Can't find what you're looking for? We can help! 1-800-523-0777
Can't find what you're looking for? We can help! 1-800-523-0777
Can't find what you're looking for? We can help! 1-800-523-0777
Can't find what you're looking for? We can help! 1-800-523-0777
Can't find what you're looking for? We can help! 1-800-523-0777
1Ls & Success Starts Here.
Detailed Lectures. Complete Outlines. Extensive Practice Questions.
The 1L Edge Semester Success Program is designed to help you successfully navigate your first year of law school. Get the most comprehensive set of lectures, outlines, and 1L study aids.
1L Online Course with downloadable PDF
1L Online Course with Hard copy workbook
Get started today for $100. For this one- time $100 registration fee, you'll lock in your Bar Review tuition at today's price and get access to the entire 1L Program, which includes:
Complete 1L Outlines Understand and apply your knowlede in class and on your final exams.
50+ hours of video and audio Write superior final exam essays and perform well in your 1L classes.
Online Qbank and Hard Copy or Downloadable Workbook Learn from more than 800 exam-style questions, examples and explanations.
1L Subject Lectures
Get more than 30 hours of audio lectures for your 1L subjects.
Watch mini- lectures filled with practical advice on everything from legal research methods to best practices on forming study groups.
Proven Outlines
Proven outlines for Civil Procedure, Constitutional Law, Contracts, Criminal Law, Property and Torts.
Practice Questions
Practice with our online question bank and workbook with over 800 practice questions, examples, and complete explanations.
Final Exam Lectures
You will receive 7, 3-hour online lectures that will cover the following: &
Learn how to deconstruct essay questions and understand the elements, content, and structure of effective final exam answers.
See real student answers, and get guidance on what makes a high score versus a low score.
Get practice exam strategies and tactics for real 1L final exam questions for Civil Procedure, Constitutional Law, Contracts, Criminal Law, Property, and Torts.
Connect with Kaplan Bar Prep!
Need help?
Universities: Partner with Kaplan
Need help?
Call 1-800-523-0777
Interested in custom programs?
*To qualify, students must be a first time bar taker from an aba approved law school and enrolling in a Complete Bar Review course for the July 2018 bar exam. The Rebate Redemption Form must be postmarked by April 1, 2018. The rebate cannot be combined with any other offer except for the Fall or Winter Discount. If any other offer is applied to the enrollment, the rebate will be forfeited. Kaplan reserves the right to cancel or change this promotion at any time without notice.
*Pass the bar guaranteed or your money back. Must be a first-time taker from an ABA approved law school and be enrolled in a Kaplan Bar Review Complete Course to qualify. Other restrictions apply.
for complete eligibility requirements.
^Practice essay results do not necessarily predict performance on the actual bar exam. Chart shows the average practice essay performance improvement for all Summer 2014 Kaplan students.20% improvement is measured from first to last practice essay submitted. Individual performance will vary–as with all averages, some students will do better and some worse. Distance from zero to 50 in the chart has been condensed.
+Scale range 100 to 150 raw score. Scaled scores are typically higher. Practice results do not necessarily predict performance on the actual bar exam. Chart MBE performance grouped by number of questions answered for Summer 2014 Kaplan students. Individual performance will vary–as with all averages, some students will do better and some worse.
*Test names and other trademarks are the property of the respective trademark holders. None of the trademark holders are affiliated with Kaplan or this website.
Kaplan reserves the right to change any information at any time without notice. All rights reserved. (C) Kaplan Bar Review 2015.
Kaplan Test Prep is accredited by the Accrediting Council for Continuing Education and Training or ACCET, a US Department of Education nationally recognized agency. ACCET promotes quality-oriented education and training through establishment of standards for its members and an accreditation process focused on integrity. Kaplan's programs are accredited by ACCET ensuring reliable and quality training at all locations. For more information about ACCET, visit .How to disable Microsoft Edge as default pdf program - Microsoft Community
Site Feedback
Tell us about your experience with our site
I have been using Windows 10 along with a pdf program Soda PDF for several months.& Today when I opened my pdf program I was asked if I wanted to make it my default browser which it had been forever.& I checked yes and proceeded.& Later in the day I noticed
that my pdf files which had a red icon with a white S had all changed to a white icon with an e, and after a bit I determined that the e meant Microsoft Edge.& I don't want my pdf's to open with Edge.& I want them to open with the pdf program that I've used
for years and that I can do all sorts of things with.& I called support for Soda PDF and spent time with them trying to set Soda PDF as the default, but Edge keeps overriding the selection.& I've noticed that others have had this problem as well, albeit with
different pdf programs.& Is there a way to stop Edge from insinuating itself as the default pdf browser?& This is an annoying &bug& that Microsoft should fix.
