This document summarizes an academic presentation about online student performances and their impact on integrative motivation. It provides context about English language courses and contests at Osaka Jogakuin College. Some student performances are recorded as podcasts. The document analyzes how different types of contests appeal to different motivations and skills. Student interviews suggest performances can enhance integrative motivation by allowing students to share their work with a global audience online. This experience may help students internalize English as their own second language.
K–16 articulation for Chinese language programming is becoming critical as more K–12 students choose to learn Chinese in recent years. Participants in this session, both administrators and
teachers of Chinese, will gain knowledge and skills in developing programs that foster K–16 Chinese articulation. Co-presenter Kun Shi will present the urgent need for administrators to support teachers and focus on K–16 articulation in order to sustain program development, based
on his experience working with Florida and Ohio schools. Dr. Shepherd will explore ways to build the culture of Chinese programs in ways that create optimal learning experiences for American learners while they coordinate instruction in a manner that allows for smooth K–16 articulation. Techniques for structuring learning experiences that integrate key factors impacting vertical articulation will be shared through discussion and video, including embedding language in culture, eliciting increasingly sophisticated learner performance, shifting from texts to
performance in context, generating intrinsic motivation, fostering varied feedback, and showing learners how to efficiently learn Chinese as a foreign language.
R211 okada sawaumi ito2017 effects of observing model video presentations on ...Takehiko Ito
As observing model videos can develop learners’ speaking (e.g., pronunciation and word/sentence stress) and oral presentation skills, this study explores its effects on Japanese university students’ performance with respect, in particular, to model videos of presentations. Two types of model video were shown to 27 participants in two classes: in one class, more-proficient model videos were shown prior to less-proficient model videos; in the other, the order was reversed. In both cases, the videos were shown prior to the students’ second and third presentations. To examine any observational learning effects, the first, second, and third presentation scores obtained through self- and peer evaluation were analyzed quantitatively, while student responses to open-ended questions were analyzed qualitatively using text mining. The results indicate that there was no significant effect of any factor on the self-evaluation scores. However, peer ratings show that the third presentation was rated significantly higher than the first for the class in which students watched the less-proficient model videos before the more-proficient. The findings indicate that the observation sequence of model videos may affect the development of learners’ performance, although the use of both more-proficient and less-proficient model videos in any order can improve learners’ cognitive, linguistic, and presentation skills.
K–16 articulation for Chinese language programming is becoming critical as more K–12 students choose to learn Chinese in recent years. Participants in this session, both administrators and
teachers of Chinese, will gain knowledge and skills in developing programs that foster K–16 Chinese articulation. Co-presenter Kun Shi will present the urgent need for administrators to support teachers and focus on K–16 articulation in order to sustain program development, based
on his experience working with Florida and Ohio schools. Dr. Shepherd will explore ways to build the culture of Chinese programs in ways that create optimal learning experiences for American learners while they coordinate instruction in a manner that allows for smooth K–16 articulation. Techniques for structuring learning experiences that integrate key factors impacting vertical articulation will be shared through discussion and video, including embedding language in culture, eliciting increasingly sophisticated learner performance, shifting from texts to
performance in context, generating intrinsic motivation, fostering varied feedback, and showing learners how to efficiently learn Chinese as a foreign language.
R211 okada sawaumi ito2017 effects of observing model video presentations on ...Takehiko Ito
As observing model videos can develop learners’ speaking (e.g., pronunciation and word/sentence stress) and oral presentation skills, this study explores its effects on Japanese university students’ performance with respect, in particular, to model videos of presentations. Two types of model video were shown to 27 participants in two classes: in one class, more-proficient model videos were shown prior to less-proficient model videos; in the other, the order was reversed. In both cases, the videos were shown prior to the students’ second and third presentations. To examine any observational learning effects, the first, second, and third presentation scores obtained through self- and peer evaluation were analyzed quantitatively, while student responses to open-ended questions were analyzed qualitatively using text mining. The results indicate that there was no significant effect of any factor on the self-evaluation scores. However, peer ratings show that the third presentation was rated significantly higher than the first for the class in which students watched the less-proficient model videos before the more-proficient. The findings indicate that the observation sequence of model videos may affect the development of learners’ performance, although the use of both more-proficient and less-proficient model videos in any order can improve learners’ cognitive, linguistic, and presentation skills.
The design of a standards-based classroom is rooted in best practices; however, many Chinese teachers feel very attached to their textbooks and struggle with how to incorporate standards-based activities into their classrooms. Participants will discuss the most important elements of a standards-based classroom and will practice meaningful exercises that can be replicated in their own teaching. Presenters will describe their aims for student proficiency and demonstrate the critical components of a 21st-century classroom. Participants will explore innovative strategies for moving students to the next proficiency level as per ACTFL guidelines.
Key Strategies & Digital Tools for ELL Instruction in CCSS 2015Martin Cisneros
Are your ELL students ready for the CCSS & assessments? Join us to explore a set of key principles and the various digital resources, apps , and web tools to support ELLs in meeting the rigorous, grade level academic standards found in the Common Core State Standards. The principles are meant to guide teachers, coaches, ELL specialists, curriculum leaders, school principals, and district administrators as they work to develop Common Core State Standards-aligned instruction for ELLs. These principles are applicable to any type of instruction regardless of grade, proficiency level, or program type.
