Olga Cardoso Pinto from Maia, Portugal designed a garment with measurements of a waist of 78 and hip of 99. The process involved adapting the model sizes to the designer's specifications, flattening the 3D design into a 2D pattern by drawing necessary points, building the garment pieces by defining areas, and creating the 2D patterns as a result. This included draping the process, trying the garment in 3D, and testing different textures by trying the draped garment. Fullness was added along with a skirt, with documentation of the back view throughout the process.
Gerber is a software that allows for quick and accurate patternmaking and garment production directly on the computer. It integrates design, engineering, costing and manufacturing. Key features include pattern design through Accumark, 3D visualization of patterns on human forms, textile design, cutting hardware integration, and flatbed UV printing. Gerber is used widely in apparel, retail, aircraft interiors, furniture, and other industries. It streamlines the garment production process from initial design through the final cut pieces.
The document describes an interior design student's AutoCAD 3D assignments for a high-end living room furniture set. The student aimed to integrate contemporary aesthetics into traditional furniture styles using materials like white ash wood, cotton, and polyester for a natural finish. Clean lines and simple materials gave the furniture a unique aesthetic value. The assignments included top plan, isometric, rendered isometric, and side and front elevation views created in AutoCAD 3D.
OptiTex is a leading developer of CAD solutions for the fashion and textile industries, with over 20 years of experience and more than 20,000 active installations worldwide. Their software allows users to design patterns in 2D, position them in 3D on digital models, define fabrics and textures, and simulate virtual fittings to perfect garment designs before production. The software facilitates the entire design process from concept to finished product.
This document provides an overview of electricity and electric circuits. It defines electricity as the movement of electric charges between atoms. It describes key electric concepts like voltage, current, and resistance. Ohm's Law relates these magnitudes. Circuits require a power source, conductors, and devices that convert electric energy into other forms. Common circuit elements and their symbols are identified.
Unidad didáctica del tema "Electricity" de la asignatura Tecnologías de 3º de la ESO. La unidad está desarrollada siguiendo las directrices de la metodología AICLE.
This document discusses drawing tools and techniques. It introduces common drawing tools like pencils, erasers, and paper. It describes how to draw different views of an object from the front, top, and side. It also covers isometric drawing, dimensioning rules, and provides an example of drawing the three views of an object and dimensioning it.
El documento presenta tres ejercicios resueltos sobre circuitos eléctricos con resistencias en serie y paralelo. El primer ejercicio involucra resistencias en serie y calcula la tensión y potencia en cada una. El segundo ejercicio analiza resistencias en paralelo y calcula la resistencia total, corriente de la pila e intensidades individuales. El tercer ejercicio combina resistencias en paralelo y serie, calculando la resistencia total, corrientes e intensidad en la resistencia serie.
Olga Cardoso Pinto from Maia, Portugal designed a garment with measurements of a waist of 78 and hip of 99. The process involved adapting the model sizes to the designer's specifications, flattening the 3D design into a 2D pattern by drawing necessary points, building the garment pieces by defining areas, and creating the 2D patterns as a result. This included draping the process, trying the garment in 3D, and testing different textures by trying the draped garment. Fullness was added along with a skirt, with documentation of the back view throughout the process.
Gerber is a software that allows for quick and accurate patternmaking and garment production directly on the computer. It integrates design, engineering, costing and manufacturing. Key features include pattern design through Accumark, 3D visualization of patterns on human forms, textile design, cutting hardware integration, and flatbed UV printing. Gerber is used widely in apparel, retail, aircraft interiors, furniture, and other industries. It streamlines the garment production process from initial design through the final cut pieces.
The document describes an interior design student's AutoCAD 3D assignments for a high-end living room furniture set. The student aimed to integrate contemporary aesthetics into traditional furniture styles using materials like white ash wood, cotton, and polyester for a natural finish. Clean lines and simple materials gave the furniture a unique aesthetic value. The assignments included top plan, isometric, rendered isometric, and side and front elevation views created in AutoCAD 3D.
OptiTex is a leading developer of CAD solutions for the fashion and textile industries, with over 20 years of experience and more than 20,000 active installations worldwide. Their software allows users to design patterns in 2D, position them in 3D on digital models, define fabrics and textures, and simulate virtual fittings to perfect garment designs before production. The software facilitates the entire design process from concept to finished product.
This document provides an overview of electricity and electric circuits. It defines electricity as the movement of electric charges between atoms. It describes key electric concepts like voltage, current, and resistance. Ohm's Law relates these magnitudes. Circuits require a power source, conductors, and devices that convert electric energy into other forms. Common circuit elements and their symbols are identified.
