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Document Management System Design Architecture for Interdepartmental Organization
Date September 2009 Page/of 1/487 Document Management System design architecture for interdepartmental organization H. Safari Asl 1063405 Y.F. Tang 1107860 Master Thesis Honeywell B.V & Department: Information Architecture Faculty: Electrical Engineering, Mathematics and Computer Science, Delft University of Technology Date: September 2009 Date September 2009 Page/of 2/487 Document Management System design architecture for interdepartmental organization Authors: H. Safari Asl, BSc, Student nr: 1063405, Email: [email protected] Y.F. Tang, BSc, Student nr: 1107860, Email: [email protected] MSc presentation: 16 December 2009 Graduation committee Prof.dr.ir. J. L.G. Dietz(Chair) Electrical Engineering, Mathematics and Computer Science Department 2: Software Technology Web Information Systems Dr.ir. Jan van den Berg(Member) Technology, Policy and Management Infrastructures, Systems and Services Section Information & Communication Ir. Bernard Sodoyer(Supervisor) Electrical Engineering, Mathematics and Computer Science Department 2: Software Technology Web Information Systems Date September 2009 Page/of 3/487 Table of Contents List of tables .......................................................................................................................................... 4 List of figures ......................................................................................................................................... 5 List of appendix ..................................................................................................................................... -
Mindmapper 12Help Manual
MindMapper 12Help Manual Table of Contents 1. Chapter 1 - Getting Started ............................................................................................................................................................. 8 1.1. Mapping Concept............................................................................................................................................................. 8 1.1.1. What is Mind Mapping? .................................................................................................................................................. 8 1.1.2. Why do I need Mind Mapping? ....................................................................................................................................... 8 1.1.3. What are the Basic Principles? ........................................................................................................................................ 9 1.1.4. Mind Map Elements ........................................................................................................................................................ 9 1.2. Mind Map Benefits ........................................................................................................................................................ 10 1.2.1. Benefits .......................................................................................................................................................................... 10 1.2.2. Applications .................................................................................................................................................................. -
Concept Mapping Slide Show
5/28/2008 WHAT IS A CONCEPT MAP? Novak taught students as young as six years old to make Concept Mapping is a concept maps to represent their response to focus questions such as “What is technique for knowledge water?” and “What causes the Assessing learner understanding seasons?” assessment developed by JhJoseph D. NkNovak in the 1970’s Novak’s work was based on David Ausubel’s theories‐‐stressed the importance of prior knowledge in being able to learn new concepts. If I don’t hold my ice cream cone The ice cream will fall off straight… A WAY TO ORGANIZE A WAY TO MEASURE WHAT WE KNOW HOW MUCH KNOWLEDGE WE HAVE GAINED A WAY TO ACTIVELY A WAY TO IDENTIFY CONSTRUCT NEW CONCEPTS KNOWLEDGE 1 5/28/2008 Semantics networks words into relationships and gives them meaning BRAIN‐STORMING GET THE GIST? oMINDMAP HOW TO TEACH AN OLD WORD CLUSTERS DOG NEW TRICKS?