Building the Texas Computer Science Pipeline whitepaper written by Carol Fletcher, Ph.D. and referenced in Enlightening High School Computer Science at TCEA 2015
Building the Texas Computer Science Pipeline - Strategic Recommendations for ...WeTeach_CS
This white paper outlines the barriers to the development of a robust CS pipeline in Texas schools and offers concrete, achievable recommendations to improve both access to, and the quality of, computer science education for Texas students.
Building a Computer Science Pipeline in Your DistrictWeTeach_CS
Provide attendees with the resources, data and connections needed to establish and sustain a robust CS program in their school district. Expose participants to numerous no-to-low cost options for accessing curriculum and professional development related to CS.
The WeTeach_CS Program at UT Austin’s Center for STEM Education will be accepting applications for Computer Science Collaboratives in Texas beginning December 7, 2016. Proposals are due January 9, 2017. This presentation gives potential applicants information about WeTeach_CS, the Collaborative program, and RFA process.
Presented at the CS4TX Statewide Meeting, October 19, 2016, in Houston, TX.
Presented by:
Carol Fletcher, Ph.D.
Deputy Director
Center for STEM Education
The University of Texas at Austin
This document outlines computer science education initiatives and requirements in Texas. It discusses $4 billion in federal funding for expanding K-12 computer science education. It also outlines Texas' computer science curriculum requirements for high schools, including course pathways and endorsements. The document proposes sample course sequences and shares challenges faced by Georgetown ISD in implementing their computer science program. Finally, it provides an overview of the WeTeachCS professional development opportunities available statewide for computer science teachers.
Building a Computer Science Pathway in Your High School - Feb 2017Hal Speed
This document provides an overview of building a computer science pathway in schools. It discusses Texas requirements for high schools to offer computer science courses and lists approved courses. It also outlines sample pathways from various school districts and common challenges faced, such as course prerequisites. Additional resources on topics like cybersecurity, programming boards and tools, recruitment clubs, and professional development programs are also referenced. The goal is to help schools develop a computer science curriculum and pathway to meet state requirements.
This paper reports on a comparative case study of three ongoing research and development (R&D) projects, each conducted virtually across multiple sites and involving varying degrees of task uncertainty due to its stage on a continuum of the R&D process, from basic fundamental Research to scale-up and commercial Development.
This study applies the methodology of sociotechnical systems(STS) analysis to assess the influence of virtuality and task uncertainty on the quality of the deliberations; specifically, the knowledge development barriers experienced at the various stages on the R&D continuum. Then, building on the theory of organizations as information processing systems, and referencing extant literature on the relationship between coordinating mechanisms and the efficacy of virtual work, this comparative case study has identified different types of coordination mechanisms and their impact in reducing or eliminating knowledge development barriers for differing levels of task uncertainty, from the high uncertainty of basic Research to the lower uncertainty of scale-up Development. Results of this study extend previous findings about coordination of virtual R&D that have focused almost exclusively on the product Development stage of the R&D continuum.
Moreover, the study demonstrates how STS analysis can provide insights into the impact of coordination mechanisms on the performance of virtual R&D organizations. For practitioners, one implication is to explicitly design the deliberations and coordination of virtual R&D as part of the planning for projects such as multi-university search.
This document provides the course syllabus for EDTECH 504 "Theoretical Foundations of Educational Technology" taught in spring 2010. The course is an overview of classic and contemporary learning theories and their application to educational technology. It explores the foundations, history, perspectives and literature in the field. The course objectives are to differentiate frameworks, theories and models, identify various communication and learning theories, and synthesize a personal theoretical framework. Assignments, grading policies, communication policies, and academic honesty policies are outlined.
Building the Texas Computer Science Pipeline - Strategic Recommendations for ...WeTeach_CS
This white paper outlines the barriers to the development of a robust CS pipeline in Texas schools and offers concrete, achievable recommendations to improve both access to, and the quality of, computer science education for Texas students.
Building a Computer Science Pipeline in Your DistrictWeTeach_CS
Provide attendees with the resources, data and connections needed to establish and sustain a robust CS program in their school district. Expose participants to numerous no-to-low cost options for accessing curriculum and professional development related to CS.
The WeTeach_CS Program at UT Austin’s Center for STEM Education will be accepting applications for Computer Science Collaboratives in Texas beginning December 7, 2016. Proposals are due January 9, 2017. This presentation gives potential applicants information about WeTeach_CS, the Collaborative program, and RFA process.
Presented at the CS4TX Statewide Meeting, October 19, 2016, in Houston, TX.
Presented by:
Carol Fletcher, Ph.D.
Deputy Director
Center for STEM Education
The University of Texas at Austin
This document outlines computer science education initiatives and requirements in Texas. It discusses $4 billion in federal funding for expanding K-12 computer science education. It also outlines Texas' computer science curriculum requirements for high schools, including course pathways and endorsements. The document proposes sample course sequences and shares challenges faced by Georgetown ISD in implementing their computer science program. Finally, it provides an overview of the WeTeachCS professional development opportunities available statewide for computer science teachers.
