The document is a product work log for a senior project where the student is learning American Sign Language, including activities like learning vocabulary, forming sentences, researching grammar rules, creating visual displays for a presentation, and beginning to teach another student sign language. Over the course of several months, the student made progress learning signs and communicating in ASL while receiving guidance from their project facilitator.
Weekly Journal of my APA Internship - DaneDane Pitchford
This document summarizes the intern's first 16 weeks at the APA internship. Some of the key tasks and responsibilities included:
- Taking detailed notes on CESA policies and procedures manuals to understand the team's work
- Working with Toni and Brandy on various projects like developing ideas for a sponsor survey, researching state CE requirements, and creating informational videos (later changed to PowerPoints)
- Spending time learning SurveyMonkey to develop an official sponsor survey
- Researching reasons for variance in number of sponsors between states
- Drafting a career vitae and cover letter for a future public policy internship
The intern gained clarification on their role over time and took on new responsibilities each
This document summarizes an intern's journal from their internship developing ESL curriculum for refugees at an International Rescue Committee center. Over the course of two months, the intern spent 126 hours developing lesson plans, PowerPoints, tests and other materials focused on teaching vocational English for cleaning jobs. They received feedback from supervisors and volunteers and adapted materials based on observations of students' language levels and needs. The intern concluded their internship by wrapping up projects, uploading materials and completing final paperwork.
This document is a preface to a textbook titled "Think Java" that teaches computer science concepts using the Java programming language. The preface discusses the philosophy and goals behind the book's design. It aims to introduce concepts minimally and clearly so students can practice each one in isolation before moving on. It also emphasizes debugging and uses a "objects late" approach to teaching object-oriented programming. The book is released freely under an open license.
This document provides an overview and preface for the book "Think Java" by Allen B. Downey. Some key points:
- The book was originally written by the author to teach an introductory computer science class using Java as the language, as existing textbooks were too large or abstract.
- It takes a "minimalist" approach, focusing on core concepts over language details. Each chapter is about 10 pages to encourage reading.
- Object-oriented programming is introduced later in the book to first establish other foundational ideas.
- The book is freely available under an open license allowing copying and modification. It has been translated to other languages and adapted by many teachers.
This document contains Jill Cameron's self-evaluation of an audio recording of one of her science lessons along with samples of work from two students, one on-level and one below-level. Jill found that while her lesson went well, she identified areas for improvement such as slowing down her speech and using more affirmative language. The student work samples show improvement in spelling and sentence complexity for the on-level student but inconsistency for the below-level student who struggled to focus during lessons.
Quilumba David studied at Carrera de Idiomas to become an English teacher. His goals for the semester were to improve his pronunciation and speaking fluency. He planned to achieve these goals by paying attention in class, preparing for oral presentations, practicing at home, and finding extra resources online. Each week he committed to looking for additional information and practicing words he struggled with to avoid misunderstandings when speaking.
1) The document is the author's self-assessment of their teaching practicum with secondary school students.
2) The author felt their lessons went well and the students engaged with the activities and language, which gave the author a sense of achievement.
3) Looking back, the author had to adapt their plans due to lack of support from the regular teacher. They created their own materials to engage students. Looking forward, the author wants to further develop their creativity and use of technology in lessons.
Weekly Journal of my APA Internship - DaneDane Pitchford
This document summarizes the intern's first 16 weeks at the APA internship. Some of the key tasks and responsibilities included:
- Taking detailed notes on CESA policies and procedures manuals to understand the team's work
- Working with Toni and Brandy on various projects like developing ideas for a sponsor survey, researching state CE requirements, and creating informational videos (later changed to PowerPoints)
- Spending time learning SurveyMonkey to develop an official sponsor survey
- Researching reasons for variance in number of sponsors between states
- Drafting a career vitae and cover letter for a future public policy internship
The intern gained clarification on their role over time and took on new responsibilities each
This document summarizes an intern's journal from their internship developing ESL curriculum for refugees at an International Rescue Committee center. Over the course of two months, the intern spent 126 hours developing lesson plans, PowerPoints, tests and other materials focused on teaching vocational English for cleaning jobs. They received feedback from supervisors and volunteers and adapted materials based on observations of students' language levels and needs. The intern concluded their internship by wrapping up projects, uploading materials and completing final paperwork.
This document is a preface to a textbook titled "Think Java" that teaches computer science concepts using the Java programming language. The preface discusses the philosophy and goals behind the book's design. It aims to introduce concepts minimally and clearly so students can practice each one in isolation before moving on. It also emphasizes debugging and uses a "objects late" approach to teaching object-oriented programming. The book is released freely under an open license.
