This document provides guidance for teachers on managing a 1:1 classroom where each student has a laptop. It addresses concerns from the previous year, such as lack of teacher training and incompatible courses. It suggests ongoing professional development and allowing alternative assignments. Classroom management strategies are discussed, including setting clear rules and consequences, having backups, engaging lessons, and monitoring students. Teachers are instructed to create an Acceptable Use Policy and discuss their management plans on the school's Moodle site.
Computer assisted learning uses computers to convey information to students in a short period of time. It reinforces concepts introduced in textbooks and discussions by providing interactive learning materials. Computer assisted learning is defined as learning through a computer with subject-specific learning packages. The goals of computer assisted learning are to increase teaching productivity, develop student learning capacity, and improve instructor effectiveness. It includes different types of software like drill and practice, tutorials, problem solving, simulations, and games.
The document discusses the role of computers in education, specifically computer-assisted instruction (CAI). It describes how computers can act as tutors, relieving teachers of some responsibilities. While computers provide learning tools, teachers must ensure students have needed skills, set objectives, plan activities, and evaluate outcomes. Students receive instruction from computers but must understand and apply knowledge. Computers deliver instruction, reinforce learning through practice, and provide feedback. CAI works best reinforcing basic skills through repetition. The document provides suggestions for integrating drill and practice programs and tutorial software into lessons. It also describes simulation programs, instructional games, problem solving software, and multimedia resources that can supplement learning.
Educational Technology 2 Lesson 10: The Computer as a TutorMarc Respecia
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This document discusses the use of computers as tutors in education. It notes that originally computers were designed in the 1950s to perform mathematical and logical operations, and the invention of microcomputers and PCs allowed them to be used for programmed instruction. Educators saw potential for individualized learning using computers given typical large class sizes. This led to the development of computer-assisted instruction (CAI), where a computer program delivers instruction, helping relieve teachers from individual tutoring but not replacing them. The document outlines the roles of teachers, students, and computers in CAI - with teachers planning objectives and evaluating outcomes, students receiving and applying knowledge, and computers acting as tutors that deliver instruction, reinforce learning, and provide feedback.
This document contains a questionnaire for teachers regarding their use of technology in mathematics instruction. It has four sections: (1) demographic information of teacher respondents, (2) available technologies used in the classroom, (3) use of technology to facilitate teaching and learning, and (4) application of ICT skills by teachers in teaching mathematics. Teachers are asked to rate their familiarity with and use of various technologies like computers, software, internet, and their confidence in skills like word processing, presentations, spreadsheets, and databases. They are also asked to identify obstacles to successfully integrating technology.
This document outlines an agenda for an ICT subject training session. The aims are to discuss issues in ICT classrooms, good resources, coursework preparation, and take any other questions. Discussion items include hardware and software problems, behavior management challenges, starter activities, assessment for learning techniques, and differentiation strategies. Coursework preparation challenges for teachers and students are also addressed, such as ensuring curriculum coverage, student competence, and time management. Teachers are encouraged to understand how individual students learn and provide support through scheduling, communication with parents, and catch-up classes. Additional resources on the topics are provided through several links.
This document discusses the role of computers in education. It notes that computers were originally designed to perform mathematical and logical operations, and that the invention of the microcomputer and PC allowed them to be used for programmed instruction. The computer can act as a tutor for students, relieving some responsibilities from teachers. However, teachers still must plan activities and evaluate students. The document outlines the roles of students, computers, and teachers in computer-assisted instruction. It suggests that drill-and-practice software can reinforce basic skills when integrated appropriately into lessons by teachers. Different types of educational software are also summarized.
The document discusses the roles of teachers, students, and computers in computer-assisted instruction (CAI). The teacher must plan learning objectives and activities. Students receive information, understand instructions, retain information, and apply knowledge. The computer acts as a tutor by providing instruction, reinforcement, and feedback. CAI works best when integrated into lessons, such as using drill and practice software to reinforce basic skills for 20-30 minutes to avoid boredom. Effective tutorial software teaches new content, provides comprehensive information, and allows for remediation, review, and enrichment with teacher follow-up questions and group activities.
