Here are some key tips for driving on ice and snow:
- Drive slowly, accelerate and brake gently. It takes longer to stop on icy roads.
- Avoid sudden steering maneuvers. Sudden actions can cause skidding.
- Increase following distance behind other vehicles. This gives extra space to stop.
- Watch for black ice. It's invisible and very slippery.
- Use windshield wipers and defrosters to maximize visibility in snowy conditions.
- Equip your vehicle with snow tires or chains if conditions warrant. The extra traction helps.
- Stay home if possible when roads are extremely hazardous after a major snow or ice storm.
This document discusses using fuzzy logic to solve the economic dispatch problem with emission constraints in power systems. The aim is to minimize fuel costs while meeting emission limits. Fuzzy logic models are investigated to handle the nonlinear generator cost equations. A fuzzy model using error and change in error as inputs was able to find optimal solutions faster than methods like simulated annealing. The fuzzy model was tested on a 3 generator system and shown to validate the proposed method.
High Performance Apps: Tips for Speed, Power and DataDoug Sillars
Explore tips, tools and best practices for building high-performance apps that use data more efficiently. Learn how to leverage KnowMyApp.org (by CTIA-The Wireless Association®) and AT&T's Applications Resource Optimizer (ARO) to measure and make the most of data usage
The document describes the operation of a steam turbine system through 7 figures:
1) Water is pressurized and sent to the turbine to generate power and is then sent to the condenser chamber.
2) Steam from the condenser chamber drives another turbine which powers a generator.
3) Exhaust steam from the second turbine is sent to a condenser and converted back to water.
This was my centennial lecture at the 100th anniversary of the Ecological Society of America, given August 11th, in Baltimore, and focused on the role of Ecology and Natural History as a part of sustainability science in the Anthropocene. Please do contact me at tewksjj@gmail.com if you would like to use any unpublished data for commercial or non-commercial purposes, or if you want to find out more about the data and methods. Collaborators on this work not included in currently published papers include Alejandro Guizar at the Luc Hoffmann Institute and Tom Brooks at IUCN (for work on conservation reports), Ann Gabriel, Vice President, Academic & Research Relations at Elsevier (for the work using SCOPUS data).
The document discusses training methods, with a focus on experiential learning and the use of technology. It describes the experiential learning cycle, which involves having a concrete experience, observing and reflecting on that experience, forming abstract concepts, and testing new concepts. The document provides examples of traditional training methods like lectures, hands-on methods, and group building activities. It also discusses technology-based approaches like synchronous and asynchronous e-learning, and blended learning. Overall, the document aims to help readers understand different training methods and how to choose the most appropriate ones based on learning objectives.
Nature Care Hospital Pvt.Ltd.is the Unique integrated hospital,established for the first time in Nepal.This hospital has combination of Ayurveda,TCM Acupuncture, Physiotherapy, LASER therapy,Ayurvedic Panchakarma,Therapeutic Massage,SPA.It is successfully treating any type of Paralysis,Sciatica,Migraine,Cervical Spondylosis, Infertility,Any type of Headache ,Gastritis,Sinusitis,Anorectal diseases such as Hemorrhoids,Fistula in ano,Fissure etc.
This document discusses using fuzzy logic to solve the economic dispatch problem with emission constraints in power systems. The aim is to minimize fuel costs while meeting emission limits. Fuzzy logic models are investigated to handle the nonlinear generator cost equations. A fuzzy model using error and change in error as inputs was able to find optimal solutions faster than methods like simulated annealing. The fuzzy model was tested on a 3 generator system and shown to validate the proposed method.
High Performance Apps: Tips for Speed, Power and DataDoug Sillars
Explore tips, tools and best practices for building high-performance apps that use data more efficiently. Learn how to leverage KnowMyApp.org (by CTIA-The Wireless Association®) and AT&T's Applications Resource Optimizer (ARO) to measure and make the most of data usage
The document describes the operation of a steam turbine system through 7 figures:
1) Water is pressurized and sent to the turbine to generate power and is then sent to the condenser chamber.
2) Steam from the condenser chamber drives another turbine which powers a generator.
3) Exhaust steam from the second turbine is sent to a condenser and converted back to water.
This was my centennial lecture at the 100th anniversary of the Ecological Society of America, given August 11th, in Baltimore, and focused on the role of Ecology and Natural History as a part of sustainability science in the Anthropocene. Please do contact me at tewksjj@gmail.com if you would like to use any unpublished data for commercial or non-commercial purposes, or if you want to find out more about the data and methods. Collaborators on this work not included in currently published papers include Alejandro Guizar at the Luc Hoffmann Institute and Tom Brooks at IUCN (for work on conservation reports), Ann Gabriel, Vice President, Academic & Research Relations at Elsevier (for the work using SCOPUS data).
The document discusses training methods, with a focus on experiential learning and the use of technology. It describes the experiential learning cycle, which involves having a concrete experience, observing and reflecting on that experience, forming abstract concepts, and testing new concepts. The document provides examples of traditional training methods like lectures, hands-on methods, and group building activities. It also discusses technology-based approaches like synchronous and asynchronous e-learning, and blended learning. Overall, the document aims to help readers understand different training methods and how to choose the most appropriate ones based on learning objectives.
