The document discusses using Raspberry Pi computers to promote the teaching of computer science. It describes how the Raspberry Pi Foundation aims to increase interest in computing through affordable computers and computational thinking projects. The presenter outlines plans to develop teaching resources over the summer with student interns, but availability of the Raspberry Pi and internships caused delays. Undergraduate coursework and final year projects are suggested as alternative ways to create teaching materials.
Presentation given at the CILASS (Centre for Inquiry Based Learning in the Arts and Social Sciences) IBL cafe, on 11 December 2007, at the University of Sheffield, UK. It begins by briefly introducing the virtual world, Second Life (SL), and indicating its value for professional and staff development. It goes on to define Inqury Based Learning (IBL) and links a SL initiative to IBL strategy. There is a brief description of this initiative, in which 1st year BSc Information Management students are inquiring into SL residents' information behaviour.
Interaction system based on internet of things as support for educationJORGE GOMEZ
This document proposes a model for an interaction system based on the Internet of Things (IoT) to support education. It discusses challenges of IoT like standards, privacy and identity. It presents applications of IoT in various domains including education through mobile learning and smart objects/spaces. The model aims to design learning activities supported by IoT to allow student interaction with their environment and enhance learning. A case study tests the model in a computer hardware course, with IoT tags providing information to students' mobile devices about lab equipment to complete activities. Results show the IoT-supported group improved learning outcomes compared to a control group. Future work will integrate virtual objects and recommendations.
To deal with various technologies which provide smart sensing in healthcare and compare them for their energy usage and battery life and discuss the format of communication to the database of these devices. To put forward devices which use smart sensors in advanced medical check-ups. To discuss the prospects of upcoming technology called Smart Dust in e-health and its advantages and effects for better deployment of trustworthy services in healthcare keeping in mind all the capabilities of the Smart Sensor.
Using physical computing in the primary classroomNeil Rickus
This document discusses the importance of using physical computing technologies in primary classrooms. It outlines six technologies that are appropriate for key stage 2 students aged 7-11: Crumble, Micro:bit, Codebug, Raspberry Pi, FlowGo/GoControl, and Lego WeDo 2.0. These were chosen for being open-ended, affordable, and extensible with other equipment. Using these technologies allows students to further develop programming concepts, solve real-world problems, and engage all students, especially girls. Barriers to implementation like time, cost of kits, and teacher expertise can be overcome through cross-curricular links, sharing resources, and hands-on guidance.
This event extends the reach of the Open Education Conference -- Beyond Content -- taking place in Vancouver 16-18 October, 2012
The Open Education Remixathon will kick off with a round robin to describe each Open Educational Resource and the envisioned enhancements.
See the full description and participate in the conversation in SCoPE: http://scope.bccampus.ca/mod/forum/view.php?id=9009
Open Learning Analytics Network - Summit Europe 2014LACE Project
Slides used to introduce the Open Learning Analytics Network event held at the Allard Pierson Museum in Amsterdam on December 1st 2014, organised by LACE in cooperation with the University of Amsterdam and the Apereo Foundation.
Presentation given at the CILASS (Centre for Inquiry Based Learning in the Arts and Social Sciences) IBL cafe, on 11 December 2007, at the University of Sheffield, UK. It begins by briefly introducing the virtual world, Second Life (SL), and indicating its value for professional and staff development. It goes on to define Inqury Based Learning (IBL) and links a SL initiative to IBL strategy. There is a brief description of this initiative, in which 1st year BSc Information Management students are inquiring into SL residents' information behaviour.
Interaction system based on internet of things as support for educationJORGE GOMEZ
This document proposes a model for an interaction system based on the Internet of Things (IoT) to support education. It discusses challenges of IoT like standards, privacy and identity. It presents applications of IoT in various domains including education through mobile learning and smart objects/spaces. The model aims to design learning activities supported by IoT to allow student interaction with their environment and enhance learning. A case study tests the model in a computer hardware course, with IoT tags providing information to students' mobile devices about lab equipment to complete activities. Results show the IoT-supported group improved learning outcomes compared to a control group. Future work will integrate virtual objects and recommendations.
To deal with various technologies which provide smart sensing in healthcare and compare them for their energy usage and battery life and discuss the format of communication to the database of these devices. To put forward devices which use smart sensors in advanced medical check-ups. To discuss the prospects of upcoming technology called Smart Dust in e-health and its advantages and effects for better deployment of trustworthy services in healthcare keeping in mind all the capabilities of the Smart Sensor.
Using physical computing in the primary classroomNeil Rickus
This document discusses the importance of using physical computing technologies in primary classrooms. It outlines six technologies that are appropriate for key stage 2 students aged 7-11: Crumble, Micro:bit, Codebug, Raspberry Pi, FlowGo/GoControl, and Lego WeDo 2.0. These were chosen for being open-ended, affordable, and extensible with other equipment. Using these technologies allows students to further develop programming concepts, solve real-world problems, and engage all students, especially girls. Barriers to implementation like time, cost of kits, and teacher expertise can be overcome through cross-curricular links, sharing resources, and hands-on guidance.
