This 3-sentence summary provides the high-level essential information about the document:
This document outlines the syllabus for the Spring 2017 semester of the IAKM 60370: Semantic Analysis Methods and Technologies course taught online at Kent State University. The 15-week course will introduce students to practical contexts, methods and tools for semantic analysis through weekly discussions, quizzes, evaluations of semantic analysis methods, and a final project modeling a semantic solution. Students will learn to critically evaluate semantic technologies and develop semantic architectures, profiles, and solutions for addressing business problems.
Edu 702 group presentation (questionnaire) 2Dhiya Lara
The document provides information on preparing and administering a questionnaire for research. It discusses considerations for instrument selection including validity, reliability, and usability. It defines what a questionnaire is and provides tips for getting started, introduction, formatting questions, and common question types like Likert scales, ratings, rankings, and open-ended. It also covers piloting the questionnaire, considerations, advantages, disadvantages, and preparing the collected data for analysis.
Edu 702 group presentation (questionnaire)Azura Zaki
This document provides guidance on developing a questionnaire for research. It discusses important considerations in instrument design such as validity, reliability, and usability. Common question formats like Likert scales, rankings, and open-ended questions are described along with examples. The importance of pilot testing the questionnaire and revising based on feedback is emphasized. Overall guidelines are provided such as keeping the questionnaire short, using clear language, and leaving space for comments.
This document provides guidance on developing a questionnaire for research. It discusses important considerations in instrument design such as validity, reliability, and usability. Common question formats like Likert scales, rankings, and open-ended questions are described along with examples. The importance of pilot testing the questionnaire is emphasized to identify issues before full distribution. Overall guidelines are provided such as keeping the questionnaire short, using clear language, and leaving space for comments.
This document provides guidance for teachers on getting started with teaching the Common Core State Standards. It discusses aligning pacing guides to the CCSS, understanding the structure and components of the CCSS document, using standards and crosswalks to identify what content is staying the same and what is changing, the emphasis on mathematical practices, examples of performance tasks and sample test items, and strategies for teaching like proof drawings and math talks. It also addresses assessment design and ensuring lessons and pacing allow sufficient time for students to master the depth and rigor of the new standards.
The document provides an overview of the SAT and ACT exams, outlining key differences in scoring, structure, content and question types between the two tests. It notes trends showing more students taking the ACT in recent years and that both tests are accepted equally by colleges. The document also includes examples of math, reading, science and writing questions from the SAT and ACT to illustrate differences in question formats between the two exams.
The document examines the skills map, predictive modeling, and reports used by the Open Learning Initiative (OLI) platform. It finds several limitations in OLI's current approach, including inconsistencies introduced through manual skills map authoring and a lack of variation captured in the predictive model. Recommendations are provided to improve the skills mapping process, make the predictive model more robust, and enhance post-hoc reports for instructors.
The document discusses various types of assessment questions that can be used for computer-aided assessment (CAA) and their suitability for different levels of Bloom's Taxonomy. It describes the advantages and disadvantages of true/false, matching, multiple choice, short answer, calculation, essay, "problem based", simulation, and performance questions. The document recommends that any CAA system developed by the university should be easy to use, supported, standards-based, secure, and scalable to meet the needs of assessing higher-order thinking skills.
Low Fact Fluency and Writing About Math by Marybeth Rotertmarybethrotert
The document discusses a study examining whether second grade students with low math fact fluency can demonstrate conceptual understanding by writing about math problems. It provides background on the importance of math fact fluency and standards calling for students to explain their mathematical thinking. A literature review found that writing about math improved student understanding but did not specify impacts on fact fluency. The author describes giving a pre-test on addition/subtraction facts to 5 students, having them complete worksheets writing about math problems over 10 days, and planning a post-test to measure growth in fact fluency.
Edu 702 group presentation (questionnaire) 2Dhiya Lara
The document provides information on preparing and administering a questionnaire for research. It discusses considerations for instrument selection including validity, reliability, and usability. It defines what a questionnaire is and provides tips for getting started, introduction, formatting questions, and common question types like Likert scales, ratings, rankings, and open-ended. It also covers piloting the questionnaire, considerations, advantages, disadvantages, and preparing the collected data for analysis.
Edu 702 group presentation (questionnaire)Azura Zaki
This document provides guidance on developing a questionnaire for research. It discusses important considerations in instrument design such as validity, reliability, and usability. Common question formats like Likert scales, rankings, and open-ended questions are described along with examples. The importance of pilot testing the questionnaire and revising based on feedback is emphasized. Overall guidelines are provided such as keeping the questionnaire short, using clear language, and leaving space for comments.
This document provides guidance on developing a questionnaire for research. It discusses important considerations in instrument design such as validity, reliability, and usability. Common question formats like Likert scales, rankings, and open-ended questions are described along with examples. The importance of pilot testing the questionnaire is emphasized to identify issues before full distribution. Overall guidelines are provided such as keeping the questionnaire short, using clear language, and leaving space for comments.
This document provides guidance for teachers on getting started with teaching the Common Core State Standards. It discusses aligning pacing guides to the CCSS, understanding the structure and components of the CCSS document, using standards and crosswalks to identify what content is staying the same and what is changing, the emphasis on mathematical practices, examples of performance tasks and sample test items, and strategies for teaching like proof drawings and math talks. It also addresses assessment design and ensuring lessons and pacing allow sufficient time for students to master the depth and rigor of the new standards.
The document provides an overview of the SAT and ACT exams, outlining key differences in scoring, structure, content and question types between the two tests. It notes trends showing more students taking the ACT in recent years and that both tests are accepted equally by colleges. The document also includes examples of math, reading, science and writing questions from the SAT and ACT to illustrate differences in question formats between the two exams.
The document examines the skills map, predictive modeling, and reports used by the Open Learning Initiative (OLI) platform. It finds several limitations in OLI's current approach, including inconsistencies introduced through manual skills map authoring and a lack of variation captured in the predictive model. Recommendations are provided to improve the skills mapping process, make the predictive model more robust, and enhance post-hoc reports for instructors.
The document discusses various types of assessment questions that can be used for computer-aided assessment (CAA) and their suitability for different levels of Bloom's Taxonomy. It describes the advantages and disadvantages of true/false, matching, multiple choice, short answer, calculation, essay, "problem based", simulation, and performance questions. The document recommends that any CAA system developed by the university should be easy to use, supported, standards-based, secure, and scalable to meet the needs of assessing higher-order thinking skills.
Low Fact Fluency and Writing About Math by Marybeth Rotertmarybethrotert
The document discusses a study examining whether second grade students with low math fact fluency can demonstrate conceptual understanding by writing about math problems. It provides background on the importance of math fact fluency and standards calling for students to explain their mathematical thinking. A literature review found that writing about math improved student understanding but did not specify impacts on fact fluency. The author describes giving a pre-test on addition/subtraction facts to 5 students, having them complete worksheets writing about math problems over 10 days, and planning a post-test to measure growth in fact fluency.
The document provides guidance on writing effective multiple choice test questions. It discusses characteristics of good test questions such as being clear, concise, independent of each other, and measuring learning objectives. The document outlines best practices for constructing question stems and response options, including making sure there is only one right answer, responses are parallel in structure, and don't provide clues to the right answer. It also discusses using multiple choice questions to test higher-order thinking by focusing on application, analysis, and evaluation in the question and responses.
This document provides an overview of performance tasks and classroom activities for online mathematics and English language arts assessments. It defines performance tasks as portions of the test that require students to answer complex, multi-step questions about a topic. Classroom activities are administered separately before performance tasks to familiarize students with relevant topics. The document includes examples of classroom activities and performance task questions in both subjects.
This document provides advice to students on how to succeed in exams at the University of Bradford School of Management. It discusses common reasons students do poorly, such as not answering the question fully, poor time management, and superficial answers. Tutors emphasize the need to answer the specific question, support ideas with evidence, and demonstrate a clear understanding of topics through accurate descriptions and analysis. The document provides tips for exam preparation, including revising beyond assigned readings, carefully planning answers, and practicing handwriting legibly under time constraints.
