Shows how the SIMS assessment suite is used at Featherstone High School. This presentation was made by Deputy Head Neil Bradford for the staffordshire LEA in March 2010
This document provides an update on statewide assessments for English language learners (ELLs) in Texas. It discusses ELL population trends, performance on the TELPAS and TAKS assessments, and plans to implement the Texas Projection Measure (TPM) to project student performance on future assessments. Over 800,000 ELLs are served in Texas schools, with most being Spanish speakers. Performance on TELPAS and TAKS has generally improved over time, though many ELLs still struggle after several years in U.S. schools. The TPM will project student scores on future high-stakes assessments based on current performance.
This document provides information about the AQA GCSE Geography specification for exams taking place in 2018 onwards. It includes details about the subject content, assessments, and administration. The subject content is divided into four units covering living with the physical environment, challenges in the human environment, geographical applications, and geographical skills. There are three externally examined papers assessing different elements of the content. Support resources for teaching the specification are also outlined.
This attendance certificate was awarded to P Walton for attending the Assessment Essential Skills - Secondary training course on 18/10/2012. The certificate was issued by Simon Smith, the Professional Services Director at SIMS, and can be verified on their website at www.sims.co.uk/training.
The Web is truly transformative technology, making access to almost any information, knowledge and media accessible via interactive whiteboards, computers and smartphones to anyone with a connection. The potential dangers of the web should not, however, be ignored: this lecture provides a chance to consider effective and safe approaches to searching and the broader topic of e-safety. We also look at creating and using a simple database.
Featherstone High School uses data from their student information management system (SIMS) to track student performance at both the individual and group level. They analyze data on sub-levels, predicted grades, exam results, and value-added to identify strengths, weaknesses, and target support. Teachers enter assessment data into marksheets, and administrators generate reports to evaluate progress, set strategic priorities, and inform students and parents.
SASCA is a social care agency that aims to help identify and meet the needs of Somali adults aged over 50 in Manchester. It does this through advocacy, information provision, health and social care support, activities, and referrals. A 2007 survey found high levels of poor health, isolation, and limited access to services among Somali elders. SASCA addresses these issues by providing social drop-ins with activities and peer support. It also advocates for elders and helps them access information, assessments, and develop skills for independent living. SASCA collaborates with other community organizations and stakeholders.
This document provides an update on statewide assessments for English language learners (ELLs) in Texas. It discusses ELL population trends, performance on the TELPAS and TAKS assessments, and plans to implement the Texas Projection Measure (TPM) to project student performance on future assessments. Over 800,000 ELLs are served in Texas schools, with most being Spanish speakers. Performance on TELPAS and TAKS has generally improved over time, though many ELLs still struggle after several years in U.S. schools. The TPM will project student scores on future high-stakes assessments based on current performance.
This document provides information about the AQA GCSE Geography specification for exams taking place in 2018 onwards. It includes details about the subject content, assessments, and administration. The subject content is divided into four units covering living with the physical environment, challenges in the human environment, geographical applications, and geographical skills. There are three externally examined papers assessing different elements of the content. Support resources for teaching the specification are also outlined.
This attendance certificate was awarded to P Walton for attending the Assessment Essential Skills - Secondary training course on 18/10/2012. The certificate was issued by Simon Smith, the Professional Services Director at SIMS, and can be verified on their website at www.sims.co.uk/training.
The Web is truly transformative technology, making access to almost any information, knowledge and media accessible via interactive whiteboards, computers and smartphones to anyone with a connection. The potential dangers of the web should not, however, be ignored: this lecture provides a chance to consider effective and safe approaches to searching and the broader topic of e-safety. We also look at creating and using a simple database.
Featherstone High School uses data from their student information management system (SIMS) to track student performance at both the individual and group level. They analyze data on sub-levels, predicted grades, exam results, and value-added to identify strengths, weaknesses, and target support. Teachers enter assessment data into marksheets, and administrators generate reports to evaluate progress, set strategic priorities, and inform students and parents.