Unidad didáctica del tema "Electricity" de la asignatura Tecnologías de 3º de la ESO. La unidad está desarrollada siguiendo las directrices de la metodología AICLE.
This document discusses drawing tools and techniques. It introduces common drawing tools like pencils, erasers, and paper. It describes how to draw different views of an object from the front, top, and side. It also covers isometric drawing, dimensioning rules, and provides an example of drawing the three views of an object and dimensioning it.
El documento presenta tres ejercicios resueltos sobre circuitos eléctricos con resistencias en serie y paralelo. El primer ejercicio involucra resistencias en serie y calcula la tensión y potencia en cada una. El segundo ejercicio analiza resistencias en paralelo y calcula la resistencia total, corriente de la pila e intensidades individuales. El tercer ejercicio combina resistencias en paralelo y serie, calculando la resistencia total, corrientes e intensidad en la resistencia serie.
This document defines technology and outlines the steps of the technological process. Technology is defined as the practical application of knowledge and skills to create solutions that satisfy needs or solve problems. The technological process involves 7 steps: 1) identifying the problem, 2) exploring ideas, 3) proposing solutions, 4) selecting the best idea, 5) defining an action plan, 6) building, and 7) testing. It also discusses the rules for working safely in the workshop, including tool management, cleaning responsibilities, and safety precautions.
This document outlines a design project with two parts for students. Part 1 involves individually sketching design elements in nature and the built environment. Students must produce sketches and abstract artwork exploring lines, shapes, textures, and colors. Part 2 is a group project to create nine simple abstract artworks from daily items exploring design principles like balance, asymmetry, and proportion. Students will present their work along with boards explaining the design concepts applied. The objectives are for students to learn design processes, elements, and principles through observational sketching and abstract artwork.
This document outlines a design project with two parts for students. Part 1 involves individually sketching design elements in nature and the built environment. Students must produce sketches and abstract artworks exploring lines, shapes, textures, and more. Part 2 is a group project to create nine simple abstract artworks from daily items exploring design principles like balance, asymmetry, and unity. Students must present their work along with boards explaining the design concepts applied. The goals are for students to recognize design elements and principles and apply them in projects.
This document outlines a design project for students divided into two parts. The first part requires students to sketch design elements in nature and the built environment, and produce two abstract artworks. The second part focuses on familiarizing students with design principles through composing art using daily items in groups. Students will explore elements, principles, and the design process. They will produce nine artworks applying different principles and be evaluated on their understanding, creativity, and presentation skills.
This document outlines a design project with two parts for students. Part 1 involves individually sketching design elements in nature and the built environment. Students must produce sketches and abstract artworks exploring lines, shapes, textures, and more. Part 2 is a group project to create nine simple abstract artworks from daily items exploring design principles like balance, asymmetry, and unity. Students must present their work along with boards explaining the design concepts applied. The goals are for students to recognize design elements and principles and apply them in projects.
This document outlines a design project with two parts for students. Part 1 involves individually sketching design elements in nature and the built environment. Students must produce sketches and abstract artworks exploring lines, shapes, textures, and more. Part 2 is a group project to create nine simple abstract artworks from daily items exploring design principles like balance, asymmetry, and unity. The artworks will be presented together with explanation boards. The objectives are for students to learn design processes, elements, and principles through observation and hands-on projects.
This document outlines a design project with two parts for students. Part 1 involves individually sketching design elements in nature and the built environment. Students must produce sketches and abstract artworks exploring lines, shapes, textures, and more. Part 2 is a group project to create nine simple abstract artworks from daily items exploring design principles like balance, asymmetry, and unity. The artworks will be presented together with explanation boards. The objectives are for students to learn design processes, elements, and principles through observation and hands-on projects.
This document outlines a design project for students divided into two parts. The first part requires students to sketch design elements in nature and the built environment, and produce two abstract artworks. The second part focuses on familiarizing students with design principles through composing art using daily items in groups. Students will be assessed on their understanding of elements and principles, creativity, and presentation skills. The project aims to teach fundamental design concepts and processes.
This document outlines a design project with two parts for students. Part 1 involves individually sketching design elements in nature and the built environment. Students must produce sketches and abstract artwork exploring lines, shapes, textures, and more. Part 2 is a group project to create nine simple abstract artworks from daily items exploring design principles like balance, asymmetry, and unity. Students will present their work along with boards explaining the design concepts applied. The goals are for students to recognize design elements and principles and apply them in simple projects.
