This slide show complements the learner guide NCV 4 Mathematical Literacy Hands-On Training by San Viljoen, published by Future Managers Pty Ltd. For more information visit our website www.futuremanagers.net
Curious about the different types of chart? This presentation demonstrates the variety of charts and their purpose. All these charts have been created using Chartblocks online chart building tool.
Curious about the different types of chart? This presentation demonstrates the variety of charts and their purpose. All these charts have been created using Chartblocks online chart building tool.
Topic: Dot Plot Presentation
Student Name: Misbah
Class: B.Ed. 2.5
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
done by : ( ABCD'S &G )
alaa ba-jafar
abrar alshahranii
sahab filfilan
nada alharbi
shahd rajab
Ghadeer suwaimil
I hope that you enjoy and you benefit❤
Topic: Dot Plot Presentation
Student Name: Misbah
Class: B.Ed. 2.5
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
done by : ( ABCD'S &G )
alaa ba-jafar
abrar alshahranii
sahab filfilan
nada alharbi
shahd rajab
Ghadeer suwaimil
I hope that you enjoy and you benefit❤
NCV 3 Mathematical Literacy Hands-On Support Slide Show - Module 3Future Managers
This slide show complements the learner guide NCV 3 Mathematical Literacy Hands-On Training by San Viljoen, published by Future Managers. For more information visit our website www.futuremanagers.net
Chapter 4 Problem 31. For problem three in chapter four, a teac.docxrobertad6
Chapter 4: Problem 3
1. For problem three in chapter four, a teacher wants to display her students number of responses for each day of the week. And she wants to do that with a bar chart. Since she hasn't taken a stats class, she comes to you for help. You first enter her data into SPSS and the results look like this-- When you look at your data set, you'll see that it actually has the wrong level of measurement. Notice that there's a little Venn diagram at the top of each column, which indicates that your data has been entered as nominal. That would be correct if you were noting which day of the week a student participated, but since you're noting how often a given student participated, the correct level of measurement is a scale. Go ahead and change that. Watch how I do that. Under variable view, under measure, you just want to click each one and turn it into a scale. You can also cut and paste these, and I can show you that in another video. Once you have them changed, go back to data view, and you'll see that at the top it has changed in two little rulers. The next question is, how do I get SPSS to display the average score per day rather the total number of individual scores, which might look like a mess, and it's why this question is a toughie. To do that we go under graphs, and you'll see that you have two options, you can do a Chart Builder or a Legacy Dialog. For this question we want to use the Legacy Dialog. We go to Bar and when we click that, there are two questions-- one, what type of bar chart? We want a simple one. And then, how do you want the data in their area displayed? Do we want to summarize for the groups? We really don't. We want summary of separate variables where each day of the week is a variable. We click on Define and then here you'll see every day of the week. You want to bring that over and you see your bar charts are going to represent the mean for every day of the week. As a good habit you want to make sure you title it, I called it "Students' Engagement During Group Discussion." The second one is by day of week. We hit Continue, and then when we hit OK, you're going to see your output pop up. And here is our bar chart-- every day of the week showing the average student engagement. And this is how you answer problem 3 in chapter 4. Good luck.
2. Identify whether these distributions are negatively skewed, positively skewed, or not skewed at all and explain why you describe them that way.
a. This talented group of athletes scored very high on the vertical jump task.
b. On this incredibly crummy test, everyone received the same score.
c. On the most difficult spelling test of the year, the third graders wept as the scores were delivered and then their parents complained.
3. Use the data available as Chapter 4 Data Set 3 on pie preference to create a pie chart ☺ using SPSS.
4. For each of the followin.
Median Housing Price Model for D. M. Pan National Real Estate CompMargenePurnell14
Median Housing Price Model for D. M. Pan National Real Estate Company 2
[
Note: To complete this template, replace the bracketed text with your own content. Remove this note before you submit your outline.]
Report: Housing Price Prediction Model for D. M. Pan National Real Estate Company
[Your Name]
Median Housing Price Prediction Model for D. M. Pan National Real Estate Company 1
Southern New Hampshire University
Introduction
[
Describe the report: Include in this section a brief overview, including the purpose of the report and your approach.]
Data Collection
[
Sampling the data: Outline how you obtained your sample data, including the response and predictor variables.]
