A report of an enquiry into the ways in which 'wicked' competences are assessed, incorprorating comments made during the presentation at the SEDA conference, 22 November 2006
Second Life: An Engaging Learning PlatformSteven Hornik
Describes preliminary results of a research study examining the potential of Second Life to crate an engaging experience for students in their first financial accounting course.
Problem Solving And Decision Making PowerPoint Presentation Slides SlideTeam
Presenting this set of slides with name - Problem Solving And Decision Making PowerPoint Presentation Slides. Our topic specific Problem Solving And Decision Making PowerPoint Presentation Slides deck contains eighteen slides to formulate the topic with a sound understanding. This PPT deck is what you can bank upon. With diverse and professional slides at your side, worry the least for a powerpack presentation. A range of editable and ready to use slides with all sorts of relevant charts and graphs, overviews, topics subtopics templates, and analysis templates makes it all the more worth. This deck displays creative and professional looking slides of all sorts. Whether you are a member of an assigned team or a designated official on the look out for impacting slides, it caters to every professional field.
Second Life: An Engaging Learning PlatformSteven Hornik
Describes preliminary results of a research study examining the potential of Second Life to crate an engaging experience for students in their first financial accounting course.
Problem Solving And Decision Making PowerPoint Presentation Slides SlideTeam
Presenting this set of slides with name - Problem Solving And Decision Making PowerPoint Presentation Slides. Our topic specific Problem Solving And Decision Making PowerPoint Presentation Slides deck contains eighteen slides to formulate the topic with a sound understanding. This PPT deck is what you can bank upon. With diverse and professional slides at your side, worry the least for a powerpack presentation. A range of editable and ready to use slides with all sorts of relevant charts and graphs, overviews, topics subtopics templates, and analysis templates makes it all the more worth. This deck displays creative and professional looking slides of all sorts. Whether you are a member of an assigned team or a designated official on the look out for impacting slides, it caters to every professional field.
http://www,saharconsulting.com
An Educational presentation about Problem solving and decision making using different tools and offering solutions to problem solving, creative thinking and Decision making
The term problem-solving refers to the mental process that people go through to discover, analyze and solve problems.
A problem can be defined as ‘where there is a need to bridge gap between a current situation and a desired situation”.
Broadly there are three types of problemdiagnostic problems – working out what’s gone wrong and fixing it – for example, a machine or a process isn’t working properly and needs to be fixed or improved design problems – identifying what needs to be done to create a new product or process and planning how to do itcontingency problems – resource planning and working with others to plan and manage a project, such as organising an event.Problems with personal or emotional relationships are not a problem although they often make for interesting scenarios.
Technology Enhanced Assessment: Do we have a wolf in sheep's clothing?Denise Whitelock
Technology Enhanced Assessment: Do we have a wolf in sheep’s clothing?
A sea change in assessment, precipitated by both researchers and practitioners alike, was crystallised by a statement issued by the Assessment Reform Group, who have rejected the notion of Assessment that foregrounds cognitive ability tests that are valued for their predicted validity (Broadfoot, Daugherty, Gardner, Harlen, James & Stobart, 2002). The ARG set out to promote better alignment between teaching, learning & assessment and endorsed the term ‘Assessment for Learning’. This presentation explores the role that technology enhanced assessment can play in encouraging the assessment for learning agenda. It presents a number of cases of peer, self and computer assessments that display a range of characteristics for the next generation of assessment tasks.
The discussion of the cases reveals a missing characteristic, which is a form of feedback to the students that will take their learning forward which I refer to as “Advice for Action” (Whitelock, 2011). Recent developments in automatic feedback systems for essay writing (Whitelock, Twiner, Richardson, Field & Pulman, 2015a and 2015b) will be presented and the role of visualisations and socio-emotive feedback in conveying meaningful feedback will also be discussed.
Since any feedback that is not understood or cannot be acted upon is likely to be ignored it will not facilitate learner improvement or confidence. This will always be a challenge – but how can technology enhanced assessment pursue this agenda?