This document provides an overview and preface for the book "Think Java" by Allen B. Downey. Some key points:
- The book was originally written by the author to teach an introductory computer science class using Java as the language, as existing textbooks were too large or abstract.
- It takes a "minimalist" approach, focusing on core concepts over language details. Each chapter is about 10 pages to encourage reading.
- Object-oriented programming is introduced later in the book to first establish other foundational ideas.
- The book is freely available under an open license allowing copying and modification. It has been translated to other languages and adapted by many teachers.
This document contains Jill Cameron's self-evaluation of an audio recording of one of her science lessons along with samples of work from two students, one on-level and one below-level. Jill found that while her lesson went well, she identified areas for improvement such as slowing down her speech and using more affirmative language. The student work samples show improvement in spelling and sentence complexity for the on-level student but inconsistency for the below-level student who struggled to focus during lessons.
Quilumba David studied at Carrera de Idiomas to become an English teacher. His goals for the semester were to improve his pronunciation and speaking fluency. He planned to achieve these goals by paying attention in class, preparing for oral presentations, practicing at home, and finding extra resources online. Each week he committed to looking for additional information and practicing words he struggled with to avoid misunderstandings when speaking.
1) The document is the author's self-assessment of their teaching practicum with secondary school students.
2) The author felt their lessons went well and the students engaged with the activities and language, which gave the author a sense of achievement.
3) Looking back, the author had to adapt their plans due to lack of support from the regular teacher. They created their own materials to engage students. Looking forward, the author wants to further develop their creativity and use of technology in lessons.
Maida Ahmad chose to learn American Sign Language (ASL) and teach a student, Ashley Bridges, as her senior project. She created a scrapbook documenting the lessons which related to her research paper about reasons for learning sign language. Through the process, Maida realized she has a strong drive to pursue a medical career but is no longer interested in becoming a hearing specialist. The senior project was challenging but helped her determine her career path before investing in college courses for a field she would not enjoy.
This document contains 12 pictures with captions documenting Maida Ahmad's experience learning American Sign Language through an online resource and then teaching signs to another student, Ashley Bridges. The pictures show Maida practicing various signs for clothing and animal vocabulary words, teaching Ashley signs like "brother", "hamburger", and "My name is Ashley", communicating with her project facilitator over email, and having a signed conversation with her supportive mother who did not know sign language.
Maida Ahmad chose to learn American Sign Language for her senior project. She taught what she learned to another student, Ashley Bridges, documenting their lessons in a scrapbook. Maida encountered challenges with perfectionism in creating the scrapbook and managing a demanding workload from school and college applications. However, completing the project helped Maida realize her strong work ethic and determination to succeed in her goal of becoming a doctor.
Ideas are cultivated through a process of gathering information from various sources (net), filtering out irrelevant details (sieve), and organizing the remaining ideas in a logical structure (spine) to distill the key concepts.
This document lists two paintings - Vermeer's "Woman holding a balance" from 1664 and Rembrandt's "Girl at a window" from 1645 - and provides their details and locations. Both paintings are from the 17th century and housed at different locations, with Vermeer's work at an unspecified location and Rembrandt's at the Dulwich Picture Gallery in London.
The document discusses linguistic devices used to qualify statements and convey degrees of certainty or uncertainty. Specifically, it provides a list of modal verbs, generalized statements, qualifiers, linking verbs and adjectives used to comment on ideas, indicate personal views, and describe frequency, timeframes, and the basis of knowledge.
The document is a research paper about American Sign Language (ASL). It discusses the origins and development of ASL, how it differs from spoken languages, its importance for the deaf community, and its growing popularity. The paper also explores how ASL has been used to communicate with animals and how it helps develop identity and social skills in deaf children.
This document discusses essay writing frames. Essay writing frames provide students with a template to organize their ideas and arguments for an essay. The frames help guide students' writing by giving them a structure to follow with an introduction, body paragraphs, and conclusion.
Eric Hayden Holcomb created a piano composition titled "Trust and Believe" for his senior project. Over several months, he worked with his facilitator Linda to write lyrics, match the melody to the lyrics, add harmony, and fully develop the song. The log details their sessions working on various elements of the song, with Eric expressing enjoyment in seeing the song take shape and appreciation for his facilitator's guidance.
