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RN Foot Care Program (90-Day Access)

LPN/LVNs Foot Care Program (90-day Access)

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Foot Care with Electric Files

Strategies for Entrepreneurial Nurses (90-Day Access)

Assistants Foot Care Program – Bundle (90-Day Access)

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The need for foot-care trained nurses is growing…and will only continue to do so. We have an increasing population of older Americans, and many more of them have one or more chronic illnesses that put them at risk in their foot care. Have you wondered if there wasn’t some way you could get the concentrated training you need for helping your patients with their foot care…all in one place? Professional Education is the place! We have put together the foot-specific training you need. Use this course to advance your career with specialty certifications.

Comprehensive Training

Prof-Ed has put together the most thorough and comprehensive foot care training programs available. Refreshing your A&P on the lower limbs is only the first block in the foundation. You’ll learn to:

• Recognize and assess diseases, disorders and conditions of the skin and nails
• Integrate your “team approach” for healthy feet and legs in your nursing practice
• Implement the various interventions available to you within your licensure

Specialty Certifications

The American Foot Care Nurses Association grants credentials for Certified Foot Care Specialist® (CFCS) for LPN/LVN, RN, BSN, NP, DNP, PT, DPT license holders. This growing association actively supports its members with a variety of resources. The CFCS® requires 25 contact hours in foot care education taken in the 24 months prior to application, along with 20 hours of direct hands-on foot care with a qualified Proctor. Our programs fulfill both of these requirements and will give you a comprehensive foundation in the complexities of care of the feet. Please read more about their programs on their website The WOCNCB Certification program to become a Certified Foot Care Nurse (CFCN®) requires 24 contact hours in education as well as 40 clinical hours in order to sit for the exam. Our two programs, Best Practices in Foot Care for RNs and the Foot Care Internship Program will fulfill these requirements, as well as providing you with an excellent foundation in foot care training. The CFCN® is a prestigious accomplishment which will grant you a much-needed specialty to advance your career. The program is administered solely by the Wound Ostomy and Continence Nursing Certification Board (WOCNCB). Please see full details on obtaining this certification at their website.

Continuing Education

• Assisting in Clinical Foot Care – Certificate of Completion as listed per module. All 10 taken together grants 25 Contact Hours (Calif.)
• Clinical Practices in Foot Care for LPN/LVNs – Certificate of Completion for 25 Contact Hours (Calif.)
• Best Practices in Foot Care for RNs – Certificate of Completion for 25 Contact Hours (Calif.)
• Foot Care Internship Program – Certificate of Completion satisfies 40 Clinical Contact Hours in Foot Care (Calif.)

Meeting a Great Need

The number of Americans with diabetes and other chronic illnesses such as PAD is rapidly growing — according to CDC estimates in the year 2050 as many as 1 in 3 Americans will have diabetes unless we make strong lifestyle changes. In addition to this, we have an increasing population of elderly…and they are living longer. This means the foot-care trained nurse will be able to serve a growing number of people who will urgently need these skills.

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Obtain that promotion, make a career move, or expand your knowledge and skills with Stanford professional education, designed to help you reach your goals while maintaining your career.

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• Engage in practical, hands-on learning designed to satisfy your curiosity, challenge your assumptions, and expand your thinking.
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Our Executive Education offers programs to enhance leadership and general management skills and connect you to a global network of peers.

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We offer in-person and online research-based professional learning opportunities for educators.

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We offer online and in-person education for professionals leading strategies, teams, or technical projects involving energy, the environment, and natural resources.

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We offer in-person and online courses in the liberal arts and sciences, creative writing, and professional and personal development.

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How To Become A Professor: A Step-By-Step Guide

Updated: Oct 31, 2023, 10:17am

Teaching is professors’ primary role, but their impacts extend beyond the classroom. These professionals shape students’ critical thinking, time management and leadership abilities while preparing them for academic and professional success.

Through mentorship and student coaching, postsecondary educators can make significant impacts, even from a small corner of the world.

Read on to discover how to become a college professor, plus the average salary and job outlook for this career path.

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What Is a Professor?

Professors teach students in postsecondary institutions like community colleges and universities. Most higher education professionals are professors, who usually specialize in a specific discipline after years of independent research.

Professors typically teach students majoring in fields related to their area of expertise. For example, a sociology professor may teach students majoring in sociology, political science and other social sciences.

Professors’ primary goal is to prepare learners for rewarding careers in their field of study. They achieve this goal by assessing and mentoring students and offering assistance throughout the semester.

Most professors work full time, but some may work part time or in adjunct roles. Regardless of the courses they teach, professors across colleges typically have the same responsibilities, which include:

• Collaborating with program coordinators and other faculty members to develop a standard curriculum
• Writing lesson plans
• Recommending relevant text and literature to students
• Giving lectures
• Evaluate learners’ progress by grading assignments and tests
• Conducting research and publishing academic papers
• Supervising teaching assistants
• Serving on departmental or college-wide committees

Most full-time college professors work a regular 9-to-5, Monday-through-Friday workweek. However, some may mentor students or attend networking events at odd hours. On the other hand, adjunct professors may hold multiple positions at once, working varying hours and teaching summer classes.

How To Become a College Professor

Earn a bachelor’s degree.

The first step to becoming a college professor is completing an undergraduate degree in a discipline that interests you. As most postsecondary teaching positions require a terminal doctoral degree, maintaining at least a 3.0 undergraduate GPA prepares you for higher education.

Enroll in a Master’s Program

A master’s program allows you to specialize in a subfield of your primary discipline. Master’s degrees take two to three years to complete and may be available in online or hybrid formats.

A master’s degree prepares you to work in community colleges and vocational schools, but most four-year institutions require professors to have doctoral degrees.

Gain Teaching Experience

While in graduate school, you can gain experience through teaching assistant positions. Teaching assistantships are typically reserved for graduate students who demonstrate academic excellence and leadership skills.

As a teaching assistant, you’ll shadow a professor as they teach undergraduates. You may lead classroom discussions, create assignments and grade tests. Assistantship also offers perks such as subsidized tuition, extra credits and regular stipends.

Consider Certification or Licensure

If your field requires professionals to hold certain licenses or credentials, consider earning these before applying for your first postsecondary teaching role. Prospective accounting professors, for example, may need a CPA credential, while a nurse educator should have RN licensure and advanced nursing certifications.

Earn a Doctoral Degree

A doctorate is the most advanced academic qualification postsecondary instructors can earn. This is a standard requirement for professors at most U.S. universities.

Though exact doctoral offerings vary by field, in most cases, there are two main doctorate tracks: the applied doctorate and the research core Ph.D. While the former emphasizes the practical application of knowledge, academic professionals like professors and research fellows often favor the more research-based Ph.D. option.

A typical doctoral program builds on the specialized knowledge acquired during your master’s and takes four to six years to complete. After extensive research, you must write and defend your dissertation to graduate.

Explore the Job Market

With the right experience and qualifications, you can seek suitable professorship positions. Having a professional network helps connect you to new job openings in your field.

Professor Salary and Job Outlook

According to the U.S. Bureau of Labor Statistics (BLS), postsecondary educators earned a median annual salary of $80,840 as of May 2022. However, salaries vary by discipline and geographical location. For example, law professors earn a median salary of $108,860, while social work educators earn $66,510 annually.

The BLS projects employment opportunities for postsecondary educators to increase by 8%, a faster-than-average rate, from 2022 to 2032 as learners continue to seek advanced education.

College Professor Specializations

Your postgraduate specialization largely determines which subjects you’ll teach as a professor. You should specialize in whatever subject you want to teach at the postsecondary level.

