Designed for Florida Association of Code Enforcers, in association with the Florida Institute of Government, this material helps prepare participants for the Report Writing questions on the Code Enforcement certification exam.
I have no control over the content of the handouts/workbook used for this training program, so the content is more dry and static than I would like.
2015 has been an amazing year for Global Witness. I feel enormously proud to work for an organisation that is currently deeply engaged in 19 campaigns across 29 countries–investigating and exposing injustice, and advocating for systemic change to end corruption, conflict, human rights abuse and environmental destruction. The team has had many great campaign successes throughout the year and I wanted to share just a few of them with you:
For over 20 years, Global Witness has exposed how many of the world’s worst environmental and human rights abuses are driven by the exploitation of natural resources, and corruption in the global political and economic system. We have only been able to achieve change on these issues because of the generous support of our donors and other supporters. Next year we will continue to work towards a better world: a world where corruption is challenged and accountability prevails, so that all can thrive within the planet’s boundaries and governments act in the public interest.
ABSTRACT
Background:The main objective of the study is to determine the anti-arthritic effect of whole plant ethanolic extract of Polygonum glabrum
belonging to the family Polygonaceae in Female wistar rats using the Freund’s Complete Adjuvant (FCA) model . Methods:The plants areal
parts were collected near Tirupathi hills, Chittoor district of Andhra Pradesh in India. The Phytoconstituents were identified through the
chemical tests. Ethanol (95%) was used to obtain the whole plant extraction through Soxhlet extractor. Female SD rats were used for antiarthritic
screening. Arthritis was induced using FCA, and the anti-arthritic effect of the ethanolic extract of P.glabrum was studied at doses
of 250 and500 mg/kg. The effects were compared with those of indomethacin (10 mg/kg). At the end of the study, theliver enzyme levels were
determined and a radiological examination was carried out. Results and Discussion:The preliminary phytochemical analysis of the ethanolic
extract of Polygonum glabrum showed the presence of alkaloids, tannins, flavonoids and saponins. P. glabrum at 250 and 500 mg/kg
significantly inhibited the FCA-induced arthritis in the rats. This was manifested by as a decrease in the paw volume. The arthritic control
animals exhibited a significant decrease in body weight compared with control animals without arthritis. P. glabrum treated animals showed
dose dependent reduction in decrease in body weight and arthritis.At the same time, P.glabrum significantly altered the biochemical and
haematological changes induced by FCA (P < 0.05). The anti-arthritic effect of P.glabrum was comparable with that of Indomethacin.
Conclusion:The whole plant extract of P.glabrum showed significant anti-arthritic activity against FCA-induced arthritis in female Wistar
rats.
Modality as Contact Zone: The Convolution of Access, Politics, and Ethics in ...Chris Friend
This presentation uses a 2011 Florida law as a context for examining course modality as a contact zone. The law requires all high-school students to take at least one online course before graduation. The politically minded law ignores complex issues of access and ethics that become reified in our FYC courses. I will examine the “cultural and ideological characteristics” of this technological requirement to identify how writing instruction in various modalities can accommodate (or defend against) student expectations for online learning.
2015 has been an amazing year for Global Witness. I feel enormously proud to work for an organisation that is currently deeply engaged in 19 campaigns across 29 countries–investigating and exposing injustice, and advocating for systemic change to end corruption, conflict, human rights abuse and environmental destruction. The team has had many great campaign successes throughout the year and I wanted to share just a few of them with you:
For over 20 years, Global Witness has exposed how many of the world’s worst environmental and human rights abuses are driven by the exploitation of natural resources, and corruption in the global political and economic system. We have only been able to achieve change on these issues because of the generous support of our donors and other supporters. Next year we will continue to work towards a better world: a world where corruption is challenged and accountability prevails, so that all can thrive within the planet’s boundaries and governments act in the public interest.
