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Eassignment - overview and getting started, more like this.

This article provides and overview of eAssignments and a list of useful links where you can find support and further information about the university eAssignment system.

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Overview of eassignments , accessing the system, getting started, related content.

The University eAssignment system is used by students and university staff for:

• formative and summative assessments
• submit student work
• submit entry of marks 
• provide feedback

eAssignments is currently used by all Faculties in the University.

You can access the system from the web page eAssignments .

• eAssignments support guide
• eAssignments student guides – eLearning Support and Resources

If you have a query regarding an assessment within the system , you should (in the first instance) contact your Faculty Office .

If you wish to use the eAssignment system for an assessment please raise a ticket to ServiceLine .

eLearning support and resources for the University of Southampton

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Digital assignment guides.

Adding a digital assignment to an existing curriculum can be challenging for both instructor and for students.  Instructors may be concerned about the time needed for students to learn the tools necessary for the assignment or unsure as to how pedagogically beneficial a digital assignment is going to be. For students, multimedia assignments, or project-based assignments more generally, are often challenging because they may present a departure from the more familiar and comfortable lecture-study-test routine.

Engaging in course-based digital projects, however, can have tangential benefits and perhaps unexpected learning outcomes. Such assignments can encourage collaborative work, exploring multiple literacies, writing for public audiences, and learning to effectively present critical, creative, and community-engaged scholarship. These non-technical outcomes should form the basis of and motivation for the development of digital assignments. Digital work for digital’s sake is never a good idea and adding a tool to a process in which it is unnecessary can make coursework cumbersome and tedious.

When considering implementing a digital assignment, think about the process, the possible time spent learning the tool, and the skills involved. How do these relate to your desired learning outcomes for the course? Digital tools offer a wide spectrum of ways to present scholarly work and can be combined in many ways.  A map, for example, may be annotated with written text that is also illustrated with images and video. Digital assignments can provide opportunities for curatorial decisions in the design process that might not be as necessary in a more traditional course assignment. Students should reflect upon how their scholarly work might most effectively be represented, whether it be a short video, podcast, drawing, writing or performing– whatever best suits the needs of the student to present an effective response to your clearly stated goal.

Tips For Designing a Digital Assignment

• Establish and clarify your teaching and learning goals for the project and use those to formulate a grading rubric. Include objective, gradable moments in the process of planning and producing the project. Even if students are all using the same tools, the finished products may be different enough that being able to grade systematically with a rubric will be a great time-saver. Be sure to clearly communicate those expectations to the students, and share the rubric in advance of the work.. A rubric however should address the process as well as the end product. Be sure to include objective, gradable moments in the process of planning and producing the project.
• Talk to your students to get a sense for their existing knowledge of digital work. This may help you decide on an assignment type and the appropriate tools, but also may inform the composition of student project groups and any anxiety students may be feeling.
• Multimedia projects often involve steps that do not include working directly with a digital tool. Script-writing, story-boarding, research, and data collection are all very common preliminary steps in the creation of a digital project. Establish milestones and set aside time for these activities.
• Don’t feel that you need to be proficient in or able to teach a particular tool before including it in a digital assignment. Having a firm grasp of what can be done with a tool is more important than necessarily knowing how to use it. Reach out to staff in the McGraw Center or the Library to find those who can offer training.
• Start small. If you haven’t done a digital assignment of a certain before, test the waters. You can revise the next time you teach the class.
• When possible, provide examples of finished projects that exemplify what you will be looking for in your students’ work.
• Digital projects are often multi-modal. This means that the development of the project usually involves a range of different types of activities. Allow students to decide their own roles in the development process. Some roles may better highlight the skills they bring to the project. For example, in the case of a video assignment: Who plans the story? Who conducts interviews? Who operates the camera? Who captures the sound? Who does the editing?. This may also encourage students who may feel uncomfortable about a new medium being able to see that they already have skills needed for parts of the work, and so be willing to learn more about other aspects of the assignment.
• Be flexible and understanding in how you allow students to approach the completion of their projects. For example, if a student who is not comfortable being recorded for a video project would like to use a classmate or friend as an on-camera stand-in, let them
• Connections to the ‘real world’ can have a great motivational impact. Projects that work with the community through partnerships or interviews can not only give students memorable and educative experiences, but also to feel more invested in their work. Within the campus, student work that contributes to scholarly research or to “Public Humanities” projects can have a strong motivational impact
• Engagement Theory offers very good, relevant, and concise framework for creating digital assignments. The framework centers on three main aspects: Relate, Create, and Donate. A well designed digital assignment or project should involve communication, planning, management, and social skills (relate). Students should have some creative control over their project (create). By choosing their own topics and perhaps also the way in which they present that topic, students will feel more of a sense of ownership over the content which can lead to a more rewarding experience. Finally, the 'donate' component stresses the importance of real-world, if possible public, projects that give back (donate) to the community in some way.

Contributing to a thematic archive allows students to adopt a curatorial mindset and the addition of descriptions as metadata will develop critical analysis skills.

A blog can serve as a simple website showcasing student work or can take advantage of characteristics unique to the blog medium, such as comments, tags, categories.

Digital formats such as EPUB and the ubiquity of digital reading devices make the creation of an eBook an attractive way to encapsulate a semester’s worth of work resulting in a tangible product.

The development of an online exhibit as coursework offers students the opportunity to engage with object- and media-centered learning. Exhibits provide authentic learning experiences that can potentially engage with a wide range of audiences.

Image annotation assignments give students experience with critical viewing , that is, looking at what images depict, but also considering the cultural, social, historical, or philosophical contexts around which the image was created and made available.

Mapping assignments tend to be either data visualizations or map annotations. These two are not necessarily mutually exclusive, but tend to involve different activities.

A photo essay is a series of photographs selected to tell a story

Podcasting assignments can encourage creativity, collaboration, and provide a sense of community in your course while at the same time, giving students opportunities to practice writing and presentation skills, and providing valuable experience expressing themselves through multimedia

In-class presentation assignments give students valuable opportunities to consolidate learning and research into coherent explanations or arguments. 

Social annotation refers to the collective critical interpretation of media and often relates to the close reading of texts.  Digital tools for social annotation make this familiar scholarly practice into a more dynamic, collaborative, and interactive experience.

A storymap is a digital expository work that may combine maps, text, and other media to convey or illustrate a narrative in attractive, dynamic, and interactive ways.

Digital tools for text analysis can provide students with a novel approach to bringing the underlying characteristics of texts to the surface. For example, text analysis tools can be used to create assignments that allow students to experiment with search terms, to juxtapose the style of one text against another, and to formulate questions that can inspire further research

Digital timeline assignments give students the opportunity to consolidate their learning into graphically-rich and interactive visualizations of chronologically sequenced information.

