Real Questions and latest syllabus of EADA10 exam

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Exam Code: EADA10 Practice test 2023 by team
EADA10 ArcGIS Desktop Associate

Exam: EADA10 ArcGIS Desktop Associate

Exam Details:
- Number of Questions: The test consists of multiple-choice questions.
- Time: Candidates are given a specified amount of time to complete the exam.

Course Outline:
The EADA10 ArcGIS Desktop Associate course is designed to provide candidates with the fundamental knowledge and skills required to effectively use ArcGIS Desktop software for spatial data management and analysis. The course outline includes the following topics:

1. Introduction to ArcGIS Desktop
- Overview of ArcGIS software and its components
- Understanding spatial data concepts and formats
- Navigating the ArcGIS Desktop interface

2. Working with Spatial Data
- Importing and creating spatial data in ArcGIS
- Editing and managing spatial data
- Exploring spatial data properties and attributes

3. Performing Spatial Analysis
- Conducting basic spatial analysis operations
- Working with geoprocessing tools in ArcGIS
- Analyzing spatial patterns and relationships

4. Creating and Editing GIS Maps
- Designing and creating maps in ArcGIS
- Adding and symbolizing map layers
- Labeling and styling map features

5. Data Query and Visualization
- Querying and selecting data in ArcGIS
- Creating and managing attribute queries
- Visualizing data using charts and graphs

6. Geodatabase Management
- Understanding geodatabase concepts and structures
- Creating and managing geodatabases in ArcGIS
- Configuring data relationships and domains

Exam Objectives:
The EADA10 test aims to assess candidates' understanding of ArcGIS Desktop software and their ability to effectively use it for spatial data management and analysis. The test objectives include:

1. Understanding the ArcGIS software components and their functionalities.
2. Importing, creating, and managing spatial data in ArcGIS.
3. Conducting spatial analysis operations and using geoprocessing tools.
4. Designing and creating GIS maps, including layer symbology and labeling.
5. Querying and selecting data in ArcGIS, and performing attribute queries.
6. Visualizing data using charts, graphs, and other visualization techniques.
7. Understanding geodatabase concepts and effectively managing geodatabases in ArcGIS.

Exam Syllabus:
The test syllabus covers the following topics:

- Introduction to ArcGIS Desktop
- Overview of ArcGIS software and its components
- Understanding spatial data concepts and formats
- Navigating the ArcGIS Desktop interface

- Working with Spatial Data
- Importing and creating spatial data in ArcGIS
- Editing and managing spatial data
- Exploring spatial data properties and attributes

- Performing Spatial Analysis
- Conducting basic spatial analysis operations
- Working with geoprocessing tools in ArcGIS
- Analyzing spatial patterns and relationships

- Creating and Editing GIS Maps
- Designing and creating maps in ArcGIS
- Adding and symbolizing map layers
- Labeling and styling map features

- Data Query and Visualization
- Querying and selecting data in ArcGIS
- Creating and managing attribute queries
- Visualizing data using charts and graphs

- Geodatabase Management
- Understanding geodatabase concepts and structures
- Creating and managing geodatabases in ArcGIS
- Configuring data relationships and domains

Candidates are expected to have a solid understanding of these subjects and demonstrate their ability to effectively use ArcGIS Desktop software for spatial data management and analysis. The test assesses their knowledge, skills, and ability to navigate the software, perform spatial analysis, create maps, query data, and manage geodatabases.
ArcGIS Desktop Associate
Esri Associate teaching
Killexams : Esri Associate teaching - BingNews Search results Killexams : Esri Associate teaching - BingNews Killexams : Post-Certificate Teaching Associate

Post-Certificate Teaching Associate Position in the Community Language Program (CLP)

Starting with the 2018 TESOL Certificate Program (TCP) cohort, 1-2 Post-Certificate Teaching Associate (PCTA) positions will be granted to eligible TCP graduates. These are guided, one-semester teaching positions in the CLP with advisement from a senior teacher. This competitive teaching opportunity is intended to enhance teaching experience for TCP graduates and is supplemented by a stipend. Upon successful completion and based on senior teacher evaluation and student feedback, this candidate will be considered for a CLP teaching position in subsequent terms. 


