This document outlines the syllabus for a political science course on American political thought. The course will explore contemporary issues like intellectual property, copyright, and sharing through themes such as the history of intellectual property and the politics of peer production. Students will complete a working journal, participate in class, and conduct a research project with an augmented reality component. The syllabus provides details on course requirements, policies, readings and assignments. Students are expected to actively engage with the material and contribute to discussions both in and outside of class.
Optional Professional Development Handout Tutorial Peggy Semingson
This document provides guidance and resources for creating an optional professional development handout on an elementary literacy topic. It includes starter topic ideas, recommended literacy journals, tips for finding peer-reviewed research articles, and templates for the handout structure. Sample sections are outlined, such as 10 teacher tips drawn from research articles. Formatting and image use guidelines are also covered. The goal is to help educators translate research into practical classroom strategies through an evidence-based handout.
This document outlines an inquiry-based research project for 3rd grade students that can be adapted for other grades. Students will choose their own topics to research and form essential questions. They will learn research skills like taking notes from sources found online, in books, and from interviews. Students will create an Animoto presentation to share what they learned. The teacher plans lessons to introduce inquiry, research skills, and note-taking to support students completing their projects independently with guidance.
This document summarizes a presentation given by Laksamee Putnam, a research and instruction librarian at Towson University, about resources available at Cook Library and how to conduct research. The presentation covers the library website, the 5 floors of the library and resources available on each floor, an overview of the research process, developing search strategies including keywords and Boolean operators, and evaluating sources. Students are assigned two worksheets on library resources and developing keywords for their topic to turn in at the next class.
This unit teaches 4th grade students about holiday traditions. Students will be paired with classmates of different backgrounds. They will interview their partner about their holiday traditions, research the traditions online, and create a PowerPoint presentation to share with the class. The goal is for students to learn about each other's cultural backgrounds and traditions.
For more classes visit
www.snaptutorial.com
EED 465 Week 1 Assignment Interview and Standards Investigation
Details:
Interview
Interview a teacher in the elementary grades regarding the teacher’s social studies instruction. Include at least eight questions.
This document outlines an agenda and objectives for an introductory computer course. The course will cover how technology is changing classrooms and work environments, as well as how to use technology effectively and ethically. The agenda includes introducing oneself and classmates, reviewing course materials like the syllabus and Moodle, and taking an online technology survey. Students will learn about 21st century workforce skills and complete reading responses. Future classes will cover the history of computers, research skills, digital citizenship, and using technology like PowerPoint, Excel, and ePortfolios. The goal is for students to understand technology's impact and learn key digital literacy skills.
Optional Professional Development Handout Tutorial Peggy Semingson
This document provides guidance and resources for creating an optional professional development handout on an elementary literacy topic. It includes starter topic ideas, recommended literacy journals, tips for finding peer-reviewed research articles, and templates for the handout structure. Sample sections are outlined, such as 10 teacher tips drawn from research articles. Formatting and image use guidelines are also covered. The goal is to help educators translate research into practical classroom strategies through an evidence-based handout.
This document outlines an inquiry-based research project for 3rd grade students that can be adapted for other grades. Students will choose their own topics to research and form essential questions. They will learn research skills like taking notes from sources found online, in books, and from interviews. Students will create an Animoto presentation to share what they learned. The teacher plans lessons to introduce inquiry, research skills, and note-taking to support students completing their projects independently with guidance.
This document summarizes a presentation given by Laksamee Putnam, a research and instruction librarian at Towson University, about resources available at Cook Library and how to conduct research. The presentation covers the library website, the 5 floors of the library and resources available on each floor, an overview of the research process, developing search strategies including keywords and Boolean operators, and evaluating sources. Students are assigned two worksheets on library resources and developing keywords for their topic to turn in at the next class.
This unit teaches 4th grade students about holiday traditions. Students will be paired with classmates of different backgrounds. They will interview their partner about their holiday traditions, research the traditions online, and create a PowerPoint presentation to share with the class. The goal is for students to learn about each other's cultural backgrounds and traditions.
For more classes visit
www.snaptutorial.com
EED 465 Week 1 Assignment Interview and Standards Investigation
Details:
Interview
Interview a teacher in the elementary grades regarding the teacher’s social studies instruction. Include at least eight questions.
This document outlines an agenda and objectives for an introductory computer course. The course will cover how technology is changing classrooms and work environments, as well as how to use technology effectively and ethically. The agenda includes introducing oneself and classmates, reviewing course materials like the syllabus and Moodle, and taking an online technology survey. Students will learn about 21st century workforce skills and complete reading responses. Future classes will cover the history of computers, research skills, digital citizenship, and using technology like PowerPoint, Excel, and ePortfolios. The goal is for students to understand technology's impact and learn key digital literacy skills.
For more classes visit
www.snaptutorial.com
EED 465 Week 1 Assignment Interview and Standards Investigation
Details:
Interview
Interview a teacher in the elementary grades regarding the teacher’s social studies instruction. Include at least eight questions.
This document provides details of a 3-day lesson plan for a 5th grade class on bibliographies and copyright. The lesson introduces students to concepts like plagiarism, citing sources, and copyright through activities like role playing copyright scenarios, citing sources in books and online, and creating sample bibliographies. Students are assessed throughout by practicing citing different source types like novels, encyclopedias, magazines, and websites. The goal is for students to understand how to properly cite research sources for an informational book project on various science topics.
Check this A+ tutorial guideline at
https://www.uopassignments.com/eed-465-grand-canyon-university
For more classes visit
http://www.uopassignments.com/
Q3-M5_3Is_Synthesizing review of Related Literature.pdfMAEANNTOLENTINO2
mamali national high school
mamali lambayong sultan kudarat
entrep week 1 las 1
entrep week 1 las 2
entrep week 1 las 3
entrep week 2 las 1
entrep week 2 las 2
entrep week 2 las 3
My 2015 Communication Research syllabus for Shepherd University.
This is an applied research class.
Learn more about the class and assignments at: MattKushin.com
This document provides tips for planning and writing a research paper. It recommends browsing topics leisurely before choosing one that interests you and has sufficient available sources. Look for recurring themes across sources to help form a thesis statement. Collect a variety of sources to have a "pile of stuff" when writing, including books, articles, and web pages. Mark up and take notes on sources to help quote, paraphrase and summarize information in the paper. Current events often inspire strong opinions with many available sources. Proper planning makes the writing process more fulfilling and less stressful.
This document provides information about an online course on aging policy called AGE 804. The course is taught by Sarah Taylor during the spring 2013 semester. It includes three learning objectives, various weekly readings and assignments, grading criteria, and a final policy analysis paper worth 100 points. Students will examine aging issues and apply policy analysis principles. The course has no in-person meetings and is conducted entirely online.
GRAD 5124: English Language & Literature Research Skills SyllabusRebecca Kate Miller
This document provides information about an online graduate course called GRAD 5124 English Language and Literature Research Skills taught in the fall of 2011. The course is intended to guide students in learning research strategies and tools for literary research. It will be conducted entirely online through the Scholar platform. There are no required textbooks, and readings will be provided online. The course objectives are for students to learn about the structure of literary information, identify and use research tools, create effective search strategies, evaluate information sources, and recognize technical and ethical issues in research. Students will complete weekly assignments and participate in a class blog to earn their grade on a pass/fail basis.
University of Maryland University College • Adelphi • Syllabus • .docxdickonsondorris
University of Maryland University College • Adelphi • Syllabus •
WRTG 291 7982 Research Writing (2152) WRTG-291
· Spring 2015
· Section 7982
· 3 Credits
· 03/16/2015 to 05/10/2015
· Modified 03/13/2015
Class Summary
Faculty Contact
John Tidwell [email protected]
Course Description
(Fulfills the general education requirement in communications.) Prerequisite: WRTG 101 or WRTG 101S. Continued practice in critical reading, thinking, and writing skills. The objective is to analyze, evaluate, and synthesize diverse sources and viewpoints to develop persuasive and academic writing projects. Assignments include prewriting exercises, an annotated bibliography, a synthesis research essay, and a reflective paper. Students may receive credit for only one of the following courses: ENGL 291, ENGL 291H, or WRTG 291.
Course Introduction
Welcome to WRTG 291. WRTG 291 serves as a transition course between the research assignments in WRTG 101 and the complex writing assignments of upper-level courses. This course addresses the needs of students from all academic disciplines. Based on critical analysis of source material, the course will present a systematic approach to research writing. You will practice summarizing and synthesizing sources. Your work this semester will culminate in an exploratory synthesis essay in which you examine various perspectives on an issue.
WRTG 291 involves personal research writing. In this course, you will use the first-person ("I") point of view. The writing assignments involve a response to an author, a reflective annotated bibliography, a personal research narrative paper, and a final short paper to be directed by the instructor.
Courses that fulfill the General Education Requirements (GERs) at UMUC all have a common theme—technological transformations. In following this theme throughout this semester in WRTG 291, we will read the analyses of various authors on the impact of technology on various aspects of society.
The course may incorporate materials from the following four modules:
1. The Importance of Research Writing for Today's Student(module 1) emphasizes a systematic approach to reading and introduces the concept of a methodical research process. The notion of information literacy is explained and reinforced by two graphics, "The World of Research I" and "The Natural World of Research," and references to UMUC's Information and Library Services. Basic UMUC guidelines on intellectual honesty and avoiding plagiarism are presented.