References
Broadfoot, P., Daugherty, R., Gardner, J., Harlen, W., James, M. & Stobart, G. (2002). Assessment for learning: 10 principles, Research-based principles to guide classroom practice. London: Assessment Reform Group. Retrieved 4 April 2017, from http://sunnyspelles.co.uk/Pedagogy%20Resources/A4L/10principles.pdf
Whitelock, D. (2011). Activating Assessment for Learning: are we on the way with Web 2.0? In M.J.W. Lee & C. McLoughlin (Eds.) Web 2.0-Based-E-Learning: Applying Social Informatics for Tertiary Teaching. IGI Global. 319-342.
Whitelock, D., Twiner, A., Richardson, J.T.E., Field, D. & Pulman, S. (2015a). Feedback on academic essay writing through pre-emptive hints: Moving towards ‘advice for action’. Winner of Best Research Paper Award. Special Issue of European Journal of Open, Distance and E-Learning, Best of EDEN RW8, 8th EDEN Research Workshop (eds. U. Bernath and A. Szucs). Published by European Distance and E-Learning Network, 1-15. ISSN 1027 5207
Whitelock, D., Twiner, A., Richardson, J.T.E., Field, D. & Pulman, S. (2015b). OpenEssayist: A supply and demand learning analytics tool for drafting academic essays. The 5th International Learning Analytics and Knowledge (LAK) Conference, Poughkeepsie, New York, USA. 16-20 March 2015. ISBN 978-1-4503-3417-4
This topic shows the importance of problem solving, and why do we need a problem solving mind. It also shows how to solve problems through 4 steps, using creative tools & techniques to define the problem, generate alternatives, analyze alternatives and taking action.
Every day, business professionals are faced with using problem solving techniques to achieve strategic business and tactical goals within the operation. But the truth is, most of us are not really good at problem solving. We either muddle through, do nothing, adapt or produce “solutions” that often make things worse.
Effective problem solving requires the courage to confront feelings, the commitment to do something, and above all the willingness to accept responsibility. Traditional approaches to problem solving often ignore the importance of both values and creativity in problem solving while exclusively favoring analytical strategies.
Problem Solving Skill merupakan sebuah teknik untuk memecahkan masalah secara terstruktur, kompleks, dan utuh sehingga dapat ditemukan pilihan kebijakan atau kebijaksanaan yang memiliki efektifitas dan efisiensi tinggi serta minim resiko.
http://www,saharconsulting.com
An Educational presentation about Problem solving and decision making using different tools and offering solutions to problem solving, creative thinking and Decision making
The term problem-solving refers to the mental process that people go through to discover, analyze and solve problems.
A problem can be defined as ‘where there is a need to bridge gap between a current situation and a desired situation”.
Broadly there are three types of problemdiagnostic problems – working out what’s gone wrong and fixing it – for example, a machine or a process isn’t working properly and needs to be fixed or improved design problems – identifying what needs to be done to create a new product or process and planning how to do itcontingency problems – resource planning and working with others to plan and manage a project, such as organising an event.Problems with personal or emotional relationships are not a problem although they often make for interesting scenarios.
Technology Enhanced Assessment: Do we have a wolf in sheep's clothing?Denise Whitelock
Technology Enhanced Assessment: Do we have a wolf in sheep’s clothing?
A sea change in assessment, precipitated by both researchers and practitioners alike, was crystallised by a statement issued by the Assessment Reform Group, who have rejected the notion of Assessment that foregrounds cognitive ability tests that are valued for their predicted validity (Broadfoot, Daugherty, Gardner, Harlen, James & Stobart, 2002). The ARG set out to promote better alignment between teaching, learning & assessment and endorsed the term ‘Assessment for Learning’. This presentation explores the role that technology enhanced assessment can play in encouraging the assessment for learning agenda. It presents a number of cases of peer, self and computer assessments that display a range of characteristics for the next generation of assessment tasks.
The discussion of the cases reveals a missing characteristic, which is a form of feedback to the students that will take their learning forward which I refer to as “Advice for Action” (Whitelock, 2011). Recent developments in automatic feedback systems for essay writing (Whitelock, Twiner, Richardson, Field & Pulman, 2015a and 2015b) will be presented and the role of visualisations and socio-emotive feedback in conveying meaningful feedback will also be discussed.
