#Machine Vision for Young Learners

[silicon-institute]

AI and Machine Vision for Young Learners: Exploring the Future of Technology

Introduce Children to the Power of AI and Machine Vision

Artificial Intelligence (AI) and Machine Vision are transforming the way the world works, from smart devices to self-driving cars. At Silicon Institute, our AI and Machine Vision for Young Learners program introduces children to these cutting-edge technologies in a fun, engaging, and easy-to-understand way.

Through hands-on activities, kids explore how AI systems work, how machines can “see” and recognize objects, and how technology is used in real-world applications like facial recognition, robotics, and smart automation. Using interactive tools and beginner-friendly coding platforms, our experienced instructors guide children through exciting projects that boost creativity, logical thinking, and curiosity. This course not only builds essential digital skills but also helps young learners see how AI shapes the future and how they can be a part of it.

[cleveredlearning]

Unlocking the Future: How Clevered’s AI & Deep Learning Curriculum is Transforming School Education in Dubai

In the age of digital transformation, Artificial Intelligence (AI) and Deep Learning are no longer reserved for tech giants or futuristic labs—they are becoming essential life skills. From self-driving cars to personalized learning apps, AI is embedded in our everyday lives. In response to this evolving landscape, Clevered, a pioneer in EdTech innovation, has designed a cutting-edge Artificial Intelligence and Deep Learning curriculum specifically tailored for schools in Dubai, empowering students to lead in a tech-driven world.

Why Artificial Intelligence in Schools?

The demand for AI literacy is growing rapidly across all sectors. According to the World Economic Forum, AI will create 97 million new jobs by 2025. Roles such as data analysts, machine learning engineers, and AI ethicists are becoming mainstream, and the skills required for these jobs must be nurtured from an early age.

Dubai, known for its forward-thinking leadership and smart city vision, is actively embracing AI to revolutionize industries—from education and healthcare to transportation and governance. The UAE’s National Strategy for Artificial Intelligence 2031 aims to position the country as a global AI hub. To achieve this vision, it’s imperative to equip students with foundational knowledge and practical experience in AI and deep learning.

Introducing Clevered: Revolutionizing School Education with AI

Clevered is at the forefront of this educational revolution. As a trusted global education platform, Clevered offers AI-powered curricula and hands-on learning modules that make complex technologies accessible and engaging for school students.

With a mission to "empower young minds with the skills of tomorrow," Clevered is bridging the gap between classroom learning and real-world applications by integrating AI and Deep Learning into the K–12 ecosystem across Dubai.

What Makes Clevered’s AI Curriculum Unique?

Clevered’s Artificial Intelligence and Deep Learning curriculum is not just theoretical; it’s immersive, experiential, and future-ready. Here's what sets it apart:

1. Age-Appropriate Modules

Whether it’s an 8-year-old learning about AI through storytelling and games, or a 16-year-old exploring neural networks and deep learning models, Clevered has developed age-specific modules that grow with the learner.

2. Project-Based Learning

The curriculum is built around real-world projects—such as building a chatbot, training a machine to recognize images, or creating AI models to predict weather patterns. These projects foster critical thinking, creativity, and problem-solving skills.

3. Aligned with International Standards

Clevered’s curriculum aligns with international frameworks such as ISTE (International Society for Technology in Education) and UNESCO’s AI competency standards, ensuring global relevance and quality.

4. AI Ethics & Responsible Tech

Students are taught not just how to build AI—but how to use it responsibly. The program includes modules on AI ethics, data privacy, bias in algorithms, and the social impact of automation.

5. Teacher Training & Support

Recognizing the need to upskill educators, Clevered provides comprehensive teacher training, including workshops, certification, and ongoing support, ensuring seamless delivery of the curriculum in schools.

Curriculum Overview: What Students Learn

Clevered’s AI and Deep Learning curriculum is structured across three learning levels—Beginner, Intermediate, and Advanced, making it suitable for Grades 4 to 12.

Beginner Level (Grades 4–6)

Introduction to AI & Machine Learning

Smart devices and virtual assistants

Visual programming with AI blocks

Games & storytelling with AI elements

Intermediate Level (Grades 7–9)

Basics of data, pattern recognition

Natural Language Processing (NLP)

Building AI projects using Scratch and Python

AI in everyday life: healthcare, education, transportation

Advanced Level (Grades 10–12)

Deep Learning, Neural Networks, and Image Recognition

Real-world applications: Facial recognition, Chatbots, Self-driving logic

AI model development with Python and TensorFlow

Capstone Projects and AI Ethics Case Studies

Why Dubai Schools are Choosing Clevered

Clevered is already being adopted by leading CBSE, IB, and British curriculum schools in Dubai. Here's why educators and parents trust Clevered:

✓ Future-Ready Curriculum

Clevered's curriculum is designed in collaboration with AI experts, data scientists, and pedagogical leaders, ensuring a perfect blend of technical rigor and educational impact.

✓ Bilingual & Culturally Inclusive

The curriculum supports English and Arabic learning modes, making it accessible and inclusive for students across diverse backgrounds in the UAE.

✓ Adaptive Learning Platform

Students learn on Clevered’s interactive digital platform which uses adaptive learning algorithms to personalize pace and difficulty for every learner.

✓ Practical Certifications

Each level of learning is accompanied by globally recognized certifications, adding value to students' academic profiles and boosting their readiness for future careers.

Real Impact: Success Stories from Clevered Classrooms

👩‍💻 A Grade 8 student at a Dubai school built a chatbot that helps students with homework queries using NLP models—an idea that won the Innovation Award at the GEMS AI Fest.

🤖 A Grade 10 group created a deep learning model to detect diabetic retinopathy from retinal scans as part of their AI for Good project.

These aren’t just science fair projects—they’re signs of how deeply students are engaging with emerging technologies and using them to solve real-world problems.

Beyond Coding: Building 21st Century Skills

Clevered’s AI program goes beyond technical knowledge. It helps students develop:

Analytical thinking

Digital fluency

Collaboration and communication skills

Ethical reasoning and social responsibility

These are the very skills highlighted by the UAE Centennial 2071 vision and the Dubai Future Foundation, both of which stress the need to foster lifelong learning and innovation among the youth.

For Schools: Seamless Implementation, Powerful Outcomes

Implementing AI education in schools can seem daunting. That’s where Clevered steps in with a turnkey solution:

Curriculum mapped to existing STEM/ICT subjects

Integration options into timetable or after-school programs

Online + offline hybrid models for flexibility

Dashboards for student performance tracking

Dedicated support team for teachers and school coordinators

Whether you’re a principal of a CBSE school in Bur Dubai, an IB school in Jumeirah, or a British school in Al Barsha, Clevered ensures a smooth transition to AI-powered learning.

Empowering the Next Generation of Innovators

The global economy is shifting, and the jobs of tomorrow will be rooted in technologies like AI, robotics, and data science. By starting early, we’re not just teaching students how to use technology—we’re empowering them to shape the future with it.

With Clevered’s Artificial Intelligence and Deep Learning Curriculum, schools in Dubai have the unique opportunity to lead the region in next-generation education. This isn’t just a curriculum—it’s a launchpad for young thinkers, dreamers, and changemakers.

Ready to Bring AI into Your School?

If you're an educator, school leader, or parent in Dubai, now is the time to explore how Clevered can transform your school's tech education.

📞 Contact Clevered today to schedule a demo, receive curriculum samples, or join an upcoming AI workshop for educators.

🌐 Visit https://www.clevered.com | 📧 info@clevered.com

📍 Serving schools across Dubai, Abu Dhabi, Sharjah, and beyond.

[onlei-technologies]

ONLEI Technologies India’s Trusted Tech Training Hub

In the rapidly evolving landscape of technology and digital transformation, education alone is no longer enough. What today’s aspirants need is industry-aligned skill development, hands-on learning, and real-world placement support. This is where ONLEI Technologies has emerged as a game changer standing tall as ONLEI Technologies India’s Trusted Tech Training Hub.

Headquartered in the tech capital of the country, Bangalore, ONLEI Technologies is redefining how young professionals and graduates prepare for careers in the IT and data-driven world. With its global reach, personalized training approach, and consistently high placement ratio, ONLEI Technologies has built a reputation that sets it apart from traditional training institutes.

A Vision Rooted in Quality and Career Outcomes

ONLEI Technologies was established with a simple but powerful vision: to bridge the gap between academic learning and the practical skills required by the tech industry. In a country where thousands of engineering and IT graduates pass out every year, only a fraction are truly job-ready. ONLEI addresses this gap by offering project-based training, industry mentorship, and career-focused learning paths.

From its home base in Bangalore, ONLEI has successfully trained and placed students from India, the United States, Canada, the Middle East, and more, making it a truly global player in the online learning space.

Programs Designed for the Real World

ONLEI Technologies offers a diverse range of courses that are aligned with current and emerging tech trends. These include:

Data Science & Machine Learning

Python Programming & Web Development

Business Analytics & SQL

Cloud Computing & DevOps

Artificial Intelligence

Full Stack Development

Each course is designed not just to teach tools and theories, but to immerse students in hands-on projects, case studies, and real-time scenarios that simulate workplace challenges.

Why ONLEI Technologies is Trusted by Thousands

✅ Live, Interactive Training

All sessions at ONLEI are conducted live by experienced industry mentors. This interactive model ensures learners can clear doubts instantly and stay actively engaged.

✅ Project-Based Curriculum

Every course includes multiple real-time projects that help students build a solid portfolio. These projects often mirror actual business problems, making students more confident and job-ready.

✅ One-on-One Mentorship

Each learner gets dedicated guidance and feedback, helping them not only learn better but also prepare more effectively for interviews and job roles.

✅ Global Accessibility

Despite being based in Bangalore, ONLEI Technologies operates 100% online, making high-quality education accessible to students anywhere in the world.

Unmatched Placement Support

What truly distinguishes ONLEI Technologies from other platforms is its robust and transparent placement support system. Placement preparation is embedded into every program and includes:

Resume Writing & LinkedIn Optimization

Soft Skills & Interview Practice

Aptitude & Reasoning Sessions

Weekly Mock Interviews

Direct Referrals to Hiring Companies

ONLEI’s dedicated placement team works round-the-clock to ensure that students don’t just complete training—they land a relevant job in top companies like Infosys, Capgemini, Cognizant, Wipro, HCL, Accenture, and many more.

Their placement ratio speaks for itself, with hundreds of students securing roles even before course completion.

The Bangalore Advantage

Being based in Bangalore—India’s hub for innovation, IT, and startups—gives ONLEI a natural edge. The company stays deeply connected with industry trends, local hiring partners, and evolving employer expectations. This connection fuels ONLEI’s ability to customize training modules and conduct exclusive placement drives for its learners.

The institute also collaborates with colleges, corporates, and tech communities, ensuring that its students get exposure to live challenges, hackathons, and real-time company tasks.

Student Testimonials and Positive Reviews

Learners consistently praise ONLEI Technologies for its supportive mentors, practical approach, and career-oriented mindset. Whether it's a fresh graduate struggling to get their first job, or a working professional aiming to switch domains, ONLEI provides the tools, training, and confidence to make that leap.

Here’s what students often highlight in reviews:

"ONLEI gave me my first job in Data Science."

"The training is detailed, live, and very practical."

"The placement team helped me crack my first interview in just one attempt."

Conclusion: The Future with ONLEI Technologies

As India embraces a digital future and the demand for skilled tech talent increases, ONLEI Technologies continues to be a beacon of opportunity for learners across the country and beyond. Their unwavering commitment to quality training, student success, and real job outcomes makes them ONLEI Technologies India’s Trusted Tech Training Hub.

For anyone serious about making a mark in the tech world—whether you’re a fresher, job seeker, or working professional ONLEI Technologies is more than just a training platform. It’s a launchpad for your career.

[exactlyautomaticcollective]

Why Hyderabad Is Emerging as a Leading AI Hub in India

India’s technology landscape is evolving rapidly, and among its rising stars is the city of Hyderabad. Known for its strong IT presence and growing startup ecosystem, Hyderabad is fast becoming a central hub for artificial intelligence (AI) innovation. From government initiatives to corporate investments, the city offers a perfect storm of factors driving its rise in the AI domain.

For professionals and students looking to make a mark in the world of AI, Hyderabad presents an excellent environment. Enrolling in an artificial intelligence here can be a strategic move for those aspiring to enter or advance in this high-demand field.

Strong Government Support for AI Adoption

One of the major driving forces behind Hyderabad’s growth as an AI hub is strong government backing. Telangana’s state government has launched various initiatives to promote AI, including the establishment of T-AIM (Telangana AI Mission), a dedicated platform to accelerate AI adoption.