Building a Computer Science Pathway in Your High School - Feb 2017Hal Speed
This document provides an overview of building a computer science pathway in schools. It discusses Texas requirements for high schools to offer computer science courses and lists approved courses. It also outlines sample pathways from various school districts and common challenges faced, such as course prerequisites. Additional resources on topics like cybersecurity, programming boards and tools, recruitment clubs, and professional development programs are also referenced. The goal is to help schools develop a computer science curriculum and pathway to meet state requirements.
This paper reports on a comparative case study of three ongoing research and development (R&D) projects, each conducted virtually across multiple sites and involving varying degrees of task uncertainty due to its stage on a continuum of the R&D process, from basic fundamental Research to scale-up and commercial Development.
This study applies the methodology of sociotechnical systems(STS) analysis to assess the influence of virtuality and task uncertainty on the quality of the deliberations; specifically, the knowledge development barriers experienced at the various stages on the R&D continuum. Then, building on the theory of organizations as information processing systems, and referencing extant literature on the relationship between coordinating mechanisms and the efficacy of virtual work, this comparative case study has identified different types of coordination mechanisms and their impact in reducing or eliminating knowledge development barriers for differing levels of task uncertainty, from the high uncertainty of basic Research to the lower uncertainty of scale-up Development. Results of this study extend previous findings about coordination of virtual R&D that have focused almost exclusively on the product Development stage of the R&D continuum.
Moreover, the study demonstrates how STS analysis can provide insights into the impact of coordination mechanisms on the performance of virtual R&D organizations. For practitioners, one implication is to explicitly design the deliberations and coordination of virtual R&D as part of the planning for projects such as multi-university search.
This document provides the course syllabus for EDTECH 504 "Theoretical Foundations of Educational Technology" taught in spring 2010. The course is an overview of classic and contemporary learning theories and their application to educational technology. It explores the foundations, history, perspectives and literature in the field. The course objectives are to differentiate frameworks, theories and models, identify various communication and learning theories, and synthesize a personal theoretical framework. Assignments, grading policies, communication policies, and academic honesty policies are outlined.
This document provides details about the SentiXchange project, which aims to perform sentiment analysis on Twitter feeds. It outlines the requirements, user interface design rules, data mining principles and algorithms to be used, including Naive Bayes classification, maximum entropy modeling, and support vector machines. The architecture involves interacting with the Twitter APIs to search and stream tweets, analyze sentiment, and display results through a web interface. Historical analysis of keywords and creation of a sentiment index are also described.
Lectures presented during the two-day PAARL-sponsored Public Consultation and Training Workshop on RDA Policy and Action Plan for Philippine Libraries held at
Phela Grande Hotel, Magsaysay Avenue cor. Atis St., General Santos City on 28-29 August 2014.
The document provides an overview of the Government Technology & Services Coalition's (GTSC) inaugural annual report from June 2011 to June 2012. The GTSC is a nonprofit organization that advocates for small and medium security companies in the federal marketplace. The annual report discusses the GTSC's mission and programs, which include insight and capacity building events, community building efforts, and representing member interests. It provides details on founding members, mentors, leadership committees, strategic alliances, and international outreach efforts.
FORMAL REPORT ASSIGNMENT
ENGLISH 3309-Brister
Assignment: 8-10 page,
single-spaced,
researched,
documented,
book-formatted
formal report
with graphics
(the page requirement excludes front and back matter)
Due Date: Sunday, April 19, 2020, 11:30 p.m.
Weight: 20% of course grade
YOUR FORMAL REPORT WILL BE either a RECOMMENDATION (problem / solution) or a FEASIBILITY REPORT (problem / compares several solutions or options/ recommends one
TO A PERSON(S) YOU ACTUALLY KNOW AND CAN INTERVIEW.
Caution: DO NOT USE REPORT TEMPLATES you may have available on other programs or computers. Use the structures that I give you.
Although I will be grading an electronic format of your report, it should be prepared primarily as though it will be submitted in print form. Printed reports are usually book-formatted and bound. You cannot bind your report, but you can book-format it. You will have instruction on this.
In addition to not binding the report, another exception to preparing your report for printed format is that the graphics will be compressed for web presentation to reduce the size of the report file.
ANCILLARY REQUIRED DOCUMENTS:
1. Process work related to formal report
a. a formal email with a focused report topic for approval (10 pts.)
b. a Gantt chart graphic (10 pts.),
c. an outline for the report (10 pts.)
d. a first draft of the report (10 pts.),
e. book-formatted report draft, part I (10 pts.)
f. conference draft (part II of book-formatted draft) (10 pts.),
g. a phone conference (10 pts), and
h. a letter of transmittal (10 pts).
2. Memo Proposal (15% course grade) requesting official permission to use your formal report (written to an outside audience) to satisfy course requirements.
Audience: Instructor—L. Brister
Goal: Convince me that the report will have sufficient professional quality for the assignment and course, as well as the audience.
3. PowerPoint Presentation on Report (15% course grade) This will demonstrate course learning about all aspects of technical writing (audience, structure, layout, formatting, content, word choice, etc.)
REPORT STRUCTURE
Front matter (numbered with lower case Roman numerals—i, ii, iii, iv, etc.)