[
Scatterplot: Insert a correctly labeled scatterplot of your chosen variables.]
Data Analysis
[
Histogram: Insert the histogram of the two variables. Be sure to include appropriate labels.]
[
Summary statistics: Insert a table to show the summary statistics.]
[
Interpret the graphs and statistics: Describe the shape, center, spread, and any unusual characteristic (outliers, gaps, etc.) and what they mean based on your sample data and the graphs you created.]
[Explain how these characteristics of the sample data compare to the same characteristics of the national population. Also, determine whether your sample is representative of the national housing market sales.]
The Regression Model
[
Scatterplot: Include the scatterplot graph of the sample with a line of best fit and the regression equation.]
[Based on your graph, explain whether a regression model can be developed for the data and how.]
[
Discuss associations: Explain the associations in the scatterplot, including the direction, strength, form in the context of your model.]
[
Find
r:
Calculate the correlation coefficient and explain how it aligns with your interpretation of the data from the scatterplot.]
The Line of Best Fit
[
Regression equation: Insert the regression equation.]
[
Interpret regression equation: Interpret the slope and intercept in context.]
[
Strength of the equation: Interpret the strength of the regression equation,
R-squared.]
[
Use regression equation to make predictions: Use the regression equation to make a sample prediction.]
Conclusions
[
Summarize findings: Summarize your findings in clear and concise plain language. Outline any questions arising from the study that might be interesting for follow-up research.]
Journal 1: Research a Unionized Group (4%)
This is the second of six journal entries you will write in this course. You will self-select four of your entries for submission and grading to your Open Learning Faculty Member. ...
Course Project AJ DAVIS DEPARTMENT STORESIntroduction.docxvanesaburnand
Course Project: AJ DAVIS DEPARTMENT STORES
Introduction
AJ DAVIS is a department store chain, which has many credit customers and wants to find out more information about these customers. A sample of 50 credit customers is selected with data collected on the following five variables.
1. Location (rural, urban, suburban)
2. Income (in $1,000's—be careful with this)
3. Size (household size, meaning number of people living in the household)
4. Years (the number of years that the customer has lived in the current location)
5. Credit balance (the customers current credit card balance on the store's credit card, in $).
The data is available in Doc Sharing Course Project Data Set as an Excel file. You are to copy and paste the data set into a minitab worksheet.
PROJECT PART A: Exploratory Data Analysis
· Open the file MATH533 Project Consumer.xls from the Course Project Data Set folder in Doc Sharing.
· For each of the five variables, process, organize, present, and summarize the data. Analyze each variable by itself using graphical and numerical techniques of summarization. Use minitab as much as possible, explaining what the printout tells you. You may wish to use some of the following graphs: stem-leaf diagram, frequency or relative frequency table, histogram, boxplot, dotplot, pie chart, bar graph. Caution: Not all of these are appropriate for each of these variables, nor are they all necessary. More is not necessarily better. In addition, be sure to find the appropriate measures of central tendency and measures of dispersion for the above data. Where appropriate use the five number summary (the Min, Q1, Median, Q3, Max). Once again, use minitab as appropriate, and explain what the results mean.
· Analyze the connections or relationships between the variables. There are 10 pairings here (location and income, location and size, location and years, location and credit balance, income and size, income and years, income and balance, size and years, size and credit balance, years and Credit Balance). Use graphical as well as numerical summary measures. Explain what you see. Be sure to consider all 10 pairings. Some variables show clear relationships, while others do not.
· Prepare your report in Microsoft Word (or some other word processing package), integrating your graphs and tables with text explanations and interpretations.Be sure that you have graphical and numerical back up for your explanations and interpretations. Be selective in what you include in the report. I'm not looking for a 20-page report on every variable and every possible relationship (that's 15 things to do). Rather, what I want you do is to highlight what you see for three individual variables(no more than one graph for each, one or two measures of central tendency and variability (as appropriate), and two or three sentences of interpretation). For the 10 pairings, identify and report only on three of the pairings, again using graphical and numerical summary (as.
bis 155 week 1 ilab data analysis with spreadsheets with lab,bis 155 week 1 quiz data analysis with spreadsheets with lab,bis 155 week 1 to week 5 all quiz,bis 155 week 1 to week 7 all discussions,devry bis 155 week 1,bis 155 week 1,devry bis 155,bis 155,devry bis 155 week 1 tutorial,devry bis 155 week 1 assignment,devry bis 155 week 1 help
MATH133 UNIT 2 Quadratic Equations Individual Project Assignm.docxhealdkathaleen
MATH133 UNIT 2: Quadratic Equations
Individual Project Assignment: Version 2A
Show all of your work details for these calculations. Please review this Web site to see how to type mathematics using the keyboard symbols.
