This document describes a software engineering project competition to develop an Intelligent Time Table Scheduling system. It provides details on the competition rules, project summary, technical specifications, functionality requirements, theoretical knowledge evaluation, user interface criteria, documentation requirements, testing procedures, and evaluation metrics. Competing teams must develop a software system that generates course timetables for an educational institution by optimizing constraints such as classroom capacity, instructor workload, and student course preferences. The system will be judged on functionality, theoretical optimization knowledge, user-friendliness, additional features, and documentation.
This document contains a lesson plan for teaching trainees about encoders. The plan includes information about the learning conditions such as the trainees, classroom, and college. It describes the didactic reflection including analyzing the curriculum, content, and appropriate methods. The plan lists general and specific learning objectives. It outlines the intended process through opening, body, and closing sections. It provides details on methodology, media, time allocation, and expected trainer and trainee actions. Lists of teaching materials, didactic principles, and references are also included.
The document discusses training facilities and equipment. It defines training facilities as structures provided for learning purposes, including classrooms, workshops, laboratories, libraries, and utilities. It also discusses the different components of competency-based training facilities according to TESDA, which include the practical work area, learning resource center, and institutional assessment area. Maintaining these facilities and ensuring the availability and proper functioning of equipment is important to promote a conducive learning environment.
This learning outcome covers determining learner's training requirements. Trainees' current competencies are assessed and compared to the competencies outlined in curriculum documents and standards to identify any gaps. A data gathering tool is also developed to collect information on trainees' characteristics to help plan training. Determining requirements includes validating needs with relevant stakeholders and documenting the results.
This document contains competency-based learning materials for training facilitators on facilitating learning sessions. It discusses preparing training facilities and resources, including setting up learning stations. It also addresses conducting pre-assessments of trainees to determine their existing knowledge and skills. The document provides information sheets, self-checks, and task sheets to help trainers learn and practice the skills required to facilitate competency-based training sessions.
This document provides guidance for teachers on teaching the exploratory carpentry course as part of the Technology and Livelihood Education (TLE) program under the K to 12 basic education curriculum in the Philippines. It outlines the overall goal of developing 21st century skills in students. TLE aims to equip students with skills for work, entrepreneurship and further education. Each of the 24 TLE exploratory courses focuses on developing competencies in using tools, measurement, safety, and technical drawing. The carpentry module contains 4-5 lessons addressing these competencies. It is designed to help students earn a Certificate of Competency by Grade 9 and lead to a National Certificate from TESDA in later grades.
1. The document discusses various techniques for effective training sessions, including lectures, demonstrations, small group activities, case studies, and role plays.
2. It emphasizes the importance of applying principles of adult learning like recency, appropriateness, motivation, primacy, two-way communication, feedback, active learning, and multi-sensory learning.
3. The key is using a variety of techniques to engage participants, tailoring the training to their needs, and encouraging active participation and practice.
This document provides information on developing competency-based curriculum and modules of instruction for technical vocational education and training (TVET). It discusses various stages of module development including determining learning outcomes, assessment criteria, nominal duration, pre-requisites, module descriptor, conditions, methodology and assessment methods. It also provides examples of completed module information and a course design template. The overall purpose is to guide TVET institutions and private owners on developing curriculum that aligns with competency standards for commencing technical education programs.
This document is a teacher's guide for teaching the exploratory course on Computer Hardware Servicing as part of the Technology and Livelihood Education (TLE) curriculum in the Philippines. It provides background information on TLE and the K to 12 curriculum, an overview of the TLE exploratory courses and learning modules, and guidance for teachers on using the learning modules which include learning outcomes, lesson components, teaching strategies, and assessing student understanding. The overall goal is to prepare students for technical vocational careers by developing their skills and knowledge in specific TLE areas based on industry standards.
This document contains a lesson plan for teaching trainees about encoders. The plan includes information about the learning conditions such as the trainees, classroom, and college. It describes the didactic reflection including analyzing the curriculum, content, and appropriate methods. The plan lists general and specific learning objectives. It outlines the intended process through opening, body, and closing sections. It provides details on methodology, media, time allocation, and expected trainer and trainee actions. Lists of teaching materials, didactic principles, and references are also included.
The document discusses training facilities and equipment. It defines training facilities as structures provided for learning purposes, including classrooms, workshops, laboratories, libraries, and utilities. It also discusses the different components of competency-based training facilities according to TESDA, which include the practical work area, learning resource center, and institutional assessment area. Maintaining these facilities and ensuring the availability and proper functioning of equipment is important to promote a conducive learning environment.
This learning outcome covers determining learner's training requirements. Trainees' current competencies are assessed and compared to the competencies outlined in curriculum documents and standards to identify any gaps. A data gathering tool is also developed to collect information on trainees' characteristics to help plan training. Determining requirements includes validating needs with relevant stakeholders and documenting the results.
This document contains competency-based learning materials for training facilitators on facilitating learning sessions. It discusses preparing training facilities and resources, including setting up learning stations. It also addresses conducting pre-assessments of trainees to determine their existing knowledge and skills. The document provides information sheets, self-checks, and task sheets to help trainers learn and practice the skills required to facilitate competency-based training sessions.
This document provides guidance for teachers on teaching the exploratory carpentry course as part of the Technology and Livelihood Education (TLE) program under the K to 12 basic education curriculum in the Philippines. It outlines the overall goal of developing 21st century skills in students. TLE aims to equip students with skills for work, entrepreneurship and further education. Each of the 24 TLE exploratory courses focuses on developing competencies in using tools, measurement, safety, and technical drawing. The carpentry module contains 4-5 lessons addressing these competencies. It is designed to help students earn a Certificate of Competency by Grade 9 and lead to a National Certificate from TESDA in later grades.
1. The document discusses various techniques for effective training sessions, including lectures, demonstrations, small group activities, case studies, and role plays.
2. It emphasizes the importance of applying principles of adult learning like recency, appropriateness, motivation, primacy, two-way communication, feedback, active learning, and multi-sensory learning.
3. The key is using a variety of techniques to engage participants, tailoring the training to their needs, and encouraging active participation and practice.
This document provides information on developing competency-based curriculum and modules of instruction for technical vocational education and training (TVET). It discusses various stages of module development including determining learning outcomes, assessment criteria, nominal duration, pre-requisites, module descriptor, conditions, methodology and assessment methods. It also provides examples of completed module information and a course design template. The overall purpose is to guide TVET institutions and private owners on developing curriculum that aligns with competency standards for commencing technical education programs.
This document is a teacher's guide for teaching the exploratory course on Computer Hardware Servicing as part of the Technology and Livelihood Education (TLE) curriculum in the Philippines. It provides background information on TLE and the K to 12 curriculum, an overview of the TLE exploratory courses and learning modules, and guidance for teachers on using the learning modules which include learning outcomes, lesson components, teaching strategies, and assessing student understanding. The overall goal is to prepare students for technical vocational careers by developing their skills and knowledge in specific TLE areas based on industry standards.