2. The Research Process and Critical Reading (module 3) introduces strategies for critically analyzing your research sources and developing coherent, compelling lines of argument. In particular, the notions of active reading and information literacy using global sources are explored. A graphic titled "The World of Research II" is used to facilitate the use of global sources.
3. Research Writing and Synthesizing Diverse Viewpoints (module 4) develops a methodology for preparing an ...
This document provides information about an optional orientation webinar for the course LIST 5373. The webinar will take place on June 8, 2015 from 8:00-8:45 PM CST. Students have the option to either attend the live webinar or view the recording. The document provides instructions on how to enter the webinar from a desktop or mobile device. It also provides the technical support number in case students have issues entering the webinar or viewing recordings. The webinar will review course objectives, assignments, and Blackboard. It will allow students to participate and ask questions in real-time.
This document summarizes a syllabus for a course on Kentucky government and politics taught in Spring 2012. The course will use systems thinking and futures studies frameworks to explore Kentucky's political culture, government structures, parties, groups and important policy issues. Students will learn research methods and apply them to analyze trends and scenarios for Kentucky's future. Major assignments include class participation, a systems thinking paper, and a group scenarios project on potential futures for Kentucky in 2032.
This document is the syllabus for an English 102 college writing course taught online during the summer of 2017. The instructor is Shannon Dryden and the course focuses on community awareness, critical thinking about one's environment and place within it, and effective written communication. Over the course of the semester, students will complete four major assignments exploring these themes, including an essay on sense of place, an annotated bibliography, a research-based response essay, and a public service announcement. Students will also participate in weekly discussion boards, maintain a writing journal, and provide peer reviews of classmates' work. The goal is for students to improve their skills in persuasive and expository writing across disciplines and beyond college.
Here are some instructional activities you could use for a phonics lesson:
- Word sorts: Students sort words with the target phonics pattern from other words. This helps them recognize the pattern.
- Letter tiles: Students manipulate letter tiles to form words with the target pattern.
- Word building: Students build words letter by letter on whiteboards or paper using magnetic letters.
- Blending practice: Students blend sounds together to read words with the target pattern.
- Segmenting practice: Students segment words into individual sounds.
- Decodable text: Students read a short, controlled text containing words with the target pattern to apply their phonics skills.
- Picture matching: Students match pictures
PSYCHOLOGY 10200 (Psychology in the Modern World)Mondays & Wedne.docxpotmanandrea
PSYCHOLOGY 10200 (Psychology in the Modern World)
Mondays & Wednesdays (11:50-12:40 or 1:00-1:50 in AR 1)
Discussion Sections (various times and locations)
Spring 2018
Instructor: Brett Silverstein. Write your teaching assistant’s name here ________________________
Introduction and Course Description
I've designed this course to give you a basic understanding of each of the different fields that collectively make up the science of psychology. One field is concerned with how the brain is organized; another with how children mature; still another with why people become anxious or depressed and how to help them. Psychology is concerned with each of these areas, and much more. In psychology we are interested in why people think and feel and act the way that they do. By the end of this course, you should have a good understanding of what psychologists study, and some of their most important research findings.
Because so many different fields are involved, I will divide the course into sections: neuroscience, development, psychological disorders, and so forth. In lecture, I will survey what psychologists know about each field. This information is reinforced and expanded upon in the textbook and in weekly discussion sessions. To evaluate how well you understand the textbook material, in each section I will ask several questions on the lectures and readings. You will have an opportunity to apply the issues to your own lives during weekly recitation sessions. I also have assigned four papers to develop your written expression of psychology. Finally, there will be a cumulative in class final exam given during finals week.
Course Objectives
After taking PSY 102, you should be better able to:
1. Apply critical thinking skills to research designs and practical problems in psychology.
2. Understand basic psychological theories, principles, and concepts in the areas of human development, social interaction, psychopathology, cognitive processes, and the biological bases of behavior.
3. Evaluate hypotheses, research designs, research findings, and theories.
4. Understand how statistical significance is used in research
5. Understand the difference between pseudo-science and science and apply such understanding to media reports about psychology.
6. Apply psychological concepts and principles to understanding social and cultural phenomena.
7. Communicate your ideas orally and in writing.
8. Apply psychological concepts to you own life and experiences.
PSY 102 satisfies the Individual and Society general education requirement of the CUNY Pathways Common Core. The course also enhances proficiency in writing, information literacy, and quantitative reasoning. In exercising writing proficiency, you will have multiple experiences to communicate your ideas in writing and speaking, including at least 3500 words of writing in specific assignments. For information literacy, you will have multiple opportunities to critically and con ...
ScienceSchool of Science, Technology, Engineering and Math.docxkenjordan97598
This document provides information about an introductory geography course. It includes:
- An overview of the course description, scope, objectives, materials, evaluation, and outline.
- Details on the asynchronous online format, including weekly readings, discussions, assignments, and exams.
- The instructor's contact information and policies around communication.
- A list of six learning objectives for students to develop geographic skills and understand world regions.
Sociology SOCI332Statistics for Social ScienceCredit Ho.docxbryanwest16882
Sociology
SOCI332
Statistics for Social Science
Credit Hours 3
Length of Course 8 Weeks
Table of Contents
Course Description
Evaluation Procedures
Course Scope
Grading Scale
Course Objectives
Course Outline
Course Delivery Method
Policies
Course Materials
Academic Services
Course Description (Catalog)
This course is designed to provide a basic survey of the application, empirical use and interpretation of a variety of statistics methods used in the social sciences. A key objective of the course is the instruction in best statistical practice through the use, exploration and analysis of empirical data. Emphasis will be placed on understanding and interpreting the meaning of statistics. The practical aspects of statistics are emphasized and students are instructed in the use of the standard statistical package for the social sciences (SPSS) which is widely used in the social sciences and the in labor force. This course is part of a series including SOCI 331 Research Methods for the Social Sciences and SOCI 332 Statistics for the Social Sciences.
Course Scope
The student will develop an ability to use sociological concepts, theory, and research to think critically and act intelligently in interactions with (and observations of) individuals, groups, institutions, and societies.
Course Objectives
Upon completion of this course students will be able to:
CO1- Describe and apply the concepts and logic of elementary statistics.
CO2- Conduct statistical analysis in SPSS (Statistical Package for the Social Sciences).
CO3- Compare and contrast different types of data and the statistics that can be used to analyze them
CO4- Examine the differences between descriptive and inferential statistics and their use in the social sciences.
CO5- Form critical interpretations of quantitative research literature in sociology and other social sciences.
CO6- Complete and interpret descriptive and inferential statistical data analysis
CO7- Develop a research project from conceptualizing a research problem and develop a number of complementary design, measurement, and data collection approaches to bring evidence to bear on the problem.
CO8- Critically evaluate the quality of research design and evidence in published social research.
ADDITIONAL RESOURCES:
General Social Survey Dataset
SPSS Software
SOFTWARE REQUIREMENTS:
-
SPSS (more details under Welcome Announcements in the Sakai classroom)
-
Microsoft Office Applications- Word, Power Point (these can be downloaded free of charge from your student email account)
-
Screencast-o-matic or similar program
Evaluation Procedures
Forums:
Participation in classroom dialogue on threaded Forums is required. Forums are scheduled weekly and found in the Forums tab in the classroom. Specific instructions and the grading rubric are located on each Forum.
Assignments
This course includes three Assignments. Instructions and specific grading rubrics are found under the Assignments tab in o.
This document provides a course syllabus for TECH 4220, Information Policy Analysis. The syllabus outlines the instructor's contact information, course description and objectives, required materials, grading scale, and course structure. The course will examine current and pending legislation impacting information dissemination and explore the political, cultural, economic and social aspects of these policies. Students will analyze various types of policies governing information technology and identify strategies for developing, implementing, and revising effective IT policies. The course will be delivered entirely online through Canvas and involve weekly discussions, assignments, and other graded activities.
Eed 465 all weeks discussion and assignments – entire coursejohn willamson
This document provides details for the assignments and discussions for the entire EED 465 course. It includes instructions for weekly discussion questions and assignments related to social studies instruction, standards, textbooks, cultural diversity, and lesson planning. Students are asked to interview a teacher, analyze standards and textbooks, compare approaches to social studies learning, research different cultures, and design a social studies lesson to teach in a classroom. The assignments require drawing upon educational research and address topics like multiple intelligences, literature integration, and depth of knowledge.
The document provides guidance on writing a report style essay for a geography exam, including:
1) Research and preparation is key, with planning, gathering a balanced range of sources, and organizing materials into a file.
2) Practicing report writing helps understand the required structured format, which merges traditional essays with elements like numbered sections and diagrams.
3) In the exam, a plan and introduction should be provided, with the body using language and structure to illustrate, contrast, extend and conclude points, while evaluating perspectives.
This document is the syllabus for an English 102 college writing course taught in the spring 2019 semester. It outlines the course goals of focusing on expository, argumentative, and research writing. The instructor's contact information and office hours are provided. The major assignments include four writing projects, journal entries, and a library research week. The required textbook and course policies on attendance, plagiarism, and classroom conduct are also summarized.
This document provides an overview and introduction to the Extended Essay (EE), a core requirement of the International Baccalaureate Diploma Programme. It outlines that the EE is an independent research project of 4,000 words allowing students to deeply explore a topic of their choice. It discusses the aims of developing research, critical thinking, and writing skills. Several key deadlines are mentioned, including having a research proposal due by mid-March and submitting a final draft by early October. Students are encouraged to use this time to identify topics of interest and potential sources to support their research.
