#Automatic Grading Of Programming Assignments

[sevenleaguesundersea]

submitted my midterm assignment literally one minute late

[thatrandomsarahchick]

DC x DP short

I'm picturing Danny moving to Gotham once he's an adult. He came out to his parents, and it went fine. More than fine. They listened to how he was struggling at school because he kept having to chase down the ghosts they let out by leaving the portal open. Jack was super proud of his son for being a ghost hunter even as a ghost, but Maddie understood his concern and set up some new protocols for the portal.

It now automatically closes after two minutes unless a specific command is put in by Danny to keep it open while he is in the Zone, and the shielding around it actually works to stop ghosts coming trig without hurting them now.

The shine of the mortal world has worn off for most of his regulars now, and those that come through have figured out compromises so they can still fulfil their obsessions without hurting others. The meta-protection act officially disbands the GIW, and Red Huntress is given a very thorough speaking to about personal bias and vendettas. She's not allowed back in the field until she comes to the realisation that ghosts are people too, and that she been the bad guy by hunting them the way she did. Phantom is officially recognised as a Hero, but he turns down working for any teams or joining the Big Leagues. He agrees to act as a back up though, in case of any world ending event.

By the time senior year rolls around, Danny has gotten his grades up enough that he can go to a pretty decent university if he wants to. He chooses Gotham University for his engineering degree because they're a feeder school for Wayne Enterprises, who in turn are a feeder company for working for the Justice League as a civilian engineer. Tucker also chooses GU for their tech program, while Sam elects not to go to university straight away.

Tucker and Danny move into an apartment right on the borders of Crime Alley and The Narrows. Tucker manages an impressive 4 months as a local hacker before Oracle notices him, but Danny only manages 3 weeks before he's spotted by a Bat.

He's lying down a foot above his building's roof, looking at the stars. It's a very rare cloudless night, and the power is out in his area. Poison Ivy had launched an attack earlier in the day that had taken cut the power lines, with her mutant plants feeding on the smog and pollution to get stronger.

Duke was up late, finishing the day shift by a quick loop of The Narrows, when he noticed a slightly glowing teenager(?) floating on one of the roofs. He takes note that the man isn't causing any harm and is just peacefully stargazing, before calling it in to Jason. He was technically supposed to be off the clock an hour ago, and besides, the building was on the Crime Alley side of this street. It's Jason's problem now.

Jason, on the other hand, is exhausted and just wants to have a quiet patrol before collapsing in bed. He hadn't been hit by Ivy's plants, but had taken a couple of tumbles while dodging them. He heads over to the address Duke gave him, to find the guy still floating there staring at the sky. He gets it, he does, he would float above the grime that coats Gotham rooftops if he could, but it's dangerous for a meta to be so unawares of his surroundings like this while obviously displaying his powers.

Danny, meanwhile, had clocked both of the vigilantes coming near him, but was really hoping that they would leave him alone. It had been a very long day for him. He'd finally managed to get to campus for his class, only to find that the place was covered in overgrown plants. He'd had to freeze a few to get into the building, and had then spent most of the afternoon in the library due to his class being cancelled. Unfortunately for him, his nearly finished assignment that he'd spent the day working on was eaten by one of the giant flowers on his way home. He'd been 'saved' by the stabby Robin, which had caused him to then also lose his laptop as they crashed to the rooftop a few streets over.

Thankfully, he had an amazing best friend in Tucker, who was doing his best to recover as much data as possible. On the downside, though, Tucker was mad at him for now having saved a backup of his files since they left Amity. He'd fled to the roof to escape his wrath, plans of bribes in the form of food running through his mind, when he'd caught sight of the Stars. Holy shit. It was so clear tonight!

He didn't even realise he'd begun to glow and float, too caught up in naming all of the stars and constellations he could see. His Obsession was feeling very satisfied tonight. Usually he had to invisibly fly above the cloud cover to see such a sight. Sure, the light pollution was still bad, but his mind was able to fill in the blanks across the sky.

The moment Jason landed on his roof, Danny heaved a great sigh. Damnit. The fun police were here. He wrenched his eyes from the sky, only to notice that - oh, shit - he was floating again. He fell to the roof with a light thump.

"Heeeyyy stranger, come here often?" Danny asked, as he rolled over to his side, propping his head up on his hand.

[crystal-wingeddragon-spikes]

My fan made Animation vs Coding part 2

Do you think stick figure AI would "assume" data type of all number to be float, double, or decimal?

...What? This is not a well-known fun fact outside STEM community?

So many people have this problem, someone made a whole webpage explaining it.

More organic explanation here; Defining a right data type is a big deal in programming. At least the programmer who manually assign it float/double would know why it went wrong.

JavaScript, however, will automatically assign an appropriate data type, and is advertised to be more beginner-friendly... Can you see why this became a meme?

0.1 and 0.2 will be considered double data type, which can't be accurate expressed in base 2.

There is only (1/2), (1/4), (1/8), ... ,(1/(2 power n)) in base 2.

It can't accurately express (1/10 and 2/10), but it still makes a very good approximation. That is why it is only 0.00000000000000004 off.

This is why in most statistic analysis and calculator use decimal data type. Or banking uses fixed-point numbers data. They both have their limitation; Decimal requires more computing power, which mean more specialized device. While fixed-point works fine with money because it's transferring money, not doing maths. It would never have to deal with 0.3333333... dollar.

Do you know what language is from the same family as JavaScript? That's right, it's Flash's programming language, ActionScript.

I told you my Computer Science grade was horrid, but this is very basic, so I am more confident explaining it.

[thatsatricky1]

𝐍𝐞𝐰𝐛𝐢𝐞 | Lee Jeno Smau

𝐏𝐚𝐢𝐫𝐢𝐧𝐠: Lee Jeno x F Reader.

𝐖𝐚𝐫𝐧𝐢𝐧𝐠𝐬: Angst?, Cursing, Suggestive, more to be added lol.