SASCA is a social care agency that aims to help identify and meet the needs of Somali adults aged over 50 in Manchester. It does this through advocacy, information provision, health and social care support, activities, and referrals. A 2007 survey found high levels of poor health, isolation, and limited access to services among Somali elders. SASCA addresses these issues by providing social drop-ins with activities and peer support. It also advocates for elders and helps them access information, assessments, and develop skills for independent living. SASCA collaborates with other community organizations and stakeholders.
Holly Radice: Participatory natural resource management with Somali pastoral ...AfricaAdapt
The document discusses participatory natural resource management with Somali pastoral and agropastoral communities in Ethiopia to build resilience to climate change. It describes how communities identified climate impacts and vulnerabilities, developed community action plans, established management committees, received training, and implemented natural resource management activities and innovations. This led to immediate benefits like increased income, food access, and alternative livelihoods. Lessons learned include promoting experimentation, involving diverse community members, and using action plans to engage communities in managing natural resources and adapting to climate change.
This document outlines a patient care pathway that begins with self care and local health services, progresses to community and general hospital services, then to specialized services like cancer treatments, and finally to the most specialized tertiary services. The goal is to guide patients to the appropriate level of care based on their needs.
“Should I be a Somali, an African, a Muslim, or more Americanized and do what any American teenager does?” All immigrants face identity issues when coming to America due to struggles in balancing both cultures. In this presentation, I will highlight the topic of Somali identity, which itself is a subject new to this growing Somali community in Minnesota.
Response to Intervention: Techniques and Tools for Your Toolbox1222 Consulting
RtI begins with an effective classroom structure that allows teachers to provide research-based, differentiated instruction. To provide students with the tools they need for success, a teacher needs a well-equipped toolbox.
The document provides information about Somalia, including its location in the Horn of Africa, demographics, government, economy, trade, and social indicators. Some key details are: Somalia has a population of over 10 million and its capital and largest city is Mogadishu. The country has high poverty rates and ranks low on measures like the Human Development Index. It also faces security issues like piracy and terrorism that have hampered tourism and economic development.
Linking Mobility to Pedagogy with Multilingual Immigrant YouthRMBorders
Presentation by Martha Bigelow at the Education and Migration: Language Foregrounded conference at Durham University 21-23 October 2016, part of the AHRC funded Researching Multilingually at the Borders of Language, the Body, Law and the State project.
Somalia gained independence in 1960 after British and Italian rule. Siad Barre took power in 1969 and established a socialist dictatorship, seeking to end tribalism and promote nationalism. However, his oppressive rule led to a civil war in the late 1980s. Since the overthrow of Barre in 1991, Somalia has experienced statelessness and conflict, though some peace has prevailed more recently in certain areas. Islam has provided a unifying force for Somali identity and nationalism in the absence of a strong central government.
Response To Intervention - Tier One StrategiesMike Fisher
Response to Intervention (RtI) uses a multi-tiered approach to provide high-quality classroom instruction and monitor student progress. Tier 1 involves research-based core instruction for all students, ongoing assessment to identify struggling learners, and professional development for teachers. Effective Tier 1 instruction eliminates inadequate instruction as a reason for students' learning difficulties. Recommended Tier 1 instructional strategies include Marzano's comprehension techniques and brain-based strategies from Eric Jensen focusing on relaxation, environment, color, memory, organization, intuition, and movement.
The document discusses the political culture of Somalia, outlining three phases of political awareness among Somalis since independence: 1) hatred of colonialism, 2) increased awareness but limited political participation under dictatorship, 3) a complicated phase affected by ruling elites. It also examines how Somali culture and factors like geography, colonial division, and the 1969 military coup have shaped Somalia's unstable political system.
The document provides information about Somali culture, history, and immigration to the United States. It discusses key aspects of Somali culture like the importance of Islam, oral tradition, hospitality, and respect. It also summarizes the waves of Somali immigration, challenges of resettlement, and differences between generations in cultural expectations. Guidelines are provided on appropriate greetings, interactions between genders, and topics of discussion.