Building Academic Language in the ESL ClassroomElisabeth Chan
ARKTESOL Springdale presentation by Elisabeth Chan of The International Center for English at Arkansas State University October 28, 2010. This presentation discusses the difference between conversation and academic English and includes tips and tricks to help students bridge the gap.
English language as a Medium of Instruction Inside the Classroom: Perception ...Marvin Ramirez
This is a research paper for our English 34 which discusses the perception of selected first year college students about the English Language as a medium of classroom instruction.
Ellevation Education - Setting ELL Language Objectives (Webinar Slides)paulkuhne
In Massachusetts, there's a strong priority on helping English Language Learners (ELLs) develop academic language. To do this, we know that effective instruction for ELLs requires both content and language instruction. However, crafting effective language goals for ELLs may require some support. ESL educators are asking a variety of questions, including:
- What does an effective language objective look like?
- How do I use WIDA to help craft language objectives?
- Who can I learn from and are there best practices?
Join ESL colleagues from across Massachusetts for a free webinar focused on the development of effective language objectives on Wednesday, March 13, 2013 from 4:00-5:00 PM Eastern.
UP Academy Lawrence ELL teacher Allison Balter and Ellevation CEO Jordan Meranus will explore effective practices, tips and takeaways, teacher success stories, and a model for crafting language goals - and will leave plenty of time for Q&A. We'll cover:
- The importance of language goals.
- A step-by-step process for crafting powerful language goals.
- How to use WIDA's resources (CAN DO Descriptors, MPIs, etc.) to inform the development of language goals.
- Examples of language goals and use in a classroom.
R221 Okada, Y., Sawaumi, T., & Ito, T. (2018). How do speech model proficienc...Takehiko Ito
Learners in foreign language classrooms can benefit from viewing model videos featuring other non-native speakers, which helps to develop their public speaking performance. The present study attempts to replicate Okada, Sawaumi, and Ito (2017), who demonstrated how the viewing order of different model speakers affected learners’ public speaking performance. The participants were Japanese freshmen (N = 24) enrolled English communication courses. In the classroom-oriented study, one group was shown more- and less-proficient speaker models prior to delivering the second and third presentations, respectively; the other group was shown the same models in the opposite order. To determine whether the models impacted learners in any meaningful way, self- and peer evaluations were obtained from participants following each speaking performance and analyzed in conjunction with responses to reflection papers. Results from two-way ANOVAs indicated that video-based observational learning in the viewing order of less-proficient speakers first and more-proficient ones next resulted in improved peer evaluation in subsequent performances, which was consistent with the findings of Okada et al. (2017). Responses to reflection papers revealed that either more-proficient or less-proficient speaker models helped enhance learners’ awareness of self/others and improve their own public speaking skills in the EFL classroom.
Keywords: model video, viewing order, public speaking, replication, observational
The design of a standards-based classroom is rooted in best practices; however, many Chinese teachers feel very attached to their textbooks and struggle with how to incorporate standards-based activities into their classrooms. Participants will discuss the most important elements of a standards-based classroom and will practice meaningful exercises that can be replicated in their own teaching. Presenters will describe their aims for student proficiency and demonstrate the critical components of a 21st-century classroom. Participants will explore innovative strategies for moving students to the next proficiency level as per ACTFL guidelines.
Key Strategies & Digital Tools for ELL Instruction in CCSS 2015Martin Cisneros
Are your ELL students ready for the CCSS & assessments? Join us to explore a set of key principles and the various digital resources, apps , and web tools to support ELLs in meeting the rigorous, grade level academic standards found in the Common Core State Standards. The principles are meant to guide teachers, coaches, ELL specialists, curriculum leaders, school principals, and district administrators as they work to develop Common Core State Standards-aligned instruction for ELLs. These principles are applicable to any type of instruction regardless of grade, proficiency level, or program type.
Building Academic Language in the ESL ClassroomElisabeth Chan
ARKTESOL Springdale presentation by Elisabeth Chan of The International Center for English at Arkansas State University October 28, 2010. This presentation discusses the difference between conversation and academic English and includes tips and tricks to help students bridge the gap.
English language as a Medium of Instruction Inside the Classroom: Perception ...Marvin Ramirez
This is a research paper for our English 34 which discusses the perception of selected first year college students about the English Language as a medium of classroom instruction.
Ellevation Education - Setting ELL Language Objectives (Webinar Slides)paulkuhne
In Massachusetts, there's a strong priority on helping English Language Learners (ELLs) develop academic language. To do this, we know that effective instruction for ELLs requires both content and language instruction. However, crafting effective language goals for ELLs may require some support. ESL educators are asking a variety of questions, including:
- What does an effective language objective look like?
- How do I use WIDA to help craft language objectives?
- Who can I learn from and are there best practices?
Join ESL colleagues from across Massachusetts for a free webinar focused on the development of effective language objectives on Wednesday, March 13, 2013 from 4:00-5:00 PM Eastern.