𝐆𝐞𝐧𝐫𝐞𝐬: University au, spin on fight club au, social media au; smau, written parts, angst, fluff, slow burn, humour, (one sided) enemies to lovers, hidden identities.

𝐂𝐡𝐚𝐩𝐭𝐞𝐫 𝐜𝐨𝐮𝐧𝐭: 7

𝐑𝐮𝐥𝐞𝐬 𝐨𝐟 𝐍𝐞𝐨 𝐓𝐞𝐜𝐡𝐧𝐨𝐥𝐨𝐠𝐲 𝐂𝐚𝐦𝐩𝐮𝐬:

1. Only grades acceptable are B+ and above.

2. Negative and derogatory wording about Neo is strictly forbidden.

3. Uniforms must be worn exactly as shown in the uniform guide with no alterations.

4. Tardiness won’t be tolerated, there is no excuse for being late.

5. No Female and Male contact is permitted, only during contact sports or circus in circumstances with granted permission.

6. All homework, assignments, projects and school activities must be completed by the set timeline and are compulsory.

7. No outside help is allowed, this includes outside tutors and Ai programs, on campus tutors will be provided with a fee.

If these rules are not upheld, there will be strict consequences such as suspension and/or expulsion. One or more rules could lead to an immediate expulsion if decided by the faculty.

These are the strict guidelines Neo university students must follow without question or backlash through their years at Neo Technology. Failure to comply with said guidelines never ends peacefully. Many students end up leaving Neo Technology in their earlier years in their majors and courses due to Burn out or expulsions.

Those who manage to go through to graduation in their majors/degrees are always guaranteed a good future, having this university campus on one's resume/Cv is an automatic ticket into high end jobs. Previously graduated students have been seen working in higher up positions in multiple different areas. There hasn’t been a recorded failure on Neo Technologies graduated classes so far.

Many students fill out the same requirements that go to Neo Technology, Wealthy family backgrounds, academically well adjusted and above average in multiple areas shown through their previous education and lastly well connected individuals with higher up contacts. With one outlier.

The one student with a scholarship that is picked out every year. AKA the charity case to make the university look fair. However this scholarship is given to a first year, every year in all majors, whether they make it through to graduation is their own hardship. Those who drop or or get expelled will be replaced with a new student in that year they dropped out.

Due to unseen and unfortunate events a scholarship student in their graduation year passed away from ‘natural’ causes, meaning a new scholarship student would be taking their place in the graduating class of 2024 in the business major area and courses.

Many outsiders condemn Neo Technology for their strict ruling and how faintly it seemed to act more like a high school then university due to its strict regulations rather than the relaxed ruling one mostly knows from being a university student on campus. However words and thoughts do nothing to change how Neo Technology continues to move forward with its education agenda.

𝐑𝐮𝐥𝐞𝐬 𝐨𝐟 𝐅𝐢𝐠𝐡𝐭 𝐂𝐥𝐮𝐛:

1. You don’t talk about Fight Club.

2. You do NOT talk about Fight club.

3. If someone says “Stop” or goes limp, taps out, the fight is over.

4. Only two people, to a fight.

5. No Shirts, No shoes.

6. Fights will go on as long as they have to.

7. If this is your first time at Fight Club, you have to fight.

Those were the rules, you don’t follow them you’re out and that doesn’t just mean a simple blacklisting. Fight Club was built from the ground up by people in their 40’s trying to have some excitement brought back into their mundane lives. Though of course as time progressed the younger generations started pouring in to the point the average ages seen in Fight Club were now no longer 40’s but between 20’s-40’s.

If you happen to be an unfortunate soul who wanders into Fight Club, there’s no point in saying be prepared because no newbie is. It doesn’t matter if it's your first and last day there. Rule number Seven always happens. If it’s your first time at Fight Club, you have to fight. It’s not a choice, it's a must.

Profiles 1 | Profiles 2 | Extra

1. All men =🚩

2. Why she kinda 🫦

3. Freak 🫵

4. Homie hopping

5. Hot privileges revoked

6. I got you bbg 💳

7. Neo T student.

More chapters to come…

𝐓𝐚𝐠𝐥𝐢𝐬𝐭: (Comment,message or submit a request to be added to this taglist.)

Oml first smau finally being done 👀 took me forever to decide to actually do it lol, let’s hope this will actually be good 😭 (constructive feedback is always appreciated so if you have any memo’s or notes feel free to tell me!)

Also a little sneak peak into the boys in this one here you go:

[ms-demeanor]

*screaming*

*continued screaming*

Okay. So. My introductory Visual C# class.

The professor for that class was Alice. Alice was the person who spoke in the introductory video and the person who we were supposed to email if we had any issues.

But all of the assignments, lectures, and quizzes were written and delivered by Bob. On the youtube channel "Bob's programming academy." The quizzes included Bob's name, like "if you do X will it return the string ProfessorBob, Professor, Bob, or Professor.Bob?"

This class was really frustrating for me because it was structured in such a way that you could easily pass the class with zero knowledge of the subject - it was totally based on quizzes that you could take an unlimited number of times and we *had* weekly programming assignments but they weren't graded so there was no incentive to do them (and look, if I wanted to teach myself programming with no incentives I could fail for several years to do that on my own, I don't need to pay fifty bucks a unit for that; the reason I am in a *class* and am not self-taught is because I need external motivation. That's why I sought out a class).

Also when there *was* a problem with an instruction that was unclear in one of the videos for the assignments, or if I thought I'd done something correctly that was very much incorrect, it wasn't Alice who had created the instructions, it was Bob - in 2017 no less - and I didn't really feel like I could ask Alice for help with an ungraded assignment that she hadn't written.

So. Now. My Python class.

Today is the first day of class. Professor is Charles.

I go to the mandatory attendance quiz and it is word-for-word the same mandatory attendance quiz as the C# class, down to the final question "what is your personal email address so I can keep in contact with you after the semester?"

