All Mulesoft-CD real questions questions are provided here for download

On the off chance that you want to, breeze through Mulesoft-CD test with simply perusing course books, you are incorrect. There are a few interesting inquiries that you never see in Mulesoft-CD course reading. We have Mulesoft-CD practice test that contains every one of the precarious inquiries that you will see at test screen. Download 100 percent free brain dumps before you register for full Mulesoft-CD bootcamp documents.

Mulesoft-CD MuleSoft Certified Developer -Level 1 (MCD-Level1) Study Guide | http://babelouedstory.com/

Mulesoft-CD Study Guide - MuleSoft Certified Developer -Level 1 (MCD-Level1) Updated: 2024

Pass4sure Mulesoft-CD Dumps and practice exams with Real Questions
Exam Code: Mulesoft-CD MuleSoft Certified Developer -Level 1 (MCD-Level1) Study Guide January 2024 by Killexams.com team

Mulesoft-CD MuleSoft Certified Developer -Level 1 (MCD-Level1)

Format: Multiple-choice, closed book, proctored online or in a testing center

Length: 60 questions

Duration: 120 minutes (2 hours)

Pass score: 70%

Language: English

The test can be taken a maximum of 5 times, with a 24 hour wait between each attempt.



Description

MuleSoft Certified Developer - Level 1 (Mule 4)A MuleSoft Certified Developer – Level 1 should be able to successfully work on basic Mule 4 projects with guidance and supervision. The MCD – Level 1 (Mule 4) test validates that a developer has the required knowledge and skills to design, build, test and debug, deploy, and manage basic APIs and integrations: moving from Anypoint Platform to Anypoint Studio and back. S/he should be able to:

- Use MuleSoft-hosted Anypoint Platform to take a basic API through all the steps of its lifecycle: design, build, deploy, manage, and govern.

- Use Anypoint Studio to build, test, and debug basic integrations and API implementations.

- Connect to a range of resources including databases, files, web services, SaaS applications, and JMS queues.

- Perform basic data transformations using DataWeave 2.

- Control event flow and handle errors.

- Process batch records.



Explain MuleSofts proposal for closing the IT delivery gap

Describe the role and characteristics of the “modern API”

Describe the purpose and roles of a C4E

Define and describe the benefits of API-led connectivity and application networks

Define and correctly use the terms API, API implementation, API interface, API consumer, and API invocation

Describe the basics of the HTTP protocol and characteristics of requests and responses

Describe the capabilities and high-level components of Anypoint Platform for the API lifecycle

DEV:FUN4 Module 1

DEV:FUN4 Module 2

Designing and Consuming APIs

Describe the lifecycle of the “modern API”

Use RAML to define API resources, nested resources, and methods

Identify when and how to define query parameters vs URI parameters

Use RAML to define API parameters, requests, and responses

Use RAML to define reusable data types and format independent examples

Read a RAML spec and formulate RESTful requests with query parameters and/or headers as appropriate

DEV:FUN4 Module 3

DEV:DIY4 Exercise 3-1 and 4-1

Accessing and Modifying Mule Events

Describe the Mule event data structure

Use transformers to set event payloads, attributes, and variables

Write DataWeave expressions to access and modify event payloads, attributes, and variables

Enrich Mule events using target parameters

DEV:FUN4 Module 6

DEV:DIY4 Exercise 6-1, 7-1, and 7-2

Enriching Data with Target Parameters

Structuring Mule Applications

Parameterize an application using property placeholders

Define and reuse global configurations in an application

Break an application into multiple flows using private flows, subflows, and the Flow Reference component

Specify what data (payload, attributes, variables) is persisted between flows when a Flow Reference is used

Specify what data (payload, attributes, variables) is persisted between flows when a Mule event crosses a connection boundary

Specify what data (payload, attributes, variables) exists in a flow before and after a call in the middle of a flow to an external resource

DEV:FUN4 Module 7

DEV:DIY4 Exercise 7-1 and 7-2

Building API Implementation Interfaces

Manually create a RESTful interface for a Mule application

Generate a REST Connector from a RAML specification

Describe the features and benefits of APIkit

Use APIkit to create implementation flows from a RAML file

Describe how requests are routed through flows generated by APIkit

DEV:FUN4 Module 4

DEV:FUN4 Module 8

DEV:DIY4 Exercise 4-1

Routing Events

Use the Choice router to route events based on conditional logic

Use the Scatter-Gather router to multicast events

Validate data using the Validation module

DEV:FUN4 Module 9

DEV:DIY4 Exercise 9-1

Handling Errors

Describe the default error handling in a Mule application

Define a custom global default error handler for an application and identify in what situations it will be used

Compare and contrast how the On Error Continue and On Error Propagate scopes work

Create one or more error handlers for a flow

Use the Try scope to specify error handlers for one or more event processors

Describe the data structure of the Mule Error object

Map errors to custom application errors

DEV:FUN4 Module 10

DEV:DIY4 Exercise 10-1

Transforming Data with DataWeave

Write DataWeave scripts to convert JSON, XML, and Java data structures to different data structures and data types

