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My Experience as a Transfer Student during a Global Pandemic

Photos courtesy of Kelsey Martirano (COM’23)

Student Voices

My Experience as a Transfer Student during a Global Pandemic A Class of 2023 member reflects on her journey to BU in the midst of worldwide turmoil

With the 2023-2023 school year slowly approaching, I found myself reminiscing over the past year and a half. The pandemic undoubtedly tilted life as we knew it on its axis, and like everyone else, I spent much of the last 18 months indoors. However, unlike many, I transferred schools amid the COVID-19 global pandemic, making for a unique experience.

For a bit of context, I applied to transfer to Boston University in January 2023, with the hope of being admitted and attending BU that fall. At the time, I had no idea how much the world, and my life, would change just two months later.

After being admitted to BU’s Class of 2023, I found myself in a rather complex situation. Do I move to campus or stay remote? The fall of 2023 presented many students with a difficult choice, with mine being no exception. However, as a new student, knowing next to no one at BU, I struggled to determine the best plan for me socially and academically. Ultimately, I settled on learning remotely that fall with the determination to move to Boston in spring 2023.

“Regardless of the pandemic, transferring is one giant leap of faith, with its own set of challenges.”

– Kelsey Martirano (COM’23)

Once I found a roommate, thanks to the Boston University Class of 2023 Facebook Group, I scheduled my move-in for that January. After weeks of preparation, I packed up my dad’s truck and moved into what I believe is one of the tiniest dorm rooms on Bay State Road.

Regardless of the pandemic, transferring is one giant leap of faith, with its own set of challenges. On top of it all, I had never lived in a large city like Boston, which came with its own adjustments, such as navigating the MBTA, known to Bostonians as the “T,” and adapting to the never-ending city noise. Eventually, I figured it out, not without a few bumps along the way.

Acclimating to life at Boston University was rather interesting, as I heard students and faculty reminisce about a version of BU that I never knew. I only knew BU’s campus and classrooms as socially distanced, mask-wearing, and green badge–requiring places. Luckily, I was able to meet other transfer students who felt the same.

When comparing the social and academic difficulties that come with transferring, I found comfort in the kindness shown to me at BU. As I adjusted to my classes, I encountered challenges here and there, yet the professors I had were more than accommodating and understanding, which I am still so grateful for. Similarly, I found amazing people who went out of their way to make space for me despite already having their own friend groups.

With all of that said, I want to be transparent and reiterate that it was by no means easy. There were callous times along the way, and while lots of things are simply out of our control, I inevitably had to decide if those things were going to define me and my experience. I am a firm believer that everything happens for a reason, but there are defining moments in life where you have to determine which path you’re going to take. While transferring was not the easier path, it is the path I knew I needed to take, and I’m so glad I did.

When looking back over the past 18 months, I have overwhelming thoughts and feelings, and while the future is still uncertain, I think it’s safe to say that we have all come a very long way. I have immense pride for my fellow transfers and myself for the leap of faith we all decided to take during unprecedented times.

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Buying A Oneplus One With Invitation Vs From A Reseller My Experience

If you have been following the news, hype, reviews and scandals, you are probably chomping at the bit to get your hands on the OnePlus One, and as you all already know it isn’t as simple as just ordering the phone online.

For those of you outside of China the OnePlus One can only be bought officially from OnePlus after receiving an invitation. Just getting an invite takes months so it is not surprising to see fans order directly from China.

For your information I have been fortunate enough to order the OnePlus One with an invitation and also from a Chinese reseller. My views, opinions and experience of both are below.

Buying the OnePlus One from OnePlus with invitation

First step to buying the OnePlus One officially through OnePlus was to get an invitation. I was lucky enough to receive an invite from a fan of

Once the order was complete and all paid for all I had to do was wait. Wait I did until I, and many other customers, received the email saying that due to design choices on the rear of the Oneplus One the phone would be delayed for 2 weeks as customs wouldn’t release them. To apologise for the delay OnePlus offered us a free case, this still hasn’t arrived.

Not wanting to wait any longer I paid the 50 Euros tax and sent the receipts to OnePlus who said they would refund me soon. That was 2 weeks ago and still nothing.

At least I had my phone right? Yes, but why was my OnePlus set up in French Canadian when it arrived? Why didn’t I get the normal set up screen on first boot? This suggests to me I am not the only person to have receive this phone….