I look at the syllabus.

Class grade is based on quizzes. We have assignments but none of them are graded. There's no textbook, just a series of videos from Professor Bob's Programming Academy.

So I'd been toying with staying at this school and trying to take more CS classes instead of going to another school, just to try to keep my records easier to manage, but since it seems like that *ENTIRE DEPARTMENT* is five Professor Bobs in a trenchcoat, I will probably be going somewhere else (and once again trying to force myself to do projects that I already know are *good for me to do* but *useless for the class and a massive time suck*)

I should drop this class. I should drop this class and apply for the other school so that I can start taking classes there in the spring because if I take this class and then go into the object oriented programming class in the spring and it's another professor bob sock puppet and I end up taking twelve units of programming classes where all I learn is how to google answers in a short time frame (something I already know how to do thanks) I am going to fucking lose it.

Also, again: I have a Bachelor's Degree. I spent five years at a community college when I was getting that degree. I took probably a dozen online classes starting in 2005 and going until 2011 in the process of getting that degree.

THIS bullshit, this "I'm your professor but actually I'm not and all the materials were created by someone else in the department or came directly from the textbook publisher and there is no writing and there are no assignments everything is multiple choice quizzes that are automatically graded" is *dogshit.*

This is NOT how online classes worked back in my day, not even online math classes, and as much as I know adjuncts are getting fucked over by academia in general, this isn't something that these professors should be getting paid as much as they are to do. Alice checked whether or not students turned in a hello world assignment and gave a pass/fail grades for three discussion boards that were responses to youtube videos. Nothing else in the class required her input. If this is the level of instruction that students are getting then the class is already automated and the students shouldn't have to pay for it.

This is crap. This is an incredible level of crap.

[rigelmejo]

I like Automatic Labguage Growth schools like the Thai school, and Dreaming Spanish, because they focus on a lot of comprehensible input lessons for beginner to intermediate learners. I think comprehensible input lessons are great!

They use pictures and gestures to make a language understabdable ENTIRELY in the language, so a student can learn entirely IN their target language (also why I love Nature Method textbooks). CI lessons are apso great if you have students with a variety of native languages, for example ESL classes. At the volunteer center I worked at, we exclusively did Comprhensible Input lessons until people could have full conversations in English, because explanations in English ftom the english speaking teachers were not useful until the students knew enough English. CI lessons worked well, we had speakers of 72 languages in the classes and it ensured everyone could understand lessons.

I also more or less agree that Krashen's comprehensible input hypothesis makes sense. The CI hypothesis was that when we learn through explanations like grammar books, we learn ABOUT the language, but we don't internalize the language. We internalize the language with many experiences in the language where we understand what's going on (comprehensible input). Which if you've learned a language... yeah... you can learn how to greet someone by memorizing in a book, but it won't become automatic until you've walked into class or a grocery store and been greeted in the target language - after a few times of that comprehensible input (understanding youre being greeted) you'll automatically be able to greet using those words in the language. Apply that to everything you do in a language: you might memorize a word list, but you won't acquire it (automatically understand and be able to use those words) until you've read them in a lot of reading material, or heard them in a lot of listening material or shows, in multiple situations you understand. This makes sense based on our experiences in our native language. We can look up "melancholic" at age 8 and learn the definition, but we'll need to read it several more times or hear people say it several more times to feel confident in what it means immediately when we encounter it and to use it ourselves.

As you can see, the input hypothesis includes room for translations and explanations if you want to use them. So a textbook maker could take the input hypothesis, and create an interesting graded reader for students to read alongside it and reinforce the word lists and explanations in the textbook with LOTS of comprehensible input. Students can learn ABOUT language with explanations (which can help make more experiences in the language comprehensible), then they learn to USE/UNDERSTAND the language with comprehensible input.

Many regular "learning to read" programs took this idea and ran with it: providing lots of reading material for readers at 98% comprehension for them is a strategy to improve reading level. Because at 98% (lowest being 90-95% depending on the study) comprehension of words, its very easy to guess the meaning of the remaining words from context, and then repeated context you understand (comprehensible input) internalizes those words, and then the level of what you can read goes up. I remember learning to read in my native language and yeah that's pretty much what happened. I learned to read in French and Chinese and yeah, that's what happened in my learning to read progression.

At the early stages of learning to read, teachers provide vocabulary lists for class, and assigned reading with word definitions (look at any textbook for any subject and see history, science, math, literature reading assignment definitions etc). At the early stages of French and Chinese I looked a LOT of words up to make reading material more comprehensible, then learned words fully by reading them in contexts I understood a LOT. That's also what happened in my native language English, I looked up definitions of stuff in school, and read assignments to learn the words fully, and in my free time read gradually more and more difficult books that were all likely ~95-98% comprehensible to me. As you know more words, what's comprehensible percentage wise goes up, and you can learn MORE stuff directly from context, and repetition in context, so you no longer need to use dictionaries and explanations (unless you choose - which many people keep doing sometimes, into adulthood).

So yeah, to me Krashen's comprehensible input hypothesis is easily compatible with how we learn our native languages, and all the languages we will study. The role of explicit study to Krashen, was either to make more experiences comprehensible (so we can fully learn the words in many comprehensible experience's context), or to build an internal monitor. Our internal monitor would help us answer tests, and check our own production skills.

Which again, matches fine with how we learn our native language. We LEARN spelling, we LEARN grammar in school. We know most of it before we get to school, but learning to perfect our grammar is a 10+ year effort in school - every time a teacher marks us down and corrects our spelling or grammar in an essay. According to the comprehensible input hypothesis, we dont truly become able to "naturally" use the grammar we struggle with until we have encountered it enough in context we understand, so extensive reading helps with grammar production (and explicit study to NOTICE the grammar, and understand what it's doing if we had previously thought it meant something else). But until we can naturally acquire grammar to the degree of producing it correctly, our internal monitor (built from years of school grammar and teachers correcting our essays) kicks in and can help us identify mistakes we made in our own writing. Or speaking (although we tend to make less mistakes in speaking since we don't have to spell as we speak, or use grammar punctuation marks, and written grammar has some additional challenges that dont come up in speaking).

