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Appannie.Com
A P P A N N I E S T A T E O F M O B I L E 2 0 2 1 E X E C U T I V E S U M M A R Y 2020 Mobile Landscape at a Glance New App App Store Daily Time Spent Mobile Venture Capital Downloads Spend Per User Ad Spend to Mobile Tech S T A T E O F 218B $143B 4.2 Hrs $240B $73B M O B I L E 2 0 2 1 +7% +20% +20% +26% +27% YoY Growth YoY Growth YoY Growth YoY Growth YoY Growth Source: Crunchbase iOS, Google Play, Third-Party iOS, Google Play, Third-Party Android Phones; Among Markets Android in China Android in China Analyzed 2 What's Inside Macro Mobile Trends Gaming Finance Social Networking Video Streaming S T A Retail T E O Food & Drink F M O Marketing & Advertising B I L E Other Industries Embracing Mobile Innovation 2 0 2 Top Apps and Games of 2020 1 3 The Mobile Performance Standard S T A T E O F M O B I L E 2 0 2 1 4 Macro Mobile After a year that welcomed more downloads than ever before, apps should focus on Trends influencing user discovery. 37% of app users we surveyed reported they found a new app through a friend or family member. 67% of users agree when discovering and purchasing new S T apps they trust what they learn from online A T E research, and 50% only consider well-known O F apps. -
Getting Real with the Library
Getting Real with the Library Samuel Putnam, Sara Gonzalez Marston Science Library University of Florida Outline What is Augmented Reality (AR) & Virtual Reality (VR)? What can you do with AR/VR? How to Create AR/VR AR/VR in the Library Find Resources What is Augmented and Virtual Reality? Paul Milgram ; Haruo Takemura ; Akira Utsumi ; Fumio Kishino; Augmented reality: a class of displays on the reality- virtuality continuum. Proc. SPIE 2351, Telemanipulator and Telepresence Technologies, 282 (December 21, 1995) What is Virtual Reality? A computer-generated simulation of a lifelike environment that can be interacted with in a seemingly real or physical way by a person, esp. by means of responsive hardware such as a visor with screen or gloves with sensors. "virtual reality, n". OED Online 2017. Web. 16 May 2017. Head mounted display, U.S. Patent Number 8,605,008 VR in the 90s By Dr. Waldern/Virtuality Group - Dr. Jonathan D. Waldern, Attribution, https://commons.wikimedia.org/w/index.php?curid=32899409 By Dr. Waldern/Virtuality Group - Dr. Jonathan D. Waldern, By Dr. Waldern/Virtuality Group - Dr. Jonathan D. Waldern, Attribution, Attribution, https://commons.wikimedia.org/w/index.php?curid=32525338 https://commons.wikimedia.org/w/index.php?curid=32525505 1 2 3 VR with a Phone 1. Google Daydream View 2. Google Cardboard 3. Samsung Gear VR Oculus Rift ● Popular VR system: headset, hand controllers, headset tracker ($598) ● Headset has speakers -> immersive environment ● Requires a powerful PC for full VR OSVR Headset ● Open Source ● “Plug in, Play Everything” ● Discounts for Developers and Academics ● Requires a powerful PC for full VR Augmented Reality The use of technology which allows the perception of the physical world to be enhanced or modified by computer-generated stimuli perceived with the aid of special equipment. -
(Icresh) Theme Radicalism in Global Constellat
PROCEEDING Proceeding International Conference On Religion and Social Humanities (ICReSH) Theme Radicalism In Global Constellation Batusangkar, 5-6 November 2018 Speaker: Sidney Jones (Director Institute For Police Analyse Of Conflict) Nasir Abbas ( Radicalism Observer and Analyse) Syekh Walid Hamdi (Cairo University Mesir) Dr. Kasmuri, MA (Rektor IAIN Batusangkar) Dr. Yusefri., M. Ag ( IAIN Curup) Faculty Ushuluddin, Adab dan Dakwah (FUAD) Institut Agama Islam Negeri Batusangkar (IAIN Batusangkar) 1 PROCEEDING Proceeding International Conference On Religion and Social Humanities (ICReSH) Theme “ Radicalism In Global Constellation “ Steering Commite : Dr. Kasmuri, MA Drs. Adripen, M.Pd Dr. Zulkifli, MA Organizing Commitee: Dr. Irman, S.Ag, M.Pd Novi Budiman S.IP, M.Si Eliwatis, M.Ag Irwandi, MA Editor : Dewi Dahlan, M.IP Reviewer: Dr. Yuzarion, S.Ag. S.P.Si, M.Si Dr. Risman Bustaman Marhen, M.PD Hafizullah, MA Refika Mastanora, M.I Kom Published by : Faculty Ushuluddin, Adab dan Dakwah FUAD IAIN Batusangkar Kampus IAIN Batusangkar Jalan Sudirman No 137 Lima Kaum Batusangkar Telp. (0752) 71150, 574221, 71890. Fax (0752) 71879 Website : www.iainbatusangkar.ac.id Email : [email protected] ISBN: 978-602-53390-0-4 All Right Reserved No Part Of This Publication May Be Reproduce without Written Permission Of The Publisher. 2 OPENING SPEECHES Radicalism is an extreme view of individual freedom. The emphasis of radicalist thinking lies in violence and direct action carried out by groups who act on behalf of their struggle with resistance to oppressed groups. At the global level, radical actions in the form of violence have a very long history and have a wide impact in the global political constellation. -