This document outlines the requirements and rubric for a project to design, build, and use jigs and fixtures to produce identically sized parts through separating processes like sawing and cutting. Students are scored on various aspects of their jig/fixture construction and design like secure part connections, neatness, and safety. They also complete a design brief, sketches, bill of materials, 3D model, and summary report. The goal of the project is to use jigs and fixtures to precisely cut materials to specified dimensions for use in a later activity involving an electrical magnetic engine.
This document provides a detailed lesson plan for teaching Grade 8 students about tools and equipment used in technical drafting. It includes objectives, materials, developmental tasks, and an evaluation. The lesson introduces various tools such as pencils, rulers, triangles, protractors, erasers and drawing tables. Students participate in group activities to identify and demonstrate proper use of the tools. The lesson aims to teach students to appreciate the importance of using appropriate tools efficiently and effectively in technical drafting work.
1. The document outlines a design project for students to learn about design elements and principles through creating abstract artworks using natural and man-made objects.
2. It is divided into two parts - the first involves individually sketching design elements in nature and the built environment, and creating two abstract art paintings. The second part has students work in groups to create nine simple artworks using daily items to demonstrate design principles.
3. Students are assessed based on their understanding of design elements and principles as demonstrated through the originality, creativity, and quality of the artworks and presentation boards created.
This document outlines a design project with two parts for students. Part 1 involves individually sketching natural and built environment elements and producing abstract artworks. Part 2 involves working in groups to create nine simple abstract artworks from daily items exploring design principles. Students must submit sketches and artworks demonstrating understanding of elements and principles. They will give a presentation explaining the group artwork's theme, applied principles, and composition through diagrams and boards. Assessment criteria include demonstrated understanding of elements, principles, composition, originality, creativity, and presentation quality.
This document outlines a design project with two parts for students. Part 1 involves individually sketching natural and built environment elements and creating abstract artworks. Part 2 involves working in groups to create 9 simple abstract artworks using daily items that demonstrate design principles. Students will present their work along with boards explaining the principles, elements, and composition used. They will be assessed on their understanding and application of design concepts, the originality and quality of their artworks, and the clarity of their presentation.
This document outlines Project 1A for an introductory design course. It has two parts:
1. Individual sketches of design elements in nature and the built environment, with 8 sketches and 2 abstract artworks. Students must identify lines, shape, texture, form, and hue in nature and the built environment.
2. A group project to create 9 simple abstract artworks using daily items exploring design principles. Students must select a base, fixtures to connect items, and apply one principle to each artwork. They must present the artworks and explain the applied principles on two presentation boards.
The objectives are to learn design processes, components, and principles. On completion, students should recognize and apply elements and principles
This document outlines Project 1A for an introductory design course. It has two parts:
1. Individual sketches of design elements in nature and the built environment, with 8 sketches and 2 abstract artworks. Students must identify lines, shape, texture, form, and hue in nature and the built environment.
2. A group project to create 9 simple abstract artworks using daily items exploring design principles. Students must select an item, base, and method of arrangement. They will apply one principle to each artwork, such as balance or asymmetry. The artworks and presentation boards will be assessed based on demonstrated understanding of elements and principles as well as creativity, technique, and clarity of explanation.
This document outlines a design project with two parts for students. Part 1 involves individually sketching natural and built environment elements and creating abstract artworks. Part 2 involves working in groups to create 9 simple abstract artworks using daily items that demonstrate design principles. Students will present their work along with boards explaining the principles, elements, and composition used. They will be assessed on their understanding and application of design concepts, the originality and quality of their artworks, and the clarity of their presentation.
This document outlines a design project with two parts for students. Part 1 involves individually sketching natural and built environment elements and creating abstract artworks. Part 2 involves working in groups to create 9 simple abstract artworks using daily items to demonstrate design principles. Students will present their work along with boards explaining the principles, elements and composition used. They will be assessed on their understanding and application of design concepts, the quality and creativity of their artworks, and the clarity of their presentation.
This document outlines a design project with two parts for students. Part 1 involves individually sketching natural and built environment elements and producing abstract artworks. Part 2 involves working in groups to create nine simple abstract artworks from daily items exploring design principles. Students must submit sketches and artworks demonstrating understanding of elements and principles. They will give a presentation explaining the group artwork's theme, applied principles, and composition through diagrams and boards. Assessment criteria include demonstrated understanding of elements, principles, composition, originality, creativity, and presentation quality.
This document outlines Project 1A for an introductory design course. It has two parts:
1. Individual sketches of design elements in nature and the built environment, with 8 sketches and 2 abstract artworks. Students must identify lines, shape, texture, form, and hue in nature and the built environment.