ABSTRACT
Background:The main objective of the study is to determine the anti-arthritic effect of whole plant ethanolic extract of Polygonum glabrum
belonging to the family Polygonaceae in Female wistar rats using the Freund’s Complete Adjuvant (FCA) model . Methods:The plants areal
parts were collected near Tirupathi hills, Chittoor district of Andhra Pradesh in India. The Phytoconstituents were identified through the
chemical tests. Ethanol (95%) was used to obtain the whole plant extraction through Soxhlet extractor. Female SD rats were used for antiarthritic
screening. Arthritis was induced using FCA, and the anti-arthritic effect of the ethanolic extract of P.glabrum was studied at doses
of 250 and500 mg/kg. The effects were compared with those of indomethacin (10 mg/kg). At the end of the study, theliver enzyme levels were
determined and a radiological examination was carried out. Results and Discussion:The preliminary phytochemical analysis of the ethanolic
extract of Polygonum glabrum showed the presence of alkaloids, tannins, flavonoids and saponins. P. glabrum at 250 and 500 mg/kg
significantly inhibited the FCA-induced arthritis in the rats. This was manifested by as a decrease in the paw volume. The arthritic control
animals exhibited a significant decrease in body weight compared with control animals without arthritis. P. glabrum treated animals showed
dose dependent reduction in decrease in body weight and arthritis.At the same time, P.glabrum significantly altered the biochemical and
haematological changes induced by FCA (P < 0.05). The anti-arthritic effect of P.glabrum was comparable with that of Indomethacin.
Conclusion:The whole plant extract of P.glabrum showed significant anti-arthritic activity against FCA-induced arthritis in female Wistar
rats.
Modality as Contact Zone: The Convolution of Access, Politics, and Ethics in ...Chris Friend
This presentation uses a 2011 Florida law as a context for examining course modality as a contact zone. The law requires all high-school students to take at least one online course before graduation. The politically minded law ignores complex issues of access and ethics that become reified in our FYC courses. I will examine the “cultural and ideological characteristics” of this technological requirement to identify how writing instruction in various modalities can accommodate (or defend against) student expectations for online learning.
Background: The main aim of present research investigation is to formulate the Risperidone Fast Dissolving tablets. Risperidone, an atypical antipsychotic, belongs to BCS Class-II and used for treating schizophrenia, bipolar mania and autism by blocking D2 and 5-HT2A receptors. Methods: The Fast Dissolving tablets of Risperidone were prepared employing different concentrations of Crospovidone and Croscarmellose sodium in different combinations as a Superdisintegrants by Direct Compression technique using 32 factorial design. The concentration of Crospovidone and Croscarmellose sodium was selected as independent variables, X1 and X2 respectively whereas, wetting time, Disintegration time, t50% ,t90%were selected as dependent variables. Results and Discussion:
Totally nine formulations were designed, preapred and are evaluated for hardness, friability, thickness, Assay, Wetting time, Disintegration time, In-vitro drug release. From the Results concluded that all the formulation were found to be with in the Pharmacopoeial limits and the In-vitro dissolution profiles of all formulations were fitted in to different Kinetic models, the statistical parameters like intercept (a), slope (b) & regression coefficient (r) were calculated. Polynomial equations were developed for Wetting time, Disintegration time, t50%, t90%. Validity of developed polynomial equations were verified by designing 2 check point formulations (C1, C2). According to SUPAC guidelines the formulation (F5) containing combination of 10% Crospovidone and 10% Croscarmellose, is the most similar formulation (similarity factor f2= 93.556, dissimilarity factor f1= 0.976& No significant difference, t= 0.022) to marketed product (RISPERDAL-4). Conclusion: The selected formulation (F5) follows First order, Higuchi’s kinetics, mechanism of drug release was found to be Fickian Diffusion (n= 0.383).
Teks prosedur merupakan teks yang berisi tujuan dan langkah-langkah yang harus diikuti agar suatu pekerjaan dapat dilakukan, (Kemendikbud, 2013). Langkah-langkah tersebut, biasanya tidak dapat dibolak-balik. Saat pembelajaran teks prosedur, siswa mengeksplorasi bahasa dalam bentuk prosedur yang akan digunakan untuk dapat mengikuti segala proses dalam kehidupan masyarakat. Menurut Mahsun (2014) teks prosedur adalah teks yang bertujuan untuk memberikan pengarahan atau pengajaran tentang langkah-langkah sesuatu yang telah ditentukan. Teks prosedur berisikan suatu pengamatan ataupun percobaan, lebih lanjut Mahsun menjelaskan bahwa teks prosedur memiliki struktur berpikir: judul, tujuan, daftar bahan, urutan tahapan pelaksanaan, pengamatan dan simpulan. Menurut Priyatni, (2014) teks prosedur adalah teks yang memberikan petunjuk atau menggunakan sesuatu dengan langkah-langkah yang urut.
