The Kenpo App is a proposed mobile app that would provide revision materials for students of Ed Parker's Kenpo Karate. It would include interactive technique sheets, audio simulations of gradings, video tutorials, and quizzes to test knowledge. The app is meant for revision only, not teaching, and would require security measures to prevent non-practitioners from accessing full techniques. Feedback from potential users was generally positive and suggested additional features like audio tracks testing stances and combinations. Risks include non-practitioners hurting themselves without proper in-person instruction, the developer's lack of coding experience, and the possibility that an app cannot fully convey Kenpo instruction.
El documento presenta una introducción a la defensa personal, destacando que el objetivo es desarrollar habilidades para situaciones de combate callejero. No se trata de artes marciales, sino de técnicas relativamente simples que pueden practicarse con ropa de calle. Estas técnicas deben practicarse frecuentemente para incorporarlas como reflejos. El documento también describe distintas distancias en un enfrentamiento y ejercicios básicos para mejorar la observación y preparación.
El documento proporciona información sobre los fundamentos del karate (kihon), el significado y objetivo de las katas, y los reglamentos y procedimientos de kumite o combate. Explica las áreas y duración de los combates, el uniforme oficial de competidores, árbitros y jueces, así como las puntuaciones, zonas puntuables, gestos de los árbitros y el personal involucrado en la competición.
El documento habla sobre el Krav Maga y cómo su enseñanza y aprendizaje por parte de civiles podría reducir la inseguridad en una sociedad. Explica que el Krav Maga es un sistema efectivo que ha salvado vidas y que implementarlo a gran escala podría ser la clave para disminuir los peligros en una comunidad.
El krav maga es un sistema de autodefensa y combate cuerpo a cuerpo creado por Imi Lichtenfeld y adoptado por fuerzas de seguridad israelíes y estadounidenses. Se enfoca en técnicas concisas para neutralizar amenazas desarmadas o armadas de manera rápida y eficiente. El entrenamiento incluye desviar y escapar de varios tipos de ataques, así como técnicas para liberarse de agarres y defenderse de armas. Los beneficios incluyen mejora de la condición física
Este documento trata sobre defensa personal. Explica que la defensa personal incluye técnicas para detener o repeler acciones ofensivas de manera segura. Luego, detalla siete componentes clave a considerar, como la psicología de supervivencia, la inteligencia de supervivencia y la selección de víctimas. Finalmente, presenta diferentes técnicas de defensa personal como evasión, presión y golpeo. El objetivo es proporcionar conocimientos y habilidades para aumentar la seguridad personal.
El Krav Maga es un sistema de defensa personal y combate cuerpo a cuerpo desarrollado en Israel. Fue creado por Imi Lichtenfeld en la década de 1930 y desde entonces ha sido adoptado por las fuerzas de seguridad de Israel y otros países. El Krav Maga se enfoca en técnicas sencillas, efectivas y basadas en movimientos naturales del cuerpo que pueden aprenderse rápidamente.
Este documento describe los cursos de defensa personal ofrecidos por International Krav Maga Kapap Luis Abel System. Los cursos enseñan técnicas efectivas de defensa personal basadas en los sistemas Krav Maga e Israeli Kapap y están dirigidos a diferentes grupos como mujeres, personas con capacidades especiales y usuarios del transporte público para protegerse de la violencia e inseguridad.
Defensa personal operativa present. gralcmk1palermo
Este documento describe un sistema de entrenamiento en defensa personal operativa que incluye cursos en diferentes técnicas de defensa como manipulaciones, control táctico, defensa con bastón corto, bastón policial, Krav Maga, entrenamiento básico de combate y custodia personal. Los cursos son dictados por un experto con amplia experiencia en artes marciales y están dirigidos a fuerzas de seguridad y civiles. El objetivo es enseñar técnicas prácticas de defensa personal para situaciones reales.
El documento presenta una introducción a la defensa personal, destacando que el objetivo es desarrollar habilidades para situaciones de combate callejero. No se trata de artes marciales, sino de técnicas relativamente simples que pueden practicarse con ropa de calle. Estas técnicas deben practicarse frecuentemente para incorporarlas como reflejos. El documento también describe distintas distancias en un enfrentamiento y ejercicios básicos para mejorar la observación y preparación.
El documento proporciona información sobre los fundamentos del karate (kihon), el significado y objetivo de las katas, y los reglamentos y procedimientos de kumite o combate. Explica las áreas y duración de los combates, el uniforme oficial de competidores, árbitros y jueces, así como las puntuaciones, zonas puntuables, gestos de los árbitros y el personal involucrado en la competición.
El documento habla sobre el Krav Maga y cómo su enseñanza y aprendizaje por parte de civiles podría reducir la inseguridad en una sociedad. Explica que el Krav Maga es un sistema efectivo que ha salvado vidas y que implementarlo a gran escala podría ser la clave para disminuir los peligros en una comunidad.