Higher Education in China, a Paradigm Shift from Conventional to Online Teaching
Higher Education Studies; Vol. 11, No. 2; 2021 ISSN 1925-4741 E-ISSN 1925-475X Published by Canadian Center of Science and Education Higher Education in China, a Paradigm Shift from Conventional to Online Teaching Wang He1, 2, 3 & Gao Wei4, 5 1 DBA Candidate of University of Wales Trinity Saint David London Campus, UK 2 Vice President, Hankou University, Wuhan, China 3 Associate Professor & Dean of College of Media, Hankou University, Wuhan, China 4 PhD Candidate, Wuhan University of Technology, China 5 Dean of College of International Exchange, Hankou University, Wuhan, China Correspondence: Gao Wei, Dean of College of International Exchange, Hankou University, Wuhan, China. E-mail: [email protected] Received: February 6, 2021 Accepted: March 4, 2021 Online Published: March 6, 2021 doi:10.5539/hes.v11n2p30 URL: https://doi.org/10.5539/hes.v11n2p30 Abstract The entire education system, from elementary school to higher education, distorted during the lockdown period. The latest 2019 coronavirus disease (COVID-19) is not only recorded in China, but also globally. This research is an account of the online teaching paradigm assumed in the teaching method by most of universities in China and subsequent tests over the course. It looks forward to offering resources rich in knowledge for future academic decision-making in any adversity. The aim of this research paper is to explain the prerequisites for online education and teaching during the COVID-19 pandemic and how to effectively turn formal education into online education through the use of virtual classrooms and other main online instruments in an ever-changing educational setting by leveraging existing educational tools. -
Frequently Asked Questions: D2L
Frequently Asked Questions: D2L 1) What are Coursepacks? 2) Which systems support Coursepacks? 3) Are Coursepacks compatible with my LMS? 4) What is available in the Coursepacks? 5) How do I access my Coursepacks file? 6) How do I import Coursepacks into the D2L LMS? 7) How do my students access the interactive eBook? 8) How do I make a quiz available to my students? 9) How long do I have access to this content? 10) My web browser prevents me from viewing a video or other content. What do I do? 11) Whom do I contact if I have trouble using my LMS? 12) Whom do I contact for support with Coursepack content? 13) When I edit a question in a quiz or within the Question Library, are my updates saved everywhere? 1) What are Coursepacks? SAGE Coursepacks provide easy to import, highly customizable, and highquality instructor and student content for your school’s learning management system (LMS). Intuitive and simple to use, SAGE Coursepacks are collections of bookspecific instructor/student resources, as well as assessments, that allow you to focus on what really matters: customizing course content to meet your students’ needs. Key Features: ✓ Delivers SAGE textbook content directly into your LMS. ✓ The intuitive and simpletouse format allows for easy course integration with minimal effort. ✓ Pedagogically robust assessment tools foster review, practice, and critical thinking, and offer a better, more complete way to measure student engagement. Tools include but are not limited to: o Diagnostic chapter PreTests and PostTests Page 2 of 10 o Test banks built on Bloom’s Taxonomy 2) Which systems support Coursepacks? The following table summarizes compatibility* of Coursepacks with various systems and browsers. -
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. -
ECDEV 602: Economic Development: Policy and Practice
