Week15
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The document outlines the agenda for the last day of class which includes signing up for conferences to discuss projects and receive graded papers, providing feedback on rough cuts of video projects by accessing shared documents and typing comments, and notes that the final exam will be on May 4th where all remaining projects and revisions are due and there will be snacks.
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Presentation1Day 3 - Intro to Conversation Starters, Syllabus, and Show What ...Zachary Shellenberger
The document outlines the agenda for Day 3 of an academic interactions class. It includes introducing conversation starters that students will write on problems in their major, working with the syllabus by reading sections in pairs and presenting to the class, a syllabus quiz, and previewing the next class. It provides an example conversation starter and requirements for submitting them. It also assigns reading the first chapter in the required textbook and starting a language journal for homework. The final activity is a "Show What You Know" activity involving watching a lecture, discussion, and vocabulary matching to assess students' language abilities.Day 3 - Intro to Conversation Starters, Syllabus, and Show What You Know
The document outlines the agenda for Day 3 of an academic interactions class. It includes introducing conversation starters where students write a question related to their major using new vocabulary, working with the syllabus by reading sections in pairs and presenting to the class, a syllabus quiz, and previewing the next class. It provides an example conversation starter and requirements for submitting them. It also assigns homework of buying course materials and starting a language journal in preparation for introducing course technology in the next class session.
AAU UX club presentation - April 23, 2015
This document provides tips and advice for designers. It suggests learning psychology and facilitation skills, establishing processes, and being comfortable with uncertainty. It emphasizes understanding users, keeping up with research, and creating portfolio work that tells a story. Designers are advised to create detailed specifications for developers, listen to their feedback, and ensure designs are finalized before implementation. The document also lists inspirational designers and recommends exploring other experiences, finding mentors, and using various techniques like walking and humor to overcome creative blocks.
4. newspaper, summarizing
This document provides an agenda for an IECP class on Fall 2013. It includes the following items:
- A discussion of idioms and a TOEFL question activity
- An assignment for students to prepare an oral summary of a newspaper article in groups
- A review of the characteristics of an effective oral summary such as including the source, main idea, and conclusion
- Instructions for students to choose a newspaper article, read it in sections and orally summarize each section with a partner, then prepare note cards and discussion questions for their group's oral summary
- Homework assigned including a vocabulary chapter and preparing to present their oral summary.
Webinar 1 LIST 4373
This document provides information about an upcoming webinar on LIST 4373 being held on February 8th and 9th. It includes the login information for the webinar, an agenda of topics to be covered during the webinar such as introductions and an overview of course assignments, as well as instructions for participants on using the chat function and expectations during the webinar. The goals and objectives of the webinar are also outlined, focusing on building confidence with webinar tools and discussing key literacy concepts.
Unit5 schedule engl208_fall
The document provides a schedule for an English course's Unit 5 assignment on a multimodal essay. It lists the following key deadlines:
- Writing exercises Part 1 and 2 are due on Monday 11/16 and Tuesday 11/17 respectively.
- Brainstorming ideas Part 1 is due on Wednesday 11/17 and Thursday 11/18.
- Students must decide how to create their audio essay and do a test recording by Monday 11/29.
- The script is due by Sunday 12/5. Peer reviews are due on Tuesday 12/7 and Thursday 12/9.
- The final audio essay, with script and URL submission, is due by Sunday 12/12.
ENGL 313 Project 4 Schedule Fall 2021
This document outlines the schedule and deliverables for Project 4 of the ENGL 313: Fall Business Writing course. It lists the work to be completed each week from Weeks 10 through 13. Key deliverables include a research dossier notebook, white paper drafts for peer review, and a final screencast analyzing an apology video. All project deliverables are due by Sunday, November 21st by submitting specified files and links to the submissions drop box.
Unit5 schedule engl208_fall
The document provides a schedule for an English course's Unit 5 assignment on a multimodal essay. It lists the following key deadlines:
- Week 13 (Nov 15-21): Complete reading assignments and writing exercises due Mon-Thurs.
- Week 14 (Nov 29-Dec 5): Decide on an audio essay format and do a test recording. Write a script.
- Week 15 (Dec 6-12): Complete peer reviews due Tues and Thurs. Submit the final audio essay and script by Sunday Dec 12.
Deepending the debate (week 10)
This document outlines the agenda and goals for a week-long course on debates. It includes an introduction to debates, presentations from previous students, and assigning readings on theories of second language acquisition. Students are asked to complete a self-evaluation, watch a video on a feral child named Genie, and read one of four assigned research articles on factors that influence second language learning. They are to discuss and summarize the articles in small groups to prepare for an upcoming debate on theories of language learning. The document schedules subsequent classes to help students build arguments, structure presentations, and prepare for the final debate and their own presentations at the end of the course.