Final self reflection primary level gieser leticiaLety Gieser
The student completed their primary practicum teaching English to young students. They aimed to apply strategies learned and do their best. They created material on pets incorporating various activities and resources to engage the four skills. Students enjoyed the material and improved. The biggest challenge was getting students to use structures beyond isolated words. The student learned the importance of student confidence and relationships, games for enjoyment and learning, and contextualizing lessons. Going forward, they would focus more on structures and finish activities, and improve materials. The experience reinforced the value of different resources to engage students and how much they can learn in a positive environment.
1. The document outlines a lesson plan for an English exam for 5th grade students.
2. It includes activities assessing reading comprehension, grammar, and writing skills.
3. The lesson plan provides details on the classroom set up, timing of activities, teaching approaches, and potential issues to address.
The document discusses using mentor sentences in a grammar curriculum. It describes displaying a mentor sentence for the week and having students notice, revise, and imitate it. Students diagram sentences one year but it did not work well the previous year. Previous schools assessed mentor sentences with similar questions to state tests, giving practice and grades. A linked resource provides more information on mentor sentences.
Final self reflection primary level gieser leticiaLety Gieser
The student completed their primary practicum teaching English to young students. They aimed to apply strategies learned and do their best. They created material on the topic of pets incorporating various activities and resources to engage the four skills. Students enjoyed the material and improved their language skills and motivation. The biggest challenges were getting students to use structures instead of isolated words, and introducing more English routines. The student learned the importance of student confidence and relationships, competitive games, and providing context for learning. Going forward, they would focus more on structures and finish planned activities, and improve materials and technology use. The experience reinforced using engaging strategies tailored to student needs.
1. The document describes Jessica's process for creating an audio book project in Adobe Premier Pro.
2. She began by importing a 22 second audio recording of her morning routine and experimenting with adding sound effects from websites like soundbible.com.
3. Jessica had difficulty managing all the sound effects at first but eventually trimmed them down and fitted them into the audio to complement parts of the morning routine. She plans to apply lessons learned to her final audio book project.
The document provides the weekly lesson plan for language and science classes. The language lessons focus on verb forms, spelling rules like consonant pairs and adding ed/ing, and reading comprehension. The science lessons cover ecosystems and how living things get energy. Key activities include identifying parts of speech, practicing spelling patterns, reading stories and answering questions, observing local ecosystems, and learning about food chains and photosynthesis from videos and textbooks.
The document provides the weekly lesson plan for language and science classes. The language lessons focus on verb forms, spelling rules like consonant pairs and adding ed/ing, and reading comprehension. The science lessons cover ecosystems and how living things get energy. Key activities include identifying parts of speech, practicing spelling patterns, reading stories and answering questions, observing local ecosystems, and learning about food chains and photosynthesis from videos and textbooks.
The document summarizes a student's process of learning to read Hindi over the course of one month. Each week, the student engaged in different activities like learning alphabets, grammar rules, basic words and phrases, reading short stories and other texts. The student created a learning plan and timeline at the start. By the end of the month, the student was able to read more complex texts faster and with fewer mistakes according to their parents' evaluations, showing improvement in their Hindi reading ability.
The document contains discussion posts from a student responding to weekly prompts for an early childhood literacy course. In the posts, the student reflects on their own experiences learning language and literacy as a child, how they think children develop these skills, and how teachers can support students' literacy development in the classroom. The student notes the significant influence of family and community on children's language and literacy acquisition.
Tpd schulze all journals primary checkedPaula Schulze
Paula taught an English lesson to a 6th grade class focusing on pirates. She used principles of the natural approach to encourage communication in English. Activities included reading a story, a dressing up game where students brought pirate costumes, and a competition game. The students were enthusiastic and engaged, though there was more Spanish spoken during the energetic game. For future lessons, Paula notes she should remind students to speak English during activities and leave more time for reflection on learning. Technology issues interrupted recording at times but she was able to resume. Overall the lesson was a success though time management was impacted by a longer school greeting.
Tpd schulze all journals primary checkedPaula Schulze
Paula taught a lesson on pirates to a group of 6-year-olds focusing on the natural approach. She introduced vocabulary through miming and examples. The students were engaged with the story and activities, though the video was too short. Most aspects went well with good time management, student participation using the target structures, and no behavioral issues. Areas for improvement include refreshing on comparative adjectives and resolving technical issues with recording devices.
