campus policies within your course, including plagiarism, academic integrity, and support for students with disabilities.
Send or prepare automated announcements to reinforce awareness of the information, or to provide an opportunity for instructor-initiated conversations / discussion about these topics.
Incorporate ice-breaker activities that require students to read about and interact with policies, program information, etc. and provide an opportunity for Questions and Answers around these topics.
Include a Student Lounge / Course Questions / Ask a Question open discussion forum where students can post questions regarding Campus Statements and Policies.
Paste the Universityâ€™s and your academic programâ€™s policy on academic dishonesty in every assessment you create.
This standard can help support Regular and Substantive Interaction (RSI) because it demonstrates how the instructor intends to support student success in their effort to making it clear how the student can receive help and access materials and resources for assistance. Providing such information opens opportunities for interaction, question and answer, clarification, advisement, and direct student support on a variety of academic topics.
Example of a Contacts and Help page in WebCampus with explanations of what each student support service offers:
Sample statement on academic integrity in a course syllabus and/or assessment, provided by the Core Humanities program:
Do not consult outside sourcesâ€”we are interested in your own original ideas and analyses, not someone elseâ€™s from outside this course. If you are having problems understanding the material, ask your instructor for clarification. Level 3 violations of academic dishonesty will result in an F for the course. It is much better to receive a zero grade for an assignment than to submit work that is not your own, be charged with academic dishonesty, and receive an F grade for the course.
1.4: Course information indicates how content will be delivered (e.g., video, text, audio) and describes methods for accessing all course materials.
Students must be informed on how course content will be provided and delivered so they can plan appropriately and determine if the course is right for them. For example, some students may need asynchronous lecture material in order to succeed, while others may prefer synchronous lectures. Providing this information at the start of the course will help students determine whether staying in the course is the right action for them.
In asynchronous online courses, lectures and course materials may be provided in different formats, such as written notes, video, or interactive tools. Providing a succinct explanation in the syllabus and/or Getting Started materials of what students can expect at the start of class is vital in digital courses, since there is much variation in lecture delivery and methods. Importantly, students will also need to know that they can access learning materials, interactions, and assignments at any time and asynchronously. The main premise is that there is no requirement for everyone to be in the same place online at the same time.
If you plan on locking material and/or using timed release features in your course, you must also notify and explain to students your parameters and what they must do to access content. See Objective 3.1 for further explanation.
Sample statement that may be included in syllabus and course site:
This is an asynchronous online course. All course material and lectures are prepared in advance, will be accessed asynchronously, and are found within the course site. Your instructor may hold synchronous online meetings at their discretion. While all lecture material and course content are available from the start of your course (nothing is locked or time-released), this is not a self-paced course. Expect to complete the modules during the weeks in which they are due according to the module title, calendar, and syllabus. Working ahead is discouraged except with permission from the instructor and/or permitted in special circumstances. Please refer to the course site for the most current and up-to-date information.
1.5: Course provides contact information for instructor, department, and program.
In addition to providing this information in the syllabus, including a contact information page in the course site opens opportunities for students to contact and interact with course instructors, as well as department and program administrators. This includes information on the best method of contact (e.g., WebCampus messages, email, department website, etc.) and office hours. Opening avenues for communication and providing easy access to those channels supports learner-instructor interaction, and facilitates engaging in supportive contact and interaction, a key component of social presence (Garrison et al., 2000). See Standard Objective 5.5 for more information on how including such information also provides students multiple opportunities to provide descriptive feedback on course design, course content, course experience, and ease of online technology.
This standard can support Regular and Substantive Interaction (RSI) compliance by providing instructor contact information as well as any additional information to clarify expectations, roles, and communication plans and channels, all of which are essential aspects of a well-designed online course and help direct students to ask questions and interact with the instructor.
Share expectations for contact including your preferred or required modes of contact.
Provide information on regular office hours and how/where to ask questions.
If a student contacts you in a way or at a time that is not expected, or your preference, direct them to your preferred modes of contact.
State how you would like students to address you (e.g., â€śDoctor,â€ť â€śProfessor,â€ť or by your first name, etc.) and what information they may need to include in their correspondence with you.