Dari beberapa pendapat tentang pengertian teks prosedur di atas, dapat disimpulkan bahwa teks prosedur merupakan salah satu jenis teks yang menjelaskan tujuan dan langkah-langkah pembuatan atau cara kerja sesuatu secara urut, lengkap, jelas dan terperinci. Teks prosedur yang baik adalah teks prosedur yang dapat menguraikan secara jelas langkah-langkah pembuatan atau penggunaan secara runtut dan komunikatif, sehingga lebih mudah dipahami oleh pembaca hanya dengan sekali membaca teks prosedur tersebut.
Background: The main aim of present research investigation is to formulate the Risperidone Fast Dissolving tablets. Risperidone, an atypical antipsychotic, belongs to BCS Class-II and used for treating schizophrenia, bipolar mania and autism by blocking D2 and 5-HT2A receptors. Methods: The Fast Dissolving tablets of Risperidone were prepared employing different concentrations of Crospovidone and Croscarmellose sodium in different combinations as a Superdisintegrants by Direct Compression technique using 32 factorial design. The concentration of Crospovidone and Croscarmellose sodium was selected as independent variables, X1 and X2 respectively whereas, wetting time, Disintegration time, t50% ,t90%were selected as dependent variables. Results and Discussion:
Totally nine formulations were designed, preapred and are evaluated for hardness, friability, thickness, Assay, Wetting time, Disintegration time, In-vitro drug release. From the Results concluded that all the formulation were found to be with in the Pharmacopoeial limits and the In-vitro dissolution profiles of all formulations were fitted in to different Kinetic models, the statistical parameters like intercept (a), slope (b) & regression coefficient (r) were calculated. Polynomial equations were developed for Wetting time, Disintegration time, t50%, t90%. Validity of developed polynomial equations were verified by designing 2 check point formulations (C1, C2). According to SUPAC guidelines the formulation (F5) containing combination of 10% Crospovidone and 10% Croscarmellose, is the most similar formulation (similarity factor f2= 93.556, dissimilarity factor f1= 0.976& No significant difference, t= 0.022) to marketed product (RISPERDAL-4). Conclusion: The selected formulation (F5) follows First order, Higuchi’s kinetics, mechanism of drug release was found to be Fickian Diffusion (n= 0.383).
Teks prosedur merupakan teks yang berisi tujuan dan langkah-langkah yang harus diikuti agar suatu pekerjaan dapat dilakukan, (Kemendikbud, 2013). Langkah-langkah tersebut, biasanya tidak dapat dibolak-balik. Saat pembelajaran teks prosedur, siswa mengeksplorasi bahasa dalam bentuk prosedur yang akan digunakan untuk dapat mengikuti segala proses dalam kehidupan masyarakat. Menurut Mahsun (2014) teks prosedur adalah teks yang bertujuan untuk memberikan pengarahan atau pengajaran tentang langkah-langkah sesuatu yang telah ditentukan. Teks prosedur berisikan suatu pengamatan ataupun percobaan, lebih lanjut Mahsun menjelaskan bahwa teks prosedur memiliki struktur berpikir: judul, tujuan, daftar bahan, urutan tahapan pelaksanaan, pengamatan dan simpulan. Menurut Priyatni, (2014) teks prosedur adalah teks yang memberikan petunjuk atau menggunakan sesuatu dengan langkah-langkah yang urut.
Dari beberapa pendapat tentang pengertian teks prosedur di atas, dapat disimpulkan bahwa teks prosedur merupakan salah satu jenis teks yang menjelaskan tujuan dan langkah-langkah pembuatan atau cara kerja sesuatu secara urut, lengkap, jelas dan terperinci. Teks prosedur yang baik adalah teks prosedur yang dapat menguraikan secara jelas langkah-langkah pembuatan atau penggunaan secara runtut dan komunikatif, sehingga lebih mudah dipahami oleh pembaca hanya dengan sekali membaca teks prosedur tersebut.
PRACTICE #1 Practice Awareness SkillsInstructions for Practici.docxarleanemlerpj
PRACTICE #1: Practice Awareness Skills
Instructions for Practicing Awareness
Part of preventing and managing conflict and improving our interpersonal relationships involves being more aware — of our own behaviors and the impact that they have on others, of other people’s emotions and reactions and situations, of circumstances that might contribute to conflict, of how even subtle changes can influence situations, etc. There aren’t really any specific rules for practicing awareness, so you can design your own challenge for this one! Think of ways that you can practice awareness in your own life, and try doing some of those things.
That might involve being more “mindful” of your own feelings and behaviors, paying more attention to others, taking the time to notice things that maybe you didn’t really pay much attention to before. As we go through some of the materials, you may get ideas on things to pay attention to. Experiment with some different approaches to being more aware. Describe what you did, what the experience was like, and how it impacted your interactions with others. Did it help you to prevent or manage conflict more effectively? (You may find that these also help you with your listening skills practice.)
Some examples of things you might do:
For a week, pay attention to the conflict styles that you use, and the styles that other people use. Describe in detail the situations. (Remember, you
’re writing for someone who wasn’t there, so you need to explain what happened.)
If looking at your own styles, what influenced your choice of style, or did you find yourself automatically using that style without really thinking about it? How did the other person react, and how did it impact the dynamics of the situation? Did you find yourself changing styles at any point
—
if so, why, and how did that work? If you
’
re observing others or reacting to another person
’
s style, do a similar analysis.
What did you learn from the experience?
Or, for a week, pay attention to the times when you’re tempted to use “roadblocks” when you’re communicating, or how often others use roadblocks. In what situations do these cause problems, and when do they seem to be okay? How do you react when others use them, and how do they react when you use them. You might also practice trying NOT to use roadblocks. How much of a challenge is this? What techniques did you use that were helpful or not helpful?
What did you learn from the experience?
Or, for a week, try turning off your cell phone for at least part of the day and focus on listening and observing what’s going on around you! What might you see or hear that you aren
’
t normally aware of? How does this impact how you feel and how you interact with others? Is this difficult for you to do?
What did you learn from the experience?
Or, take some time to notice and acknowlege people that you don
’
t usualy pay much attention to, and observe their reactions. Maybe it
’
s .
Teaching with Empathy in Physical, Hybrid, and Virtual SpacesChris Friend
What we thought COVID tore down might never have actually stood. I challenge the notion that moving online means removing humanity. And I challenge the dichotomy of in-person connection and online connectivity. Overall, I talk about ways we can design our spaces, both physical and virtual, to foster empathy in our classes.
DHSI 2023 Institute Lecture
Presenter's slides for Safe Zone training offered at a Catholic school. Our approach blended common content, Benedictine principles, and the school's core values.
Too often, the use of technology in education works to force compliance and demand that students follow predictable patterns. These suggestions show how students' agency and voice can be developed through novel uses of technology in the classroom.
Access(Able): Envisioning Pedagogues as Student Advocates in Digital SpacesChris Friend
In today's world of big data and online education, we face the challenges of corporate interests out to profit from user profiling, institutions ready to outsource every aspect of education, and the unquestioning acceptance of conditions that exploit the powerless and disenfranchised. Educators must speak up on behalf of our students.
Digital Literacies in FYC Classrooms: Enhancing Understanding, Engagement, an...Chris Friend
The curriculum we use at the University of Central Florida, Writing about Writing, can be intimidating to students because they are expected to read, understand, and enact difficult theoretical concepts in composition and writing studies. Rather than attempting to teach students “how to write,” our curriculum focuses on teaching students transferrable concepts about writing, so they can apply this knowledge outside of the composition classroom. Some of the criticism of this curriculum has centered around the idea that introducing students to theoretical writing concepts by having them read scholarship in the field of rhetoric and composition may be overly complex and may limit the engagement and understanding of first-year writing students. We suggest that incorporating students’ existing digital literacies into the composition classroom may increase the success of writing-concept transfer into students’ future writing situations.
From Mickey Mouse to Cigar City: What Flexibility, Interdisciplinarity, and a...Chris Friend
I present experiences on the job market during the dissertation process. This presentation will focus on the hidden benefits of nontraditional, interdisciplinary degrees in a job market still largely defined by disciplinary divisions. I also address the hidden challenges of seeking employment at small, private, liberal-arts universities after working at and graduating from a large, research-driven public institution. This session will highlight the rhetorical shifts required when navigating between working in a large, nationally renowned composition program and interviewing with small English departments that may not (yet!) follow current trends in composition pedagogy. This speaker will address the effects of differing institutional perspectives, the importance of contextualizing one’s experience and strengths, and other insights from a recent successful job search.
“We’re Not Ideologically Neutral” Using Open-Access Journals for Community/Ad...Chris Friend
This presentation expands directly upon Maurer’s “give voice to SoTL” charge by addressing how journals can be used to disseminate, popularize, and even shape the thinking within an interdisciplinary field of research. I will argue that journals have an obligation to give voice to the oppressed. And while we don’t often think of SoTL as being oppressed per se, I will show how scholarly advocacy—specifically in online, open-access venues—is vital to the growth and survival of the discipline. Issues of access, gatekeeping, advocacy, community-building, and scholarly rigor will be discussed, positioning SoTL as perfect material for online academic publication and open-access journals as the perfect means of preserving and developing the field.
Learn about “double-open” peer review and the benefits of an iterative editorial processes. See how subtle-yet-persistent publication strategies change academic writing. This session dissects Hybrid Pedagogy’s ethos, exposing the principles and practices that turn an online journal into a form of experimental classroom.
This session challenges us to rethink our approaches to the classroom, looking critically at everything from the syllabus to assignments, assessments, discussions, and even furniture placement. We’ll engage questions of motivation and authority in ways that prioritize people over programs.
Combatting Otherness Through Discourse Community AnalysisChris Friend
Analyzing Discourse communities within a Writing About Writing course can empower students to learn about their careers and personalities, so long as they’re focused on their own interests.
The Missing Link: Interventions for Enhancing Traditional Student CompositionChris Friend
Typical composition courses have students create documents that are inherently print-centric, designed for the page regardless of whether that physical form is necessary or appropriate. Writing for electronic environments uses the hyperlink as an essential rhetorical element of communication, and traditional documents can easily be enhanced with hyperlinks using available, familiar tools. This presentation advocates for the incorporation of hyperlinks into composition assignments and instruction.
More Than Cogs: Using MOOC Pedagogies to Resist the Mechanization of FYC Stud...Chris Friend
This presentation discusses whether the characteristics of successful MOOCs can apply to traditional, smaller, and in-person first-year writing courses—specifically, their openness, their tendency toward connectivity, and their use of distance.
Implications of Delivery Mode for Outcomes-Based FYCChris Friend
Presents preliminary findings of a study comparing hybrid/blended and face-to-face delivery modes of a FYC course. Includes responses from teacher interviews and student perception surveys.
Taking a Bite in the Middle: Implementing Digital Portfolios in FYC CoursesChris Friend
This presentation explores the benefit of implementing single-document digital portfolios in a first-year writing course. I position these portfolios as an accessible, flexible middle ground between traditional paper portfolios and fully online electronic portfolios.
From Knowledge-Seeking to Knowledge-Making: Improving Intellectual Capital in...Chris Friend
This presentation leverages the tension between genuine and artificial assessment and position first-year composition courses as an essential element in students’ transition from knowledge seekers to knowledge makers. FYC allows students to reform their relationship with information by introducing students to primary research and genuine inquiry based on authentic writing situations. A curriculum built around genuine inquiry naturally causes us to draw out the self-reliance, self-interest, and intellectual capital in our students.
Built Beyond the Walls: Bringing MOOC Strategies into the Composition ClassroomChris Friend
This presentation explores the pedagogical issues raised by MOOCs and shows how strategies of collaboration, assessment, and reflection used in massive online courses can support teaching and learning within the traditional composition classroom.
Umbrella or Bridge: Discourse communities as the centerpiece of FYCChris Friend
This presentation reviewed conversations and results from a curriculum-revision task force charged with re-imagining how discourse communities can feature in our first-year writing courses. The task force positioned discourse communities as the centerpiece of the class, but with multiple small assignments, rather than a single high-stakes writing task.
I show how discourse communities can be presented in manageable segments to help students acquire a social view of writing. Presented material includes sample assignment sheets, an explanation of our assessment strategy, and critical reflection from a teacher who piloted this approach.
I presented this talk at the Classroom Matters: Pedagogy in Practice and Philosophy conference at the University of Florida, February 2013.
Text similar to the content presented with these slides can be found at this blog post: http://bit.ly/VDR3dY
Promoting Access Through Digital Portfolio DesignChris Friend
Presents a digital portfolio - a single PDF containing the multiple documents from a semester - as an effective method for developing information literacy and as an accessible middle ground between print- and web-based portfolios.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
5. ( Purpose of This Seminar )
To teach Officers how to gather
information and organize, write, and
edit successful code enforcement
documents that are accurate,
complete, and understandable—
the first time they’re read!