So krashen's hypothesis, to me, seems compatible with how we learn all languages. It also explains why many people can become B2 and C1 speakers of languages they have explicitly sudied - their explicit study made more situations in the language more comprehensible, and then all that comprehensible input in the language understanding things in context helped them acquire the language, and they became able to use it to a high level. We know many classroom learners, who use translations and grammar explanations, learn languages to the B2 and C1+ levels. We know because every year people pass tests to prove it, they get jobs or go to college where they have yo speak the language daily in a variety of situations where they must be capable in using that language, and they succeed. I went to college with tons of people who learned English in school as children, through explicit teaching methods translation and explanations, who were doing fine in college classes entirely in English, in jobs entirely in English, in going clubbing and doing the fun stuff they wanted to do, in getting apartments and buying cars and paying bills in English.

ALG is not equivalent to Krashen's hypothesis. It's based on Brown's personal experiences. He thought people should learn entirely in the target language (which hey, I agree is a nice path to take, as extensive reading works similarly and works great for people in all languages for improving language skills) so he wanted entirely Comprehensible Input Lessons for students. He wanted students to avoid speaking for 1000+ hours, to produce a more natural pronunciation and to avoid making long term pronunciation mistakes based on the mistakes one could make as a beginner. He also advised not reading for around as long, to avoid mental pronunciations that could be wrong, so waiting to read until your listening skills and grasp of pronunciation sounds was solid. So it's an extreme position - nothing but watching and listening to Comprehensible Input Lessons (or comprehensible input Crosstalk lessons) until 1000+ hours. Then start speaking, and reading, and writing, once output feels natural. Brown believed "permanent damage" results if we explicitly study things such as look at translations and explanations, or even just think about the language analytically as we learn like trying to identify what's a noun or guess translations mentally, and read before we have a good mental model of the language's sounds. He felt this permanent damage would prevent us from ever reaching native speaker like level in a language. It creates a "ceiling" where learners will keep making fossilized mistakes caused from that permanent damage. He based this on his own ability in languages he learned and how when he "analyzed" a language he studied, he never was able to achieve as good of a level in that language, and continued making certain permanent errors.

I do not agree with some key points of ALG. Since ALG is just a theory Marvin Brown, 1 language teacher, had. It's not like his theory necessarily applies to anyone but his own lived experience. And possibly the ALG Thai school he ran, and for the students who followed ALG directions without deviating (and many do additional things, don't follow ALG precisely).

I think if there is "permanent damage" most people don't need to care. Many examples exist of people who reached B2 and C1 in languages, who did many things that Brown believes result in "permanent damage." So any damage does not seem to prevent you from reaching the highest standardized level of competence in a given language, any possible damage will not prevent you from becoming able to live and work successfully in a languahe. Including Brown as an example. He learned Thai, somewhat with methods he believed later caused "permanent damage." Despite this his Thai became good enough to work AS A LANGUAGE TEACHER so a very high level of competence in Thai, and to run a Thai Teaching School. His level of language ability allowed him to work and live in Thailand successfully and easily. Any permanent damage is only a major concern for the super picky perfectionists, like Brown the language teacher who likely aspired to be perfect at it. For the average person? If their goals are to live and work and go to school in a language, then any potential "permanent damage" will not stop them from reaching their goals.

I just do not think the things ALG says to avoid, actually matter all that much. Yes, I think waiting to speak and waiting to read COULD possibly produce better pronunciation in the long run. Yes, I think learning directly IN only the target language works (after all, I know extensive reading works, I know comprehensible input works, of course CI lessons work). So I think it's fine to go the ALG route if that gets you to learn, if it's the route you can stick with. It will work, to get you to your language goals, if you stick with it. Just check reddit.com/r/dreamingspanish to see all the success. (And all the success for people who did not follow ALG to the letter, as many people on r/dreamingspanish DID keep analyzing the language, keep taking explicit instruction courses, read early etc - and also had success).

My big issue with ALG is 1. It hasn't been tested much. ALG thai school and Dreaming Spanish are the only big pools of anecdotal experiences shared. And many of the students do NOT follow ALG to the letter, so many of the experiences shared confirm if Comprehensible Input lessons entirely IN the target language work (they do) and if they can get a student to B2 fluency (which it appears they can, when combined with adequate reading, and some speaking practice).

2. ALG is REALLY AGAINST any explicit instruction at any point. I think this is weird, and deviates from how children DO learn their native language. I see no reason why after 1500-2000 hours an ALG learner can't read or listen to grammar explanations IN THE TARGET LANGUAGE. Or talk to a tutor in the target language, and have the tutor grade their essays and mention any errors. We had all of that feedback in our native language. Why wouldn't we eventually want it in the target language, once our listening skills are that of a 10 year old native speaker? Native speakers receive grammar corrections, develop that "inner monitor" and it helps them correct their own mistakes until they've extensively read enough (or just done the situation enough in contexts they understood) that they've internalized the correct grammar point to use in writing/correct spelling. ALG basically avoids explicit instruction like the plague, and suggests to learners to just read or listen more. Which yes, does comply with Krashen's input hypothesis about how they'll eventually internalize the ability to use those language elements. But native speakers get corrections from teachers which "make" them understand what mistake they were doing sooner, and understanding will then make it more comprehensible in the future, making the student recognize and pick up that grammar point/spelling SOONER.

If an ALG student is blindly misunderstanding too/two/to for 4 years, before anyone mentions they are, couldn't that also cause "permanent damage"? Aka a mistake they keep making and fossilize, because for so long they'd been assuming too and to were the same word, they'd now have to unlearn that assumption and correct it with more exposure to it in contexts they understand (comprehensible input) now that they Correctly understand the words. Now we get to the issue of ALG believes there is no undoing/fixing "permanent damage."

