This document discusses personal learning networks (PLNs) and provides examples of websites and online communities that teachers can use to connect, collaborate, and contribute to their PLN. It explains that a PLN consists of the people a learner interacts with to gain knowledge, even if they are not known in person. Examples of sites mentioned include Ning, Edutopia, Discovery Educator Network, and PBS Teacher Connect, which offer features like blogs, videos, forums and chats. The document encourages teachers to find groups with similar interests and to communicate through Twitter, blogs, and RSS feeds to develop their own PLN.
The document provides an overview of Web 2.0 technologies and their use in education. It defines Web 1.0 as focusing on one-way content delivery and individual spaces, while Web 2.0 enables two-way sharing and collaboration through blogs, wikis, photo sharing, video sharing, social bookmarking, and other social networking tools. Examples of popular Web 2.0 sites for these purposes are also listed, such as Blogger, Wikispaces, Flickr, YouTube, and Delicious. Additional resources for using these technologies in education are then referenced.
The document discusses different types of web 2.0 tools including wikis, blogs, and Nings. It defines wikis as collaborative websites that allow users to edit, link, and upload documents. Nings are described as social networking platforms that allow users to create unique networks, customize options and appearance, and invite others to join. The document provides directions for creating an ad-free educational Ning network and encourages joining the Ning in Education community for help using Ning for educational purposes.
Web 2.0 aims to facilitate communication, sharing, and collaboration on the World Wide Web through social networking sites, video sharing, wikis, blogs, and folksonomies. The 2.0 classroom embraces this technology implementation for teacher-student, student-student, and teacher-parent interactions. Components of the 2.0 classroom include classroom websites, podcasts using Audacity and Gcast, screencasts using Jing and Xtranormal, blogs and wikis using Edublogs and Wikispaces, and information sharing using Delicious, Moodle, and Slideshare.
The Digital Tattoo Project aims to help students manage their online identities through various resources and education. It established in 2008 at UBC to increase awareness of digital citizenship and how to positively shape one's digital identity over time. The project uses a website, blog, wiki, videos and workshops to discuss topics like protecting oneself online, connecting responsibly with others, learning about online risks and opportunities, using the internet for work or publishing purposes. Its goal is to promote self-reflection on managing one's highly visible digital tattoo, or online presence, now and in the future.
The document summarizes the top 10 things the author learned in their "i3cs21" class. Some of the key things included:
1) A wiki is a collaborative space for content, not a character from Wicked.
2) A blog is an interactive bulletin board organized by topics, not marshland.
3) Becoming a digital nation offers opportunities but requires responsibility.
4) Teachers can use many Web 2.0 tools to enhance student learning.
5) Google Reader and YouTube were highlighted as useful tools.
6) Facebook is for social networking and sharing, while Twitter enables microblogging.
7) Thinking digitally and having social consciousness were important lessons.
Enrichment 2.0 Gifted Education For The 21st CenturyMichelle Eckstein
The document discusses how Web 2.0 technologies can be used to meet the needs of gifted students in the 21st century. It describes tools like wikis, blogs, and video/photo sharing that allow for collaboration. Joseph Renzulli's Enrichment Cluster model is adapted for online use, with students researching topics of interest and creating real-world products. Examples of online clusters offered by the Gifted Kids Network are provided.
The document defines blogs and wikis, explores their educational uses, and provides examples of blog and wiki applications. Blogs allow individuals to post entries like a diary and include comments, media, and links. Wikis enable collaborative online authorship, allowing anyone to easily add and edit web pages. Both have benefits for student writing, collaboration, and meeting students in online spaces they frequent. Examples show blogs used for classroom communication and wikis for collaborative storytelling and supplemental lessons.
Mini Project
Group (1) is submitting this report to Dr. Mazida binti Ahmad, a UUM lecturer and administrator. The report defines knowledge acquisition as a knowledge process that obtains new external knowledge for an organization. It also defines knowledge acquisition as a range of techniques used to obtain domain knowledge about an application for constructing an expert system, including any methods to obtain knowledge.
Presentation to facilitators for community spaces fund on the possibilities of social media to encourage groups to share what they are learning and tell their own story.
1. The document discusses incorporating user-generated content and Web 2.0 technologies like wikis, blogs, and social bookmarking into classroom lessons.
2. It defines key concepts like user-generated content and social bookmarking and provides examples of how students can create wikis and use social bookmarking tools.
3. The document recommends using wikis to create collaborative workspaces for student projects and outlines additional Web 2.0 resources for teachers.