Maida Ahmad chose to learn American Sign Language (ASL) and teach a student, Ashley Bridges, as her senior project. She created a scrapbook documenting the lessons which related to her research paper about reasons for learning sign language. Through the process, Maida realized she has a strong drive to pursue a medical career but is no longer interested in becoming a hearing specialist. The senior project was challenging but helped her determine her career path before investing in college courses for a field she would not enjoy.
This document contains 12 pictures with captions documenting Maida Ahmad's experience learning American Sign Language through an online resource and then teaching signs to another student, Ashley Bridges. The pictures show Maida practicing various signs for clothing and animal vocabulary words, teaching Ashley signs like "brother", "hamburger", and "My name is Ashley", communicating with her project facilitator over email, and having a signed conversation with her supportive mother who did not know sign language.
Maida Ahmad chose to learn American Sign Language for her senior project. She taught what she learned to another student, Ashley Bridges, documenting their lessons in a scrapbook. Maida encountered challenges with perfectionism in creating the scrapbook and managing a demanding workload from school and college applications. However, completing the project helped Maida realize her strong work ethic and determination to succeed in her goal of becoming a doctor.
Ideas are cultivated through a process of gathering information from various sources (net), filtering out irrelevant details (sieve), and organizing the remaining ideas in a logical structure (spine) to distill the key concepts.
This document lists two paintings - Vermeer's "Woman holding a balance" from 1664 and Rembrandt's "Girl at a window" from 1645 - and provides their details and locations. Both paintings are from the 17th century and housed at different locations, with Vermeer's work at an unspecified location and Rembrandt's at the Dulwich Picture Gallery in London.
The document discusses linguistic devices used to qualify statements and convey degrees of certainty or uncertainty. Specifically, it provides a list of modal verbs, generalized statements, qualifiers, linking verbs and adjectives used to comment on ideas, indicate personal views, and describe frequency, timeframes, and the basis of knowledge.
The document is a research paper about American Sign Language (ASL). It discusses the origins and development of ASL, how it differs from spoken languages, its importance for the deaf community, and its growing popularity. The paper also explores how ASL has been used to communicate with animals and how it helps develop identity and social skills in deaf children.
This document discusses essay writing frames. Essay writing frames provide students with a template to organize their ideas and arguments for an essay. The frames help guide students' writing by giving them a structure to follow with an introduction, body paragraphs, and conclusion.
Eric Hayden Holcomb created a piano composition titled "Trust and Believe" for his senior project. Over several months, he worked with his facilitator Linda to write lyrics, match the melody to the lyrics, add harmony, and fully develop the song. The log details their sessions working on various elements of the song, with Eric expressing enjoyment in seeing the song take shape and appreciation for his facilitator's guidance.
Final self reflection primary level gieser leticiaLety Gieser
The student completed their primary practicum teaching English to young students. They aimed to apply strategies learned and do their best. They created material on pets incorporating various activities and resources to engage the four skills. Students enjoyed the material and improved. The biggest challenge was getting students to use structures beyond isolated words. The student learned the importance of student confidence and relationships, games for enjoyment and learning, and contextualizing lessons. Going forward, they would focus more on structures and finish activities, and improve materials. The experience reinforced the value of different resources to engage students and how much they can learn in a positive environment.
1. The document outlines a lesson plan for an English exam for 5th grade students.
2. It includes activities assessing reading comprehension, grammar, and writing skills.
3. The lesson plan provides details on the classroom set up, timing of activities, teaching approaches, and potential issues to address.
The document discusses using mentor sentences in a grammar curriculum. It describes displaying a mentor sentence for the week and having students notice, revise, and imitate it. Students diagram sentences one year but it did not work well the previous year. Previous schools assessed mentor sentences with similar questions to state tests, giving practice and grades. A linked resource provides more information on mentor sentences.
Final self reflection primary level gieser leticiaLety Gieser
The student completed their primary practicum teaching English to young students. They aimed to apply strategies learned and do their best. They created material on the topic of pets incorporating various activities and resources to engage the four skills. Students enjoyed the material and improved their language skills and motivation. The biggest challenges were getting students to use structures instead of isolated words, and introducing more English routines. The student learned the importance of student confidence and relationships, competitive games, and providing context for learning. Going forward, they would focus more on structures and finish planned activities, and improve materials and technology use. The experience reinforced using engaging strategies tailored to student needs.
1. The document describes Jessica's process for creating an audio book project in Adobe Premier Pro.
2. She began by importing a 22 second audio recording of her morning routine and experimenting with adding sound effects from websites like soundbible.com.