The candidate must have:

Outstanding academic record in all TCP courses
A grade of A on the TCP Final Reflection Paper
Strong recommendations from his/her Classroom Practices course instructor and Teaching Mentor
Be able to commit to teaching one 60-hour ESL course or 30-hour Special ESL course

* The applicant must show proof of eligibility to work in the US and/or must be an F1 international visa holder, studying full-time at Teachers College.

Frequently Asked Questions

What does "guided teaching" look like?

The TCP graduate teacher will be supervised individually by a senior teacher who will meet with the TCP graduate teacher to plan each individual unit. The senior teacher will not be observing every class but there will be several rounds of observations, as necessary.

Are there any mandatory meetings in addition to the teaching time?

Yes. In addition to meeting with the senior teacher, TCP graduate teacher is expected to meet with the level coordinator and fellow level teachers every week for one hour outside of regular class time. During this meeting, the level coordinator will share program and admin updates and provide additional support on lesson planning and classroom management. TCP graduate teacher is also required to attend teacher orientation and CLP Student Days.

Who are the senior teachers?

Senior teachers are experienced ESL/EFL teachers.

Wed, 25 Mar 2020 07:35:00 -0500 en text/html
Killexams : Earning An Associate Degree In Education: Everything You Need To Know

Editorial Note: We earn a commission from partner links on Forbes Advisor. Commissions do not affect our editors' opinions or evaluations.

Has an educator ever impacted your life? Perhaps an art teacher encouraged you to pursue your love of painting. Maybe you can name every bird on your back patio because a science teacher inspired you to become an amateur ornithologist. Whatever the case may be, educators are a critical cornerstone to developing the creative spark and passion in people.

Earning an associate degree in teaching—most often called an associate in education—is a great first step toward carving your own path in the field, opening doors to careers like preschool teacher and teacher’s assistant. Here’s everything you need to know about getting your associate degree in education.

What Is an Associate Degree in Education?

This two-year degree prepares graduates to enter the field of education. After graduation, associate degree holders either start their careers or pursue a bachelor’s degree.

Most K-12 teaching and administration positions require at least a bachelor’s in education or a similar subject, so if that’s your ultimate career goal, it’s best to pursue a bachelor’s after completing your associate degree. But an associate degree in education can open the door to fulfilling roles inside the classroom as well, including teacher’s assistant positions and early childhood education careers.

Education associate degree programs generally supply students a broad overview of the education field, including its history, current issues and trends, and factors that influence methods of instruction. Students often delve into subjects such as behavior management, child development, educational technology and lesson plan building. Some programs may require a practicum to supply learners hands-on teaching experience before graduation.

Like bachelor’s degree programs, many associate programs offer concentrations in specialized areas of study such as child and adolescent development, elementary teacher education and teacher preparation.

Some associate degree programs are geared toward licensure, meaning they’ll qualify you to take a teacher certification exam. But this isn’t the case for every program. Some programs are non-licensure programs. Non-licensure associate graduates who wish to eventually become teachers can transfer credits from their associate degree to a licensure-track bachelor’s in education program.

Most associate degrees require at least 60 credits for graduation.

Admission Requirements for an Associate Degree in Education

Admission to an associate degree program generally requires a high school diploma or the equivalent. Expect to send in your high school transcripts, and certain programs might have a minimum GPA requirement, too.

Because an associate degree in education prepares you to work with children, some programs may be required by law to ask for criminal background checks and health clearances to demonstrate that you are eligible to work in a school setting.

Common Courses in an Associate Degree in Education Program

Here are some common courses you might take while pursuing an associate degree in education.

Foundations of Early Childhood Education

Associate degrees in education focus on the education of young children, so you can expect to take at least one introductory early childhood education class (usually spanning infancy to fourth grade). This class underscores methods for child observation, planning curriculums for learners with diverse needs and backgrounds, and soft skills like communication and advocacy.