Nature Care Hospital Pvt.Ltd.is the Unique integrated hospital,established for the first time in Nepal.This hospital has combination of Ayurveda,TCM Acupuncture, Physiotherapy, LASER therapy,Ayurvedic Panchakarma,Therapeutic Massage,SPA.It is successfully treating any type of Paralysis,Sciatica,Migraine,Cervical Spondylosis, Infertility,Any type of Headache ,Gastritis,Sinusitis,Anorectal diseases such as Hemorrhoids,Fistula in ano,Fissure etc.
Income from other sources as per Section 56 includes any income which is chargeable under the Income Tax Act but does not fall under the other heads of income such as salary, house property, business or profession, and capital gains. This includes winnings from lotteries, puzzles, races, and card games, as well as interest earned on securities. Such income is taxed at specific rates depending on whether the recipient is an individual, domestic company, or non-domestic company.
La Unión Europea ha acordado un paquete de sanciones contra Rusia por su invasión de Ucrania. Las sanciones incluyen restricciones a las importaciones de productos rusos clave como el acero y la madera, así como medidas contra bancos y funcionarios rusos. Los líderes de la UE esperan que las sanciones aumenten la presión económica sobre Rusia y la disuadan de continuar su agresión contra Ucrania.
Expert systems and solutions - B.E Projects ECE, EEE, EIESenthil Kumar
Engineering Research, Consultancy, Training and Design
Project Center For Research in Power Electronics and Power Systems
IEEE 2011 , IEEE 2012 BASED PROJECTS FOR FINAL YEAR STUDENTS OF
B.E - Electrical and Electronics Engineering,
B.E - Electronics and Communication Engineering,
B.E - Electronics and Instrumentation Engineering,
B.E - Bio medical Engineering,
B.E - Tele-communication Engineering,
B.E - Computer Science and Information Technology,
M.E - Power Systems Engineering,
M.E - Applied Electronics,
M.E - Power Electronics And Drive,
M.E - Mechatronics ,
MCA.
PolyU Design I Make Initiative (2015-09-25)Clifford Choy
This is for promoting the I MAKE initiative from PolyU Design (School of Design, the Hong Kong Polytechnic University) to local teachers. This initiative is aiming at promoting the importance of making and the maker culture to students, parents and teachers in local primary and secondary schools. This is relevant to teaches from the following subjects/disciplines: visual arts, design and technology, information technology, science and mathematics.
The document presents two Gantt charts showing the timelines and progress of two projects on a monthly and weekly basis. The monthly chart shows two tasks broken down into subtasks scheduled from February to December. The weekly chart shows the same information broken down into weeks without dates. Both charts use shaded blocks to indicate tasks that are completed, in progress, and not yet started.
This document presents an analysis of possible futures if proof of extraterrestrial life is discovered by 2035. It begins with an introduction and objectives. It then does a SWOT analysis of the current state and performs environmental scanning to identify relevant factors. These include the nature of the discovered life, political preparations, who discovers it, economic conditions, space technology, information flow, global viewpoints, and earth's environment. Three scenarios are then presented through 2045 exploring different outcomes based on values of the factors. The scenarios illustrate a range of individual and global impacts, from minor changes to inspiring unification. Overall the document aims to identify how resources could help achieve a preferable future and avoid threats from such a discovery.
This document provides an overview of the Indian steel industry. It discusses the industry's size, major players, growth over time, and acquisitions that have occurred. Some key points:
- India is now one of the largest steel producers in the world, with both public and private sector companies involved. Major players include SAIL, Tata Steel, Essar Steel, and JSW Steel.
- The industry has grown significantly since the 1990s with increased investment and production capacity. India's crude steel production grows over 10% annually.
- Notable acquisitions include ArcelorMittal's purchase of Arcelor and Tata Steel's acquisition of Corus, demonstrating the industry's dynamic nature.
This document provides an introduction to online assessment. It defines assessment and describes the importance of alignment between objectives, learning activities, and assessments. It distinguishes between formative and summative assessments and objective and subjective assessments. The document outlines strategies for effective implementation of online assessments and explains how to write measurable learning objectives. It emphasizes that assessments should provide evidence that students have achieved the intended learning objectives.
This document provides an introduction to online assessment. It defines assessment and describes the importance of alignment between objectives, learning activities, and assessments. It distinguishes between formative and summative assessments and objective and subjective assessments. The document outlines strategies for effective implementation of online assessments and explains how to write measurable learning objectives. It emphasizes that assessments should provide evidence that students have achieved the intended learning objectives.
This document provides an introduction to online assessment. It defines assessment and describes the importance of assessment. It discusses the differences between online and traditional assessment, noting that traditional forms of assessment like tests and quizzes may not translate as well to the online environment. The document outlines strategies for implementing effective online assessments and categories assessments as formative or summative and objective or subjective. It also covers learning objectives, explaining they should be clearly stated, measurable, and guide both teaching and assessment. Learning objectives help ensure assessments are aligned with intended learning outcomes.
This document discusses integrating an online learning experience into a student success course called Smart Start to help students determine if online learning is a good fit for them before taking an online course. It includes three key components: 1) a course navigation tutorial, 2) a Blackboard orientation, and 3) an online learning week. The purpose is to help students develop the technical skills and decide if the online format works for their learning needs. Student and instructor feedback found that while some students decided online classes were a good fit, others realized they were not suited for the online environment. Overall, the experience helped prepare students who did take online classes later on.
