zilongwang/ReadingBank huggingface dataset:
PERSON SPECIFICATION Criteria Essential Desirable How to be assessed Qualifications, knowledge and experience Relevant NVQ 3/HNC/A-level/City & Guilds or equivalent qualification or experience. Experience of working in a digital marketing role. High level of competence in both written and spoken English. Experience of working with the digital marketing channels including, web, social, advertising, email campaigns and event support. Demonstrable experience of writing creative, high quality, customer focused digital content for a wide range of audience groups across web, social and email. Experience of editing digital content to meet the needs and add value to specific channels. Meticulous attention to detail. Relevant degree. Recognised qualification in marketing. Experience of design or development of websites. Experience of using data and analytics to inform, measure and refine digital marketing activities. Experience of working in the higher education/public sector environment. Knowledge of the postgraduate research agenda. Application, Interview, and test Planning and organising Capacity to organise data and schedule events, activities and resources and ensure they run smoothly. Plan and ditise own and medium term work activities within guidance offered by the Line Manager. Monitor timescales and resources and report to the Line Manager issues which cannot be resolved within standard daily operation. Application, Interview Problem solving and initiative Ability to acquire clear understanding of the quality and standards required for the delivery of the Doctoral College activities. Demonstrate an understanding of higher education policy; engage in developing new initiatives that support the development of activity. Application, Interview Management and teamwork Contribute to team behaviours and interact effectively and sensitively with peers. Build effective social networks across the partnership. Be flexible and adaptable in approach to work routines, be able to adapt quickly to change; be open to working with different teams/individuals as the business demands. Application, Interview Communicating and influencing Effective partnership working and interpersonal skills are essential including : Application, Interview & Test
Criteria Essential Desirable How to be assessed Qualifications, knowledge & experience A good first degree or equivalent professional qualification. Detailed understanding of digital marketing principles, within a communications context. Experience of creating strategy, implementing tactics, establishing ROI and ongoing refinement. Digital marketing experience including Search Engine Optimisation (SEO), Paid Advertising, email, SMS, search, analysis, advertising, application development. Experience of implementation, development and maintenance of large complex corporate systems, including Web/Content Management System (CMS) and Customer Relationship Management (CRM). Demonstrable experience of brand management and application, including the creation and implementation of visual identity guidelines that work across print and digital media. Demonstrable knowledge of buzz monitoring and online PR, and experience in community and user management. Strong business orientation, including demonstrable negotiation skills with internal and external stakeholders. Experience at working at management level. Successful experience of bringing teams together to manage activities through the project life cycle. Should be numerate and demonstrate business planning skills. Track record of successful user experience led site research. Demonstrable experience of budget planning and management for a relatively large value. Postgraduate qualification or further professional PR or related qualification. CV/Interview
autonomous motion or systemic beauty. This aesthetic-ontological act entails a cyclical reciprocity emergent between perceiver and perceived instead of a uni-plex reception/projection. In simpler words, consider how humans perceive the ecosystem (grass, flowers, trees) almost without any thought, moving through fields often immune to any contemplation of the field’s livingness, because they know it is alive, accept it as such. Humans engage with living things emotively and complexly; we expect reactivity and responsiveness in creatures but when the reactivity does not activate instincts we ignore it. Our knowledge of the world (our epistemology) arises from relational acts, experiences, physical systems, and the tactile presence of other organisms. Language is the abstract systemic filter of these epistemic experiences; it is also the means by which experiences think within us. As life changes over time (through birth, growth, and death), so does understanding and the language used to express understanding. Digital media introduces a very dynamic change into language’s structure and capacities. What will happen when language is visual, auditory, and intelligently reactive? What does this future entail for literature? If language is perceived as alive will we even notice? Does not a fondness for a certain word or sound, the worship of a cadenced phrase, already constitute a form of relation with an entity? Will digital tech amplify that relation? Thinking through questions involves accepting aesthetic animist language as credible. I introduce four arguments for (or ways of thinking toward) aesthetic animism. In the case-study chapters I link each of these arguments to specific software. Poetry roots its visual origins in inscription and a quest for meaning. It has often been an ontological act that disrupts norms and asserts the incredible; the following arguments belong to that category of discourse. The four arguments for aesthetic animism are:
Equal Opportunities Monitoring Form is committed to a policy of equality of opportunity in its employment and personnel practices. It aims to ensure that every employee or job applicant receives equitable treatment on the grounds of his/her gender, marital status, sexual orientation, race, religion, ethnic or national origins and nationality (including citizenship), age, disability, HIV or AIDS status and trade union membership. wishes to monitor the effectiveness of this policy and to prevent any job applicant being disqualified by conditions and requirements which cannot be shown to be justified. It is therefore important that you provide the following information by ticking the appropriate boxes. This information will remain confidential to the HR manager and will not be disclosed to those who are shortlisting and appointing to the vacant position. Surname/Family Name ……………………………………………………………… First Name(s) ……………………………………………………………… Post applied for ……………………………………………………………… Gender Male Female Ethnic origin (if other, please specify) A White English Scottish Welsh Northern Irish Irish Other White origin …………………………… B Mixed White and Black Caribbean White and Black African White and Asian Other mixed origin ….……………….. C Black, Black British, Black English, Black Scottish, Black Welsh or Black Northern Irish African Other Black origin …..………………….. D Asian, Asian British, Asian English, Asian Scottish, Asian Welsh or Asian Northern Irish Indian Pakistani Bangladeshi Other Asian origin ……………………………….… E Chinese, Chinese British, Chinese English, Chinese Scottish, Chinese Welsh or Chinese Northern Irish Chinese Other origin ………………………………………………. F Other ethnic group (please specify) .………………………………………………………………………............
