We found 59 results that contain "concept"
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Green World Concept
Green World is a literary concept defined by the critic Northrop Frye in his book, Anatomy of Criticism (1957). Frye defines this term using Shakespeare's romantic comedies as the foundation. ... The concept of the Green World is used to contrast the civilized world of man with the often harsh natural world.
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Parallel Computer
Parallel Computer Architecture is the method of organizing all the resources to maximize the performance and the programmability within the limits given by technology and the cost at any instance of time. It adds a new dimension in the development of computer system by using more and more number of processors. This tutorial covers the basics related to Parallel Computer Architecture, discussing the various concepts and terminologies associated with the topic
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Parallel Computer Architecture
Parallel Computer Architecture is the method of organizing all the resources to maximize the performance and the programmability within the limits given by technology and the cost at any instance of time. It adds a new dimension in the development of computer system by using more and more number of processors. This tutorial covers the basics related to Parallel Computer Architecture, discussing the various concepts and terminologies associated with the topic
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Software engineering
Software engineering is an engineering branch associated with development of software product using well-defined scientific principles, methods and procedures. The outcome of software engineering is an efficient and reliable software product.
Software project management has wider scope than software engineering process as it involves communication, pre and post delivery support etc.
This tutorial should provide you basic understanding of software product, software design and development process, software project management and design complexities etc. At the end of the tutorial you should be equipped with well understanding of software engineering concepts.
Software project management has wider scope than software engineering process as it involves communication, pre and post delivery support etc.
This tutorial should provide you basic understanding of software product, software design and development process, software project management and design complexities etc. At the end of the tutorial you should be equipped with well understanding of software engineering concepts.
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Art history
Drawing as formal artistic creation might be defined as the primarily linear rendition of objects in the visible world, as well as of concepts, thoughts, attitudes, emotions, and fantasies given visual form, of symbols and even of abstract forms. This definition, however, applies to all graphic arts and techniques that are characterized by an emphasis on form or shape rather than mass and colour, as in painting. Drawing as such differs from graphic printing processes in that a direct relationship exists between production and result. Drawing, in short, is the end product of a successive effort applied directly to the carrier. Whereas a drawing may form the basis for reproduction or copying, it is nonetheless unique by its very nature.
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Interior design
Interior design is the art and science of enhancing the interior of a building to achieve a healthier and more aesthetically pleasing environment for the people using the space. An interior designer is someone who plans, researches, coordinates, and manages such enhancement projects. Interior design is a multifaceted profession that includes conceptual development, space planning, site inspections, programming, research, communicating with the stakeholders of a project, construction management, and execution of the design.
ASSESSING LEARNING
Posted on: Test group new
Logic and rationality
The study of logical argumentation is relevant to the study of critical thinking. Logic is concerned with the analysis of arguments, including the appraisal of their correctness or incorrectness.[33] In the field of epistemology, critical thinking is considered to be logically correct thinking, which allows for differentiation between logically true and logically false statements.[34]
In "First wave" logical thinking, the thinker is removed from the train of thought, and the analysis of connections between concepts or points in thought is ostensibly free of any bias. In his essay Beyond Logicism in Critical Thinking Kerry S. Walters describes this ideology thus: "A logistic approach to critical thinking conveys the message to students that thinking is legitimate only when it conforms to the procedures of informal (and, to a lesser extent, formal) logic and that the good thinker necessarily aims for styles of examination and appraisal that are analytical, abstract, universal, and objective. This model of thinking has become so entrenched in conventional academic wisdom that many educators accept it as canon".[29] Such principles are concomitant with the increasing dependence on a quantitative understanding of the world.
In "First wave" logical thinking, the thinker is removed from the train of thought, and the analysis of connections between concepts or points in thought is ostensibly free of any bias. In his essay Beyond Logicism in Critical Thinking Kerry S. Walters describes this ideology thus: "A logistic approach to critical thinking conveys the message to students that thinking is legitimate only when it conforms to the procedures of informal (and, to a lesser extent, formal) logic and that the good thinker necessarily aims for styles of examination and appraisal that are analytical, abstract, universal, and objective. This model of thinking has become so entrenched in conventional academic wisdom that many educators accept it as canon".[29] Such principles are concomitant with the increasing dependence on a quantitative understanding of the world.
DISCIPLINARY CONTENT
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The number of cells can be gradually increased to four across
deleting a region of DNA or adding a new segment
For example, Bingo can be used to review basic facts and concepts. Students who require more immediate feedback and recognition of their efforts might begin with a Bingo board that has only
three cells across and three cells down. The number of cells can be gradually increased to four across, four down, then five, and so forth. Computer Games: Computer games increase opportunities for responding and active engagement and provide immediate feedback about accuracy. In addition, many students with ADHD find computer learning games highly reinforcing.
Student-Created Reviews
Students can create ways of reviewing previously taught content. For example, they may create
questions and answers for a card game such as Go Fish or Concentration.
For example, Bingo can be used to review basic facts and concepts. Students who require more immediate feedback and recognition of their efforts might begin with a Bingo board that has only
three cells across and three cells down. The number of cells can be gradually increased to four across, four down, then five, and so forth. Computer Games: Computer games increase opportunities for responding and active engagement and provide immediate feedback about accuracy. In addition, many students with ADHD find computer learning games highly reinforcing.
Student-Created Reviews
Students can create ways of reviewing previously taught content. For example, they may create
questions and answers for a card game such as Go Fish or Concentration.
NAVIGATING CONTEXT
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Strategic Management - Meaning and Important Concepts
Strategic Management is all about identification and description of the strategies that managers can carry so as to achieve better performance and a competitive advantage for their organization. An organization is said to have competitive advantage if its profitability is higher than the average profitability for all companies in its industry.
Strategic management can also be defined as a bundle of decisions and acts which a manager undertakes and which decides the result of the firm’s performance. The manager must have a thorough knowledge and analysis of the general and competitive organizational environment so as to take right decisions. They should conduct a SWOT Analysis (Strengths, Weaknesses, Opportunities, and Threats), i.e., they should make best possible utilization of strengths, minimize the organizational weaknesses, make use of arising opportunities from the business environment and shouldn’t ignore the threats.