For example, those aspiring to train future educators can specialize in STEM education, curriculum and instruction, or history education, depending on their interests. College professors can also specialize in teaching modalities like online teaching .

Professional Organizations for Professors

Like most other professionals, college professors need solid networks to thrive. Belonging to a professional organization can boost your profile and facilitate career development. Below are some organizations that can support your career growth as a postsecondary educator.

American Association of University Professors (AAUP)

The AAUP was established in 1915 to foster academic freedom and economic security for university educators nationwide. Since then, its membership has grown to include 39 state organizations and 500 campus chapters. With an AAUP membership, you can access various teaching resources and insurance programs.

Association for Institutional Research (AIR)

The Association for Institutional Research empowers postsecondary instructors and researchers to make data-informed decisions that contribute to higher education advancement. It hosts an annual “Air Forum” conference, where higher education professionals network and learn from industry experts.

Frequently Asked Questions (FAQs) About Becoming a Professor

What qualifies you to be a professor.

The primary academic qualification required to be a professor is a postgraduate degree. Other requirements may include teaching and research experience.

Is it hard to become a professor?

Becoming a professor is a challenging journey involving years of learning and research. Some might consider the process daunting, but professorship is attainable with dedication and discipline.

Can I be a professor with a master’s?

A master’s degree qualifies you to teach at some two-year colleges. However, it doesn’t qualify you for tenure.

Do professors make a lot of money?

Professors can earn up to $120,000 annually, depending on their field and location. But, the median annual salary for postsecondary teachers is $80,840, according to the BLS.

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In five years of writing for various audiences, Uche has learned to simplify career-focused content for ambitious learners regardless of their qualifications. Her work is published in notable platforms such as Hackernoon and Hashnode.

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Professional Education: Explained | Learnexus

Lauren Goff

Professional education, often referred to as professional development or continuing education, is a broad term that encompasses a variety of specialized training , formal education, or advanced professional learning intended to help professionals improve their skills and knowledge. The world of Learning and Development (L&D) recognizes the importance of professional education in enhancing the skills of employees and fostering a culture of continuous learning.

Professional education is not limited to any specific field or profession. It is applicable to all industries and professions, from healthcare and law to technology and finance. The goal is to ensure that professionals remain up-to-date with the latest developments, trends, and skills required in their respective fields. This article will delve into the various aspects of professional education, its importance, types, and how it is being revolutionized in the modern corporate world.

Understanding Professional Education

Professional education is a systematic process that involves acquiring new skills, knowledge, and competencies that are relevant to a professional’s career. It is an ongoing process that continues throughout a professional’s career. The primary objective of professional education is to ensure that professionals are able to perform their jobs effectively and efficiently.

Professional education can take many forms, including workshops, seminars, conferences, online courses, and certification programs. It can be formal, such as a university degree or certification program, or informal, such as on-the-job training or self-study . Regardless of the form it takes, professional education is designed to provide professionals with the knowledge and skills they need to excel in their careers.

Importance of Professional Education

Professional education is crucial for both individuals and organizations. For individuals, it provides an opportunity to enhance their skills and knowledge, which can lead to career advancement and increased job satisfaction . It also helps professionals stay current with changes in their field, including new technologies, methodologies, and industry standards.

For organizations, professional education can help improve employee performance and productivity. It can also help organizations stay competitive by ensuring that their employees have the skills and knowledge needed to meet the changing demands of their industry. Furthermore, it can help attract and retain top talent, as many professionals value opportunities for professional development .

Types of Professional Education

There are several types of professional education, each designed to meet different learning needs and career goals. These include continuing professional development (CPD), professional certification, academic degrees, and informal learning opportunities.

Continuing Professional Development (CPD) is a type of professional education that involves learning activities that professionals engage in to develop and enhance their abilities. It can include courses, workshops, conferences, and e-learning programs.

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Professional certification is a process by which a person develops and demonstrates an understanding and knowledge of a specific professional area. These certifications are often recognized by professional bodies and can be a valuable addition to a professional’s credentials.

Academic degrees, such as bachelor’s, master’s, and doctoral degrees, are another form of professional education. These programs provide in-depth knowledge in a specific field and often include a combination of coursework and research.

Informal learning opportunities, such as on-the-job training, mentoring, and self-study, are also important components of professional education. These activities allow professionals to learn from experience and apply their knowledge in a practical setting.

The Role of L&D in Professional Education

The Learning and Development (L&D) department plays a crucial role in facilitating professional education within an organization. L&D professionals are responsible for identifying the learning needs of employees, designing and implementing learning programs, and evaluating their effectiveness.

L&D professionals use a variety of tools and techniques to deliver professional education. These can include e-learning platforms , instructor-led training, coaching, mentoring, and blended learning approaches. They also work closely with other departments and stakeholders to ensure that the learning programs align with the organization’s goals and strategies.

Identifying Learning Needs

The first step in the L&D process is to identify the learning needs of employees. This involves assessing the skills and knowledge that employees currently have and comparing them with the skills and knowledge they need to perform their jobs effectively. This gap analysis helps L&D professionals determine what type of professional education is needed.

There are several methods for identifying learning needs, including performance appraisals, surveys, interviews, and observation. The choice of method depends on the specific circumstances and the resources available.

Designing and Implementing Learning Programs

Once the learning needs have been identified, the next step is to design and implement learning programs that meet these needs. This involves selecting the appropriate learning methods and materials, developing the curriculum, and delivering the training.

The design of learning programs should take into account the learning styles and preferences of the employees, as well as the resources and constraints of the organization. The implementation of the programs should be carefully planned and managed to ensure that they are delivered effectively and efficiently.

Evaluating Learning Programs

Evaluating the effectiveness of learning programs is a critical part of the L&D process. This involves assessing whether the learning objectives have been achieved and whether the learning has resulted in improved performance and productivity.

There are several methods for evaluating learning programs , including tests, surveys, interviews, observation, and performance metrics. The choice of method depends on the specific learning objectives and the resources available.

The Future of Professional Education

The field of professional education is constantly evolving, driven by changes in technology , the labor market, and the needs of professionals. One of the major trends in professional education is the increasing use of technology, particularly e-learning and mobile learning .

E-learning refers to the use of electronic media and information and communication technologies (ICT) in education. It includes online courses, webinars, virtual classrooms, and digital collaboration platforms. E-learning offers several advantages over traditional learning methods, including flexibility, accessibility, and cost- effectiveness .

Mobile Learning

Mobile learning, or m-learning, is a form of e-learning that involves the use of mobile devices, such as smartphones and tablets, for learning. M-learning allows professionals to learn anytime, anywhere, making it a flexible and convenient option for professional education.

With the widespread use of mobile devices and the increasing demand for flexible learning options, m-learning is expected to play a major role in the future of professional education.

Microlearning

Microlearning is another emerging trend in professional education. It involves breaking down learning content into small, manageable chunks that can be consumed in short bursts. Microlearning is particularly effective for busy professionals who may not have the time or attention span for long learning sessions.

Microlearning can be delivered in various formats, including videos, quizzes, infographics, and games. It can be used for a variety of learning needs, from introducing new concepts to reinforcing existing knowledge.

Personalized Learning

Personalized learning is a learning approach that tailors the learning experience to the individual needs, preferences, and goals of the learner. It involves using data and technology to customize the learning content, pace, and method.

Personalized learning can improve the effectiveness of professional education by ensuring that the learning is relevant and engaging for each individual. It can also help professionals take ownership of their learning and development.

Professional education is a key component of Learning and Development. It helps professionals stay current with the latest developments in their field, enhance their skills and knowledge, and advance their careers. It also helps organizations improve employee performance and stay competitive in their industry.