Distance education allows students to learn without being physically present at a school. Courses conducted over 51% online are considered distance education. It has advantages like flexible scheduling and lower costs than traditional degrees. However, it also has disadvantages like needing motivation and self-direction as support happens asynchronously. Evaluating distance learning requires considering definition, standards, key issues like infrastructure needs, and ensuring assessments measure desired outcomes.
Research in Distance Education: impact on practice conference, 27 October 2010. Presentation in Design for Learning Strand by Sally Jordan, Open University Science Faculty.
More details at www.cde.london.ac.uk.
This document provides an overview of online assessment. It defines assessment and describes differences between online and traditional assessment. The document outlines four categories of assessments: formative, summative, objective, and subjective. It also discusses learning objectives and the importance of aligning objectives, learning activities, and assessments. The document concludes by addressing academic integrity in online courses and strategies to promote it such as the virtues, policing, and preventative approaches.
The guide provides insights to dive deep into starting online tutoring. Edugraff offers opportunity to teachers who wish to leverage their teaching skills in online environment. With minimum investment of buying a digital pen, teachers can monetise their skills and start earning extra
The document discusses formative assessment and its key principles and practices. Formative assessment involves making judgements about pupils' knowledge and abilities based on evidence, in order to inform next steps in learning. It focuses on improving learning through techniques like questioning, feedback, peer and self-assessment. The goals are to understand pupil development and decide how to progress, which helps both teachers and pupils.
The document summarizes a study that implemented an externship program at Merrimack College to enhance career development for students. Both students and employers responded positively in surveys about their experiences in the externship program. Student surveys found high satisfaction rates and that the externships helped students identify needed skills and potentially influenced their career goals. Employer surveys also found high satisfaction rates and a willingness to host future externs. Qualitative interviews revealed that externships provided hands-on experience and increased students' confidence and clarity about their career paths. The program will be expanded based on lessons learned from the initial implementation.
This document discusses strategies for recruiting college students into careers in corrections. It finds that exposing students to corrections courses increases their knowledge and respect for the field. While students take these courses to fulfill requirements, over half consider careers in corrections afterwards. The document recommends that corrections recruiters connect with students through social media platforms like Facebook that students prefer. Maintaining these relationships throughout college and after graduation can help recruiters attract qualified candidates. Teaching corrections courses, inviting professionals to speak, and using social media are presented as effective recruitment tools.
Income from other sources as per Section 56 includes any income which is chargeable under the Income Tax Act but does not fall under the other heads of income such as salary, house property, business or profession, and capital gains. This includes winnings from lotteries, puzzles, races, and card games, as well as interest earned on securities. Such income is taxed at specific rates depending on whether the recipient is an individual, domestic company, or non-domestic company.
La Unión Europea ha acordado un paquete de sanciones contra Rusia por su invasión de Ucrania. Las sanciones incluyen restricciones a las importaciones de productos rusos clave como el acero y la madera, así como medidas contra bancos y funcionarios rusos. Los líderes de la UE esperan que las sanciones aumenten la presión económica sobre Rusia y la disuadan de continuar su agresión contra Ucrania.
Expert systems and solutions - B.E Projects ECE, EEE, EIESenthil Kumar
Engineering Research, Consultancy, Training and Design
Project Center For Research in Power Electronics and Power Systems
IEEE 2011 , IEEE 2012 BASED PROJECTS FOR FINAL YEAR STUDENTS OF
B.E - Electrical and Electronics Engineering,
B.E - Electronics and Communication Engineering,
B.E - Electronics and Instrumentation Engineering,
B.E - Bio medical Engineering,
B.E - Tele-communication Engineering,
B.E - Computer Science and Information Technology,
M.E - Power Systems Engineering,
M.E - Applied Electronics,
M.E - Power Electronics And Drive,
M.E - Mechatronics ,
MCA.
PolyU Design I Make Initiative (2015-09-25)Clifford Choy
This is for promoting the I MAKE initiative from PolyU Design (School of Design, the Hong Kong Polytechnic University) to local teachers. This initiative is aiming at promoting the importance of making and the maker culture to students, parents and teachers in local primary and secondary schools. This is relevant to teaches from the following subjects/disciplines: visual arts, design and technology, information technology, science and mathematics.
The document presents two Gantt charts showing the timelines and progress of two projects on a monthly and weekly basis. The monthly chart shows two tasks broken down into subtasks scheduled from February to December. The weekly chart shows the same information broken down into weeks without dates. Both charts use shaded blocks to indicate tasks that are completed, in progress, and not yet started.
This document presents an analysis of possible futures if proof of extraterrestrial life is discovered by 2035. It begins with an introduction and objectives. It then does a SWOT analysis of the current state and performs environmental scanning to identify relevant factors. These include the nature of the discovered life, political preparations, who discovers it, economic conditions, space technology, information flow, global viewpoints, and earth's environment. Three scenarios are then presented through 2045 exploring different outcomes based on values of the factors. The scenarios illustrate a range of individual and global impacts, from minor changes to inspiring unification. Overall the document aims to identify how resources could help achieve a preferable future and avoid threats from such a discovery.
This document provides an overview of the Indian steel industry. It discusses the industry's size, major players, growth over time, and acquisitions that have occurred. Some key points:
- India is now one of the largest steel producers in the world, with both public and private sector companies involved. Major players include SAIL, Tata Steel, Essar Steel, and JSW Steel.
- The industry has grown significantly since the 1990s with increased investment and production capacity. India's crude steel production grows over 10% annually.
