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smartbook chennai

HR Management System | Smart Books - 0 views

  • HR Management System
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    Book keeping & Statement of Accounts General ledger Credit Limit monitoring and control Accounts Receivables and Accounts Payable Automatic, Manual and User-defined voucher numbering Classification of Account Heads / Chart of Accounts Bird's eye View of Accounts Aging Analysis
Uyendt (*-*)

Skincare in your 30s - 0 views

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    During your 30s, any persistent skin breakouts should dwindle. In their place will be the first signs of ageing. A decade ago you could party the night away and hide the damage with eye drops - now you get puffy, dark rings under your eyes. If you still being treated for acne and you fall pregnant or plan to fall pregnant, you need to consider the dangerous effects of some drugs on the foetus. Consult both your dermatologist and your gynaecologist for acvice. Your doctor may decide to change your treatment plan. Keep your skin well hydrated, especially if you live in a dry climate or during winter when skin is driest. Be diligent about covering up in the sun. Make a big hat your favourite accessory. Bronze was last beautifil in the '70s. See a dermatologist for solid advice on straight answers about skin care in the coming years. What's happening within your skin is this: the skin's natural process of exfoliation is slowing, and collagen and elastin levels are dropping. Your skin also loses moisture and elasticity. Any exposure to the sun requires comprehensive use of sunscreen. Maintain your regimen of cleansing and toning, hydrating, moisturizing and firming.
Uyendt (*-*)

Skincare - Health care A to Z - 0 views

  •  
    During your 30s, any persistent skin breakouts should dwindle. In their place will be the first signs of ageing. A decade ago you could party the night away and hide the damage with eye drops - now you get puffy, dark rings under your eyes. If you still being treated for acne and you fall pregnant or plan to fall pregnant, you need to consider the dangerous effects of some drugs on the foetus. Consult both your dermatologist and your gynaecologist for acvice. Your doctor may decide to change your treatment plan. Keep your skin well hydrated, especially if you live in a dry climate or during winter when skin is driest. Be diligent about covering up in the sun. Make a big hat your favourite accessory. Bronze was last beautifil in the '70s. See a dermatologist for solid advice on straight answers about skin care in the coming years. What's happening within your skin is this: the skin's natural process of exfoliation is slowing, and collagen and elastin levels are dropping. Your skin also loses moisture and elasticity. Any exposure to the sun requires comprehensive use of sunscreen. Maintain your regimen of cleansing and toning, hydrating, moisturizing and firming.
Uyendt (*-*)

How to prevent breast cancer - 0 views

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    One in six South African men and one in seven South African women will get cancer during their lives. It is a complex life-threatening condition that can affect people at any age and usually requires painful and uncomfortable treatment. Cancer is the uncontrolled growth of abnormal cells in the body - the cancerous cells are also called malignant cells - and can develop in almost any organ or tissue, such as the lung, colon, breast, skin, bones, or nerve tissue. The symptoms of cancer depend on the type and location of the tumour: for example, lung cancer can cause coughing, shortness of breath, or chest pain, whereas colon cancer often causes diarrhoea, constipation, and blood in the stool. Whereas some people are genetically predisposed to certain types of cancer, most cancers are lifestyle-related (for example smoking, unhealthy diet) and can be prevented.
Kim FLINTOFF

EDTECH Island Home - EDTECH Island - 2 views

James OReilly

MIT OpenCourseWare | Mechanical Engineering | 2.626 Fundamentals of Photovoltaics, Fall 2008 | Home - 0 views

shared by James OReilly on 25 Aug 09 - Cached
Russell D. Jones

How Education Enterprises Use Virtual Worlds | Second Life Grid - 1 views

amazonsellerac

Buy Gmail Account - (Cheap, Aged, Verified, Bulk) - 0 views

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    Buy Gmail Account Are you looking for the best Buy Gmail Account in the market? In today's digital age, email communication has become an essential part of our daily lives. The benefits of Gmail are not only limited to personal use but are also invaluable for businesses. From sending job applications to communicating with friends and family, email is an indispensable tool for staying connected.
Steven Hornik