Strategic Management gives a broader perspective to the employees of an organization and they can better understand how their job fits into the entire organizational plan and how it is co-related to other organizational members. It is nothing but the art of managing
employees in a manner which maximizes the ability of achieving business objectives. The employees become more trustworthy, more committed and more satisfied as they can co-relate themselves very well with each organizational task. They can understand the reaction of environmental changes on the organization and the probable response of the organization with the help of strategic management. Thus the employees can judge the impact of such changes on their own job and can effectively face the changes. The managers and employees must do appropriate things in appropriate manner. They need to be both effective as well as efficient.
Strategic management can also be defined as a bundle of decisions and acts which a manager undertakes and which decides the result of the firm’s performance. The manager must have a thorough knowledge and analysis of the general and competitive organizational environment so as to take right decisions. They should conduct a SWOT Analysis (Strengths, Weaknesses, Opportunities, and Threats), i.e., they should make best possible utilization of strengths, minimize the organizational weaknesses, make use of arising opportunities from the business environment and shouldn’t ignore the threats.
Strategic Management gives a broader perspective to the employees of an organization and they can better understand how their job fits into the entire organizational plan and how it is co-related to other organizational members. It is nothing but the art of managing
employees in a manner which maximizes the ability of achieving business objectives. The employees become more trustworthy, more committed and more satisfied as they can co-relate themselves very well with each organizational task. They can understand the reaction of environmental changes on the organization and the probable response of the organization with the help of strategic management. Thus the employees can judge the impact of such changes on their own job and can effectively face the changes. The managers and employees must do appropriate things in appropriate manner. They need to be both effective as well as efficient.
Posted by: Kalon Locaz
Disciplinary Content
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Fundamental concepts in nanoscience and nanotechnology- New technology- new
Fundamental concepts in nanoscience and nanotechnology- New technology
test
test
Authored by: Chathuri hewapathirana
Navigating Context
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ADHD Misconceptions
https://www.sciencedaily.com/releases/2016/10/161013103134.htm
Attention-deficit hyperactivity disorder (ADHD) is a very common condition diagnosed mainly in children.
According to the Centers for Disease Control and Prevention (CDC), 6.4 million children between four and 17 years of age have been diagnosed with ADHD as of 2011.
This primer is designed to help you understand ADHD at a deeper level and combat misconceptions.
Fact: An ADHD diagnosis requires observations of numerous symptoms in multiple settings and evidence of significant impairment.
Children are inherently energetic, sometimes even rowdy. If unruly behavior is the only symptom, then it’s difficult for a professional to say that their problem is truly a mental illness.
“ADHD is a real mental disorder. There are a myriad of reasons why children are inattentive, such as anxiety or inadequate sleep, but a child with attention-deficit disorder (ADD) or ADHD does have a condition. Diagnosis will require observations of numerous symptoms in multiple settings and evidence of significant impairment.” - Joshua Cabrera, MD, clinical psychiatrist and assistant professor at the Texas A&M College of Medicine.
The main symptoms of ADHD are inattention, hyperactivity and impulsivity.
These can manifest in different ways: persistent fidgeting, being easily distracted or forgetful and difficulty waiting for a turn.
Attention-deficit hyperactivity disorder (ADHD) is a very common condition diagnosed mainly in children.
According to the Centers for Disease Control and Prevention (CDC), 6.4 million children between four and 17 years of age have been diagnosed with ADHD as of 2011.
This primer is designed to help you understand ADHD at a deeper level and combat misconceptions.
Fact: An ADHD diagnosis requires observations of numerous symptoms in multiple settings and evidence of significant impairment.
Children are inherently energetic, sometimes even rowdy. If unruly behavior is the only symptom, then it’s difficult for a professional to say that their problem is truly a mental illness.
“ADHD is a real mental disorder. There are a myriad of reasons why children are inattentive, such as anxiety or inadequate sleep, but a child with attention-deficit disorder (ADD) or ADHD does have a condition. Diagnosis will require observations of numerous symptoms in multiple settings and evidence of significant impairment.” - Joshua Cabrera, MD, clinical psychiatrist and assistant professor at the Texas A&M College of Medicine.
The main symptoms of ADHD are inattention, hyperactivity and impulsivity.
These can manifest in different ways: persistent fidgeting, being easily distracted or forgetful and difficulty waiting for a turn.
Authored by: Viju
Disciplinary Content
Posted on: #iteachmsu
About
Teaching Commons: “an emergent conceptual space for exchange and community among faculty, students, and all others committed to learning as an essential activity of life in contemporary democratic society” (Huber and Hutchings, 2005, p.1) What Is the #iteachmsu Commons? You teach MSU. We, the Academic Advancement Network, The Graduate School, and The Hub for Innovation in Learning and Technology, believe that a wide educator community (faculty, TAs, ULAs, instructional designers, academic advisors, et al.) makes learning happen across MSU. But, on such a large campus, it can be difficult to fully recognize and leverage this community’s teaching and learning innovations. To address this challenge, the #iteachmsu Commons provides an educator-driven space for sharing teaching resources, connecting across educator networks, and growing teaching practice. #iteachmsu Commons content may be discipline-specific or transdisciplinary, but will always be anchored in teaching competency areas. You will find blog posts, curated playlists, educator learning module pathways, and a campus-wide teaching and learning events calendar. We cultivate this commons across spaces. And through your engagement, we will continue to nurture a culture of teaching and learning across MSU and beyond. How Do I Contribute to the #iteachmsu Commons? Content is organized by posts, playlists and pathways.
Posts: Posts are shorter or longer-form blog postings about teaching practice(s), questions for the educator community, and/or upcoming teaching and learning events. With an MSU email address and free account signup, educators can immediately contribute blog posts and connected media (e.g. handouts, slide decks, class activity prompts, promotional materials). All educators at MSU are welcome to use and contribute to #iteachmsu. And there are no traditional editorial calendars. Suggested models of posts can be found here.
