This document provides information and instructions for various assessments related to developing an online professional portfolio for a class. It outlines blog posts and comments students are required to make, guidance on setting up an initial portfolio site, instructions for including a vision/mission statement and standards, and annotating a list of completed courses with artifacts. Students are asked to review peers' standards and include a timeline representing at least 30 hours of work for their capstone project proposal.
#1 – Define Your Freelance Objectives.
#2 – Get the Necessary Tools.
#3 – Identify Your Freelance Skills.
#4 – Become 'Guru' In Your Skill.
#5 – Create A Positive Image.
#6 – Build Your Creative Portfolio.
#7 – Discover The Most Ideal Freelance Website.
#8 – Select Your Pricing.
Teacher Leaders: Leading Change in Difficult Times
What will schools look like 20 years from now? What role should teacher leaders play in this process? Come hear a national presenter discuss lessons learned from the nations’ most rapidly improving schools. This presentation looks at moving to CCSS using high levels of rigor for student learning and preparing classrooms for high student engagement.
Presenter: Bobby Ashley - Jefferson, NC
From the CALPER/LARC Testing and Assessment Webinar Series
Download the handouts and ppt: https://larc.sdsu.edu/archived-events/
View the recording: https://vimeo.com/60470458
Webinar Date: February 21, 2013
#1 – Define Your Freelance Objectives.
#2 – Get the Necessary Tools.
#3 – Identify Your Freelance Skills.
#4 – Become 'Guru' In Your Skill.
#5 – Create A Positive Image.
#6 – Build Your Creative Portfolio.
#7 – Discover The Most Ideal Freelance Website.
#8 – Select Your Pricing.
Teacher Leaders: Leading Change in Difficult Times
What will schools look like 20 years from now? What role should teacher leaders play in this process? Come hear a national presenter discuss lessons learned from the nations’ most rapidly improving schools. This presentation looks at moving to CCSS using high levels of rigor for student learning and preparing classrooms for high student engagement.
Presenter: Bobby Ashley - Jefferson, NC
From the CALPER/LARC Testing and Assessment Webinar Series
Download the handouts and ppt: https://larc.sdsu.edu/archived-events/
View the recording: https://vimeo.com/60470458
Webinar Date: February 21, 2013
EDU 618 help Making Decisions/Snaptutorialpinck2395
For more classes visit
www.snaptutorial.com
Flowchart. Have you ever come across a problem and said to yourself, “If itwas me, I would have done so and so differently”? Inthis week’s assignment, you will have an opportunity to do it your way. When we begin a new endeavor, it is always great to know where we are headed. After all, we don’t just build a house and decide where to locate the rooms once the work is completed. In much the same way, any organization should have a good vision of where they currently are, and where they are going.
EDU 618 help A Guide to career/Snaptutorialpinck215
For more classes visit
www.snaptutorial.com
Flowchart. Have you ever come across a problem and said to yourself, “If itwas me, I would have done so and so differently”? Inthis week’s assignment, you will have an opportunity to do it your way. When we begin a new endeavor, it is always great to know where we are headed. After all, we don’t just build a house and decide where to locate the rooms once the work is completed. In much the same way, any organization should have a good vision of where they currently are, and where they are going.
Edu 618 Massive Success / snaptutorial.comNorrisMistryk
Flowchart. Have you ever come across a problem and said to yourself, “If itwas me, I would have done so and so differently”? Inthis week’s assignment, you will have an opportunity to do it your way. When we begin a new endeavor, it is always great to know where we are headed. After all, we don’t just build a house and decide where to locate the rooms once the work is completed. In much the same way, any organization should have a good vision of where they currently are, and where they are going.
For your Final Paper, you will be required to create and explain a proposed logic model. This week, you will begin creating the Assumptions/Issues portion of the model. For those without a particular field, you may choose a field that most closely aligns to your future educational career.
Applied Business Project 2 – Data VisualizationYou MUST use th.docxjesuslightbody
Applied Business Project 2 – Data Visualization
You MUST use this template for your report
and submit your ABP-2 report to D2L as a PDF file.
Name: Lastname, Firstname (UA Email address)
Project: ABP-2 – Data Visualization
Task 1: ETL of Transactional Data
1.1.
Extract of Extracted Data (from Yahoo! Finance)
<insert the Header plus
only the first 10 rows of your downloaded CSV datafile here>
Important Note: Be sure your solution for Task 1.1 copies the data directly from your text editor (as lines of “text” and not as an image) so that your solution matches the unformatted data in the CSV file shown in the assignment guidelines. You must use a text editor for this task. You
cannot open your CSV file using Word, Pages, Excel, Sheets or other similar applications.
1.2.
Stock Price Summary Table (Based on Full Data Set)
<insert your solution for Task 1.2 table here>
1.3.
Stock Price Summary Table Formulas
1.3.1.
Excel Formula for the Daily Open Low
<insert your Excel formula for Task 1.3.1 here>
1.3.2.