Problem 1: Modeling Profit for a Business
IMPORTANT: See Question 3 below for special IP instructions. This is mandatory.
Remember that the standard form for the quadratic function equation is
y
=
f
(
x
) =
ax
2
+
bx
+
c
and the vertex form is
y
=
f
(
x
) =
a
(
x
–
h
)
2
+
k
, where (
h
,
k
) are the coordinates of the vertex of this quadratic function’s graph.
You will use
P
(
x
) = −0.2
x
2
+
bx
–
c
where (−0.2
x
2
+
bx
) represents the business’ variable profit and
c
is the business’s fixed costs.
So,
P
(
x
) is the store’s total annual profit (in $1,000) based on the number of items sold,
x
.
1. Choose a value between 100 and 200 for
b
. That value does not have to be a whole number.
2. Think about and list what the fixed costs might represent for your fictitious business (be creative). Start by choosing a fixed cost,
c
, between $5,000 and $10,000, according to the first letter of your last name from the values listed in the following chart:
If your last name begins with the letter
Choose a fixed cost between
A–E
$5,000–$5,700
F–I
$5,800–$6,400
J–L
$6,500–$7,100
M–O
$7,200–$7,800
P–R
$7,800–$8,500
S–T
$8,600–$9,200
U–Z
$9,300–$10,000
4.Replace
b
and
c
with your chosen values in Parts 1 and 2 in
P
(
x
) = −0.2
x
2
+
bx
−
c
. This is your quadratic profit model function. State that quadratic profit model functions equation.
5. Next, choose 5 values of
x
(number of items sold) between 500 and 1,000. Think about the general characteristics of quadratic function graphs (parabolas) to help you with choosing these 5 values of
x
.
6. Plug these 5 values into your model for
P
(
x
), and evaluate the annual business profit given those sales volumes. (Be sure to show all of your work for these calculations.)
7. Use the 5 ordered pairs of numbers from 5 and 6 and Excel or another graphing utility to graph your quadratic profit model, and insert the graph into your Word answer document. The graph of the quadratic function is called a
parabola
.
8. What is the vertex of the quadratic function graph? (Show your work details, or explain how you found the vertex.)
9. What is the equation of the line of symmetry? Explain how you found this equation.
10. Write the vertex form for your quadratic profit function.
11. Is there a maximum profit for your business? If so, how many items must be sold to produce the maximum profit, and what is that maximum profit? If your quadratic profit function has a maximum, show your work or explain how the maximum profit figure was obtained.
12. How would knowing the number of items sold that produces the maximum profit help you to run your business more effectively.
13. Analyze the results of these profit cal.
bis 155,bis 155 entire course,bis 155 devry,devry bis 155,bis 155 ilabs,bis 155 exercise, bis 155 final exam,devry bis 155 course project,bis155 week 6 ilab,bis 155 week 6 ilab data analysis with spreadsheets with lab
Instructions 1. Using annual data on GDP from the U.S. Cens.docxdirkrplav
Instructions:
1. Using annual data on GDP from the U.S. Census Bureau complete the following:
a. Use a simple trend projection and discuss the meaning of the estimated coefficient for the trend variable.
b. Assume that you only have data up through 1999 and conduct a 3-period moving average for GDP through 2007. Find the in-sample and out of sample MAE, MAPE, and RMSE using the forecast errors.
c. Conduct a simple exponential smoothing model using α = 0.3 and α = 0.7 using the GDP data set. Again assume that we only have data through 1999.