For more classes visit
www.snaptutorial.com
EED 465 Week 1 Assignment Interview and Standards Investigation
Details:
Interview
Interview a teacher in the elementary grades regarding the teacher’s social studies instruction. Include at least eight questions.
This document provides details of a 3-day lesson plan for a 5th grade class on bibliographies and copyright. The lesson introduces students to concepts like plagiarism, citing sources, and copyright through activities like role playing copyright scenarios, citing sources in books and online, and creating sample bibliographies. Students are assessed throughout by practicing citing different source types like novels, encyclopedias, magazines, and websites. The goal is for students to understand how to properly cite research sources for an informational book project on various science topics.
Check this A+ tutorial guideline at
https://www.uopassignments.com/eed-465-grand-canyon-university
For more classes visit
http://www.uopassignments.com/
Q3-M5_3Is_Synthesizing review of Related Literature.pdfMAEANNTOLENTINO2
mamali national high school
mamali lambayong sultan kudarat
entrep week 1 las 1
entrep week 1 las 2
entrep week 1 las 3
entrep week 2 las 1
entrep week 2 las 2
entrep week 2 las 3
My 2015 Communication Research syllabus for Shepherd University.
This is an applied research class.
Learn more about the class and assignments at: MattKushin.com
This document provides tips for planning and writing a research paper. It recommends browsing topics leisurely before choosing one that interests you and has sufficient available sources. Look for recurring themes across sources to help form a thesis statement. Collect a variety of sources to have a "pile of stuff" when writing, including books, articles, and web pages. Mark up and take notes on sources to help quote, paraphrase and summarize information in the paper. Current events often inspire strong opinions with many available sources. Proper planning makes the writing process more fulfilling and less stressful.
This document provides information about an online course on aging policy called AGE 804. The course is taught by Sarah Taylor during the spring 2013 semester. It includes three learning objectives, various weekly readings and assignments, grading criteria, and a final policy analysis paper worth 100 points. Students will examine aging issues and apply policy analysis principles. The course has no in-person meetings and is conducted entirely online.
GRAD 5124: English Language & Literature Research Skills SyllabusRebecca Kate Miller
This document provides information about an online graduate course called GRAD 5124 English Language and Literature Research Skills taught in the fall of 2011. The course is intended to guide students in learning research strategies and tools for literary research. It will be conducted entirely online through the Scholar platform. There are no required textbooks, and readings will be provided online. The course objectives are for students to learn about the structure of literary information, identify and use research tools, create effective search strategies, evaluate information sources, and recognize technical and ethical issues in research. Students will complete weekly assignments and participate in a class blog to earn their grade on a pass/fail basis.
University of Maryland University College • Adelphi • Syllabus • .docxdickonsondorris
University of Maryland University College • Adelphi • Syllabus •
WRTG 291 7982 Research Writing (2152) WRTG-291
· Spring 2015
· Section 7982
· 3 Credits
· 03/16/2015 to 05/10/2015
· Modified 03/13/2015
Class Summary
Faculty Contact
John Tidwell [email protected]
Course Description
(Fulfills the general education requirement in communications.) Prerequisite: WRTG 101 or WRTG 101S. Continued practice in critical reading, thinking, and writing skills. The objective is to analyze, evaluate, and synthesize diverse sources and viewpoints to develop persuasive and academic writing projects. Assignments include prewriting exercises, an annotated bibliography, a synthesis research essay, and a reflective paper. Students may receive credit for only one of the following courses: ENGL 291, ENGL 291H, or WRTG 291.
Course Introduction
Welcome to WRTG 291. WRTG 291 serves as a transition course between the research assignments in WRTG 101 and the complex writing assignments of upper-level courses. This course addresses the needs of students from all academic disciplines. Based on critical analysis of source material, the course will present a systematic approach to research writing. You will practice summarizing and synthesizing sources. Your work this semester will culminate in an exploratory synthesis essay in which you examine various perspectives on an issue.
WRTG 291 involves personal research writing. In this course, you will use the first-person ("I") point of view. The writing assignments involve a response to an author, a reflective annotated bibliography, a personal research narrative paper, and a final short paper to be directed by the instructor.
Courses that fulfill the General Education Requirements (GERs) at UMUC all have a common theme—technological transformations. In following this theme throughout this semester in WRTG 291, we will read the analyses of various authors on the impact of technology on various aspects of society.
The course may incorporate materials from the following four modules:
1. The Importance of Research Writing for Today's Student(module 1) emphasizes a systematic approach to reading and introduces the concept of a methodical research process. The notion of information literacy is explained and reinforced by two graphics, "The World of Research I" and "The Natural World of Research," and references to UMUC's Information and Library Services. Basic UMUC guidelines on intellectual honesty and avoiding plagiarism are presented.
2. The Research Process and Critical Reading (module 3) introduces strategies for critically analyzing your research sources and developing coherent, compelling lines of argument. In particular, the notions of active reading and information literacy using global sources are explored. A graphic titled "The World of Research II" is used to facilitate the use of global sources.
3. Research Writing and Synthesizing Diverse Viewpoints (module 4) develops a methodology for preparing an ...
This document provides information about an optional orientation webinar for the course LIST 5373. The webinar will take place on June 8, 2015 from 8:00-8:45 PM CST. Students have the option to either attend the live webinar or view the recording. The document provides instructions on how to enter the webinar from a desktop or mobile device. It also provides the technical support number in case students have issues entering the webinar or viewing recordings. The webinar will review course objectives, assignments, and Blackboard. It will allow students to participate and ask questions in real-time.
This document summarizes a syllabus for a course on Kentucky government and politics taught in Spring 2012. The course will use systems thinking and futures studies frameworks to explore Kentucky's political culture, government structures, parties, groups and important policy issues. Students will learn research methods and apply them to analyze trends and scenarios for Kentucky's future. Major assignments include class participation, a systems thinking paper, and a group scenarios project on potential futures for Kentucky in 2032.
This document is the syllabus for an English 102 college writing course taught online during the summer of 2017. The instructor is Shannon Dryden and the course focuses on community awareness, critical thinking about one's environment and place within it, and effective written communication. Over the course of the semester, students will complete four major assignments exploring these themes, including an essay on sense of place, an annotated bibliography, a research-based response essay, and a public service announcement. Students will also participate in weekly discussion boards, maintain a writing journal, and provide peer reviews of classmates' work. The goal is for students to improve their skills in persuasive and expository writing across disciplines and beyond college.
Here are some instructional activities you could use for a phonics lesson:
- Word sorts: Students sort words with the target phonics pattern from other words. This helps them recognize the pattern.
- Letter tiles: Students manipulate letter tiles to form words with the target pattern.
- Word building: Students build words letter by letter on whiteboards or paper using magnetic letters.
- Blending practice: Students blend sounds together to read words with the target pattern.
- Segmenting practice: Students segment words into individual sounds.
- Decodable text: Students read a short, controlled text containing words with the target pattern to apply their phonics skills.
- Picture matching: Students match pictures
PSYCHOLOGY 10200 (Psychology in the Modern World)Mondays & Wedne.docxpotmanandrea
PSYCHOLOGY 10200 (Psychology in the Modern World)
Mondays & Wednesdays (11:50-12:40 or 1:00-1:50 in AR 1)
Discussion Sections (various times and locations)
Spring 2018
Instructor: Brett Silverstein. Write your teaching assistant’s name here ________________________
Introduction and Course Description
I've designed this course to give you a basic understanding of each of the different fields that collectively make up the science of psychology. One field is concerned with how the brain is organized; another with how children mature; still another with why people become anxious or depressed and how to help them. Psychology is concerned with each of these areas, and much more. In psychology we are interested in why people think and feel and act the way that they do. By the end of this course, you should have a good understanding of what psychologists study, and some of their most important research findings.
Because so many different fields are involved, I will divide the course into sections: neuroscience, development, psychological disorders, and so forth. In lecture, I will survey what psychologists know about each field. This information is reinforced and expanded upon in the textbook and in weekly discussion sessions. To evaluate how well you understand the textbook material, in each section I will ask several questions on the lectures and readings. You will have an opportunity to apply the issues to your own lives during weekly recitation sessions. I also have assigned four papers to develop your written expression of psychology. Finally, there will be a cumulative in class final exam given during finals week.
Course Objectives
After taking PSY 102, you should be better able to:
1. Apply critical thinking skills to research designs and practical problems in psychology.
2. Understand basic psychological theories, principles, and concepts in the areas of human development, social interaction, psychopathology, cognitive processes, and the biological bases of behavior.
3. Evaluate hypotheses, research designs, research findings, and theories.
4. Understand how statistical significance is used in research
5. Understand the difference between pseudo-science and science and apply such understanding to media reports about psychology.
6. Apply psychological concepts and principles to understanding social and cultural phenomena.
7. Communicate your ideas orally and in writing.
8. Apply psychological concepts to you own life and experiences.
PSY 102 satisfies the Individual and Society general education requirement of the CUNY Pathways Common Core. The course also enhances proficiency in writing, information literacy, and quantitative reasoning. In exercising writing proficiency, you will have multiple experiences to communicate your ideas in writing and speaking, including at least 3500 words of writing in specific assignments. For information literacy, you will have multiple opportunities to critically and con ...