Video assignments comprise a wide range of possible assignment types from personal reflection videos to assignments in which students are responsible for capturing, editing, narrating, and producing a polished product

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E-Assessment

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• Peter Rawlins 2  

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Introduction

The way that teachers teach and students learn has received much attention from educators and educational administrations over many years. The potential impact of digital technology and the concept of twenty-first-century learning have only fuelled these debates. While conceptions of teaching and learning have changed and continue to change over time, the ways that students are assessed have lagged behind. For many students, the traditional pen-and-paper test is the most common way they are assessed. In recent years, however, the concept of e-assessment has gained more traction. This entry explores what e-assessment is and the affordances and barriers to its use. The entry starts by briefly defining what we mean by assessment. It then looks at definitions for e-assessment and the various different types of e-assessment. It finishes by examining the affordances and barriers to the use of e-assessment.

What Is Assessment and Why Is It Important?

Assessment is the deliberate...

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Kirschner, P. A., & De Bruyckere, P. (2017). The myths of the digital native and the multitasker. Teaching and Teacher Education, 67 , 135–142. https://doi.org/10.1016/j.tate.2017.06.001 .

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Rawlins, P., & Leach, L. (2014). Questions in assessment for learning and teaching. In A. St. George, S. Brown, & J. O’Neill (Eds.), Facing the big questions in teaching: Purpose, power and learning (2nd ed.). Auckland: Cengage Learning.

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Wiliam, D. (2011). What is assessment for learning? Studies in Educational Evaluation, 37 (1), 3–14.

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Institute of Education, Massey University, Palmerston North, New Zealand

Peter Rawlins

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Rawlins, P. (2020). E-Assessment. In: Peters, M. (eds) Encyclopedia of Teacher Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-1179-6_110-1

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DOI : https://doi.org/10.1007/978-981-13-1179-6_110-1

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Published : 08 October 2019

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Teaching excellence & educational innovation, creating assignments.

Here are some general suggestions and questions to consider when creating assignments. There are also many other resources in print and on the web that provide examples of interesting, discipline-specific assignment ideas.

Consider your learning objectives.

What do you want students to learn in your course? What could they do that would show you that they have learned it? To determine assignments that truly serve your course objectives, it is useful to write out your objectives in this form: I want my students to be able to ____. Use active, measurable verbs as you complete that sentence (e.g., compare theories, discuss ramifications, recommend strategies), and your learning objectives will point you towards suitable assignments.

Design assignments that are interesting and challenging.

This is the fun side of assignment design. Consider how to focus students’ thinking in ways that are creative, challenging, and motivating. Think beyond the conventional assignment type! For example, one American historian requires students to write diary entries for a hypothetical Nebraska farmwoman in the 1890s. By specifying that students’ diary entries must demonstrate the breadth of their historical knowledge (e.g., gender, economics, technology, diet, family structure), the instructor gets students to exercise their imaginations while also accomplishing the learning objectives of the course (Walvoord & Anderson, 1989, p. 25).

Double-check alignment.

After creating your assignments, go back to your learning objectives and make sure there is still a good match between what you want students to learn and what you are asking them to do. If you find a mismatch, you will need to adjust either the assignments or the learning objectives. For instance, if your goal is for students to be able to analyze and evaluate texts, but your assignments only ask them to summarize texts, you would need to add an analytical and evaluative dimension to some assignments or rethink your learning objectives.

Name assignments accurately.

Students can be misled by assignments that are named inappropriately. For example, if you want students to analyze a product’s strengths and weaknesses but you call the assignment a “product description,” students may focus all their energies on the descriptive, not the critical, elements of the task. Thus, it is important to ensure that the titles of your assignments communicate their intention accurately to students.

Consider sequencing.

Think about how to order your assignments so that they build skills in a logical sequence. Ideally, assignments that require the most synthesis of skills and knowledge should come later in the semester, preceded by smaller assignments that build these skills incrementally. For example, if an instructor’s final assignment is a research project that requires students to evaluate a technological solution to an environmental problem, earlier assignments should reinforce component skills, including the ability to identify and discuss key environmental issues, apply evaluative criteria, and find appropriate research sources.

Think about scheduling.

Consider your intended assignments in relation to the academic calendar and decide how they can be reasonably spaced throughout the semester, taking into account holidays and key campus events. Consider how long it will take students to complete all parts of the assignment (e.g., planning, library research, reading, coordinating groups, writing, integrating the contributions of team members, developing a presentation), and be sure to allow sufficient time between assignments.

Check feasibility.

Is the workload you have in mind reasonable for your students? Is the grading burden manageable for you? Sometimes there are ways to reduce workload (whether for you or for students) without compromising learning objectives. For example, if a primary objective in assigning a project is for students to identify an interesting engineering problem and do some preliminary research on it, it might be reasonable to require students to submit a project proposal and annotated bibliography rather than a fully developed report. If your learning objectives are clear, you will see where corners can be cut without sacrificing educational quality.

Articulate the task description clearly.

If an assignment is vague, students may interpret it any number of ways – and not necessarily how you intended. Thus, it is critical to clearly and unambiguously identify the task students are to do (e.g., design a website to help high school students locate environmental resources, create an annotated bibliography of readings on apartheid). It can be helpful to differentiate the central task (what students are supposed to produce) from other advice and information you provide in your assignment description.

Establish clear performance criteria.

Different instructors apply different criteria when grading student work, so it’s important that you clearly articulate to students what your criteria are. To do so, think about the best student work you have seen on similar tasks and try to identify the specific characteristics that made it excellent, such as clarity of thought, originality, logical organization, or use of a wide range of sources. Then identify the characteristics of the worst student work you have seen, such as shaky evidence, weak organizational structure, or lack of focus. Identifying these characteristics can help you consciously articulate the criteria you already apply. It is important to communicate these criteria to students, whether in your assignment description or as a separate rubric or scoring guide . Clearly articulated performance criteria can prevent unnecessary confusion about your expectations while also setting a high standard for students to meet.

Specify the intended audience.

Students make assumptions about the audience they are addressing in papers and presentations, which influences how they pitch their message. For example, students may assume that, since the instructor is their primary audience, they do not need to define discipline-specific terms or concepts. These assumptions may not match the instructor’s expectations. Thus, it is important on assignments to specify the intended audience http://wac.colostate.edu/intro/pop10e.cfm (e.g., undergraduates with no biology background, a potential funder who does not know engineering).

Specify the purpose of the assignment.

If students are unclear about the goals or purpose of the assignment, they may make unnecessary mistakes. For example, if students believe an assignment is focused on summarizing research as opposed to evaluating it, they may seriously miscalculate the task and put their energies in the wrong place. The same is true they think the goal of an economics problem set is to find the correct answer, rather than demonstrate a clear chain of economic reasoning. Consequently, it is important to make your objectives for the assignment clear to students.

Specify the parameters.

