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Uyendt (*-*)

Acne scarring: Causes and types - Health care A to Z - 0 views

Acne seems like a never-ending nightmare doesn’t it? You’ve finally got rid of those embarrassing zits and have spent a bundle of cash in the process and what do you have to show for ...

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started by Uyendt (*-*) on 27 Sep 11 no follow-up yet
Nancy Noah

Premium Writing Agency - 0 views

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mian_asad

Android 12 and - 0 views

Android 12 and availability on your Pixel Pho Now Android 12 is available on selected devices. But this version is not stable for users. Google improve their quality and performance for users. An...

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started by mian_asad on 22 Feb 21 no follow-up yet
Scott Kahler

FOG :: A Ghost-like Computer Cloning Solution - FOG Overview - 0 views

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    Fog is a Linux-based, free and open source computer imaging solution for Windows XP and Vista that ties together a few open-source tools with a php-based web interface. Fog doesn't use any boot disks, or CDs; everything is done via TFTP and PXE. Also with fog many drivers are built into the kernel, so you don't really need to worry about drivers (unless there isn't a linux kernel module for it). Fog also supports putting an image that came from a computer with a 80GB partition onto a machine with a 40GB hard drive as long as the data is less than 40GB.
Michael Ryan

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patricajohnson51

Elevate Your Networking Education with Cutting-Edge Packet Tracer Assignment Writing Help - 7 views

Thanks for sharing insights on Packet Tracer! Your Packet Tracer Assignment Writing Help is a reliable resource for students navigating the complexities of networking assignments.

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Allie McCarthy

Children with Special Needs - 0 views

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    Children with Special Needs - M & L Special Needs Planning provide comprehensive information and supports, financial, legal workshops, training and resources to family of children with special needs.
Eloise Pasteur

Research Article: A Second Life PCR lab evaluation - 1 views

  • This study examines students’ reactions to the virtual biosciences laboratory developed in Second Life® (SL) at the University of East London. Final year undergraduates and masters students studying biotechnology took part in a trial of a virtual Polymerase Chain Reaction (PCR) experiment in Second Life and evaluated their experience by anonymous questionnaire. Learning gains were measured at various points during the study using pre- and post-tests, and interaction with demonstrators was monitored and compared during the real life (RL) practical. Both groups showed a significant increase in learning gain over the pre- and post-tests, although no difference in gains between the two groups was detected. However, students who conducted the PCR experiment in SL required significantly less demonstrator assistance during the subsequent RL practical. The SL practical was well received by students, with 92% of participants reporting that they would like to use the system again and many requesting other experiments to be made available in this manner in the future.
  • The aim of this study was to determine whether conducting the PCR experiment in the virtual world of Second Life produced similar learning gains to those observed in the physical world laboratory and to see if working in the Virtual Lab enhanced students understanding of the experiment. The student perceptions of the Virtual Lab as a teaching mechanism and the perceived impact on their learning was examined through questionnaires.
  • The SL group completed a pre(virtual) Lab quiz and then individually registered for Second Life to create an avatar under instructor supervision. Each student completed some orientation exercises on UEL Island to become adequately skilled in using the Second Life environment (e.g. flying, putting on clothing etc.). The student avatars then met in the Virtual Lab to perform the PCR experiment. This was initially demonstrated by a member of staff before each student completed the virtual experiment themselves. Throughout this teaching session the students received face to face and virtual communication from their instructor.
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  • Participants in both groups then completed the physical world PCR practical individually in the laboratory. During the physical world practical the number of questions asked of staff and demonstrators by students in each group was recorded. After the real-world practical all participants completed the in-class quiz once again as a measure of overall learning gain.
  • Pre-, mid- and post-tests were used to examine the learning gains seen in the students at each stage of the teaching process. The learning gains of each group at the three stages of testing are illustrated in Figure 2. Using a mixed (or split-plot) ANOVA there were found to be no significant difference between the learning gains achieved by the SL and non-SL groups, with both groups achieving the same mean increase in test score between the pre and post tests. Interestingly however, there was a significant difference between the scores achieved by students in the SL and non-SL groups overall (p<0.001), with the initial average pre-test score of the SL group being significantly higher than the initial average pre-test score for the non-SL group. Quiz scores increased significantly across the study for students in both groups (p<0.001).
  • The number of questions asked by students during the physical world laboratory practical was recorded for the non-SL and SL groups. As can be seen in Figure 3, the non-SL group (Demonstration) asked significantly more questions (p<0.001) during the practical than the SL group. Furthermore, the staff supporting the practical sessions reported the SL group students to be more organised in their conduct during the class and appeared to take less time to complete the task.
  • Overall, satisfaction with the Virtual Lab was high. Ninety-two percent of respondents said they would use Second Life again and many had commented during the teaching session that they would like to see other experiments in the Virtual Lab. There were no significant differences in opinion between the sexes and between those who are re-sitting the module (11 students) and those that were not. Students who had already completed one Semester of the course joining the programme in October 2008 (21 students) found the in world instructions on how to complete the Virtual Lab experiment more useful than those (29 students) who started in Semester B, February 2009 (p<0.05).
  • A moderate negative correlation was found between age and overall satisfaction (r= -0.54, p<0.001). Younger students were generally more satisfied with Second Life than older students.
  • Those who had used Second Life before the study (16 out of 50 students) differed significantly in their expectation of in-world feedback whilst undertaking the Virtual PCR experiment from those who had no prior Second Life experience (p<0.05). Of the 16 students that had used SL before 6 students answered Q11 of the questionnaire (Table 1) with 3 or lower while only 4 students out of the 34 who had not used SL before answered Q11 in this way. Those who had used Second Life before thought that they had not received sufficient feedback during the experiment.
dmstudio

