The Know-Center in Graz, Austria researches innovative computer technologies and co-design of work practice, learning, and technology to revolutionize learning in organizations. Specifically:
- The Know-Center has over 15 years of experience researching and developing learning technologies for workplaces.
- Their Learning 4.0 initiative aims to personalize and contextualize learning for professionals using blended learning approaches and technologies like learning management systems and intelligent mentoring.
- Their current projects include developing information literacy and digital competencies for professionals through micro-learning and reflective prompts, as well as designing complex blended learning ecosystems and living organizational memory systems.
A successful university startup needs: A team with the right skills and a good, inspiring, product idea. In this talk, I report about six years of experience of creating student startups from our computer science Master's program. This structured program is dubbed Startupinformatik. I talk about (a) necessary skills, (b) an appropriate curriculum, (c) processes of team formation, and (d) http://uni1.de, our current attempt to bring Startupinformatik to other universities.
The document provides information about the Corporate Innovation Management program at Vlerick Business School. The 3-module program teaches students how to (1) design and implement innovation strategies aligned with business objectives, (2) direct entrepreneurial change within their organization, and (3) develop innovation and corporate venturing processes. The program faculty have expertise in areas like change management, leadership development, and corporate innovation strategies. Successful completion of the program qualifies students for a certificate from Vlerick Business School and membership in the Vlerick Alumni network.
Mi Casa es su Casa – Co-Creation as the future of digital product development
by Denis Danielyan, CEO Technology & Development @gravity&storm GmbH
Working closely in collaborative teams offers a new way of solving developmental challenges and services in a sustaining and durable manner. Instead of the classic approach, in which the success of a project depends on single interactions between clients and service providers, the goal of Co- Creation is to team up for a fixed period in order to learn from each other and maximize the outcome. In the long run, this results in self-sufficiency and empowerment for the customer and highly satisfying project results.
Presentation at the International Social Innovation Research Conference (ISIRC 2018) in Heidelberg "Educating Young Social Innovators from 6 to 16 in Makerspace Settings: Case Studies of Existing Approaches and their Implications for the European Initiative DOIT"
How to Encourage Lifelong Learning with Technology Enhanced LearningSebastian Dennerlein
Formal curriculum-based learning is not sufficient to achieve the desired impact on working practice. The acquired knowledge needs to be reflected on in a self-regulated manner to contextualise it. Technology can help in this endeavour by prompting to set goals and transfer the acquired knowledge for bridging the training and working context.
The document discusses technologies and approaches for data-driven reflective learning. It describes how prompts, diaries, journals, and visualizations can be used to encourage reflection on work activities, knowledge, mood, search behavior, and learning progress. Examples of intelligent mentoring systems and reflective learning apps are provided. Challenges with reflection timing, context, and motivation are also outlined. The goal is to use data and adaptive systems to support lifelong learning from experiences.
EDF2014: Stefan Wrobel, Institute Director, Fraunhofer IAIS / Member of the b...European Data Forum
Opening Keynote by Stefan Wrobel, Institute Director, Fraunhofer IAIS / Member of the board of BITKOM working group Big Data at the European Data Forum 2014, 19 March 2014 in Athens, Greece: Value of Big Data - From Data-Driven Enterprises to a Data-driven Economy
A successful university startup needs: A team with the right skills and a good, inspiring, product idea. In this talk, I report about six years of experience of creating student startups from our computer science Master's program. This structured program is dubbed Startupinformatik. I talk about (a) necessary skills, (b) an appropriate curriculum, (c) processes of team formation, and (d) http://uni1.de, our current attempt to bring Startupinformatik to other universities.
The document provides information about the Corporate Innovation Management program at Vlerick Business School. The 3-module program teaches students how to (1) design and implement innovation strategies aligned with business objectives, (2) direct entrepreneurial change within their organization, and (3) develop innovation and corporate venturing processes. The program faculty have expertise in areas like change management, leadership development, and corporate innovation strategies. Successful completion of the program qualifies students for a certificate from Vlerick Business School and membership in the Vlerick Alumni network.
Mi Casa es su Casa – Co-Creation as the future of digital product development
by Denis Danielyan, CEO Technology & Development @gravity&storm GmbH
Working closely in collaborative teams offers a new way of solving developmental challenges and services in a sustaining and durable manner. Instead of the classic approach, in which the success of a project depends on single interactions between clients and service providers, the goal of Co- Creation is to team up for a fixed period in order to learn from each other and maximize the outcome. In the long run, this results in self-sufficiency and empowerment for the customer and highly satisfying project results.