OnePlus One Global version unboxing

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Buying the OnePlus One from a Chinese reseller

Choosing a reseller to buy from was quite easy. chúng tôi (they also run sites in a number of European languages) contacted me saying they had stock, and so I decided to use them.

No invitation was needed to buy from Lenteen, and once I added the phone to my shopping basket I paid for the phone and shipping and waited. The next day I received an email with order confirmation and the tracking number, again using DHL.

One week passed and an SMS to my phone indicated I had to pay customs on my phone. I was still in the UK and the customs cost was just £3. The next day I had the Chinese version of the OnePlus One in my hands.

Lenteen even offered to install CM11S for me at no extra charge, and were kind enough to send instructions to me on how to do it when I told them I would install the ROM myself.

Buying a OnePlus One from a reseller vs. officially my experience – Conclusion

In my own personal experience, ordering the OnePlus One directly from China was simpler, faster, cheaper and generally a more enjoyable experience. On the other hand I am still waiting for my free cover from OnePlus Global and also my customs refund. Not to mention the mystery as to why my phone seemed to have already been used.


Will the Chinese OnePlus One word for me?

What are the differences between the Chinese and Global OnePlus One?

Create A Student Learning Loop In Your Cohort

I recently finished teaching my first cohort-based course, the first edition of Pro Sheets Accelerator.

Pro Sheets Accelerator is a live cohort-based course, where students go through the experience together over the course of 5 weeks. We had 37 students in this first cohort.

Rather than watching pre-recorded course videos alone, students met multiple times a week to learn together in a live setting on Google Meet. In addition, we had office hours, guest sessions, a community platform for Q&A, weekly recaps, templates, and replays of the live sessions online.

If video courses are all about the content and information, then cohort-based courses are all about community, accountability, and transformation.

The Cohort-Based Course Student Learning Loop

The Student Learning Loop is a mechanism in your course to facilitate student transformations.

Cohort students pay a premium so they expect a premium outcome. They want to be transformed by the experience.

As the teacher/facilitator you have to create the mechanisms that enable students to have these transformative experiences.

There are countless videos on YouTube teaching your topic, so instead, you have to create an environment where students can undergo a transformation. Watching a YouTube video shows you a new technique. Attending a live session and participating gets you implementing a new technique. For many folks, this makes a big difference.

Let’s walk through the full cohort-based course Student Learning Loop, using specific examples from my Pro Sheets Accelerator course.

Student Learning Loop Phase 1: Learning

Learning happens in the first half of the Student Learning Loop, represented by the blue arc in this diagram:

The goal here is to get students into the zone of proximal development. To take them outside their comfort zones and stretch their abilities, but not so far that you lose them.

There’s a sweet spot where the majority of your students will be fully absorbed and learning.

There are two components in this phase:

live sessions

community forum for Q&A

Live Sessions

How do you conduct an engaging live session teaching technical topics via Google Meet or Zoom?

The key is to make it active with frequent state changes.

You can break up long slide monologues with demos, exercises, and breakout rooms.

A typical 90-minute Pro Sheets Accelerator session looked like this:

Ben introduction to reinforce the journey and introduce the first new topic (10 minutes)

Ben live demo in a Google Sheet or Apps Script (10 minutes)

Student exercise (or breakout room) to practice themselves (20 minutes)

Topic consolidation and Q&A as a whole group (10 minutes)

Ben slides to introduce the second new topic (5 minutes)

Ben live demo of second new topic (10 minutes)

Second student exercise or breakout room (15 minutes)

Topic consolidation and Q&A as a whole group (5 minutes)

Closing discussion: recap what we learned today (5 minutes)

Frequent activities keep the students engaged, which makes for an effective learning environment.

Community Forum For Q&A

Hands up if you’ve thought of great questions after a live session?

Of course you have! We’ve all been there.

Not only that but some students aren’t comfortable asking questions in front of a group. And sometimes students miss a live session but still want to ask questions.

So it’s critical to have a place for students to ask questions about the materials asynchronously, outside the live sessions.

I use the community platform Circle to host the Pro Sheets Accelerator community. It’s an amazing tool that let me create a welcoming space for students to ask their questions.

Here’s an example of the asynchronous learning process from Pro Sheets Accelerator:

IFS, SWITCH, and CHOOSE Functions Example

We covered the IFS function, SWITCH function, and CHOOSE function as part of session 4, in week 2. For many students, these were new functions so they were definitely outside their comfort zones during the live session demo and exercises.