Playlists: Playlists are groupings of posts curated by individual educators and the #iteachmsu community. Playlists allow individual educators to tailor their development and community experiences based on teaching competency area, interest, and/or discipline.
Pathways: Pathways are groupings of educator learning modules curated by academic and support units for badges and other credentialing.
There are two ways to add your contribution to the space:
Contribute existing local resources for posts and pathways: Your unit, college, and/or department might already have educator development resources that could be of use to the wider MSU teaching and learning community. These could be existing blog posts on teaching practice, teaching webinars, and/or open educational resources (e.g classroom assessments, activities). This content will make up part of the posts, playlists, and pathways on this site. Educators can then curate these posts into playlists based on their individual interests. Please make sure to have permission to share this content on a central MSU web space.
Contribute new content for posts: A strength of the #iteachmsu Commons is that it immediately allows educators to share teaching resources, questions and events through posts to the entire community. Posts can take a variety of forms and are organized by teaching competency area categories, content tags, date, and popularity. Posts can be submitted by both individual educators and central units for immediate posting but must adhere to #iteachmsu Commons community guidelines. Posts could be:
About your teaching practice(s): You discuss and/or reflect on the practices you’re using in your teaching. In addition to talking about your ideas, successes, and challenges, we hope you also provide the teaching materials you used (sharing the assignment, slidedeck, rubric, etc.)
Responses to teaching ideas across the web or social media: You share your thoughts about teaching ideas they engage with from other media across the web (e.g. blog posts, social media posts, etc.).
Cross-posts from other teaching-related blogs that might be useful for the #iteachmsu community: You cross-post content from other teaching-related blogs they feel might be useful to the #iteachmsu community.
About teaching-related events: You share upcoming teaching related events as well as their thoughts about ideas they engage with events at MSU and beyond (e.g. workshops, conferences, etc.). If these events help you think in new ways about your practice, share them with the #iteachmsu community.
Questions for our community: You pose questions via posts to the larger community to get ideas for their practice and connect with others considering similar questions.
What Are the #iteachmsu Commons Policies?Part of the mission of the #iteachmsu Commons is to provide space for sharing, reflecting, and learning for all educators on our campus wherever they are in their teaching development. The commons is designed to encourage these types of interactions and reflect policies outlined by the MSU Faculty Senate. We maintain the right to remove any post that violates guidelines as outlined here and by MSU. To maintain a useful and safer commons, we ask that you:
Follow the MSU Guidelines for Social Media.
Engage across the #iteachmsu commons in a civil and respectful manner. Content may be moderated in accordance with the MSU Guidelines for Social Media.
Do not share private or confidential information via shared content on the #iteachmsu Commons.
Content posted on the #iteachmsu Commons is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International license. Learn more about this licensing here. Posted comments, images, etc. on the #iteachmsu Commons do not necessarily represent the views of Michigan State University or the #iteachmsu Commons Team. Links to external, non-#iteachmsu Commons content do not constitute official endorsement by, or necessarily represent the views of, the #iteachmsu Commons or Michigan State University. What if I Have #iteachmsu Commons Questions and/or Feedback?If you have any concerns about #iteachmsu Commons content, please email us at iteach@msu.edu. We welcome all feedback and thank you for your help in promoting a safer, vibrant and respectful community.
Posts: Posts are shorter or longer-form blog postings about teaching practice(s), questions for the educator community, and/or upcoming teaching and learning events. With an MSU email address and free account signup, educators can immediately contribute blog posts and connected media (e.g. handouts, slide decks, class activity prompts, promotional materials). All educators at MSU are welcome to use and contribute to #iteachmsu. And there are no traditional editorial calendars. Suggested models of posts can be found here.
Playlists: Playlists are groupings of posts curated by individual educators and the #iteachmsu community. Playlists allow individual educators to tailor their development and community experiences based on teaching competency area, interest, and/or discipline.
Pathways: Pathways are groupings of educator learning modules curated by academic and support units for badges and other credentialing.
There are two ways to add your contribution to the space:
Contribute existing local resources for posts and pathways: Your unit, college, and/or department might already have educator development resources that could be of use to the wider MSU teaching and learning community. These could be existing blog posts on teaching practice, teaching webinars, and/or open educational resources (e.g classroom assessments, activities). This content will make up part of the posts, playlists, and pathways on this site. Educators can then curate these posts into playlists based on their individual interests. Please make sure to have permission to share this content on a central MSU web space.
Contribute new content for posts: A strength of the #iteachmsu Commons is that it immediately allows educators to share teaching resources, questions and events through posts to the entire community. Posts can take a variety of forms and are organized by teaching competency area categories, content tags, date, and popularity. Posts can be submitted by both individual educators and central units for immediate posting but must adhere to #iteachmsu Commons community guidelines. Posts could be:
About your teaching practice(s): You discuss and/or reflect on the practices you’re using in your teaching. In addition to talking about your ideas, successes, and challenges, we hope you also provide the teaching materials you used (sharing the assignment, slidedeck, rubric, etc.)
Responses to teaching ideas across the web or social media: You share your thoughts about teaching ideas they engage with from other media across the web (e.g. blog posts, social media posts, etc.).
Cross-posts from other teaching-related blogs that might be useful for the #iteachmsu community: You cross-post content from other teaching-related blogs they feel might be useful to the #iteachmsu community.
About teaching-related events: You share upcoming teaching related events as well as their thoughts about ideas they engage with events at MSU and beyond (e.g. workshops, conferences, etc.). If these events help you think in new ways about your practice, share them with the #iteachmsu community.
Questions for our community: You pose questions via posts to the larger community to get ideas for their practice and connect with others considering similar questions.
What Are the #iteachmsu Commons Policies?Part of the mission of the #iteachmsu Commons is to provide space for sharing, reflecting, and learning for all educators on our campus wherever they are in their teaching development. The commons is designed to encourage these types of interactions and reflect policies outlined by the MSU Faculty Senate. We maintain the right to remove any post that violates guidelines as outlined here and by MSU. To maintain a useful and safer commons, we ask that you:
Follow the MSU Guidelines for Social Media.