Religion plays a major role in Somali society, as Islam is not just a religion but a way of life that dictates all aspects of individuals and social interactions. Gender interactions differ significantly according to Islamic principles, with physical contact restricted between different genders, who must interact respectfully without touching. Proper dress and modesty is also required in public, with women covering their bodies and hair and tight clothes discouraged.
Somalia es un país ubicado en el Cuerno de África. Su capital y ciudad más grande es Mogadishu. El idioma oficial es el somalí y la religión predominante es el Islam. La economía se basa principalmente en la ganadería y las remesas. Algunas figuras destacadas incluyen cantantes, atletas y cineastas somalíes. Lugares turísticos notables son el Palacio Garesa, el mercado Bakaara y las cuevas de Laas Gaal.
Overview of somali history and culture 2.22.13JillBromen
This document provides an overview of Somali history, culture, and the Somali experience in Minnesota. It discusses how the Somali people trace back to the 6th century with Arab and Persian influences. Their culture is based on pastoral nomadism. It describes Somalia gaining independence in 1960 and the civil war period starting in 1991. Many Somalis now live as refugees or in the diaspora. The heart of Somali culture centers around religion, family, and their oral language. The document outlines challenges Somalis face in Minnesota and strategies for culturally responsive teaching.
The document summarizes the history, geography, climate, economy, culture and politics of Somalia. It traces Somalia's early history to Arab settlements in the 7th century and discusses the influence of European colonial powers starting in the 15th century. It also provides details on Somalia's climate, population, traditional attire, cuisine, sports, arts and notable historical figures.
Developmental Education Taskforce Recommendations january 2013cccscoetc
The document summarizes recommendations from a developmental education taskforce in Colorado. It finds that traditional multi-level developmental education pipelines have low completion rates and proposes compressing courses. Recommendations include reducing the time and credits needed in math, English, and reading by integrating topics, offering multiple pathways based on major, and accelerating students into college-level courses in their first year. The proposals aim to lower costs and improve completion rates compared to traditional models. A timeline is provided for curriculum redesign, implementation teams, and a transition plan.
The document recommends reforms to developmental education in Colorado community colleges. It proposes shortening remedial math and English sequences to move students more quickly into college-level courses. Recommendations include reducing the number of levels, integrating reading and English, using multiple placement measures, and accelerating course completion through compressed curricula and alternative delivery methods. Implementation would require cross-college collaboration, new professional development for faculty, and administrative changes to testing and student support services. Projected outcomes include increased enrollment, completion rates and cost-effectiveness of the redesigned developmental program.
This document provides information about Tanglin Trust School in Singapore. It includes the school address and contact information. Tanglin Trust School is a not-for-profit international school serving students ages 3 to 18 with about 2,700 total students. The school offers I/GCSE, A-Level, and IB exam pathways and has a diverse student body of over 50 nationalities. The document provides details about exam results, transcripts, university counseling services, and the school's mission and values.
Calallen parent night staar high school 2012rsendejo
The document summarizes the evolution of standardized testing in Texas from 1980 to the present. It traces the progression from the TABS and TEAMS exams in the 1980s to the current STAAR exam. It describes how each new test introduced additional rigor and expectations. It provides details on the implementation of the new STAAR exams beginning in 2011-2012, including that they will assess college and career readiness, include more rigorous questions, and require higher passing standards for graduation.
Holly Radice: Participatory natural resource management with Somali pastoral ...AfricaAdapt
The document discusses participatory natural resource management with Somali pastoral and agropastoral communities in Ethiopia to build resilience to climate change. It describes how communities identified climate impacts and vulnerabilities, developed community action plans, established management committees, received training, and implemented natural resource management activities and innovations. This led to immediate benefits like increased income, food access, and alternative livelihoods. Lessons learned include promoting experimentation, involving diverse community members, and using action plans to engage communities in managing natural resources and adapting to climate change.