The field of professional education is constantly evolving, with new trends and technologies shaping the way professionals learn and develop. As we move into the future, the role of L&D in facilitating professional education will become even more important.

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FREE 2024 LET Reviewer with Answers (New Curriculum)

What is the Licensure Examination for Teachers? The Licensure Examination for Teachers (LET) in the Philippines is a crucial assessment administered by the Professional Regulation Commission (PRC) through the Republic Act 7836 otherwise known as the “Philippine Teachers Professionalization Act of 1994” on December 16, 1994, and considered a significant milestone for individuals who wish to become teachers. It consists of two parts: the General Education (Gen Ed) and Professional Education (Prof Ed) components. The Gen Ed component evaluates the examinee’s proficiency in core subjects such as English, Mathematics, Science, Filipino, and Social Sciences. On the other hand, Prof Ed focuses on pedagogical principles and practices that are essential for effective teaching. To ensure success in this exam, aspiring professional teachers need to have access to a comprehensive and reliable LET Reviewer 2024 as well as the updated LET Coverage (Based on the New Curriculum Table of Specification or TOS).

New Curriculum Enhanced Table of Specification (TOS) for LET Starting March 2023, the Enhanced Table of Specification (TOS) for LET will be implemented. This will serve as the new and updated coverage under the new curriculum.

PDF LET Reviewer 2024 (New Curriculum)

Bachelor of elementary education (beed).

How many test items are in Professional and General Education (LET Elementary)? For the Bachelor of Elementary Education (BEED) graduates, the examination consists of two parts: General Education and Professional Education. Each part consists of 150 test items that will be taken for over 3 hours.

Bachelor of Secondary Education (BSED)

How many test items are in Prof. Ed., Gen. Ed., and Major (LET Secondary with Majorship)? For the Bachelor of Secondary Education (BSED) graduates, the examination consists of three parts: General Education, Professional Education, and their Major. The same with BEED, each component also consists of 150 test items which will be taken for more or less 3 hours. General Education  refers to the core subjects like  Filipino , English , Math , Science , and Social Science/Studies. Professional Education  refers to the subjects related to the teaching profession like Developmental Reading, Principles of Teaching, Facilitating Learning, Assessment, Child and Adolescent Development, Methods and Strategies, Curriculum Development, and Teaching Profession . Area of Specialization , on the other hand, refers to the majorship or the specific field that BSED graduate will handle like English, Biology, Chemistry, Values, Mathematics, Filipino, Social Studies, Music, Art, Physical Education, and Health or MAPEH, Technology and Livelihood Education, Agriculture and Fishery Arts.

Downloadable FREE LET Reviewer

Note: Beware of those persons who are trying to sell our downloadable materials. These LET Review Materials/Files are free and downloadable on this website. Download: PRC Annex ABC Forms for LET

Disclaimer: TEACH PINAS does not make any warranties about the completeness, reliability, and accuracy of these reviewers. Any action you take upon the information you find on this website (www.teachpinas.com), is strictly at your own risk. If in doubt, please do your own research since these files might have typographical errors. We will not be liable for any losses and/or damages in connection with the use of our website. You may reach us through our contact page if you have a problem or if you have something to report. Read more about this disclaimer .

LET Reviewer for General Education (Gen Ed)

LET Reviewer for Professional Education

Coverage: Assessment of Student Learning, Child and Adolescent Development, Curriculum Development, Developmental Reading, Educational Technology, Facilitating Learning, Field Study, Practice Teaching, Principles of Teaching, Social Dimensions of Education, and Teaching Profession.

LET Reviewer for Majorship

Here are the download links of the 2024 LET Reviewer for Majorship (Major) with Answer Keys (Based on the Latest/New Curriculum).

Agriculture and Fishery Arts (AFA) LET Reviewer

Coverage: Breeds of Farm Animals and Fish, Pests and Diseases Affecting Animals, Fish Propagation, Marketing Strategies in the Industry, Entrepreneurship, Proper Care and Management of Agricultural and Fishery Products.

Biological Science LET Reviewer

Coverage: Biological Sciences: Inorganic Chemistry, Organic Chemistry, Cell Biology, Ecology, Microbiology, Genetics and Evolution, Biochemistry, Anatomy, and Physiology; Physical Sciences: Nature of Science, Atomic and Molecular, Chemical Bonds, Conservation of Matter and Stoichiometry, Gases, Liquids and Solids, Acids and Bases, Solutions, Chemical Thermodynamics, Chemical Kinetics and Equilibrium, Organic and Biochemistry, Nuclear processes.

English LET Reviewer

Coverage: English for Specific Purposes; Introduction to Linguistics; Structure of English; Introduction to Stylistics; Literary Criticism; Literature; Mythology and Folklore; Afro-Asian Literature; English and American Literature; The Teaching of Speaking; Listening and Reading; Teaching of Literature; Preparation and Evaluation of Instructional Materials; Language and Literature Assessment; Language Research; Campus Journalism; Translation and Editing of Text; Speech and Stage Arts; Creative Writing.

Filipino LET Reviewer

Coverage: Panimulang Pagaaral ng Wika; Panimulang Linguistika; Wika, Panitikan, Metodolohiya, Pagtataya at Ebalwasyon, Kagamitang Pagtuturo.

MAPEH LET Reviewer

Coverage: Methods and Strategies of Teaching MAPEH, Coaching and Officiating of Sports Events, Dance Competitions and Music Activities, Organization and Management, Research, Special Education in MAPEH, Physical Education, Mechanical and Physiological Bases of Movement, Gymnastics, Philippine Folkdance, Team Sports, Aquatics, International Folkdance and Other Dance Forms, Athletics, Individual, Dual, and Combative Sports, Health Education, Safety Education, First Aid.

Mathematics LET Reviewer

Coverage: Arithmetic and Number Theory, Business Math, Basic and Advanced Algebra, Plane and Solid Geometry, Trigonometry, Probability and Statistics, Analytical Geometry, Calculus, Modern Geometry, Linear and Abstract Algebra, History of Mathematics, Problem Solving, Mathematical Investigation, Instrumentation and Assessment.

Physical Science LET Reviewer

Coverage: Physical Quantities and Vectors, Mechanics, Electricity, Magnetism and Electronics, Thermodynamics, Modern Physics, Light and Geometrics Optics, Earth and Space Astronomy and Environment.

Social Science LET Reviewer

Coverage: Trends and Issues in Social Studies, Research, Geography, Sociology and Anthropology, Politics, Governance, Law-related, History of the World, Asian Studies, Microeconomics, Macroeconomics, Teaching Approaches in Secondary Social Science, Production of Instructional Materials for Social Science.

Technology and Livelihood Education (TLE) Reviewer

Coverage: Basic Drafting, Business Math, Basic Electricity, Basic Plumbing, Cosmetology, Foods, Carpentry and Masonry, Basic Electronics and Entrepreneurship.

Values Education LET Reviewer

Coverage: Philosophical and Ethical Foundations of VE, Socio-Cultural, Anthropological and Legal Bases of VE, Psychological Theories of Values Development, Personhood Development, Dynamics of Intra and Interpersonal Relations, Psycho-Spiritual Development, Management of Behavior Problems, Transformative Education, Family and Filipino Values System, Education for Human Rights.

Additional 2024 LET Reviewer

2024 LET Answer Sheet (Sample for Practice)

Exercise your muscle memory in shading. Download the sample LET Answer Sheet for free!

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Hi there. This website is indeed helpful for LET takers. Thank you so much for posting the materials here. I found out that there are some clerical errors. For efficient and effective tracing of errors, you can utilize AI to check for typo errors and to verify the answers as well. ChatGPT-4o is good at it.