…START WITH FOOD! ¾WORD WEBS •GRAPHIC ORGANIZER 9NETWORKING SCAFFOLDING IT’S ALL ABOUT THE NEXT MEAL, RIGHT FIDO?. EFFECTIVE TOOLS FOR LEARNING COLLABORATIVE 9CREATE A STUDY GUIDE CREATIVE NOTE TAKING AND SUMMARIZING SEQUENTIAL FIRST FIND OUT WHAT THE STUDENTS KNOW IN RELATIONSHIP TO A VISUAL TRAINING SUBJECT. STIMULATING THEN PLAN YOUR TEACHING STRATEGIES TO COVER THE UNKNOWN. PERSONAL COMMUNICATING NEW IDEAS ORGANIZING INFORMATION 9AS A KNOWLEDGE ASSESSMENT TOOL REFLECTIVE LEARNING (INSTEAD OF A TEST) A POST‐CONCEPT MAP WILL GIVE INFORMATION ABOUT WHAT HAS TEACHING VOCABULARLY BEEN LEARNED ASSESSING KNOWLEDGE 9PLANNING TOOL (WHERE DO WE GO FROM HERE?) IF THERE ARE GAPS IN LEARNING, RE‐INTEGRATE INFORMATION, TYING IT TO THE PREVIOUSLY LEARNED INFORMATION THE OBJECT IS TO GENERATE THE LARGEST How do you construct a concept map? POSSIBLE LIST Planning a concept map for your class IN THE BEGINNING… LIST ANY AND ALL TERMS AND CONCEPTS BRAINSTORMING STAGE ASSOCIATED WITH THE TOPIC OF INTEREST ORGANIZING STAGE LAYOUT STAGE WRITE THEM ON POST IT NOTES, ONE WORD OR LINKING STAGE PHRASE PER NOTE REVISING STAGE FINALIZING STAGE DON’T WORRY ABOUT REDUNCANCY, RELATIVE IMPORTANCE, OR RELATIONSHIPS AT THIS POINT. -
Impact of WTO-SV-Final.Pmd
I Women Fight Police during the Tebhaga Movement when the slogan was “Jan Deba, Ddhan Debo na” (we will give our lives, but will not give our rice) II Contents Foreword .............................................................................................................................................................. (vi) Preface ................................................................................................................................................................ (viii) Executive Summary .............................................................................................................................................. (ix) PART - I AN OVERVIEW 1.1 AGRICULTURE SECTOR IN INDIA ............................................................................................................ 3 Characteristics of Labour Market in Agriculture ..................................................................................... 5 Status of Plantation Workers................................................................................................................... 6 Laws Governing Labour Standards in Agriculture ..................................................................................6 The Plantation Labour Act, 1951 as Amended in 1981. ........................................................................ 6 Poverty and Unemployment ................................................................................................................... 6 1.2 WOMEN IN AGRICULTURE ...................................................................................................................... -
Insight MFR By
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Origin and Background of Tebhaga Movement in Bengal (1946-1950)
IMPACT: International Journal of Research in Humanities, Arts and Literature (IMPACT: IJRHAL) ISSN (P): 2347-4564; ISSN (E): 2321-8878 Vol. 7, Issue 1, Jan 2019, 389-396 © Impact Journals ORIGIN AND BACKGROUND OF TEBHAGA MOVEMENT IN BENGAL (1946-1950) Shyamal Chandra Sarkar Assistant Professor, Department of History, P.D. Women’s College, Jalpaiguri, West Bengal, India Received: 14 Jan 2019 Accepted: 24 Jan 2019 Published: 31 Jan 2019 ABSTRACT The Tebhaga Movement of 1946-1950 was an intense peasant movement in the history of India. It was a fierce peasant uprising on the eve of India’s independence and the partition of Bengal. Bengal has a history of rural resistance, throughout the whole period of colonial rule. The Tebhaga uprising in many ways was the culminating point, spreading over large areas of the countryside and expressing the urge of laboring men and women to be liberated from exploitation. Sixty lakh people participated in the Tebhaga movement at its peak. The issue around which the campaign was launched was economic. In September 1946, less than a year before the partition of Bengal by the British, the provincial Kisan Sabha (peasants’ association), which was guided by the Communist Party, decided to initiate, on an experimental basis, a struggle for two-thirds of the harvest. This work tried to focus on how the Movement was originated and what was the background behind this movement. KEYWORDS: Tebhaga, Zamindars, Jotedars, Bargadar, Exploitations, Kisan Sabha INTRODUCTION Tebhaga Movement was an uprising against the oppressive British Raj. Tebhaga , simply put, meant that two- thirds of the crops tilled by the bargadars and adhiars would have to go to them. -