Y2 module1-preparing of construction materials& toolsMacky Mac Faller
Here is a sample filled out requisition form based on the information provided:
DATE: January 15, 2023
Project: Construction of a Shed
Purpose: Storage
Materials and Quantity Unit Description Unit Price Total
10 pcs Lumber 4"x4"x12' P150 P1,500
5 bags Cement 50kg P400 P2,000
10 sacks Sand 1cu.m P300 P3,000
5 pcs GI roofing sheets P800 P4,000
2 gals Paint P300 P600
1 box Nails 2" P200 P200
Sub Total: P11,300
____________________________
REQUISITIONER
________________
K to 12 mechanical drafting teacher's guideNoel Tan
This document provides guidance for teachers on teaching the Exploratory Course on Mechanical Drafting as part of the K to 12 Technology and Livelihood Education curriculum in the Philippines. It includes background information on the overall goals of the K to 12 curriculum and the conceptual framework for teaching TLE courses. It also provides details on the learning modules and lessons, which are designed to teach the basic competencies required for the exploratory courses based on the Training Regulations from the Technical Education and Skills Development Authority. The document describes the parts of each lesson and provides guidance for teachers on preparing and implementing the lessons.
This document outlines a professional development plan for teacher training on Promethean technologies. The training will take place over two half-day sessions in September and November. It includes SMART goals for novice, intermediate, and advanced users. Planned activities include an online needs assessment, breakout sessions led by technology coaches, and follow up surveys. The expected outcomes are that participants will gain skills and confidence in using Promethean hardware and software for classroom instruction. Student learning will also be assessed through observations, surveys, and anecdotal evidence.
1. Students will learn to test charging system components and identify faults.
2. They will learn how to disassemble and repair or replace parts in alternators.
3. Students will be able to assemble alternators according to specifications and test their functionality.
The document provides guidance on developing event proposals and bids. It discusses interpreting event briefs, developing proposal details, and submitting bids on time. Key tips for developing competitive bid proposals include: reading the project details thoroughly, avoiding scripted proposals, not sounding impersonal, not committing time hastily, and avoiding underbidding or overbidding competitors. The document emphasizes interpreting requirements accurately, identifying action items, clarifying details with customers, and developing options to meet or exceed expectations.
This document provides a teacher's guide for a Grade 10 module on personal entrepreneurial competencies and computer hardware servicing. The module aims to help students understand the importance of assessing their personal entrepreneurial competencies and creating a plan to strengthen areas for improvement.
The summary includes an introduction to the module objectives, presenting content to students, and providing feedback. Content is presented through discussion, activities, and tasks to help students identify their competencies, interview entrepreneurs, and create a personal plan of action. The goal is for students to understand competencies needed for success in business and careers related to computer hardware servicing.
This Teacher’s Guide is intended for you, the TLE teacher, who teaches any of the more than 24 TLE exploratory courses in the Grades 7 and 8 of the K to 12 curriculum.
This document contains information for training rubber production workers:
- It includes a self-assessment form for trainees to evaluate their current skills and competencies.
- It outlines the process for identifying any gaps between required and current competencies to develop a training plan.
- The proposed training plan includes modules on establishing rubber nurseries, planting, budding, and latex harvesting over several days.
The document outlines guidelines for developing training plans for apprentices and trainees. It discusses the regulatory framework that requires training plans and their purpose. A well-developed training plan must include specific details such as the names of parties involved, qualifications and modules, delivery methods, assessment arrangements, and signatures of confirmation. The plan should be developed by the registered training organization in conjunction with the employer and apprentice/trainee. It must then be monitored and updated throughout the training period.
This document provides guidance for teachers on teaching the exploratory course on carpentry as part of the K to 12 Technology and Livelihood Education (TLE) curriculum in the Philippines. It discusses the overall goals of the K to 12 curriculum and the conceptual framework for teaching TLE, which encompasses fields like industrial arts, agri-fishery arts, and ICT. It describes the structure of TLE exploratory courses in grades 7-8, the learning modules and lessons, and the new focus on competencies from the Technical Education and Skills Development Authority. It provides details on the design of the modules and lessons, including learning outcomes, performance standards, materials, and assessment approaches. The goal is to prepare students for
This document contains a lesson plan for teaching converting Laplace transforms. The lesson plan will be taught to 15 electronics students in Riyadh, Saudi Arabia. It includes the learning objectives, which are for students to understand the importance of Laplace transforms, properties and theories of Laplace transforms, and how to solve differential equations using Laplace transforms. The lesson will be taught over 9 minutes using methods such as lecture, discussion, and group/partner/individual work. Students will work on 3 handouts applying Laplace transforms to exponential, sinusoidal, and cosine functions. The lesson aims to help students more easily solve complex differential equations.
This document provides the curriculum guide for an exploratory course on Mechanical Drafting for K to 12 in the Philippines. It outlines 4 lessons that cover key topics including drafting materials and tools, measurement, interpreting drawings, and safety practices. The guide defines the content and performance standards, learning competencies, example projects and activities, and assessment methods for each lesson. The lessons are designed to teach students about drafting fundamentals and safety in 40 total hours through hands-on activities, demonstrations, tests, and other assessments.
This document provides guidance for teachers on teaching Technology and Livelihood Education (TLE) exploratory courses in the K to 12 curriculum in the Philippines. It discusses the overall goal of developing 21st century skills in learners and preparing them for work or further education. TLE courses are offered in grades 7-8 and focus on developing technological proficiency through hands-on learning. The document outlines the conceptual framework for TLE, describes the 24 exploratory TLE courses, and explains the design of the learning modules and lessons to ensure competencies are taught according to industry standards set by the Technical Education and Skills Development Authority. It provides direction for teachers on implementing the various parts of the TLE lessons to maximize student learning.
This document outlines the Masters in Personnel Management (MPM) program at the University of Pune Faculty of Management. The two-year, full-time MPM program uses a credit and grading system and aims to develop students' understanding of human resource management concepts, techniques, and practices. The program consists of full and half credit courses, a research mini project, field work, and a six credit Summer Internship Project. Students are evaluated through university exams accounting for 50% of marks and continuous concurrent evaluation making up the other 50% through components like case studies, assignments, and presentations.
This document provides an overview of a competency-based learning module on leading workplace communication. The module aims to develop the knowledge, skills, and attitudes required to obtain, interpret, and convey workplace information. It covers obtaining information from appropriate sources, using communication skills, identifying lines of communication, and participating in meetings. The module contains learning activities, assessments, and information sheets to help trainees achieve the learning outcomes of obtaining and conveying workplace information, completing relevant documents, and participating in workplace discussions.
The document outlines revisions made to the computer engineering program curriculum at the University of Mumbai, including adopting an outcomes-based education approach. Key changes include defining program educational objectives and outcomes for each course, increasing emphasis on laboratory courses, and implementing a credit-based semester and grading system. The revised second year curriculum structure is presented, covering topics like complex variables, Laplace transforms, and data structures across courses in semesters 3 and 4. Course objectives and outcomes are now included to support the shift to outcome-based education.
The
architectural
working drawings.
1.2-1 Site Development Plan or Lot Plan
Site Development Plan or Lot Plan refers to the position and the
location of the building with property line, setbacks, approaches, grade
contours, landscape and other pertinent data in relation to the site.
