Scatter diagrams, strong and weak correlation, positive and negative correlation, lines of best fit, extrapolation and interpolation. Aimed at UK level 2 students on Access and GCSE Maths courses.
This is a presentation for a teach lecture that explains what slope is and the three methods you can use to find it. Also includes a Khan Academy video explaining slope.
Illustrate the nature of bivariate data;
Construct a scatter plot;
Describe shapes (form), trend (direction), and variation (strength) based on the scatter plot; and
Estimate strength of association between the variables based on a scatter plot.
Visit the website for other Services: https://cristinamontenegro92.wixsite.com/onevs
This is a presentation for a teach lecture that explains what slope is and the three methods you can use to find it. Also includes a Khan Academy video explaining slope.
Illustrate the nature of bivariate data;
Construct a scatter plot;
Describe shapes (form), trend (direction), and variation (strength) based on the scatter plot; and
Estimate strength of association between the variables based on a scatter plot.
Visit the website for other Services: https://cristinamontenegro92.wixsite.com/onevs
The use of Information and Communication Technology to support South African ...Michael Rowe
This is the first conference presentation I ever gave. It was in 2008 at the South African Association of Health Educators (SAAHE) conference at Stellenbosch University.
I came across it just now and thought I'd put it up here, just for the sake of being complete.
Inheritance in Semantic Networks
Formal vs. Informal Semantic Networks
Hierarchical Relations
Modelling Process
Objects vs. Attributs
Inferred Relations
Ordering Relations and Attributes
Extensions and Roles
Meta-Properties
Scatter diagrams, strong and weak correlation, positive and negative correlation, lines of best fit, extrapolation and interpolation. Aimed at UK level 2 students on Access and GCSE Maths courses.
Requirements.docxRequirementsFont Times New RomanI NEED .docxheunice
Requirements.docx
Requirements:
Font: Times New Roman
I NEED 7 APA Style reference and In-text citation
Spacing: SINGLE
All the number of words are included next to the questions.
__________________________________________________________________________________
BSBLDR511 - Develop and use emotional intelligence
Questions:
1. Explain emotional intelligence principles and strategies (100 words)
2. Describe the relationship between emotionally effective people and the attainment of business objectives (100 words)
3. Explain how to communicate with a diverse workforce which has varying cultural expressions of emotion (100 words)
4. List at least five (5) examples of emotional strengths and weaknesses. Explain all. (100 words)
5. Identify at least three (3) examples of emotional states you might identify in co-workers in the workplace, and outline the common cues for each. (100 words)
6. Why is it essential to consider varying cultural expressions of emotions when working and responding to emotional cues in a diverse workforce? (100 words)
7. There are a variety of opportunities you may provide in your workplace for others to express their thoughts and feelings. List two (2). ( 100 words)
8. Why is it important to assist others to understand the effect of their behavior and emotions on others in the workplace? ( 100 words)
9. What information will you need to consider to ensure you use the strengths of workgroup members to achieve workplace outcomes? (100 words)
Quiz 8 Notes
Scatterplots, Correlation and Regression
We are turning to our last quiz topic; regression. To get to regression, we need to understand several concepts first.
To start with, we will be working with two quantitative variables. The goal is to see if there is a relationship/association between the two variables. As one variable increases, what does the second variable do? If the second variable makes a consistent change then a relationship may exist. MAJOR POINT: saying a relationship exists does NOT mean there is Causation. The greatest abuse of statistical work is here, when a person runs a regression then says Variable A causes Variable B to change. You must have experimental results to establish causation.
Looking at the two variables that will be in a regression you need to know that each variable plays a specific role. One of the variables, X, will be the independent/explanatory variable and the other, Y, will be the dependent/ response variable. In a regression we are looking to see if changes in, Y; occur as X changes. It is very important that you establish at the beginning which of your variables will be X and which will be Y. Swapping the places for the two variables may not work. Let’s do an example.
In economics, we discuss the relationship of the quantity demand and the price of a good. Which one would be the X in a regression, and which would be, Y? The Law of Demand says, “as the price of a good increases, the quantity demanded decreases”. Which is allow.
You clearly understand the concepts of this assignment. You’ve don.docxjeffevans62972
You clearly understand the concepts of this assignment. You’ve done an excellent job answering the problems correctly. You’ve demonstrated a clear understanding of stats and their application to this assignment. You read your diagrams and explained the results correctly, and your formulaic work at the end is right on target. You have also written a very clean, narrative document.
