This document summarizes key points from Darren Kuropatwa's presentation at the NIBBLE Conference on October 21, 2009. The summary includes 3 takeaways from Dr. John Medina's book "Brain Rules": (1) Exercise boosts brain power, (2) We don't pay attention to boring things, and (3) Vision trumps all other senses. The summary is presented in 3 sentences or less as requested.
Slides from a presentation at the METC conference in St. Louis Missouri, February 10, 2010: an exploration of the intersection of visual design, presentation design and instructional design.
This document provides an overview of a presentation given by Darren Kuropatwa at the Riding the Wave Conference in Gimli, Manitoba in May 2010. The presentation discusses how design matters and touches on topics like avoiding "Death by PowerPoint", explaining concepts simply, and using design thinking as a multi-disciplinary approach to problem solving. It includes quotes from Dr. John Medina's book "Brain Rules" and Garr Reynolds' book "Presentation Zen" on how to give effective presentations. The document emphasizes that design is an important part of delivering an engaging message.
Slides from a presentation during <a>my SMARTen Up! workshop</a> for the EdTech Teacher Workshop series in Brookline, MA, 20 July 2010: an exploration of the intersection of visual design, presentation design and instructional design.
Slides from a presentation at the Building Learning Communities Conference in Boston, MA, 14 July 2010: an exploration of the intersection of visual design, presentation design and instructional design.
Created by Kavya Shankar (Harvard 2014), Brandon Liu (Harvard 2014), Carl Shan (UC Berkeley 2014), Varun Pemmaraju (UC Berkeley 2014), and Betsy Tsai (UCLA 2014) from Lynbrook High School.
Heuristic Role Detection of Visual Elements of Web Pagese-mine
The document presents a method for automatically detecting the roles of visual elements on web pages. It uses an ontology to represent roles and their properties, and a rule-based system to assign roles based on visual element properties. An evaluation showed the system could accurately detect roles for over 80% of elements on test pages, with performance varying based on page complexity. The authors conclude the ontology and heuristic-based approach is adaptable and the knowledge base can be modified for different purposes. Future work is planned to improve the knowledge base and implement the system as a web service.
This document discusses human vibration, including whole body vibration and segmental vibration of the hands. It defines key vibration terms and describes health issues from prolonged whole body vibration exposure like low back pain. Prolonged use of vibrating hand tools can cause hand-arm vibration syndrome, with symptoms like vibration white finger. The document outlines vibration exposure limits and strategies to reduce injuries, such as using anti-vibration gloves and redesigning tools to reduce transmitted vibration.
Palliative care aims to improve the quality of life for patients facing life-threatening illnesses and their families by preventing and relieving suffering through early assessment and treatment of pain and other physical, psychosocial, and spiritual problems. It focuses on mitigating suffering rather than curing the patient. Hospice care, which aims to meet the needs of seriously ill or dying patients, developed from the work of Dame Cicely Saunders and began in 1967. Palliative care takes a holistic approach involving pain management, communication, rehabilitation, continuity of care, and attention to spiritual and social needs from diagnosis to end of life.
Slides from a presentation at the METC conference in St. Louis Missouri, February 10, 2010: an exploration of the intersection of visual design, presentation design and instructional design.
This document provides an overview of a presentation given by Darren Kuropatwa at the Riding the Wave Conference in Gimli, Manitoba in May 2010. The presentation discusses how design matters and touches on topics like avoiding "Death by PowerPoint", explaining concepts simply, and using design thinking as a multi-disciplinary approach to problem solving. It includes quotes from Dr. John Medina's book "Brain Rules" and Garr Reynolds' book "Presentation Zen" on how to give effective presentations. The document emphasizes that design is an important part of delivering an engaging message.
Slides from a presentation during <a>my SMARTen Up! workshop</a> for the EdTech Teacher Workshop series in Brookline, MA, 20 July 2010: an exploration of the intersection of visual design, presentation design and instructional design.
Slides from a presentation at the Building Learning Communities Conference in Boston, MA, 14 July 2010: an exploration of the intersection of visual design, presentation design and instructional design.
Created by Kavya Shankar (Harvard 2014), Brandon Liu (Harvard 2014), Carl Shan (UC Berkeley 2014), Varun Pemmaraju (UC Berkeley 2014), and Betsy Tsai (UCLA 2014) from Lynbrook High School.