ScienceSchool of Science, Technology, Engineering and Math.docxkenjordan97598
This document provides information about an introductory geography course. It includes:
- An overview of the course description, scope, objectives, materials, evaluation, and outline.
- Details on the asynchronous online format, including weekly readings, discussions, assignments, and exams.
- The instructor's contact information and policies around communication.
- A list of six learning objectives for students to develop geographic skills and understand world regions.
Sociology SOCI332Statistics for Social ScienceCredit Ho.docxbryanwest16882
Sociology
SOCI332
Statistics for Social Science
Credit Hours 3
Length of Course 8 Weeks
Table of Contents
Course Description
Evaluation Procedures
Course Scope
Grading Scale
Course Objectives
Course Outline
Course Delivery Method
Policies
Course Materials
Academic Services
Course Description (Catalog)
This course is designed to provide a basic survey of the application, empirical use and interpretation of a variety of statistics methods used in the social sciences. A key objective of the course is the instruction in best statistical practice through the use, exploration and analysis of empirical data. Emphasis will be placed on understanding and interpreting the meaning of statistics. The practical aspects of statistics are emphasized and students are instructed in the use of the standard statistical package for the social sciences (SPSS) which is widely used in the social sciences and the in labor force. This course is part of a series including SOCI 331 Research Methods for the Social Sciences and SOCI 332 Statistics for the Social Sciences.
Course Scope
The student will develop an ability to use sociological concepts, theory, and research to think critically and act intelligently in interactions with (and observations of) individuals, groups, institutions, and societies.
Course Objectives
Upon completion of this course students will be able to:
CO1- Describe and apply the concepts and logic of elementary statistics.
CO2- Conduct statistical analysis in SPSS (Statistical Package for the Social Sciences).
CO3- Compare and contrast different types of data and the statistics that can be used to analyze them
CO4- Examine the differences between descriptive and inferential statistics and their use in the social sciences.
CO5- Form critical interpretations of quantitative research literature in sociology and other social sciences.
CO6- Complete and interpret descriptive and inferential statistical data analysis
CO7- Develop a research project from conceptualizing a research problem and develop a number of complementary design, measurement, and data collection approaches to bring evidence to bear on the problem.
CO8- Critically evaluate the quality of research design and evidence in published social research.
ADDITIONAL RESOURCES:
General Social Survey Dataset
SPSS Software
SOFTWARE REQUIREMENTS:
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SPSS (more details under Welcome Announcements in the Sakai classroom)
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Microsoft Office Applications- Word, Power Point (these can be downloaded free of charge from your student email account)
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Screencast-o-matic or similar program
Evaluation Procedures
Forums:
Participation in classroom dialogue on threaded Forums is required. Forums are scheduled weekly and found in the Forums tab in the classroom. Specific instructions and the grading rubric are located on each Forum.
Assignments
This course includes three Assignments. Instructions and specific grading rubrics are found under the Assignments tab in o.
This document provides a course syllabus for TECH 4220, Information Policy Analysis. The syllabus outlines the instructor's contact information, course description and objectives, required materials, grading scale, and course structure. The course will examine current and pending legislation impacting information dissemination and explore the political, cultural, economic and social aspects of these policies. Students will analyze various types of policies governing information technology and identify strategies for developing, implementing, and revising effective IT policies. The course will be delivered entirely online through Canvas and involve weekly discussions, assignments, and other graded activities.
Eed 465 all weeks discussion and assignments – entire coursejohn willamson
This document provides details for the assignments and discussions for the entire EED 465 course. It includes instructions for weekly discussion questions and assignments related to social studies instruction, standards, textbooks, cultural diversity, and lesson planning. Students are asked to interview a teacher, analyze standards and textbooks, compare approaches to social studies learning, research different cultures, and design a social studies lesson to teach in a classroom. The assignments require drawing upon educational research and address topics like multiple intelligences, literature integration, and depth of knowledge.
The document provides guidance on writing a report style essay for a geography exam, including:
1) Research and preparation is key, with planning, gathering a balanced range of sources, and organizing materials into a file.
2) Practicing report writing helps understand the required structured format, which merges traditional essays with elements like numbered sections and diagrams.
3) In the exam, a plan and introduction should be provided, with the body using language and structure to illustrate, contrast, extend and conclude points, while evaluating perspectives.
This document is the syllabus for an English 102 college writing course taught in the spring 2019 semester. It outlines the course goals of focusing on expository, argumentative, and research writing. The instructor's contact information and office hours are provided. The major assignments include four writing projects, journal entries, and a library research week. The required textbook and course policies on attendance, plagiarism, and classroom conduct are also summarized.
This document provides an overview and introduction to the Extended Essay (EE), a core requirement of the International Baccalaureate Diploma Programme. It outlines that the EE is an independent research project of 4,000 words allowing students to deeply explore a topic of their choice. It discusses the aims of developing research, critical thinking, and writing skills. Several key deadlines are mentioned, including having a research proposal due by mid-March and submitting a final draft by early October. Students are encouraged to use this time to identify topics of interest and potential sources to support their research.
36303 Topic Lesson PlanNumber of Pages 2 (Double SpacedN.docxrhetttrevannion
36303 Topic: Lesson Plan
Number of Pages: 2 (Double Spaced
Number of sources: 2
Writing Style: MLA
Type of document: Essay
Academic Level: Undergraduate
Category: Creative writing
Language Style: English (U.S.)
Order Instructions: Attached
1). Integrating Black History Month into Curriculum
Nieto & Bode Chapter 1 Understanding the Sociopolitical Context of Multicultural Education
Nieto & Bode Chapter 9 Adapting Curriculum for Multicultural Classrooms
In Chapter 9, Nieto and Bode discuss curricular adaptation and provide plenty of suggestions for cultural sensitive lesson plans.
Now is your chance to create cultural sensitive lesson plans.
February is the Black History month. Every February, teachers across Texas look for effective ways to integrate Black heritage into class activities.
The addition into the curriculum of “heroes” is one of the most frequently used during the first phase of an ethnic revival movement. As variety of the contribution approach, the heroes and holidays approach uses content limited primarily to special days related to special events. Women’s month and MLK day are examples of this type celebrated in the schools. For instance, during March, when you have a chance to visit a K-12 campus, you will see plenty of posters and banners that display outstanding females. When this approach is used, the class studies little about the special groups before or after the event or occasion.
There are hundreds of ways to integrate the celebration of the Black History Month into your teaching. Go to http://www.google.com/ or your favorite search engine to find out more information about this special event by applying the criterion discussed in Chapter 6. Create an original plan to introduce the Black heritage to your class. You may use other author’s ideas, but do not copy. If you are a current classroom teacher, design the plan to fit your subject and grade level. You may use another lesson plan as a model, but do not copy from the Internet. If your plan is not original, make sure to cite the source. If you are not a current classroom teacher, design the plan as if you were teaching your favorite subject and grade level in your favorite school. Then post your plan, which must be at least 150 words, to the Discussion Board topic "Integrate Black History Month into Curriculum".
Make sure to start the posting with the subject and grade level you are interested in. For example, if I am teaching 5th grade social studies, my subject line will be “Social Studies in the 5th grade”.
If you are new to lesson plans, I have posted a Lesson Plan template used by all Urban Education professors. This is for you to become familiar with a lesson plan format. However, you do not have to include all template components in the lesson plan you construct for this assignment.
To raise your project score, make assumptions about the audience (students) are you writing this lesson plan for. If you have older students (middl.
This document provides information about an Honors 106 course taught in Spring 2015. The course is a 3-credit seminar that introduces academically accomplished students to university life and develops research skills. It focuses on a research project where students compare concepts from two courses and present their findings in a paper and poster. The course utilizes group activities and discussions and aims to improve students' critical thinking, research, and presentation abilities. It is graded based on the quality of the research paper, poster, and portfolio.
The document provides tips for creating effective PowerPoint presentations for teaching, emphasizing the importance of engagement, organization, design principles, and delivery. It discusses differences between presentations for teaching versus research, and strategies for incorporating interactivity into presentations for small and large classes. The document also provides examples and best practices for writing content, using visuals, organizing slides, and engaging students during delivery.
This document provides the syllabus for an ethnographic methods course at the University of Wyoming. It outlines the course objectives, requirements, assignments, and schedule. The main goals are for students to learn ethnographic fieldwork skills like observation, interviewing, and qualitative analysis by conducting their own participant observation research project over the semester. Assignments include keeping a field notebook, turning in drafts and the final paper of their ethnography, and presenting their research. The grade is based on participation, two fieldwork assignments, drafts of the ethnography, a conference paper, and the final ethnography paper. Required texts are listed to support learning ethnographic methods and writing.
This document provides the syllabus for WRIT 1120: Seminar in Research Writing at BGSU for Spring 2020. The course focuses on inquiry-based writing through a series of writing projects involving personal research, an annotated bibliography, research proposal, research paper, and autoethnography. Students will develop research, writing, and critical thinking skills. The course utilizes workshops, conferences, and peer reviews. Grades will be based on the writing projects, participation, and final ePortfolio.
Case Study Response Considerations Please note that not .docxtidwellveronique
Case Study Response Considerations
*Please note that not all of these questions may be applicable to your case. Please use these
questions and structure to help you evaluate and frame your case response.