Engage across the #iteachmsu commons in a civil and respectful manner. Content may be moderated in accordance with the MSU Guidelines for Social Media.
Do not share private or confidential information via shared content on the #iteachmsu Commons.
Content posted on the #iteachmsu Commons is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International license. Learn more about this licensing here. Posted comments, images, etc. on the #iteachmsu Commons do not necessarily represent the views of Michigan State University or the #iteachmsu Commons Team. Links to external, non-#iteachmsu Commons content do not constitute official endorsement by, or necessarily represent the views of, the #iteachmsu Commons or Michigan State University. What if I Have #iteachmsu Commons Questions and/or Feedback?If you have any concerns about #iteachmsu Commons content, please email us at iteach@msu.edu. We welcome all feedback and thank you for your help in promoting a safer, vibrant and respectful community.
Posted by: Chathuri Super admin..
Posted on: #iteachmsu
ABOUT
Teaching Commons: “an emergent conceptual space for exchange and communityamong faculty, students, and all others committed to learning as an essential activity of life in contemporary democratic society”(Huber and Hutchings, 2005, p.1)
What Is the #iteachmsu Commons? You teach MSU. We, the Academic Advancement Network, The Graduate School, and The Hub for Innovation in Learning and Technology, believe that a wide educator community (faculty, TAs, ULAs, instructional designers, academic advisors, et al.) makes learning happen across MSU. But, on such a large campus, it can be difficult to fully recognize and leverage this community’s teaching and learning innovations. To address this challenge, the #iteachmsu Commons provides an educator-driven space for sharing teaching resources, connecting across educator networks, and growing teaching practice.#iteachmsu Commons content may be discipline-specific or transdisciplinary, but will always be anchored in teaching competency areas. You will find blog posts, curated playlists, educator learning module pathways, and a campus-wide teaching and learning events calendar. We cultivate this commons across spaces. And through your engagement, we will continue to nurture a culture of teaching and learning across MSU and beyond.
How Do I Contribute to the #iteachmsu Commons? Content is organized by posts, playlists and pathways.Posts: Posts are shorter or longer-form blog postings about teaching practice(s), questions for the educator community, and/or upcoming teaching and learning events. With an MSU email address and free account signup, educators can immediately contribute blog posts and connected media (e.g. handouts, slide decks, class activity prompts, promotional materials). All educators at MSU are welcome to use and contribute to #iteachmsu. And there are no traditional editorial calendars. Suggested models of posts can be found here.Playlists: Playlists are groupings of posts curated by individual educators and the #iteachmsu community. Playlists allow individual educators to tailor their development and community experiences based on teaching competency area, interest, and/or discipline.Pathways: Pathways are groupings of educator learning modules curated by academic and support units for badges and other credentialing.
There are two ways to add your contribution to the space:Contribute existing local resources for posts and pathways: Your unit, college, and/or department might already have educator development resources that could be of use to the wider MSU teaching and learning community. These could be existing blog posts on teaching practice, teaching webinars, and/or open educational resources (e.g classroom assessments, activities). This content will make up part of the posts, playlists, and pathways on this site. Educators can then curate these posts into playlists based on their individual interests. Please make sure to have permission to share this content on a central MSU web space.Contribute new content for posts: A strength of the #iteachmsu Commons is that it immediately allows educators to share teaching resources, questions and events through posts to the entire community. Posts can take a variety of forms and are organized by teaching competency area categories, content tags, date, and popularity. Posts can be submitted by both individual educators and central units for immediate posting but must adhere to #iteachmsu Commons community guidelines.Posts could be:About your teaching practice(s): You discuss and/or reflect on the practices you’re using in your teaching. In addition to talking about your ideas, successes, and challenges, we hope you also provide the teaching materials you used (sharing the assignment, slidedeck, rubric, etc.)Responses to teaching ideas across the web or social media: You share your thoughts about teaching ideas they engage with from other media across the web (e.g. blog posts, social media posts, etc.).Cross-posts from other teaching-related blogs that might be useful for the #iteachmsu community: You cross-post content from other teaching-related blogs they feel might be useful to the #iteachmsu community.About teaching-related events: You share upcoming teaching related events as well as their thoughts about ideas they engage with events at MSU and beyond (e.g. workshops, conferences, etc.). If these events help you think in new ways about your practice, share them with the #iteachmsu community.Questions for our community: You pose questions via posts to the larger community to get ideas for their practice and connect with others considering similar questions.What Are the #iteachmsu Commons Policies?Part of the mission of the #iteachmsu Commons is to provide space for sharing, reflecting, and learning for all educators on our campus wherever they are in their teaching development. The commons is designed to encourage these types of interactions and reflect policies outlined by the MSU Faculty Senate. We maintain the right to remove any post that violates guidelines as outlined here and by MSU. To maintain a useful and safer commons, we ask that you:Follow the MSU Guidelines for Social Media.Engage across the #iteachmsu commons in a civil and respectful manner. Content may be moderated in accordance with the MSU Guidelines for Social Media.Do not share private or confidential information via shared content on the #iteachmsu Commons.Content posted on the #iteachmsu Commons is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International license. Learn more about this licensing here. Posted comments, images, etc. on the #iteachmsu Commons do not necessarily represent the views of Michigan State University or the #iteachmsu Commons Team. Links to external, non-#iteachmsu Commons content do not constitute official endorsement by, or necessarily represent the views of, the #iteachmsu Commons or Michigan State University.What if I Have #iteachmsu Commons Questions and/or Feedback?If you have any concerns about #iteachmsu Commons content, please email us at iteach@msu.edu. We welcome all feedback and thank you for your help in promoting a safer, vibrant and respectful community.