This document provides information about Psy 200 Introductory Statistics including the instructor's contact information, required materials, course description and objectives, grading breakdown, and policies. The course will cover descriptive and inferential statistics through lectures, in-class labs, homework assignments, quizzes, and exams. Students will learn to conduct basic statistical analyses by hand and using SPSS software. The grading is based on in-class labs, quizzes, assignments, and exams. Students can also earn extra credit through optional assignments.
The document discusses using quick classroom assessments to gather student feedback through formative techniques like the feedback loop. It describes how feedback differs from evaluation in that it aims to improve teaching and learning without judgment. Several low-stakes assessment techniques are presented, such as minute papers, muddiest points, and entrance/exit slips, which can be implemented easily and anonymously to gain insight into student understanding and inform instruction. The key is for instructors to then close the feedback loop by sharing what they learned and making adjustments based on student input.
Empowering Pre-Service & New Math Teachers to Use the Common Core Practice St...DreamBox Learning
How prepared are the K-12 teachers of tomorrow to inspire the next generation of young mathematicians? In this webinar for the edWeb.net Adaptive Math Learning community, attendees learned how essential it is for pre-service teachers to learn, develop, and model the Standards for Mathematical Practice to improve learning for their future students. Ben Braun, Associate Professor of Mathematics at the University of Kentucky, and Tim Hudson, Senior Director of Curriculum Design at DreamBox Learning, discussed ways to ensure that pre-service teachers start their careers understanding how mathematical proficiency requires more than simply content knowledge. Tim and Ben shared ideas for K-12 school leaders and mentor teachers who are responsible for new teacher induction, as well as, implications for college and university faculty teaching both math methods and content courses. They also discussed potential disconnects between pre-service content and methods courses and also eventual in-service expectations, while providing examples of math problems to engage pre-service and new teachers. View the webinar to better understand how to use the Standards for Mathematical Practice.
For the final assignment of your program, use your webcam and kaoreo10
The document provides instructions for a final reflection video assignment in a MEd or MEd-EdL program. It asks students to discuss: (1) an education problem they were interested in early in the program and proposed solutions; (2) how their research and writing abilities have changed since starting; and (3) how they would apply what they learned to an education issue and program learning outcome. Students must record a 2-3 minute video responding to the prompts and submit it through Kaltura by the assignment deadline.
We analysed the examination pattern for IGNOU's MAPC course - taking into account every single examination for every single subject. Very useful, high-quality insights.
For more, visit https://psylearners.psychotechservices.com/search/label/Question%20Paper%20Pattern
This document discusses alternative assessment methods that can be used instead of or in addition to traditional multiple choice tests. It defines alternative assessment as any measurement other than multiple choice or true/false questions, such as open-ended questions or extended projects. The document then provides examples of alternative assessment products like concept maps, wikis, and historical thinking questions that require students to show what they have learned. It also includes rubrics that can be used to evaluate student work and suggests reflection activities.
IGNOU Question Paper Pattern >> MAPC >> MPC006 - Statistics in PsychologyPsychoTech Services
This document provides guidance to IGNOU students on preparing for their term end examinations in statistics. It analyzes past question papers from 2011-2014 to identify the most important topics. The analysis shows that Blocks 1 and 2, and Chapters 2.1 and 4.4 are most heavily tested. It also finds that questions typically include both long and short answer numerical and conceptual questions. Students are advised to focus their studies on the frequently tested topics and practice different question types in order to score well on examinations.
The document provides information on essay tests and how to construct them. It defines essay tests as requiring students to compose lengthy responses of several paragraphs. Essay tests measure higher-level thinking like analysis, synthesis, and evaluation. They give students freedom in how they respond. Essay tests can assess recall, writing ability, understanding, and factual knowledge. They come in restricted response/controlled format and extended response/uncontrolled format. The document outlines advantages and disadvantages of each type and provides suggestions for constructing and scoring essay questions.
Math Lit and Pathways 5 Years Later AMATYC 2016 v2kathleenalmy
This document discusses lessons learned from 5 years of experience teaching math pathways courses at Rock Valley College. It provides an overview of pathways approaches to developmental math, national updates on their adoption, outcomes data from Rock Valley College's Math Lit course, and lessons learned regarding content, instruction, group work, technology, assessments, and implementation. Key lessons include that algebra content is important but not everything; contexts can motivate students if used creatively; developmental students are capable of solving rich problems; effective group work and pedagogy matter; and technology should be used appropriately to enhance learning. The document advocates for flexibility in pathways courses to best support student success.
College of Nursing presentation August 20, 2013Jim Wentworth
This document outlines a presentation about teaching metacognition and helping students self-assess their own learning. The presentation covers key concepts of metacognition like formative feedback and building on prior knowledge. It describes tools to develop metacognitive skills like self-assessment quizzes, rubrics, and classroom response systems. Experts demonstrate a self-assessment activity using an online platform and discuss how to write effective assessment questions. The presentation emphasizes that expert knowledge can hinder teaching, and explains strategies like peer instruction to overcome this.
Mathematical Literacy for College Students (MLCS) is a new course being developed at the national level to provide an alternative path to college-level math courses for non-STEM majors. The course integrates numeracy, proportional reasoning, algebraic reasoning, functions, statistics, and geometry. It focuses on developing problem solving and critical thinking skills. Upon completion, students will be prepared for a statistics course or general education math course, or can take traditional algebra. The course aims to help more students complete their math requirements in one year to improve college completion rates.
This document provides information about getting fully solved assignments from an assignment help service. It lists the contact email and phone number and provides details about the available programs, semesters, subjects, and questions included in the assignments. It discusses research processes, data collection methods, measurement scales, reliability and validity concepts, questionnaire administration modes, analysis of variance techniques, and principles of professional ethics in research.
Stop the Ridiculous Practice of Food & Beverage MinimumsCG Mark
Private club leaders have become addicted to bad profits and should consider investing in more 'member friendly' strategies which are more financially beneficial to the club. Three alternative strategies for improved financial performance and better member recruitment and retention.
Este documento resume las principales leyes y decretos relacionados con la educación en Colombia. Se define la educación formal como aquella impartida en establecimientos educativos aprobados, organizada en 3 niveles: preescolar obligatorio de 1 grado, educación básica de 9 grados divididos en primaria (5 grados) y secundaria (4 grados), y educación media de 2 grados. También se describen los requisitos que deben cumplir los establecimientos educativos privados para ofrecer educación formal en el país.
Embedded BI Best Practices: Webinar slidesYellowfin
If you haven’t already embedded Business Intelligence (BI) functionality into your application, chances are, your competitors have an advantage.
BI technology is becoming a common component of business applications used across all major job functions, departments and industries.
Gartner predicts that within two years, 25 percent of analytics capabilities will be embedded in business applications, up from only five percent in 2010. If you haven’t already added embedded BI to your software, the time is now.
Watch this Embedded BI Best Practices Webinar recording (https://www.youtube.com/watch?v=8BxPdco9ab8&feature=youtu.be), and view this slide deck, to discover how to successfully add an analytics module to your product suite, and dramatically enhance its salability and market value – minus the development stress you might expect.
Delight your customers and build your brand – all while avoiding the strain of independently developing, maintaining and supporting an in-house BI module.
The document provides guidance on writing effective multiple choice test questions. It discusses characteristics of good test questions such as being clear, concise, independent of each other, and measuring learning objectives. The document outlines best practices for constructing question stems and response options, including making sure there is only one right answer, responses are parallel in structure, and don't provide clues to the right answer. It also discusses using multiple choice questions to test higher-order thinking by focusing on application, analysis, and evaluation in the question and responses.
This document provides an overview of performance tasks and classroom activities for online mathematics and English language arts assessments. It defines performance tasks as portions of the test that require students to answer complex, multi-step questions about a topic. Classroom activities are administered separately before performance tasks to familiarize students with relevant topics. The document includes examples of classroom activities and performance task questions in both subjects.
This document provides advice to students on how to succeed in exams at the University of Bradford School of Management. It discusses common reasons students do poorly, such as not answering the question fully, poor time management, and superficial answers. Tutors emphasize the need to answer the specific question, support ideas with evidence, and demonstrate a clear understanding of topics through accurate descriptions and analysis. The document provides tips for exam preparation, including revising beyond assigned readings, carefully planning answers, and practicing handwriting legibly under time constraints.