annual data on GDP from the U.S. Census Bureau
DATE
GDP
1980-01-01
2789.5
1981-01-01
3128.4
1982-01-01
3255.0
1983-01-01
3536.7
1984-01-01
3933.2
1985-01-01
4220.3
1986-01-01
4462.8
1987-01-01
4739.5
1988-01-01
5103.8
1989-01-01
5484.4
1990-01-01
5803.1
1991-01-01
5995.9
1992-01-01
6337.7
1993-01-01
6657.4
1994-01-01
7072.2
1995-01-01
7397.7
1996-01-01
7816.9
1997-01-01
8304.3
1998-01-01
8747.0
1999-01-01
9268.4
2000-01-01
9817.0
2001-01-01
10128.0
2002-01-01
10469.6
2003-01-01
10960.8
2004-01-01
11685.9
2005-01-01
12433.9
2006-01-01
13194.7
2007-01-01
13843.8
2. Complete the Forecasting for Tracway for mowers using the Tracway data. For this exercise, forecast industry sales as well as market share. Compare the moving average (3 month) method against Winter's method. Since we are forecasting mowers, think about which model you would expect to be more accurate.
After working through the problems, go to Lesson 9: Individual Exercises 9 and answer the associated multiple choice questions.
Forecasting for Tracway
An important input to planning manufacturing capacity is a good forecast of sales. In reviewing the Tracway database, Henry Hudson is interested in forecasting sales for mowers and tractors in each marketing region. Although Henry has obtained expert opinions on sales forecasting using the Delphi process, he would like to generate time series forecasts for the next year for each product by region. Henry plans to then compare and incorporate the judgmental forecasts from the Delphi process to the quantitative forecasts developed via the Delphi process.
Tracway data.
See attached worksheet labeled (Tracway data)
Questions:
Using annual data on GDP from the U.S. Census Bureau answer questions 1-6.
1.
The trend analysis reveals
A) no evidence of any clear trend either upward or downward.
B) an upward trend.
C) an downward trend.
D) a positive but insignificant coefficient for the trend variable.
2.
According to the F-statistic we cannot reject the null hypothesis that R2 = 0 when using trend analysis.
A) True
B) False
3.
When conducting a 3-period moving average for GDP through 2007 the out of sample Mean Absolute Error (MAE) is found to be approximately
A) $682
B) $696
C) $1,043
D) none of the above
4.
The moving average analysis shows forecasts that consistently underestimate actual GDP.
A) True
B) False
5.
When using an exponential smoothing model .
In Section 1 on the Data page, complete each column of the spreads.docxsleeperharwell
In Section 1 on the Data page, complete each column of the spreadsheet to arrive at the desired calculations. Use Excel formulas to demonstrate that you can perform the calculations in Excel. Remember, a cell address is the combination of a column and a row. For example, C11 refers to Column C, Row 11 in a spreadsheet.
Reminder: Occasionally in Excel, you will create an unintentional circular reference. This means that within a formula in a cell, you directly or indirectly referred to (back to) the cell. For example, while entering a formula in A3, you enter =A1+A2+A3. This is not correct and will result in an error. Excel allows you to remove or allow these references.
Hint: Another helpful feature in Excel is Paste Special. Mastering this feature allows you to copy and paste all elements of a cell, or just select elements like the formula, the value or the formatting.
"Names" are a way to define cells and ranges in your spreadsheet and can be used in formulas. For review and refresh, see the resources for Create Complex Formulas and Work with Functions.
Ready to Begin?
1. To calculate
hourly rate, you will use the annual hourly rate already computed in Excel, which is 2080. This is the number most often used in annual salary calculations based on full time, 40 hours per week, 52 weeks per year. In E11 (or the first cell in the
Hrly Rate column), create a formula that calculates the hourly rate for each employee by referencing the employee’s salary in Column D, divided by the value of annual hours, 2080. To do this, you will create a simple formula:
=D11/2080. Complete the calculations for the remainder of Column E. If you don’t want to do this cell by cell, you can create a new formula that will let you use that same formula all the way to the end of the column. It would look like this:
=$D$11:$D$382/2080.
2. In Column F, calculate the
number of years worked for each employee by creating a formula that incorporates the date in cell F9 and demonstrates your understanding of relative and absolute cells in Excel. For this, you will need a formula that can compute absolute values to determine years of service. You could do this longhand, but it would take a long time. So, try the
YEARFRAC formula, which computes the number of years (and even rounds). Once you start the formula in Excel, the element will appear to guide you. You need to know the “ending” date (F9) and the hiring date (B11). The formula looks like this:
=YEARFRAC($F$9,B11), and the $ will repeat the formula calculation down the column as before if you grab the edge of the cell and drag it to the bottom of the column.