Social Bookmarking was a presentation offered by Evelyn Izquierdo (UCV-Avealmec founder member) and Jennifer Verschoor (President of ARCALL, the Argentinian CALL Association) as part of "21st Century Learning in the EFL Class", a blended course currently carried out by Professor Doris Molero at Universidad Rafael Belloso Chacín (Maracaibo-Venezuela). The course is supported by Webheads in Action and Integrating Technology for Instruction and Learning, a virtual community for ESL/EFL teachers.
The document discusses Mozilla Webmaker, a Mozilla community that teaches digital skills and web literacy. It introduces Athul Jayaram, a student ambassador and mentor for Webmaker. Webmaker teaches people to explore, build, and connect on the web through stages of navigating, creating content, and participating online. It provides tools like X-Ray Goggles, Thimble, Popcorn Maker, and Appmaker to help people discover, make, and teach the web.
Presentation offered by Jennifer Verschoor (Argentina) , Erika Cruvinel (Brazil) and Evelyn Izquierdo (Venezuela) for the Social Networking 2009 online conference. Nov. 5-8, 2009
The document discusses using Web 2.0 tools like wikis, blogs, and social networks to create, communicate, and collaborate. It provides an overview of wikis and how they can be used for educational purposes, demonstrating how to set up a wiki with pages, links, images, and widgets. Educators are encouraged to consider accessibility, pedagogical concerns, and establishing rules when having students use and edit wikis.
This document introduces a course for teachers on using Web 2.0 tools to empower learning in classrooms. It defines Web 2.0 tools as second generation web communities and services that facilitate collaboration, such as social media sites, wikis, and folksonomies. The goal is to give students a voice by exploring interactive authoring tools like blogs, wikis, podcasts, photo sharing, video sharing, online documents, and mind-mapping. Teachers will learn how to use these tools to enhance learning.
Web 2.0 refers to the Read/Write web, which allows users to create and share content online through social media tools. These tools include blogs for personal publishing, wikis for collaborative writing, podcasts for audio shows, social bookmarking to manage bookmarks and discover new sites, and RSS feeds to track updated content. Educators should understand how these new capabilities allow students to connect, share ideas, and collaborate beyond the classroom. Research shows that many students are active online content creators, spending significant time using various media platforms each day, demonstrating the potential for media to impact their lives.
This document discusses using social networking tools to support educational development through communities. It defines community development and explores the concept of community. It suggests applying appreciative inquiry to identify community assets. The document then presents a typology of different types of communities and various Web 2.0 tools that can facilitate communities of practice, like wikis, blogs, social networks, and e-portfolios. Finally, it proposes conditions needed for successful educational communities using these new technologies, such as bounded openness, structured freedom, and sustainable development.
Visual literacy refers to the ability to interpret, use, and create visual media to advance thinking, communication, and learning. It is a learned skill rather than an inherent ability. While seeing images does not necessarily lead to visual literacy, visuals have become a dominant form of communication in today's digitally connected world. We are exposed to thousands of visual messages daily through various media. Incorporating visuals into teaching has been shown to significantly increase recall and engagement compared to using only audio. As visual literacy grows in importance, educators will need to learn skills to effectively incorporate relevant visual content into their lessons.
This document discusses cyberbullying and the various forms it can take. Cyberbullying involves tormenting, threatening, harassing, humiliating or embarrassing someone using the internet, mobile phones or other technology. It can occur through direct attacks, using others to cyberbully, text messaging harassment, stealing passwords, posting harmful information on blogs, sending embarrassing photos electronically, engaging in abusive behavior during online gaming, sending viruses or spyware, signing people up for junk email, and impersonating victims online. The document also outlines why some cyberbully and provides tips for preventing it, and notes New Jersey laws regarding bullying and cyberbullying in schools.
Abhishek Kaswan proposes developing a mobile application that displays live sensor data from a device in a visually appealing manner, such as 2D graphs plotting sensor values against time. The app would list all available sensors on a device and allow selecting one to view real-time data through simple graphs. It would include an on/off button for each sensor to conserve battery and could calibrate sensors or save data histories. The goal is to create an educational tool helping users understand sensor applications in fields like detecting earthquakes, using magnetic sensors as compasses, or metal detectors.
Questa donna(si fa per dire)con la barba,è solo il prodotto ''naturale'',del Mercato,l’abbattimento di ogni frontiera,di ogni ostacolo al Mercato,sventrando montagne e spianando vie per “ l’alta velocità”,in una frenesia pazzoide per giungere a realizzare il massimo sogno:Un'Europa-Mercato.