2. A group project to create 9 simple abstract artworks using daily items exploring design principles. Students select a material, base, and method of arrangement. They apply principles like balance and asymmetry. The artworks and presentation boards are assessed on understanding of elements and principles, creativity, and clarity of explanation.
Essentials of Automations: The Art of Triggers and Actions in FMESafe Software
In this second installment of our Essentials of Automations webinar series, we’ll explore the landscape of triggers and actions, guiding you through the nuances of authoring and adapting workspaces for seamless automations. Gain an understanding of the full spectrum of triggers and actions available in FME, empowering you to enhance your workspaces for efficient automation.
We’ll kick things off by showcasing the most commonly used event-based triggers, introducing you to various automation workflows like manual triggers, schedules, directory watchers, and more. Plus, see how these elements play out in real scenarios.
Whether you’re tweaking your current setup or building from the ground up, this session will arm you with the tools and insights needed to transform your FME usage into a powerhouse of productivity. Join us to discover effective strategies that simplify complex processes, enhancing your productivity and transforming your data management practices with FME. Let’s turn complexity into clarity and make your workspaces work wonders!
Full-RAG: A modern architecture for hyper-personalizationZilliz
Mike Del Balso, CEO & Co-Founder at Tecton, presents "Full RAG," a novel approach to AI recommendation systems, aiming to push beyond the limitations of traditional models through a deep integration of contextual insights and real-time data, leveraging the Retrieval-Augmented Generation architecture. This talk will outline Full RAG's potential to significantly enhance personalization, address engineering challenges such as data management and model training, and introduce data enrichment with reranking as a key solution. Attendees will gain crucial insights into the importance of hyperpersonalization in AI, the capabilities of Full RAG for advanced personalization, and strategies for managing complex data integrations for deploying cutting-edge AI solutions.
This document defines technology and outlines the steps of the technological process. Technology is defined as the practical application of knowledge and skills to create solutions that satisfy needs or solve problems. The technological process involves 7 steps: 1) identifying the problem, 2) exploring ideas, 3) proposing solutions, 4) selecting the best idea, 5) defining an action plan, 6) building, and 7) testing. It also discusses the rules for working safely in the workshop, including tool management, cleaning responsibilities, and safety precautions.
This document outlines a design project with two parts for students. Part 1 involves individually sketching design elements in nature and the built environment. Students must produce sketches and abstract artwork exploring lines, shapes, textures, and colors. Part 2 is a group project to create nine simple abstract artworks from daily items exploring design principles like balance, asymmetry, and proportion. Students will present their work along with boards explaining the design concepts applied. The objectives are for students to learn design processes, elements, and principles through observational sketching and abstract artwork.
This document outlines a design project with two parts for students. Part 1 involves individually sketching design elements in nature and the built environment. Students must produce sketches and abstract artworks exploring lines, shapes, textures, and more. Part 2 is a group project to create nine simple abstract artworks from daily items exploring design principles like balance, asymmetry, and unity. Students must present their work along with boards explaining the design concepts applied. The goals are for students to recognize design elements and principles and apply them in projects.
This document outlines a design project for students divided into two parts. The first part requires students to sketch design elements in nature and the built environment, and produce two abstract artworks. The second part focuses on familiarizing students with design principles through composing art using daily items in groups. Students will explore elements, principles, and the design process. They will produce nine artworks applying different principles and be evaluated on their understanding, creativity, and presentation skills.
This document outlines a design project with two parts for students. Part 1 involves individually sketching design elements in nature and the built environment. Students must produce sketches and abstract artworks exploring lines, shapes, textures, and more. Part 2 is a group project to create nine simple abstract artworks from daily items exploring design principles like balance, asymmetry, and unity. Students must present their work along with boards explaining the design concepts applied. The goals are for students to recognize design elements and principles and apply them in projects.
This document outlines a design project with two parts for students. Part 1 involves individually sketching design elements in nature and the built environment. Students must produce sketches and abstract artworks exploring lines, shapes, textures, and more. Part 2 is a group project to create nine simple abstract artworks from daily items exploring design principles like balance, asymmetry, and unity. The artworks will be presented together with explanation boards. The objectives are for students to learn design processes, elements, and principles through observation and hands-on projects.
This document outlines a design project with two parts for students. Part 1 involves individually sketching design elements in nature and the built environment. Students must produce sketches and abstract artworks exploring lines, shapes, textures, and more. Part 2 is a group project to create nine simple abstract artworks from daily items exploring design principles like balance, asymmetry, and unity. The artworks will be presented together with explanation boards. The objectives are for students to learn design processes, elements, and principles through observation and hands-on projects.
