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Case Scenario 1
Section 2 Chapter 8 - Main Achievements of Mobile Learning Through The Use Of Educational Applications Case Scenario 1 Title: StoryBots Classroom Description: An interesting App for teaching children in their first year of schooling was derived from the American television series StoryBots. StoryBots is an educational multimedia platform for children best known for the Emmy award-winning Netflix series "Ask the StoryBots". The titles cover a wide range of school subjects and feature a cast of characters called StoryBots, imaginary creatures who live inside computers, tablets and phones and help humans answer questions, somehow foreshadowing the digital assistants of the future. The StoryBots library includes educational TV series, books, videos, music, games and classroom activities designed to make learning fun for young children. StoryBots Classroom is an educational platform for children aged 3 to 8 years used by more than 60,000 teachers worldwide1. It's a teacher-friendly solution that includes access to hundreds of videos, books, games and activities for use on interactive whiteboards, tablets and laptops in the classroom. All the contents of StoryBots are designed by specialists in editorial products for children and teachers, involved in frontline educational activities. The StoryBots Classroom can be used by the whole class, by small groups or for individual use. Accredited educators in traditional school settings can apply for access to the StoryBots classroom 1 https://help.storybots.com/hc/en-us/articles/224362927-What-Is-StoryBots-Classroom- by visiting www.storybots.com and clicking on "I'm a Teacher". StoryBots Classroom offers two types of interactive books: - Educational books are stories with narrative pages that you can flip through step by step, making them perfect for introducing a lesson, reviewing materials and doing independent practice; - Starring You Books are animated stories that contain the face and name of a student, creating a highly personalized experience. -
Repair Manual
Repair Manual Showing Short Cuts and Methods for Repairing and Upkeep Durant and Star Cars FOUR CYLINDER MODELS JANUARY, 1929 DURANT MOTORS, Inc. BROADWAY AT 57th STREET NEW YORK CITY DURANT MOTOR CO. of NEW JERSEY DURANT MOTOR CO. of MICHIGAN Elizabeth, N. J. Lansing, Michigan DURANT MOTOR CO. of CALIFORNIA DURANT MOTOR CO. of CANADA, LTD. Oakland, Cal. Toronto (Leaside), Ontario 1 Blank page 2 WARRANTY E warrant each new DURANT and STAR motor vehicle so by us to be free from defects in material W under normal use and service, our obligation under this warranty being limited to making good at our factory any part or parts thereof which shall with ninety (90) days after delivery of such vehicle to the original purchaser be returned to us, transportation charges prepaid, and which our examination shall disclose to our satisfaction to have been thus defective, this warranty being expressly in lieu of all other warranties expressed or implied and of all other obliga- tions or liabilities on our part. This warranty shall not apply to any vehicle which shall have been repaired or altered outside of our factory in any way, so as in our judgment, to affect its stability or reliability, nor which has been subject to misuse, negligence or accident. We make no warranty whatever in respect to tires, rims, ignition apparatus, horns or other signaling devices, starting devices, generators, batteries, speedometers or other trade accessories, inasmuch as they are usually warranted separately by their respective manufacturers. We do not make any guarantee against, and we assume no responsibility for, any defect in metal or other material, or in any part, device, or trade accessory that cannot be dis- covered by ordinary factory inspection. -
Cloud-Based Visual Discovery in Astronomy: Big Data Exploration Using Game Engines and VR on EOSC
Novel EOSC services for Emerging Atmosphere, Underwater and Space Challenges 2020 October Cloud-Based Visual Discovery in Astronomy: Big Data Exploration using Game Engines and VR on EOSC Game engines are continuously evolving toolkits that assist in communicating with underlying frameworks and APIs for rendering, audio and interfacing. A game engine core functionality is its collection of libraries and user interface used to assist a developer in creating an artifact that can render and play sounds seamlessly, while handling collisions, updating physics, and processing AI and player inputs in a live and continuous looping mechanism. Game engines support scripting functionality through, e.g. C# in Unity [1] and Blueprints in Unreal, making them accessible to wide audiences of non-specialists. Some game companies modify engines for a game until they become bespoke, e.g. the creation of star citizen [3] which was being created using Amazon’s Lumebryard [4] until the game engine was modified enough for them to claim it as the bespoke “Star Engine”. On the opposite side of the spectrum, a game engine such as Frostbite [5] which specialised in dynamic destruction, bipedal first person animation and online multiplayer, was refactored into a versatile engine used for many different types of games [6]. Currently, there are over 100 game engines (see examples in Figure 1a). Game engines can be classified in a variety of ways, e.g. [7] outlines criteria based on requirements for knowledge of programming, reliance on popular web technologies, accessibility in terms of open source software and user customisation and deployment in professional settings. -