This document provides information about Psy 200 Introductory Statistics including the instructor's contact information, required materials, course description and objectives, grading breakdown, and policies. The course will cover descriptive and inferential statistics through lectures, in-class labs, homework assignments, quizzes, and exams. Students will learn to conduct basic statistical analyses by hand and using SPSS software. The grading is based on in-class labs, quizzes, assignments, and exams. Students can also earn extra credit through optional assignments.
The document discusses using quick classroom assessments to gather student feedback through formative techniques like the feedback loop. It describes how feedback differs from evaluation in that it aims to improve teaching and learning without judgment. Several low-stakes assessment techniques are presented, such as minute papers, muddiest points, and entrance/exit slips, which can be implemented easily and anonymously to gain insight into student understanding and inform instruction. The key is for instructors to then close the feedback loop by sharing what they learned and making adjustments based on student input.
Empowering Pre-Service & New Math Teachers to Use the Common Core Practice St...DreamBox Learning
How prepared are the K-12 teachers of tomorrow to inspire the next generation of young mathematicians? In this webinar for the edWeb.net Adaptive Math Learning community, attendees learned how essential it is for pre-service teachers to learn, develop, and model the Standards for Mathematical Practice to improve learning for their future students. Ben Braun, Associate Professor of Mathematics at the University of Kentucky, and Tim Hudson, Senior Director of Curriculum Design at DreamBox Learning, discussed ways to ensure that pre-service teachers start their careers understanding how mathematical proficiency requires more than simply content knowledge. Tim and Ben shared ideas for K-12 school leaders and mentor teachers who are responsible for new teacher induction, as well as, implications for college and university faculty teaching both math methods and content courses. They also discussed potential disconnects between pre-service content and methods courses and also eventual in-service expectations, while providing examples of math problems to engage pre-service and new teachers. View the webinar to better understand how to use the Standards for Mathematical Practice.
For the final assignment of your program, use your webcam and kaoreo10
The document provides instructions for a final reflection video assignment in a MEd or MEd-EdL program. It asks students to discuss: (1) an education problem they were interested in early in the program and proposed solutions; (2) how their research and writing abilities have changed since starting; and (3) how they would apply what they learned to an education issue and program learning outcome. Students must record a 2-3 minute video responding to the prompts and submit it through Kaltura by the assignment deadline.
We analysed the examination pattern for IGNOU's MAPC course - taking into account every single examination for every single subject. Very useful, high-quality insights.
For more, visit https://psylearners.psychotechservices.com/search/label/Question%20Paper%20Pattern
This document discusses alternative assessment methods that can be used instead of or in addition to traditional multiple choice tests. It defines alternative assessment as any measurement other than multiple choice or true/false questions, such as open-ended questions or extended projects. The document then provides examples of alternative assessment products like concept maps, wikis, and historical thinking questions that require students to show what they have learned. It also includes rubrics that can be used to evaluate student work and suggests reflection activities.
IGNOU Question Paper Pattern >> MAPC >> MPC006 - Statistics in PsychologyPsychoTech Services
This document provides guidance to IGNOU students on preparing for their term end examinations in statistics. It analyzes past question papers from 2011-2014 to identify the most important topics. The analysis shows that Blocks 1 and 2, and Chapters 2.1 and 4.4 are most heavily tested. It also finds that questions typically include both long and short answer numerical and conceptual questions. Students are advised to focus their studies on the frequently tested topics and practice different question types in order to score well on examinations.
The document provides information on essay tests and how to construct them. It defines essay tests as requiring students to compose lengthy responses of several paragraphs. Essay tests measure higher-level thinking like analysis, synthesis, and evaluation. They give students freedom in how they respond. Essay tests can assess recall, writing ability, understanding, and factual knowledge. They come in restricted response/controlled format and extended response/uncontrolled format. The document outlines advantages and disadvantages of each type and provides suggestions for constructing and scoring essay questions.
Math Lit and Pathways 5 Years Later AMATYC 2016 v2kathleenalmy
This document discusses lessons learned from 5 years of experience teaching math pathways courses at Rock Valley College. It provides an overview of pathways approaches to developmental math, national updates on their adoption, outcomes data from Rock Valley College's Math Lit course, and lessons learned regarding content, instruction, group work, technology, assessments, and implementation. Key lessons include that algebra content is important but not everything; contexts can motivate students if used creatively; developmental students are capable of solving rich problems; effective group work and pedagogy matter; and technology should be used appropriately to enhance learning. The document advocates for flexibility in pathways courses to best support student success.
College of Nursing presentation August 20, 2013Jim Wentworth
This document outlines a presentation about teaching metacognition and helping students self-assess their own learning. The presentation covers key concepts of metacognition like formative feedback and building on prior knowledge. It describes tools to develop metacognitive skills like self-assessment quizzes, rubrics, and classroom response systems. Experts demonstrate a self-assessment activity using an online platform and discuss how to write effective assessment questions. The presentation emphasizes that expert knowledge can hinder teaching, and explains strategies like peer instruction to overcome this.
Mathematical Literacy for College Students (MLCS) is a new course being developed at the national level to provide an alternative path to college-level math courses for non-STEM majors. The course integrates numeracy, proportional reasoning, algebraic reasoning, functions, statistics, and geometry. It focuses on developing problem solving and critical thinking skills. Upon completion, students will be prepared for a statistics course or general education math course, or can take traditional algebra. The course aims to help more students complete their math requirements in one year to improve college completion rates.
This document provides information about getting fully solved assignments from an assignment help service. It lists the contact email and phone number and provides details about the available programs, semesters, subjects, and questions included in the assignments. It discusses research processes, data collection methods, measurement scales, reliability and validity concepts, questionnaire administration modes, analysis of variance techniques, and principles of professional ethics in research.
Stop the Ridiculous Practice of Food & Beverage MinimumsCG Mark
Private club leaders have become addicted to bad profits and should consider investing in more 'member friendly' strategies which are more financially beneficial to the club. Three alternative strategies for improved financial performance and better member recruitment and retention.
Este documento resume las principales leyes y decretos relacionados con la educación en Colombia. Se define la educación formal como aquella impartida en establecimientos educativos aprobados, organizada en 3 niveles: preescolar obligatorio de 1 grado, educación básica de 9 grados divididos en primaria (5 grados) y secundaria (4 grados), y educación media de 2 grados. También se describen los requisitos que deben cumplir los establecimientos educativos privados para ofrecer educación formal en el país.
Embedded BI Best Practices: Webinar slidesYellowfin
If you haven’t already embedded Business Intelligence (BI) functionality into your application, chances are, your competitors have an advantage.
BI technology is becoming a common component of business applications used across all major job functions, departments and industries.
Gartner predicts that within two years, 25 percent of analytics capabilities will be embedded in business applications, up from only five percent in 2010. If you haven’t already added embedded BI to your software, the time is now.
Watch this Embedded BI Best Practices Webinar recording (https://www.youtube.com/watch?v=8BxPdco9ab8&feature=youtu.be), and view this slide deck, to discover how to successfully add an analytics module to your product suite, and dramatically enhance its salability and market value – minus the development stress you might expect.
Delight your customers and build your brand – all while avoiding the strain of independently developing, maintaining and supporting an in-house BI module.
Este documento proporciona información sobre diferentes sistemas operativos como Windows, Linux (Ubuntu), y sistemas operativos móviles. Describe las características y funciones básicas de cada uno como la barra de tareas, el menú de inicio, la instalación y desinstalación de programas, y la eliminación de archivos temporales. También incluye un diagrama al final que muestra la estructura básica de un sistema operativo.
Network Implementation and Support Lesson 05 File Access - Eric VanderburgEric Vanderburg
This document discusses file systems and permissions for network file sharing. It begins by describing common file systems like FAT, FAT32, and NTFS, noting features such as supported file sizes and security capabilities. Tables then compare the logical drive sizes, sectors per cluster, and bytes per cluster supported by different file systems. The document proceeds to cover creating shared folders, viewing shares, and the discretionary access control list (DACL) and access control entries (ACE) that define user permissions. It details the specific NTFS permissions and how they can be combined, overridden, inherited, and blocked. The document concludes by noting that share permissions and security permissions both factor in access, with security typically determining access. Key acrony
Hvordan får vi forskerne med på leken nuas - kommunikationskonferanse 20.01...Audun Farbrot
Hvordan får vi forskerne med på leken? Presentasjon fra workshop om forskningskommunikasjon på Kommunikasjonskonferanse arrangert av (NUAS Det nordiska universitetsadministratörssamarbetet). 20. januar 2014 i Aarhus.