Since any feedback that is not understood or cannot be acted upon is likely to be ignored it will not facilitate learner improvement or confidence. This will always be a challenge – but how can technology enhanced assessment pursue this agenda?
References
Broadfoot, P., Daugherty, R., Gardner, J., Harlen, W., James, M. & Stobart, G. (2002). Assessment for learning: 10 principles, Research-based principles to guide classroom practice. London: Assessment Reform Group. Retrieved 4 April 2017, from http://sunnyspelles.co.uk/Pedagogy%20Resources/A4L/10principles.pdf
Whitelock, D. (2011). Activating Assessment for Learning: are we on the way with Web 2.0? In M.J.W. Lee & C. McLoughlin (Eds.) Web 2.0-Based-E-Learning: Applying Social Informatics for Tertiary Teaching. IGI Global. 319-342.
Whitelock, D., Twiner, A., Richardson, J.T.E., Field, D. & Pulman, S. (2015a). Feedback on academic essay writing through pre-emptive hints: Moving towards ‘advice for action’. Winner of Best Research Paper Award. Special Issue of European Journal of Open, Distance and E-Learning, Best of EDEN RW8, 8th EDEN Research Workshop (eds. U. Bernath and A. Szucs). Published by European Distance and E-Learning Network, 1-15. ISSN 1027 5207
Whitelock, D., Twiner, A., Richardson, J.T.E., Field, D. & Pulman, S. (2015b). OpenEssayist: A supply and demand learning analytics tool for drafting academic essays. The 5th International Learning Analytics and Knowledge (LAK) Conference, Poughkeepsie, New York, USA. 16-20 March 2015. ISBN 978-1-4503-3417-4
This topic shows the importance of problem solving, and why do we need a problem solving mind. It also shows how to solve problems through 4 steps, using creative tools & techniques to define the problem, generate alternatives, analyze alternatives and taking action.
Every day, business professionals are faced with using problem solving techniques to achieve strategic business and tactical goals within the operation. But the truth is, most of us are not really good at problem solving. We either muddle through, do nothing, adapt or produce “solutions” that often make things worse.
Effective problem solving requires the courage to confront feelings, the commitment to do something, and above all the willingness to accept responsibility. Traditional approaches to problem solving often ignore the importance of both values and creativity in problem solving while exclusively favoring analytical strategies.
Problem Solving Skill merupakan sebuah teknik untuk memecahkan masalah secara terstruktur, kompleks, dan utuh sehingga dapat ditemukan pilihan kebijakan atau kebijaksanaan yang memiliki efektifitas dan efisiensi tinggi serta minim resiko.
Aegon reports strong net income in Q4 2016. “We made good progress in the execution of our strategy by growing our business, realizing major expense savings and increasing our returns. At the same time, we continued to invest in our digital transformation and enhance the customer experience.” - Alex Wynaendts, Aegon CEO. Find out more: http://aegon.me/4Q16
Create Engaging Scenario-Based Training on ANY BudgetAggregage
In this webinar, we’ll explore how to optimize learner engagement by adding scenarios to your training, regardless of your budget. We’ll explain what makes up scenarios, how they benefit the learner, and why this is important to your organization. Then we’ll dive into real-world examples across a wide range of budgets, and look at how typical training content can be transformed into awesome, engaging, scenario-based training.
EDSP 360Case Study 2 Grading RubricCriterionPoints Possible.docxjack60216
EDSP 360
Case Study 2 Grading Rubric
Criterion
Points Possible
Points
Earned
Instructor Comments
Clear goals set based on student performance
18
Strategies match goals, are explained, and are from reputable source or the STAR sheet
21
All questions answered
16
References cited
10
Correct grammar and spelling
10
Total Points
75
When working with individuals who have bipolar disorder, there is often a high resistance to pharmacotherapy. Many of these individuals cite the medication side effects as the prime reasons for refusing medical treatment. For some, the “high” experienced during a manic phase is invigorating. That is, these individuals often experience a rush of energy and productivity, as well as creativity; these positive aspect of this manic phase results in enjoyment and pleasure. With medication, however, the “high” is no longer reached; for many, feeling normal is too difficult and, as a result, these individuals don’t feel right. Beyond this, there are some individuals who do not believe they have a problem, and as a result, refuse to seek treatment.