Recognize the problem:
What facts do we know about the individuals, the school, the family, and the community?
What discrepancies exist between the individuals’ expectations and actual events?
What are the major problems in the case?
Reframe the problem:
What underlying assumptions, values, or beliefs do individuals involved hold about each
of the problems?
Which major problems are the most important to the various individuals or groups
involved?
What values or beliefs regarding the major problems do individuals or groups hold in
common?
Search for alternatives:
What can you learn about the major problems from those who have experience and
expertise?
What alternatives might address the major problems involved in the case?
What short- and long-term consequences will each alternative have for the student,
school, family, and community?
Which alternatives best address the important problems?
Develop and implement a plan of action?
How can you prioritize the goals to facilitate implementation?
What activities, referrals, resources, and strategies must be included in the plan of action
to address the goals?
Who is responsible for performing the various components of the plan of action?
What criteria will you use to evaluate progress?
Evaluate progress:
What progress has been made based on established criteria?
Are all individuals and groups satisfied with the progress?
What new problems have developed?
What revisions to the plan of action need to be made?
Research Paper: There will be a required research paper in this course. The writing requirements for the paper are included below. Students will choose from the following list of topics for their paper. The key deadline dates are listed below:
1. October 9: A draft Works Cited page in APA format is due. Email the document to the professor. It should include all sources used as of this due date.
1. November 20: Research paper is due.
Research Paper Topic Choices
Students will choose one of the following topics for their research paper. Some suggestions on key questions to answer in the research are provided as guidance. Students should expand their inquiry beyond these few questions based on their own individual research and interests. The textbook is an excellent source.
1. What is the impact of illegal immigration on homeland security?
0. Students will research both illegal and legal immigration contemporary statistics in the United States and identify patterns and evaluate their impact on homeland security.
0. Students will research and report on the activities of the Department of Homeland Security (DHS) agencies involved with immigration and evaluate the effectiveness of philosophies, metho ...
This document discusses strategic foresight techniques for anticipating the future, particularly in the context of post-COVID-19 futures. It outlines frameworks like the Four Futures archetypes, Causal Layered Analysis, STEEP trends, Futures Wheels and the Futures Cone that can be used to envision possible futures. It also examines trends to watch like remote work and learning becoming more established, increased surveillance and automation, as well as implications of reduced travel, businesses and higher education in a post-pandemic world.
The document provides a history and overview of TritonEd/TED, the learning management system (LMS) used at UC San Diego. It traces the evolution of the LMS from 2006 when UC San Diego used WebCT, through migrations to Blackboard versions 7-9 and the renaming to TritonEd in 2014. Survey results are presented from over 2,000 instructors and students on their experiences and satisfaction with TritonEd. Key themes identified from student responses include the challenges of understanding grades and feedback, the unwieldy mobile experience, and issues with online textbook supplements requiring additional fees.
Transforming the Workshop with and through Design ThinkingChristopher Rice
This document summarizes a workshop on transforming faculty development workshops using design thinking techniques. It outlines several interactive exercises used in the workshop, including an improv comedy exercise to encourage an additive mindset, a "Design the Box" game to foster collaboration, and a "Mission: Impossible" activity where participants design a hypothetical course under constraints. The goal is to move workshops from a problem-focused to a generative and solutions-driven approach through activities modeled on design thinking processes. Contact information is provided for the presenters.
Using the Business Model Canvas and Gamestorming for Hybrid and Online Course...Christopher Rice
The document summarizes a workshop on using business model canvases and gamestorming techniques for designing hybrid and online courses and programs. It outlines opening exercises like "The Road to Bangkok" to put participants in a positive mindset. Small groups then sort challenge and solution cards and complete missions like designing a course without a specific technology. They map stakeholders and evaluate designs. The goal is to brainstorm new ideas and get faculty thinking creatively about applying technologies and activities to address problems in their course proposals.
This document summarizes a presentation by Christopher S. Rice on the open, social future of higher education and the advantages of the OpenClass learning platform. Some key points discussed include: the challenges students and instructors face with traditional learning management systems; how higher education could embrace more open, social, and collaborative models like those used by Google+ and Google Hangouts; case studies of two courses that used OpenClass and saw benefits from a more intuitive and customizable interface; and Rice's vision for continuing to build upon and improve the OpenClass platform.
This document discusses hybrid course design. It begins by defining different types of hybrid courses, such as blended, flipped, and replacement models. It then discusses whether hybrid courses should be synchronous or asynchronous. Various technologies that can be used are presented, including learning management systems, lecture tools, synchronous video options, and social media. Different pedagogical approaches for hybrid courses like active learning and problem-based learning are also covered. Examples of hybrid course structures such as the flipped classroom model and models combining online and face-to-face meetings are provided. The document concludes by discussing podular course design and comparing it to traditional course design.
This document discusses using audience response systems, also known as clickers, to engage students in the classroom. It presents different types of questions that can be used, including content, critical thinking, and process questions. Examples of multiple choice, free response, and Likert scale questions are provided that assess students' understanding of course content, like Marxism, or get their opinions on topics. The document encourages using audience response systems to facilitate class discussion and monitor students' comprehension.
This document provides an overview of Karl Marx's theories and the development of Marxism. It discusses Marx's early influences, his critique of capitalism, and his vision of communism. It also examines how later thinkers like Lenin, Mao, and Engels built upon Marx's ideas. Some of the key points covered include Marx's views on alienation under capitalism, his theory of historical materialism, the inevitable conflict between the bourgeoisie and proletariat, and the need for a vanguard party to raise class consciousness.
The document discusses different perspectives on environmentalism: egocentrism, which sees nature as existing for human use; homocentrism, which recognizes humanity's dependence on nature but prioritizes human needs; and ecocentrism, which assigns intrinsic value to all living things. It notes criticisms of ecocentrism and introduces deep ecology, which views humans as part of ecological whole. Deep ecology is based on principles like rejecting human exceptionalism and recognizing humanity's interdependence with all life. The document also contrasts the dominant Western worldview with the new ecological paradigm.
Fascism is a totalitarian ideology that seeks to control all aspects of society and life through an authoritarian government. It emphasizes nationalism, reactionary values, and a charismatic leader. Fascism aims to create a "new synthesis" that overcomes liberalism and socialism by focusing on national and racial identity rather than individuals. It uses fear, propaganda, and militarism to inspire patriotism and obedience to the state above all else.
The document discusses different conceptions of anarchism. It begins by clarifying that anarchism is not equivalent to disorder or chaos, but rather involves creating a new social order without government based on individual liberty. It discusses different philosophical approaches to anarchism, including views on human nature, property, and the role of the state. The goal of anarchism is seen as achieving the highest level of individual freedom and development through voluntary association rather than through the coercive structures of the state and private property.
This document provides an overview of key concepts in Marxism. It discusses Marx's early influences, including Hegel, and how Marx came to appreciate the central role of economics in society. It outlines Marx's views on alienation of labor, historical materialism, and his critique of capitalism as creating alienation and containing the seeds of its own destruction. The document also discusses Engels' contributions on feminism, William Morris and the Arts and Crafts Movement, Lenin's emphasis on the vanguard party, and Mao's focus on mobilizing the peasant population for revolution.
The document discusses different perspectives on conservatism as an ideology. It describes conservatism as resisting rapid change and focusing on tradition, history and gradual reform. Conservatives are defined by their preferences rather than abstract principles. The document also outlines different strands of modern conservatism such as traditional conservatism, individualism, the Christian right, and neoconservatism.
The document discusses key concepts in liberalism including:
1) Liberal philosophy is based on four main elements: equality, liberty, individuality, and rationality.
2) Liberal political theory proposes a strict distinction between the state and civil society and an ambivalence about the benefits of democracy.
3) John Rawls' theory of justice proposes two principles: equal liberty for all and inequality only if it benefits the least well-off.
This document discusses political thinking and ideology. It defines political thinking as seeking the political ideas, regimes, and solutions that best address challenges and meet peoples' needs. It describes ideology as a set of empirical and normative beliefs about human nature, history, and sociopolitical arrangements. The document also outlines various models for analyzing and positioning different ideologies along spectrums, including the left/right continuum, the horseshoe configuration, and the pie-shaped spectrum. It notes that no single model can perfectly capture the complexity of ideologies.
TrustArc Webinar - 2024 Global Privacy SurveyTrustArc
How does your privacy program stack up against your peers? What challenges are privacy teams tackling and prioritizing in 2024?
In the fifth annual Global Privacy Benchmarks Survey, we asked over 1,800 global privacy professionals and business executives to share their perspectives on the current state of privacy inside and outside of their organizations. This year’s report focused on emerging areas of importance for privacy and compliance professionals, including considerations and implications of Artificial Intelligence (AI) technologies, building brand trust, and different approaches for achieving higher privacy competence scores.
See how organizational priorities and strategic approaches to data security and privacy are evolving around the globe.
This webinar will review:
- The top 10 privacy insights from the fifth annual Global Privacy Benchmarks Survey
- The top challenges for privacy leaders, practitioners, and organizations in 2024
- Key themes to consider in developing and maintaining your privacy program
Skybuffer AI: Advanced Conversational and Generative AI Solution on SAP Busin...Tatiana Kojar
Skybuffer AI, built on the robust SAP Business Technology Platform (SAP BTP), is the latest and most advanced version of our AI development, reaffirming our commitment to delivering top-tier AI solutions. Skybuffer AI harnesses all the innovative capabilities of the SAP BTP in the AI domain, from Conversational AI to cutting-edge Generative AI and Retrieval-Augmented Generation (RAG). It also helps SAP customers safeguard their investments into SAP Conversational AI and ensure a seamless, one-click transition to SAP Business AI.