UP Academy Lawrence ELL teacher Allison Balter and Ellevation CEO Jordan Meranus will explore effective practices, tips and takeaways, teacher success stories, and a model for crafting language goals - and will leave plenty of time for Q&A. We'll cover:
- The importance of language goals.
- A step-by-step process for crafting powerful language goals.
- How to use WIDA's resources (CAN DO Descriptors, MPIs, etc.) to inform the development of language goals.
- Examples of language goals and use in a classroom.
R221 Okada, Y., Sawaumi, T., & Ito, T. (2018). How do speech model proficienc...Takehiko Ito
Learners in foreign language classrooms can benefit from viewing model videos featuring other non-native speakers, which helps to develop their public speaking performance. The present study attempts to replicate Okada, Sawaumi, and Ito (2017), who demonstrated how the viewing order of different model speakers affected learners’ public speaking performance. The participants were Japanese freshmen (N = 24) enrolled English communication courses. In the classroom-oriented study, one group was shown more- and less-proficient speaker models prior to delivering the second and third presentations, respectively; the other group was shown the same models in the opposite order. To determine whether the models impacted learners in any meaningful way, self- and peer evaluations were obtained from participants following each speaking performance and analyzed in conjunction with responses to reflection papers. Results from two-way ANOVAs indicated that video-based observational learning in the viewing order of less-proficient speakers first and more-proficient ones next resulted in improved peer evaluation in subsequent performances, which was consistent with the findings of Okada et al. (2017). Responses to reflection papers revealed that either more-proficient or less-proficient speaker models helped enhance learners’ awareness of self/others and improve their own public speaking skills in the EFL classroom.
Keywords: model video, viewing order, public speaking, replication, observational
A dynamo is an electrical generator that produces direct current with the use of a commutator Dynamos were the first electrical generators capable of delivering power for industry, and the foundation upon which many other later electric-power conversion devices were based, including the electric motor the alternating-current alternator, and the rotary converter.
This Presentation will help Commerce students .It includes accounting Terminologies .Vidya Bharti Educational Institutions will come up with more Presentations.
In physics, a force is any interaction that, when unopposed, will change the motion of an object. In other words, a force can cause an object with mass to change its velocity (which includes to begin moving from a state of rest), i.e., to accelerate.
The digestive system is a group of organs working together to convert food into energy and basic nutrients to feed the entire body. Food passes through a long tube inside the body known as the alimentary canal or the gastrointestinal tract (GI tract).
Presentación por Iván Felipe Luna Gómez sobre Simulación en Salud en la Serie de Charlas dictadas el 28 de Septiembre de 2011 en Tecnoparque Nodo Medellín
O365 Edinburgh User Group - Changing worlds, changing technology and changing...Antony Clay
O365 Edinburgh User Group - Changing worlds, changing technology and changing project approaches.
A session about how we need to change our approach to delivering projects now that the world of work has changed and we have cloud platforms like Office 365.
Personalising English language teaching in secondary schools through technologyCITE
4 March 2010 (Thursday) | 15:30 - 15:50 | http://citers2010.cite.hku.hk/abstract/21 | SZE, Paul M.M.; YEUNG, Li Wa Jenny; WONG, Sze Long Armstrong; Department of Curriculum and Instruction, The Chinese University of Hong Kong
A presentation about assessment in Moroccan high school. The standards-based approach to the teaching of English suggested in this Slideshare requires performance-based assessment.
Language Learning Social Networks (LLSNs): Playing tennis with the net down?Gabriel Guillén
A discussion about how to use and implement Language Learning Social Networks (LLSNs) into the curriculum, emphasizing the strengths and weaknesses of these spaces.
Kyoto Temples, Shrines, and Festivals (photos)Steve McCarty
A pechakucha presentation allows only 20 seconds to describe each of 20 slides, so this slideshow has mostly photos by the author of beautiful places in Kyoto that can be searched for online.
Documenting a Research Grant Application Process between Japan and IndiaSteve McCarty
This keynote presentation opens a window into the process of applying for a research grant offered jointly by the governments of Japan and India. Research grant proposals should be recognized as a genre for publications of reference to younger scholars. A grant is not just fixed-term funding but rather a whole process of organizing researchers and a proposed vision that maps onto the procedures and conditions set by the agencies offering competitive grants. Dimensions addressed in this presentation and the Proceedings article include documentation and publications, the cultures involved, intercultural communication challenges, and definitions for the research topic of humanizing online educational experiences.
PDF slideshow with captions briefly explaining the charts and photos. The face-to-face presentation to Thai and Japanese university students and staff is particularly for a group visiting from Rangsit University near Bangkok, Thailand. The presenter is a Japan specialist teaching classes at Osaka Jogakuin University on Intercultural Communication and Bilingualism. The presentation briefly discusses what culture is, world cultures and values, and comparative culture, mentioning other countries including Japan, Thailand, and India. The main topic is American culture and multiculturalism. The U.S. is diverse and multicultural, so it is difficult to generalize about what American culture is, but some American traditions are presented along with cultural research findings. The presentation aims for objectivity as well as frankness, so readers may draw their own conclusions.