Basically I think it's ridiculous to avoid explicit study IN THE TARGET LANGUAGE once you can competently listen and understand as well as 10-15 year old native speakers. I think at that point, explicit study will either HELP you as much as it helps native speaker kids, or at the least it wont cause any more "damage" than native speakers must get somehow in their normal course of schooling. To learn "like native speakers do" is to include explicit study eventually, in my opinion. It's ridiculous to pretend children dont ever get explicit instruction when they get YEARS of it.

(There's also the Output hypothesis in language learning. Which goes fine with Krashen's theory. We are corrected when speaking, or even just notice the other speaker is talking differently than us, and adjust our future speech to mirror the correct output. We practice outputting, and if the other person responds and successfully understood us then we internalize that understandable output and keep doing it. If the listener fails to understand us, we adjust our output in the hopes they will understand the adjustment - and we may base our adjustment on feedback they give us. Everyone who does Dreaming Spanish who ever talks to a tutor, language exchange, or just OTHER people is doing this. Because all speaking to other people, and then adjusting to be more easily understood, is compatible with the Output hypothesis. So even with ALG being entirely against explicit explanations, there is some "feedback" all people WILL GET when speaking with others, which will improve their output abilities over time. So even ALG speakers, as far as I can tell, eventually get some of the feedback that helps native speakers improve their own output as they grow up - simply talking with others).

So yeah. ALG has not been tested much. There's very few cases of people who really stuck with ALG theory from start to finish, although I love reading the experiences of those that do. From all other successful language learners, its clear that if "permanent damage" is real (and it might not be) then it doesn't prevent any learners from becoming competent for all ordinary life purposes in a language.

I dont think for normal purposes there's a reason a learner should strictly do ALG, over any other program. Do ALG if it's the program you can get yourself to stick with, or to test its claims as that's always interesting (to me anyway). But don't be afraid to study some other way.

As far as I can tell, many routes lead to the same achievement of "can do all things you want in the language."

[mysteriesmuse]

Parent/Teacher Conference Pretty!

————— You clutched your purse to your side, an anchor to hold you with how light you’d felt, as you exited the hallways of the City Prefecture Counsel Building. The Musutafu School Board had used the second of their semi-annual quirk-restraint training program recertifications for all elementary grade teachers; an operation that was undertaken in huge part by the local hero’s. Those that had A-grade All-Around clearance for using quirk restraining devices conducting certification seminars and tests for your C-grade CEI Citizens certificate: a child emergency intervention certificate. A required licensure for all educators as quirk manifestations and adolescent tempers tend to let towards quirk accidents - and you’d been part of the first batch of teachers in the district to go update their certification. Your entire Grade 3 and under colleges had all been assigned to room 112 - which held number 19 ProHero Shoto as your re-licensing coordinator. Kiyata, another elementary teacher, at your school walked briskly beside you, “I can’t believe that! We just got to spend 3 hours being in the same room with the Shoto.” She whispered into your ear. You swallowed sharply, “Me neither.”

You’d seen ProHero’s Shoto and Deku in-person once doing a special speech for the city’s students on hero-day. You were beside yourself with the amount of pictures and letters your 2nd graders had fisted into the boxes of mail at the front. Utterly enchanted by the two hero’s - you could seriously understand the sentiment because you’d just spend 3hrs hanging off every single perfectly rich n’ smooth word that fell from Shoto’s perfectly perfect little mouth.

And you weren’t the only one you, Kiyata, and every other colleague of yours was so rapt at attention - these things were usually such a bore with the amount of times you’d heard the same information over and over again. “Um, excuse me, has anyone seen Miss L/N?”

That was ProHero Shoto’s voice - you’d know because you’d been listening to him with full attention all evening. You stopped in your track and turned around. The Prohero standing at the door of room 112 and holding up a cream-colored yeti that held a dangerous amount of caffeine in preparation for another boring meeting. All but untouched as he cooly held it in one hand - that famously electric blue eye of his scanning the hallway. Nervously you speed-walked back towards the door leaving Kiyata gapping in the hallway as ProHero Shoto stood calmly clutching your yeti to his chest. “Miss L/N,” he breathed staring down at the cup. You reached for it blurting out, “- oh my gosh I’m so sorry thank you for grabbing it for me.” Your own hands brushing against his slender fingers as you took it back into your own grasp. The quirk on his left side surely couldn’t ignite invisible fire on a persons body, could it? “You’re very welcome,” he intoned eyes finding your own, “I see you don’t like coffee much, then?” you blinked - oh right the coffee in your cup that you didn’t drink.

“Oh no, I do,” you waved, “you just made the seminar so interesting is all.” You clutched the lukewarm metal against your stomach. ProHero Shoto seemed to seriously consider this a corner on his face coyly lifted - centimeters away from flashing a boyish smile that would blind you. “So you do like coffee?” You nodded. Every teacher ever likes coffee. He laughed, talking a step out of the doorway and moving his broad shoulders out into the flurescence of the hall. “So you wouldn’t be opposed to getting more coffee tomorrow before I hand out certificates?” You nodded almost automatically. “- with me?” Shoto added leaning in with a small smile - the smell of that mint gum he’d been chewing washing over your lips. “I’d absolutely love to go get coffee with you!”