This document outlines a design project for students divided into two parts. The first part requires students to sketch design elements in nature and the built environment, and produce two abstract artworks. The second part focuses on familiarizing students with design principles through composing art using daily items in groups. Students will be assessed on their understanding of elements and principles, creativity, and presentation skills. The project aims to teach fundamental design concepts and processes.
This document outlines a design project with two parts for students. Part 1 involves individually sketching design elements in nature and the built environment. Students must produce sketches and abstract artwork exploring lines, shapes, textures, and more. Part 2 is a group project to create nine simple abstract artworks from daily items exploring design principles like balance, asymmetry, and unity. Students will present their work along with boards explaining the design concepts applied. The goals are for students to recognize design elements and principles and apply them in simple projects.
This document outlines the requirements and rubric for a project to design, build, and use jigs and fixtures to produce identically sized parts through separating processes like sawing and cutting. Students are scored on various aspects of their jig/fixture construction and design like secure part connections, neatness, and safety. They also complete a design brief, sketches, bill of materials, 3D model, and summary report. The goal of the project is to use jigs and fixtures to precisely cut materials to specified dimensions for use in a later activity involving an electrical magnetic engine.
This document provides a detailed lesson plan for teaching Grade 8 students about tools and equipment used in technical drafting. It includes objectives, materials, developmental tasks, and an evaluation. The lesson introduces various tools such as pencils, rulers, triangles, protractors, erasers and drawing tables. Students participate in group activities to identify and demonstrate proper use of the tools. The lesson aims to teach students to appreciate the importance of using appropriate tools efficiently and effectively in technical drafting work.
1. The document outlines a design project for students to learn about design elements and principles through creating abstract artworks using natural and man-made objects.
2. It is divided into two parts - the first involves individually sketching design elements in nature and the built environment, and creating two abstract art paintings. The second part has students work in groups to create nine simple artworks using daily items to demonstrate design principles.
3. Students are assessed based on their understanding of design elements and principles as demonstrated through the originality, creativity, and quality of the artworks and presentation boards created.
This document outlines a design project with two parts for students. Part 1 involves individually sketching natural and built environment elements and producing abstract artworks. Part 2 involves working in groups to create nine simple abstract artworks from daily items exploring design principles. Students must submit sketches and artworks demonstrating understanding of elements and principles. They will give a presentation explaining the group artwork's theme, applied principles, and composition through diagrams and boards. Assessment criteria include demonstrated understanding of elements, principles, composition, originality, creativity, and presentation quality.
This document outlines a design project with two parts for students. Part 1 involves individually sketching natural and built environment elements and creating abstract artworks. Part 2 involves working in groups to create 9 simple abstract artworks using daily items that demonstrate design principles. Students will present their work along with boards explaining the principles, elements, and composition used. They will be assessed on their understanding and application of design concepts, the originality and quality of their artworks, and the clarity of their presentation.
This document outlines Project 1A for an introductory design course. It has two parts:
1. Individual sketches of design elements in nature and the built environment, with 8 sketches and 2 abstract artworks. Students must identify lines, shape, texture, form, and hue in nature and the built environment.
2. A group project to create 9 simple abstract artworks using daily items exploring design principles. Students must select a base, fixtures to connect items, and apply one principle to each artwork. They must present the artworks and explain the applied principles on two presentation boards.
The objectives are to learn design processes, components, and principles. On completion, students should recognize and apply elements and principles
This document outlines Project 1A for an introductory design course. It has two parts:
1. Individual sketches of design elements in nature and the built environment, with 8 sketches and 2 abstract artworks. Students must identify lines, shape, texture, form, and hue in nature and the built environment.
2. A group project to create 9 simple abstract artworks using daily items exploring design principles. Students must select an item, base, and method of arrangement. They will apply one principle to each artwork, such as balance or asymmetry. The artworks and presentation boards will be assessed based on demonstrated understanding of elements and principles as well as creativity, technique, and clarity of explanation.
This document outlines a design project with two parts for students. Part 1 involves individually sketching natural and built environment elements and creating abstract artworks. Part 2 involves working in groups to create 9 simple abstract artworks using daily items that demonstrate design principles. Students will present their work along with boards explaining the principles, elements, and composition used. They will be assessed on their understanding and application of design concepts, the originality and quality of their artworks, and the clarity of their presentation.
This document outlines a design project with two parts for students. Part 1 involves individually sketching natural and built environment elements and creating abstract artworks. Part 2 involves working in groups to create 9 simple abstract artworks using daily items to demonstrate design principles. Students will present their work along with boards explaining the principles, elements and composition used. They will be assessed on their understanding and application of design concepts, the quality and creativity of their artworks, and the clarity of their presentation.
This document outlines a design project with two parts for students. Part 1 involves individually sketching natural and built environment elements and producing abstract artworks. Part 2 involves working in groups to create nine simple abstract artworks from daily items exploring design principles. Students must submit sketches and artworks demonstrating understanding of elements and principles. They will give a presentation explaining the group artwork's theme, applied principles, and composition through diagrams and boards. Assessment criteria include demonstrated understanding of elements, principles, composition, originality, creativity, and presentation quality.
This document outlines Project 1A for an introductory design course. It has two parts:
1. Individual sketches of design elements in nature and the built environment, with 8 sketches and 2 abstract artworks. Students must identify lines, shape, texture, form, and hue in nature and the built environment.
2. A group project to create 9 simple abstract artworks using daily items exploring design principles. Students select a material, base, and method of arrangement. They apply principles like balance and asymmetry. The artworks and presentation boards are assessed on understanding of elements and principles, creativity, and clarity of explanation.
Essentials of Automations: The Art of Triggers and Actions in FMESafe Software
In this second installment of our Essentials of Automations webinar series, we’ll explore the landscape of triggers and actions, guiding you through the nuances of authoring and adapting workspaces for seamless automations. Gain an understanding of the full spectrum of triggers and actions available in FME, empowering you to enhance your workspaces for efficient automation.
We’ll kick things off by showcasing the most commonly used event-based triggers, introducing you to various automation workflows like manual triggers, schedules, directory watchers, and more. Plus, see how these elements play out in real scenarios.
Whether you’re tweaking your current setup or building from the ground up, this session will arm you with the tools and insights needed to transform your FME usage into a powerhouse of productivity. Join us to discover effective strategies that simplify complex processes, enhancing your productivity and transforming your data management practices with FME. Let’s turn complexity into clarity and make your workspaces work wonders!
Full-RAG: A modern architecture for hyper-personalizationZilliz
Mike Del Balso, CEO & Co-Founder at Tecton, presents "Full RAG," a novel approach to AI recommendation systems, aiming to push beyond the limitations of traditional models through a deep integration of contextual insights and real-time data, leveraging the Retrieval-Augmented Generation architecture. This talk will outline Full RAG's potential to significantly enhance personalization, address engineering challenges such as data management and model training, and introduce data enrichment with reranking as a key solution. Attendees will gain crucial insights into the importance of hyperpersonalization in AI, the capabilities of Full RAG for advanced personalization, and strategies for managing complex data integrations for deploying cutting-edge AI solutions.
Threats to mobile devices are more prevalent and increasing in scope and complexity. Users of mobile devices desire to take full advantage of the features
available on those devices, but many of the features provide convenience and capability but sacrifice security. This best practices guide outlines steps the users can take to better protect personal devices and information.
UiPath Test Automation using UiPath Test Suite series, part 5DianaGray10
Welcome to UiPath Test Automation using UiPath Test Suite series part 5. In this session, we will cover CI/CD with devops.
Topics covered:
CI/CD with in UiPath
End-to-end overview of CI/CD pipeline with Azure devops
Speaker:
Lyndsey Byblow, Test Suite Sales Engineer @ UiPath, Inc.
In the rapidly evolving landscape of technologies, XML continues to play a vital role in structuring, storing, and transporting data across diverse systems. The recent advancements in artificial intelligence (AI) present new methodologies for enhancing XML development workflows, introducing efficiency, automation, and intelligent capabilities. This presentation will outline the scope and perspective of utilizing AI in XML development. The potential benefits and the possible pitfalls will be highlighted, providing a balanced view of the subject.
We will explore the capabilities of AI in understanding XML markup languages and autonomously creating structured XML content. Additionally, we will examine the capacity of AI to enrich plain text with appropriate XML markup. Practical examples and methodological guidelines will be provided to elucidate how AI can be effectively prompted to interpret and generate accurate XML markup.
Further emphasis will be placed on the role of AI in developing XSLT, or schemas such as XSD and Schematron. We will address the techniques and strategies adopted to create prompts for generating code, explaining code, or refactoring the code, and the results achieved.
The discussion will extend to how AI can be used to transform XML content. In particular, the focus will be on the use of AI XPath extension functions in XSLT, Schematron, Schematron Quick Fixes, or for XML content refactoring.
The presentation aims to deliver a comprehensive overview of AI usage in XML development, providing attendees with the necessary knowledge to make informed decisions. Whether you’re at the early stages of adopting AI or considering integrating it in advanced XML development, this presentation will cover all levels of expertise.
