We found 22 results that contain "documents"
Posted on: #iteachmsu
Language Recognizer
In the global Internet environment processing of information in multiple languages has a great importance. Intellexer Language Recognizer identifies the language and character encoding of incoming documents. It supports more than 30 languages, covering major European and Asian languages. Intellexer Language Recognizer can be successfully used: - as a pre-filtering step to improve the quality of input text data (because of most natural processing algorithms deal with monolingual texts and inclusion of other languages can decrease the performance of document management systems); - in mining bilingual texts for machine translation from online resources; - for retrieval, grouping and understanding relevant information (user’s texts, emails and etc.) in multilingual environment.Language Recognizer
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ADHD and School interventions
https://education.wm.edu/centers/ttac/documents/packets/adhd.pdf
School interventions should include a team approach across multiple settings, consisting of both
preventive and intervention strategies.
Interventions must be based upon assessment data that includes information about the student’s strengths and needs as well as the environmental conditions in which her characteristics of ADHD occur.
Progress monitoring and strategy adjustments are critical to the success of any intervention plan (Wolraich & DuPaul, 2010).
School interventions should include a team approach across multiple settings, consisting of both
preventive and intervention strategies.
Interventions must be based upon assessment data that includes information about the student’s strengths and needs as well as the environmental conditions in which her characteristics of ADHD occur.
Progress monitoring and strategy adjustments are critical to the success of any intervention plan (Wolraich & DuPaul, 2010).
NAVIGATING CONTEXT
Posted on: #iteachmsu
ADHD Students and Classroom Considerations
https://education.wm.edu/centers/ttac/documents/packets/adhd.pdf
The culture of the classroom can either support or create barriers to student success (Piffner,
2011).
Factors that foster attention, positive behavior, and academic and social success include
establishing positive relationships with students, adopting classroom management techniques,
and creating a physical arrangement that facilitates learning.
It is often a positive relationship with one teacher that facilitates school success for a student
with ADHD (Piffner, 2011).
The culture of the classroom can either support or create barriers to student success (Piffner,
2011).
Factors that foster attention, positive behavior, and academic and social success include
establishing positive relationships with students, adopting classroom management techniques,
and creating a physical arrangement that facilitates learning.
It is often a positive relationship with one teacher that facilitates school success for a student
with ADHD (Piffner, 2011).
Posted on: #iteachmsu
Organizational Supports
Primer text from the College of William & Mary.
https://education.wm.edu/centers/ttac/documents/packets/adhd.pdf
Many students with ADHD have significant difficulties with organization.
https://education.wm.edu/centers/ttac/documents/packets/adhd.pdf
Many students with ADHD have significant difficulties with organization.
ASSESSING LEARNING
Posted on: #iteachmsu
Students and Classroom
https://education.wm.edu/centers/ttac/documents/packets/adhd.pdf
The culture of the classroom can either support or create barriers to student success (Piffner,
2011).
Factors that foster attention, positive behavior, and academic and social success include
establishing positive relationships with students, adopting classroom management techniques,
and creating a physical arrangement that facilitates learning.
The culture of the classroom can either support or create barriers to student success (Piffner,
2011).
Factors that foster attention, positive behavior, and academic and social success include
establishing positive relationships with students, adopting classroom management techniques,
and creating a physical arrangement that facilitates learning.
Posted on: #iteachmsu
Playlist: Students with ADHD
https://education.wm.edu/centers/ttac/documents/packets/adhd.pdf
PRIMER: What is Attention Deficit Hyperactivity Disorder? - ADDED
Classroom Interventions for Attention Deficit/ Hyperactivity Disorder Considerations Packet
Primer text from The College of William & Mary
ADHD is one of the most commonly diagnosed conditions of children (Centers for Disease
Control and Prevention, 2015).
In a 2016 Centers for Disease Control and Prevention study, scientists found that 6.1 million children aged 2-17 years living in the U.S. had been diagnosed with attention-deficit/hyperactivity disorder (ADHD), which is similar to previous en
Ages 6-11: Approximately 2.4 million children
Ages 12-17: Approximately 3.3 million children
The diagnostic term attention deficit/hyperactivity disorder (ADHD) refers to individuals who display patterns of inattention, impulsivity, and overactive behavior that interfere with daily functioning (American Psychiatric Association [APA], 2013).