Heuristic Role Detection of Visual Elements of Web Pagese-mine
The document presents a method for automatically detecting the roles of visual elements on web pages. It uses an ontology to represent roles and their properties, and a rule-based system to assign roles based on visual element properties. An evaluation showed the system could accurately detect roles for over 80% of elements on test pages, with performance varying based on page complexity. The authors conclude the ontology and heuristic-based approach is adaptable and the knowledge base can be modified for different purposes. Future work is planned to improve the knowledge base and implement the system as a web service.
This document discusses human vibration, including whole body vibration and segmental vibration of the hands. It defines key vibration terms and describes health issues from prolonged whole body vibration exposure like low back pain. Prolonged use of vibrating hand tools can cause hand-arm vibration syndrome, with symptoms like vibration white finger. The document outlines vibration exposure limits and strategies to reduce injuries, such as using anti-vibration gloves and redesigning tools to reduce transmitted vibration.
Palliative care aims to improve the quality of life for patients facing life-threatening illnesses and their families by preventing and relieving suffering through early assessment and treatment of pain and other physical, psychosocial, and spiritual problems. It focuses on mitigating suffering rather than curing the patient. Hospice care, which aims to meet the needs of seriously ill or dying patients, developed from the work of Dame Cicely Saunders and began in 1967. Palliative care takes a holistic approach involving pain management, communication, rehabilitation, continuity of care, and attention to spiritual and social needs from diagnosis to end of life.
Slides from a presentation at the Riding the Wave Conference in Gimli, MB; 13 May 2011.
A update of an earlier presentation explorating the intersection of visual design, presentation design and instructional design.
Slides from a presentation at St. James School Division Summer Institute in Winnipeg, MB; 29 Aug 2011.
A further refinement including some new ideas of an earlier presentation exploring the intersection of visual design, presentation design and instructional design.
Here are some key takeaways of what these 3 brain rules mean for presentations:
1. Don't just sit for long periods preparing your presentation. Take breaks to move, exercise, go for a walk. This will help boost your cognitive abilities and thinking.
2. Avoid multitasking while preparing. Focus solely on your presentation without distractions. We can only pay full attention to one thing at a time.
3. Rely more on visuals like images, diagrams and less on walls of text in slides. Pictures are far more engaging and aid memory/learning. Change up your visuals every 10 minutes to regain flagging attention.
4. Structure your presentation around key ideas, not minute details.
Most teachers differentiate support for students on a daily basis, which is informal differentiation. Formal Differentiated Instruction happens during the planning process in anticipation of students needs. Here is a powerpoint I use as part of coaching teachers on deepening their practice.
This document contains a summary of key ideas from Daniel Willingham's book "Why Don't Students Like School?" including that the brain is designed for survival, not thinking. It also discusses how curiosity and thinking work, and implications for instruction like making information meaningful and relevant to students. The document ends with additional resources on cognitive science and teaching.
This document summarizes an article about making teaching ideas stick. It discusses six traits that make ideas stick: simple, unexpected, concrete, credible, emotional, and story-based. It provides examples of teachers who have incorporated these traits into their lessons to help students better understand and remember complex concepts. The overall message is that applying these principles of "idea design" can help make any teaching idea stickier.
Drew Parroccini gives a talk addressing aging developers' common fears of becoming obsolete or unhireable as their skills and brains change. He notes research showing the hippocampus and myelin sheath shrink with age, slowing communication. However, connections between distant brain areas also strengthen, helping older developers see the "big picture." Drew encourages playing to strengths, stimulating the hippocampus by learning, and embracing age-related brain changes. He stresses self-care like leaving work at work and using paid time off.
Vision trumps all other senses. We have better recall for visual information. Pictures beat text - recognition soars with pictures. Exercise boosts brain power. We don't pay attention to boring things and attention steadily drops after 10 minutes, so presenters should change gears every 10 minutes.
The document discusses strategies for overcoming math anxiety and promoting understanding of mathematical concepts. It recommends teaching for understanding rather than rote memorization. Some key strategies include using hands-on activities, relating concepts to real-world examples, addressing common misconceptions, and emphasizing that mistakes are part of the learning process.