Use DataWeave functions

Define and use DataWeave variables, functions, and modules

Define and use custom data types

Apply correct DataWeave syntax to coerce data types

Apply correct DataWeave syntax to format strings, numbers, and dates

Call Mule flows from a DataWeave script

DEV:FUN4 Module 11

DEV:DIY4 Exercise 11-1

Using Connectors

Retrieve data from a Database using the Database connector

Create parameterized SQL queries for the Database connector

Retrieve data from a REST service using HTTP Request or a REST Connector

Use a Web Service Consumer connector to consume SOAP web services

Use the Transform Message component to pass arguments to a SOAP web service

List, read, and write local files using the File connector

List, read, and write remote files using the FTP connector

Use the JMS connector to publish and listen for JMS messages

DEV:FUN4 Module 4

DEV:FUN4 Module 8

DEV:FUN4 Module 12

DEV:DIY4 Exercise 4-1, 8-1, 12-1, and 12-2

Processing Records

List and compare and contrast the methods for processing individual records in a collection

Explain how Mule events are processed by the For Each scope

Use the For Each scope to process records

Explain how Mule events are processed by the Batch Job scope

Use a Batch Job with Batch Steps and a Batch Aggregator to process records

Use the Scheduler component to trigger a flow

Use connector listeners to trigger flows

Describe the features, benefits, and process to use watermarking

Describe the features, benefits, and process to use automatic watermarking vs. manual watermarking

Use connectors with automatic watermarking capabilities

Persist data between flow executions using the Object Store

DEV:FUN4 Module 12

DEV:FUN4 Module 13

DEV:DIY4 Exercise 13-1

Debugging and Troubleshooting Mule Applications

Use breakpoints to inspect a Mule event during runtime

Install missing Maven dependencies

Read and decipher Mule log error messages

DEV:FUN4 Module 6

DEV:FUN4 all WTs

DEV:DIY4 Exercise 6-1 and Walkthrough

DEV:DIY4 all exercises

Deploying and Managing APIs and Integrations

Package Mule applications for deployment

Deploy applications to CloudHub

Use CloudHub properties to ensure deployment success

Create and deploy API proxies

Connect an API implementation to API Manager using autodiscovery

Use policies, including client ID enforcement, to secure an API

Create SLA tiers and apply SLA based policies

DEV:FUN4 Module 5

DEV:DIY4 Exercise 5-1 and 5-2

Configuring API Autodiscovery in a Mule 4 Application
MuleSoft Certified Developer -Level 1 (MCD-Level1)
MuleSoft (MCD-Level1) Study Guide

Other MuleSoft exams

Mulesoft-CD MuleSoft Certified Developer -Level 1 (MCD-Level1)
MCD-ASSOC MuleSoft Certified Developer - Integration and API Associate
MCIA-Level-1 MuleSoft Certified Integration Architect - Level 1
MCPA-Level-1 MuleSoft Certified Platform Architect - Level 1
MCD-Level-2 MuleSoft Certified Developer Level 2

killexams.com enjoy by helping individuals to pass the Mulesoft-CD test of their first attempt. Our accomplishments inside the previous two years have been totally excellent. Our reputation is based on success of our clients that pass Mulesoft-CD test with high scores. We just keep Mulesoft-CD dumps valid and updated for you.
Mulesoft-CD Dumps
Mulesoft-CD Braindumps
Mulesoft-CD Real Questions
Mulesoft-CD Practice Test
Mulesoft-CD dumps free
MuleSoft
Mulesoft-CD
MuleSoft Certified Developer Level 1
http://killexams.com/pass4sure/exam-detail/Mulesoft-CD
Question: 52
How can you call a flow from Dataweave?
A. Not allowed
B. Include function
C. Look up function
D. Tag function
Answer: C
Question: 53
What is the value of the stepVar variable after the processing of records in a Batch Job?
A. -1
B. 0
C. Null
D. Last value from flow
Answer: C
Question: 54
What is not an asset?
A. Exchange
B. Template
C. Example
D. Connector
Answer: A
Question: 55
How to import Core (dw::Core) module into your DataWeave scripts?
A. import dw::core
B. Not needed
C. None of these
D. import core
Answer: B
Question: 56
How would you debug Mule applications?
A. Using breakpoints
B. Checking RAML
C. By Deploying apps on production
D. Cannot do it
Answer: A
Question: 57
What does to the attributes of a Mule event happen in a flow after an outbound HTTP Request is made?
A. Attributes do not change.
B. Previous attributes are passed unchanged.
C. Attributes are replaced with new attributes from the HTTP Request response.
D. New attributes may be added from the HTTP response headers, but no headers are ever removed.
Answer: C
Question: 58
The new RAML spec has been published to Anypoint Exchange with client credentials.
What is the next step to gain access to the API?
A. Email the owners of the API.
B. Create a new client application.
C. No additional steps needed.
D. Request access to the API in Anypoint Exchange.
Answer: D
Question: 59
What is the difference between a subflow and a sync flow?
A. Sync flow has no error handling of its own and subflow does. B. Subflow has no error handling of its own and sync
flow does.
C. Subflow is synchronous and sync flow is asynchronous.
D. No difference.
Answer: B
For More exams visit https://killexams.com/vendors-exam-list
Kill your test at First Attempt....Guaranteed!

MuleSoft (MCD-Level1) Study Guide - BingNews https://killexams.com/pass4sure/exam-detail/Mulesoft-CD Search results MuleSoft (MCD-Level1) Study Guide - BingNews https://killexams.com/pass4sure/exam-detail/Mulesoft-CD https://killexams.com/exam_list/MuleSoft Study guide

This bestselling textbook provides an engaging and user-friendly introduction to the study of language.