This event extends the reach of the Open Education Conference -- Beyond Content -- taking place in Vancouver 16-18 October, 2012
The Open Education Remixathon will kick off with a round robin to describe each Open Educational Resource and the envisioned enhancements.
See the full description and participate in the conversation in SCoPE: http://scope.bccampus.ca/mod/forum/view.php?id=9009
Open Learning Analytics Network - Summit Europe 2014LACE Project
Slides used to introduce the Open Learning Analytics Network event held at the Allard Pierson Museum in Amsterdam on December 1st 2014, organised by LACE in cooperation with the University of Amsterdam and the Apereo Foundation.
The document discusses the 7Cs of learning design, which are a framework to help conceptualize, create, communicate, and consolidate effective course designs. It outlines the 7Cs as conceptualize, communicate, consider, create, collaborate, consolidate, and continue. The document then provides an example agenda and activities for a workshop to help educators learn and apply the 7Cs of learning design to their own courses through reflective exercises like developing course features, maps, resource audits, activity profiles, and storyboards.
The document discusses the 7Cs of learning design, which are a framework to help conceptualize, create, communicate, and consolidate effective course designs. It outlines several activities and "e-tivities" for course teams to work through together to map out course features, develop a course map and timeline, audit learning resources, create activity profiles, storyboards, and task swimlanes. The goal is to encourage reflective and collaborative practices around designing learning experiences and content.
Using ePortfolio as Web 2.0 tool to foster reflective learning sbeliga
This document discusses using ePortfolios and Web 2.0 tools to foster reflective learning. It describes how an ePortfolio course at the University of Rijeka had students create various digital artifacts and reflections using tools like Mahara, Moodle, CmapTools and GoAnimate. Students were satisfied with how the ePortfolio organized their work and allowed sharing and feedback. The authors plan to introduce more Web 2.0 tools to further support collaboration and reflective learning.
Yates tesol arabia m learning 2014 part 2Nick Yates
1) The document discusses mobile learning (mLearning) workflows, which are the flow of teaching and learning activities designed to meet learning outcomes using mobile technologies.
2) It provides examples of mLearning workflows created by various instructors at Zayed University, including workflows for developing children's books, summarization skills, filmmaking, project-based learning, and preparing for IELTS exams.
3) Each example describes the learning activities and apps used in the workflow, and how it applies concepts of technological pedagogical content knowledge (TPACK) in a mobile environment.
The document discusses Cisco's plans to expand its Networking Academy program to address emerging technologies and skills gaps related to the Internet of Everything (IoE). Some key points:
- Cisco will develop new courses on topics like entrepreneurship, cybersecurity, and data centers to supplement its core networking courses.
- Community-developed courses on cloud computing and voice collaboration will soon be available.
- A partnership with the Linux Professional Institute will provide a Linux Essentials course using Cisco's NetAcad platform.
- The expanded offerings aim to develop skills needed for IoE, meet growing demand, and address skills gaps in areas like security, cloud, and data centers.
CSE UG-NBA PPT 2024 NBA PEER TEEM PRESENTATION.pptxSandhya Gandham
The document provides details about the Computer Science and Engineering department of a university including its establishment year, intake capacity, faculty and student strength, infrastructure, laboratories, accreditations, and achievements. It discusses the department's vision to provide value-based education through outcome-based learning while promoting research, innovation, and societal development. The department aims to prepare graduates for careers, higher education, and lifelong learning with industry-ready skills.
Digital Portfolios + Google Sites = Visible Student Learning Linda Dougherty
METC Pre-Conference Session Feb. 2018
If you would like a copy of the Digital Bingo Card, here is the following link to allow you to make a copy:
https://docs.google.com/document/d/1Kz9-vFDU1bOTxay2qD1kFcAWKGHMPuUMWWEbG6Cohqk/copy
Presentation that Knowledge Hives gave at the final conference of the SemLib EU FP7 Research4SMEs Project. Highlights our product digi.me in the context of the project deliverables: Pundit and SLDR.
This document discusses a project that aims to combine old and new technologies in tertiary education bookbinding. Specifically, it involves piloting the use of iPads and iPhones in two Graphic Design papers to design books for both print and e-reader formats. Students will produce both hardcopy books and digital ePubs. The project also explores using iPads for teaching, research, and creating digital content like video tutorials. The long-term goal is to integrate new technologies into the Graphic Design degree program. Issues addressed include a lack of available iPads and wireless network upgrades needed to support the initiatives.