This document outlines a patient care pathway that begins with self care and local health services, progresses to community and general hospital services, then to specialized services like cancer treatments, and finally to the most specialized tertiary services. The goal is to guide patients to the appropriate level of care based on their needs.
“Should I be a Somali, an African, a Muslim, or more Americanized and do what any American teenager does?” All immigrants face identity issues when coming to America due to struggles in balancing both cultures. In this presentation, I will highlight the topic of Somali identity, which itself is a subject new to this growing Somali community in Minnesota.
Response to Intervention: Techniques and Tools for Your Toolbox1222 Consulting
RtI begins with an effective classroom structure that allows teachers to provide research-based, differentiated instruction. To provide students with the tools they need for success, a teacher needs a well-equipped toolbox.
The document provides information about Somalia, including its location in the Horn of Africa, demographics, government, economy, trade, and social indicators. Some key details are: Somalia has a population of over 10 million and its capital and largest city is Mogadishu. The country has high poverty rates and ranks low on measures like the Human Development Index. It also faces security issues like piracy and terrorism that have hampered tourism and economic development.
Linking Mobility to Pedagogy with Multilingual Immigrant YouthRMBorders
Presentation by Martha Bigelow at the Education and Migration: Language Foregrounded conference at Durham University 21-23 October 2016, part of the AHRC funded Researching Multilingually at the Borders of Language, the Body, Law and the State project.
Somalia gained independence in 1960 after British and Italian rule. Siad Barre took power in 1969 and established a socialist dictatorship, seeking to end tribalism and promote nationalism. However, his oppressive rule led to a civil war in the late 1980s. Since the overthrow of Barre in 1991, Somalia has experienced statelessness and conflict, though some peace has prevailed more recently in certain areas. Islam has provided a unifying force for Somali identity and nationalism in the absence of a strong central government.
Response To Intervention - Tier One StrategiesMike Fisher
Response to Intervention (RtI) uses a multi-tiered approach to provide high-quality classroom instruction and monitor student progress. Tier 1 involves research-based core instruction for all students, ongoing assessment to identify struggling learners, and professional development for teachers. Effective Tier 1 instruction eliminates inadequate instruction as a reason for students' learning difficulties. Recommended Tier 1 instructional strategies include Marzano's comprehension techniques and brain-based strategies from Eric Jensen focusing on relaxation, environment, color, memory, organization, intuition, and movement.
The document discusses the political culture of Somalia, outlining three phases of political awareness among Somalis since independence: 1) hatred of colonialism, 2) increased awareness but limited political participation under dictatorship, 3) a complicated phase affected by ruling elites. It also examines how Somali culture and factors like geography, colonial division, and the 1969 military coup have shaped Somalia's unstable political system.
The document provides information about Somali culture, history, and immigration to the United States. It discusses key aspects of Somali culture like the importance of Islam, oral tradition, hospitality, and respect. It also summarizes the waves of Somali immigration, challenges of resettlement, and differences between generations in cultural expectations. Guidelines are provided on appropriate greetings, interactions between genders, and topics of discussion.
Religion plays a major role in Somali society, as Islam is not just a religion but a way of life that dictates all aspects of individuals and social interactions. Gender interactions differ significantly according to Islamic principles, with physical contact restricted between different genders, who must interact respectfully without touching. Proper dress and modesty is also required in public, with women covering their bodies and hair and tight clothes discouraged.
Somalia es un país ubicado en el Cuerno de África. Su capital y ciudad más grande es Mogadishu. El idioma oficial es el somalí y la religión predominante es el Islam. La economía se basa principalmente en la ganadería y las remesas. Algunas figuras destacadas incluyen cantantes, atletas y cineastas somalíes. Lugares turísticos notables son el Palacio Garesa, el mercado Bakaara y las cuevas de Laas Gaal.
Overview of somali history and culture 2.22.13JillBromen
This document provides an overview of Somali history, culture, and the Somali experience in Minnesota. It discusses how the Somali people trace back to the 6th century with Arab and Persian influences. Their culture is based on pastoral nomadism. It describes Somalia gaining independence in 1960 and the civil war period starting in 1991. Many Somalis now live as refugees or in the diaspora. The heart of Somali culture centers around religion, family, and their oral language. The document outlines challenges Somalis face in Minnesota and strategies for culturally responsive teaching.