Presentation at the International Social Innovation Research Conference (ISIRC 2018) in Heidelberg "Educating Young Social Innovators from 6 to 16 in Makerspace Settings: Case Studies of Existing Approaches and their Implications for the European Initiative DOIT"
How to Encourage Lifelong Learning with Technology Enhanced LearningSebastian Dennerlein
Formal curriculum-based learning is not sufficient to achieve the desired impact on working practice. The acquired knowledge needs to be reflected on in a self-regulated manner to contextualise it. Technology can help in this endeavour by prompting to set goals and transfer the acquired knowledge for bridging the training and working context.
The document discusses technologies and approaches for data-driven reflective learning. It describes how prompts, diaries, journals, and visualizations can be used to encourage reflection on work activities, knowledge, mood, search behavior, and learning progress. Examples of intelligent mentoring systems and reflective learning apps are provided. Challenges with reflection timing, context, and motivation are also outlined. The goal is to use data and adaptive systems to support lifelong learning from experiences.
EDF2014: Stefan Wrobel, Institute Director, Fraunhofer IAIS / Member of the b...European Data Forum
Opening Keynote by Stefan Wrobel, Institute Director, Fraunhofer IAIS / Member of the board of BITKOM working group Big Data at the European Data Forum 2014, 19 March 2014 in Athens, Greece: Value of Big Data - From Data-Driven Enterprises to a Data-driven Economy
DAS Slides: Data Modeling Case Study — Business Data Modeling at KiewitDATAVERSITY
The document discusses data modeling efforts at Kiewit, a large construction company. It describes how Kiewit created conceptual data models to gain clarity on key business data assets and drive their data strategy. The models were organized by business capability and resonated well with stakeholders. This allowed Kiewit to identify data issues and gain insights that informed activities like data literacy training and system decommissioning planning. The modeling process highlighted differences between IT and business views of data and helped improve communication.
The document summarizes the agenda and key discussions from the ISSIP Discovery Summit on the future of expertise. The summit included an opening session on innovation and creativity in the digital age, a panel discussion on the future of expertise at global scale with various industry experts, and a keynote address on expertise in the times of digital transformation. The document also shares initial findings from a survey conducted for input on a white paper highlighting insights from the summit.
Social Business in CZ/SK – Local experience, use-cases, traps & pitfalls - To...LetsConnect
Competence Centre for Collaboration Solutions at the University of Economic in Prague serves as an expert centre for enterprise social networks and works closely with IBM and local business partners to help drive adoption of social business in Czech Republic and Slovakia.
In this session they will share their experience from local social business projects over the past years and discuss various examples and adoption scenarios from different fields and industries (public, education, healthcare, even construction).
Interested in the state of social business in CZ/SK? Want to know what works and what are the traps & pitfalls? Join us at the session!
1) Aegon is transforming into a data-driven organization by anchoring data science and building an analytical community.
2) They have made progress in establishing the culture, tools, skills, vision, and approaches needed for data science, but still have work to do in some areas like access to data and advanced analyses.
3) Aegon is building a global analytical committee, center of excellence, and academy to drive strategy, provide expertise and projects, and develop skills across the organization.
This document provides an introduction and agenda for a course on digital technologies and innovation. It outlines the following key points:
- The course will help managers understand how technologies can enrich their careers and improve decision making through data analytics and machine learning.
- The instructor has experience working with major tech companies and conducting case studies and conferences in Europe.
- The objective is to build students' knowledge of applying business analytics in different industry settings.
- Topics will include the data revolution, digital technologies, decision making, innovation, and social business. Participation and a final exam will determine grades.
This document discusses knowledge management practices at Siemens. It describes how Siemens initially implemented knowledge management informally through communities of practice before establishing a formal organizational unit and developing ShareNet, a global knowledge sharing platform. ShareNet allows employees to access knowledge bases, participate in online discussions, and address urgent requests. While establishing these new systems faced resistance, Siemens addressed change management through training and by linking knowledge sharing to employee incentives and compensation. The outcomes of Siemens' knowledge management initiatives include improved products, customer intimacy, and operational excellence.
BIG DATA IN BUSINESS Implement and use Big Data to your organization’s advantageAurélie Pols
IE Business School - Executive Education
3-Day International Executive Program
June 22-24, 2015, Monday-Wednesday
Madrid, Spain
Session 9: Managing Privacy and Data Governance, a Risk based Approach
Eric van Heck - Congres 'Data gedreven Beleidsontwikkeling'ScienceWorks
De presentatie van Eric van Heck, tijdens de parallelle sessie 'Uitdagingen voor data science binnen de overheidsagenda's' van het congres 'Data gedreven Beleidsontwikkeling' in Den Haag op 28 november 2017.