In conjunction with the Digital Success Manager, create, plan and prioritize individual strategies with learning consultants based on top targets, key frontlist and pipeline. Drive AAA product action/ activities in conjunction with marketing (1st editions, new technologies and new initiatives). Work with the marketing team on executing e-strategies and initiatives delivered through Cengage websites. Maintain extensive knowledge of the Higher Education market, and stay current on various technology developments and market trends. Develop product knowledge of Cengage digital resources by attending various conferences and seminars, both internal and external. Develop a greater understanding of, and provide feedback on, the major competing technology products in the Higher Education market. Any other duties as required. Customer interface, and closing skills Analytical and abilities with keen attention to detail and follow through Being proactive when dealing with customers Strategic thinking and knowledge of the impact strategies and tactics may have in the marketplace Attentive and active listening to understand customers’ needs Interpersonal with ability to work across large range of academic backgrounds Ability to prioritise urgent tasks, and keep all aspects of the job under control Creativity Think innovation Leading change - strategic product differentiation Excellent communication skills Strong analytical and problem-solving skills. Ability to work in a team environment. Excellent time management skills Conference participation and attendance Technical support- internal and external 20% Work with customers and sales team on servicing current adoptions of digital products and providing our Digital Success services to customers. Develop a greater understanding of, and provide feedback on, the major competing digital products in the Higher Education market. Maintain close ties with various digital product teams in the US regarding new innovations, and keep current on new technologies in development for each of the major market segments. Product knowledge and ability to build market knowledge High level of technology skills Proven experience in handling customer queries and providing support Excellent communication skills, verbal and written Develop proactive working relationships Strong organisational and project management skills Analytical and abilities with keen attention to detail and follow through Extensive understanding of Cengage digital products Customer-first focus Contribute to key sales results Excellent organisational skills Approachability Feedback and support provided Excellent listening skills Problem solving skills
Desired Experience Profile: The successful applicant will preferably have a proven track record in: Digital systems testing (desktop, mobile, tablet) Experience in using testing automation tools i.e. plan, test, run, report Demonstrated ability to plan and meet deadlines in a fast paced, pressured environment Exceptional attention to detail Critical thinking Customer-centricity Relationship building Delivering outcomes Working on multiple digital initiatives at any given time Ability to co-ordinate external and internal stakeholders to achieve desired project outcomes. Part C – Required Competencies Competencies Profile (See Competency Dictionary for details) Competency Required Level (Developing/Effective/Strength) Shapes member experience Effective Technical competence Strength Business and industry awareness Developing Relationship–building and partnering Strength Embracing challenge Strength Informed and decisive judgement Developing Results delivery Strength Clarifying direction Strength Part D – Additional Information Additional Information
A determining force is the exams and assessments from the exam boards. Schools follow exam guidance after all. OCR is doing a lot of high profiled promotions of computing at school. [31] Coding platform survey Criteria Scratch Python Python with GUI Visual Basic.NET NetBeans Java Flash + AS3.0 Cost Free Free With a GUI, Python can be a popular choice of platform. Further search continues Free (express version, Pro is paid for.) Free Expensive Is it used in the industry No Yes (who? HE Is it used by HE institutions? Yes (according to Queen Mary, Westminster. Used by secondary edu.? Yes. Will be! Doubtful Yes Used by primary edu.? Yes. Installation Straight forward Straight forward Straight forward Straight forward Straight forward Maintenance Support Online forum, Learning curve Shallow Steep Medium Steep Medium GUI Yes No Yes Yes Yes Good for creating animation Yes Not as straight forward Not as straight forward Not as straight forward Yes (with code too) Good for creating interaction Yes Yes Yes Yes Yes Basic programming skills Yes Yes Yes Yes Yes Advanced programming skills IF, FOR are covered Yes Yes Yes Yes Data types - flexible Some basic ones No declaration Declare, many types Declare, many types Declare, many types Debug No Yes Yes Yes Yes Publishing result Online Online