3. To determine if an employee is
vested or not In Column I, use an
IF statement to flag with a "Yes" any employees who have been employed 10 years or more. Here is how an IF statement works:
=IF(X is greater (or less th.
Do you know why numbers look like they do? Someone, at some point in time, had to create their shapes and meaning.
Watch this short presentation and then you will know how our Arabic numbers were originally created a very long time ago and what logic the people that created them used to determine their shapes. It is really very simple and quite creative.
You have to admire the intelligence of a person or people that created something so simple and perfect that it has lasted thousands and thousands of years and will probably never change.
When the presentation gets to the number "seven" you will notice that the7 has a line through the middle of it. That was the way the Arabic 7 was originally written, and in Europe and certain other areas they still write the 7 that way. Also, in the military, they commonly write it that way. The nine has a kind of curly tail on it that has been reduced, for the most part nowadays, to a simple curve, but the logic involved still applies.
N4 Communication & Management Communication - Module 1 case studyFuture Managers
This PowerPoint presentation accompanies N4 Communication & Management Communication published by Future Managers Pty Ltd. Its content relates to page 23 of the above named book.
NCV 4 Personal Assistance Hands-On Support - Module 4Future Managers
This slide show accompanies the textbook NCV 4 Personal Assistance Hands-On Training - Module 4 published by Future Managers Pty Ltd. It is intended to be used for support material for lecturers teaching this subject. This module deals with liaising with a range of customers in a business.
NCV 4 Personal Assistance Hands-On Support - Module 3Future Managers
This slide show accompanies the textbook NCV 4 Personal Assistance Hands-On Training - Module 3 published by Future Managers Pty Ltd. It is intended to be used for support material for lecturers teaching this subject. This module deals with customer complaints.
NCV 4 Personal Assistance Hands-On Support - Module 7Future Managers
This slide show accompanies the textbook NCV 4 Personal Assistance Hands-On Training - Module 7 published by Future Managers Pty Ltd. It is intended to be used for support material for lecturers teaching this subject. This module deals with identifying expertise and resources.
NCV 4 Personal Assistance Hands-On Support - Module 1Future Managers
This slide show accompanies the textbook NCV 4 Personal Assistance Hands-On Training - Module 1 published by Future Managers Pty Ltd. It is intended to be used for support material for lecturers teaching this subject. This module deals with planning and conducting meetings.
NCV 4 Personal Assistance Hands-On Support - Module 2Future Managers
This slide show accompanies the textbook NCV 4 Personal Assistance Hands-On Training - Module 2 published by Future Managers Pty Ltd. It is intended to be used for support material for lecturers teaching this subject. This module deals with applying basic business principles.
NCV 4 Personal Assistance Hands-On Support - Module 6Future Managers
This slide show accompanies the textbook NCV 4 Personal Assistance Hands-On Training - Module 6 published by Future Managers Pty Ltd. It is intended to be used for support material for lecturers teaching this subject. This module deals with improving single factor productivity.
Mechanical Technology Grade 10 Chapter 10 Systems And ControlFuture Managers
This slide show accompanies the learner guide "Mechanical Technology Grade 10" by Charles Goodwin, Andre Lategan & Daniel Meyer, published by Future Managers Pty Ltd. For more information visit our website www.futuremanagers.net
This slide show accompanies the learner guide "Mechanical Technology Grade 10" by Charles Goodwin, Andre Lategan & Daniel Meyer, published by Future Managers Pty Ltd. For more information visit our website www.futuremanagers.net
This slide show accompanies the learner guide "Mechanical Technology Grade 10" by Charles Goodwin, Andre Lategan & Daniel Meyer, published by Future Managers Pty Ltd. For more information visit our website www.futuremanagers.net
Mechanical Technology Grade 12 Chapter 6 Terminology Of MachinesFuture Managers
This slide show accompanies the learner guide "Mechanical Technology Grade 10" by Charles Goodwin, Andre Lategan & Daniel Meyer, published by Future Managers Pty Ltd. For more information visit our website www.futuremanagers.net
This slide show accompanies the learner guide "Mechanical Technology Grade 10" by Charles Goodwin, Andre Lategan & Daniel Meyer, published by Future Managers Pty Ltd. For more information visit our website www.futuremanagers.net
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks