Difference between academic disciplines and subjectsASHUTOSH JENA
Ìý
Academic disciplines and school subjects differ in their origins, definitions, and goals. Academic disciplines originate from series of research and are defined as branches of academic study, with the goal of producing specialists. In contrast, school subjects are derived from related intellectual disciplines, defined as branches of knowledge studied, and aim to provide knowledge in line with overall educational purposes. Additionally, academic disciplines are taught in higher educational institutes and focus on theoretical backgrounds, while school subjects are taught in schools and encompass more traditional academic topics.
1) Science textbooks can be difficult for students to read due to the large number of new vocabulary terms and concepts introduced. They also may become outdated more quickly than other subject area textbooks.
2) Hands-on science activities engage students more than reading textbooks by involving them in collaboration, exploration, and problem-solving. However, reading science also requires critical thinking skills.
3) Effective science teachers create a positive classroom environment where students feel their efforts will improve their achievement. They also connect reading assignments to students' real-world experiences.
This document discusses understanding disciplines and subjects as part of a half course consisting of 5 units. It defines key terms like disciplines, subjects, and curriculum content. It explains that disciplines emerged from historical and social contexts and have been redefined over time. The course aims to help students understand the nature of disciplinary knowledge, how content is selected for different subjects, and new approaches for teaching subjects. The first unit covers the meaning of disciplines and subjects, distinguishing them from academic fields, and their importance in curriculum. It also discusses John Dewey's ideas about disciplinary knowledge and curriculum.
The document discusses the concepts of disciplines and their relationship to school subjects. It defines discipline as a branch of learning or instruction, with academics disciplines representing rigorous scientific training. Disciplines are generally classified as humanities, social sciences, natural sciences, mathematics, or business. Characteristics of academic disciplines include a specialized body of knowledge, theories, concepts, terminology, defined research methodology and domain. Disciplines can also be basic/pure which have their own conceptual structures, or applied which use knowledge from basic disciplines in technological or problem-solving applications. The document also discusses multidisciplinary and interdisciplinary areas which draw on multiple disciplines to address complex topics.
1. Understand the basic premises of subject/discipline
2. Understand the need for classification of human knowledge
3. Know required basic competencies for effective transaction of knowledge
4. Know how to enhance knowledge of the discipline
5. Importance of research for advancement of subject/discipline
Pedagogy as a philosophy as well as science of teachingRenatusfelician
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Pedagogy encompasses both the practical skills of teaching as well as the underlying educational theory. It derives from the Greek term for the education of children. According to cognitive psychology, the human mind can be modeled as an information processing system. Jean Piaget's theory of cognitive development identified four major stages that students progress through. Teachers should understand students' cognitive levels to match instruction appropriately. Educational research is needed to develop effective curriculums based on scientific and psychological principles. Philosophers like Socrates have also contributed theories of instruction, with Socrates employing questioning to stimulate critical thinking. John Dewey advocated for participatory learning over traditional subject-based education.
The document discusses teaching students about African American civil rights during World War I using photographs from the National Archives. The photographs depict the 369th Infantry regiment, an all-black unit that faced discrimination but proved their valor in combat. The photos show the soldiers parading after returning home and wounded men from the 369th Infantry marching in a parade, showing their service and sacrifice during the war.
Creating power points_from_history_now_essaysKelly inKansas
Ìý
This document provides instructions for creating PowerPoint slides from history essays. It recommends selecting an essay, highlighting key points, and focusing on the most important information. A sample slide is presented on how sports history brings American history to life by examining differences in race, ethnicity, and region. It also summarizes how sports have impacted socializing immigrants and children, provided a platform for marginalized African Americans during Jim Crow, and both shattered gender norms in sports but also objectified women in marketing.
Incorporating Social Networking into Learning: Taking Stock and Moving AheadKelly inKansas
Ìý
This document discusses the incorporation of social networking into learning and taking stock of where it is currently. It provides examples of how students today use social media like YouTube, Facebook, and blogs to share their work. It also discusses various online collaboration tools for sharing documents, presentations, and research like Google Docs, ºÝºÝߣShare, Zotero, and wikis and considers what appropriate sharing is in academic and teaching/learning realms.
