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ACMP Aruba Certified Mobility Professional (2023) syllabus |

ACMP syllabus - Aruba Certified Mobility Professional (2023) Updated: 2023

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Exam Code: ACMP Aruba Certified Mobility Professional (2023) syllabus November 2023 by team

ACMP Aruba Certified Mobility Professional (2023)

Exam ID : ACMP - HPE6-A71

Exam Title : Aruba Certified Mobility Professional (ACMP)

Exam type : Proctored

Exam duration : 1 hour 30 minutes

Exam length : 60 questions

Passing score : 65%

Delivery languages : English, Japanese, Latin American Spanish

Aruba Certified Mobility Professional (ACMP)

This certification validate that you have the networking knowledge and skills required to implement, configure and manage advanced Aruba Wireless Local Area Network (WLAN) enterprise solutions utilizing the operating system (AOS8) architecture and features.

This certification validates knowledge and skills in these key areas and more:

Configuring and using the Mobility Master for consolidated network management

Uses and advantages of clustering

Redundancy and providing user seamless failover

Utilizing MultiZone to have multiple and separate secure networks while using the same Access Point (AP)

Utilizing secure Tunneled Node for wired switches

Utilizing AirWave to monitor the health of the wired and wireless network

Troubleshooting devices, users and applications on Aruba Mobile First networks

This exam tests your skills with the WLAN design, deployment, and troubleshooting of Aruba Mobile First Network Solutions in complex highly available campus and branch environments. It also tests your ability to configure specialized applications, management, and security requirements for a WLAN such as UCC Voice and advanced security features.


Integrate and implement Aruba Mobile First architecture components and explain their uses.

Integrate components of the Aruba Mobile First Architecture.

Differentiate between standalone mode and Master Controller Mode (MCM) features and recommend use cases.

Differentiate the use of packet forwarding modes (tunnel, decrypt-tunnel, split-tunnel, and bridge).

Differentiate between redundancy methods, and describe the benefits of L2 and L3 clustering.

Explain Remote Access architectures and how to integrate the architectures.

Describe and differentiate advanced licensing features.


Configure and validate Aruba WLAN secure employee and guest solutions.

• Configure Remote Access with Aruba Solutions such as RAP and VIA.

• Configure and deploy redundant controller solutions based upon a given design.

• Configure a Mesh WLAN.


Implement advanced services and security.

• Enable multicast DNS features to support discovery across VLAN boundaries.

• Configure role derivation, and explain and implement advanced role features.

• Configure an AAA server profile for a user or administrative access.

• Implement Mobility Infrastructure hardening features.

• Explain Clarity features and functions.

• Implement Voice WLAN based upon a given design.

• Configure primary zones and data zones to support MultiZone AP.

• Implement mobility (roaming) in an Aruba wireless environment.

• Implement tunneled node to secure ArubaOS switches.


Manage and monitor Aruba solutions.

• Use AirWave to monitor an Aruba Mobility Master and Mobility Controller.

• Perform maintenance upgrades and operational maintenance.


Troubleshoot Aruba WLAN solutions.

• Troubleshoot controller communication.

• Troubleshoot the WLAN.

• Troubleshoot Remote Access.

• Troubleshoot issues related to services and security.

• Troubleshoot role-based access, per-port based security and Airmatch.
Aruba Certified Mobility Professional (2023)
Aruba Professional syllabus

Other Aruba exams

ACCP Aruba Certified Clearpass Professional v6.2 (HPE6-A68)
ACMP Aruba Certified Mobility Professional (2023)
ACMA-6.4 Aruba Certified Mobility Associate 6.4