What Is the #iteachmsu Commons? You teach MSU. We, the Academic Advancement Network, The Graduate School, and The Hub for Innovation in Learning and Technology, believe that a wide educator community (faculty, TAs, ULAs, instructional designers, academic advisors, et al.) makes learning happen across MSU. But, on such a large campus, it can be difficult to fully recognize and leverage this community’s teaching and learning innovations. To address this challenge, the #iteachmsu Commons provides an educator-driven space for sharing teaching resources, connecting across educator networks, and growing teaching practice.#iteachmsu Commons content may be discipline-specific or transdisciplinary, but will always be anchored in teaching competency areas. You will find blog posts, curated playlists, educator learning module pathways, and a campus-wide teaching and learning events calendar. We cultivate this commons across spaces. And through your engagement, we will continue to nurture a culture of teaching and learning across MSU and beyond.
How Do I Contribute to the #iteachmsu Commons? Content is organized by posts, playlists and pathways.Posts: Posts are shorter or longer-form blog postings about teaching practice(s), questions for the educator community, and/or upcoming teaching and learning events. With an MSU email address and free account signup, educators can immediately contribute blog posts and connected media (e.g. handouts, slide decks, class activity prompts, promotional materials). All educators at MSU are welcome to use and contribute to #iteachmsu. And there are no traditional editorial calendars. Suggested models of posts can be found here.Playlists: Playlists are groupings of posts curated by individual educators and the #iteachmsu community. Playlists allow individual educators to tailor their development and community experiences based on teaching competency area, interest, and/or discipline.Pathways: Pathways are groupings of educator learning modules curated by academic and support units for badges and other credentialing.
There are two ways to add your contribution to the space:Contribute existing local resources for posts and pathways: Your unit, college, and/or department might already have educator development resources that could be of use to the wider MSU teaching and learning community. These could be existing blog posts on teaching practice, teaching webinars, and/or open educational resources (e.g classroom assessments, activities). This content will make up part of the posts, playlists, and pathways on this site. Educators can then curate these posts into playlists based on their individual interests. Please make sure to have permission to share this content on a central MSU web space.Contribute new content for posts: A strength of the #iteachmsu Commons is that it immediately allows educators to share teaching resources, questions and events through posts to the entire community. Posts can take a variety of forms and are organized by teaching competency area categories, content tags, date, and popularity. Posts can be submitted by both individual educators and central units for immediate posting but must adhere to #iteachmsu Commons community guidelines.Posts could be:About your teaching practice(s): You discuss and/or reflect on the practices you’re using in your teaching. In addition to talking about your ideas, successes, and challenges, we hope you also provide the teaching materials you used (sharing the assignment, slidedeck, rubric, etc.)Responses to teaching ideas across the web or social media: You share your thoughts about teaching ideas they engage with from other media across the web (e.g. blog posts, social media posts, etc.).Cross-posts from other teaching-related blogs that might be useful for the #iteachmsu community: You cross-post content from other teaching-related blogs they feel might be useful to the #iteachmsu community.About teaching-related events: You share upcoming teaching related events as well as their thoughts about ideas they engage with events at MSU and beyond (e.g. workshops, conferences, etc.). If these events help you think in new ways about your practice, share them with the #iteachmsu community.Questions for our community: You pose questions via posts to the larger community to get ideas for their practice and connect with others considering similar questions.What Are the #iteachmsu Commons Policies?Part of the mission of the #iteachmsu Commons is to provide space for sharing, reflecting, and learning for all educators on our campus wherever they are in their teaching development. The commons is designed to encourage these types of interactions and reflect policies outlined by the MSU Faculty Senate. We maintain the right to remove any post that violates guidelines as outlined here and by MSU. To maintain a useful and safer commons, we ask that you:Follow the MSU Guidelines for Social Media.Engage across the #iteachmsu commons in a civil and respectful manner. Content may be moderated in accordance with the MSU Guidelines for Social Media.Do not share private or confidential information via shared content on the #iteachmsu Commons.Content posted on the #iteachmsu Commons is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International license. Learn more about this licensing here. Posted comments, images, etc. on the #iteachmsu Commons do not necessarily represent the views of Michigan State University or the #iteachmsu Commons Team. Links to external, non-#iteachmsu Commons content do not constitute official endorsement by, or necessarily represent the views of, the #iteachmsu Commons or Michigan State University.What if I Have #iteachmsu Commons Questions and/or Feedback?If you have any concerns about #iteachmsu Commons content, please email us at iteach@msu.edu. We welcome all feedback and thank you for your help in promoting a safer, vibrant and respectful community.
Posted by: Chathuri Super admin..
Assessing Learning
Posted on: #iteachmsu
How Can We Successfully Land a Rover on Mars?
The classic egg drop experiment gets reinvented as a driving question for physics students to explore a real-world problem.
By Suzie Boss
July 26, 2018
When a teenager climbs atop his desk and drops an object to the floor, teacher Johnny Devine doesn’t object. Far from it—he’s as eager as the rest of the class to see what happens next.
In a split second, the student and his teammates get positive feedback for the object they have cobbled together by hand. A small parachute made of plastic and held in place with duct tape opens as planned, slowing the descent and easing the cargo to a safe landing. Students exchange quick smiles of satisfaction as they record data. Their mission isn’t accomplished yet, but today’s test run brings them one step closer to success as aspiring aerospace engineers.
To boost engagement in challenging science content, Devine has his students tackle the same problems that professional scientists and engineers wrestle with. “Right away, they know that what they are learning can be applied to an actual career,” Devine says. “Students are motivated because it’s a real task.”
From the start of Mission to Mars, students know that expert engineers from local aerospace companies will evaluate their final working models of Mars landing devices. Their models will have to reflect the students’ best thinking about how to get a payload from orbit onto the surface of the Red Planet without damaging the goods inside. While real Mars landings involve multimillion-dollar equipment, students’ launchers will carry four fragile eggs.
THE ROAD MAP
Although the project gives students considerable freedom, it unfolds through a series of carefully designed stages, each focused on specific learning goals. Having a detailed project plan “creates a roadmap,” Devine explains, “for the students to really track their progress and see how what they’re learning connects back to the guiding question: How can we successfully land a rover on Mars?”
©George Lucas Educational Foundation
Before introducing technical content, Devine wants students to visualize what space scientists actually do. By watching videos of engineers who design entry, descent, and landing systems for spacecraft, students start getting into character for the work ahead.