If you have specific parameters in mind for the assignment (e.g., length, size, formatting, citation conventions) you should be sure to specify them in your assignment description. Otherwise, students may misapply conventions and formats they learned in other courses that are not appropriate for yours.

A Checklist for Designing Assignments

Here is a set of questions you can ask yourself when creating an assignment.

• Provided a written description of the assignment (in the syllabus or in a separate document)?
• Specified the purpose of the assignment?
• Indicated the intended audience?
• Articulated the instructions in precise and unambiguous language?
• Provided information about the appropriate format and presentation (e.g., page length, typed, cover sheet, bibliography)?  
• Indicated special instructions, such as a particular citation style or headings?  
• Specified the due date and the consequences for missing it?
• Articulated performance criteria clearly?
• Indicated the assignment’s point value or percentage of the course grade?
• Provided students (where appropriate) with models or samples?

Adapted from the WAC Clearinghouse at http://wac.colostate.edu/intro/pop10e.cfm .

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E assignments have been incorporated into colleges, universities, and most commonly online colleges . Schools most commonly still use paper submissions, partly because the students are younger and partly because they will have to write fewer assignments in general. They are becoming even more common since the coronavirus pandemic. The handing in of paper assignments is a risk for individuals due to the contact. It may become the new normal for most institutions to submit electronic assignments. Already, schools have had to work out ways in which they can incorporate electronic submission into their institutions, and they may be discovering some of the benefits. Here is a list of some of the biggest reasons learning institutes should incorporate e assignment submission.

1. Do not have to travel to hand in assignments

One great benefit of e assignments is that you do not have to travel to the institution to hand in the papers. For example, with dissertations, individuals would have to travel solely to hand these in. Furthermore, there are many benefits of removing this process, students can work right up to the deadlines if it is needed and they do not have to allow extra time for the physical hand in. With e submissions, they will usually have to hand the assignment in by a certain time and this is often in the evenings. Any final edits can be made right up to the time.

2. No printing costs and better for the environment

E assignments mean that written work that is multiple pages long does not need to be printed. With the huge amount of paper being wasted every day this is a significant benefit for the environment. In 2018-19 there were said to be 2.38 million students at higher education. If all of these institutions required coursework assignments to be handed in electronically, there would have been a huge difference in the amount of paper used every day, especially as students have multiple assignments per year. Printing costs at learning centers are also very expensive with many places offering printing credits that you have to buy. If students had to pay for printing every time they had to submit work, this would add up and cause a significant burden.

3. Students Prefer E Assignments

In a study conducted by the British Journal of Educational Technology, in a comparison of paper-based assignments and electronic assignment submission, students preferred the online submission. They said that they liked having their feedback online for access at all times rather than being handed to them. They also said they preferred the financial benefits. If students prefer e assignments, it can have positive effects on the whole of the academic institution. This can lead to greater student satisfaction ratings and encourage more people to join the institute.

4. Markers Can Work Remotely

The markers of assignments have the benefit of working where they please. Paper assignments may get damaged or lost if they are taken home so many teachers like to mark their papers at work. With the option of e assignments, these are safely stored in one place and do not have the possibility of being damaged. Markers can go onto the system and mark the work efficiently without having to sift through towers of papers.

5. Allows for Better Feedback

E assignment systems allow assessors to edit their feedback and use similar feedback from other students work quickly and efficiently. It also allows second markers to access the same files and see the comments made from the first marker. They can then work on the piece together to come up with the best feedback possible. In this way, one marker does not have to wait to receive the paper copy to make further comments or ensure that it has been marked correctly.

6. Allows More Online Colleges to be Introduced

The introduction of e assignments allows online colleges to be effective and run smoothly, students do not have to send assignments over the post. In addition, a home study is beneficial for a variety of other reasons.

In the recent coronavirus pandemic, they have become the safest way to learn. Furthermore, online colleges allow people from all over the world to take courses in a variety of subjects. There is therefore a global learning platform that brings people together. Online colleges allow people to learn in their free time in between work commitments as a lot of lectures run on weekends or evenings. This means that online learning can be beneficial for those who are learning before they go into full-time work, or older adult learners who want to progress in their career or perhaps start a new career.

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5 Ways to AI-Proof Your Writing Assignments

June 28, 2024 | John Jennings

EdTech Insights | Artificial Intelligence , Best Practices , Writing

We spend a lot of time writing about the positive aspects of AI here at EdTech Evolved . But it’s probably disingenuous not to also address the elephant in the room that is AI-enabled cheating and plagiarism. Even as teachers become more comfortable with the idea of AI , many still feel like they are locked in a constant battle to compensate for and detect it when designing and grading assignments. Fortunately, the past two years have given us ample time to learn how to effectively “AI-proof” those assignments.

Large language models like ChatGPT are here to stay. With each iteration, their outputs are becoming harder to distinguish from human communications. Many schools have tried some form of “AI detector” software, but these programs are riddled with inaccuracies , lack transparency, and have proven to be inherently biased against non-native English speakers . In the arms race between AI-generated content and AI detection capabilities, the latter is miles behind, with no chance of ever closing the gap.

But what’s the alternative? If we can’t rely on technology to help us catch students in the act, how do we stop them from abusing these tools and making a mockery of our instruction? It’s easy to say “we need to change the way we approach writing,” but what does that look like in practical application? Here are five ways to AI-proof your writing assignments. We’ve even included some prompts and ideas for those who want to fight fire with fire by enlisting ChatGPT’s help for lesson design.

1) Break Writing Projects into Multiple Steps

The easiest way for students to game the system is to just ask for a completed essay on a given topic. By breaking projects down into multiple deliverables, both digital and non-digital, you can make it impossible for them to jump straight to an AI-generated solution.

For example, I used the following prompt to generate a five-step lesson plan. Students might be able to get help from ChatGPT for some of these steps, but not without putting in enough independent work to support their learning goals along the way.

Imagine you’re a fifth-grade reading teacher. Create an outline for a multi-step informational writing project, including: brainstorming activities for topic generation, drafting an outline, creating a rough draft, a peer review and editing step, and adding polish to the final draft. Include non-digital activities such as mind mapping wherever possible. Emphasize the importance of research and require students to identify credible sources.

You are welcome, of course, to tailor the above prompt to fit your needs. Focus on achieving the appropriate level of rigor and fitting the project within your time constraints.

2) Make it Personal

ChatGPT can be good at making up stories, but one thing it can’t do is replicate personal experiences. Ask your students to write about something they did or something that affected them. Then, validate their writing with follow-up questions. It won’t be too hard to separate those who are writing from the heart vs. those who enlisted outside assistance.

Potential prompts might include:

• What was your favorite experience over the summer?
• What is your favorite family tradition?
• What is one accomplishment from the past year that you’re most proud of?
• Write about what friendship means to you. Provide an example of a time when you were a good friend or someone was a good friend to you.
• What is your favorite place you’ve ever visited and why?
• What is one goal you want to achieve this year and how are you going to make it happen?