By highlighting the potential advantages and challenges of integrating AI with XML development tools and languages, the presentation seeks to inspire thoughtful conversation around the future of XML development. We’ll not only delve into the technical aspects of AI-powered XML development but also discuss practical implications and possible future directions.
For the full video of this presentation, please visit: https://www.edge-ai-vision.com/2024/06/building-and-scaling-ai-applications-with-the-nx-ai-manager-a-presentation-from-network-optix/
Robin van Emden, Senior Director of Data Science at Network Optix, presents the “Building and Scaling AI Applications with the Nx AI Manager,” tutorial at the May 2024 Embedded Vision Summit.
In this presentation, van Emden covers the basics of scaling edge AI solutions using the Nx tool kit. He emphasizes the process of developing AI models and deploying them globally. He also showcases the conversion of AI models and the creation of effective edge AI pipelines, with a focus on pre-processing, model conversion, selecting the appropriate inference engine for the target hardware and post-processing.
van Emden shows how Nx can simplify the developer’s life and facilitate a rapid transition from concept to production-ready applications.He provides valuable insights into developing scalable and efficient edge AI solutions, with a strong focus on practical implementation.
“An Outlook of the Ongoing and Future Relationship between Blockchain Technologies and Process-aware Information Systems.” Invited talk at the joint workshop on Blockchain for Information Systems (BC4IS) and Blockchain for Trusted Data Sharing (B4TDS), co-located with with the 36th International Conference on Advanced Information Systems Engineering (CAiSE), 3 June 2024, Limassol, Cyprus.
In his public lecture, Christian Timmerer provides insights into the fascinating history of video streaming, starting from its humble beginnings before YouTube to the groundbreaking technologies that now dominate platforms like Netflix and ORF ON. Timmerer also presents provocative contributions of his own that have significantly influenced the industry. He concludes by looking at future challenges and invites the audience to join in a discussion.
UiPath Test Automation using UiPath Test Suite series, part 6DianaGray10
Welcome to UiPath Test Automation using UiPath Test Suite series part 6. In this session, we will cover Test Automation with generative AI and Open AI.
UiPath Test Automation with generative AI and Open AI webinar offers an in-depth exploration of leveraging cutting-edge technologies for test automation within the UiPath platform. Attendees will delve into the integration of generative AI, a test automation solution, with Open AI advanced natural language processing capabilities.
Throughout the session, participants will discover how this synergy empowers testers to automate repetitive tasks, enhance testing accuracy, and expedite the software testing life cycle. Topics covered include the seamless integration process, practical use cases, and the benefits of harnessing AI-driven automation for UiPath testing initiatives. By attending this webinar, testers, and automation professionals can gain valuable insights into harnessing the power of AI to optimize their test automation workflows within the UiPath ecosystem, ultimately driving efficiency and quality in software development processes.
What will you get from this session?
1. Insights into integrating generative AI.
2. Understanding how this integration enhances test automation within the UiPath platform
3. Practical demonstrations
4. Exploration of real-world use cases illustrating the benefits of AI-driven test automation for UiPath
Topics covered:
What is generative AI
Test Automation with generative AI and Open AI.
UiPath integration with generative AI
Speaker:
Deepak Rai, Automation Practice Lead, Boundaryless Group and UiPath MVP
AI 101: An Introduction to the Basics and Impact of Artificial IntelligenceIndexBug
Imagine a world where machines not only perform tasks but also learn, adapt, and make decisions. This is the promise of Artificial Intelligence (AI), a technology that's not just enhancing our lives but revolutionizing entire industries.
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!
Dr. Sean Tan, Head of Data Science, Changi Airport Group
Discover how Changi Airport Group (CAG) leverages graph technologies and generative AI to revolutionize their search capabilities. This session delves into the unique search needs of CAG’s diverse passengers and customers, showcasing how graph data structures enhance the accuracy and relevance of AI-generated search results, mitigating the risk of “hallucinations” and improving the overall customer journey.
HCL Notes and Domino License Cost Reduction in the World of DLAUpanagenda
Webinar Recording: https://www.panagenda.com/webinars/hcl-notes-and-domino-license-cost-reduction-in-the-world-of-dlau/
The introduction of DLAU and the CCB & CCX licensing model caused quite a stir in the HCL community. As a Notes and Domino customer, you may have faced challenges with unexpected user counts and license costs. You probably have questions on how this new licensing approach works and how to benefit from it. Most importantly, you likely have budget constraints and want to save money where possible. Don’t worry, we can help with all of this!