This document discusses the integration of technology like laptops in classrooms and strategies for effective classroom management. It notes that while technology can enhance learning if used properly, it can also be distracting. It recommends teachers focus on learning goals, create rules for appropriate laptop use, carefully design the classroom layout, and use techniques like walking around and varying activities to keep students engaged. Teachers also need training to improve their own technology skills and ensure the devices support educational objectives rather than distracting from them. Effective classroom management is key to balancing technology integration.
English writing for students. Lessons, Guidelines, advice and tips on how to write in English. The skill of writing. We hope
these essay writing tips will help you become a better writer.
This document provides an overview and instructions for an online labor studies course. It outlines the instructor's background, required technology, class essentials, textbooks, office hours, contact information, class structure, exams, assignments, forums, and grading. The class is designed to educate union members and staff on building strong unions through strategic planning and other topics.
This document discusses how to create flipped classes for students and faculty using inexpensive technologies. It describes how education students created flipped videos about learner-centered teaching using PowerPoint and free video software like Camtasia. Students provided feedback saying the project helped them learn content and acquire technical skills to make them more marketable. Various low- or no-cost tools were presented that can be used to create interactive online classes, including learning management systems, Google Forms, Weebly sites, and Poll Everywhere.
Texas Christian University saw an increase in faculty adopting classroom technologies without an increase in staff support. To address this, they created a help ticket database to identify common issues. They then produced instructional videos using Camtasia to demonstrate solutions. A pilot video on logging into the learning management system led to a 59% decrease in help tickets. They have since created over 100 faculty tutorial videos and are moving towards fully online training and certification programs to support faculty technology use.
The document discusses the role of computers in education as tutors through computer-assisted instruction (CAI). It describes how CAI can be used for drill-and-practice exercises to reinforce learning, as well as for simulations, instructional games, and problem-solving software. The computer plays the role of tutor but does not replace the teacher, who remains responsible for planning lessons, evaluating students, and facilitating learning. When integrated effectively into lessons, CAI has the potential to enhance students' thinking and collaboration skills.
The document discusses the role of computers in education as tutors through computer-assisted instruction (CAI). It describes how CAI can be used for drill-and-practice exercises to reinforce learning, as well as for simulations, instructional games, and problem-solving software. The computer plays the role of tutor but does not replace the teacher, who remains responsible for planning lessons, evaluating students, and facilitating learning. When integrated effectively into lessons, CAI has the potential to enhance students' thinking and collaboration skills.
This document provides examples of how teachers can effectively integrate technology into their instruction to enhance student learning. It lists specific technologies teachers can use, such as LCD projectors, document cameras, clickers, Promethean boards, and websites. Examples of using technology in physical education are also given, like heart rate monitors, pedometers, iPods, and PowerPoint presentations. The document encourages teachers to apply these technologies and discuss their experiences on an online discussion board.
This document outlines an online course for teachers on integrating technology into the classroom curriculum. The goal is to help teachers learn why, when, and how to effectively incorporate technology beyond just basic instructions. The asynchronous course will take place over 7.5 weeks with lessons opening on Mondays and closing on Sundays. Teachers will examine their beliefs about integrating technology and receive training on a "Spiral Model." The course will require approximately 18 hours per week of work and provide credits for continuing education. Teachers will discuss reasons for and ways to integrate technology, as well as when they use technology, through an initial discussion activity. Their posts will be evaluated based on a provided rubric. The document outlines various course policies on technology requirements, communication
This is one of my orientation eLectures I designed with PowerPoint and LecShare Pro. This allows me to create eLectures with my notes in the PowerPoint notes section.