Educational Philosophy for Teachers

This course outlines the roles of teaching philosophies in the classroom. Students analyze current religious and education trends and how they impact the modern teaching paradigm.

Introduction to Special Needs Pedagogy

Whether you concentrate in special education or you’re taking general education courses, a special needs pedagogy class equips you to work with and instruct students with developmental, cognitive and emotional disabilities. This course touches on the definition of special needs, its history and policies impacting special needs students.

Child Psychology

In this course, you’ll examine the psychological and mental development of children from conception through middle childhood. You’ll get to know how children develop and mature physically, cognitively and socially.

What Can You Do With an Associate Degree in Education?

An associate degree in education is a great first step toward a fulfilling career as an educator. Check out these popular career paths for graduates. The below salary data comes from the U.S. Bureau of Labor Statistics.

Teaching Assistant

Median Annual Salary: $30,920
Minimum Required Education: Associate degree or two years of completed college coursework
Job Overview: Teaching assistants (sometimes called paraeducators) aid licensed teachers in instructing and supervising students. They help teachers prepare lesson plans, assist in grading and taking attendance, and enforce school and classroom rules.

Preschool Teacher

Median Annual Salary: $35,330
Minimum Required Education: Associate degree
Job Overview: Preschool teachers educate young children before they enter kindergarten, typically those younger than age 5. These teachers create learning plans that incorporate playtime, songs, rhyming and other mechanisms to keep young children engaged. Preschool teachers must monitor students’ development and report progress to parents and guardians.

Library Technician or Assistant

Median Annual Salary: $37,600
Minimum Required Education: Associate degree or postsecondary certificate
Job Overview: Library technicians and assistants are primarily responsible for clerical tasks in a library, including upkeep and operations. They also organize and reshelve books and other materials, help guests, issue library cards and maintain computer databases.

Childcare Worker

Median Annual Salary: $28,520
Minimum Required Education: None; child development education sometimes preferred
Job Overview: Childcare workers ensure the proper development, safety and education of young children whose parents or guardians are away. They create schedules for activities and rest times, bring children to and from school, change diapers, prepare meals, and otherwise ensure children are safe.

Adult Educators

Median Annual Salary: $58,590
Minimum Required Education: Bachelor’s degree
Job Overview: Adult basic educators, adult secondary educators and educators who teach English as a second language (ESL) generally need a bachelor’s degree. But an associate degree in education provides a foundation for a bachelor’s in education, language arts or another related field.

Adult basic and secondary education teachers equip adults with valuable skills like reading, writing, math and language. ESL teachers focus on students whose primary goal is to learn how to speak, read and write English.

Frequently Asked Questions (FAQs) About Associate Degrees in Education

What is the difference between a teaching assistant and a teaching associate?

Teaching associates and teaching assistants both help teachers with classroom management and preparation. However, teaching associates take a more active role in aiding with instruction. They generally assign coursework, prepare course materials, administer exams and help determine grades.

Can you be a teacher with an associate degree?

You can become a teacher’s assistant and teach preschool children with an associate degree in education. If you want to teach K-12, you’ll need at least a bachelor’s degree.

Mon, 17 Jul 2023 04:10:00 -0500 Cecilia Seiter en-US text/html
Killexams : Introduction to Teaching: Associate Fellowship Programme

This information is for the 2018/19 session.

Participants are required to be teaching for a minimum of 10 hours during the academic year in which they are enrolled.

The TC501 ‘Introduction to Teaching’ represents the first phase of the LSE PGCertHE and completion of this programme results in Associate Fellowship of the Higher Education Academy, which is part of AdvanceHE.

In this programme, you will;

  • Develop an Opening Year Statement (OYS) in which you reflect on your approach to teaching and student learning
  • Participate in workshops in Module 1: ‘Teaching in our disciplines’
  • Prepare a written assignment for Module 1
  • Have 2 teaching observations – one from a member of  LSE Teaching and Learning Centre and one from a peer
  • Develop an End of Year Statement (EYS) in which you reflect on how the teaching year has gone and your intentions for future development.