- Notable acquisitions include ArcelorMittal's purchase of Arcelor and Tata Steel's acquisition of Corus, demonstrating the industry's dynamic nature.
This document provides an introduction to online assessment. It defines assessment and describes the importance of alignment between objectives, learning activities, and assessments. It distinguishes between formative and summative assessments and objective and subjective assessments. The document outlines strategies for effective implementation of online assessments and explains how to write measurable learning objectives. It emphasizes that assessments should provide evidence that students have achieved the intended learning objectives.
This document provides an introduction to online assessment. It defines assessment and describes the importance of alignment between objectives, learning activities, and assessments. It distinguishes between formative and summative assessments and objective and subjective assessments. The document outlines strategies for effective implementation of online assessments and explains how to write measurable learning objectives. It emphasizes that assessments should provide evidence that students have achieved the intended learning objectives.
This document provides an introduction to online assessment. It defines assessment and describes the importance of assessment. It discusses the differences between online and traditional assessment, noting that traditional forms of assessment like tests and quizzes may not translate as well to the online environment. The document outlines strategies for implementing effective online assessments and categories assessments as formative or summative and objective or subjective. It also covers learning objectives, explaining they should be clearly stated, measurable, and guide both teaching and assessment. Learning objectives help ensure assessments are aligned with intended learning outcomes.
This document discusses integrating an online learning experience into a student success course called Smart Start to help students determine if online learning is a good fit for them before taking an online course. It includes three key components: 1) a course navigation tutorial, 2) a Blackboard orientation, and 3) an online learning week. The purpose is to help students develop the technical skills and decide if the online format works for their learning needs. Student and instructor feedback found that while some students decided online classes were a good fit, others realized they were not suited for the online environment. Overall, the experience helped prepare students who did take online classes later on.
Distance education allows students to learn without being physically present at a school. Courses conducted over 51% online are considered distance education. It has advantages like flexible scheduling and lower costs than traditional degrees. However, it also has disadvantages like needing motivation and self-direction as support happens asynchronously. Evaluating distance learning requires considering definition, standards, key issues like infrastructure needs, and ensuring assessments measure desired outcomes.
Research in Distance Education: impact on practice conference, 27 October 2010. Presentation in Design for Learning Strand by Sally Jordan, Open University Science Faculty.
More details at www.cde.london.ac.uk.
This document provides an overview of online assessment. It defines assessment and describes differences between online and traditional assessment. The document outlines four categories of assessments: formative, summative, objective, and subjective. It also discusses learning objectives and the importance of aligning objectives, learning activities, and assessments. The document concludes by addressing academic integrity in online courses and strategies to promote it such as the virtues, policing, and preventative approaches.
The guide provides insights to dive deep into starting online tutoring. Edugraff offers opportunity to teachers who wish to leverage their teaching skills in online environment. With minimum investment of buying a digital pen, teachers can monetise their skills and start earning extra
The document discusses formative assessment and its key principles and practices. Formative assessment involves making judgements about pupils' knowledge and abilities based on evidence, in order to inform next steps in learning. It focuses on improving learning through techniques like questioning, feedback, peer and self-assessment. The goals are to understand pupil development and decide how to progress, which helps both teachers and pupils.
The document summarizes a study that implemented an externship program at Merrimack College to enhance career development for students. Both students and employers responded positively in surveys about their experiences in the externship program. Student surveys found high satisfaction rates and that the externships helped students identify needed skills and potentially influenced their career goals. Employer surveys also found high satisfaction rates and a willingness to host future externs. Qualitative interviews revealed that externships provided hands-on experience and increased students' confidence and clarity about their career paths. The program will be expanded based on lessons learned from the initial implementation.
This document discusses strategies for recruiting college students into careers in corrections. It finds that exposing students to corrections courses increases their knowledge and respect for the field. While students take these courses to fulfill requirements, over half consider careers in corrections afterwards. The document recommends that corrections recruiters connect with students through social media platforms like Facebook that students prefer. Maintaining these relationships throughout college and after graduation can help recruiters attract qualified candidates. Teaching corrections courses, inviting professionals to speak, and using social media are presented as effective recruitment tools.
Improved Intervention Strategies through Integration of Social Networking & T...James Hardin
The document describes the development and implementation of an online intervention program called STARS at Georgia Southern University. STARS was created to better communicate with struggling students, collect student data, and provide academic resources. It includes modules on topics like time management and goal setting. Usage data shows students access the additional resources and materials. The program aims to have a positive impact on student recovery and retention. Going forward, the university hopes to adopt STARS more widely and incorporate academic action plans for students.
This document outlines an online workshop for assessing online courses. The objectives are to explain how online course assessment differs from face-to-face, list benefits of online assessment, access an online course on Blackboard, assess online course design using the Quality Matters rubric, assess course delivery, and introduce colleagues to CETLA resources for online teaching. It discusses definitions of online course types and why peer review and assessing course design and delivery are important. The Quality Matters rubric and process for online course assessment are described.
This is an instructional plan I designed and implemented for a course in my Master's program. I instructed three people in the job market on how to have a successful interview (*successful meaning either being invited for a second interview or getting the job).