ECDEV 602 Economic Development: Policy and Practice School of Environment, Enterprise and Development Faculty of Environment University of Waterloo Fall 2018 ECDEV 602: Economic Development: Policy and Practice Course Instructors: Paul Parker E-mail: [email protected] EV3 Room 4259 Phone: (519) 888-4567 ext. 32791 Office hours: Mondays, Tuesdays 1 – 2 PM (or by appointment) Tara Vinodrai E-mail: [email protected] EV3 Room 4231 Phone: (519) 888-4567 ext. 33278 Office hours: Mondays, 2:30-3:30PM, Tuesdays,1:00PM - 2:00PM (or by appointment) Class Time / Location: Tuesdays, 7:00-9:50pm EV1 350 Course Description This course is concerned with development strategies for communities and local areas, especially municipalities. The focus is on practical issues and local experience, which will in turn be related to broader concepts and theories. Included are methods of preparing community profiles, analyzing past economic and demographic trends, strategic economic planning exercises, evaluation of alternative administration models and partnerships among various actors and agencies (both public and private) involved in development practice, sustainable development to balance economic, cultural and environmental interests and evaluation techniques. Learning Objectives The key learning objectives of the course are as follows: • Introduce to students the multiple objectives (social, economic and environmental) and desired outcomes for local economic development; • Provide foundational knowledge of the various local, regional, provincial and national government agencies, as well as social economy and private sector agencies providing local economic development services in communities; • Introduce key concepts and tools, including strategic economic planning, community profiles and performance measurement; • Provide small team experience by working with a current community project; • Ensure a foundational understanding of community aspirations for a sustainable future. -
Tips to Get Started
Dear Friend of NCWIT Counselors for Computing (C4C), In response to a critical need for a larger and more diverse technical workforce, efforts are underway on the national, state, and local levels to increase the number and variety of computer science (CS) learning opportunities available to students. Students with an interest in computer science and the opportunities to develop computer science skills will be prepared to take advantage of the critical and growing needs of the 21st century workforce. The NCWIT Counselors for Computing “See Yourself in Computing” Virtual Reality (VR) Campaign is one of many efforts to foster students’ interest in CS. Thank YOU for doing your part to direct students’ attention to the creative, world-changing fields of computing! Consider these tips and messages as you share VR with your students, and encourage them to give computing a try. TIPS TO GET STARTED *Note: Although we suggest using the VR headsets, these experiences can also be viewed on a laptop or desktop computer. 1. Consider using Google Expeditions. The Google Expeditions app is another tool students can use to explore virtual reality (VR) and augmented reality (AR). Read more about Google Expeditions and learn how you can guide students on a group tour at: https://support.google.com/edu/expeditions/answer/6335098?hl=en. Try These Expeditions: *Note: Users will need to download each Expedition. • Ara the Star Engineer This expedition is based on the book "Ara The Star Engineer." an inspiring, inclusive, and whimsical way to learn about computing from real-life trailblazers. Use the QR Code to the right to view on a VR headset or view online at: https://poly.google.com/view/04kXCpwyoi0. -
Digital Resources Approved for Use in Academy District 20 As Of
Digital Resources Approved for use in Academy District 20 as of August 20, 2021 Title URL of Resource SPII collected Link to Privacy Policy Link to Terms of Service 10 Frame Fill https://itunes.apple.c This software does http://www.classroo om/us/app/10-frame- not collect Student mfocusedsoftware.co fill/id418083871?mt= Data m/cfsprivacypolicy.ht 8 ml 123 NUMBER MAGIC https://itunes.apple.c This software does http://preschoolu.co http://preschoolu.co Line Matching om/us/app/123- not collect Student m/Privacy- m/Privacy- number-magic-line- Data Policy.html#.Wud5Ro Policy.html#.Wud5Ro matching/id46853409 gvyUk gvyUk 4?mt=8 123TeachMe https://www.123teac This software does https://www.123teac https://www.123teac hme.com/ not collect Student hme.com/learn_spani hme.com/learn_spani Data sh/privacy_policy sh/privacy_policy 12Bart http://www.bartontile First Name;#Last http://www.bartontile http://www.bartontile s.com/ Name s.com/Barton-Tiles- s.com/Barton-Tiles- App-Privacy-Policy.pdf App-Privacy-Policy.pdf 2080 Media https://www.nfhsnet This software does https://www.nfhsnet https://www.nfhsnet Inc/PlayOn Sports work.com/ not collect Student work.com/privacypoli work.com/termsofuse Data cy 270 to Win https://itunes.apple.c This software does https://www.270towi https://www.270towi om/us/app/270towin/ not collect Student n.com/privacy/ n.com/privacy/ id483161617?mt=8 Data 3 DS Max https://www.autodes First Name;#Last https://www.autodes Terms of Use k.com/products/3ds- Name;#Students don't k.com/products/3ds- max/overview need to make an max/overview account to use this. -