After class, students practiced using these functions in their own work and could ask questions in our Circle forum:

In this particular example, a fellow student helped answer the question.

This peer coaching is another example of the value of cohort-based courses. Everyone is both a student and a teacher, bringing their own unique skills and experiences to the table.

Student Learning Loop Phase 2: Assimilation and Application

The second half of the Student Learning Loop happens when students incorporate information from the live sessions into their own workflows.

Both the office hours and the community forum help students do this effectively.

This is the second half of the Student Learning Loop, shown in green:

Student learning doesn’t stop once the lesson ends.

In fact, it’s really just the beginning.

True learning happens when students apply knowledge from the lessons to their own specific situations. Students benefit enormously from rapid feedback, so they don’t get stuck for long and learn quickly from their mistakes.

There are three components in this phase:

live office hours

more questions in the community forum

replays of live sessions

Live Office Hours

In Pro Sheets, we had live weekly office hours. These were 90-minute, drop-in, unstructured sessions where students could ask whatever questions they wanted.

They were a place for students to ask specific questions from their own domains.

We used a Google Sheet to collect questions, which then served as a repository of that knowledge for future reference.

More Questions in the Community Forum

Throughout phase 2, students have lots of questions so the community plays an integral part in the assimilation and application of knowledge.

Students deepen their knowledge by asking and answering each other’s questions in the community forum.

Students also share their work wins with the community to get the validation they’re on track, which builds their confidence and reinforces the learning experience.

QUERY Function Example

For example, in week 2, I covered how to use the QUERY function to solve a challenging data analysis problem. The students were given a dataset of fires in New York State and asked to answer the question:

What is the average fire length in days, by county?

It was a challenging question because it required a query on top of another query (akin to a sub-query in SQL).

And here’s one student sharing their answer with the community:

Replays and Templates

I use Teachable to host my on-demand video courses so it was a natural place to also host the video replays of the live session recordings for the Pro Sheets Accelerator course.

Teachable allows me to present the video recordings in a syllabus, with links to all of the template files.

Students have lifetime access to these video recordings and templates, so they can watch the live session replays and review topics as many times as they want.

This repetition helps cement the understanding.

Completing the Loop

Some students will progress through the loop multiple times a week, on the back of every live session. Others might progress at a slower pace and go through the loop once a week, whilst for others, it might happen a couple of times throughout the whole course.

Students undergo a transformation when they go through the learning loop. They return to work with new abilities and newfound confidence.

And that is the north star outcome we’re aiming for as course creators.

Evidence of A Transformation

“If you can’t measure it, you can’t improve it.” – Peter Drucker

I used Google Forms to conduct pre-course and post-course surveys, so I could measure and understand the transformation occurring at different stages of the Student Learning Loop framework.

In the post-course feedback form, I asked lots of questions, including what was the most valuable thing about the course, what they liked about the Circle community, the project, and the office hours. Here are some of the answers for Pro Sheets:

“It was great to work on a project during the week knowing that if I got stuck I could ask for help on Friday [office hours].”

“I’m really enjoying the course. I find myself thinking about the subject matter at odd hours, so it’s really taking root in my head.”

“Everyone in Circle was SO HELPFUL! And I loved seeing other peoples’ projects and questions. I got so many new ideas and perspectives. I also loved that in Circle we could build off of each others’ ideas. Like, the “Adding Notes” topic – you started with the basic idea but then so many people chimed in to make improvements. I have that script in at least 3 of my sheets now!”

“The workflow and BAR models are very useful concepts that I knew in a practical sense but needed to see more concretely. I feel like I moved forward on Array formulas, queries, custom functions, and Index-Match-Match.”

See also: 5 Insights From Taking A Live Cohort-Based Course

My Twitter thread on the life cycle of Pro Sheets Accelerator, from conception to the post-course survey.

What’s next for Pro Sheets Accelerator?

This fall, I’m running the Pro Sheets Accelerator course again.

Hop onto my mailing list if you want to stay in the loop on both these courses.

Evaluating Student Performance In A Remote Learning Environment

While some students are fully engaged in remote learning, others are struggling to keep up. To take the pressure off educators dealing with unexpected challenges, many states waived high-stakes standardized tests last spring, and there’s a push to do the same for the 2023-2023 school year. Everywhere, K-12 districts are reevaluating their learning standards and goals, and teachers are using unique strategies to evaluate student progress — strategies that go beyond traditional assessments.