La Sinistra,in particolare,è quella che è andata nella direzione di senso impressa all'Europa dal Laboratorio per la Distruzione,l'uguaglianza finale...e non soltanto quella delle idee,ma della lingua,della religione,della Patria,ma anche fisica.L'uguaglianza che la Sinistra persegue,però,è il più possibile indistinta,di cui il modello è Conchita Wurst...‘’il trans’’,il mondo della NON-FORMA,che pretende di diventare modello prevalente sulla forma.
È ciò cui tende il Laboratorio per la Distruzione:nulla è più debole della non-forma.Si tratta,dunque, di preparare i giovani a non appartenere a nulla,a non identificarsi in nulla,a non sapere orientarsi sessualmente…ma anche geograficamente,come è stato affermato con semplicità ELIMINANDO LA GEOGRAFIA DAGLI INSEGNAMENTI SCOLASTICI:a che servirebbe,visto che il pianeta APPARTIENE A TUTTI?
Quindi,la domanda ,''come fa ad esibisrsi in un Palcoscenico importante un Travestito,se non fosse bravo?
Semplice,basta che vieni sponsorizzato dalla Banca Mondiale
e da Ban Ki-moon,le fondazioni con cui diffondono la democrazia,e promuovono la liberalizzazione delle droghe,l’aborto,l’eutanasia legalizzata...insomma,l’ideologia della società aperta consumista-permissiva e sradicata che va’ tanto bene al capitalismo terminal...e la nostra Conchita ne è pienamente partecipe.
The document discusses fungal infections and the immune response to fungi. It notes that fungi can have symbiotic, commensal, latent, or pathogenic relationships with humans. The immune system aims to limit fungal burden through resistance, and limit host damage through tolerance. Both resistance and tolerance strategies are evolutionarily conserved in plants and vertebrates. Understanding the interplay between these strategies may help define how fungi have adapted to the mammalian immune system.
The audio-lingual approach emphasizes oral skills and pattern practice. It originated as the Army Method during WWII and was influenced by behaviorism. Key principles include: foreign language is an oral skill first; learning occurs through habit formation using repetition and memorization; and the teacher guides learning through drills and practice. However, it declined in the 1960s as Chomsky criticized its behaviorist foundations and students had difficulty applying skills outside the classroom.
10 things i’ve learned being a Brand Consultant and wanna be world changerAbhishek Shah
This is a stylization of an article by Mitch Anthony, "10 things I’ve learned being a brand consultant and wanna-be world changer". It is designed to stand alone, without having to be presented in person. Enjoy!
This document discusses personal learning networks (PLNs) and how educators can develop their own PLNs. It defines a PLN as a network of people and resources that contribute to a learner's professional development. PLNs allow learners to connect, collaborate and contribute without having to know people personally. The document then provides examples of websites and social media platforms educators can use to expand their PLNs, including Twitter, NINGs, Classroom 2.0, Discovery Education, and PBS Teacher. It encourages readers to sign up for accounts and find groups with similar interests to develop their PLN.
Ning is an online platform launched in 2005 that allows users to create their own social networks and communities. It gives customers tools to build a customized website for their community with features like photos, videos, forums, and blogs. Ning networks now host over 2 million communities across 233 countries with 90,000+ customers worldwide.
Ning is an online platform launched in 2005 that allows users to create their own social networks. It offers customizable community websites with features like photos, videos, forums and blogs. Ning networks have over 2 million communities with 90,000 customers worldwide and 65 million monthly visitors across 233 countries. Popular categories include education, business, entertainment, music and non-profits.
1. The document discusses 10 strategies ("10 B's") for developing an effective personal learning network (PLN) and positive digital footprint as an educator. These include being organized, smart, connected, helpful, open, safe, in the know, active, picky, and focused when using social media and online tools for professional learning and networking.
2. Specific tools and resources are provided for each strategy, such as using Diigo for bookmarking, attending webinars on SimpleK12, participating in #edchat on Twitter, maintaining a public Facebook page and blog, and focusing PLN efforts on areas of interest like using Pinterest boards.
3. The overall message is that educators must strateg
The goal of the Intel Engage Community is to mobilize and inspire a community of educators to collaborate, discuss topics of concern, share ideas, online resources and strategies to transform the K-12 classroom
Blogging at Sinau.me: Social Learning, Knowledge Sharing and Professional De...Hora Tjitra
SinauOnline is based on constructive learning approach which will put learner in the focus of the learning process. On the core of its approach is to encourage people to learn through sharing (speak coordinated blogging), and jointly create an open learning materials, which than be provided and packaged for everybody interested in.