The Diagnostic and Statistical Manual (DSM) V (APA, 2013) criteria for diagnosing ADHD list
three types of ADHD and the accompanying characteristics.
PRIMER: What is Attention Deficit Hyperactivity Disorder? - ADDED
Classroom Interventions for Attention Deficit/ Hyperactivity Disorder Considerations Packet
Primer text from The College of William & Mary
ADHD is one of the most commonly diagnosed conditions of children (Centers for Disease
Control and Prevention, 2015).
In a 2016 Centers for Disease Control and Prevention study, scientists found that 6.1 million children aged 2-17 years living in the U.S. had been diagnosed with attention-deficit/hyperactivity disorder (ADHD), which is similar to previous en
Ages 6-11: Approximately 2.4 million children
Ages 12-17: Approximately 3.3 million children
The diagnostic term attention deficit/hyperactivity disorder (ADHD) refers to individuals who display patterns of inattention, impulsivity, and overactive behavior that interfere with daily functioning (American Psychiatric Association [APA], 2013).
The Diagnostic and Statistical Manual (DSM) V (APA, 2013) criteria for diagnosing ADHD list
three types of ADHD and the accompanying characteristics.
Posted on: #iteachmsu
What is Attention Deficit Hyperactivity Disorder?
Classroom Interventions for Attention Deficit/ Hyperactivity Disorder Considerations Packet
Iteach MSU : Get started
ADHD is one of the most commonly diagnosed conditions of children (Centers for DiseaseControl and Prevention, 2015).
In a 2016 Centers for Disease Control and Prevention study, scientists found that 6.1 million children aged 2-17 years living in the U.S. had been diagnosed with attention-deficit/hyperactivity disorder (ADHD), which is similar to previous estimates.
Ages 2-5: Approximately 388,000 children
Ages 6-11: Approximately 2.4 million children
Ages 12-17: Approximately 3.3 million children
Iteach MSU : Get started
ADHD is one of the most commonly diagnosed conditions of children (Centers for DiseaseControl and Prevention, 2015).
In a 2016 Centers for Disease Control and Prevention study, scientists found that 6.1 million children aged 2-17 years living in the U.S. had been diagnosed with attention-deficit/hyperactivity disorder (ADHD), which is similar to previous estimates.
Ages 2-5: Approximately 388,000 children
Ages 6-11: Approximately 2.4 million children
Ages 12-17: Approximately 3.3 million children
Authored by: Primer text from The College of William & Mary
Posted on: #iteachmsu
Storage of Certificates of Students
Block chain technology allows duplication of data. Thus it can help to store digital copies of the student certificates in the distributed and collaborated environment. Each university can act as node or Validator where any person in authority can validate student documents by requesting for verified information from the students.
Such collaborative approach can help solve many issues like loss of original degree certificates or mark sheets, illegal duplication or modification of documents, authentication of student education records etc. This will also help universities to cut down the costs involved in making infrastructure available for storage of students’ important educational documents.
Such collaborative approach can help solve many issues like loss of original degree certificates or mark sheets, illegal duplication or modification of documents, authentication of student education records etc. This will also help universities to cut down the costs involved in making infrastructure available for storage of students’ important educational documents.
Authored by: Divya Sawant
Navigating Context
Posted on: #iteachmsu
Organizational Supports for ADHD Students
Primer text from the College of William & Mary.https://education.wm.edu/centers/ttac/documents/packets/adhd.pdfMany students with ADHD have significant difficulties with organization.