3. Jessica had difficulty managing all the sound effects at first but eventually trimmed them down and fitted them into the audio to complement parts of the morning routine. She plans to apply lessons learned to her final audio book project.
The document provides the weekly lesson plan for language and science classes. The language lessons focus on verb forms, spelling rules like consonant pairs and adding ed/ing, and reading comprehension. The science lessons cover ecosystems and how living things get energy. Key activities include identifying parts of speech, practicing spelling patterns, reading stories and answering questions, observing local ecosystems, and learning about food chains and photosynthesis from videos and textbooks.
The document provides the weekly lesson plan for language and science classes. The language lessons focus on verb forms, spelling rules like consonant pairs and adding ed/ing, and reading comprehension. The science lessons cover ecosystems and how living things get energy. Key activities include identifying parts of speech, practicing spelling patterns, reading stories and answering questions, observing local ecosystems, and learning about food chains and photosynthesis from videos and textbooks.
The document summarizes a student's process of learning to read Hindi over the course of one month. Each week, the student engaged in different activities like learning alphabets, grammar rules, basic words and phrases, reading short stories and other texts. The student created a learning plan and timeline at the start. By the end of the month, the student was able to read more complex texts faster and with fewer mistakes according to their parents' evaluations, showing improvement in their Hindi reading ability.
The document contains discussion posts from a student responding to weekly prompts for an early childhood literacy course. In the posts, the student reflects on their own experiences learning language and literacy as a child, how they think children develop these skills, and how teachers can support students' literacy development in the classroom. The student notes the significant influence of family and community on children's language and literacy acquisition.
Tpd schulze all journals primary checkedPaula Schulze
Paula taught an English lesson to a 6th grade class focusing on pirates. She used principles of the natural approach to encourage communication in English. Activities included reading a story, a dressing up game where students brought pirate costumes, and a competition game. The students were enthusiastic and engaged, though there was more Spanish spoken during the energetic game. For future lessons, Paula notes she should remind students to speak English during activities and leave more time for reflection on learning. Technology issues interrupted recording at times but she was able to resume. Overall the lesson was a success though time management was impacted by a longer school greeting.
Tpd schulze all journals primary checkedPaula Schulze
Paula taught a lesson on pirates to a group of 6-year-olds focusing on the natural approach. She introduced vocabulary through miming and examples. The students were engaged with the story and activities, though the video was too short. Most aspects went well with good time management, student participation using the target structures, and no behavioral issues. Areas for improvement include refreshing on comparative adjectives and resolving technical issues with recording devices.
Jessica created an audio book project in Adobe Premier Pro by importing a recorded morning routine audio file and experimenting with adding sound effects from websites. She found soundbible.com particularly useful for finding sound effects at the right volume. Jessica worked to fit the sound effects underneath the main audio and adjust their volume and length. While she added many sound effects initially, Jessica realized she needed to be more selective to avoid confusion. For her final product, Jessica plans to apply what she learned about importing audio files, adding matching sound effects, and writing a script in advance.
Guía de trabajo autonomo para duodécimo año.
Referencia
Ministerio de Educación Pública de Costa Rica. (2020) Guía de trabajo autonómo para duodécimo año. San José, Costa Rica.
García, M. (2020) Science and Technology. San Carlos, Costa Rica.
The document discusses the author's experience taking an English course. Some of the most helpful activities included peer interaction, which helped with pronunciation, and the English laboratory, which developed listening skills. The most important activity was the conversational class, where techniques learned in class could be applied to improve fluency. While software used had practice activities, they were not very engaging and motivating for learning. By setting goals and following a work plan, the author was able to achieve expectations and make progress in language acquisition. Maintaining this effort is needed to continue improving communicative skills.
The document discusses the author's experience taking an English course. Some of the most helpful activities included peer interaction, which helped with pronunciation, and the English laboratory, which developed listening skills. The most important activity was the conversational class, where techniques learned in class could be applied to improve fluency. While software used had practice activities, they were not very engaging and motivating for learning. By setting goals and following a work plan, the author was able to achieve expectations and make progress in language acquisition. The ability to communicate well in English is important for future career success.
This student from Argentina has difficulty pronouncing certain sounds in English like /v/ and /r/ due to his accent. The teacher has been working with the student for two months to improve his grammar, comprehension, and pronunciation. To better facilitate the student's learning, the teacher will now incorporate more technology into lessons, including using a computer, voice recorder, YouTube, email, and Facebook. Lessons will include listening to videos, writing homework to submit electronically, recording and listening back to readings, and maintaining contact through social media. The teacher hopes these changes will help the student improve his English skills, especially speaking, outside of the single hour class each week.