Excel Formula for the Daily Open High
<insert your Excel formula
for Task 1.3.2 here>
1.3.3.
Excel Formula for the Daily Open Range
<insert your Excel formula
for Task 1.3.3 here>
1.4.
Data Visualizations (Stock Trading Prices)
<insert your visualization solution for Task 1.4 graph>
1.5 Data Visualizations (Trading Volume)
<insert your solution for Task 1.5 graph>
1.6 Assessment of how Visualizations can inform an investor (150 words)
<insert your written Assessment for Task 1.6 here> Task 2: Comparative Market and Financial Strength
2.
2.1. Tabular Data Representation
<insert your solution for Task 2.1>
2.2. Treemap Charts of financial data – your company
<insert your treemap chart for Task 2.2> - your company
2.3. Treemap Charts of financial data – a competitor
<insert your treemap chart for Task 2.3> - a competitor
2.4. Treemap Charts of financial data – a company ourside your industry
<insert your treemap chart for Task 2.4> - an unrelated company
2.5 Value of a Treemap Chart in Investment Analysis (150 words)
<insert your solution for Task 2.5 here>Task 3: Profiling Corporate Sustainability
3.
3.1.
Tabular Data for Sustainability Visualization
<insert your solution for Task 3.1 here>
3.2.
Sustainability Visualization (Radar Chart)
<insert your solution for Task 3.2>
3.3.
Sustainability Assessment (150 words)
<insert your solution for Task 3.3> Task 4: Assessing your stock the Warren Buffet Way
4.
4.1. Selection of Criteria and Visualization Chart Type4.1.1.
Criterion identifier and description
<insert your solution for Task 4.1.1>
4.1.2.
Selected chart type
<insert your solution for Task 4.1.2>
4.2. Visualization Assessment (15.
EEE/CSE 120
Answer Sheet
Capstone Design Project
Name:__________________________
Instructor:__________________________
Class Time:________________________
Date:________________________
Task 4-1: Design of Synchronous Sequential Machines
Design #1 (Mealy machine)
: What assumptions did you make in the design of this machine?
Create a state definition table here that describes in plain English what each state in your machine means and what binary values you have assigned to represent each state.
Create tables here to display your state diagrams, state transition tables and Karnaugh maps used in your design process. (You can do this by hand if you wish.)
Cut and paste your Quartus schematic and timing diagram simulation for design #1 (Mealy machine) here:
Design #2 (Moore machine): What assumptions did you make in the design of this machine?
Create a state definition table here that describes in plain English what each state in your machine means and what binary values you have assigned to represent each state.
Create tables here to display your state diagrams, state transition tables and Karnaugh maps used in your design process. (You can do this by hand if you wish.)
Cut and paste your Quartus schematic and timing diagram simulation for design #2 (Moore machine) here:
Task 4-2: Simulate Both Designs in the Lab in Presence of the TA
Demonstrate that both of your circuits meet the completed design specification to the laboratory assistants and have the TAs apply a grade here.
Grade: 1st Design ____/15 Grade: 2nd Design____/15
Task 4-3: Determine Criteria and Weighting for Judging Your Designs
Using the guidelines in the laboratory manual, list your criteria and associated weights here:
Criteria
Weight
Task 4-4: Apply the Criteria to Pick the Best Design
Describe how you applied the criteria and weighting system in the above task to pick the best design.
Which design is better based on your criteria and weighting system?
Task 4-5: Upload One Design to the FPGA Board in the Laboratory
Demonstrate to a laboratory assistant that one of your designs works according to your completed specification.
Laboratory assistant evaluation:
Capstone Design Project: Lab Report Grade Sheet
Name:
Instructor Assessment:
Grading Criteria
Max Points
Points lost
Template
Neatness, Clarity, and Concision
5
Description of Assigned Tasks, Work Performed & Outcomes Met
Task 4-1: Design of Synchronous Sequential Machines
22
Task 4-2: Simulate Both Designs
30
Task 4-3: Determine Criteria and Weighting for Judging Your Designs
5
Task 4-4: Apply the Criteria to Pick the Best Design
8
Task 4-5: Upload One Design to the FPGA Board in the Laboratory
30
Self-Assessment Worksheet (The content of the self-assessment worksheet will not be graded. Full credit is given for including the completed worksheet.)
(2 extra points)
Points .
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1. Presentation Author: J. Sklar Modified Spring 2011 by K. Diener Where are we now? Professional Portfolio Experience CEDo555 Class #2 June 15, 2011
2. Blogging…. After you have completed your blog entry and both comments, fill out the blog report form that your instructor will make available as a link or wiki page. No blog post will be graded without the completion of the blog report form. Do not complete the form until you have done your own post and commented on two other students. Blog # Blog by: Comment By: 1 6/20/2011 6/22/2011 2 7/11/2011 7/13/2011 3 7/18/2011 7/20/2011