Based upon your reading and ancillary research, what can be done? How can these individuals be reached? What needs to happen in order for these individuals to seek treatment? I look forward to your additional thoughts.
My initial post is below:
Bipolar disorder is a mental condition that is characterized by periods of elevated moods, also known as mania and periods of severe depressions. During the manic episode, a person acts unusually energetic, happy or is easily irritated (Barnett & Smoller, 2009). At extreme levels, people in the manic episode experience psychosis, which is a state in which the individual’s ability to think is affected along with the mood. An individual in the manic episode can also experience hallucination which may make the person violent and hence uncooperative in the treatment process thus making the whole treatment process difficult. Due to the severity of the symptoms during the manic episodes, professional help is crucial; force is sometimes used for resistant patients to get them to undergo treatment (Barnett & Smoller, 2009).
There is, however, a milder form of mania called “hypomania”. Hypomania is not associated with rapid mood changes, irritability or psychosis. In most of the cases, hypomanic episodes may be related to overall increase in productivity and increased energy levels. Hypomanic episodes hardly progress to manic episodes and thus can be managed without seeking any professional help (Beentjes, Goossens, & Poslawsky, 2012).
In children and adolescents, bipolar disorder is characterized by very rapid and frequent mood changes and in some cases, accompanied by chronic symptoms also; suicide attempts are common at this stage (Cosgrove, Roybal, & Chang, 2013). At this point, the condition is referred to as early-onset bipolar disorder. Adults experience more discrete periods of depression and mania. Successful treatment of the ...
Evaluation-specific methodology: Why it MUST be in your toolkit.
Slides from a 45-minute demonstration session from Jane Davidson and Michael Scriven at AEA 2013 in Washington DC.
For more information, please see http://RealEvaluation.com and http://MichaelScriven.info
A detailed analysis is made of the problem of consecutive poor placement record of Banasthali University. Various tools learned in the previous challenges are utilized to reach a viable and efficient solution to address the main problems and improve placement statistics. Presentation made by Aparna Agnihotri, Soumya Badola and Simran Nagar.
To help students understand and succeed in Assessment Centres we delivered a presentation at Heriot-Watt University.
What you will learn:
Get a better understanding of why companies use assessment centres
Knowledge of the various elements included in an assessment centre
Practical solutions to succeed in the various exercises.
An insight into what the assessors are looking for
How to avoid the main pitfalls that occur in assessment centres
8D Problem Solving WorksheetGroup NumberGroup Member Nam.docxransayo
8D: Problem Solving Worksheet
Group Number:
Group Member Names:
Date:
8-D is a quality management tool and is a vehicle for a team to articulate thoughts and provides scientific determination to details of problems and provide solutions. Organizations can benefit from the 8-D approach by applying it to all areas in the company. The 8-D provides excellent guidelines allowing us to get to the root of a problem and ways to check that the solution actually works. Rather than healing the symptom, the illness is cured, thus, the same problem is unlikely to recur.
Step
0
1
2
3
4
5
6
7
8
Action
The Planning Stage
Establishing the Team
Problem Definition / Statement & Description
Developing Interim Containment Action
Identifying & Verifying Root Cause
Identifying Permanent Corrective Actions (PCA)
Implementing & Validating PCA
Preventing Recurrence
Recognizing Team Efforts
0
The Planning Stage:
The 8-D method of problem solving is appropriate in "cause unknown" situations and is not the right tool if concerns center solely on decision-making or problem prevention. 8-D is especially useful as it results in not just a problem-solving process, but also a standard and a reporting format. Does this problem warrant/require an 8D? If so comment why and proceed.
Is an Emergency Response Action Needed?
(If needed document actions in Action Item Table)
1
Establishing the Team: (Your group is the team)
Establish a small group of people with the process/ product
knowledge, allocated time, authority and skill in the required technical disciplines to solve the problem and implement corrective actions.