Available from Christian Briggs, Kevin Makice, Digital Fluency: Building Success in the Digital Age, ISBN-10: 0615642942, ISBN-13: 978-0615642949, chapter 3 being fluent. Larry A. Alferink, Valeri Farmer-Dougan, “Brain-(not) Based Education: Dangers of Misunderstanding and Misapplication of Neuroscience Research”, Exceptionality: A Special Education Journal, , , 2010 Available from: BETT award winners Available from: http://www.bettawards.com/index.html Accessed on 26 January 2014 Lyndsay Grant (2009) ‘Children’s role in home-school relationships and the role of digital technologies’ Bristol, Futurelab Available from: Neil Selwyn (2009) 'The digital native - myth and reality’ Aslib Proceedings, 61, 4 Available from: Resnick, M. et al. (2009) ‘Scratch: Programming for All’ Communications of the ACM 52, 11, pp. 60-67 Available from: McKinsey Center for Government (2013), Education to Employment: Designing a System that Works, available from: BrainGate project, http://en.wikipedia.org/wiki/BrainGate and http://www.homeschoolworld.eu/aGallery/brain_gate/links.html Eleanor Maguire (2011) Changes in London taxi drivers’ brains driven by acquiring ‘the Knowledge’ Available from: Belgian school using Drones to Invigilate Exams available form OR Assistive Technology, Accessed on 27th January 2014 Wisdom: Wisdom: Wisdom:
Figure 1: Framework for Higher Education Qualifications Course Structure Cyber Security Analyst/Network Engineer CSA Module Type Year 1 Year 2 Year 3 Year 4 1 ALL Business Organisations (15 credits) 15 Generic 15 1 ALL Business Information Systems (30 credits) 30 Generic 30 1 ALL Fundamentals of Software Development (30 credits) 30 Generic 30 1 ALL Business Security (15 credits) 15 Generic 15 1 ALL WebApp Development (15 credits) 15 Generic 15 1 ALL Academic and Professional Skills (15 credits) 15 Specialist 15 120 2 ALL Object Oriented Software Design and Development I (15 credits) 15 Generic 15 2 ALL Networking and Security I (15 credits) 15 Generic 15
1 ALL WebApp Development (15 credits) 15 Generic 15 1 ALL Academic and Professional Skills (15 credits) 15 Specialist 15 TOTAL 120 2 ALL Object Oriented Software Design and Development I (15 credits) 15 Generic 15 2 ALL Networking and Security I (15 credits) 15 Generic 15 2 ALL Data Management (30 credits) 30 Generic 30 2 ALL Introduction to Project Management (30 credits) 30 Generic 30 2 DA Data Analysis (15 Credits) 15 Specialist 15 2 ALL Work Experience Project (15 credits) 15 Specialist 15 TOTAL 120 3 ALL Professional Project Experience (15 credits) 15 Specialist 15 3 ALL Technical Writing and Editing (15 credits) 15 Specialist 15 3 DA Data Analytics and Visualization Understanding Big Data (30 credits) 30 Specialist 30 3 CSA/DA Cloud/Virtualisation (15 credits) 15 Specialist 15 3 CSA/DA IoT (15 credits) 15 Specialist 15 3 ALL Synoptic Project Presentation (30 credits) 30 Specialist 30 TOTAL 45 Total 360 90 90 90 90 Generic 195 75 60 60 Specialist 165 15 30 30 90
Business Analyst BA Module Type Year 1 Year 2 Year 3 Year 4 1 ALL Business Organisations (15 credits) 15 Generic 15 1 ALL Business Information Systems (30 credits) 30 Generic 30 1 ALL Fundamentals of Software Development (30 credits) 30 Generic 30 1 ALL Business Security (15 credits) 15 Generic 15 1 ALL WebApp Development (15 credits) 15 Generic 15 1 ALL Academic and Professional Skills (15 credits) 15 Specialist 15 TOTAL 120 2 ALL Object Oriented Software Design and Development I (15 credits) 15 Generic 15 2 ALL Networking and Security I (15 credits) 15 Generic 15 2 ALL Data Management (30 credits) 30 Generic 30 2 ALL Introduction to Project Management (30 credits) 30 Generic 30