A goal for language learners is to function in plural languages according to their own needs and purposes. A bilingual perspective starts from that attainable goal. Learners in Japan tend to idealize L2 mastery or being bilingual, so it becomes other people's business. Monolingual teachers tell students by their example, "go where I have not gone," whereas a bilingual teacher says, "come to my state of functioning." This presentation thus details a paradigm shift from the predominant monolingual second language acquisition (SLA) paradigm to a developmental bilingual perspective.
Syncretism chapter in A Passion for JapanSteve McCarty
A short presentation at the University of Hyogo on the chapter "Discovering Japanese Fusion of Religions on the Pilgrimage Island of Shikoku" in the new book A Passion for Japan: A Collection of Personal Narratives. The pictures are supplemental to the chapter, showing both daily life and the syncretism of Asian religions that the presenter discovered.
Since 2004 the author has lectured for the Japanese government foreign aid agency to visiting officials and scholars, mostly from developing countries. This colorful, updated slideshow gives an idea of the topics and provides some details, such as factors for Japanese having the world's longest average healthy years of life.
Podcasting originated as a new form of audio broadcasting, but by 2006, issues of ease of use, proprietary technology, and finances slowed its momentum. Now podcasting is more popular than ever. This presentation therefore traces the author’s initial and current CALL podcasting projects, reconsidering the foundations and pedagogy of podcasting. The author's pioneer work in podcasting was thwarted when his Japancasting blog suddenly disappeared from both paid and free hosting sites 15+ years ago. Japancasting had received many international honors including an "Effective Practice" award from the Online Learning Consortium, particularly for English as a Foreign Language Student-Generated Content. Now the author is collaborating with educators in India to revive the podcasting channel as open educational resources for a broader audience including developing country learners. This illustrated slideshow provides details on the considerations involved, explanatory concepts, and conclusions.
Lifelong Learning and Retiring Retirement StereotypesSteve McCarty
This presentation introduces the notion of career tapering in semi-retirement, aiming for a balance like never before among work, societal activism, and free time activities. Whether citizens, sojourners, or immigrants, most employed residents of Japan (and elsewhere) will be unable or unwilling to retire. The natural desire to choose the terms of transitions, however, can run into customary age limits, around 65 for full-time and 70 to 75 for part-time employment in the case of Japanese higher education. Combined with stereotypical dismissiveness towards older people, a sudden loss of status can be vertiginous. Yet there is a great demand for the services that older language teachers in particular can perform in Japanese education, society, and academia internationally. This presentation illustrates how teaching duties can be gradually decreased and improved in quality, while the teacher remains at least as active outside of institutions. Many suggestions are offered: how to have a better quality of life than ever, contributing valuable services where needed, and enjoying more free time to create and curate. Lifelong learning can accord with lifelong interests.
East-West Symbolic Language of Dreams, Myths, Legends, Iconography, and PoetrySteve McCarty
The ancient intuitive language of images is still within us. People have always lived myths and taken lessons from legends. The lore and iconography of the Pilgrimage of Shikoku provide vivid examples. Poetry relies on metaphors, while true haiku communicate through nature symbolism.
Global Faculty Development for Online Language Education Steve McCarty
Distinguished Speaker presentation at the International Webinar held on October 1, 2020 in New Delhi by the School of Foreign Languages, Indira Gandhi National Open University. This presentation shows how global faculty development represents surprisingly specific actions to bring educators and university faculties up to global academic standards. We could be heroes with online presence and achievements that bring individual recognition and higher global rankings. In the current world situation, teaching online is suddenly universal, and lifestyles will continue largely online. For language teachers, the presentation will consider many educational technologies, whether needing high data processing or preferably low bandwidth, and useful for teachers as well as students.
Online Education as an Academic DisciplineSteve McCarty
The author's 40th Slideshare is the opening presentation at the Online Teaching Japan Summer Sessions on August 24, 2020 at 10-11:30 (Watch for the Zoom URL or recording later). This presentation places online education in a disciplinary context, charting historical, pedagogical, institutional and cultural dimensions of e-learning. The evolution of online academic conferences will be of particular relevance to this event. Online education will be seen in a broad sense, and as a pan-disciplinary set of meta-skills beyond subject matter expertise.
Slides for a Bilingualism and Japanese Society college class, made for a "Zoomcast" - using Zoom for screencasting. Copy and paste this URL to hear the presentation on YouTube: https://www.youtube.com/embed/FsPsFuuMWmI
Slide show for a synchronous event via Zoom for members of the World Association for Online Education (WAOE). With many people suddenly teaching all classes online, the WAOE has a new relevance, while the presentation also reviews the origin of the organization in the first major pan-disciplinary online academic conferences.