It shows the following:
1. Property lines with dimensions
2. Setback lines
3. Existing and proposed contours
4. Existing and proposed structures
5. Existing and proposed utilities
6. Existing and proposed roads and walks
7. Existing and proposed landscape features
8. North arrow
9. Scale
10. Legend
The document provides a student user guide for accessing and participating in online seminars through the KHE Seminar software. It describes how to access scheduled and archived seminars in the "My Seminars" area, how to search for seminars by term, course, type, and date range. It also explains how to view upcoming seminars on the calendar by week, day, or month and defines regular, flexible, and supplemental seminar types. The guide outlines how to communicate, use presentation slides, collaborate on the whiteboard, and view polls during live seminar sessions.
O documento discute o estresse no trabalho e a síndrome de burnout. Aponta que 70% dos trabalhadores brasileiros sofrem com estresse excessivo e 30% desenvolvem burnout, causando gastos de quase 4% do PIB. Descreve os sintomas e estágios de burnout, incluindo esgotamento físico e mental. Discute também as causas de estresse em professores, como falta de recursos e apoio, e estratégias para reduzir seu estresse no trabalho.
Y2 module1-preparing of construction materials& toolsMacky Mac Faller
Here is a sample filled out requisition form based on the information provided:
DATE: January 15, 2023
Project: Construction of a Shed
Purpose: Storage
Materials and Quantity Unit Description Unit Price Total
10 pcs Lumber 4"x4"x12' P150 P1,500
5 bags Cement 50kg P400 P2,000
10 sacks Sand 1cu.m P300 P3,000
5 pcs GI roofing sheets P800 P4,000
2 gals Paint P300 P600
1 box Nails 2" P200 P200
Sub Total: P11,300
____________________________
REQUISITIONER
________________
K to 12 mechanical drafting teacher's guideNoel Tan
This document provides guidance for teachers on teaching the Exploratory Course on Mechanical Drafting as part of the K to 12 Technology and Livelihood Education curriculum in the Philippines. It includes background information on the overall goals of the K to 12 curriculum and the conceptual framework for teaching TLE courses. It also provides details on the learning modules and lessons, which are designed to teach the basic competencies required for the exploratory courses based on the Training Regulations from the Technical Education and Skills Development Authority. The document describes the parts of each lesson and provides guidance for teachers on preparing and implementing the lessons.
This document outlines a professional development plan for teacher training on Promethean technologies. The training will take place over two half-day sessions in September and November. It includes SMART goals for novice, intermediate, and advanced users. Planned activities include an online needs assessment, breakout sessions led by technology coaches, and follow up surveys. The expected outcomes are that participants will gain skills and confidence in using Promethean hardware and software for classroom instruction. Student learning will also be assessed through observations, surveys, and anecdotal evidence.
1. Students will learn to test charging system components and identify faults.
2. They will learn how to disassemble and repair or replace parts in alternators.
3. Students will be able to assemble alternators according to specifications and test their functionality.
The document provides guidance on developing event proposals and bids. It discusses interpreting event briefs, developing proposal details, and submitting bids on time. Key tips for developing competitive bid proposals include: reading the project details thoroughly, avoiding scripted proposals, not sounding impersonal, not committing time hastily, and avoiding underbidding or overbidding competitors. The document emphasizes interpreting requirements accurately, identifying action items, clarifying details with customers, and developing options to meet or exceed expectations.
This document provides a teacher's guide for a Grade 10 module on personal entrepreneurial competencies and computer hardware servicing. The module aims to help students understand the importance of assessing their personal entrepreneurial competencies and creating a plan to strengthen areas for improvement.
The summary includes an introduction to the module objectives, presenting content to students, and providing feedback. Content is presented through discussion, activities, and tasks to help students identify their competencies, interview entrepreneurs, and create a personal plan of action. The goal is for students to understand competencies needed for success in business and careers related to computer hardware servicing.
This Teacher’s Guide is intended for you, the TLE teacher, who teaches any of the more than 24 TLE exploratory courses in the Grades 7 and 8 of the K to 12 curriculum.
This document contains information for training rubber production workers:
- It includes a self-assessment form for trainees to evaluate their current skills and competencies.
- It outlines the process for identifying any gaps between required and current competencies to develop a training plan.
- The proposed training plan includes modules on establishing rubber nurseries, planting, budding, and latex harvesting over several days.
The document outlines guidelines for developing training plans for apprentices and trainees. It discusses the regulatory framework that requires training plans and their purpose. A well-developed training plan must include specific details such as the names of parties involved, qualifications and modules, delivery methods, assessment arrangements, and signatures of confirmation. The plan should be developed by the registered training organization in conjunction with the employer and apprentice/trainee. It must then be monitored and updated throughout the training period.
This document provides guidance for teachers on teaching the exploratory course on carpentry as part of the K to 12 Technology and Livelihood Education (TLE) curriculum in the Philippines. It discusses the overall goals of the K to 12 curriculum and the conceptual framework for teaching TLE, which encompasses fields like industrial arts, agri-fishery arts, and ICT. It describes the structure of TLE exploratory courses in grades 7-8, the learning modules and lessons, and the new focus on competencies from the Technical Education and Skills Development Authority. It provides details on the design of the modules and lessons, including learning outcomes, performance standards, materials, and assessment approaches. The goal is to prepare students for
This document contains a lesson plan for teaching converting Laplace transforms. The lesson plan will be taught to 15 electronics students in Riyadh, Saudi Arabia. It includes the learning objectives, which are for students to understand the importance of Laplace transforms, properties and theories of Laplace transforms, and how to solve differential equations using Laplace transforms. The lesson will be taught over 9 minutes using methods such as lecture, discussion, and group/partner/individual work. Students will work on 3 handouts applying Laplace transforms to exponential, sinusoidal, and cosine functions. The lesson aims to help students more easily solve complex differential equations.
This document provides the curriculum guide for an exploratory course on Mechanical Drafting for K to 12 in the Philippines. It outlines 4 lessons that cover key topics including drafting materials and tools, measurement, interpreting drawings, and safety practices. The guide defines the content and performance standards, learning competencies, example projects and activities, and assessment methods for each lesson. The lessons are designed to teach students about drafting fundamentals and safety in 40 total hours through hands-on activities, demonstrations, tests, and other assessments.
This document provides guidance for teachers on teaching Technology and Livelihood Education (TLE) exploratory courses in the K to 12 curriculum in the Philippines. It discusses the overall goal of developing 21st century skills in learners and preparing them for work or further education. TLE courses are offered in grades 7-8 and focus on developing technological proficiency through hands-on learning. The document outlines the conceptual framework for TLE, describes the 24 exploratory TLE courses, and explains the design of the learning modules and lessons to ensure competencies are taught according to industry standards set by the Technical Education and Skills Development Authority. It provides direction for teachers on implementing the various parts of the TLE lessons to maximize student learning.
This document outlines the Masters in Personnel Management (MPM) program at the University of Pune Faculty of Management. The two-year, full-time MPM program uses a credit and grading system and aims to develop students' understanding of human resource management concepts, techniques, and practices. The program consists of full and half credit courses, a research mini project, field work, and a six credit Summer Internship Project. Students are evaluated through university exams accounting for 50% of marks and continuous concurrent evaluation making up the other 50% through components like case studies, assignments, and presentations.