This document provides information about a training program on aligning ICT and business management. The 10-module program covers key concepts in ICT management and allows participants to take on challenges in the field. It is intended for business employees hoping to understand ICT management better, ICT employees seeking management roles, and others involved in infrastructure, applications or SME growth. The program emphasizes practical application through case studies and guest speakers. Modules address topics like strategy, governance, project management, outsourcing and more. The program aims to give participants a helicopter view of ICT management issues and allow them to immediately apply their new knowledge.
This document provides an overview of a two-day workshop on design thinking. The workshop aims to teach participants about design thinking principles, processes, and tools to help organizations solve complex problems and keep products and services relevant to customers. The workshop covers design thinking concepts, the five-step design thinking process of empathy, define, ideate, prototype, and test, and how to apply these stages to address a classroom case study. Attendees will learn how design thinking has helped leading companies innovate and will gain skills to implement design thinking in their own work.
This document provides an overview of a two-day workshop on design thinking. The workshop aims to teach participants about design thinking principles, processes, and tools to help organizations solve complex problems and keep products and services relevant to customers. The workshop covers design thinking concepts, the five-step design thinking process of empathy, define, ideate, prototype, and test, and how to apply these stages to address a classroom case study. Attendees will learn how design thinking has helped leading companies innovate and will gain skills to implement design thinking in their own work.
The document discusses the importance of operationalizing analytics and productizing predictive models. It notes that while companies often focus on developing new models and hiring data scientists, executives only care about improvements that generate revenue or savings. As such, 60% of big data projects fail because they do not progress beyond piloting. To successfully operationalize analytics, companies need an integrated technology platform, well-defined processes, and the right mix of skills among data scientists and analysts. This includes a focus on communication, business skills, and leveraging new technologies rather than just mathematical abilities. Organizing analytics teams into a center of excellence also improves coordination and impact.
Co-Creation methods for interactive computer systems design are now widely accepted as part of the methodological repertoire in any software devel-opment process. As the community is becoming more aware of the fact that soft-ware is driven by complex, artificially intelligent algorithms, the question arises what “Co-Creation of Algorithms” in the sense of end users explicitly shaping the parameters of algorithms could mean, and how it would work. Algorithms are not tangible like tool features and effects are harder to be explained or under-stood, especially in early design phases without a software prototype. Therefore, we propose a Simulation-based Co-Creation method that allows TEL researchers to collaboratively design algorithms with end users by creating user stories and personas, modelling assumptions and discussing simulated effects. The method extends the build & evaluate loop of co-design iterations, even when the learning technology for the algorithm is not ready. Our proposal is a methodological idea for discussion in the EC-TEL community, yet to be applied in a practice.
Siemens adopted an open innovation initiative to address problems stemming from its decentralized structure, including siloed information and a lack of cross-company communication. The initiative was intended to break down internal barriers and identify experts within the company, but later expanded to include collaborations with universities and other organizations. While open innovation provided benefits like new ideas, it also introduced risks around intellectual property exposure and disruption to company culture.
Challenges of Intrapreneurial Incubators & AcceleratorsMatthias Patz
This presentation was held at the Corporate Incubation and Acceleration Summit in Berlin 2017 to illustrate how an innovation ecosystem can look like using an intrapreneurship approach.
The role of nudges in computer-mediated reflection guidance and specifically conversational reflection guidance - specifically, what types of nudges appear, and what are some of the challenges I'm thinking towards? This presentation also ties together earlier papers of mine, namely Fessl et al (2017), Wolfbauer et al. (2020, 2022) and Pammer & Prilla (2021).
DAS Slides: Data Modeling Case Study — Business Data Modeling at KiewitDATAVERSITY
The document discusses data modeling efforts at Kiewit, a large construction company. It describes how Kiewit created conceptual data models to gain clarity on key business data assets and drive their data strategy. The models were organized by business capability and resonated well with stakeholders. This allowed Kiewit to identify data issues and gain insights that informed activities like data literacy training and system decommissioning planning. The modeling process highlighted differences between IT and business views of data and helped improve communication.
The document summarizes the agenda and key discussions from the ISSIP Discovery Summit on the future of expertise. The summit included an opening session on innovation and creativity in the digital age, a panel discussion on the future of expertise at global scale with various industry experts, and a keynote address on expertise in the times of digital transformation. The document also shares initial findings from a survey conducted for input on a white paper highlighting insights from the summit.