Devine introduces a series of hands-on activities as the project unfolds to help students put physics concepts into action. They learn about air resistance, for instance, by experimenting with parachute designs and wrestling with a real challenge: How will they slow their landers to a reasonable speed for entry into the thin Martian atmosphere?
To apply the concept of change in momentum, students design airbag systems to go on the bottom of their landers—a location aptly called the crumple zone. They experiment with bubble wrap and other materials as potential cushioners for their cargo.
As the grand finale approaches, students keep using what they learn to test, analyze, and modify their designs. “You have to repeat the equations with different trials,” one student explains. “Being able to use that math over and over again helps it stick.”
Much of the hands-on learning in this PBL classroom “might look like a traditional physics lab,” Devine acknowledges, with students learning concepts through inquiry investigations. What’s different is the teacher’s ongoing reminder “to make sure students stay in character” as systems engineers. Each lab investigation relates back to their driving question and creates more opportunities for Devine to ask probing questions and formatively assess his students’ understanding. “We do a lot of framing in and framing out after each of those lessons so students have the chance to reflect and connect it back,” the teacher explains.
EXPERT CONVERSATIONS
When it is finally time for students to launch their precious cargo off a second-story landing, engineers from local aerospace companies are standing by to assess results. How many eggs in each lander will survive the fall?
Even more important than the test data are the discussions between experts and students. One engineer, for instance, asks to see earlier versions of a team’s design and hear about the tests that led to modifications. A student named Elizabeth perks up when she hears engineers using the same technical vocabulary that she and her classmates have learned. “It was kind of a connection—this is actually a thing that goes on,” she says.
“They had really deep, meaningful conversations so that students could practice communicating their justification for their designs,” Devine says. Hearing them use academic language and apply physics concepts tells the teacher that students deeply understand the science behind their designs. “At the end of the day, that’s what I’m most concerned about,” he says.
https://youtu.be/bKc2shFqLao
By Suzie Boss
July 26, 2018
When a teenager climbs atop his desk and drops an object to the floor, teacher Johnny Devine doesn’t object. Far from it—he’s as eager as the rest of the class to see what happens next.
In a split second, the student and his teammates get positive feedback for the object they have cobbled together by hand. A small parachute made of plastic and held in place with duct tape opens as planned, slowing the descent and easing the cargo to a safe landing. Students exchange quick smiles of satisfaction as they record data. Their mission isn’t accomplished yet, but today’s test run brings them one step closer to success as aspiring aerospace engineers.
To boost engagement in challenging science content, Devine has his students tackle the same problems that professional scientists and engineers wrestle with. “Right away, they know that what they are learning can be applied to an actual career,” Devine says. “Students are motivated because it’s a real task.”
From the start of Mission to Mars, students know that expert engineers from local aerospace companies will evaluate their final working models of Mars landing devices. Their models will have to reflect the students’ best thinking about how to get a payload from orbit onto the surface of the Red Planet without damaging the goods inside. While real Mars landings involve multimillion-dollar equipment, students’ launchers will carry four fragile eggs.
THE ROAD MAP
Although the project gives students considerable freedom, it unfolds through a series of carefully designed stages, each focused on specific learning goals. Having a detailed project plan “creates a roadmap,” Devine explains, “for the students to really track their progress and see how what they’re learning connects back to the guiding question: How can we successfully land a rover on Mars?”
©George Lucas Educational Foundation
Before introducing technical content, Devine wants students to visualize what space scientists actually do. By watching videos of engineers who design entry, descent, and landing systems for spacecraft, students start getting into character for the work ahead.
Devine introduces a series of hands-on activities as the project unfolds to help students put physics concepts into action. They learn about air resistance, for instance, by experimenting with parachute designs and wrestling with a real challenge: How will they slow their landers to a reasonable speed for entry into the thin Martian atmosphere?
To apply the concept of change in momentum, students design airbag systems to go on the bottom of their landers—a location aptly called the crumple zone. They experiment with bubble wrap and other materials as potential cushioners for their cargo.
As the grand finale approaches, students keep using what they learn to test, analyze, and modify their designs. “You have to repeat the equations with different trials,” one student explains. “Being able to use that math over and over again helps it stick.”
Much of the hands-on learning in this PBL classroom “might look like a traditional physics lab,” Devine acknowledges, with students learning concepts through inquiry investigations. What’s different is the teacher’s ongoing reminder “to make sure students stay in character” as systems engineers. Each lab investigation relates back to their driving question and creates more opportunities for Devine to ask probing questions and formatively assess his students’ understanding. “We do a lot of framing in and framing out after each of those lessons so students have the chance to reflect and connect it back,” the teacher explains.
EXPERT CONVERSATIONS
When it is finally time for students to launch their precious cargo off a second-story landing, engineers from local aerospace companies are standing by to assess results. How many eggs in each lander will survive the fall?
Even more important than the test data are the discussions between experts and students. One engineer, for instance, asks to see earlier versions of a team’s design and hear about the tests that led to modifications. A student named Elizabeth perks up when she hears engineers using the same technical vocabulary that she and her classmates have learned. “It was kind of a connection—this is actually a thing that goes on,” she says.
“They had really deep, meaningful conversations so that students could practice communicating their justification for their designs,” Devine says. Hearing them use academic language and apply physics concepts tells the teacher that students deeply understand the science behind their designs. “At the end of the day, that’s what I’m most concerned about,” he says.
https://youtu.be/bKc2shFqLao
Posted by: Chathuri Super admin..
Assessing Learning
Posted on: #iteachmsu
THE TOP MYTHS ABOUT ADVANCED AI
common myths
for Advanced
AI:A captivating conversation is taking place about the future of artificial intelligence and what it will/should mean for humanity. There are fascinating controversies where the world’s leading experts disagree, such as AI’s future impact on the job market; if/when human-level AI will be developed; whether this will lead to an intelligence explosion; and whether this is something we should welcome or fear. But there are also many examples of boring pseudo-controversies caused by people misunderstanding and talking past each other.