They are more likely to respond positively when teachers establish class routines and set procedures and maintain a well-organized learning environment. Clear rules and advanced planning are keys to success for teachers of students with ADHD.The following organizational supports are particularly useful. Students should be taught to use these tools through teacher modeling and guided practice with feedback before being expected to use them more independently.Assignment Notebook: Provide the student with an assignment notebook to helporganize homework and seatwork.Color-Coded Folders: Provide the student with color-coded folders to helporganize assignments for different academic subjects.Homework Partners: Assign the student a partner who can help record
They are more likely to respond positively when teachers establish class routines and set procedures and maintain a well-organized learning environment. Clear rules and advanced planning are keys to success for teachers of students with ADHD.The following organizational supports are particularly useful. Students should be taught to use these tools through teacher modeling and guided practice with feedback before being expected to use them more independently.Assignment Notebook: Provide the student with an assignment notebook to helporganize homework and seatwork.Color-Coded Folders: Provide the student with color-coded folders to helporganize assignments for different academic subjects.Homework Partners: Assign the student a partner who can help record
Posted by: Super Admin
Posted on: #iteachmsu
ADHD Students and Classroom Considerations
ADHD Students and Classroom Considerations
https://education.wm.edu/centers/ttac/documents/packets/adhd.pdf
The culture of the classroom can either support or create barriers to student success (Piffner,2011).
Factors that foster attention, positive behavior, and academic and social success includeestablishing positive relationships with students, adopting classroom management techniques,and creating a physical arrangement that facilitates learning.
It is often a positive relationship with one teacher that facilitates school success for a studentwith ADHD (Piffner, 2011).
https://education.wm.edu/centers/ttac/documents/packets/adhd.pdf
The culture of the classroom can either support or create barriers to student success (Piffner,2011).
Factors that foster attention, positive behavior, and academic and social success includeestablishing positive relationships with students, adopting classroom management techniques,and creating a physical arrangement that facilitates learning.
It is often a positive relationship with one teacher that facilitates school success for a studentwith ADHD (Piffner, 2011).
Posted by: Super Admin
Navigating Context
Posted on: #iteachmsu
Article For Software development life cycle
What is SDLC?
SDLC is a process followed for a software project, within a software organization. It consists of a detailed plan describing how to develop, maintain, replace and alter or enhance specific software. The life cycle defines a methodology for improving the quality of software and the overall development process.
The following figure is a graphical representation of the various stages of a typical SDLC.
A typical Software Development Life Cycle consists of the following stages −
Stage 1: Planning and Requirement Analysis
Requirement analysis is the most important and fundamental stage in SDLC. It is performed by the senior members of the team with inputs from the customer, the sales department, market surveys and domain experts in the industry. This information is then used to plan the basic project approach and to conduct product feasibility study in the economical, operational and technical areas.
Planning for the quality assurance requirements and identification of the risks associated with the project is also done in the planning stage. The outcome of the technical feasibility study is to define the various technical approaches that can be followed to implement the project successfully with minimum risks.
Stage 2: Defining Requirements
Once the requirement analysis is done the next step is to clearly define and document the product requirements and get them approved from the customer or the market analysts. This is done through an SRS (Software Requirement Specification) document which consists of all the product requirements to be designed and developed during the project life cycle.
Stage 3: Designing the Product Architecture
SRS is the reference for product architects to come out with the best architecture for the product to be developed. Based on the requirements specified in SRS, usually more than one design approach for the product architecture is proposed and documented in a DDS - Design Document Specification.
This DDS is reviewed by all the important stakeholders and based on various parameters as risk assessment, product robustness, design modularity, budget and time constraints, the best design approach is selected for the product.
A design approach clearly defines all the architectural modules of the product along with its communication and data flow representation with the external and third party modules (if any). The internal design of all the modules of the proposed architecture should be clearly defined with the minutest of the details in DDS.
Stage 4: Building or Developing the Product
In this stage of SDLC the actual development starts and the product is built. The programming code is generated as per DDS during this stage. If the design is performed in a detailed and organized manner, code generation can be accomplished without much hassle.
Developers must follow the coding guidelines defined by their organization and programming tools like compilers, interpreters, debuggers, etc. are used to generate the code. Different high level programming languages such as C, C++, Pascal, Java and PHP are used for coding. The programming language is chosen with respect to the type of software being developed.
Stage 5: Testing the Product
This stage is usually a subset of all the stages as in the modern SDLC models, the testing activities are mostly involved in all the stages of SDLC. However, this stage refers to the testing only stage of the product where product defects are reported, tracked, fixed and retested, until the product reaches the quality standards defined in the SRS.
Stage 6: Deployment in the Market and Maintenance
Once the product is tested and ready to be deployed it is released formally in the appropriate market. Sometimes product deployment happens in stages as per the business strategy of that organization. The product may first be released in a limited segment and tested in the real business environment (UAT- User acceptance testing).