This document discusses the backwards design approach to curriculum planning known as Understanding by Design (UbD). It explains that UbD focuses on first clarifying the desired learning outcomes and evidence of understanding before designing lessons. Key aspects of UbD include identifying big ideas, essential questions, and knowledge and skills students should understand. The document provides examples of big ideas and essential questions and explains the three stages of the UbD framework - identifying desired results, determining acceptable evidence, and planning learning experiences.
The document provides information on creative thinking techniques. It discusses 4 techniques: 1) Clever Copying which involves finding solutions to similar problems in other fields, 2) Defying Assumptions which challenges assumptions that may be limiting solutions, 3) Using the Context which looks for solutions already present in the situation, and 4) Changing Parameters which plays with changing elements like reducing, combining, or changing aspects in place or time. Examples are given for each technique to illustrate how it can be applied to solve challenges.
1. A visual product such as storyboards for an anti-smoking TV ad using minimal words.
2. A kinesthetic product such as a pantomime depicting the internal struggle of whether to smoke and making a decision with a rationale.
3. A written product such as a comic book parody using smoking superheroes/heroines to illustrate the risks of tobacco use. The options differentiate the assignment by having students demonstrate their learning through their preferred modality of visual, kinesthetic, or written expression.
Question: What weighs three pounds, has more than 1,000 trillion connections and controls your annual meeting?
Answer: Your attendee's brain.
This thinking muscle affects your conference success more than you realize. Yet, we plan our meetings and events without thinking about the impact of their design on the attendee's brain. Talking heads, passive listening, audience engagement, active participation or something in between… what’s the best for providing education at your events? Which method juices your attendees’ brain?
Today's brain science has identified several critical strategies to consider during the conference planning process. By implementing these, you can create a “brain-friendly” conference with sizzle and substance.
The document provides an overview of creative thinking tools and techniques that can be used to maximize creative skill development. It discusses warm-up exercises to open thinking, as well as divergent thinking tools like brainstorming, forced relationships, idea grids, and morphological grids. Convergent thinking tools are also presented, such as SCAMPER, checklisting, value grids, and PCP analysis for evaluating ideas. The goal is to learn, use, and create with these different creative thinking tools.
This document provides an overview and summary of the first class in a research and writing course. It introduces the instructor and assignments, includes a discussion on thinking about thinking, and outlines an in-class writing exercise. The instructor emphasizes developing good thinking habits through preparation, managing distractions, and overcoming frustration. Students are assigned reading for the next class along with a quiz.
Behind Their Eyes - making thinking visible is not enough
Walk into any classroom and watch the breakneck pace at which teachers are working hard to help students learn. Mind you, if we don’t uncover what students are thinking while learning, they may be running down the wrong path. OK, so we need ways to make student thinking visible. Seeing their thinking is important, but we also need to create the time and space for teachers to absorb, reflect, and act on what their students thinking reveals. This workshop shares strategies both for making student thinking visible and for creating time and space for teachers to meaningfully act on what they learn about what’s going on behind their eyes.
“If you really want to understand something, try changing it.” - Kurt Lewin
As the Director of Learning for a school division made up of 18 schools, my job is to help lead the largest change initiative ever undertaken in our school community. One of the most important, difficult, messy things any school leader does is lead change. While we can learn from the change leadership of others, copying their work most often leads to failure. Success is more likely to come from adapting others work to our own context. In this workshop I share the journey we’ve undertaken collectively in our schools; how we developed a shared vision, cultivated collaborative cultures, maintained a focus on deep learning, and wrestle with the nuances of accountability. Informed by the latest research on change management in education, we also model strategies for fostering deep learning conversations in your schools. We’ll engage in some deeper learning conversations together and take back a wealth of ideas you can adapt to your own context. Developing collaborative cultures is careful and precise work that has profound impact when carried out well. So how do you do that? Come, let’s learn together. Good people are important, but good cultures are moreso.
Slides from a presentation at the Riding the Wave Conference in Gimli, MB; 13 May 2011.
A update of an earlier presentation explorating the intersection of visual design, presentation design and instructional design.
Slides from a presentation at St. James School Division Summer Institute in Winnipeg, MB; 29 Aug 2011.