Truman had a background in the military and politics in Missouri before becoming president. As president, he oversaw the end of WWII and beginning of the Cold War, establishing policies and organizations that defined the postwar geopolitical world such as the Marshall Plan, NATO, and the CIA. Domestically, Truman sought to continue the New Deal agenda through programs to expand civil rights, increase the minimum wage, and establish public housing. He chose not to run for re-election in 1952.
This document summarizes a meeting of the Teaching American History Project Directors that took place in New Orleans in October 2007. It discusses the National Archives' efforts to partner with educators and provide free educational resources to teachers across the US to help integrate primary sources into their history lessons. It also describes various Teaching American History grant projects that helped teachers conduct research at National Archives locations and learn how to incorporate what they found into classroom instruction. The document highlights the importance of technology, distance learning, and presidential libraries in supporting these efforts to improve civic education through archives.
This document discusses strategies for translating learning into effective classroom teaching using digital resources. It provides an overview of using multimedia like video, collaborating with Google Docs, and finding primary sources from repositories like the Library of Congress and National Archives. A case study is presented on using the story of Jackie Robinson to teach about sports and civil rights history. Teachers are encouraged to take online resources like essays from the Gilder Lehrman Institute and create PowerPoint presentations from them.
The document summarizes a 5 week experience the author had floating between science and math classes at a naval academy, working with students who had IEPs or 504 plans. During this time, the author tutored after school, led small group and individual instruction, collaborated on IEPs and attended meetings, conducted student interviews, and proctored assessments. However, the reality was that instruction was curriculum-centered with few opportunities for collaboration. The author recommends that teachers collaborate and use cooperative learning, hands-on experiences, and adapt materials to engage diverse learners through modeling and multimedia.
This document provides guidance on essential elements for effective online teaching, including course organization, backwards design based on Bloom's Taxonomy, presenting content through recorded lectures, and building a community among learners. It recommends organizing the course into logical modules with consistent structure; designing learning outcomes, content, and assessments based on higher-order cognitive levels; recording short, focused lecture videos; and facilitating interaction between instructor and students as well as among peers to reduce isolation and dropout rates.
This document presents a tentative model for incorporating pedagogical content knowledge into teacher preparation programs. It defines pedagogical content knowledge as the integration of teachers' pedagogical knowledge and subject matter knowledge for teaching specific concepts to students. Research shows novice teachers lack fully developed pedagogical content knowledge and struggle to effectively transform their knowledge for students. The model aims to strengthen teachers' understanding of how to represent subject matter in multiple ways tailored to students' needs.
A Model For Facilitating Peer Review In The STEM Disciplines A Case Study Of...Karla Long
Ìý
This document summarizes a study on peer review workshops for student writing in introductory biology courses. The workshops were led by peer writing fellows with STEM backgrounds and were integrated into course syllabi. Over time, the workshops evolved from a more formal lecture-style format to a less formal student-centered approach focused on peer review. Student and faculty feedback indicated the workshops emphasized the importance of writing in biology and may have improved lab report quality. Attendance and satisfaction increased as the workshops became less formal and more student-driven. The workshops provided a relatively low-investment way to incorporate writing and peer review into STEM courses to potentially promote critical thinking skills.
This document discusses the key dimensions and principles of curriculum design: scope, sequence, continuity, integration, articulation, and balance. It defines each dimension and provides examples. Scope refers to the breadth of topics covered. Sequence involves organizing content in a logical order. Continuity provides vertical repetition to strengthen learning. Integration erases divisions between subjects. Articulation coordinates content across grade levels. Balance evenly distributes curriculum elements. The document stresses that curriculum design requires consideration of learners' needs and interests.
The document discusses the key dimensions and principles of curriculum design: scope, sequence, continuity, integration, articulation, and balance. It defines each dimension and provides examples. Scope refers to the breadth and depth of content. Sequence involves arranging content in a logical order. Continuity provides recurring content to strengthen learning. Integration combines subjects. Articulation connects content vertically between grades or horizontally within grades. Balance evenly distributes elements like time and content. The document also outlines principles for organizing content and guidelines for the curriculum design process.