Its regional focus are in particular in China, Indonesia and APAC areas. SinauOnline is built based on the social learning 2.0 philosophy, mostly using open source technology.
Sinau is a Javanese word, means Learning. The chinese character "欣“ (xin) has the meaning of "happy; joyful", while the "翱" (ao) means "take wing". By joining us, you identify yourself as passionate learner who take a wing in your professional development.
The document discusses the use of social media in schools. It argues that social media can engage students in accessible, personalized learning. Some key benefits include opening up the world of education, minimizing isolation, and building cultural understanding. Popular social media platforms that can be used in schools include blogs, websites, Twitter, and Facebook. The document also discusses challenges of introducing social media in schools, such as access concerns, ensuring alignment with policies, and the time required. Overall, the document makes the case that social media can be a valuable teaching tool if the right structures are put in place to monitor content and behavior.
The document outlines Elizabeth Russom's personal learning network (PLN) which aims to create a health information network for children to share and learn from educators using social networks. She uses Twitter at @HealthyKidsPA to provide daily health tips. She also uses social bookmarking sites like Delicious and Pinterest to locate and save websites related to health interests. Additionally, she discusses using Promethean Planet, a free online community for educators to access lesson plans, resources, forums and professional development materials. Through developing her PLN using various social media tools, Elizabeth feels she has gained new skills and confidence to serve as a health educator.
Using social media for learning and teaching #Bett2017 #ALiSOnlineSue Beckingham
This session explores how social media can be used to connect, communicate, curate, collaborate and create to enhance the learning experience both within and outside of the classroom. Learning activities and social media spaces will be shared to demonstrate how learners can develop digital capabilities and establish digital wellbeing.
http://alis-online.com/sessions/sioe-jan17/2016/12/2/social-media
This document summarizes a workshop on using social networks and ICT tools for teachers' professional development. The workshop is part of the aPLaNet project, which aims to help educators create personal learning networks and use technology in practice. Over the course of the workshop, participants will learn about social media platforms like Facebook, Twitter, and Ning, as well as ICT tools for language teaching including WiZiQ, Blogger, Google Docs, and Glogster. By the end, attendees will understand the benefits of a PLN and be able to integrate the presented online resources and social media into their teaching.
Ning.com is a social networking platform that allows users to create customizable private or public websites. It has features like blogs, media embedding, chat, and calendars. Educators have used it as a collaborative tool to create sites on various education topics.
Edublogs.org is a blogging platform created for educators and students to collaborate globally. It has over 300,000 members. Educators can use it to assign student blogs, have class discussions, and communicate with other schools.
David Hong reviews various e-learning platforms like Ning.com and Edublogs.org. He discusses their origins and key features. Educators note that Ning allows for powerful online collaboration through discussion
Ning.com is a social networking platform that allows users to create customizable private or public websites. It has features like blogs, media embedding, chat, and calendars. Educators have used it as a collaborative tool to create sites on various education topics.
Edublogs.org is a blogging platform created for educators and students to collaborate globally. It has over 300,000 members. Educators can use it to assign student blogs, have class discussions, and communicate with other schools.
David Hong reviews various e-learning platforms like Ning.com and Edublogs.org. He discusses their origins and key features. Educators note that Ning allows powerful collaboration through discussion boards and
Professional networks and personal learning networks (PLNs) allow individuals to connect with others online to support ongoing learning. PLNs have expanded from local connections to include global communities on social media and websites where people can interact, share resources and learn from others with similar interests. Developing a PLN takes effort but provides opportunities for ongoing professional development, learning new skills, and staying up to date in one's field from connections around the world.
1. The document discusses introducing teachers to Web 2.0 technologies and how they can be used to create classroom websites and engage students.
2. It emphasizes that students now live in a Web 2.0 world and schools must help them use these tools to develop 21st century skills, not just for entertainment.
3. Teachers are encouraged to guide students in using new tools for academic investigations and presentations that address different learning styles.
This document provides an overview of Web 2.0 tools and their use in education. It discusses how Web 2.0 enables socialization, collaboration, creativity, authenticity, and sharing among students. Popular Web 2.0 tools mentioned include blogs, wikis, podcasting, social bookmarking, social networks, and video sharing sites. The document also outlines how Web 2.0 tools can be used for personal reflection, seeking feedback, and limited only by one's imagination in education.