The government’s proactive stance not only fosters innovation but also opens up numerous job opportunities. With increasing demand for AI talent, more professionals are choosing to upgrade their skills through an best ai training in hyderabad designed to meet the industry’s real-world needs.

A Thriving Startup and Tech Ecosystem

Hyderabad is home to a vibrant startup scene and several tech incubators that focus heavily on AI and machine learning solutions. From health tech and edtech to fintech and agritech, startups across various sectors are leveraging AI to solve complex problems.

This startup boom has led to a surge in demand for AI experts. Many of these young companies seek professionals who have undergone an best ai & ml classes in hyderabad and possess practical knowledge in areas like deep learning, computer vision, and natural language processing.

The presence of co-working spaces, innovation labs, and mentorship programs further supports the AI startup ecosystem, making Hyderabad a preferred destination for tech entrepreneurs and job seekers alike.

Industry-Wide Adoption of AI Technologies

Across Hyderabad, numerous industries are integrating AI into their operations. In healthcare, AI is used for diagnostics and patient monitoring. The finance sector is utilizing AI for fraud detection and algorithmic trading. Even traditional sectors like manufacturing and logistics are implementing smart solutions to improve efficiency and reduce costs.

This wide-scale adoption has increased the demand for AI professionals in various roles such as data scientists, machine learning engineers, and AI consultants. Completing an artificial intelligence course in Datamites Institute helps individuals stay competitive and meet the specific requirements of these sectors.

The multi-industry application of AI also allows professionals to explore diverse career paths, making Hyderabad a city full of opportunities.

Availability of Quality Education and Training

Another reason for Hyderabad’s rise as an AI powerhouse is the availability of quality education and training. From online tutorials to immersive bootcamps and full-fledged degree programs, learners have access to numerous resources tailored for different skill levels.

A comprehensive artificial intelligence typically covers fundamental concepts, real-world applications, and hands-on projects. These training programs often align with current market trends and employer expectations, enabling students to bridge the gap between theoretical knowledge and practical implementation.

For those switching careers or starting out in tech, the city offers a welcoming environment where learning is accessible, affordable, and effective.

Artificial Intelligence Course Introduction

Abundant Career Opportunities and Networking

Hyderabad’s dynamic job market is another magnet for AI professionals. Top companies and emerging startups are continuously on the lookout for skilled talent to lead AI-driven initiatives. Job roles in AI are not limited to tech developers but also include AI product managers, data analysts, and research scientists.

Attending AI conferences, seminars, and hackathons hosted in Hyderabad can help professionals expand their network and stay updated with the latest trends. These events also often highlight success stories of individuals who transformed their careers by enrolling in an artificial intelligence, providing motivation and practical insights for newcomers.

Moreover, the growing presence of professional AI communities makes it easier for learners and experts to connect, collaborate, and grow together in this rapidly evolving field.

IOT(Internet of Things) Career Opportunities

The Future of AI in Hyderabad

Looking ahead, Hyderabad is poised to play a significant role in shaping the future of AI in India. As organizations continue to digitize and adopt smart technologies, the need for AI talent will grow exponentially.

The city’s commitment to innovation, education, and inclusion positions it as a leader in AI development. Anyone investing time in an artificial intelligence today in Hyderabad is not only preparing for current job demands but also positioning themselves for long-term career growth in a future-focused industry.

With strategic urban planning, supportive policies, and a diverse talent pool, Hyderabad is set to rival global tech hubs in the AI space. It’s an exciting time to be part of this journey.

Hyderabad’s rise as an AI hub is no accident. It is the result of strategic efforts from the government, private sector, and academic institutions working together to build an ecosystem that fosters technological innovation.

If you're considering a career in artificial intelligence, Hyderabad offers an environment rich with learning opportunities, job prospects, and professional growth. Taking up an artificial intelligence in this thriving city can be your first step toward a successful and future-proof career.

Whether you're a student, a tech enthusiast, or a professional looking to upskill, Hyderabad is the place to be for everything AI.

How to Handle Missing Data in Time Series

[avidlearning]

Creative camps to help children boost their skill sets this summer

Creative camps allow children to participate in a diverse range of stimulating activities.

The school summer holidays might be the ideal opportunity for kids to rest after a busy term, but it doesn’t take long before those lengthy days become monotonous. For those parents who don’t wish to hear the dreaded words, ‘I’m bored,’ then fear not. Thanks to the vast selection of inspiring and educational summer camps available across the UAE, the school holidays can now be spent socializing with peers and could even help develop special skills to prepare kids for the future. In fact, this could be their best summer yet, whatever their age range.

From brushing up on languages to getting serious about science, summer camps are available from the elementary nursery years to those who are considering what to study at university.

For example, at Middlesex University Dubai, young adults, aged between 14 years old to 20, can sample subjects that include business, computer engineering, fashion, media or law. The camp can also help them develop abilities for the future with workshops teaching academic skills to prepare for university life.

Meanwhile, on the other end of the spectrum at Redwood Montessori Nursery in Abu Dhabi, little ones from three months to six years old can develop their social skills while learning about anything from space exploration to dinosaur discovery.

Choosing summer activities

With nurseries and schools all over the Emirates offering a vast array of summer camps, choosing the right one can be a minefield. However, to narrow down the selection there are some important factors to consider. Of course, safety and competent teaching staff should always be a priority. Fortunately, UAE institutes are well regulated but visiting and getting a feel for somewhere can help in the decision-making process, particularly when you are considering a camp for younger children.

Additionally, looking at the activities on offer can be a deal-breaker. Whether your child shows a flair for fashion, or has a penchant for the arts, the syllabus should ideally teach your children something new and be a learning opportunity where they can gain invaluable experience that isn’t encountered during term time.

Thus, before paying for that summer camp, it is worth asking yourself what your child will experience. If it means learning new skills, or will ignite their passion in a subject, then it is certainly money well spent and could prove much more constructive than a summer spent aimlessly scrolling through social media or complaining of boredom!

While summer camps focus on different interests and activities, they can also prepare children for the careers of tomorrow. One such camp, which is certain to pique any child’s interest, is set to prepare youngsters for the AI-driven future.

“In a rapidly evolving world driven by technological advancements, Avid Learning, the cultural arm of the Essar Group, in association with Delta Skills Academy, a GEMS Education company, and Learners Point Academy, is hosting three summer workshops designed to equip students with the skills needed for the future,” says Madhu Ruia, Founder and Chairperson, Avid Learning.

“These intensive module-driven courses for students aged 14 to 16 go beyond traditional rote learning, fostering creativity, critical thinking and problem-solving skills. One of the standout offerings is the Harnessing the Power of AI: Exploring Generative Models and Beyond. Through interactive sessions and projects, students will gain a comprehensive understanding of python coding, learning the underlying principles of artificial intelligence and machine learning. This innovative workshop is a significant stride toward preparing the next generation for the AI-driven future. It is in alignment with the UAE’s vision of becoming a global AI powerhouse commitment to fostering a thriving ecosystem for technological advancements, as outlined in the National Strategy for Artificial Intelligence 2031.”

Details of the three-module intensive workshops, scheduled from July 8 - 26 at GEMS Modern Academy and GEMS Winchester School can be found on the Delta Skills Academy’s website, www.dsacademies.com

For more details visit: https://avidlearning.in/

[rohit-69]

Comprehensive Review of Odin School: Navigating Opportunities in Data Science Boot Camp

In the vast landscape of data analytics programs and courses, Odin School emerges as a promising platform for individuals seeking to enhance their skills and propel their careers forward. In this Odin School review, we delve into the various facets of Odin School, analyzing its programs, instructors, career support, and alumni feedback to provide a comprehensive overview for prospective learners.

Introduction to Odin School

Odin School, established in 2020 by Edupreneur Vijay Pasuplulati, aims to empower recent graduates and young professionals in rapidly evolving fields. The platform offers flexible and rigorous boot camps in digital marketing, React web development, and data science, fostering skill development through innovative teaching methods.

Diversity and Expertise

The Odin School team comprises diverse professionals from around the globe, each bringing unique backgrounds and years of experience. With over 500 hiring partners, Odin School has successfully placed numerous graduates in coveted roles, emphasizing its commitment to preparing students for immediate entry into the workforce.

Mission and Vision

During our evaluation, we discovered that Odin School's mission is to revolutionize industries by upskilling students and providing partner organizations with a pool of talented candidates. The vision is clear: to become the nation's premier source of skilled talent. The focus on intense practical training, live boot camps, projects, and comprehensive career services underscores their commitment to producing highly prepared professionals.

Programs Offered

Odin School's diverse programs extend beyond data science and digital marketing, encompassing React web development and Power BI certification. The curriculum emphasizes hands-on projects to bolster learners' confidence and practical knowledge, preparing them for job opportunities upon program completion.

Key Features and Unique Selling Points

Live instructor-led boot camps, real-life projects, job opportunities, and a detailed curriculum are integral aspects of Odin School's offerings. The flexibility to choose between online and offline classes adds to the accessibility for learners with varying preferences.

Website Overview

The Odin School website, meticulously designed with a clear structure and responsive design, provides easy navigation. While the navigation menu is sorted, adding a dedicated career section could enhance accessibility for users. Alt text for images and readable font sizes emphasize Odin School's commitment to accessibility.

Mobile App Functionality

With a well-optimized mobile website and a dedicated app for both Android and iOS platforms, Odin School ensures a seamless learning experience. The app mirrors key features of the website, enabling users to access courses, enroll in classes, and complete assignments on-the-go.

Program Specifics

Odin School offers several programs, including a React Web Development Bootcamp and a Digital Marketing Bootcamp, each spanning three months with live instructor-led sessions. Additionally, the Power BI Certification Course, endorsed by Microsoft, provides options for both online and classroom training.

Odin School Data Science Bootcamp

The Data Science Bootcamp, priced at ₹75,000, covers a comprehensive curriculum, including Python, data analysis, machine learning, Power BI, and deep learning. Live instructor-led sessions, job readiness in six months, and career acceleration skills contribute to the program's robust structure.

Mentors and Speakers

The Data Science Bootcamp boasts a lineup of experienced mentors and speakers from reputable organizations such as Microsoft, IBM, and Walmart. This diverse panel enhances the learning experience for students.

User Feedback

User reviews gathered from various platforms paint a positive picture of Odin School. Users commend the platform for its placement opportunities, structured learning journeys, and valuable insights. However, some critics raise concerns about the platform's limited course offerings and recent establishment, impacting its reach.

Conclusion

In conclusion, Odin School stands as a promising platform for those seeking comprehensive upskilling in data science and related fields. While the program offerings are limited, Odin School compensates with a well-structured curriculum, experienced instructors, and a commitment to practical learning. As you embark on your educational journey, consider these insights to make an informed decision that aligns with your career aspirations.

If you want to know more about Odin School Reviews or courses then do visit - analyticsjobs

[crispyjenkins]

Can you do a fic where Dooku takes Obi-Wan as his Padawan (when he’s like 8 or something) and maybe Galidraan never happens?

(heck YEAH  I CAN! my love for yan dooku knows no bounds, and i have almost no reason for it. lil baby obi and big stern dooku and padawan brother qui-gon and yoda being pouty that his three-fingered machinations didn’t play out as planned. timeline has been bounced around a lil, Galidraan happens when Obi is nine instead of thirteen.

this is gen but your specificity about Galidraan makes me wonder if you wanted jango involved somehow? didn’t want to make assumptions, and i’d be down to do a continuation if that was your intention! thank you for prompting, lovely!)

 Obi-Wan meets Master Yan in the middle of the night, when he’s snuck out of the créche to find his way to Master Yoda’s rooms after another dream that makes no sense to his eight year-old brain. It isn’t the first time Obi-Wan has sought the grandmaster’s council this late, but it is the first time anyone is already sitting at Master Yoda’s table when he gets there.

  And yet, Master Yoda still invites him in and pours him tea, introducing him to his former padawan who looks down at Obi-Wan with critical, but somehow kind, eyes. Master Yan listens when Yoda asks Obi-Wan to describe his dreams, and doesn’t interrupt the way other masters have; instead, he sits across from Obi-Wan with his hands folded under his chin and his focus intent.

  When Obi-Wan finally trails off, flushed under the attention of two masters, Master Yan turns his head to Yoda. “You never mentioned we had an initiate so strong in the Unifying Force.”

  Master Yoda grumbles and sips his tea. “Ever ask, you did not, hrm. To keep you updated on the créchelings, my duty is not.”

  Obi-Wan glances between them, unused to Jedi questioning Master Yoda about— well, anything. 

  “And how old are you, Initiate Kenobi?” Master Yan asks him, voice a quiet, pleasant rumble. 