Engl313 project4 schedule_fall
This document outlines the schedule and deliverables for a crisis communication project over 4 weeks. It includes reading assignments, sharing links to research dossiers in Evernote or OneNote by certain dates, posting brainstorming ideas to forums, collecting source data and notes, conducting peer reviews of drafts, analyzing an apology video, and submitting a white paper, research dossier, and screencast by the final due date. Work due each week is highlighted in red.
Introduction to blackboard site
Stephanie Thomas introduces herself as the instructor for the economics of wages and employment course. She provides an overview of the course Blackboard site, explaining the different sections where students can find information about the course, instructor, readings, lecture materials, multimedia resources, and more. Thomas emphasizes checking the "To Do Before Next Lecture" section regularly to stay on track and be prepared. She is available by email or office hours to answer any questions.
TechLogic 2014 Keynote on Inverting an Algorithms Class (Extended Version)
Discussion of the inversion of an Algorithms course: how it is motivated by learning theory; how the activities are organized; outcomes. This is an expanded version of an invited keynote talk for the "TechLogic" conference at the University of Hawaii at Manoa.
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Life of a Remote Developer - Productivity tips (MSBuild 2020)
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TechLogic 2014 Keynote on Inverting an Algorithms Class (Extended Version)
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More from Julie Platt
Imagining the Professional Consultant
This document outlines the development of ePortfolios for writing consultants at the University of Arkansas at Monticello to showcase their work and professional growth. It provides examples of ePortfolios from previous consultants and discusses how participating in the writing center helps consultants gain valuable professional skills. The document also includes a sample 6-week ePortfolio training module for current consultants, with weekly writing, discussion, and design activities to help them craft ePortfolios that tell their professional stories.
5things
Organize your online course materials clearly with a detailed schedule. Expect technical issues and have backup plans. Create transparency by keeping assignments simple and clear while making goals apparent. Build community by putting faces to names, using face-to-face time, modifying the course management system, and upgrading student conferences. Understand how your teaching persona changes online and solicit regular student feedback.
Critical Visual Analysis
This document discusses visual rhetoric and ethics in digital spaces. It provides background on how new technologies have changed expectations for visual communication and representation. It examines examples where photos and images have been digitally altered or manipulated in potentially problematic ways. The document argues that a rhetorical ethics lens can help address questions around human interaction and representation when analyzing and composing in digital visual spaces.
Week 13
This document provides an agenda and instructions for a virtual class on creating book trailers as a class project. It discusses how different types of texts are more or less suited to video adaptations. It shares examples of book trailers and readings on adapting books to video form. It outlines the planning and storyboarding process needed to create a coherent book trailer video project. Students are asked to choose a text and group members by the next class.
Week11
Today in WRA 110.742, the class will collect final drafts of Project #2, view and discuss student-created "Technology Autobiography" videos, read an excerpt from Scribner on literacy metaphors, and write responses to the reading on class blogs. The instructor will also return graded Project #1 sheets and remind students that rough drafts of Project #3 are due next week.
Week10
This document provides an agenda and updates for a class. It outlines that Project 2 is due on March 23rd and discusses introducing Project 3, which asks students to create a technology autobiography. It then explains a Storify demonstration exploring what narrative is through examples and asks students to create a mock Storify telling a story from their spring break using screenshots and links. It raises questions about who curates and experiences Storify stories versus traditional forms of storytelling and media.
Week8
This document outlines the agenda for a class on MLA citation. It includes details about group assignments for round 2 of MLA Idol, where students will create presentations on citing different source types. It provides guidelines for the presentations and instructions for peer reviewing draft project papers in Google Docs. It concludes by assigning peer reviews to be completed by Friday and wishing students a good spring break.
Week6revised
This document provides an agenda for a class on rhetoric and rhetorical analysis. It introduces key concepts of rhetoric including purpose, audience, and context. It discusses Aristotle's definition of rhetoric. It provides examples and activities for students to analyze samples to identify the purpose, audience, and context, and how rhetorical strategies are used to accomplish the purpose. Students are instructed to read and analyze a sample student essay to identify these elements and provide evidence of rhetorical strategies used. The document concludes by noting upcoming assignments and deadlines.
Week5
This document provides guidance for students on their Project #2 assignment to interview a subject and write an inquiry-based research essay. It includes instructions to outline the essay in pairs, details on conducting effective interviews such as contacting interview subjects in a polite and respectful manner, and an explanation of inquiry-based research essays as being question-driven and exposing the thought process. The document concludes with a reminder for students to schedule a required face-to-face meeting with the instructor before a deadline.
Week3
This document outlines the agenda for a class on peer review and MLA formatting. It discusses that students will be placed into peer review groups of 3 people and will use Google Docs to provide feedback on each other's work. It also explains an in-class activity where students will work in their groups to create presentations on specific MLA formatting topics, which they will then present to the class. Their homework is to complete the second round of peer reviewing for their group members.