The document contains coloring pages and connect the dot worksheets for kids featuring various animals, objects, characters and holidays. There are over 40 individual pages with illustrations of items like parrots, bears, dogs, Christmas trees, pumpkins, Dora and more. Many of the pages also include connect the dot activities for coloring in.
O documento resume 4 músicas analisando seus andamentos, dinâmicas, texturas e instrumentos musicais. A música "Para ti Ponta Porã" tem andamento moderado e suave com acordeom e violão. "Feira de Mangaio" tem andamento rápido e meio forte com triângulo, sanfona e outros. "Milongas para as missões" tem andamento rápido, meio forte e crescendo com acordeom, violão e percussão. "Forró Classudo" tem andamento rápido e forte com ac
Este documento presenta un ejercicio de conversión de unidades de medida de superficie que incluye 7 problemas. Explica los 5 pasos necesarios para realizar las conversiones usando la regla de tres y da un ejemplo completo.
The document summarizes details about the Google in Education UK Summit taking place on April 27-28, 2013, including that it will be held over two days with evening social events, aims to provide knowledge for various education jobs through 30+ sessions at different experience levels, and encourages attending for networking, trying Chromebooks, presenting, and promoting products or services to forward-thinking educators. Attendees can register at www.uksummit.org/registration for more information.
The document discusses various methods for promoting campaigns, including television advertisements, direct mail, email messages, magazines/newspapers, newsletters, posters, radio announcements, and web pages. It notes that television ads can promote brand awareness, direct mail and email can be customized for specific audiences, print media allows wide reach, newsletters/posters must stand out, radio can reach many, and web pages/social media enable interaction and sharing. Effective techniques include using shock value, threats, catchy music, puzzles, and endorsements from influential people.
1. The document is a Stampin' Up! catalogue that provides an overview of the company's products for crafting, card making, scrapbooking, and other projects. It showcases stamp sets, paper, ribbons, tools and more.
2. The catalogue encourages customers to explore their creativity and share what they make with others. It highlights the various opportunities people have each day to create cards for occasions, capture memories, and make gifts.
3. Stampin' Up! aims to provide customers everything they need to create quickly and easily. The catalogue showcases the different sections of products available including stamps, paper, embellishments, tools and more.
The document discusses the 1960s counterculture movement in the United States. It emerged as a response to social norms and involved challenging authority, greater social tolerance, and environmental awareness. Key figures like Timothy Leary and John Sinclair led the movement and advocated for peace, love, music, and use of drugs like LSD and marijuana. The movement gave rise to changes in attitudes around gender roles and politics.
This document provides information about the ITC508 - Object Modelling subject for Charles Sturt University students. It introduces the subject coordinator and lecturer, outlines the key learning outcomes which focus on object-oriented analysis and design techniques. It also details the assessment items, textbook, and weekly topics to be covered over the semester. The subject will use online resources and weekly classes to teach students how to model systems using Unified Modelling Language (UML) notation.
1 Saint Leo University GBA 334 Applied Decision.docxaryan532920
The film The Godfather explores the theme of revenge. When Michael Corleone's father Vito is attacked, Michael seeks revenge by killing the ones responsible. This act of vengeance draws Michael deeper into the family crime business. Throughout the film, Michael takes revenge on anyone who wrongs or betrays his family, solidifying his role as the new head of the crime family. Cinematography in The Godfather features unique shots and scenes that helped introduce new techniques to films.
EDUU 512 WebQuest Design Project Template Rubric
5
4
3
2
Introduction
The introduction section provides detailed background information necessary to complete the task.
A motivational scenario designed to engage students in the project and an overview of the learning goals is included.
The introduction section provides adequate background information necessary to complete the task.
A motivational scenario designed to engage students in the project and an overview of the learning goals is included.
The introduction section provides limited background information necessary to complete the task.
A motivational scenario designed to engage students in the project and/or an overview of the learning goals are missing.
The introduction section provides insufficient background information necessary to complete the task.
A motivational scenario designed to engage students in the project and/or an overview of the learning goals are missing.
Task
A clear and concise description of what students will have accomplished by the end of the WebQuest is provided.
An adequate description of what students will have accomplished by the end of the WebQuest is provided.
A limited description of what students will have accomplished by the end of the WebQuest is provided.
An insufficient description of what students will have accomplished by the end of the WebQuest is provided.
Process
The process section consists of clear step-by-step directions that students must follow with links embedded in each step. Any necessary documents or templates are provided.
The task incorporates information from several sources and is presented in a visually and aesthetically appealing way.
The process section consists of adequate step-by-step directions that students must follow with links embedded in each step. Any necessary documents or templates are provided.
The task incorporates information from several sources and is presented in a visually and aesthetically appealing way.
The process section consists of limited and/or confusing directions that students must follow. Links are not embedded in each step. Some of the necessary documents or templates are not provided.
The task incorporates information from only a few sources and is not presented in a visually or aesthetically appealing way.
The process section consists of insufficient and/or confusing directions that students must follow. Links are not embedded in each step. Few, if any, of the necessary documents or templates are provided.
The task incorporates information from only one source and is not presented in a visually or aesthetically appealing way.
Evaluation
The rubric provides a clear and concise description of the evaluation criteria for the task. The criteria matches the requirements of the task.
The rubric provides an adequate description of the evaluation criteria for the task. The criteria matches the requirements of the task.
The rubric provides a limited description of the evaluation cr.
This document outlines the details of the ITC504 - Interface Usability subject, including:
- The subject coordinator and contact details
- An overview of what the subject covers, including interface design, evaluation, and usability principles
- The 6 learning outcomes students should achieve upon completion
- Assessment details including 4 assignments and pass requirements
- Required software and textbook
- A schedule of the 15 topics to be covered across the semester
- Expectations around student engagement with online materials and weekly classes
This document provides information about the course EDTECH 505: Evaluation for Educational Technologists. The instructor is Dr. John Thompson and the course will be online. The goals of the course are for students to learn important concepts and practices in evaluation including models, data sources, analysis, and reporting results. Graded assignments include weekly discussions, assignments, an evaluation proposal, an internet sites project analyzing program evaluation sites, and a course project evaluating a real or hypothetical program. The required textbook is The ABC's of Evaluation and the course follows policies regarding communication, submissions, and academic honesty.
This document summarizes key points from a seminar on aligning assessments. The seminar covered:
- Defining assessment and exploring how it fits within a standards-based system
- Analyzing classroom assessment options and aligning them to content standards
- Discussing four types of assessments: selected response, constructed response, performance, and personal communication
- Learning how to choose assessments that best measure specific standards while being efficient to implement
The goal was for teachers to understand how to align assessments to standards and design assessments that inform instruction and support student learning.
This presentation will outline an effective model for a Hybrid Statistics course. The course continues to be very successful, incorporating on-line instruction, testing, blogs, and, above all, a data analysis project based on real up-to-date easily understood data.The course follows a project driven trajectory motivating students
to engage more aggressively in the class and rise up to the challenge of writing an original research paper. Obstacles, benefits and successes of this endeavor will be addressed.
This course provides an introduction to quantitative analysis using SPSS software. Students will learn to import and analyze data sets, conduct statistical tests including t-tests, regression, and ANOVA, and interpret output to answer research questions. The course aims to help students assess public health interventions, incorporate technology into practice, and contribute to the evidence base. Students will complete weekly lab exercises analyzing real-world data and a final group project testing a hypothesis using inferential statistics. Evaluation will be based on lab assignments, the group project, and participation in online discussions and an in-person seminar.
2012 templatesA Template with Ideas for the structure of the Co.docxfelicidaddinwoodie
Systems engineering concepts and methodologies can help project managers organize projects in several ways. The readings discuss systems engineering tools and techniques for solving project problems, and assessing how systems engineering applies to specific project cases like those at BP. They also describe the systems approach and how systems engineering concepts relating to organizing engineered systems can be utilized. Questions are raised about whether systems engineering and project management principles could have helped prevent disasters at BP if properly implemented.