These materials are drawn together, along with feedback on your teaching from both TQARO and formative surveys, into a portfolio that is submitted in Summer Term or the following Michaelmas Term.  Once the portfolio is deemed complete it is submitted to a Board of Examiners.

12 hours of workshops in the MT. 3 hours of workshops in the ST.

Teaching for this course will take the form of 2-hour, interactive workshops. Moodle will also be used as a learning environment.

There are formative feedback points for each of the summative assignments.

Additionally, there are formative reflections at both the start and finish of the programme. These formative reflections, combined with the coversheets on the essay, make up the learning log element of the course and contribute to the final portfolio submission. Throughout, the formative texts are designed to encourage a reflexive approach to academic practice.

Ashwin, P. (2015) Reflective teaching in higher education. London: Bloomsbury.

Berk, R. (2005) Survey of 12 strategies to measure teaching effectiveness. International journal of teaching and learning in higher education. 17 (1) 48-62.

Biggs, J.  & Tang, C. (2011) Teaching for quality learning at university. Maidenhead: McGraw Hill Open University Press.

Carless, D. (2015) Excellence in university assessment. London: Routledge.

Carlisle, O. & Jordan, A. (2005) 'It works in practice but will it work in theory? The theoretical underpinnings of pedagogy' in Emerging issues in the practice of university learning and teaching.  Dublin: AISHE.

Case, J. (2008) Alienation and engagement: development of an alternative theoretical framework for understanding student learning. Higher education 55 (3)  321–332.

Donnelly, R. (2007) Perceived impact of peer observation of teaching in higher education. International journal of teaching and learning in higher education. 19(2) 117-129.

Gibbs, G. & Habeshaw. T. (1992) Preparing to teach: an introduction to effective teaching in higher education. Technical and Educational Services, Ltd.

Jones, A. (2009) Redisciplining generic attributes: the disciplinary context in focus. Studies in higher education. 34 (1) 85-100.

Macfarlane, B. (2004) Teaching with integrity: the ethics of higher education practice. London: Routledge

Assessment path 1
Essay (34%, 2500 words) in January.
Essay (33%, 2500 words) in the LT.
Essay (33%, 2500 words) in the LT and ST.

Assessment path 2
Coursework (34%) in January.
Essay (33%, 2500 words) in the LT.
Essay (33%, 2500 words) in the LT and ST.

A practical written assignment and reflective pieces. (100%, in January and June.)

This course is assessed entirely by coursework - formative and summative. There are no exams.

All assignments are assessed on a Complete/Not Yet Complete basis, and all assessments are viewed as developmental opportunities. Participants are offered detailed feedback for all assignments and, where appropriate, they have the option of developing assignments further based on feedback from the teaching team.

The assignment is based on evidence-based written texts, or posters, and reflective pieces.

Sun, 24 Jan 2021 06:49:00 -0600 text/html
Killexams : For Student Teachers

Student Resources

The edTPA is the final assessment for students to complete in the program. EdTPA resourses for students can be found online

Residency Evalution Forms

Mentor teachers complete two evaluation forms during the student teaching semester. The first one is the midterm and evaluates the student teachers on their progress towards being sucessful in the profession up to that point as well as identifying specific areas that students should focus growth efforts on during the second half of the semester. The second is the final and will establish that the student is ready to graduate the program.  Mentors will receive an email with a link to the midterm evaluation form. Please note that the midterm rubric consists of only two ratings: Unsatisfactory; and Basic/Beyond. Also, the midterm requires setting at least three goals for continued improvement.

Completing the midterm should be a shared experience between mentors and student teachers, so please sit down and go through the rating and goal setting process together. When the Submit button is clicked a copy of the evaluation will be emailed to the mentor, the student, and the supervisor.