Understanding User Motivations for Asking and Answering a Question on Brainly, Online Social Learning Network
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Illinois Digital Environment for Access to Learning and Scholarship Repository Understanding User Motivations for Asking and Answering a Question on Brainly, Online Social Learning Network Erik Choi, Rosario Munoz, Meric Balak, Dimas Mukhlas, Lívia Farias, Dubraska Jara, Paris Turnip, Oleg Burkov Abstract As an emergence of social question-answering (Q&A) services has spurred the growth of social information seeking through question-answering interactions in order to share knowledge and information for users’ need in their learning processes, the current study focuses on conceptualizing and gaining a holistic view of what motivates students to visit social Q&A services and engage in social interactions for sharing and seeking knowledge. The findings show that an immediate help, learning, verification are the top motivations for asking a question, while altruism, learning, and self-enjoyment are the top motivations for answering a question on Brainly, an online social learning Q&A service. Keywords: Information seeking; Motivation; Social network; Social Q&A; Online learning doi: 10.9776/16512 Copyright: Copyright is held by the authors. Contact: [email protected], [email protected], [email protected], [email protected], [email protected], [email protected], [email protected], [email protected] 1 Introduction Searching for information online for learning has become prevalent, and a variety of online information technologies and services facilitate users’ learning processes by providing relevant and helpful information to satisfy their need in learning. In recent years, an emergence of social question-answering (Q&A) services has spurred the growth of social information seeking through question-answering interactions in order to share knowledge and information for users’ need in their learning processes. -
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. -
Anshul Arora, and Sateesh Kumar Peddoju Department of Computer Science and Engineering INDIAN INSTITUTE of TECHNOLOGY ROORKEE
Anshul Arora, and Sateesh Kumar Peddoju Department of Computer Science and Engineering INDIAN INSTITUTE OF TECHNOLOGY ROORKEE List of Normal Apps Considered for Mobile Malware Detection. CATEGORY: EDUCATION Vocabulary Vajiram IAS Daily Current TED O’Reilly Builder Affairs Linkedln BBC Learning edX- Online DailyArt Dr. Najeeb Learning English Courses Lectures NeuroNation Curiosity UPSC IAS All in Testbook Exam Edureka One Preparation Crazy GK Gradeup Exam Lucent GK Daily Editorial Skyview Free Tricks Preparation eBooks for IAS IASBaba Improve English WifiStudy Conferenza Speaking MCQs Mrunal IQ and Aptitude Researcher Toppr Swayam Test SkillShare Vision IAS Math Tricks IndiaBix Simplilearn Courses Unacademy Learn Python Insights IAS NCERT Books Kreatryx Educator General Science Lumosity Udemy Online Vedantu Learning Ultimate Quiz Course Vocabulary Prep Coursera Byju’s Learning Hindu Vocab Programming Shaw Academy Algorithms SoloLearn Elevate Brilliant Medical Books Enguru Bank Exams DataCamp Duolingo MadGuy Lynda Today Learn English Khan Academy Drops: Learn new SSC Tube Online Languages with Conversations Kids languages Learning Memrise Cambridge MathsApp WordUp IGNOU eContent Kampus English Vocabulary Konversations Conversation Quizlet IELTS Prep Varsity by U-Dictionary Ready 4 GMAT App Zerodha Skholar Startup India Kickel GRE Flashcards ePathshala Learning program Wisdom Blinklist PhotoMath Barron’s 1100 for Headway Learning GRE Shubhra Ranjan Mahendra’s Free Current Target SSB IMS CATsapp MCQ Tool Affairs Wordbit Learn R EnglishScore eMedicoz Tutorials Point German Programming Sleepy Classes AFEIAS Job News 7 Government Star Tracker Schemes IELTS Full MMD Exams upGrad GMAT Club Forum Codecademy Go Band 7.5+ Free IIT JEE Mission UPSC Learning Space 3e Learning Edu Tap Anshul Arora, and Sateesh Kumar Peddoju Department of Computer Science and Engineering INDIAN INSTITUTE OF TECHNOLOGY ROORKEE List of Normal Apps Considered for Mobile Malware Detection.