If you suspect a student of cheating on any of these assignments, you can further AI-proof this lesson by simply asking them questions that aren’t explicitly addressed in the text. When did this happen? What would you do differently next time? Who else was involved?

3) Get that Handwriting Practice In

One common thread emerging from science of reading legislation and state guidelines throughout the country is the need for more consistent explicit handwriting instruction as part of the daily routine ( example from Wisconsin’s Act 20 vendor rubric shown below ). While this is often emphasized in the early grades, it can also be a viable strategy with for those looking to AI-proof assignments for older students who might be more likely to turn to AI for assistance.

By requiring a handwritten first draft with in-class checkpoints, you can eliminate the possibility of AI assistance. Sure, savvy students might turn to AI for editing and polish, but that’s a skill we should probably be fostering and encouraging anyway. That’s not much different from autocorrect, which has been around for ages.

4) Localize It

Writing assignments based on school events or community happenings introduce obstacles that even the savviest students will have a hard time working around. Consider requiring students to write about their connections to the events. Did they participate in them? Do they know anyone who did?

One fun example we’ve heard from teachers is to build entire multidisciplinary units around writing prompts. You might, for example, explore a science or social studies topic as a whole-class, then assign group or individual projects to delve into different aspects of that topic. Ask students to write a three-part essay covering the preparation for the project or presentation, recapping how it went, and reflecting on what they learned. Not only is that the kind of thing ChatGPT can’t replicate, it’s also a fair approximation of many real-world writing applications.

5) Make it Multimedia

Not only is this a surefire way to AI-proof your lesson, it’s also something most students will find engaging. One approach this author has successfully tried with a group of fifth grade students was combining writing assignments with podcasts. Have students map out their key talking points, cite evidence, and script a powerful opening and conclusion. Then, give them free reign to have a brief conversation based on the research they’ve done. This works best in small groups of one, two, or three. There are many free podcasting options available. You can also “fake it” and avoid any privacy or security concerns by using a simple voice recorder.

Podcasts aren’t the only option. So many students now are already wrapped up in the streaming/YouTuber culture; why not give them an opportunity to be the star attraction? Script writing is still writing, and like the example in number 4, you can even incorporate some interdisciplinary topics to make the project even more impactful. Sure, it’s a little more work on the front end, but it’s a memorable experience. It can also help students feel more connected with their writing assignments.

Adjusting to a New Normal

As many predicted in the weeks and months following ChatGPT’s release, the fight against AI in the classroom is a losing battle. The long-term solution is not to catch and punish as many offenders as possible. We’ll need to change the way we approach instruction. Students have been cheating forever, with as many as 95% of high schoolers admitting to cheating in some capacity and 58% admitting to plagiarism in a 2002-2015 survey .

The key to curbing that behavior lies in understanding the motivations behind it. Weave ethical discussions into daily classroom routines. Keep students engaged by connecting with them on a deeper, more personal level. AI-proof your assignments and remove the incentives for cheating. The result will be a much clearer picture of your students’ proficiency and progress.

Stay ahead of the curve by staying on top of AI

What’s happening with AI in the classroom? How are district leaders supporting strong and meaningful adoptions? How can teachers and students leverage this powerful new technology in support of longstanding needs? Subscribe to EdTech Evolved to get articles like this delivered to your inbox every month.

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• Title 43 —Public Lands: Interior
• Subtitle B —Regulations Relating to Public Lands
• Chapter II —Bureau of Land Management, Department of the Interior
• Subchapter C —Minerals Management (3000)
• Part 3100 —Oil and Gas Leasing
• Subpart 3107 —Continuation and Extension