TIMELINE MYTHS
The first myth regards the timeline: how long will it take until machines greatly supersede human-level intelligence? A common misconception is that we know the answer with great certainty.
One popular myth is that we know we’ll get superhuman AI this century. In fact, history is full of technological over-hyping. Where are those fusion power plants and flying cars we were promised we’d have by now? AI has also been repeatedly over-hyped in the past, even by some of the founders of the field. For example, John McCarthy (who coined the term “artificial intelligence”), Marvin Minsky, Nathaniel Rochester, and Claude Shannon wrote this overly optimistic forecast about what could be accomplished during two months with stone-age computers: “We propose that a 2 month, 10 man study of artificial intelligence be carried out during the summer of 1956 at Dartmouth College […] An attempt will be made to find how to make machines use language, form abstractions, and concepts, solve kinds of problems now reserved for humans, and improve themselves. We think that a significant advance can be made in one or more of these problems if a carefully selected group of scientists work on it together for a summer.”
CONTROVERSY MYTHS
Another common misconception is that the only people harboring concerns about AI and advocating AI safety research are Luddites who don’t know much about AI. When Stuart Russell, author of the standard AI textbook, mentioned this during his Puerto Rico talk, the audience laughed loudly. A related misconception is that supporting AI safety research is hugely controversial. In fact, to support a modest investment in AI safety research, people don’t need to be convinced that risks are high, merely non-negligible — just as a modest investment in home insurance is justified by a non-negligible probability of the home burning down.
for Advanced
AI:A captivating conversation is taking place about the future of artificial intelligence and what it will/should mean for humanity. There are fascinating controversies where the world’s leading experts disagree, such as AI’s future impact on the job market; if/when human-level AI will be developed; whether this will lead to an intelligence explosion; and whether this is something we should welcome or fear. But there are also many examples of boring pseudo-controversies caused by people misunderstanding and talking past each other.
TIMELINE MYTHS
The first myth regards the timeline: how long will it take until machines greatly supersede human-level intelligence? A common misconception is that we know the answer with great certainty.
One popular myth is that we know we’ll get superhuman AI this century. In fact, history is full of technological over-hyping. Where are those fusion power plants and flying cars we were promised we’d have by now? AI has also been repeatedly over-hyped in the past, even by some of the founders of the field. For example, John McCarthy (who coined the term “artificial intelligence”), Marvin Minsky, Nathaniel Rochester, and Claude Shannon wrote this overly optimistic forecast about what could be accomplished during two months with stone-age computers: “We propose that a 2 month, 10 man study of artificial intelligence be carried out during the summer of 1956 at Dartmouth College […] An attempt will be made to find how to make machines use language, form abstractions, and concepts, solve kinds of problems now reserved for humans, and improve themselves. We think that a significant advance can be made in one or more of these problems if a carefully selected group of scientists work on it together for a summer.”
CONTROVERSY MYTHS
Another common misconception is that the only people harboring concerns about AI and advocating AI safety research are Luddites who don’t know much about AI. When Stuart Russell, author of the standard AI textbook, mentioned this during his Puerto Rico talk, the audience laughed loudly. A related misconception is that supporting AI safety research is hugely controversial. In fact, to support a modest investment in AI safety research, people don’t need to be convinced that risks are high, merely non-negligible — just as a modest investment in home insurance is justified by a non-negligible probability of the home burning down.
Authored by: Rupali
Assessing Learning
Posted on: #iteachmsu
Beyond space missions, this approachable design allows Laika to integrate into domestic contexts.
In the intersection of space travel and robotics, Jihee Kim introduces Laika — a concept design for a life-like, AI robot pet that can interact with humans. Laika has been designed for upcoming space projects such as NASA’s Artemis and Moon to Mars missions set for 2025-2030, envisioned as the ultimate companion for space explorers as it caters to both their physical and emotional well-being while they are away from home. Unlike the aggressive robotic dogs currently available on the market, Jihee Kim has designed Laika with a friendly and organic finish that enables it to connect to its human counterpart on an emotional level when in use while monitoring their health conditions and assisting them in emergencies. Beyond space missions, this approachable design allows Laika to integrate into domestic contexts.
Image :
video link : Embedded URL test :
Table :
Sr NO
Assignee
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Cat 1
Rohit
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Cat 2
Shweta
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Numbering :
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URL : https://www.designboom.com/technology/life-like-ai-robot-dog-laika-space-travelers-jihee-kim-11-19-2023/
Image :
video link : Embedded URL test :
Table :
Sr NO
Assignee
Task
Cat 1
Rohit
Test 1
Cat 2
Shweta
Test 2
Numbering :
Number 1
Number 2
Bullets :
Bullets 1
Bullets 2
Bullets 3
URL : https://www.designboom.com/technology/life-like-ai-robot-dog-laika-space-travelers-jihee-kim-11-19-2023/
Authored by: vijayalaxmi vishwanath mali
Posted on: Smoke testing group...
Evaluative or thick conceptions[b] of education state that it is part of the nature of education to lead to some kind of improvement. They contrast with thin conceptions, which provide a value-neutral explanation.[13] Some theorists provide a descriptive conception of education by observing how the term is commonly used in ordinary language. Prescriptive conceptions, by contrast, define what good education is or how education should be practiced.[14] Many thick and prescriptive conceptions see education as an activity that tries to achieve certain aims.[15] Some concentrate on epistemic aims, like knowledge and understanding. Others give more emphasis to the development of skills, like rationality and critical thinking, and character traits, like kindness and honesty.
Posted by: Vijayalaxmi Mhetre
Disciplinary Content
Posted on: #iteachmsu
![Article preview image]()
Globalisation and Education in the Postcolonial World:
Towards a conceptual framework The article examines the relevance of existing accounts of globalisation and education for low income, postcolonial countries, with special reference to the education systems of sub-Saharan Africa. Using recent developments in globalisation theory, existing accounts are analysed in relation to their view of the origins, nature and future trajectory of globalisation and the implications for education. It is argued that most of the recent literature deals with Western industrialised countries and the newly industrialised countries of the Pacific Rim and therefore has limited relevance for low income countries. The literature that is concerned with low income countries often lacks a firm theoretical basis and has been limited to a discussion of the impact of economic globalisation on education. Drawing on recent work on the political economy of development and the state in Africa, the article sets out a conceptual framework for understanding various aspects of the education/globalisation relationship in low income, postcolonial countries including economic, political and cultural aspects.