El krav maga es un sistema de autodefensa y combate cuerpo a cuerpo creado por Imi Lichtenfeld y adoptado por fuerzas de seguridad israelíes y estadounidenses. Se enfoca en técnicas concisas para neutralizar amenazas desarmadas o armadas de manera rápida y eficiente. El entrenamiento incluye desviar y escapar de varios tipos de ataques, así como técnicas para liberarse de agarres y defenderse de armas. Los beneficios incluyen mejora de la condición física
Este documento trata sobre defensa personal. Explica que la defensa personal incluye técnicas para detener o repeler acciones ofensivas de manera segura. Luego, detalla siete componentes clave a considerar, como la psicología de supervivencia, la inteligencia de supervivencia y la selección de víctimas. Finalmente, presenta diferentes técnicas de defensa personal como evasión, presión y golpeo. El objetivo es proporcionar conocimientos y habilidades para aumentar la seguridad personal.
El Krav Maga es un sistema de defensa personal y combate cuerpo a cuerpo desarrollado en Israel. Fue creado por Imi Lichtenfeld en la década de 1930 y desde entonces ha sido adoptado por las fuerzas de seguridad de Israel y otros países. El Krav Maga se enfoca en técnicas sencillas, efectivas y basadas en movimientos naturales del cuerpo que pueden aprenderse rápidamente.
Este documento describe los cursos de defensa personal ofrecidos por International Krav Maga Kapap Luis Abel System. Los cursos enseñan técnicas efectivas de defensa personal basadas en los sistemas Krav Maga e Israeli Kapap y están dirigidos a diferentes grupos como mujeres, personas con capacidades especiales y usuarios del transporte público para protegerse de la violencia e inseguridad.
Defensa personal operativa present. gralcmk1palermo
Este documento describe un sistema de entrenamiento en defensa personal operativa que incluye cursos en diferentes técnicas de defensa como manipulaciones, control táctico, defensa con bastón corto, bastón policial, Krav Maga, entrenamiento básico de combate y custodia personal. Los cursos son dictados por un experto con amplia experiencia en artes marciales y están dirigidos a fuerzas de seguridad y civiles. El objetivo es enseñar técnicas prácticas de defensa personal para situaciones reales.
A case study documenting some of the research done for a mobile app extension for YouTube, which restricts the content presented to users to only videos which can assist users to achieve educational goals.
The document discusses the ease of using lecture capture software to record lectures and share them with students through Blackboard. It notes that lectures can be recorded from home and uploaded in multiple formats for students to access. Students provide positive feedback, finding the recorded lectures very helpful for learning course content and solidifying their understanding both during and after the class.
This document discusses and summarizes information about three different educational apps - Common Core App by Mastery Connect, Common Core by Mastery Connect, and ITooch Middle School by Edupad Inc. It provides details about each app's grade level, how they can be used in class, whether they provide feedback, what skills they target, how easy they are to use, and their privacy policies. The purpose is to inform about available apps that can help teach common core standards.
This document provides a lesson plan on teaching character voice. The objectives are for students to match phrases to the appropriate character's voice to understand how voice can be used in writing. The lesson involves reading character phrases aloud and having students identify which character said it. A reflection notes that students were excited to participate and usually selected the correct answer, but some got distracted when standing in the back of the group. Effective principles for the lesson included technology not being essential but adding value and keeping focus on the learning task.
The film "A Vision of K-12 Students Today" argues that teachers are stuck teaching outdated curricula that bores students, who now have greater access to technology. It suggests teaching life skills so students are prepared for real life. Teachers must embrace change to engage students and help them learn. The film effectively uses images, voiceover, and questions to make its points in an understandable way. The student learned they should use engaging techniques like film and technology more in teaching to better prepare students.
This document discusses a strategy for implementing e-learning in schools. It begins by noting differences between "digital aliens" (teachers) and "digital natives" (students). Key challenges include overcoming teacher resistance due to paradigm shifts and psychological barriers. The strategy is to understand subject panels, persuade them of e-learning benefits for the whole school, and empower teachers through hands-on workshops. It also addresses choosing popular core subjects and supportive panels to start with. The goal is for teachers to experience benefits and improve their first e-learning lesson with support.
Barbara Friedman, Library Director, Erving Public Library, Erving, MA (Population served: 1,776)
Big Talk From Small Libraries 2019
February 22, 2019
http://nlcblogs.nebraska.gov/bigtalk
This presentation aims at introducing and evaluating some Listening and Speaking Tools ESL teachers may make use of both inside and outside the classroom.
The preliminary task helped the author learn skills like editing clips together smoothly, different shot types and camera techniques. It also helped them learn what to avoid, like capturing the microphone in shots. For their main production, they used what they learned to make their film opening more interesting. While filming and editing was mostly easy, the author realized they need to improve panning the camera more smoothly. They also learned new sound editing skills but found adjusting sound levels and effects difficult at first. Working as a group on their full film, they improved at communicating, problem solving together and making joint decisions.
This document contains information about Yen Yun Liu's education, skills, and design projects. It includes details about her undergraduate studies in psychology in Taiwan, research experience, and skills in design software and languages. Several of her past design projects are summarized, including an accessible communication device called BiCube for deafblind individuals, a public design project called HealthTrails aimed at improving well-being for foreign caregivers, and a service design project called PACKMON focused on reducing packaging waste from online shopping.