A further refinement including some new ideas of an earlier presentation exploring the intersection of visual design, presentation design and instructional design.
Here are some key takeaways of what these 3 brain rules mean for presentations:
1. Don't just sit for long periods preparing your presentation. Take breaks to move, exercise, go for a walk. This will help boost your cognitive abilities and thinking.
2. Avoid multitasking while preparing. Focus solely on your presentation without distractions. We can only pay full attention to one thing at a time.
3. Rely more on visuals like images, diagrams and less on walls of text in slides. Pictures are far more engaging and aid memory/learning. Change up your visuals every 10 minutes to regain flagging attention.
4. Structure your presentation around key ideas, not minute details.
Most teachers differentiate support for students on a daily basis, which is informal differentiation. Formal Differentiated Instruction happens during the planning process in anticipation of students needs. Here is a powerpoint I use as part of coaching teachers on deepening their practice.
This document contains a summary of key ideas from Daniel Willingham's book "Why Don't Students Like School?" including that the brain is designed for survival, not thinking. It also discusses how curiosity and thinking work, and implications for instruction like making information meaningful and relevant to students. The document ends with additional resources on cognitive science and teaching.
This document summarizes an article about making teaching ideas stick. It discusses six traits that make ideas stick: simple, unexpected, concrete, credible, emotional, and story-based. It provides examples of teachers who have incorporated these traits into their lessons to help students better understand and remember complex concepts. The overall message is that applying these principles of "idea design" can help make any teaching idea stickier.
Drew Parroccini gives a talk addressing aging developers' common fears of becoming obsolete or unhireable as their skills and brains change. He notes research showing the hippocampus and myelin sheath shrink with age, slowing communication. However, connections between distant brain areas also strengthen, helping older developers see the "big picture." Drew encourages playing to strengths, stimulating the hippocampus by learning, and embracing age-related brain changes. He stresses self-care like leaving work at work and using paid time off.
Vision trumps all other senses. We have better recall for visual information. Pictures beat text - recognition soars with pictures. Exercise boosts brain power. We don't pay attention to boring things and attention steadily drops after 10 minutes, so presenters should change gears every 10 minutes.
The document discusses strategies for overcoming math anxiety and promoting understanding of mathematical concepts. It recommends teaching for understanding rather than rote memorization. Some key strategies include using hands-on activities, relating concepts to real-world examples, addressing common misconceptions, and emphasizing that mistakes are part of the learning process.
This document discusses the backwards design approach to curriculum planning known as Understanding by Design (UbD). It explains that UbD focuses on first clarifying the desired learning outcomes and evidence of understanding before designing lessons. Key aspects of UbD include identifying big ideas, essential questions, and knowledge and skills students should understand. The document provides examples of big ideas and essential questions and explains the three stages of the UbD framework - identifying desired results, determining acceptable evidence, and planning learning experiences.
The document provides information on creative thinking techniques. It discusses 4 techniques: 1) Clever Copying which involves finding solutions to similar problems in other fields, 2) Defying Assumptions which challenges assumptions that may be limiting solutions, 3) Using the Context which looks for solutions already present in the situation, and 4) Changing Parameters which plays with changing elements like reducing, combining, or changing aspects in place or time. Examples are given for each technique to illustrate how it can be applied to solve challenges.
1. A visual product such as storyboards for an anti-smoking TV ad using minimal words.
2. A kinesthetic product such as a pantomime depicting the internal struggle of whether to smoke and making a decision with a rationale.
3. A written product such as a comic book parody using smoking superheroes/heroines to illustrate the risks of tobacco use. The options differentiate the assignment by having students demonstrate their learning through their preferred modality of visual, kinesthetic, or written expression.
Question: What weighs three pounds, has more than 1,000 trillion connections and controls your annual meeting?
Answer: Your attendee's brain.
This thinking muscle affects your conference success more than you realize. Yet, we plan our meetings and events without thinking about the impact of their design on the attendee's brain. Talking heads, passive listening, audience engagement, active participation or something in between… what’s the best for providing education at your events? Which method juices your attendees’ brain?
Today's brain science has identified several critical strategies to consider during the conference planning process. By implementing these, you can create a “brain-friendly” conference with sizzle and substance.