Thank you for your suggestion Sir. Yes, you can definitely use AI to check any possible error. Good luck to all LET takers!

Hello po, meron po ba talagang mga questions na mali po ang answers? Nagpractice po kasi ako mag-drill and may napansin po ako na mali po ang answer. Salamat po.

Hello, Anong number po? Please tell us for the correction. Possible po kasi typographical error dito pero we fix it as soon as possible naman po.

THANKS FOR SHARING… ITS A GREAT HELP 😊

Hello, I just want to extend my appreciation to whoever is under this website because it will help us to have an idea or at least knowledge of what and how questions can become an instrument of success and knowledge. 🤗✨

THANKS FOR SHARING

This will help us a lot . Whoever made this site I hope you will all be blessed by our Creator. God bless you po 🙂

Thank you for sharing. I really need to review for LET2021, The reviewers are expensive so I am trying to find free to use. Thanks that this site saves my life.

Thank you so much guys!

Thank you thank you ,:)

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You’re welcome po Ma’am Rose 🙂

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Thank you for sharing.. and i want to have a copy of my major social science.. thanks maam/sir..God Bless..

You’re welcome po. You can always download reviewers from this site. Keep visiting us for more future updates. 🙂

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Home » PRC » Board Exam » Reviewer » The Ultimate LET Reviewer 2023 (Gen. Ed, Prof. Ed. and Major)

The Ultimate LET Reviewer 2023 (Gen. Ed, Prof. Ed. and Major)

The Professional Regulation Commission (PRC) administers the Licensure Examination for Teachers , or LET, which is the most popular board examination. In March 2019 alone, 72,054 examinees took the elementary level exam, while 85,823 hopefuls took the secondary level examination. While it has the most significant number of examinees every year, passing the LET is not an easy feat. In fact, the majority of those who took the LET every year failed the exam. Since 1996, the national passing rate has only ranged from 15% to 36%. This means that the mortality rates have been very high—from 64% to 85%! In other words, for every ten examinees who took the exam, only two to four passed the LET.

We created this free online LET reviewer for BEEd and BSEd to increase your chances of passing the LET in 2023. It is comprised of online practice tests in General Education (Gen Ed), Professional Education (Prof Ed), and Majorship or Area of Specialization. We hope that this reviewer will give you a bird’s-eye view of your LET journey and the needed exposure to the actual tests you will take, preparing you psychologically and removing the mental block and nervousness that are deterrent factors to passing the examination.

LET Reviewer

If you are looking for the best and most effective review materials, we recommend the following books: They are available in Shopee and can be paid for through the COD option.

• CBRC Yellow Book 3.0 (2021 Edition) – 1,000 HOT LET QUESTIONS
• Dr. Carl Balita ULTIMATE TESTING GUIDE TO LET Review
• Dr. Carl Balita Gen Ed Bullet and Prof Ed 1001 Bullets
• NCV LET Licensure Examination for Teachers Reviewer

The Licensure Examination for Teachers (LET) covers the following subjects written in either English or Filipino: To access our free online practice tests, just follow the links below.

General Education

• Mathematics
• Social Science
• Information and Communication Technology

Professional Education

• Principles of Teaching, Educational Technology, Field Study and Practice Teaching
• Teaching Profession
• Facilitating Learning, Child and Adolescent Development
• Curriculum Development
• Social Dimensions of Education
• Assessment of Learning

Majorship/Area of Specialization

• Biological Science
• Physical Science
• Social Studies/ Social Sciences
• Values Education
• Agriculture and Fishery Arts
• Technology and Livelihood Education (TLE)

How to Maximize Your Passing Potential

Here are some techniques to follow to increase your chances of passing the LET and ensure your success:

• Manage your time during the exam, as most tests give you more than enough time to complete it. Calculate the average time granted to you per question by dividing the time allotted by the number of questions. If you have to read a question more than twice to know what it is asking, mark and leave it, then move on to the next. Once you are done with the entire test, check your time and go back to those you left unanswered.
• Do not get bogged down by those hard-to-answer questions. Answer all the easy questions first, then tackle the hard ones.
• Eliminate as many wrong answers as you can. Deciding between the two choices is easier than deciding among the five. The LET is formatted with multiple-choice questions.
• Try lining up your test booklet with your answer sheet for efficiency.
• Change an answer only if you have a reason for doing so.
• Be careful not to make any stray marks on your answer sheet as the test is checked by a machine.
• Lastly, always check if you are answering the questions in the right spot. Right answers in the wrong places result in test failures.

Over to you

To increase your chances of passing the LET, engage yourself in a review that is focused on the LET competencies, and this LET reviewer will be of great help. Set a regular schedule for review, but do not forget to give yourself the needed rest. Most of the questions in the actual LET are situational, so internalize and don’t memorize. Lastly, do not feel tired and discouraged. Treat the review as an enjoyable challenge. Stay positive and believe in yourself.  You can do it, future LPT! Good luck!

Good day. May I request a soft copy for GenEd and ProfEd and my. Majorship TLE. Thank you. [email protected]

May I request a soft copy of general Ed., professional ed.and majorship social studies.also the answer.. thank you

hi po can I have a copy po of both Prof Ed and Gen Ed salamat:) my email po [email protected]

Good pm, pa send din Po SA email ko, reviewer prof es, gen Ed at major Po SA mathematics. Email add [email protected]

Can I get a soft copy of general education and professional education. Major in social studies . thank you in advance

Hello po. Can I have a copy of general education ,prof. Education and my major Biological Science. Email add: [email protected] More powers to you. Thabk you. God bless po!

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LET Reviewer Professional Education Prof. Ed.: Curriculum Development Part 1

LET Reviewer Prof Ed Curriculum Development Part 1

In this website you will find the LET Reviewers in General Education (Gen Ed), Professional Education (Prof Ed) and Major Area of Specialization.

In efforts of this portal to attend on requests from PRCBoard Facebook fan page members, we consolidated some of the questions which may likely help out takers during the exams.

Note: The LET reviewers 2021 below is unofficial and not directly associated with PRC or the Board of Professional Teachers.

September 2021 LET Related Articles

• Main Page: LET Reviewer 2021
• ROOM ASSIGNMENTS: LET September 2021, Teachers Board Licensure Exams
• LET Coverage: Licensure Exam for Teachers September 2021
• Details: September 2021 LET Teachers Board Exam Schedule, Deadline of Filing and Requirements
• How to Pass Licensure Exam? Tips from Board Passers

Below is the LET Reviewer for Professional Education Prof. Ed.: Curriculum Development Part 1.

We encourage readers/ reviewees to use the comment boxes after the article for discussion. Meanwhile, answers are already incorporated below the questions.

1. Which is NOT a provision for the development of each learner in a good curriculum? a. Extensive arrangements are made for the educational diagnosis of individual learners. b. Self-directed, independent study is encouraged wherever possible and advisable. c. Self-motivation and self-evaluation are stimulated and emphasized throughout the learning opportunities of the school. d. The program provides a wide range of opportunities for individuals with same abilities, needs and interests.

2. Teacher Lily would like to take part in developing a subject-centered curriculum because she believes that all subjects in this type of curriculum are geared towards the hollistic development of the learner. Is her belief about the subject-centered curriculum true? a. Yes, because the subject-centered curriculum focuses on the learners needs, interests and abilities. b. No, because it is the experience-centered curriculum that emphasizes the teaching of facts and knowledge for future use. c. Yes, because the subject-centered curriculum involves cooperative control. d. No, because it is the experience centered and not the subject-centered curriculum that emphasizes integration of habits and skills in learning the knowledge component of subject areas.