Students can contact Elizabeth McMahan with questions.
Wed, 20 Oct 2021 10:10:00 -0500 en text/html
Killexams : Faculty Directory


Currently, the department consists of 19 full time permanent faculty, 5 lecturers, 5 visiting assistant professors, 4 emereti faculty, and 5 adjunct faculty.

Bolotnikov, Vladimir
Office: Hugh Jones Hall 129
Email: [[vxbolo]]
Office Phone: +1 757 221 2009
Webpage: {{}}
Curriculum Vitae: {{}}

Rob Carman

Carman, Rob
Visiting Assistant Teaching Professor
Office: Boswell Hall 32
Email: [[wrcarman]]


Chadraa, Ed
Associate Teaching Professor
Office : Hugh Jones Hall 118
Email: [[ebchadraa]]

Pierre Clare

Clare, Pierre
Assistant Professor
Office: Hugh Jones Hall 130
Email: [[prclare]]
Office Phone: +1 757 221 3657
Webpage: {{}}

Day, Sarah
Office: Hugh Jones Hall 123
Email: [[sldayx]]
Office Phone: +1 757 221 2013
Webpage: {{}}
Curriculum Vitae: {{}}

Bill Fox

Fox, William
Visiting Teaching Professor
Office: Hugh Jones Hall 101C
Email: [[wpfox]]


Ge, Fan
Assistant Professor
Office : Hugh Jones Hall 110
Email: [[fge]]
Office Phone: +1 757 221 1199
Webpage: {{}}


Guan, Chuangtian
Visiting Assistant Teaching Professor
Office: Boswell Hall, Room 31
Email: [[cguan01]]

Greg Hunt

Hunt, Greg
Assistant Professor
Office: Hugh Jones Hall 111
Email: [[ghunt]]
Office Phone: +1 757 221 2002
Webpage: {{}}


Iaci, Ross
Associate Professor
Office: Hugh Jones Hall 122
Email: [[riaci]]
Office Phone: +1 757 221-4005

Johnson, Charles
Class of 1961 Professor
Office: Hugh Jones Hall 102C
Email: [[crjohn]]
Office Phone: +1 757 221 2014
Webpage: {{}}
Curricilum Vitae: {{}}

Kincaid, Rex
Chancellor Professor of Mathematics
Office: Hugh Jones Hall 126
Email: [[rrkinc]]
Office Phone: +1 757 221 2038
Webpage: {{}}
Curriculum Vitae: {{}}

Leemis, Lawrence
Office: Hugh Jones Hall 116
Email: [[lmleem]]
Office Phone: +1 757 221 2034
Webpage: {{}}
Curriculum Vitae: {{}}


Li, Chi-Kwong
Ferguson Professor
Office: Hugh Jones Hall 128
Email: [[ckli]]
Office Phone: +1 757 221 2042
Webpage: {{}}
Curriculum Vitae: {{}}

Ninh, Anh
Associate Professor
Office: Hugh Jones Hall 124
Email: [[atninh]]
Webpage: {{}}

Patel, Mainak
Associate Professor
Office: Hugh Jones Hall 121
Email: [[mjpatel]]
Webpage: {{}}


Russoniello, Nicholas
Visiting Assistant Teaching Professor
Office: Boswell Hall, Room 13
Email: [[nrussoniello]]


Sasinowska, Heather
Associate Teaching Professor
Office: Hugh Jones Hall 132
Email: [[hdsasinowska]]
Webpage: {{}}


Shaw, Leah
Office: Hugh Jones Hall 119
Email: [[lbshaw]]
Webpage: {{}}

Junping Shi

Shi, Junping
Office: Hugh Jones Hall 117
Email: [[jxshix]]
Office Phone: +1 757 221 2030
Webpage: {{}}
Curriculum Vitae: {{}}


Sun, Yuming
Assistant Professor
Office: Hugh Jones Hall 111
Email: [[]]
Webpage: {{}}

Eric Swartz

Swartz, Eric
Associate Professor
Office: Hugh Jones Hall 133
Email: [[easwartz]]
Office Phone: +1 757 221 7974
Webpage: {{}}