Teachers and students will favor the LIFE resource for collaboration, communication and creation to support effective learning and teaching. LIFE tools like blogs, forums, wikis and other features will promote active, interactive and personalized engagement for each student in their learning. This site provides resources for the BCE community to build skills and network ideas in an online environment, including ideas for using LIFE in the classroom, tutorials, forums and resources to support LIFE implementation in schools.
Teachers and students will favor the LIFE resource for collaboration, communication and creation to support effective learning and teaching. LIFE tools like blogs, forums, wikis and other features will promote active, interactive and personalized engagement for each student in their learning. This site provides resources for the BCE community to build skills and network ideas in an online environment, including ideas for using LIFE in the classroom, tutorials, forums and resources to support LIFE implementation in schools.
Ning.com and Edublogs.org are social networking sites created for educators. Ning allows users to create customizable private or public sites for collaborating and sharing resources like videos, photos and blogs. Edublogs focuses on blogging and allows educators to interact and students to collaborate on projects. Both sites provide opportunities for asynchronous and synchronous collaboration among educators globally. However, Ning has more features while Edublogs is simpler to use and focused on blogging.
A personal learning network (PLN) consists of the people from whom a learner derives knowledge to contribute to their professional development, even if the learner does not know or meet those people personally. A PLN is developed through making connections on social media and online platforms to form a network of experts, scholars, and others who share information. To be successful with a PLN, learners should actively participate by connecting with others, contributing their own expertise, collaborating through conversations that develop relationships, and requesting information from their network.
The document discusses the origins of the flipped classroom model created by Jon Bergmann and Aaron Sams in 2007. It outlines benefits like differentiation, student ownership, and more efficient teaching. Drawbacks include the digital divide and increased screen time. The document provides guidance on creating flipped lessons including recording screencasts, editing videos, and hosting on platforms like YouTube or TeacherTube. Teachers report higher grades and students watching videos multiple times with this approach.
Twitter is an online social networking service that allows users to send and read text-based messages of up to 140 characters called tweets. It was created in 2006 and by 2014 had over 645 million active users sending over 500 million tweets per day. The most followed accounts on Twitter belong to celebrities like Katy Perry, Justin Bieber, and Barack Obama.
An educational portfolio is a collection of work that documents a teaching candidate's achievements and skills over their teacher preparation program. It promotes reflection, introduces candidates to hiring committees, and provides tangible evidence of the skills and qualities candidates say they possess. The portfolio demonstrates organizational skills, technology skills, creativity, and allows for easy sharing of credentials. Kean College requires students to create an educational portfolio to help them compete for teaching positions after graduation.
This document defines a personal learning network (PLN) as a network of people from whom a learner derives knowledge to contribute to their professional development, without having to know or meet those people personally. It describes how a PLN works by experts/scholars sharing available information with the learner, who then filters and produces new information to share, creating a mutually beneficial relationship. It outlines the benefits of a PLN for teachers, including becoming aware, connected, empowered and confident learners. Core elements of developing a successful PLN are connecting with new people, contributing your expertise, collaborating through conversations, and requesting help from your network.
This document discusses cyberbullying, defining it as tormenting, threatening, harassing, humiliating or embarrassing someone using technology. It provides key statistics on cyberbullying such as 85% of middle schoolers being cyberbullied and ways cyberbullies target victims like through social media, texting, stealing passwords and sending embarrassing photos. The document also outlines New Jersey laws strengthening anti-bullying policies in schools.
The document discusses several online tools that can be used for social bookmarking, organizing resources, collaboration between teachers and students, and backchannel communication. It describes the functionality of Diigo for saving bookmarks, highlights and notes online; LiveBinders for organizing websites, images, videos and documents; Webspiration Classroom for visual learning, brainstorming and outlining; TodaysMeet for conducting backchannel chats during meetings and presentations; and Dropbox for easily sharing files between teachers and students.
Twitter is a social media platform launched in 2006 that allows users to post and interact with messages known as tweets that are limited to 140 characters. The number of tweets posted per day has grown exponentially from 1.2 million in 2007 to over 500 million in 2013. Popular accounts on Twitter belong to celebrities like Justin Bieber, Barack Obama, and Lady Gaga who have tens of millions of followers.