The document discusses the 7Cs of learning design proposed by Gráinne Conole. The 7Cs include: conceptualize, capture, communicate, collaborate, consider, consolidate, and continue. Conole outlines how new technologies have led to more open, social, and participatory approaches to learning. However, replicating old pedagogies with new tools does not fully leverage their potential. The learning design process emphasizes explicit design methods and sharing of practices. It encourages reflecting on how to harness new technologies and resources while rethinking support and assessment of learning.
This document provides an agenda for an EDU614 session focusing on assistive and augmentative technology, Universal Design for Learning (UDL), and assistive technology resources. It lists iPad apps for special education classrooms, assistive technology centers, grants, and accessibility tools from Microsoft and the National Center on UDL. Attendees are asked to investigate linked websites on Diigo and bookmark any sites of interest.
The document discusses the 7Cs framework for learning design proposed by Gráinne Conole. It outlines characteristics of new media technologies and their implications for learning, teaching and research. Some key points include: new technologies allow for peer critiquing, user-generated content, and networked and personalized learning. However, their potential is not fully realized as existing pedagogies are often replicated without taking advantage of new opportunities. The 7Cs framework - conceptualize, create, communicate, consume, collaborate, contribute, and critique - provides a design-based approach that encourages reflective practices and sharing. It can help educators harness new technologies while rethinking design, support and assessment of learning.
1) Jacques Raynauld presented on Open Syllabus, a Sakai tool that organizes course resources and activities in one place using semantic XML representations.
2) Open Syllabus has been developed at HEC Montreal since 2004 and was recoded as a Sakai contrib tool in 2010, with over 2000 course sites and 10,000 students currently using it.
3) A mobile version of Open Syllabus was also developed to allow students to access syllabus content and schedules from their smartphones by integrating Open Syllabus XML data with information from the university's student information system.
This document discusses emerging technological trends in education such as mobile learning, games-based learning, and BYOD (bring your own device). It also covers open practices like open resources, open courses, and open accreditation. The document outlines challenges for teachers in adopting new technologies and approaches despite rhetoric and funding. It proposes learning design as a way to shift from implicit to explicit design approaches. Finally, it introduces metaphors like ecologies, memes, spaces, and rhizomes for conceptualizing new approaches to learning in an open world.
Introduction to the Learning Analytics Data Sharing Workshop at EC-TEL 2014LACE Project
Slides presented by Adam Cooper to introduce the Learning Analytics Data Sharing Workshop held on the 16th September 2014 at EC-TEL Conference in Graz, Austria.
The document summarizes a conference on Tangible Intuitive Interactive Interfaces (TIII). The conference will bring together networks and interested parties to learn about TIII. It will include talks and demonstrations of TIII cases from industry and student exploration projects. Participants can provide feedback to help guide the TIII research project, which aims to develop a platform and toolbox for designing TIII and setting up interdisciplinary teams between design, application, user, and technology partners.
ITELab is a European Commission funded project from 2017-2019 that aims to innovate and integrate ICT into initial teacher education curricula. It involves partnerships between higher education institutions and industry. The project will develop online course modules and MOOCs to help prepare student teachers for technology-rich 21st century classrooms. It will run pilot programs at 5 universities and gather feedback to improve the resources. The goal is to help close the gap between teacher education and professional development for in-service teachers.
This document summarizes a presentation on harnessing new media for learning, teaching, and research. It discusses the characteristics of new technologies and their implications. Some key points are: (1) Learners are immersed in technology and prefer task-oriented and social learning approaches. (2) New media can be used to reach more learners effectively and impact business models and digital literacies. (3) Technologies should be mapped to pedagogies, like using blogs for reflection or forums for dialogue. (4) Learning design approaches make implicit designs explicit and encourage sharing. Activities in the presentation model mapping pedagogies to technologies and designing learning resources.
Creating Digital Portfolios
The document discusses creating digital portfolios for both students and teachers. It defines a digital portfolio as a collection of work, ideas and artifacts that can be used to assess student learning and guide instruction. The document outlines a five stage process for creating digital portfolios, including defining the context and audience, gathering content, adding reflections, linking items, and publishing the portfolio online. It provides examples of tools like Evernote, Weebly, Google Docs, YouTube and SoundCloud that can be used to embed multimedia content into the portfolio.
This document provides information about an upcoming mentoring workshop and trial elearning project requirements. The workshop agenda includes revising the trial project timeline, enhancing PowerPoint resources using iSpring Free, creating resources with Udutu, finding resources using Toolboxes, and customizing existing resources. Upcoming reporting requirements for the trial project are also outlined. The workshop will demonstrate options for finding and customizing open educational resources to develop elearning materials.
The document discusses the 7Cs of learning design, which are a framework to help conceptualize, create, communicate, and consolidate effective course designs. It outlines the 7Cs as conceptualize, communicate, consider, create, collaborate, consolidate, and continue. The document then provides an example agenda and activities for a workshop to help educators learn and apply the 7Cs of learning design to their own courses through reflective exercises like developing course features, maps, resource audits, activity profiles, and storyboards.