Be sure to look at the formatting of your sources. Be sure to always use credible sources to back your work. This is so important when it comes to academic and scholarly work. Please see my comments throughout the paper. That’s really where the advice ends regarding things you should work on, because you have demonstrated you have no problems with the content.
Knowing these concepts, and progressing even more toward an academic writing style, will help you as you move forward personally and professionally. Being able to translate numbers into a sharp narrative document will make you a go-to person in the workplace, and it will provide confidence in everything you do. Good work on this assignment.
Chapter Seven
Problem 1) Look at the scatterplot below. Does it demonstrate a positive or negative correlation? Why?
Are there any outliers? What are they?
The scatterplot is an example of a positive correlation, the outlier in the scatterplot is 6.00. A ; “Outliners are a set of data, a value so far removed from other values in the distribution that its presence cannot be attributed to the random combination of chance causes” (http://www.statcan.gc.ca/,2013)scatterplot is considered positive when the point runs from the lower left to the upper right such as the circles shown on the example
.
Problem 2) Look at the scatterplot below. Does it demonstrate a positive or negative correlation? Why?
Are there any outliers? What are they?
The scatter plot is the opposite of example one, it is actually a negative correlation
because the points run from the upper left to the lower right. As with example one there is an outer liner which is 6.00 as well, it does not fall within line with the other points.
Problem 3) The following data come from your book, problem 26 on page 298. Here is the data:
Mean daily calories Infant Mortality Rate (per 1,000 births)
1523 154
3495 6
1941 114
2678 24
1610 107
3443 6
1640 153
3362 7
3429 44
2671 7
For the above data construct a scatterplot using SPSS or Excel (Follow instructions on page 324 of your textbook). What does the scatterplot show? Can you determine a type of relationship? Are there any outliers that you can see?
Mean daily calories
Infant Mortality Rate
(per 1,000 births)
1523
154
3495
6
1941
114
2678
24
1610
107
3443
6
1640
153
3362
7
3429
44
2671
7
Infant Mortality Rate (per 1,000 births)
0
20
40
60
80
100
120
140
160
180
020004000
Infant Mortality
Rate (per 1,000
births)
The scatter plot demonstrates that there is a significant reverence b.
16 USING LINEAR REGRESSION PREDICTING THE FUTURE16 MEDIA LIBRAR.docxhyacinthshackley2629
16 USING LINEAR REGRESSION PREDICTING THE FUTURE
16: MEDIA LIBRARY
Premium Videos
Core Concepts in Stats Video
· Linear Regression
Lightboard Lecture Video
· Multiple Regression
Time to Practice Video
· Chapter 16: Problem 2
Difficulty Scale
(as hard as they get!)
WHAT YOU WILL LEARN IN THIS CHAPTER
· Understanding how prediction works and how it can be used in the social and behavioral sciences
· Understanding how and why linear regression works when predicting one variable on the basis of another
· Judging the accuracy of predictions
· Understanding how multiple regression works and why it is useful
INTRODUCTION TO LINEAR REGRESSION
You’ve seen it all over the news—concern about obesity and how it affects work and daily life. A set of researchers in Sweden was interested in looking at how well mobility disability and/or obesity predicted job strain and whether social support at work can modify this association. The study included more than 35,000 participants, and differences in job strain mean scores were estimated using linear regression, the exact focus of what we are discussing in this chapter. The results found that level of mobile disability did predict job strain and that social support at work significantly modified the association among job strain, mobile disability, and obesity.
Want to know more? Go to the library or go online …
Norrback, M., De Munter, J., Tynelius, P., Ahlstrom, G., & Rasmussen, F. (2016). The association of mobility disability, weight status and job strain: A cross-sectional study. Scandinavian Journal of Public Health, 44, 311–319.
WHAT IS PREDICTION ALL ABOUT?
Here’s the scoop. Not only can you compute the degree to which two variables are related to one another (by computing a correlation coefficient as we did in Chapter 5), but you can also use these correlations to predict the value of one variable based on the value of another. This is a very special case of how correlations can be used, and it is a very powerful tool for social and behavioral sciences researchers.
The basic idea is to use a set of previously collected data (such as data on variables X and Y), calculate how correlated these variables are with one another, and then use that correlation and the knowledge of X to predict Y. Sound difficult? It’s not really, especially once you see it illustrated.