The Journal of Virtual Worlds and Education - 1 views

James OReilly

Workplace Learning 2.0 - From the Centre for Learning & Performance Technologies (C4LPT) - 1 views

usasmmcity

Buy Google Reviews-⭐ ⭐ ⭐ ⭐ ⭐ 5 Star Review... - 0 views

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    Buy Google Reviews Are you a business proprietor looking to boost your online presence and character? Look no further than the power of Google reviews. In today's digital age, online reviews play a crucial role in shaping consumer perceptions and influencing their purchasing decisions. That's where "Buy Google Reviews" comes into play-a highly effective strategy that allows businesses to purchase positive reviews for their Google My Business listing. In this article, we will explore why buying Google reviews can be a game-changer for your business, providing insights into the benefits, potential risks, and tips on effectively utilizing this strategy. So, whether you're a small local business or an established corporation, let's delve into the world of buying Google reviews to help you make informed decisions and propel your brand to new heights. What Is Google Reviews? In today's digital world, customer reviews have become an integral part of our decision-making process. When we're searching for a product, service, or even a place to eat, we often turn to online reviews to gather insights from others who have had firsthand experiences. One of the most prominent platforms for reviewing businesses is Google Reviews. Google Reviews is a feature offered by the tech giant, Google, that allows users to share their opinions and experiences about local businesses, products, and services. It is an essential component of Google My Business, a tool that enables organizations to manage their online presence, including their business information, reviews, and Google Maps listing. Whenever a user searches for a specific business on Google, they can see a range of information, including the address, phone number, website, and, most notably, the overall rating based on Google Reviews. These ratings often appear in the form of a five-star scale, reflecting the average score from user-generated reviews. Google Reviews offer an open platform for customers to exp
Victorious Kidss Educares Pune

Leading High School in Pune - 0 views

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    We have trained and intelligent faculty member's to provide best education for students. Victorious Kidss Educares is best IB school for primary, pre primary, high school students. We believe that 'Every Child Matters'. From wherever they may start, we guarantee success for every child. VKE has been evaluated by IB, as a model school. Visit us @ http://www.victoriouskidsseducares.org/middle-years-programme.html or contact us : +91 20 66355566, +91 90110 40000
Eloise Pasteur

Gamasutra - Analysis: Games Create 'Passion Communities' For Learning - 0 views

  • Gee sees the current U.S. educational system as inadequate to the task of addressing the problems of an increasingly complex world. He stated that “21st century learning must be about understanding complex systems,” and he believes many video games do a better job at this than the antiquated sender-receiver teaching model that dominates American classrooms.
  • “This is an alternative learning system that teaches more effectively than most schools,” Gee observed. “We need to learn how to organize a learning, passion system community. Game designers know how to do this.”
  • Passion communities encourage and enable people of all ages to do extraordinary things. Gee believes the 'amateur knowledge' that arises from this immersive involvement often surpasses 'expert knowledge,' and cited fantasy baseball as an example. The boundaries between the 'fantasy' game and the 'real' game have been blurred because fantasy players' expertise in statistical analysis has had a measurable impact on how MLB teams evaluate players.
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  • Passion communities exist, according to Gee, to “give people status and control, not always money.” He recounted the story of a young girl who began making clothes for her Sims characters. When she wanted more textures than the game provided, she taught herself to use Photoshop to create her own. Eventually, she moved to Second Life and began selling her own original designs. When asked if she planned to pursue her interest in fashion, she said no. “I want to work with computers because they give you power.”
  • Gee sees two separate educational systems operating today: one a traditional approach to learning; the other what Gee calls “passion communities.” In Gee's view, the latter produce real knowledge. Video games, virtual worlds and online social networks provide environments in which these passion communities can form and thrive
  • “Education isn't about telling people stuff, it's about giving them tools that enable them to see the world in a new and useful way.”
  • Gee sees broad implications for students in this regard. “Give students smart tools and let them use them and modify them to suit their purposes.” Such self-motivated learning moves students away from merely consuming knowledge and encourages them to produce knowledge and apply it in meaningful ways.
  • Gee clearly situates video games within an overall theory of learning and literacy with genuine power to transform students and equip them to address complex problems.
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    Video games are better learning environments than traditional classrooms (to those on the "education in SL list, "Well, D'uh!") but still worth reading and thinking about. Derived from a lecture by Prof. Gee
Eloise Pasteur