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Aruba Certified Mobility Professional 6.0
Answer: C, D
Question: 159
An Aruba controller is configured with the correct IP address and gateway
information and is connected to the corporate LAN via a core layer 2 switch. An
access point is provisioned with AP name and group and connected to a different
switch on the corporate LAN that has IP connectivity to the core layer 2 switch.
The AP powers on and connects to the LAN, but the wireless radios do not
power on. Which could cause this condition? (Choose all of the correct answers.)
A. the layer 2 switches have ACLs that block GRE traffic
B. the layer 2 switches are configured to block multicast traffic
C. a DHCP server is not configured for the segment to which the AP is
D. the AP name needs to be configured on the Aruba controller
Answer: A, B, C
Question: 160
In the diagram provided for this question, four buildings are identified on a
college campus.
Most of the wireless LAN traffic will be from students accessing the internet.
According to Aruba best practices, which building is the best location to install
the Aruba mobility controller?
A. data center
B. dormitory
C. server farm
D. library
Answer: A
Question: 161
Referring to the diagram provided for this question, representing an office
wireless LAN deployment, there will be approximately 250 users in the offices
section of the building.
According to Aruba best practice, which network device is the best choice for
the wireless clients' default gateway?
A. device 'A'
B. device 'B'
C. device 'C'
D. device 'D'
Answer: B
Question: 162
One hundred (100) additional APs were deployed in an existing network. But
some APs are not able to connect to the lms-ip address, even though all of the
APs belong to the same AP group. What might be wrong? Choose all
A. The AP isn't getting an IP address.
B. The AP has the wrong lms-ip address setting.
C. There is a firewall between some APs and the controller blocking PAPI.
D. The controller does not support that many APs in a single AP-Group.
E. The controller does not have enough AP licenses to support the additional
quantity of APs.
Answer: A, C, E
Question: 163
If a Remote AP (RAP) is attempting to contact a controller that is behind a NAT
device what protocol must be allowed through the NAT/Firewall?
C. IPSec
D. The controller must have a public IP address.
Answer: B
Question: 164
Which of the following are valid RAP forwarding modes (select all that apply)?
A. Tunnel
B. Bridge
C. Split-Tunnel
D. Backup
Answer: A, B, C
Question: 165
Which of the following are valid RAP operating modes?
A. Always, Backup, Standard, Persistent
B. Always, Backup, Tunnel, Persistent
C. Always, Hotel-Connect, Tunnel, Standard
D. Backup, Hotel-Connect, Standard, Persistent
Answer: A
Question: 166
When configuring split tunnel mode on a Remote AP (RAP) where is the routing
function for the split tunnel defined?
A. On the IP routing tab in the configuration screen.
B. On the AP provisioning screen.
C. The RAP uses OSPF for routing.
D. In the Firewall policy.
Answer: D
Question: 167
When does a backup SSID configured on a Remote AP (RAP) begin
A. When the GRE tunnel to the controller is established.
B. When the IPSec tunnel to the controller is established.
C. When the controller cannot be reached.
D. When bridging is required for guest users.
Answer: C
Question: 168
A Remote AP provisioned in Split-Tunnel Forwarding mode has which of the
following characteristics? Choose all that apply.
A. Local traffic first goes to the controller and is then spilt back to the local
B. Traffic is IPSec encrypted before it is sent to the controller.
C. The user role must have a Permit statement in order to locally bridge the
D. The user role must have a route src-nat statement to locally bridge the
traffic. E. The RAP uses UDP 4500 to send traffic to the controller.
Answer: B, D, E
Question: 169
A Remote AP provisioned with an SSID in the operational mode always has
which one of the following characteristics?
A. The RAP must obtain its configuration from the controller each time it boots.
B. The operational mode applies to tunnel and split-tunnel forwarding SSID.