For example, a researcher collects data on total high school grade point average (GPA) and first-year college GPA for 400 students in their freshman year at the state university. He computes the correlation between the two variables. Then, he uses the techniques you’ll learn about later in this chapter to take a new set of high school GPAs and (knowing the relationship between high school GPA and first-year college GPA from the previous set of students) predict what first-year GPA should be for a new student who is just starting out. Pretty nifty, huh?
Here’s another example. A group of kindergarten teachers is interested in finding out how well ex.
16 USING LINEAR REGRESSION PREDICTING THE FUTURE16 MEDIA LIBRAR.docxnovabroom
16 USING LINEAR REGRESSION PREDICTING THE FUTURE
16: MEDIA LIBRARY
Premium Videos
Core Concepts in Stats Video
· Linear Regression
Lightboard Lecture Video
· Multiple Regression
Time to Practice Video
· Chapter 16: Problem 2
Difficulty Scale
(as hard as they get!)
WHAT YOU WILL LEARN IN THIS CHAPTER
· Understanding how prediction works and how it can be used in the social and behavioral sciences
· Understanding how and why linear regression works when predicting one variable on the basis of another
· Judging the accuracy of predictions
· Understanding how multiple regression works and why it is useful
INTRODUCTION TO LINEAR REGRESSION
You’ve seen it all over the news—concern about obesity and how it affects work and daily life. A set of researchers in Sweden was interested in looking at how well mobility disability and/or obesity predicted job strain and whether social support at work can modify this association. The study included more than 35,000 participants, and differences in job strain mean scores were estimated using linear regression, the exact focus of what we are discussing in this chapter. The results found that level of mobile disability did predict job strain and that social support at work significantly modified the association among job strain, mobile disability, and obesity.
Want to know more? Go to the library or go online …
Norrback, M., De Munter, J., Tynelius, P., Ahlstrom, G., & Rasmussen, F. (2016). The association of mobility disability, weight status and job strain: A cross-sectional study. Scandinavian Journal of Public Health, 44, 311–319.
WHAT IS PREDICTION ALL ABOUT?
Here’s the scoop. Not only can you compute the degree to which two variables are related to one another (by computing a correlation coefficient as we did in Chapter 5), but you can also use these correlations to predict the value of one variable based on the value of another. This is a very special case of how correlations can be used, and it is a very powerful tool for social and behavioral sciences researchers.
The basic idea is to use a set of previously collected data (such as data on variables X and Y), calculate how correlated these variables are with one another, and then use that correlation and the knowledge of X to predict Y. Sound difficult? It’s not really, especially once you see it illustrated.
For example, a researcher collects data on total high school grade point average (GPA) and first-year college GPA for 400 students in their freshman year at the state university. He computes the correlation between the two variables. Then, he uses the techniques you’ll learn about later in this chapter to take a new set of high school GPAs and (knowing the relationship between high school GPA and first-year college GPA from the previous set of students) predict what first-year GPA should be for a new student who is just starting out. Pretty nifty, huh?
Here’s another example. A group of kindergarten teachers is interested in finding out how well ex.
For this assignment, use the aschooltest.sav dataset.The dMerrileeDelvalle969
For this assignment, use the aschooltest.sav dataset.
The dataset consists of Reading, Writing, Math, Science, and Social Studies test scores for 200 students. Demographic data include gender, race, SES, school type, and program type.
Instructions:
Work with the aschooltest.sav datafile and respond to the following questions in a few sentences. Please submit your SPSS output either in your assignment or separately.
1. Identify an Independent and Dependent Variable (of your choice) and develop a hypothesis about what you expect to find. (
note: the IV is a grouping variable, which means it needs to have more than 2 categories and the DV is continuous)
2. Run Assumption tests for Normality and initial Homogeneity of Variance. What are your results?
3. Run the one-way ANOVA with the Levene test & Tukey post hoc test.
a. What are the results of the Levene test? What does this mean?
b. What are the results of the one-way ANOVA (use notation)? What does it mean?
c. Are post hoc tests necessary? If so, what are the results of those analyses?
4. How do your analyses address your hypotheses?
Is concentration of single parent families associated with reading scores?
Using the AECF state data, the regression below measures the effect of the state's percentage of single parent families on the percentage of 4th graders with below basic reading scores.
%belowbasicread = β0 + β1x%SPF + u
Stata Output
1) Please write out the regression equation using the coefficients in the table
2) Please provide an interpretation of the coefficient for SPF
3) How does the model fit?