The document outlines the roles and responsibilities of a language assistant in a school setting. It describes various functions the assistant may have such as helping students with speaking skills, developing oral activities, and providing support in English and bilingual classes. Guidelines are also provided for motivating students, preparing interactive activities, and collaborating with teachers.
Programming Foundation Models with DSPy - Meetup SlidesZilliz
Prompting language models is hard, while programming language models is easy. In this talk, I will discuss the state-of-the-art framework DSPy for programming foundation models with its powerful optimizers and runtime constraint system.
Sudheer Mechineni, Head of Application Frameworks, Standard Chartered Bank
Discover how Standard Chartered Bank harnessed the power of Neo4j to transform complex data access challenges into a dynamic, scalable graph database solution. This keynote will cover their journey from initial adoption to deploying a fully automated, enterprise-grade causal cluster, highlighting key strategies for modelling organisational changes and ensuring robust disaster recovery. Learn how these innovations have not only enhanced Standard Chartered Bank’s data infrastructure but also positioned them as pioneers in the banking sector’s adoption of graph technology.
Driving Business Innovation: Latest Generative AI Advancements & Success StorySafe Software
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During the hour, we’ll take you through:
Guest Speaker Segment with Hannah Barrington: Dive into the world of dynamic real estate marketing with Hannah, the Marketing Manager at Workspace Group. Hear firsthand how their team generates engaging descriptions for thousands of office units by integrating diverse data sources—from PDF floorplans to web pages—using FME transformers, like OpenAIVisionConnector and AnthropicVisionConnector. This use case will show you how GenAI can streamline content creation for marketing across the board.
Ollama Use Case: Learn how Scenario Specialist Dmitri Bagh has utilized Ollama within FME to input data, create custom models, and enhance security protocols. This segment will include demos to illustrate the full capabilities of FME in AI-driven processes.
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We’ll wrap up with a live Q&A session where you can engage with our experts on your specific use cases, and learn more about optimizing your data workflows with AI.
This webinar is ideal for professionals seeking to harness the power of AI within their data management systems while ensuring high levels of customization and security. Whether you're a novice or an expert, gain actionable insights and strategies to elevate your data processes. Join us to see how FME and AI can revolutionize how you work with data!
Observability Concepts EVERY Developer Should Know -- DeveloperWeek Europe.pdfPaige Cruz
Monitoring and observability aren’t traditionally found in software curriculums and many of us cobble this knowledge together from whatever vendor or ecosystem we were first introduced to and whatever is a part of your current company’s observability stack.
While the dev and ops silo continues to crumble….many organizations still relegate monitoring & observability as the purview of ops, infra and SRE teams. This is a mistake - achieving a highly observable system requires collaboration up and down the stack.
I, a former op, would like to extend an invitation to all application developers to join the observability party will share these foundational concepts to build on:
Climate Impact of Software Testing at Nordic Testing DaysKari Kakkonen
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One such alternative that has garnered significant attention and acclaim is Nitrux Linux 3.5.0, a sleek, powerful, and user-friendly Linux distribution that promises to redefine the way we interact with our devices. With its focus on performance, security, and customization, Nitrux Linux presents a compelling case for those seeking to break free from the constraints of proprietary software and embrace the freedom and flexibility of open-source computing.
AI 101: An Introduction to the Basics and Impact of Artificial IntelligenceIndexBug
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van Emden shows how Nx can simplify the developer’s life and facilitate a rapid transition from concept to production-ready applications.He provides valuable insights into developing scalable and efficient edge AI solutions, with a strong focus on practical implementation.
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UiPath Test Automation using UiPath Test Suite series, part 5DianaGray10
Welcome to UiPath Test Automation using UiPath Test Suite series part 5. In this session, we will cover CI/CD with devops.
Topics covered:
CI/CD with in UiPath
End-to-end overview of CI/CD pipeline with Azure devops
Speaker:
Lyndsey Byblow, Test Suite Sales Engineer @ UiPath, Inc.
UiPath Test Automation using UiPath Test Suite series, part 5
Product Work Log
1. Product Work Log
Name_____________________________________________________ Date ________________
Product ________________________________________________________________________
Date/Time: Activity: Comment/Suggestions:
I learned the alphabet in sign language
Saturday, 10/22/11 today. I also explored a website my
2:27 - 4:30 PM project facilitator told me about that
consists of a lot of beneficial
Total time: 2 hours information on sign language that can
be useful to a beginner.