The document discusses the 7Cs of learning design, which are a framework to help conceptualize, create, communicate, and consolidate effective course designs. It outlines several activities and "e-tivities" for course teams to work through together to map out course features, develop a course map and timeline, audit learning resources, create activity profiles, storyboards, and task swimlanes. The goal is to encourage reflective and collaborative practices around designing learning experiences and content.
Using ePortfolio as Web 2.0 tool to foster reflective learning sbeliga
This document discusses using ePortfolios and Web 2.0 tools to foster reflective learning. It describes how an ePortfolio course at the University of Rijeka had students create various digital artifacts and reflections using tools like Mahara, Moodle, CmapTools and GoAnimate. Students were satisfied with how the ePortfolio organized their work and allowed sharing and feedback. The authors plan to introduce more Web 2.0 tools to further support collaboration and reflective learning.
Yates tesol arabia m learning 2014 part 2Nick Yates
1) The document discusses mobile learning (mLearning) workflows, which are the flow of teaching and learning activities designed to meet learning outcomes using mobile technologies.
2) It provides examples of mLearning workflows created by various instructors at Zayed University, including workflows for developing children's books, summarization skills, filmmaking, project-based learning, and preparing for IELTS exams.
3) Each example describes the learning activities and apps used in the workflow, and how it applies concepts of technological pedagogical content knowledge (TPACK) in a mobile environment.
The document discusses Cisco's plans to expand its Networking Academy program to address emerging technologies and skills gaps related to the Internet of Everything (IoE). Some key points:
- Cisco will develop new courses on topics like entrepreneurship, cybersecurity, and data centers to supplement its core networking courses.
- Community-developed courses on cloud computing and voice collaboration will soon be available.
- A partnership with the Linux Professional Institute will provide a Linux Essentials course using Cisco's NetAcad platform.
- The expanded offerings aim to develop skills needed for IoE, meet growing demand, and address skills gaps in areas like security, cloud, and data centers.
CSE UG-NBA PPT 2024 NBA PEER TEEM PRESENTATION.pptxSandhya Gandham
The document provides details about the Computer Science and Engineering department of a university including its establishment year, intake capacity, faculty and student strength, infrastructure, laboratories, accreditations, and achievements. It discusses the department's vision to provide value-based education through outcome-based learning while promoting research, innovation, and societal development. The department aims to prepare graduates for careers, higher education, and lifelong learning with industry-ready skills.
Digital Portfolios + Google Sites = Visible Student Learning Linda Dougherty
METC Pre-Conference Session Feb. 2018
If you would like a copy of the Digital Bingo Card, here is the following link to allow you to make a copy:
https://docs.google.com/document/d/1Kz9-vFDU1bOTxay2qD1kFcAWKGHMPuUMWWEbG6Cohqk/copy
Presentation that Knowledge Hives gave at the final conference of the SemLib EU FP7 Research4SMEs Project. Highlights our product digi.me in the context of the project deliverables: Pundit and SLDR.
This document discusses a project that aims to combine old and new technologies in tertiary education bookbinding. Specifically, it involves piloting the use of iPads and iPhones in two Graphic Design papers to design books for both print and e-reader formats. Students will produce both hardcopy books and digital ePubs. The project also explores using iPads for teaching, research, and creating digital content like video tutorials. The long-term goal is to integrate new technologies into the Graphic Design degree program. Issues addressed include a lack of available iPads and wireless network upgrades needed to support the initiatives.
The document discusses the 7Cs of learning design proposed by Gráinne Conole. The 7Cs include: conceptualize, capture, communicate, collaborate, consider, consolidate, and continue. Conole outlines how new technologies have led to more open, social, and participatory approaches to learning. However, replicating old pedagogies with new tools does not fully leverage their potential. The learning design process emphasizes explicit design methods and sharing of practices. It encourages reflecting on how to harness new technologies and resources while rethinking support and assessment of learning.
This document provides an agenda for an EDU614 session focusing on assistive and augmentative technology, Universal Design for Learning (UDL), and assistive technology resources. It lists iPad apps for special education classrooms, assistive technology centers, grants, and accessibility tools from Microsoft and the National Center on UDL. Attendees are asked to investigate linked websites on Diigo and bookmark any sites of interest.
The document discusses the 7Cs framework for learning design proposed by Gráinne Conole. It outlines characteristics of new media technologies and their implications for learning, teaching and research. Some key points include: new technologies allow for peer critiquing, user-generated content, and networked and personalized learning. However, their potential is not fully realized as existing pedagogies are often replicated without taking advantage of new opportunities. The 7Cs framework - conceptualize, create, communicate, consume, collaborate, contribute, and critique - provides a design-based approach that encourages reflective practices and sharing. It can help educators harness new technologies while rethinking design, support and assessment of learning.