This document discusses predicting learner satisfaction and intention fulfillment in MOOCs. It suggests these may be better measures of success than traditional completion rates. The study aims to identify factors influencing satisfaction and fulfillment, like learner characteristics, behaviors, and course usability. Data was collected from 125 participants in an online course, including pre-course surveys, log files of behaviors, and post-course surveys. Structural equation modeling was used to analyze relationships between predictors and the outcomes of satisfaction and fulfillment. The findings could help better understand learner-centered success in MOOCs.
This document discusses predicting learner satisfaction and intention fulfillment in MOOCs. It suggests these may be better measures of success than traditional completion rates. The study aims to identify factors influencing satisfaction and fulfillment, like learner characteristics, behaviors, and course usability. Data was collected from 125 participants in an online course, including pre-course surveys, log files of behaviors, and post-course surveys. Structural equation modeling was used to analyze relationships between predictors and outcomes. The results provide insight into better understanding learner-centered success in MOOCs.
The document discusses a pilot project that implemented student-generated webpages to improve mathematics revision and development. A group of Year 8 students were asked to create webpages about a mathematics topic to share what they learned and get peer feedback. Most students enjoyed the project and felt it helped them learn new revision techniques and spend more time revising. The results will be reviewed and the students will revisit their work in a year to continue improving mathematical skills through technology-based, self-directed learning.
MOOCs Back to Reality Oops There Goes GravityPearson
This document discusses the design and results of a MOOC course on basic math skills created by Cuyahoga Community College. Key points:
- The MOOC used a gamified design to target students with little college experience, incorporating stories, open educational resources, levels, and digital badges.
- 18% of enrolled students completed the course, comparable to traditional online courses. 76% of students who took a post-test improved their math placement.
- A survey found most students had low levels of educational attainment prior to the MOOC. Over a quarter were currently enrolled in a 2-year college program after taking the course.
This study compared outcomes for identical courses offered in two delivery modes: online/asynchronous and face-to-face/synchronous. The study measured gain scores from pre-tests to post-tests, grades as percentages, and student satisfaction. Students answered questions to determine if they had the prerequisites to succeed in the online course. While most previous research found little difference in student performance between online and face-to-face courses, this study was designed to provide a more objective comparison as it was not conducted by the instructors themselves.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
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 Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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.
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
Cart2 powerpoint
1. Golf Cart Driver Safety Course
Purpose of Project
The purpose of this project is to provide golf cart driver safety
training to student workers within the Division of Outreach and
Community Engagement (OCE) who drive University-owned golf
carts on the campus.
The OCE project will serve as a pilot project. If evaluations of the
project prove the training to be effective, a training course will
be developed for all employees who drive University-owned golf
carts on the campus. The campus-wide training course will be
presented to University administration.
2. Golf Cart Driver Safety Course
Need for Training Course
This initial need for this safety training course came from
two sources:
1. Leadership mandate to train student workers
2. University administration requests via email to
campus employees to be cautious of pedestrians and
University property while driving golf carts
3. ADDIE MODEL
This course was designed using the ADDIE Model.
Analysis
• Identified the learning problem – golf cart safety
• Identified goals and objectives for five session
• Identified Learner needs and characteristics through online
surveys and a face-to-face interview
• Examined the learning environment and necessary
technology required to complete the course
• Reviewed delivery options to find the correct one for the
targeted learners
• Developed a tentative class schedule
4. ADDIE MODEL
This course was designed using the ADDIE Model.
Design
• Developed learning objectives with a logical flow of
information
• Created a plan for how the course would look, the design, and
draft content
Development
• Created content based on the design of the course
5. ADDIE MODEL
This course was designed using the ADDIE Model.
Implementation
Delivered the course materials to the student completing the
one-to-one Formative Evaluation.
Evaluation
• Completed an online survey to request feedback on the
course content and presentation.
• Made revisions based on the feedback.
6. Golf Cart Driver Safety Course
Needs Assessment Survey - Community
To assess the community’s perception of the need for training, a
survey was developed in Survey Monkey.
• The survey was sent to members of the campus
community, and those who have taken classes on the campus
or spent time on the campus for other reasons such as
camps, plays, concerts, etc.
• Responders were identified through campus distribution lists
and Facebook
• The survey opened and closed on 7/21/12. The Community
Golf Cart Survey received 19 responses
http://www.surveymonkey.com/s/3PYDC5L
7. Golf Cart Driver Safety Course
Needs Assessment Results - Community
Community survey questions focused on the responders feelings
of safety when sharing sidewalks on the campus with golf carts.
The survey was created to provide community feedback to the
targeted Learner group.
Results indicated that training is needed to ensure pedestrian
safety on sidewalks and proper training of golf cart drivers.
• The majority who use campus sidewalks feel safe (89.5%); however, a
lower percentage (47.4%) believed that golf carts provided no threat to
pedestrians on sidewalks.
• There was some confusion about who has right of way on campus
sidewalks. The survey showed that 78.9% of responders believed that golf
carts yield to pedestrians while 63.2% feel that pedestrians should yield to
golf cart drivers.
• The majority also believed that those driving University golf carts should
attend a driver safety program (73.7%).
8. Golf Cart Driver Safety Course
Needs Assessment Survey - Learner
• This survey was developed in Survey Monkey and sent to
current OCE student workers via campus email
• The survey opened and closed on 7/21/12. This survey
received 6 responses
• The questions focused on the golf cart driver’s familiarity and
comfort level with the golf cart and his/her level of safety
when sharing sidewalks on the campus with pedestrians
http://www.surveymonkey.com/s/3ZSRXK2
9. Golf Cart Driver Safety Course
Needs Assessment Results - Learner
Results indicate that training is needed to ensure pedestrian
safety on sidewalks and proper training of golf cart drivers.