C. The operational mode applies to a Bridge forwarding SSID.
D. The RAP does not support this mode.
E. The SSID only appears if the AP does not see the controller.
Answer: C
Question: 170
A Remote AP provisioned with an SSID in Bridged forwarding mode has
which one of the following characteristics?
A. The client obtains its IP address from the controller.
B. The client's default gateway must be the controller.
C. The client traffic is forwarded through a GRE tunnel to the controller.
D. The client's default gateway may be the Access Point or a local gateway.
E. The client's authentication must be 802.1X.
Answer: D
Question: 171
An Aruba RAP2 model can authenticate its IPSec tunnel to a controller using
which of the following methods? Choose all that apply.
A. 802.1X
B. Captive Portal
C. IP address authentication
D. Legacy Username/Password authentication.
E. Certificate and MAC address authentication.
Answer: D, E
Question: 172
What is the purpose of Mesh Clusters?
A. To separate Mesh points and Mesh Portals
B. To make sure that mesh points and portals with the same VAPs are not in the
same cluster
C. To create a group of mesh points and mesh portals that create mesh links with
each other using the same 802.11 connection settings
D. To cluster mesh APs of the same model together
Answer: C
Question: 173
A company purchased an indoor mesh deployment using the 620 controller and
the AP 125 models, where 5 APs will be deployed on a floor to provide wireless
internet access for users. Users may open VPN tunnels using software clients
over the wireless network to a 3rd party VPN concentrator overseas. The
company wants to limit wireless user access to NetBIOS over TCP traffic locally
and VPN traffic overseas.Which licenses will be necessary for this deployment?
B. Base AOS, AP Capacity, PEF-NG
C. Base AOS, AP Capacity, PEF-NG, VPN
D. Base AOS, AP Capacity
Answer: B
Question: 174
When deploying Remote Mesh Portals, what is one of the purposes of the Mesh
Private VLAN?
A. To separate wireless user traffic coming from mesh networks from non-mesh
B. To tag mesh wireless user traffic on a particular AP
C. To allow Mesh Points to form private vlan networks with certain users
D. To tag control plane traffic from Mesh points to the controller
Answer: D
Question: 175
A network administrator runs a 'show ap mesh topology' command on an Aruba
620 controller. Which of the following information would he be able to obtain?
Choose all that apply.
A. The number of mesh nodes in the network
B. The channel settings of each mesh node
C. The parent of each mesh node
D. The number of hops each mesh points has to make to reach the mesh portal
Answer: A, C, D
Question: 176
How does Aruba's infrastructure calculate location?
B. RF Fingerprinting
C. RSSI triangulation
Answer: C
Question: 177
You want to locate a wireless device on the controller GUI. You go to the
Clients list from the Monitoring tab and click the Locate button but the
controller is unable to locate the client. Which could be the possible reasons for
the error? (Choose all of the correct answers.)
A. No floor plan exists
B. Only 2 APs can hear the client
C. The client is not a valid client
D. No client was selected
Answer: A, B, D
Question: 178
Which of the following needs to be done prior to attempting to use the GUI
quick setup of a factory defaulted Aruba S3500 Mobility Access Switch?
A. Set the S3500 IP address to the range
B. Quick-Setup needs to be enabled on the LCD Panel
C. Connect the S3500 to the network for DHCP
D. Set the laptop IP address to the range
Answer: B
Question: 179
Which two factors are important when choosing a controller model to support
tunneled node?
A. Number of Wired Aps
B. Controller configuration
C. Number of Tunneled Ports
D. Layer 3 network architecture
Answer: A, C
Question: 180
In tunneled node configuration the Aruba 3500 mobility access switch acts as a?
A. Authentication server
B. Security gateway
C. Wired to Wireless AP
D. Wired AP
Answer: D
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Aruba Professional syllabus - BingNews Search results Aruba Professional syllabus - BingNews Course Syllabus Information