1) Jacques Raynauld presented on Open Syllabus, a Sakai tool that organizes course resources and activities in one place using semantic XML representations.
2) Open Syllabus has been developed at HEC Montreal since 2004 and was recoded as a Sakai contrib tool in 2010, with over 2000 course sites and 10,000 students currently using it.
3) A mobile version of Open Syllabus was also developed to allow students to access syllabus content and schedules from their smartphones by integrating Open Syllabus XML data with information from the university's student information system.
This document discusses emerging technological trends in education such as mobile learning, games-based learning, and BYOD (bring your own device). It also covers open practices like open resources, open courses, and open accreditation. The document outlines challenges for teachers in adopting new technologies and approaches despite rhetoric and funding. It proposes learning design as a way to shift from implicit to explicit design approaches. Finally, it introduces metaphors like ecologies, memes, spaces, and rhizomes for conceptualizing new approaches to learning in an open world.
Introduction to the Learning Analytics Data Sharing Workshop at EC-TEL 2014LACE Project
Slides presented by Adam Cooper to introduce the Learning Analytics Data Sharing Workshop held on the 16th September 2014 at EC-TEL Conference in Graz, Austria.
The document summarizes a conference on Tangible Intuitive Interactive Interfaces (TIII). The conference will bring together networks and interested parties to learn about TIII. It will include talks and demonstrations of TIII cases from industry and student exploration projects. Participants can provide feedback to help guide the TIII research project, which aims to develop a platform and toolbox for designing TIII and setting up interdisciplinary teams between design, application, user, and technology partners.
ITELab is a European Commission funded project from 2017-2019 that aims to innovate and integrate ICT into initial teacher education curricula. It involves partnerships between higher education institutions and industry. The project will develop online course modules and MOOCs to help prepare student teachers for technology-rich 21st century classrooms. It will run pilot programs at 5 universities and gather feedback to improve the resources. The goal is to help close the gap between teacher education and professional development for in-service teachers.
This document summarizes a presentation on harnessing new media for learning, teaching, and research. It discusses the characteristics of new technologies and their implications. Some key points are: (1) Learners are immersed in technology and prefer task-oriented and social learning approaches. (2) New media can be used to reach more learners effectively and impact business models and digital literacies. (3) Technologies should be mapped to pedagogies, like using blogs for reflection or forums for dialogue. (4) Learning design approaches make implicit designs explicit and encourage sharing. Activities in the presentation model mapping pedagogies to technologies and designing learning resources.
Creating Digital Portfolios
The document discusses creating digital portfolios for both students and teachers. It defines a digital portfolio as a collection of work, ideas and artifacts that can be used to assess student learning and guide instruction. The document outlines a five stage process for creating digital portfolios, including defining the context and audience, gathering content, adding reflections, linking items, and publishing the portfolio online. It provides examples of tools like Evernote, Weebly, Google Docs, YouTube and SoundCloud that can be used to embed multimedia content into the portfolio.
This document provides information about an upcoming mentoring workshop and trial elearning project requirements. The workshop agenda includes revising the trial project timeline, enhancing PowerPoint resources using iSpring Free, creating resources with Udutu, finding resources using Toolboxes, and customizing existing resources. Upcoming reporting requirements for the trial project are also outlined. The workshop will demonstrate options for finding and customizing open educational resources to develop elearning materials.
Similar to Duncan Smeed - Raspberry Pi-oneering (20)
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.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
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
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
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 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
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
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.
2. What?
• Foundation
• The Raspberry Pi Foundation is a UK charity that exists to
promote the study of computer science and to put the
fun back into learning computing
• Justification
• The justification behind this was the fact that the uptake
of computing in schools and universities has been in
steady decline.
• Inspiration
• RPi is designed to push kids beyond basic computer
literacy – and to expose them to ‘computational thinking’.
Raspberry Pi-oneering @ The Computing At Schools Scotland Conference, 27 Oct 2012 2
3. Why?
• 2012 is a year of educational reforms
• Teachers need resources and support to
facilitate these educational changes
• Raspberry Pi will offer a foundation to
further the study of Computer Science
Raspberry Pi-oneering @ The Computing At Schools Scotland Conference, 27 Oct 2012 3
5. Who?
• Staff and Students
• Teachers and Pupils
• Schools, Colleges and Universities
• Other Organisations
Raspberry Pi-oneering @ The Computing At Schools Scotland Conference, 27 Oct 2012 5
6. Where?
• Online
• In school
• At home
• Competitions
• Workshops/Mentoring
Raspberry Pi-oneering @ The Computing At Schools Scotland Conference, 27 Oct 2012 6
7. When?
• Spring
– Setting the scene: organising, etc.
• Summer
– Internship activity: co-production of resources
• Autumn
– Delivering resources
– Delivering workshops and CPD?
• Winter and beyond
– Further work?