This document provides an overview of a competency-based learning module on leading workplace communication. The module aims to develop the knowledge, skills, and attitudes required to obtain, interpret, and convey workplace information. It covers obtaining information from appropriate sources, using communication skills, identifying lines of communication, and participating in meetings. The module contains learning activities, assessments, and information sheets to help trainees achieve the learning outcomes of obtaining and conveying workplace information, completing relevant documents, and participating in workplace discussions.
The document outlines revisions made to the computer engineering program curriculum at the University of Mumbai, including adopting an outcomes-based education approach. Key changes include defining program educational objectives and outcomes for each course, increasing emphasis on laboratory courses, and implementing a credit-based semester and grading system. The revised second year curriculum structure is presented, covering topics like complex variables, Laplace transforms, and data structures across courses in semesters 3 and 4. Course objectives and outcomes are now included to support the shift to outcome-based education.
The
architectural
working drawings.
1.2-1 Site Development Plan or Lot Plan
Site Development Plan or Lot Plan refers to the position and the
location of the building with property line, setbacks, approaches, grade
contours, landscape and other pertinent data in relation to the site.
It shows the following:
1. Property lines with dimensions
2. Setback lines
3. Existing and proposed contours
4. Existing and proposed structures
5. Existing and proposed utilities
6. Existing and proposed roads and walks
7. Existing and proposed landscape features
8. North arrow
9. Scale
10. Legend
The document provides a student user guide for accessing and participating in online seminars through the KHE Seminar software. It describes how to access scheduled and archived seminars in the "My Seminars" area, how to search for seminars by term, course, type, and date range. It also explains how to view upcoming seminars on the calendar by week, day, or month and defines regular, flexible, and supplemental seminar types. The guide outlines how to communicate, use presentation slides, collaborate on the whiteboard, and view polls during live seminar sessions.
O documento discute o estresse no trabalho e a síndrome de burnout. Aponta que 70% dos trabalhadores brasileiros sofrem com estresse excessivo e 30% desenvolvem burnout, causando gastos de quase 4% do PIB. Descreve os sintomas e estágios de burnout, incluindo esgotamento físico e mental. Discute também as causas de estresse em professores, como falta de recursos e apoio, e estratégias para reduzir seu estresse no trabalho.
Successful story sharing of New on boarding customer project from Shanghai Es...?? ?
The Shanghai Essential Team successfully used a new customer onboarding project to help enroll a new client, Pacific Link International Freight Forwarder, and significantly increase their bookings over a short period of time. Through joint efforts with the SAL team and hypercare of the new customer, their bookings increased from 3 FFE in week 36 to 14.5 FFE by week 50. The onboarding project provided welcome materials, assistance using online booking tools, daily communication, and helped address issues. This success has led to the evaluation of the customer for additional dedicated customer service applications to support their goal of 1000 FFE in 2015.
La ley dicta normas para modernizar la organización y funcionamiento de los municipios colombianos. Establece que los municipios gozan de autonomía para gestionar sus intereses dentro de la Constitución y la ley. Define competencias obligatorias y voluntarias de los municipios y establece factores para la delegación y asignación de atribuciones y funciones a los municipios. También modifica requisitos para la creación de municipios y normas sobre concejos municipales.
- John LaCagnina is an experienced IT auditor, project manager, and consultant with over 20 years of experience in information security, compliance (SOX, PCI DSS, etc.), and quality assurance. He has worked in various industries including financial services, pharmaceuticals, and hospitality.
- He holds multiple professional certifications including CISA, PMP, CGRCM-IT, CSOXP, and is knowledgeable in frameworks like COSO, CobiT, and methodologies like ITIL.
- He has extensive experience implementing and auditing controls, conducting assessments and gap analyses, ensuring regulatory compliance, and managing projects, audits, and teams simultaneously.
The economists oppose Donald Trump and recommend voting for another candidate for the following reasons:
1) Trump spreads disinformation about economic data agencies and misleads voters about the impacts of policies like NAFTA renegotiation and tariffs.
2) Trump has no plan to help displaced manufacturing workers transition to well-paying service jobs and ignores the realities of technology and trade.
3) Trump makes false claims about issues like declining US manufacturing output, trade deficits, and tax rates.
The economists conclude that Trump is a dangerous choice who misinforms the public, erodes trust in institutions, and promotes delusion over facts, which could undermine the economy if elected.
La Unión Europea ha acordado un embargo petrolero contra Rusia en respuesta a la invasión de Ucrania. El embargo prohibirá las importaciones marítimas de petróleo ruso a la UE y pondrá fin a las entregas a través de oleoductos dentro de seis meses. Esta medida forma parte de un sexto paquete de sanciones de la UE destinadas a aumentar la presión económica sobre el gobierno de Putin.
1) La Junta Administradora Local (JAL) es un órgano de representación política local encargado de vigilar la prestación de servicios públicos y la participación ciudadana en su localidad. Está conformada por ediles elegidos popularmente por 4 años.
2) Las funciones de la JAL incluyen participar en la elaboración de planes de desarrollo, vigilar servicios públicos, formular propuestas de inversión, distribuir partidas presupuestales y promover la participación ciudadana.
3) Los ediles no tienen suplentes y sus falt
A Summary of Top 28 areas covered by EC Proposed Regulation for CRR, CRD IV and Basel III Regulatory Compliance and Implementation of the proposal: A publication by James Jeffrey Okarimia
Partner at RM associates: Partners in Enterprise Risk Managements
This document summarizes the Umicore Electra team's involvement with the Shell Eco Marathon competition over several years. It discusses their partnership with Umicore starting in 2013, their results in the 2014 and 2015 competitions, and their plans for improvements to compete in 2016 and 2017. Their best result was in 2015 when they achieved a fuel efficiency of 121 km/kWh, equivalent to 0.1 L/100km, placing them 5th in their category. They have undertaken student projects to develop new front and rear suspension systems, and have plans to test new components like motors, wheels, and gearing to further improve performance. Their goal is to develop a new vehicle for 2017 that will be lighter, more efficient, and
Resumen Horizon Universidad 2016_intef_mayo_2016ravaprende
El documento resume el informe "The NMC Horizon Report: 2016 Higher Education Edition" que identifica seis tecnologías que tendrán un impacto significativo en la educación superior en los próximos cinco años. Describe tres tendencias a largo plazo, dos a medio plazo y una a corto plazo que influirán en la adopción de tecnologías. También analiza seis desafíos significativos divididos en tres categorías según su dificultad de abordar. Finalmente, describe las seis tecnologías seleccionadas indicando su plaz
Este documento describe diferentes tendencias emergentes en la re-ingeniería de los aprendizajes, incluyendo aprendizajes expandidos, personalizados e invertidos que aprovechan las tecnologías para hacerlos más accesibles. También explora el potencial de la realidad virtual, la inteligencia artificial y el aprendizaje basado en proyectos y juegos para hacer que los aprendizajes sean más significativos y situados en contextos reales. Finalmente, argumenta que es necesario pasar de la retórica a la acción para demostrar nuevos paradigmas
El documento presenta un plan de innovación educativa para 2016-2017 con 10 programas y 20 proyectos que buscan integrar las TIC y nuevas metodologías de enseñanza como el aprendizaje basado en proyectos, personalizado, invertido e inmersivo a través de cursos semi-presenciales con tareas que incluyen el diseño de secuencias didácticas y contenidos digitales como mini-videos docentes.