Research indicates that syllabi can increase student motivation and create equitable learning environments through transparency about key expectations for student learning and engagement. Consistent with the University’s Course Syllabus Policy, all courses at Saint Louis University are expected to have a syllabus, and all syllabi are expected to provide students with basic information about key aspects of the course.

Below are the required syllabus components for all SLU courses, as well as recommended syllabus components and other considerations that can enhance syllabi. Click the down arrows next to each header to expand the text and learn more. 

Please note: Academic units and programs (like the University Core) may require you to include additional information in your syllabus. Please check with program leaders if you need information about additional, program-specific syllabus content you should include. 

Required Syllabus Components

The University's Course Syllabus Policy aims to ensure that all students have access to consistent information about their courses and about University-level policies. The policy identifies nine components that must be a part of every course syllabus. These nine components constitute a minimum; academic units may require additional components, and instructors may choose to include other information. The policy specifies the information that must be included in every course syllabus, but it does not dictate a particular format or order for how this information is presented in a syllabus.  Academic units may require additional components to be included in course syllabi, and individual instructors certainly will want to add other course-specific information, as well. Required syllabus statements are available as a module in the Canvas Commons, for those who wish to import the statements directly into their Canvas courses. Click here for a printer-friendly version.

1. Course Information

a. Course number/section
b. Course meeting time(s) [if applicable]
c. Location [if applicable]
d. Pre-requisites/Co-requisites [if applicable]
e. Catalog Course Description

2. Instructor Information

a. Instructor name (including TA and peer instructors, if applicable)
b. Where, when, and how to contact the instructor

3. Learning

a. List course learning outcomes, objectives, and/or competencies

4. Required Materials and/or Equipment

a. Textbooks and/or course texts
b. Other materials and/or equipment (e.g., calculators, art supplies, lab safety equipment, medical equipment, hardware requirements, software access, virtual proctoring requirements, digital storage devices, special clothing, musical instruments, etc.)

5. Evaluation and Grading

a. List of components on which students will be evaluated (e.g., exams, projects, essays, participation, presentations, etc.)
b. Grading scale(s) governing the course
c. Policy on late or missing work/exams
d. Penalties on missed classes and/or tardiness [if applicable]
e. Catalog Course Description

8. Disability Accommodations

Insert and/or link to the required Disability Accommodations Syllabus Statement
Note: Due to accreditation requirements, regulatory differences, and/or location-specific resources, the School of Law, the School of Medicine, and SLU Madrid have their own standard language for syllabus statements related to disability accommodations. Faculty in those units should seek guidance for syllabus requirements from their dean's office.

9. Title IX

Insert and/or link to the required Title IX Syllabus Statement
Note: Due to accreditation requirements, regulatory differences, and/or location-specific resources, the School of Law, the School of Medicine, and SLU Madrid have their own standard language for syllabus statements related to Title IX. Faculty in those units should seek guidance for syllabus requirements from their dean's office.

Recommended Syllabus Components

In addition to the nine required components listed above, many instructors also find it useful to include information about or guidance on a range of other topics. The following list is drawn from common practices at SLU, as well as from the literature on effective syllabus construction and on creating inclusive courses that support student learning and success. This list is by no means exhaustive or in order of priority. Note: For some academic units, items on this list also may be required. Click here for a printer-friendly version.

Other Course Information
  • An expanded description of the course, its priorities, key concepts, etc.
  • Course schedule with due dates for assignments, exams, reading, and other activities
  • Disclaimer about the possibility of changes to the course schedule
Information about Learning Activities/Assignments
  • Description of informal learning activities students will engage in (e.g., informal in-class activities, participation expectations, service-learning experiences, etc.)
  • Articulation of the link between course assignments/activities and state learning outcomes, objectives, and/or competencies
Additional Information about Academic Honesty
  • Unit-level academic honesty policies and practices [if applicable]
  • Course-specific guidance on academic honesty
  • Statements of professional ethics or codes of conduct [if applicable]
Other Course-Specific Information
  • Insert a basic needs security syllabus statement (like this one, which was developed at SLU to alert students to campus resources for things like food and shelter insecurity)
  • Course etiquette/civility policies or other expectations about interactions between and among members of the class
    • With a significant number of SLU courses now being conducted via various distance education modalities, a University-wide recommended syllabus statement on distance education etiquette is warranted. This statement is recommended for all syllabi for all courses at all locations (except the Madrid Campus) offered by the colleges/schools and other academic units reporting to the University Provost.
  • Information about what will happen in cases of inclement weather
  • Information about relevant safety/security protocols and procedures (e.g., location of eye wash stations, active shooter response, etc.)
  • Distinction between "excused" and "unexcused" absences [if applicable and consistent with University attendance policy]
  • Statement that student work in the course may be used in course/program assessment
  • Information about requirements for experiential/off-campus learning (e.g., liability waiver, background check, internship learning contract, service expectations, etc.)

Other Considerations for Course Syllabi

Below are additional suggestions drawn from the literature on effective syllabus construction and adopted by some SLU instructors. The Reinert Center for Transformative Teaching and Learning can assist instructors who wish to learn more about items on this list. The Reinert Center website also may provide additional information about these considerations. Click here for a printer-friendly version.

Consider Adding a Graphic Syllabus

A graphic/visual representation of the major components of a course can help students connect to the larger purpose of a course and/or to better understand the relationships among the components of the course. Learn more about the content of a graphic syllabus here.

Share your Teaching Philosophy

Sharing a brief description of your philosophy of teaching can give students a way of understanding what they will experience in your course and why.

Articulate What Constitutes Engagement in Your Course

Explaining what constitutes successful "engagement" or "participation" in your course helps to make those expectations explicit and visible for all learners. This can be especially helpful for first-generation and international students, as well as others whose backgrounds may not have prepared them well to understand the "hidden rules" of successful academic engagement.

Share Tips for Success

Consider sharing tips for how to be successful in the course. For example, you might provide guidance on effective study strategies for your particular content area or tips for how to read course content effectively. Generic study or reading strategies may not work for your particular discipline or the kinds of concepts or texts you teach. Being transparent about what successful students do in your course or your discipline can help students meet your high expectations.

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Syllabus and Course Development

For a better experience, click the Compatibility Mode icon above to turn off Compatibility Mode, which is only for viewing older websites.

The Teaching and Learning Center (TLC) supports Drexel University instructors in course development, including the development of course learning goals and the design of assessments and learning activities to meet those goals. This site provides links to a number of resources that can assist instructors in that process, as well as links to important policies and information that instructors at Drexel should use in the creation of their syllabi. In addition to these resources, TLC consultants are available for individual consultations at any stage of the course and syllabus development process.

Drexel University Policies and Practices

Drexel University Student Services

Strategies and Best Practices

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HBSE Class 10 Syllabus 2023-24: Download PDFs for all Subjects

HBSE Syllabus for Class 10: This article covers HBSE Syllabus in full detail for all Class 10 subjects. You can use the PDF download links attached below, to view syllabuses for all your subjects and save them for future reference. The HBSE Class 10 syllabus 2023-2024 is primarily for students of the current academic year 2023-2024 who are also potential aspirants for Class 10 Board exams in 2024. Haryana Board Class 10 Syllabus 2023-2024 will direct students in the right method of preparation. 

Download HBSE Class 10 Syllabus2024

Haryana Board Syllabus Class 10: Haryana Board has now released its Class 10 Syllabus for academic session 2023-24. Here, we have attached detailed syllabuses for all Class 10 subjects. Please, use the PDF download links to save the syllabus for future reference. This syllabus will assist you in your preparation for HBSE Board Exam 2024.

In-detail syllabus for subjects along with the question paper design for the BHSE Board Exam 2024 are present here. You can view the syllabus in either English or Hindi, at your convenience. The syllabus for the HBSE Class 10 Board Exam has been segregated into three parts. The annual examination for all the core subjects will be for 60 marks, practical assignments will be for 20 marks and internal assessments will be for 20 marks. The syllabus will enhance your preparation strategy thus paving the way for getting higher marks in the examination. 

Shiv Khera

The syllabus also known as the curriculum happens to be the most basic and essential study material in preparation for the HBSE Class 10 board exam. It will not only provide students with the right information about what is to be studied but will also assist them in creating a perfect preparation strategy for the exam. 