  “E-Eight standard, master.”

  “Hm.” He leans back to stroke his beard thoughtfully. “A little young to be sure...”

  “Think before you say something you might regret, you should,” Yoda wraps his robe tighter around himself in what Obi-Wan would have called petulance, had it been anyone but the grandmaster of the Order. 

  “Already have someone in mind, Master?” Master Yan chuckles, pouring both he and Obi-Wan a new cup of tea. 

  “Cloudy, Initiate Kenobi’s future is. Sense the chance for a deep, deep bond with someone else, I do.”

  “M... Masters,” Obi-Wan plucks up the courage to say, “what are we discussing?”

  “At the moment, nothing, yes, hrrm” Yoda says, while Master Yan peers down his nose at him.

  “What my old Master means is that there is a Jedi in the Temple that could, —but only could, mind you— develop an incredibly strong bond with you, were you to become their apprentice.” Stroking his beard still, Master Yan brushes mentally against Obi-Wan’s mind, Obi-Wan startling at the intrusion, especially when he’s so poor at holding his shields. 

“It seems you have much to fear, Initiate Kenobi, and that makes many masters nervous, makes your créchemates lash out. Your lack of shields tells me much about your struggles in your lessons and in your meditations. Now, and I ask you to think carefully on your answer: what is it that you fear most?

  Truthfully, Obi-Wan does not have to think very hard about it, but he still attempts to give other parts of himself the benefit of the doubt, for Master Yan’s sake. He looks inwards as the créchmasters had taught him, skimming his emotions and memories and locating where they are darkest. And they don’t surprise him, for all that they still make him want to curl up and hide, but that is not the Jedi way. 

  He opens his eyes. “That no one will want me. That I’m not good enough.”

  Master Yan raises a perfect eyebrow at Master Yoda, who grumbles more forcefully, but does not stop Master Master Yan from turning back to Obi-Wan. “Well, then I imagine we will have great success in assuaging your other fears now that that is no longer an issue.”

  “Master?”

  “Will you do me the honor of becoming my padawan learner, Initiate Kenobi?”

  Master Yoda heaves a sigh and lets it happen.

-

  “Absolutely not.”

  Master Mundi stumbles over the rest of his briefing on their upcoming mission, the council chamber falling silent to stare at Master Yan. Obi-Wan ducks a little further behind his master, still feeling so small compared to the masters, and Master Yan rests a gentle hand on his back even as he glares down the current head of the order.

  “My padawan is nine standard years. I will not be taking him onto a battlefield,” Master Yan says firmly, and Obi-Wan gets the feeling he doesn’t often disagree publicly with the council.

  “Master Dooku,” Sifo-Dyas sighs. “You are the only qualified master available—”

  “I believe, Sifo, that I said no.”

  Yoda leans forward in his seat, tapping his gimer stick against the floor. “Stay here, Kenobi can. Yes, hrm. More than willing to watch him, I would be, hrrm.”

  Obi-Wan twists a fist into the back of Master Yan’s obi-belt, pressure increasing against his temples from the unrest in the council room, the chill of what he can now identify as the Unifying Force pushing at the back of his shields. Of course, the Force doesn’t deign to give him any clear images, any certain paths, but the mounting terror and pain he can sense in the near future makes his stomach roil, until he has to muffle a sound in his master’s robes.

  Master Yan’s hand immediately goes to the back of his head, carefully loosening Obi-Wan’s grip only so he can crouch down to eye-level, and it’s as if the council masters aren’t even there, for the way Master Yan can somehow narrow Obi-Wan’s focus down to just them.

  “What do you see, padawan?” he murmurs as Obi-Wan leans into the fingers at his temple, letting his master support his shields so he can reach even further into the Force and chase the will-o-the-wisps of colours and pictures.  

  “A Governor,” Obi-Wan finally mutters, scrunching up his face in concentration. “He’s... He’s speaking to someone with a black lightsaber. He wants someone’s armour.” Light flashes behind his eyelids, making his head throb, but Obi-Wan still grabs at it with his fists and holds it tight. “He says he’s willing to lose a few Jedi to get it.”

  When Obi-Wan can blink back from the Force, the council chamber has lowered the blinds, casting the room into a soft warm glow that doesn’t hurt Obi-Wan’s eyes nearly as bad as the sunlight would have. Master Yan is still crouched in front of him, but his head is turned towards Master Mundi and Master Yoda, exchanging quick words that take Obi-Wan a few moments to understand.

  “Master Windu,” Master Mundi is saying, as Master Yan tucks Obi-Wan’s padawan braid back behind his ear before standing, “please get in contact with the senator that sent the request, we will leave nothing up to chance. Padawan Kenobi,” he looks right at Obi-Wan, making him jump. “You are confident in what you’ve seen?”

  Obi-Wan glances up at Master Yan, waiting for his nod before answering, “I know what I saw, Master Mundi, what I felt. That is no guarantee of the future, my visions are not answers.”

  Several other masters nod and smile at him, and Master Yoda fully relaxes into his seat to look up at Master Yan. “Hrmmm. Done well with Padawan Kenobi you have, Master Dooku. A powerful master he will become, yes.”

 Bewildered, Obi-Wan tips his head back to look at his master, who is preening under the praise. “A balanced one,” Master Yan agrees and inclines his head to the grandmaster. “Force willing.”

[silicon-institute]

How Does Machine Vision Work and Can Kids Learn It?

Exploring the Fascinating World of Machine Vision for Young Learners

Machine Vision is one of the most exciting technologies shaping the future of robotics, artificial intelligence, and automation. But how does it actually work? And can children really learn it? At Silicon Institute, we believe the answer is yes—children can absolutely understand and explore the basics of Machine Vision through fun, hands-on learning.

Machine Vision is the technology that allows computers, robots, or machines to “see” and understand images or objects using cameras and software. It works by capturing images, processing them through algorithms, and recognizing patterns, shapes, or movements—just like how human eyes and brains work together. In our beginner-friendly classes, kids can experiment with simple visual recognition activities, learn how to use AI to detect objects, and create basic projects where machines respond to what they “see.” These activities boost children’s creativity, problem-solving, and digital awareness.

[spacecakes20]

Begin Again

(Chapter 5)

Chapter 6: Sebastian, Band Practice

Sebastian had taken a smoke break outside of the Stardrop Saloon. It was a lot colder at night in spring. The cool nights were the most enjoyable for him; like the crisp air did a good job of clearing his head. It also helped calm his nerves, especially when he needed a break from social interactions. He loved his friends, he did, but he always felt so drained by the end of their outings. Taking a long drag of his cigarette, he released the smoke with a slow exhale.

     Friday nights were usually spent with Sam and Abigail at the saloon. It was the same almost every week; almost routine. This night, however, was different from the trio’s usual gatherings. Sam had invited the new farmer. Sebastian wasn’t sure how to feel about that, but he didn’t object to it either. She seemed nice enough, and the two didn’t give off the best first impression. Perhaps this could help them redeem themselves. He wasn’t expecting her to show up early. Wasn’t mentally prepared to be alone with her. He didn’t know what to talk about, and he didn’t want to just sit there in awkward silence. So, he did what he knew how; offered to play pool with her. He wasn’t sure if she was lying when she said she’d never played before. There was no way she was a novice. Sure, she still lost, but it was the closest he’d come to losing in a long while. Perhaps it was beginner’s luck. Or maybe she was a quick learner. Ether way, he was slightly impressed.

      Sebastian was brought out of his thoughts by the sound of a door opening. He didn’t look up to see who it is. It was probably Shane or Pam calling it a night and heading home, probably shit-face drunk. It was late, and those two were usually the last ones to go.

      “Oh, I wasn’t expecting you to still be out here.” That voice didn’t belong to Pam or Shane. Looking up, he saw it was a very sober Luna.

      “Yeah,” Sebastian answered dryly. “Just needed a smoke.”

      She nodded, “Well, it’s getting late, so…” She trailed off.

      “I’ll walk you home.” He said, not thinking about the words coming out of his mouth.

      Luna looked taken aback, “No, you don’t have to.” She was fidgeting with her hands, not quite looking at him, “I wouldn’t want to inconvenience you.”

      Sebastian had flicked his cigarette butt to the ground, crushing it with his foot, “It’s fine.” He shrugged, “There’s a short cut through your farm to my house.”

      She lifted her eyebrows at that realization, “Well… if that’s the case.”

      The two began their walk together, only the sounds of crickets filling the ambiance of the night. Sebastian was never one for conversation; with new people especially. With Sam or Abigail, he’d usually let the two of them do the talking. Thankfully, he didn’t have to start the conversation; Luna had cleared her throat before giving him a look.

      “So, I was right?”

      That only just confused him, “About…?” He glanced at her from the corner of his eye, and she looked downright smug.

      “You did go easy on me.” She said, “You played completely different with Sam than you did with me.”

      “I mean…” He rubbed the nape of his neck, “You still lost.”

      She simply hummed, face never changing, “But you’re not denying it this time.”

      The two were coming up to the bus stop, which meant they were close to their destination. “I can neither confirm nor deny.” He said dryly, humoring her.

      They finally made it to her farmhouse, the two standing at the foot of Luna’s stairs. Looking around the land, it was still a mess of trees, rocks, and weeds. However, there was a clear plot of crops located near one of the closest lakes. In the dark of night, he couldn’t quite make out what kind of crops they were. This was probably his first time on the property since Luna moved in. He used to use the back path as a handy shortcut on the way home all the time when the place was vacant. He, Abigail, and Sam would even hang around the property to smoke weed, easily out of sight of their nosy parents. It felt a little odd standing on the farm grounds now, knowing someone now lived there.

       “Soooo…” Luna eyed Sebastian with curiosity, “Where’s this short cut of yours?”

       He pointed toward the back-way headed north with his thumb, “Just take the back path till it leads you to an opening with a house surrounded by mountains. It’s pretty hard to miss.”

       Luna stared at him blankly, as though she was working through the information in her head. “Isn’t that… Robin’s place?” She tilted her head in confusion. The gesture was kind of cute.

       “Yeah?” He sounded equally as confused before he realized who he was talking to, “You didn’t know? Robin’s my mom.” Come to think about it, he can’t recall if he’d ever been upstairs when Luna visited. He was sure he did that intentionally. He was trying to avoid her not too long ago after all.

       “Oh!" She seemed surprised, "You’re Robin’s kid?” 

       Sebastian chuckled, but it sounded almost bitter, “I know. We don’t really look alike.” Wouldn’t be the first time he’d heard it. “Are you adopted?” Or, “Do you take after your father?” Were normally the follow-up questions. He braced himself for the inevitable.  

       “Oh no, that’s not it.” Luna tried to reassure him, catching him by surprise, “It’s just…” She bit her lip. She seemed to do that a lot. Perhaps she did it when she was thinking her next statement through. Finally, she said, “When Robin said she had a son, I thought he’d be a teen. I wasn’t excepting both of her kids to be adults. She still looks so young.”

       Sebastian stared for a minute, processing what she just said. That was a first he’d heard that one. It was a bit refreshing, honestly. “Oh,” He responded flatly. Then, with a bit more mirth he said, “I’ll tell her you said that.”

       Wait, “both of her kids”? So, she had already met Maru. That wasn’t too surprising. Maru was excited after hearing about the new farmer moving into town. He wouldn’t be surprised if she was one of the first townspeople to introduce themselves. Maru had always been the more outgoing and extroverted of the two siblings. She always made socializing look so easy. She and Luna would probably get along much better; it wasn’t too hard to picture.

       “I had fun tonight.” Luna’s voice brought Sebastian back to the forefront of reality. She tried to bite back a yawn but to no avail. She looked at him, looking almost embarrassed, “I should get going.” She gave him a small wave before making her way up the stairs. Before she made her way into her house, however, she turned to him with a smile. It was one of her smiles that made her eyes sparkle, “Good night.” She said simply.

       “Yeah,” He said back, stuffing his hands into his hoodie pocket, “G’night.”

       He watched her disappear into her house, a light she turned on shining brightly through the window. He wordlessly made his way through the unlit trail, slowly making his way back home.

                                                           ...

There was a buzz that sounded far away. Sebastian paid it no mind at first, the cozy embrace of sleep keeping him comforted. The buzz had stopped, but only for a moment. This time it sounded louder; almost closer. With a groan, Sebastian opened his eyes, vision still blurry from the remnants of sleep. Looking around, he realized the buzzing was his phone. He picked it up, only to be blinded by the vividly colored screen. He had to blink a few times before his vision adjusted to the light and came into focus. Four missed calls and 24 different text messages. Great. Scrolling through his phone, all but one of the texts seemed to be from Sam. His missed calls were also all from his overzealous blond friend.