Webquest Descriptive Statistics of the NCAAsrthomas
This WebQuest assignment uses descriptive statistics to analyze the performance of NCAA men's basketball teams from the Big 10 conference. Students are divided into groups and assigned roles to research statistics on 2-4 favorite teams, calculate descriptive statistics, conduct statistical tests, create visualizations, and present their findings. The goal is for students to apply their statistical knowledge to real-world sports data and communicate their analysis.
This WebQuest assignment uses descriptive statistics to analyze the performance of NCAA men's basketball teams from the Big 10 conference. Students are divided into groups and assigned roles to research statistics on 2-4 teams, calculate descriptive statistics, conduct statistical tests, create visualizations, and present their findings. The goal is for students to apply their statistical knowledge to real-world sports data and communicate their analysis.
This WebQuest assigns students to analyze descriptive statistics of NCAA basketball teams. Students will be grouped and each assigned a role, such as researcher or statistician. They will use websites to find statistics on 2-4 Big 10 teams. Students will then calculate descriptive statistics, conduct tests, create visuals, and present their findings. The goal is for students to apply their knowledge of descriptive statistics to real sports data.
Assignment 2: Fink Step 3
Due Week 7 and worth 200 points
For this assignment, you will look at the technology you have integrated into your unit/training and develop ways to assess student performance when they use those technologies.
Often, educators find a great new technology or app to use with their students but then have no idea how to evaluate if it is actually helping students learn. Or, educators find that grading student performance using the new technology is cumbersome and doesn’t actually save any time or provide any value.
For example, if students have an assignment to create a PowerPoint presentation, how will they submit it to you? How will you check to make sure they didn’t just copy it from someplace on the Internet? If students are working on a group project, how can you assess student contributions? These are some issues you will need to think about when you apply technology to your lessons.
First, provide a brief (1-2 pages) description of the specific education technology you intend to incorporate into your unit/training. Include links to the product or app and describe how the students will use it. You do not need to provide specific lesson plans, but need to demonstrate that you have a clear idea of what you want the students to use and how they will use it.
For example, if you were to start using MS Office in the classroom, you could describe how you would allow students to type their papers using MS Word and create presentations using MS PowerPoint instead of hand-writing papers and doing traditional poster projects.
Next, complete the questions for Step 3 of page 15 of Fink’s guide. Include the following information when you answer each question in the worksheet. You will have to copy each question to a new Word document in order to answer it.
1. Forward-looking Assessment: The key is that you have students work on real-world problems. Think about how they will apply the knowledge you are teaching as well as how they will use the technology in the future. How can you create assessments such as a class project, portfolio assignment, a case-study, or other activity where they apply their knowledge?
2. Criteria & Standards: Think about what qualifies as poor work that does not meet your standards, satisfactory work that does meet your standards, and excellent work that exceeds your standards. Be specific. Look at your assignment rubrics for examples of this.
3. Self-Assessment: Students should have some idea of how they are doing without having to ask the teacher or instructor. How will you help them evaluate their own work and learning as they work on their assignments?
4. “FIDeLity” Feedback: This will be the formal feedback that you will give to students as well as informal feedback you will give them as they work on their assignments and assessments.
It would be a good idea to use the information that you provided for the discussion questions in the following weeks. (Note: you are not expected to use all of it if ...
This document provides a WebQuest lesson plan for 7th grade students to learn about area and perimeter. The lesson involves students working in teams to design a school, calculate the area and perimeter of their design, and determine the cost to build it. The document outlines the introduction, task, process, evaluation, conclusion, and references/credits for both the student page and teacher page.
This document provides a detailed course syllabus for a technical communication course. It includes information about the instructor, required materials, course objectives, assignments, grading criteria, attendance policy, and formatting guidelines. The main assignments involve a collaborative project where students work in groups to research an issue, write reports in draft and final form, and provide peer reviews. Students will be graded on individual written assignments as well as group oral presentations and written reports. Clear guidelines are provided around attendance, deadlines, and formatting to ensure students understand course expectations and requirements.
This document provides templates for creating a WebQuest, which is an inquiry-oriented lesson plan designed to use web resources. The templates include sections for the introduction, task, process, evaluation, conclusion, and credits. The introduction would describe the activity and set the context. The task explains what the end goal of the activity is. The process lists the steps students will take to complete the task. The evaluation describes how student work will be assessed. The conclusion summarizes what was learned. The credits cite any sources used.
Cst analysis overview sdusd princ 11-16-10cesperez1
The document introduces a multi-step process for teachers to better understand academic standards. The process involves analyzing released items from state standardized tests and local benchmark assessments, identifying student strengths and weaknesses, and examining student work. Breakout groups were given examples to analyze items, assess student performance data, compare item rigor, and determine next steps for instruction. The goal is to help teachers unpack standards through the lens of assessment and apply insights to guide student learning.
This document provides a template for a webquest about weather for 1st grade science. It includes sections for an introduction, task, process, evaluation and conclusion. The introduction would set the stage for the activity. The task would be the end result of student activities, such as solving a problem. The process lists the steps students would take, such as accessing online resources and organizing information. The evaluation provides a rubric for assessing student work. The conclusion summarizes what students will have learned.
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Part 3 (Due 1/19/15)
To begin, work through the reference list that was created in the "Section B: Problem Description" assignment in Module 2. Appraise each resource using the "Rapid Critical Appraisal Checklists," available in the textbook appendix or electronically on the textbook student resource CD-ROM. The specific checklist you use will be determined by the type of evidence within the resource.
Develop a research table to organize and summarize the research studies. Using a summary table allows you to be more concise in your narrative description. Only research studies used to support your intervention are summarized in this table. Refer to the "Evaluation Table Template," available in the textbook appendix. Use the "Evaluation Table Template" as an adaptable template.
Write a narrative of 750-1,000 words (not including the title page and references) that presents the research support for the projects problem and proposed solution. Make sure to do the following:
1) Include a description of the search method (e.g., databases, keywords, criteria for inclusion and exclusion, and number of studies that fit your criteria).
2) Summarize all of the research studies used as evidence. The essential components of each study need to be described so that readers can evaluate its scientific merit, including study strengths and limitations.
3) Incorporate a description of the validity of the internal and external research.
It is essential to make sure that the research support for the proposed solution is sufficient, compelling, relevant, and from peer-reviewed professional journal articles.
Although you will not be submitting the checklist information or the evaluation table you design in Module 3 with the narrative, the checklist information and evaluation table should be placed in the appendices for the final paper.
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
Refer to "NUR 699 Literature Support Holistic Assessment."
Upon receiving feedback from the instructor, refine Section C: Literature Support for your final submission. This will be a continuous process throughout the course for each section.
NUR 699 – Capstone
Literature Support Holistic Assessment
Directions: Utilizing the assessment tool below, the first submission of this portion of the assignment will be graded holistically. In order to achieve the full points for the assignment, all the criteria on the left must be met at the competency level described on the right.
Criteria
12 pts
24 pts
36 pts
48 pts
60 pts
Literature Support
Summarize the research support for the projects problem and proposed solution. Describe the search method.
Summarize all of the research studies used as evidence. Describe research strengths and limitations as well as the validity of the internal and external research.Provides sufficient, compelling, relevant research from peer-reviewed professional jour.
Part 3 (Due 11915)To begin, work through the .docx
dolan_SAM_syllabus_spring_2017
1. KENT STATE UNIVERSITY
School of Library and Information Science
IAKM 60370: Semantic Analysis Methods and Technologies
Syllabus Spring, 2017. CRN: 14873
INSTRUCTOR
Sean Dolan, MLIS, and MS-IAKM, Adjunct Instructor
Office hours (Online): Tues and Thurs. (12:00PM – 8:00PM Eastern) OR by Appointment
Email: sdolan5@kent.edu (or Blackboard Learn course email)
Skype name: sdolan51
Phone: (440) 823-9535
COURSE OVERVIEW
Course delivery: 100% Online.
Class start & end dates: (15 weeks), January 17 – May 6, 2017 (Spring Break: March 27 – April 2, no class);
Course Description:
This course introduces students to the practical contexts, methods and tools associated with semantic analysis.