Social Business in CZ/SK – Local experience, use-cases, traps & pitfalls - To...LetsConnect
Competence Centre for Collaboration Solutions at the University of Economic in Prague serves as an expert centre for enterprise social networks and works closely with IBM and local business partners to help drive adoption of social business in Czech Republic and Slovakia.
In this session they will share their experience from local social business projects over the past years and discuss various examples and adoption scenarios from different fields and industries (public, education, healthcare, even construction).
Interested in the state of social business in CZ/SK? Want to know what works and what are the traps & pitfalls? Join us at the session!
1) Aegon is transforming into a data-driven organization by anchoring data science and building an analytical community.
2) They have made progress in establishing the culture, tools, skills, vision, and approaches needed for data science, but still have work to do in some areas like access to data and advanced analyses.
3) Aegon is building a global analytical committee, center of excellence, and academy to drive strategy, provide expertise and projects, and develop skills across the organization.
This document provides an introduction and agenda for a course on digital technologies and innovation. It outlines the following key points:
- The course will help managers understand how technologies can enrich their careers and improve decision making through data analytics and machine learning.
- The instructor has experience working with major tech companies and conducting case studies and conferences in Europe.
- The objective is to build students' knowledge of applying business analytics in different industry settings.
- Topics will include the data revolution, digital technologies, decision making, innovation, and social business. Participation and a final exam will determine grades.
This document discusses knowledge management practices at Siemens. It describes how Siemens initially implemented knowledge management informally through communities of practice before establishing a formal organizational unit and developing ShareNet, a global knowledge sharing platform. ShareNet allows employees to access knowledge bases, participate in online discussions, and address urgent requests. While establishing these new systems faced resistance, Siemens addressed change management through training and by linking knowledge sharing to employee incentives and compensation. The outcomes of Siemens' knowledge management initiatives include improved products, customer intimacy, and operational excellence.
BIG DATA IN BUSINESS Implement and use Big Data to your organization’s advantageAurélie Pols
IE Business School - Executive Education
3-Day International Executive Program
June 22-24, 2015, Monday-Wednesday
Madrid, Spain
Session 9: Managing Privacy and Data Governance, a Risk based Approach
Eric van Heck - Congres 'Data gedreven Beleidsontwikkeling'ScienceWorks
De presentatie van Eric van Heck, tijdens de parallelle sessie 'Uitdagingen voor data science binnen de overheidsagenda's' van het congres 'Data gedreven Beleidsontwikkeling' in Den Haag op 28 november 2017.
This document provides information about a training program on aligning ICT and business management. The 10-module program covers key concepts in ICT management and allows participants to take on challenges in the field. It is intended for business employees hoping to understand ICT management better, ICT employees seeking management roles, and others involved in infrastructure, applications or SME growth. The program emphasizes practical application through case studies and guest speakers. Modules address topics like strategy, governance, project management, outsourcing and more. The program aims to give participants a helicopter view of ICT management issues and allow them to immediately apply their new knowledge.
This document provides an overview of a two-day workshop on design thinking. The workshop aims to teach participants about design thinking principles, processes, and tools to help organizations solve complex problems and keep products and services relevant to customers. The workshop covers design thinking concepts, the five-step design thinking process of empathy, define, ideate, prototype, and test, and how to apply these stages to address a classroom case study. Attendees will learn how design thinking has helped leading companies innovate and will gain skills to implement design thinking in their own work.
This document provides an overview of a two-day workshop on design thinking. The workshop aims to teach participants about design thinking principles, processes, and tools to help organizations solve complex problems and keep products and services relevant to customers. The workshop covers design thinking concepts, the five-step design thinking process of empathy, define, ideate, prototype, and test, and how to apply these stages to address a classroom case study. Attendees will learn how design thinking has helped leading companies innovate and will gain skills to implement design thinking in their own work.
The document discusses the importance of operationalizing analytics and productizing predictive models. It notes that while companies often focus on developing new models and hiring data scientists, executives only care about improvements that generate revenue or savings. As such, 60% of big data projects fail because they do not progress beyond piloting. To successfully operationalize analytics, companies need an integrated technology platform, well-defined processes, and the right mix of skills among data scientists and analysts. This includes a focus on communication, business skills, and leveraging new technologies rather than just mathematical abilities. Organizing analytics teams into a center of excellence also improves coordination and impact.