Symposium on Utilizing Emerging Technologies and Social Media to Enhance EFL ...Steve McCarty
This symposium presentation at the International Association of Applied Linguistics AILA 2014 World Congress in Brisbane, Australia examines the impact and potential of communication technologies in learning EFL. Case studies focusing on higher education in Japan show how mobile technologies and social media could improve language acquisition in Asian EFL contexts and beyond. Teaching with sound pedagogies and communication technologies, accessed by computers and hand-held devices, can bring about better outcomes through ubiquitous language learning. Impacts can span from better language comprehension to active involvement in learning communities generated in cyberspace. This symposium will thus detail how these emerging technologies are utilized to reform EFL classroom practices. The international presenters, based at five different universities, will theoretically and practically examine factors for successful EFL learning with emerging technologies. M-learning can generate contexts for active learning with learners as agents and creators rather than spectators or recipients of knowledge. We will particularly examine a) how to implement m-learning in institutional settings, b) what makes learners willingly use mobile devices and become involved in social contexts they themselves generate, and c) how teachers can help learners with scaffolding to develop agency as individuals who voluntarily engage with the social context. Among the emerging technologies demonstrated are Social Media, such as Facebook and Twitter, media players like iPods, tablet computers like iPads, iBooks Author for interactive, illustrated, multimedia artifacts that students can also create, and blended e-learning using a content management system and smart phones for m-learning. These studies will shed light on motivational attitudes towards these technologies for language learning, and measure how these tools have impacted L2 acquisition. This slideshow combining the five presentations in the symposium was lost after AILA failed to post it as promised, then rediscovered after five years.
Thailand 2019 Workshop on e-Learning and Mobile Language LearningSteve McCarty
Workshop at the International Conference on Humanities and Social Sciences, Prince of Songkla University, Thailand, on May 3, 2019. The keynote address by the presenter is also here on Slideshare. This two-hour hands-on workshop in a computer lab starts with a history of e-learning and a method of placing mobile learning in historical, cultural, and disciplinary contexts. Another original formulation is (four) Levels of Involvement with ICT (or other technologies). Participants are shown how to set up a free Google Scholar Citations Profile and e-Portfolio, with other suggestions for Web presence and academic networking. A number of mobile language learning apps are introduced, with particular reference to the Southeast Asian setting.
Opening keynote address on "Disruptive Technology and the Calling of Humanities and Social Sciences" at the 11th International Conference on Humanities and Social Sciences, at Prince of Songkla University in Hat Yai, Thailand on 2 May 2019. The conference theme is Global Digital Society: Impacts on Humanities and Social Sciences. The topic of disruptive technology and our calling could not be more suitable for someone who works on international faculty development by leading the World Association for Online Education since 1998. At the same time, the author has worked for the impact to go the other way, from the Humanities and Social Sciences to new technologies, which tend to be rudderless or even dangerous unless guided by ethics, and, in education, pedagogy. In collaboration with Prof. Gráinne Conole (National Institute for Digital Learning, Dublin City University, Ireland), the presentation includes a history of e-learning.
Improving University Rankings through Google Scholar ProfilesSteve McCarty
Presentation at the (Foreign Language Education) FLExICT Conference at the Ritsumeikan University Osaka Ibaraki Campus on September 9, 2016. It shows how optimizing Google Scholar Profiles can enhance the academic recognition of individual researchers while contributing to improving the international rankings of their university.
Introducing Japanese contemporary culture and society to a Yeungnam University group visiting Kansai University. On Day 1, traditional Japanese culture was introduced to the students from South Korea; this is Day 2, 15 January 2016. The author is a lecturer for the Kansai University Division of International Affairs, other universities, and the Japanese government international agency JICA.
Vietnamese Students and TV Crew Visit Kansai University Class Steve McCarty
Prepared for a visit by 20 high school students and a TV crew from Vietnam to the author's Japanese Computerization and Society (日本の情報化と社会) class for foreign exchange and Japanese students.
Securing your Kubernetes cluster_ a step-by-step guide to success !KatiaHIMEUR1
Today, after several years of existence, an extremely active community and an ultra-dynamic ecosystem, Kubernetes has established itself as the de facto standard in container orchestration. Thanks to a wide range of managed services, it has never been so easy to set up a ready-to-use Kubernetes cluster.
However, this ease of use means that the subject of security in Kubernetes is often left for later, or even neglected. This exposes companies to significant risks.
In this talk, I'll show you step-by-step how to secure your Kubernetes cluster for greater peace of mind and reliability.
JMeter webinar - integration with InfluxDB and GrafanaRTTS
Watch this recorded webinar about real-time monitoring of application performance. See how to integrate Apache JMeter, the open-source leader in performance testing, with InfluxDB, the open-source time-series database, and Grafana, the open-source analytics and visualization application.
In this webinar, we will review the benefits of leveraging InfluxDB and Grafana when executing load tests and demonstrate how these tools are used to visualize performance metrics.
Length: 30 minutes
Session Overview
-------------------------------------------
During this webinar, we will cover the following topics while demonstrating the integrations of JMeter, InfluxDB and Grafana:
- What out-of-the-box solutions are available for real-time monitoring JMeter tests?
- What are the benefits of integrating InfluxDB and Grafana into the load testing stack?
- Which features are provided by Grafana?