3. In the elementary level, English literature and Social studies relate well. While history is being studied, different literary pieces during the historical period is being studied as well. What curriculum design is shown here? a. Separate subject design b. Correlation design c. Discipline design d. Broad field design

4. This phase of curriculum development involves decisions, among other things, on grade placement and sequencing of content. Which phase is this? a. Curriculum planning b. Curriculum evaluation c. Curriculum organization d. Curriculum implementation

5. One example of this design of subject-centered curriculum is that which shows social studies being combined with geography, civics, culture and history to comprises subject area. Which design is this? a. Correlated b. Broadfields c. Separate Subject d. Core

6. Ms. Ortiz, as Science teacher tries to enrich the content of her lesson by identifying related concepts in Math. What pattern of organizing subjects did Ms. Ortiz consider? a. Broadfield b. Correlated c. Core d. Separate Subject

7. Which design is easy to deliver because complementary books and materials are commercially available? a. Experience centered design b. Problem design c. Process design d. Subject centered design 8. What refers to the matching between curriculum and test to be used to assess the learners? a. Alignment b. Auditing c. Articulation d. Delivery

9. Ms. Mateo, a History teacher considers the element of time in arranging content of her lessons in World History. What way of establishing sequence is given emphasis by Ms. Mateo? a. Simple to complex b. Part to whole c. Concrete to abstract d. Chronological

10. Mr. Rivera, a new teacher believes that education is a process of development and is life itself; therefore, experience related to the child’s need and interest should be given primary consideration. What educational philosophy is being exhibited by Mr. Rivera? a. Idealism b. Reconstructionism c. Progressivism d. Realism

11. A stakeholder in curriculum development, Mr. Cruz, a district supervisor and a member of the school board has one of the following primary roles. a. Support and participate in parent-school organization activities. b. Authorize school expenditures for curriculum development, implementation and evaluation c. Enact legislation to effect curriculum improvement. d. Recommend changes in curriculum.

12. The schools in the first District plan to adopt the reading program used in the third district. What level of curriculum improvement is used? a. Variation b. Value orientation c. Substitution d. Restructuring

13. Mr. Bernardo, a curriculum consultant on Economics insists that in selecting the curriculum content, it is better that throughout the high school years, economic geography concepts be used to recur and be repeated with depth for effective learning. What criterion in content selection is shown here? a. Validity b. Continuity c. Significance d. Learnability

14. The Filipino learners envisioned by the Department of Education (DepEd) in the light of K-12 Curriculum is a. Technologically literate or logistically developed Filipino b. Functionally literate or logistically developed Filipino c. Scientifically Advanced and Values Oriented Filipino d. National Oriented and Internationally Competitive Filipinos

15. Teacher Dominguito believes that a new respect for the child is fundamental in curriculum. Thus, all activities in the classroom are geared towards the development of the child – the center of the educative process. To which approach in curriculum does Teacher Dominguito adhere? a. Learner-centered b. Subject-centered c. Problem-centered d. Pragmatic

16. Mrs. Manuel, the Principal of Bagong Barrio Elementary School invited the Brgy. Captain in the school to solicit inputs for a new curriculum in Social Science which highlights indigenous knowledge in the community. What is shown in this situation? a. Community members as supporters of curriculum b. Community members as curriculum resources c. Community members as managers of curriculum d. Community members as beneficiaries of curriculum

17. Teacher Bert puts emphasis on the immediate felt interests and needs of his students and not on the anticipated needs and interests. What type of curriculum does teacher Bert adheres? a. Subject-centered b. Learner-centered c. Experience-centered d. Culture-based

18. What type of curriculum divides the school day into different periods such as language arts, social studies, science and health, arithmetic, etc.? a. Correlated b. Broad fields c. Integrated d. Separate Subject

19. Which curriculum design element is taking place when Eduardo, a 4th year student can connect the lessons he learned in a subject area to a related content in another subject area? a. Articulation b. Balance c. Continuity d. Integration

20. The following curricular changes took place in what particular period? Restore Grade VII, double-single session was abolished and more textbooks were written by Filipino authors. a. American Period b. Philippine Republic c. Japanese Occupation d. New Society

21. This concept includes the sub-processes of curriculum planning, organization, implementation and evaluation. Which concept is this? a. Curriculum development b. Curriculum assessment c. Curriculum management d. Curriculum and instruction

22. If curriculum is the “means”, what is the “end”? a. Strategies b. Instruction c. Technique d. Approaches

23. The curriculum used during the period in Philippine history terminated the use of English as a medium of instruction, What period is this? a. American b. Spanish c. Commonwealth d. Japanese

24. Which of the following statements about the concept of curriculum is NOT quite acceptable? a. It refers to all experiences that both the school and the teacher provide the students with. b. It is the set of acquired knowledge, habits and skills c. It consists of everything that goes within the school. d. It is a planned action for instruction

25. What process is being undertaken by curriculum developers when they enrich or modify certain aspects of a particular program without changing its fundamental conceptions? a. Curriculum improvement b. Curriculum change c. Curriculum design d. Curriculum implementation

Answers: 1D 2D 3C 4C 5B 6B 7D 8A 9D 10C 11D 12C 13B 14B 15A 16B 17C 18D 19D 20B 21A 22B 23D 24C 25A

This website believes that education is a right, not a privilege. This portal does not claim ownership to any materials posted. Likewise, questions are not influenced by PRC professional regulatory board. The main purpose of the reviewer is to assist examinees who chose to review online.

#3. C po ba talaga ang sagot? Di po ba B. Correlation design?

sa tingin ko tama po ang C. you have to disregard the first sentence, parang pang lito lang yan.. ang tinanong talaga jan ay yong 2nd sentence which is tama at bagay sa C…hhehehe.. opinion kulang yan…

tama ang B.

B ata correlation , may connection din Kasi ung history with respective literary pieces during those period. Even dinesregard ung first statement sa question, the second one just gave a clearer example nang first statement. Opinion ko lang din.

Idea ko lang parang mas ok yung correlation design s #.3 kumpara sa C.

correct .ang layo ng c for #3

letter c s no.3

the real answer is b for #3.report ko kc yan

So aside from #3 correct na lahat?

Im a bit confused in Q no. 24. For me letter B is more appropriate because the word used was "acquired".

in no. 4 isn't it A? curriculum planning

Organization Po from the word sequence..

Sa 13 po talaga Continuity? Ang Continuity po ay wala sa sa criteria of selection of content. Nasa Curriculum Design Qualities po ang continuity.

do have explanation about the answer?

B po ang answer ng no. 3. Nasa book po ang statment na yan

It's very difficult to stumble upon the right essay service for your college needs. That's why the best essay writing service reddit was created for troubled college students.

yung sa number 3 po i think the right answer is Correlation because it was stated in our references/books

Thank you po

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"i made a lot of good connections while i was here." — aakash dave     international student entrepreneur, founding ceo of spotmi.

"The instructor presented a wide degree of material with great teaching methods. He was available to students beyond the class hours. In-class practice, homework, & the final enabled us to apply accumulated knowledge in C++ throughout the course" — Tom T. Hua Embedded Systems Engineer

"it’s a very supportive program. the engagement within our class was great. we learned from the professors as well as our classmates." — renuka adnane, msod phr shrm-cp     international student human resources business partner.