Who wouldn’t? The man was absolutely downright beautiful - no, gorgeous was probably more correct. Spelling lists be dammed he needed a better n’ bigger word to describe him. He seemed to blink back surprised at this - and oh no you’d developed a bad habit of talking out loud from being in the classroom all alone during recess. The heat along the shell of your ear flared bright pink. “I see. Well, I’m not sure what goes past gorgeous then, but once you figure it out I’d be more than happy to ascribe that adjective to yourself, Miss L/N.” Plus Ultra! The pink flaring across your skin was probably visible from that colony on Mars right about now. Shoto pulled out a phone from his pocket and smoothly placed it into your bag. You gapped at him confused, “You left this too.” He added, turning back towards the classroom. “I’ll text you later this evening about when to meet tomorrow afternoon.” And then Shoto left with a closed-lipped smile on his face as he cooly walked off down the hall in the opposite direction as you. “Damn girl!” Kiyata. You whirled around cup still held by white knuckles. “How on earth did you land that?!” you gulped and shook your head in disbelief as you fell into step beside her walking out of the building. I mean you’d gotten your teeth whitened and your manicure down for parent conferences this week, but you couldn’t believe that beyond-beautiful Shoto had called you beyond-gorgeous. Kiyata snickered, “Clearly whatever it is - is working!” You laughed, apples of your cheeks still warm, “It’s the Parent/Teacher Conference prep. That, and I guess take your vitamins everyday,” you shrugged. Because clearly that was the secret to clumsily landing a coffee date with ProHero - could-be-a-model-if-he-wanted-to - Shoto.

[alteredsilicone]

submitted my first assignment for the programming course and it grades automatically and i feel like a grandma discovering a touch-screen phone for the first time

i mean it makes sense that a programming course has automatic algorithms that check your code and compare it next to the assignment

[hrtechpub]

AI and Automation in Managing Gig and Contract Workers

In today’s rapidly evolving workforce, the gig economy has emerged as a dominant force. From ride-sharing drivers to freelance designers, contract software developers to remote customer support agents, businesses are increasingly relying on gig and contract workers to meet demand with agility. But managing this flexible, decentralized workforce comes with unique challenges—especially in areas like onboarding, performance tracking, payments, and compliance.

Enter AI and automation—the transformative technologies reshaping how businesses operate. By leveraging artificial intelligence and intelligent automation tools, companies can more efficiently manage gig and contract workers, offering streamlined operations, real-time insights, and a superior work experience.

Here are five key ways AI and automation are revolutionizing gig and contract workforce management:

1. Smart Talent Sourcing and Matching

One of the first challenges businesses face is finding the right talent at the right time. Traditional methods of recruiting are time-consuming and ineffective for fast-moving, short-term gig roles.

AI-powered platforms use natural language processing (NLP) and machine learning to analyze job requirements and automatically match them with candidate profiles.

Systems can predict a candidate’s fit based on historical performance data, skillsets, location, and availability.

Automated talent pools continuously learn and improve, helping reduce time-to-hire and optimize workforce utilization.

Platforms like Upwork and Fiverr already use intelligent matching algorithms, but enterprise-grade tools like WorkMarket and Field Nation take it a step further with real-time analytics and custom business rules.

2. Automated Onboarding and Compliance

Onboarding gig workers traditionally involves a lot of manual paperwork, training modules, and compliance checks. This can be inefficient and error-prone when dealing with large numbers of temporary workers.

Automation streamlines onboarding, from identity verification to e-signatures and document submission.

AI compliance tools can flag missing documents, detect regulatory risks (e.g., misclassification of contractors), and adapt onboarding processes to meet legal requirements in different regions.

Training programs can be personalized using AI to ensure that workers are up to speed quickly, reducing ramp-up time.

This is particularly important in regulated industries like healthcare or finance, where incorrect onboarding can result in legal penalties.

3. Performance Monitoring and Workforce Analytics

Gig workers typically operate outside the traditional office structure, making it difficult to track performance and engagement. This is where AI-driven analytics tools shine.

Real-time dashboards track worker productivity, task completion rates, customer feedback, and even behavioral patterns.

Natural language processing can be used to analyze qualitative data such as reviews or chat transcripts.

Predictive analytics help managers identify potential issues (e.g., high churn risk or performance dips) and take proactive steps.

By integrating data across platforms (e.g., CRM, task management, payments), businesses can get a 360-degree view of their gig workforce.

4. Automated Scheduling and Workflow Management

One of the major operational headaches in gig work is coordinating schedules, task assignments, and communication across distributed teams.

AI-powered scheduling tools automatically assign tasks based on worker availability, location, and skill match—optimizing efficiency and minimizing downtime.

Chatbots and virtual assistants can handle routine queries, send reminders, and update workers in real-time.

Automated workflows ensure that work moves seamlessly between teams or stages, reducing administrative overhead.

These systems are especially useful for industries like delivery, field services, and customer support, where quick coordination is essential.

5. Streamlined Payments and Financial Management

Timely and accurate compensation is a key factor in gig worker satisfaction. But managing variable pay rates, multiple currencies, and tax documentation can be complex.

Automated payroll systems calculate earnings, taxes, bonuses, and reimbursements with minimal human intervention.

AI tools can detect payment anomalies, fraud risks, or compliance issues before they become problems.

Workers can access financial dashboards to track income, expenses, and tax deductions—improving transparency and trust.

Platforms like Deel and Remote have started to integrate AI into global contractor payment solutions, making compliance and cross-border payments more scalable.

Conclusion: The Future of Flexible Workforce Management

As the gig economy continues to grow, organizations must embrace modern tools to manage a flexible workforce effectively. AI and automation are not just enhancing efficiency—they're becoming essential for compliance, worker satisfaction, and business agility. Companies that invest in intelligent workforce management systems will not only save time and money but also position themselves as leaders in the future of work.

By enabling smarter decision-making, predictive capabilities, and streamlined operations, AI is helping businesses unlock the full potential of gig and contract workers—one algorithm at a time.

To learn more, visit HR Tech Pub.

[jcmarchi]

How AI Agents Are Transforming the Education Sector: A Look at Kira Learning and Beyond

New Post has been published on https://thedigitalinsider.com/how-ai-agents-are-transforming-the-education-sector-a-look-at-kira-learning-and-beyond/

How AI Agents Are Transforming the Education Sector: A Look at Kira Learning and Beyond

Today’s classrooms are changing fast because of Artificial Intelligence (AI). AI agents are now part of how teaching and learning happen. They do more than automate tasks. These agents help teachers provide personal support and give students feedback that fits their own learning style.