• While majority of learners have experience and feel comfortable driving a
golf cart (66.7%), they also feel that they would benefit from golf cart
safety training (50%)
• There is some confusion about who has right of way on campus sidewalks.
The survey shows that 66.7% believe that golf carts should give right of
way to pedestrians while 50% feel that pedestrians should give right of
way to golf cart drivers, which shows that a review of rules would be
beneficial
• Comments indicate that training is needed in operation of the golf cart
and safety
10. Golf Cart Driver Safety Course
Needs Assessment Results - Learner
A face-to-face Learner interview was also conducted with a
potential new student worker. Like the current students, the new
student is also interested in formal golf cart driver training. She
seemed eager to learn. While online learning would be new for
her, she was open to learning as long as support was available.
Learner Interview
Question Answer
Have you driven a golf cart before? No, but I would like to learn how to drive one.
Do you think safety is important when driving a golf Yes. I guess accidents can happen even in a golf cart. So
cart? yes, safety is important.
What kinds of things would you like to learn about How to actually drive one. What I would need to do if I
driving a golf cart? had an accident.
Have you ever done an online learning class? No, but I would like to learn.
Can you follow directions and work at your own pace? Yes, that is no problem. As long as I can ask a question if I
get stuck, I don’t have a problem.
If you are hired, would you be interested in taking a Yes. I think I would be more comfortable if someone
formal golf cart driver safety course? taught me what I needed to do.
Would you feel more confident in your skills as a golf cart Yes, definitely.
driver if you had formal training?
11. Learner Assessments
• An initial assessment was made of prior knowledge of topic
area; attitudes toward content; attitudes toward potential
delivery system; motivation for instruction; educational and
ability levels; general learning preferences; attitudes toward
training organization and general group characteristics
• Answers were taken from knowledge of the Learner’s work
environment, experience with Learners in earlier instruction;
supervisor information; review of job applications and
observation
• An additional Learner assessment was conducted using
Survey Monkey. The survey collected demographic and
learning style information from the targeted Learner group
http://www.surveymonkey.com/s/MKRGMXZ
12. Description of Learners
• Learners range in age from 19 - 22
• Learners include freshman to graduate level of education
• Learners include five females and one male
• Learners include 2 white and 4 African-American (total of 6 student
workers)
• Learners are proficient in the English language
• Learners have previous work experience
• Collective learning styles include 2 visual, 1 auditory,
3 combination of both
• Major areas of study include:
– Public Administration
– Sociology
– College Student Services and Personnel Administration
– Biology
– Family and Consumer Science Education
• Learners feel the training course is beneficial
• No disabilities were identified by the Learner group
13. Performance Activities and Measures
Using a variety of multi-media, Session 1
includes activities and assessments to facilitate
student learning.
• Practice Worksheet
• You Tube Video
• Class Exercise to brainstorm ideas
• Wordle
• Take-home research activity
14. Performance Measures
• At the end of the course, students will be
assessed through a written test. Test
questions are available to view through Survey
Monkey.
http://www.surveymonkey.com/s/N8FMJH7
• Students will also be evaluated through a
driver’s competency.
15. One-to-One Formative Evaluation
http://www.surveymonkey.com/s/sYFH3V3
Question Response Choices
Are the course objectives clearly Yes or No
defined?
Is the course content logical and well Yes or No
organized?
Are important points emphasized? Yes or No
Does the number of interactions in Yes or No
each lesson make learning easier?
Do graphics make lessons easier to Yes or No
learn?
Are there a sufficient number of Yes or No
examples and practice included in
the course?
Are colors and graphics attractive Yes or No
and not distracting?
Are lessons logically designed and Yes or No
easy to follow?
Was the amount of information Yes or No
presented in each session
comfortable?
Are important points emphasized? Yes or No
16. One-to-One Formative
Evaluation Results
Overall, the course received positive results.
Changes made as a result of the One-to-One
Formative Evaluation are listed below:
• Move Session #5, Objective #3, (How to Drive
a Golf Cart) to Session #1, Objective #3.
• Move Session #1, Objective #3 (Parking on
Campus) to Session #5, Objective #3.
17. End of Course Evaluation
• Learners will also be asked to complete a
written course assessment. To maintain
consistency, Learners will be asked to
complete the same survey used in the
formative evaluation.
• You can view the assessment questions at the
Survey Monkey link below.
http://www.surveymonkey.com/s/SYFH3V3
19. The purpose of this course is to provide Learners
with the information and skills needed to be
knowledgeable and competent golf cart drivers
on the University of Central Arkansas campus.
20. Entry Competencies
• Learners must be identified as drivers of
University-owned golf carts
• Learners must understand the
importance of a formal golf cart driver
safety course
• Learners must have the ability to follow
instructions
• Learners must hold a valid Driver’s
License
• Learners must wear correct lenses if
prescribed by medical personnel
21. Session 1:
Cart Operator Functions
INSTRUCTIONAL OBJECTIVES:
1. Using a PowerPoint slides and Wordle, the
Learner will discuss the purpose of the
training, define “cart,” and how learn how this
affects the Learner’s role as a golf cart driver.
2. Using a hand-out graphic of a golf
cart, Learner will identify and label the
functional components.