· Title page
· Table of contents (page ii)
· List of illustrations, tables, figures
(separate page, continue lower case Roman numerals)
· Executive Summary
Body (numbered with Arabic numbers-1, 2, 3, etc.)
· 8-10 single-spaced pages, formatted for binding
· Graphics (identified, titled, documented, referenced in text & compressed for web presentation)
· Parenthetical documentation of material
· Structured, sectioned and developed according to report type
Back Matter (continue numbering from body)
· Endnotes (used for additional information, not documentation; you should have parenthetical documentation within the report and a Works Cited or References list at the end of the report)
· References (APA style), Works Cited (MLA style)
· Appendices (include only if needed for your r ...
The candidate is seeking an internship in materials science engineering. He is currently pursuing a B.S. in Materials and Science Engineering from Virginia Tech with expected graduation in May 2017 and has relevant skills in programs like MATLAB, AutoCAD, C++, and Java. His previous internship experience includes roles in marketing, sales, and engineering. He also has leadership experience as Vice President of the Virginia Tech Cricket Club.
This study examines how laypeople perceive architectural representations of different forms and how well the representations convey the architect's intended message. A survey was conducted with roughly 700 laypeople who were shown representations in the form of hand drawings, CAD models, and computer renderings for several projects. The results show that computer representations were generally perceived as conveying the same intents, with renderings conveying the architect's intentions slightly more faithfully than CAD models. Overall, the findings suggest that lower-fidelity representations provide the most efficient communication, balancing successful conveyance of intent with time commitment. These results can help architects choose representations that maximize the value of feedback received from laypeople during the design process.
In order the EUCIP Core to be successful, it is important to get feedback from those students who were the first participants of EUCIP Core education and exams. Materials to help the preparation for the exam were given to the participants. Moreover, trainings in various periods were held. The students prepare for the exam partly in these trainings, partly by themselves. The examination was held with the involvement of students who had taken part in the pilot training and had taken at least one exam (in one module). An online questionnaire with 21 questions was made. The access to this questionnaire was given to the students. Most of the questions were multiple-choice but open questions were also asked.
From STEM to TEAMS a US educational innovation strategy which unifies the hou...Jim "Brodie" Brazell
PETITION TO RE-ESTABLISH CTE-TECH-PREP-RPOS FUNDING OF $100M to $380M, IN THE PROPOSED 2015 STEM BUDGET CAPTURED BY OSTP
Sign Petition at White House -
https://petitions.whitehouse.gov/petition/re-establish-discreet-tech-prep-budget-amount-100m-380m-ostp-stem-budget-38b/y6MQQFLz
MARCH 29, 2014, SAN ANTONIO, TX: A SPUTNIK MOMENT FOR U.S. STEM. EDUCATION AND WHITE HOUSE OFFICE OF SCIENCE AND TECHNOLOGY POLICY - Robin hood movement seeks equity and adequacy in funding from White house for CTE-TECH PREP Rigorous Programs of Study (R-POS) for the Nation’s P-20 education students & adults from White House.
At issue, contrary to OSTP’s Open Government Plan, public comments and specifically supporting enclosures related to the role of Career and Technical Education (formally, vocational education) in science, technology, engineering, and mathematics (STEM) were ignored and not appropriately incorporated into the public record by the White House Office of Science and Technology Policy (OSTP), President’s Council of Advisors on Science and Technology (PCAST). Although delivered as parcel to the OSTP call for public comments, RE: PCAST STEM Meeting 10.22-23, 2009, Two Minute Public Comment Letter, the following items submitted by Brazell, et. al., were not included by OSTP-PCAST in the public record:
1) Co-author’s were redacted from the letter sent to PCAST;
2) The white paper delivered in the same document as the three minute testimony letter was redacted, while other’s giving testimony reflect their white papers and related research references in the PCAST public record;
3) 570 pages of powerpoint slides including research on select TECH PREP model CTE programs were not appropriately submitted to the public record including a) From STEM to TEAMS a US educational innovation strategy which unifies the houses of academia, vocational learning and the arts and b) US TEAMS Economic Development, S&T R&D, Workforce and Education Strategy for STEM, IT and Arts, A/V Technology and Communications Clusters; and,
4) Jim white paper is not reflected in the record, What is next long term growth strategy to face the financial crisis? Transdisciplinary places, industries, technologies, work and education.
The public record includes letters submitted to PCAST including Jim’s redacted response. By comparison, Jim’s original letter includes a list of supporters and editors, a draft white paper written for the committee in one (1) week with academic references, and the items above referenced within the Public Comments submitted to PCAST.
Full document:
https://dl.dropboxusercontent.com/u/32034593/Sputnik_Moment_OSTP_STEM_TECHPREP.docx
Teaching Machine Learning with Physical Computing - July 2023Hal Speed
This document provides an overview of resources for teaching machine learning and artificial intelligence concepts to K-12 students. It discusses machine learning concepts and workflows. It then lists and briefly describes various hardware platforms, software tools, curricula, and online resources that can be used to teach machine learning, including platforms for visual programming languages like Scratch and Blockly.