Kira Learning is a platform leading this change. It uses AI in all parts of K-12 education, from planning lessons and grading to tracking student performance. By cutting down on paperwork, Kira Learning helps teachers spend more time with students and give them the help they need.

With AI tutoring, automatic grading, and smart analytics, education is moving toward a future where learning is truly personal and adapts to each student.

AI Agents Transforming Teaching and Learning

AI agents are changing how teachers teach and students learn, bringing a new level of personalization, effectiveness, and education engagement. These digital assistants do more than just automate simple tasks; they analyze student data, adjust lessons in real-time, and provide feedback that helps each learner progress at their own pace.

One notable example is Kira Learning, an AI platform that supports teachers and students throughout learning. Unlike traditional tools that simply digitize old methods, Kira uses AI to create customized lesson plans aligned with curriculum standards, automatically grade assignments, and suggest targeted interventions for students who need extra help. Its system highlights each student’s strengths and areas for improvement, making it easier for teachers to make informed decisions.

Teachers today have many responsibilities, from lesson planning to administrative paperwork, which leaves less time for individualized instruction. Kira helps by handling these tasks, freeing teachers to focus on creative teaching and direct student support. At the same time, students benefit from Kira’s adaptive programs, which provide materials tailored to their needs, whether that means extra practice on complex topics or advancing more quickly through easier content. This approach helps close learning gaps and keeps students motivated.

Other AI platforms, such as Squirrel AI and Microsoft Reading Coach, also adjust lessons and feedback based on real-time student performance, offering personalized support. However, Kira stands out by providing a comprehensive solution that covers everything from curriculum planning to ongoing assessment and reporting.

Beyond personalization, AI is making education more engaging through new technologies. Virtual Reality (VR) and Augmented Reality (AR) help students explore places from history or study 3D models in science, making it easier to understand. Gamification platforms like ClassDojo use games and rewards to encourage students and keep them focused during class, helping them stay interested and remember what they learn.

AI also helps schools operate more efficiently by automating administrative tasks such as attendance tracking and monitoring student participation. Real-time analytics give schools valuable information to make better decisions that support student success. By reducing teachers’ administrative workload, AI allows more time for teaching and personal attention.

As AI becomes a regular part of classrooms, teacher training is evolving to keep pace. Educators are learning how to use AI tools effectively, gaining skills that help them maximize the benefits of technology for their students. Together, these advances show how AI agents are transforming education to make it more personalized, interactive, and efficient and help both students and teachers succeed in today’s learning environments.

How Kira Learning is Changing Education with Smart AI Tools

Kira Learning is a modern AI platform that goes beyond regular learning management systems. Unlike traditional systems that mainly store coursework and grades, Kira acts as a smart, always-ready assistant for teachers. It supports educators in planning lessons, automatically grading assignments, and giving students personalized help, transforming how teaching and learning happen.

The platform uses advanced AI to create lesson plans by analyzing past student performance, curriculum standards, and each learner’s unique style. It designs customized lessons that fit both class goals and individual needs. Kira’s automated grading system uses natural language and image processing to quickly and fairly assess many assignments, from essays to problem-solving tasks. This saves teachers a lot of time and ensures that feedback is consistent and timely for every student.

One of Kira’s strongest features is its ability to provide real-time, personalized feedback to students. When students submit their work or complete exercises, the AI reviews it immediately, pointing out strengths and areas needing improvement. It then offers clear recommendations to guide learners toward mastering essential concepts. This continuous feedback helps students take charge of their learning and speeds up their progress.

Kira gathers and displays a wide range of student data for teachers, helping them understand how the whole class and individual students are doing. Its dashboard highlights patterns in engagement, knowledge gaps, and performance. Using predictive analytics, Kira can identify students who might fall behind and suggest timely support, allowing educators to act early and create fair learning opportunities for all.

By automating time-consuming tasks like grading, attendance, and lesson customization, Kira greatly reduces teachers’ administrative load. This efficiency frees educators to focus on more important work, such as creating tailored lessons, mentoring students, and innovating curriculum.

Schools that have started using Kira, including some in Tennessee, report clear benefits. Teachers notice higher student participation, better assignment completion, and improvements in test results. Because Kira personalizes learning pathways, each student receives challenges and support suited to their level, making learning more meaningful and effective.

Kira’s cloud-based system integrates smoothly with existing school software and complies with privacy standards, making it easy for districts to adopt. As more schools join, Kira continues to improve by gathering feedback from educators and incorporating the latest AI research to expand its features.

The Architecture Behind Kira Learning

Unlike older systems that add AI later, Kira was created from the start to use AI deeply throughout. This makes the platform flexible and able to grow with the needs of modern education. Kira has several special AI agents, each with its role but working together.

The AI Tutor adjusts lessons and pace to match each student’s skills and learning style. It creates custom practice questions and offers help, even in difficult subjects, when needed.

The AI Teaching Assistant helps teachers make lesson plans based on student data and curriculum rules. The AI Grader uses language and image technology to quickly assess many assignments, from essays to videos, giving detailed feedback that helps students improve quickly.

The AI Insights agent collects and summarizes data from classrooms and schools, providing useful reports to help teachers track student engagement, find learning gaps, and improve teaching methods.

Kira is designed to work well with other school software using common standards like Learning Tools Interoperability (LTI), Common Cartridge, and OneRoster. This allows schools and districts to use Kira as a complete system or add its AI features to their existing tools. This flexible design makes it easier to adopt Kira step by step and suits many educational settings.

Built on cloud technology with a modular design, Kira Learning can efficiently serve one classroom or many schools. Its success in different places, including state-wide use in Tennessee, shows it is reliable and adaptable.