Then based on the feedback, the product may be released as it is or with suggested enhancements in the targeting market segment. After the product is released in the market, its maintenance is done for the existing customer base.Video link:Embedded video link:Link: https://projects.invisionapp.com/d/main#/console/20294675/458743820/preview
SDLC is a process followed for a software project, within a software organization. It consists of a detailed plan describing how to develop, maintain, replace and alter or enhance specific software. The life cycle defines a methodology for improving the quality of software and the overall development process.
The following figure is a graphical representation of the various stages of a typical SDLC.
A typical Software Development Life Cycle consists of the following stages −
Stage 1: Planning and Requirement Analysis
Requirement analysis is the most important and fundamental stage in SDLC. It is performed by the senior members of the team with inputs from the customer, the sales department, market surveys and domain experts in the industry. This information is then used to plan the basic project approach and to conduct product feasibility study in the economical, operational and technical areas.
Planning for the quality assurance requirements and identification of the risks associated with the project is also done in the planning stage. The outcome of the technical feasibility study is to define the various technical approaches that can be followed to implement the project successfully with minimum risks.
Stage 2: Defining Requirements
Once the requirement analysis is done the next step is to clearly define and document the product requirements and get them approved from the customer or the market analysts. This is done through an SRS (Software Requirement Specification) document which consists of all the product requirements to be designed and developed during the project life cycle.
Stage 3: Designing the Product Architecture
SRS is the reference for product architects to come out with the best architecture for the product to be developed. Based on the requirements specified in SRS, usually more than one design approach for the product architecture is proposed and documented in a DDS - Design Document Specification.
This DDS is reviewed by all the important stakeholders and based on various parameters as risk assessment, product robustness, design modularity, budget and time constraints, the best design approach is selected for the product.
A design approach clearly defines all the architectural modules of the product along with its communication and data flow representation with the external and third party modules (if any). The internal design of all the modules of the proposed architecture should be clearly defined with the minutest of the details in DDS.
Stage 4: Building or Developing the Product
In this stage of SDLC the actual development starts and the product is built. The programming code is generated as per DDS during this stage. If the design is performed in a detailed and organized manner, code generation can be accomplished without much hassle.
Developers must follow the coding guidelines defined by their organization and programming tools like compilers, interpreters, debuggers, etc. are used to generate the code. Different high level programming languages such as C, C++, Pascal, Java and PHP are used for coding. The programming language is chosen with respect to the type of software being developed.
Stage 5: Testing the Product
This stage is usually a subset of all the stages as in the modern SDLC models, the testing activities are mostly involved in all the stages of SDLC. However, this stage refers to the testing only stage of the product where product defects are reported, tracked, fixed and retested, until the product reaches the quality standards defined in the SRS.
Stage 6: Deployment in the Market and Maintenance
Once the product is tested and ready to be deployed it is released formally in the appropriate market. Sometimes product deployment happens in stages as per the business strategy of that organization. The product may first be released in a limited segment and tested in the real business environment (UAT- User acceptance testing).
Then based on the feedback, the product may be released as it is or with suggested enhancements in the targeting market segment. After the product is released in the market, its maintenance is done for the existing customer base.Video link:Embedded video link:Link: https://projects.invisionapp.com/d/main#/console/20294675/458743820/preview
Authored by: Vijayalaxmi vishvanath mali
Navigating Context
Posted on: #iteachmsu
Health Problems and Health Education
THE HEALTH PROBLEMS OF greatest significance today are the chronic diseases. . . . The extent of chronic diseases, various disabling conditions, and the economic burden that they impose have been thoroughly documented. Health education and health educators will be expected to contribute to the reduction of the negative impact of such major health problems as heart disease, cancer, dental disease, mental illness and other neurological disturbances, obesity, accidents, and the adjustments necessary to a productive old age.