How to be a high performing distributed agile team - Agile By Example 2018Lisette Sutherland
This document provides tips for high-performing distributed agile teams. It suggests using video conferencing, having good lighting and sound quality, and defining communication etiquettes. Regular stand-ups and working out loud help remote teams collaborate effectively. While technology has improved, establishing norms and easy communication are most important for distributed success.
This document outlines the planning and development for an idea about fire cadets. It includes what will be included like mood boards, scripts, storyboards, schedules, and drafts. Location will be at the old cadet course at the Selby fire house station. Styles may include an expressive introductory voice and transitions between video clips. Techniques include filming cadets and modifying footage. The overall idea is to get varied footage and interviews to cut between with background music. A first draft script is provided that introduces topics and cuts between interviews and videos with some animation included. Mood boards explore imagery of cadets and color schemes. Unforeseen circumstances will require animating the project instead of filming cadets.
Occupations or professions 1, the students heard differents pronunciations ab...anasofia52008
This document outlines a classroom lesson plan on occupations and professions. The lesson objectives are for students to express main occupations orally and describe what profession they want. Students will learn new vocabulary through a picture dictionary, video, and practice writing and pronunciation. They will then choose a favorite profession to discuss, following an evaluation rubric on topic knowledge, comprehension, tone, posture, and fluency. Web links are provided for additional vocabulary and a sample video.
This presentation discusses Northeast Center's use of the webconferencing platform Elluminate to enhance student learning and engagement in online and blended learning environments. It provides examples of how Elluminate is used for academic support workshops, study groups, and one-on-one tutoring sessions. Benefits identified include increased access to support and interaction for students, as well as familiarity with technology. Best practices from experience are shared, such as allowing time for setup and troubleshooting, keeping participants engaged, and maintaining a simple interface.
Rhona is experimenting with using video in her English lessons. Her first attempt failed due to slow downloading of videos onto multiple computers simultaneously. She overcame this by dividing students and tasks. For future lessons, she learns to think more about listening task design so students can focus without rewinding videos. The most useful advice is to base tasks on natural listening strategies to develop skills effectively.
The ROPES of presentations - Technical CommunicationApril_Walters
For Technical Communication (ENGL393) at UMBC, uses the ROPES model (Review, Overview, Presenting, Exercises, Summary) as a guiding structure for group presentations. Follows the ROPES model as it presents it. Also has bonus "paraphrase yourself" advice at end
This presentation outlines the design of the Kenpo App, including wireframes, workflows, use cases, and a use case diagram. It also asks what should come next in the development process.
The document discusses preproduction planning for a project. It recommends breaking big tasks into little ones and knowing the workflow to avoid drowning. It also suggests getting the end goal and requirements figured out before starting work, such as determining sprite needs before choosing a game type. In hindsight, it may have been better to pick a different game for the project.
This document provides incomplete steps for uploading a game but does not fully explain what to do in step 2. It mentions beta testers in step 3 but lacks details. The additional text is unrelated and does not provide any more information about the game upload process.
A case study documenting some of the research done for a mobile app extension for YouTube, which restricts the content presented to users to only videos which can assist users to achieve educational goals.
The document discusses the ease of using lecture capture software to record lectures and share them with students through Blackboard. It notes that lectures can be recorded from home and uploaded in multiple formats for students to access. Students provide positive feedback, finding the recorded lectures very helpful for learning course content and solidifying their understanding both during and after the class.
This document discusses and summarizes information about three different educational apps - Common Core App by Mastery Connect, Common Core by Mastery Connect, and ITooch Middle School by Edupad Inc. It provides details about each app's grade level, how they can be used in class, whether they provide feedback, what skills they target, how easy they are to use, and their privacy policies. The purpose is to inform about available apps that can help teach common core standards.
This document provides a lesson plan on teaching character voice. The objectives are for students to match phrases to the appropriate character's voice to understand how voice can be used in writing. The lesson involves reading character phrases aloud and having students identify which character said it. A reflection notes that students were excited to participate and usually selected the correct answer, but some got distracted when standing in the back of the group. Effective principles for the lesson included technology not being essential but adding value and keeping focus on the learning task.
The film "A Vision of K-12 Students Today" argues that teachers are stuck teaching outdated curricula that bores students, who now have greater access to technology. It suggests teaching life skills so students are prepared for real life. Teachers must embrace change to engage students and help them learn. The film effectively uses images, voiceover, and questions to make its points in an understandable way. The student learned they should use engaging techniques like film and technology more in teaching to better prepare students.
This document discusses a strategy for implementing e-learning in schools. It begins by noting differences between "digital aliens" (teachers) and "digital natives" (students). Key challenges include overcoming teacher resistance due to paradigm shifts and psychological barriers. The strategy is to understand subject panels, persuade them of e-learning benefits for the whole school, and empower teachers through hands-on workshops. It also addresses choosing popular core subjects and supportive panels to start with. The goal is for teachers to experience benefits and improve their first e-learning lesson with support.
Barbara Friedman, Library Director, Erving Public Library, Erving, MA (Population served: 1,776)
Big Talk From Small Libraries 2019
February 22, 2019
http://nlcblogs.nebraska.gov/bigtalk
This presentation aims at introducing and evaluating some Listening and Speaking Tools ESL teachers may make use of both inside and outside the classroom.
The preliminary task helped the author learn skills like editing clips together smoothly, different shot types and camera techniques. It also helped them learn what to avoid, like capturing the microphone in shots. For their main production, they used what they learned to make their film opening more interesting. While filming and editing was mostly easy, the author realized they need to improve panning the camera more smoothly. They also learned new sound editing skills but found adjusting sound levels and effects difficult at first. Working as a group on their full film, they improved at communicating, problem solving together and making joint decisions.
This document contains information about Yen Yun Liu's education, skills, and design projects. It includes details about her undergraduate studies in psychology in Taiwan, research experience, and skills in design software and languages. Several of her past design projects are summarized, including an accessible communication device called BiCube for deafblind individuals, a public design project called HealthTrails aimed at improving well-being for foreign caregivers, and a service design project called PACKMON focused on reducing packaging waste from online shopping.
How to be a high performing distributed agile team - Agile By Example 2018Lisette Sutherland
This document provides tips for high-performing distributed agile teams. It suggests using video conferencing, having good lighting and sound quality, and defining communication etiquettes. Regular stand-ups and working out loud help remote teams collaborate effectively. While technology has improved, establishing norms and easy communication are most important for distributed success.
This document outlines the planning and development for an idea about fire cadets. It includes what will be included like mood boards, scripts, storyboards, schedules, and drafts. Location will be at the old cadet course at the Selby fire house station. Styles may include an expressive introductory voice and transitions between video clips. Techniques include filming cadets and modifying footage. The overall idea is to get varied footage and interviews to cut between with background music. A first draft script is provided that introduces topics and cuts between interviews and videos with some animation included. Mood boards explore imagery of cadets and color schemes. Unforeseen circumstances will require animating the project instead of filming cadets.
Occupations or professions 1, the students heard differents pronunciations ab...anasofia52008
This document outlines a classroom lesson plan on occupations and professions. The lesson objectives are for students to express main occupations orally and describe what profession they want. Students will learn new vocabulary through a picture dictionary, video, and practice writing and pronunciation. They will then choose a favorite profession to discuss, following an evaluation rubric on topic knowledge, comprehension, tone, posture, and fluency. Web links are provided for additional vocabulary and a sample video.
This presentation discusses Northeast Center's use of the webconferencing platform Elluminate to enhance student learning and engagement in online and blended learning environments. It provides examples of how Elluminate is used for academic support workshops, study groups, and one-on-one tutoring sessions. Benefits identified include increased access to support and interaction for students, as well as familiarity with technology. Best practices from experience are shared, such as allowing time for setup and troubleshooting, keeping participants engaged, and maintaining a simple interface.
Rhona is experimenting with using video in her English lessons. Her first attempt failed due to slow downloading of videos onto multiple computers simultaneously. She overcame this by dividing students and tasks. For future lessons, she learns to think more about listening task design so students can focus without rewinding videos. The most useful advice is to base tasks on natural listening strategies to develop skills effectively.
The ROPES of presentations - Technical CommunicationApril_Walters
For Technical Communication (ENGL393) at UMBC, uses the ROPES model (Review, Overview, Presenting, Exercises, Summary) as a guiding structure for group presentations. Follows the ROPES model as it presents it. Also has bonus "paraphrase yourself" advice at end
This presentation outlines the design of the Kenpo App, including wireframes, workflows, use cases, and a use case diagram. It also asks what should come next in the development process.
The document discusses preproduction planning for a project. It recommends breaking big tasks into little ones and knowing the workflow to avoid drowning. It also suggests getting the end goal and requirements figured out before starting work, such as determining sprite needs before choosing a game type. In hindsight, it may have been better to pick a different game for the project.
This document provides incomplete steps for uploading a game but does not fully explain what to do in step 2. It mentions beta testers in step 3 but lacks details. The additional text is unrelated and does not provide any more information about the game upload process.
This document outlines a proposed mobile app called the Food Map that would provide information about restaurant locations, foods available, and dietary requirements. The app would use HTML5, JavaScript, MySQL, PHP, and other technologies to allow users to search for restaurants that meet dietary needs like being gluten-free, vegetarian, vegan, or for managing diabetes. It would display locations on Google Maps and link to restaurant websites and social media pages. Maintenance of the up-to-date restaurant data would be required on an ongoing basis.
Fabrizio, Marc and Sarah worked on various preparatory tasks for their next game milestone. This included extracting sound files from YouTube and converting formats, creating sprite sheets for enemies by flipping existing sprites, modifying existing sprites, rendering sprite animations, adding new sounds, fixing bugs with jumping, and developing creeping and crouching animations.
The team of Fabrizio, Marc and Sarah decided to modify their Prince of Persia mod to use sprites and sounds from the Mac version of the game rather than the 1989 version. Marc created 2D backgrounds by rendering 3D elements, while Sarah sourced sprites and cut up sound files. Fabrizio implemented the gameplay in Game Maker, going through several iterations to resolve issues with sprite animations, physics, and collisions.
The document outlines the team that developed the Feed Me App, which was initially conceived by Sarah as an app to help people with dietary requirements find restaurant options. The full team then worked together to expand the app's scope and build out its functionality, conducting surveys, gathering restaurant data, and having Bernard program a prototype. The app is intended to help users with dietary requirements like gluten free, vegan, vegetarian, or raw food eat out at restaurants by providing relevant meal information ahead of time.