This document provides an agenda and overview for a senior seminar course on child development. It introduces the instructor and outlines the course syllabus, including learning outcomes, required readings, activities, policies, and grading criteria. The key course assignments involve selecting a research topic on child development, presenting on relevant theories, and producing a literature review paper and presentation on the chosen topic. The document also provides guidance for choosing a topic, including suggesting developmental domains and chronological stages to consider.
Presentation given at 125th American Historical Association Annual Meeting, January 8, 2011 in Boston. This session describes the intersection between history content and pedagogy in a Teaching American History Project in Michigan. In this section Bonnie Garbrecht, the project director provides context and how the hierarchy was intentionally flattened to achieve success with K-12 teacher learning.
Instructional Strategies was a presentation given during "What Administrators Want Teachers to Know." Inservice teachers participated discussing which strategies work well and those that they wanted to try. They noticed how others were experts with different strategies but collaboration was necessary to build teacher capacity.
This document provides an overview of a thesis proposal submitted by Mr. Nattawut Matluang to fulfill the requirements for a Master of Arts degree in Applied Linguistics (English for Science and Technology) at King Mongkut's Institute of Technology Ladkrabang. The proposal examines the learning style preferences of vocational education students at Trat Technical College. It includes sections on the introduction, literature review, and methodology. The introduction provides background information and states the objectives and research questions. The literature review covers the curriculum for vocational education and definitions and categories of learning styles. The methodology section describes the population and sample, instrument, data analysis procedures, and anticipated outcomes of the study.
This document outlines the methodology for a thesis proposal investigating the learning style preferences of vocational education students. It will examine 171 second-year diploma students from 10 programs at Trat Technical College in Thailand. The study will use the Perceptual Learning Style Preference Survey to identify students' preferences for visual, auditory, kinesthetic, tactile, group, or individual learning styles. It will analyze differences in preferences between programs and genders. The results aim to help teachers select teaching methods that maximize student learning.
English for Specific Purposes Article Review by Simge ADAsimge Ada
Ìý
This summary discusses Diane Belcher's article on English for Specific Purposes (ESP). It outlines some key aspects of ESP, including needs assessment, content-based instruction, and tailored teaching methods. It also discusses the importance of learner-centered approaches and addressing the specific contexts and needs of learners. Finally, it touches on issues like authenticity, genres, corpora, and the role of ESP instructors in developing communicative strategies suited for learners' needs in a globalized world.
National Education Policy directs the development of curriculum through problem-based learning. This approach will enable the graduates to acquire needed skills and competencies to meet the needs of the fast growing industries.
This chapter discusses inquiry-oriented discussions that use multiple texts. It begins with background on inquiry-oriented discussions, noting they are based on multiple texts, focus on connections across texts, extend over multiple sessions with written records, and are exploratory in nature. However, these types of discussions are not widespread. The chapter then discusses key elements for creating an environment where these discussions can occur, including selecting topics that are concept-driven, generative, complex, useful, and accessible. It also discusses selecting a broad range of text types, arranging texts, designing discussion activities, developing questions, managing texts and talk, documenting learning, and evaluating learning.
Creating power points_from_history_now_essaysKelly inKansas
Ìý
This document provides instructions for creating PowerPoint slides from history essays. It recommends selecting an essay, highlighting key points, and focusing on the most important information. A sample slide is presented on how sports history brings American history to life by examining differences in race, ethnicity, and region. It also summarizes how sports have impacted socializing immigrants and children, provided a platform for marginalized African Americans during Jim Crow, and both shattered gender norms in sports but also objectified women in marketing.
Incorporating Social Networking into Learning: Taking Stock and Moving AheadKelly inKansas
Ìý
This document discusses the incorporation of social networking into learning and taking stock of where it is currently. It provides examples of how students today use social media like YouTube, Facebook, and blogs to share their work. It also discusses various online collaboration tools for sharing documents, presentations, and research like Google Docs, ºÝºÝߣShare, Zotero, and wikis and considers what appropriate sharing is in academic and teaching/learning realms.
