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File Search Engine Software
This document describes a file search engine that indexes files on a system to allow users to search for files by name or content. It discusses different indexing techniques considered for the project, including sparse, dense, hash, and tree indexing, and explains why multi-level indexing was implemented. Multi-level indexing uses three databases - the hard disk drive, a mirror database, and a cache database. The document also outlines some potential future work, such as adding specific search for music/video files and enabling searches across systems on a LAN.
Userland Hooking in Windows
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This document summarizes Ashley Etienne's research on celebrity politician Michel Martelly's impact on democratization in Haiti. The research examines Haitians' perceptions of Martelly's performance through interviews with professionals, domestic workers, and youth. While Martelly's government provided some infrastructure and social services, findings indicate political instability and corruption remain issues. There has been no concrete development of democratic institutions under Martelly. Overall, the research suggests Martelly has not significantly advanced democratization in Haiti.
Лекція зі снігових укриттів
Автор: Артем Соколов
Турклуб КПІ Глобус (www.tkg.org.ua)
Джерело: http://www.tkg.org.ua/node/9991
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File Search Engine Software
This document describes a file search engine that indexes files on a system to allow users to search for files by name or content. It discusses different indexing techniques considered for the project, including sparse, dense, hash, and tree indexing, and explains why multi-level indexing was implemented. Multi-level indexing uses three databases - the hard disk drive, a mirror database, and a cache database. The document also outlines some potential future work, such as adding specific search for music/video files and enabling searches across systems on a LAN.
Userland Hooking in Windows
This document is the first of a series of five articles relating to the art of hooking.
All: https://www.htbridge.ch/publications/
McNair Presentation4 (Kyeonghi Baek's conflicted copy 2015-06-24) (Ashley’s M...
This document summarizes Ashley Etienne's research on celebrity politician Michel Martelly's impact on democratization in Haiti. The research examines Haitians' perceptions of Martelly's performance through interviews with professionals, domestic workers, and youth. While Martelly's government provided some infrastructure and social services, findings indicate political instability and corruption remain issues. There has been no concrete development of democratic institutions under Martelly. Overall, the research suggests Martelly has not significantly advanced democratization in Haiti.
Лекція зі снігових укриттів
Автор: Артем Соколов
Турклуб КПІ Глобус (www.tkg.org.ua)
Джерело: http://www.tkg.org.ua/node/9991
Luigi Lorenzetti
Podcast de la conférence sur :
http://www.mediatheque.ch/wallis/forschungsforum-wallis-gesellschaft-territorium.html
Nuno tasso de figueiredo network assessment
Nuno Tasso de Figueiredo's top 5 leadership characteristics as determined by his network are: focusing on the bottom line, acting with honor and character, managing diverse relationships, understanding the business, and getting organized. The assessment also identifies potential blind spots in creating the new and different and getting work done through others, and provides suggestions for development in these areas. No hidden strengths were identified.
Abertura
A empresa de tecnologia anunciou um novo smartphone com câmera aprimorada, processador mais rápido e bateria de maior duração. O dispositivo também possui tela maior e armazenamento expansível. O lançamento está programado para o próximo mês com preço inicial sugerido abaixo do modelo anterior.
Dold earth leakage indicator
The document provides information on the VARIMETER RCM residual current monitor, including:
1. It has a compact design and can use an external or internal residual current transformer. It detects residual currents according to various standards.
2. It has adjustable tripping values from 10mA to 10A or 30A, a frequency range of 20-2000Hz, and adjustable time delays. It has LED indicators, test and reset buttons, and changeover contacts.
3. It is available in models for mounting in distribution systems or cabinets, with widths of 35mm or 105mm. Models use external or internal residual current transformers.
4. The document provides details on technical specifications, connections, functions,
8. tip 1 week 1
This document provides guidance for a technology integration practice where teachers create a first day introduction for students using online tools. Teachers can choose to either create an avatar and introduction using Voki.com, which has limitations for free accounts, or make a one-row comic using Pixton.com. The introduction is meant to be placed on the teacher's website as part of their welcome page for students. An example from a teacher named Kara using Voki.com is provided for reference.
5. course overview and purpose week 1
This course overview document introduces an education technology integration course. It asks students to recall a past example of a teacher using technology and to consider if it was good use. The document also states that the course is not about computer skills, but rather helping students make good decisions about technology integration. Additionally, it notes that technology does not always work and asks what students would do as teachers in that situation.
10. what's due week 1
This document outlines assignments due for EDUC W200 Week 1, including finishing a digital story script due by a certain date for 20 marks, and completing Class Prep #2 with details for Week 2, also due by a certain date.
9. digital story week 1
This document provides instructions for a digital story assignment worth 100 points. Students are asked to set up a script document for the digital story, finish describing the video, and submit the document. The document also provides a resource for inspiration on creating digital scenes.