"Diana is a compassionate and encouraging instructor, her wealth of knowledge is only exceeded by her obvious love of the work she does and the students and families she supports. Her literacy course stands out as a wonderful learning experience." — Lisa M. Barratt Educational Therapist

"The UCSC Educational Therapy program expanded my knowledge base and gave me the experience necessary to transition from classroom teacher to educational therapist. It has made an enormous impact on my life." — Diana Kennedy, B.C.E.T, Educational Therapist Board-Certified Educational Therapist | Instructor

"It was pretty deep and the assignments were demanding so I had to work hard to get the point." — Renato Roschel Ribeiro, MBA     International Student Director of Digital & Analytics | Data Analytics Professor

"The response from my fellow students was so enthusiastic that I had to think more in depth. It evolved. Every course demands that you think in a certain way. Every course took me a step further." — Bouwien Luppes     International Student Art Entrepreneur and Marketer

"It’s great to have a teacher with so much experience. She was able to take what's in the book and apply it to real-world examples. It helped translate the education into what I would need in my everyday work." — Sean Zaidman Director, Communications and Marketing, Five Branches

"Diana is a fabulous instructor and is always willing to share her insights and make sure course content is adapted to everyone's needs. She is approachable and willing to help you have a thorough understanding of the content without judgment." — Jasleen Kaur Monga     International Student Learning Specialist | Educational Therapist

"The class involved whiteboard sessions and collaboration projects which really prepared me well to start working in the industry and tackle UX design interviews." — Agnieszka Zimolag     International Student Product Design, Cloud at IonQ

"I just want to thank you for the amazing class on the GCP research process. I enjoyed the many real life examples you provided throughout the course. I found this to be very helpful. Dr. Wallis is an excellent speaker and communicator." — Dita Papraniku Clinical Dietician

"Diana's knowledge is incredible, and her willingness to share it all is an integral part of her contribution to the field of Educational Therapy. One couldn't ask for better guidance or teaching." — Sharon Barkan, MA, ET/P Educational Therapist

"Jagadeesh really prepares for the sessions and the assignments, not letting students to lose focus during classes, engaging all. He has got a lot of examples to share and makes people think to apply what we learn in the class." — SasiKumar Arumugan     International Student Lead Software Engineer

"That next person you say hello to at the class in Extension may give you a lead to your next job. People in my classes all worked at some of the biggest companies in the area, from Gilead to Genentech." — Fred Bauzon Field Application Scientist and Molecular Biologist

"I would argue that your certificate program is better than most degreed programs." — Kristina Liu, PhD. ACRP-CP/CPM Clinical Research Coordinator, Byers Eye Institute, Stanford University

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WSU Professional Education

Professional Education provides expert guidance and coordination in partnering with clients to deliver professional and workforce development opportunities. Whether it be a multi-course online training certificate, in-person workshops, or week-long professional conferences, our team will walk alongside clients to deliver excellent content in a participant-friendly manner. From taking registration fees and managing finances to making your conference run in a convention center, we are here to help you seamlessly deliver your content to your audience.

Details on the services provided can be found on the Conference Management page and the Noncredit Online Courses page .

Request a quote for service and someone on our team will respond to you within three business days.

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Indiana University School of Dentistry

CE & Professional Services

See what we have to offer for dental professionals.

At Indiana University School of Dentistry, our dedication doesn’t stop at graduation!

 Our Office of Continuing Education offers a variety of professional education opportunities for dentists and allied dental professionals to expand their knowledge and meet their requirements for continued licensure.

 We also offer professional support for clinical practices with services such as sterilization monitoring, referrals for pathology and TMJ cases, and more!

Our services

Our Sterilization Monitoring Service helps you keep your sterilization equipment working properly.

We offer an oral pathology biopsy service to dentists and physicians across the country.

Get a 3-D rendering and accurate measurements of a patient’s dentition with our cone beam imaging facility.

Looking for a place to practice your oral health skills after graduation? Take a look at our job board.

TMJ Institute

We provide comprehensive, contemporary, collaborative care for all TMJ patients in Indiana and beyond.

Continuing Education

We offer programs for dentists and allied dental professionals, as well as CPR and lifesaver courses for everyone.

Continuing education opportunities

Help a patient get the care they need, indiana university school of dentistry resources and social media channels.

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Southampton Education School

Our research helps drive education policy, practice and teaching. Our degree courses and professional development for teachers lead to exceptional outcomes. This commitment to excellence has kept us in the Guardian’s top 10 for education in the UK for over a decade.

of publications rated world-leading

or internationally excellent in quality. Source: Research Excellence Framework 2021

for education in the UK

Source: The Complete University Guide 2024

of undergraduates employed within 15 months

Source: Higher Education Statistics Agency

About our school

Our research, our teaching, equality, diversity and inclusion.

Southampton Education School advances policy and practice in education, teaching and learning.  We have influence and an excellent reputation for our work, both nationally and internationally.

We’re committed to exceptional teaching and offer a full range of degrees and programmes, from undergraduate through to PhD, as well as a professional development programme for working teachers. Our pioneering research informs and improves education policy and practice, both nationally and globally.  The main themes of this research, carried out by our research centres, are:


• mathematics and science education
• leadership, effective education and policy

Our school members have a diverse range of expertise, from early childhood education to higher education and lifelong learning. This breadth of insight and experience informs our teaching, our research, and our engagement with the education community.

Our impactful, wide-ranging research addresses critical educational challenges and is internationally recognised for its contributions to the advancement of knowledge in the field. The Research Excellence Framework 2021 (REF) rates 82% of our research publications as world-leading or internationally excellent.

Research themes

Our researchers investigate a wide range of areas related to education. Most of these fall within 3 broad research themes.

Research into the theoretical understandings and practices of inclusion is conducted by the Centre for Research in Inclusion.

Mathematics and science education

Our research in this area includes topics such as early mathematics learning in the classroom and innovative pedagogies in STEM subjects. This research is coordinated by the Mathematics and Science Education research centre.  

Educational effectiveness and policy

Research in this area focuses on leadership, school effectiveness, higher education and the sociology of work. Investigations are led by the Leadership, Educational Effectiveness and Policy (LEEP) research centre .

Research environment

We cultivate a supportive and inclusive environment that encourages interdisciplinary collaboration and the exchange of ideas.

This leads to:  

• professional growth for our academics
• innovative approaches to problems
• excellent and influential research outputs
• a dynamic and enriching learning environment for all

We’re also outward facing in our engagement, collaborating with a range of partners to make a real difference in the profession. 

We’re focused on giving students a rigorous, comprehensive and empowering learning experience. This equips them to further develop their skills and knowledge and to go on to shape education policy, management, research and teaching.

Our undergraduates benefit from the support of a personal tutor and flexible programmes which offer a firm foundation of theory and practice. Postgraduates can take advantage of intensive teaching while building on their skills and knowledge in an exhilarating learning environment. 

Unlike most other universities, the School offers both BSc and MSc degrees in Education. All our students and researchers work with leading academics in the field of education. The evidence speaks for our approach. We’re ranked 11th in the UK for education by the Complete University Guide. A remarkable 92% of our undergraduates are employed within 15 months of graduation.

Professional development for teachers


We also offer projects and programmes for helping working primary and secondary teachers improve their practice. Find out about the School’s continuing professional development work .

Teacher training open evenings

Our Teacher Training Open Evenings are designed to give you all of the information you need to make informed decisions in every stage of your teaching career. 

We are dedicated to creating an inclusive environment where all students and staff feel valued and supported. 

Our commitment to diversity extends to our research, teaching, and engagement activities. This is evidenced by the work of our Centre for Research in Inclusion and Autism Community Research Network at Southampton and also the modules and content of our undergraduate and PGCE programmes.  As a school, we are also currently working towards our application for an Athena SWAN bronze award, which recognises work on gender equality. By embracing a diverse range of perspectives, we enrich our learning community and prepare students to contribute positively to an interconnected world.