Commentary:
Beginning my senior project by
learning the alphabet was a good
decision. My project facilitator told me
that I can spell out the words that have
difficult or unknown signs. I spent the
spelling out the words I used in
conversations with my family. By
doing this, I became more comfortable
with the idea of using my hands instead
of my mouth to express thoughts. The
website I will be using to learn sign
language is www.lifeprint.com and the
website is extremely helpful. It contains
videos that slows down and simplifies
the process of learning signs.
2. Product Work Log
Date/Time: Activity: Comment/Suggestions:
I learned to sign family vocab. For
Saturday, 11/05/11 example, I learned how to sign
7:04 – 9:10 PM “mother”, “father”, “sister”, “brother”,
and more.
Total time: 2 hours
Commentary:
The website I am using to learn sign
language stated that learning simple
vocabulary is the best way for a
beginner to grasp the concept of sign
language. My project facilitator has
been really helpful so far. Since she has
a family and job of her own, it’s
difficult for us to meet up.
Nevertheless, we communicate
frequently through Facebook and our
phones to make sure I’m learning the
correct signs and she answers any
questions I have.
3. Product Work Log
Date/Time: Activity: Comment/Suggestions:
I met with my project facilitator to
Friday, 11/18/11 strategize how I would conquer this
4:07 – 6:11 PM project. Andy, my project facilitator,
told me I should start off by learning as
Total time: 2 hours much simple vocabulary as I possibly
can. In the second semester, she told
me I should begin to put the words
together and form sentences. She also
gave me a book with simple vocabulary
that can be used to communicate with
babies and young children.
Commentary:
After meeting with Andy, I spent an
abundant amount of my time studying
the book she had given me. I attempted
to memorize all the vocabulary words
in the book and took the book with me
wherever I went.
4. Product Work Log
Date/Time: Activity: Comment/Suggestions:
I started off by reviewing the
Tuesday, 11/22/11 vocabulary I had already learned.
2:38 – 3:39 PM Additionally, I dove into learning the
“First 100 Signs” from
Total time: 1 hour www.lifeprint.com.
Commentary:
“Outside” and “inside” are two
examples of signs I learned today. I
tried to learn as many vocabulary words
as I possibly could because I only had
one month remaining of the first
semester and I had planned to start
forming sentences in the second
semester. The words are starting to
become more and more intricate now
that I am passing the beginner stage of
learning sign language. I am also,
however, finding many videos that
display simpler ways of performing
specific signs.
5. Product Work Log
Date/Time: Activity: Comment/Suggestions:
I continued to learn new signs through
Monday, 12/19/11 the “First 100 Signs” from
1:19 - 3:21 PM www.lifeprint.com. I also learned to
sign my first conversation. In sign
Total time: 2 hours language, I said “Hi, my name is Maida
Ahmad and for my senior project, I am
learning sign language.”
Commentary:
Andy was busy today, so I talked to her
through Facebook and filled her in on
the signs I had learned since our last
meeting. She was happy that I had been
learning sign language so successfully
and encouraged me to begin forming
sentences. I encountered an obstacle
when I transitioned from learning
simple words to forming long
sentences. Just like any other language,
sign language requires correct verb
tense and syntax, so it took quite a
lengthy amount of time to form a
correct sentence.
6. Product Work Log
Date/Time: Activity: Comment/Suggestions:
I used all the vocabulary words I had
Tuesday, 12/27/11 learned during the first semester and
1:43 – 3:49 PM formed simple sentences with them. I
also researched the correct way to sign
Total time: 2 hours past, present, and future tense verbs in
sign language.
Commentary:
This is the first time I truly spent my
time creating sentences and phrases
with the words I have learned. I can
honestly say that creating sentences is a
lot more enjoyable than just learning
simple vocabulary. However, learning
sentences takes a lot longer because I
have to make sure the tense and
structure of each sentence is correct.
7. Product Work Log
Date/Time: Activity: Comment/Suggestions:
I learned more phrases today and
Wednesday, 2/22/12 reviewed the possible visual displays I
12:10 – 3: 15 PM can create for my presentation.
Through Facebook, I let Andy know
Total time: 3 hours about what I was planning on doing for
my visual displays and my actual senior
project presentation.