This document summarizes playtesting and design changes made to a zombie board game. Key changes included:
1) Adding family-specific event cards that players could collect for returning characters home, to incentivize this action.
2) Creating an external board where players would move pieces forward each time returning a character home, with the first to reach the end winning. This board also tracked day/night cycles.
3) Revising event cards to allow players to choose which family was negatively impacted, adding more conflict and fun.
1) The document describes playtesting a zombie board game with different family units that each had unique rules governing their movement.
2) Additional rules were added like special zombies, event cards, and character-specific abilities but these made the game too complex and reduced the fun.
3) The game was stripped back to the original basics with all families having 4 standard characters and no special rules or safe zones to reduce complexity and improve playability.
This document summarizes the rules for a zombie board game involving four families competing to get all of their members home safely first. Key points include:
- Each player controls six family members on the board and must use dice rolls to navigate zombies and return home.
- Zombies can only move forward in lines and reappear at the helipad, while humans can move forward/sideways but not over each other.
- If a zombie reaches a human they become infected and can't move, but other players can then control the piece.
- Players found stopping to clarify rules disrupted gameplay and more zombies were needed to increase difficulty once existing zombies were eliminated.
Hugh's daughter is getting married. Hugh has to figure out how long he has to get all the women to the wedding on time for his daughter's entrance. There are 30 squares in the picture representing minutes, so Hugh has 30 minutes. Unfortunately, a zombie outbreak occurred and they all died. The story then takes a turn involving zombies and weapons to fight them off to make it to freedom and find the groom among zombie twins.
The document contains several puzzles and logic problems involving numbers, shapes, colors, and comparisons. It asks the reader to determine who can go on a date based on ages; make numbers add up to a certain value; draw shapes to meet certain criteria; calculate how many people can eat a certain food based on allergies; name body parts; count squares; identify differently colored squares; and determine how many belt levels one must advance to be better than someone else.
Barry will date either Mary or Rachel, as they are both within his socially acceptable age range of 32. A one line diagonal red line can form the shape of a Q. Moving two sticks can create two sets of three triangles. Thirty squares are depicted in the picture, which are formed from the board squares, outside/inside squares, corner squares, center line squares, and corner triangles. None of the small squares are a different color, as any perceived difference is just an optical illusion. Three belts are needed, as the ranking goes Purple, Blue, Green, and Brown, and the next belts needed are Green and Brown.
The document discusses different options for a sushi restaurant regarding game style, ease of gameplay, reservation methods, and use of a recipe book, weighing risks and profits for each. It also randomly includes unrelated phrases like "Step One: Steal the Underwear" and "THE BIG BRAIN AM WINNING AGAIN! Yes we khan!"
This document discusses gamifying daily tasks to motivate a person named Megan. It provides the codeword "CUPCAKE" and lists equipment and rules for a laundry basket fact-sharing game involving 2 or more players. Points are awarded for relevant facts and most interesting fact chosen by a third party. The first player to 100 points wins a coffee, pint, or pot noodle. The document suggests using visual progress, prizes, and routines to empower and inspire Megan while reducing stress.
HCL Notes und Domino Lizenzkostenreduzierung in der Welt von DLAUpanagenda
Webinar Recording: https://www.panagenda.com/webinars/hcl-notes-und-domino-lizenzkostenreduzierung-in-der-welt-von-dlau/
DLAU und die Lizenzen nach dem CCB- und CCX-Modell sind für viele in der HCL-Community seit letztem Jahr ein heißes Thema. Als Notes- oder Domino-Kunde haben Sie vielleicht mit unerwartet hohen Benutzerzahlen und Lizenzgebühren zu kämpfen. Sie fragen sich vielleicht, wie diese neue Art der Lizenzierung funktioniert und welchen Nutzen sie Ihnen bringt. Vor allem wollen Sie sicherlich Ihr Budget einhalten und Kosten sparen, wo immer möglich. Das verstehen wir und wir möchten Ihnen dabei helfen!
Wir erklären Ihnen, wie Sie häufige Konfigurationsprobleme lösen können, die dazu führen können, dass mehr Benutzer gezählt werden als nötig, und wie Sie überflüssige oder ungenutzte Konten identifizieren und entfernen können, um Geld zu sparen. Es gibt auch einige Ansätze, die zu unnötigen Ausgaben führen können, z. B. wenn ein Personendokument anstelle eines Mail-Ins für geteilte Mailboxen verwendet wird. Wir zeigen Ihnen solche Fälle und deren Lösungen. Und natürlich erklären wir Ihnen das neue Lizenzmodell.
Nehmen Sie an diesem Webinar teil, bei dem HCL-Ambassador Marc Thomas und Gastredner Franz Walder Ihnen diese neue Welt näherbringen. Es vermittelt Ihnen die Tools und das Know-how, um den Überblick zu bewahren. Sie werden in der Lage sein, Ihre Kosten durch eine optimierte Domino-Konfiguration zu reduzieren und auch in Zukunft gering zu halten.
Diese Themen werden behandelt
- Reduzierung der Lizenzkosten durch Auffinden und Beheben von Fehlkonfigurationen und überflüssigen Konten
- Wie funktionieren CCB- und CCX-Lizenzen wirklich?