Digital Asset Questionnaire Where is your “Digital House?” Desktop Computer Home Office Laptop Computer Hard Drives Thumb Drives Media (CDs, DVDs, discs, tapes, etc) Smart phone Tablet Cloud How is it accessed? Who else has access to your computers or cloud services? Who else knows some or all of your passwords? Where do you keep your passwords? List of Digital Assets Do you have a personal website? Where is it hosted? What providers to you use? (gmail, AOL, Cox, etc) What social media sites do you use? (Facebook, Twitter, etc) Do you belong to any online or organizations? Do you buy or sell goods on Ebay? Do you have PayPal account? Do you use online banking? Do you use online bill-paying services? What credit cards or bank accounts do they access to pay your bills? Do you pay your mortgage online? Do you have online investment accounts? Do you use any cloud services for file storage? Do you participate in any online collaboration services? (googledocs, etc) Do you use accounting software such as Quicken or Quickbooks? Where is the data located? Do you use any online accounting services? Do you use tax preparation software? Where is the data located? Do you use any online tax preparation software? Do you have an online business, or online component to your business? Selecting a Digital Fiduciary Will your fiduciary (Agent under a POA, Trustee or Personal Representative) be able to find and/or identify your digital assets? Will your fiduciary know what to do with your digital estate? Who can your fiduciary work with to sort through your Digital House? Select someone who: Understands your digital footprint – systems, passwords, inventory, and Knows how to look up, inventory, value and distribute your digital assets
2.1 Modules Modules Sub Modules Features API/Integration Available Audit Website Competition Audit the website for performance & competition Google Page Speed ✓ Create Check Trends Content Content Creation Status Google Trends ✓ Optimize Blog Landing Page Images Blog, landing page and optimization Google Sheets ✓ Publish Curated Page Blog Publish status Google Sheets ✓ Promote Ad Campaign Email Details of Ad Promotion on social media and email marketing Supermetrics ✓ Convert Ad Campaign Other Mini-CRM like functionality with details of Facebook & Linkedin leads for conversion Supermetrics ✓ Report Keyword Ranking Google Analytics Search Console Backlinks Keyword Rankings, Google Analytics, Search Console, Backlinks Google Analytics Google Search Console, Google Sheets ✓ 3. Subscription Fee 3.1 Subscription Fee Options There are two pricing options offered for institutes: 3.1.1 - Individual
Skills Strong project management skills; ability to prioritise multiple tasks and adhere to strict deadlines Solid understanding of analytics, PPCs and SEO Creative mind set with an eye for detail and quality Excellent written skills with ability to content for various mediums i.e. social media, press releases, reports Personal Qualities Enthusiasm, drive and commitment to continuous improvement Applicants will hold a full, current driving license and have access to the use of a car or some other appropriate form of transport to carry out the duties of the post. This job description is not exhaustive. It merely acts as a guide and may be amended to meet the changing requirements of the charity at any time after discussion with the post holder. This post may require some evening or weekend work.
Skills Ability to use and maintain broadcast equipment including camera, light and audio kit. Aptitude for creating engaging graphics using Adobe CC. Proficient with MS Office packages Excellent communication skills written and verbal Ability to work with and maintain media management practices. Ability to optimise videos for search purposes. Competencies Ability to time manage, prioritise and deliver projects to a brief. Good communicator working within a small team in a big organisation. Self-motivated with the confidence and ability to generate and present content and campaign ideas. Takes ownership of projects with a professional delivery. Plans, organises and prioritises workload to ensure timely delivery to agreed standard and timelines. Thorough and precise, with excellent attention to detail. Ability to maintain a professional approach to the role regardless of the high profile nature of events or personnel. Ability to work closely with the Digital Content Producer to ensuring a good working relationship. Additional Related Requirements Flexibility to work unsociable hours and weekends. Full driving licence. Flexibility to travel for work. Competitive Salary and Benefits.