        The first text started simply: You still on for band practice? Perhaps because Sebastian didn’t answer for an hour, the ones after that became a bit more obnoxious.  

        Sam: Seb? U up yet?

        Sam: Hello?

        Sam: Hello?

        Sam: Hey!

        Sam: Seb?

        Sam: Wake up sleeping beauty!

        Sam: We haven’t practiced in forever!

        Sam: Call me!

        Sam: R u ded?

        The texts just continued in an endless stream of meaningless blabber. Surly his friend must have been board. Rolling his eyes at Sam’s ridiculous impatience, he checked his other message. It was from his latest client, asking for updates on his newest project. Shit, he’d almost forgotten about that. It was due in just a few days. Going back to his text from Sam, he decided his impatient friend could stand to wait just a little bit longer. After one long stretch, he got out of bed and headed straight to the bathroom. After relieving himself, he brushed his teeth and took a shower. Getting dressed in his usual dark attire, he finally shot Sam a text.

        Sebastian: Stop spamming me -_-

        He pocketed his phone without a second glance and made his way up the stairs. At the top, looking to his right he notices his stepdad, Demetrius, wasn’t present in his lab. To his right, his mother also wasn’t attending the front counter. Perfect! He swiftly made his way into the kitchen. No Maru in sight ether. So far so good. He went straight to the coffee maker, pouring his favorite blend along with some water, and turned the machine on. It felt nice to have the house to himself. There was no one there to berate him for sleeping in too late or ask him a million questions before he even had his morning (but really afternoon) coffee. His peace couldn’t last forever, though. He felt his phone buzz again, and he inwardly groaned.

        Sam: Omg!

        Sam: Ur alive!

        Sam: Praise Yoba!

        Sebastian rolled his eyes at his friend’s dramatics and placed his phone on the counter. He poured himself a cup of coffee and took a few sips. He saw his phone buzz to life again, but this time with an incoming call. He didn’t even have to check the name to know it was Sam. With a flick of his finger, he answered.

        “Seb!” Sam yelled on the other line, making Sebastian wince. It was much too early for all this noise. Okay, it was two in the afternoon, but still.

        “What Sam,” Sebastian answered as calmly as he could manage.

        “Did you forget? It’s Saturday!” Sam sounded exasperated, making Sebastian feel a little guilty.

        “I overslept.” He said.

        Sam sighed on the other line. After a beat, he sounded more chipper, “Okay, listen! I’ve got some news!”         

        “Uh-huh.” Sebastian took a long sip of his coffee.

        “But I’m not telling you until you show up for practice though! ‘Kay?”

        “Sam…” Sebastian’s voice had a bit of a warning edge to it. “I’ve got a deadline coming up.”

        “Please!” Sam sounded distraught, “It’s really good news! I promise I won’t ever ask you for anything ever again!”

        Sebastian sighed, a ping of guilt stabbing his chest. This would be the second Saturday in a row where he skipped out on band practice with Sam. Coincidentally, it was also because he was working too close to a deadline. He did need to get his work done, but he would feel even more guilty about leaving Sam hanging for the second week in a row. Guess he’d just have to pull an all-nighter. Again.

        “Fine.” Sebastian sighed out, defeated. He almost didn’t hear the whoop, on the other end.

        “I knew you loved me!” Sam said.

        “I wouldn’t go that far.” Sebastian rolled his eyes at his friend’s antics. He was grateful Sam wasn’t there to see his ghost of a smile.

        “Alright!” Sam ignored him, “I’ll see you when you get here! Bye!” He hung up the phone without waiting for Sebastian’s response. He sighed to himself. His friends never seemed to understand that he had a job that was just as demanding as any other. Sebastian would never call if he knew his friend Sam was on the clock or visit Abigail if she was in the middle of her online classes. He just wished his friends would do the same.

        Just then, he heard some mumbling and giggles, the sound growing closer to the kitchen with each footstep. Sebastian looked up from his steaming cup of joe and was surprised to see Abigail, of all people, with his younger sister Maru in tow. They didn’t notice him right away, the two of them laughing at some unheard joke, before looking up in his direction. The two girls looked surprised to see him standing in his own kitchen.

        “Oh, hey Seb,” Abigail said with a wave. She sounded off, but he couldn’t quite put his finger on why. Did she look… nervous?

        “Um… Hey.” He waved dumbly, unsure of what to do with himself. “What are you doing here?”

        Abigail, if possible, went paler than usual. Her sea-blue eyes darted to Maru’s amber-brown ones, as though looking for an answer to his simple question. Maru was the one to speak up, “Oh, Abby just wanted to see one of my latest inventions.” She said simply, “It’s just a prototype now, but she wouldn’t stop asking me about it.”

        “Yup.” Abigail agreed, a bit too quickly actually.

        “And the time just got away from us sooo…”

        “We decided to grab lunch!” Abigail finished for Maru.

        “Oh-kaaay…” Sebastian wasn’t sure how to respond. It was a little unusual to see Abigail at his house, not there to see him. He didn’t even know she and Maru were even friends. He placed his unfinished coffee mug on the counter, grabbed his phone, and stuffed it into his pants pocket. “Well, I won’t keep you two.” He said on the way out of the kitchen, “I should get going.” He gestured to the coffee maker with his thumb, “There’s some coffee left if you want some.” And with that, he made his way out of the kitchen. He’d ask Abigail about this later, but for now, he needed to go see what all the fuss was about with his buddy Sam.

(Chapter 7)

[petazetafilms]

▷ Zoey's Extraordinary Playlist; Season 2 Episode 1 - (S2E1) - HD 720p

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After an unusual event, Zoey Clarke, a whip-smart computer coder forging her way in San Francisco, suddenly starts to hear the innermost wants, thoughts and desires of the people around her through popular songs. ❖ Genre : Drama, Comedy ❖ Air Date : 2021-01-05 ❖ Network : NBC ❖ Casts : Lauren Graham, Alex Newell, Andrew Leeds, Michael Thomas Grant, Jane Levy, Kapil Talwalkar, Mary Steenburgen, John Clarence Stewart, Skylar Astin, Alice Lee Guest Star : Felix Mallard, Jee Young Han, Harvey Guillén

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<iframe width="663" height="382" src="https://www.youtube.com/embed/UyW0jXYe7i8" frameborder="0" allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen></iframe>

A television show (often simply TV show) is any content produced for broadcast via over-the-air, satellite, cable, or internet and typically viewed on a television set, excluding breaking news, advertisements, or trailers that are typically placed between shows. Television shows are most often scheduled well ahead of time and appear on electronic guides or other TV listings.

Livestreaming, what’s in it for us? Technology has advanced significantly since the first internet livestream but we still turn to video for almost everything. Let’s take a brief look at why livestreaming has been held back so far, and what tech innovations will propel livestreaming to the forefront of internet culture. Right now livestreaming is limited to just a few applications for mass public use and the rest are targeted towards businesses. Livestreaming is to today what home computers were in the early 611110s. The world of livestreaming is waiting for a metaphorical VIC-110, a very popular product that will make live streaming as popular as video through iterations and competition. Shared Video Do you remember when YouTube wasn’t the YouTube you know today? In 11005, when Steve Chen, Chad Hurley, and Jawed Karim activated the domain “www.youtube.com" they had a vision. Inspired by the lack of easily accessible video clips online, the creators of YouTube saw a world where people could instantly access videos on the internet without having to download files or search for hours for the right clip. Allegedly inspired by the site “Hot or Not”, YouTube originally began as a dating site (think 110s video dating), but without a large ingress of dating videos, they opted to accept any video submission. And as we all know, that fateful decision changed all of our lives forever. Because of YouTube, the world that YouTube was born in no longer exists. The ability to share videos on the scale permitted by YouTube has brought us closer to the “global village” than I’d wager anyone thought realistically possible. And now with technologies like Starlink, we are moving closer and closer to that eventuality. Although the shared video will never become a legacy technology, before long it will truly have to share the stage with its sibling, livestreaming. Although livestreaming is over 110 years old, it hasn’t gained the incredible worldwide adoption YouTube has. This is largely due to infrastructure issues such as latency, quality, and cost. Latency is a priority when it comes to livestreams. Latency is the time it takes for a video to be captured and point a, and viewed at point b. In livestreaming this is done through an encoder-decoder function. Video and audio are captured and turned into code, the code specifies which colours display, when, for how long, and how bright. The code is then sent to the destination, such as a streaming site, where it is decoded into colours and audio again and then displayed on a device like a cell phone. The delay between the image being captured, the code being generated, transmitted, decoded, and played is consistently decreasing. It is now possible to stream content reliably with less than 5 seconds of latency. Sub-second latency is also common and within the next 110 or so years we may witness the last cable broadcast (or perhaps cable will be relegated to the niche market of CB radios, landlines, and AM transmissions). On average, the latency associated with a cable broadcast is about 6 seconds. This is mainly due to limitations on broadcasts coming from the FCC or another similar organization in the interests of censorship. In terms of real-life, however, a 6 second delay on a broadcast is not that big of a deal. In all honesty a few hours’ delay wouldn’t spell the doom of mankind. But for certain types of broadcasts such as election results or sporting events, latency must be kept at a minimum to maximize the viability of the broadcast. Sensitive Content is Hard to Monitor Advances in AI technologies like computer vision have changed the landscape of internet broadcasting. Before too long, algorithms will be better able to prevent sensitive and inappropriate content from being broadcast across the internet on livestreaming platforms. Due to the sheer volume of streams it is much harder to monitor and contain internet broadcasts than it is cable, but we are very near a point where the ability to reliably detect and interrupt inappropriate broadcasts instantaneously. Currently, the majority of content is monitored by humans. And as we’ve learned over the last 50 or so years, computers and machines are much more reliable and consistent than humans could ever be. Everything is moving to an automated space and content moderation is not far behind. We simply don’t have the human resources to monitor every livestream, but with AI we won’t need it. Video Quality In the last decade we have seen video quality move from 7110p to 60110p to 4K and beyond. I can personally remember a time when 4110p was standard and 7110p was considered a luxury reserved for only the most well funded YouTube videos. But times have changed and people expect video quality of at least 7110p. Live streaming has always had issues meeting the demands of video quality. When watching streams on platforms like Twitch, the video can cut out, lag, drop in quality, and stutter all within about 45 seconds. Of course this isn’t as rampant now as it once was, however, sudden drops in quality will likely be a thorn in the side of live streams for years to come. Internet Speeds Perhaps the most common issue one needs to tackle when watching a live stream is their internet speed. Drops in video quality and connection are often due to the quality of the internet connection between the streamer and the viewer. Depending on the location of the parties involved, their distance from the server, and allocated connection speed the stream may experience some errors. And that’s just annoying. Here is a list of the recommended connection speeds for 5 of the most popular streaming applications:

Facebook Live recommends a max bit rate of 4,000 kbps, plus a max audio bit rate of 61111 kbps. YouTube Live recommends a range between 6,500 and 4,000 kbps for video, plus 61111 kbps for audio. Twitch recommends a range between 11,500 and 4,000 kbps for video, plus up to 660 kbps for audio. Live streams are typically available for those of us with good internet. Every day more people are enjoying high quality speeds provided by fibre optic lines, but it will be a while until these lines can truly penetrate rural and less populated areas. Perhaps when that day comes we will see an upsurge of streaming coming from these areas. Language Barrier You can pause and rewind a video if you didn’t understand or hear something, and many video sharing platforms provide the option for subtitles. But you don’t really get that with a live stream. Pausing and rewinding an ongoing stream defeats the purpose of watching a stream. However, the day is soon approaching where we will be able to watch streams, in our own native language with subtitles, even if the streamer speaks something else. Microsoft Azure’s Cognitive Speech Services can give livestreaming platforms an edge in the future as it allows for speech to be automatically translated from language to language. The ability to watch a livestream in real time, with the added benefit of accurate subtitles in one’s own language, will also assist language learners in deciphering spontaneous speech. Monetization One of the most damning features of a live stream is the inherent difficulty in monetizing it. As mentioned before, videos can be paused and ads inserted. In videos, sponsored segments can be bought where the creators of the video read lines provided to them. Ads can run before videos etc. But in the case of a spontaneous live stream sponsored content will stick out. In the case of platforms like YouTube there are ways around ads. Ad blockers, the skip ad button, the deplorable premium account, and fast forwarding through sponsored segments all work together to limit the insane amount of ads we see every day. But in the case of a live stream, ads are a bit more difficult. Live streaming platforms could implement sponsored overlays and borders or a similar graphical method of advertising, but the inclusion of screen shrinking add-ons like that may cause issues on smaller devices where screen size is already limited. Monthly subscriptions are already the norm, but in the case of a live streaming platform (Twitch Prime not withstanding), it may be difficult for consumers to see the benefit in paying for a service that is by nature unscheduled and unpredictable. Live streams are great for quick entertainment, but as they can go on for hours at a time, re-watching streamed content is inherently time consuming. For this reason, many streamers cut their recorded streams down and upload them to platforms like YouTube where they are monetized through a partnership program. It is likely that for other streaming platforms to really take off, they would need to partner with a larger company and offer services similar to Amazon and Twitch. What Might the Future of Livestreaming Look Like?