Raspberry Pi-oneering @ The Computing At Schools Scotland Conference, 27 Oct 2012 7
8. What Next?
The proposal received very positive feedback but there were some
thingsthat needed to be clarified beforefunding could be awarded.
Thesewere:
1. Identifying a realistic timeline for the project
2. Stating the specific outcomes and deliverables for the project
3. Identifying the specific roles and tasks to be undertaken by the
interns
4. Validation and testing of the deliverables by:
1. pupils
2. teachers
3. education authorities
5. What’s next: some idea of future plans to take the project to
the next stage
Raspberry Pi-oneering @ The Computing At Schools Scotland Conference, 27 Oct 2012 8
9. Timeline
• Pi volume ordering not possible until
September 2012
• Therefore only pilot schemes in 2012
– Resource development for pilot schemes
– Three-month development schedule
• Mid-June to Mid-September
• Developers: four student interns plus one academic
Raspberry Pi-oneering @ The Computing At Schools Scotland Conference, 27 Oct 2012 9
10. Outcomes and Deliverables
• Teaching and CPD resources. For instance:
– Contributions to Raspberry Pi community efforts
• Raspberry Pi User Guide
• Pi-related programming and computer systems material
• Project-based resources, particularly in the ‘physical
computing’ domain
• Repository and annotated index of Pi resources available
elsewhere
– Course material for teachers’ CPD
– Tailored SD card images with pre-prepared
resources
– Workshop/conference
Raspberry Pi-oneering @ The Computing At Schools Scotland Conference, 27 Oct 2012 10
11. Interns’ Roles and Tasks
• Evaluation of, and contribution to, a Raspberry Pi User
Guide.
• Identifying key requirements for curriculum development.
• Creating and maintaining a repository of Pi resources.
• Development of thePi programming and computer
systems material.
• Development of Pi ‘physical computing’ and project
resources.
• Helping to plan, resource and deliver a CPD
workshop/conference.
Raspberry Pi-oneering @ The Computing At Schools Scotland Conference, 27 Oct 2012 11
12. However…
• Raspberry Pi availability was a major hurdle
• Raspberry Pi is still a ‘work in progress’
• All four interns that helped develop the
proposal secured jobs elsewhere! B-(
• Pi-oneering may still be Pi-in-the-sky!
• But there is hope…
Raspberry Pi-oneering @ The Computing At Schools Scotland Conference, 27 Oct 2012 12
13. Hope…
• Pi-oneering in Summer 2013 may be a
possibility
• Undergraduate coursework and projects
– Incorporating the Pi into undergraduate
coursework to produce Pi-oneering resources
– Final year projects that use the Pi as a core
component and that deliver, and document, Pi-
related resources
Raspberry Pi-oneering @ The Computing At Schools Scotland Conference, 27 Oct 2012 13
14. Undergraduate Coursework
• CS 413 Embedded Systems: Group Project
– Scenario: Each group will be assigned an
Arduino device and, optionally, a Raspberry Pi.
Using the device(s) as the basis for an
embedded system ‘gadget’ each group is
encouraged to come up with their own idea for
the product and to plan, design, implement and
document the gadget.
• Examples from 2011 (Arduino-based)…
Raspberry Pi-oneering @ The Computing At Schools Scotland Conference, 27 Oct 2012 14
21. Final Year Projects
Preamble to all Raspberry Pi Final Year
Projects:
This project can be based on a Raspberry
Piand, if so, the final outcome should, ideally,
support (some of) the aims of the Pi-
oneeringInitiative by creating software and/or
hardware exemplars that can be used to
enthuse school pupils to undertake computer-
related studies at undergraduate level and to
also provide resources for future undergraduate
students.
Raspberry Pi-oneering @ The Computing At Schools Scotland Conference, 27 Oct 2012 22
22. Final Year Projects
• ESCaPADE - Embedded Systems Coursework and
Practical Assignments Development Environment
• HEARTH - Home Energy Analyser and Remote
Telemetry Hardware
• PiVoTAL - Pi-controlled Vehicle, or Tank,
Autonomously Led
• ICARUS - Image Capture, Analysis and Recognition
of Unusual Scenes
• Pizzazz – a blinkenlightsinstallationto produce an
'attractive combination of energy and style'
Raspberry Pi-oneering @ The Computing At Schools Scotland Conference, 27 Oct 2012 23
23. Shameless Plug ;)
Christmas Lecture in Computer Science
for Schools
Wednesday 5th and 12thDecember 2012
Raspberry Pi and Arduino:
Pioneers of the Open Hardware &
Software Frontier
Raspberry Pi-oneering @ The Computing At Schools Scotland Conference, 27 Oct 2012 24
24. Christmas Lecture
The affordability, accessibility and adaptability of
Raspberry Pi and Arduino devices may lead to major
innovations in the teaching of computing, engineering
and science subjects in schools and universities. For
instance, the Raspberry Pi and the Arduino are ideal
systems to explore the topic of physical computing by
means of projects that construct the hardware and
software components of, say, a robot or an interactive
computer game with kinetic controller. Here we will
explore, and demonstrate, recent advances made in
highly affordable, open software and open hardware
computer systems.