This document provides information about Bloom's Taxonomy and lesson planning. It discusses the original and revised versions of Bloom's Taxonomy, which structures thinking skills into six levels moving from basic recall to more complex levels of critical thinking. It then explains what a lesson plan is and its key elements: objectives, standards, materials, procedure, and assessment. Objectives should be written based on learning outcomes and be measurable. The materials, procedure, and assessment sections provide guidance on how to address each of these key lesson plan components. Standards refer to both state curriculum standards and technology standards. The document emphasizes that lesson plans provide structure and guidance for teaching.
This document provides an overview of the history of instructional technology used in K-12 classrooms from slates and chalkboards in the 1800s to modern technologies like smartphones, tablets, videos and learning management systems. It discusses the increasing role of technology in education and frameworks like the ISTE standards that emphasize skills like creativity, collaboration and problem solving over memorization. Major developments covered include radio and television education programs in the early 1900s, language labs in the 1950s, the introduction of computers and the internet in schools in the 1980s and 90s, and the growing use of mobile devices, cloud computing and social media today.
This document discusses various topics by repeating the phrase "What is..." multiple times without providing any further context or details about the topics. It introduces several subjects but does not elaborate on any of them.
This document defines and compares different forms of business ownership such as sole proprietorships, partnerships, S corporations, and regular corporations. Some key points covered include:
- Sole proprietorships are the easiest to start up but owners are personally liable for all business debts.
- Partnerships allow for more capital than sole proprietorships but it can be difficult to withdraw investments.
- Corporations offer continuous life and limited liability for owners but require more legal documentation and filing of periodic government reports.
- S corporations and LLCs provide limited liability like corporations but without double taxation of profits.
A Webquest is an inquiry-oriented activity where students learn primarily from online resources. It has essential parts including an introduction to engage students, a collaborative task, a process with clear steps and resources, evaluation criteria, a conclusion for reflection, and a teacher page. The goal is knowledge acquisition and integration through student-centered learning with the teacher guiding students as problem-solvers. Webquests provide instructional scaffolding to promote learning new concepts and skills.
This document discusses the educational uses and potential of iPads in classrooms, noting that thousands of apps are available and that iPads provide technical, mobile, and learner benefits. It provides examples of school districts that have purchased large numbers of iPads and recommends several apps for visual thinking, information gathering, creativity, guided practice, content repositories, productivity, and combinations of uses. The document concludes by comparing iPads to other tablets and discussing their use for research projects in Google Presentations.
This document provides an overview of the history and evolution of technology use in K-12 education from the 1800s to present day. It begins with chalkboards and slate boards in the 1800s, then discusses the introduction of technologies like film projectors, radio, television, VHS tapes, computers and the internet throughout the 1900s and 2000s. The document also outlines national educational technology standards and how technologies have changed the skills focus from memorization to skills like critical thinking, creativity and collaboration.
How To Sell Hamster Kombat Coin In Pre-marketSikandar Ali
How To Sell Hamster Kombat Coin In Pre Market
When you need to promote a cryptocurrency like Hamster Kombat Coin earlier than it officially hits the market, you want to connect to ability shoppers in locations wherein early trading occurs. Here’s how you can do it:
Make a message that explains why Hamster Kombat Coin is extremely good and why people have to spend money on it. Talk approximately its cool functions, the network in the back of it, or its destiny plans.
Search for cryptocurrency boards, social media groups (like Discord or Telegram), or special pre-market buying and selling structures wherein new crypto cash are traded. You can search for forums or companies that focus on new or lesser-acknowledged coins.
Join the Right Communities: If you are no longer already a member, be a part of those groups. Be active, share helpful statistics, and display which you recognize your stuff.
Post Your Offer: Once you experience comfortable and feature come to be a acquainted face, put up your offer to sell Hamster Kombat Coin. Be honest about how plenty you have got and the price you need.
Be short to reply to any questions capability customers may have. They may need to realize how the coin works, its destiny capability, or technical details. Make positive you have got the answers equipped.
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How To Sell Hamster Kombat Coin In Pre Market
Once everything is settled, move beforehand with the transaction as deliberate. You might switch the cash immediately or use a provider to assist.
Stay in Touch: After the sale, check in with the customer to ensure they were given the coins. If viable, leave feedback in the network to expose you’re truthful.
How To Sell Hamster Kombat Coin In Pre Market
When you need to promote a cryptocurrency like Hamster Kombat Coin earlier than it officially hits the market, you want to connect to ability shoppers in locations wherein early trading occurs. Here’s how you can do it:
Make a message that explains why Hamster Kombat Coin is extremely good and why people have to spend money on it. Talk approximately its cool functions, the network in the back of it, or its destiny plans.