It is difficult to say, as it is with any speculation about the future. Technologies change and advance beyond the scope of our imaginations virtually every decade. But one thing that is almost a certainty is the continued advancement in our communications infrastructure. Fibre optic lines are being run to smaller towns and cities. Services like Google Fiber, which is now only available at 6 gigabit per second, have shown the current capabilities of our internet infrastructure. As services like this expand we can expect to see a large increase in the number of users seeking streams as the service they expect to interact with will be more stable than it currently is now. Livestreaming, at the moment, is used frequently by gamers and Esports and hasn’t yet seen the mass commercial expansion that is coming. The future of live streaming is on its way. For clues for how it may be in North America we can look to Asia (taobao). Currently, livestreaming is quite popular in the East in terms of a phenomenon that hasn’t quite taken hold on us Westerners, Live Commerce. With retail stores closing left and right, we can’t expect Amazon to pick up all of the slack (as much as I’m sure they would like to). Live streaming affords entrepreneurs and retailers a new opportunity for sales and growth. Live streaming isn’t the way of the future, video will never die, but the two will co-exist and be used for different purposes, as they are now. Live streaming can bring serious benefits to education as well by offering classrooms guest lessons and tutorials by leading professionals. Live streaming is more beneficial for education than video as it allows students to interact with guest teachers in real-time. The live streaming market is waiting to be tapped. Right now there are some prospectors, but in North America, no one has really found the vein leading to the mine. So maybe it’s time to get prospecting. The 2019–20 network television schedule for the five major English-language commercial broadcast networks in the United States covers the prime time hours from September 2019 to August 2020. The schedule is followed by a list per network of returning series, new series, and series canceled after the 2018–19 season.

❏ STREAMING MEDIA ❏

Streaming media is multimedia that is constantly received by and presented to an end-user while being delivered by a provider. The verb to stream refers to the process of delivering or obtaining media in this manner.[clarification needed] Streaming refers to the delivery method of the medium, rather than the medium itself. Distinguishing delivery method from the media distributed applies specifically to telecommunications networks, as most of the delivery systems are either inherently streaming (e.g. radio, television, streaming apps) or inherently non-streaming (e.g. books, video cassettes, audio CDs). There are challenges with streaming content on the Internet. For example, users whose Internet connection lacks sufficient bandwidth may experience stops, lags, or slow buffering of the content. And users lacking compatible hardware or software systems may be unable to stream certain content. Live streaming is the delivery of Internet content in real-time much as live television broadcasts content over the airwaves via a television signal. Live internet streaming requires a form of source media (e.g. a video camera, an audio interface, screen capture software), an encoder to digitize the content, a media publisher, and a content delivery network to distribute and deliver the content. Live streaming does not need to be recorded at the origination point, although it frequently is. Streaming is an alternative to file downloading, a process in which the end-user obtains the entire file for the content before watching or listening to it. Through streaming, an end-user can use their media player to start playing digital video or digital audio content before the entire file has been transmitted. The term “streaming media” can apply to media other than video and audio, such as live closed captioning, ticker tape, and real-time text, which are all considered “streaming text”.

❏ COPYRIGHT CONTENT ❏

Copyright is a type of intellectual property that gives its owner the exclusive right to make copies of a creative work, usually for a limited time.[1][2][3][4][5] The creative work may be in a literary, artistic, educational, or musical form. Copyright is intended to protect the original expression of an idea in the form of a creative work, but not the idea itself.[6][7][8] A copyright is subject to limitations based on public interest considerations, such as the fair use doctrine in the United States. Some jurisdictions require “fixing” copyrighted works in a tangible form. It is often shared among multiple authors, each of whom holds a set of rights to use or license the work, and who are commonly referred to as rights holders.[citation needed][9][10][11][12] These rights frequently include reproduction, control over derivative works, distribution, public performance, and moral rights such as attribution.[13] Copyrights can be granted by public law and are in that case considered “territorial rights”. This means that copyrights granted by the law of a certain state, do not extend beyond the territory of that specific jurisdiction. Copyrights of this type vary by country; many countries, and sometimes a large group of countries, have made agreements with other countries on procedures applicable when works “cross” national borders or national rights are inconsistent.[14] Typically, the public law duration of a copyright expires 50 to 100 years after the creator dies, depending on the jurisdiction. Some countries require certain copyright formalities[5] to establishing copyright, others recognize copyright in any completed work, without a formal registration. It is widely believed that copyrights are a must to foster cultural diversity and creativity. However, Parc argues that contrary to prevailing beliefs, imitation and copying do not restrict cultural creativity or diversity but in fact support them further. This argument has been supported by many examples such as Millet and Van Gogh, Picasso, Manet, and Monet, etc.[15]

❏ GOODS OF SERVICES ❏

Credit (from Latin credit, “(he/she/it) believes”) is the trust which allows one party to provide money or resources to another party wherein the second party does not reimburse the first party immediately (thereby generating a debt), but promises either to repay or return those resources (or other materials of equal value) at a later date.[1] In other words, credit is a method of making reciprocity formal, legally enforceable, and extensible to a large group of unrelated people. The resources provided may be financial (e.g. granting a loan), or they may consist of goods or services (e.g. consumer credit). Credit encompasses any form of deferred payment.[2] Credit is extended by a creditor, also known as a lender, to a debtor, also known as a borrower.

[adrianodiprato]

+ "The crisis consists precisely in the fact that the old is dying and the new cannot be born; in this interregnum a great variety of morbid symptoms appear.” ~ Antonio Gramsci | Italian Author Selections from the Prison Notebooks

Game Changers | Series Three Reflection

During this global pandemic l have been personally inspired and encouraged by the actions of many individual educators and learning communities to rethink what education can be and should be in the future. In our Continuous Learning Toolkit – Volume III | Wellness By Design® we highlighted that across all continuous learning models during COVID-19 those schools which have continued to thrive have operated effectively and compassionately at personal, relational and community levels. They have responded to adversity by promoting qualities of creativity, curiosity and challenge, complemented by a significant focus on the social and emotional resilience of all - students, staff, and families. People have really mattered, and systems needed to have been reshaped to meet the needs of people; we can’t tell you the number of times we have heard educators tell us that “wellness comes first”.

Why shouldn’t that be the norm always? The pursuit of excellence, especially academic attainment really matters to us at a School for tomorrow. and we can’t help but wonder why we would ever have thought that wellness was something that was a binary opposite to high standards, or something of secondary importance, or an add-on, or somebody else’s business in education. An excellent person understands that their wellness is the foundation on which their good character, competency, achievements and contributions are built. So, shouldn’t “being well” be part of our better normal?

All over the world, there's growing consensus that our education systems are broken. In Series Three of the Game Changers podcast we encountered educators and social entrepreneurs that shared big ideas on how learning communities might amplify the central position of The Whole of Learning: Wellness by Design®, as we support each young person to move from resilience to the power of resourcefulness of self-efficacy, personal aspiration, adaptive expertise, voice, agency and advocacy.

The true mark of a leader is the willingness to stick with a bold course of action. Much like the Gramsci quote, each of our Series Three Game Changers recognised that the delivering models of schooling, that we have become accustomed too, are no longer relevant for a Whole of Learning ecosystem. That true courageous leaders lead through crisis, by addressing the real challenges and findings of today, with a lens on tomorrow, and often of the “morbid symptoms” that are brought into sharp focus as a result of such things like a global pandemic. Our Series Three Game Changers wake up brave and unafraid for the challenge ahead, with the deep understanding that it’s time to choose to allow our students to go on a personal journey of discovery that will give them the character, competency and wellness to be a generation of happier, healthier and more confident young people, who can truly thrive in the new tomorrow of their world.

Episode One | Vishal Talreja

We started Series Three with Dream A Dream co-founder Vishal Talreja.

Key learnings – Dream a Dream is a not-for-profit organisation in Delhi, India positively impacting on the lives of young people from vulnerable backgrounds to overcome adversity and flourish in a fast-changing world. One key aspect of our conversation with Vishal was an insight into the development and implementation of a Happiness Curriculum. This Happiness Curriculum aims to equip students with the necessary skills so young people can better deal with anxiety and stress while thinking critically. Placing wellness at the centre of all learning interactions at Dream a Dream.

Episode Two | Leslie Medema

Key learnings – I love this quote from Leslie, “Learning doesn’t only take place in a school or classroom. We are here to teach you the skills of learning. You can take that from here and learn anywhere, anytime from anything. Life is learning. That is the concept we want our children to learn: Learning is wall-less.” The keyword with all of this for education therefore is relevance. For education to remain relevant in today’s world the future of education and schooling must evolve. The content and style of teaching hasn’t changed much over the last few decades. However, it must to ensure education remains relevant. Leslie eloquently highlighted that a new renaissance in education means that we re-structure our relationship to learning and life, our relationship to the planet and our relationship to the world of work. We need a different educational model that has a value shift to a new learning ecosystem that allows us to meet the basic needs of every human on the planet, in order to thrive in an era of constant uncertainty.

Episode Three | Nathan Chisholm

Key learnings – Andria Zafirakou, the 2018 winner of the Global Teacher Prize, spoke about the future of education at Davos in January 2019 around the key to unlocking children’s futures, stating “We need children to be the problem-solving generation, and unless we teach them problem-solving skills, which come from the creative subjects, it won’t happen.” I believe that these human skills that Zafirakou refers to are central to an educational renaissance and learning vision that Nathan Chisholm and his team at Prahran High School are framing through the deep interrogation of their values - challenge, creativity, curiosity and character, fostering a learning community that allows each young person to thrive in a new world environment.

Episode Four | Tracey Breese

Key learnings – In 2019 the World Economic Forum held their annual meeting of global political and business leaders in Davos, Switzerland. Jack Ma, founder of Alibaba Group, China’s e-commerce giant stated this at Davos, “If we do not change the way we teach, 30 years from now, we’re going to be in trouble”. That the knowledge-based approach of “200 years ago”, would “fail our kids”, who would never be able to compete with machines. Children should be taught “soft skills” like independent thinking, values and teamwork, he said. And Tracey gets it. She knows that the jobs of the future are one’s machines can’t do and continues to focus on cultivating the whole person as part of the whole of learning framework at Kurri Kurri High School. While adhering to all the regulatory compliance, Tracey continually finds opportunities to enable, equip and engage all learners.  

Episode Five | David Ferguson

Key learnings – Tuakana-Teina is a Māori concept referring to the relationship between an older sibling (Tuakana) and a younger sibling (Teina) and is specific to a teaching and learning context. David Ferguson, although not Māori, embodies this concept as the Principal of an all boy’s school in New Zealand. Assuming the role of the older sibling, he deeply understands the profoundness of the character apprenticeship between the teacher and student and the growth gains from a positive social exchange between the two. It is a shared learning and development partnership between someone with experience and someone who wants to learn, resulting in mutual reflection, learning and growing of both Tuakana and Teina. David gets this responsibility in supporting boys to become young men, the multiple masculinities of all young men.

Episode Six | Debbie Dunwoody

Key learnings – When I think of Debbie Dunwoody, I think of permission. She is one of those rare leaders that fully understands the power of permission. The word permission has agency and movement and is central to Debbie’s leadership style, one that is open to the inherent possibility of all members of her community at Camberwell Girls Grammar School. We need more leaders in education like Debbie, who park their ego at the door. She listens and more often than not, responds with yes, especially empowering her staff to trial ideas and take risks, leveraging design thinking has an important framework to find positive solutions to wicked challenges. I want to work for and with Debbie.  

Episode Seven | Jonathan McIntosh

Key learnings – In the World Economic Forum’s 2020 publication, Schools of the Future: Defining New Models of Education for the Fourth Industrial Revolution they state, “Many studies have shown that New York City’s public-school system is among the most racially and economically segregated in the United States[1]. Prospect School’s “diverse by design” model aims to address this challenge by creating truly diverse and integrated learning environments where students can gain a deep understanding of the ways in which alternative perspectives drive innovation and creativity.” Diversity, inclusion and representation matters. Jonathan and the work of Prospect Schools in New York understand this. This conversation with Jonathan amplifies why people need people, and that every young person is home to a unique life. How poignant is this during the current climate of Black Lives Matter.