Our courses

• Undergraduate courses
• Postgraduate taught
• Research degrees
• BSc Education
• BSc Education and Psychology
• PGCE Art and Design
• MSc Education
• MSc Education Management and Leadership
• MSc Education Online
• MSc Education Practice and Innovation
• PGCE English

Make an original contribution to the field of education with our doctoral degrees .

Research and enterprise

Learn more about our education research and how we work with other organisations.

Our education research

Find out about the latest education research at the University of Southampton, including research projects by research groups and institutes we’re involved with.

Our partnerships and collaborations

We work with a range of organisations to enhance our research and teaching and support the continuing professional development of people in the workplace.

Our research community

Visit the research institutes, centres and groups we’re involved with for information on their education research projects.

• Centre for Research in Inclusion
• Leadership, Effective Education and Policy
• Mathematics and Science Education (MaSE)
• Autism Community Research Network @ Southampton (ACoRNS)

Our vision is that Southampton Education School is known for its world leading research, teaching and knowledge exchange. We work to positively influence policy and practice in service of the UN’s sustainable development goals including SDG4, quality education for all.

We work together to improve education and education research, also working with many educational organisations like schools and charities.

Work with us

Jobs at Southampton

Check the University’s job listings to find out about any career opportunities at Southampton Education School.

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• Course modules
• Acoustical engineering
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• Every day I’m completely immersed in an environment that’s creative in all aspects
• Everything I learn feels so relevant, even If it’s a subject rooted in the past
• Maritime engineering
• Photonics and optoelectronics
• Social statistics and demography
• A missing link between continental shelves and the deep sea: Have we underestimated the importance of land-detached canyons?
• A seismic study of the continent-ocean transition southwest of the UK
• A study of rolling contact fatigue in electric vehicles (EVs)
• Acoustic monitoring of forest exploitation to establish community perspectives of sustainable hunting
• Acoustic sensing and characterisation of soil organic matter
• Advancing intersectional geographies of diaspora-led development in times of multiple crises
• Aero engine fan wake turbulence – Simulation and wind tunnel experiments
• Against Climate Change (DACC): improving the estimates of forest fire smoke emissions
• All-in-one Mars in-situ resource utilisation (ISRU) system and life-supporting using non-thermal plasma
• An electromagnetic study of the continent-ocean transition southwest of the UK
• An investigation of the relationship between health, home and law in the context of poor and precarious housing, and complex and advanced illness
• Antibiotic resistance genes in chalk streams
• Being autistic in care: Understanding differences in care experiences including breakdowns in placements for autistic and non-autistic children
• Biogeochemical cycling in the critical coastal zone: Developing novel methods to make reliable measurements of geochemical fluxes in permeable sediments
• Bloom and bust: seasonal cycles of phytoplankton and carbon flux
• British Black Lives Matter: The emergence of a modern civil rights movement
• Building physics for low carbon comfort using artificial intelligence
• Building-resolved large-eddy simulations of wind and dispersion over a city scale urban area
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• Carbon storage in reactive rock systems: determining the coupling of geo-chemo-mechanical processes in reactive transport
• Cascading hazards from the largest volcanic eruption in over a century: What happened when Hunga Tonga-Hunga Ha’apai erupted in January 2022?
• Characterisation of cast austenitic stainless steels using ultrasonic backscatter and artificial intelligence
• Climate Change effects on the developmental physiology of the small-spotted catshark
• Climate at the time of the Human settlement of the Eastern Pacific
• Collaborative privacy in data marketplaces
• Compatibility of climate and biodiversity targets under future land use change
• Cost of living in modern and fossil animals
• Creative clusters in rural, coastal and post-industrial towns
• Deep oceanic convection: the outsized role of small-scale processes
• Defect categories and their realisation in supersymmetric gauge theory
• Defining the Marine Fisheries-Energy-Environment Nexus: Learning from shocks to enhance natural resource resilience
• Design and fabrication of next generation optical fibres
• Developing a practical application of unmanned aerial vehicle technologies for conservation research and monitoring of endangered wildlife
• Development and evolution of animal biomineral skeletons
• Development of all-in-one in-situ resource utilisation system for crewed Mars exploration missions
• Ecological role of offshore artificial structures
• Effect of embankment and subgrade weathering on railway track performance
• Efficient ‘whole-life’ anchoring systems for offshore floating renewables
• Electrochemical sensing of the sea surface microlayer
• Engagement with nature among children from minority ethnic backgrounds
• Enhancing UAV manoeuvres and control using distributed sensor arrays
• Ensuring the Safety and Security of Autonomous Cyber-Physical Systems
• Environmental and genetic determinants of Brassica crop damage by the agricultural pest Diamondback moth
• Estimating marine mammal abundance and distribution from passive acoustic and biotelemetry data
• Evolution of symbiosis in a warmer world
• Examining evolutionary loss of calcification in coccolithophores
• Explainable AI (XAI) for health
• Explaining process, pattern and dynamics of marine predator hotspots in the Southern Ocean
• Exploring dynamics of natural capital in coastal barrier systems
• Exploring the mechanisms of microplastics incorporation and their influence on the functioning of coral holobionts
• Exploring the potential electrical activity of gut for healthcare and wellbeing
• Exploring the trans-local nature of cultural scene
• Facilitating forest restoration sustainability of tropical swidden agriculture
• Faulting, fluids and geohazards within subduction zone forearcs
• Faulting, magmatism and fluid flow during volcanic rifting in East Africa
• Fingerprinting environmental releases from nuclear facilities
• Flexible hybrid thermoelectric materials for wearable energy harvesting
• Floating hydrokinetic power converter
• Glacial sedimentology associated subglacial hydrology
• Green and sustainable Internet of Things
• How do antimicrobial peptides alter T cell cytokine production?
• How do calcifying marine organisms grow? Determining the role of non-classical precipitation processes in biogenic marine calcite formation
• How do neutrophils alter T cell metabolism?
• How well can we predict future changes in biodiversity using machine learning?
• Hydrant dynamics for acoustic leak detection in water pipes
• If ‘Black Lives Matter’, do ‘Asian Lives Matter’ too? Impact trajectories of organisation activism on wellbeing of ethnic minority communities
• Illuminating luciferin bioluminescence in dinoflagellates
• Imaging quantum materials with an XFEL
• Impact of neuromodulating drugs on gut microbiome homeostasis
• Impact of pharmaceuticals in the marine environment in a changing world
• Impacts of environmental change on coastal habitat restoration
• Improving subsea navigation using environment observations for long term autonomy
• Information theoretic methods for sensor management
• Installation effect on the noise of small high speed fans
• Integrated earth observation mapping change land sea
• Interconnections of past greenhouse climates
• Investigating IgG cell depletion mechanisms
• Is ocean mixing upside down? How mixing processes drive upwelling in a deep-ocean basin
• Landing gear aerodynamics and aeroacoustics
• Lightweight gas storage: real-world strategies for the hydrogen economy
• Long-term change in the benthos – creating robust data from varying camera systems
• Machine learning for multi-robot perception
• Marine ecosystem responses to past climate change and its oceanographic impacts
• Mechanical effects in the surf zone - in situ electrochemical sensing
• Microfluidic cell isolation systems for sepsis
• Migrant entrepreneurship, gender and generation: context and family dynamics in small town Britain
• Miniaturisation in fishes: evolutionary and ecological perspectives
• Modelling high-power fibre laser and amplifier stability
• Modelling soil dewatering and recharge for cost-effective and climate resilient infrastructure