@DavidTillotson
This procedure has worked for me so far for many months.
Use the Group Policy Editor to disable use of the default associations file:
1. Navigate to C:\Windows\System32
2. Execute: gpedit.msc (Local Group Policy Editor)
3. Navigate to:&
Computer Configuration / Administrative Templates / Windows Components / File Explorer&
4. Disable the setting: "Set a default associations configuration file"
5. Click the Apply button
6. Click the OK button
7. Restart the PC (Not Shutdown and power on, select the Shutdown / Restart option).
If your PC does not have gpedit.msc, you can follow these instructions:
1. Execute regedit.exe
2. Navigate to: HKEY_LOCAL_MACHINE\SOFTWARE\Policies\Microsoft\Windows\System
3. Delete the string value named: DefaultAssociationsConfiguration
4.&Restart the PC (Not Shutdown and power on, select the Shutdown / Restart option).
Did this solve your problem?
Sorry this didn't help.
7 people were helped by this reply
This site in other languagesOCE Program Impact
Program-Wide Abilities |
Your Career |
Enhancing Teaching |
On the Cutting EdgeStrong Undergraduate Geoscience Teaching
⋮⋮⋮
& OCE Program Impact
On the Cutting Edge Program Impact
Established with NSF funding, the On the Cutting Edge Professional Development program pioneered the integration of workshops that benefit individual participants with the production of enduring on-line resources that allow a broader audience to benefit from the workshop activity. On the Cutting Edge developed models for both face-to-face and virtual workshops ranging from one to six days in length and offered 143 workshops between 2002 and
faculty, post-docs, and graduate students participated in one or more workshops. More than 28% of the participants came to two or more workshops for a total of 4755 workshop participant-seats. We estimate that over 20% of the geoscience faculty in the U.S. and more than half the departments in the United States have participated. The reach of the workshops was in proportion to the different types of departments, with the exception of two-year colleges, which were underrepresented. On the Cutting Edge workshop participants included a higher percentage of women and members of underrepresented groups than in the overall population of U.S. geoscience faculty. End-of-workshop evaluations indicate a high level of participant satisfaction with a median of 9.1 on a 10-point scale.
The On the Cutting Edge online collection of teaching activities and other resources supported those who attended the workshops, provided a venue for sharing teaching resources, and extended the reach of Cutting Edge to those who had not attended a workshop. The web collection included over 4000 pages, 33 topical collections, and more than 1200 community-contributed teaching activities at the completion of this project.
In 2008, more than half a million users visited the website and approximately 12,000 visited 10 or more pages in a single session. Approximately 25% of users are geoscience faculty with the remaining 75% comprised of faculty from other disciplines, K-12 teachers from geoscience and other disciplines, undergraduate and graduate students, postdocs, and others. Approximately 30% of U.S. geoscience faculty use the website to find teaching ideas and materials, to compare their own teaching to that of others, to learn about teaching methods or geoscience topics, and to obtain information about career planning.
Users report that the website increases their confidence in trying new teaching methods. We estimate that only 35% of geoscience faculty using the website have attended a workshop. The website received a 2009 Geoscience Information Society award for best educational website and is also a recipient of the AAAS Science Prize for Online Research in Education (SPORE).
Reports and Publications about the Project
Manduca, C., Iverson, E., Luxenberg, M., Macdonald, R.H., McConnell, D., Mogk, D., Tewksbury, B., (2017).
Science Advances. Vol.3, no 2.
Teasdale, R., Viskupic, K., Bartley, J., McConnell, D., Manduca, C., Bruckner, M, Farthing D., Iverson, E., (2017)
doi:10.1130/GES01479.1
Manduca, Cathryn A., Basil Tikoff, Sara Hotchkiss, The Evolving Nature of Collaboration in the Geological Sciences: Geological Society of America Special Papers, , p. 153-164.
Tewksbury, Barbara, Cathryn A. Manduca, David W. Mogk, R. Heather Macdonald, Geoscience Education for the Anthropocene: Geological Society of America Special Papers, , p. 189-201.
Narum, Jeanne and Manduca, Cathy (2012) Workshops and Networks in Brainbridge, William Sims, editor, Leadership in Science and Technology, A Reference Handbook. ISBN 978-1- p. 443-451
Manduca, Cathryn A. (2011). Improving undergraduate geoscience education - A Community Endeavor: GSA Today, v. 21, n. 9, p. 12-14.