With Skybuffer AI, various AI models can be integrated into a single communication channel such as Microsoft Teams. This integration empowers business users with insights drawn from SAP backend systems, enterprise documents, and the expansive knowledge of Generative AI. And the best part of it is that it is all managed through our intuitive no-code Action Server interface, requiring no extensive coding knowledge and making the advanced AI accessible to more users.
For the full video of this presentation, please visit: https://www.edge-ai-vision.com/2024/06/temporal-event-neural-networks-a-more-efficient-alternative-to-the-transformer-a-presentation-from-brainchip/
Chris Jones, Director of Product Management at BrainChip , presents the “Temporal Event Neural Networks: A More Efficient Alternative to the Transformer” tutorial at the May 2024 Embedded Vision Summit.
The expansion of AI services necessitates enhanced computational capabilities on edge devices. Temporal Event Neural Networks (TENNs), developed by BrainChip, represent a novel and highly efficient state-space network. TENNs demonstrate exceptional proficiency in handling multi-dimensional streaming data, facilitating advancements in object detection, action recognition, speech enhancement and language model/sequence generation. Through the utilization of polynomial-based continuous convolutions, TENNs streamline models, expedite training processes and significantly diminish memory requirements, achieving notable reductions of up to 50x in parameters and 5,000x in energy consumption compared to prevailing methodologies like transformers.
Integration with BrainChip’s Akida neuromorphic hardware IP further enhances TENNs’ capabilities, enabling the realization of highly capable, portable and passively cooled edge devices. This presentation delves into the technical innovations underlying TENNs, presents real-world benchmarks, and elucidates how this cutting-edge approach is positioned to revolutionize edge AI across diverse applications.
Fueling AI with Great Data with Airbyte WebinarZilliz
This talk will focus on how to collect data from a variety of sources, leveraging this data for RAG and other GenAI use cases, and finally charting your course to productionalization.
Have you ever been confused by the myriad of choices offered by AWS for hosting a website or an API?
Lambda, Elastic Beanstalk, Lightsail, Amplify, S3 (and more!) can each host websites + APIs. But which one should we choose?
Which one is cheapest? Which one is fastest? Which one will scale to meet our needs?
Join me in this session as we dive into each AWS hosting service to determine which one is best for your scenario and explain why!
zkStudyClub - LatticeFold: A Lattice-based Folding Scheme and its Application...Alex Pruden
Folding is a recent technique for building efficient recursive SNARKs. Several elegant folding protocols have been proposed, such as Nova, Supernova, Hypernova, Protostar, and others. However, all of them rely on an additively homomorphic commitment scheme based on discrete log, and are therefore not post-quantum secure. In this work we present LatticeFold, the first lattice-based folding protocol based on the Module SIS problem. This folding protocol naturally leads to an efficient recursive lattice-based SNARK and an efficient PCD scheme. LatticeFold supports folding low-degree relations, such as R1CS, as well as high-degree relations, such as CCS. The key challenge is to construct a secure folding protocol that works with the Ajtai commitment scheme. The difficulty, is ensuring that extracted witnesses are low norm through many rounds of folding. We present a novel technique using the sumcheck protocol to ensure that extracted witnesses are always low norm no matter how many rounds of folding are used. Our evaluation of the final proof system suggests that it is as performant as Hypernova, while providing post-quantum security.
Paper Link: https://eprint.iacr.org/2024/257
How to Interpret Trends in the Kalyan Rajdhani Mix Chart.pdfChart Kalyan
A Mix Chart displays historical data of numbers in a graphical or tabular form. The Kalyan Rajdhani Mix Chart specifically shows the results of a sequence of numbers over different periods.
FREE A4 Cyber Security Awareness Posters-Social Engineering part 3Data Hops
Free A4 downloadable and printable Cyber Security, Social Engineering Safety and security Training Posters . Promote security awareness in the home or workplace. Lock them Out From training providers datahops.com
leewayhertz.com-AI in predictive maintenance Use cases technologies benefits ...alexjohnson7307
Predictive maintenance is a proactive approach that anticipates equipment failures before they happen. At the forefront of this innovative strategy is Artificial Intelligence (AI), which brings unprecedented precision and efficiency. AI in predictive maintenance is transforming industries by reducing downtime, minimizing costs, and enhancing productivity.
Main news related to the CCS TSI 2023 (2023/1695)Jakub Marek
An English 🇬🇧 translation of a presentation to the speech I gave about the main changes brought by CCS TSI 2023 at the biggest Czech conference on Communications and signalling systems on Railways, which was held in Clarion Hotel Olomouc from 7th to 9th November 2023 (konferenceszt.cz). Attended by around 500 participants and 200 on-line followers.
The original Czech 🇨🇿 version of the presentation can be found here: https://www.slideshare.net/slideshow/hlavni-novinky-souvisejici-s-ccs-tsi-2023-2023-1695/269688092 .
The videorecording (in Czech) from the presentation is available here: https://youtu.be/WzjJWm4IyPk?si=SImb06tuXGb30BEH .
Taking AI to the Next Level in Manufacturing.pdfssuserfac0301
Read Taking AI to the Next Level in Manufacturing to gain insights on AI adoption in the manufacturing industry, such as:
1. How quickly AI is being implemented in manufacturing.
2. Which barriers stand in the way of AI adoption.
3. How data quality and governance form the backbone of AI.
4. Organizational processes and structures that may inhibit effective AI adoption.
6. Ideas and approaches to help build your organization's AI strategy.
Let's Integrate MuleSoft RPA, COMPOSER, APM with AWS IDP along with Slackshyamraj55
Discover the seamless integration of RPA (Robotic Process Automation), COMPOSER, and APM with AWS IDP enhanced with Slack notifications. Explore how these technologies converge to streamline workflows, optimize performance, and ensure secure access, all while leveraging the power of AWS IDP and real-time communication via Slack notifications.
Trusted Execution Environment for Decentralized Process MiningLucaBarbaro3
Presentation of the paper "Trusted Execution Environment for Decentralized Process Mining" given during the CAiSE 2024 Conference in Cyprus on June 7, 2024.
Building Production Ready Search Pipelines with Spark and MilvusZilliz
Spark is the widely used ETL tool for processing, indexing and ingesting data to serving stack for search. Milvus is the production-ready open-source vector database. In this talk we will show how to use Spark to process unstructured data to extract vector representations, and push the vectors to Milvus vector database for search serving.
Monitoring and Managing Anomaly Detection on OpenShift.pdfTosin Akinosho
Monitoring and Managing Anomaly Detection on OpenShift
Overview
Dive into the world of anomaly detection on edge devices with our comprehensive hands-on tutorial. This SlideShare presentation will guide you through the entire process, from data collection and model training to edge deployment and real-time monitoring. Perfect for those looking to implement robust anomaly detection systems on resource-constrained IoT/edge devices.
Key Topics Covered
1. Introduction to Anomaly Detection
- Understand the fundamentals of anomaly detection and its importance in identifying unusual behavior or failures in systems.
2. Understanding Edge (IoT)
- Learn about edge computing and IoT, and how they enable real-time data processing and decision-making at the source.
3. What is ArgoCD?
- Discover ArgoCD, a declarative, GitOps continuous delivery tool for Kubernetes, and its role in deploying applications on edge devices.
4. Deployment Using ArgoCD for Edge Devices
- Step-by-step guide on deploying anomaly detection models on edge devices using ArgoCD.
5. Introduction to Apache Kafka and S3
- Explore Apache Kafka for real-time data streaming and Amazon S3 for scalable storage solutions.
6. Viewing Kafka Messages in the Data Lake
- Learn how to view and analyze Kafka messages stored in a data lake for better insights.
7. What is Prometheus?
- Get to know Prometheus, an open-source monitoring and alerting toolkit, and its application in monitoring edge devices.
8. Monitoring Application Metrics with Prometheus
- Detailed instructions on setting up Prometheus to monitor the performance and health of your anomaly detection system.
9. What is Camel K?
- Introduction to Camel K, a lightweight integration framework built on Apache Camel, designed for Kubernetes.
10. Configuring Camel K Integrations for Data Pipelines
- Learn how to configure Camel K for seamless data pipeline integrations in your anomaly detection workflow.
11. What is a Jupyter Notebook?
- Overview of Jupyter Notebooks, an open-source web application for creating and sharing documents with live code, equations, visualizations, and narrative text.
12. Jupyter Notebooks with Code Examples
- Hands-on examples and code snippets in Jupyter Notebooks to help you implement and test anomaly detection models.
Introduction of Cybersecurity with OSS at Code Europe 2024Hiroshi SHIBATA
I develop the Ruby programming language, RubyGems, and Bundler, which are package managers for Ruby. Today, I will introduce how to enhance the security of your application using open-source software (OSS) examples from Ruby and RubyGems.
The first topic is CVE (Common Vulnerabilities and Exposures). I have published CVEs many times. But what exactly is a CVE? I'll provide a basic understanding of CVEs and explain how to detect and handle vulnerabilities in OSS.