Towards a conceptual framework The article examines the relevance of existing accounts of globalisation and education for low income, postcolonial countries, with special reference to the education systems of sub-Saharan Africa. Using recent developments in globalisation theory, existing accounts are analysed in relation to their view of the origins, nature and future trajectory of globalisation and the implications for education. It is argued that most of the recent literature deals with Western industrialised countries and the newly industrialised countries of the Pacific Rim and therefore has limited relevance for low income countries. The literature that is concerned with low income countries often lacks a firm theoretical basis and has been limited to a discussion of the impact of economic globalisation on education. Drawing on recent work on the political economy of development and the state in Africa, the article sets out a conceptual framework for understanding various aspects of the education/globalisation relationship in low income, postcolonial countries including economic, political and cultural aspects.
Posted by: Chathuri Super admin..
Assessing Learning
Posted on: #iteachmsu
The robot misconception is related to the myth that machines can’t control humans.
Intelligence enables control: humans control tigers not because we are stronger, but because we are smarter. This means that if we cede our position as smartest on our planet, it’s possible that we might also cede control.
Intelligence enables control: humans control tigers not because we are stronger, but because we are smarter. This means that if we cede our position as smartest on our planet, it’s possible that we might also cede control.
Posted by: Chathuri Super admin..
Assessing Learning
Posted on: #iteachmsu
The concept that computer programs can automatically learn from and adapt to new data without being assisted by humans. Deep learning techniques enable this automatic learning through the absorption of huge amounts of unstructured data such as text, images, or video.
Posted by: Rupali Jagtap
Assessing Learning
Posted on: #iteachmsu
Concordion is a powerful tool, written in Java, that is used to write and manage automated acceptance tests. It is distributed under the Apache Software License. Its clean and simple concepts make it very easy to learn and use. Concordion can be used along with .NET, Python, Fantom, Scala, and Ruby languages. test by 935
Posted by: Super Admin
Posted on: #iteachmsu
Concordion is a powerful tool, written in Java, that is used to write and manage automated acceptance tests. It is distributed under the Apache Software License. Its clean and simple concepts make it very easy to learn and use. Concordion can be used along with .NET, Python, Fantom, Scala, and Ruby languages. test by 935
Posted by: Super Admin
Posted on: #iteachmsu
Concordion is a powerful tool, written in Java, that is used to write and manage automated acceptance tests. It is distributed under the Apache Software License. Its clean and simple concepts make it very easy to learn and use. Concordion can be used along with .NET, Python, Fantom, Scala, and Ruby languages. test by 935
Posted by: Super Admin
Posted on: #iteachmsu
Concordion is a powerful tool, written in Java, that is used to write and manage automated acceptance tests. It is distributed under the Apache Software License. Its clean and simple concepts make it very easy to learn and use. Concordion can be used along with .NET, Python, Fantom, Scala, and Ruby languages. test
Posted by: Super Admin
Host: #iteachmsu
Computer Fundamentals
Computer is an advanced electronic device that takes raw data as an input from the user and processes it under the control of a set of instructions (called program), produces a result (output), and saves it for future use. This tutorial explains the foundational concepts of computer hardware, software, operating systems, peripherals, etc. along with how to get the most value and impact from computer technology.
Host: CTLI
Start with the End in Mind: Backward Design for Better Assessment
This workshop introduces the concept of alignment as a foundation for effective course and assessment design. Participants will learn how to write clear, measurable learning objectives, identify course materials and assessments that align with those objectives, and evaluate the overall coherence of course elements. The session emphasizes backward design as a practical approach to creating intentional, goal-driven learning experiences.
Upon completion of this learning experience, participants will be able to:
define the concept of alignment as it pertains to curriculum design and development
write appropriately stated learning objectives using best practices (e.g., learning taxonomy)
suggest course materials and assessments that are aligned with learning objectives
evaluate various parts of a course for alignment.
Navigating Context
EXPIRED
Host: CTLI
Instructor Jumpstart: Part 2
Join the Center for Teaching and Learning Innovation (CTLI)- in partnership with the Office for Faculty and Academic Staff Development (OFASD)- for a two part introduction to high-level topics related to quality, inclusive teaching at Michigan State University. Each session in “Instructor Jumpstart” is a one-hour, hybrid, presentation, co-facilitated by Drs. Makena Neal and Ellie Louson.
Upon completion of this learning experience, participants will be able to:
participants will be able to identify key principles of quality and inclusive teaching practices at MSU
participants will recognize core strategies for creating an engaging and equitable learning environment
participants will describe foundational concepts related to effective instructional design and inclusive pedagogy.
The in-person location for this session is the Center for Teaching and Learning Innovation. Please join us in the Main Library, Room W207. For directions to W207, please visit the Room Locations page.
Navigating Context
EXPIRED
Host: CTLI
Instructor Jumpstart: Part 1
Join the Center for Teaching and Learning Innovation (CTLI)- in partnership with the Office for Faculty and Academic Staff Development (OFASD)- for a two part introduction to high-level topics related to quality, inclusive teaching at Michigan State University. Each session in “Instructor Jumpstart” is a one-hour, hybrid, presentation, co-facilitated by Drs. Makena Neal and Ellie Louson.
Upon completion of this learning experience, participants will be able to:
participants will be able to identify key principles of quality and inclusive teaching practices at MSU
participants will recognize core strategies for creating an engaging and equitable learning environment
participants will describe foundational concepts related to effective instructional design and inclusive pedagogy.
The in-person location for this session is the Center for Teaching and Learning Innovation. Please join us in the Main Library, Room W207. For directions to W207, please visit the Room Locations page.
Navigating Context
EXPIRED