E-Mind Maps As an Innovative Teaching Tool
E-Mind Maps as an innovative teaching tool Dr. Mohamed Elnaggar Assistant Professor of E-Learning Technologies National Egyptian E-Learning University Introduction A mind map is a diagram used to visually organize information where a central concept branches out with subtopics from center outwards. Also it is hierarchical and shows relationships among pieces of the whole. Mind Maps Importance Mind map is simply the best tool as it involves your whole brain during learning and it is a visual tool to generate ideas and develop concepts, teachers should use it at learning. Mind Maps Advantages The most advantages and benefits of Mind maps can be summarized in the following points: • Make presentations and lessons more enjoyable both for the teacher or student. • Provide flexibility to teacher materials • provides deep understanding for the subject Mind Maps Advantages • learner could summaries about 10 to 1000 pages of traditional notes in just on big mind map. • Give the mind a whole structure of any subject. • Enhance understanding and recalling information. Using Mind Maps in Education Mind maps always begin with a core concept or idea which is often represented with an image or single word in the center of a page. Once the core concept has been chosen and visualized, branches are then created that represent single words which connect to the main concept. From there, sub-branches can be created that further develop ideas and concepts from the main branches. All of the ideas and concepts are connected to the overall theme of the whole mind map; this allows the teacher to engage students with the bigger picture as well as the finer details. -
The Interviews: an Introduction
int e rvi e ws The Interviews: An Introduction Introduction Organised peasant movements against landlords and the colonial power were an important feature of India’s freedom movement in the first half of the twentieth century. Peasant agitations in the nineteenth century were sporadic and localised rather than organised. For instance, the Deccan riots in the Bombay Presidency, the Mappila revolts in Malabar, and the Santhal rebellion and the Indigo revolt in the Bengal Presidency were spontaneous, often violent, reactions of the peasantry against either British oppression or “landlord gangsterism.” These uprisings were also quickly suppressed. For all the setbacks that these struggles suffered, they played a significant role in the history and consciousness of India’s peasantry and people. In contrast, the more organised peasant movements of the twentieth century were often able to obtain lasting and long-term gains for the peasantry; these movements also laid the foundations for the establishment of peasant organisations, such as the All India Kisan Sabha (AIKS), in the 1930s, and for their growth in the post- Independence period. In this issue, the Review of Agrarian Studies publishes three accounts of the trajectories of peasant movements in India after the early 1930s. These accounts are the products of long interviews that three students of agrarian India had with three leading figures of the AIKS, one each in Tamil Nadu, Kerala, and West Bengal. V. K. Ramachandran interviewed P. Ramamurti in 1982, 1983, and 1984; R. Ramakumar interviewed E. K. Nayanar in 2003; Aparajita Bakshi interviewed Benoy Konar in 2010. Together, these interviews present a remarkable picture of the modern history of peasant movements in India. -
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TLP Phase II – Day 1 Synopsis
TLP DAY 2 (Modern India) - Synopsis 2019 Q.1) What role did Ishwar Chandra Vidyasagar, a key figure of the Bengal Renaissance, play for the emancipation of women? Discuss. Introduction Pandit Ishwar Chandra Vidyasagar was a 19th century intellectual. He was a Sanskrit scholar, writer, academic educator, translator, humanist pundit, publisher, printer, entrepreneur, philanthropist and social reformer. He was a British Indian Bengali polymath and the main pillar of Bengali renaissance. He was perhaps the first Indian reformer to put forward the issues of women. Body Education: He realized that the society could not develop if women denied the values of education. He personally met the parents of girls and requesting them to send their daughter to school for education. He donated his large portion of salary to educational reforms. Schools: In 1855 