Scientific-Methodological Council on Mathematics of Ministry of Education and...metamath
Scientific-Methodological Council on Mathematics of Ministry of Education and Science of Russian Federation and its Role in Improving Engineering Education in Russian Universities
Scientific-Methodological Council on Mathematics of Ministry of Education and...metamath
Scientific-Methodological Council on Mathematics of Ministry of Education and Science of Russian Federation and its Role in Improving Engineering Education in Russian Universities
Digital examination, forms and tools for aggregation of information and cogni...Johan Thorbiörnson
Plattformar för e-learning har huvudsakligen varit teknologier för att organisatoriskt kunna hantera stora studentgrupper som är skilda åt i tid och rum. Detta görs fortfarande men sådan undervisning sker inte alltid enligt den traditionella hierarkiska formen, utan iscensätts även i nya undervisningsformer. Denna presentation tar utgångspunkt i James Surowieckis begrepp "the wisdom of crowds" för att diskutera formerna för aggregering av kunskap och den dynamik som uppstår i kunskapssökande grupper. Webbplattformen Math.se komer att presenteras liksom nya initiativ inom e-learning på KTH såsom KTH Virtuellt campus.
Litteratur:
James Surowiecki "The wisdom of crowds"
http://www.randomhouse.com/features/wisdomofcrowds/
http://en.wikipedia.org/wiki/The_Wisdom_of_Crowds
Similar to Welcome by the Department of Mathematics (20)
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
3. Tampere
• The third largest city in Finland with over 200,000
inhabitants. One of Finland’s fastest growing urban
centres and, according to a survey, the most popular
city to live and study in.
02.06.16 3
• Two universities:
Tampere University of
Technology and the
University of Tampere
with over 25,000
students.
4. • Promotional video
• Established in 1965
• Started operating in the form of a foundation in 2010
• 10,400 students (2012)
• Collaborates with 200 universities around the world
• Quality assurance system audited by The Finnish Higher
Education Evaluation Council in 2007
02.06.16 4
5. TUT in numbers in 2012
Degrees
BSc 712
MSc (Tech/Arch) 698
Licentiate and Doctor 99
Students in total 10,389
Undergraduate 8,789
Postgraduate 1,600
Total funding, EUR million 155
Budget funding 82
Supplementary funding 73
02.06.16 5
7. International university
• Almost 350 foreign
nationals among
employees
• Close to 1,400
exchange and visiting
students
• Collaboration with 200
universities around
the world
02.06.16 7
11. Faculty of natural sciences
at TUT
• Departments: Mathematics, Physics, Chemistry
• Service teaching (mathematics, physics,
chemistry)
• BSc and MSc -studies
• Teacher training: Matematics, Physics,
Chemistry, Information technology
• Yearly intake 50 students
• Degree program is one of the best at TUT
02.06.16 11
12. Department of Mathematics
Teaching
• Engineering mathematics (27 cu.) for all students
(700/year)
• Bachelor’s level
– Major and minor in mathematics (Finnish)
• Master’s level
– Major and minor in mathematics (English/Finnish)
– Teacher training
02.06.16 12
13. Engineering Mathematics 27
cu
• First year (4 periods)
– Engineering mathematics 1 5 cu (sets, functions,
continuity, differentiation, complex numbers)
– Engineering mathematics 2 5 cu (linear algebra)
– Engineering mathematics 3 5 cu (integrals and series)
– Engineering mathematics 4 4 cu (functions of several
variables))
02.06.16 13
14. Engineering Mathematics 27
cu
• Second or third year. Study programs recommend two of
the following courses:
– Algorithm matematics 4 cu
– Discrete matematics 4 cu
– Operational research 4 cu
– Probability theory 4 cu
– Statistics 4 cu
– Vector analysis 4 cu
02.06.16 14
15. BSc Major/minor 25 cu
– Matrix algebra 5 cu
– Complex analysis 5 cu
– Differential equations 5 cu
– Algebra 5 cu
– at least one selective course 5 cu
– BSc thesis (major) 8 cu
02.06.16 15
16. MsC Major in mathematics
• Analysis with applications
• Discrete mathematics with applications
• Mathematical and semantical modelling
• Teacher's major
02.06.16 16
18. Teacher training
• Double degree: engineering degree with
teacher’s licence:
• Mathematics 120 cu
• Physics 60 cu
• Pedagogical studies 60 cu
• Other 60 cu
• Total 300 cu
02.06.16 18
23. Technology enhanced
learning
• Support for first year students
– Basic skill’s test
– Remedial instruction
• Mathematical modelling network
• Learning analytics
02.06.16 23
24. Support for 1st year
students
02.06.16 24
Basic skill’s test
Remedial instruction
Mathematic’ clinics
Students work on remedial
instruction (MathBridge)
Student’s progress and work
during remedial instruction in
time
28. Engineering Mathematical
Competence (KOM, SEFI)
”the ability to understand, judge, do, and use
mathematics in a variety of intra- and extra-
mathematical contexts and situations in which
mathematics plays or could play a role”
”A Framework fo Mathematics Curricula in Engineering Education”,
SEFI 2013.
02.06.16 28
29. General Mathematical
Competencies for Engineers
– Competencies
• thinking mathematically
• reasoning mathematically
• posing and solving mathematical problems
• modelling mathematically
• representing mathematical entities
• handling mathematical symbols and formalism
• communicating in with and about mathematics
• making use of aids and tools
– Dimensions (of extent)
– Clusters (reproduction, connections, reflection)
02.06.16 29
31. Teaching and learning
environments
• Teaching and learning arrangements
• Transition to university from secondary eduction
• Mathematics technology
• Integrating mathematics curriculum into the engineering study
course
• Attitudes
02.06.16 31
32. Assesment
• Forms of assesment
• Requirements for passing
• Assessing competencies
• Technology supported assesment
02.06.16 32
34. Quality Assurance
• Forms of assesment
• Requirements for passing
• Assessing competencies
• Technology supported assesment
02.06.16 34
35. Friday groupwork
• Presentation of the courses
• Course comparison criteria
• Comparison of the courses against the criteria (filling in
Excel sheets)
02.06.16 35