Stephen Trefethen

Trefethen, Stephen
Associate Teaching Professor
Office: Hugh Jones Hall 100E
Email: [[sjtrefethen]]
Webpage: {{}}

Ryan Vinroot

Vinroot, Ryan
Office: Hugh Jones Hall 100D
Email: [[crvinroot]]
Webpage: {{}}
Curriculum Vitae: {{}}

Wang, GuanNan
Associate Professor
Office: Hugh Jones Hall 120
Email: [[gwang01]]
Office Phone: +1 757 221 2027
Webpage: {{}}

Yu, Gexin
Chair and Professor
Office: Hugh Jones Hall 127
Email: [[gyu]]
Office Phone: +1 757 221 2040
Webpage: {{}}
Curriculum Vitae: {{}}


Yuan, Yuting
Visiting Assistant Teaching Professor
Office: ISC 2271
Email: [[yyuan11]]
Webpage: {{}}

Zapf, Marylou
Teaching Professor
Office: Hugh Jones Hall 109
Email: [[mjzapf]]
Office Phone: +1 757 221 2019

Wed, 18 Apr 2018 13:39:00 -0500 en text/html
Killexams : Become a Teacher in Wyoming

The Teacher Preparation and Advising Office is here to make sure you are ready apply to the UW College of Education, help you navigate our program requirements, and ensure you have completed the steps to apply for licensure with the Wyoming Professional Teaching Standards Board.

To become a licensed teacher in Wyoming, you will need to fulfill the below requirements:

  • Complete a bachelor’s degree and other prerequisite coursework required.
  • Complete a state-approved teacher preparation program.
  • Pass required exams.
  • Submit a Wyoming teaching credential application.

Step One: Prerequisite Coursework

Wyoming requires that certified teachers hold, at least a bachelor’s degree. While Wyoming does not have specific course or credit hour requirements, it does necessitate that student teaching be part of the licensure applicant’s teacher preparation program, as stated in the Wyoming Educator License Application Packet.

Step two: Teacher Preparation program

To become a teacher in Wyoming, you must first complete an accredited teacher education program. Programs consist of a combination of curricula and fieldwork. In your education courses you will deep-dive into current and historical best practices in pedagogy and assessment while learning how to incorporate special education techniques, technology, and multicultural learning strategies into your teaching practice. Starting early in your academic career, you will hone your craft through virtual teaching simulations and by working in real classrooms. This fieldwork will culminate during your student teaching residency.

Alternative Certification

If you already have a bachelors from an accredited university, you can take advantage of alternative licensure pathways to get on the fast-track to becoming a teacher in Wyoming. UW offers alternative programs for those interested teaching in elementary schools or in secondary education classrooms that allow you to apply for your teaching license in as little as three semesters. The program is tailored to your needs and your prior experience.

Step Three: Required Tests

The Wyoming Professional Teaching Standards Board (PTSB) requires the Praxis examination for certain content areas to become certified to teach. Please view the Wyoming PTSB's Praxis page for testing requirements. View the Praxis website for information about these assessments and required scores. If you are in the Graduate Certificate program, the deadline to complete and pass the Praxis is May 15th, prior to the start of the summer sequence.

Step Four: Teacher Licensure Requirements

The Wyoming Department of Education requires all candidates seeking initial licensure to meet the following requirements:

Background Check

Applicants seeking initial teaching licensure in Wyoming must undergo a fingerprinting clearance and pass a background check. Please follow the instructions for completing the initial College of Education background check.

Wyoming Teaching Jobs

Visit the  Wyoming School Boards Association’s Job Vacancies webpage for a list of available positions in Wyoming School Districts.

Wed, 02 Mar 2022 12:46:00 -0600 en text/html
Killexams : Excellence in Teaching Awards announced

The Academic Senate’s Committee on Teaching in collaboration with Chancellor Larive and CP/EVC Kletzer celebrated UC Santa Cruz’s innovative and dedicated teachers with a gathering at the Cowell Provost House in early June.  