• Modelling the evolution of adaptive responses to climate change across spatial landscapes
• Nanomaterials sensors for biomedicine and/or the environment
• New high-resolution observations of ocean surface current and winds from innovative airborne and satellite measurements
• New perspectives on ocean photosynthesis
• Novel methods of detecting carbon cycling pathways in lakes and their impact on ecosystem change
• Novel technologies for cyber-physical security
• Novel transparent conducting films with unusual optoelectronic properties
• Novel wavelength fibre lasers for industrial applications
• Ocean circulation and the Southern Ocean carbon sink
• Ocean influence on recent climate extremes
• Ocean methane sensing using novel surface plasmon resonance technology
• Ocean physics and ecology: can robots disentangle the mix?
• Ocean-based Carbon Dioxide Removal: Assessing the utility of coastal enhanced weathering
• Offshore renewable energy (ORE) foundations on rock seabeds: advancing design through analogue testing and modelling
• Optical fibre sensing for acoustic leak detection in buried pipelines
• Optimal energy transfer in nonlinear systems
• Optimizing machine learning for embedded systems
• Oxidation of fossil organic matter as a source of atmospheric CO2
• Partnership dissolution and re-formation in later life among individuals from minority ethnic communities in the UK
• Personalized multimodal human-robot interactions
• Preventing disease by enhancing the cleaning power of domestic water taps using sound
• Quantifying riparian vegetation dynamics and flow interactions for Nature Based Solutions using novel environmental sensing techniques
• Quantifying the response and sensitivity of tropical forest carbon sinks to various drivers
• Quantifying variability in phytoplankton electron requirements for carbon fixation
• Resilient and sustainable steel-framed building structures
• Resolving Antarctic meltwater events in Southern Ocean marine sediments and exploring their significance using climate models
• Robust acoustic leak detection in water pipes using contact sound guides
• Silicon synapses for artificial intelligence hardware
• Smart photon delivery via reconfigurable optical fibres
• The Gulf Stream control of the North Atlantic carbon sink
• The Mayflower Studentship: a prestigious fully funded PhD studentship in bioscience
• The calming effect of group living in social fishes
• The duration of ridge flank hydrothermal exchange and its role in global biogeochemical cycles
• The evolution of symmetry in echinoderms
• The impact of early life stress on neuronal enhancer function
• The oceanic fingerprints on changing monsoons over South and Southeast Asia
• The role of iron in nitrogen fixation and photosynthesis in changing polar oceans
• The role of singlet oxygen signaling in plant responses to heat and drought stress
• Time variability on turbulent mixing of heat around melting ice in the West Antarctic
• Triggers and Feedbacks of Climate Tipping Points
• Uncovering the drivers of non-alcoholic fatty liver disease progression using patient derived organoids
• Understanding recent land-use change in Snowdonia to plan a sustainable future for uplands: integrating palaeoecology and conservation practice
• Understanding the role of cell motility in resource acquisition by marine phytoplankton
• Understanding the structure and engagement of personal networks that support older people with complex care needs in marginalised communities and their ability to adapt to increasingly ‘digitalised’ health and social care
• Unpicking the Anthropocene in the Hawaiian Archipelago
• Unraveling oceanic multi-element cycles using single cell ionomics
• Unravelling southwest Indian Ocean biological productivity and physics: a machine learning approach
• Using acoustics to monitor how small cracks develop into bursts in pipelines
• Using machine learning to improve predictions of ocean carbon storage by marine life
• Vulnerability of low-lying coastal transportation networks to natural hazards
• Wideband fibre optical parametric amplifiers for Space Division Multiplexing technology
• Will it stick? Exploring the role of turbulence and biological glues on ocean carbon storage
• X-ray imaging and property characterisation of porous materials
• Postgraduate Taught Diversity Scholarship (Environmental and Life Sciences)
• Southampton Business School Postgraduate UK Scholarship
• Southampton Genomics Talent Scholarship
• Southampton History Patricia Mather and Helen Patterson Scholarship
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• Southampton Education Civic Scholarship
• Southampton Ageing and Gerontology Talent Scholarship
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• Continuing professional development
• Archers Road
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• Orion Point
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• Cancer Sciences Protein Facility
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• Active Living
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• Advanced Laser Laboratory
• Advanced Project Management Research Centre
• Antibody and Vaccine Group
• Astronomy Group
• Bioarchaeology and Osteoarchaeology at Southampton (BOS)
• Bladder and Bowel Management
• Cell and Developmental Biology
• Centre for Defence and Security Research
• Centre for Developmental Origins of Health and Disease
• Centre for Digital Finance
• Centre for Eastern European and Eurasian Studies (CEEES)
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• Centre for Geometry, Topology, and Applications
• Centre for Global Englishes
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• Centre for Health Technologies
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• Centre for Human Development, Stem Cells and Regeneration
• Centre for Imperial and Postcolonial Studies
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• Centre for International Film Research (CIFR)
• Centre for International Law and Globalisation
• Centre for Internet of Things and Pervasive Systems
• Centre for Justice Studies
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• Centre for Machine Intelligence
• Centre for Maritime Archaeology
• Centre for Medieval and Renaissance Culture (CMRC)
• Centre for Modern and Contemporary Writing (CMCW)
• Centre for Music Education and Social Justice
• Centre for Political Ethnography (CPE)
• Centre for Research in Accounting, Accountability and Governance
• Centre for Research on Work and Organisations
• Centre for Resilient Socio-Technical Systems
• Centre for Transnational Studies
• Child and Adolescent Research Group
• Clinical Ethics, Law and Society (CELS)
• Computational Nonlinear Optics
• Cyber Security Academy
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• EPSRC and MOD Centre for Doctoral Training in Complex Integrated Systems for Defence and Security
• Economic Theory and Experimental Economics
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• Gas Photonics in Hollow Core Fibres 
• Geochemistry
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• High Power Fibre Lasers
• Hollow Core Fibre
• Human Genetics and Genomic Medicine
• Infrastructure Group
• Institute of Maritime Law (IML)
• Integrated Photonic Devices
• Integrative Molecular Phenotyping Centre
• Interdisciplinary Musculoskeletal Health
• International Centre for Ecohydraulics Research (ICER)
• Language Assessment and Testing Unit (LATU)
• Laser-Direct-Write (LDW) Technologies for Biomedical Applications
• Law and Technology Centre
• Long Term Conditions
• Magnetic Resonance
• Mathematical Modelling
• Medicines Management
• Molecular and Precision Biosciences
• Multiwavelength Accretion and Astronomical Transients
• National Biofilms Innovation Centre (NBIC)
• National Centre for Research Methods
• National Infrastructure Laboratory
• Nature-Based Ocean Solutions
• Nonlinear Semiconductor Photonics
• Ocean Perception Group
• Operational Research
• Optical Engineering and Quantum Photonics Group
• Paediatrics and Child Health - Clinical and Experimental Sciences
• People, Property, Community
• Photonic Systems, Circuits and Sensors Group
• Physical Optics
• Primary Care Research Centre
• Product Returns Research Group (PRRG)
• Quantum, Light and Matter Group
• Silica Fibre Fabrication
• Silicon Photonics
• Skin Sensing Research Group
• Southampton Centre for Nineteenth-Century Research
• Southampton Ethics Centre
• Southampton Health Technology Assessments Centre (SHTAC)
• Southampton High Energy Physics group
• Southampton Imaging
• Southampton Theory Astrophysics and Gravity (STAG) Research Centre
• Stefan Cross Centre for Women, Equality and Law
• String theory and holography
• The India Centre for Inclusive Growth and Sustainable Development
• The Parkes Institute
• Tony Davies High Voltage Laboratory
• Ultrafast X-ray Group
• Vision Science
• WSA Exchange
• Work Futures Research Centre (WFRC)
• Departments