Drawing a Roadmap: Barriers and Challenges to Designing the Ideal Virtual World for Higher Education (EDUCAUSE Review) | EDUCAUSE CONNECT - 0 views

  • So why should higher education be concerned about virtual worlds for those under eighteen? There are several reasons.
  • First, an increasing number of colleges and universities are enrolling students who are younger than eighteen.
  • Second, allowing interaction between high school and postsecondary students increases the potential for mentoring and outreach. As institutions become more competitive, many are trying to attract high school students earlier, sometimes starting when they are freshmen.
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  • Third, a secure multi-age virtual world would provide educators with a rich environment in which to study instructional practices.
  • Individuals using computer resources belonging to The University of Arizona must act in a responsible manner, in compliance with law and University policies, and with respect for the rights of others using a shared resource. The right of free expression and academic inquiry is tempered by the rights of others to privacy, freedom from intimidation or harassment, protection of intellectual property, ownership of data, and security of information.” Although this policy seems fairly straightforward, the ten “Acceptable Use Guidelines” meant to clarify this policy instead introduce confusion. For example, Guideline 3, which instructs the computer user to “clearly and accurately identify one's self in electronic communications,” adds: “Do not forge or misrepresent one's identity. Concealing or masking the identity of electronic communications such as altering the source of an email message by making it appear as if the message was sent by someone else is a violation of this policy.”14 So a student knows that altering the sender of an e-mail is against policy, but what about creating an avatar? And what about the faculty member who asks students to create an avatar with a totally fictitious name? Are the faculty member and the students in violation of this policy?
  • an instructional technologist at the University of Arizona,was supporting the implementation of Second Life in a General Education class. She was concerned about the interesting style of dress, or lack thereof, that is often seen in Second Life and felt she needed to develop a dress code for the virtual class.15 But when the vice-provost for instruction and I were discussing the process for modifying the current dress code of the university, we discovered that the university does not even have a dress code for everyday life.16
  • For example, at the University of Arizona, faculty have expressed frustration because they cannot learn how to sit down in virtual worlds or because they cannot figure out how to correctly set the hair on their avatar. Because of these frustrations, they tend not to invest the time needed to explore the world as an instructional resource. However, as the NMC’s Levine has pointed out: “In our first life, it generally takes us maybe eighteen years . . . to get to be fully functional adults. It’s an evolutionary process. A virtual world that had a short learning curve would be something not very interesting. So I think an ideal virtual world needs some of that complexity.”17 The challenge thus becomes how to select a virtual world that has the necessary complexity to keep users engaged while developing strategies and structures to support them as they learn.
  • Even more important is that if an institution wants to implement a virtual world of any type, it needs to convince faculty that the early adopters are, in fact, not all mad and that the tool does have value. Instruction may just be in a form with which the faculty is unfamiliar. Therefore the institution must begin by offering faculty, staff, and students the time and support to perform simple tasks like learning how to navigate the environment. Faculty must then be assisted in visualizing something outside of their understanding of what it means to be a teacher.
  • Perhaps as important as setting goals and providing resources is developing realistic assessments of the project’s success. For example, in a virtual world such as Second Life, what are the metrics that will be used to determine the institution’s return on investment?
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    A thoughtful analysis of the education institution's barriers to engaging in Second Life or other virtual worlds.
Eloise Pasteur