Extension of Leases Segregated by Assignment

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§ 3107.51 § 3107.52 § 3107.53 § 3107.60 Enhanced Content - Details 25 U.S.C. 396d and 2107 ; 30 U.S.C. 189 , 306 , 359 , and 1751 ; 43 U.S.C. 1701 et seq.; and 42 U.S.C. 15801 . 89 FR 30966 , Apr. 23, 2024, unless otherwise noted. Enhanced Content - Print Generate PDF This content is from the eCFR and may include recent changes applied to the CFR. The official, published CFR, is updated annually and available below under "Published Edition". You can learn more about the process here . Enhanced Content - Display Options The eCFR is displayed with paragraphs split and indented to follow the hierarchy of the document. This is an automated process for user convenience only and is not intended to alter agency intent or existing codification. A separate drafting site is available with paragraph structure matching the official CFR formatting. If you work for a Federal agency, use this drafting site when drafting amendatory language for Federal regulations: switch to eCFR drafting site . Enhanced Content - Subscribe Subscribe to: 43 CFR Part 3100 Subpart 3107 - Extension of Leases Segregated by Assignment Enhanced Content - Timeline 6/22/2024 view on this date view change introduced   Enhanced Content - Go to Date Enhanced content - compare dates, enhanced content - published edition. View the most recent official publication: View Title 43 on govinfo.gov View the PDF for 43 CFR Part 3100 Subpart 3107 - Extension of Leases Segregated by Assignment These links go to the official, published CFR, which is updated annually. As a result, it may not include the most recent changes applied to the CFR. Learn more . Enhanced Content - Developer Tools This document is available in the following developer friendly formats: Hierarchy JSON - Title 43 Content HTML - this subject group Content XML - this subject group Information and documentation can be found in our developer resources . eCFR Content The Code of Federal Regulations (CFR) is the official legal print publication containing the codification of the general and permanent rules published in the Federal Register by the departments and agencies of the Federal Government. The Electronic Code of Federal Regulations (eCFR) is a continuously updated online version of the CFR. It is not an official legal edition of the CFR. Enhanced Content § 3107.51 extension after discovery on other segregated portions.. Any lease segregated by assignment, including the retained portion, will continue in effect for the primary term of the original lease, or for 2 years after the date a well capable of production in paying quantities is established upon any other portion of the original lease, whichever is the longer period. § 3107.52 Undeveloped parts of leases in their extended term. Undeveloped parts of leases retained or assigned out of leases which are in their extended term will continue in effect for 2 years after the effective date of assignment, provided the parent lease was issued prior to September 2, 1960. § 3107.53 Undeveloped parts of producing leases. Undeveloped parts of leases retained or assigned out of leases which are extended by production, actual or suspended, or the payment of compensatory royalty will continue in effect for 2 years after the effective date of assignment and for so long thereafter as oil or gas is produced in paying quantities. § 3107.60 Extension of reinstated leases. Where a reinstatement of a terminated lease is granted under 43 CFR 3108.20 and the authorized officer finds that the reinstatement will not afford the lessee a reasonable opportunity to continue operations under the lease, the authorized officer may extend the term of such lease for a period sufficient to give the lessee such an opportunity. Any extension will be subject to the following conditions: ( a ) No extension will exceed a period equal to the unexpired portion of the lease or any extension thereof remaining at the date of termination. ( b ) When the reinstatement occurs after the expiration of the term or extension thereof, the lease may be extended from the date the authorized officer grants the petition, but in no event for more than 2 years from the date the reinstatement is authorized and so long thereafter as oil or gas is produced in paying quantities. Reader Aids Information. 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(AP Photo/Nam Y. Huh) Copy Link copied CHICAGO (AP) — The Chicago Cubs signed veteran catcher Tomás Nido and designated Yan Gomes for assignment on Wednesday. The 30-year-old Nido was released by the New York Mets on Monday after being designated for assignment last week. He was hitting .229 with three home runs and eight RBIs. Nido was drafted by New York in 2012 and was the second longest-tenured player on the team behind Brandon Nimmo. The 30-year-old catcher, who remained with the organization after being designated for assignment last June, thanked the Mets with a heart emoji on the social media platform X. Gomes, a 13-year veteran, is batting a career-low .154 with two home runs and seven RBIs in 34 games this season. Miguel Amaya has been getting most of the starts at catcher. The 36-year-old Gomes spent 2 1/2 seasons in Chicago, batting .241 with 20 homers and 101 RBIs in 236 games. He was an All-Star with Cleveland in 2018 and played on a World Series champion with Washington in 2019. The Cubs also placed right-hander Keegan Thompson on the paternity list and recalled righty Porter Hodge. Thompson is 1-1 with one save and a 4.30 ERA in 11 games. AP MLB: https://www.apnews.com/hub/MLB The Star Edition Change Location Manage Profile Subscriptions Billing Information Saved Articles Newsletters Notifications Today’s Paper Toronto Blue Jays Tim Mayza stands on the mound with first base Vladimir Guerrero Jr. and third base Isiah Kiner-Falefa, as he waits to be pulled from the game during the ninth inning of the Jays’ 16-5 loss to New York Yankees in American League MLB baseball action in Toronto, Friday, June 28, 2024. THE CANADIAN PRESS/Chris Young Copy article link The team recalled right-hander Jose Cuas from Triple-A Buffalo in a corresponding move. Blue Jays designate reliever Tim Mayza for assignment, Romano out indefinitely Share on LinkedIn Share on Reddit Share on Whatsapp TORONTO - Bullpen depth was at the heart of the Toronto Blue Jays’ success last year. This season, injuries and other issues have depleted that. Veteran reliever Tim Mayza was designated for assignment and one-time closer Jordan Romano of Markham, Ont., was shut down with elbow discomfort by the Blue Jays on Saturday. Toronto manager John Schneider said the decimation of his bullpen has been difficult. “It’s always an opportunity for guys to step up and guys have in certain moments and you hope for those moments to be more consistent, but it’s hard,” said Schneider hours before the Blue Jays hosted the New York Yankees. “I think it’s been tough. It’s been tough.” Mayza was sent to the triple-A Buffalo Bisons, with right-hander Jose Cuas recalled to take his place. Because Mayza is considered a veteran under Major League Baseball’s collective agreement, he must clear waivers before being able to report to Toronto’s minor league team. The 32-year-old Mayza, who has spent his entire seven-year career with the Blue Jays, had a career-best 1.52 earned-run average in 69 showings in 2023. He had an 0-1 record this season with an 8.03 ERA over 24 2/3 innings with just 16 strikeouts. “I think just the need of left-handed pitching, I don’t know what it is exactly around the league,” said Schneider. “A guy with his track record, I think this year has been really tough for him. “So, we’ll see if someone takes a chance on him.” His reassignment comes after he surrendered five earned runs without recording an out in Friday’s 16-5 loss to New York. Schneider said he expects that Mayza will report to the Bisons if no other teams claim him from waivers. “He’s a class act. As a player, teammate, husband and father. You know what I mean?” said Schneider. “He’s rocking his collared shirt every day and he’s done a lot for this team and the players, being a stabilizing guy down in the bullpen.” Cuas had been claimed off waivers by the Blue Jays on Sunday from the Chicago Cubs. Romano will consult with doctors on Tuesday after he felt discomfort in his elbow throwing on Friday. Romano had been lights-out as a closer last season, with a 2.90 ERA and 72 strikeouts over 59 innings pitched. He had 36 saves on 40 save opportunities. Like Mayza, this season has been a struggle for Romano with a 6.59 ERA and eight saves in 13 2/3 innings pitched before he was derailed by injuries. “We thought we’d kind of turned the corner a little bit but yesterday didn’t go as great as we had hoped,” said Schneider, noting that imaging showed no obvious structural damage in Romano’s elbow. “So I think just getting in person, evaluation is the next step.” Romano was already on the 15-day injured list with right-elbow inflammation. Right-handed pitcher Yimi Garcia, arguably the best reliever in baseball before he was shelved with right ulnar nerve neuritis, is also on the IL. “Wasn’t on our bingo card this year,” said Schneider. “Variety of things down there in that ‘pen.” This report by The Canadian Press was first published June 29, 2024. You Might Be Interested In Dec 31, 1969 To join the conversation set a first and last name in your user profile. 