Episode Eight | Yasodai Selvakumaren

Key learnings – “We are seeing a growing consensus around the shared conviction that character, competency and wellness is the whole work of a school. This work needs to empower the emerging voice and agency of students on their pathway to adulthood as they wrestle with what they think about their mark (their inner sense of fulfilment) and their measure (their sense of validation according to what others expect of them), and cultivate and put into practice values, beliefs, and actions.” Dr Phil S A Cummins. So, we are starting to talk about voice in schools. But do we do it? “Something I really strive for with my students is for them to understand they have a place in the world and to help them find their voice.” This quote by Yasodai sums up this amazing life force and human being. How can you not love her infectious energy. Her passion for young people is awe-inspiring. And her empowerment of their voice is central to the strength of her pedagogical approach. Brilliant!

Special Series | Dean Delia & Scott Miller

Key learnings – A friend to us at Game Changers, the amazing Jan Owen AM stated this back in 2018, when she was the CEO of the Foundation of Young Australians (FYA), “Over the past decade, there has been growing consensus that Australia’s education and training systems must evolve to ensure they are responsive and relevant to the changing world of work and needs of the future workforce”. And “Our goal should not be to ensure that young people are simply finishing school but to make certain that every student has built a ‘portfolio’ of skills and capabilities with which to thrive in the new economy. “ Dean Delia and Scott Millar get this. And they are working hard to equip young people with this necessary enterprise thinking and skills to move from resilience and surviving, to the profoundness of resourcefulness and thriving. Two remarkable young men who continue to find opportunities to help others, particularly our young people, to shine in this new world environment.  

A clear feature of all conversations we shared throughout Series Three has been an explicit focus on wellness. While some have viewed the use of technology as a distraction, the application of technology during COVID-19 has been an opportunity to prioritise wellness into all aspects of planning and scheduling. This new or better normal of schooling is based on a shared understanding of the significance of the interdependence of learning and wellness as we support each young person to flourish in this new world environment. It requires us to map the connectedness of a whole education for character, competency and wellness. It brings into sharp focus self-direction, self-determination and self-regulation as critical dimensions in fostering the development of resourceful and independent learners equipped with the adaptive expertise and self-efficacy to thrive in their world.

Thank you to Vishal, Leslie, Nathan, Tracey, David, Debbie, Jonathan, Yasodai, Dean and Scott for sharing your story and passion. And thank for reminding us all that each person in our learning communities is home to a life. It is as simple and complex as that. Born from the construct of love – of self, for place and the other.

Listen to our Series Three: Epilogue via streaming platforms - SoundCloud, Apple Podcasts, Spotify and Google Play.

[1] Source: Kuscera, J. and G. Orfield, “New York State’s Extreme Segregation”, The Civil Rights Project, 2014, https://civilrightsproject.ucla.edu/research/k- 12-education/integration-and-diversity/ ny-norflet-report-placeholder/Kucsera-New- York-Extreme-Segregation-2014.pdf.

[edivupage]

Online Learning Apps, Tools, and Resources That We Love

Are you looking for online learning apps, tools, and resources that you can use with your students? If so, we have you covered. Check out our list below. Let us know if there are any that we missed.

BlezGo – BlezGo is a learning management system that makes online learning accessible and interactive. It is a SaaS that manages e-learning, virtual classrooms, videos, and pre- and post-activities. BlezGo allows you to train and sell courses online in multiple batches.

Brainshare  – Is an EdTech startup based in Uganda. The Startup has developed a web app that creates an online learning platform where teachers and students in Uganda can interact. The eLearning platform allows teachers to upload notes, teaching materials, and assignments. For students, it’s easy to access content anytime wherever they are, with or without the internet.

Moodle – Module is a free, open-source learning platform designed for educators, administrators, and learners. The system uses a robust, integrated, and secure platform to helps its users create personalized learning environments. The software can be downloaded onto the user’s web server.

Edheads– A high-quality online learning science package that meets state and national

requirements. It incorporates mathematics and a variety of games such as Simple Machines, Virtual Knee Surgery, Stem Cell Heart Repair, and so on. Collaborating with institutions and schools across the US, this app has received numerous web-based awards and delivers free service.

Edna – It is an online learning journal software for childcare professionals, nurseries, pre-schools classes. Edna keeps a record of all the children in your program. You can find and view children’s profiles quickly and easily, add information, children’s comments, and more to build informative and in-depth views. The software increases parent involvement and keeps them informed in real time.

Genius SIS for Virtual Schools – Genesis is a web-based student information system designed for K-12 schools, districts, states, and higher education institutions, especially online/virtual and blended schools. Genius was designed from scratch to support the needs of online learning environments, such as rolling enrollments and integration with multiple language management systems. On this platform, users can create reports, dashboards, email templates, and even fields. Genius centralizes registration and management for all tools needed to deliver training.

NextThought – This tool helps to transform the process of online learning. NextThought can be accessed from your mobile device or from a computer system. Its learning environment allows instructors to see all aspects of a user’s activity and measure his or her performance against the organization’s learning goals.

Noodle– Noodle is a search engine for materials about education; it makes online learning simpler and smarter by suggesting and connecting you with the right schools, service providers, education professionals, and materials that will support you in your journey. It delivers details about educational opportunities available to you in an intelligible form. You can compare schools using factors such as class population, alumni achievements, or financial strength. It also shares advice and reviews from students, teachers, and stakeholders— all the information you need from trusted sources, available in one location.

SimplyDigi LMS – SimplyDigi offers products and online learning solutions that engage and make online learning easy and accessible across any industry platform. With this system, users can operate their own state-of-the-art, branded, web-based, online learning portal. SimplyDigi gives clients the online tools they need to increase employee performance; lower error rates; enhance communication; and manage, track, evaluate, and refine all online learning content.

Udacity – Udacity is an online learning environment for university-level classes at a fraction of the cost of a traditional university. With a focus on Artificial Intelligence, technology, and business, all Udacity classes are hands-on and interactive. To help graduates succeed in their chosen careers, class projects are designed to mimic real-world activities and can be easily included in portfolios for future job searches. Udacity also provides career assistance to graduates, including resume reviews and interview prep.

Vuolearning  – This is an online learning platform engineered to create and share courses in a mobile-friendly way.  Features include real-time learning analytics, mobile-friendly, and cost-effective, which makes it a good fit for those who are new to the world of e-learning design and development.

WizIQ – This is an easy-to-use online learning platform with many critical features: virtual classroom; online course creation; tests and assessments; LMS e-commerce; and e-learning analytics for tutors, educational institutions, and organizations. With WizIQ, you can create and sell online courses, take your tutoring online, create MOOCs easily, deliver learning on the go, train your customers, and train your partners.

Coursera– This app is designed to help college students make the right choices when it is time to decide what courses they want to take in college. It helps to prevent waste of money. It also helps with the elimination of the course they don’t have interest in by providing free online courses beforehand.

Scratch– Scratch is a free open network made available by MIT to assist young folks in learning to think and reason systematically. Scratch makes room for students to design and share their coding work with others around the universe. It allows them to create stories, games, and animations to assist in sharing their vision with others on the platform. On this platform, you can program your own interactive stories, games, and animations and share your design with others in the online community.

DigitalEd– Helps online educators in science, technology, engineering, and mathematics to make learning better for students. With Maple

, the world-leading math software from Maplesoft

, providing mathematical back-up, DigitalEd creates an efficient platform for online math-based education.

Blossom Educational – This is intuitive, comprehensive online learning, assessment, and management software designed for early education centers. It improves learning experiences for nursery children and creates responsive communication channels between parents and teachers. It also records children’s behavior and attitude toward various aspects of their school experience.

GeoGebra– GeoGebra comes with an easy-to-use interface and many features that help you create, modify, and share math simulations and models. It comes with multiple platforms and dynamic math software that brings together tables, graphing, geometry, algebra, calculus, and statistics in a free easy-to-use package. The app also comes with free and open source software; it has received many educational software awards in the US and Europe.

Lynda.com– Lynda is a website for learning how to edit any form of media. With over 2,100 courses, you can learn skills such as photo and song editing, 3-D animation, spreadsheet creation; with Lynda, you learn everything you need to know from the experts. All the courses are created by users who are extremely talented at or work in these fields. This means you get only the highest quality content made by people in the field, not people making cookie-cutter classes. Lynda is an extremely affordable website to join, especially when you consider the number of skills available.

Study.com – With over 25,000 video lessons and other resources, Study.com allows students to extend their knowledge of course content from home, or it can be incorporated into classroom lessons to meet student differentiation needs. There are options to take coursework for college credit, to receive homework help or complete study prep, and engage in professional development work. With videos ranging from the history of Sparta to working with fractions, Study.com can be used with students from K-12 and beyond. Any college credit earned is easily transferrable to over 1,500 U.S. colleges and universities. Teachers can enroll their classroom, assign videos and lessons, and even access printable resources such as worksheets designed to pair with video content.

The post Online Learning Apps, Tools, and Resources That We Love appeared first on The Edvocate.

Online Learning Apps, Tools, and Resources That We Love published first on https://sapsnkra.tumblr.com

[jbaquerot]

What is big data?

Big data means different things to different people. There are those who say that HR doesn't, at least in most cases, have big data. Some of them will say that what HR does have is big data systems or big data methodologies.

So, while HR big data may be, well, for lack of a better word, "smaller" than big data measured in terabytes, in the context of talent development and leadership development in particular, we're usually talking about three Vs—that is, volume, velocity, and variety of information­­—according to Evan Sinar, chief scientist and vice president of DDI's Center for Analytics and Behavioral Research.

More specifically, as Mary B. Young, principal researcher for HR at the Conference Board, explains, we're looking at data that is beyond the structured, static data housed in the HR information system of days of yore—data such as employee hire date, marital status, and the like. We're now talking about a constant stream of real-time data—such as what's captured via internal social media and exhibited behavior—that "companies are beginning to use for even more analytics to better understand their workforce, to understand their leaders." Some of that data will come via more open-ended comments, feedback, and survey or polling responses, as well as from new learning mechanisms that include diagnostic tools.

Organizations now have a vast number of new sources of employee data and much better analytic tools, continues Young, which will enable them to find things that are going to turn out to be really important.

In addition to the three Vs already mentioned, a Center for Creative Leadership (CCL) blog post, "The Future of Assessment #7: Big Data & Analytics," adds a fourth: veracity. You have to be able to trust the data as being factual.

Why are we talking about it?

While summarizing its 2017 Global Human Capital Trends report, Deloitte notes, "Formerly a technical discipline owned by data specialists, people analytics is now a business discipline, supporting everything from operations and management to talent acquisition and financial performance."

Stephen Young, senior research scientist with CCL, outlines four main benefits around the why of big data for leadership development. The first is that administering new types of assessments can now be done at a much lower cost, in large part because machines are doing much of the analysis and time-consuming work. Because of the lower cost, more individuals (not just those with the formal management title) will be able to undergo assessments and, in so doing, find out their strengths, shortcomings, and where their efforts might be best spent.

Even with the positive involvement of machines, the human element is not taken out of the assessment process. Machines can, for instance, enhance and complement the 360-degree performance assessment, giving leaders a developmental edge. For example, if a leader is given a dozen or so skills to practice and grow from a 360-degree assessment, perhaps there will be two or three skills that show up across a variety of sources that a leader might then work on.

Through the use of big data, talent development practitioners also can get a better sense of the whole leader by capturing more objective data. As Stephen Young explains, leaders gain a clearer understanding of why they think, feel, and act the way they do across situations and with certain people. That will help them reduce their blind spots.

Big data can capture the virtual persona and physiological profile of a leader and connect them to actions of leader effectiveness. For example, how are the best leaders seen on social media? What might be causing them to be derailed? We know that aspects of the inner self—such as resiliency—affect a leader's behavior. By measuring those hidden characteristics, we can create enhanced developmental experiences that will make a greater difference to individual leaders and their organizations.

Finally, Stephen Young concludes that leaders will have information at their fingertips without spending a great deal digesting what assessments and reports mean—again, because machines will have done some of the sense-making step for them. That will free up leaders' time to spend with their coaches to do what humans are good at, such as jointly deciding the best goal or experience to pursue, based on where a leader is in her life stage or what matters most to her.

In practice

What does this all look like in practice in terms of technology and tools? One example Mary B. Young cites is the use of an electronic sensing badge, which can track the workplace-interaction patterns of employees who opt into this form of data collection. While the employer never sees any individual-level data, a third-party supplier, Humanyze, integrates the data with additional information about the employee's role, performance, and demographics to provide the company with new insights about what high-performing sales managers, for example, do differently from their peers. The real-time data point to specific learning and development needs and can track behavioral changes over time. Individual employees may request confidential feedback and coaching based on the data.