Exploring Differences Among Student Populations During Climate Graph Reading Tasks: an Eye Tracking Study Rachel M
Journal of Astronomy & Earth Sciences Education – December 2018 Volume 5, Number 2 Exploring Differences Among Student Populations During Climate Graph Reading Tasks: An Eye Tracking Study Rachel M. Atkins, North Carolina State University, USA Karen S. McNeal, Auburn University, USA ABSTRACT Communicating climate information is challenging due to the interdisciplinary nature of the topic along with compounding cognitive and affective learning challenges. Graphs are a common representation used by scientists to communicate evidence of climate change. However, it is important to identify how and why individuals on the continuum of expertise navigate graphical data differently as this has implications for effective communication of this information. We collected and analyzed eye-tracking metrics of geoscience graduate students and novice undergraduate students while viewing graphs displaying climate information. Our findings indicate that during fact- extraction tasks, novice undergraduates focus proportionally more attention on the question, title and axes graph elements, whereas geoscience graduate students spend proportionally more time viewing and interpreting data. This same finding was enhanced during extrapolation tasks. Undergraduate novices were also more likely to describe general trends, while graduate students identified more specific patterns. Undergraduates who performed high on the pre-test measuring graphing skill, viewed graphs more similar to graduate students than their peers who performed lower on the pre-test. Keywords: Geoscience Education Research; Geocognition; Eye-Tracking; Graph Reading he average temperature of our planet has increased 1.5 degrees F over the past 100 years and is projected to increase another 0.5 to 8.6 degrees F over the next century (U.S. Environmental Protection Agency, 2014). -
Rulemaking: 1999-10 FSOR Emission Standards and Test Procedures
State of California Environmental Protection Agency AIR RESOURCES BOARD EMISSION STANDARDS AND TEST PROCEDURES FOR NEW 2001 AND LATER MODEL YEAR SPARK-IGNITION MARINE ENGINES FINAL STATEMENT OF REASONS October 1999 State of California AIR RESOURCES BOARD Final Statement of Reasons for Rulemaking, Including Summary of Comments and Agency Response PUBLIC HEARING TO CONSIDER THE ADOPTION OF EMISSION STANDARDS AND TEST PROCEDURES FOR NEW 2001 AND LATER MODEL YEAR SPARK-IGNITION MARINE ENGINES Public Hearing Date: December 10, 1998 Agenda Item No.: 98-14-2 I. INTRODUCTION AND BACKGROUND ........................................................................................ 3 II. SUMMARY OF PUBLIC COMMENTS AND AGENCY RESPONSES – COMMENTS PRIOR TO OR AT THE HEARING .................................................................................................................. 7 A. EMISSION STANDARDS ................................................................................................................... 7 1. Adequacy of National Standards............................................................................................. 7 2. Lead Time ................................................................................................................................. 8 3. Technological Feasibility ........................................................................................................ 13 a. Technological Feasibility of California-specific Standards ..............................................................13 -
The Video Game Industry an Industry Analysis, from a VC Perspective
The Video Game Industry An Industry Analysis, from a VC Perspective Nik Shah T’05 MBA Fellows Project March 11, 2005 Hanover, NH The Video Game Industry An Industry Analysis, from a VC Perspective Authors: Nik Shah • The video game industry is poised for significant growth, but [email protected] many sectors have already matured. Video games are a large and Tuck Class of 2005 growing market. However, within it, there are only selected portions that contain venture capital investment opportunities. Our analysis Charles Haigh [email protected] highlights these sectors, which are interesting for reasons including Tuck Class of 2005 significant technological change, high growth rates, new product development and lack of a clear market leader. • The opportunity lies in non-core products and services. We believe that the core hardware and game software markets are fairly mature and require intensive capital investment and strong technology knowledge for success. The best markets for investment are those that provide valuable new products and services to game developers, publishers and gamers themselves. These are the areas that will build out the industry as it undergoes significant growth. A Quick Snapshot of Our Identified Areas of Interest • Online Games and Platforms. Few online games have historically been venture funded and most are subject to the same “hit or miss” market adoption as console games, but as this segment grows, an opportunity for leading technology publishers and platforms will emerge. New developers will use these technologies to enable the faster and cheaper production of online games. The developers of new online games also present an opportunity as new methods of gameplay and game genres are explored. -