The new and unique role of health education in helping to meet these problems can perhaps be clarified through a review of some of the differences between procedures that have been successful in solving the problems of the acute communicable diseases and those that are available for coping with today’s problems.Youtube video URL: Youtube embedded URL: URL : https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1448258/ Table:
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The new and unique role of health education in helping to meet these problems can perhaps be clarified through a review of some of the differences between procedures that have been successful in solving the problems of the acute communicable diseases and those that are available for coping with today’s problems.Youtube video URL: Youtube embedded URL: URL : https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1448258/ Table:
col 1
col 2
col 3
col4
row 1
row 2
row 3
row 4
Special characters:āØNumbering:
Sample 1
Sample 2
Bullets:
Sample 1
Sample 2
Authored by: Shweta
Disciplinary Content
Posted on: #iteachmsu
Web Content Accessibility Guidelines (WCAG) 2.2
Web Content Accessibility Guidelines (WCAG) 2.2 defines how to make Web content more accessible to people with disabilities. Accessibility involves a wide range of disabilities, including visual, auditory, physical, speech, cognitive, language, learning, and neurological disabilities. Although these guidelines cover a wide range of issues, they are not able to address the needs of people with all types, degrees, and combinations of disability. These guidelines also make Web content more usable by older individuals with changing abilities due to aging and often improve usability for users in general.
WCAG 2.2 is developed through the W3C process in cooperation with individuals and organizations around the world, with a goal of providing a shared standard for Web content accessibility that meets the needs of individuals, organizations, and governments internationally. WCAG 2.2 builds on WCAG 2.0 [WCAG20] and WCAG 2.1 [WCAG21], which in turn built on WCAG 1.0 [WAI-WEBCONTENT] and is designed to apply broadly to different Web technologies now and in the future, and to be testable with a combination of automated testing and human evaluation. For an introduction to WCAG, see the Web Content Accessibility Guidelines (WCAG) Overview.
Significant challenges were encountered in defining additional criteria to address cognitive, language, and learning disabilities, including a short timeline for development as well as challenges in reaching consensus on testability, implementability, and international considerations of proposals. Work will carry on in this area in future versions of WCAG. We encourage authors to refer to our supplemental guidance on improving inclusion for people with disabilities, including learning and cognitive disabilities, people with low-vision, and more.
Web accessibility depends not only on accessible content but also on accessible Web browsers and other user agents. Authoring tools also have an important role in Web accessibility. For an overview of how these components of Web development and interaction work together, see:
Essential Components of Web Accessibility
User Agent Accessibility Guidelines (UAAG) Overview
Authoring Tool Accessibility Guidelines (ATAG) Overview
Where this document refers to WCAG 2 it is intended to mean any and all versions of WCAG that start with 2.
WCAG 2.2 is developed through the W3C process in cooperation with individuals and organizations around the world, with a goal of providing a shared standard for Web content accessibility that meets the needs of individuals, organizations, and governments internationally. WCAG 2.2 builds on WCAG 2.0 [WCAG20] and WCAG 2.1 [WCAG21], which in turn built on WCAG 1.0 [WAI-WEBCONTENT] and is designed to apply broadly to different Web technologies now and in the future, and to be testable with a combination of automated testing and human evaluation. For an introduction to WCAG, see the Web Content Accessibility Guidelines (WCAG) Overview.
Significant challenges were encountered in defining additional criteria to address cognitive, language, and learning disabilities, including a short timeline for development as well as challenges in reaching consensus on testability, implementability, and international considerations of proposals. Work will carry on in this area in future versions of WCAG. We encourage authors to refer to our supplemental guidance on improving inclusion for people with disabilities, including learning and cognitive disabilities, people with low-vision, and more.
Web accessibility depends not only on accessible content but also on accessible Web browsers and other user agents. Authoring tools also have an important role in Web accessibility. For an overview of how these components of Web development and interaction work together, see:
Essential Components of Web Accessibility
User Agent Accessibility Guidelines (UAAG) Overview
Authoring Tool Accessibility Guidelines (ATAG) Overview
Where this document refers to WCAG 2 it is intended to mean any and all versions of WCAG that start with 2.