Assuming no prior knowledge of the subject, Yule presents information in bite-sized sections, clearly explaining the major concepts in linguistics – from how children learn language to why men and women speak differently, through all the key elements of language. This fifth edition has been revised and updated with new figures and tables, additional topics, and numerous new examples using languages from across the world.To increase student engagement and to foster problem-solving and critical thinking skills, the book includes thirty new tasks. An expanded and revised online study guide provides students with further resources, including answers and tutorials for all tasks, while encouraging lively and proactive learning. This is the most fundamental and easy-to-use introduction to the study of language.

Tue, 13 Jun 2023 02:25:00 -0500 en text/html https://www.cambridge.org/us/universitypress/textbooks/yule5/study-guide
A Study Guide to Humanae Vitae

Written by the Priests and Pastoral Associates of Priests for Life

 

This study guide is based on the Vatican Translation of Humanae Vitae

 

Table of Contents:

 

Forward

Introduction to the Study Guide

Summary of the Introduction to the Encyclical and Section I: New Aspects of the Problem and Competency of the Magisterium

A Summary of Section II. Doctrinal Principles

Summary of Section III. Pastoral Directives 

Essay: Finding Our Way Back Home

Essay: Life, Purity and Humanae Vitae

Essay: The Transmission of Life -- On Whose Terms?

The Contraception of Grief: A Personal Testimony

Glossary of Terms

 

Foreword

 

A Study Guide to Humanae Vitae


Fr. Frank Pavone, National Director, Priests for Life

 

Forty years is not a long time in Church history. Indeed, we are still living in the moment of Humanae Vitae (issued on July 25, 1968), and of the challenge it presents to the world.

Humanae Vitae does not identify the key problem of our day in the realm of sex or birth or "the pill," but rather in the myth that we can be God. Pope Paul writes at the beginning of the document, "But the most remarkable development of all is to be seen in man's stupendous progress in the domination and rational organization of the forces of nature to the point that he is endeavoring to extend this control over every aspect of his own life -- over his body, over his mind and emotions, over his social life, and even over the laws that regulate the transmission of life” (n.2).

 

The Pope here is painting a wider vision of the problem. We think everything belongs to us, but the reality is that we belong to God. "Humanae Vitae" means "Of human life." Human life came from God, belongs to God, and goes back to God. "You are not your own," St. Paul declares. "You have been bought, and at a price" (1 Cor. 6:19-20). Sex and having children are aspects of a whole cluster of realities that make up our lives and activities. We suffer from the illusion that all of these activities belong to us. “This is my life, my body, my choice.

 

The problem we face is not that our society is obsessed with sex. Rather, it is afraid of it-- afraid of the total reality and power of what it represents, where it comes from, and where it leads. Sex properly understood requires that we acknowledge God who made it. More than that, sex can never be separated from its purpose: to insert us into this immense, powerful movement of life and love that started when God said "Let there be light" (Genesis 1:3) and culminates when the Spirit and the Bride say "Come, Lord Jesus!" (Revelation 22:17).

 

Sexual activity means so much that it is wrong to diminish its message or deny its full reality: it belongs in the context of committed love (sealed by marriage) and openness to life precisely because this is the only context great enough to hold its message and reflect the greater reality to which the gift of sexuality points us and to which it commits us.

 

This is a reality that is bigger than all of us. It is the self-giving which starts in the Trinity, and is revealed in a startling way on the Cross, and then challenges each of us in our daily interaction with others, with God, and with our own eternal destiny. It is so real and so big that it is scary. That's why so many today are afraid of the full reality and meaning of sex. That's why Pope Paul VI wrote Humanae Vitae.

 

That is also why our Priests for Life pastoral team wrote this Study Guide. We have also established a special website, www.HumanaeVitae40.com, to promote the teachings of this document. It is our daily prayer that this effort will lead many believers to understand, embrace, and proclaim the beautiful truth of human life. 

 

INTRODUCTION TO THE STUDY GUIDE

 

James J. Pinto, Jr., M.E.V.
Editor: A Study Guide to Humanae Vitae 

 

This Study Guide will be most effective if one first thoroughly familiarizes himself with its content and layout. Review the table of contents and the location of each section listed. The Study Guide is to be used by an individual or group as a side by side companion with the text  of Humanae Vitae included in this booklet. The three Essays offer unique insight with questions for further discussion. The Contraception of Grief: A Personal Testimony presents a riveting and practical witness to why Humanae Vitae is the wholesome truth.

 

The Glossary assists the reader in clarifying some key terms contained in the Encyclical. Glossary terms are listed by the number/paragraph in which they first appear. The terms will be marked with an *asterisk in the Humanae Vitae text as a note to the reader that the term is contained in the Glossary. 

 

After practicing Fr. Pavone’s Foreword one should read the Summary of the Introduction and Section I, followed by the practicing of the Introduction and Section I. of Humanae Vitae itself. After completing the Introduction and Section I. of Humanae Vitae; the reader answers the series of questions below the Summary of the Introduction and Section I.  The sequence followed for the Introduction and Section I is repeated for each following section: practicing the Study Guide Section Summary, practicing of the corresponding Encyclical section itself and returning to the Study Guide questions for that particular section. The questions are meant to refer the reader back to particular paragraphs/numbers (n.or n.n.) of that section where he/she will find the answers. One may work on the answers to these questions while practicing the paragraph/number, or, wait until he/she has read the entire section and then complete the answers. Continual returning to the text of the encyclical helps emphasize that the document itself is the primary source of instruction and the basis for individual and group applications. 

 

The three Essays have several questions at their conclusion to help foster reflection and discussion. A personal witness to the truth and wisdom of Humanae Vitae is presented in The Contraception of Grief: A Personal Testimony. 