6. ( Purpose of This Seminar )
To teach Officers how to gather
information and organize, write, and
edit successful code enforcement
documents that are accurate,
complete, and understandable—
the first time they’re read!
7. ( Purpose of This Seminar )
To teach Officers how to gather
information and organize, write, and
edit successful code enforcement
documents that are accurate,
complete, and understandable—
the first time they’re read!
8. ( Goals of
Reports
⊛ Record Evidence
)
⊛ Document violations &
corrections
⊛ Dates & Times
⊛ People, Places, & Events
⊛ Cite codes, ordinances,
& statutes
9. ( Your Goals
⊛ Be accurate.
)
⊛ Be logical.
(Check your inferences.)
⊛ Be objective.
⊛ Rely on verifiable evidence.
⊛ Remove personal feelings.
10. ( Types of
Documents
⊛ Initial Complaint/
)
Investigation
⊛ Activity/Follow-up
⊛ Case Docket or
Summary
⊛ Miscellaneous
19. ( Plain
Language
⊛ Use everyday words.
)
⊛ Use strong, active verbs.
⊛ Consider using lists.
⊛ Keep sentences/¶s
short.
⊛ Use “you” and “we”.
20. ( Rules for
Code Docs
1. Include facts only.
)
2. Write clearly.
3. Be concise.
4. Be complete.
5. Write accurately.
21. ( Rules for
Code Docs
6. Check grammar and
)
punctuation.
7. Ensure mechanical
accuracy.
8. Write legibly.
9. Be on time.
22. ( Rules for
Sentences
1. Include everything
)
necessary.
2. Exclude everything
else.
3. Keep sentences short
(avg 17 words).
23. ( Rules for
Sentences
4. Keep nouns close to
)
verbs.
5. Prefer active voice.
6. Eliminate misplaced
modifiers.
7. Eliminate redundancy.
24. ( Rules for
Paragraphs
1. Keep them on one
)
topic and in order.
2. Keep them short. (75
words, or 5 sentences,
works well.)
3. Keep them positive.
27. ( Writing
Process
⊛ Determine Purpose
)
⊛ Identify Reader
⊛ Gather Info
⊛ Organize the Document
⊛ Write
28. ( Written
Communication )
Pu
er
ad
r po
Re
Effective
se
Writing
Message
29. ( Purpose
⊛ Record Violations &
)
Resolutions
⊛ Initiation
⊛ Initial Complaint or
Investigation
⊛ Activity (Follow-up)
⊛ Case Dockets/Summaries
30. ( Reader
Analysis
⊛ Primary vs. Secondary
)
⊛ Education Level
(sentence/word length)
⊛ Language Type
⊛ Common
⊛ Professional
⊛ Specialized
⊛ Geographic
31. ( Gathering
Information
⊛ 6 Question Words
)
⊛ Take Notes!
⊛ Be prompt.
⊛ Use ink.
⊛ Keep organized.
⊛ Take Photos.
33. ( Outlining
⊛ How to Organize?
)
⊛ Chronologically
⊛ Formally
⊛ Likely Dept. Standard
⊛ Summary
⊛ Purpose
⊛ Report
⊛ Conclusion/Recommendation
34. ( Initial Complaint
• Full narrative sentences
)
Notification or • Chronological order
Observation
• Use appropriate form to make
sure you get all needed info
Staff Creates
Complaint Form
YES Make Notice
Officer Visits Site Violation? of Violation
NO
Close the
Complaint
35. ( Initial
Complaint
⊛ Cover the 6 question words.
)
⊛ Use complete sentences.
⊛ Use the first (not third)
person.
⊛ Use chronological order.
⊛ Be neat.
36. ( Follow-up
Document
⊛ Use forms, if available.
)
⊛ Use chronological order.
⊛ Use mixed case.
⊛ Skip lines between ¶s.
⊛ Type, don’t write.
37. ( Case
Docket )
⊛ Board Name & Docket Title
⊛ Purpose
⊛ Description
⊛ Past Hearing/Order
⊛ Case History
⊛ Summary of Notices
⊛ Recommendation (Opt.)