Manduca, Cathryn A., David W. Mogk, Barbara Tewksbury, R. Heather Macdonald, Sean P. Fox, Ellen R. Iverson, Karin Kirk, John McDaris, Carol Ormand, and Monica Bruckner (2010).
: Science, v. 327, no. 5969, pp. .
Manduca, C.A. (2008). Working with the Discipline - Developing a Supportive Environment for Education. In Evidence on Promising Practices in Undergraduate Science, Technology, Engineering, and Mathematics (STEM) Education, S. Singer et al. (Eds.). National Academy of Sciences. Washington, D.C.
Manduca, C.A., H. Macdonald, D. Mogk, and B. Tewksbury (2006).
(Acrobat (PDF) 335kB Apr25 06). Northfield, MN: Science Education Resource Center.
Macdonald, R.H., C.A. Manduca, D.W. Mogk, and B.J. Tewksbury (2005). &.& Journal of Geoscience Education, 53(3): 237.
Macdonald, R. H., C. A. Manduca, D. W. Mogk and B. J. Tewksbury (2004). &.& In, Invention and Impact: Building Excellence in Undergraduate Science, Technology, Engineering, and Mathematics (STEM) Education. Washington, D.C., AAAS: 381.
Manduca, C.A., H. Macdonald, D. Mogk, and B. Tewksbury (2004). &.& Project Kaleidoscope Volume IV: What works, what matters, what lasts. July 23: The work of disciplinary societies in identifying and nurturing faculty leaders.
Advertisement
David McConnell of North Carolina State University published an article on InTeGrate in the latest issue of Earth magazine. Titled, "," the article calls attention to opportunities within introductory geoscience courses to address grand societal challenges that are rooted in the geosciences, thus helping students develop "an appreciation for the global perspective, cultural sensitivity and scientific insight that inform decisions regarding the challenges humans will face in the future." The
is building a national network of two-year college geoscience faculty who implement evidence-based practices that will lead to improved STEM learning, broadened participation, and a more robust STEM workforce. Four new articles related to these project goals are now available on the , focusing on
, research summarizing the
on the performance of underrepresented students in STEM, experiments in , and strategies for . The 2018
(July 16-20) will provide a unique opportunity to present and discuss your work with an audience of Earth educators. The deadline for submitting abstracts and teaching demo proposals has now passed, however
will be accepted until the late deadline of May 15. Individuals seeking financial support to attend the conference should apply for a
by April 1. In an upcoming edition centered on the theme of New Developments in Diversity and Inclusiveness in Geosciences, the Journal of Geoscience Education (JGE) will explore issues on pipeline development, recruitment and retention, graduate education and special topics such as minority serving institutions and non-traditional opportunities in both case studies and broad research investigations. Potential authors should submit a letter of intent by April 1, 2018. The SAGE 2YC project (Supporting and Advancing Geoscience Education in Two-Year Colleges: Faculty as Change Agents) has launched a blog, . The bi-weekly blog posts address topics related to supporting students' academic success, facilitating students' professional pathways in the geosciences, broadening participation in the geosciences, and catalyzing change.
GSA Logo Large Transparent
Educators at work.
GSA supports On the Cutting Edge
The mission of The Geological Society of America is to advance geoscience research and discovery, service to society, stewardship of Earth, and the geosciences profession.
We support geoscience education at every level.
Logo/Button for joining NAGT
Value this site?
Help us ensure its future.
The On the Cutting Edge website and
are supported by the National Association of Geoscience Teachers (NAGT). Join today and your membership will help ensure that this site can continue to serve geoscience educators.
Logo/Button for
NAGT Members
Your NAGT membership helps make this site
Thank you!The On the Cutting Edge website and
are supported by the National Association of Geoscience Teachers (NAGT).
Your membership is helping to ensure that this site can continue to serve geoscience educators.
Material on this page is offered under a
unless otherwise noted below.
Page Text A standard license applies as described above.
Click More Information below.
None found in this pageFiles
a 335kB Acrobat (PDF) file
Provenance
No information about the origin of this particular item is recorded. Please
contact SERC serc@carleton.edu for more information.
No information about limits on reusing this item have been recorded. You will need to contact the original creator for permission in cases that exceed fair use (see
Last Modified: March 14, 2018
Short URL: https://serc.carleton.edu/92905}