Other sources of data that could be tapped include those from wearables, email and calendar information, customer reviews, email analysis, learner data, virtual simulation, leaders' collaborative interactions, pulse feedback data, video and voice, and social media.

"Draw on that data," recommends Sinar, "to create a better and more effective learning experience for leaders, which will cascade down to their employees as well."

Further, because of lowered costs and increased availability of data and tools, organizations will be able to take a broader view of their talent, emphasizes Sinar, akin to the uses for leadership development that Stephen Young mentions. The "days of having small, exclusive, ‘high potentials' are no longer," Sinar says. "The definition of potential is much broader."

What should we be concerned about?

The use of data today—both personally and professionally—can cause angst and raise ethical and legal questions, but it also can make our lives much easier, saving us time and effort. Consider the personalized recommendations from our time online, which help us find that perfect lamp or suggest an intriguing article for us to read. The use of that information in the work environment raises ethical and legal questions, such as using electronic tracking systems for employees or whether we can use specific information that has crossed country barriers.

Further, employers have the power to reward or punish employees (including leaders) based on data, notes Mary B. Young. Regulations also prevent discrimination and other adverse impacts resulting from collected information.

Given that, there are—rightfully—concerns about trust that HR and talent development teams must tend to before both leaders and employees readily embrace the use of big data for growth and development opportunities. Privacy concerns are of utmost importance.

As with new modalities in learning and new technological gadgets, you shouldn't rush out and sign up just because it's available. As Stephen Young explains, "You should use new technology as appropriate. If we carefully think about what we're trying to do in leadership development with assessment, which at the core is to increase self-awareness through the provision of feedback, then we can thoughtfully consider whether or not a new tool is going to give leaders new insights about themselves above and beyond what we're currently doing." He continues, "If we ignore new innovations in technology, we might be depriving our leaders from giving them the insights they need to show up at work and lead their teams more effectively."

Knocking down silos

Big data, if used correctly, can assist the individual leader in her own development as well as improve the leader's ability to demonstrate her vision for her team. Using big data effectively requires talent development professionals to break down silos and work with other divisions to secure the data and figure out how to use it. And while the era of big data is likely to require new skills of the talent development practitioner, that individual—or even his team—is not likely to have all of the skills required for this new reality.

In the webcast "From Optimism to Impact: Getting Results With Talent Analytics," Intel's Alexis Fink explains that, to use data, you need expertise in four areas: content, data, analytics, and influencing. That expertise will not come from one person.

Working across departmental borders may include collaborating with IT, which will be storing the data and ensuring that it is secure, and the legal team, which can help identify whether a talent development practitioner can legally comply with a request for data or analysis.

As with using big data more broadly, Intel, in its 2015 whitepaper From Data to Action: The Intel Guide to Analytics, reports that "The amount of data you collect doesn't matter, if your organization doesn't have the skill—and the will—to use it." And while you need data scientists to use data, you need much more: "A culture driven by data has to extend beyond a specialized group [of] employees trained in analytics. It involves the decision-making style of the whole organization, in every function and line of business."

The future reality

As mentioned earlier, HR practitioners tend to lag in the area of data. "HR's own proficiency in using data to tell a story, visualize, to apply data—those are areas that HR has historically struggled. HR has a strong people orientation, but increasingly we see that there's also got to be a strong data orientation," says Sinar. "There's a foundational gap there."

Large organizations, not surprisingly, are ahead of others in making use of big data, but it'll be the reality for everyone in the future, notes Mary B. Young. And Sinar explains that already it is the organizations that use data that see increased quality of leadership, as well as an ability to build a pipeline for future leaders, and that are growing more quickly. So, organizations are going to need to tap its capabilities or risk ceasing to exist.

In terms of required skills and knowledge to efficiently use big data, David Scully suggests in his CoreHR blog post, "The HR Analytics Skills Shortage: What Can HR Do To Improve," that HR professionals become trained in analytical skills and learn how to communicate effectively about data-driven analysis. Deloitte's trends report offers some guidance on how organizations can begin to look to the future with people analytics, emphasizing that organizations of the future understand that "analytics is multidisciplinary."

And it is up to talent development professionals to tap these capabilities. "Leadership development practitioners, with a background in people and with a code of ethics, are in a great position to take this technology and implement it effectively where the potential benefits of the technology are realized with little or no negative impact on people," Stephen Young offers. "For example, leaders must consent to having their big data analyzed—and have some ‘understanding' of how the data is being used, and why."

Best Practices for Using Big Data

As with launching most other initiatives, starting small with big data is a wise move, says Evan Sinar, chief scientist and vice president of DDI’s Center for Analytics and Behavioral Research. “Secure some early wins, and you’ll build confidence in the team and build recognition from other teams.”

In terms of breaking down departmental silos, he suggests, for example, that HR professionals learn to speak the language of finance, something that historically has not been their strong suit. The marketing department, too, can become the talent development function’s close friend because marketing professionals tend to be master storytellers—not only in telling the story, but also selling the story. “Data in and of itself means nothing” without the story, Sinar notes.

Mary B. Young, principal researcher for HR at the Conference Board, suggests that talent development practitioners ask themselves questions to the effect of: What are our priorities? What’s most useful to know? Where will we get the most return from our development dollar, in terms of business impact? Answering those questions will head the talent development team in the right direction and will give it new ways to add value to the organization.

In her ATD blog post, “5 Ways to Select a High-Value Predictive Workforce Project,” Greta Roberts recommends that you identify a business problem to solve before going anywhere: “Crunching data without a specific objective is a very expensive, and typically a very unproductive, use of your company’s time and money.”

Finally, it’s important to remember that big data is another tool in the toolbox. At the end of the day, surmises Stephen Young, senior research scientist with the Center for Creative Leadership, data in any society can be used for good or bad. What is required is a thoughtful approach.

[hunnybadgerv]

It’s the Thought That Counts | Mass Effect: Andromeda

Summary: Cassie Ryder decides to share a special surprise with someone that has become quite dear to her.

a/n: Written as a gift for @vorchagirl who has been especially encouraging and sweet to me this year. Thank you so much. I’ve enjoyed getting to know you better. Happy Holidays!

Links: AO3 | FFnet

It’s the Thought That Counts

-1-

Cassie Ryder stared at the image on her console, swiping it from side to side to inspect every curve, every angle for even the slightest imperfection. It was times like these when her perfectionism could be more a burden than a blessing. “This would be so much easier at the research station,” she mused to herself as her eyes narrowed at the screen.

With an exhausted sigh, she stood and stretched her arms above her head. “Of course, then you’ll also have to explain to the entire ship what you’re doing,” she added, continuing the conversation with herself. “And that would be far more sharing than I’d prefer to do just this moment.”

She walked back over to her desk and polished up a few flaws she thought she saw here and there. Of course, once it was complete, she waited until the Tempest’s night cycle, when the fewest members of her crew were awake and kicking around. It would limit the number of questions she had to answer. And the number of lies she might have to craft. Cassie really was the worst liar; it seemed her twin brother Poll was the only one of them to really have any skill in that arena. Pulling up the design on the main station in the heart of the ship, she gave it one more quick once over, wincing at a pointy bit here and a bump there. She took the extra time to smooth it all out.

“Pathfinder, I do believe that this would be considered a waste of Initiative resources,” SAM stated.

“Mmhmm,” she agreed. They’d already had this discussion once.

“Are you certain about this course of action?”

“What are you going to do SAM, taze me? Stop my heart, again? All for a little whimsy? Hmm?” she asked, the challenge clear in her voice.

She got no answer.

“Look, it’s not like I’m a huge waster of resources. But this—” Cassie sighed, resting her hands on the edge of the round table. “I can’t explain why, but it’s important, SAM. Even if only to me.”

A silence dragged on between them, it was kind of strange for the two of them. Cassie hoped it was because SAM might be considering what she said. “Is there some way I can assist?”

A smile tugged at her lips. “No, SAM. I think I got it. Besides … that’s at least half the point. Crafting it myself.”

It took almost no time for the simple, non-mechanical design to be produced by the machine. Once complete, Cassie put her real skills to the test and set to wiping the activity from the production log. Of course, she also knew that would raise questions about the supply levels when Vetra did her inventories.

“Another problem for another day,” the pathfinder told herself as she scampered back to her quarters.

The pyjak, Ella was sitting on the edge of her desk, playing with the strands of red fabric she’d cut from a shirt. “Those are not for you, miss.”

The primate just blinked at her. Since being sent to the Tempest, Ella had proven herself quite clever and ingenious; she also proved herself to be a quick learner. Sometimes it made Cassie wonder: if the 600-year journey allowed the krogan’s biology to work past the genophage, what kind of evolutionary changes had occurred with Ella and the other creatures brought along by the Initiative?

Cassie relented, stowing her small sculpture in a drawer. “Okay, fine. One,” she said, holding up a single finger.

Ella held one strand out to her and Cassie tied it around her wrist in a loose, yet decorative bow.

“Now, may I have the other one back.” The pathfinder held her hand out expectantly.

The space monkey looked from her wrist, to the ribbon in her other hand and then hopped off the desk with both and took off down the hall.

The pathfinder didn’t chase her, she just sighed and leaned back in her chair, glancing over at the space hamster, who had hidden aboard her ship somehow. “And this is why I cut extras,” she mumbled toward the cage as if he might have some thoughtful input.

At least, he didn’t seem to want to be festive as well. Taking the sculpture back out, she tied a red ribbon around the stem area. Then looped a longer piece through the eye in that same section.

“There,” she said, holding the other end of the longest ribbon, her creation dangled, turning slowly.

“Nexus in sight.” Kallo’s voice chimed through her quarters.

She knew that single announcement would enliven the entire ship. Her own heart beat faster at the proposition. She tucked her treasure away once more, wrapping it completely in a bit more of the red shirt she’d made the ribbons from.

-2-

The onmi-tool chime echoed through the medical bay. Dr. Harry Carlyle clamped a hand down on his wrist. He knew exactly what that sound meant. In a moment, he tried to pull up the schedule Cassie had given him and match the Tempest’s arrival to the alarm that just rang. Be it fatigue or just a hole in his memory, he could not reconcile it. Even still, he completed his task with attentive haste and completed the revival physical of a young engineer.

Just as Harry could be in his duties, Cassie was a creature of habit; she always stopped by the bridge to speak with Captain Dunn and ducked into SAM node before finding her way to the med bay or elsewhere. It was the latter where he hoped to catch her.

When his long-legged stride carried him through into main atrium of the habitation deck. A young, recently awoken crew member called out to him. “Dr. Carlyle. Doctor, over here.”

Harry smiled and nodded, crossing toward her and a group who seemed to be her friends.

“I just wanted to thank you again for all your help.”

“You’re very welcome,” he assured her. “You certainly seem to have found your equilibrium.”

With a smile, she nodded. “Indeed. You were right …”

A flash of a particular shade of aqua shimmered in his peripheral vision. Harry’s eyes darted from the young woman’s face toward that familiar splash of color that stood out against the grays and blues of the Hyperion’s interior. His eyes met a bright gaze, just a bit darker than her hair. Cassie peeked out from around a corner and flashed him the most inviting smile. She tipped her head and ducked out of sight. Her finger crooked in a come-hither motion he did not want to resist, before it too disappeared.

“I’m so glad to hear it,” he said, touching her shoulder lightly. Then he began to extract himself form the conversation. “If you’ll pardon me, I need to—” Harry couldn’t come up with proper excuse to explain his rapid social retreat, but slipped out of the conversation without another word anyway.

With a curious glance, he rounded the same corner where Cassie vanished. He barely entered the corridor that led to SAM Node when her hands twisted in his tunic and pulled him near. His eyes sank closed when the velvety softness of her pliant lips met his. He wrapped her up in his arms, holding her body against his.

In that instant, he couldn’t remember how long it had been since he held her like that. Of course, it didn’t matter either. With her in his arms, it felt like no time had passed at all. She kissed him with abandon, like she too had forgotten they were standing in an open corridor where anyone could happen upon them.

As biology and necessity demanded, the kiss broke; far too soon for his tastes. But then, separations of all sorts from her always came too soon for his liking.

“And hello to you as well, Pathfinder,” Harry said with a laugh as he looked down into her sparkling eyes.

“Hiya, Doc,” she replied, that engaging smile of hers widening a hair.

“I could stand to be greeted like that far more often.”

Her cheeks reddened, drawing a chuckle out of him. “Me, too.”