Combining Machine Learning with Physical Computing - June 2023Hal Speed
Machine learning and physical computing can be combined for educational purposes. Several platforms and tools were described that allow students to collect sensor data, train machine learning models, and deploy models to physical devices like microcontrollers to perform tasks. Examples included using micro:bit, Arduino, Raspberry Pi, and smartphones for collecting data from sensors to classify images, sounds, and motions using pre-trained and custom models. Open-source platforms and curricula were provided to help educators incorporate machine learning and physical computing into their lessons.
Combining Machine Learning with Physical Computing - June 2022Hal Speed
This document provides an overview of resources for teaching machine learning and artificial intelligence concepts to K-12 students. It begins with primers on machine learning and the machine learning workflow. It then highlights various hardware platforms, software tools, curricula, and online resources that can be used to teach concepts through hands-on projects involving data collection, model training, and inferences. Examples discussed include platforms like EdX Tiny Machine Learning, Teachable Machine, Microsoft MakeCode, and resources from Code.org, ISTE, and ReadyAI.
Engaging Young Learners with Humanoid Robots - Feb 2022Hal Speed
This document discusses how humanoid robots can engage young learners in education. It notes that humanoid robots have a human form and behavior that helps develop computational thinking in students. They have also been shown to foster greater engagement across subjects due to their human-like qualities invoking a stronger sense of connection. Specifically, humanoid robots are a useful education tool for teaching children on the autistic spectrum. The document introduces Marty, a programmable humanoid robot by Robotical that is full of personality and can walk, dance, and be programmed through an app. It provides example lesson plans that align with curricula and include teaching guides and additional resources to support learning activities with Marty.
This step-by-step setup guide makes it easy to use micro:bit classroom for teachers and students in a virtual or physical classroom setting. Works with both Microsoft MakeCode and Python.
This document appears to be a slide presentation about the Micro:bit Educational Foundation and the micro:bit device. Some key points summarized:
- The micro:bit is a small physical computing device designed for computer science education that has inputs like buttons and sensors and can be programmed for outputs.
- Research has shown the micro:bit helps more students see that anyone can code, increases the number of girls interested in computing, and makes coding easier for students.
- The presentation outlines various curriculum and lesson plans for teaching coding with the micro:bit using platforms like Scratch, MakeCode, Python, and more.
- Accessories are available to expand what students can do with the micro:bit and
Hal Speed gave a presentation about the Micro:bit Educational Foundation. The Foundation aims to get people creative, connected, and coding with its Micro:bit device. The Micro:bit is designed as a learning tool for digital skills and backed by research showing it helps students learn coding. It can be programmed using Blocks, JavaScript, Python, and connected to Scratch. Resources on the Foundation's website include lessons, projects, and ways to get involved with translation.
This document discusses the micro:bit, a small programmable device designed to teach coding and computer science. It provides an overview of the micro:bit's features, various programming languages and tools that can be used with it including Scratch and MakeCode, and curriculum resources aligned to its use. Research findings are presented showing the micro:bit helps students learn coding and girls show more interest in computing. Options for purchasing micro:bit kits and accessories are also mentioned.
Physical Computing: To the U.K. and Beyond! - Sept 2018Hal Speed
1) Hal Speed gave a presentation on using physical computing devices like the micro:bit to teach computer science, highlighting the micro:bit's use in the UK and other countries.
2) The micro:bit was distributed to over 1 million UK students in 2015 and studies found it helped students see coding as approachable and increased their likelihood to study coding.
3) The Micro:bit Educational Foundation was formed in 2016 to expand access globally, partnering with over 140 organizations to distribute micro:bits in over 50 countries.
This document discusses the Micro:bit educational foundation and the Micro:bit device. Some key points:
- The Micro:bit is a small programmable device designed for educational use by students aged 11-12. Over 1 million were distributed in the UK in 2015.
- Studies found 90% of students said the Micro:bit helped show anyone can code, and 70% more girls said they would choose computing.
- The Micro:bit educational foundation was formed in 2016 to make the Micro:bit available globally. It can be programmed through block coding in MakeCode or text coding in JavaScript, Python, and more.
- Many lessons and curricula have been developed to teach concepts like
This document discusses the Micro:bit Educational Foundation and the micro:bit device. It provides an overview of the micro:bit's origins in 2015 as a learning tool for UK students aged 11-12. It describes the various programming languages and curricula available to teach coding concepts using the micro:bit. Examples of lessons and projects are shown. Accessories, books, and ways to purchase micro:bits in the US are also outlined. The presentation concludes with a demonstration of sample micro:bit projects.
Making Sense of Computer Science Requirements for Texas High Schools -- June ...Hal Speed
The document summarizes computer science requirements and recommendations for Texas. It discusses:
- Current high school graduation requirements that include computer science courses
- Proposed changes to graduation requirements to count more CS courses for math and language credits
- Recommendations for school districts to offer pathways in computer science, including sample pathways from Leander ISD and Georgetown ISD
- Growth in enrollment in courses like AP Computer Science Principles, Computer Science I, and robotics programming between 2014-2018.