Este documento describe la importancia de STEM (Ciencias, Tecnología, Ingeniería y Matemáticas) en la educación y el cuidado infantil. Explica que STEM fomenta la curiosidad natural de los niños y les ayuda a desarrollar habilidades cruciales para el éxito futuro. También examina cómo los niños aprenden mejor los conceptos de STEM a través de la exploración y la resolución de problemas con materiales reales, en lugar de instrucción directa. Además, ofrece consejos sobre cómo crear actividades de STEM
HND Assignment Brief Session: September 2015
Programme title
BTEC HND in Computing and Systems Development
Unit number and title
41
Programming in Java (L5)
Assignment number & title
1 of 1
Programming in Java (L5)
Unit Leader
DR Gebremichael
Assessor (s)
Yonas Gebremichael and Hassan Baajour
Issue Date
30 Sept 2015
Final assignment submission deadline
28 May 2015 – 09 Sept 2015
Late submission deadline
11 – 16 September 2015
The learners are required to follow the strict deadline set by the
College for submissions of assignments in accordance with the BTEC level 4 – 7 submission guidelines and College policy on submissions. They should also refer to Merit and Distinction criteria that require evidence of meeting agreed timelines and ability to plan and organise time effectively without which the learner may not expect to receive a higher grade.
Resubmission deadline
TBA
Feedback
In-class feedback will be available from draft submissions on a taskby-task basis as a formative feedback and also for initial submission. Final feedback will be available within 2 – 3 weeks of the assignment submission date.
General
Guidelines
1. The work you submit must be in your own words. If you use a quote or an illustration from somewhere you must give the source.
2. Include a list of references at the end of your document. You must give all your sources of information.
3. Make sure your work is clearly presented and that you use readily understandable English.
4. Wherever possible use a word processor and its “spell-checker”.
Internal verifier
Dr. Hasan
Signature (IV of the brief) *
Dr. Hasan
Date
06/05/15
ICON College of Technology and Management
BTEC HND in Computing and Systems Development
(CSD)
Unit41: Programming in Java (L5)
Session: May\Sept 2015
Coursework
Recommended maximum words: 4,000
This Unit will be assessed by assignment and Presentation.
You are strongly recommended to read “Preparation guidelines of the Coursework Document” before answering/solving your assignment.
Scenario:
White Chapel Academy has asked you to develop a Student Information Management System (SIMS). The system shall hold the details of every student and tutor and admin staff in the school as well as storing information about the courses that are available at the school. It shall enable the school staff to enrol students to the school and manage student’s fee payments.
Once the students are enrolled, a system administrator will create classes in the system and allocate date, time and tutor for each class to enrol students to. The system shall also be used for managing students’ class attendance as well as track their progress in the course. The system shall have a facility for registered parents to login and check their sons’ or daughters’ attendance, academic progress, behaviour at school.
When a student first enrols at the school, he or she will receive a timetable with a list of classe ...
The analysis of the time table structure within a student information system ...ijcsit
This paper will show the result of the analysis and synthesis processes that take place when making a time
table for a University Information System (UIS), especially for SIS.This proposed paper does the comparison between two methods of designing a time table, shows the advantages and disadvantages of these methods and more precisely how to implement each of them using programming languages.
The document provides details of a course registration system project for a university. It includes a project plan with objectives to create an online system to replace the manual paper-based registration currently used. It outlines requirements for the system including functional requirements for student, administrator, teacher and registrar modules. Non-functional requirements around performance, safety and security are also specified. The project will follow a waterfall model for development.
This document provides guidance for developing an education technology plan. It recommends including stakeholders from the school, district, and community in the planning process. The plan should determine how technology will support teaching and learning goals, professional development needs, infrastructure requirements, and funding sources. An effective plan is comprehensive, supported by goals and measurable objectives, and establishes benchmarks for implementation and evaluation.
OS lab manual1234512345123451234512345.pdfSuperBoy40
This document contains information about an Operating Systems laboratory manual, including the course objectives, outcomes, experiments, and assessment details. The key points are:
1) The laboratory manual is for the Operating Systems course and contains 10 experiments covering processes, CPU scheduling, synchronization, memory management, file systems, and disk scheduling.
2) The course aims to demonstrate operating system concepts and teach techniques for resource management.
3) Assessment includes continuous internal evaluation worth 50% through tests and lab reports, and a semester end exam worth 50% over both theory and practical components.
4) Students must score a minimum of 40% on both the theory and practical internal evaluations and 35% overall to pass.
This document provides an executive summary and design plan for a training module on OSHA safety and proper PPE use for new engineering employees. The training aims to provide knowledge and skills to identify appropriate PPE for different work scenarios to maintain safety. The training will use a directed learning environment with both in-person and computer-based components, including demonstrations, assessments, and interactive activities. The design document outlines course details, objectives, content, activities, and assessments to teach employees OSHA regulations and proper PPE selection and use.
This document outlines an instructional design plan for training teachers to integrate SmartBoards into their lessons. It includes an analysis of the learning context and learners, objectives for teaching hardware set-up and software use in large and small group sessions, and plans for formative assessment during the training. The training will be delivered in two parts, first demonstrating basic functions to all teachers, then splitting them into small groups for hands-on practice and application of skills learned. Surveys of teachers found a range of technology experience, with objectives tailored to address varying skill levels and needs.
This lesson plan focuses on teaching trainees about magnitude comparators. The trainees will learn about the inputs, outputs, and truth tables of comparators. They will also learn how to design magnitude comparators with multiple bits, and identify the most and least significant bits. The lesson will use various teaching methods, including lecture, classroom discussion, individual work, partner work and group work. The objectives are for trainees to understand what comparators are, explain truth tables, differentiate between 4-bit and 8-bit comparators, and design an 8-bit comparator on the whiteboard.
This document outlines the plan for an online exam system project. It will include objectives like allowing teachers to create exams and track student results. The project team consists of a project manager, software designer, analyst, programmer, and tester. Risks like staff turnover or budget issues are identified along with mitigation strategies. Hardware, software, and other resource requirements are specified. The work is broken down into tasks like contract negotiation, documentation drafting and review, requirements analysis, and implementation.
This document outlines the requirements and guidelines for an internship course. The course is worth 6 credits and takes place in the 8th semester. Students must complete a minimum of 180 hours of internship work at an approved host organization. They are evaluated based on a proposal, midterm report, and final report and presentation. The final report must follow a prescribed format and include details of the organization, internship activities, conclusions, and learning outcomes. Students are supervised by both a faculty member and mentor from the host organization. The internship aims to provide real-world experience to students and enhance their practical skills.