Co-Creation methods for interactive computer systems design are now widely accepted as part of the methodological repertoire in any software devel-opment process. As the community is becoming more aware of the fact that soft-ware is driven by complex, artificially intelligent algorithms, the question arises what “Co-Creation of Algorithms” in the sense of end users explicitly shaping the parameters of algorithms could mean, and how it would work. Algorithms are not tangible like tool features and effects are harder to be explained or under-stood, especially in early design phases without a software prototype. Therefore, we propose a Simulation-based Co-Creation method that allows TEL researchers to collaboratively design algorithms with end users by creating user stories and personas, modelling assumptions and discussing simulated effects. The method extends the build & evaluate loop of co-design iterations, even when the learning technology for the algorithm is not ready. Our proposal is a methodological idea for discussion in the EC-TEL community, yet to be applied in a practice.
Siemens adopted an open innovation initiative to address problems stemming from its decentralized structure, including siloed information and a lack of cross-company communication. The initiative was intended to break down internal barriers and identify experts within the company, but later expanded to include collaborations with universities and other organizations. While open innovation provided benefits like new ideas, it also introduced risks around intellectual property exposure and disruption to company culture.
Challenges of Intrapreneurial Incubators & AcceleratorsMatthias Patz
This presentation was held at the Corporate Incubation and Acceleration Summit in Berlin 2017 to illustrate how an innovation ecosystem can look like using an intrapreneurship approach.
Similar to Learning and EdTech at the Know-Center - Innovating Workplace Learning - Talks at the Data-Driven Futures Forum: Learning 4.0 (20)
The role of nudges in computer-mediated reflection guidance and specifically conversational reflection guidance - specifically, what types of nudges appear, and what are some of the challenges I'm thinking towards? This presentation also ties together earlier papers of mine, namely Fessl et al (2017), Wolfbauer et al. (2020, 2022) and Pammer & Prilla (2021).
Die digitale Transformation gestalten - Gestaltungsmöglichkeiten für jede/n Einzelnen und Unternehmen, sowie eigene Forschungsthemen in diesem Bereich. Folien zur einer Keynote, gehalten am 30. September 2021 bei einer Veranstaltungsreihe von Uni for Life, Karl-Franzens Universität Graz.
Imagine an intelligent entity that helps YOU to reflect - on yourself and your goals, on your experiences, on how to connect newly received knowledge to your existing ways of thinking. This is of course what good human teachers, coaches, and mentors can do. Can computers do that, too?
Research is ongoing on various issues of how to enable conversational agents - computer software endowed with some semblance of intelligence - to facilitate just such open-ended, reflective dialogues. This capability of conversational agents to guide through reflection by leading a reflective conversation is a different capability than seeming human, being able to induce human users to feel affect, or teaching factual knowledge (which is important, too!).
In this talk, a blueprint dialogue structure for reflecting on a single experience with the goal to learn for the future, will be described. This dialogue structure has been developed based on reflection theory and two use cases in work-related learning.
Further, the concept of reflection scripts will be introduced: This is a framework for designers of reflective technology to think in a structured manner about what type of reflection is the goal of design and how to structure the connection between reflection and other human activities (macro scripts), and how to structure guidance through such reflection (micro scripts).
Joint research meet-up with reciprocal invited talks by Assoc.-Prof. Juho Kim (KAIST) and Assoc.-Prof. Viktoria Pammer-Schindler (TUGraz) on dialogue design for conversational agents.
- Presentation of Viktoria, with introduction of her research agenda on working, learning and technology, and theory-inspired dialogue design for conversational agents as a focus topic.
Sozio-technische Lernsysteme mit verteilter Intelligenz - wohin geht die Forschung zu digitalem Lernen und Arbeiten des Data-Driven Business Teams am Know-Center und der Forschungsgruppe rund um Viktoria Pammer-Schindler?
In kurz: Es werden soziotechnische Systeme - also neue Technologien und neue Praxis - die aufs Lernen ausgerichtet sind und mit der Arbeitswelt gut verbunden sind gebraucht; und künstliche Intelligenzen in diesen Systemen sollen Lernende unterstützen (Intelligent Tutoring Systems für Berufstätige) und entlasten (Automatisierung). Die Möglichkeit und der Wille zur Gestaltung auf allen Ebenen ist zentral!
Today I talked at a @SimonInitiative Lunch, invited by Prof. Carolyn Rosé and the Language Technologies Instiute, about using data as basis for professional learning.
I was inspired by successes of FitBit, Runtastic, quanitified self, and learning analytics, and found a few things
* data as basis for profssional learning works
* ... but reflection guidance is needed or at least appreciated
* manually curated learning materials are really helpful as complement to data (notes, comments, descriptions, explanations)
See more in the talk!