The document summarizes the history, geography, climate, economy, culture and politics of Somalia. It traces Somalia's early history to Arab settlements in the 7th century and discusses the influence of European colonial powers starting in the 15th century. It also provides details on Somalia's climate, population, traditional attire, cuisine, sports, arts and notable historical figures.
Developmental Education Taskforce Recommendations january 2013cccscoetc
The document summarizes recommendations from a developmental education taskforce in Colorado. It finds that traditional multi-level developmental education pipelines have low completion rates and proposes compressing courses. Recommendations include reducing the time and credits needed in math, English, and reading by integrating topics, offering multiple pathways based on major, and accelerating students into college-level courses in their first year. The proposals aim to lower costs and improve completion rates compared to traditional models. A timeline is provided for curriculum redesign, implementation teams, and a transition plan.
The document recommends reforms to developmental education in Colorado community colleges. It proposes shortening remedial math and English sequences to move students more quickly into college-level courses. Recommendations include reducing the number of levels, integrating reading and English, using multiple placement measures, and accelerating course completion through compressed curricula and alternative delivery methods. Implementation would require cross-college collaboration, new professional development for faculty, and administrative changes to testing and student support services. Projected outcomes include increased enrollment, completion rates and cost-effectiveness of the redesigned developmental program.
This document provides information about Tanglin Trust School in Singapore. It includes the school address and contact information. Tanglin Trust School is a not-for-profit international school serving students ages 3 to 18 with about 2,700 total students. The school offers I/GCSE, A-Level, and IB exam pathways and has a diverse student body of over 50 nationalities. The document provides details about exam results, transcripts, university counseling services, and the school's mission and values.
Calallen parent night staar high school 2012rsendejo
The document summarizes the evolution of standardized testing in Texas from 1980 to the present. It traces the progression from the TABS and TEAMS exams in the 1980s to the current STAAR exam. It describes how each new test introduced additional rigor and expectations. It provides details on the implementation of the new STAAR exams beginning in 2011-2012, including that they will assess college and career readiness, include more rigorous questions, and require higher passing standards for graduation.
This document provides information about House Bill 5 and upcoming course selection at Prosper High School. It summarizes the key changes to graduation requirements implemented by House Bill 5, including a reduction in the number of required STAAR EOC exams and the establishment of endorsements within 5 program areas. The document then outlines Prosper High School's schedule and plans for assisting students and parents with selecting courses for the upcoming school year in light of the new graduation requirements.
This academic report card summarizes student performance and post-secondary education options. It shows the aspirations of students from different academic streams after secondary school and the criteria for entry into junior colleges, polytechnics, and ITE. It also provides analysis of class subject strengths and weaknesses, cut-off points for post-secondary courses, and tips for students to improve their chances of getting into their course of choice, including the importance of consistency, time management, sleep, and concentration.
This document provides information to parents about expectations for Year 10 students and pathways after Year 11. It discusses:
- The school's GCSE results from the previous year which showed 68% of students achieved 5 A*-C grades including English and maths.
- How students can maximize their potential through preparation, taking responsibility, and aiming high. Success requires dedication, discipline, and getting the right support like teachers providing feedback.
- The various pathways available after Year 11 depending on average GCSE points, including options to study 4 A-levels, 3 A-levels with other qualifications, or vocational courses.
- Resources available to support students like Go4Schools to track grades and attendance, and
This document summarizes recommendations for redesigning developmental education in the Colorado Community College System. It proposes reducing the time and credits needed to complete remedial requirements through curriculum redesign, co-requisite courses, and math pathways tailored to students' majors. Recommendations also include uniform placement testing, consistent student supports, and faculty training. The goal is to move students more quickly into college-level courses and completion of developmental prerequisites in one semester. A task force will oversee implementation teams to transition all colleges to the new models by Fall 2014. Success will be measured by completion of gateway math and English courses.