 

This Study Guide is meant to be a “springboard” to delve more deeply into Humanae Vitae and its themes, in order to stimulate reflection, and a lifestyle of holiness. 

 

For those considering the possibility of facilitating a study group, this study guide lends itself to a discussion study group method of learning. While a leader/facilitator encourages the group and keeps it “on track”, it is the individual sharing and group dynamic that contribute most to the learning process. The facilitator is not a lecturer, neither is he there to give all the answers. The facilitator seeks to shepherd the group learning process and does everything possible to solicit their contributions. Members interact and learn from everyone, including the facilitator. A Facilitator’s Guide is available through Priests for Life at www.HumanaeVitae40.com. The Facilitator’s Guide seeks to assist you in leading a group and lays out suggested study sessions.

 

It is our hope, that on the fortieth anniversary of Humanae Vitae, this study guide will assist in promoting the Church’s clear and authoritative word on transmitting human life. May all who hear this true, prophetic and lovely word be assured that: the Church has always issued appropriate documents on the nature of marriage, the correct use of conjugal rights, and the duties of spouses. These documents have been more copious in recent times. (n.4)

 

Mon, 25 Dec 2023 10:00:00 -0600 en text/html https://www.catholicnewsagency.com/resource/55671/a-study-guide-to-humanae-vitae
Prepare for the CCST Exam
  • The correct answer is D, A/D converter. A digital controller requires a digital signal as its input. A 4-20 mA transmitter outputs an analog signal. Therefore, a device to convert an analog (A) signal to a digital (D) is required. This class of device is referred to as an A/D converter.

    An I/P transducer is used to convert an analog current (I) signal to a pneumatic (P) signal, as for actuation of final control elements. A P/I transducer is used to convert a pneumatic signal (P) to an analog current (I) signal, as for a pneumatic transmitter in a programmable logic controller loop. A DP transmitter is a differential pressure transmitter, which can output a pneumatic, an analog, or a digital signal, depending on the model of transmitter used.

    Reference: Goettsche, L.D. (Editor), Maintenance of Instruments and Systems, Second Edition, ISA, 2005.

  • The correct answer is C, "sample conditioning system." Answers A and C are items not generally associated with extractive field analyzers. Capillary tubes are used for collecting small samples (water, for instance) from a larger container. There are special capillary tubes that can be used in the analyzer chamber of a gas chromatograph, but they are not constructed from glass. Smooth-walled pipe is important for reducing friction losses in piping systems.

    A sample probe calibration system is important to the overall function and maintenance of an extractive field analyzer. However, these systems are not used to prepare the sample for analysis, but rather to provide a mechanism to verify and maintain analyzer performance.

    A sample conditioning system can contain devices, such as filters, demisters, flow regulators, and heaters. sample conditioning systems are used to bring the sample to the ideal process conditions for accurate measurement in the analyzer itself. The sample conditioning system can be a key maintenance item in an analyzer system, since each device needs to be calibrated, cleaned, etc.

    Reference: Goettsche, L.D. (Editor), Maintenance of Instruments and Systems, Second Edition, ISA, 2005.

  • The correct answer is B, "equal to." In order for air to be discharged from the end of a bubbler purge tube, the air pressure in the tube must be equal to (or higher than) the pressure exerted by the liquid head in the tank.

    As the tank level is decreased, the liquid head pressure at the tip of the purge tube decreases, and more bubbles per unit of time can escape. The corresponding reduction in pressure in the purge tube is proportional to the level in the tank. Therefore, the point at which the liquid head pressure and the purge tube pressure are equal is the highest level (URV = 100%) that the device will measure.

    Reference: Goettsche, L.D. (Editor), Maintenance of Instruments and Systems, Second Edition, ISA, 2005.

  • The correct answer is A, "51 K ohms ± 5%."

    The four-color band coding is:
    Color    Value    Multiplier
    Black    0    1
    Brown    1    10
    Red    2    100
    Orange    3    1000
    Yellow    4    10 K
    Green    5    100K
    Blue    6    1 M
    Violet    7    10 M
    Gray    8     
    White    9     
    Gold    ± 5%    0.1
    Silver    ± 10%    0.01

    So a resistor with four bands, green-brown-orange-gold, has a value of: 5 1 x 1000 ± 5% or 51 KΩ.

    Reference: Goettsche, L.D. (Editor), Maintenance of Instruments and Systems, Second Edition, ISA, 2005.

  • The correct answer is D, series and energized. To measure current, you must connect the two leads of the ammeter in the circuit so that the current flows through the ammeter. In other words, the ammeter must become a part of the circuit itself. The only way to measure the current flowing through a simple circuit is to insert your ammeter into the circuit (in series) with the circuit energized.

    Reference: Goettsche, L.D. (Editor), Maintenance of Instruments and Systems, Second Edition, ISA, 2005.

  • The correct answer is A; it prevents the formation of a second temperature measurement junction.

    A thermocouple measurement junction is formed wherever two dissimilar metals are joined. KX-type thermocouple extension wire is made of the same metals as the K-type thermocouple (chromel and alumel). When extending the thermocouple leads with an extension wire back to the control system input card, KX thermocouple extension wire must be used, and the chromel wire and the alumel wire must be joined to the wire of the same metal in the extension cable. If JX or another type of extension wire is used, another measurement junction is formed. For instance, if JX extension cable is used in the example in this problem, the point where the iron and chromel wires are joined would form another thermocouple. This will negatively affect the intended measurement signal. Proper installation of thermocouple extension wires also requires special terminal blocks to prevent additional junctions from being formed.