Students will gain an appreciation of the business value of knowledge trapped in unstructured data and understand
how semantic analysis can help to free this data at various stages of the Knowledge Life Cycle. Semantic technologies
will be presented not just as stand-alone tools, but also part of a larger landscape, the Semantic Grid/Semantic Web.
Focuses on early life cycle aspects of semantics, including identification and modeling of semantic problems, design of
semantic solutions, and the identification and implementation of appropriate semantic technologies. Covers natural
language processing, rule-based and grammar based concept extraction, rule-based and dynamic classification, and
automated summarization. Students will be exposed to a variety of semantic technologies. We will also take a brief
look at closely related disciplines (machine learning, data science, and text mining) and how they overlap with
semantic analysis.
Student Learning Outcomes:
After completing the course, the students will be able to:
1. Critically evaluate a semantic technology to gauge its ability to deliver expected results;
2. Draft an enterprise level semantic architecture for an organization;
3. Construct semantic profiles to support automated classification and indexing;
4. Recast knowledge organization systems as knowledge bases for semantic technologies;
5. Critically evaluate a text summarization application;
6. Develop a semantic solution to a business problem and describe a high-level design
Textbook:
• Zhai, C., & Massung, S. (2016). Text Data Management and Analysis: A Practical Introduction to Information
Retrieval and Text Mining. Morgan & Claypool.
• Additional reading lists will be posted on the Blackboard Learn for each lesson. The readings will either be
freely available on the Web, or available through the University Library’s KentLINK.
• Related professional activities and updates see: http://www.w3.org/standards/semanticweb/
2. COURSEWORK REQUIREMENTS
Graded Coursework: Total 400 points
See “Do This” section in each learning module in Blackboard Learn.
Activity Type Submissions Points
Discussion Posts and Responses 12 times; (5.0 each) 60
Quizzes 12 times; (10.0 each) 120
Semantic Analysis Methods (SAMs) 8 times; (20.0 each) 160
Semantic Problem Assignment 1 time; (60.0 each) 60
400
Description of Graded Activities
There are four types of graded activities throughout this course:
• Discussion Posts and Responses (15%)
• Weekly Quizzes over key concepts (15%)
• Semantic Analysis Methods (SAMs) (40%)
• Modeling a Semantic Solution assignment (30%)
Discussion Posts and Responses (15%)
Each week students will find a discussion question posted to the discussion forum. Students will post their thoughts
and discuss the ideas suggested by others. The online discussions among students help students to learn from one
another in a virtual community space, as we do not have a chance to interact in a real classroom setting. Discussion
postings are graded on effort and thoughtfulness. It is expected that students that perform this task appropriately will
receive the full points.
GRADING SCALE for DISCUSSION POSTS AND RESPONSES
Points Explanation
5 Initial post is completed by Friday and at least one response to a fellow student’s post is
completed by Sunday. Both the post and response demonstrate critical thinking (i.e.,
are more substantive than just, “Yes”, “No”, “I agree”, or “Interesting”). Length is not a
factor; one well written paragraph may be sufficient. Just make sure to explain your
reasoning and pull in at least one concept from that week’s lectures or readings.
4 Same as above, EXCEPT either post or response fails to demonstrate critical thinking.
3 Initial post is completed, but response to fellow student is not.
OR
Completed what would have been a 5-point post, but turned it in late (within 5 days).
2 Completed what would have been a 4-point post, but turned it in late (within 5 days).
0 No post completed within allowed time.
3. Weekly Quizzes (30%)
Each week an online quiz is available for students to use to test their understanding of key concepts covered in the
lectures and readings. The quizzes, which consist of multiple choice questions, are designed primarily for learning
rather than assessment, so each quiz may be taken twice. Students should allow time to take the quiz, review what
was missed and then retake the quiz. Students can complete them any time before the end of the week.
Semantic Analysis Methods (SAMs) (40%)
Beginning in Week 5, students will look at a different tool each week which performs a specific semantic analysis task.
Each week, students will receive instructions on how to access the tool and a series of questions to use to evaluate the
tool’s performance. Students will turn in a written document approximately 2-3 pages long which demonstrates
critical thinking and addresses these questions. Screenshots taken while using the tool may also be required. These
evaluations will be graded primarily on effort and thoughtfulness. It is expected that students performing this task
appropriately will receive the full points. IMPORTANT NOTE: Although these assignments are not designed to be
time-consuming or technically difficult, it is recommended that students attempt these assignments early in the
week in case difficulties arise. The instructor will do his best to address these difficulties as soon as he is made
aware of them, but requests for assistance made on Saturdays and Sundays may be difficult to accommodate.
GRADING RUBRIC for SEMANTIC ANALYSIS METHODS (SAMs)
Points Explanation
Followed instructions and demonstrated effort
2 Assignment is completed on-time and includes screenshots (if required)
2 Overall, paper demonstrates critical thinking and reasoning
Specific questions were addressed in student’s paper
2 1. High-level description of how tool works
2 2. Is the tool truly semantic?
2 3. Evaluation of results
2 4. Business value and Knowledge Life Cycle
2 5. Impact on Semantic Landscape
Format and professionalism (4 pts)
2 The final paper submitted is approximately 2-3 pages in length, double spaced.
2 The final paper is grammatically correct and error-free.
Modeling a Semantic Solution (30%)
During Weeks 14 and 15, students will complete a longer assignment in which they will identify a business problem or
process that can either be solved or enhanced by adopting a semantic solution. Students will explain the problem or
process and justify why the semantic analysis method/tool they have chosen is the most appropriate choice for the
given task. This should include an analysis of the costs, risks, and benefits of adopting the solution. Students will then
sketch out a high-level description of how the semantic analysis method would work. This sketch should include a
description of how a human being would go about the task and a discussion of what inputs the semantic analysis
method/tool would require, an overview of how the method/tool works (such as machine learning techniques), and
what outputs it would generate. Finally, students should identify what benchmarks will be used to determine
whether the semantic solution has performed successfully.
The final paper should be approximately 6-8 pages in length, double spaced. Students are highly encouraged to begin
thinking about the business problem/process and semantic method/tool they will write about no later than Spring
Break. Please feel free to run your ideas by the instructor at any point during the course if you are unsure whether or
not they are an appropriate topic for the paper.
4. GRADING RUBRIC for MODELING A SEMANTIC SOLUTION ASSIGNMENT
Points Explanation
Identification of problem and justification of solution, cost/benefit analysis (25 pts)
10 Student identified and explained a business problem or process that can either be solved
or enhanced by adopting a semantic solution
10 Student justified why the semantic analysis method/tool chosen is the most appropriate
choice for the given task
5 Costs, risks, and benefits of adopting the solution were considered in the student’s
analysis
High-level sketch of how the semantic analysis method would work (25 pts)
5 Sketch included a description of how a human being would go about the task being
modeled
5 Sketch included a discussion of what inputs the semantic analysis method/tool would
require
5 Sketch included an overview of how the method/tool works (such as machine learning
techniques)
5 Sketch included a discussion of what outputs the method/tool would generate
5 Student identified what benchmarks will be used to determine whether the semantic
solution performed successfully
Format and professionalism (10 pts)
5 The final paper submitted is approximately 6-8 pages in length, double spaced.
5 The final paper is grammatically correct and error-free.
How to Submit Assignments:
All assignments should be submitted through the ASSIGNMENT DROPBOX tool on the course Blackboard Learn
website. Please submit only one file for each assignment- preferred formats are WORD and PDF. If there are
multiple files, zip (compress) it and submit the file. Please do not use Google Docs.
All file names should contain your last name (e.g., dolan1.pdf, dolan1.doc, or dolan1.zip). If you have trouble
submitting a file, please email me through the course website's email.
GRADING
Final grading will be based on the sun of all graded coursework on a basis of 0-100%. More specifically: A 95-
100 | A- 92-94.9 | B+ 88-91.9 | B 82-87.9 | B- 80-81.9| C+ 78-79.9 | C 72-77.9 | C- 70-71.9 | D 60-69.9 | F <60
Graduate student standards:
• A= demonstrate superior performance through critical thinking, exemplary product, positive and
supportive interactions with colleagues, and sustained active participation across course activities.
• B= average on all assignments; this graduate standard indicates that the work was well done, complete,
met stated criteria, represents a strong professional effort, and was turned in on time.