The document provides details about the software requirements specification for an Internal Assessment System project. It includes sections on the problem statement, process model, software requirements specification, scheduling, risk management, design, and testing. The software requirements specification section describes the purpose, scope, user interfaces, functional requirements, and data flow diagram for the system. It will allow teachers to enter and update internal marks for students and allow students to view their marks. The system will follow an incremental process model and be developed using Python, Django, HTML, CSS, JavaScript, and MySQL.
IRJET- Paper on Proposed System for Managing Viva ExaminationsIRJET Journal
This document proposes a system to manage viva examinations more efficiently through automation. The current manual process of creating viva timetables is time-consuming and error-prone. The proposed system would generate timetables, assign classrooms and professors, and ensure there are no conflicts in the schedule. It would also send notifications, collect feedback, and calculate professor remuneration. The system aims to optimize the timetable creation process, reduce errors, improve coordination between departments, and help institutions with large student populations manage vivas more effectively.
This document outlines a course on advanced networking with IPv6. The course covers principles of IPv6 network design, IPv6 protocols like ICMPv6 and neighbor discovery, IPv6 routing protocols, security and quality of service in IPv6, and IPv4/IPv6 transition mechanisms. It is a 3 credit course consisting of both theory and lab sessions. The goal is to study advanced aspects of IPv6 networking, including IPv6 addressing, header format, migration strategies, and deployment of IPv6 networks and servers. Evaluation includes exams, lab exercises, and a project implementing IPv6 concepts.
The document outlines an action research proposal to address issues with new hires in a technical analyst training program. 40% of new hires lack relevant technology experience and score poorly on initial tests, requiring extra one-on-one attention. The purpose is to ensure the hiring process evaluates applicants' technical skills to better prepare technicians. A survey will assess skills to modify training. Expected outcomes are trainees demonstrating technical support readiness and trainers spending less time on basic skills. The plan is to implement a fundamental instruction curriculum, professional development for trainers, and differentiated instruction over a 7 week period.
The document provides information about Vallurupalli Nageswara Rao Vignana Jyothi Institute of Engineering and Technology. It includes the vision, mission and quality policy of the institute which focus on producing global citizens through quality education and meeting technological challenges. The document also contains the lesson plan for the subject "Computer Organization" taught to third year students. The lesson plan details the prerequisites, objectives, outcomes, syllabus, teaching methodologies and assessment criteria for the course.
State Computer Technical Vocational Education and Training Institute December 2017
Training, Teaching and Learning Materials
(TTLM) Level – I
Sector: Economic Infrastructure
Occupation: Basic Clerical Works
Module Title: Participate in OHS Process
Time Table Management System Software ReportAditya Jain
This document provides a project report on a time table management system for a university. It includes chapters on the software project management plan, software requirements specification, software design description, and software test documentation. The project aims to develop a computerized timetable generation system to automate the complex task of creating clash-free timetables and save time for administrators. It outlines the project organization, tasks, resources, risks, and Gantt chart schedule. The requirements specification defines the objectives, intended users, project scope, and functionalities. Overall, the report provides documentation on planning, requirements, design, and testing for the timetable management system project.
The document describes a proposed computerized grading system for Key Way International School. It discusses problems with the current manual system such as errors, redundancy and inefficiency. The proposed system would address these by automating the recording and computation of student grades. It would include modules for student registration, entering grades, and searching/viewing student records and report cards. The system's design, implementation, and coding are also outlined according to a waterfall model. The system aims to reduce teachers' workload and improve the accuracy and timeliness of grading.
Exploration on Training Practice Ability in Digital Logic ExperimentIJITE
This document discusses an experiment conducted to improve students' practical training abilities in digital logic courses. The experiment involves designing an independent innovation experiment where students use LED lights to creatively display their ideas. This allows students to think independently and implement their own circuit designs. Conducting such open-ended experiments early in their studies helps motivate students and improve their practical skills over time through hands-on work. Evaluation found that giving students ownership over their experimental ideas and designs increased participation and improved practical experience compared to traditional verification experiments.
EXPLORATION ON TRAINING PRACTICE ABILITY IN DIGITAL LOGIC EXPERIMENTIJITE
The hardware related courses in computer major require a lot of practise on experiment to fully
understand the theoretical knowledge for the students. Especially for the first-year or second-year
undergraduate students, how to cultivate students' practical ability effectively is the subject of Computer
Science in Colleges and Universities. This paper introduces the experimental teaching reform trial of the
Digital Logic Circuit courses, and sums up the experience of how to stimulate students' awareness of
innovation in the hardware experiment teaching and how to improve the students' practical ability. This
paper proposes that we should start the student independent innovation experiment as soon as possible at
the university stage. We design the independent innovation experiment in Digital Logic Circuit of the
hardware experiment, that experiment is an open-minded experiment. After years of experiments carried
out, the students deepened understanding of the knowledge of theory course, improve the interest in the
design of hardware, understand the basic processes of the design of electronic products, improve the
ability of practical, and establish the consciousness of innovation and practice. Our trial has proved that it
is very meaningful and feasible to enhance the ability of innovation practice in the low grade students of
computer major.
Similar to 2016 ieee uae_student_day_sep_description_aau-dec-01-2015 (20)
Communication & switching networks lab manualMUSAAB HASAN
1) The document describes a lab manual for a networking experiment involving configuring switches and routers.
2) It provides tasks to connect PCs to a switch, change the switch name and interface settings, and configure routing protocols like RIP and OSPF on routers.
3) The tasks are accompanied by explanations of commands needed to complete the configurations on switches and routers.
The document provides instructions for uploading course file documents to an online electronic system. It outlines 4 steps: 1) Prepare files in electronic format; 2) Check email for links to course directories; 3) Access course directories through provided links; 4) Upload documents to appropriate sections within each course directory. The document was prepared by Eng. Musaab Hasan and provides contact information for assistance from Dr. Haytham Elmessiry and Eng. Musaab Hasan.
The document provides a 14-step instruction manual for uploading course file documents to an online electronic system. It outlines preparing files, checking email for course access links, accessing the individual course directories, and uploading documents like syllabi and assessments. Contact information is provided for assistance from the Committee Head and System Administrator.
A Security Study for Smart Metering SystemsMUSAAB HASAN
In modern societies, the smart cities concept raised simultaneously with the projection towards adopting smart devices. A smart grid is an essential part of any smart city as both consumers and power utility companies benefit from the features provided by the power grid. In addition to advanced features presented by smart grids, there may also be a risk when the grids are exposed to malicious acts such as security attacks performed by terrorists. Considering advanced security measures in the design of smart meters could reduce these risks. This paper presents a security study for smart metering systems with a prototype implementation of the user interfaces for future works.
AutoCAD is computer-aided design (CAD) software that supports both 2D and 3D formats. It is used by architects, engineers, and project managers. The software allows users to create custom toolbars and organize the interface. It also has drag-and-drop functionality, command history, and a command search feature. AutoCAD includes macros that automate repetitive tasks and tools like a point marker and measurement command.
Android Applications development Using APP inventorMUSAAB HASAN
App Inventor is an open-source web application originally created by Google and now maintained by MIT that allows newcomers to computer programming to create Android apps. It uses a drag-and-drop interface like Scratch to visually design apps using on- and off-screen components in the Designer, and program behaviors by connecting blocks in the Blocks Editor, without needing to learn traditional computer languages.