Using Moodle to Support Blended Learning (When the Instructor Is Also the Pro...Saul Carliner
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Presents the case of converting two graduate level courses in educational technology to a blended format. Describes the objectives and structures of the courses, the reasons for blending the courses, and the process and results of doing so.
Collaboration and Co-Teaching WorkshopStephen Best
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This presentation is a part of the Collaboration and Co-Teaching: A Workshop for Mathematics and Special Educators materials from the Mathematics Improvement Toolkit. The materials were developed by the Educational Development Center for the National Forum to Accelerate Middle Grades Reform
The document provides guidance for facilitating a workshop on note taking strategies for university students. It includes an outline of the workshop with timing for each section, which introduces students to different note taking methods like the Cornell method, outline method, T-notes, and mind maps. The workshop aims to help students take better notes through practicing active listening, identifying their personal note taking styles, and learning recommended strategies.
1) The document outlines a plan to address writing skills issues through the use of technology in a Bangladeshi English Language Teaching (ELT) course.
2) The plan identifies weak academic writing skills, such as poor paragraph structure, as an issue and proposes using Padlet and Nicenet to provide exercises and feedback opportunities to help students improve their paragraph writing.
3) Exercises and assessments will be provided through Padlet, students will write paragraphs and provide peer feedback through Nicenet, and progress will be measured by comparing paragraphs written at the start and end of the course housed in an online portfolio.
This document provides guidance for managing IT classrooms and computer-enabled classrooms. It discusses the importance of establishing clear classroom rules and procedures for using technology. Some key strategies discussed include:
- Planning lessons that integrate technology to meet instructional objectives. This involves selecting appropriate software and designing engaging student activities.
- Conducting well-organized lessons that include explaining objectives, demonstrating software, reminding students of rules, and providing alternative activities for early finishers.
- Using station-based approaches where students work in groups on different tasks, including on computers, while the teacher circulates to provide support.
- Anticipating and addressing potential behavior issues and ensuring all students stay focused and on task during the
Edu 311 edu311 edu 311 education for service uopstudy.comNewUOPCourse
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This document outlines the weekly assignments for an education course called EDU 311 Models and Theories of Instruction. It includes assignments such as writing a paper on factors to consider when lesson planning, developing lesson objectives using Bloom's taxonomy, analyzing existing lesson plans, designing a cooperative learning lesson, creating an assessment brochure, observing a teacher's lesson, and developing a comprehensive lesson plan. The overall goal is for students to learn about instructional design theories and models and gain experience applying them to create effective lesson plans and assessments.
Edu 311 edu311 edu 311 effective communication uopstudy.comNewUOPCourse
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This document provides an overview of the course content and assignments for EDU 311 Models and Theories of Instruction. It outlines the weekly topics which include factors to consider in lesson planning, writing objectives using Bloom's taxonomy, analyzing lesson plan components, designing cooperative learning activities, assessing student learning, and developing a signature lesson plan. Assignments involve writing papers, creating tables and presentations, developing assessments, observing a teacher's lesson, and designing a full lesson plan. The course appears to cover foundational concepts of instructional design and lesson planning.
Edu 311 edu311 edu 311 forecasting and strategic planning -uopstudy.comNewUOPCourse
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This document outlines the weekly assignments for an education course called EDU 311 Models and Theories of Instruction. It includes assignments such as writing a paper on factors to consider when lesson planning, developing lesson objectives using Bloom's taxonomy, analyzing existing lesson plans, designing a cooperative learning lesson, creating an assessment brochure, observing a teacher's lesson, and developing a comprehensive lesson plan. The overall goal is for students to learn about instructional design theories and models and gain experience applying them to create effective lesson plans and assessments.
Edu 311 edu311 edu 311 best tutorials guide uopstudy.comNewUOPCourse
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This document outlines the weekly assignments for an education course called EDU 311 Models and Theories of Instruction. It includes assignments such as writing a paper on factors to consider when lesson planning, developing lesson objectives using Bloom's taxonomy, analyzing existing lesson plans, designing a cooperative learning lesson, creating an assessment brochure, observing a teacher's lesson, and developing a comprehensive lesson plan. The overall goal is for students to learn about instructional design theories and models and gain experience applying them to create effective lesson plans and assessments.
The blended learning research: What we now know about high quality faculty de...EDUCAUSE
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This document summarizes research on faculty development and course design for blended learning. It finds that active learning, administration/leadership, and responsiveness are the most important competencies for blended teaching. Faculty development programs should provide hands-on experience in a blended course to help instructors acquire new skills. Topics covered include course redesign, content selection, learning activities, assessment, and time management. Supporting faculty with blended course design and a learning community is key to success.
This study guide provides information for the EDT-511 course on Programmed and Computer Assisted Instruction. It outlines the course details including objectives, topics, lecturer information, guidelines for participation, assignments, and examinations. Students must read this guide carefully as it contains important information about registering for the course, participation expectations, assessment criteria, assignment deadlines, and examination prerequisites in order to successfully complete the course. Feedback on assignments will be provided within 72 hours of deadlines through the lecturer's blog and email.
This chapter discusses strategies for integrating technology into classroom lessons and managing the classroom environment. It provides guidance on preparing lesson plans that incorporate computers, such as creating digital folders and bookmarking websites. The chapter also offers tips for assisting students with computer skills through peer modeling, managing classroom rules and computer rotations, and developing students' 21st century skills. Overall, the chapter aims to help teachers effectively implement technology-based lessons and activities.
This chapter discusses strategies for integrating technology into classroom lessons and managing the classroom environment. It provides guidance on preparing lesson plans that incorporate computers, such as creating digital folders and bookmarking websites. The chapter also offers tips for assisting students with computer skills through peer modeling, managing classroom rules and computer rotations, and developing students' 21st century skills. Overall, the chapter aims to help teachers effectively implement technology-based lessons and activities.
Roll out of a LMS (Moodle) in a secondary School Nathan Hutchings
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This document outlines the steps taken to roll out a learning management system (LMS) called Moodle at a secondary school over four years. It discusses installing Moodle, creating course categories and courses, setting up user groups for classes, assigning user roles, uploading student accounts, and encouraging teachers to create and upload learning content. The key aspects are thorough training for teachers, one-on-one support for those struggling, and promoting successes to encourage continued use of the new LMS.
This document provides an overview and guide for using Computer Applications Technology (CAT) teaching resources from Mindset Learn. It includes interactive lessons, video lessons, and online tutorials (How To's) covering topics like word processing, spreadsheets, presentations, web design, databases, systems technologies, information management, network technologies, and internet technologies. Teachers can use the resources in their lessons by having students work through interactive lessons individually or in groups, introducing lessons with relevant video lessons, having students review sections with video lessons, and using the How To's as references for students to look up quick questions. An example is provided of how a teacher would use the resources available for a section on presentations.
This document outlines an agenda for a Dream Team Training. It includes sections on welcome and introductions, background about the program, components of video lessons, available resources and support, and a question and answer period. The training covers how to create effective video lessons to demonstrate math and science concepts. Teachers will learn about lesson plan templates, rubrics, and including elements like guided practice in their videos. Resources provided include tablets, video editing software, templates, books, and standards documents. Support is available from instructional and design experts, as well as other teachers participating in the program. Next steps discussed are creating example videos, prioritizing standards, scheduling coaching, and an upcoming webinar.
This document outlines an agenda for a Dream Team Training event. It includes sections on welcome and introductions, background about the organization's mission, an overview of video lesson components and how they work, available resources and support, and a question and answer period. The training covers how to create effective video lessons using templates and rubrics, with support from content and design experts. Next steps include creating sample video lessons, prioritizing standards, scheduling coaching, and upcoming webinars for continued collaboration.