We’ll show you how to fix common misconfigurations that cause higher-than-expected user counts, and how to identify accounts which you can deactivate to save money. There are also frequent patterns that can cause unnecessary cost, like using a person document instead of a mail-in for shared mailboxes. We’ll provide examples and solutions for those as well. And naturally we’ll explain the new licensing model.
Join HCL Ambassador Marc Thomas in this webinar with a special guest appearance from Franz Walder. It will give you the tools and know-how to stay on top of what is going on with Domino licensing. You will be able lower your cost through an optimized configuration and keep it low going forward.
These topics will be covered
- Reducing license cost by finding and fixing misconfigurations and superfluous accounts
- How do CCB and CCX licenses really work?
- Understanding the DLAU tool and how to best utilize it
- Tips for common problem areas, like team mailboxes, functional/test users, etc
- Practical examples and best practices to implement right away
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.
2. Section I. SOLVING TECHNOLOGY PROBLEMS
Unit 1. Technology. Technological processes
Section II. IT AND THE INTERNET
Unit 2. Hardware and software
Unit 3. The Internet
Section III. MATERIALS USED IN TECHNOLOGY
Unit 4. Materials
Unit 5. Wood and its derivatives
Unit 6. Metals
Section IV. TECHNIQUES FOR GRAPHIC REPRESENTATION
Unit 7. Graphic expression and communication
Section V. STRUCTURES AND MECHANISMS
Unit 8. Structures
Unit 9. Mechanisms
Section VI. ENERGY. HEAT ENGINES
Unit 10. Energy
Section VII. ELECTRICITY
Unit 11. Electricity
4. Technology is the science and the practical application of
knowledge and techniques, to design and create objects or
systems which solve our problems and/or satisfy our needs.
For the construction of any product we have to use:
Materials (those which an object is made)
Technical work (the way you construct and the materials you
use).
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5. NEEDS EXAMPLES
Food (Nurture), Home, get dressed (wrap up warm)
Health
Cleaning
Education
Security
Means of transport. Travelling
Communication
Free (Spare) time
Working easily
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6. Does the manufacture of stone tools by early humans
could be defined as Technology?
Are maths technology?
Is construction Technology?
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9. To prevent accidents in the workshop, you must always follow
your teacher's instructions you must tell him if you have any
kind of accident.
Here are some rules:
You must use tools and machines properly.
Use the right tools and machines for the right task.
Make sure tools and machines are in perfect condition before using
them.
Don't wear necklaces, rings, scarves and loose hair because they
might get caught in the machines.
Keep your table (workstation) clean and tidy while you work and
when you finish your task. The workshop has to be clean and tidy
too.
Take care of tools, machines and workshop.
Try to work quietly
Keep your hands clean and dry, especially when you use machines.
Don’t unnecessarily waste materials and use it as efficiently as
possible
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10. Projects are made in group. There are advantages and
disadvantages
Share construction work.
Think more and better.
Search for information better and more effectively.
Group members who want to do everything or nothing.
Work in technology has to be well organized so every
member of the group must have an assigned task:
The coordinator is responsible for organizing the teamwork.
This person represents the group.
The person responsible for the material, the tools and
machines. This person is in charge of collecting and returning
the material, the materials left which are no longer required
and the same person will have to clean the workstations.
The secretary. The person in charge of collecting, checking
and organizing all the written documents o reports
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12. Pencils and rubber
Pencils have a wooden case with a lead
inside made of graphite and clay. The lead is
softer (B) or harder (H) depending on the
amount of graphite and clay it contains.
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13. Paper
Classified by:
Size: There are different formats of paper. The most
common is DIN A4.
Finish:
Colour/color. (White or coloured)
Shiny. (matted or glossy)
Texture. (Smooth Rough)
Weight / thickness. 60 - 80 g/m2.
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15. Sketch
Initial drawing
With fundamental elements
Freehand made
Diagram
Has more information
Measurements
Freehand or not
Technical drawing
Exact (Accurate)
Drawn with tools
Dimension are written
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16. Scale
Enlargement (enlarging) scale: make bigger. 2:1 means
twice bigger size than real object
Reduction (reducing) scale: make smaller. 1:2 means
half size than real object
Full scale: 1:1. Same size.
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17. Dimensions
Dimension.- number of the real measurement.
Dimension line.- A parallel line
Extension line.-
Symbols.- arrows or sloping lines
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18. Views: You can represent an object using views.
The main views of an object are the:
Front view: It is the view from the front of the object.
Overhead view: It is the view from above the object.
Side view: It is the view from the side of the object.
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19. Perspective-Projection link
Cavalier (cabinet)
CAD (Computer Assisted Design)
3D and 2D
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