- Verstehen des DLAU-Tools und wie man es am besten nutzt
- Tipps für häufige Problembereiche, wie z. B. Team-Postfächer, Funktions-/Testbenutzer usw.
- Praxisbeispiele und Best Practices zum sofortigen Umsetzen
How to Get CNIC Information System with Paksim Ga.pptxdanishmna97
Pakdata Cf is a groundbreaking system designed to streamline and facilitate access to CNIC information. This innovative platform leverages advanced technology to provide users with efficient and secure access to their CNIC details.
AI 101: An Introduction to the Basics and Impact of Artificial IntelligenceIndexBug
Imagine a world where machines not only perform tasks but also learn, adapt, and make decisions. This is the promise of Artificial Intelligence (AI), a technology that's not just enhancing our lives but revolutionizing entire industries.
Ocean lotus Threat actors project by John Sitima 2024 (1).pptxSitimaJohn
Ocean Lotus cyber threat actors represent a sophisticated, persistent, and politically motivated group that poses a significant risk to organizations and individuals in the Southeast Asian region. Their continuous evolution and adaptability underscore the need for robust cybersecurity measures and international cooperation to identify and mitigate the threats posed by such advanced persistent threat groups.
OpenID AuthZEN Interop Read Out - AuthorizationDavid Brossard
During Identiverse 2024 and EIC 2024, members of the OpenID AuthZEN WG got together and demoed their authorization endpoints conforming to the AuthZEN API
Essentials of Automations: The Art of Triggers and Actions in FMESafe Software
In this second installment of our Essentials of Automations webinar series, we’ll explore the landscape of triggers and actions, guiding you through the nuances of authoring and adapting workspaces for seamless automations. Gain an understanding of the full spectrum of triggers and actions available in FME, empowering you to enhance your workspaces for efficient automation.
We’ll kick things off by showcasing the most commonly used event-based triggers, introducing you to various automation workflows like manual triggers, schedules, directory watchers, and more. Plus, see how these elements play out in real scenarios.
Whether you’re tweaking your current setup or building from the ground up, this session will arm you with the tools and insights needed to transform your FME usage into a powerhouse of productivity. Join us to discover effective strategies that simplify complex processes, enhancing your productivity and transforming your data management practices with FME. Let’s turn complexity into clarity and make your workspaces work wonders!
UiPath Test Automation using UiPath Test Suite series, part 6DianaGray10
Welcome to UiPath Test Automation using UiPath Test Suite series part 6. In this session, we will cover Test Automation with generative AI and Open AI.
UiPath Test Automation with generative AI and Open AI webinar offers an in-depth exploration of leveraging cutting-edge technologies for test automation within the UiPath platform. Attendees will delve into the integration of generative AI, a test automation solution, with Open AI advanced natural language processing capabilities.
Throughout the session, participants will discover how this synergy empowers testers to automate repetitive tasks, enhance testing accuracy, and expedite the software testing life cycle. Topics covered include the seamless integration process, practical use cases, and the benefits of harnessing AI-driven automation for UiPath testing initiatives. By attending this webinar, testers, and automation professionals can gain valuable insights into harnessing the power of AI to optimize their test automation workflows within the UiPath ecosystem, ultimately driving efficiency and quality in software development processes.
What will you get from this session?
1. Insights into integrating generative AI.
2. Understanding how this integration enhances test automation within the UiPath platform
3. Practical demonstrations
4. Exploration of real-world use cases illustrating the benefits of AI-driven test automation for UiPath
Topics covered:
What is generative AI
Test Automation with generative AI and Open AI.
UiPath integration with generative AI
Speaker:
Deepak Rai, Automation Practice Lead, Boundaryless Group and UiPath MVP
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2. FIRST THINGS FIRST
I came up with a plan
for an Ed Parker Kenpo
app focused on
REVISION and not
TEACHING.
3. I CONFERRED WITH MY INSTRUCTOR
I conferred with my
instructor every step of
the way
This annoyed him
greatly
4.
5. SURVEY
RESULTS
Over 40% were Black Belt and Up
40% would pay up to 3 euro
Over 72% said they were interested
Audio grading's were suggested by
most people
Over 86% wanted History
6. ALISON COLLINS,
STUDENT
Age: 15
Children: No
Gender: F
Location: Trim
Belt: Orange
Goal: To become an adult black belt
Quote: “Kenpo you say? I’m in.”
7. A N T H O N Y C U M BA R D S,
I N S T RU C T O R , P R I S O N G UA R D
Age: 38
Children: Yes, 2, At Home
Gender: M
Location: Trim
Belt: 2nd Degree Black
Goal: To become an advocate like Bob White
Quote: “Always go back to your basics.”
8. HARRY GRAY,
BUILDING SITE MANAGER
Age: 47
Children: Yes, 2, Joint Custody
Gender: M
Location: Dublin
Belt: Purple
Goal: To become an international instructor
Quote: “It’s tough but it’s worth it.”