Making Sense of Texas Computer Science Requirements - January 2018Hal Speed
This document provides an overview of computer science requirements and pathways in Texas. It discusses how the Texas State Board of Education is working to expand computer science opportunities for all students. Key points include:
- New graduation requirements allow computer science courses to fulfill mathematics and language credits.
- The board is considering allowing additional AP and IB computer science courses to fulfill requirements.
- Endorsements for STEM and business/industry include various computer science and technology application courses.
- Sample pathways from school districts show options like fundamentals of computer science before AP courses.
- The goal is for all students to have foundational understanding of computer science and increased participation in digital careers.
Micro:bit Arkansas CS Ed Leadership Summit 4.0 - Oct 2017Hal Speed
1) The micro:bit is a small programmable device designed for educational purposes for students aged 11-12.
2) In 2015, 1 million micro:bit devices were distributed across the UK to students through a BBC initiative.
3) Surveys found that 90% of students said the micro:bit helped show that anyone can code and 70% more girls said they would choose computing.
More Related Content
Similar to Building the Texas Computer Science Pipeline, Carol L. Fletcher, Ph.D.
This document provides details about the SentiXchange project, which aims to perform sentiment analysis on Twitter feeds. It outlines the requirements, user interface design rules, data mining principles and algorithms to be used, including Naive Bayes classification, maximum entropy modeling, and support vector machines. The architecture involves interacting with the Twitter APIs to search and stream tweets, analyze sentiment, and display results through a web interface. Historical analysis of keywords and creation of a sentiment index are also described.
Lectures presented during the two-day PAARL-sponsored Public Consultation and Training Workshop on RDA Policy and Action Plan for Philippine Libraries held at
Phela Grande Hotel, Magsaysay Avenue cor. Atis St., General Santos City on 28-29 August 2014.
The document provides an overview of the Government Technology & Services Coalition's (GTSC) inaugural annual report from June 2011 to June 2012. The GTSC is a nonprofit organization that advocates for small and medium security companies in the federal marketplace. The annual report discusses the GTSC's mission and programs, which include insight and capacity building events, community building efforts, and representing member interests. It provides details on founding members, mentors, leadership committees, strategic alliances, and international outreach efforts.
FORMAL REPORT ASSIGNMENT
ENGLISH 3309-Brister
Assignment: 8-10 page,
single-spaced,
researched,
documented,
book-formatted
formal report
with graphics
(the page requirement excludes front and back matter)
Due Date: Sunday, April 19, 2020, 11:30 p.m.
Weight: 20% of course grade
YOUR FORMAL REPORT WILL BE either a RECOMMENDATION (problem / solution) or a FEASIBILITY REPORT (problem / compares several solutions or options/ recommends one
TO A PERSON(S) YOU ACTUALLY KNOW AND CAN INTERVIEW.
Caution: DO NOT USE REPORT TEMPLATES you may have available on other programs or computers. Use the structures that I give you.
Although I will be grading an electronic format of your report, it should be prepared primarily as though it will be submitted in print form. Printed reports are usually book-formatted and bound. You cannot bind your report, but you can book-format it. You will have instruction on this.
In addition to not binding the report, another exception to preparing your report for printed format is that the graphics will be compressed for web presentation to reduce the size of the report file.
ANCILLARY REQUIRED DOCUMENTS:
1. Process work related to formal report
a. a formal email with a focused report topic for approval (10 pts.)
b. a Gantt chart graphic (10 pts.),
c. an outline for the report (10 pts.)
d. a first draft of the report (10 pts.),
e. book-formatted report draft, part I (10 pts.)
f. conference draft (part II of book-formatted draft) (10 pts.),
g. a phone conference (10 pts), and
h. a letter of transmittal (10 pts).
2. Memo Proposal (15% course grade) requesting official permission to use your formal report (written to an outside audience) to satisfy course requirements.
Audience: Instructor—L. Brister
Goal: Convince me that the report will have sufficient professional quality for the assignment and course, as well as the audience.
3. PowerPoint Presentation on Report (15% course grade) This will demonstrate course learning about all aspects of technical writing (audience, structure, layout, formatting, content, word choice, etc.)
REPORT STRUCTURE
Front matter (numbered with lower case Roman numerals—i, ii, iii, iv, etc.)
· Title page
· Table of contents (page ii)
· List of illustrations, tables, figures
(separate page, continue lower case Roman numerals)
· Executive Summary
Body (numbered with Arabic numbers-1, 2, 3, etc.)
· 8-10 single-spaced pages, formatted for binding
· Graphics (identified, titled, documented, referenced in text & compressed for web presentation)
· Parenthetical documentation of material
· Structured, sectioned and developed according to report type
Back Matter (continue numbering from body)
· Endnotes (used for additional information, not documentation; you should have parenthetical documentation within the report and a Works Cited or References list at the end of the report)
· References (APA style), Works Cited (MLA style)
· Appendices (include only if needed for your r ...
The candidate is seeking an internship in materials science engineering. He is currently pursuing a B.S. in Materials and Science Engineering from Virginia Tech with expected graduation in May 2017 and has relevant skills in programs like MATLAB, AutoCAD, C++, and Java. His previous internship experience includes roles in marketing, sales, and engineering. He also has leadership experience as Vice President of the Virginia Tech Cricket Club.