The document discusses various strategies for managing technology use in the classroom, including stationary setups like individual classroom computers, mini-labs, and computer labs. It also addresses mobile options like one-to-one laptop programs and laptop carts. The document provides tips for managing different technological environments, such as using classroom management software, assigning computer managers, and having students signal when they need help. It concludes by outlining assessments and assignments for the remainder of the semester.
This document outlines the goals and objectives covered in an Algebra I course, including operations with numbers, the coordinate plane, relations and functions, and matrices and linear models. Key areas covered are exponents, polynomials, factoring, recursive patterns, direct variation, the midpoint formula, parallel and perpendicular lines, tables and graphs, interpreting constants and coefficients, quadratic and exponential functions, and systems of equations. Matrices are introduced, including interpreting and operating with matrices through addition, subtraction and scalar multiplication.
The document discusses the four basic economic activities of consumers: earning, spending, saving, and borrowing. It defines each activity and explains that being responsible when engaging in these activities can help individuals achieve financial security and satisfaction. It provides information on factors that affect earning potential like career choices, employment skills, and economic conditions. It also discusses responsible spending including researching purchases and making wise choices given opportunity costs and tradeoffs. The document emphasizes that consumer spending drives economic growth and prosperity.
This document discusses aligning instruction and assessments to the Common Core/NC Essential Standards. It covers where the standards have been, exploring vertical alignment to ensure expectations are appropriately aligned. Teachers completed a course reflection and identified major concepts/skills. They then correlated these to the new standards and identified "power standards" - the most important concepts for students to know. On the next session, teachers will begin unit/assessment planning using this information.
This document provides an agenda and instructions for a professional development session on vertical alignment of instruction and assessments to ensure alignment with Common Core and state standards. Teachers are asked to explore the major concepts and skills in their content area standards to identify gaps, unnecessary repetitions, and appropriate assessments. They complete a course reflection and identify power standards to prioritize. The session aims to establish scope and sequence across course levels to guide planning for the upcoming year.
- The geometry standards progress from naming shapes in K-2 to representing real-world problems using graphs in 3-5 to using facts about angles to solve multi-step problems in 6-8 and higher.
- Foundational concepts like naming shapes, partitioning shapes, and graphing points are introduced early and built upon in later grades with more advanced concepts like similarity, transformations, and coordinate planes.
- The maps aligned well with the vertical progression of geometry standards in the Common Core, with early concepts supporting understanding of later, more complex standards.
This document summarizes a professional development session for teachers at Northern Vance High School on February 8, 2012. The purpose of the session was to explore the vertical alignment of instruction and assessments to ensure course expectations are appropriately aligned to Common Core and NC Essential state standards. Teachers participated in activities to build maps of how standards progress across grade levels and to reflect on their courses. They also identified power standards and completed tables correlating their course concepts to the new state standards.
Northern Vance High School held a professional development session on vertical alignment of instruction and assessments to the Common Core and NC Essential Standards. Teachers participated in an activity to organize state standards from different grade levels and discuss how concepts build upon each other. They also reflected on their courses and identified major concepts and power standards. The session aimed to help teachers ensure their instruction and assessments are appropriately aligned to state standards and address gaps or unnecessary repetitions in the curriculum.
Vertical alignment professional development was held at Northern Vance High School to explore aligning instruction and assessments to the Common Core and NC Essential Standards. Teachers worked in groups by content area to map statements from their standards documents to appropriate grade bands. They then compared their maps to the actual NC Social Studies Essential Standards. Teachers reflected individually on their courses and identified major concepts, skills, and power standards. They will continue planning units and assessments at the next session in March.
The document provides an overview of a professional development session on the Common Core State Standards for literacy across all content areas. The purpose is to build understanding of the literacy standards and how teachers can apply them within their respective content areas. Teachers will learn about the emphasis on non-fiction texts, writing expectations, and literacy strategies like close reading to help students comprehend various texts.