he was made special inspector of schools, he opened a number of new schools, including girls’ schools, in the districts under his charge. He started the first school for girl’s education in Calcutta in 1849. Widow Remarriage: He played a great role in the passing of the law which made the marriage of widows legal, The Hindu Widows’ Remarriage Act, 1856. He argued, on the basis of scriptures and old commentaries, in favour of the remarriage of widows in the same way as Roy did for the abolition of Sati. He showed that there was no prohibition on widows remarrying in the entire body of ‘Smriti’ literature (the Sutras and the Shastras). Child marriage: He launched a powerful attack on the practice of marrying off girls aged 10 or even younger, pointing to social, ethical, and hygiene issues, and rejecting the validity of the Dharma Shastras that advocated it. -
Annual Mind Map Report 2014 #BPAR14
Annual Mind Map Report 2014 #BPAR14 Kindly sponsored by: www.MindGenius.com www.Dropmind.com http://www.Mindjet.com www.XMind.net Biggerplate Annual Report 2014 www.Biggerplate.com 1 Welcome to the Biggerplate Annual Report 2014 Table of Contents Page # It gives me great pleasure to welcome you to Biggerplate in 2013 3 - 5 the Biggerplate Annual Mind Map Report Global Mind Map Survey Results 7 - 34 2014, which shares perspectives gathered Participant profile & online world 7 - 13 from the mind mapping community in our end of year survey; completed by more than 700 Mind mapping and you 15 - 26 mind mappers from around the world! Mind mapping software and applications 27 - 29 The survey, and this report, provide a Mind mapping innovators 2013 30 - 33 fascinating snapshot of the mind mapping arena at the start of 2014, and Conclusion and feedback 34 gives us a series of extremely useful benchmarks upon which to measure future trends and innovation over the coming years. Expert comments kindly provided by: I hope you will find the content of this report as interesting as I do, and Andrew Wilcox Cabre please join the online conversation by using the #BPAR14 tag on Twitter! Chance Brown MindMapBlog.com Chuck Frey MindMappingSoftwareBlog.com Faizel Mohidin “Using Mind Maps” Magazine Franco Masucci Signos Jamie Nast IdeaMappingSuccess.com Marco Bertolini Formation 3.0 Roy Grubb Mind-Mapping.org Liam Hughes Sharon Curry American Leadership Strategies Founder: Biggerplate Toni Krasnic Concise Learning Biggerplate.com/LiamHughes Twitter.com/BiggerplateLiam Biggerplate Annual Report 2014 www.Biggerplate.com 2 Biggerplate in 2013 2013 Community Growth Not only did the mind mapper community at Biggerplate continue to Overview grow over the course of 2013, but the rate of increase was also up on the 2013 was a very busy year at Biggerplate, with a number of exciting new previous year, which is extremely encouraging. -
Outliner History About This Particular Outliner by Ted Goranson, [email protected]
ATPO: Outliner History About This Particular Outliner by Ted Goranson, [email protected] Outliner History For a while there, I felt deprived. Yes, Mac OS X is the future, but we sure went through a hard patch until the core applications were brought over the fence. Lost in the shuffle were some dearly loved power tools: Nisus Writer, OneClick, and IdeaKeeper. But there’s fresh light in the homeland as a new generation of power tools is appearing. Many of us are taking advantage of this shift to improve our way of working. Almost certainly in this shift, outlining is bound to play a role in whatever world you build for yourself in your Mac. This new column will track what’s happening in outlining and provide some useful perspectives beyond the average “review.” This month, we give an overview of outlining. In future columns, we’ll drill down into different features, use patterns, philosophies, and specific tools. Macs and Outlining The Mac community has always had more innovative software than their Windows counterparts. Perhaps it is the nature of the community. Possibly it is because every Mac user is a niche customer already, and therefore more interested in niche software. This interest in innovation has often involved the outlining paradigm, sometimes as standalone applications but often embedded in other applications. I am as lazy as the next guy, and generally don’t revert to basic philosophy in evaluating applications. The trigger for my most recent self-examination was the appearance of Circus Ponies NoteBook and its sibling AquaMinds NoteTaker.