Analyze (Did you find key information to support your message?) Missing. Information given does not support the message that you are trying to present. Information present but is minimal and does not fully support your message. Good information present; answers are typical and accurate Excellent information. All your answers are insightful and shows a personal connection to the activity; pictures/sources are referenced. Audience (What do people think about your presentation?) Missing. The final product poorly communicates and should not be shared to the outside world. The product minimally engages the audience but communication is muddled by incomplete thoughts or poor editing The final product is received by the audience but does not elicit a further response to be shared with the outside world. The final product is well received by the audience in the outside world and inspires further discussion as evidenced by commentators. [photos: Footprints (modified) by , ““, by Alex France, ““, by Nadar, ““, by HackNY.org licensed under .] B. Barazzuol / S. Robinson
Digital Government Action Plan This document contains a range of initiatives and deliverables in support of the government’s Digital Strategy. Title Targets Lead By Alignment with SA Connected Serving People Securing Resilience Improving Delivery Working Together Innovating Now Open Data Digital projects online The Office for Digital Government will create an online digital project showcase to enable agencies to publicly demonstrate their progress against digital strategies. ODG 30 Dec 2015 Digital toolkit The Office for Digital Government will develop and publish a toolkit to assist agencies to develop their digital strategies. ODG 31 March 2016 Digital service standard The Office for Digital Government will implement a digital service standard to provide a common approach to guide digital service transformation. ODG 30 June 2016 Agency digital strategies All agencies will have developed and published a digital strategy All 30 June 2016 Digital Pass Through a Digital Pass Pilot project, agencies will transform a select number of paper credential records into digital formats to be stored in digital wallets technology and piloted within the community. ODG 30 June 2016 Agency digital capability maturity As part of their digital strategies, all agencies will assess their digital capability maturity. All 30 April 2016 Digital competency Public sector employees will be provided opportunity to build digital capability so they can better contribute towards transforming government services using digital solutions. All 30 June 2016 Title Targets Lead By Alignment with SA Connected
Tasmanian Science Talent Search 2017 Results of the themed Sections Future Earth Section: Digital Interactives Division: Early Childhood Award Name/s School Teacher First Prize Prep Class Forth Primary Sonya O’Toole Section: Digital Interactives Division: Lower Primary Award Name/s School Teacher First Prize Isabella Wilson Scotch Oakburn College Anne Second Prize Aiden Thurm & Kaleb Flanagan Riverside Primary School Paul Bunton Third Prize Kyra Stratton, Rose Noble, Harry McNeill, Madeleine Walker & Chantelle Purton Forth Primary School Genevieve Andrews Merit Award Bella Shaw & Miret Fourie Scotch Oakburn College Sandra Long Encouragement Awards Eloise Fieldwick, Ty Thurston, Esse Williams, Isabelle Richardson & Jordan Jackson Forth Primary School Genevieve Andrews Talena Ferguson, Will Blake, Anastashia Berrgren, Mia Beard & William Stones Forth Primary School Genevieve Andrews Tennison Stopford & Ewan Lang Scotch Oakburn College Sandra Long Eloise Breden & Ali Reynolds Scotch Oakburn College Sandra Long
What is your favorite website? – Create a hyperlink to your chosen website and provide an explanation as to why this is your favorite website. Find a picture that has impacted you (This should not be a personal picture but rather an that has affected you in some way) The image below would be a good example. Optional - Create a Wordle about yourself (need adobe flash). Again be sure not to include any personal information such as full name, address, birthdate etc. Assignment Rubric – 5 Completion Marks Changing Theme and Header – Image and Title Paragraph about you completed – at least 5 sentences. and paragraph about quote completed. Embedded video and explanation of its importance to you. Image and explanation of its importance to you.
Overall Message and Media (What is your conclusion and how did you show it?) Missing. Message shows no or little understanding of your digital footprint. The media is not apparent as well. Message an understanding of your digital footprint but a lot of information was minimal or irrelevant. The media and the message are disjointed and did not complement each other. Message shows a good understanding of your digital footprint. Media works well with your message but the two could complement each other better. Message clearly demonstrates fully your understanding of your digital footprint; media and message blend together seamlessly; pictures/sources are referenced. Analyze (Did you find key information to support your message?) Missing. Information given does not support the message that you are trying to present. Information present but a lot of the information is irrelevant and does not support your message. Good information present; answers are typical and accurate Excellent information. All your information is insightful and supports your message. Examples of positive and negative impacts regarding a digital footprint have been included. Audience (What do other people think about your presentation?) Missing. The final product risks offending the audience and will not be shared to the outside world. The final product is not well received by the audience and will not be shared to the outside world. The final product is received by the audience but does not illicit a further response to be shared with the outside world. The final product is well received by the audience in the outside world and inspires further discussion. [photos: Footprints (modified) by , ““, by Alex France, ““, by Nadar, ““, by HackNY.org licensed under .]