ClassScape is an online assessment tool that teachers in Vance County Schools can use to monitor student performance, identify strengths and weaknesses, and modify instruction. Teachers can create custom assessments aligned to standards or use pre-made tests, schedule assessments, and review data to inform future lessons. The tool provides reports on class and individual student performance over time to track progress. It is recommended for formative assessment but not for summative testing or assigning consequences.
The document discusses the three main types of rocks: igneous, sedimentary, and metamorphic. It provides details on how each type forms, including that igneous rocks form from cooling magma either underground resulting in large crystals or above ground resulting in small crystals. Sedimentary rocks form from compression or precipitation of minerals at the Earth's surface. Metamorphic rocks form from changes to existing rocks via heat, pressure, and fluids.
This document summarizes a professional development session for teachers on integrating technology into lessons. Teachers will learn the Technology Integration Planning Model and use it to develop a technology-based lesson for their content area. They will explore the TPACK framework, assess their own technology skills, and identify instructional problems that can be addressed through technology, like abstract concepts or boring practice. Teachers will then plan a lesson using tools like Moodle, Microsoft Word, or Prezi to address the problem they selected. They will implement and later evaluate the lesson's effectiveness.
This document discusses the TPACK framework, which analyzes the combination of technological knowledge, pedagogical knowledge, and content knowledge that teachers should possess. It provides background on the development of the TPACK framework since 1986. It then explains the three core domains - technological knowledge, pedagogical knowledge, and content knowledge. It also describes the overlapping domains that are created by the intersection of the three core domains: technological content knowledge, pedagogical content knowledge, technological pedagogical knowledge, and technological pedagogical content knowledge. The document aims to provide a closer look at each of the domains within the TPACK framework.
Sustainable trade aims to promote economic growth without harming social conditions or the environment. The World Trade Organization oversees global trade and settles disputes between countries. However, there is conflict between supporters of free trade and fair trade. Free trade promotes economic growth through competition and globalization but can negatively impact workers and widen wealth gaps. Fair trade aims to provide farmers and artisans a living wage through equitable partnerships between producers and consumers. Achieving a balance of sustainable free and fair trade requires agreement between parties and individual support of responsible companies.
Dr. Nasir Mustafa CERTIFICATE OF APPRECIATION "NEUROANATOMY"Dr. Nasir Mustafa
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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
View Inheritance in Odoo 17 - Odoo 17 SlidesCeline George
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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.
This presentation was provided by Shaina Lange of Kidney News, and Dianndra Roberts of the Royal College of Psychiatrists (RCPsych), for the fifth session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Five: 'DEIA in Peer Review,' was held July 11, 2024.
PRESS RELEASE - UNIVERSITY OF GHANA, JULY 16, 2024.pdfnservice241
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The University of Ghana has launched a new vision and strategic plan, which will focus on transforming lives and societies through unparalleled scholarship, innovation, and result-oriented discoveries.
This is an introduction to Google Productivity Tools for office and personal use in a Your Skill Boost Masterclass by the Excellence Foundation for South Sudan on Saturday 13 and Sunday 14 July 2024. The PDF talks about various Google services like Google search, Google maps, Android OS, YouTube, and desktop applications.
Mail Server Configuration Using App passwords in Odoo 17Celine George
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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.
Codeavour 5.0 International Impact Report - The Biggest International AI, Cod...Codeavour International
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Unlocking potential across borders! 🌍✨ Discover the transformative journey of Codeavour 5.0 International, where young innovators from over 60 countries converged to pioneer solutions in AI, Coding, Robotics, and AR-VR. Through hands-on learning and mentorship, 57 teams emerged victorious, showcasing projects aligned with UN SDGs. 🚀
Codeavour 5.0 International empowered students from 800 schools worldwide to tackle pressing global challenges, from bustling cities to remote villages. With participation exceeding 5,000 students, this year's competition fostered creativity and critical thinking among the next generation of changemakers. Projects ranged from AI-driven healthcare innovations to sustainable agriculture solutions, each addressing local and global issues with technological prowess.