3. Using a You Tube video, Learner will learn
how to drive a golf cart.
4. Learner will examine cart maintenance issues
through small group scenario discussion and
create a maintenance checklist.
5. Learner will analyze his/her department’s cart
rules based on pre-determined questionnaire
and report the information back to the class in
Session 5.
26. Golf Cart Functional Components
KEY SWITCH
The Key Switch is located on the support panel. The switch
enables the basic electrical system of the cart to be turned off
and on.
When Unattended:
– Do not leave the key switch in the ON position
– Do not leave the key in the switch
KEY SWITCH
27. Golf Cart Functional Components
BRAKE/PARKING BRAKE
The brake pedal is used to stop the cart. It includes a parking
brake feature.
– To engage, push DOWN on the top section of the pedal until it locks in
place. The parking brake will release when the bottom of the brake
pedal is depressed.
– Use the BOTTOM section of the brake pedal to operate the regular
brake system.
BRAKE
AND
PARKING BRAKE
28. Golf Cart Functional Components
ACCELERATOR
The ACCELERATOR is used to make the cart move forward and
backward.
– To release the parking brake, press the accelerator.
– To start the motor, press the accelerator.
– To stop the motor, take your foot off the accelerator.
ACCELERATOR
29. Golf Cart Functional Components
FORWARD/NEUTRAL/REVERSE LEVER
The FORWARD/NEUTRAL/REVERSE LEVER is used to put the cart
in gear It is located on the seat support.
– Before starting the cart, make sure the lever is in the desired position.
– Come to a complete stop before shifting the lever.
– Leave the cart in neutral when unattended.
FORWARD
(Right Shift)
NEUTRAL
(Center)
REVERSE
(Left Shift)
33. Daily Maintenance Checklist
Check tires
Fluid leaks
Cart damage
Steering
Brakes
Gas Tank
Alarms (if applicable)
Lights (if applicable)
Signals (if applicable)
Report anything not in proper working
order to your supervisor! Do not use the
cart until repairs are made!
34. Yearly Maintenance Checklist
Check tires
Fluid levels
Steering
Brakes
Battery
Alarms (if applicable)
Lights (if applicable)
Signals (if applicable)
The physical plant motor pool shop
maintains and repairs University-owned
carts.
35. Maintenance Checklists
Class Activity
Daily Maintenance Checklist Yearly Maintenance Checklist
1. On a sticky note, write 1. On a sticky note, write
down a maintenance down a maintenance
activity that should take activity that should take
place everyday. place once a year.
2. Place your sticky on the 2. Place your sticky on the
poster board labeled, poster board
“Daily Maintenance.” labeled, “Yearly
Maintenance.”
36. Small-Group Discussion Activity
SCENARIO
What would happen if the cart failed while you
were running errands or transporting a high-
profile guest on the campus? What if the cause
was determined to be lack of maintenance?
How would this make you feel?
Would you be embarrassed? Angry?
37. Department Cart Rules
Each department has specific rules and
regulations for cart use, as well as procedures
for check-in and check-out and cart storage.
Use the Practice Activity to analyze
department’s cart rules.
Report the information back to the class in
Session 5.
39. Session 2:
Safety Precautions
INSTRUCTIONAL OBJECTIVES:
• Learner will identify and discuss
rain, snow and ice driving
conditions and situations.
• Learner will identify various
emergency situations and assess
how to handle them.
• Learner will identify pedestrians by
taking a quiz.
• Learner will identify passengers by
taking a quiz.
40. Weather Impacts Driving
• “It’s not so much the rain or snow
that causes crashes, but driver’s
ability to adapt to change.”
http://drivesteady.com
41. Driving in Rain
• When the road is wet, the film of the water on the
asphalt causes tires to lose traction.
• Less obvious is the fact that rain reduces driver
perception — it's harder to see through the rain — and
also decreases visibility through its action on headlights,
windshields and the road itself.
• While most people know to slow down in the rain, there
are definitely other tips that will help keep you, and
those who share the road with you, from becoming a
statistic. (http://www.edmunds.com)
42. Rain Safety Tips
• Allow more time for travel
• Brake earlier and with less force
• Stay toward the middle of the road, when possible
• Don’t attempt to cross running water
• Watch for pedestrians
• Give extra distance to anyone traveling in front of you
• If you start to hydroplane, do not brake suddenly or turn
the wheel
43. Driving on Ice and Snow
• In temperatures at or just above 32-degrees, a thin
layer of water can turn to or cover ice, causing
extremely dangerous, slippery driving conditions
• When the road is icy, tires lose traction
• Ice reduces driver perception — it's hard to see icy
patches
44. Ice and Snow Safety Tips
• Travel, steer and brake more slowly than usual
• Be cautious when driving your car into shaded
areas, and slow down during your approach
• Use extra caution when driving on
bridges, overpasses and tunnels
• Remember that POSTED SPEED LIMITS are
only to be followed during ideal weather
conditions. Slow down while driving on snow
or ice
45. Small-Group Discussion Activity
Have you had to deal with weather safety issues
related to rain, snow or ice?
If so, what happened?
How did you handle the situation?
Share with your small-group.
46. Assessing Emergency Situations
If you are traveling the campus, there is a
possibility that you will encounter an emergency
situation such as those listed below.