Here’s how you adapt your student assessments to a remote learning environment.

Rethinking standards and assessments

Competency- and project-based assessments

Formative assessments

Collaborative assignments

Summative assessments

Rethinking standards and assessments

Before teachers can craft effective remote learning assessments, education leaders need to take a step back and evaluate existing learning standards.

“There needs to be a reconceptualization about what assessments need to look like and what they should demonstrate,” explains Miguel Gonzales, professor of educational policy and leadership at the University of Nevada, Las Vegas. “Students need to show mastery in a different way.”

To avoid problems with cheating and academic dishonesty, teachers should consider designing assessments based on projects, performances or collaborative efforts rather than rote responses. Here’s a closer look at five types of student assessments that you can adapt to remote learning:

1. Competency- and project-based assessments

Performance tasks are competency-based assessments that allow students to demonstrate their knowledge and apply their skills in realistic scenarios. Performance is typically associated with music, dance and sports, but the idea works in other disciplines with open-ended tasks that don’t depend on a single correct answer.

In a remote learning environment, a teacher might ask students to research the topography and infrastructure of an area and make recommendations about where a new resident should build a home. Using this kind of task as an assessment tool gives teachers insights about how well each student can think critically, consider multiple variables, research with technology tools and formulate a logical conclusion in a written or oral presentation. Performance tasks can also link subject areas and show students real-world ways to apply their knowledge.

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Like performance tasks, project-based assessments ask students to tackle a problem and use multiple strategies to arrive at a solution. Project-based learning (PBL) typically results in a tangible product — for example, building a simple machine or writing a song. Allowing students to create something promotes personal pride in their accomplishments, and using projects as assessments can be especially helpful during remote learning. If you plan to use a project-based assignment as an assessment, create a rubric to share with students before they begin.

2. Formative assessments

Formative assessments are designed to help teachers check in with students along their learning path. These assessments can take the form of quick, open-ended questions, verbal check-ins or group discussions. Formative assessments are a great way for students to assess their own progress, and these assessments are easily adaptable for remote learning. Google Classroom includes several tools for formative assessments, including options to create questions, quizzes and polls.

3. Collaborative assignments

Collaboration is a key skill in every career, and remote collaboration is becoming ubiquitous in today’s workforce. While students are engaged in remote learning, it’s a great time to introduce them to remote collaboration tools such as videoconferencing, messaging and document sharing. Assigning project-based assignments that depend on collaborative efforts between small groups of students can help teachers gauge students’ technology literacy, as well as their ability to work together toward a shared goal and meet a deadline.

To maximize the effectiveness of remote collaborative assignments, teachers should assign a student project manager to lead each group. Teachers should also make sure students know how to ask for help — through online messaging or through the videoconferencing app, if the class is in a meeting. Students will benefit from having a clear rubric for grading, projects that are easily broken into manageable parts and specific, team-oriented roles to play.

While hands-on collaborative projects are often difficult over videoconference, many STEM projects — from coding a game to building a robot — can be completed in a remote learning classroom. Student teams can share their finished projects with the class in a slideshow, an edited video or a live presentation.

4. Summative assessments

Most teachers are used to giving summative tests to students at the end of a chapter, unit or semester. Adapted to a remote learning environment, traditional summative assessments — with charts, multiple-choice or fill-in-the-blank questions — can still help gauge student progress.

The most obvious complication is accountability. While some apps and Google Classroom features can lock down student devices during exams, how can you be sure a student isn’t consulting their notes or looking up answers on another device? Ultimately, you can’t be sure, so more weight should be given to open-ended essay questions and project-based assessments. When the lion’s share of a student’s grade no longer hangs on summative assessments, you can take into account the wider view of their academic progress.

5. State standardized tests

Even before the pandemic made remote learning a necessity, U.S. dependence on high-stakes standardized tests had garnered criticism from some education experts. Daniel Koretz, a professor at the Harvard Graduate School of Education, published a book in 2023 decrying what he calls the “charade” of standardized testing in America. Koretz urges responsible use of standardized tests — as a benchmark tool to gather data and improve instruction, not as a measuring stick. Other critics point to the time-consuming nature of most state tests, arguing that they take away valuable classroom time.