The journey began with a collective vision to harness technology for social good, as students collaborated across continents, guided by mentors and educators dedicated to nurturing their potential. Witnessing the impact firsthand, teams hailing from diverse backgrounds united to code for a better future, demonstrating the power of innovation in driving positive change.
As Codeavour continues to expand its global footprint, it not only celebrates technological innovation but also cultivates a spirit of collaboration and compassion. These young minds are not just coding; they are reshaping our world with creativity and resilience, laying the groundwork for a sustainable and inclusive future. Together, they inspire us to believe in the limitless possibilities of innovation and the profound impact of young voices united by a common goal.
Read the full impact report to learn more about the Codeavour 5.0 International.
Lecture Notes Unit4 Chapter13 users , roles and privilegesMurugan146644
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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 : USERS, Roles and Privileges
In Oracle databases, users are individuals or applications that interact with the database. Each user is assigned specific roles, which are collections of privileges that define their access levels and capabilities. Privileges are permissions granted to users or roles, allowing actions like creating tables, executing procedures, or querying data. Properly managing users, roles, and privileges is essential for maintaining security and ensuring that users have appropriate access to database resources, thus supporting effective data management and integrity within the Oracle environment.
Sub-Topic :
Definition of User, User Creation Commands, Grant Command, Deleting a user, Privileges, System privileges and object privileges, Grant Object Privileges, Viewing a users, Revoke Object Privileges, Creation of Role, Granting privileges and roles to role, View the roles of a user , Deleting a role
Target Audience:
Final year B.Sc. Computer Science students at Alagappa University seeking a solid foundation in RDBMS principles for academic and practical applications.
URL for previous slides
chapter 8,9 and 10 : https://www.slideshare.net/slideshow/lecture_notes_unit4_chapter_8_9_10_rdbms-for-the-students-affiliated-by-alagappa-university/270123800
Chapter 11 Sequence: https://www.slideshare.net/slideshow/sequnces-lecture_notes_unit4_chapter11_sequence/270134792
Chapter 12 View : https://www.slideshare.net/slideshow/rdbms-lecture-notes-unit4-chapter12-view/270199683
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.
Benchmarking Sustainability: Neurosciences and AI Tech Research in Macau - Ke...Alvaro Barbosa
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In this talk we will review recent research work carried out at the University of Saint Joseph and its partners in Macao. The focus of this research is in application of Artificial Intelligence and neuro sensing technology in the development of new ways to engage with brands and consumers from a business and design perspective. In addition we will review how these technologies impact resilience and how the University benchmarks these results against global standards in Sustainable Development.
Benchmarking Sustainability: Neurosciences and AI Tech Research in Macau - Ke...