Next, let's discuss package managers. Package managers play a critical role in the OSS ecosystem. I'll explain how to manage library dependencies in your application.
I'll share insights into how the Ruby and RubyGems core team works to keep our ecosystem safe. By the end of this talk, you'll have a better understanding of how to safeguard your code.
Introduction of Cybersecurity with OSS at Code Europe 2024
PS 545 Syllabus Spring 2013
1. 1
PS 545-001 SPRING 2013
AMERICAN POLITICAL
THOUGHT
MWF 9-9:50AM 506 King Library (Conference Room)
Course Hashtag: #ps545
INTRODUCTION:
Are you a pirate?
Do you avoid using Peer-to-Peer technologies for fear of losing your university computing privileges and
receiving a hefty fine from the RIAA?
Why do we even have copyright anyway? Does it serve any productive purpose?
PS 545 American Political Thought explores contemporary American political thought, its formation and
the ways in which it is involved in major problems of culture, political economy, ideology, community and
identity. This semester, we will be exploring these issues through the lens of the following themes:
• The History of Intellectual Property, Copyright & Patent in American Political Thought
• The Legal, Political, Cultural & Technological Dimensions of Sharing
• DRM, DMCRA and Other Architectural Barriers to Peer Production and the construction of a
knowledge commons
• The Political Economy of (Intellectual) Property and the (Knowledge) Commons
• The Future(s) of the Internet – why Net Neutrality, Open Source Software, Open Hardware and
the Generative Internet are more important than you may realize
• The Politics of DIY, Maker Culture and the Political Economy of Commons-Based Peer
Production (including 3D Printing)
• Labor in American political thought and the potential impact of robotics
Many of the issues we will discuss will involve some controversy, and will require you to approach them
with an open mind. The goal of this course is not to indoctrinate you or to force a set of beliefs about
politics, economics and copyright/patent upon you. Quite the opposite – I want to help you to build the
critical political theoretical tools with which to engage this central issue in American political thought. The
results are up to you. I hope you will join with us this semester in what I hope will prove to be an
enlightening, engaging and provocative exploration of contemporary American political thought.
Welcome to the course!
INSTRUCTOR INFORMATION:
Instructor: Dr. Christopher S. Rice Twitter: @ricetopher
Office: 518 King Science Library Email: christopher.rice@uky.edu
Office Hours: By Appointment Telephone: 859.257.4011
2. 2
COURSE REQUIREMENTS:
Grades and Examinations: Your final course grade will be based on three (3)
components:
• Class Preparation, Participation & Attendance – 20%
• Working Journal – 40%
• Research/Augmented Reality Project – 40%
Course Readings: The following texts are required for this course:
• James Boyle, The Public Domain. ISBN: 978-0-300-13740-8
• Lawrence Lessig, Free Culture. ISBN: 978-0143034650.
• Cory Doctorow, Content. ISBN: 978-1892391810
• Jonathan Zittrain, The Future of the Internet. ISBN: 978-0300151244
• Yochai Benkler, The Wealth of Networks. ISBN: 978-0300125771
• Cory Doctorow, Makers. ISBN: 978-0765312815 (pbk)
However, you do not need to purchase any texts for this course. All course readings are either available
as free, Creative Commons-licenses PDF downloads, are freely available on the Internet or may be
accessed through the University of Kentucky’s electronic journals collection. The links to each week’s
readings will be made available in a clearly labeled Note in an Evernote Notebook I will share with class
members. Since class time will be largely spent engaging with the assigned readings for the day, you
must bring each day’s readings to the class period for which they are assigned. As a word of warning, the
reading load will be quite heavy at times for this course (often approaching 100 pages/week), in addition
to the required writing assignments. See “Class Participation and Preparation” below for details on the
estimated time requirements for the class.
Class Participation, Preparation & Attendance: Because this course is
designed around a collaborative research and learning approach, attendance is required for your
success, as well as that of the course. You should come prepared every day to be an active participant in
the course, working on course activities, arguing for your own perspectives on the course material,
listening to the viewpoints and arguments of other class members and then engaging with them and the
instructor in an informed, thoughtful and considerate manner. If you feel that you cannot devote the time
to this course that is expected (2.5 hours in-class + 8-10 hours out of class per week), then you may want
to consider dropping the course. For those of you willing to invest the time, however, I promise you a
rewarding experience!
In addition to our face-to-face discussions, we will be using Twitter in PS 545 as a “backchannel” both
during and outside of class. You are encouraged to bring your phones or laptops to class and Tweet out
comments or issues raised during the class. You are also encouraged to share links and sources that you
find useful and are placing in your Working Journal, as well as brief reactions to the scheduled course
readings, while outside of class. During the semester, please use the “#ps545” hashtag when Tweeting
for class. You will be graded on the both the quantity and quality of your contributions – both in and out of
class – to our exploration of the readings, data and other course work.
A rubric outlining how participation and preparation will be graded will be posted to a Note in the course
Evernote Notebook by January 14, 2013. I strongly encourage you to bring (if you have access to one)
your laptop, tablet/iPad or internet-capable phone to class EVERY DAY. Class time will not be spent
passively listening to lectures; rather we will be engaged in active learning in every class session,
including research and data analysis. An internet-capable device will prove to be of high value to you in
this regard. If you do not have access to Evernote through a laptop, tablet or internet-capable phone
during class, you should print out a copy of the readings for the day and your response notes you’re your
3. 3
Working Journal and bring them to class that day. Class preparation & participation count for 20% of your
total course grade.
Working Journal: One of the key tasks for any political theorist is to reflect upon and actively
engage with key texts in their chosen subject of study. For purposes of this course, you will need to keep
an ongoing reading and research journal as the home for this informal engagement with the course texts,
to be contributed to prior to (and in between) each class session. I expect good grammar and spelling, but
I don’t wish you to obsess over such things – this is not to be written as a formal paper. Think of this as a
space to have a “conversation” with the texts and between them, drawing in insightful outside material as
warranted. You might find a few critical or provocative passages from the texts and quote these passages
while critiquing their arguments or supporting them based on other readings, materials or class
discussion. The platform we will be using for this assignment, Evernote (see below), makes it easy to pull
in articles or other digital artifacts from the Internet that will contribute to this conversation. Be creative
with your use of the journal, but be rigorous and thoughtful as well. It will be a key lifeline as you engage
with the major course topics and serve as your most valuable resource when preparing for class and
working on your research project.
You must stay up-to-date with your work on this assignment. There will be a prompt posted each week in
our course Evernote Notebook for you to respond to. Your class preparation notes should also be entered
into this journal. This is your place to store links to websites, articles, data sources, pictures, videos, etc.
that are relevant to our exploration of the major course topics. You will need to bring in at minimum one
outside article or artifact per course session into your Journal that is relevant to the topic of that day’s
reading(s) and annotate it accordingly. (I also recommend Tweeting these links out as you find them to
add to the class discussion. It is possible to do this directly from Evernote.). You should be certain to trace
connections between the assigned readings, our class discussions and articles/artifacts that you find
online related to the theoretical focus of the readings we are engaged with in class at the time.
You are required to start a free Evernote account, create a Notebook entitled “PS 545 Spring 2013” for the
course and share it with me with me (only) by the beginning of class on January 14, 2013. You should
then begin posting your journal entries, research materials and class preparation sheets to your shared
Evernote Notebook on Monday, January 14, 2013. I will explain this requirement in full in class on
January 14, and a rubric outlining grading criteria for the journal will be posted to a Note in the course
Evernote Notebook at that time. I will examine your Working Journal at the midterm of the semester
(around March 4) and provide feedback at that time. All journal work must be completed by 5pm,
April 26, 2013. Your journal work will constitute 40% of your total course grade.
Research/Augmented Reality Project: The Research Project is your opportunity to
demonstrate mastery of the course readings and subject matter, your ability to synthesize and critically
engage with them, your ability to incorporate material related to the course topics and readings that you
have collected and considered in your Working Journal, and also to creatively apply the knowledge and
skills you gain during the semester in a novel fashion. You should expect to produce at least 3000 words
of text for the project, as well as bibliographic work, photos, video, infographics, etc. The project must also
possess an augmented reality component using Layar Creator (http://www.layar.com/). Your work for this
project will constitute 40% of your course grade. Full details of the project will be posted to a Note in the
class Evernote Notebook prior to Spring Break. Your Research Project must be posted as a PDF in
your Working Journal by 10:30am, May 1, 2013. The result of this project will be an ebook with
Augmented Reality components collecting all student projects that will be made available on the web for a
public audience under a Creative Commons license after the end of the semester. Your research project
work will constitute 40% of your total course grade.
4. 4
COURSE POLICIES:
Classroom Standards: I expect all students to behave in a professional manner during class
time. This means coming to class on time and being ready to start class at 9am. It is disrespectful to
me and to your fellow students to come late and disrupt class, so be on time. I will not tolerate chronic
tardiness, and if you arrive to class more than 5 minutes late, you may be asked to turn around and leave.
Also, unless you have obtained prior approval from me, you may not leave class early. Furthermore, I do
not tolerate rude and disruptive classroom behavior. During class, refrain from engaging in non-relevant
and distracting side-conversations, reading a newspaper, doing crosswords, sudoku or other
puzzles/games, sleeping, non-course-related text messaging or similar cellphone use, or listening to your
iPod or other .mp3 players. Laptops and other internet access devices ARE STRONGLY
ENCOURAGED in class for accessing your textbooks, taking notes and looking up material relevant to
that day’s work on the internet. Please do not abuse this privilege by using your Internet access device to
Facebook, do email, shop online or play games. I reserve the right to dismiss from class any student in
violation of these policies.