The document provides an overview of creative thinking tools and techniques that can be used to maximize creative skill development. It discusses warm-up exercises to open thinking, as well as divergent thinking tools like brainstorming, forced relationships, idea grids, and morphological grids. Convergent thinking tools are also presented, such as SCAMPER, checklisting, value grids, and PCP analysis for evaluating ideas. The goal is to learn, use, and create with these different creative thinking tools.
This document provides an overview and summary of the first class in a research and writing course. It introduces the instructor and assignments, includes a discussion on thinking about thinking, and outlines an in-class writing exercise. The instructor emphasizes developing good thinking habits through preparation, managing distractions, and overcoming frustration. Students are assigned reading for the next class along with a quiz.
Behind Their Eyes - making thinking visible is not enough
Walk into any classroom and watch the breakneck pace at which teachers are working hard to help students learn. Mind you, if we don’t uncover what students are thinking while learning, they may be running down the wrong path. OK, so we need ways to make student thinking visible. Seeing their thinking is important, but we also need to create the time and space for teachers to absorb, reflect, and act on what their students thinking reveals. This workshop shares strategies both for making student thinking visible and for creating time and space for teachers to meaningfully act on what they learn about what’s going on behind their eyes.
“If you really want to understand something, try changing it.” - Kurt Lewin
As the Director of Learning for a school division made up of 18 schools, my job is to help lead the largest change initiative ever undertaken in our school community. One of the most important, difficult, messy things any school leader does is lead change. While we can learn from the change leadership of others, copying their work most often leads to failure. Success is more likely to come from adapting others work to our own context. In this workshop I share the journey we’ve undertaken collectively in our schools; how we developed a shared vision, cultivated collaborative cultures, maintained a focus on deep learning, and wrestle with the nuances of accountability. Informed by the latest research on change management in education, we also model strategies for fostering deep learning conversations in your schools. We’ll engage in some deeper learning conversations together and take back a wealth of ideas you can adapt to your own context. Developing collaborative cultures is careful and precise work that has profound impact when carried out well. So how do you do that? Come, let’s learn together. Good people are important, but good cultures are moreso.
In a world where knowledge is more a verb than a noun how do we foster deep learning in our students? Good questions cause thinking. Unfortunately, many of the questions regularly asked in classrooms focus on knowledge as a noun. This presentation will explore inquiry as a pedagogical stance and the effective use of thinking and learning tools in the classroom. We will work together to model teaching practices that lead to students co-constructing a networked (real world) rather than hierarchical (artificial) understanding of their world regardless of grade level or discipline.
Participants will leave this workshop with a toolkit of research based questioning and thinking strategies they can begin using with their students tomorrow.
The document is a presentation about digital citizenship given by Darren Kuropatwa at the Building Learning Communities Conference in Boston, MA in July 2017. It discusses the importance of digital citizenship and responding to adversity with persistent kindness. It provides examples of digital citizenship issues and scenarios for discussion. It encourages participants to think about their own digital footprint and how to be good digital citizens.
Presented at the Riding the Wave Conference in Gimli, Manitoba. May 2017.
In two words, you remember the whole story: glass slipper, sour grapes, cold porridge. You remember more than facts, you recall relationships & deeper connections between characters. Some of the powerful ways we leverage digital for deeper learning includes challenging sources of information (fake news), exploring bias (developing empathy through multiple perspectives), and creating powerful feedback loops that foster deeper learning.
Powerful narratives, in a word or two, bring to mind a wealth of ideas & relationships; more than just facts. How can we find stories that make our teaching sticky and help kids find, and more importantly tell, stories that make learning stick? This workshop will equip teachers with the skills & knowledge to foster deeper learning across the curriculum by intentionally leveraging digital tools to foster deeper learning.
Tales of Learning and the Gifts of Footprints v4.2Darren Kuropatwa
This document appears to be a presentation about digital learning and storytelling. It discusses shifting from compliance to care, private to public learning, and consumer to participatory models. It addresses what digital storytellers look like and principles of learning including starting where students are, learning being done by and for students, students talking about learning, having learning targets, and feedback. It encourages generosity, sharing tales of learning, and giving the gifts of footprints.