This study examines how laypeople perceive architectural representations of different forms and how well the representations convey the architect's intended message. A survey was conducted with roughly 700 laypeople who were shown representations in the form of hand drawings, CAD models, and computer renderings for several projects. The results show that computer representations were generally perceived as conveying the same intents, with renderings conveying the architect's intentions slightly more faithfully than CAD models. Overall, the findings suggest that lower-fidelity representations provide the most efficient communication, balancing successful conveyance of intent with time commitment. These results can help architects choose representations that maximize the value of feedback received from laypeople during the design process.
In order the EUCIP Core to be successful, it is important to get feedback from those students who were the first participants of EUCIP Core education and exams. Materials to help the preparation for the exam were given to the participants. Moreover, trainings in various periods were held. The students prepare for the exam partly in these trainings, partly by themselves. The examination was held with the involvement of students who had taken part in the pilot training and had taken at least one exam (in one module). An online questionnaire with 21 questions was made. The access to this questionnaire was given to the students. Most of the questions were multiple-choice but open questions were also asked.
From STEM to TEAMS a US educational innovation strategy which unifies the hou...Jim "Brodie" Brazell
PETITION TO RE-ESTABLISH CTE-TECH-PREP-RPOS FUNDING OF $100M to $380M, IN THE PROPOSED 2015 STEM BUDGET CAPTURED BY OSTP
Sign Petition at White House -
https://petitions.whitehouse.gov/petition/re-establish-discreet-tech-prep-budget-amount-100m-380m-ostp-stem-budget-38b/y6MQQFLz
MARCH 29, 2014, SAN ANTONIO, TX: A SPUTNIK MOMENT FOR U.S. STEM. EDUCATION AND WHITE HOUSE OFFICE OF SCIENCE AND TECHNOLOGY POLICY - Robin hood movement seeks equity and adequacy in funding from White house for CTE-TECH PREP Rigorous Programs of Study (R-POS) for the Nation’s P-20 education students & adults from White House.
At issue, contrary to OSTP’s Open Government Plan, public comments and specifically supporting enclosures related to the role of Career and Technical Education (formally, vocational education) in science, technology, engineering, and mathematics (STEM) were ignored and not appropriately incorporated into the public record by the White House Office of Science and Technology Policy (OSTP), President’s Council of Advisors on Science and Technology (PCAST). Although delivered as parcel to the OSTP call for public comments, RE: PCAST STEM Meeting 10.22-23, 2009, Two Minute Public Comment Letter, the following items submitted by Brazell, et. al., were not included by OSTP-PCAST in the public record:
1) Co-author’s were redacted from the letter sent to PCAST;
2) The white paper delivered in the same document as the three minute testimony letter was redacted, while other’s giving testimony reflect their white papers and related research references in the PCAST public record;
3) 570 pages of powerpoint slides including research on select TECH PREP model CTE programs were not appropriately submitted to the public record including a) From STEM to TEAMS a US educational innovation strategy which unifies the houses of academia, vocational learning and the arts and b) US TEAMS Economic Development, S&T R&D, Workforce and Education Strategy for STEM, IT and Arts, A/V Technology and Communications Clusters; and,
4) Jim white paper is not reflected in the record, What is next long term growth strategy to face the financial crisis? Transdisciplinary places, industries, technologies, work and education.
The public record includes letters submitted to PCAST including Jim’s redacted response. By comparison, Jim’s original letter includes a list of supporters and editors, a draft white paper written for the committee in one (1) week with academic references, and the items above referenced within the Public Comments submitted to PCAST.
Full document:
https://dl.dropboxusercontent.com/u/32034593/Sputnik_Moment_OSTP_STEM_TECHPREP.docx
Similar to Building the Texas Computer Science Pipeline, Carol L. Fletcher, Ph.D. (8)
Teaching Machine Learning with Physical Computing - July 2023Hal Speed
This document provides an overview of resources for teaching machine learning and artificial intelligence concepts to K-12 students. It discusses machine learning concepts and workflows. It then lists and briefly describes various hardware platforms, software tools, curricula, and online resources that can be used to teach machine learning, including platforms for visual programming languages like Scratch and Blockly.
Combining Machine Learning with Physical Computing - June 2023Hal Speed
Machine learning and physical computing can be combined for educational purposes. Several platforms and tools were described that allow students to collect sensor data, train machine learning models, and deploy models to physical devices like microcontrollers to perform tasks. Examples included using micro:bit, Arduino, Raspberry Pi, and smartphones for collecting data from sensors to classify images, sounds, and motions using pre-trained and custom models. Open-source platforms and curricula were provided to help educators incorporate machine learning and physical computing into their lessons.
Combining Machine Learning with Physical Computing - June 2022Hal Speed
This document provides an overview of resources for teaching machine learning and artificial intelligence concepts to K-12 students. It begins with primers on machine learning and the machine learning workflow. It then highlights various hardware platforms, software tools, curricula, and online resources that can be used to teach concepts through hands-on projects involving data collection, model training, and inferences. Examples discussed include platforms like EdX Tiny Machine Learning, Teachable Machine, Microsoft MakeCode, and resources from Code.org, ISTE, and ReadyAI.