    Reference: Goettsche, L.D. (Editor), Maintenance of Instruments and Systems, Second Edition, ISA, 2005.

  • The correct answer is B, "hydraulic actuation." Although many pneumatic actuators can provide a large force, they require either a large diaphragm area (in the case of a diaphragm actuator) or a large cylinder (in the case of a rack and pinion actuator).

    Hydraulic actuators are driven by a high-pressure fluid (up to 4,000 psig) that can be delivered to the actuator by a pump that is remote from the actuator itself. Hydraulic cylinders can deliver up to 25 times more force than a pneumatic cylinder of the same size.

    Manual actuation is accomplished by turning a valve handle, and is limited to the amount of force that an operator can exert on the lever or hand wheel.

    Electric actuation delivers high torques for rotary-style valves, but electric actuators tend to be large and heavy compared to hydraulic actuators.

    Reference: Goettsche, L.D. (Editor), Maintenance of Instruments and Systems, Second Edition, ISA, 2005.

  • The correct answer is D; they measure pressure by sensing the deflection of the diaphragm. For most pressure applications, changes in pressure are detected by the change in deflection of a measuring diaphragm.

    The deflection is converted into an electrical signal (voltage) by a piezoelectric or capacitance device. The small electrical current is converted to a standard signal (e.g., 4-20 mA or a digital signal) by a transmitter. Therefore, answer B is not correct.

    Answer A is not correct, because pressure sensors can measure very small pressure changes (inches of water) and in some cases, millimeters of water.

    Pressure measurement devices are not affected by volume, since they are measuring force over an area only. Many pressure sensors are sensitive to temperature (capillary tubes are filled with fluids that can expand with temperature). Therefore, answer C is not correct.

    Reference: Goettsche, L.D. (Editor), Maintenance of Instruments and Systems, Second Edition, ISA, 2005.

  • The correct answer is C, "Gather information about the problem." Once a problem is identified, data must be gathered and analyzed to determine a viable set of potential actions and solutions.

    The logical analysis troubleshooting method consists of (in order):
    1. Identify and define the problem.
    2. Gather information about the problem.
    3. Evaluate the information/data.
    4. Propose a solution or develop a test.
    5. Implement the solution or conduct the test.
    6. Evaluate the results of the solution or test.
    7. If the problem is not resolved, reiterate until the problem is found and resolved.
    8. If the problem is resolved: document, store/file, and send to the appropriate department for follow up if required.

    Reference: Goettsche, L.D. (Editor), Maintenance of Instruments and Systems, Second Edition, ISA, 2005.

  • The correct answer is B, “location, elevation, and tag number.” Instrument location plans are most often used to support new plant installations and give the installer information about the real physical location of the installation of an instrument, the elevation of installation (at grade, on a platform, at what height on a process line, etc.), and the tag number of the instrument to be installed.

    Specification numbers (part of answers C and D) are usually indicated on instrument lists and instrument installation details. Wiring plans (part of answer A) are typically shown on conduit and wiring schedules or cabling diagrams. Although these details are useful in the installation of a plant, they are not part of the instrument installation plans.

    Reference: Goettsche, L.D. (Editor), Maintenance of Instruments and Systems, Second Edition, ISA, 2005.

  • Thu, 02 Dec 2021 09:44:00 -0600 en text/html https://www.isa.org/certification/ccst/prepare-for-the-ccst-exam
    History study guide 2023/24

    History at Bristol

    When you become part of the Department of History, you will be on the way to becoming an historian, rather than just a student of history. This means that you will actively engage in exploring and interpreting the past, rather than just storing up historical knowledge. All of our staff regularly publish and since our teaching focuses heavily on research, our interests are reflected in the exceptionally wide range of course units we offer in all years. We also strive to ensure that students get to take the units they are interested in so that, as our students develop and mature as historians, they are able to specialise in the areas that interest them most. Real historians are united by their passion to explore the past, through the writings of other historians (secondary sources) and the material produced by those we study (primary sources). As historians, we know that communicating findings to others is the key to our work, helping us refine our ideas and advance historical debates.

    Unit structure

    The department offers many classes that are based in a single semester, and can therefore accept unit requests from Study Abroad students who want to join Bristol for just the autumn or spring semester.

    Unit levels

    The department offers units across all undergraduate levels of study: year 1 (level C/4), year 2 (level I/5), and year 3 (level H/6) units. Postgraduate units are not available.

    Unit codes

    Unit codes in the Department of History begin with 'HIST'. This is followed by a number indicating the year (1, 2, 3). For example:

    • HIST10000 = year 1 unit
    • HIST20000 = year 2 unit
    • HIST30000 = year 3 unit.

    For more information about each unit, check the University's unit catalogue for 2023/24. Applicants on all study abroad programmes must review the unit details on the catalogue before listing unit choices on their application form. This includes checking the format of assessment for each unit. The unit catalogue for 2023/22 is updated by April 2023.

    Your unit choices cannot be guaranteed. Some units may not have capacity to accommodate all of the unit requests we receive. Registration on a unit also depends on whether you meet the pre-requisite conditions through prior study at your home university.

    Study Abroad (Subject pathway)

    If you have been nominated to Bristol on the Study Abroad (Subject pathway), you must take the majority of your credits in this department.

    Units available on the study abroad programme in 2023/24

    The following units from the Department of History are open to inbound Study Abroad students.