Presented at the Richmond District Conference, Feb 2017.
A series of stories woven together to start a conversation with middle and high school students, teachers, and parents about living our lives on and offline (on The Fourth Screen) more thoughtfully.
This talk focuses primarily on the ideas of Empathy, Empowerment & Persistent Kindness and shares resources teachers can use to lead these sorts of conversations with their own students.
Slides to support a master class on making student thinking visible through practical hands-on activities and structured around Dylan Wiliam's work on formative assessment and active learning. Held at the BYTE Conference 2017 in Portage la Prairie, Manitoba.
A group of educators from the BYTE Conference 2017 (Build Your Teaching Experience) share their ideas about learning as a series of visual metaphors they found on their phones.
The document discusses storytelling and how it can be used as a tool for learning. It suggests that storytelling allows students to think in metaphors and learn through stories. It provides examples of how digital tools like QR codes and apps can be used to incorporate storytelling into the classroom. It also outlines some rules of thumb for using storytelling, such as personalizing tasks to students' experiences, collaborating on group projects, and getting feedback from both inside and outside the classroom.
In a world where knowledge is more a verb than a noun how do we foster deep learning in our students? Good questions cause thinking. Unfortunately, many of the questions regularly asked in classrooms focus on knowledge as a noun. This presentation will explore the effective use of thinking and learning tools in the classroom. We will work together to model teaching practices that lead to students co-constructing a networked (real world) rather than hierarchical (artificial) understanding of their world regardless of grade level or discipline.
Participants leave this workshop with a toolkit of research based questioning and thinking strategies they can begin using with their students tomorrow.
This document contains multiple sections on topics related to technology and its impact on society, including how the internet allows information to be easily shared but also persist indefinitely, issues around online privacy and bullying, and ways for parents to support their children's safe and responsible internet use. The document advocates for empowering youth and promoting kindness both online and off.
Slides to support a master class on making student thinking visible through practical hands-on activities and structured around Dylan Wiliam's work on formative assessment and active learning.
A group of educators from the Anderson Union High School & Redding School Districts and share their ideas about learning as a series of visual metaphors.
In a world where knowledge is more a verb than a noun how do we foster deep learning in our students? Good questions cause thinking. Unfortunately, many of the questions regularly asked in classrooms focus on knowledge as a noun. This presentation will explore the effective use of thinking and learning tools in the classroom. We will work together to model teaching practices that lead to students co-constructing a networked (real world) rather than hierarchical (artificial) understanding of their world regardless of grade level or discipline.
Participants leave this workshop with a toolkit of research based questioning and thinking strategies they can begin using with their students tomorrow.
This document contains a collection of images, quotes, and short passages on topics related to online communities, sharing, and empowerment through technology. The snippets discuss how the internet allows information to be easily shared, encourages learning, and can help empower victims of bullying. The overarching theme is about the positive impact community and connection through online platforms can provide.
Slides to support a master class at the Building Learning Communities Conference in Boston, MA. 18 July 2016.
How can we make learning sticky using powerful storytelling frameworks that tap into peoples' emotions? How do we involve all students in creating digital content that doesn't also create hours of content for teachers to assess? This interactive session will showcase Digital Storytelling activities teachers can use in class tomorrow! Document student learning & foster reflective ways for students to share their learning. 1st: we play! Then we'll discuss how to practically adapt these ideas, make them your own, and figure out what sort of infrastructure needs to be in place to support these kinds of powerful learning experiences. We’ll learn how to exercise your students' & your own creativity muscles and share simple strategies for collecting & publishing student work.
Slides in support of a professional learning day for administrators in Hanover School Division focused on developing a common language & understanding of Deep Learning Design.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
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.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
A 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.
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.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
8. If you can’t explain it simply, you
don’t understand it well enough.
9. Quotdes
keaways fr& Dr. John Me ina’s
Ta
n Ru les
om
B rai
What all presenters nee
d to know
sorts)
A prese ntation (of
olds
by Garr Reyn
10. away s&Q uotess
Take
ul es
a’
John Medin
R
from Dr.