Team Goals:
Team Objectives:
First and Last Name (put an asterisk * after the name of the team leader)
Current Job Position
Skills (related to the problem)Years of Hospitality Work Experience
2A
Problem Definition
Provides the starting point for solving the problem. Need to have “correct” problem description to identify causes. Need to use terms that are understood by all.
Sketch / Photo of Problem
Product(s):
Customer(s):
List all of the data and documents that might help you to define the problem more exactly?
Action Plan to collect additional information:
Prepare Process Flow Diagram for problem
use a separate sheet if needed
2B
IS
IS NOT
Who
Who is affected by the problem?
Who first observed the problem?
To whom was the problem reported?
Who is not affected by the problem?
Who did not find the problem?
What
What type of problem is it?
What has the problem (food, service, etc)?
What is happening with the process & with containment?
Do we have physical evidence of the problem?
What does not have the problem?
What could be happening but is not?
What could be the problem but is not?
Why
Why is this a problem (degraded performance)?
Is the process stable?
Why is it not a problem?
Where
Where was the problem observed?
Where does the problem occur?
Where could the problem be located but is not?
Where else could .
Similar to The assessment of 'wicked' competences: post-conference version (20)
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.
Smart TV Buyer Insights Survey 2024 by 91mobiles.pdf91mobiles
91mobiles recently conducted a Smart TV Buyer Insights Survey in which we asked over 3,000 respondents about the TV they own, aspects they look at on a new TV, and their TV buying preferences.
GDG Cloud Southlake #33: Boule & Rebala: Effective AppSec in SDLC using Deplo...James Anderson
Effective Application Security in Software Delivery lifecycle using Deployment Firewall and DBOM
The modern software delivery process (or the CI/CD process) includes many tools, distributed teams, open-source code, and cloud platforms. Constant focus on speed to release software to market, along with the traditional slow and manual security checks has caused gaps in continuous security as an important piece in the software supply chain. Today organizations feel more susceptible to external and internal cyber threats due to the vast attack surface in their applications supply chain and the lack of end-to-end governance and risk management.
The software team must secure its software delivery process to avoid vulnerability and security breaches. This needs to be achieved with existing tool chains and without extensive rework of the delivery processes. This talk will present strategies and techniques for providing visibility into the true risk of the existing vulnerabilities, preventing the introduction of security issues in the software, resolving vulnerabilities in production environments quickly, and capturing the deployment bill of materials (DBOM).
Speakers:
Bob Boule
Robert Boule is a technology enthusiast with PASSION for technology and making things work along with a knack for helping others understand how things work. He comes with around 20 years of solution engineering experience in application security, software continuous delivery, and SaaS platforms. He is known for his dynamic presentations in CI/CD and application security integrated in software delivery lifecycle.
Gopinath Rebala
Gopinath Rebala is the CTO of OpsMx, where he has overall responsibility for the machine learning and data processing architectures for Secure Software Delivery. Gopi also has a strong connection with our customers, leading design and architecture for strategic implementations. Gopi is a frequent speaker and well-known leader in continuous delivery and integrating security into software delivery.
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!
PHP Frameworks: I want to break free (IPC Berlin 2024)Ralf Eggert
In this presentation, we examine the challenges and limitations of relying too heavily on PHP frameworks in web development. We discuss the history of PHP and its frameworks to understand how this dependence has evolved. The focus will be on providing concrete tips and strategies to reduce reliance on these frameworks, based on real-world examples and practical considerations. The goal is to equip developers with the skills and knowledge to create more flexible and future-proof web applications. We'll explore the importance of maintaining autonomy in a rapidly changing tech landscape and how to make informed decisions in PHP development.
This talk is aimed at encouraging a more independent approach to using PHP frameworks, moving towards a more flexible and future-proof approach to PHP development.
Why You Should Replace Windows 11 with Nitrux Linux 3.5.0 for enhanced perfor...SOFTTECHHUB
The choice of an operating system plays a pivotal role in shaping our computing experience. For decades, Microsoft's Windows has dominated the market, offering a familiar and widely adopted platform for personal and professional use. However, as technological advancements continue to push the boundaries of innovation, alternative operating systems have emerged, challenging the status quo and offering users a fresh perspective on computing.