 Annual Examination


Practical Assessment


Internal Assessment


We have provided you with links to Syllabuses for all Class 10 Subjects. Click on the link beside your subject and download it for future reference. In order to score well in the HBSE Board Exam 2024 students will have to perform well in all internal assessments and practical assessments, along with Annual Examinations. 

Preparation for board examinations is a crucial element for scoring good marks. Students should not only focus on the syllabus and sample papers for the current year but previous year question papers should also be looked into. They play an equally important role in perfect preparation for Board Exams. In fact, students should pay attention to all the study resources made available to them by the HBSE education board. 

Also Find:

HBSE Class 10 & 12 Syllabus(2023-2024)

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Purdue Syllabus Guidelines

Constructing a syllabus is an important component of the course design process. The following materials reflect a research-supported framework to help create a pathway to success in your course. Each semester, Innovative Learning reviews the syllabus framework, identifying needed updates and resources.

The Word files linked below outline Required and Recommended components for your syllabus. Many of these components are already in your Brightspace shell. They just need updates specific to your course. The files below include language that comes directly from University policies or is suggested by the University Senate or specific units. Other sample language reflects an autonomy-supportive classroom that can influence student perception and performance (Young-Jones, Levesque, Fursa & McCain 2019). Italicized text indicates notes to instructors. Plain text provides examples of language.

Tips for creating your syllabus:

  • Don’t revise what you don’t have to. Resources listed under University Policies and Statements and the Student Services widget in the Brightspace shell are updated each semester and automatically populated. You may call these resources to your students’ attention.
  • Instructors cannot see the Student Services widget in Brightspace, but you can see the most recent version of it here.
  • Feel free to add additional resources that might help your students to your syllabus.

Once your syllabus is complete, please also upload it to Purdue’s Course Insights syllabus archiving system. For questions related to the syllabus framework, email

Note: The Purdue syllabus guidelines are influenced by Instruction Matters: Purdue Academic Course Transformation (IMPACT) and the resources available through Purdue’s Brightspace learning management system (LMS). It also addresses criteria of the valid and reliable syllabus rubric published by the University of Virginia Center for Teaching Excellence (Palmer, Bach & Streifer 2017). Components fall under five categories: 1) Essential course information, instructor contact information, and course description, 2) Specific, student-centered learning outcomes and objectives that are clear, articulated and measurable (Bristol et al 2019), 3) Assessment strategies for all graded assignments that make explicit connections between learning outcomes, activities, and content, 4) Pedagogical approaches and activities that help students achieve the course outcomes and objectives, and 5) Policies and approaches that foster engaging, student-centered learning environments.


Adena Young-Jones, Chantal Levesque, Sophie Fursa & Jason McCain (2019): Autonomy-supportive language in the syllabus: supporting students from the first day. Teaching in Higher Education. DOI: 10.1080/13562517.2019.1661375.

Levesque-Bristol, C., Flierl, M., Zywicki, C., Parker, L.C., Connor, C., Guberman, D., Nelson, D., Maybee, C., Bonem, E., FitzSimmons, J., & Lott, E. (2019). Creating Student-Centered Learning Environments and Changing Teaching Culture: Purdue University’s IMPACT Program. National Institute for Learning Outcomes Assessment (NILOA).

Palmer, M. S., Bach, D. J., & Streifer, A. C. (2014). Measuring the promise: A learning‐focused syllabus rubric. To Improve the Academy: A Journal of Educational Development, 33 (1), 14-36.

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Aruba profile

A tourist magnet and a fuel exporter, Aruba is an autonomous territory of the Netherlands and one of the most prosperous territories in the Caribbean.

Colonised by the Dutch in the 17th Century, Aruba lies 25km north of the coast of Venezuela. Away from the beaches, hotels and casinos, much of the island is desert-like but a strong indigenous heritage, colonisation and Latin American influence have given it a distinctive social and linguistic character.

A gold rush in the 1820s triggered an economic boom, with an oil refinery opening a century later. Its temporary closure in 1985 sparked an economic crisis and Aruba has since invested in tourism which is its economic mainstay.