7. create accounts week 1
The document outlines 3 tasks for an education course. Task 1 is to create accounts on Gmail, using a non-university email, and on Diigo. Task 2 is to set up a teacher website and ePortfolio using Google Site templates. Task 3 is to fill out a Google Form with account usernames to complete the class preparation. It also recommends signing up for additional cloud storage on Box.
6. shift week 1
This document outlines the themes that will be covered in an education course about technology and the shifts it requires of teachers. The course is divided into three units that will discuss: 1) how technology has changed the world and expectations for teachers, 2) how technology can facilitate different types of learning, and 3) how technology may impact teachers' professional roles. The overarching message is that technology and the surrounding world are constantly changing, so teachers must adapt in their use of technology to remain relevant for their students.
3. course expectations week 1
This document outlines the expectations and structure for an education course. It includes:
- An overview of the syllabus, grading breakdown, major projects including a digital story, case analyses, and websites.
- Policies regarding attendance, late submissions, making up missed work.
- Information on where to find help and expectations for weekly class preparation, participation, and professionalism.
- Instructions on how to properly email the instructor with questions.
2. today's agenda week 1
This agenda covers an introduction to the course and expectations, practice creating online accounts and doing an introductory class discussion, and an overview of assignments due for the first week including creating a digital story.
4. ttl week 1
The Teaching Technology Lab provides technology integration help for education courses, potential workshops, and instructors' office hours. It is open Monday through Thursday from 10am to 5pm and Friday from 10:30am to 4pm in room ED2010. Students in an education course this week can follow signs to the Teaching Technology Lab for a field trip.
Shift 3
The document discusses adapting to technology changes in education. It provides two examples: Harrison Central High School which has a strong commitment to high tech tools for differentiated instruction, and an elementary school example where technology is fueling differentiated lessons. Readers are asked to consider their own technology experiences in previous schools and whether they would prefer to be a student in a highly technology-focused school.
9. digital story week 1
This document provides instructions for a digital story assignment worth 100 points. Students are asked to set up a script document for the digital story, finish describing the video, and submit the document. The document also provides a resource for inspiration on creating digital scenes.
10. what's due week 1
This document outlines assignments due for EDUC W200 Week 1, including finishing a digital story script due by a certain date for 20 marks, and completing Class Prep #2 with details for Week 2, also due by a certain date.
7. create accounts week 1
The document outlines 3 tasks for an education course. Task 1 is to create accounts on Gmail, using a non-university email, and on Diigo for compiling resources. Task 2 is to set up a teacher website and ePortfolio using Google Site templates. Task 3 is to fill out a Google Form with account usernames to complete the first class preparation. It also recommends setting up storage on Box for future projects.
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Nuno tasso de figueiredo network assessment
Nuno Tasso de Figueiredo's top 5 leadership characteristics as determined by his network are: focusing on the bottom line, acting with honor and character, managing diverse relationships, understanding the business, and getting organized. The assessment also identifies potential blind spots in creating the new and different and getting work done through others, and provides suggestions for development in these areas. No hidden strengths were identified.
Abertura
A empresa de tecnologia anunciou um novo smartphone com câmera aprimorada, processador mais rápido e bateria de maior duração. O dispositivo também possui tela maior e armazenamento expansível. O lançamento está programado para o próximo mês com preço inicial sugerido abaixo do modelo anterior.
Dold earth leakage indicator
The document provides information on the VARIMETER RCM residual current monitor, including:
1. It has a compact design and can use an external or internal residual current transformer. It detects residual currents according to various standards.
2. It has adjustable tripping values from 10mA to 10A or 30A, a frequency range of 20-2000Hz, and adjustable time delays. It has LED indicators, test and reset buttons, and changeover contacts.
3. It is available in models for mounting in distribution systems or cabinets, with widths of 35mm or 105mm. Models use external or internal residual current transformers.
4. The document provides details on technical specifications, connections, functions,
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8. tip 1 week 1
This document provides guidance for a technology integration practice where teachers create a first day introduction for students using online tools. Teachers can choose to either create an avatar and introduction using Voki.com, which has limitations for free accounts, or make a one-row comic using Pixton.com. The introduction is meant to be placed on the teacher's website as part of their welcome page for students. An example from a teacher named Kara using Voki.com is provided for reference.
5. course overview and purpose week 1
This course overview document introduces an education technology integration course. It asks students to recall a past example of a teacher using technology and to consider if it was good use. The document also states that the course is not about computer skills, but rather helping students make good decisions about technology integration. Additionally, it notes that technology does not always work and asks what students would do as teachers in that situation.
10. what's due week 1
This document outlines assignments due for EDUC W200 Week 1, including finishing a digital story script due by a certain date for 20 marks, and completing Class Prep #2 with details for Week 2, also due by a certain date.
9. digital story week 1
This document provides instructions for a digital story assignment worth 100 points. Students are asked to set up a script document for the digital story, finish describing the video, and submit the document. The document also provides a resource for inspiration on creating digital scenes.