Launch Your Dream Career with Our Digital Marketing Institute - 1 views

Take the Right Step with the Best Digital Marketing Institute to Accomplish Your Goals & Shape Your Future Choose a Promising Career with Our Digital Marketing Institute Digital Marketing Studi...

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started by dmstudio on 18 Sep 19 no follow-up yet
Randolph Hollingsworth

The Avatar Will See You Now | home visits via "virtual assistant" AI from Nuance and 3D... - 0 views

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    Use of artificial intelligence and avatar as "virtual assistant" (from Nuance) to check in at home with patient's progress ".... sometimes patients are more willing to share sensitive information with a nonjudgmental avatar than with a doctor." Jessica Leber, MIT Tech Rev
Sergin Brown

Understand The Vital Features Attached With Long Term Payday Loan Before Borrowing! - M... - 0 views

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Michael Ryan

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Celine Mitchel

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Johuree Bazaar

Astro Gems - Coolie No1 - 0 views

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    Astro Gems is a Kolkata based astrological stone seller. Astro Gems  deals with different types of astrological stone and services. We started our business as an astrological specialist in the year 2007. In last 7 years we dedicatedly provide all kind of astrological services with gemstone. We deal with different kind of Astrological Services like…
Uyendt (*-*)

RC Mini Racers - 0 views

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    Description : This is one of the best Shockwave 3D implementations we've seen. Supersonic RC mixes fast and furious checkpoint racing with extreme stunts. What you wind up with is a 3D racer that is exciting and fun, with 5 different challenge modes of play. Each level must be unlocked by completing the one before it, thus providing a system of rewards that enhances enjoyment of the game. How to Play : Drive The Car = Use Arrow Keys Hand Brakes = Use Space Bar
Eloise Pasteur

Teen Second Life - Second Life Wiki - 0 views

  • Linden Lab only allows adults in the Teen Second Life who have had a background check completed, and who are either educators responsible for an education project in the Teen Second Life, developers assisting in the development of projects in the Teen Second Life, or the person responsible for managing activities on business islands in the Teen Second Life.
  • Yes, you can use the RegAPI, create your island, and bring teens onto this island through your own website. You can form groups that include teens and IM and exchange objects with teens who come in through your RegAPI. However, in this case, the Teens will NOT be able to leave your island and visit other spaces, including the Teen Second Life "mainland" (Teen Second Life). In this "closed island" model, you can form groups, IM your teens, and exchange objects with them; but all these activities are limited to your island. If teens want to participate in Teen Second Life, they'll have to create a separate account (teen.secondlife.com).
  • At this time, we do allow businesses to purchase islands in Teen Second Life and create educational content with which the Teen Second Life members can interact. We do restrict the ability of Teens to communicate with Adults, and we do not allow any selling or other commercial activity. You cannot sell in the Teen Second Life, and you can't exchange L$ with teens. If your island is not a "closed island" you cannot exchange items with Teens.
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  • The estate must be purchased by the final owner of the estate, not by a developer - because of permissions and other issues, an estate cannot be transferred in the Teen Second Life. In addition, if you are building for an educational or non-profit organization, if a developer buys it, they'll be billed the full rate rather than the education rate.
  • Linden Lab does not do content creation. We recommend you use a developer listed in the Teen Second Life Directory who has prior experience creating projects in the Teen Second Life.
  • You can request one online at ascertainsi.com. Or, contact : Ascertain Screening and Investigations, LLC 110 North High Street, Suite 201 Gahanna, Ohio 43230 614.858.0100 Dee Igo -- [Digo@Ascertainsi.com] There is a fee, which must be paid by the developer. It's about $40 in the US and $70 outside the US (fees subject to change).
  • If your instructors are members of bona-fide educational institutions, they've already been background checked by the institution, and we can substitute verification from the institution for background checks by our agency. Otherwise, each instructor needs a background check.
  • Linden Lab automatically will list any Developer who is already in the Directory; if you are not already in the Directory, you need to submit a Directory entry. Teens may submit a Teen Second Life Directory listing at any time.
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    Rules about accessing the Teen Grid in Second Life as an adult
Brenda yarmark

Instant payday loans in Edmonton - Get Timely Cash To Remove Small Cash Worries - 0 views

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