Raspberry Pi-oneering @ The Computing At Schools Scotland Conference, 27 Oct 2012 25
25. Christmas Lecture
I will be illustrating many examples of the types of
projects inspired by the Raspberry Pi and Arduino.
Some of the examples will be drawn from the
physical computing and embedded systems classes
taught at the University in which students design and
build their own ‘gadgets’. The ultimate aim of this
year’s Christmas lecture is to encourage pupils and
teachers alike to explore the new and exciting world
made possible by open software and open hardware
computer systems.
Raspberry Pi-oneering @ The Computing At Schools Scotland Conference, 27 Oct 2012 26
26. One more thing…
pioneering
spirit
inspires
Raspberry Pi-oneering @ The Computing At Schools Scotland Conference, 27 Oct 2012 27
27. Q & A and Discussion
Raspberry Pi-oneering @ The Computing At Schools Scotland Conference, 27 Oct 2012 28
Editor's Notes
The Raspberry Pi Foundation is a UK charity that exists to promote the study of computer science and to put the fun back into learning computing.The justification behind this was the fact that the uptake of computing in schools and universities has been in steady decline due, mainly, to what is taught and how it’s taught.The culmination of voluntary effort by a team from the University of Cambridge has resulted in the Raspberry Pi computer that costs less than £25 and uses open source software..RPi is designed to push kids beyond basic computer literacy – and to expose them to ‘computational thinking’.RPi is so cheap that everyone can experiment without fear of ‘breaking it’.There has been a phenomenal level of interest in RPi – both from the teaching profession and from the media.The level of enthusiasm for this concept is unprecedented. Educators from all over the world are embracing the device to make computing at school more exciting and relevant.Proposal:The culmination of six years of effort by Dr Eben Upton and several colleagues from the University of Cambridge Computer Laboratory has resulted in the recent launch of the Raspberry Pi (RPi) – a credit card sized computer that plugs into a TV and keyboard. Whilst this device is not revolutionary in terms of its capabilities the fact that it costs less than £25 and is specifically aimed at getting more schoolchildren interested in computer science seems set to make it a game changer within education, and beyond. The reason for the very low cost of this extremely capable computer is that it has been designed, and licensed for manufacture, by the Raspberry Pi Foundation, a registered UK charity. There has been a phenomenal level of interest in RPi and the first 10,000 production units were sold out within minutes of going on sale at the end of February due to demand exceeding supply by at least a factor of 10. The level of enthusiasm for the aims of the Foundation and its concept is unprecedented and educators from all over the world are embracing the RPi to make computing at school more exciting and relevant.http://www.raspberrypi.org/http://www.guardian.co.uk/technology/2012/mar/04/raspberry-pi-schools-computer-science
ICT Curriculum rewrite – Education SecretaryCfE after the summerTeachers need extra help with resources for CfE EIS survey shows 93% of participants felt additional resources were needed Over 85% of respondents believe that more additional in-service training will be required to support CfE senior phase implementation Lack of time and training Useful resource Portable and ownership (low cost) promotes creativity + pride Small projects promote achievement and independence This will help teachers to inspire and nurture our future computer scientists RPi will offer a universal foundation to help further the study of computer science Proposal:A major challenge for many of these educators will be the development of their skills to fully exploit the potential of the RPi. The Pi-oneering project will, primarily, develop curriculum material and professional development resources in a collaborative effort with schools. Since the RPi is so inexpensive and so versatile we fully expect that pupils will use this device without the fear that they ‘break it’. This will cultivate an ethos of experimentation and inquiry that is sadly lacking in their current curricula. Furthermore, the highly portable nature of RPi, and the sense of ownership this engenders, will lead to more creativity on the part of students. It is ideally suited to small project work and this will help create a sense of achievement and independence. The team’s positive experience with ‘physical computing’ whereby students design and implement novel, computer-based devices and embedded systems is a testimony to the attractiveness of this approach to teaching and learning. The possibilities are endless.