The federal government excused all states from standardized tests during the initial COVID-19 lockdowns in spring 2023. The California Teachers Association urged the state to suspend the California Assessment of Student Performance and Progress (CAASPP) in 2023, citing widespread inequities in technology and broadband access among students, and concerns about data validity for remotely administered tests. Other states have granted or are contemplating similar waivers, including South Carolina, Georgia, Illinois, Michigan and Oklahoma. Even in states that have removed high-stakes requirements, though, district leaders may still choose to conduct the tests remotely rather than face a two-year gap in statewide benchmark data.

Learning how to thrive remotely

Ultimately, assessing student progress during remote learning requires creative approaches, but it is possible — and can yield long-term benefits for educators and students alike.

“We should use school closure as a momentous moment to make significant changes in how we teach with technology, and how we evaluate instruction,” says Gonzales. “It’s time to return to more project- or portfolio-based assessments that allow students to think broadly and demonstrate their achievements.”

Remote and hybrid learning is likely to stick around for years to come. Explore the breadth of Samsung’s other remote learning solutions. If you need help securing funding for your technology purchase, our free guide to securing ed-tech grants can help.

Ariana Grande As A Fashion Icon

Ariana Grande is known for her unique fashion sense and has become a fashion icon for many young people. She often combines vintage and contemporary styles and is known for her love of oversized sweaters, miniskirts, and high-heeled boots. She also frequently wears her signature high ponytail and winged eyeliner. Grande has also collaborated with several fashion brands, including Reebok and Lipsy London, to create her own clothing and accessory lines.

Her look is often inspired by vintage fashion, particularly from the 1990s and early 2000s. Ariana often wears oversized sweaters, miniskirts, and high-heeled boots. Her signature high ponytail and winged eyeliner are also staples in her fashion style.

In addition to her fashion sense, Ariana Grande is also known for her love of designer clothing and accessories. She has been seen wearing pieces from luxury brands such as Gucci, Versace, and Christian Louboutin. Ariana has also collaborated with several fashion brands, including Reebok and Lipsy London, to create her own clothing and accessory lines. Overall, Ariana Grande has become a fashion icon for her unique style and her ability to blend different fashion trends into her own look. Many young people look up to her and draw inspiration from her fashion choices.

Ariana Grande’s Fashion Sense

Ariana Grande has a unique and distinct fashion sense that has evolved over the years. She is known for her ability to blend different fashion trends and styles into her own unique look. Some key elements of her fashion sense include −

Vintage-inspired Clothing − Ariana often incorporates vintage-inspired clothing into her wardrobe, such as oversized sweaters, miniskirts, and high-heeled boots. She frequently draws inspiration from 1990s and early 2000s fashion.

Streetwear and High Fashion − Ariana also mixes streetwear with high fashion in her looks. She often wears designer clothing and accessories from luxury brands such as Gucci, Versace, and Christian Louboutin, as well as from streetwear brands such as Supreme, Off-White, and BAPE.

Bold Colours and Patterns − Ariana is not afraid to experiment with different colours and patterns in her clothing. She often incorporates bright colours and bold patterns into her outfits, which helps her stand out.

Feminine and Girly − Ariana’s style is often seen as feminine and girly; she often wears dresses, skirts, and high heels.

Comfortable and Effortless − Ariana’s style is often described as comfortable and effortless; she often wears clothing that is easy to move in, which is a reflection of her busy schedule and performances.

In summary, Ariana Grande’s fashion sense is a unique blend of vintage and contemporary styles, which she combines with streetwear and high fashion. She is not afraid to experiment with different colours and patterns, and her style is often seen as feminine, girly, comfortable, and effortless.

How To Dress Like Arianna

To dress like Ariana Grande, you can try the following tips −

High ponytail − Ariana often wears her hair in a high ponytail, which is a signature look for her. This hairstyle can be achieved by pulling all of your hair up high on your head and securing it with a hair tie.

Winged eyeliner − Ariana’s winged eyeliner is another one of her signature looks. To create this look, you can use a liquid eyeliner to draw a line along your upper lash line and then wing it out at the corners to create a cat-eye effect.

Vintage-inspired clothing − Ariana often incorporates vintage-inspired clothing into her wardrobe, such as oversized sweaters, miniskirts, and high-heeled boots. You can try looking for these types of clothing items at vintage or second-hand stores.

Streetwear and High Fashion − Since Ariana also mixes streetwear and high fashion in her looks, you can try looking for streetwear brands such as Supreme, Off-White, and BAPE, as well as luxury brands like Gucci, Versace, and Christian Louboutin.