Week2
The document outlines the agenda for a class on culture and cultural artifacts. It includes discussing lingering questions from Project #1, defining culture, the concepts of insiders and outsiders, analyzing artifacts and the assumptions they reveal, and using the Kindle 2 as a case study artifact. Students are divided into groups to analyze the Kindle 2 by answering questions about its context, potential uses, associated cultures, and assumptions made about its creators and users. They are advised to apply the concepts from class to their rough draft of Project #1.
Week1_wra110742
This document provides an agenda for the first week of a writing class. It includes: conducting interviews with classmates and posting the interviews to individual blogs; reviewing the class syllabus available online; and an introduction to the first project which will be analyzing a cultural artifact. The document reminds students to check the class website frequently for new content from the instructor and to check emails daily. It concludes with handing out bookmarks from the writing center and reminding students to check the class schedule.
Week14
The document outlines the agenda for the final class of the semester. It details that the final exam will involve completing and reflecting on Project #5 while watching a movie. It instructs students to submit a reflection of Project #4. Finally, it explains the concepts of remix and remediation and allocates class time to work on the final Project #5.
Week14
1. The document discusses the concepts of remix and remediation. Remix involves recombining elements from existing works to create something new, while maintaining some aspect of the original or using its structure differently.
2. Remediation refers to moving content from one medium to another, such as a book being adapted as a film.
3. The document provides examples of remixes including parody films, songs that sample and remix existing audio, and Internet memes. It also directs students to create avatars using the Bitstrips website.
Week12
The document outlines the agenda for a class meeting. It discusses that Project #3 is due on November 19th at 5pm and that next week's class is cancelled due to a holiday, with online work assigned instead. It addresses issues with a previous Google Docs peer review assignment and introduces Project #4 which involves writing a technology autobiography in tweets. Students are instructed to complete prompts about their first technology experiences and provide feedback on classmates' tweets.
Week11
The document outlines the agenda for a class meeting, including reviewing an artifact analysis project on a Kindle 2, sample student essays, and setting up online peer review using Google Docs. Students will analyze artifacts based on provided questions, write papers that will be peer reviewed, and the artifact analysis assignment is due by November 12 while peer reviews are due by November 17.
Week10
The agenda includes assigning note takers, discussing Project #3 and a documentary called "Objectified", and wrapping up. Project #3 will be discussed and questions taken. A rough draft of Project #3 is due by next Wednesday at 5pm.
The game dragon quest[1]
This game is Dragon Quest: Sentinels of the Starry Skies for the Nintendo DS. The player looks at the visual screen and controls the game using buttons to control a spacecraft and complete different objectives depending on the game, with the ultimate goal being to have fun. This particular game involves journeying, allowing the player to take a virtual journey without moving physically. The DS is an entertainment device that uses sound and electronic signals for gameplay.
Week9
Volunteers were requested to take notes for the week's class. An activity called "Alien Ambassador" was introduced where students would create presentations for space aliens explaining Earth items and their cultural significance. A reflective memo was also assigned for Project 2 and a discussion was held on defining culture and technology before introducing Project 3.
Class notes
The document provides instructions for an alien ambassador to create a PowerPoint presentation introducing an artifact from human culture. The presentation should define the artifact, its purpose, and the cultural context needed to understand its use. It notes that while describing an artifact is straightforward, connecting it to culture is more difficult, as culture is shaped by history, social norms, and human experiences that computers lack. The presentation aims to help aliens start understanding what it means to be human.
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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
Principle of conventional tomography-Bibash Shahi ppt..pptx
before the computed tomography, it had been widely used.
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Week15
- 1. Week 15 – April 27, 2011 Wra 110.742
- 3. Workshop Project #5 Rough Cuts
- 4. Papers Returned!It’s the last day of class!
- 6. You can choose a face-to-face OR virtual conference (AIM or Skype). Please specify which kind of conference you’d like in the “Location” box.
- 7. Face-to-face conferences will happen in my office, 274 Bessey.
- 8. Bring your grade sheets, drafts, other materials to conference!Go to http://tungle.me/julieplatt to sign up for a meeting.
- 9. Workshop: project #5 rough cuts If you worked in a group, get with your group now. Log into MSU Google Docs and look for the folder “Project5_Workshop” Find the document with your book title. Think of any questions that you might have, or any thing you’d like your reviewers to comment on, and type those questions into the document. (You can consult the Project #5 grading rubric to help you think of questions).
- 11. After each video, feel free to ask the composer(s) questions, make comments, etc.
- 13. Everything is due on this day: Project 5, Project 4, and any revisions.
- 14. I’ll bring some candy for us to snack on as we watch your final videos!