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Interesting Collaborative teaching for the students on the ER diagram representation. Creates group learning and interests among the students.
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The document outlines the teaching philosophy and experience of Dr. Mohammed Imran. It discusses his approach to teaching undergraduate, graduate, and doctoral students. For undergraduates, he emphasizes hands-on projects and extracurricular activities. For graduates, he focuses on developing research skills through presentations, papers, and finding gaps. For doctoral students, he guides intensive research culminating in publications and potential patents. The document also details Imran's career teaching mechanical engineering courses and mentoring students in both teaching and research.
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The document outlines an agenda for a workshop on course design in the context of NBA criteria.
Over the 5 day workshop, participants will learn about domains of learning and taxonomy, developing course outcomes, designing assessment tools, learning theories and instructional methods, online learning using Moodle, and hands-on sessions for developing courses.
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00 introduction
The document outlines an agenda for a workshop on course design in the context of NBA criteria.
Over the 5 day workshop, participants will learn about domains of learning and taxonomy, developing course outcomes, designing assessment tools, learning theories and instructional methods, online learning using Moodle, and hands-on sessions for developing courses.
The workshop will be led by Dr. Chetan B. Bhatt and other resource persons, and aims to teach participants how to design courses using a systematic instructional design approach following NBA guidelines.
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1) Students will be able to describe (remember) the key instructional design models and their components (Knowledge).
2) Students will be able to apply (apply) instructional design principles to analyze a learning need and design an instructional solution (Application).
3) Students will be able to evaluate (evaluate) the effectiveness of an instructional design and propose improvements (Evaluation).
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The document discusses outcome-based education (OBE) and the importance of mapping learning outcomes to learning objectives. Some key points:
1) It defines learning outcomes as statements of what students will know and be able to do after a learning experience, while learning objectives outline what a teacher intends to cover. Learning outcomes focus on student outputs rather than teacher inputs.
2) It emphasizes the need to derive learning outcomes from a program's vision and mission, as well as student and employment needs, and to map them to course outcomes, learning objectives, teaching strategies, and assessment methods.
3) Examples are provided of writing specific, measurable learning outcomes and mapping them to course objectives and assessment tools to help achieve learning
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This document discusses two instructional design models: ADDIE and ASSURE. ADDIE is a five-phase model (Analysis, Design, Development, Implementation, Evaluation) that provides a structured process for designing instruction. ASSURE is a simpler six-step model focused on media-based instruction. Both models aim to create effective learning experiences, though ADDIE takes a more systematic approach while ASSURE emphasizes learner-centered evaluation. The document compares the models' histories, strengths, and weaknesses.
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The document discusses the implementation phase of the ADDIE model for course design. It describes how the implementation phase involves delivering instruction in the classroom, lab, online or a combination. It ensures students understand material and can apply knowledge. It also discusses the components of a syllabus like course aims, content, resources, assessments, schedules and policies. The evaluation phase assesses if the course was effective and met its objectives using learner feedback.
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In the era of the IR 4.0, the use of information technology among school students is widespread but students are not proficient in computer programming. To compete in the digital world, students need to be exposed to computer programming in order to produce computer programming experts. Integrating computer programming into the school curriculum can improve students literacy of computer programming but adequate computer programming skill among teachers are quite limited. Therefore, the development of microcontroller instructional teaching module which could address this problem is needed. This development aims to develop the module using design and developmental research (DDR) approach. Need Analysis phase in DDR is discussed in this article. The phase consists of identifying the level of knowledge, attitudes and practices of teachers about microcontroller and to obtain the views and opinions of the teachers on the developmental needs of microcontroller teaching modules. The type of microcontroller and the programming language to be used in the microcontroller module also identified.The results of this study are important to ensure that the design and development of an instructional module for microcontroller education are implemented and have a positive impact on increasing the programming literacy level among secondary school children
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3) Based on the feedback, the instructor was able to identify areas needing more explanation and examples to improve student understanding for the next class.
Standard i
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The document discusses the strengths of the ADDIE (analysis, design, development, implementation, evaluation) instructional design model. It notes that while some argue ADDIE does little to encourage innovation, its strength is that it provides a linear, step-by-step process for developing lessons. This structure allows for clear objectives and organization. ADDIE is also cost-effective, saves time for learners and instructors, and promotes effective learning through consistent application. Although other models have been proposed, they still incorporate ADDIE's basic structure of analyzing, designing, developing, implementing, and evaluating instruction.
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This document provides guidance on designing, delivering, and evaluating training courses. It discusses how to plan the design and structure of a training session, including determining learning objectives, content, and structure. It also covers evaluating learner progress against objectives, gathering feedback, and identifying opportunities for improvement. Key aspects of training covered include instructional design questions to consider, using visual aids, different delivery methods, and models for evaluating training at various levels, from reactions to learning to transfer of skills and business impact. The overall purpose is to help training professionals plan effective training sessions and systematically evaluate outcomes.
03 course design design phase
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1) Determining assessment patterns, creating sample test items aligned to competencies, and selecting delivery technologies.
2) Developing an instructional plan including identifying instructional units and methods to address competencies and sub-competencies.
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This project has been funded with support from the EEA Financial Mechanism 2009-2014 and the Norwegian Financial Mechanism 2009-2014 between the Republic of Iceland, the Principality of Liechtenstein, the Kingdom of Norway and the Republic of Slovenia. This publication (communication) is the sole responsibility of the author and in no way represents the views of the project funders.
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05 course design implementation phase
The document discusses the implementation phase of the ADDIE model for course design. It describes how the implementation phase involves delivering instruction in the classroom, lab, online or a combination. It ensures students understand material and can apply knowledge. It also discusses the components of a syllabus like course aims, content, resources, assessments, schedules and policies. The evaluation phase assesses if the course was effective and met its objectives using learner feedback.
What Is Instructional Design?
Instructional design is about intentionally designing learning experiences through a systematic process. It draws from learning sciences and models to understand the problem and create a unique solution for each course using a logical and creative approach. The goal is to take convoluted content and turn it into an ordered, narrative-driven learning path through alignment of objectives, assessment, and technology to solve the identified problem.
Need analysis for the development of a microcontroller instructional module p...
In the era of the IR 4.0, the use of information technology among school students is widespread but students are not proficient in computer programming. To compete in the digital world, students need to be exposed to computer programming in order to produce computer programming experts. Integrating computer programming into the school curriculum can improve students literacy of computer programming but adequate computer programming skill among teachers are quite limited. Therefore, the development of microcontroller instructional teaching module which could address this problem is needed. This development aims to develop the module using design and developmental research (DDR) approach. Need Analysis phase in DDR is discussed in this article. The phase consists of identifying the level of knowledge, attitudes and practices of teachers about microcontroller and to obtain the views and opinions of the teachers on the developmental needs of microcontroller teaching modules. The type of microcontroller and the programming language to be used in the microcontroller module also identified.The results of this study are important to ensure that the design and development of an instructional module for microcontroller education are implemented and have a positive impact on increasing the programming literacy level among secondary school children
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This document discusses the challenges faced in applying an instructional design model to develop two online industry training courses. It summarizes the process used, including tight timelines that prevented thorough analysis and creation of storyboards. Major issues included last-minute changes from clients, limited cooperation from subject matter experts, and lack of budgets for evaluation. The document reflects on balancing behavioral and constructivist approaches to meet client needs while facilitating learning.
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This document outlines the curriculum for a Master of Technology (Computer Science and Engineering) degree program. It includes the course requirements and electives for each of the four semesters. In the first semester, students will take courses in mathematical foundations, computer architecture, data structures and algorithms, computer networks, and research methodology. They will also complete labs in network management and a term paper. The subsequent semesters include additional theory courses, labs, and electives in areas such as databases, distributed systems, software engineering, and a capstone project. The degree requires a total of 75 credits over four semesters.
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This lesson plan uses the ASSURE model to teach 5th grade students about the Great Depression. Students will learn about the social and economic impacts of the Great Depression by playing a PowerPoint Jeopardy game and reading resources. They will then apply their knowledge by writing formal letters in Microsoft Word to First Lady Michelle Obama. The lesson integrates technology such as computers, the internet, and Word to engage students and help them meet the objectives of understanding the Great Depression and writing formal letters.
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This document provides an overview of the process of creating an online Functional Skills course. Some key points:
- The course was created to widen accessibility for learners who cannot attend normal classes. It has proven effective for those who start in-person but later need to continue online.
- The initial course focused on Level 2 literacy and was hosted on Moodle. Resources were kept simple to maximize accessibility.
- Over 250 learners are now enrolled across various levels and subjects. The pass rate this year is 100%.
- Close tutor guidance is important as learners generally do not have opportunities for in-person engagement while completing exercises or receiving information. Feedback on exercises is the main method of teaching
Minute paper
1) The document describes a teaching practice called a "Minute Paper" used in a class on data structures in C. In this practice, students wrote short responses at the end of class answering questions about what they learned, remaining questions, and a one sentence summary.
2) The responses showed that students had 94-100% understanding of strings and string functions but only 65-86% on other topics.
3) Based on the feedback, the instructor was able to identify areas needing more explanation and examples to improve student understanding for the next class.
Standard i
This professional development module focused on 5 principles for online teaching: 1) using student data to plan instruction, 2) incorporating self-reflection, 3) assessment strategies, 4) effective learning strategies, and 5) communication tools. Participants learned how to interpret student data to individualize instruction, researched different assessment models, and discovered new communication tools to engage virtual learners. Participants were provided a binder to organize research into data analysis, assessments, self-reflection tools, and communication portfolios to build upon for ongoing professional growth.
Think-Pair-Share
Think individually, Discuss with group and Share to everyone.
Innovative Teaching Methodology(Active Learning)
Strengths in the addie model
The document discusses the strengths of the ADDIE (analysis, design, development, implementation, evaluation) instructional design model. It notes that while some argue ADDIE does little to encourage innovation, its strength is that it provides a linear, step-by-step process for developing lessons. This structure allows for clear objectives and organization. ADDIE is also cost-effective, saves time for learners and instructors, and promotes effective learning through consistent application. Although other models have been proposed, they still incorporate ADDIE's basic structure of analyzing, designing, developing, implementing, and evaluating instruction.
Training Design, Delivery and Evaluation - Training of trainers - LeadFarm Pr...
This document provides guidance on designing, delivering, and evaluating training courses. It discusses how to plan the design and structure of a training session, including determining learning objectives, content, and structure. It also covers evaluating learner progress against objectives, gathering feedback, and identifying opportunities for improvement. Key aspects of training covered include instructional design questions to consider, using visual aids, different delivery methods, and models for evaluating training at various levels, from reactions to learning to transfer of skills and business impact. The overall purpose is to help training professionals plan effective training sessions and systematically evaluate outcomes.
03 course design design phase
The document discusses the design phase of the ADDIE model for developing an NBA course. Key aspects of the design phase include:
1) Determining assessment patterns, creating sample test items aligned to competencies, and selecting delivery technologies.
2) Developing an instructional plan including identifying instructional units and methods to address competencies and sub-competencies.
3) Creating a competency/activity-graduate attribute matrix to show how instruction meets program outcomes.
Functional skills
Functional skills are essential skills in literacy, numeracy, and ICT that enable individuals to operate confidently in life and work. They should be developed through real-life, purposeful activities with a focus on problem solving. Learners need opportunities to build skills, apply them in various contexts, and master them by selecting the right skills to tackle unfamiliar problems. Teachers should direct skill-building, guide application, and challenge learners to secure mastery across subjects.
Proposal For Course Evaluation
This document describes an evaluation of a study skills course that was delivered online as an e-learning course. The evaluation aims to assess the course in terms of accessibility, novelty, teaching/learning, and interactivity/user-friendliness using the ACTIONS model. It developed a 33-item questionnaire and observation checklist to evaluate the course based on these criteria. The evaluation instruments were distributed to learners who took the study skills course.
Training Needs Analysis - Training of the trainers - LeadFarm Project
This document provides guidance on conducting a training needs analysis and developing training objectives. It discusses identifying the training needs of a target group by analyzing their background, current competencies, and desired skill levels. Key questions for a needs analysis include identifying the audience, their current knowledge, why training is needed, and what they need to learn. Objectives should be specific, measurable, achievable, realistic, and time-bound (SMART) and indicate what learners will be able to do after completing training activities. Common action verbs for objectives are provided. The document instructs trainees to complete a needs analysis for a course they will teach using a provided template.
Assessment - Training of trainers - LeadFarm Project
This module discusses assessment in the context of digital training. It outlines objectives to evaluate learners' skill acquisition and provides examples of assessment methods like questionnaires, forums, and pre-post training evaluations. Evaluation criteria from Kirkpatrick's model are described, including reaction, learning, behavior change, and results. Methods for evaluating satisfaction, skills, application of skills, and impact/ROI are presented. The importance of defining expected outcomes, measuring initial levels, and involving multiple evaluators is emphasized. Other assessment metrics like completion rates, time spent learning, scores, and connection rates are also mentioned.
Active learning
The document discusses various instruction methods for achieving program outcomes in engineering education. It describes methods such as including real experimental data analysis, design problems, and guest lectures from engineers in courses. It also discusses cooperative learning approaches like assigning team roles and projects that integrate multiple disciplines. Evaluation methods mentioned include exams on all aspects of assignments and using peer ratings to determine individual grades for group work. The document advocates using active learning methods like the Kolb learning cycle and case studies to allow open-ended exploration of real-life scenarios.
Alict evaluation of active learning materials
Presentation from ALICT summer school n Kranjska Gora, Slovenia, August 5th. 2014, sponsored by Slovene Scholarship Fund EEA/NFM.
This project has been funded with support from the EEA Financial Mechanism 2009-2014 and the Norwegian Financial Mechanism 2009-2014 between the Republic of Iceland, the Principality of Liechtenstein, the Kingdom of Norway and the Republic of Slovenia. This publication (communication) is the sole responsibility of the author and in no way represents the views of the project funders.
ADDIE to Dick and Carey Model
The document compares and contrasts the ADDIE and Dick and Carey instructional design models. The ADDIE model is a traditional 5-phase linear model of analysis, design, development, implementation, and evaluation. In contrast, the Dick and Carey model promotes a systems view of instruction and includes more detailed phases such as identifying instructional goals and conducting formative and summative evaluations. A key difference is that the Dick and Carey model incorporates evaluation throughout the process, while ADDIE only evaluates at the final phase. Both models aim to systematically design effective instruction but take different approaches.
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Year 2014Summer Semester Prepared by Elena Ashley & Ahma.docx
Year 2014
Summer Semester
Prepared by Elena Ashley & Ahmad Khaldi
Prepared by Dr Annie Delaney
CHANGING CONTEXT OF WORK
BMO3353
SCHOOL OF MANAGEMENT& INFORMATION SYSTEMS
BMO 3327 ORGANISATIONAL CHANGE & DEVELOPMENT
UNIT OF STUDY GUIDE
21
VICTORIA UNIVERSITY
COLLEGE OF BUSINESS & LAW
UNIT TITLE
CHANGING CONTEXT OF WORK
UNIT CODE
BMO 3353
PRE-REQUISITES
BMO1102 - MANAGEMENT AND ORGANISATION BEHAVIOUR/ and or
BMO 3220 HUMAN RESOURCE MANAGEMENT
CREDIT POINTS
12
MODE OF DELIVERY
On-campus face to face
UNIT COORDINATOR
Elena Ashley
Email: [email protected]
OTHER TEACHING STAFF
Facilitator: Ahmad Khaldi
Email: [email protected]
Text/ Readings
Prescribed and recommended readings are available for download on webct see pp 14-15
Format
This unit is offered in seminar mode and students are required to attend each seminar. No student will be permitted to continue in this unit if they miss the first two weeks. See weekly seminar schedule on page 16.
DESCRIPTOR
What is the future of work? Will technology influence work locations such as, homebased, hot desked, remote or mobile? Will future jobs involve skills, tasks, titles that we cannot imagine today? Will workplaces be fairer, more diverse and inclusive around gender, age, race, and disabilities? Will unions still be relevant? How will management and HR approaches reflect future trends and issues? This unit explores key changes to work and the underlying issues. Understanding work changes will help imagine how work will continue to change over the next decades, and how this might affect employees, organisations and the community.
This unit will help to shape an appreciation of the complexities and challenges faced by employees and organisations as they strive to function and survive in the context of the 21st Century and the interrelationships between work and society. Students will engage with key readings, research themes and produce individual and group written assessments. Seminars will encourage student participation through group and class discussions generated from student enquiry, readings and questions. Students will work to develop a semester long enquiry on foreseeing future work trends, utilising scenario planning and the exploration of theory and key themes around the changing context of work. Key themes include: globalisation, gender and diversity, technology, management innovation — use of labour. The unit will culminate in a student led seminar (SLS) that will involve a Q & A with experts in the field, and an expo/ poster presentation of group findings.
The unit is delivered in a seminar style that encourages independent and active learning. It applies an enquiry based learning approach and seeks to engage students in applying knowledge in the Human Resource Management and Management disciplines to develop critical thinking and problem solving skills. There is no final exam, but there are a number of hurdles students must meet to pass the unit. LEARNING OUTCOMES.
009 icemi2014 h00014
The document discusses utilizing cooperative learning strategies for graduate IT studies. It describes using project-based learning approaches where students work in small groups on projects. The strategy aims to increase student engagement and improve the learning process. Students gain benefits like interpreting information from different sources and developing research and presentation skills. The success of implementing cooperative learning groups in IT courses at a Libyan graduate academy encouraged expanding the approach to additional courses.
Students’ Perception about Fundamental Programming Course Teaching and Learning
Programming learning has unique characteristics as it is a subject that requires skill and higher order thinking. Students come to class with a perception about the subject mostly obtained from their seniors including fear or perceived difficulty. Senior students have a perception about programming learning that was supported by their experience during the subject learning. Students’ views (+ / -) about the course could affect their performance. A qualitative survey was conducted with 93 third year students to obtain their views about the students’ point of views while learning programming and the recommendation for modifying the course. Obstacles identified by students could be tackled with the aid of technology enhanced learning (TEL) including tutoring system. This survey is done as a preliminary step in developing and incorporating technical solution to students’ problems. The findings were: Mostly, students are satisfied with the amount of time and effort they dedicated to the subject. While some mentioned that they would practice coding more and perform some projects beyond the course level. Majority of the students pointed out that they got useful advice from seniors about the subject learning. Less feedback was discouraging to students. About their suggested modification about the way the course setup, their overall responses approved the course design. There were minor comments about the proportions of the theoretical to practical components and the suitable amount of assignments.