    Year 1 (level C/4)

    TB1

    • Approaching the Past (TB1) - HIST13015
    • Modern Revolutions (TB1) - HIST10067
    • The American Century (TB1) - HIST10044
    • The Early Modern World: Europe and the Wider World (TB1) - HIST10065
    • The Early Modern World: The British Isles (TB1) - HIST10063
    • War and Society (TB1) - HIST10045

    TB2

    • Decolonise the Future! (TB2) - UNIV10009
    • Fight the Power': Democracy and Protest (TB2) - HIST10068
    • Gender and the Modern World (TB2) - HIST10069
    • Slavery (TB2) - HIST10046
    • The Medieval World: Europe and the Wider World (TB2) - HIST10066
    • The Medieval World: The British Isles (TB2) - HIST10064

    Year 2 (level I/5)

    Special Field units are high intensity research specialist units. These units are held in the spring semester (TB2). Students are strongly advised to only take one per semester due to the workload involved.

    Special Field TB2 units:

    • Aztecs, Incas and Evangelisers (TB2) - HIST20036
    • Building Modern Ireland, 1850-Present (TB2) – HIST20139
    • Health and Medicine in African History: Actors, Institutions, Ideas (TB2) – HIST20147
    • Hong Kong and the World (TB2) - HIST20135
    • Modern Girls and Women (TB2) – HIST20146
    • Race, Migration and Diaspora in 19th and 20th Century Britain (TB2) - HIST20136
    • Rebels, Runaways and Revolts: Agency, Resistance and Slavery in the United States (TB2) - HIST20129
    • The Age of Revolutions 1776-1848 in Global Context (TB2) - HIST20128
    • The F Word: Understanding European Fascism Then and Now (TB2) - HIST20137
    • Under the Covers: Sex and Modern British Print Culture (TB2) - HIST20138

    Non-Special Field units:

    TB1

    • Africa in Global Context (TB1) – HIST20141
    • Asia in Global Context (TB1) – HIST20143
    • Crusading Cultures (TB1) - HIST20133
    • Fear and Loathing (TB1) - HIST20117
    • Outlaws (TB1) - HIST20120
    • Rethinking History (TB1) - HIST23101
    • The Americas in Global Context (TB1) – HIST20142

    TB2

    • Decolonisation (TB2) - HIST20116
    • Disease, Deviance and Disability in Modern Medicine (TB2) - HIST20134
    • The Making of Contemporary Britain (TB2) - HIST20114
    • The Politics of the Past (TB2) – HIST20144
    • The Public Role of the Historian (TB2) – HIST20145

    Year 3 (level H/6)

    Special Subject units are high intensity research specialist units. These units are held in the autumn semester (TB1). Students are strongly advised to only take one per semester due to the workload involved.

    Special Subject TB1 units:

    • Aftermath: The Wake of War, 1945-1949 (TB1) – HIST30106
    • Bristol and Slavery (TB1) - HIST30078
    • Constructing the Other (TB1) – HIST30107
    • Dark Pasts: Modern Histories of Night in Britain and North America (TB1) - HIST30132
    • Gender, Race and Colonialism in Early English America (TB1) – HIST30136
    • Kingship and Crisis during the Wars of the Roses (TB1) - HIST37011
    • Once Upon a Crime: Law and Popular Cultures in the Age of Empire (TB1) – HIST30137
    • Race and Resistance in South Africa (TB1) – HIST37010
    • Rage Against the Machine: Technology and Anti-Technology in Modern Britain (TB1) – HIST30138
    • Red Power and Beyond: American Indian Activism since 1944 (TB1) - HIST30128
    • The Age of the Human (TB1) - HIST30103
    • The Mass Media in Modern Britain (TB1) - HIST30133

    Non-Special Subject units:

    TB1

    • Britain's Long Nineteenth Century, 1789-1914 (TB1) - HIST30120
    • Memory (TB1) - HIST30113
    • Picturing the Twentieth Century (TB1) - HIST30114

    TB2

    • Capitalism (TB2) - HIST30115
    • Global Empires (TB2) - HIST30122
    • Horrible Histories and all That (TB2) - HIST30119
    • Millennial Britain (TB2) - HIST30125
    • Race (TB2) - HIST30117
    • Sexualities (TB2) - HIST30118

    Year 4 (level M/7)

    None available

    Unit combinations

    We advise that students take no more than 1 'Special Field' or 'Special Subject' unit per semester. These are high intensity research specialist units which involve a heavy workload. Students interested in taking one of these units may wish to combine them with one of the Department's core outline units:

    • Africa in Global Context (TB1) – HIST20141
    • Approaching the Past (TB1) - HIST13015
    • Asia in Global Context (TB1) – HIST20143
    • The Americas in Global Context (TB1) – HIST20142
    • The Politics of the Past (TB2) – HIST20144
    • The Public Role of the Historian (TB2) – HIST20145
    • Rethinking History (TB1) - HIST23101

    Auditing

    Students cannot audit units. Study abroad students are fully registered on units for credit purposes and must attend teaching only for classes that they are registered on.

    Application queries

    Contact the Centre for Study Abroad inbound team if you have any queries about the application process for the study abroad programmes:

    Phone: +44 117 39 40207
    Email: cfsa-inbound@bristol.ac.uk

    Fri, 13 May 2022 18:58:00 -0500 en text/html https://www.bristol.ac.uk/centre-for-study-abroad/inbound/study-abroad-programmes-at-bristol/subjects-and-study-guides/history-study-guide/
    Study Abroad Study Abroad

    Skip to main contentSkip to main navigationSkip to footer content

    ESF Education Abroad is devoted to making transformational international experiences accessible to all ESF students regardless of major, cost, identity, or other defining factors. We do this by working with students on an individual basis to find the opportunities that best fit their personal needs and goals.