Authored by: Vijaya
Disciplinary Content
Posted on: #iteachmsu
Visual and Environmental Prompts:
Use behavioral and environmental prompts to increase desired classroom behaviors. For example, pictorial prompts of students attending in class serve as a reminder of the teacher’s expectations for learning and behavior. Electronic visual aids such as interactive whiteboards and document cameras are helpful for capturing the attention of students with ADHD (Piffner, 2011).
https://www.cliffsnotes.com/study-guides/principles-of-management/the-evolution-of-management-thought/behavioral-management-theory
Additionally, the use of tablets and computers may engage students more fully in learning activities.
Priming Procedure: Prime the student before an assignment or lesson byreviewing a list of student-identified privileges or reinforcements that can beearned following a specified work period.
Proximity Control: Teacher proximity is highly effective for helping studentswith ADHD maintain attention. For example, the teacher may move closer to thestudent when giving directions and monitoring seatwork.
Timers: Set a timer to indicate how much time remains in the lesson or workperiod. The timer should be clearly visible so students can check remaining timeand monitor their progress.
Wristwatch or Smartphone: Teach the student to use a wristwatch orsmartphone to manage time when completing assigned work. Many watches andsmartphones have built-in timers that can be programmed to beep at set intervals.
Music: Play different levels and tempos of music to help students understand theactivity level appropriate for particular lessons. For example, using quiet classicalmusic for individual learning activities helps block distractions and creates a calmclassroom environment (U.S. Department of Education, 2006).
Children with ADHD require specific and frequent feedback and/or reinforcementimmediately following the demonstration of desired behaviors. When students arelearning new behaviors, it is generally important to reinforce close approximations firstas a way to shape behavior. Once a behavior is established, the frequency ofreinforcement can be gradually decreased. Students with ADHD tend to quickly loseinterest with repetition, so a variety of easy-to-implement reinforcers should beconsidered.Praise, Praise, Praise: Attentiveness and appropriate classroom behavior areprerequisites for learning; therefore, interventions that promote these behaviorsshould be an integral part of the teaching process for all students. When teachersare attentive to positive behavior and specifically praise students for thesebehaviors, they can engage students before their attention drifts while highlightingdesired behavior (U.S. Department of Education, 2006).
https://www.cliffsnotes.com/study-guides/principles-of-management/the-evolution-of-management-thought/behavioral-management-theory
Additionally, the use of tablets and computers may engage students more fully in learning activities.
Priming Procedure: Prime the student before an assignment or lesson byreviewing a list of student-identified privileges or reinforcements that can beearned following a specified work period.
Proximity Control: Teacher proximity is highly effective for helping studentswith ADHD maintain attention. For example, the teacher may move closer to thestudent when giving directions and monitoring seatwork.
Timers: Set a timer to indicate how much time remains in the lesson or workperiod. The timer should be clearly visible so students can check remaining timeand monitor their progress.
Wristwatch or Smartphone: Teach the student to use a wristwatch orsmartphone to manage time when completing assigned work. Many watches andsmartphones have built-in timers that can be programmed to beep at set intervals.
Music: Play different levels and tempos of music to help students understand theactivity level appropriate for particular lessons. For example, using quiet classicalmusic for individual learning activities helps block distractions and creates a calmclassroom environment (U.S. Department of Education, 2006).
Children with ADHD require specific and frequent feedback and/or reinforcementimmediately following the demonstration of desired behaviors. When students arelearning new behaviors, it is generally important to reinforce close approximations firstas a way to shape behavior. Once a behavior is established, the frequency ofreinforcement can be gradually decreased. Students with ADHD tend to quickly loseinterest with repetition, so a variety of easy-to-implement reinforcers should beconsidered.Praise, Praise, Praise: Attentiveness and appropriate classroom behavior areprerequisites for learning; therefore, interventions that promote these behaviorsshould be an integral part of the teaching process for all students. When teachersare attentive to positive behavior and specifically praise students for thesebehaviors, they can engage students before their attention drifts while highlightingdesired behavior (U.S. Department of Education, 2006).
Authored by: Piffner, 2011
Posted on: #iteachmsu
Block chain technology allows duplication of data. Thus it can help to store digital copies of the student certificates in the distributed and collaborated environment. Each university can act as node or Validator where any person in authority can validate student documents by requesting for verified information from the students.
Posted by: Chathuri Super admin..
Posted on: #iteachmsu
Reffer : Primer text from the College of William & Mary.
https://education.wm.edu/centers/ttac/documents/packets/adhd.pdf
Many students with ADHD have significant difficulties with organization.