Search for cryptocurrency boards, social media groups (like Discord or Telegram), or special pre-market buying and selling structures wherein new crypto cash are traded. You can search for forums or companies that focus on new or lesser-acknowledged coins.
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Post Your Offer: Once you experience comfortable and feature come to be a acquainted face, put up your offer to sell Hamster Kombat Coin. Be honest about how plenty you have got and the price you need.
Hamster kombat free money Withdraw Easy free $500 mo
Odoo 17 Events - Attendees List ScanningCeline George
Use the attendee list QR codes to register attendees quickly. Each attendee will have a QR code, which we can easily scan to register for an event. You will get the attendee list from the “Attendees” menu under “Reporting” menu.
Description:
Welcome to the comprehensive guide on Relational Database Management System (RDBMS) concepts, tailored for final year B.Sc. Computer Science students affiliated with Alagappa University. This document covers fundamental principles and advanced topics in RDBMS, offering a structured approach to understanding databases in the context of modern computing. PDF content is prepared from the text book Learn Oracle 8I by JOSE A RAMALHO.
Key Topics Covered:
Main Topic : VIEW
Sub-Topic :
View Definition, Advantages and disadvantages, View Creation Syntax, View creation based on single table, view creation based on multiple table, Deleting View and View the definition of view
Target Audience:
Final year B.Sc. Computer Science students at Alagappa University seeking a solid foundation in RDBMS principles for academic and practical applications.
Previous Slides Link:
1. Data Integrity, Index, TAble Creation and maintenance https://www.slideshare.net/slideshow/lecture_notes_unit4_chapter_8_9_10_rdbms-for-the-students-affiliated-by-alagappa-university/270123800
2. Sequences : https://www.slideshare.net/slideshow/sequnces-lecture_notes_unit4_chapter11_sequence/270134792
About the Author:
Dr. S. Murugan is Associate Professor at Alagappa Government Arts College, Karaikudi. With 23 years of teaching experience in the field of Computer Science, Dr. S. Murugan has a passion for simplifying complex concepts in database management.
Disclaimer:
This document is intended for educational purposes only. The content presented here reflects the author’s understanding in the field of RDBMS as of 2024.
Open Source and AI - ByWater Closing Keynote Presentation.pdfJessica Zairo
ByWater Solutions, a leader in open-source library software, will discuss the future of open-source AI Models and Retrieval-Augmented Generation (RAGs). Discover how these cutting-edge technologies can transform information access and management in special libraries. Dive into the open-source world, where transparency and collaboration drive innovation, and learn how these can enhance the precision and efficiency of information retrieval.
This session will highlight practical applications and showcase how open-source solutions can empower your library's growth.
Mail Server Configuration Using App passwords in Odoo 17Celine George
In Odoo 17, we can securely configure an email server to send and receive emails within the application. This is useful for features like sending quotations, invoices, and notifications via email. If our email service provider (e.g., Gmail, Outlook) supports app passwords, we can use them to authenticate our Odoo instance with the email server.
View Inheritance in Odoo 17 - Odoo 17 SlidesCeline George
Odoo is a customizable ERP software. In odoo we can do different customizations on functionalities or appearance. There are different view types in odoo like form, tree, kanban and search. It is also possible to change an existing view in odoo; it is called view inheritance. This slide will show how to inherit an existing view in Odoo 17.
APM event held on 9 July in Bristol.
Speaker: Roy Millard
The SWWE Regional Network were very pleased to welcome back to Bristol Roy Millard, of APM’s Assurance Interest Group on 9 July 2024, to talk about project reviews and hopefully answer all your questions.
Roy outlined his extensive career and his experience in setting up the APM’s Assurance Specific Interest Group, as they were known then.
Using Mentimeter, he asked a number of questions of the audience about their experience of project reviews and what they wanted to know.
Roy discussed what a project review was and examined a number of definitions, including APM’s Bok: “Project reviews take place throughout the project life cycle to check the likely or actual achievement of the objectives specified in the project management plan”
Why do we do project reviews? Different stakeholders will have different views about this, but usually it is about providing confidence that the project will deliver the expected outputs and benefits, that it is under control.
There are many types of project reviews, including peer reviews, internal audit, National Audit Office, IPA, etc.
Roy discussed the principles behind the Three Lines of Defence Model:, First line looks at management controls, policies, procedures, Second line at compliance, such as Gate reviews, QA, to check that controls are being followed, and third Line is independent external reviews for the organisations Board, such as Internal Audit or NAO audit.