    ESF students have hundreds of education abroad programs to choose from! Programs vary in length from one week up to a full academic year and are located all over the world, so there is something for everyone! Start to browse programs below, and please reach out to oie@esf.edu with any questions or to start planning your experience abroad.

    Programs

    Program Details
    ESF Short-Term Programs Travel abroad with an ESF faculty member and your classmates! Most short-term courses are between one to three weeks in length and take place over spring or summer break.
    ESF Exchange Programs Spend a semester or summer abroad with one of ESF's university partners.
    ESF Partner Study Abroad Study abroad for a winter, summer, or semester with one of ESF's recommended study abroad providers, any other SUNY institution or through another study abroad program provider. Many of these programs are immersive or field-based opportunities. Short-term, summer, and semester programs are all available!

     

    Quick Tips

    Before researching programs, think about your goals for education abroad. What type of experience are you hoping to have and what are you most interested in learning? What type of opportunities do you have limited access to in Syracuse and how might you gain those abroad? Use these questions to help guide you to better understand what it is you want out of your international experience and how you might be able to find a program that fits those criteria.

    In addition to thinking about what is important to you, take some time to recognize what is not important to you. When choosing a education abroad program, it can be easier to find a "perfect" match if you understand what you are willing to compromise. Are financials the most the important piece to you? Specific classes for your major? Perhaps a research Topic in a specific field? Rank the things that are most important to you so we can help you find that "perfect" opportunity.

    You never know where you might find recommendations, advice or input. Ask your classmates, professors, advisors, parents, guardians, coaches, etc. You never know what you might discover. Don't forget to visit OIE as well – we serve as the repository for all of the different opportunities in front of you and can help guide you when you're not sure where to even start.

    Fri, 14 Aug 2020 12:08:00 -0500 en text/html https://www.esf.edu/studyabroad/index.php
    NCR's Amoris Laetitia Study Guide

    Joy-of-the-Family-Guide.jpgExplore Pope Francis’ message about marriage and family with our complimentary study guide!

    Moral theologian Jana Bennett and lay ecclesial minister Peg Ekerdt offer reflections on each chapter of Amoris Laetitia (The Joy of Love) and thoughtful discussion questions to help you delve deeper into these important topics. Used in conjunction with the full text of the document, the guide can easily be used for an adult education class or a college or high school classroom.

    Complete this form to receive access to our free study guide.
     

    Wed, 21 Sep 2016 09:20:00 -0500 en text/html https://www.ncronline.org/ncrs-amoris-laetitia-study-guide
    Selecting Your Program

    Our programs vary in length from a week to a full academic year.  We offer short-term programs that take place during the summer, spring break, or winter break, as well as long-term programs that cover one or two semesters. 

    If you are looking for a semester program, consider whether you would prefer to go abroad in the spring or fall.  Due to differences in academic calendars around the world, some programs work best for Purdue students in one semester or the other, so the search allows you to specify.  If you are open to spring and fall programs, selecting the “Semester” option will bring up results for both.

    For adventurous students, we also offer programs that cover two semesters!  Many returning students say they wish they had studied abroad longer, and the cultural immersion and cost effectiveness of a year-long program can be hard to beat. 

    Students interested in summer opportunities often ask if they can search for Maymester programs.  We don’t categorize these separately from other summer programs, but it’s possible to search for programs beginning in May.  See “Program Start Month” below.

    Wed, 03 Jun 2020 05:36:00 -0500 en-US text/html https://www.purdue.edu/IPPU/SA/Programs/SearchGuide.html
    Study Abroad Pre-Departure Guide

    Health Insurance - for EU/EEA Countries

    The Global Health Insurance Card (GHIC) or European Health Insurance Card (EHIC) are free and allow the holder to access medically necessary state-provided healthcare when visiting EU countries or Switzerland at a reduced cost or sometimes free of charge.

    Depending on which European country your placement is based in, you will be able to apply for either a GHIC or an EHIC. You can check on the NHS website which card would suit you.

    All students undertaking a placement in Europe must apply for a GHIC / EHIC before you leave the UK and remember to carry it at all times. The application form and further information about GHIC / EHIC can be found on the NHS website.

    If you already have an EHIC this will still be valid until the expiry date. At which point, you should then apply for a GHIC or a new EHIC.

    International students studying at Ulster University for 6 months or longer and who have a Student Visa for studying in the UK are able to apply for a GHIC and should complete the online application form.

    Tue, 17 Jan 2023 22:43:00 -0600 en-GB text/html https://www.ulster.ac.uk/goglobal/study/guide
    Philosophy study guide 2023/24

    Philosophy at Bristol

    The Department of Philosophy at the University of Bristol is considered one of the top in the UK, with a reputation for high-quality research in all aspects of the subject.

    We are particularly well-known for our strength in the philosophy of science, very broadly construed to include e.g. logic and formal epistemology, but also have leading researchers in applied ethics, phenomenology and the philosophy of medicine. We also host the Centre for Science and Philosophy, which promotes the interpretation of science through collaboration with other disciplines. We continually have major research projects running in the department, each hosting a number of workshops, conferences, practicing groups and visiting scholars throughout the year. For more details about our research see our people profiles.

    Our student community is a busy and committed one, with a student-led Philosophy Society that organises regular social events and discussion forums.