This document provides information about the new Junior Cycle program in Ireland for third year students. It discusses the phased introduction of the new subjects and short courses as an alternative to the traditional Junior Cert exam. Assessment in the Junior Cycle involves classroom based assessments, other areas of learning in addition to subjects, and a Junior Cycle Profile of Achievement. Students will be evaluated based on their performance in exams, classroom assignments, and involvement in extracurricular activities. The timeline for assessments during the third year is also outlined.
Teaching and learning at wphs grading practices q a wpwebsite
The document provides information about grading practices at West Potomac High School. It discusses the shift to standards-based grading using a 4.0 scale for individual skills and allowing reassessment. Data on grade distributions from previous quarters is presented, showing an increase in the percentage of students earning A's and A/B's from previous years. The document also explains the grading philosophy during virtual learning, including focusing only on essential standards and no penalties for late work. Teachers provide examples of rubrics used for skills-based assessments in various subjects like Spanish, English, and AP Literature.
This document provides a summary of testing and accountability updates from the North Carolina Department of Education. It discusses waivers provided by the US Department of Education that allow flexibility in assessment and accountability requirements for the 2020-2021 school year due to the pandemic. It also presents preliminary results from Fall 2020 end-of-course tests and the Beginning-of-Grade 3 reading test, noting variability in testing windows, participants, instructional models, and subgroup sizes that impact comparisons to previous years.
Developmental Education Redesign CCCS March 2013cccscoetc
The document summarizes recommendations for redesigning developmental education in the Colorado community college system. It proposes reducing the number of levels and time spent in developmental math and English courses by creating corequisite models. For math, it recommends pathways tailored to students' majors. It also outlines plans for improved testing, student support, faculty training, and measures for assessing student success in college-level courses. The proposed changes aim to move students more efficiently through developmental requirements to increase completion rates.
The document summarizes a survey of 50 Cavite State University students' final grades in English and Mathematics during their fourth year of high school. It includes frequency distribution tables that show most students scored average grades of 86.3% in English and 85.92% in Math. The findings indicate that while the average English grade was slightly higher, more students (12%) excelled in Math compared to English (6%). Therefore, the conclusion is that most students excelled more in Math than English.
This document summarizes testing and accountability data from 1992-1993 to 2011-2012 in North Carolina. It shows the percentage of students scoring at or above level 3 in both reading and math has declined from over 80% to around 55-60% as academic standards have become more rigorous. Subgroup performance varies considerably, with economically disadvantaged, limited English, and disabled students scoring much lower than other groups. While proficiency rates have decreased with higher standards, the document emphasizes that students are still learning and growing. It recommends further reviewing data, communicating the changes in expectations, and having discussions around future assessment options.
Meet the Parents May 2011 Sec 4E & 5NA (no mid yr results)damaisec
This document outlines the programme for a parent-teacher meeting at Damai Secondary School. It provides information about:
1) The school's GCE 'O' Level results from 2010 which showed improvements, including more students scoring distinctions.
2) Requirements and cut-off points for admission to post-secondary institutions like junior colleges and polytechnics.
3) The school's initiatives and expectations to help students prepare for exams, including motivational workshops, remedial classes and encouragement of parental support.
4) An invitation for parents to meet with teachers to discuss their children's progress and clarify any issues.
Meet the Parents May 2011 Sec 4E & 5NA (no mid yr results)damaisec
This document outlines the agenda for a parent-teacher meeting at Damai Secondary School. It includes:
1) A summary of the school's 2010 GCE 'O' Level examination results, requirements for post-secondary education, and the school's initiatives and expectations for students in 2011.
2) Details of the school's programmes for Secondary 4 Express and 5 Normal Academic students to prepare for their national exams, including remedial lessons and motivational workshops.
3) A request for parents to work closely with teachers by ensuring students attend classes and revision programmes, and to contact teachers if needed.