Make sure your students know specifically what to expect in terms of your response time.
Sample â€śMeet your Instructorâ€ť page that includes instructor picture, biography, and responsibilities, as well as communication methods:
Mon, 08 Aug 2022 05:38:00 -0500en-ustext/htmlhttps://www.unr.edu/digital-learning/online-learning/online-learning-standards-and-policies/standards-for-digital-instruction-explanations/standard-one-course-overview-and-informationSupplemental SyllabusSupplemental SyllabusSkip to Main ContentSkip to Main NavigationSkip to Footer
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 othersâ€™ 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,Â 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.Â
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 â€“ 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, andÂ 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 â€“ 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 â€śWâ€ť or a grade was assigned to the course (except for Learning Support and ESL courses).
The Registrarâ€™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 withÂ Student Accessibility Services. Student Accessibility Services provides accommodation memos for eligible students to give to their instructors. Students are responsible for providing the â€śAccommodations Letterâ€ť to the instructors and must give 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.Â 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 Universityâ€™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 universityâ€™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 universityâ€™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.phpMilitary Report and News
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Wed, 18 Sep 2019 05:30:00 -0500entext/htmlhttps://www.military.com/military-reportMishap Damaged F-16 Fighting Falcon from Top Gun Command, Navy Confirms
An F-16A Fighting Falcon jet from the command of the Navy's most demanding fighter air combat course, known as Top Gun, was recently damaged in an aviation incident in California, according to the service.
The mishap happened at Naval Air Station Lemoore, California, on Sept. 25 during recovery, resulting in damage to the "left tire or main mount," a Navy spokesperson told Military.com. The Naval Safety Center listed it as a Class A mishap, a category of incidents that cause $2.5 million or more in damages, or a destroyed aircraft.
There were no significant injuries, according to the Navy. The F-16A was assigned to the Naval Aviation Warfighting Development Center but was on detachment to the Lemoore air station, according to the spokesperson.
The Naval Aviation Warfighting Development Center in Fallon, Nevada, is home to the Strike Fighter Tactics Instructor Course, widely known as Top Gun. The Navy describes its Top Gun course as the "most demanding air combat syllabus found anywhere in the world."
Top Gun was established in 1969 as the U.S. Navy Fighter School.
The demanding aviation school was made popular with the 1986 hit movie "Top Gun" starring Tom Cruise as a naval aviator with the call sign Maverick. Cruise reprised his role in the 2022 sequel "Top Gun: Maverick."
Prior to 2015, the Naval Aviation Warfighting Development Center was known as the Naval Strike and Air Warfare Center.
The F-16A is a single-seat fighter aircraft that serves in an adversary role in aviation combat training, according to the Navy. However, the service could not confirm at the time of publication whether the aircraft involved in the mishap was serving as an adversarial fighter.
The Navy had 10 Class A aviation mishaps as of the end of September, according to data from the Naval Safety Center. There were 16 Class A aviation mishaps in fiscal 2022.
The Naval Safety Center's data on Class A mishaps includes both manned and drone aviation platforms.
Class A aviation mishaps over the last two years are fewer than the peak over the past decade of 17 in 2014.
The F-16A incident is currently under investigation and the Navy could not provide any further information, a service spokesperson told Military.com.
-- Shawn Snow is a freelance reporter and Marine veteran. He previously reported for Military Times covering the Marine Corps and overseas operations. He is on X @ShawnSnow184, and can be reached at firstname.lastname@example.org.
Story ContinuesWed, 08 Nov 2023 07:09:00 -0600entext/htmlhttps://www.military.com/daily-news/2023/11/08/f-16-fighter-jet-famed-top-gun-command-was-damaged-recent-aviation-mishap.htmlRaigad Military School, Mumbai
This page gives information about Raigad Military School, its address and location, academic information, infrastructure and facilities etc...
Raigad Military School is a Co-Educational school affiliated to CBSE syllabus. Raigad Military School is located in Mumbai,Maharashtra. The school was established in the year 2004 and is managed by Raigad Military School.