Assignment week 5 e adame 2
The document describes Esmeralda Adame's culminating project for a class on global leadership. The project involves creating a PowerPoint presentation that will introduce manufacturing students to the 10 key behaviors of global leaders through group case studies and reflection papers. The presentation will explain the global leadership model and provide sample activities to implement in the classroom to help students develop skills like cultural awareness, relationship building, and critical thinking. The goal is to help prepare students for future careers that require global competencies by exposing them to different perspectives and encouraging leadership among their peers.
Empowering students to adapt to new learning situations
1) The document discusses a Hybrid Learning Model that uses flashcards to break down learning activities into interactions and roles to help students adapt to new learning situations.
2) An example is given of how the model was demonstrated to first-year marketing students to help them understand the process of compiling their portfolio for assessment.
3) Student feedback indicated that the model was useful in providing clarity around expectations and simplifying the task, with over 90% finding it helpful for adapting to the portfolio activity.
Heather Ward, pICT Faculty Fellow 2006
The document outlines a 4-phase class structure that discusses journalism principles and their practical application. It then discusses problems with the previous project implementation, which did not fully meet the goals of developing analytical skills or learning diverse perspectives. Possible solutions are explored, and a new technology-based solution is proposed. The proposed solution involves students writing portions of an essay on a principle and context issue. The full essay would be posted online for all students to read and complete a quiz on, in order to better meet the class goals.
3 1-wesam
This document discusses using simulation strategies in CAD/CAM programs to teach principles of material forming. It proposes that simulation is an effective teaching method that avoids the dangers and expenses of using real machinery. The document outlines considerations for selecting learning styles and discusses Kolb's four learning styles of accommodators, assimilators, convergers, and divergers. It proposes a course to teach material forming principles through CAD/CAM simulations that would provide hands-on practice and allow students to compare manufacturing techniques and use common CAM programs and applications. The goal is for students to understand CNC programming fundamentals and be able to determine the proper type of material forming for a part's shape.
STOMP sample project presentation
This sample ePortfolio is meant to give STOMP participants a clear idea of what is expected of them for their culminating class project.
Digital Practitioner 2011
The document summarizes the findings of a survey of 700 practitioners at 16 further education colleges about their use of technology. Key findings include:
1) Practitioners are natural explorers of technology and describe its impact in terms of teaching and learning rather than just the technologies themselves.
2) Over 90% see the learning platform Moodle as normal practice in their work.
3) Practitioners develop technology skills through personal exploration and insight rather than formal training, resulting in a diverse range of experiences and approaches.
4) Professional development should focus on pedagogy over technology and support the "reflective practitioner" that emerges when digital natives become professionals.
For graduate students
The document describes a graduate development program focused on developing life skills through experiential learning. The program consists of 3 levels, with each level involving 2 days of workshops across a 2-year period. The workshops use simulations, group exercises, and role-playing to help students develop skills like communication, leadership, teamwork, problem-solving, and preparing them for their careers. Student progress and skills are evaluated using tools like the MIRO diagnostic test to identify strengths and weaknesses. The program aims to help students apply their classroom learning to real world situations.
TRA 2010: Course team approaches to task design - Adam Unwin
CDE-funded Teaching and Research Award project "Wake-up Calls for Learning: an Inclusive Approach to Supporting Students in Distance Education", as displayed at RIDE 2010 conference.
Lead researcher Adam Unwin (Adam Unwin
a.unwin@ioe.ac.uk, Institute of Education
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Unit - 2 - Lecture-3.pdf
This document discusses describing data with tables and frequency distributions. It provides guidelines for constructing frequency distributions, including arranging the data into classes and calculating frequencies. Examples of constructing frequency distributions for quantitative and qualitative data are shown. Relative and cumulative frequency distributions are also discussed, along with calculating approximate percentile ranks. Progress checks with sample data are included to allow practice applying the concepts.
Unit - I - Lecture-2.pdf
The document outlines the six steps of the data science process: 1) setting the research goal by creating a project charter, 2) retrieving data from various sources, 3) preparing data by cleaning, integrating, and transforming it, 4) exploring the data using descriptive statistics and visualizations, 5) building models using techniques from fields like statistics and machine learning, and 6) presenting results to stakeholders and potentially automating the process.