Proposal:The Pi-oneering project will develop teaching and professional development resources that enable teachers to effectively incorporate RPi into all levels of the school computing curriculum. This is a similar approach to that taken between 1988 and 1992 when staff from the (then) Department of Computer Science developed resources for the new Higher in Computing and undertook in-service training for more than 100 teachers new to that subject area. Given that the RPi is state-of-the-art in many respects the resources that now need to be developed will, again, draw upon the knowledge and expertise of CIS staff and students. This application of their skills will, in turn, reinforce the foundations of our students’ knowledge and will motivate and engage them. The planning, organisation, development and delivery of these resources as well as the sharing of knowledge and expertise will be enabled by means of a massive open online course (MOOC) approach and by collaborations with other interested parties such as the open source software and RPi developer communities.The potential outcomes of the project include:(Re-)Establishing links with teachers and schools to involve them in the Pi-oneering project.Co-production of RPi-related teaching and career development material for schools.Co-production of RPi-related teaching and assessment material for undergraduates.Contributions by students, staff, and teachers (and ultimately pupils) to the open source software and RPi communities.Development of student skills in Linux and open source software development.Potential support and mentoring for Higher and Advanced Higher projects and cross-sector development of Curriculum for Excellence resources at all levels.
Who? Staff and Students Teacher and Pupils Schools, Colleges and University Because of nature of the Raspberry Pi, it has been proposed that all ages could be able to use it and learn from it. This would provide consistency across all levels of education. For example primary school pupils could have a R-Pi with different educational games installed, which would provide them with an introduction to a Linux based operating system in the background. From here, secondary pupils could further develop their skills with an introduction to programming and also have a more in depth view of how the insides of a computer actually work, something which I feel personally was not covered enough within the curriculum while I was at secondary school. Finally in further education, the R-Pi could be used for students to experiment with their own programs, perhaps even allowing them to be swapped over the integrated SD card slot and also distributed online if the user wanted to. In summary, the R-Pi can be used with many different skill levels, it would just involve downloading the correct software for each age group to the SD card. Also the fact that the data for the operating system is on the SD card means that even very young pupils could use it without fear of "breaking it".Proposal:By helping to develop curriculum material and professional development resources for schools we will encourage more pupils and teaching staff to engage with us. Developing RPi-based resources with the help of our undergraduates will motivate and engage with them. The level of enthusiasm for the potential of RPi shown by staff and, in particular, current students in all years of study, reinforces the project team’s belief that ideas and effort will be sustained and, indeed, advance well into the future. It is also the enthusiasm of the students, and the skill set of many, that will be harnessed for the co-production of many of the resources we have identified above.
An aim we would like to achieve with the R-Pi is to provide inspiration for the high school generation and therefore encouraging them to continue the subject at university. One of the advantages of the R-Pi is that it is very versatile and so can be used in many locations. Obviously the R-Pi could be used in the classroom, but as well as that, students would be able to take them home and use them to work on homework. Students who don't want to buy one will hopefully be able to lend them though a scheme available from the school. We hope to be able to create an online community similar to MyPlace which will consist of an online forum where students and teachers alike could post questions and advice could be shared. Tutorials and sample lesson plans could be provided as examples for teachers, who are looking to work towards the new Curriculum For Excellence. Further education students could also visit the schools to provide advice to pupils and teachers through a initiative similar to Glasgow University's CS Inside scheme. Competitions and workshops could also be set up with several schools at a time, to provide motivation and let pupils interact with one another about Computer Science.Proposal:Myplace facilities will be used to aid the coordination, development and evaluation of the project. In fact, an informal Myplace class was set up on 27th February 2012 and within a week of its ‘launch’ over 60 students and staff had self-enrolled to be kept up to date with, and contribute ideas to, this Pi-oneering proposal. Myplace could also be used to host the resources developed by the project and even, perhaps, some form of accredited Talon courses that would allow teachers and pupils to gain official recognition from the University for their achievements. Workshops would also be organised to bring interested parties together to plan and secure funding for further collaborations and developments.http://classes.myplace.strath.ac.uk/course/view.php?id=13436
Proposal:It has been observed that few products in recent history have created the level of excitement generated by the RPi. It is predicted that it will have a profound effect on the teaching of computing in schools. If so then the University, by means of projects like Pi-oneering, has a major opportunity to contribute to, and benefit from, involvement with this initiative. By helping to develop curriculum material and professional development resources for schools we will encourage more pupils and teaching staff to engage with us. Developing RPi-based resources with the help of our undergraduates will motivate and engage with them. The level of enthusiasm for the potential of RPi shown by staff and, in particular, current students in all years of study, reinforces the project team’s belief that ideas and effort will be sustained and, indeed, advance well into the future. It is also the enthusiasm of the students, and the skill set of many, that will be harnessed for the co-production of many of the resources we have identified above.http://www.wired.co.uk/news/archive/2012-03/05/rally-behind-the-raspberryThe Pi-oneering project will equip our students with vital knowledge and skills. Their involvement with schools, open source software and RPi communities will actively engage them in their own learning in the context of a supportive yet challenging environment. Ideally, some of our graduates will go on to a career in teaching as only a mere handful from many hundreds over the years have chosen to do so. Others, no doubt, will be enthused by the commercial potential of RPi-based products and will pursue a more entrepreneurial path. Furthermore, the project will produce exemplars for the use of the RPi that will undoubtedly enhance the reputation of the University as “a place of useful learning”.