Engineering Design vis Microsoft VisioMUSAAB HASAN
Microsoft Visio is a diagramming software that allows users to create a variety of diagrams quickly and easily. It provides templates and pre-drawn shapes to jumpstart diagramming for areas like IT, business processes, and more. Visio also offers tools to simplify complex diagrams, make diagrams visually appealing, share dynamic data-linked diagrams online, and validate diagrams to ensure consistency and accuracy. The document then provides tasks to create specific diagrams using Visio's features, including flow charts, block diagrams, and a circuit diagram.
Microcontrollers programming Raspberry Pi MUSAAB HASAN
The document discusses microcontrollers and the Raspberry Pi. It explains that a microcontroller is a small computer containing a processor, memory, and input/output capabilities. The Raspberry Pi is a low-cost single-board computer created by the Raspberry Pi Foundation to advance education in computers and computer science. The document then describes the different versions of the Raspberry Pi and their features.
Using PCB wizard for PCB implementationMUSAAB HASAN
PCB Wizard is software that allows users to design printed circuit boards (PCBs). It provides tools for schematic capture, component placement, automatic routing, and generating files for manufacturing. To design a circuit in PCB Wizard, users first add components from the gallery, then wire them together by clicking and dragging between pins. Circuits can be converted into PCB layouts by specifying board size and advanced options. The finished PCB can be viewed as the real product, artwork, unpopulated, or as a prototype.
The document discusses the main hardware components of a personal computer. It describes the typical parts including the monitor, motherboard, CPU, RAM, expansion cards, power supply, optical disc drive, hard disk drive, keyboard, and mouse. It then explains some of these components in more detail, such as the case, power supply, motherboard and its connections, expansion cards, storage devices, input/output peripherals, and computer software including system software, programming software, and application software.
The document provides information on reading datasheets and searching for information online. It discusses the various sections typically included in a datasheet, such as pinouts, electrical specifications, truth tables, and application information. It also outlines the six stages of the information search process: initiation, selection, exploration, formulation, collection, and search closure. Finally, it provides some useful search tricks for online research, such as converting units, using image search, and searching within specific file types or websites.
This report presents the work done in the Bag and tag lab by group #3 members. The scenario of the crime is described in Investigative Scenario section. The procedures followed for tagging and seizing evidences are mentioned in Procedures section. Analysis of seized evidences section presents the logical way that has been followed in determining the main evidences, their importance according to triage concept, and their relation to the crime to help in providing the investigators with useful details about the crime. A set of conclusions and suggested recommendations for the process of seizing evidences was listed in Conclusions and Recommendations section. The references that were used in conducting the lab and writing the report are mentioned in the References section. All processing forms that were filled and completed by the team are attached to this report in the Appendices section.
1. A corporate exfiltration case was investigated involving a private document being posted online. The document originated from Jean's computer and was sent to Alison.
2. Key details were extracted from the forensic analysis of Jean's computer including identifying Outlook email backups, registry files, and metadata of files.
3. The analysis determined that Jean was misled by a phishing email impersonating Alison and attached the document, allowing it to be posted online by the external hacker who stole Alison's email credentials.
The document summarizes the results of a lab experiment analyzing file structures and the Windows registry. The experiment involved: (1) Creating a file on a flash disk and searching for text before and after various operations like deleting and formatting; (2) Extracting registry files from a Windows 98 image, searching for keywords, and copying key names to a text file. The results showed data could still be found after deleting or quick formatting but not after a full format, and registry keywords and paths were successfully located.
Brand Guideline of Bashundhara A4 Paper - 2024khabri85
It outlines the basic identity elements such as symbol, logotype, colors, and typefaces. It provides examples of applying the identity to materials like letterhead, business cards, reports, folders, and websites.
Post init hook in the odoo 17 ERP ModuleCeline George
In Odoo, hooks are functions that are presented as a string in the __init__ file of a module. They are the functions that can execute before and after the existing code.
Get Success with the Latest UiPath UIPATH-ADPV1 Exam Dumps (V11.02) 2024yarusun
Are you worried about your preparation for the UiPath Power Platform Functional Consultant Certification Exam? You can come to DumpsBase to download the latest UiPath UIPATH-ADPV1 exam dumps (V11.02) to evaluate your preparation for the UIPATH-ADPV1 exam with the PDF format and testing engine software. The latest UiPath UIPATH-ADPV1 exam questions and answers go over every subject on the exam so you can easily understand them. You won't need to worry about passing the UIPATH-ADPV1 exam if you master all of these UiPath UIPATH-ADPV1 dumps (V11.02) of DumpsBase. #UIPATH-ADPV1 Dumps #UIPATH-ADPV1 #UIPATH-ADPV1 Exam Dumps
How to Create a Stage or a Pipeline in Odoo 17 CRMCeline George
Using CRM module, we can manage and keep track of all new leads and opportunities in one location. It helps to manage your sales pipeline with customizable stages. In this slide let’s discuss how to create a stage or pipeline inside the CRM module in odoo 17.
Creativity for Innovation and SpeechmakingMattVassar1
Tapping into the creative side of your brain to come up with truly innovative approaches. These strategies are based on original research from Stanford University lecturer Matt Vassar, where he discusses how you can use them to come up with truly innovative solutions, regardless of whether you're using to come up with a creative and memorable angle for a business pitch--or if you're coming up with business or technical innovations.
Artificial Intelligence (AI) has revolutionized the creation of images and videos, enabling the generation of highly realistic and imaginative visual content. Utilizing advanced techniques like Generative Adversarial Networks (GANs) and neural style transfer, AI can transform simple sketches into detailed artwork or blend various styles into unique visual masterpieces. GANs, in particular, function by pitting two neural networks against each other, resulting in the production of remarkably lifelike images. AI's ability to analyze and learn from vast datasets allows it to create visuals that not only mimic human creativity but also push the boundaries of artistic expression, making it a powerful tool in digital media and entertainment industries.
8+8+8 Rule Of Time Management For Better ProductivityRuchiRathor2
This is a great way to be more productive but a few things to
Keep in mind:
- The 8+8+8 rule offers a general guideline. You may need to adjust the schedule depending on your individual needs and commitments.
- Some days may require more work or less sleep, demanding flexibility in your approach.
- The key is to be mindful of your time allocation and strive for a healthy balance across the three categories.
1. UAE SECTION
Page 1 of 6
11th
IEEE UAE STUDENT DAY
May 2016
Software Engineering Project (SEP) Competition
Intelligent Time Table Schedule (ITTS)
Contents
I. Competition Rules................................................................................................................................. 2
II. Project Summary................................................................................................................................... 2
III. General Information.............................................................................................................................. 2
IV. Technical Specifications......................................................................................................................... 3
V. Functionality.......................................................................................................................................... 3
VI. Theoretical Knowledge.......................................................................................................................... 4
VII. User-Friendly Interface ......................................................................................................................... 4
VIII. Poster and User Manual........................................................................................................................ 4
IX. Testing Procedure ................................................................................................................................. 4
X. Evaluation.............................................................................................................................................. 6
2. UAE SECTION
Page 2 of 6
I. Competition Rules
1. Only IEEE UAE Students Members are eligible for this competition.
2. Each institution can submit a maximum of two entries in this competition.
3. Each competing team shall have no more than three students.
4. The contestants shall not use any unauthorized or unlicensed software.
5. The source code and all relevant documentation shall be made available to the competition
coordinator and the judges on the day of the competition.