• Campus visitor with an emergency
• Sick person
• Car accident
47. Assessing Emergency Situations
• Travel with a cell phone
• Call the campus police if you feel threatened
or realize a situation is more than you can
handle
• Call your supervisor to report any unusual
situation
• Call 911
48. Class Discussion Activity
Discuss the following scenarios as a class and
provide input.
• Traveling across campus, you notice a student passed
out on the lawn. What do you do?
• Traveling across campus, you watch a car accident at
the intersection while you are waiting for your turn.
What do you do?
• Traveling across campus, a visitor stops you to say
she has lost her purse. What do you do?
49. Are you a pedestrian?
Pedestrians are people who are on foot, using non-
motorized wheels such as bicycles and skateboards, and
those using assistive devices such as wheelchairs and
walkers.
Pedestrians always have the right of way on campus
sidewalks and streets.
50. Are you a passenger?
• Passengers are those we transport in our cart.
• Passengers can be fellow workers, students, campus
guests and/or visitors.
• Be mindful of the weight/passenger limit of the vehicle
• Be mindful of special needs such as wheelchair or
walkers
51. Session 3:
Rules of the Road
INSTRUCTIONAL OBJECTIVES:
• Learner will define “hand-held device”
and create list of examples with the
class.
• Learner will discuss and demonstrate
correct hand signal.
• Learner will define and discuss state
laws that apply to drivers of carts.
• Using a You Tube example, Learners
will review and categorize driver and
passenger safety into acceptable and
unacceptable behaviors.
52. What is a hand-held device?
Watch this video to learn more about hand-held devices and
driving.
TEXTING AND DRIVING: GOLF CART EXPERIMENT
http://www.youtube.com/watch?v=_pE9XQwiocg
54. Hand Signals
• Most carts do not have turn signals. On a busy
campus, it is important for those on the road
with us to understand where we are going.
Left
Right
Slow or Stop
58. Small Group Activity
Demonstrate proper hand signals
in your small groups by taking turns
showing the group LEFT, RIGHT, SLOW OR STOP.
59. State Laws and Golf Cart Drivers
• It is important to note that State laws pertaining to
drivers of cars and trucks on the roads and highways
also pertain to drivers of golf carts.
• If you were tested over it to obtain your driver’s
license, it is valid information for a golf cart.
Interesting Fact:
You can get a DWI/DUI driving a golf cart just
like you can while driving a car.
60. Class Discussion Activity
Discuss Arkansas State laws as found in the
Arkansas Driver’s Study Manual.
Identify any areas that need clarification and/or
follow up.
61. Driver/Passenger Behavior
Driving a golf cart is no different than driving a
car. Both the driver and passenger should refrain
from behavior that could be potentially
dangerous to themselves or others.
• Keep hands and feet in the cart at all times
• Remain seated when the vehicle is in motion
• No wreckless driving
• No alcoholic beverages
62. Small Group Activity
Watch this video.
JUMP OVER A GOLF CART
http://www.youtube.com/watch?v=nqewxdb063I
In your small group, act out scenarios of what is acceptable and
non-acceptable behavior while driving or riding in a golf cart.
63. Session 4:
Rules of the Campus
INSTRUCTIONAL OBJECTIVES:
• Learner will review and discuss
University policies that relate to
drivers of carts.
• Learner will review and discuss
designated campus travel paths
acceptable for cart travel.
• Learner will understand University
expectations for traveling within
construction zones.
• Learner will understand how to
travel during high-profile events
such as football games.
64. University Policies
• Several policies affect golf cart drivers. Specific
policies are listed below.
• Drug Free Work Place (505)
• Smoking and Tobacco Use (519)
• Traffic and Parking Regulations (421)
65. Small Group Activity
Review the hand-outs of the policies.
• In your small group, review each policy and look for
information that affects golf cart drivers.
• Using a highlighter, designate someone in your group to
highlight the information within each policy.
• Each small group will share their highlighted information with
the class.
66. Campus Travel Paths
You cannot drive a golf cart:
• On sidewalks
You can drive a golf cart:
• On campus streets
67. Class Activity
• Can you think of other areas on the campus that a golf cart is
regularly driven for which we have not accounted?
• Can you think of exceptions?
68. Campus Construction
The campus always has an area under construction.
The University web site (http://www.uca.edu) publishes
information about current construction projects.
Remember these tips:
• Do not drive in construction zone areas
• Look for alternate paths to your destination
• Allow for extra time
70. Campus Events
The campus hosts many events each year. The University
web site (http://www.uca.edu) publishes information about
current events.
Remember these tips:
• Do not drive on sidewalks
• If the usual path has a large number of
pedestrians, look for alternate paths to your
destination
• Allow for extra time
71. Class Activity
• Make a list of campus events including those events that
happen during times of the year when other things might be a
issue such as weather.
• Learners can write their event on a sticky note and place it on
a poster labeled, “Campus Events.”
72. Session 5:
Driver Competency
INSTRUCTIONAL OBJECTIVES:
• Learner will review and discuss
information presented in previous
sessions.
• Using various pictures, Learner will
learn about parking on campus
• Learner will take a written test to
assess knowledge from all sessions.
• Learner will complete a driver
competency assessment.
74. Parking on campus?
• Parking a cart is not much different than
parking any other motorized vehicle.
• You can receive a ticket for parking while
driving a cart.
Pay attention to the next several pictures!
82. Evaluations!
Thank you for participation in the training
course. Please remember to complete your
course evaluation so we can improve and
make the course even better!