4) What is the NULL hypothesis for a T test about a regression coefficient?
5) What is the ALTERNATE hypothesis for a T test about a regression coefficient?
6) Look at the p value for the coefficient SPF.
a) Report the p value
b) How many stars would it get if we used our standard convention?
* p ≤ .1 ** p ≤ .05 *** p ≤ .01
image1.png
Two-Variable (Bivariate) Regression
In the last unit, we covered scatterplots and correlation. Social scientists use these as descriptive tools for getting an idea about how our variables of interest are related. But these tools only get us so far. Regression analysis is the next step. Regression is by far the most used tool in social science research.
Simple regression analysis can tell us several things:
1. Regression can estimate the relationship between x and y in their
original units of measurement. To see why this is so useful, consider the example of infant mortality and median family income. Let’s say that a policymaker is interested in knowing how much of a change in median family income is needed to significantly reduce the infant mortality rate. Correlation cannot answer this question, but regression can.
2. Regression can tell us how well the independent variable (x) explains the dependent variable (y). The measure is called the
R square.
Simple Tw ...
DoW #6 TVs and Life ExpectanciesFor this weeks DoW, you wi.docxkanepbyrne80830
DoW #6: TVs and Life Expectancies
For this week's DoW, you will explore the question:
Is there a relationship between life expectancy and the number of people per TV for a country?
The Excel file,
TV Life
contains data for the variables
Life Expectancy
and
People per TV
for a sample of 22 countries. We will analyze and interpret this data throughout this week’s investigations.
In Investigation 1
, you will
post your responses to Exercise B4 by Wednesday, 10PM EST
, and
follow-up by Friday, 10 PM EST
.
In Investigation 2,
you will
post your responses to Exercise E5 by Saturday 10 PM EST,
and
follow-up by Sunday, 10 PM EST.
Investigation 1: Measuring Association
In this investigation, we look at the concept of
association
– the relationship between the two variables – and ways to identify and measure the relationship in quantitative bivariate data. We will look at scatterplots and the correlation coefficient.
Inv 1, Activity A: Seeing the AssociationExercise A1
: Complete Annenberg Series for
Session 7, Parts A, B, and C.
(We will complete Part D in Investigation 2, but you can do it here if you prefer.)
Reflect on the following questions in your journal:
How does the contingency table (also called a two-way table) show the relationship seen in the scatter plot?
The height=armspan line is also called the
y=x
line (height is the
y-axis
variable, armspan is the
x-axis
variable). What does it mean if a point is above this line? below this line?
Exercise A2:
Analyze the data for DoW #6 in your calculator or on an applet. Record your answers in your journal:
What are the variables? Are they quantitative or categorical?
Create a scatterplot for the data in DoW #6, with the variable
People Per TV
on the x-axis.
Describe the relationship you see in the data (if any).
Are there any points on the scatterplot that do not seem to follow the general trend of the data? If so, what are they and why do they seem “different”?
Inv 1, Activity B: Describing Association
We use the term
association
to refer to a relationship between two variables which would reveal information about one variable from information about the other variable. In this investigation we will look at the association between two quantitative variables.
Associations can be positive or negative, and they can be strong or weak.
Two variables have a:
Positive association
If larger values of one variable tend to occur with larger values of the other variable. So, the two variables tend to increase (or decrease) together.
Negative association
If larger values of one variable tend to occur with smaller values of the other variable. So, as one variable tends to increase, the other tends to decrease.
Two variables have a:
Strong
associationI
I
f observations tend to closely follow the pattern (of positive association or of negative association). With a stronger association, one could more accurately use one variable to “predict” va.
4 CREATING GRAPHS A PICTURE REALLY IS WORTH A THOUSAND WORDS4 M.docxgilbertkpeters11344
4 CREATING GRAPHS A PICTURE REALLY IS WORTH A THOUSAND WORDS
4: MEDIA LIBRARY
Premium Videos
Core Concepts in Stats Video
· Examining Data: Tables and Figures
Lightboard Lecture Video
· Creating a Simple Chart
Time to Practice Video
· Chapter 4: Problem 3
Difficulty Scale
(moderately easy but not a cinch)
WHAT YOU WILL LEARN IN THIS CHAPTER
· Understanding why a picture is really worth a thousand words
· Creating a histogram and a polygon
· Understanding the different shapes of different distributions
· Using SPSS to create incredibly cool charts
· Creating different types of charts and understanding their application and uses
WHY ILLUSTRATE DATA?