    Unit structure

    The department offers many classes that are based in a single semester, and can therefore accept unit requests from Study Abroad students who want to join Bristol for just the autumn or spring semester.

    Unit levels

    The department offers units across all undergraduate levels of study: year 1 (level C/4), year 2 (level I/5), and year 3 (level H/6) units. Selected postgraduate units (Level M/7) are also available. Philosophy level M/7 units are suitable for students currently completing postgraduate studies at their home university.

    Unit codes

    Unit codes in the Department of Philosophy begin with 'PHIL'. This is followed by a number indicating the year (1, 2, 3). For example:

    • PHIL10000 = year 1 unit
    • PHIL20000 = year 2 unit
    • PHIL30000 = year 3 unit.

    For more information about each unit, check the University's unit catalogue for 2023/24. Applicants on all study abroad programmes must review the unit details on the catalogue before listing unit choices on their application form. This includes checking the format of assessment for each unit. The unit catalogue for 2023/24 is updated by April 2023.

    Your unit choices cannot be guaranteed. Some units may not have capacity to accommodate all of the unit requests we receive. Registration on a unit also depends on whether you meet the pre-requisite conditions through prior study at your home university.

    Study Abroad (Subject pathway)

    If you have been nominated to Bristol on the Study Abroad (Subject pathway), you must take the majority of your credits in this department.

    Units available on the study abroad programme in 2023/24

    The following units from the Department of Philosophy are open to inbound Study Abroad students.

    Year 1 (level C/4)

    TB1

    • Introduction to Formal Logic (TB1) - PHIL10014
    • Introduction to Philosophy A (TB1) - PHIL10005
    • Logic and Critical Thinking (TB1) - PHIL10032
    • Readings in Value Theory (TB1) - PHIL10033

    TB2

    • Critical Reasoning (TB2) - PHIL10030
    • Introduction to Philosophy B (TB2) - PHIL10006
    • Knowledge and Reality (TB2) - PHIL10034

    Year 2 (level I/5)

    TB1

    • Beyond Humanity (TB1) - PHIL2NEW
    • Classical Chinese Philosophy (TB1) - PHIL2NEW
    • Philosophy of Language (TB1) - PHIL20017
    • Philosophy of Mind (TB1) - PHIL20010
    • Political Philosophy (TB1) - PHIL20012
    • Realism and Normativity (TB1) - PHIL20046

    TB2

    • Aesthetics (TB2) - PHIL20136
    • Ancient Philosophy (TB2) - PHIL20040
    • Death, Dying and Disease (TB2) - PHIL20049
    • Ethics (TB2) - PHIL20011
    • Philosophy of Mathematics (TB2) - PHIL20039
    • Space, Time and Matter (TB2) - PHIL20053
    • Themes in Modern European Philosophy I (TB2) - PHIL20051

    Year 3 (level H/6)

    TB1

    • Beyond Humanity (TB1) - PHIL3NEW
    • Evil, Deviance and Crime (TB1) - PHIL30127
    • Philosophy of Biology (TB1) - PHIL30063
    • The Philosophy and History of Medicine (TB1) - PHIL30082
    • Probability and Rationality (TB1) - PHIL30078
    • The Ethics of Migration and Citizenship (TB1) - PHIL30118

    TB2

    • Death, Dying and Disease (TB2) - PHIL30115
    • Feminist Philosophy (TB2) - PHIL30123
    • Philosophy in the Digital Age (TB2) - PHIL30132
    • Philosophy of Mathematics (TB2) - PHIL30090
    • Philosophy of Psychology (TB2) - PHIL30077
    • Philosophy of Science (TB2) - PHIL30049
    • Texts in Modern European Philosophy 2 (TB2) - PHIL30116
    • Themes in Ethics (TB2) - PHIL30137
    • Themes in Modern European Philosophy 2 (TB2) - PHIL30117

    Year 4 (level M/7)

    The following units are available to students who are currently completing postgraduate studies in Philosophy. These units are not suitable for undergraduates.

    TB1

    • History of Science (TB1) - PHILM0007
    • Philosophy of Biology (TB1) - PHILM0006
    • The Philosophy and History of Medicine (TB1) - PHILM0022
    • Probability and Rationality (TB1) - PHILM0030
    • Value Theory (TB1) - PHILM0026

    TB2

    • Epistemology and Metaphysics (TB2) - PHILM0021
    • Philosophy and History of Mathematics (TB2) - PHILM0016
    • Philosophy of Psychology (TB2) - PHILM0020
    • Philosophy of Science (TB2) - PHILM0033
    • Themes in Ethics (TB2) - PHILM0032

    Application queries

    Contact the Centre for Study Abroad inbound team if you have any queries about the application process for the study abroad programmes:

    Phone: +44 117 39 40207
    Email: cfsa-inbound@bristol.ac.uk

    Thu, 19 May 2022 02:38:00 -0500 en text/html https://www.bristol.ac.uk/centre-for-study-abroad/inbound/study-abroad-programmes-at-bristol/subjects-and-study-guides/philosophy-study-guide/




    Mulesoft-CD test | Mulesoft-CD teaching | Mulesoft-CD thinking | Mulesoft-CD learner | Mulesoft-CD test | Mulesoft-CD history | Mulesoft-CD study help | Mulesoft-CD information source | Mulesoft-CD pdf | Mulesoft-CD study help |


    Killexams test Simulator
    Killexams Questions and Answers
    Killexams Exams List
    Search Exams
    Mulesoft-CD exam dump and training guide direct download
    Training Exams List