- Demonstration of InfluxDB and Grafana using a practice web application
To view the webinar recording, go to:
https://www.rttsweb.com/jmeter-integration-webinar
GDG Cloud Southlake #33: Boule & Rebala: Effective AppSec in SDLC using Deplo...James Anderson
Effective Application Security in Software Delivery lifecycle using Deployment Firewall and DBOM
The modern software delivery process (or the CI/CD process) includes many tools, distributed teams, open-source code, and cloud platforms. Constant focus on speed to release software to market, along with the traditional slow and manual security checks has caused gaps in continuous security as an important piece in the software supply chain. Today organizations feel more susceptible to external and internal cyber threats due to the vast attack surface in their applications supply chain and the lack of end-to-end governance and risk management.
The software team must secure its software delivery process to avoid vulnerability and security breaches. This needs to be achieved with existing tool chains and without extensive rework of the delivery processes. This talk will present strategies and techniques for providing visibility into the true risk of the existing vulnerabilities, preventing the introduction of security issues in the software, resolving vulnerabilities in production environments quickly, and capturing the deployment bill of materials (DBOM).
Speakers:
Bob Boule
Robert Boule is a technology enthusiast with PASSION for technology and making things work along with a knack for helping others understand how things work. He comes with around 20 years of solution engineering experience in application security, software continuous delivery, and SaaS platforms. He is known for his dynamic presentations in CI/CD and application security integrated in software delivery lifecycle.
Gopinath Rebala
Gopinath Rebala is the CTO of OpsMx, where he has overall responsibility for the machine learning and data processing architectures for Secure Software Delivery. Gopi also has a strong connection with our customers, leading design and architecture for strategic implementations. Gopi is a frequent speaker and well-known leader in continuous delivery and integrating security into software delivery.
Accelerate your Kubernetes clusters with Varnish CachingThijs Feryn
A presentation about the usage and availability of Varnish on Kubernetes. This talk explores the capabilities of Varnish caching and shows how to use the Varnish Helm chart to deploy it to Kubernetes.
This presentation was delivered at K8SUG Singapore. See https://feryn.eu/presentations/accelerate-your-kubernetes-clusters-with-varnish-caching-k8sug-singapore-28-2024 for more details.
State of ICS and IoT Cyber Threat Landscape Report 2024 previewPrayukth K V
The IoT and OT threat landscape report has been prepared by the Threat Research Team at Sectrio using data from Sectrio, cyber threat intelligence farming facilities spread across over 85 cities around the world. In addition, Sectrio also runs AI-based advanced threat and payload engagement facilities that serve as sinks to attract and engage sophisticated threat actors, and newer malware including new variants and latent threats that are at an earlier stage of development.
The latest edition of the OT/ICS and IoT security Threat Landscape Report 2024 also covers:
State of global ICS asset and network exposure
Sectoral targets and attacks as well as the cost of ransom
Global APT activity, AI usage, actor and tactic profiles, and implications
Rise in volumes of AI-powered cyberattacks
Major cyber events in 2024
Malware and malicious payload trends
Cyberattack types and targets
Vulnerability exploit attempts on CVEs
Attacks on counties – USA
Expansion of bot farms – how, where, and why
In-depth analysis of the cyber threat landscape across North America, South America, Europe, APAC, and the Middle East
Why are attacks on smart factories rising?
Cyber risk predictions
Axis of attacks – Europe
Systemic attacks in the Middle East
Download the full report from here:
https://sectrio.com/resources/ot-threat-landscape-reports/sectrio-releases-ot-ics-and-iot-security-threat-landscape-report-2024/
Software Delivery At the Speed of AI: Inflectra Invests In AI-Powered QualityInflectra
In this insightful webinar, Inflectra explores how artificial intelligence (AI) is transforming software development and testing. Discover how AI-powered tools are revolutionizing every stage of the software development lifecycle (SDLC), from design and prototyping to testing, deployment, and monitoring.
Learn about:
• The Future of Testing: How AI is shifting testing towards verification, analysis, and higher-level skills, while reducing repetitive tasks.
• Test Automation: How AI-powered test case generation, optimization, and self-healing tests are making testing more efficient and effective.
• Visual Testing: Explore the emerging capabilities of AI in visual testing and how it's set to revolutionize UI verification.
• Inflectra's AI Solutions: See demonstrations of Inflectra's cutting-edge AI tools like the ChatGPT plugin and Azure Open AI platform, designed to streamline your testing process.
Whether you're a developer, tester, or QA professional, this webinar will give you valuable insights into how AI is shaping the future of software delivery.
Transcript: Selling digital books in 2024: Insights from industry leaders - T...BookNet Canada
The publishing industry has been selling digital audiobooks and ebooks for over a decade and has found its groove. What’s changed? What has stayed the same? Where do we go from here? Join a group of leading sales peers from across the industry for a conversation about the lessons learned since the popularization of digital books, best practices, digital book supply chain management, and more.
Link to video recording: https://bnctechforum.ca/sessions/selling-digital-books-in-2024-insights-from-industry-leaders/
Presented by BookNet Canada on May 28, 2024, with support from the Department of Canadian Heritage.
Neuro-symbolic is not enough, we need neuro-*semantic*Frank van Harmelen
Neuro-symbolic (NeSy) AI is on the rise. However, simply machine learning on just any symbolic structure is not sufficient to really harvest the gains of NeSy. These will only be gained when the symbolic structures have an actual semantics. I give an operational definition of semantics as “predictable inference”.