Experiment with different colours and patterns − Ariana is known for experimenting with different colours and patterns in her clothing. You can try incorporating different colours and patterns into your wardrobe to create a unique look.

Ariana Grande’s Most Famous Outfits

Ariana Grande has worn many iconic outfits throughout her career. Some of the most famous ones include −

The “7 Rings” pink dress − Ariana wore a pink tutu dress and matching heels in the music video for her hit single “7 Rings.” The dress was designed by Giambattista Valli and became one of the most iconic outfits of the year.

The “thank u, next” tracksuit − Ariana wore a white tracksuit with “thank u, next” written on the back in the music video for her hit single “thank u, next.” The tracksuit was designed by designer Adam Selman and became a popular fashion trend after the video’s release.

The “God Is a Woman” purple bodysuit − Ariana wore a purple bodysuit with matching boots in the music video for her single “God Is a Woman.” The bodysuit was designed by August Getty and became one of the most iconic outfits of the year.

The “Side to Side” cycling shorts − Ariana wore cycling shorts and a crop top in the music video for her single “Side to Side,” featuring Nicki Minaj; the look was sporty and became a trend.

The “Rain on Me” leather catsuit − Ariana wears a leather catsuit in the music video for her single “Rain on Me,” which features Lady Gaga. The catsuit was designed by Schott NYC and became one of the most iconic outfits of the year.

These are just a few examples of Ariana’s iconic outfits; throughout her career, she has worn many other memorable clothing and accessories that have become fashion trends.


Ariana Grande is a well-known fashion icon who has a unique and distinct fashion sense. She is known for her ability to blend different fashion trends and styles into her own look, and her style is often vintage-inspired with a mix of streetwear and high fashion. Ariana’s look is also characterised by her use of bold colours and patterns, her feminine and girly style, and her preference for comfortable and effortless clothing. Over the years, Ariana has worn many iconic outfits that have become fashion trends, and her fashion choices continue to inspire many young people.

Weekday As A Number In Javascript?

In this article, we are going learn about the weekday as a number in JavaScript with appropriate examples.

To get the weekday as a number, JavaScript has provided getDay() method. The getDay() is a method from Date object. The getDay() method returns a value between 0 to 6. For example, Sunday = 0, Monday =1, Tuesday =2, Wednesday = 3 and so on.

To get a better understanding, let’s look into the syntax and usage of getDay() method in JavaScript.


The syntax for getDay() method is −


Where, dateObject is an object created from date. This method returns a number between 0 to 6 (0 – Sunday, 1 – Monday, 2 – Tuesday, 3 – Wednesday, 4 – Thursday, 5 – Friday, 6 – Saturday).

Example 1

This is an example program to get the weekday of the current date as a number in JavaScript using getDay() method.

i.e. 0 – Sunday 1 – Monday …. 6 – Saturday . const date = new Date(); const day = date.getDay(); document.getElementById(“output”).innerHTML = ‘Week day as a number for the date : ‘ + date + ‘ is : ‘ + day;

On executing the above code, the following output is generated.

Example 2

This is an example program to get the weekday of the user-mentioned date as a number in JavaScript using getDay() mehod.

i.e. 0 – Sunday 1 – Monday …. 6 – Saturday . const date = new Date(“January 4 2001 04:04:04”); const day = date.getDay(); document.getElementById(“output”).innerHTML = ‘Week day as a number for the date : ‘ + date + ‘ is : ‘ + day;

On executing the above code, the following output is generated.

Example 3

This is an example program to define a user defined function that is based on Zeller’s congruence to get weekday as a number in JavaScript.

i.e. 0 – Sunday 1 – Monday …. 6 – Saturday . var dd,mm,yyyy; function calculateDay(dd, mm, yyyy) { const weekday = [“Sunday”, “Monday”, “Tuesday”, “Wednesday”, “Thursday”, “Friday”, “Saturday”]; const indexes_of_weekday = [0,1,2,3,4,5,6]; if (mm< 3) { mm += 12; yyyy–; } var h = (dd + parseInt(((mm + 1) * 26) / 10) + yyyy + parseInt(yyyy / 4) + 6 * parseInt(yyyy / 100) + parseInt(yyyy / 400) – 1) % 7; return indexes_of_weekday[h]; } var day = calculateDay(23,06,2023); document.getElementById(“output”).innerHTML = ‘The day is : ‘ + day;

On executing the above code, the following output is generated.

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