Age Category Common Media Lesson Resources Curriculum Opportunities Year 6 Lesson 2 Pupils explore motto, "with great power comes great responsibility" through the lens of digital citizenship. They create comic strips show a digital superhero who witnesses an act of poor digital citizenship, and then helps resolve it. Cybersmart - Lesson resources BBC – Guidance, resources, videos and quiz Google - Security advice for parents and families Further lesson idea: Link to extension activity present and publish an online comic or animation short. You could use software such as J2e spotlight, digital blue movie creator, or an online tool such as goanimate, super action comic maker, strip designed app, or evernote ICT: Developing Ideas - solve problems by developing, exploring and structuring information, and deriving new information for a particular purpose. Communicating information - communicate and exchange information (including digital communication) effectively, safely and responsibly. Use a range of ICT tools to present information in forms that are fit for purpose, meet audience needs and suit the content. English: Writing Develop ideas, themes, imagery, settings and/or characters when writing to imagine, explore and entertain. Idea: Link to extention activity present and publish an online comic or animation short. You could use software such as J2e spotlight, digital blue movie creator, or an online tool such as goanimate, super action comic maker, strip designed app, or evernote
Age Category Common Sense Media Lesson Resources Curriculum Opportunities Year 6 Lesson 3 Pupils learn that children’s websites must protect their private information. They learn to identify these secure sites by looking for their privacy policies and privacy seals of approval. Childnet - Guide for parents / carers and teachers Childnet - Cartoons and teacher resources. BBC - Video showing how much information there is on the web about us. Rather dated, but with good messages. CEOP Thinkuknow - Video about Becky and her online profile BBC - CBBC quiz on internet safety Further lesson idea: Create a staying safe promo video, using scripts that the class has developed English: Composition Identify the audience for and purpose of the writing. Create their own compositions using appropriate grammar and punctuation so that meaning is clear. Perform their own compositions, using appropriate meaning and intonation so that meaning is clear. ICT: Reviewing modifying and evaluating work as it progresses Review what they and others have done to help them to develop their ideas. Idea: Create a staying safe promo video, using scripts that the class has developed
the 15 minutes, remove the tubing from the beaker, blot dry the outside of the bag and take and record your observations in the data table for final status of the solution and the bag. the solution in the beaker and in the bag with a NEW glucose test strips and record this data in your Record your remainder of your observations in the data table. your observations of the colors of the solution in the tube and the solution in the beaker in the “Initial State” row in the table below. Also record the beginning value of the measure you are using to evaluate movement of water. Data Initial Contents Initial Solution Color Final Solution Color Initial Presence of Glucose Final Presence of Glucose Bag 15 % Glucose & 1% Starch Beaker H2O & Iodine The Cell Initial mass Final mass Name ______________________________ Period __________ Date _______________
To ensure continuous self-development, both professionally and personally, through training, supervision and other appropriate means. To attend appropriate training courses / conferences and events as agreed with the Line Manager or above. Name: ………………………………………………………………………………………… Signed: …………………………………………..…………………. ……… Employee Name: ………………………………………………………………………………………… Signed: …………………………………………………….………… Dated: ……… Head of People (On behalf of The Education and Training Foundation) PERSON SPECIFICATION Digital Manager – Membership The Education and Training Foundation is committed to making appointments on merit by fair and open processes; taking account of equality and diversity. Essential Desirable Qualifications, Education and Training Degree or equivalent Level 4+ qualification √ Recognised project management qualification √ Experience Experience of managing and delivering digital systems and web services within an educational, membership or not-for context √ Experience of gathering and specifying requirements, overseeing their development and formal testing √ Experience of supplier management and conducting contract reviews against SLA’s to ensure value for money and high quality service provision √ Experience in the strategic planning of customer centric digital services and implementing growth plans for organisations. √ Experience of managing projects using recognised project management methodologies, ideally Agile √ Experience of commissioning and product development of online and E-Learning content √ Skills and Knowledge -
the specific obligations in the applicable SOW 'Commercially Sensitive Information' Information, which CCS has been notified about, (before the start date of the Framework Agreement) or the Buyer (before the Call-Off Contract start date) with full details of why the Information is deemed to be commercially sensitive ‘Comparable Supply’ The supply of services to another customer of the Supplier that are the same or similar to any of the Services ‘Confidential Information’ CCS's Confidential Information or the Supplier's Confidential Information, which may include (but is not limited to): any information that relates to the business, affairs, developments, trade secrets, know-how, personnel, and third parties, including all Intellectual Property Rights (IPRs), together with all information derived from any of the above any other information clearly designated as being confidential or which ought reasonably be considered to be confidential (whether or not it is marked 'confidential' 'Contracting Bodies' The Buyer and any other person as listed in the OJEU Contract Notice or Regulation 2 of the Public Contracts Regulations 2015, as amended from time to time, including CCS 'Control' Control as defined in section 1124 and 450 of the Corporation Tax Act 2010. 