I'm now working towards a vision of conversational intelligent mentoring support for professionals!
Field Studies as evaluation method for socio-technical interventions in Techn...Viktoria Pammer-Schindler
Field studies as evaluation method for socio-technical interventions in Technology-Enhanced Learning.
Much research in TEL is design work – i.e., the research team designs an intervention that is intended to support learning. This intervention needs to be evaluated to show the extent to which this goal has been reached; and to gain additional insights that are sought for. Field studies are one main type of evaluations. They are challenging to set up; and in case of a bad study design cannot be easily repeated due to the effort and cost of running a field study. The goal of this lecture and workshop is
To provide a blueprint for field studies as evaluation method for socio-technical interventions in technology enhanced learning
To present a hierarchical principle of evaluating learning interventions– based on Kirkpatrick & Kirkpatrick: Usage/observable activities – Learning – Impact on task/work performance – Impact on organization (in workplace learning/applicable to settings in which individual learning impacts a wider social entity)
To have students plan a field study for their own PhD in rough lines individually
To discuss their plans with peers and the lecturer, as well as other senior researchers who may be present – i.e., students will get feedback on their own plan
The blueprint for field studies is to evaluate in a hierarchy of research questions/evaluation level: First, one assesses the observable (learning) activities that are carried out – in particular how and whether participants adhered to the prescribed intervention; this helps understand the success of the intervention and it is possible to identify problems. Second, one assesses concrete learning outcomes – insights that are generated. Thirdly, one assesses a change in behaviour, and fourthly a change in performance. In parallel, a mix of qualitative and quantitative methods should be used – this allows on the one hand statistical comparison (pre/post; between groups). On the other hand, one can get in depth explanatory insights.
Viktoria Pammer-Schindler presented on data-driven and adaptive technologies for workplace learning. She discussed using activity data as the basis for learning in the workplace and designing adaptive reflection guidance. An example was presented on activity logging and reflection guidance for time management. Challenges discussed included timing of reflection prompts, supporting data interpretation, and finding time for reflection. The talk concluded with discussing ongoing work using reflection guidance in vocational training and organizational learning goals.
My research - short overview of topics and methods:
Designing Interactive Systems (Method)
Innovative Interaction (Technologies)
Informal Learning (Application Domain)
plus I am talking about a pretty mature strand of research - reflective learning - I have done, together a lot with my PhD student Angela Fessl, and two more recent, ongoing PhDs and strands of investigation; around gestures with Granit Luzhnica, and around innovative interaction for maintenance in largely automated production environments with Carla Barreiros.
Microbial interaction
Microorganisms interacts with each other and can be physically associated with another organisms in a variety of ways.
One organism can be located on the surface of another organism as an ectobiont or located within another organism as endobiont.
Microbial interaction may be positive such as mutualism, proto-cooperation, commensalism or may be negative such as parasitism, predation or competition
Types of microbial interaction
Positive interaction: mutualism, proto-cooperation, commensalism
Negative interaction: Ammensalism (antagonism), parasitism, predation, competition
I. Mutualism:
It is defined as the relationship in which each organism in interaction gets benefits from association. It is an obligatory relationship in which mutualist and host are metabolically dependent on each other.
Mutualistic relationship is very specific where one member of association cannot be replaced by another species.
Mutualism require close physical contact between interacting organisms.
Relationship of mutualism allows organisms to exist in habitat that could not occupied by either species alone.
Mutualistic relationship between organisms allows them to act as a single organism.
Examples of mutualism:
i. Lichens:
Lichens are excellent example of mutualism.
They are the association of specific fungi and certain genus of algae. In lichen, fungal partner is called mycobiont and algal partner is called
II. Syntrophism:
It is an association in which the growth of one organism either depends on or improved by the substrate provided by another organism.
In syntrophism both organism in association gets benefits.
Compound A
Utilized by population 1
Compound B
Utilized by population 2
Compound C
utilized by both Population 1+2
Products
In this theoretical example of syntrophism, population 1 is able to utilize and metabolize compound A, forming compound B but cannot metabolize beyond compound B without co-operation of population 2. Population 2is unable to utilize compound A but it can metabolize compound B forming compound C. Then both population 1 and 2 are able to carry out metabolic reaction which leads to formation of end product that neither population could produce alone.
Examples of syntrophism:
i. Methanogenic ecosystem in sludge digester
Methane produced by methanogenic bacteria depends upon interspecies hydrogen transfer by other fermentative bacteria.