Google for Education National Parks VR Google Expeditions Google Arts & Culture Be Internet Awesome Made with Code CS First Google Science Fair
Google For Education National Parks VR Google Expeditions Google Arts & Culture Be Internet Awesome Made with Code CS First Google Science Fair Learn how tools built for teaching and learning, Discover the hidden worlds of our Take a field trip to virtually anywhere (even Explore works of art and stories from around Teach learners the fundamentals of digital Make the connection between coding and Learn the basics of Computer Science using the Create projects that show how Science, like Classroom, G Suite for Education, and National Parks on ranger-guided trips places school buses can’t go) using immersive the world with 360° tours of exhibits in over 70 safety and citizenship so they can be safe, creativity, empowering girls to engage with block-based programming language, Scratch. Technology, Engineering, and Math can be used Chromebooks, can increase engagement through virtual reality. AR and VR technology. different countries. confident explorers of the online world. technology and bring their ideas to life. to impact the world around us. and inspire curiosity. Google for National Google Google Arts Education Parks VR Expeditions & Culture Discover the hidden worlds of Explore works of art and stories Tools built for teaching and learning. Field trips to virtually anywhere. our National Parks. from around the world. Over 80 million teachers and students around the world Take a ranger-guided journey through the glaciers of What if you could journey to the surface of Mars or From The Metropolitan Museum of Art to Nairobi’s communicate and collaborate using Classroom and Alaska’s Kenai Fjords or get up close with active climb to the top of Machu Picchu without ever leaving Kenya National Archives, Google Arts & Culture offers G Suite for Education, while Chromebooks are the most volcanoes in Hawai’i. -
Vlat: Development of a Visualization Literacy Assessment Test 553
IEEE TRANSACTIONS ON VISUALIZATION AND COMPUTER GRAPHICS VOL. 23, NO. 1, JANUARY 2017 551 VLAT : Development of a Visualization Literacy Assessment Test Sukwon Lee, Sung-Hee Kim, and Bum Chul Kwon, Member, IEEE Abstract— The Information Visualization community has begun to pay attention to visualization literacy; however, researchers still lack instruments for measuring the visualization literacy of users. In order to address this gap, we systematically developed a visual- ization literacy assessment test (VLAT), especially for non-expert users in data visualization, by following the established procedure of test development in Psychological and Educational Measurement: (1) Test Blueprint Construction, (2) Test Item Generation, (3) Content Validity Evaluation, (4) Test Tryout and Item Analysis, (5) Test Item Selection, and (6) Reliability Evaluation. The VLAT con- sists of 12 data visualizations and 53 multiple-choice test items that cover eight data visualization tasks. The test items in the VLAT were evaluated with respect to their essentialness by five domain experts in Information Visualization and Visual Analytics (average content validity ratio = 0.66). The VLAT was also tried out on a sample of 191 test takers and showed high reliability (reliability coeffi- cient omega = 0.76). In addition, we demonstrated the relationship between users’ visualization literacy and aptitude for learning an unfamiliar visualization and showed that they had a fairly high positive relationship (correlation coefficient = 0.64). Finally, we discuss evidence for the validity of the VLAT and potential research areas that are related to the instrument. Index Terms—Visualization Literacy; Assessment Test; Instrument; Measurement; Aptitude; Education 1INTRODUCTION Data visualizations have become more popular and important as the dressing this gap is important because measurement results from the amount of available data increases, called data democratization. -
How to Embed Google Drawings Edublogs
How to embed a Google Drawing in a blog post or page Part 1: Get the embed code 1 Open your Google Drawing Find your Drawing in your Google Drive. Double click on the Drawing to open it. 2 Publish to the web Go to File > Publish to the web. Click on Embed. Select the Drawing size. Click Publish. A pop-up box will confirm you want to publish. Press OK. 3 Copy the embed code Your HTML embed code will appear in a box. You need to copy this code to add it to your blog post or page (Control/Command C). Edublogs Support: Embed Google Drawings 1 How to embed a Google Drawing in a blog post or page Part 2: Add the embed code to your blog post (or page) 1 Open your blog post (or page) Go to your blog dashboard and open the post you’re working on. Or, go to Posts > Add New. 2 Add Media Place your cursor where you want the Google Drawing to appear and then click on the Add Media button. 3 Insert Embed Code In the Add Media window, click on the Insert Embed Code tab on the left. Paste the embed code into the Insert Embed code box (Control/Command V). Press Insert Into Post. 4 Publish When you've finished writing your post, click Publish. You should now see your embedded Google Drawing when you view the published post. You can also preview your post before publishing to see what it will look like. Edublogs Support: Embed Google Drawings 2. -