The 7 Keys for College Readiness document outlines 7 benchmarks that students should achieve from kindergarten through 12th grade to be prepared for postsecondary education and careers. The keys include achieving reading proficiency in early elementary school, completing advanced math courses by middle school, and obtaining SAT or ACT scores that predict success in college without needing remediation. The goals are designed to eliminate achievement gaps and ensure all students are on a trajectory for college and career readiness regardless of their race or ethnicity.
Presentation for Wayne County Middle School Principals in April 2009 on the proposed Michigan School Accreditation System (MI-SAS). If/when approved, MI-SAS will replace Michigan's Education YES! accreditation system.
Using ExamSoft Data to Prepare For and Ease the Accreditation ProcessExamSoft
Presented by Kimberly K. Daugherty, PharmD, BCPS, Professor and Assistant Dean of Academic Affairs and Assessment, Sullivan University College of Pharmacy, and Ashley Castleberry, PharmD, MAEd, Assistant Professor and Director of Assessment, University of Arkansas for Medical Sciences College of Pharmacy, and Leah Simpson, EdD, MPA, Director of Curriculum Development and Assessment, University of Kentucky
When preparing for the accreditation process, ExamSoft data can be used to document student mastery of accreditation standards, the student development of self-awareness, as well as provide data for course and curriculum improvement. Data from ExamSoft can also provide students with report cards providing autonomy supportive feedback (“feed up, feed back, feed forward”). In this model, the first step is to establish a clear goal for the students to obtain (feed up). Next, the teacher responds to the work being done (feed back). Finally, students are provided with ways to improve attainment of their goals (feed forward). This process can also be useful for the teacher as it allows for justifiable improvement in teaching and in the course. Student report cards are autonomy supportive, as they can provide students with the goal to obtain (achievement of the program outcomes) and allow the teacher or advisor to comment on things being done well or needing improvement. It is possible to collate student data so that a college can see which outcomes are being taught well in the curriculum and which may need improvement. Finally, report cards can be useful tools to help students develop and practice their metacognitive skills. The University of Arkansas, University of Kentucky, and Sullivan University Colleges of Pharmacy have been using this type of data to improve student learning and performance. The purpose of this session is to describe how ExamSoft longitudinal assessment data can be used to develop a report card for students showing their progression through a curriculum and how this data can be used for accreditation.
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
Driving Business Innovation: Latest Generative AI Advancements & Success StorySafe Software
Are you ready to revolutionize how you handle data? Join us for a webinar where we’ll bring you up to speed with the latest advancements in Generative AI technology and discover how leveraging FME with tools from giants like Google Gemini, Amazon, and Microsoft OpenAI can supercharge your workflow efficiency.
During the hour, we’ll take you through:
Guest Speaker Segment with Hannah Barrington: Dive into the world of dynamic real estate marketing with Hannah, the Marketing Manager at Workspace Group. Hear firsthand how their team generates engaging descriptions for thousands of office units by integrating diverse data sources—from PDF floorplans to web pages—using FME transformers, like OpenAIVisionConnector and AnthropicVisionConnector. This use case will show you how GenAI can streamline content creation for marketing across the board.
Ollama Use Case: Learn how Scenario Specialist Dmitri Bagh has utilized Ollama within FME to input data, create custom models, and enhance security protocols. This segment will include demos to illustrate the full capabilities of FME in AI-driven processes.
Custom AI Models: Discover how to leverage FME to build personalized AI models using your data. Whether it’s populating a model with local data for added security or integrating public AI tools, find out how FME facilitates a versatile and secure approach to AI.
We’ll wrap up with a live Q&A session where you can engage with our experts on your specific use cases, and learn more about optimizing your data workflows with AI.
This webinar is ideal for professionals seeking to harness the power of AI within their data management systems while ensuring high levels of customization and security. Whether you're a novice or an expert, gain actionable insights and strategies to elevate your data processes. Join us to see how FME and AI can revolutionize how you work with data!