Engaging Young Learners with Humanoid Robots - Feb 2022Hal Speed
This document discusses how humanoid robots can engage young learners in education. It notes that humanoid robots have a human form and behavior that helps develop computational thinking in students. They have also been shown to foster greater engagement across subjects due to their human-like qualities invoking a stronger sense of connection. Specifically, humanoid robots are a useful education tool for teaching children on the autistic spectrum. The document introduces Marty, a programmable humanoid robot by Robotical that is full of personality and can walk, dance, and be programmed through an app. It provides example lesson plans that align with curricula and include teaching guides and additional resources to support learning activities with Marty.
This step-by-step setup guide makes it easy to use micro:bit classroom for teachers and students in a virtual or physical classroom setting. Works with both Microsoft MakeCode and Python.
This document appears to be a slide presentation about the Micro:bit Educational Foundation and the micro:bit device. Some key points summarized:
- The micro:bit is a small physical computing device designed for computer science education that has inputs like buttons and sensors and can be programmed for outputs.
- Research has shown the micro:bit helps more students see that anyone can code, increases the number of girls interested in computing, and makes coding easier for students.
- The presentation outlines various curriculum and lesson plans for teaching coding with the micro:bit using platforms like Scratch, MakeCode, Python, and more.
- Accessories are available to expand what students can do with the micro:bit and
Hal Speed gave a presentation about the Micro:bit Educational Foundation. The Foundation aims to get people creative, connected, and coding with its Micro:bit device. The Micro:bit is designed as a learning tool for digital skills and backed by research showing it helps students learn coding. It can be programmed using Blocks, JavaScript, Python, and connected to Scratch. Resources on the Foundation's website include lessons, projects, and ways to get involved with translation.
This document discusses the micro:bit, a small programmable device designed to teach coding and computer science. It provides an overview of the micro:bit's features, various programming languages and tools that can be used with it including Scratch and MakeCode, and curriculum resources aligned to its use. Research findings are presented showing the micro:bit helps students learn coding and girls show more interest in computing. Options for purchasing micro:bit kits and accessories are also mentioned.
Physical Computing: To the U.K. and Beyond! - Sept 2018Hal Speed
1) Hal Speed gave a presentation on using physical computing devices like the micro:bit to teach computer science, highlighting the micro:bit's use in the UK and other countries.
2) The micro:bit was distributed to over 1 million UK students in 2015 and studies found it helped students see coding as approachable and increased their likelihood to study coding.
3) The Micro:bit Educational Foundation was formed in 2016 to expand access globally, partnering with over 140 organizations to distribute micro:bits in over 50 countries.
This document discusses the Micro:bit educational foundation and the Micro:bit device. Some key points:
- The Micro:bit is a small programmable device designed for educational use by students aged 11-12. Over 1 million were distributed in the UK in 2015.
- Studies found 90% of students said the Micro:bit helped show anyone can code, and 70% more girls said they would choose computing.
- The Micro:bit educational foundation was formed in 2016 to make the Micro:bit available globally. It can be programmed through block coding in MakeCode or text coding in JavaScript, Python, and more.
- Many lessons and curricula have been developed to teach concepts like
This document discusses the Micro:bit Educational Foundation and the micro:bit device. It provides an overview of the micro:bit's origins in 2015 as a learning tool for UK students aged 11-12. It describes the various programming languages and curricula available to teach coding concepts using the micro:bit. Examples of lessons and projects are shown. Accessories, books, and ways to purchase micro:bits in the US are also outlined. The presentation concludes with a demonstration of sample micro:bit projects.
Making Sense of Computer Science Requirements for Texas High Schools -- June ...Hal Speed
The document summarizes computer science requirements and recommendations for Texas. It discusses:
- Current high school graduation requirements that include computer science courses
- Proposed changes to graduation requirements to count more CS courses for math and language credits
- Recommendations for school districts to offer pathways in computer science, including sample pathways from Leander ISD and Georgetown ISD
- Growth in enrollment in courses like AP Computer Science Principles, Computer Science I, and robotics programming between 2014-2018.
Making Sense of Texas Computer Science Requirements - January 2018Hal Speed
This document provides an overview of computer science requirements and pathways in Texas. It discusses how the Texas State Board of Education is working to expand computer science opportunities for all students. Key points include:
- New graduation requirements allow computer science courses to fulfill mathematics and language credits.
- The board is considering allowing additional AP and IB computer science courses to fulfill requirements.
- Endorsements for STEM and business/industry include various computer science and technology application courses.
- Sample pathways from school districts show options like fundamentals of computer science before AP courses.
- The goal is for all students to have foundational understanding of computer science and increased participation in digital careers.
Micro:bit Arkansas CS Ed Leadership Summit 4.0 - Oct 2017Hal Speed
1) The micro:bit is a small programmable device designed for educational purposes for students aged 11-12.
2) In 2015, 1 million micro:bit devices were distributed across the UK to students through a BBC initiative.
3) Surveys found that 90% of students said the micro:bit helped show that anyone can code and 70% more girls said they would choose computing.