They are more likely to respond positively when teachers establish class routines and set procedures and maintain a well-organized learning environment.
Clear rules and advanced planning are keys to success for teachers of students with ADHD.
https://education.wm.edu/centers/ttac/documents/packets/adhd.pdf
Many students with ADHD have significant difficulties with organization.
They are more likely to respond positively when teachers establish class routines and set procedures and maintain a well-organized learning environment.
Clear rules and advanced planning are keys to success for teachers of students with ADHD.
Posted by: Chathuri Super admin..
Posted on: #iteachmsu
Stage 1: Planning and Requirement Analysis
Requirement analysis is the most important and fundamental stage in SDLC. It is performed by the senior members of the team with inputs from the customer, the sales department, market surveys and domain experts in the industry. This information is then used to plan the basic project approach and to conduct product feasibility study in the economical, operational and technical areas.
Planning for the quality assurance requirements and identification of the risks associated with the project is also done in the planning stage. The outcome of the technical feasibility study is to define the various technical approaches that can be followed to implement the project successfully with minimum risks.
Stage 2: Defining Requirements
Once the requirement analysis is done the next step is to clearly define and document the product requirements and get them approved from the customer or the market analysts. This is done through an SRS (Software Requirement Specification) document which consists of all the product requirements to be designed and developed during the project life cycle.
Stage 3: Designing the Product Architecture
SRS is the reference for product architects to come out with the best architecture for the product to be developed. Based on the requirements specified in SRS, usually more than one design approach for the product architecture is proposed and documented in a DDS - Design Document Specification.
This DDS is reviewed by all the important stakeholders and based on various parameters as risk assessment, product robustness, design modularity, budget and time constraints, the best design approach is selected for the product.
A design approach clearly defines all the architectural modules of the product along with its communication and data flow representation with the external and third party modules (if any). The internal design of all the modules of the proposed architecture should be clearly defined with the minutest of the details in DDS.
Stage 4: Building or Developing the Product
In this stage of SDLC the actual development starts and the product is built. The programming code is generated as per DDS during this stage. If the design is performed in a detailed and organized manner, code generation can be accomplished without much hassle.
Developers must follow the coding guidelines defined by their organization and programming tools like compilers, interpreters, debuggers, etc. are used to generate the code. Different high level programming languages such as C, C++, Pascal, Java and PHP are used for coding. The programming language is chosen with respect to the type of software being developed.
Stage 5: Testing the Product
This stage is usually a subset of all the stages as in the modern SDLC models, the testing activities are mostly involved in all the stages of SDLC. However, this stage refers to the testing only stage of the product where product defects are reported, tracked, fixed and retested, until the product reaches the quality standards defined in the SRS.
Stage 6: Deployment in the Market and Maintenance
Once the product is tested and ready to be deployed it is released formally in the appropriate market. Sometimes product deployment happens in stages as per the business strategy of that organization. The product may first be released in a limited segment and tested in the real business environment (UAT- User acceptance testing).
Then based on the feedback, the product may be released as it is or with suggested enhancements in the targeting market segment. After the product is released in the market, its maintenance is done for the existing customer base.
Requirement analysis is the most important and fundamental stage in SDLC. It is performed by the senior members of the team with inputs from the customer, the sales department, market surveys and domain experts in the industry. This information is then used to plan the basic project approach and to conduct product feasibility study in the economical, operational and technical areas.
Planning for the quality assurance requirements and identification of the risks associated with the project is also done in the planning stage. The outcome of the technical feasibility study is to define the various technical approaches that can be followed to implement the project successfully with minimum risks.
Stage 2: Defining Requirements
Once the requirement analysis is done the next step is to clearly define and document the product requirements and get them approved from the customer or the market analysts. This is done through an SRS (Software Requirement Specification) document which consists of all the product requirements to be designed and developed during the project life cycle.
Stage 3: Designing the Product Architecture
SRS is the reference for product architects to come out with the best architecture for the product to be developed. Based on the requirements specified in SRS, usually more than one design approach for the product architecture is proposed and documented in a DDS - Design Document Specification.