Bayesian learning
This document discusses Bayesian learning and the Bayes theorem. Some key points:
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一比一原版(爱大毕业证书)爱荷华大学毕业证如何办理
原版一模一样【微信：741003700 】【(爱大毕业证书)爱荷华大学毕业证成绩单】【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
【主营项目】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
办理(爱大毕业证书)爱荷华大学毕业证【微信：741003700 】外观非常简单，由纸质材料制成，上面印有校徽、校名、毕业生姓名、专业等信息。
办理(爱大毕业证书)爱荷华大学毕业证【微信：741003700 】格式相对统一，各专业都有相应的模板。通常包括以下部分：
校徽：象征着学校的荣誉和传承。
校名:学校英文全称
授予学位：本部分将注明获得的具体学位名称。
毕业生姓名：这是最重要的信息之一，标志着该证书是由特定人员获得的。
颁发日期：这是毕业正式生效的时间，也代表着毕业生学业的结束。
其他信息：根据不同的专业和学位，可能会有一些特定的信息或章节。
办理(爱大毕业证书)爱荷华大学毕业证【微信：741003700 】价值很高，需要妥善保管。一般来说，应放置在安全、干燥、防潮的地方，避免长时间暴露在阳光下。如需使用，最好使用复印件而不是原件，以免丢失。
综上所述，办理(爱大毕业证书)爱荷华大学毕业证【微信：741003700 】是证明身份和学历的高价值文件。外观简单庄重，格式统一，包括重要的个人信息和发布日期。对持有人来说，妥善保管是非常重要的。
Redefining brain tumor segmentation: a cutting-edge convolutional neural netw...
Medical image analysis has witnessed significant advancements with deep learning techniques. In the domain of brain tumor segmentation, the ability to
precisely delineate tumor boundaries from magnetic resonance imaging (MRI)
scans holds profound implications for diagnosis. This study presents an ensemble convolutional neural network (CNN) with transfer learning, integrating
the state-of-the-art Deeplabv3+ architecture with the ResNet18 backbone. The
model is rigorously trained and evaluated, exhibiting remarkable performance
metrics, including an impressive global accuracy of 99.286%, a high-class accuracy of 82.191%, a mean intersection over union (IoU) of 79.900%, a weighted
IoU of 98.620%, and a Boundary F1 (BF) score of 83.303%. Notably, a detailed comparative analysis with existing methods showcases the superiority of
our proposed model. These findings underscore the model’s competence in precise brain tumor localization, underscoring its potential to revolutionize medical
image analysis and enhance healthcare outcomes. This research paves the way
for future exploration and optimization of advanced CNN models in medical
imaging, emphasizing addressing false positives and resource efficiency.
SCALING OF MOS CIRCUITS m .pptx
this ppt explains about scaling parameters of the mosfet it is basically vlsi subject
22CYT12-Unit-V-E Waste and its Management.ppt
Introduction- e - waste – definition - sources of e-waste– hazardous substances in e-waste - effects of e-waste on environment and human health- need for e-waste management– e-waste handling rules - waste minimization techniques for managing e-waste – recycling of e-waste - disposal treatment methods of e- waste – mechanism of extraction of precious metal from leaching solution-global Scenario of E-waste – E-waste in India- case studies.
Null Bangalore | Pentesters Approach to AWS IAM
#Abstract:
- Learn more about the real-world methods for auditing AWS IAM (Identity and Access Management) as a pentester. So let us proceed with a brief discussion of IAM as well as some typical misconfigurations and their potential exploits in order to reinforce the understanding of IAM security best practices.
- Gain actionable insights into AWS IAM policies and roles, using hands on approach.
#Prerequisites:
- Basic understanding of AWS services and architecture
- Familiarity with cloud security concepts
- Experience using the AWS Management Console or AWS CLI.
- For hands on lab create account on [killercoda.com](https://killercoda.com/cloudsecurity-scenario/)
# Scenario Covered:
- Basics of IAM in AWS
- Implementing IAM Policies with Least Privilege to Manage S3 Bucket
- Objective: Create an S3 bucket with least privilege IAM policy and validate access.
- Steps:
- Create S3 bucket.
- Attach least privilege policy to IAM user.
- Validate access.
- Exploiting IAM PassRole Misconfiguration
-Allows a user to pass a specific IAM role to an AWS service (ec2), typically used for service access delegation. Then exploit PassRole Misconfiguration granting unauthorized access to sensitive resources.
- Objective: Demonstrate how a PassRole misconfiguration can grant unauthorized access.
- Steps:
- Allow user to pass IAM role to EC2.
- Exploit misconfiguration for unauthorized access.
- Access sensitive resources.
- Exploiting IAM AssumeRole Misconfiguration with Overly Permissive Role
- An overly permissive IAM role configuration can lead to privilege escalation by creating a role with administrative privileges and allow a user to assume this role.
- Objective: Show how overly permissive IAM roles can lead to privilege escalation.