In the previous two chapters, you learned about the two most important types of descriptive statistics—measures of central tendency and measures of variability. Both of these provide you with the one best number for describing a group of data (central tendency) and a number reflecting how diverse, or different, scores are from one another (variability).
What we did not do, and what we will do here, is examine how differences in these two measures result in different-looking distributions. Numbers alone (such as M = 3 and s = 3) may be important, but a visual representation is a much more effective way of examining the characteristics of a distribution as well as the characteristics of any set of data.
So, in this chapter, we’ll learn how to visually represent a distribution of scores as well as how to use different types of graphs to represent different types of data.
CORE CONCEPTS IN STATS VIDEO
Examining Data: Tables and Figures
X-TIMESTAMP-MAP=LOCAL: Examining data helps find data entry errors, evaluate research methodology, identify outliers, and determine the shape of a distribution in a data set. Researchers typically examine collected data in two ways, by creating tables and figures. Imagine you asked a group of friends to rate a movie they've seen on a one to five scale. A table helps identify the variable and the possible values of the variable. The sample size, often referred to as n, is 14 because there are ratings reported from 14 people. This is how large the total sample is. From this, we can determine how many in the sample have each value of the variable. We can also determine the percentage that the sample has of each possible value. Figures display variables from the table. Nominal and ordinal variables can be depicted with bar charts, while interval and ratio variables can be depicted using histograms and frequency polygons. For this data set, we can use a bar chart. Distributions of data can be characterized along three aspects or dimensions, modality, symmetry, and variability. In a unimodal distribution, a small range of values has the greatest frequency or mode of the set. However, it's possible for a distribution to have more than one mode. For a bimodal distribution, we see two values that seem to occur w.
Relationship between Linear Algebra and StatisticsLinear algebra.docxdebishakespeare
Relationship between Linear Algebra and Statistics
Linear algebra can be regarded as the arithmetic of linear substitution (Edwards, H. M., 1995). Matrices and linear substitutions are effectively the same. Statistics, on the other hand, in a broad sense is the science of collecting, organizing, analyzing and interpreting data. Statistics find applications in education, research, business, health, engineering, athletics, medicine and a lot more of the fields. Typical examples of statistics are those that deal with average rainfall and temperature, birth and death rates, average snowfall, crime rates, political popularity and much more.
Even though statistics is usually studied as a course on its own, understanding basic statistical concepts is requisite for any student pursuing any field of study. This is because the student will be required to conduct research in his own field of study. Hence there will be need to know how to design experiments, gather data, organize, analyze and summarize data to draw conclusions or predictions based on the findings of the research. Statistics are encountered by just about anybody for instance in the magazines, news papers, television and so on. Therefore, basic understanding of statistical vocabulary, procedure and concepts is helpful in avoiding getting mislead by misleading data and information especially when you are a consumer of a product.
Statistics as a field has strong relations and dependence on linear algebra. Descriptive statistics, for instance, uses algebraic summation so often (Frank, H., & Althoen, S. C., 1994). The data of various variables are summed up or the probabilities of events are summed. The key areas in statistics that have a stronger bias in linear algebra or applies linear algebra a lot are: problems in multivariate distributions, integrals and distributions, interdependence properties and characterization of distributions, probability inequalities, orderings, and simulations and much more (Johnson, C. R., & American Mathematical Society, 1990). From the look of these statistical topics it is very clear statistics converge with linear algebra in a lot of occasions. In this paper, I am going to study the linear correlation in statistics and show how it uses linear algebra to achieve its statistical objectives.
Variance and Covariance of a Statistical Data
Variance measures spread or variability in a data set. It is the average of the squared deviations from the mean. The formula is
Where
Covariance is the measure how corresponding elements from two ordered data sets seem to grow in a common direction. The formula for covariance is
Variance-Covariance matrix
This is a matrix which presents variances as diagonal elements and co-variances as off-diagonal elements. Variance-Covariance matrix appears as below.
To create the variance-covariance matrix;
· We transform the row scores from matrix X into deviation score for matrix x as
· Computing x’x
· Divide each term in th ...