COURSE POLICIES AND PROCEDURES
• A week starts on Monday and finishes on Sunday. Each week the learning materials will be available on
Blackboard Learn on the Sunday before the week starts.
• Assignments of each week are due at the end of Sunday of the week. For example, Week one
assignments are due at the end of Sunday (at your local time).
• Assignments of a learning module can be submitted any time before the due day. It is encouraged that
you submit earlier than the due day in order to get feedback earlier.
• Where no arrangements have been made to take an Incomplete, failure to complete any course
requirement will result in a course grade of C or lower, regardless of the grades received in other
components.
• Attending in all classes and participating in discussions in classes and through the Blackboard Learn
site are expected. Excused absences are those that are approved by the university (illness, death of
immediate family, religious observance, etc.) and deemed acceptable by the instructor. If possible, you
must talk to the instructor beforehand for all excused absences. If an emergency or illness occurs, have
5. someone notify the course instructor as soon as possible--even if you are out of town. Too little
participation is sufficient cause to lower the final course grade. Exceptions will be made for
emergencies and other extenuating circumstances provided they are verified by appropriate
documentation that is received no later than one week after the absence(s).
Communication Policy:
• Both in-class emails and general Discussion Board on Blackboard Learn can be used to communicate
between the students and the instructor, and among students. Alternative email of the instructor at
mzeng@kent.edu can also be used, but please note that sometimes kent.edu email system will filter out
emails without noticing the receiver. It is not guaranteed that your email will be read if sent to this
alternative email address.
• To discuss a grade, write an email or arrange for a private meeting in which you identify the sources of
your concern. It is important to bring with you to that meeting the relevant materials (e.g. marked
papers). Except for extraordinary circumstances, no appeal for an individual assignment or project will
be considered later than two weeks after the graded assignment was returned. For final grades, no
appeal will be considered after the last day of the month the semester ends.
Policy on LATE SUBMISSIONS:
• Any late submission (within 5 days) will receive a 50% deduction of the grade for that week. No
submissions will be accepted 5 days past the assignment’s due date unless the instructor grants an
extension.
Student Conduct & Netiquette:
Taking an online course and corresponding via the Internet presents communicators with a challenging task. It
is important to remember several points of etiquette that will smooth communication between students and
instructors.
• Read first, Write later. It is important to read all posts or comments of students and instructors within
the course discussion before personally commenting to prevent repeating commentary or asking
questions that have already been answered.
• Avoid language that may come across as strong or offensive. Language can be easily misinterpreted in
written communication. Review your written communication to make sure that outsiders reading it
would not be offended then post the statement. Humor and sarcasm may easily be misinterpreted as
well, so try to be as matter-of-fact and professional as possible.
• Follow the language rules of the Internet. Do not write using all capital letters, because it will appear as
shouting. Also, the use of emotions can be helpful when used to convey nonverbal feelings ; ).
• Consider the privacy of others'. Ask permission prior to giving out a classmate's email address or other
information.
• If possible, keep attachments small. If it is necessary to send pictures, change the size to an acceptable
250kb or less.
• No inappropriate material. Do not forward virus warnings, chain letters, jokes, etc. to classmates or
instructors. The sharing of pornographic material is forbidden.
NOTE: The instructor reserves the right to remove posts that are not collegial in nature and/or do not
meet the Online Student Conduct and Etiquette guidelines listed above.
6. COURSE OUTLINE/SCHEDULE
Tentative Schedule (Content may be adjusted based on the feedback and progress of the participants)
Week #
1st day
of the
week
Course Contents
Pre-class 1/09
About the course
Short Bio on General Discussion Board
- 1/16 Martin Luther King, Jr. Day - No Class
1 1/17
Lesson 1. Semantics and Course Overview
• Semantics Defined
• Knowledge and Semantics
• Revised View of Knowledge Pyramid
Assignments: Quiz: (10.0), Discussion Post (5.0)
2 1/23
Lesson 2. Semantics and Knowledge Architecture
• Enterprise and Knowledge Architecture
• People Data Model and Knowledge Components
• Knowledge Based Applications
Assignments: Quiz: (10.0), Discussion Post (5.0)
3 1/30
Lesson 3. The Semantic Landscape
• History of Semantic Technologies
• What Makes an Application Semantic
• Semantic Web and Semantic Web Stack
Assignments: Quiz: (10.0), Discussion Post (5.0)
4 2/06
Lesson 4. Modeling a Semantic Solution
• Understanding the Problem
• Software Development Life Cycle
• Deep Dive into Semantic Search
Assignments: Quiz: (10.0), Discussion Post (5.0)
5 2/13
Lesson 5. Natural Language Processing
• Linguistics and Levels of Language
• Disambiguation Tasks
• Part of Speech Tagging
Assignments: Quiz: (10.0), Discussion Post (5.0); SAM1.0: (20.0)
6 2/20
Lesson 6. Pure Word Extraction
• Concepts vs. Words
• Context and Meaning
• Grammatical Tagging of Concepts
Assignments: Quiz: (10.0); Discussion Post (5.0); SAM2.0: (20.0)
7 2/27
Lesson 7. Grammar-Based Extraction
• Concept Extraction Basics
• Grammatical Concepts
• Use of Concept Extraction for Knowledge Management
Assignments: Quiz: (10.0); Discussion Post (5.0); SAM3.0: (20.0)
8 3/06
Lesson 8. Rule-Based Concept Extraction
• Concept Extraction vs. Classification
• Knowledge Sources as Rule Sets
• Uses of Rule Based Concept Extraction for Knowledge
Assignments: Quiz: (10.0); Discussion Post (5.0); SAM4.0: (20.0)
9 3/13
Lesson 9. Rule-Based Classification, Part 1
When You Have a Scheme to Work With
• Supervised vs. Unsupervised Methods
• Differentiation of Processes and Scheme Development
• Distinction between Classification and Indexing
7. Assignments: Discussion Post (5.0); Quiz: (10.0)
10 3/20
Lesson 10. Rule-Based Classification, Part 2
• Subject Classification
• Geographical Classification
• Sentiment Classification
• Security Level and Risk Classification
Assignments: SAM5.0 (20.0)
_ 3/27 Spring Break – No Class
11 4/03
Lesson 11. Clustering, aka Dynamic Categorization
• Statistical Methods Used in Clustering
• Concept of Similarity
• Selecting Variables
• Validation of Clusters
Assignments: Quiz: (10.0); Discussion Post (5.0); SAM6.0: (20.0)
12 4/10
Lesson 12. Automated Summarization
• Modeling the Human Process
• Professional Rules for Abstracting
• Frequency of Concepts Extraction
• Cue Phrases, Important or Exclusion Phrases
• Differentiation of Text Summarization and Text Generation
Assignments: Quiz: (10.0); Discussion Post (5.0); SAM7.0: (20.0)
13 4/17
Lesson 13. Text Generation
• Human Authoring Processes
• Document Planning
• Content and Structures
• Text Microplanning
Assignments: Quiz: (10.0); Discussion Post (5.0); SAM8.0: (20.0)
14 4/24
Lesson 14: Sentiment Analysis
• Machine Learning
Assignments: Begin Modeling a Semantic Solution Assignment: (60.0)
15 5/01
Lesson 15. Recommender Systems
• Machine Learning
Assignments: Finish Modeling a Semantic Solution Assignment: (60.0)
End 5/06 All Assignments must be turned in by this date.
UNIVERSITY AND SCHOOL POLICIES
UNIVERSITY AND SCHOOL POLICIES
[required info]
SPECIAL NOTES for Course Syllabi
(1) REGISTRATION REQUIREMENTS
Every class has its own schedule of deadlines and considerations. To view the add/drop schedule and other important dates
for this class, go to the Students Tools and Courses tab in FlashLine and choose either View or Print Student Schedule. To
see the deadlines for this course, click on the CRN or choose the Drop or Add a Course link and click on the green clock next
to the course under Registration Deadlines.
(2) TECHNOLOGICAL COMPETENCIES
Students must be familiar with basic computer operations (e.g., copying and printing files, moving among directories and
subdirectories), logging on to a network, creating and establishing connections to the Internet (i.e.,: modem, Wi-Fi, etc.),
using the Internet to access and interact with course software, uploading and downloading files, accessing audio and video
course contents and using word processing, presentation, and spreadsheet software programs .