Truman had a background in the military and politics in Missouri before becoming president. As president, he oversaw the end of WWII and beginning of the Cold War, establishing policies and organizations that defined the postwar geopolitical world such as the Marshall Plan, NATO, and the CIA. Domestically, Truman sought to continue the New Deal agenda through programs to expand civil rights, increase the minimum wage, and establish public housing. He chose not to run for re-election in 1952.
This document summarizes a meeting of the Teaching American History Project Directors that took place in New Orleans in October 2007. It discusses the National Archives' efforts to partner with educators and provide free educational resources to teachers across the US to help integrate primary sources into their history lessons. It also describes various Teaching American History grant projects that helped teachers conduct research at National Archives locations and learn how to incorporate what they found into classroom instruction. The document highlights the importance of technology, distance learning, and presidential libraries in supporting these efforts to improve civic education through archives.
This document discusses strategies for translating learning into effective classroom teaching using digital resources. It provides an overview of using multimedia like video, collaborating with Google Docs, and finding primary sources from repositories like the Library of Congress and National Archives. A case study is presented on using the story of Jackie Robinson to teach about sports and civil rights history. Teachers are encouraged to take online resources like essays from the Gilder Lehrman Institute and create PowerPoint presentations from them.
The document summarizes a 5 week experience the author had floating between science and math classes at a naval academy, working with students who had IEPs or 504 plans. During this time, the author tutored after school, led small group and individual instruction, collaborated on IEPs and attended meetings, conducted student interviews, and proctored assessments. However, the reality was that instruction was curriculum-centered with few opportunities for collaboration. The author recommends that teachers collaborate and use cooperative learning, hands-on experiences, and adapt materials to engage diverse learners through modeling and multimedia.
This document provides guidance on essential elements for effective online teaching, including course organization, backwards design based on Bloom's Taxonomy, presenting content through recorded lectures, and building a community among learners. It recommends organizing the course into logical modules with consistent structure; designing learning outcomes, content, and assessments based on higher-order cognitive levels; recording short, focused lecture videos; and facilitating interaction between instructor and students as well as among peers to reduce isolation and dropout rates.
This document presents a tentative model for incorporating pedagogical content knowledge into teacher preparation programs. It defines pedagogical content knowledge as the integration of teachers' pedagogical knowledge and subject matter knowledge for teaching specific concepts to students. Research shows novice teachers lack fully developed pedagogical content knowledge and struggle to effectively transform their knowledge for students. The model aims to strengthen teachers' understanding of how to represent subject matter in multiple ways tailored to students' needs.
A Model For Facilitating Peer Review In The STEM Disciplines A Case Study Of...Karla Long
Ìý
This document summarizes a study on peer review workshops for student writing in introductory biology courses. The workshops were led by peer writing fellows with STEM backgrounds and were integrated into course syllabi. Over time, the workshops evolved from a more formal lecture-style format to a less formal student-centered approach focused on peer review. Student and faculty feedback indicated the workshops emphasized the importance of writing in biology and may have improved lab report quality. Attendance and satisfaction increased as the workshops became less formal and more student-driven. The workshops provided a relatively low-investment way to incorporate writing and peer review into STEM courses to potentially promote critical thinking skills.
This document discusses the key dimensions and principles of curriculum design: scope, sequence, continuity, integration, articulation, and balance. It defines each dimension and provides examples. Scope refers to the breadth of topics covered. Sequence involves organizing content in a logical order. Continuity provides vertical repetition to strengthen learning. Integration erases divisions between subjects. Articulation coordinates content across grade levels. Balance evenly distributes curriculum elements. The document stresses that curriculum design requires consideration of learners' needs and interests.
The document discusses the key dimensions and principles of curriculum design: scope, sequence, continuity, integration, articulation, and balance. It defines each dimension and provides examples. Scope refers to the breadth and depth of content. Sequence involves arranging content in a logical order. Continuity provides recurring content to strengthen learning. Integration combines subjects. Articulation connects content vertically between grades or horizontally within grades. Balance evenly distributes elements like time and content. The document also outlines principles for organizing content and guidelines for the curriculum design process.