9. T I G G Y T OW E R S,
PA R T- T I M E R E S I D E N T I A L N U R S E
Age: 37
Children: none
Gender: F
Location: America
Belt: Green
Goal: To become a part-time instructor
Quote: “Kenpo has to be taught in person”
11. AC C E S S T O A L L I N F O R M AT I O N
N E E D E D T O P RO G R E S S
T H RO U G H T H E B E LT
S Y L L A BU S T O 1 S T D E G R E E
B L AC K
12. SECURITY OF EPKK
INFORMATION
Not having all of the techniques taught on
the app prevents non-EPKK practitioners
from LEARNING from this app thus
protecting the information
13. M E A N S T O C O N S C I O U S LY T E S T
K N OW N I N F O R M AT I O N
Multiple Choice Quiz
14. M E A N S T O U N C O N S C I O U S LY
T E S T K N OW N I N F O R M AT I O N
Audio tracks which
simulate grading’s
from Yellow right
through to First
Degree Black
15. INITIAL REQUIREMENTS
LIST
Simple Menu System
Interactive Technique Sheets
Audio simulated ‘gradings’
Video Tutorials
PDFs and Audio to help improve the basics of the Users
Kenpo via information and testing
A multiple choice quiz
History
Facebook Upload
16. FUNCTIONAL MODULES
Index
Users can navigate to any area of the app from this page
Quiz
Users can have a test of 20 questions based on anything from 40 to 200 questions based on
the belt they selected.
Facebook Upload
Link with an existing Facebook account using their API and upload their score.
Video
Download and embed a video into the app from a private YouTube video account as opposed
to having it directly on the app.
17. C R I T I C A L S U C C E S S FAC T O R S
That it is instantly recognized as ED PARKER’S KENPO KARATE
(Achieved via the Crest, Creed and name)
That people are aware that it is for REVISION and not for TEACHING
(Information provided in the description on the App Store)
That it offers more then the current apps out there.
(More on this later)
18. M I N I M U M V I A B L E P RO D U C T
1. Bright, Easy-to-Understand
User Interface
2. Syllabus showing everything
needed to progress to next belt
3. Video Tutorials
19. COMPETITIVE ANALYSIS
KENPO YELLOW BELT
3.99
PROS
Easy to understand Layout
Clear Syllabus
CONS
Very small window in which to view text
Takes up 428 MB on i-Phone
Only covers yellow syllabus
Covers everything on yellow syllabus so offers no
protection.
20. C O M P E T I T I V E A N A LY S I S P T 2
ED DOWNEY’S DYNAMIC KENPO DVD
30.00 per DVD
PROS
Each technique, form and set is clearly and legibly explained.
CONS
It is on a DVD so it is not portable, convenient or cheap.
Each technique is explained so it bypasses any security or need to
learn in a studio.
Is not available on the i-Phone
21. C O M P E T I T I V E A N A LY S I S P T. 3
FIGHTVIDEO KENPO
1.59
PROS
Very informative videos
CONS
Cannot access if offline.
Dull layout.
Awkward interface.
Only useful from Blue Belt up.
Downloads videos from Youtube only.
22. C O M P E T I T I V E A N A LY S I S P T. 4
REAL KENPO SYLLABUS
Free
PROS
Bright Layout
Clear Navigation
Simple to use Interface
CONS
Not Ed Parker’s Kenpo Karate
No videos, audio or basics explanation
No means to test the User’s knowledge
24. It is a tool for
REVISION
and not for
TEACHING
25. IT HAS A BRIGHT
COLOURFUL AND SIMPLE -
TO-USE INTERFACE
“I’m 11 and I understand it.”
“You’d want to be stupid not to be able to understand it, it’s
pretty obvious.”
26. A L L OW S T H E U S E R T O T E S T
THEMSELVES BOTH CONSCIOUSLY AND
UNCONSCIOUSLY
“I'm minded of the audio tapes I made way
back when as an aid to practicing techniques.”
31. “YOU HAD ME AT KENPO ”
Name EMMA CALLIS
Occupation Student, Scoil Mhuire
Age 17
Belt Blue
Personal Works part-time in Super Valu
Has been doing Kenpo for 18 months
Details Has the syllabus printed out at home
Goal To achieve her 1st degree black and be a strong female ambassador
like Barbara White
Attitude/ Goal-Oriented, Focused, Strong Kicks
Skills
Feedback Loves it, loves the idea, likes the idea that the focus is on revision
and wants it as soon as possible. Would change nothing.
32. “PUNCH LIKE A GIRL, AS IN
P U N C H P RO P E R LY ”
Name ALISON ANDERSON-HILLEY
Occupation Student, Boyne Community
Age 15
Belt Brown with Black Stripe (child’s syllabus)
Personal Has 2 Brothers and a Father in Kenpo
Has been in Kenpo for 7 years
Details Goes to the Gym and does BJJ for Transition Year
Goal To become the first female Junior Black Belt for TKKA
Attitude/ Strong Fighter, Happy to Help
Skills
Feedback The App menus needs more colour as do the syllabuses.
33. “ L E A D B Y E X A M P L E , F O L L OW B Y
CHOICE”
Name DAVID HILLEY
Occupation CAD/IT Manager, Haughton and Young
Age 44
Belt 2nd Degree Brown
Personal Is Father to 3 Brown belts in TKKA
Had to take an extended hiatus due to surgery
Details Has entire Adult Syllabus on PDFs on his phone
Goal To achieve his 1st degree black and assist his Instructor in teaching
Attitude/ Patience, Perseverance, Leadership.
