https://www.temple.edu/about/faculty-staff-resources
Learn about changing your password, finding a computer lab, purchasing software and hardware, requesting a phone, and more.
https://sites.temple.edu/rtassessment/files/2018/10/CMAI.pdf
a) Physical/Aggressive O o a) o Q) a) a) O o 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. ll. Hitting (including self) Kicking Grabbing onto people Pushing Throwing things Biting Scratching Spitting Hurting self or others Tearing things or destroying property Making physical sexual advances Physical I Non-Aggressive 12. 13. 14. 15. 16. 18. 19. 20. 21.
https://bulletin.temple.edu/undergraduate/campuses/ambler-campus/
This office oversees student programs, events/activities, and student organizations. Students can get involved on campus to gain leadership experience, develop special skills and interests, and build community with their fellow students. Students may also obtain information regarding the inter-campus bus service and events at Main Campus.
https://scholarshare.temple.edu/server/api/core/bitstreams/613ac8ec-7043-4cf9-af5b-31ae0060d3ba/content
1.1 Structural Analysis Defined A structure, as it relates to civil engineering, is a system of interconnected members used to support external loads. Structural analysis is the prediction of the response of structures to specified arbitrary external loads. During the preliminary structural design stage, a structure’s potential external load is estimated, and the size of the structure’s ...
https://bulletin.temple.edu/undergraduate/courses/ece/
ECE 3516. Signals and Systems. 5 Credit Hours. This course is the third in a three-course sequence intended to provide students with foundational knowledge and skills in electrical and computer engineering. In this third course, students will build on concepts learned in Circuits and Electronics I and II to analyze and design signals and systems.
https://guides.temple.edu/qda/choosing
This workshop is the second of the two-part workshop on five different Qualitative Data Analysis (QDA) tools – ATLAS.ti, NVivo, Dedoose, Taguette, and QualCoder. The workshop recaps essential and distinctive features demonstrated in the Part 1 recorded workshop and answered questions about the tools. The workshop discusses considerations for choosing among the five tools and provides ...
https://teaching.temple.edu/sites/teaching/files/resource/pdf/Chat-GPT%20syllabus%20statement%20guidance.pdf
Sample Syllabus Statements for the Use of AI Tools in Your Course The following guidance is provided to assist you in developing coherent policies on the use of generative AI tools in your course. Please adjust the guidance to fit your particular context. Remember also to note in specific assignment descriptions where AI use is allowed or disallowed.
https://guides.temple.edu/directpractice/assessment
Recommended library resources for theory-informed social work direct practice with individuals and families
https://sites.temple.edu/edvice/2023/09/18/a-guide-to-creating-an-analytic-rubric/
A rubric may feature any number of dimensions, but including too many dimensions may make the rubric difficult for a student to interpret. Dimensions of a rubric may be weighted differently to indicate to students those that are most crucial to success on the assignment. Scales generally range from 3-5 criteria levels.
https://law.temple.edu/aer/2023/11/09/toolmark-evidence-cant-live-with-it-cant/
Criminal case investigations often start with Locard’s “exchange principle” – “It is impossible for a criminal to act, especially considering the intensity of a crime, without leaving traces of this presence.” As otherwise described, “[t]his theory states that, whenever two objects come into contact, an exchange of materials occurs between them.” Mistek et al, ,