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Your purchase was successful, and you are now logged in. Rate: Tax: Today's total: Begins: Transaction ID: A receipt was sent to your email. An error occurred Stack Overflow for Teams Where developers & technologists share private knowledge with coworkers Advertising & Talent Reach devs & technologists worldwide about your product, service or employer brand OverflowAI GenAI features for Teams OverflowAPI Train & fine-tune LLMs Labs The future of collective knowledge sharing About the company Visit the blog Collectives™ on Stack Overflow Find centralized, trusted content and collaborate around the technologies you use most. Q&A for work Connect and share knowledge within a single location that is structured and easy to search. Get early access and see previews of new features. How to assign a value to a variable in a Django template? e.g., given this template: While testing it, it would be useful to define the value of the variable without touching the python code that invokes this template. So I'm looking for something like this Does something like this exist in Django? django-templates 9 Answers 9 You can use the with template tag. 64 but can you change the variable's value in the with? –  David 天宇 Wong Commented Feb 16, 2014 at 10:31 4 It seems you cannot declare a container (I've tried list and tuple) in a with clause –  Vladislav Ivanishin Commented Mar 18, 2015 at 1:58 1 If you need to declare a list, use make_list. docs.djangoproject.com/en/1.9/ref/templates/builtins/#make-list –  MrValdez Commented Jul 1, 2016 at 7:55 4 Jinja says it's {% set myvar=value %} why it doesn't work in django? –  holms Commented Mar 10, 2018 at 1:08 15 @holms Because Django doesn't use Jinja :-) docs.djangoproject.com/en/1.7/topics/templates –  elimisteve Commented May 12, 2018 at 0:04 Create a template tag: The app should contain a templatetags directory, at the same level as models.py , views.py , etc. If this doesn’t already exist, create it - don’t forget the __init__.py file to ensure the directory is treated as a Python package. Create a file named define_action.py inside of the templatetags directory with the following code: Note: Development server won’t automatically restart. After adding the templatetags module, you will need to restart your server before you can use the tags or filters in templates. Then in your template you can assign values to the context like this: 4 in my case after loop this returns old value :( –  holms Commented Mar 13, 2018 at 9:46 8 In the latest version it appears that you can use simple_tag instead of assignment_tag (and it worked for me). –  Katharine Osborne Commented Mar 13, 2018 at 19:44 Issue I got with this solution is that it appears, that you cannot override values. –  Jakub Jabłoński Commented Mar 13, 2020 at 15:57 1 if you want to use this technique to set a list instead of just a value, check this: stackoverflow.com/a/34407158/2193235 –  msb Commented Jun 13, 2020 at 1:45 2 if you are setting the variable as an integer and you want to increment it (for example), you need to use add : {% define counter|add:1 as counter %} . Similarly for other operations. –  msb Commented Jun 13, 2020 at 1:47 An alternative way that doesn't require that you put everything in the "with" block is to create a custom tag that adds a new variable to the context. As in: This will allow you to write something like this in your template: Note that most of this was taken from here How about assigning variables to other variables present in the context? And on a different note: allowing templates to arbitrarily assign context variables without checking if they exist already may have security implications. A more sensible approach in my opinion would be to check the context for the variable before attempting to assign it: –  user656208 Commented Aug 7, 2015 at 11:49 if context.get(self.var_name): raise SuspiciousOperation("Attempt to assign variable from template already present in context") –  user656208 Commented Aug 7, 2015 at 11:50 There are tricks like the one described by John; however, Django's template language by design does not support setting a variable (see the "Philosophy" box in Django documentation for templates ). Because of this, the recommended way to change any variable is via touching the Python code. 8 Thanks for the pointer. From a perspective of a designer is it sometimes easier to quickly set a variable to test various states of a page while designing it. Not suggesting this practice to be used in a running code. –  Alexis Commented Jul 1, 2009 at 22:21 3 the "with" tag is accepted in django1.0. So looks like they are finally amending their philosophy :). –  Evgeny Commented Dec 20, 2009 at 19:35 4 As a matter of facts, the "with" tag is just for aliases. This may have a huge impact on performance (and on readability as well!) but it is not really setting a variable in traditional programming terms. –  rob Commented Dec 20, 2009 at 23:48 The best solution for this is to write a custom assignment_tag . This solution is more clean than using a with tag because it achieves a very clear separation between logic and styling. Start by creating a template tag file (eg. appname/templatetags/hello_world.py ): Now you may use the get_addressee template tag in your templates: 6 For folks using the newer Django versions, its called simple_tag now! Save the time to figure out why "register.." is not recognized in your code... –  kaya Commented Sep 1, 2018 at 9:25 Perhaps the default template filter wasn't an option back in 2009... I must say that this is what I was looking! It can be also be used with with : {% with state=form.state.value|default:other_context_variable %} instead of other_context_variable we can also use any 'string_value' as well –  Saurav Kumar Commented Feb 7, 2018 at 9:48 But it will print it, and I need to save it for later use –  holms Commented Mar 10, 2018 at 1:18 Use the with statement . I can't imply the code in first paragraph in this answer . Maybe the template language had deprecated the old format. This is not a good idea in general. Do all the logic in python and pass the data to template for displaying. Template should be as simple as possible to ensure those working on the design can focus on design rather than worry about the logic. To give an example, if you need some derived information within a template, it is better to get it into a variable in the python code and then pass it along to the template. In your template you can do like this: In your template-tags you can add a tag like this: Your Answer Reminder: Answers generated by artificial intelligence tools are not allowed on Stack Overflow. Learn more Sign up or log in Post as a guest. Required, but never shown By clicking “Post Your Answer”, you agree to our terms of service and acknowledge you have read our privacy policy . Not the answer you're looking for? Browse other questions tagged django django-templates or ask your own question . 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What’s the highest salary the greedy king can arrange for himself? Why can't LaTeX (seem to?) Support Arbitrary Text Sizes? Cloud masking ECOSTRESS LST data Be the first to know Get local news delivered to your inbox! Copy article link Lars Nootbaar prepares to begin rehab assignment for oblique injury: Cardinals Extra Daniel guerrero. Jun 27, 2024 Cardinals outfielder Lars Nootbaar is congratulated by teammates after hitting a solo home run in the fourth inning against the Red Sox on Sunday, May 19, 2024, at Busch Stadium. Cardinals outfielder Lars Nootbaar will take the next step in his return from an oblique injury Friday. The 26-year-old is set to report to Springfield, Missouri, to begin a rehab assignment with the Cardinals’ Class AA club. Nootbaar is expected to play five innings in the field with Springfield. It will be his first game action since he strained an oblique on his left side during a road game against the Cincinnati Reds on May 29. When he spoke with reporters Thursday ahead of the Cardinals’ series-opener against the Reds, Nootbaar estimated he would play in six rehab games before being able to come off the injured list. He will likely increase his game workload as the rehab assignment progresses. “Whatever the progression is that they want me to do — I think just being off for a little bit of amount of time they want to