Commentary:
I learned to sign some phrases that I
will most likely have to sign to the
judges I present to the judges in my
senior project presentation. Also, after
much consideration, I decided on
making a tri-fold board that highlighted
the past, present, and future conditions
of sign language. However, I am still
undecided and a little confused on what
my second visual display can be.
8. Product Work Log
Date/Time: Activity: Comment/Suggestions:
Today, I decided to teach sign language
Friday, 2/22/12 to junior at Creekview High School,
12:30 – 1:30 PM Ashley Bridges. She told me that she
had always been interested in learning
Total time: 1 hour the language, but never got the time to
actually pursue her interest.
Commentary:
I spent one hour reviewing the alphabet
with Ashley. She told me she had
learned the alphabet when she was
young, but wasn’t sure if she
remembered it all. After polishing up
her alphabet, we dove into simple
vocabulary. I decided to teach Ashley
sign language the same way I had
learned it. Therefore, I was happy that
we started off our lessons with the
alphabet and simple vocabulary words,
like “family” terms.
9. Product Work Log
Date/Time: Activity: Comment/Suggestions:
Today, I bought supplies for my first
Saturday, 2/23/12 visual display, which will be a
6:12 – 7:20 PM scrapbook of my time teaching Ashley
sign language.
Total time: 1 hour
Commentary:
I went to Michaels and bought a
scrapbook, ribbons, stickers, colorful
paper, and many more supplies. I also
began to take pictures of my lessons
with Ashley. Later on, I will get all the
pictures developed. My goal is to make
the scrapbook as visually attractive and
creative as possible! After adding up
the price of each supply, the total price
tag was a little high, but my mom
agreed to pay for it since it was going
towards an important cause. After all,
my visual display will be one of the
most important parts of my senior
project presentation!
10. Product Work Log
Date/Time: Activity: Comment/Suggestions:
Today, I spent an hour teaching sign
Monday, 3/12/12 language to Ashley.
12:30 – 1:30 PM
Commentary:
Total time: 1 hour Today, I reviewed the alphabet and
family terms with Ashley. After about
10 minutes, we were ready to create
simple sentences! I taught her to sign
“hello, my name is Ashley.” Also, by
using the family vocabulary words, I
taught Ashley to say “he is my
brother”, “she is my sister”, “he is my
father”, and “she is my mother.”
11. Product Work Log
Date/Time: Activity: Comment/Suggestions:
Today, I spent an hour teaching Ashley
Monday, 3/19/12 “animal” and “food” vocabulary.
12:30 – 1:30 PM
Commentary:
Total time: 1 hour After teaching Ashley how to sign
various food and animal vocabulary,
Ashley stated that her favorite sign out
of the “animal” vocabulary was the
sign for “dolphin”. Also, her favorite
sign from the “food” vocabulary was
“hamburger”.
12. Product Work Log
Date/Time: Activity: Comment/Suggestions:
Today, I spent an hour reviewing all the
Thursday, 3/22/12 signs I had taught Ashley and then
12:30 – 1:30 PM began to teach Ashley conversations in
sign language.
Total time: 1 hour
Commentary:
One of the most critical rules in sign
language is that be-verbs, or state of
being verbs, are never used. Therefore,
it became a little tricky to teach Ashley
to sign conversations that you would
normally use be-verbs in. Nevertheless,
we overcame this obstacle by practicing
and Ashley got the hang of it pretty
quickly!
13. Product Work Log
Date/Time: Activity: Comment/Suggestions:
Today, I went back to simple
Wednesday, 3/28/12 vocabulary and taught Ashley how to
12:30 – 1:30 PM sign “clothing” vocabulary terms.
Total time: 1 hour Commentary:
One technique that I used to teach the
“clothing” signs more easily to Ashley
was that I pointed to the clothing
garments I wanted Ashley to sign. For
example, if I wanted Ashley to sign
“socks”, I would point to my socks.
This technique was quite helpful and
assisted both Ashley and me in
understanding the signs.
14. Product Work Log
Date/Time: Activity: Comment/Suggestions:
Today, I reviewed all the sign language
Tuesday, 4/10/12 I had taught Ashley. Instead of learning
12:30 – 1:30 PM any new terms, we held simple
conversations with the signs I had
Total time: 1 hour already taught her.
Commentary:
Since this was the last lesson I had with
Ashley, I made sure that she still
remembered all the signs I had taught
her a couple months ago. Although
Ashley had mixed up a few of her
vocabulary terms, she held simple
conversations very well. When I signed
“hi, how are you?” to Ashley, she
immediately signed back “I’m fine”.