Since 1996, our campus has been recognizing and celebrating instructors for their Excellence in Teaching.  This recognition at the highest level promotes and illuminates the long tradition of innovative and creative teaching at UC Santa Cruz and its central importance to the university’s mission.  

The Committee on Teaching (COT) is delighted to announce the 8 recipients of this prestigious campus-wide award from all five divisions for the 2022-23 academic year. Annually, the committee receives approximately 450 student nominations and selects 7-10 instructors. The student comments about the impact their excellent pedagogical practices have had on their lives were inspiring. COT appreciates their contribution to the important mission of teaching on our campus and is grateful for the opportunity to showcase their accomplishments. 

Caitlin Binder, Continuing Lecturer, Chemistry and Biochemistry (recipient in 2015-16)

"Caitlin redeemed my love for all chemistry.  They center[ed] their lectures around subjects that would relate to their students and their interests to keep us engaged and help us care more about what we’re learning. I felt that they are one of the few professors I have had who truly care about and understand their students and want to work to help us succeed."

Guido Bordignon, Associate Teaching Professor, Molecular, Cell and Developmental Biology (also Ron Ruby Recipient)

"Guido is an EXCELLENT professor, he infused the class with so much enthusiasm and genuine care that made me really take the class to heart. What I learned in this class changed the way I see the world and deeply impacted the path I am choosing to take when it comes to my education and life.

Lindsay Knisely, Continuing Lecturer, Writing Program (recipient in 2012-13)

"She cares deeply about her students as individuals and is the most compassionate and understanding teacher I’ve had the pleasure of interacting with. Her teaching and her lessons go beyond the class and she also offers to help us students out with anything outside of it. I have never met a teacher that has such a big impact on my life as much as Lindsay has."

Andrew Quinn, Assistant Professor,  Computer, Science and Engineering 

"Andrew Quinn made one of the hardest classes I've taken very enjoyable and beneficial to my future. He  has been one of the most engaging and communicative professors I have been taught by here at UCSC. He approaches situations with an open mindset and empathetic attitude. He has made the content he teaches approachable and understandable." 

Emily Schach, Lecturer, Anthropology

"She has that rare ability to present dense information not only in an engaging way, but in a way that made it easy to digest and retain. She clearly loves the subject and cares for her students, even in a 90 person class. Dr. Schach always ensures she meets her students where they are at and accommodates them if they are struggling by giving them extra help and allowing them to have extra time to process and work through the material."

Saskias Casanova, Assistant Professor,  Psychology 

"Professor Casanova supported me in this process and made me feel hopeful in my abilities to be able to conduct research, despite my background. Casanova showed her passion for helping students by providing feedback on assignments, bringing snacks to class, and being flexible to individual student accommodations."

Kailani Polzack, Assistant Professor, History of Art and Visual Culture 

"Professor Polzak is exceptionally engaged, caring, and deeply knowledgeable, and invested in the whole student. She cares for learning via the class as a whole, rather than simply being invested in imparting her own research on a subject.

Aida Mukharesh, Graduate Student Instructor, Sociology

“Aida is a very caring and encouraging person. She provided her students an alternative way to think about current world issues, which is very enlightening when I face anything after. Aida fueled my curiosity and interest in the class through her engaging lectures and the many conversations we had, connecting our interests and daily lives to what we had learned in class.”

In addition to celebrating the  Excellence in Teaching awards, COT also awarded Alegra Eroy-Reveles, an associate teaching professor in the Chemistry and Biochemistry department, the 2022-23 Distinguished Teaching Award.  Based on nominations from faculty and colleagues, this award acknowledges pedagogical contributions that include but also go beyond any one course, in addition to recognizing an instructor who has made significant contributions to educational equity within and beyond UC Santa Cruz.  

Tue, 25 Jul 2023 04:35:00 -0500 en text/html
Killexams : Albuquerque Bringing More Digital and GIS Power to Planning
As 2024 approaches, officials in Albuquerque, New Mexico’s largest city, are working toward a technological revamp of the city’s planning, licensing and inspection activities — work that could bring more transparency and automation.