7. create accounts week 1
The document outlines 3 tasks for an education course. Task 1 is to create accounts on Gmail, using a non-university email, and on Diigo. Task 2 is to set up a teacher website and ePortfolio using Google Site templates. Task 3 is to fill out a Google Form with account usernames to complete the class preparation. It also recommends signing up for additional cloud storage on Box.
6. shift week 1
This document outlines the themes that will be covered in an education course about technology and the shifts it requires of teachers. The course is divided into three units that will discuss: 1) how technology has changed the world and expectations for teachers, 2) how technology can facilitate different types of learning, and 3) how technology may impact teachers' professional roles. The overarching message is that technology and the surrounding world are constantly changing, so teachers must adapt in their use of technology to remain relevant for their students.
3. course expectations week 1
This document outlines the expectations and structure for an education course. It includes:
- An overview of the syllabus, grading breakdown, major projects including a digital story, case analyses, and websites.
- Policies regarding attendance, late submissions, making up missed work.
- Information on where to find help and expectations for weekly class preparation, participation, and professionalism.
- Instructions on how to properly email the instructor with questions.
2. today's agenda week 1
This agenda covers an introduction to the course and expectations, practice creating online accounts and doing an introductory class discussion, and an overview of assignments due for the first week including creating a digital story.
4. ttl week 1
The Teaching Technology Lab provides technology integration help for education courses, potential workshops, and instructors' office hours. It is open Monday through Thursday from 10am to 5pm and Friday from 10:30am to 4pm in room ED2010. Students in an education course this week can follow signs to the Teaching Technology Lab for a field trip.
Shift 3
The document discusses adapting to technology changes in education. It provides two examples: Harrison Central High School which has a strong commitment to high tech tools for differentiated instruction, and an elementary school example where technology is fueling differentiated lessons. Readers are asked to consider their own technology experiences in previous schools and whether they would prefer to be a student in a highly technology-focused school.
9. digital story week 1
This document provides instructions for a digital story assignment worth 100 points. Students are asked to set up a script document for the digital story, finish describing the video, and submit the document. The document also provides a resource for inspiration on creating digital scenes.
10. what's due week 1
This document outlines assignments due for EDUC W200 Week 1, including finishing a digital story script due by a certain date for 20 marks, and completing Class Prep #2 with details for Week 2, also due by a certain date.
7. create accounts week 1
The document outlines 3 tasks for an education course. Task 1 is to create accounts on Gmail, using a non-university email, and on Diigo for compiling resources. Task 2 is to set up a teacher website and ePortfolio using Google Site templates. Task 3 is to fill out a Google Form with account usernames to complete the first class preparation. It also recommends setting up storage on Box for future projects.
8. tip 1 week 1
This document provides guidance for a technology integration practice where teachers create a first day introduction for students using online tools. Teachers can choose to either create an avatar and introduction using Voki.com, which has limitations for free accounts, or make a one-row comic using Pixton.com. The introduction is meant to be placed on the teacher's website as part of their welcome page for students. An example from a teacher named Kara using Voki.com is provided for reference.
4. ttl week 1
The Teaching Technology Lab provides technology integration help for education courses, potential workshops, and instructors' office hours. It is open Monday through Thursday from 10am to 5pm and Friday from 10:30am to 4pm in room ED2010. Students in an education course this week can follow signs to the Teaching Technology Lab for a field trip.
2. today's agenda week 1
This agenda covers an introduction to the course and expectations, creating online accounts, an introductory class discussion, and an overview of assignments due for the first week of an education course. Technology integration and digital storytelling are also part of the planned activities.
3. course expectations week 1
This document outlines the expectations and structure for an education course. It includes:
- An overview of the syllabus, grading breakdown, major projects including a digital story, case analyses, and websites.
- Policies regarding attendance, late submissions, making up missed work.
- Information on where to find help and expectations for weekly class preparation, participation, and professionalism.
- Instructions on how to properly email the instructor with questions.
5. course overview and purpose week 1
This course overview document introduces an education technology integration course. It asks students to recall a past example of a teacher using technology and to consider if it was good use. The document also states that the course is not about computer skills, but rather helping students make good decisions about technology integration. Additionally, it notes that technology does not always work and asks what students would do as teachers in that situation.
6. shift week 1
This document outlines the themes that will be covered in an education course about technology and the shifts it requires of teachers. The course is divided into three units that will discuss: 1) how technology has changed the world and expectations for teachers, 2) how technology can facilitate different types of learning, and 3) how technology may impact teachers' professional roles. The overarching message is that technology and the surrounding world are constantly changing, so teachers must adapt in their use of technology to remain relevant for their students.
8. tip#15
This document provides guidance for an assignment to create an interactive activity using Smart Notebook software. Students are instructed to work in groups to design a matching, sorting, or categorizing activity, or a Smart response quiz. They should take a screenshot of their activity, attach the Smart Notebook file to their ePortfolio page, and explain how the interactive component meets educational standards. The document also references demonstrations of the Activity Builder tool and options for uploading Smart Notebook files through Smart Exchange or Box.