8. (3) STUDENTS WITH DISABILITIES
University policy 3342-3-01.3 requires that students with disabilities be provided reasonable accommodations to ensure
their equal access to course content. If you have a documented disability and require accommodations, please contact the
instructor at the beginning of the semester to make arrangements for necessary classroom adjustments. Please note, you
must first verify your eligibility for these through Student Accessibility Services (contact 330-672-3391 or visit
www.kent.edu/sas for more information on registration procedures).
(4) POLICY ON INCOMPLETE, NF AND SF GRADES. PER THE GRADUATE CATALOG:
IN
NF
The mark IN (Incomplete) may be given to students who—due to extenuating circumstances—are unable to
complete the required work between the course withdrawal deadline and the end of classes. The timeline shall be
adjusted appropriately for summer sessions and flexibly scheduled courses.
To be eligible, undergraduate students currently must be earning a minimum D grade, and graduate students
currently must be earning a minimum C grade. Appropriate documentation is required to support the extenuating
circumstance. The student or university-approved designee must initiate the request for the IN mark from the
instructor, and it is the responsibility of the student to arrange to make up the incomplete work.
Instructors are required to complete and submit an Incomplete Mark Contract to their department chair/school
director at the time grades are assigned. This form includes justification for awarding the Incomplete, describes the
work to be completed for the course and specifies the grade to be assigned if the work is not completed (default
grade). A copy of the Incomplete Mark Contract is provided to the student.
The IN mark is not counted in the computation of grade point averages; when the work is completed, an
appropriate grade will be assigned based on the instructor’s evaluation of the work submitted and a new grade
point average computed.
Unless the course is completed or an extension is granted, the IN mark automatically will lapse to the default grade
designated on the Incomplete Mark Contract at the earliest of one of the following: (1) the default date designated
on the Incomplete Mark Contract; or (2) at the end of one semester for undergraduate courses, at the end of three
consecutive terms for graduate courses and after 90 calendar days for College of Podiatric Medicine courses.
The mark NF (Never Attended–Fail) denotes that the student neither attended any class session nor formally
withdrew from the course. The NF mark counts as an F grade (zero quality points) in computing grade point
averages. In the case of undergraduate courses taken pass/fail, the NF mark will be changed to a Z (fail) grade.
SF The mark SF (Stopped Attending–Fail) denotes that the student stopped attending the course and did not formally
withdraw. The SF mark counts as an F grade (zero quality points) in computing grade point averages and must be
accompanied by a date of last attendance in the course. Faculty who cannot determine the exact date of last
attendance may use the date of the last academic activity in which students participated. In the case of
undergraduate courses taken pass/fail, the SF mark will be changed to a Z (fail) grade.
(5) CHEATING AND PLAGIARISM
Cheating and plagiarism constitute fraudulent misrepresentation for which no credit can be given and for which
appropriate sanctions are warranted and will be applied. The university affirms that acts of cheating and plagiarism by
students constitute a subversion of the goals of the institution, have no place in the university and are serious offenses to
academic goals and objectives, as well as to the rights of fellow students. Both cheating and plagiarism are prohibited and
may result in failing the class and ultimately dismissal from the program. One area that many students may not realize as
cheating is the following. "Using a substantial portion of a piece of work previously submitted for another course or
program to meet the requirements of the present course or program without notifying the instructor to whom the work is
presented."
Per university policy 3-01.8, "Plagiarize" means to take and present as one's own a material portion of the ideas or words of
another or to present as one's own an idea or work derived from an existing source without full and proper credit to the
source of the ideas, words, or works.
[For the complete policy and procedure, please visit Kent State Policy # 3-01.8 Administrative policy regarding student
cheating and plagiarism.]
9. (6)ATTENDANCE POLICY
In-person Class Attendance
Classes are conducted on the premise that regular attendance is expected. The individual instructor has both the
responsibility and the prerogative for managing student attendance. If students anticipate an absence, they should consult
with the instructor individually. In the event the absence was due to illness or injury, verification from the medical
professional treating the illness or injury should be presented to the instructor.
Online Attendance Policy
Online courses are conducted on the premise that regular attendance (students logging into the Blackboard Learn learning
management system) is expected. The number of logins or length of time students spend in the online course may vary on a
daily, weekly, or monthly basis depending on participation requirements listed in the course syllabus. Attendance is
therefore measured both by virtual presence in the online course and satisfying the specific criteria for course participation.
If students anticipate an absence from the online course due to technical or medical reasons, they should consult with the
instructor individually. In the event the absence was due to illness or injury, verification from the medical professional
treating the illness or injury should be presented to the instructor.
(7) WITHDRAWAL
Withdrawal from any or all courses is permitted through the 10th
week of the semester (or the prorated deadline for flexibly
scheduled courses – see schedule course detail). After that time, students are considered to be committed to all remaining
courses and must complete them. Students will use FlashFAST via FlashLine to withdraw from one or more courses by the
deadline. If students are unable to complete the term because of extreme circumstances that first occur after the deadline,
they should consult their college or campus dean’s office. Any course withdrawal(s) processed after the second week of the
fall or spring semester (or prorated deadline for summer or flexibly scheduled courses) will appear on the students’
academic record with an administrative mark of W. For more information on the W mark, please refer to Grading Policies
and Procedures in the University Catalog. Any applicable tuition credit (policy published on the Office of the Bursar
website) is determined by the date the transaction is processed on FlashFAST. Course withdrawal does not negate a
student’s financial obligation, and students will be held responsible for all balances due to the university.
(8) PREFERRED CITATION STYLE FOR ASSIGNMENTS
The official citation style for SLIS assignments is APA. The required manual is the Publication Manual of the American
Psychological Association, 6th ed. (Washington, DC: APA, 2009). Students should refer to this style guide for formatting,
structure and design of the written format of papers and assignments where citation is necessary. The Kent State University
Library provides a good resource for this style as well: http://libguides.library.kent.edu/apa
(9) NOTICE OF MY COPYRIGHT AND INTELLECTUAL PROPERTY RIGHTS.
Any intellectual property displayed or distributed to students during this course (including but not limited to visual aids,
notes, quizzes, examinations) by the professor/lecturer/instructor remains the intellectual property of the
professor/lecturer/instructor. This means that the student may not distribute, publish or provide such intellectual property
to any other person or entity for any reason, commercial or otherwise, without the express written permission of the
professor/lecturer/instructor.
(10) STATEMENT ON NONDISCRIMINATION, HARASSMENT AND SEXUAL VIOLENCE POLICIES AND PROCEDURES (from
University Counsel):
KSU policy 5-16 prohibits unlawful discrimination and harassment based on race, color, religion, gender, sexual orientation,
national origin, ancestry, disability, genetic information, age, military status, or veteran identity. Gender-based
discrimination also includes sexual harassment, sexual misconduct, stalking and intimate partner violence. Please report
any violation of this policy to the Office of Compliance, Equal Opportunity, and Affirmative Action at 330-672-2038,
or aa_eeo@kent.edu.
(11) M.L.I.S. PORTFOLIO
M.L.I.S. students with the catalog year of 2016‐2017 and beyond are required to complete LIS 60280
Master’s Portfolio in Library and Information Science in the last semester of their program. This course will result in the
creation of a portfolio that showcases the student’s work from the courses they have taken at SLIS and aligns them with
program learning outcomes and professional standards. As you complete this course, consider your assignments to see if
they help you demonstrate any of the following M.L.I.S. program learning outcomes. If so, the assignment will be one that
you will want to include in the creation of your portfolio class.
10. Graduates of this program will be able to:
1. Apply the field's foundational theories, principles, values, ethics and skills to everyday practice.
2. Critique and synthesize research and identify appropriate research methodologies to solve
problems in the field.
3. Analyze and engage in the changing cultural, educational and social roles and responsibilities of
librarians/information professionals and the environments they work in within the global
society.
4. Evaluate systems and technologies relevant to a particular information context.
5. Identify needs and connect individuals and communities with information that engages and
empowers them.
Option for instructors: In addition, instructors may want to point to a specific assignment they may consider to be a good
candidate to address certain program learning outcomes.