Factors which affect project reviews include the scope, level of independence, customer of the review, team composition and time.
Project Audits are a special type of project review. They are generally more independent, formal with clear processes and audit trails, with a greater emphasis on compliance. Project reviews are generally more flexible and informal, but should be evidence based and have some level of independence.
Roy looked at 2 examples of where reviews went wrong, London Underground Sub-Surface Upgrade signalling contract, and London’s Garden Bridge. The former had poor 3 lines of defence, no internal audit and weak procurement skills, the latter was a Boris Johnson vanity project with no proper governance due to Johnson’s pressure and interference.
Roy discussed the principles of assurance reviews from APM’s Guide to Integrated Assurance (Free to Members), which include: independence, accountability, risk based, and impact, etc
Human factors are important in project reviews. The skills and knowledge of the review team, building trust with the project team to avoid defensiveness, body language, and team dynamics, which can only be assessed face to face, active listening, flexibility and objectively.
Click here for further content: https://www.apm.org.uk/news/a-beginner-s-guide-to-project-reviews-everything-you-wanted-to-know-but-were-too-afraid-to-ask/
Dr. Nasir Mustafa CERTIFICATE OF APPRECIATION "NEUROANATOMY"Dr. Nasir Mustafa
CERTIFICATE OF APPRECIATION
"NEUROANATOMY"
DURING THE JOINT ONLINE LECTURE SERIES HELD BY
KUTAISI UNIVERSITY (GEORGIA) AND ISTANBUL GELISIM UNIVERSITY (TURKEY)
FROM JUNE 10TH TO JUNE 14TH, 2024
Demonstration module in Odoo 17 - Odoo 17 SlidesCeline George
In Odoo, a module represents a unit of functionality that can be added to the Odoo system to extend its features or customize its behavior. Each module typically consists of various components, such as models, views, controllers, security rules, data files, and more. Lets dive into the structure of a module in Odoo 17
2. The Personal Learning Network consists of
the people a learner interacts with and
derives knowledge from in a Personal
Learning Environment. Learners create
connections and develop a network that
contributes to their professional development
and knowledge. The learner does not have to
know these people personally or ever meet
them in person.
(Wikipedia 10/17/11)
3. How PLN’s Works
Graphics by Corrine Weisberger & Shannan Butler
14. Start looking around and find people and groups
with the same interests as you.
◦ Ning-Classroom 2.0
◦ Edutopia
◦ Discovery Educator Network
◦ PBS Teacher Connect
Communicate and contribute on Twitter
Follow blogs and web sites that cover topics you
are interested
Implement and subscribe to them via email or
RSS feed.
Social bookmarking sites – Live Binders
16. Online platform for people to create their own
social networks, launched in 2005.
Offers customers the ability to create a
community website with a customized
appearance and feel, feature sets such as
photos, videos, forums and blogs.
NINGS have service layers in support for
“Like”, integration with Facebook, Twitter,
Google and Yahoo!.[
17. Launched in 2005.
100,000+ customers worldwide
65 million unique monthly visitors globally
233 countries and territories worldwide are using
Ning
A new Ning community is created every 10
minutes
Members of the Ning nation are generally
affluent, between 30 – 45 years of age
Nearly 50% of Ning sites integrate with external
social applications
Top 5 features on Ning Networks: Inbox/Forum,
Photos, Member Profiles, Blog, Video
Top 5 categories of Ning Networks: Education,
Business/Brand, Entertainment, Music, Non-Profit
107 employees worldwide (July 2011)
18. WEBSITE
It is NING
INCLUDES
◦ Chats
◦ Blogs
◦ Videos
◦ Forum
19. WEBSITE
Designed for those interested in sharing
ideas and resources about using Web 2.0 and
new media in education.
Started in 2007
Includes
Forums, Webinars, Blog posting, Chat, Workshops,
Events
Members total 70,000 in 188 countries
20. Discovery Education provides engaging
digital resources to schools and homes with
the goal of making educators more effective,
increasing student achievement, and
connecting classrooms and families to a
world of learning.
VIDEO http://youtu.be/6EzUplUXTAE
WEBSITE
21. WEBSITE
An old favorite going tech with educational
resources and collaboration with other
teachers.
22. Each student will be assigned an area of a
teacher community resource
You have 10-15 minutes to review your
area
In Google presentation --Give a brief
overview of your section to the class