One such alternative that has garnered significant attention and acclaim is Nitrux Linux 3.5.0, a sleek, powerful, and user-friendly Linux distribution that promises to redefine the way we interact with our devices. With its focus on performance, security, and customization, Nitrux Linux presents a compelling case for those seeking to break free from the constraints of proprietary software and embrace the freedom and flexibility of open-source computing.
Epistemic Interaction - tuning interfaces to provide information for AI supportAlan Dix
Paper presented at SYNERGY workshop at AVI 2024, Genoa, Italy. 3rd June 2024
https://alandix.com/academic/papers/synergy2024-epistemic/
As machine learning integrates deeper into human-computer interactions, the concept of epistemic interaction emerges, aiming to refine these interactions to enhance system adaptability. This approach encourages minor, intentional adjustments in user behaviour to enrich the data available for system learning. This paper introduces epistemic interaction within the context of human-system communication, illustrating how deliberate interaction design can improve system understanding and adaptation. Through concrete examples, we demonstrate the potential of epistemic interaction to significantly advance human-computer interaction by leveraging intuitive human communication strategies to inform system design and functionality, offering a novel pathway for enriching user-system engagements.
Unlocking Productivity: Leveraging the Potential of Copilot in Microsoft 365, a presentation by Christoforos Vlachos, Senior Solutions Manager – Modern Workplace, Uni Systems
Pushing the limits of ePRTC: 100ns holdover for 100 daysAdtran
At WSTS 2024, Alon Stern explored the topic of parametric holdover and explained how recent research findings can be implemented in real-world PNT networks to achieve 100 nanoseconds of accuracy for up to 100 days.
Sudheer Mechineni, Head of Application Frameworks, Standard Chartered Bank
Discover how Standard Chartered Bank harnessed the power of Neo4j to transform complex data access challenges into a dynamic, scalable graph database solution. This keynote will cover their journey from initial adoption to deploying a fully automated, enterprise-grade causal cluster, highlighting key strategies for modelling organisational changes and ensuring robust disaster recovery. Learn how these innovations have not only enhanced Standard Chartered Bank’s data infrastructure but also positioned them as pioneers in the banking sector’s adoption of graph technology.
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:
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Transcript: Selling digital books in 2024: Insights from industry leaders - T...BookNet Canada
The publishing industry has been selling digital audiobooks and ebooks for over a decade and has found its groove. What’s changed? What has stayed the same? Where do we go from here? Join a group of leading sales peers from across the industry for a conversation about the lessons learned since the popularization of digital books, best practices, digital book supply chain management, and more.
Link to video recording: https://bnctechforum.ca/sessions/selling-digital-books-in-2024-insights-from-industry-leaders/
Presented by BookNet Canada on May 28, 2024, with support from the Department of Canadian Heritage.
A tale of scale & speed: How the US Navy is enabling software delivery from l...sonjaschweigert1
Rapid and secure feature delivery is a goal across every application team and every branch of the DoD. The Navy’s DevSecOps platform, Party Barge, has achieved:
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Development teams can ship efficiently and ensure applications are cyber ready for Navy Authorizing Officials (AOs). In this webinar, Sigma Defense and Anchore will give attendees a look behind the scenes and demo secure pipeline automation and security artifacts that speed up application ATO and time to production.
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- How to streamline operations with automated policy checks on container images
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https://arxiv.org/abs/2306.08302
2. Microsoft Research's GraphRAG paper and a review paper on various uses of knowledge graphs:
https://www.microsoft.com/en-us/research/blog/graphrag-unlocking-llm-discovery-on-narrative-private-data/
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10. In your institution, is this competence mainly assessed at programme or at module level? 65 9 15 5 17 3 16 Mainly module, course or unit 18 3 3 5 3 1 3 Mainly programme / award All (n = 83) Youth work (n = 12) Social work (n = 18) Secondary School teaching (n = 10) Nursing (n = 20) Early years teaching (n = 4) Accountancy (n = 19)