Chapter 4 Problem 31. For problem three in chapter four, a teac.docxrobertad6
Chapter 4: Problem 3
1. For problem three in chapter four, a teacher wants to display her students number of responses for each day of the week. And she wants to do that with a bar chart. Since she hasn't taken a stats class, she comes to you for help. You first enter her data into SPSS and the results look like this-- When you look at your data set, you'll see that it actually has the wrong level of measurement. Notice that there's a little Venn diagram at the top of each column, which indicates that your data has been entered as nominal. That would be correct if you were noting which day of the week a student participated, but since you're noting how often a given student participated, the correct level of measurement is a scale. Go ahead and change that. Watch how I do that. Under variable view, under measure, you just want to click each one and turn it into a scale. You can also cut and paste these, and I can show you that in another video. Once you have them changed, go back to data view, and you'll see that at the top it has changed in two little rulers. The next question is, how do I get SPSS to display the average score per day rather the total number of individual scores, which might look like a mess, and it's why this question is a toughie. To do that we go under graphs, and you'll see that you have two options, you can do a Chart Builder or a Legacy Dialog. For this question we want to use the Legacy Dialog. We go to Bar and when we click that, there are two questions-- one, what type of bar chart? We want a simple one. And then, how do you want the data in their area displayed? Do we want to summarize for the groups? We really don't. We want summary of separate variables where each day of the week is a variable. We click on Define and then here you'll see every day of the week. You want to bring that over and you see your bar charts are going to represent the mean for every day of the week. As a good habit you want to make sure you title it, I called it "Students' Engagement During Group Discussion." The second one is by day of week. We hit Continue, and then when we hit OK, you're going to see your output pop up. And here is our bar chart-- every day of the week showing the average student engagement. And this is how you answer problem 3 in chapter 4. Good luck.
2. Identify whether these distributions are negatively skewed, positively skewed, or not skewed at all and explain why you describe them that way.
a. This talented group of athletes scored very high on the vertical jump task.
b. On this incredibly crummy test, everyone received the same score.
c. On the most difficult spelling test of the year, the third graders wept as the scores were delivered and then their parents complained.
3. Use the data available as Chapter 4 Data Set 3 on pie preference to create a pie chart ☺ using SPSS.
4. For each of the followin.
Multiplying using the table or box method keithpeter
This alternative method of doing long multiplication helps to separate the multiplying from the adding. The method also gives greater insight into what long multiplication is, and helps lay a foundation for algebra 'FOIL' later.
Demonstration of cancelling down a fraction to its lowest terms. Single step examples using the 3 and 7 times table. How to cancel fractions with larger numbers in several steps. How to use the prime factors of the numerator and denominator to cancel large fractions.
Algebra, level 2 in the UK system. One pdf slide with an A4 format handout that summarises collecting terms, multiplying terms, cancelling algebraic fractions, multiplying out brackets.
This slide show covers adding two fractions with the same denominator, adding two fractions with one denominator that is a factor of the other, and, finally adding fractions with different denominators. There are a small number of questions for a class to complete as a 'check on learning' during the presentation. I'm assuming the class have access to a textbook or other collection of problems for use after the presentation.
This slideshare version is pretty dry. I usually include a visual 'starter' image of some kind, often a funny sign or joke or screen grab of a news article.
This powerpoint with a number of examples of each topic lasted for a 1.5 hour lesson.Plenty of practical graph drawing. Some of the custom builds don't work on slideshare
GCSE Maths reverse percentages questions using a ruler and the length of shapes. I\'m trying this approach to see if I can cut out some of the verbal issues that arise in \'story problems\'
Ratios illustrated: dividing in a ratio and calculating the value of one part (or the whole) given the value of another part. GCSE Maths and Level 2 Maths.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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.
Embracing GenAI - A Strategic ImperativePeter 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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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!
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
4. “ Children brought up in homes with more household appliances tend to perform better in school. Therefore, household appliances improve intelligence.”
5. “ Teens involved in violent crimes tend to play violent video games. Therefore, playing violent video games causes teenagers to get involved in criminal behaviour.” http://btr.michaelkwan.com/2009/01/10/correlation-does-not-imply-causation/
8. Taller people might be heavier than shorter people, but you will have to allow for body shape
9. Taller people might be heavier than shorter people, but you will have to allow for body shape Scatter diagrams can show you the relationship between variables...
26. 1. Follows trend of points 2. Roughly equal numbers of points above and below line
27. 1. Follows trend of points 2. Roughly equal numbers of points above and below line 3. Does not (necessarily) pass through any given point
28. 1. Follows trend of points 2. Roughly equal numbers of points above and below line 3. Does not (necessarily) pass through any given point 4. Nothing special about outer points or axes origin!