All of this illustrated with link prediction over knowledge graphs, but the argument is general.
UiPath Test Automation using UiPath Test Suite series, part 4DianaGray10
Welcome to UiPath Test Automation using UiPath Test Suite series part 4. In this session, we will cover Test Manager overview along with SAP heatmap.
The UiPath Test Manager overview with SAP heatmap webinar offers a concise yet comprehensive exploration of the role of a Test Manager within SAP environments, coupled with the utilization of heatmaps for effective testing strategies.
Participants will gain insights into the responsibilities, challenges, and best practices associated with test management in SAP projects. Additionally, the webinar delves into the significance of heatmaps as a visual aid for identifying testing priorities, areas of risk, and resource allocation within SAP landscapes. Through this session, attendees can expect to enhance their understanding of test management principles while learning practical approaches to optimize testing processes in SAP environments using heatmap visualization techniques
What will you get from this session?
1. Insights into SAP testing best practices
2. Heatmap utilization for testing
3. Optimization of testing processes
4. Demo
Topics covered:
Execution from the test manager
Orchestrator execution result
Defect reporting
SAP heatmap example with demo
Speaker:
Deepak Rai, Automation Practice Lead, Boundaryless Group and UiPath MVP
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Curtain CALL: Online Performances for Integrative Motivation
1. by Steve McCarty Professor, Osaka Jogakuin College a presentation at JALT CALL 2008 Nagoya University of Commerce and Business June 1 st , 2008 Curtain CALL: Online Performances for Integrative Motivation
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3. OJC EFL Curriculum ESP Theory Bilingualism Theory Timeline 1 st 3 weeks Core Curriculum (1 st year Discussion Reading & Writing units integrated) EGAP (Jordan,1997) “ Immersion-like” (Genesee, 2006) BICS (Cummins, 1979) 3 rd -4 th years Content-based EFL 4 th week through the 2 nd year EAP CALP (Cummins, 1979) “ Language-driven content-based” (Genesee, 2006) EPP “ Balanced language-driven & content-driven” (Genesee, 2006) OJC = Osaka Jogakuin College; EGAP, EPP = English for General Academic, Professional Purposes; BICS = Basic Interpersonal Communication Skills, CALP = Cognitive-Academic Language Proficiency Podcasting example: Chinese as a 2nd FL Coursecasting example: Bilingual Education Orientation: iPods with listening files for all students since April 2004 Making podcasts of course-related materials, events; faculty-student performances, interviews & presentations; coursecasting lectures; sharing expertise outside the institution. Podcasting performances in the OJC curricular context
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5. OJC 2 & 4-year college EFL Contests Plus auditions & coaching for regional English speech contests off campus All are motivated by a campus-wide audience, prizes, & polished performance Personal accomplishment Self-study room AWL worksheets All year for winter Individual, 1 st to 4 th, all students Vocabulary Class solidarity for friendships In class, possibly outside Fall for college festival Whole class, 1 st , Phonetics Song Represent their class, online podcast & script Out of class, teacher help Late spring & summer for early fall Pair/group, 2 nd , Paper & Discussion Presentation Represent their class, online podcast & script In class, out of class, teacher help Spring for late spring Pair, 1 st , Topic Discussion Peace Dialogue Motivational factors, extras Preparation assistance Time frame Contestants, year, class Contest
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8. The peace dialogue and presentation contests are prepared performances with student-created content. Classes choose their best group of two or sometimes more students. Those selected become class representatives, so there is some investment by all students in the contest outcome. The kumi involved are the closest equivalents to home rooms of the first and second year, respectively. A disadvantage compared to the song and vocabulary contests is that only the selected representatives perform, but all students had their chance to perform in front of their class. Contest spectators root for their own classmates and might also be inspired by excellent performances by others in their cohort. The contestants are treated distinctively, judged on the relative merit of their English performances. Better preparation and more interesting ideas are rewarded, with prizes for the top five of 15 groups (OJC two- and four-year colleges combined). Students who win awards are palpably moved, and celebrated by classmates.
9. The four contests evolved in practice over years, each intuitively staking out a niche in the complex socio-psychological terrain where the motivation of Japanese students to excel in English can be enhanced. Vocabulary, the newest contest, caters to receptive skills, understanding but not having to speak English. The other contests involve active skills, but in the song contest the individual voice can blend into the group inconspicuously. One conclusion of the above analysis is that the peace dialogue and presentation contests evoke a wider range of cognitive and affective factors, and these two seem to be taken more seriously on campus. The students exhibit higher order thinking skills such as originality while being judged like English speech contestants. Among other comparative benefits of the peace dialogue and presentation contests, students have the opportunity for coaching of their English speaking outside of class by their teacher, which may develop personal bonds and promote integrative motivation.