Anaerobic fermentative bacteria generate CO2 and H2 utilizing carbohydrates which is then utilized by methanogenic bacteria (Methanobacter) to produce methane.
ii. Lactobacillus arobinosus and Enterococcus faecalis:
In the minimal media, Lactobacillus arobinosus and Enterococcus faecalis are able to grow together but not alone.
The synergistic relationship between E. faecalis and L. arobinosus occurs in which E. faecalis require folic acid
Authoring a personal GPT for your research and practice: How we created the Q...Leonel Morgado
Thematic analysis in qualitative research is a time-consuming and systematic task, typically done using teams. Team members must ground their activities on common understandings of the major concepts underlying the thematic analysis, and define criteria for its development. However, conceptual misunderstandings, equivocations, and lack of adherence to criteria are challenges to the quality and speed of this process. Given the distributed and uncertain nature of this process, we wondered if the tasks in thematic analysis could be supported by readily available artificial intelligence chatbots. Our early efforts point to potential benefits: not just saving time in the coding process but better adherence to criteria and grounding, by increasing triangulation between humans and artificial intelligence. This tutorial will provide a description and demonstration of the process we followed, as two academic researchers, to develop a custom ChatGPT to assist with qualitative coding in the thematic data analysis process of immersive learning accounts in a survey of the academic literature: QUAL-E Immersive Learning Thematic Analysis Helper. In the hands-on time, participants will try out QUAL-E and develop their ideas for their own qualitative coding ChatGPT. Participants that have the paid ChatGPT Plus subscription can create a draft of their assistants. The organizers will provide course materials and slide deck that participants will be able to utilize to continue development of their custom GPT. The paid subscription to ChatGPT Plus is not required to participate in this workshop, just for trying out personal GPTs during it.
CLASS 12th CHEMISTRY SOLID STATE ppt (Animated)eitps1506
Description:
Dive into the fascinating realm of solid-state physics with our meticulously crafted online PowerPoint presentation. This immersive educational resource offers a comprehensive exploration of the fundamental concepts, theories, and applications within the realm of solid-state physics.
From crystalline structures to semiconductor devices, this presentation delves into the intricate principles governing the behavior of solids, providing clear explanations and illustrative examples to enhance understanding. Whether you're a student delving into the subject for the first time or a seasoned researcher seeking to deepen your knowledge, our presentation offers valuable insights and in-depth analyses to cater to various levels of expertise.
Key topics covered include:
Crystal Structures: Unravel the mysteries of crystalline arrangements and their significance in determining material properties.
Band Theory: Explore the electronic band structure of solids and understand how it influences their conductive properties.
Semiconductor Physics: Delve into the behavior of semiconductors, including doping, carrier transport, and device applications.
Magnetic Properties: Investigate the magnetic behavior of solids, including ferromagnetism, antiferromagnetism, and ferrimagnetism.
Optical Properties: Examine the interaction of light with solids, including absorption, reflection, and transmission phenomena.
With visually engaging slides, informative content, and interactive elements, our online PowerPoint presentation serves as a valuable resource for students, educators, and enthusiasts alike, facilitating a deeper understanding of the captivating world of solid-state physics. Explore the intricacies of solid-state materials and unlock the secrets behind their remarkable properties with our comprehensive presentation.
Evidence of Jet Activity from the Secondary Black Hole in the OJ 287 Binary S...Sérgio Sacani
Wereport the study of a huge optical intraday flare on 2021 November 12 at 2 a.m. UT in the blazar OJ287. In the binary black hole model, it is associated with an impact of the secondary black hole on the accretion disk of the primary. Our multifrequency observing campaign was set up to search for such a signature of the impact based on a prediction made 8 yr earlier. The first I-band results of the flare have already been reported by Kishore et al. (2024). Here we combine these data with our monitoring in the R-band. There is a big change in the R–I spectral index by 1.0 ±0.1 between the normal background and the flare, suggesting a new component of radiation. The polarization variation during the rise of the flare suggests the same. The limits on the source size place it most reasonably in the jet of the secondary BH. We then ask why we have not seen this phenomenon before. We show that OJ287 was never before observed with sufficient sensitivity on the night when the flare should have happened according to the binary model. We also study the probability that this flare is just an oversized example of intraday variability using the Krakow data set of intense monitoring between 2015 and 2023. We find that the occurrence of a flare of this size and rapidity is unlikely. In machine-readable Tables 1 and 2, we give the full orbit-linked historical light curve of OJ287 as well as the dense monitoring sample of Krakow.
PPT on Direct Seeded Rice presented at the three-day 'Training and Validation Workshop on Modules of Climate Smart Agriculture (CSA) Technologies in South Asia' workshop on April 22, 2024.