Micro:bit Maker Faire NY Education Forum - Sept 2017Hal Speed
The document discusses the Micro:bit Educational Foundation and the micro:bit device. It provides details on the initial distribution of 1 million micro:bit devices to 11-12 year old students in the UK in 2015. It also discusses the micro:bit's use in the US starting in 2017 and provides examples of coding lessons and third-party curricula using the micro:bit. Additionally, it outlines the various programming languages and tools used to code the micro:bit as well as accessory packages available.
This document summarizes the objectives and plans of CS4TX, a nonprofit organization working to expand computer science education opportunities across Texas. The objectives are to teach foundational computer science concepts to all students and increase the number pursuing digital careers. CS4TX is taking a collective impact approach, with a shared vision of computer science for all students from K-12. The plan involves grassroots advocacy, teacher training, curriculum/standards work, and establishing CS4TX chapters around the state. Next steps discussed include aligning with state initiatives, adding a dedicated CS position, and developing K-8 computer science standards.
The document provides an introduction to physical computing and robotics, presenting various hardware options for introducing students to computer science concepts through hands-on learning with devices like Microbit, Adafruit Circuit Playground, Arduino, Raspberry Pi, Ozobot, Sphero, and LEGO Mindstorms. It discusses the benefits of physical computing for motivating students and supporting collaboration and creativity. Price ranges and target audiences are provided for the different hardware options.
This document discusses the Micro:bit Educational Foundation and the micro:bit device. It provides the following information:
- The micro:bit is a small programmable device that aims to get students interested in coding. A pilot program in the UK saw over 1 million devices distributed to 11-12 year olds.
- Surveys found that 90% of students said using the micro:bit helped show that anyone can code, and there was a 70% increase in the number of girls interested in computing.
- The micro:bit and its educational resources are now available in the US and Canada. It can be programmed several ways, including block-based languages like Microsoft MakeCode. It has sensors,
Get Creative, Get Connected, Get Coding with micro:bit - June 2017Hal Speed
The document summarizes a presentation about the micro:bit, a small programmable device used to teach coding to children aged 11-12. It discusses how a million micro:bit devices were distributed in the UK in 2015, leading to a 70% increase in girls interested in computing. In 2016, the Micro:bit Educational Foundation was formed to expand distribution globally. The presentation demonstrates how to program the micro:bit using blocks and JavaScript in the Microsoft MakeCode editor. It provides examples of coding lessons and notes the micro:bit can be used across multiple subjects like science, art, and music.
Making Sense of Texas Computer Science Requirements - June 2017Hal Speed
This document summarizes computer science requirements and pathways in Texas. It discusses:
- Goals of increasing foundational computer science understanding for all students and pursuing digital careers
- Various high school computer science courses that can fulfill technology applications and STEM endorsement requirements
- Allowing computer science courses to count as science or foreign language credits towards graduation
- Recommended computer science pathways for districts including optional introductory courses
- Increasing enrollment in computer science courses from 2014-2017 and additional resources available
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
17. Building(the(Texas(Computer(Science(Pipeline:(Strategic(Recommendations(for(Success!
Page!16!of!17! www.theTRC.org(
)
)
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Texas Computer Science Task Force:
Strategic Leadership for Building a CS Pipeline
Attendee List (for October 8, 2014 Meeting)
NAME ORGANIZATION EMAIL ADDRESS
Brooke Bennet Representative Donna Howard's Office
Policy Analyst, Director of Constituent Services at
Texas House of Representatives
donna.howard@house.state.tx.us
Bradley Beth UT Austin - CS OnRamps course Project Engage
Senior Program Coordinator
bbeth@cs.utexas.edu
Phillip Eaglin Changing Expectations - Code.org volunteer
Founder and CEO
phillip.eaglin@changeexpectations.org
Carol Fletcher The University of Texas at Austin – TRC
Associate Director
Carol.fletcher@austin.utexas.edu
Kim Garcia Georgetown ISD
EdTech Coordinator
garciak@georgetownisd.org
Lori Gracey TCEA
Executive Director
lgracey@tcea.org
Annette Gregory Austin ISD Career and Technical Education
Executive Director
annette.gregory@austinisd.org
Susan Harris TCU College Board AP Summer Institutes
Director
ap@tcu.edu
Holli Horton ESC Region 2 Instructional Technology
& TCEA Director Area 2
holli.horton@esc2.us
Deborah Kariuki Round Rock ISD
Computer Science Teacher (Former IBMer)
deborah_kariuki@roundrockisd.org
Scott Lipton Globaloria,
Director, Central/South
scott@globaloria.com
John Owen Aransas County ISD
Academic UIL Coordinator
captainjbo@gmail.com
Robin Painovich CTAT
Executive Director
robin@ctat.org
Drew Scheberle Austin Chamber of Commerce
Sr. VP, Federal/State Advocacy and
Education/Talent Development
dscheberle@austinchamber.com
Hal Speed Code.org
UX Strategist at Dell
hal@halspeed.com
Amy Werst The University of Texas at Austin – TRC
Compliance and Accountability Coordinator!
Amy.werst@austin.utexas.edu