'Controls' and 'Controlled' will be interpreted accordingly ‘Controller’ Takes the meaning given in the Data Protection Legislation. 'Crown' The government of the United Kingdom (including the Northern Ireland Assembly and Executive Committee, the Scottish Executive and the National Assembly for Wales), including government ministers and government departments and particular bodies, persons, commissions or agencies from time to time carrying out functions on its behalf ‘Data Loss Event’ Any event that results, or may result, in unauthorised access to Personal Data held by the Supplier under this Call-Off Contract, and/or actual or potential loss and/or destruction of Personal Data in breach of this Call-Off Contract, including any Personal Data Breach. ‘Data Protection Impact Assessment’ An assessment by the Controller of the impact of the envisaged processing on the protection of Personal Data. ‘Data Protection Legislation’ all applicable Law about the processing of personal data and privacy including if applicable legally binding guidance and
…create documents on a computer/laptop Daily Occasionally Regularly Never Daily Occasionally Regularly Never …work with spreadsheets Daily Occasionally Regularly Never Daily Occasionally Regularly Never websites / find information online Daily Occasionally Regularly Never Daily Occasionally Regularly Never …use social media (e.g. Facebook, Twitter, etc.) Daily Occasionally Regularly Never Occasionally Regularly Never …use e-learning Daily Occasionally Regularly Never Daily Occasionally Regularly Never …share / upload digital photographs Occasionally Regularly Never Occasionally Regularly Never …use Apps (e.g. Skype, Whatsapp, Youtube etc.) Daily Occasionally Regularly Never Daily Occasionally Regularly Never …buy things online Daily Occasionally Regularly Never Daily Occasionally Regularly Never …pay bills online Daily Occasionally Occasionally
3 Flash ActionScript 3.0 Implement modular programs, applying selected algorithms and data structures including using an object-oriented programming language (ACTDIP041) Mouse Movement Adding 4 – 6 Flash ActionScript 3.0 Design the user experience of a digital system by evaluating alternative designs against criteria including functionality, accessibility, usability, and aesthetics (ACTDIP039) Design algorithms represented diagrammatically and in structured English and validate algorithms and programs through tracing and test cases (ACTDIP040) Implement modular programs, applying selected algorithms and data structures including using an object-oriented programming language (ACTDIP041) Plan and manage projects using an iterative and collaborative approach, identifying risks and considering safety and sustainability (ACTDIP044) Collaboration Assignment Skills Task: Collaboration Assignment – 25% 7-9 Networking Investigate the role of hardware and software in managing, controlling and securing the movement of and access to data in networked digital systems (ACTDIK034) Operating Systems What they are What they do examples Hands On setting up an OS modifying an OS for users modifying hardware/software components Data Encryption Comparisons of Two Operating Systems – 20%
References Google Images. (2016). Adapted from narrative writing plans. Retrieved May 27, 2016, from Google Images. (2016a). Adapted from character profile work sheets. Retrieved May 27, 2016, from Williams, H. (2013). How to Convert an E-Book Using Calibre. Retrieved May 27, 2016, from
Core productivity suit that supports digital working e.g. document collaboration, video conferencing etc. Records management and compliance largely invisible to user and embedded in systems. Government-wide digitalisation of core processes including mail, briefings, resources and finance. Remote access to line of business systems. Easy access to support. SoDs in for briefings, human resources, finance and procurement Some departments progressing with an app store. WOVG and department work underway on briefing and correspondence. Network outages and poor quality remote access experience. Pockets of application innovation but many legacy systems can’t be accessed remotely and do not support digital record keeping. Some progress on identity and common technology. Direction setting The workplace environment SoD is in but there are no specific targets or implementation plans The workplace environment SoD sets a clear vision for the digital workplace of the future, though progress against the SoD has been slow. In line with the current SoD, the approach is not being measured against any targets. Some departments have already developed digital workplace related strategies (DELWP, Department of Education and Training (DET), Victoria Police (VicPol) and VicRoads). However at this time, strategies do not comprehensively address the full SoD scope. In addition, many elements of the SoD require a coordinated, government-wide approach including common collaboration tools, one single email and calendar system, WOVG Identity and building access management. The low coordination across the breadth of activity being undertaken has made it difficult for departments to create a seamless and integrated experience within both their organisation and across government. Insufficient funding and funding models that don’t support ongoing agile development The digital workplace requires ongoing investment to stay current with technology, to rethink processes, build capability and capacity and to effectively manage change. Many stakeholders interviewed believe receiving funding for ongoing internal corporate projects to be a challenge as there are often insufficient incentives in the short to medium term, along with competing priorities. Enabling environment Mixed leadership appetite for change Stakeholders believed that accountability for delivering improvements to the digital workplace environment must be apparent through the organisational structure, especially at director and assistant director where risk aversion is more apparent.