Slower to learn but results with a much higher standard
Skills
Feedback Likes the idea of having all of the syllabus information in one
convenient place instead of having to exit and restart his PDFs.
Should be external links about the history from the history page.
34. “ T H AT L O O K S C O O L , H OW D O I D O
T H AT ? ”
Name KATIE MAGUIRE
Occupation Student, Scoil Mhuire, Trim
Age 17
Belt Blue
Personal Is a key member of her school’s Camogie team,
Joined Kenpo with Emma 18 months ago
Details
Goal To achieve her black belt and have a strong level of self-defense
Attitude/ Eager to learn, natural ability in stances from Camogie.
Skills
Feedback Likes the idea, likes being able to revise on her own and having
everything she needs in one place.
35. “FOCUS ON YOUR STANCES”
Name GERRY SHANAHAN
Occupation Actor, Part-Time Instructor
Age 56
Belt 1st Degree Black
Personal Married to Helene Meade,
Recently achieved 1st Degree Black
Details Often abroad for extended amount of time due to career
Goal To help Matt become a full-time instructor
Attitude/ Patience, Perseverance, Respect
Skills
Feedback More audio tracks testing the user then just grading, more focus on
the basic. (I will get Gerry to record audio tracks testing the User on
stances and combinations)
36. “ B E P R E PA R E D T O W O R K F O R I T ”
Name JONATHON HILLEY
Occupation Student, Boyne Community
Age 18
Belt 2nd Degree Brown
Personal Ireland’s Official Karate Kid,
In Kenpo since the age of 8
Details Has won multiple competition and non-competition sparring
tournaments
Goal To achieve 1st Degree Black and make a living from Competition
fighting in the US
Attitude/ Strength, Fitness, Skill
Skills
Feedback Likes the app and thinks there should be more information about
competition dates and venues on it.
(currently out of scope)
37. “ S L OW T O L E A R N, S L OW T O
F O RG E T ”
Name MATT MOLLOY
Occupation Kenpo Instructor, Triatholon Runner, Advisor for the Irish Farmers
Association
Age 39
Belt 3rd Degree Black
Personal Teaches 12 classes a week
Teaches Kettle Bells
Details Accepts knowledge of other disciplines to strengthen his own
Goal To become a full-time instructor
Attitude/ Keen observer, Patient Teacher, Excellent Stamina
Skills
Feedback Thinks that everything to do with a certain belt should be accessible
from that belt only (This will be implemented in the next revision
of the app)
38. “ H A R D WO R K , BU T WO RT H I T ”
Name TAEGAN THOMAS
Occupation Student, Boyne Community
Age 16
Belt Blue
Personal Drummer in a band, piano classes with Helene Meade, goes to the
Gym with Alison Hilley, lives with her Mother and Brother both of
Details whom are in TKKA
Goal To achieve her 1st Degree Black and maintain learning the art whilst
touring with her band
Attitude/ Speed, Strength and slow, focused learning
Skills
Feedback Thinks that there should be focus on competitions and local clubs
dependent on location. (currently out of scope but may be added at
a later date)
39. “ T H AT ’ S O N A D I F F E R E N T B E LT T H E N M I N E BU T
I’LL STILL HELP YOU IF YOU LIKE”
Name TIERNAN HILLEY
Occupation Student, Kilbride National School
Age 11
Belt Brown with black stripe
Personal The youngest member of TKKA with a brown with black stripe
belt.
Details Has won awards at multiple Kenpo competition tournaments.
Is the youngest of the Brown Belt Hilley family in TKKA
Goal To earn his Junior black and his Adult 1st Degree Black and spar at
competitions as an adult.
Attitude/ Slow, patient learner who practices consistently and often.
Skills
Feedback Thinks that the children’s syllabus should be available in an app. If
not this app then another one, so even if the parent is not involved
with Kenpo they can help the child at home.
40. “CAN I HELP?”
Name HELENE MEADE
Occupation Piano Teacher, Licensed Natural Therapist, Red Cross Volunteer,
Director and Producer
Age -
Belt 1st Degree Black
Personal Has flown solo across Ireland, is part of the Irish Ladies Rifle
Shooting Team, took leave from Kenpo to support her
Details Husbadndand achieved her 1st Degree Black with him.
Goal To become a prominent example for females in and out of the
TKKA
Attitude/ Kindness, Patience, Perseverance and personal strength.
Skills
Feedback Likes the idea of the app and being able to use it off and online at
her own convenience. Would prefer less focus on the video tutorials
and more focus on the personal testing IE. Audio and quiz.
42. RISK 1
Non Ed Parker Kenpo Karate Practitioners
could use this and hurt themselves if they
practice the techniques without prior
knowledge and warming up.
43. ISSUE 1
I don’t have any coding experience outside of this
course but and all of the elements I need to make
this app, I am currently learning in Dynamic Web.
e.g. JavaScript, PHP, MySQL etc.
44. ISSUE 2
Some feedback was that Kenpo can
only be taught in person and an app
may not be able to convey what needs
to be conveyed in teaching the art.