Aruba is susceptible to drug smuggling and illegal immigration but has passed laws to combat money-laundering.

In 1986 Aruba pulled out of the Netherlands Antilles - a federation of Dutch Caribbean territories - and obtained separate status within the Kingdom of the Netherlands. The Dutch government controls defence and foreign affairs while the island's government handles local matters.

Head of state: The King of the Netherlands, represented by a governor.

Prime minister: Evelyn Wever-Croes

Evelyn Wever-Croes was sworn in as Aruba's first female prime minister in November 2017.

A former tax lawyer, Wever-Croes began her political career in 2009 when she was elected to parliament as a member of the People's Electoral Movement (MEP). After only two years, she was elected to lead the party.

Under her leadership, the MEP won nine seats in the 2017 parliamentary elections, which allowed her to form a government with her coalition partners, Pueblo Orguyoso y Respeta (POR) and RED Democratico (RED).

She was returned to power after the June 2021 parliamentary elections at the head of a coalition government, as no party won an absolute majority.

Aruba observes freedom of the press, as guaranteed under Dutch law. The mostly widely-read newspapers are in the Papiamento language.

There are two commercial TV stations. A cable TV subscription service provides access to foreign channels and there are a wide range of commercial radio stations available.

Some key dates in Aruba's history:

2500 BC-1515 - First inhabited by Amerindians of the Arawak tribe.

1499 - Spanish explorer Alonso de Ojeda discovers the island and claims it for Spain.

1636 - Aruba is colonised by the Dutch and forms part of the Dutch West India Company.

1806 - Aruba comes under British rule during the Napoleonic Was but is returned to the Dutch in 1816.

1954 - Aruba becomes part of the autonomous federation of the Netherlands Antilles.

1971 - Pro-independence struggle led by the People's Electoral Movement party (MEP) seek separation from Dutch Antilles administration.

1986 - Aruba obtains autonomous status within the Dutch kingdom.

1990 - Transition to full independence is postponed indefinitely at Aruba's request.

1996 - Aruba is included on US list of major drug-producing or transit countries.

2009 - OECD removes Aruba from an international list of uncooperative tax havens after it improves standards of transparency.

2017 - Evelyn Wever-Croes is sworn in as Aruba's first female prime minister.

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Best Resorts in Aruba No result found, try new keyword!Ranked on critic, traveler & class ratings. Ranked on critic, traveler & class ratings. Ranked on critic, traveler & class ratings. Navigate forward to interact with the calendar and select a date ... Tue, 31 Jul 2018 13:43:00 -0500 Continuing and Professional Programs

Our School of Professional Studies offers many of the certificates and degree programs listed below, with evening and online options available. Other part-time options are offered through our professional schools. Click on a program name to view more detailed information on its website.

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Best Times To Visit Aruba No result found, try new keyword!The best time to visit Aruba is from April to August – a huge window of time when the island's high prices take a holiday. However, there's no bad time to visit Aruba; the temperature remains ... Thu, 09 Nov 2023 10:01:00 -0600 Syllabus Development

The Syllabus area of the myCourses course template is organized into the following sections:

  1. Course Information and Expectations
  2. Instructor Contact Information
  3. Course Requirements and Resources
  4. Activities and Assignments
  5. Assessment and Grading
  6. Course Policies
  7. Course Schedule

Much of the information needed for the Course Information and Expectations section—particularly the all-important learning outcomes and assessment methods—should be taken directly from the official Course Outline Form for your assigned course(s). Your department chair or program head can provide you with the form(s) and guidance on what is and is not modifiable in the transition to a course syllabus. If you are designing a new course, however, you will need to successfully complete the RIT course proposal process. 

Before completing the Course Policies section, we encourage you to first consult our companion webpage, RIT Policies for Your Syllabus. The External Resources section (below) provides helpful information, advice, and examples for developing the remaining sections of your syllabus.

Regardless of where you are in the syllabus-design process, you can always request one-on-one consultations with a CTL staff member.

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