example would be a DAC in an audio device. People can't hear ultra-low frequencies, so an offset in the DC or low-frequency performance is irrelevant). How can we understand ladders? A step at a time. In all cases, we'll have some reference voltage Vref that is the full scale range of the DAC. For purposes of this section, presume that the DAC encodes straight binary from 0 to Vref. Other aren't hard to understand once this first one is clear. Unfortunately, are problems with this simple design. Leaving out details of electrical engineering, we need N-1 resistors to get N output. If we want 12 bits of resolution, 212 = 4096, and that's a lot of resistors. Isn't there a way to use fewer resistors? It turns out that there's a method that uses only 2N resistors. It's called an R/2R ladder. số cực thấp được, nên không cần có bộ bù trong DC hoặc bộ hoạt động tần suất thấp) Nên hiểu khái niệm “thang” như thế nào? Từng bước một. Trong mọi trường hợp, ta sẽ gặp một hiệu điện thế Vref nào đó bằng cả thang đo của DAC. Trong mục này, giả sử DAC mã hóa nhị phân từ 0 sang Vref. Các khác không khó hiểu nếu bước đầu tiên này được hiểu rõ ràng. Không may la, có vấn đề với thiết kế mạch đơn giản kiểu này. Bỏ qua các chi tiết về điện kỹ thuật, cần N-1 điện trở để có được N đầu vào. Nếu muốn có 12 bit phân giải, cần 212 = 4096 điện trở. Vậy có cách nào để giảm số điện trở đi không? Thực sự có một cách chỉ cần dùng các điện trở 2N, gọi là thang điện trở R/2R.
• Inserts made of optically hardened acrylic glass • 5-pin XLR connection with hidden lock for removable Classis gooseneck microphone in different lengths • Illluminated LED on the gooseneck microphone displays ready-to-speak status • Microphone button to turn the microphone on or off • Three-coloured backlit silicone microphone button for microphone unit ON, microphone ON and microphone OFF. • Clear button to clear/deactivate all active delegate microphone units • Configurable function button • Voice-controlled activation of the microphone possible • Integrated loudspeaker with voice equalization • Loudspeaker is automatically turned off when microphone is turned on • Headphone output (3.5 mm stereo jack) with control to select volume and channel (original and 1 AUX-IN e.g. foreign language channel) • Two RJ45 sockets to connect to the control unit or to another microphone unit/system unit • Automatic off when the control unit is turned off • Two holes on the bottom plate for permanent attachment to a table (theft protection) 3 Delegate Unit SITC of delegate unit for Digital wired conference system with following features: • Coated plastic housing with metal bottom plate • Inserts made of optically hardened acrylic glass • 5-pin XLR connection with hidden lock for removable Classis gooseneck microphone in different lengths • Illuminated LED on the gooseneck microphone displays ready-to-speak status • Microphone button to turn the microphone on or off 24 Nos.
Language CSO’s: Language CSO’s: 1st Reading CSO’s : Writing CSO’s : Speaking and Listening CSO’s : Language CSO’s: Reading CSO’s : Writing CSO’s : Speaking and Listening CSO’s : Language CSO’s: 2nd Reading CSO’s : Writing CSO’s : Speaking and Listening CSO’s : Language CSO’s: Reading CSO’s : Writing CSO’s : Speaking and Listening CSO’s : Language CSO’s: 3rd Etc. (The 4 categories for ELA will be throughout all grade levels) 4th Middle 5th 6th 7th 8th High School 9th 10th 11th
Experiment 6 Basic Boolean Simplification & DeMorgan’s Theorem Objectives: To verify the rules of Boolean algebra using logic gates To verify the two elements of DeMorgan’s Theorem To develop digital circuit building and troubleshooting skills Text References: Tocci Chapter 3 Sections 3-10 through 3-13 Components Needed: One 7408 IC – quad two-input AND gate One 7432 IC – quad two-input OR gate One 7404 IC – hex inverter (NOT gate) Equipment Needed: Knight electronics ML-2001 trainer Probe Discussion:
7408 IC – quad two input AND gate Inputs Output A B C D Theoretical Simplified B.E. NAND “Don’t care” 7420 IC – four-input NAND gate 7432 IC – quad two input OR gate Need to minimize the overall cost of the BCD detector Cost breakdown of the components used: Each part number is $4 (i.e 7400, 7404, 7408,…) Each individual chip is $2 (total quantity of chips used) Each individual gate is $1 1 Procedure: Create simulation of BCD detector a truth table (above) from the information in the specifications.
Digitalisation strategy for the higher education sector are we? Digitalisation has changed all sectors of society and is dramatically changing the way we work, live, communicate, and interact. The opportunities brought about by technological change are affecting everything from infrastructure and administration, learning materials and research data, methods of teaching, learning and assessment in the education sector, and research methods to the very content of education and research, and the way that the higher education sector interacts with society and business. Currently digitalisation and new platforms are of powerful and growing importance for the sector, and in the coming years ICT solutions will have a great impact on education and research. Through digitalisation it will be created opportunities for new and different learning and teaching processes, as well as new forms of organisation and communication. The use of learning analysis, such as to understand students’ learning patterns and improve learning processes, is only in its infancy. Research on artificial intelligence and machine learning is continuing to break new ground and may lead to fundamental changes for better or worse. The new and complex information
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