The course "Fluid Flow, Heat and Mass Transfer," course number ta3220, is third-year BSc course in the program of Applied Earth Sciences at Delft University of Technology. Students in this class have already taken a course in "Transport Phenomena" in the second year, and "Fluid Flow Heat and Mass Transfer" is designed as a follow-up to that class, with an emphasis on topics of importance in applied earth sciences, and in particular to Petroleum Engineering, groundwater flow and mining.
In practice, however I start over again with first principles with this class, because the initial concepts of the shell balance are difficult for students to grasp and can always use a second time through. The course covers simple fluid mechanics problems (rectilinear flow) using shell balances, for Newtonian and power-law fluids and Bingham plastics. Turbulence for Newtonian fluids is covered in the context of friction factors for flow in pipes, flow around spheres and flow in packed beds.

Fluid Dynamics is the study of fluids in motion. The main equation required for this is Newton's second law for accelerating bodies
Fluid Statics or hydrostatics is the study of fluids at rest. The main equation required for this is Newton's second law for nonaccelerating bodies, i.e. .

Fluoresce spectroscopy is one of the most useful techniques for studying the optical properties

This lesson presents an overview of the major food commodity groups, different operations, and careers within the food industry.

Objectives:
- Demonstrate to students the energy, resources, and extensive steps it takes to produce food and to dispose of food waste.
- Discuss how the environment is being harmed through excessive food waste.

What is parliamentary and presidential system of government?A presidential system is a democratic and republican system of government in which a head of government leads an executive branch that is separate from the legislative branch. This head of government is in most cases also the head of state, which is called president.In presidential countries, the executive is elected and is not responsible to the legislature, which cannot in normal circumstances dismiss it. Such dismissal is possible, however, in uncommon cases, often through impeachment.Parliamentary form of government represents a system of democratic governance of a country, wherein the executive branch is derived from the legislative body, i.e. the Parliament. Here, the executive is divided into two parts, the Head of the State, i.e. President, who is only the nominal executive and the Head of the Government, i.e. Prime Minister, who is the real executive.   

Lecture slides by Dr. Jennifer Infanti (Norwegian University of Science and Technology) and recommended related/supporting readings for an introductory course in global health. This is one of the first lectures in the course, covering some of the foundations of the field of research and practice we call global health. It briefly introduces the history and development of global health, key concepts and definitions of global health, and provides an overview of the breadth of theoretical models that can be applied to make sense of various global health challenges. By the end of the lecture, students should have: 1) Acquired a basic understanding of the defining features of global health. 2) Gained an awareness of the diversity of theoretical approaches that can be used to approach and understand global health problems 

The Fraction module is separated into five pages.  Each page except the first page has videos and lecture notes. At the end of the entire module are review problems. The review problems are a set of exercises in Derivita that correspond to the skills covered in the lecture pages and the videos.The instructors can choose to assign the practice problems based on their students' needs.This work was created by Kathryn Kozak, and it is licensed under a Creative Commons Attribution 4.0 International License.CC-BY

This course covers the emergence of modern France. Topics include the social, economic, and political transformation of France; the impact of France's revolutionary heritage, of industrialization, and of the dislocation wrought by two world wars; and the political response of the Left and the Right to changing French society.

In addition to making historical points about nineteenth-century attitudes toward slavery, race, and abolition, you can use this speech to teach formal rhetoric. We have divided the address into four sections according to the function of each one. This division follows the classic structure of argumentative writing:

paragraphs 1–3: introduction (exordium)
paragraphs 4–29: narrative or statement of fact (narratio)
paragraphs 30–70: arguments and counter-arguments (confirmatio and refutatio)
paragraph 71: conclusion (peroratio)
We have included notes that explain the function of each section as well as questions that invite discussion of the ways in which Douglass deploys rhetoric to make his case.

This lesson features five interactive activities, which can be accessed by clicking on this icon . The first explores the subtle way in which Douglass compares the patriots of 1776 with the abolitionists of 1852. The second challenges students to determine how Douglass supports his thesis. The third focuses on his use of syllogistic reasoning, while the fourth examines how he makes his case through emotion and the fifth through analogy.

We recommend assigning the entire text . For close reading we have analyzed eighteen of the speech’s seventy-one paragraphs through fine-grained questions, most of them text-dependent, that will enable students to explore rhetorical strategies and significant themes. The version below, designed for teachers, provides responses to those questions in the “Text Analysis” section. The classroom version , a printable worksheet for use with students, omits those responses and this “Teaching the Text” note. Terms that appear in blue are defined on hover and in a printable glossary on the last page of the classroom version. The student worksheet also includes links to the activities, indicated by this icon .

This is a long lesson. We recommend dividing students into groups and assigning each group a set of paragraphs to analyze.

This is French 103 Introduction to French at RVCC.  It covers chapter 1-7 in OER textbook.This is an interactive online approach with user-friendly easy-to-use freeware for students.Students can email classwork or homework to my email lreynold@raritanval.eduThis is software is for anyone but only students registered at RVCC send classwork and homework for correction.

In 2018, the Alabama Commission on Higher Education (ACHE) and the Alabama Community College System (ACCS) launched an OER grant program to help lower the cost of higher education. This experimental study, which involved over 18,000 students and generated a cost savings of over $2,000,000, raised awareness among faculty and staff of the many advantages of using OER. Subsequently, in response to multiple requests for Creative Commons (CC) training, the partners launched a second grant program with the intention to train-the-trainer, whereby multiple institutions statewide would have a resident expert on OER and CC licensing. As a result of the two large grant programs and some smaller programs funded by ACHE, the state has fostered numerous OER champions who have launched some innovative initiatives on their campuses. During this session, attendees will learn about the successes and challenges that ACHE and ACCS experienced when launching the programs, and they will receive detailed information about some of the activities going on at two of Alabama’s public institutions, the University of Montevallo and the University of North Alabama.

Prologue: All too often current “CAD” text books concentrate too much on the software and not enough on the basic fundamental principles that are required to create a working industrial drawing. More and more college freshman enter the post-secondary arena knowing one or more cad software packages. A skilled instructor can rapidly get a group of students up to speed on whatever software package that is being used at that institution. However, over the last 25 years it has been my experience that many students only know the software…and not what to do with it. Now, this is not the fault of the technology education teachers in the secondary school system. They are most likely trained with a Charles Prosser philosophy that students leave high school with a set of skills grounded in meeting the needs of industry. However, since very few technology education teachers have actually spent any time in industry as a draftsman, designers, or engineers…the product they produce only knows “some” of what is required to be successful in the post-secondary arena. Make no mistake, this is not something done intentionally…it is simply the way “the American Education System” works. This document and the material contained within is being created to assist in both secondary and post-secondary educators who lack either the educational component of how to facilitate the required material…or more importantly, what that required material is.

This video contains module wise discussion about fundamentals of computer and its application. Some assignments are also there for practice