This document provides an agenda and overview for a senior seminar course on child development. It introduces the instructor and outlines the course syllabus, including learning outcomes, required readings, activities, policies, and grading criteria. The key course assignments involve selecting a research topic on child development, presenting on relevant theories, and producing a literature review paper and presentation on the chosen topic. The document also provides guidance for choosing a topic, including suggesting developmental domains and chronological stages to consider.
Presentation given at 125th American Historical Association Annual Meeting, January 8, 2011 in Boston. This session describes the intersection between history content and pedagogy in a Teaching American History Project in Michigan. In this section Bonnie Garbrecht, the project director provides context and how the hierarchy was intentionally flattened to achieve success with K-12 teacher learning.
Instructional Strategies was a presentation given during "What Administrators Want Teachers to Know." Inservice teachers participated discussing which strategies work well and those that they wanted to try. They noticed how others were experts with different strategies but collaboration was necessary to build teacher capacity.
This document provides an overview of a thesis proposal submitted by Mr. Nattawut Matluang to fulfill the requirements for a Master of Arts degree in Applied Linguistics (English for Science and Technology) at King Mongkut's Institute of Technology Ladkrabang. The proposal examines the learning style preferences of vocational education students at Trat Technical College. It includes sections on the introduction, literature review, and methodology. The introduction provides background information and states the objectives and research questions. The literature review covers the curriculum for vocational education and definitions and categories of learning styles. The methodology section describes the population and sample, instrument, data analysis procedures, and anticipated outcomes of the study.
This document outlines the methodology for a thesis proposal investigating the learning style preferences of vocational education students. It will examine 171 second-year diploma students from 10 programs at Trat Technical College in Thailand. The study will use the Perceptual Learning Style Preference Survey to identify students' preferences for visual, auditory, kinesthetic, tactile, group, or individual learning styles. It will analyze differences in preferences between programs and genders. The results aim to help teachers select teaching methods that maximize student learning.
English for Specific Purposes Article Review by Simge ADAsimge Ada
Ìý
This summary discusses Diane Belcher's article on English for Specific Purposes (ESP). It outlines some key aspects of ESP, including needs assessment, content-based instruction, and tailored teaching methods. It also discusses the importance of learner-centered approaches and addressing the specific contexts and needs of learners. Finally, it touches on issues like authenticity, genres, corpora, and the role of ESP instructors in developing communicative strategies suited for learners' needs in a globalized world.
National Education Policy directs the development of curriculum through problem-based learning. This approach will enable the graduates to acquire needed skills and competencies to meet the needs of the fast growing industries.
This chapter discusses inquiry-oriented discussions that use multiple texts. It begins with background on inquiry-oriented discussions, noting they are based on multiple texts, focus on connections across texts, extend over multiple sessions with written records, and are exploratory in nature. However, these types of discussions are not widespread. The chapter then discusses key elements for creating an environment where these discussions can occur, including selecting topics that are concept-driven, generative, complex, useful, and accessible. It also discusses selecting a broad range of text types, arranging texts, designing discussion activities, developing questions, managing texts and talk, documenting learning, and evaluating learning.
The document discusses various topics related to the scholarship of teaching and learning (SoTL). It begins with an overview of key areas in SoTL research, including research designs, threats to validity, and variables in the study of learning. Different models of teaching are presented, ranging from traditional lecturing to active and collaborative learning techniques. The document then discusses frameworks for conceptualizing teaching and learning, including dimensions of teaching excellence and components that influence learning outcomes. It emphasizes the importance of reflection and assessment in the scholarship of teaching and emphasizes applying evidence-based approaches to improve teaching and maximize student learning.
This document contains course details for subjects with code EDU in a BS (4 Years) program for affiliated colleges. It includes 10 courses on topics related to education such as general methods of teaching, foundations of education, development of education in Pakistan, critical thinking and reflective practices, and child development. For each course it provides information on credit hours, semester, learning outcomes, course outline, and recommended books.
Presentation for the first class of the course "Language Course Design" at the Advanced Graduate Deploma in Teaching English as a Foreign Language at Universidad Simon Bolivar, Caracas, Venezuela.
Des Moines TAH Hoover/FDR Inaugural AddressesKelly inKansas
Ìý
This is a day of national consecration. The president addresses the nation with candor and decisiveness. He asserts that the only thing to fear is fear itself, and that through leadership and support from the people, the nation will endure, revive and prosper during these critical times.