- Steps:
- Create role with administrative privileges.
- Allow user to assume the role.
- Perform administrative actions.
- Differentiation between PassRole vs AssumeRole
Try at [killercoda.com](https://killercoda.com/cloudsecurity-scenario/)
原版制作(Humboldt毕业证书)柏林大学毕业证学位证一模一样
原件一模一样【微信：bwp0011】《(Humboldt毕业证书)柏林大学毕业证学位证》【微信：bwp0011】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问微bwp0011
【主营项目】
一.毕业证【微bwp0011】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【微bwp0011】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
Digital Twins Computer Networking Paper Presentation.pptx
A Digital Twin in computer networking is a virtual representation of a physical network, used to simulate, analyze, and optimize network performance and reliability. It leverages real-time data to enhance network management, predict issues, and improve decision-making processes.
Prediction of Electrical Energy Efficiency Using Information on Consumer's Ac...
Energy efficiency has been important since the latter part of the last century. The main object of this survey is to determine the energy efficiency knowledge among consumers. Two separate districts in Bangladesh are selected to conduct the survey on households and showrooms about the energy and seller also. The survey uses the data to find some regression equations from which it is easy to predict energy efficiency knowledge. The data is analyzed and calculated based on five important criteria. The initial target was to find some factors that help predict a person's energy efficiency knowledge. From the survey, it is found that the energy efficiency awareness among the people of our country is very low. Relationships between household energy use behaviors are estimated using a unique dataset of about 40 households and 20 showrooms in Bangladesh's Chapainawabganj and Bagerhat districts. Knowledge of energy consumption and energy efficiency technology options is found to be associated with household use of energy conservation practices. Household characteristics also influence household energy use behavior. Younger household cohorts are more likely to adopt energy-efficient technologies and energy conservation practices and place primary importance on energy saving for environmental reasons. Education also influences attitudes toward energy conservation in Bangladesh. Low-education households indicate they primarily save electricity for the environment while high-education households indicate they are motivated by environmental concerns.
Use PyCharm for remote debugging of WSL on a Windo cf5c162d672e4e58b4dde5d797...
This document serves as a comprehensive step-by-step guide on how to effectively use PyCharm for remote debugging of the Windows Subsystem for Linux (WSL) on a local Windows machine. It meticulously outlines several critical steps in the process, starting with the crucial task of enabling permissions, followed by the installation and configuration of WSL.
The guide then proceeds to explain how to set up the SSH service within the WSL environment, an integral part of the process. Alongside this, it also provides detailed instructions on how to modify the inbound rules of the Windows firewall to facilitate the process, ensuring that there are no connectivity issues that could potentially hinder the debugging process.
The document further emphasizes on the importance of checking the connection between the Windows and WSL environments, providing instructions on how to ensure that the connection is optimal and ready for remote debugging.
It also offers an in-depth guide on how to configure the WSL interpreter and files within the PyCharm environment. This is essential for ensuring that the debugging process is set up correctly and that the program can be run effectively within the WSL terminal.
Additionally, the document provides guidance on how to set up breakpoints for debugging, a fundamental aspect of the debugging process which allows the developer to stop the execution of their code at certain points and inspect their program at those stages.
Finally, the document concludes by providing a link to a reference blog. This blog offers additional information and guidance on configuring the remote Python interpreter in PyCharm, providing the reader with a well-rounded understanding of the process.
Software Engineering and Project Management - Introduction, Modeling Concepts...
Introduction, Modeling Concepts and Class Modeling: What is Object orientation? What is OO development? OO Themes; Evidence for usefulness of OO development; OO modeling history. Modeling
as Design technique: Modeling, abstraction, The Three models. Class Modeling: Object and Class Concept, Link and associations concepts, Generalization and Inheritance, A sample class model, Navigation of class models, and UML diagrams
Building the Analysis Models: Requirement Analysis, Analysis Model Approaches, Data modeling Concepts, Object Oriented Analysis, Scenario-Based Modeling, Flow-Oriented Modeling, class Based Modeling, Creating a Behavioral Model.
Advanced control scheme of doubly fed induction generator for wind turbine us...
This paper describes a speed control device for generating electrical energy on an electricity network based on the doubly fed induction generator (DFIG) used for wind power conversion systems. At first, a double-fed induction generator model was constructed. A control law is formulated to govern the flow of energy between the stator of a DFIG and the energy network using three types of controllers: proportional integral (PI), sliding mode controller (SMC) and second order sliding mode controller (SOSMC). Their different results in terms of power reference tracking, reaction to unexpected speed fluctuations, sensitivity to perturbations, and resilience against machine parameter alterations are compared. MATLAB/Simulink was used to conduct the simulations for the preceding study. Multiple simulations have shown very satisfying results, and the investigations demonstrate the efficacy and power-enhancing capabilities of the suggested control system.