This DDS is reviewed by all the important stakeholders and based on various parameters as risk assessment, product robustness, design modularity, budget and time constraints, the best design approach is selected for the product.
A design approach clearly defines all the architectural modules of the product along with its communication and data flow representation with the external and third party modules (if any). The internal design of all the modules of the proposed architecture should be clearly defined with the minutest of the details in DDS.
Stage 4: Building or Developing the Product
In this stage of SDLC the actual development starts and the product is built. The programming code is generated as per DDS during this stage. If the design is performed in a detailed and organized manner, code generation can be accomplished without much hassle.
Developers must follow the coding guidelines defined by their organization and programming tools like compilers, interpreters, debuggers, etc. are used to generate the code. Different high level programming languages such as C, C++, Pascal, Java and PHP are used for coding. The programming language is chosen with respect to the type of software being developed.
Stage 5: Testing the Product
This stage is usually a subset of all the stages as in the modern SDLC models, the testing activities are mostly involved in all the stages of SDLC. However, this stage refers to the testing only stage of the product where product defects are reported, tracked, fixed and retested, until the product reaches the quality standards defined in the SRS.
Stage 6: Deployment in the Market and Maintenance
Once the product is tested and ready to be deployed it is released formally in the appropriate market. Sometimes product deployment happens in stages as per the business strategy of that organization. The product may first be released in a limited segment and tested in the real business environment (UAT- User acceptance testing).
Then based on the feedback, the product may be released as it is or with suggested enhancements in the targeting market segment. After the product is released in the market, its maintenance is done for the existing customer base.
Posted by: Super Admin
Disciplinary Content
Posted on: #iteachmsu
Smallpdf is actually the most popular online PDF software. Outside of your regular viewing needs, have you ever needed to do more with PDF files? For instance, the need to reduce their sizes for emailing? Or the need to convert a scanned PDF into an editable Word document? Even in their native format, you can always add markups, highlights, and annotations using an online PDF Editor.
Posted by: Chathuri Super admin..
Disciplinary Content
Posted on: #iteachmsu
Smallpdf is actually the most popular online PDF software. Outside of your regular viewing needs, have you ever needed to do more with PDF files? For instance, the need to reduce their sizes for emailing? Or the need to convert a scanned PDF into an editable Word document? Even in their native format, you can always add markups, highlights, and annotations using an online PDF Editor.
Posted by: Chathuri Super admin..
Host: MSU Libraries
Zotero Workshop (Online)
An introduction to the free open source citation management program Zotero. In this workshop, participants will learn how to:
Download references from MSU's article databases and websites
Format citations and bibliographies in a Word document
Create groups and share references with other users
Registration for this event is required.
You will receive a link to join a Zoom meeting before the workshop. Please install the Zotero software and Zotero browser connector on your computer before the session begins. More information is available from https://libguides.lib.msu.edu/zotero/setup.
Questions or need more information? Contact the MSU Libraries Zotero training team at lib.dl.zotero@msu.edu.
To schedule a separate session for your class or research group, please contact the Zotero team at lib.dl.zotero@msu.edu.
Navigating Context
Host: MSU Libraries
Artist Talk: “Where the Light Gets In” - Engaging the Community About Tree Removals on Campus
Artist and researcher Hailey Becker (Art, Art History and Design and Forestry) will give a brief talk about her series of art installations marking the removal of trees on campus with beams of light and recount her journey to display and document the work in the Digital Scholarship Lab (DSL), including a short 360 video and an interactive campus tour of the installations. After the talk and opportunity to view the work in the DSL, the artist will take attendees on the interactive campus tour to see how areas of campus have changed over time and how these changes affect our sense of place and relationship to the environment. Light refreshments will be provided.
Navigating Context
EXPIRED
Host: MSU Libraries
UFOs at MSU: A University Archives & Special Collections Pop-up
People were obsessed with UFOs after World War II, and the MSU community was no exception. Learn about the Olin physician who joined "the Seekers," a group that believed UFOs would rescue them from devastating floods. We'll feature MSU documents related to the group and books on UFOs along with the predictions of the Seekers. Make first contact with University Archives and Stephen O. Murray & Keelung Hong Special Collections at this event!
Navigating Context
EXPIRED