_Extraction of Ethylene oxide and 2-Chloroethanol from alternate matrices Li...LucyHearn1
How do you know your food is safe?
Last Friday was world World Food Safety Day, facilitated by the Food and Agriculture Organization of the United Nations (FAO) and the World Health Organization (WHO) in which the slogan rightly says, 'food safety is everyone's business'. Due to this, I thought it would be worth sharing some data that I have worked on in this field!
Working at Markes International has really opened my eyes (and unfortunately my friends and family 🤣) to food safety and quality, especially with my recent application work on ethylene oxide and 2-chloroethanol residues in foodstuffs, as of the biggest global food recalls in history was and is still being implemented by the Rapid alert system for food and feed (RASFF) in 2021, for high levels of these carcinogenic compounds.
Anti-Universe And Emergent Gravity and the Dark UniverseSérgio Sacani
Recent theoretical progress indicates that spacetime and gravity emerge together from the entanglement structure of an underlying microscopic theory. These ideas are best understood in Anti-de Sitter space, where they rely on the area law for entanglement entropy. The extension to de Sitter space requires taking into account the entropy and temperature associated with the cosmological horizon. Using insights from string theory, black hole physics and quantum information theory we argue that the positive dark energy leads to a thermal volume law contribution to the entropy that overtakes the area law precisely at the cosmological horizon. Due to the competition between area and volume law entanglement the microscopic de Sitter states do not thermalise at sub-Hubble scales: they exhibit memory effects in the form of an entropy displacement caused by matter. The emergent laws of gravity contain an additional ‘dark’ gravitational force describing the ‘elastic’ response due to the entropy displacement. We derive an estimate of the strength of this extra force in terms of the baryonic mass, Newton’s constant and the Hubble acceleration scale a0 = cH0, and provide evidence for the fact that this additional ‘dark gravity force’ explains the observed phenomena in galaxies and clusters currently attributed to dark matter.
Mechanisms and Applications of Antiviral Neutralizing Antibodies - Creative B...Creative-Biolabs
Neutralizing antibodies, pivotal in immune defense, specifically bind and inhibit viral pathogens, thereby playing a crucial role in protecting against and mitigating infectious diseases. In this slide, we will introduce what antibodies and neutralizing antibodies are, the production and regulation of neutralizing antibodies, their mechanisms of action, classification and applications, as well as the challenges they face.
Describing and Interpreting an Immersive Learning Case with the Immersion Cub...Leonel Morgado
Current descriptions of immersive learning cases are often difficult or impossible to compare. This is due to a myriad of different options on what details to include, which aspects are relevant, and on the descriptive approaches employed. Also, these aspects often combine very specific details with more general guidelines or indicate intents and rationales without clarifying their implementation. In this paper we provide a method to describe immersive learning cases that is structured to enable comparisons, yet flexible enough to allow researchers and practitioners to decide which aspects to include. This method leverages a taxonomy that classifies educational aspects at three levels (uses, practices, and strategies) and then utilizes two frameworks, the Immersive Learning Brain and the Immersion Cube, to enable a structured description and interpretation of immersive learning cases. The method is then demonstrated on a published immersive learning case on training for wind turbine maintenance using virtual reality. Applying the method results in a structured artifact, the Immersive Learning Case Sheet, that tags the case with its proximal uses, practices, and strategies, and refines the free text case description to ensure that matching details are included. This contribution is thus a case description method in support of future comparative research of immersive learning cases. We then discuss how the resulting description and interpretation can be leveraged to change immersion learning cases, by enriching them (considering low-effort changes or additions) or innovating (exploring more challenging avenues of transformation). The method holds significant promise to support better-grounded research in immersive learning.
When I was asked to give a companion lecture in support of ‘The Philosophy of Science’ (https://shorturl.at/4pUXz) I decided not to walk through the detail of the many methodologies in order of use. Instead, I chose to employ a long standing, and ongoing, scientific development as an exemplar. And so, I chose the ever evolving story of Thermodynamics as a scientific investigation at its best.
Conducted over a period of >200 years, Thermodynamics R&D, and application, benefitted from the highest levels of professionalism, collaboration, and technical thoroughness. New layers of application, methodology, and practice were made possible by the progressive advance of technology. In turn, this has seen measurement and modelling accuracy continually improved at a micro and macro level.
Perhaps most importantly, Thermodynamics rapidly became a primary tool in the advance of applied science/engineering/technology, spanning micro-tech, to aerospace and cosmology. I can think of no better a story to illustrate the breadth of scientific methodologies and applications at their best.