The city has decided to deploy enterprise community development, business management and environmental health software from Texas-based Tyler Technologies.

The move stands as one of the latest examples of how governments are turning to new digital tools to Strengthen some of the most important day-to-day tasks handled by municipal and regional officials.

Albuquerque is a mix of old and new — it was founded as a Spanish colony more than 300 years ago. Its leaders have decided the city needs better tools to not only spark more collaboration with multiple sub-departments, but Strengthen resident service, according to Robyn Rose, associate director of planning for the city.

“The Planning Department wanted a system that functioned well for the entire department, that allowed different divisions to easily share information, and that provided robust reporting features,” she told Government Technology. “The community expressed interest on an easy-to-use system that offered more easily accessible information.”

The new technology will, among other tasks, automate land-use entitlement, enforcement case management and permitting operations; offer online business license application and renewal, including payments; help manage health inspections and the city’s insect infestation and urban wildlife program and open up easier access to relevant reports for residents.

According to Rose, one of the main benefits of the new deployment is that it includes GIS technology via which officials can see planning records tied to specific parcels, making research “much easier” for not only city employees but residents.

“We know that our community is very interested in planning-related projects and the system offers the public a robust search and alert system,” Rose said.

She said the entire software implementation is scheduled to be finished in September 2024, after “robust testing and training” for employees and residents alike.

Thad Rueter writes about the business of government technology. He covered local and state governments for newspapers in the Chicago area and Florida, as well as e-commerce, digital payments and related subjects for various publications. He lives in Wisconsin.

Tue, 15 Aug 2023 10:02:00 -0500 en text/html
Killexams : Nagaland: Training on GIS-based planning & monitoring of NREGA

Officials and participants during the training session on GIS-based planning and monitoring of Mahatma Gandhi NREGA at the SIRD Conference Hall, Kohima on August 22. (DIPR Photo) 

Kohima, August 22 (MExN): A training session on GIS-based planning and monitoring of Mahatma Gandhi NREGA at the Gram Panchayat (GP) level using Yuktdhara was conducted at the SIRD Conference Hall, Kohima. This training was organised collaboratively by NIRDPR NERC and SIRD on August 22, a DIPR report informed.

Neposo Theluo, Commissioner & Secretary of Rural Development, delivered the inaugural address. He commended NIRDPR and SIRD for their efforts in organising the training. 

Theluo highlighted the importance of the institute and emphasised the significance of the training and urged trainees to make the most of it, utilising the expertise of officials. Technology skills were stressed as crucial, and he encouraged everyone to embrace learning technology at any stage of their career. He expressed hope that all participants would leave the training with increased confidence, the DIPR report added. 

During the event, Commissioner & Secretary Rural Development also released a research book titled, ‘women livelihood activities through DAY-NRLM in Tseminyu Subdivision, Kohima District, Nagaland,’ authored by Dr Kedise Pucho, Principal, ETC Phek.

The training covered various topics, including an introduction to Geo-informatics and its applications in planning & monitoring of MGNREGA, an introduction to the Yuktdhara portal (a Geo-Spatial application for planning and monitoring of MGNREGA), GIS-based natural resources management under MGNREGA, open-source spatial data portals, hands-on sessions on Yuktdhara for landscape familiarization, identification of drainage line treatment, area treatment, and map composition, preparation of GP plans under MGNREGA using Yuktdhara, and demonstrations on mobile GPS software for planning and monitoring of MGNREGA. 

Trainees also learned how to get and analyze mobile GPS field data and upload it to the Yuktdhara portal. The training was led by Dr A Simhachalam and Dr Rokosuno Kintso.

The programme began with a brief speech by Prof Dr R Murugesan, Director of NIRDPR NERV, followed by a course briefing by Dr A Simhachalam, Assistant Professor at NIRDPR NERC. The event was chaired by Dr Rokosuno Kintso, Associate Lecturer at SIRD, and concluded with a vote of thanks delivered by Dr Phola Konyak, Joint Director at SIRD.

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