This document provides excerpts from FDR's first inaugural address in 1933 and Herbert Hoover's acceptance speech for the 1932 Republican nomination for president. FDR asserts that the only thing to fear is fear itself and that material values have declined due to the incompetence of money changers. Hoover expresses his desire to see America prosperous again through experience and maintain founding principles.
The document provides resources for teaching history using free online materials. It lists several websites that teachers can use to find documents, images, and lesson plans, including Google Docs, Dropbox, the Gilder Lehrman Institute of American History, History Now, the National Archives, the Library of Congress, DocsTeach, and the New Deal Network. It encourages teachers to explore these sites, create activities and lessons, and search for materials related to the Bronx or other topics.
This document provides teaching activities and resources for a history course, including writing assignments, a timeline activity, discussions of the Constitution and Bill of Rights, teaching with historical documents about black soldiers in the Civil War, and an online tour and poster analysis from the National Gallery of Art and National Archives. The document contains lesson plans and materials to teach American history.
The document provides teaching strategies for analyzing a quote by Abraham Lincoln about freeing slaves and preserving freedom. It includes defining key terms, dividing the quote into parts, asking questions to help students understand contextual meanings, and making connections to broader American history topics.
The document provides suggestions for implementing block scheduling to improve student learning, including alternating between intense active lessons and more relaxed activities, dividing longer class periods into distinct activities, and incorporating physical movement when possible. It also recommends keeping a journal to track what instructional strategies are effective and reviewing it weekly to improve lessons. A sample block scheduling model is given that includes a quick write, direct instruction, collaborative learning, individual activities, and a closing reflective activity in each class period.
The document outlines the content and schedule for the TAH-Heartland 2009 Summer Institute. The main goals of the institute are to improve teachers' knowledge of U.S. history and raise student achievement. The institute will provide teachers with content from historians, primary sources from the National Archives, and training in pedagogy and technology tools. The schedule includes sessions on grant overview, assessment, professional development credit options, and enrollment for a follow-up fall online course.
Blogs, Podcasting, And Wikis: Social Software for TeachersKelly inKansas
Ìý
This document discusses various social software tools that can be used by teachers, including blogs, podcasts, and wikis. It provides information on common blogging and podcasting platforms and software, how they can be used in the classroom to enhance learning, and how they relate to state standards. Wikis are described as a collaborative project where students can create and link information on a topic. Social networking is also mentioned as an emerging phenomenon being examined for educational uses.
This document discusses various social software tools that can be used by teachers, including blogs, podcasts, and wikis. It provides information on common blogging and podcasting platforms and software, how they can be used in the classroom to enhance learning, and how they relate to state standards. Wikis are described as a collaborative project where students can create and link information on a topic. Social networking is also mentioned as an emerging phenomenon being examined for educational uses.
BREAST FEEDING BENIFITS OF BREAST FEEDING.pptxPRADEEP ABOTHU
Ìý
Breastfeeding is a fundamental right for both baby and mother, offering complete nutrition and vital immunological support. It's hygienic, economical, and shields infants from diseases. Additionally, breastfeeding fosters a strong mother-child bond, promoting overall well-being. Breastfeeding is the natural process of feeding an infant with breast milk, providing essential nutrients and immunity, promoting growth, strengthening mother-child bonding, and reducing disease risks.
Exclusive breastfeeding means feeding an infant only breast milk, without any additional food or drink for the first six months.
Introduction of Secondary metabolities (Volatile oil, Resin).pptxMs. Pooja Bhandare
Ìý
PHARMACOGNOSY & Phytochemistry-I (BP405T)Unit-IVPart-3INTRODUCTION OF SECONDARYMETABOLITE(Volatile oil, Resin)
Volatile OIl: Occurrence & Distribution Properties of Volatile oil
Physical Properties
Chemical Properties
Classification Of volatile oil
Based on the functional group present Identification test
Resin: Distribution
Uses Properties of resin
Physical Properties
Chemical Properties
Classification of resins
On the basis of their formation:
Physiological Resin:
Pathological resin
Chemical classification of resins according to their functional groups given below:
Resin acids Glucoresins
Resin esters Resenes
Resin alcohols
Resin phenols
Glucoresins
Resenes Identification test of resin
A scattered radiation survey in a radiology department is an essential process for ensuring radiation safety and compliance with regulatory standards. Scattered radiation, which is secondary radiation deflected from its original path after interacting with a patient or other objects, poses a potential hazard to healthcare professionals, patients and general public.