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1to1 aug18
1. Welcome 1:1 Teachers August 18, 2011 Northern Vance HS
2. Goals for this Professional Development Session Identify various 1:1 classroom management strategies and develop procedures for YOUR class Learn how to incorporate Moodle within YOUR course instruction Explore some Web 2.0 tools and plan for their use within YOUR class
4. Addressing Last Year’s Concerns Lack of Teacher Training 1:1 Professional Development & Trainings will be on-going throughout the school-year Web-Based Trainings & Content-Specific Resources will be housed on the VCS Moodle site Technology showcases like Tech Tuesdays and Wired Wednesdays will occur on a weekly basis
5. Addressing Last Year’s Concerns Software Use Prohibited Downloading software such as Java to run instructional applets is not strictly prohibited. Seek approval from your Tech Director in advance Facilitate the students’ download to ensure that it’s done correctly
6. Addressing Last Year’s Concerns Turnaround Time for Repairs Students who submit their laptops for repairs and pay the applicable repair fee will be issued a loaner laptop on a daily basis. Details of the procedure are forthcoming from your on-site Tech Specialist and/or Principal
7. Addressing Last Year’s Concerns Incompatible Courses These teachers should still assign tasks that utilizes the laptops outside of the classroom. Performance Classes Computer Classes
8. Addressing Last Year’s Concerns Incomplete Class Sets/Mixed Classes ALL students will be assigned a laptop… Does this mean that ALL students will have a laptop everyday for your class?? Assign Pairs/ Groups Provide Printouts Create alternative means of achieving the same goal
9. Addressing Last Year’s Concerns Lack of Classroom Acceptable Use Policy Guidelines for class use of the laptops and consequences for misuse were at the teacher’s discretion. We need to : Create a CAUP specific to our class or department Suggest an appropriate discipline system to be enforced by all teachers and supported by all administrators
10. Instructions Login into Moodle http://moodle.vcs.k12.nc/moodle Select Instructional Technology from the Course Categories Select 1:1 Professional Development VCS If prompted to enroll in the course, select YES Under the CLASSROOM MANAGEMENT topic, click and Open the file “ Classroom Acceptable Use Policy ”
11. On the Word document, list all of your rules and expectations of the students’ use of the laptops within your classroom. SAVE the final document as it will be yours to provide to your students. Instructions
12. Now that we have class rules that relates to the laptops, let’s suggest to our administrators possible consequences for breaking them
13. Addressing Last Year’s Concerns Students’ Misuse The students’ use (and misuse) of the laptops has much to do with Classroom Management. The following are the TOP 5 strategies of managing laptops in the classroom
14. Student-Tech Helpers Identify 2 or 3 tech-savvy students, per class Use those students to address common technical issues This prevents whole-group instructional time from being wasted
15. ALWAYS Have a Backup Plan *Have at least a class set of back-up work * Try having a related “placeholder” activity (i.e. posting on a discussion board or practice problems on a website) for minor glitches *Doing so maintains the continuity of you curricular objectives
16. Have a Schedule/Routine Allow the students to become familiar with the format in which you intend to use the laptops When possible, post a daily agenda so they’ll know what to expect Have some system that indicates laptop activity/inactivity
17. Mobility and Visibility Monitor by Walking Around “ If the laptops are up, you should be too!” Rearrange your desks to allow you to navigate with ease; if possible, have your desk behind the student
18. Engaging Lessons *Students that are engaged in their learning are less likely to get off task *Create meaningful activities that utilizes the laptops; lessons should be: RIGOROUS, RELEVANT & ENGAGING *Avoid using the laptops for rote practices that could be done with the textbook or worksheets
19. 1:1 Classroom Management Video Clip #1 Jot down your observations Carolyn Singley, English Teacher, Irving Independent School District
20. 1:1 Classroom Management Video Clip #2 Jot down your observations Carolyn Singley, English Teacher, Irving Independent School District
21. 1:1 Classroom Management Video Clip #3 Jot down your observations Carolyn Singley, English Teacher, Irving Independent School District
22. 1:1 Classroom Management Video Clip #4 Jot down your observations Carolyn Singley, English Teacher, Irving Independent School District
23. YOUR 1:1 Managing Strategies Return to the 1:1 Professional Development VCS Moodle http://moodle.vcs.k12.nc/moodle Under the CLASSROOM MANAGEMENT topic, select the discussion forum “ Managing YOUR 1:1 Class ” Describe how you plan to manage your course this upcoming semester by addressing each prompt. Read and reply to at least one other teacher’s post
24. SANDBOX with MOODLE Get a better feel for Moodle and several of its features
25. SANDBOX with MOODLE If you haven’t already done so, add the following items to your Moodle course site: Course Resources (Syllabus, Course Description, YOUR 1:1 CAUP, Rules & Procedures, etc.) Calendar dates of upcoming course events Headers/Topics for units of at least the 1 st Six-Weeks Assignments, Links to Wikis and/or Activities