Location of Raigad Military School
Raigad Military School spreads across about 11001 sq.M
Facilities provided by Raigad Military School
Indoor Games, Dance Rooms, Music Rooms, Health and Medical Check up
Raigad Military School has Library facility constituting , Periodicals, Dailies, Reference Books, Magazine, and with about 2100 books.
Sun, 26 Apr 2015 15:34:00 -0500text/htmlhttps://www.prokerala.com/education/raigad-military-school-s3397.htmlConcerning study reveals easy access to data of our military service members
â€ťThat information is an asset to our adversaries," said Air Force veteran and cybersecurity professional Rodney Gullatte Jr. "You better believe that cyberwarfare component is coming. The AI warfare component is coming.â€ť
COLORADO SPRINGS â€” As consumers try to better defend themselves from fraud and the constant threat of identity theft, weâ€™re following up on a latest study that shows the personal information of our military members is easy to access and it could pose a national security threat.
According to a latest report from Duke Universitythe personal information of U.S. military service members is being advertised by data brokers and researchers say itâ€™s being sold for as little as 12-cents a person.
Things like names, phone numbers addresses, names of children, relationship status, net worth, and credit rating, could be acquired according to the study. Researchers say they bought records for nearly 50,000 service members for $10,000.
â€ťIâ€™m an Air Force veteran. My fifth week of basic training was September 11th, a pretty interesting day," said Rodney Gullate Jr. "Then I got out of the Air Force and started pursuing my career in IT and cyber.â€ť
At the National Cybersecurity Center in Colorado Springs, he is providing his unique experience as both a military veteran and cybersecurity professional.
â€ťBig data they donâ€™t care. They care about money," said Gullate Jr. "They are just going to keep doing whatever it takes to exploit us.â€ť
He says the latest study from Duke University showing how easy it is to access and purchase the data of military service members should get our attention.
â€ťThat information is an asset to our adversaries," said Gullate Jr. "You better believe that cyberwarfare component is coming. The AI warfare component is coming.â€ť
While the specifics of this study detail the impact on military members and their families, he warns bad actors might just want the information to gain access to more targets.
â€ťThey can use you as leverage to get to other people. So they attack your social media account and theyâ€™ll use that to reach all of your friends list as you,â€ť he said.
United States senators on both sides of the aisle have already come out saying there needs to be changes in policy to better protect the data of both civilians and our military service members. Gullatte Jr. says itâ€™s important that we do our part to speak up too.
â€ťReaching out to these legislators and telling them what these issues are, sharing those articles of things that are happening, and sharing concerns," said Gullatte Jr. "For us who are professionals in this field, itâ€™s going to our legislators and saying hey weâ€™re here to help.â€ť
According to NBC Newsthere are European countries that have established strict regulations on the collecting, packaging, buying and selling personal information. Meanwhile, here in the United States aside from some limitations on medical data and information on children, our lawmakers havenâ€™t moved on a general data privacy bill.
If you'd like to take a closer look at the Duke University study that is inspiting these important conversationsyou can follow this link.
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Wed, 15 Nov 2023 23:33:00 -0600entext/htmlhttps://www.koaa.com/money/consumer/concerning-study-reveals-easy-access-to-data-of-our-military-service-membersHBSE 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.Â
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.Â
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.Â
Â Annual Examination
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.Â
Preparation for board examinations is a crucial element for scoring good marks. Students should not only focus on the syllabus and trial 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.Â
Tue, 14 Nov 2023 23:27:00 -0600text/htmlhttps://www.jagranjosh.com/articles/hbse-class-10-syllabus-2023-24-1687259390-1Rashtriya Military School, Bangalore Urban
This page gives information about Rashtriya Military School, its address and location, academic information, infrastructure and facilities etc...
Rashtriya Military School is a Boys school affiliated to CBSE syllabus. Rashtriya Military School is located in Bangalore Urban,Karnataka. The school was established in the year 1946 and is managed by Ministry Of Defence Government Of India.
Location of Rashtriya Military School
Facilities provided by Rashtriya Military School
Swimming Pool, Indoor Games, Gymnasium, Music Rooms, HostelÂ , Health and Medical Check up
Rashtriya Military School has Library facility constituting , Periodicals, Dailies, Reference Books, Magazine, and with about 19200 books.