B ra in
What all presente rs need to know
n (of sorts)
A presentatio
by Garr Reynolds
11. dings discussed
Dr. M edina ’s fin orth
ules a re ideas w
in Brain R
spread ing...
ed some quotes
So I extract late to
oints as they re
and key p n — to
d — pre sentatio
my fiel word.
you spre ad the
help
13. “ Brain Rules is one of the
most informative, engaging,
and useful books of our
time. Required reading for
every educator and every
business person. My
”
favorite book of 2008!
— Garr Reynolds
Presentation Zen
15. e’s B iff.
nam
Hell o! My
Agalychnis callidryas
16. host for t his online
I ’ll be your
the prese ntation.
version of
17. enormous
e reasons : (1) Let my
Why me? Thre he most
d you that vision is t
eyes remin
nse for yo u humans.
d ominant se
18. And (2) allow m
y remarkable c
shape to remind oloring and
you that you hu
wired to notice mans are
differences an
d patterns...
19. rimitive b rain remind
my tiny, p
And (3) let se out of
ile I get t he most u
y ou that, wh my friend,
far as I kn ow), you,
my brain (as ssive, evo lved brain
learn to u se your ma
could
more eff ectively...
much
20. rimitive b rain remind
my tiny, p
And (3) let se out of
ile I get t he most u
y ou that, wh my friend,
far as I kn ow), you,
my brain (as ssive, evo lved brain
learn to u se your ma
could
more eff ectively...
much
Right, on with the
preso...
85. Studentsʼ Errors and Misconceptions
(Principle 1)
Based on Previous Learning
Students come to the classroom with conceptions of numbers grounded in their
whole-number learning that lead them astray in the world of rational numbers;
e.g. multiplying always makes numbers bigger.
x =
TEACHERS MUST ENGAGE STUDENTSʼ PRECONCEPTIONS
86. The Knowledge Network:
(Principle 2)
New Concepts and New Applications
UNDERSTANDING REQUIRES FACTUAL
KNOWLEDGE AND CONCEPTUAL FRAMEWORKS
87. (Principle 3)
Metacognition
A METACOGNITIVE APPROACH
ENABLES STUDENT SELF-MONITORING
99. On dull conference speakers teachers
"They are not sophisticated, erudite scientists speaking
above our intellectual capability; they are arrogant,
thoughtless individuals who insult our very presence
by the lack of concern for our desire to benefit from a
meeting class which we choose to attend."
100. On the importance of presenting well
"Failure to spend the [class] time wisely and well,
failure to educate, entertain, elucidate, enlighten, and
most important of all, failure to maintain attention
and interest should be punishable by stoning. There
is no excuse for tedium."
101. On reading a conference paper class notes
"There is never an excuse to read a paper notes ...
Better to lower the level of verbal excellence and
raise the level of extemporaneous energy."
102. On using slides (35mm and OHPs in those days):
"They must be brightly lit and convey a simple
thought. If you need a pointer to indicate an
important concept or location on a slide, it is
probably too crowded or difficult to comprehend."
134. Critical Path to Success!!
A student who wants to succeed in this course will:
• Alway arrive to class prepared to work with all materials needed.
graphing calculator
135. Critical Path to Success!!
A student who wants to succeed in this course will:
• Alway arrive to class prepared to work with all materials needed.
3-ring binder
loose leaf
paper
notebook
or duotang
graphing calculator
136. Critical Path to Success!!
A student who wants to succeed in this course will:
• Alway arrive to class prepared to work with all materials needed.
3-ring binder
loose leaf
paper
notebook
or duotang
12 pencils
graphing calculator
137. Critical Path to Success!!
A student who wants to succeed in this course will:
• Alway arrive to class prepared to work with all materials needed.
3-ring binder
loose leaf
paper
notebook
or duotang
12 pencils
graphing calculator
138. Critical Path to Success!!
A student who wants to succeed in this course will:
• Alway arrive to class prepared to work with all materials needed.
3-ring binder
loose leaf
paper
notebook
or duotang
12 pencils
geometry set
graphing calculator
139. Critical Path to Success!!
A student who wants to
succeed in this course will:
• Always attempt ALL their
homework assignments.
140. Critical Path to Success!!
A student who wants to succeed in
this course will:
• Review their class notes
every night before going to bed.