Grading: All course assignments will be graded on a 0-100 point scale. The grading scale for the
exams and papers, as well as the final course grade for undergraduate students is as follows: A = 90-
100%, B = 80-89%, C = 70-79%, D = 60-69%, and E = 0-59%. For graduate students, the grading scale
for this course is as follows: A = 90-100%, B = 80-89%, C = 70-79%, E = 0-69%. The course is not
graded on a “curve.”
Email Policy: You may always feel free to contact me via email. However, I do have a few general
guidelines you must follow when doing so. Always begin the subject line of an email to me with “PS
545:”. This will put your email into the appropriate inbox, allowing me to respond to your email in a timely
fashion. Emails that do not have “PS 545:” at the beginning of the subject line may not receive a
response. Also, emails are NOT text messages/IM communications. When emailing me you should open
the email by addressing me as Dr. Rice, identifying who you are and which course you are in (and at what
time the course meets), concisely providing the nature of your problem/request, and then signing off with
your name. If you have followed these directions, you may expect a response within 48 hours of its
receipt. If you have a pressing emergency, you should speak to me before or after class, ping me on
Twitter or contact me by phone. As a final note, I will NOT provide your grades (nor discuss any
personally-identifiable grade information) by email, Twitter or over the phone.
Twitter Policy: While I do not follow students on Twitter, I will always see Tweets sent using
@ricetopher or the course hashtag #ps545. I check Twitter often throughout the day and will generally
respond to Tweets within 24 hours. While Twitter is a more informal mode of communication, I still insist
that you treat me and other members of the class with respect when communicating via these channels,
just as you would during an in-class discussion. I will NOT provide your grades (nor discuss any
personally-identifiable grade information) by Twitter. Remember: messages sent to me on Twitter, using
the course hashtag are publicly available. If you need to speak to me about a private matter, please use
your University of Kentucky email account or speak with me face-to-face. If you have privacy concerns
with using Twitter, you DO NOT have to use your real name when creating an account. Simply create an
account with a username that cannot be connected to you and do not use your real name on the profile or
in your messages. Please let me know what username you will be using for the course so that I may note
it in the gradebook and give you credit for your work.
Office Hours: I will be scheduling several office hours each week, though the times and days for
these will vary as we find what works best for this class. I will provide an online calendar through which
5. 5
you may schedule appointments with me. You have the option of either coming to my office in 518 King at
that time to meet with me in person or meet with me using Skype or Google Hangout.
Excused Absences: The University defines the following as acceptable reasons for excused
absences: illness of the student or serious illness of a member of the student’s immediate family; death of
a member of the student’s immediate family; trips for members of student organizations sponsored by an
academic unit, trips for university classes and trips for participation in intercollegiate athletic events; major
religious holidays; any other circumstances which the instructor finds reasonable cause for
nonattendance. I reserve the right to require documentation for any excused absence. It is the student’s
responsibility to notify me before any absence if possible, but no later than one week following the
absence in any case. It is the student’s responsibility to provide proper documentation and notification in
all cases. See Student Rights and Responsibilities, Part II, Section 5.2.4.2
(http://www.uky.edu/StudentAffairs/Code/part2.html) for UK’s policy on excused absences.
Late Assignments: University policy will be followed regarding all make-up exams and writing
assignments. Make-up exams and writing will only be allowed for excused absences. For definitions of
these terms, please consult the Student Rights and Responsibilities handbook.
A Brief Note on Cheating & Plagiarism and Academic Integrity:
Please see the home page for the Office of Academic Ombud Services (http://www.uky.edu/Ombud) for a
definition of plagiarism, how to avoid plagiarism and UK’s new academic offense policy. See also Student
Rights and Responsibilities, Part II, Section 6.3 (http://www.uky.edu/StudentAffairs/Code/part2.html) for
UK’s policy on academic integrity.
Classroom and Learning Accommodations: If you have a documented disability
that requires academic accommodations, please see me as soon as possible during scheduled office
hours. In order to receive accommodations in this course, you must provide me with a Letter of
Accommodation from the Disability Resource Center (Room 2, Alumni Gym, 257‐2754, email address
jkarnes@email.uky.edu) for coordination of campus disability services available to students with
disabilities.
One Last Thing – Dropping the Course: Not that I hope you choose to leave our
little soiree, but there are a couple of dates you should keep in mind should the need arise. The last day
to drop this course without it appearing on your transcript is January 30, 2013. The last day to withdraw
from the course is April 5, 2013.
COURSE SCHEDULE:
NOTE: All items in the course schedule are subject to change at the discretion of the instructor. These
changes will be announced in class, by email or by Twitter. You are responsible for all announced
changes, so come to class and check email and the course hashtag on Twitter often.
A History of Intellectual Property, Copyright & Patent in American Political
Thought
January 11 – Boyle, Ch. 1 & Lessig, Ch. 1
January 14 – Benkler, Ch. 1
January 16 – Boyle, Ch. 2
January 18 – Lessig Ch. 2-4, Doctorow (Context), “The Copyright Thing” & “You Shouldn’t Have to Sell
Your Soul Just to Download Some Music”
January 23 – Benkler, Ch. 2
6. 6
January 25 – Boyle, Ch. 3, Lessig Ch.5
Legal, Political, Cultural & Technological Dimensions of Sharing
January 28 – Benkler Ch. 3
January 30 – Lessig, pp. 121-168
February 4 – Boyle, Ch. 4
Wrapping Up the Commons: DRM, DMCRA and Architectural Barriers to
Peer Production
February 6 – Boyle Ch. 5
February 8 – Doctorow (Content), selected essays:
• “Microsoft Research DRM Talk”
• “The DRM Sausage Factory”
• “Why is Hollywood Making a Sequel to the Napster Wars?”
• “How Do You Protect Artists?”
February 11 – Benkler Ch. 4
February 13 – Boyle Ch. 6
February 15 – Doctorow (video), “The Coming War on General Purpose Computation”
http://youtu.be/HUEvRyemKSg
February 18 – Boyle Ch. 7
The Political Economy of Property and the Commons
February 20 – Benkler, Ch. 5
February 22 – Benkler, Ch. 6
February 25, 27 – Benkler, Ch. 7
March 1 – Benkler, Ch. 8
March 4 – Benkler, Ch. 10
March 6 – Boyle Ch. 8
March 8 – Jaron Lanier, “You Are Not A Gadget” http://youtu.be/T5JZFx6rIlY and “How Not to Create a
Cyber Plutocracy” http://youtu.be/G1KObNG_Wnw
March 11-15 – SPRING BREAK – NO CLASSES
The Future(s) of the Internet
March 18 & 20 – Benkler, Ch. 11
March 22 – Zittrain Intro, Ch. 1 & 2
March 25 – Zittrain Ch. 3
March 27 – Zittrain Ch. 4
March 29 – Zittrain Ch. 5
April 1 – Zittrain Ch. 6 & 7
The Political Economy of 3D Printing and Robotics
April 3 – 3-D Printing I
• Rimmer (2012), “Inventing the Future: Intellectual Property and 3D Printing”
http://elgarblog.wordpress.com/2012/10/18/inventing-the-future-intellectual-property-and-3d-
printing-by-matthew-rimmer/
• Kostakis, Vasilis (2013), “At the Turning Point of the Current Techno-Economic Paradigm:
Commons-Based Peer Production, Desktop Manufacturing and the Role of Civil Society in the
Perezian Framework”
April 5 – 3-D Printing II
• Institute for the Future (2011) – The Future of Open Fabrication
7. 7
• Weinberg (2010), “It Will Be Awesome If They Don’t Screw It Up: 3D Printing, Intellectual
Property, and the Fight Over the Next Great Disruptive Technology”
April 8 – 3-D Printing III
• Rideout (2011), “Printing the Impossible Triangle: The Copyright Implications of Three-
Dimensional Printing”
• Doherty (2012), “Downloading Infringement: Patent Law as a Roadblock to the 3D Printing
Revolution”
April 10 – Robotics I
• Borenstein, Jason (2011) “Robots and the changing workforce.” AI & Society 26:87–93
• Joy (2000), “Why the Future Doesn’t Need Us”
• Cascio (2009), “Three Possible Economic Models (Part II)”
http://www.fastcompany.com/1339945/three-possible-economic-models-part-ii
April 12 – Robotics II
• Smith (2013), “The End of Labor: How to Protect Workers From the Rise of Robots”
http://www.theatlantic.com/business/archive/2013/01/the-end-of-labor-how-to-protect-workers-
from-the-rise-of-the-robots/267135/
• Kelley (2012) “Better Than Human: Why Robots Will — And Must — Take Our Jobs”
http://www.wired.com/gadgetlab/2012/12/ff-robots-will-take-our-jobs/all/
Maker Culture and the Politics of Commons-Based Peer Production
April 15 – Doctorow (Makers), pp. 9-71
April 17 – Doctorow (Makers), pp. 71-144
April 19 – Doctorow (Makers), pp. 144-218
April 22 – Doctorow (Makers), pp. 221-299
April 24 – Doctorow (Makers), pp. 299-351
April 26 – Doctorow (Makers), pp. 351-416