Appendix a the Ten Commandments for Websites
Appendix A The Ten Commandments for Websites Welcome to the appendixes! At this stage in your learning, you should have all the basic skills you require to build a high-quality website with insightful consideration given to aspects such as accessibility, search engine optimization, usability, and all the other concepts that web designers and developers think about on a daily basis. Hopefully with all the different elements covered in this book, you now have a solid understanding as to what goes into building a website (much more than code!). The main thing you should take from this book is that you don’t need to be an expert at everything but ensuring that you take the time to notice what’s out there and deciding what will best help your site are among the most important elements of the process. As you leave this book and go on to updating your website over time and perhaps learning new skills, always remember to be brave, take risks (through trial and error), and never feel that things are getting too hard. If you choose to learn skills that were only briefly mentioned in this book, like scripting, or to get involved in using content management systems and web software, go at a pace that you feel comfortable with. With that in mind, let’s go over the 10 most important messages I would personally recommend. After that, I’ll give you some useful resources like important websites for people learning to create for the Internet and handy software. Advice is something many professional designers and developers give out in spades after learning some harsh lessons from what their own bitter experiences. -
THE NATIONAL ACADEMY of TELEVISION ARTS & SCIENCES ANNOUNCES NOMINATIONS for the 44Th ANNUAL DAYTIME EMMY® AWARDS
THE NATIONAL ACADEMY OF TELEVISION ARTS & SCIENCES ANNOUNCES NOMINATIONS FOR THE 44th ANNUAL DAYTIME EMMY® AWARDS Daytime Emmy Awards to be held on Sunday, April 30th Daytime Creative Arts Emmy® Awards Gala on Friday, April 28th New York – March 22nd, 2017 – The National Academy of Television Arts & Sciences (NATAS) today announced the nominees for the 44th Annual Daytime Emmy® Awards. The awards ceremony will be held at the Pasadena Civic Auditorium on Sunday, April 30th, 2017. The Daytime Creative Arts Emmy Awards will also be held at the Pasadena Civic Auditorium on Friday, April 28th, 2017. The 44th Annual Daytime Emmy Award Nominations were revealed today on the Emmy Award-winning show, “The Talk,” on CBS. “The National Academy of Television Arts & Sciences is excited to be presenting the 44th Annual Daytime Emmy Awards in the historic Pasadena Civic Auditorium,” said Bob Mauro, President, NATAS. “With an outstanding roster of nominees, we are looking forward to an extraordinary celebration honoring the craft and talent that represent the best of Daytime television.” “After receiving a record number of submissions, we are thrilled by this talented and gifted list of nominees that will be honored at this year’s Daytime Emmy Awards,” said David Michaels, SVP, Daytime Emmy Awards. “I am very excited that Michael Levitt is with us as Executive Producer, and that David Parks and I will be serving as Executive Producers as well. With the added grandeur of the Pasadena Civic Auditorium, it will be a spectacular gala that celebrates everything we love about Daytime television!” The Daytime Emmy Awards recognize outstanding achievement in all fields of daytime television production and are presented to individuals and programs broadcast from 2:00 a.m.-6:00 p.m. -
Economic and Social Impacts of Google Cloud September 2018 Economic and Social Impacts of Google Cloud |
Economic and social impacts of Google Cloud September 2018 Economic and social impacts of Google Cloud | Contents Executive Summary 03 Introduction 10 Productivity impacts 15 Social and other impacts 29 Barriers to Cloud adoption and use 38 Policy actions to support Cloud adoption 42 Appendix 1. Country Sections 48 Appendix 2. Methodology 105 This final report (the “Final Report”) has been prepared by Deloitte Financial Advisory, S.L.U. (“Deloitte”) for Google in accordance with the contract with them dated 23rd February 2018 (“the Contract”) and on the basis of the scope and limitations set out below. The Final Report has been prepared solely for the purposes of assessment of the economic and social impacts of Google Cloud as set out in the Contract. It should not be used for any other purposes or in any other context, and Deloitte accepts no responsibility for its use in either regard. The Final Report is provided exclusively for Google’s use under the terms of the Contract. No party other than Google is entitled to rely on the Final Report for any purpose whatsoever and Deloitte accepts no responsibility or liability or duty of care to any party other than Google in respect of the Final Report and any of its contents. As set out in the Contract, the scope of our work has been limited by the time, information and explanations made available to us. The information contained in the Final Report has been obtained from Google and third party sources that are clearly referenced in the appropriate sections of the Final Report.