141. The Curve of Forgetting ...
... describes how we retain or get rid of information
that we take in. It's based on a one-hour lecture.
more about Learning and Remembering
142. Critical Path to Success!!
A student who wants to
succeed in this course will:
• Always ask LOTS of
questions about anything
they don't understand.
143. Critical Path to Success!!
A student who wants to
succeed in this course will:
• Always gets extra help from the teacher
when they feel they are falling behind.
144. Critical Path to Success!!
A student who wants to succeed in this course will:
• Find one or two people
to be their study partners
and form a study group.
145. Critical Path to Success!!
A student who wants to succeed
in this course will:
Consistently
set a regular
time of day to
do homework
assignments.
146. Critical Path to Success!!
A student who wants to succeed in this course will:
• Participate regulary on the course blog.
http://pc40sw09.blogspot.com
147. How To Create a Google Account
http://tinyurl.com/6f7aae
Click the text up
there to see the video!
148. How to Sign Up For Blogger
http://tinyurl.com/6x83hs
Click the text up
there to see the video!
149. "All learning pivots on who we think we are, and
who we see ourselves as capable of becoming."
Frank Smith
150. Homework
email Mr. Kuropatwa:
dkuropatwa@gmail.com
get a account
sign up at .com
151. Homework
Riddle me this ...
Why are there
360° in a circle?
The Riddler Fans Art
154. Photo Credits
Graphing
http://flickr.com/photos/mewzii/149555960/
3-ring binders
http://farm2.static.flickr.com/1311/1292315430_285d142fbe_m.jpg
Sharpener
http://flickr.com/photos/big-e-mr-g/192174638/
Studying
http://flickr.com/photos/jamilsoni/90538195/
Aqua wins by a point
http://flickr.com/photos/jahdakinebrah/92200688/
Studying. As you should probably be doing right now.
http://flickr.com/photos/weshph/462633863/
Ross Homework
http://flickr.com/photos/laffy4k/418602591/
workstation
http://flickr.com/photos/striatic/241843728/
genius
http://flickr.com/photos/thearchigeek/223751752/
Smiley Face
http://flickr.com/photos/greyarea/1473/
Reviewing Notes
http://flickr.com/photos/knott/66465528/
email logo
http://flickr.com/photos/surfstyle/354581855/
Questions
http://flickr.com/photos/oberazzi/318947873/
Telephone Keypad
http://flickr.com/photos/cgc/5259321/
envelope
http://flickr.com/photos/bip/420177741/
156. Photo Credits
065/365: Show us your smile!
http://www.flickr.com/photos/dotbenjamin/2765083201/ Video Credits
Robie House designed by Frank Lloyd Wright 1909 How NOT to use PowerPoint!
http://www.flickr.com/photos/darpi/212323100/ http://www.youtube.com/watch?v=cagxPlVqrtM
The Graphic Design of Barack Obama Dr. Bonnie Bassler on how bacteria "talk"
http://www.flickr.com/photos/chrism70/3006405416/ http://www.ted.com/talks/view/id/509
"Grand Design" Spiral Galaxy M81
http://www.flickr.com/photos/toptechwriter/522395769/
Slide Decks
Bike friendly storm drain
http://www.flickr.com/photos/eliel/47082543/
How Students Learn
http://books.nap.edu/catalog.php?record_id=10126 Brain Rules for Presenters
http://www.slideshare.net/garr/brain-rules-for-presenters
Pewter Letters Numbers Dodging Bullets in Presentations
http://flickr.com/photos/lwr/sets/72157594512642436/ http://www.slideshare.net/RowanManahan/dodging-bullets-in-presentations
This body is networked The Story of H
http://flickr.com/photos/funksoup/403990660/ http://www.slideshare.net/LubomirP/the-story-of-h-1581468
Pre-Cal 40S Slides February 2, 2009
The Thinker http://www.slideshare.net/dkuropatwa/precal-40s-slides-february-2-2009
http://flickr.com/photos/renny1967/1509761982/
stone throw 3
http://www.flickr.com/photos/statico/1884269262/ Essay
Jay Lehr Let There Be Stoning
http://jaylehr.com/index.html http://www.geol.wwu.edu/rjmitch/stoning.pdf
some images (cc) dkuropatwa
http://www.flickr.com/photos/dkuropatwa