6. Salient features of the software shall be documented with the aid of an A1 size Poster. A
brief user manual shall also be provided.
II. Project Summary
The rapid technological advances in hardware and software have led to the emergence of the
computing paradigm, where information is accessible anywhere and at any time. One of these
paradigms is the Intelligent Time Table Schedule (ITTS) which constitutes an important module for
educational institutions. In this module, the distribution of the load has to be fair for lecturer in
terms of experience and time management; and have to take in consideration the number of
students, available resources, constraints ... etc. In addition, the module could help students to take
a chance to enroll in suitable courses according to their levels. This fairness will be applied by
proposing an ITTS technique to produce such table, where users preferences including students and
instructors, will be used and optimized for this purpose.
III. General Information
Timetabling is a really hard problem that belongs to a larger-area of scheduling. Scheduling is
usually described as the process of resources allocation over time to accomplish a list of activities.
Course timetables scheduling in a college/university is a common task. Generally, this task is
performed manually and takes several days (sometimes weeks) of iterative improvements based on
the staff and student feedbacks.
The objective of this project is to implement a software that solves the scheduling challenges of an
educational institution and generates a timetable by using intelligent algorithm. The algorithm
should take into consideration students and staff data for a department (e.g. courses, lecturers, days,
classrooms, lecture duration, and some given constraints). The software should schedule the
instructor and the students for each suggested course within a specified time periods in a particular
classroom, while satisfying as many of the required constraints as possible.
In summary, the system is supposed to have or do the following:
Students should be able to enter their preferences of courses.
3. UAE SECTION
Page 3 of 6
Instructors should be able to enter their preferences of offered courses.
The system should have a list of constraints that are respected as much as possible
during the generation of suggested time tables. The constraints could include but are
not limited to:
Prerequisite courses and study plan according the major of students.
Students limit of courses per semester and instructor load limit too.
Availability of physical resources such as a classroom. Also the
capacity of the classroom should be considered.
Any other relevant suggestion to the proposed system as described will be
considered.
IV. Technical Specifications
The timetable solution is a combinatorial optimization solution that consists of some constraints
which should be considered as explained in the following table:
Preferences Constraint
Classroom
The maximum number of students per classroom. (should vary from one
classroom to another)
Instructor
The number of lectures should not exceed the instructor teaching load (4-5
Courses per instructor
Student
The total number of enrolled courses should not exceed 18 CR.H. (between
3-6 courses per student)
V. Functionality
Does the application run properly?
Does the software generate acceptable timetables?
Does the software solve the constraints conflict?
Does the software respect all constraints?
How long it takes for the software to generate a time table?
How practical is the timetable that is displayed by the software? For example, is the
suggested timetable is closer to that created manually by a college/university?
4. UAE SECTION
Page 4 of 6
VI. Theoretical Knowledge
Can the student explain timetable scheduling problem?
Can the students show sufficient understanding of intelligent algorithm concepts?
Can the students show sufficient understanding of the methodology and designing
process they used for implementing their selected intelligent algorithm?
Did the students identify and understand advantages and disadvantages of their
developed software?
Can the students demonstrate understanding of how they can extend the system
functionalities and overcome the limitations in future work?
VII. User-Friendly Interface
What is the users’ perception of the developed software? (clear interface, menu options,
and appropriate visual elements)
Is the software easy to use by users with no computing background?
Is the system user friendly for entering data, and how fast and practical is it to enter
data?
How easy is it for students to enter their preferences of courses, and how easy is it for
instructors to insert preferences and constraints?
VIII. Poster and User Manual
The students are required to provide:
A brief user manual.
An A1 size poster to provide a concise software description, and depict the technical
specifications / methodology / tools / techniques used in the development of the software.
IX. Testing Procedure
Student teams will be asked to demonstrate their software. The judges, will review the software
data including the constraints that are used for demonstration and testing. Each team will
demonstrate their software using a sample input of their own according to the specifications shown
in the table below. The judges will test the software in a way that is uniform for all teams. The
judges will also ask questions concerning the theoretical knowledge related to the developed
software and its user interface. They will also evaluate the poster and the brief user manual. Each
team will be then given 15 minutes to explain and demonstrate their software according to the
given specifications. Additional features, if they exist, will be evaluated too. Following are a list of
5. UAE SECTION
Page 5 of 6
minimum number of tables, minimum number of records per table, and a list of minimum required
fields for each table.
No. Table No Records Fields
Input
1 Instructors 8 Instructor-ID, Name(s), Major, Load
2 Students 110 Student-ID, Name(s), Major, Load
3
Study-Plan-Courses-&-
Prerequisite-&-Instructor
41
Course-ID, Title, Credit-Hrs,
Prerequisite, Taught-by-Instructor
4 Lecture-Rooms 7 Hall-ID, Capacity
5 Time-Slots
7 per day , 1.5 Hrs
each, (4 days)
Sun&Tue,
Mon&Wed
Slot-ID, Days, Period
6 Student-Transcripts
Varies between 5-
35 Courses for
each Student
Student-ID, Course-ID, Term, Year,
Grade
7
Preferred-Students-
Courses-for-Term
5-6 Course-per-
Student
Course-ID, Student-ID
8
Instructor-Suggested-
Courses-for-Term
1-4 Courses-per-
Instructor
Course-ID, Teacher-ID
Output 1 Time-Table As Needed
Course-ID, Course-Title, Instructor,
Classroom, Time, Student-ID,
Student-Name
Please note the following:
When generating a dummy data for the project's tables, try to vary your values in a way
that is analogous to a real-life values. For example, the Transcript table could have 1/4 first
year students, 1/4 second year students, 1/4 third year students, and 1/4 forth year students.
Not evenly, it could be a little more or less.
For Simplicity, each course is assigned to only one instructor.
You have to suggest on Number of Offered Courses and Number of Students per Class ...
etc. They could be chosen randomly or manually.
Number of sessions per course should vary between 1 and 4. Of course, most courses would
have only 1 session.
The output table may be split into two or more tables to avoid redundant data. For example,
the first table may include only number of students in a class along with the class
information.
6. UAE SECTION
Page 6 of 6
X. Evaluation
A panel of three judges, to be selected by the IEEE UAE Students Day Steering Committee, will
assess the entries of the competition. The competition criteria that will be used for judging the
entries are given below:
No. Evaluation Criteria Weight 1st
Judge 2nd
Judge 3rd
Judge Total
1 Functionality 50 %
2 Theoretical Knowledge 15 %
3 User-friendly Interface 15 %
4 Additional Features 10 %
5 Poster and User Manual 10 %
Total 100 %
雅虎竞拍
煤炉代买
paypay商城
乐天二手
日本亚马逊
乐天新品
ZOZOTOWN