10. It could be further argued that the transformative power of a polished performance in a campus contest is enhanced when the presentation goes online, where recognition by a global audience can be achieved. Student-generated content in the form of a podcast, video or other form of online presentation distinguishes the students as co-equal content creators in the target language community. Even when the students perform it anonymously to conceal personal information, they show undiminished personal satisfaction at the achievement. So the experience could be transformative in terms of integrative motivation, making the foreign language their own second language, a key development on the way to a bilingual identity. It has been observed that, compared to instrumental motivation to become bilingual, integrative motivation is correlated with becoming bicultural, a bridge beyond internalizing the language as a tool. Online Performances and Motivation
11. Student Interview: Background & Method In the Fall 2007-2008 semester, one second-year student enrolled in the author’s Computer Communication class. As content-based English, it seemed ethically justifiable to interview her twice briefly in class with her written permission on a standard human subject research form in Japanese. The author wished to know what a student would regard as a performance, and her answers indicated that she had clear notions thereof without needing a definition. The author also wished to know how performances affected her motivation. There also her views were expressed unequivocally. The format was conversational, with the author taking notes of what she said, and she seemed glad to have the discussions. This approach can be justified methodologically as well as ethically in terms of sociocultural theory and social constructivism, where data from even one respondent can be informative.
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13. There are many other kinds of performances even by students at the same college. Recalling the four campus English contests, this student was not a class representative in the presentation contest for second-year students (Topic Studies I classes in the 2-year college division). Regional speech contests were also mentioned. There have also been regional academic events at universities or community centers where OJC students have given presentations in English or bilingually for international audiences. Knowing that one of her best friends was a former student of the author and his friend in the Mixi social networking site, the student added that her friend had spoken at local high schools after participating in the OJC study trip to India . Many club activities also give rise to performances, some at the annual school festival in the fall. The baseball game between student and faculty teams with overhand fast pitching is another kind of performance with physical and mental pressures and risks.
14. Virtually without hesitation or prompting, she went on to discuss her thoughts and feelings about performances. Only the Voicethread slide show appeared outside of school, online, so the live audience was usually an issue: Even if she could not do well, [the challenge was to make a] clear main point to the audience, prepare, research the topic [in the case of speeches], and manage time. Then she feels satisfied afterwards. Usually it was a group [performance], so she felt pressure, then relief. Pressure was from friends or members [of the performing group], the audience, and the teacher, [especially] when it was graded. The audience creates good tension [italicized phrases in the student’s exact words will be featured in the analysis later]. Asked for whom she was mainly performing, she surprisingly said that it was more importantly (than the above groups alluded to in the question) for herself.
15. She felt that she could not prepare enough for [the sake of] the audience, but [by] preparing, she learned a lot from researching, [so] even if she could not say it well to the audience, she was satisfied with herself. It was not much different if she was not seen, as when she was playing the organ in the chapel, since [she thinks] everyone notices a mistake. She has the motivation to prepare, to do her best for the audience. When friends perform well, she wants to speak as well . Maybe performances motivate her to master English . At this point the author introduced the distinction between instrumental motivation for practical purposes and integrative motivation to communicate with and get closer to the L2 speaking world.
16. For school presentations English is more of a tool . When some students from Taiwan came here, her friend who had gone to India was motivated to communicate with them [in English]. In high school when her family hosted a home stay from a sister school, she was strongly motivated to communicate [in English]. She likes a TV program where Japanese people live abroad and they seem bilingual (and bicultural) in the country’s language [not necessarily English]. She would like to connect with the larger [English-speaking] world, but she is [not confident that] she will become bilingual [enough to do that]. When she sees Japanese people speaking English fluently, for example [with foreigners] on the train, it is motivating, a [kind of] longing .
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20. References Alm, A. (2006). CALL for autonomy, competence and relatedness: Motivating language learning environments in Web 2.0. The JALTCALL Journal , 2 (3), 29-38. Dörnyei, Z. (2001). Motivational strategies in the language classroom . Cambridge: CUP. Howard, D. (2002). Enhanced by technology, not diminished: A practical guide to effective distance communication . NY: McGraw-Hill. (See http://www.dianehoward.com) Lantolf, J. (Ed.) (2000). Sociocultural Theory and Second Language Learning . Oxford: OUP. Lamb, M. (2007). The impact of school on EFL learning motivation: An Indonesian case study. TESOL Quarterly , 41 (4), 757-780. Lee, M. & McLoughlin, C. (2007). Teaching and learning in the Web 2.0 era: Empowering students through learner-generated content. International Journal of Instructional Technology & Distance Learning , 4 (10). Retrieved May 29, 2008, from http://itdl.org/Journal/Oct_07/article02.htm McLoughlin, C. & Lee, M. (2007). Social software and participatory learning: Pedagogical choices with technology affordances in the Web 2.0 era. In ICT: Providing choices for learners and learning. Proceedings ascilite Singapore 2007 . Retrieved May 29, 2008, from http://www.ascilite.org.au/conferences/singapore07/procs/mcloughlin.pdf Sener, J. (2007). Podcasting student performances to develop EFL skills. Retrieved May 29, 2008, from http://www.sloan-c-wiki.org/wiki/index.php?title=Podcasting _Student_Performances_to_Develop_EFL_Skills Williams, M. & Burden, R. (1997). Psychology for language teachers: A social constructivist approach . Cambridge: CUP.