Protection for Healthcare Workers and General Public: Scattered radiation surveys pinpoint areas where scattered radiation levels are highest. This helps in identifying workspaces or equipment where additional shielding or protective measures may be needed.
Since prolonged exposure to scattered radiation increases the risk of conditions like cancer and cataracts, surveys help to ensure that exposure stays within safe limits, adhering to regulatory standards and minimizing long-term health risks. Survey helps to protect Workers and General Public.
Radiation Survey data for safety improvements: The data collected in these surveys allows the X-ray department to make informed decisions about room layout, equipment placement, and workflow adjustments to further reduce exposure.
Surveys help identify where lead aprons, thyroid shields, and lead glasses are most effective, and when extra protective barriers or shields might be necessary for staff safety.
Radiation Survey for image quality: Clear, high-contrast images are essential for accurate diagnoses. When scattered radiation is minimized, the images are of higher diagnostic quality, helping radiologists detect abnormalities and make precise evaluations.
How to Render Dynamic Data using RPC call in Odoo 17 POSCeline George
Ìý
In this slide we will discuss how to render dynamic data using RPC call in Odoo 17 POS. We can render dynamic data within the Point of Sale (POS) system using Remote Procedure Call (RPC) calls.
Collect information and produce statistics on the trade in goods using Intras...Celine George
Ìý
The Intrastat system collects information on goods traded between EU member states, tracking internal commerce. This mandatory and confidential data collection is crucial for statistical research, used by researchers, decision-makers, and planners in both the public and private sectors.
PHARMACOGNOSY & Phytochemistry-I (BP405T)Unit-IVPart-2INTRODUCTION OF SECONDARY METABOLITE
PRIMARY AND SECONDARY METABOLITE
Alkaloids: GENERAL PROPERTIES OF THE ALKALOIDS CHEMICAL PROPERTIES
CLASSIFICATION OF ALKALOIDS
Biosynthetic Classification:
Pharmacological Classification
Taxonomic Classification
Chemical Classification
Identification test of alkaloids
Mayer’s reagents
Wagner’s reagents
Dragendorff’s reagent
Hager’s reagent
GENERAL METHODS OF EXTRACTION AND ISOLATION OF ALKALOIDS FUNCTIONS OF ALKALOIDS IN PLANT Pharmacological activity and uses
GLYCOSIDES:Physical properties Chemical properties
Classification
On the basis of the type of the sugar or the glycone part
Glycosides are classified on the basis of the pharmacological action
Glycosides are also classified on the basis of linkage between glycone and aglycone part
Identification test of glycosides
ISOLATION-(STAS-OTTO METHOD
TANNINS:Physical Properties
Chemical Properties
Classification of Tannin
Identification test of Tannin
3. Fundamental Structure
ï‚› Focuses on design for student learning
ï‚› Differentiated Instruction
ï‚› Assessment
ï‚› Integrate content knowledge with
pedagogical knowledge
4. Knowledge Base
ï‚› Content ï‚› Pedagogical
ï‚› US History ï‚› Developmental
ï‚› World History Psychology
ï‚› US Government ï‚› Educational
ï‚› Geography Psychology
ï‚› Economics ï‚› Academic Literacy
ï‚› Sociology ï‚› Exceptional
Children
6. More CM
ï‚› Integrated Throughout Course
ï‚› Class Discussions
ï‚› Blog Posts (ANGEL)
ï‚› Real-world situations/case studies
7. Design for Student Learning
ï‚› Lesson Plan Structure
ï‚› Deconstruct Geography LP together
ï‚› Teacher Candidates
ï‚› Select
ï‚› Bring
to Class
ï‚› Deconstruct into LP Format