make sure that everything is kind of healthy not just the oblique. Make sure my legs get underneath me and everything like that,” Nootbaar said. People are also reading… Acclaimed St. Louis restaurant Bulrush closes. Owner cites 'hate politics' in Missouri. Column: Janet Jackson surprises St. Louis dance class, and I was there Ramsay's Kitchen by Gordon Ramsay is worse than bad. It's boring. Call for 'militia' at Ascension Catholic Church in Chesterfield was a mistake, pastor says Work stops at Chesterfield music production facility after clash between builder, owner Missouri governor declares emergency as Missouri River swells Janet Jackson, with Nelly opener, mostly wows crowd at Hollywood Casino Amphitheatre Boeing moves forward with 'advanced combat aircraft' site in St. Louis County Plan to remake St. Louis riverfront, Midtown hotel project move ahead with tax breaks BenFred: Cardinals shortstop Masyn Winn looks like a rising star the Braves would try to extend St. Louis County man charged in drug ring has personal, campaign ties to state legislator Cicadas have laid eggs in the St. Louis region, killing tree branch tips in the process St. Charles County developer can move forward with controversial 120-home project St. Louis sports-talk radio station KFNS plans to drop local programming: Media Views Watch giant hole open up under Alton soccer park after mine collapse He’ll also look to get up to speed after having not played in a live game in nearly a month. “Obviously, timing is a huge thing. ... You don’t want to try and do your timing in the big leagues, but at the same time, I’m anxious to get back out there,” Nootbaar said from the Cardinals clubhouse on Thursday. The rehab process will be the second Nootbaar has gone through this year. Nootbaar, the Cardinals’ projected starting left fielder entering spring training, was sidelined with fractured ribs he sustained in a March 2 Grapefruit League game after he collided with the outfield wall in West Palm Beach, Florida. Nootbaar’s fractured ribs kept him out of games for the remainder of spring training and delayed his season debut to April 12. He appeared in six rehab games — one with Class AA Springfield and five with Class AAA Memphis — and totaled 25 plate appearances before being activated. “Unfortunately, I have been familiar with it earlier this year ... but you don’t really ever know,” Nootbaar said when asked if familiarity with the process provides a benefit in how much rehab time he needs before being activated. “It’s like when you take swings in the cage, you think you feel good and then you go out there and the guy is throwing 95-plus and all of a sudden you’ve got to revamp everything. “I just think making sure just getting the reps underneath me and making sure my body recovers well. At that point, hitting is hitting. You’re going to feel good some days. You’re going to feel bad some days. It’s just a matter of making sure that my body is in a good spot and then I’ll join the team.” Edman says ankle injury ‘relatively mild’ Two days after injuring his right ankle, Cardinals center fielder Tommy Edman said he hoped to return to full baseball activities “pretty quickly.” A quick return would allow him to resume rehabbing a right wrist injury that has kept him out this season. Edman rolled his ankle Tuesday while stepping on second base as he turned double plays during pregame infield work. He said he had a limp on Wednesday and noted his limp had subsided by Thursday. The former Gold Glove Award winner at second base said he took “light” swings off a tee Thursday and planned to play catch before Thursday’s game. “Just now it didn’t feel too bad,” Edman said in reference to how his ankle felt while taking swings. “Maybe just a little bit of pushing off. But today, compared to yesterday and the day before, it was just way better. I imagine it won’t be a factor for very long.” Although the ankle injury has momentarily paused Edman’s swinging progression, he doesn’t view it as a setback in his progress from the wrist injury. “I was initially worried that it was going to be a little bit longer, but as of now, it’s not. Doesn’t seem to be too big a deal,” Edman said. Edman, who was St. Louis’ projected starting center fielder entering this season, had made progress in recent weeks with his rehab with swinging a bat. That had been an issue following offseason surgery on his right wrist and led to setbacks during spring training. When the Cardinals went on the road a week ago for road trip that included stops in Chicago, Miami and Birmingham, Alabama, Edman reported to the Cardinals’ training complex in Jupiter, Florida, to ramp up his activities. He saw live pitching, ran the bases and took live reads on ground balls and fly balls while there before he returned to St. Louis for the current homestand. He described the progress with his wrist as “really good.” “I had probably, before the ankle thing, I probably had two to three weeks of really good days of swings. Swings just now felt good. The wrist is on track,” Edman said. The Cardinals hope the switch-hitting Edman can take swings in the next couple of days. A return to swinging before the end of the weekend would allow for a better estimate of his timeline for a return to games. Miles Mikolas, Cardinals routed by Reds 11-4 in series opener Lynn Worthy Miles Mikolas' run of strong outings for the Cardinals hits a snag against the Reds High-effort approach key to cardinals center fielder michael siani's defensive success. Brandon Haynes Here's how Cardinals' Matthew Liberatore exceeded expectations as a bullpen game opener Cardinals prospects chase davis, travis honeyman produce multi-hit games: minor league report. Author twitter Author email Get email notifications on {{subject}} daily! {{description}} Email notifications are only sent once a day, and only if there are new matching items. Followed notifications Please log in to use this feature, related to this story, cardinals giving away 'mystery-sized' jerseys at saturday's game, cardinals promote prospect gordon graceffo to majors to bolster weary pitching staff, cardinals need help from the outside. will it arrive before it's too late inside pitch. Will the Cardinals' troubles beating bad teams discourage the front office from adding help sooner rather than later? Sports columnists Ben Fr… Gordon Graceffo promoted to majors, provides a 'fresh arm' for taxed staff: Cardinals Extra Gordon Graceffo is season ranked the No. 8 prospect in the Cardinals' farm system by both Baseball America and MLBPipeline.com. Andre Pallante and the Cardinals bullpen make a 1-run lead hold up in a victory over the Reds The Cardinals pitching staff recorded its fourth shutout of the season in a 1-0 win over the Reds on Friday night at Busch Stadium.  Michael Siani's aggressive baserunning play lifts Cardinals to a 1-0 win over the Reds Andre Pallante and the Cardinals bullpen combined for the club's fourth shutout this season and evened their series with the Reds. Andre Pallante, Cardinals seek bounce-back in second game vs. Reds: First Pitch The Cardinals continue a four-game home series Friday night against the Reds. First pitch is set for 7:15 p.m. How Ryan Fernandez emerged as a dependable arm out of the bullpen: Cardinals Extra Ryan Fernandez ranks second among MLB relievers with a 0.54 ERA since May 28, and a key behind the right-hander's success is a fastball that h… Christian Gooden, Post-Dispatch Notifications Get up-to-the-minute news sent straight to your device. Breaking News National news. 295 IMAGES Return to Dashboard E ASSIGNMENT LIST INFO 30-31 A-E Professional Development Assignment The Benefits of E Assignments Configuring & Enabling Extended Essay (EE) Worksheets Assignment E E-Types Assignment VIDEO Assignment 4 Narrated Video of Business Assets Eng 513 assignment solution 2024|| #Eng513assignment1 #Eng513assignmentsolution2024 Week 09 BD20303 Advance Financial Management (Section 1) Semester 2 session 2023/2024 BT21303 ORGANIZATIONAL BEHAVIOR (IOI GROUP) CS411 Assignment No 2 Solution 2024 COMMENTS eAssignments: How to submit to or view upcoming assignments The Assignment Overview page. By clicking on the assignment title you will be taken to the assignment overview page. The overview page provides comprehensive details regarding the assignment, including its current status, important dates, instructions, expected files, any pre or post-submission questions, and the marking criteria. eAssignment The University eAssignment system is used by students and university staff for: formative and summative assessments. submit student work. submit entry of marks. provide feedback. eAssignments is currently used by all Faculties in the University. eAssignments: An overview and how to view your feedback How to view Feedback. Upon logging into eAssignments you will directed to the Upcoming/Open tab. Select the Closed/Complete tab. You may see a table titled "Assignments pending feedback" Assignments here have not yet released their feedback. The release date will be displayed in the "Feedback" column. The table titled "Assignments ... Google Assignments Training See how Assignments can help you easily distribute, analyze, and grade student work. Learn more. Assignments, an application for your learning management system, gives educators a faster, simpler way to distribute, analyze, and grade student work - all while using the collaborative power of Google Workspace. Learn how Assignments LTI™ works Assignments is an add-on application for learning management systems (LMSs) to help you distribute, analyze, and grade student work with Google Workspace for Education. For file submissions, Assignments make Google Docs, Google Sheets, Google Slides, and Google Drive compatible with your LMS. You can use Assignments to save time distributing ... Get Started with Assignments Easily distribute, analyze, and grade student work with Assignments for your LMS. Assignments is an application for your learning management system (LMS). It helps educators save time grading and guides students to turn in their best work with originality reports — all through the collaborative power of Google Workspace for Education. Digital Assignment Guides Tips For Designing a Digital Assignment. Establish and clarify your teaching and learning goals for the project and use those to formulate a grading rubric. Include objective, gradable moments in the process of planning and producing the project. Even if students are all using the same tools, the finished products may be different enough that ... About Assignments LTI™ About Assignments LTI™. Assignments is an add-on application for learning management systems (LMSs) that helps you distribute, analyze, and grade student work with Google Workspace for Education. Assignments makes Google Docs and Google Drive compatible with your LMS for file submissions. You can use Assignments to save time distributing and ... eAssignments student guides eAssignments: How to submit to or view upcoming assignments In this article, we will guide you on submitting assignments and viewing upcoming assignments. eAssignments: An overview and how to view your feedback - Student This article serves as a guide to help students navigate the eAssignments submission system. Google Workspace LTI Help Official Assignments Help Center where you can find tips and tutorials on using Assignments and other answers to frequently asked questions. E-Assessment In e-assignments, students use digital technology to respond to an assignment task that would have traditionally been done on paper. Students may use a web-based application, such as Google docs, or a local application such as Microsoft Word. Traditionally, these assignments were generally printed out and submitted in hard copy to be marked by ... PDF Special Summative Assessments a guide to writing your exams online you are in the e-Assignment. If you exit the e-Assignment, your work will be lost, therefore once you begin, aim to complete and submit. If you experience technical problems -notify the relevant lecturer and SANTS admin department immediately to receive support. Note you can only submit your assignment once. PDF University of Southampton E-assignment System e assignment you want to submit.Work through the confirmation screens. Firstly you will need to confirm that you have read and understood the Acade. ic Integrity statement by checking the box, then click the Next button.You may be a. ked a series of pre-submission questions (depending. on the assignment). Some of these may be mandatory for you ... Base e Assignment Flashcards A. Solve: 3 ln x = ln 216. B. Identify the solution set of 3 ln 4 = 2 ln x. C 8. Identify the solution set of 6 ln e = eln 2x. B 3. A town predicts that its population will double in es001-1.jpg years. Simplify the expression. 9 Types of Assignments in Online Courses Below is a list of nine common types of virtual assignments instructors generally assign in online classes. 1. Read or watch, then respond: This type of assignment closely mirrors the face-to-face ... What is E-Assignment What is E-Assignment. The term "e-assignment" covers the digital tools and techniques for specifying, setting up, submitting, collecting, marking, and returning feedback on assessments. My EP Assignments My EP Assignments. Click to mark day complete and set page for next day. Day. Points: When you finish an assignment, click on Needs Work. Creating Assignments Use active, measurable verbs as you complete that sentence (e.g., compare theories, discuss ramifications, recommend strategies), and your learning objectives will point you towards suitable assignments. Design assignments that are interesting and challenging. This is the fun side of assignment design. e-Assignment Caring and Sharing. Southampton is just starting its second academic year using the JISC funded e-Assignment system. This will be with the majority of assignments from 3 Faculties along with pilot assignments from all others during the year. We'll also be linking e-Assignment to a new feature of the University student administration system so ... Base e Assignment Flashcards Solving Exponential and Logarithmic Equations Assignment. 15 terms. chantal1501. Preview. GMAS Review (Algebra) Teacher 85 terms. davisa1557. Preview. Toy Group . 18 terms. jmotes4080. Preview. ... Answer 1: B, C, and E Answer 2: Both C and D. Slide 6 of 11 (answers read left to right then up and down) Answer 1: ln3 + lnx Answer 2: ln2 + ln a ... Business Ethics and GC&E Assignment (docx) Business Ethics and GC&E Assignment. Uploaded by CommodoreFireWildcat38. Name - Ravi Student ID - 301403909 Busn119 section.002 Prof. Shanks. Introduction Fundamental elements of organizational governance and decision-making, management, stakeholders, and ethics are interconnected and essential for maintaining ethical behavior and sustainable ... PDF e-Assignments Make sure you have sufficient data to download the PDF of the assignment and to submit your online version. Set up your own Gmail account if you have not done so already (see next slide for how to do this). Once you have downloaded the PDF e-Assignment, work through it carefully and write down your answers. The Benefits of E Assignments E assignments have been incorporated into colleges, universities, and most commonly online colleges.Schools most commonly still use paper submissions, partly because the students are younger and partly because they will have to write fewer assignments in general. 5 Ways to AI-Proof Your Writing Assignments The key to curbing that behavior lies in understanding the motivations behind it. Weave ethical discussions into daily classroom routines. Keep students engaged by connecting with them on a deeper, more personal level. AI-proof your assignments and remove the incentives for cheating. 43 CFR Part 3100 Subpart 3107 The Electronic Code of Federal Regulations (eCFR) is a continuously updated online version of the CFR. It is not an official legal edition of the CFR. Learn more about the eCFR, its status, ... Any lease segregated by assignment, including the retained portion, will continue in effect for the primary term of the original lease, or for 2 years ... Cubs sign veteran catcher Tomás Nido, designate Yan Gomes for assignment CHICAGO (AP) — The Chicago Cubs signed veteran catcher Tomás Nido and designated Yan Gomes for assignment on Wednesday. The 30-year-old Nido was released by the New York Mets on Monday after being designated for assignment last week. He was hitting .229 with three home runs and eight RBIs. PDF 1 Article 12. Facilities and Support e. The University may change a classroom assignment if a classroom is determined to be . 8. inaccessible for a student or employee. A bargaining unit faculty member should notify . 9. the Office of the Registrar as soon as they identify a barrier for any member of a class to . 10. or within a classroom. Blue Jays designate reliever Tim Mayza for assignment, Romano out Veteran reliever Tim Mayza was designated for assignment and one-time closer Jordan Romano of Markham, Ont., was shut down with elbow discomfort by the Blue Jays on Saturday. Toronto manager John ... How to assign a value to a variable in a Django template? Create a template tag: The app should contain a templatetags directory, at the same level as models.py, views.py, etc.If this doesn't already exist, create it - don't forget the __init__.py file to ensure the directory is treated as a Python package.. Create a file named define_action.py inside of the templatetags directory with the following code: ... Cardinals' Lars Nootbaar prepares to begin rehab assignment Cardinals outfielder Lars Nootbaar is joining Class AA Springfield on Friday to begin a rehab assignment for an oblique injury that has kept him on the IL nearly a month. essay homework paper phd project resume review speech thesis