Rainfall intensity duration frequency curve statistical analysis and modeling...
Using data from 41 years in Patna’ India’ the study’s goal is to analyze the trends of how often it rains on a weekly, seasonal, and annual basis (1981−2020). First, utilizing the intensity-duration-frequency (IDF) curve and the relationship by statistically analyzing rainfall’ the historical rainfall data set for Patna’ India’ during a 41 year period (1981−2020), was evaluated for its quality. Changes in the hydrologic cycle as a result of increased greenhouse gas emissions are expected to induce variations in the intensity, length, and frequency of precipitation events. One strategy to lessen vulnerability is to quantify probable changes and adapt to them. Techniques such as log-normal, normal, and Gumbel are used (EV-I). Distributions were created with durations of 1, 2, 3, 6, and 24 h and return times of 2, 5, 10, 25, and 100 years. There were also mathematical correlations discovered between rainfall and recurrence interval.
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Originality and value: The results of the rainfall IDF curves can provide useful information to policymakers in making appropriate decisions in managing and minimizing floods in the study area.
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Innovative practices jigsaw
- 1. RAMCO INSTITUTE OF TECHNOLOGY Department of Computer Science and Engineering Academic Year: 2019 - 2020 (Odd Semester) Degree, Semester & Branch : V Semester B.E (Common to ECE, EEE, MECH) Course(Subject) Code & Title : OIT551 Database Management Systems Name of the Faculty member : Mr. K.Vignesh Saravanan, AP / CSE Date: 11.07.2019 Innovative Practice: JIGSAW Topics: Modelling of ER diagram (any 7 applications) Objectives: O1: To encourage the students to think, identify and design ER diagrams. O2: To improve the listening, communication, creativity skills of the students. Justification for choosing this topic: Entity Relationship diagram is used to define the data elements and relationship for a specified system. It develops a conceptual design for the database. Different applications are assigned to students under each group. Students are provided the opportunity to excel themselves in a particular application and share that knowledge with their team members. The prime objective of JIGSAW is to promotes both self and peer teaching which requires students to understand the concept very clearly and engage in discussion and learning. Group activity on modeling the ER concepts To understand the modelling of any application system, the students are made to work into groups to discuss and understand the ER models. The students are asked to identify different applications in various domain. Thus they have listed out the different applications below: 1. Library Management system 2. Banking system 3. Hospital Management system 4. Employee payroll system 5. College management system 6. Hotel management system 7. Airline Reservation system Students were divided into 7 groups with 7 members in each group. Each student in a group is assigned with any one application. The course instructor delivered the instructions how to model the ER diagram. For collaborative teamwork, the student who are assigned with the same applications in each group are picked out and framed as a team – “Expert Group”. Thus for each application there will be an expert group. The expert group members discuss within themselves and model the ER diagram for their application.
- 2. After they have modelled the application, the expert group is collapsed and all the students are re-grouped into their original group (initial team). Now each member in the team will be an expert in any one application. They have to share their ideas to all the other members in the group thus enabling each student to learn all the applications. This will enable the students to get insight knowledge in this topic. OUTCOME: Through this activity the students are made to work in a team and share their ideas to others and also improve their communication skills. Thus the students were made to understand that the team work will give a better solution. The students are exposed how to identify and design a specific application, which will help them to do the same when they work in an organization. Glimpse of Students working as a team
- 3. ER Models designed by the students
- 5. Relevance Mapping - This activity helps in attaining the following Objectives – PO mapping: Course Outcome / Programme Outcome PO1 PO2 PO3 PO9 PO10 PO12 O1 - To encourage the students to think, identify and design ER diagrams 3 3 3 - - 1 O2 - To improve the listening, communication, creativity skills of the students - - - 3 3 2 Reflection Critique Challenges: The grouping of the students was difficult, since students are from various departments. Students felt uncomfortable to work with other department students, so grouping has to be done with same department. Some students in the team did not participate actively in the team. Individual assessment/observation were difficult. Steps taken for address the challenges: Initially, I started to group as per planned with 7 teams, but later re-grouped. I motivated the students who did not involve in activity and encouraged that the team as well as individual members will get any small prizes. To observe the understanding of each student, at the end of the session, I asked any two team (all members) to come front and discuss the entity diagram to all. References: 1. https://www.ritrjpm.ac.in/images/computer-science/ZigsawActivity-Kaliappan.pdf 2. https://www.jigsaw.org/ 3. https://www.youtube.com/watch?v=euhtXUgBEts Prepared by: Approved by: Mr. K.Vignesh Saravanan, AP/CSE Dr. K.Vijayalakshmi, HOD/CSE