Programming Foundation Models with DSPy - Meetup SlidesZilliz
Prompting language models is hard, while programming language models is easy. In this talk, I will discuss the state-of-the-art framework DSPy for programming foundation models with its powerful optimizers and runtime constraint system.
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
Skybuffer SAM4U tool for SAP license adoptionTatiana Kojar
Manage and optimize your license adoption and consumption with SAM4U, an SAP free customer software asset management tool.
SAM4U, an SAP complimentary software asset management tool for customers, delivers a detailed and well-structured overview of license inventory and usage with a user-friendly interface. We offer a hosted, cost-effective, and performance-optimized SAM4U setup in the Skybuffer Cloud environment. You retain ownership of the system and data, while we manage the ABAP 7.58 infrastructure, ensuring fixed Total Cost of Ownership (TCO) and exceptional services through the SAP Fiori interface.
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.
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.
A Comprehensive Guide to DeFi Development Services in 2024Intelisync
DeFi represents a paradigm shift in the financial industry. Instead of relying on traditional, centralized institutions like banks, DeFi leverages blockchain technology to create a decentralized network of financial services. This means that financial transactions can occur directly between parties, without intermediaries, using smart contracts on platforms like Ethereum.
In 2024, we are witnessing an explosion of new DeFi projects and protocols, each pushing the boundaries of what’s possible in finance.
In summary, DeFi in 2024 is not just a trend; it’s a revolution that democratizes finance, enhances security and transparency, and fosters continuous innovation. As we proceed through this presentation, we'll explore the various components and services of DeFi in detail, shedding light on how they are transforming the financial landscape.
At Intelisync, we specialize in providing comprehensive DeFi development services tailored to meet the unique needs of our clients. From smart contract development to dApp creation and security audits, we ensure that your DeFi project is built with innovation, security, and scalability in mind. Trust Intelisync to guide you through the intricate landscape of decentralized finance and unlock the full potential of blockchain technology.
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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
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11. Arrow Process Why use graphics from PowerPointing.com? REPORTS Inform and collect via Marksheets Evaluate progress Design templates for each subject Design and create your reports MARKSHEETS ANALYSE TEMPLATES ASPECTS Getting the most from SIMs Create aspects for all things you wish to record
31. Aspect Analysis Marksheet PASS VA PASS VA Art 33 -0.8 Geog 51 0.83 Biology 98 0.4 History 58 0.25 Business 78 1 Music 24 -0.1 Single Bus 67 -0.6 PE 85 0.1 Chemistry 90 0.2 Physics 100 0.1 Dance 0 0 Re 62 0.2 English 49 0.14 Science c 38 0.7 French 71 0.12 Science a 35 -0.3 Maths 45 0.45 Spanish 83 0.2
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37. Projected Performance of Ability Groups for 2010 red = 2009 act no Ks2 5+A*-C inc E & M 5+A*-C CVA Pred +3 Eng +3 Maths Higher 40 47 31.5 31.4 83 94 100 100 1000 82 80 Middle 58 66 27.7 27.3 63 70 95 87 1058 82 66 Lower 88 89 21.4 20.9 11 20 57 60 1060 55 47 ALL 240 240 25.5 25.3 36 50 64 80 1031 69 76 60 77
38. Projected Performance of Ability Groups no Ks2 5+A*-C inc E & M 5+A*-C CVA Pred +3 Eng +3 Maths Indian 81 26.4 51 79 1043 69 68 Somali 44 24.6 25 66 1038 71 47 Pakistani 34 24.7 47 73 1051 84 72 ALL 180 25.5 36 64 1031 69 60
39. Projected Performance of Ability Groups no Ks2 5+A*-C inc E & M 5+A*-C CVA Pred +3 Eng +3 Maths Indian 81 26.4 51 79 1043 69 68 Somali Somali M SM 2009 44 23 22 24.6 25.0 24.0 25 13 41 66 61 55 1038 1031 71 60 73 47 40 68 Pakistani 34 24.7 47 73 1051 84 72 ALL 23 240 25.5 36 64 1031 69 60