E.V.A. essential voicechat advancement (Second Life Speech Tools) | SECOND LIFE PROFESSIONALS - 0 views

  • ou can hear the text which people are writing to the textchat as a human voices! You can stream using Second Life voicechat your chat text by a human voice of your selection - man or woman voice, any language, accent, age etc. (basic english voices included, fairly usable, but for better results it's needed to get professional voices from internet) You can even use speech recognition and convert in text what you are telling to the microphone!
  • And what exactly is E.V.A.? Is is a special software voice interface for Second Life (for MS-Windows platform and S.A.P.I. 5 only so far). Simply said - it is a "text to speech" and "speech to text" software interface connected to the SL text chat, an enhancement of the Second Life integrated voice chat or is even usable without it.
  • Question: How is program getting text from the SL? Will I need to setup something in prefferences? Answer: Yes, you will need to enable chat logging at the Comunication tab in SL prefferences panel. Program is reading the text from the chat log file
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    A page (in very interesting English) describing a Windows only plug-in for text-to-voice add on to Second Life.
Eloise Pasteur

How the Google generation thinks differently - Times Online - 0 views

    • Eloise Pasteur
       
      Another take on Digital Immigrants v Digital Natives and a term I find I prefer if you're going to distinguish on age - the Google Generation. Although I'm sure our parents and teachers wondered the same about us, does the width of knowledge that is accessible lead to deep learning and the ability to reflect?
  • Rose Luckin, Professor of Learner- Centred Design at the London Knowledge Lab and a visiting professor at the University of Sussex, is working on a study examining the internet's impact on pupils' critical and meta-cognitive skills. “The worrying view coming through is that students are lacking in reflective awareness,” she says. “Technology makes it easy for them to collate information, but not to analyse and understand it. Much of the evidence suggests that what is going on out there is quite superficial.”
  • This year, researchers at University College London reported the results of a five-year study into the “Google Generation”. When they examined the behaviour of those logging on to the websites of journals, e-books and other sources of written information, they found widespread evidence of “skimming activity”. Users viewed no more than three pages before “bouncing out”. This wasn't just the norm for students. “The same has happened to professors and lecturers. Everyone exhibits a bouncing/flicking behaviour, which sees them searching horizontally rather than vertically. Power browsing is the norm.”
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  • The difference, though, is that as a digital immigrant, my mind has baseline skills in concentration, contemplation and knowledge construction. My fear - and the reason why I wrested my son's laptop away from him - is that the acquisition of those skills is being lost in the twitch-speed of our new Web 2.0 world.
  • I can see that that broadens his knowledge, but does it deepen it? “Education has always been about absorbing the facts first and reflecting on them second. Technology is not hampering that, but take away his laptop and you are just setting him up for a rebellion,” Kelly says. “The technology tide is unstoppable.”
  • “Because they have been using digital technology all their lives, our children feel they have authority over it,” says Rose Luckin. “But technology cannot teach them to reflect upon and evaluate the information they are gathering online. For that, the role of teachers and parents remains fundamentally important. You are in the hot seat. They still need you to open that conversation.”
  • NATIVES v IMMIGRANTS Digital natives Like receiving information quickly from multiple media sources. Like parallel processing and multi-tasking. Like processing pictures, sounds and video before text. Like random access to hyperlinked multimedia information. Like to network with others. Like to learn “just in time”. Digital immigrants Like slow and controlled release of information from limited sources. Like singular processing and single or limited tasking. Like processing text before pictures, sounds and video. Like to receive information linearly, logically and sequentially. Like to work independently. Like to learn “just in case”.
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    A discussion of the learning style and depth of learning of the Google Generation, this time from a parent and journalist, but with some interesting quotes from those that study the youngsters
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.
milesmorales

The Best Educational Tool: The Idea Board - 1 views

Many parents want to spend more time with their kids, but don't always know what to do. Parents needs something that can help educate their kids, that is where The Idea Board comes in. The Idea Boa...

started by milesmorales on 08 Aug 14 no follow-up yet
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