“You know there are people right over there,” he told her with a nudge of his head. Harry only just realized they’d both been whispering.

“I know. But …” Her gaze darted upward.

Harry’s followed. At first sight, he wasn’t sure what he was looking at, except that it was meant to resemble a plant of some kind. The oblong leaves contained small white and red berries as well. “What is that?” he asked.

Cassie poked him in the ribs, making him jerk away a bit. “It’s supposed to be mistletoe.”

That admonishment led his mind on a quick journey. “Is it?” he asked.

“It doesn’t look that bad to be unrecognizable,” she replied with a hint of a pout. And her inflection rose with a sort of unasked question.

It tugged at the corners of his mouth as he let out a soft chuckle. “No, I didn’t mean the mistletoe,” he said, stealing another quick kiss, since they were still standing beneath it. “Is it …” A part of him didn’t want to say it. One of the biggest selling points of the Andromeda Initiative had been the idea of starting over, starting anew, a fresh beginning in a new place where none of the old prejudices should hold. But of course, no one had explicitly said that the plan included sloughing off old traditions.

“Christmas,” she finished for him in a quieter murmur, nodding her head.

Harry cupped her cheek in one hand, guiding her lips to his once more, while pulling her body close to his once again in the process. “Well, then. Let me hope I’m the first to say Happy Christmas.”

Her arms snaked around him. The sensation carrying the practical doctor off into the role of the most impractical lover. He didn’t care that they stood in a barely secluded corner of a hallway kissing like teenagers between class bells. He clung to her. His lips only leaving hers in order to gasp in a breath here and there, which Cassie offered no argument to, nor did she discourage it in any way.

“This numbers among the most precious gifts I can ever recall,” he finally whispered against her lips, his gaze holding hers.

He felt her smile against his mouth. “Mine, too,” she agreed. Cassie pressed another tender kiss upon his lips.

[khalilhumam]

DRAWing away from the curriculum of the past

New Post has been published on http://khalilhumam.com/drawing-away-from-the-curriculum-of-the-past/

DRAWing away from the curriculum of the past

By Thelma Obiakor A primary revelation during COVID-19 is the importance of digital readiness. While the pandemic is disrupting socioeconomic activities, it is fortunately happening at a time of rapid digitalization. However, differences in digital readiness across and within countries are hindering the ability of large segments of the world to harness digital technology and cope with the pandemic. This inequality in digital readiness is reflected in Nigeria’s education sector, where learning was disrupted for almost 40 million learners nationwide. The digital infrastructure divide in Nigeria paints a bleak picture for the prospect of distance learning. With only about 40 percent of Nigeria having access to the internet, and 50 percent of the population having limited/no access to the electricity grid, the current prospects of digital technology for education during this crisis are slim. Beyond the infrastructure shortcomings, however, another problem threatens distance learning even more: The digital divide is more than just an infrastructure divide—it is also a literacy divide.

Digital literacy

At a basic level, digital literacy means having the digital-age skills required to effectively use technology and achieve valued output through it. This involves being able to connect to, safely navigate through, and benefit from internet services and applications. More functionally, it involves acquiring the skills that students and job seekers require to meet the needs of the modern digital economy. Investments in infrastructure development are crucial, but they are not a silver bullet; without a comprehensive effort to improve digital literacy through basic education, Nigerians (especially the disadvantaged and vulnerable) will be unable to fully leverage the potential of these investments.

Current basic education framework

Education should prepare students for the demands of work and social life by equipping them with the skills to understand and address the core challenges of the modern era. Unfortunately, the basic education curriculum in Nigeria is not designed to provide students with these skills and knowledge. The traditional foundation of Nigeria’s basic education system consists of reading, writing, and arithmetic—colloquially known as the 3Rs. This foundation can be traced back to the 19th century, when the early Christian missionaries brought western education into Nigeria. Two centuries later, the skills demand of the world has evolved, and so should Nigeria’s education curriculum.

DRAW: A new framework

The pandemic presents a case for overhauling the basic education curriculum with the aim of adequately preparing the current and next generation of students. The entire 3Rs terminology is obsolete, and should itself evolve too. As a replacement, I propose DRAW: digital literacy, reading, arithmetic, and writing.

DRAW incorporates digital literacy into the very core of Nigeria’s basic education, and emphasizes it as the channel through which the other three tenets of the curriculum will thrive. It retains the foundation of the 3Rs because, though digital tools are important, they will not be the only tools that students need. Incorporating digital literacy blends the arts and humanities with science, technology, engineering, and mathematics (STEM) fields, ensuring that all students are digitally equipped at the most basic level.

As a word, DRAW immediately recognizes the importance of engendering an education system that sparks creativity (the highest order of learning), as well as problem-solving, and equips students to understand and express their knowledge in different ways. It provides equal weight to knowledge in the arts, humanities, and STEM fields because it prioritizes digital knowledge as a tool through which students across all disciplines can analyze, create, and communicate their ideas. DRAW ensures that all students are digitally equipped at the most basic level, harnesses technology to amplify the creativity and capabilities of students across all subjects, and enhances career prospects across all sectors/fields.

The ideal DRAW curriculum will be both current and futuristic in its design, and will advance a vision for students’ success in the new global economy. The digital literacy competencies would involve developing—en masse and from a young age—an understanding of the machines and technologies that make the digital age possible. It includes areas such as coding, cybersecurity, machine learning, computational thinking, robotics, and interface design. It is important to note that incorporating digital literacy is not simply about learning technology or digital tools, but involves engaging with the traditional and well-established methods of understanding the world, and developing new insights on its potential impact on traditional core subjects. The details of this particular framework will require an in-depth analysis of Nigeria’s industrial needs, strengths, weaknesses, opportunities, and financial and teacher qualification requirements to be competitive in the digital global economy. Largely, it will entail synthesizing current global themes (e.g., environmental literacy, global awareness, entrepreneurial literacy, and social and cultural issues), digital literacies, and key life and work skills (e.g., leadership, productivity initiative, flexibility, and accountability) into the training on traditional subjects to reflect the evolving subject knowledge. This addresses the fact that students will require a different form of knowledge and set of skills than generations before, in order to develop expertise and competitiveness in even the traditional subjects.

COVID-19 and the future of work

The future of work was already changing prior to COVID-19, but the pandemic has accelerated the pace, need, and uptake of technology. It has thrust us further into a digitized world, expediting the transition to the digital age by stimulating both the demand and supply sides of digital technology. Current adaptation strategies to ensure continuity in the worlds of work, schooling, health, and governance are likely to continue even after economies worldwide have successfully reopened and start to recover. There needs to be intentional effort on preparing current and future students to succeed in this changing landscape. With the current curriculum, the average Nigerian student is ill equipped to meet the demands of such a digitized world, and we must begin to draw away from the curriculum of the past.

[fictionalenneagrambti-blog]

Star Wars | Anakin Skywalker [ESFP] [6w7]

Loyal | Cautious | Engaged | Energetic (x)

ESFPs are vivacious entertainers who charm and engage those around them. They are spontaneous, energetic, and fun-loving, and take pleasure in the things around them. ESFPs like to be in the middle of the action and the center of attention. They have a playful, open sense of humor, and like to draw out other people and help them have a good time. (x)

Se [Extroverted Sensing]: Anakin is very hands-on, having built C-3P0 and his own podracer as a child. He’s a quick learner, becoming very good at piloting from a very young age and winning a podrace with little prior experience—practically living for the physical thrill of these activities. As Anakin grows older, his natural impulsivity turns to recklessness as he clashes with his more patient and collected master Obi-Wan as well as the rest of the Jedi Council. He acts before he thinks, slaughtering an entire village after his mother’s death, marrying Padme on a whim, cutting off Mace Windu’s hand and immediately pledging his allegiance to Darth Sidious thereafter, and eventually strangling Padme in spite of his intent to do everything in his power to keep her alive. Anakin lives in the moment, focusing only on the most immediate problem; he tells Padme not to worry about what they are going to do when she reveals that she is pregnant. Anakin takes things primarily at face value, not having a sense of Palpatine’s obvious machinations until it is too late because he is so fixated on his singular goal (Ni) of saving Padme. Anakin loves new and spontaneous physical challenges. He is an excellent pilot and fighter, and can almost always outmaneuver his opponents in unfamiliar situations that call for immediate action. 

Fi [Introverted Feeling]: Anakin’s refusal to obey the morals of the Jedi Code and his tendency to act on his emotions in extreme ways are what ultimately turn him to the dark side. When he is young, Anakin refuses to be classified by his status as a slave, wishing to be treated as an individual instead; “I'm a person and my name is Anakin,” he tells Padme. Anakin has deep-seated values which he uses to guide his decisions, and he is intensely loyal to those he loves. His feelings for Padme take precedent over everything else; he marries her despite it being against the rules for Jedi, and he proves that he is willing to give up everything and even turn to the dark side to save her. Anakin’s uncontrollable emotions lead him down a dangerous path. Rather than tell his loved ones about the turmoil within him, he acts out, killing the Tusken Raiders in his rage and eventually abandoning the Jedi due to his growing resentment of them, and because he is unable to let go of Padme.

Te [Extroverted Thinking]: Anakin frequently follows through with things; as a Jedi, he is good at carrying out tactical missions and executing plans. He knows what he wants from life, and he does whatever it takes to get it: wooing Padme, becoming one of the most powerful Jedi, etc. Anakin frequently evaluates things in terms of critical Fi-Te assertions, such as when he rants to Padme about how harsh Obi-Wan is (“He’s overly critical. He never listens!”), or when he tells her about what he did to the Tusken Raiders.

Ni [Introverted Intuition]: Anakin is rather short-sighted when it comes to his pursuits. Within several days of meeting her again, Anakin becomes convinced that he only wants Padme, and marries her soon after. He builds an entire vision of the future around a bad dream and a general sense of foreboding, with little evidence to back it up. But because his intuition is so weak, when Anakin allows it to take the wheel, things end badly. His fear that Padme will die begins to drive all his decisions, and in his desperation to save her he struggles to see alternate options, becoming convinced that the only solution to his problems lies in Palpatine. Eventually, Anakin’s fear consumes him, and every single thing he encounters fuels his paranoia, whether it is based in factual evidence or not. This leads him to believe that everyone—even his former best friend and his own wife—is against him.

Enneagram [cp6w7]: More than anything, Anakin fears losing his loved ones, and as a result his sense of security. This is what initially leads Yoda to be cautious of allowing Anakin to be trained as a Jedi, because Anakin’s fear of losing his mother is plain and evident. This fear eventually becomes a driving force behind all of Anakin’s decisions, contrary to the Jedi Code. He is loyal to a fault, and is willing to go down a path of darkness for his loved ones. Anakin desires to put his faith in some higher authority to guide him, despite often questioning and disregarding that authority at the same time. He has an intense dedication to specific groups which he believes will provide him with the sense of security he so craves. At first, this group is the Jedi, but as he grows increasingly suspicious of the Jedi Council’s own distrust of him, he instead becomes loyal to the Empire, and more specifically to Palpatine. The Chancellor claims to be able to guarantee Padme’s survival, upon which Anakin’s security is heavily dependent. Anakin is also highly energetic and occasionally hedonistic, leading him to avoid responsibilities and make reckless decisions (7-wing), some of which threaten to jeopardize his lifestyle as a Jedi.

✘✘✘  This probably doesn’t come as too big of a surprise to most people, as it seems like Anakin is most often typed as an ExFP. However, he is usually typed as an 8w7, and I can see the reasoning behind this. He wants to become the most powerful Jedi and even conquer life itself to save Padme. I think he has 8 as a strong second fix, but ultimately, all of his desires still stem from fear. Fear of loss and fear of being without security and guidance. Anakin always attaches himself to some higher order; he literally loses the ability to act independently after Padme dies, and just accepts his fate as a Sith Lord, never really even trying to overthrow Sidious and seize power until Luke shows up. Power is how Anakin wants to guarantee security, but power in itself is not what drives him.

Also, Anakin is a different type from Darth Vader (ISTJ 6w5) and should probably be considered a different character altogether. Why? It’s under the cut.

No matter how you look at it, Darth Vader just isn’t an unhealthy ESFP. There’s still a big difference between a repressed, dead-inside ESFP and an ISTJ, and Vader is the latter. How can this be if MBTI types supposedly don’t change? Well, you could argue that Anakin endured such physical and emotional trauma on Mustafar that it actually changed his cognition. But it’s a stretch to say that those events literally changed the way his brain functioned. Short of trauma to the brain, that doesn’t really happen (based on MBTI theory). What’s more likely is just that this is a case of poor writing, and that after 20 years, George Lucas wasn’t overly concerned with character continuity between the two trilogies.