Challenges and Considerations of AI in Education

AI brings many benefits to education, but it also comes with challenges that need attention. One big challenge is equity and access. Not all students have the same access to technology. Schools in rural or low-income areas may lack the resources to provide AI tools for all students, creating a gap in learning opportunities. Schools and governments must work to make AI learning tools available to every student, no matter their background.

Data privacy and ethics are also significant concerns. AI systems collect many student data, including personal details, grades, and behavior patterns. Schools must keep this data safe and private. Another issue is bias in AI. If the data used to train AI is biased, the system may make unfair decisions. For example, an AI grader might mark some students unfairly if the training data is biased.

Finally, AI is meant to support teachers, not replace them. While AI can take over administrative tasks, teachers are still essential for building relationships with students. The human element remains key in education, and AI should work as a tool to assist teachers, not take their place.

The Bottom Line

AI agents are changing education in several ways. They help teachers save time by handling tasks like grading and lesson planning. Students get learning that fits their own needs, which helps them stay interested and do better. Kira Learning shows how AI can support teachers and students with smart tools and clear insights. However, there are challenges to remember, such as ensuring all students have access to technology, protecting student data, and avoiding bias in AI systems.

Most importantly, AI should help teachers, not replace them. With careful use, AI can make education fairer, more personal, and more effective for everyone. The future of education will excessively depend on how well schools use AI tools like Kira Learning to help students and teachers succeed.

[sophiejt1234]

School ERP Software: A Complete Solution for Education Management

What Is School ERP Software? A Simple Guide

Today, running a school means juggling admissions, attendance, grades, fee collection, and more. That’s where school ERP software comes in. This all-in-one, cloud-based school ERP solution brings every task into a single, easy-to-use platform. Instead of drowning in paperwork or scattered spreadsheets, administrators and teachers gain a clear dashboard to manage daily operations—and spend more time on students, not forms.

Key Features of School ERP Software

When you search for an affordable school ERP software, look for these must-have tools:

Student Records Management Easily store profiles, enrollment data, and emergency contacts in one place.

Attendance Automation Mark attendance with a click, generate absence alerts, and notify parents instantly via SMS or app.

Gradebooks & Reports Create custom grading scales, record exam scores, and share progress reports online.

Fee Collection & Accounting Issue invoices, accept payments, and track financial ledgers in real time.

Communication Center Send school news, newsletters, and event reminders through email, SMS, or a mobile school ERP app.

Staff & HR Tools Manage teacher profiles, leave requests, and payroll without digging through spreadsheets.

Core Modules in a Customizable School ERP Platform

A flexible ERP splits its offerings into modules, so you only pay for what you need:

Admissions & Inquiries Track prospective families, schedule tours, and follow up automatically.

Academic Planning Build timetables, assign teachers, and optimize classroom use.

Library & Assets Monitor books, lab gear, and supplies—get alerts when stock runs low.

Transport & Hostel Management Plan bus routes, manage boarding assignments, and handle student check-ins.

Exams & Result Processing Generate question papers, grade papers digitally, and publish results instantly.

If your school requires something special, consider custom MEAN/MERN ERP development or tap into MERN stack consulting services to craft modules that fit your unique workflows.

Top Benefits of Implementing School ERP Software

Adopting a modern ERP brings clear advantages:

Time Savings Automate routine tasks like attendance tracking and fee reminders—freeing teachers for lesson planning.

Better Accuracy Cut down on manual errors in grade calculations, financial reports, and record-keeping.

Improved Communication Keep staff, parents, and students connected through instant updates on the mobile school ERP app.

Data-Driven Insights Real-time dashboards reveal trends—spot attendance dips or fee defaults before they become issues.

Scalable & Flexible A true cloud-based school ERP solution grows with you, adding campuses or new programs at will.

Cost Efficiency Consolidate multiple tools into one platform, reducing license fees and IT headaches.

School ERP vs. Student Information Systems (SIS)

It’s easy to mix up an ERP with a student information system, but they serve different roles:

Breadth of Function SIS handles student records, grades, and schedules. ERP covers those plus finance, HR, transport, library, and more.

Seamless Integration With ERP, data flows across all departments—no more juggling separate systems or manual data transfers.

Customization & Support Whether you need MEAN stack mobile app solutions or a customizable school ERP platform, many vendors offer development and consulting to match your processes.

Future-Ready Growth ERP vendors roll out new modules and updates without disrupting existing workflows. SIS often needs third-party add-ons that don’t always play nicely together.

Modern Trends in School ERP Solutions

To stay ahead, look for these cutting-edge features:

Mobile-First Design A dedicated mobile school ERP app lets teachers record attendance on the go, and parents check updates anytime.

AI & Analytics Predict enrollment trends, identify at-risk students, and tailor learning paths with smart data tools.

Open APIs & Integrations Connect with payment gateways, video-conferencing apps, or your favorite LMS without extra work.

Progressive Web Apps (PWAs) Enjoy app-like experiences in the browser, even offline—perfect for low-bandwidth areas.

Open-Source Options Pair an open-source core with custom MEAN/MERN ERP development to keep costs down while getting exactly what you need.

Conclusion

Choosing the right school ERP software transforms your institution. From streamlining daily operations and centralizing data to enabling powerful analytics and delivering mobile-friendly access, a modern ERP platform helps everyone—administrators, teachers, parents, and students—work smarter together. Whether you opt for an affordable school ERP software, a cloud-based school ERP solution, or invest in customizable school ERP platform upgrades through MERN stack consulting services, the result is the same: less paperwork, clearer insights, and a stronger school community. Embrace the future of education management today, and watch your school thrive.

[nulledclubproblog]

Academy LMS Nulled Script 6.9.1

Discover the Power of Academy LMS Nulled Script – Premium Learning Management System for Free Are you looking to launch your own online course platform without the hassle of expensive licensing fees? With the Academy LMS Nulled Script, you can now experience a robust, professional-grade learning management system—completely free of charge. Designed for educators, institutions, and e-learning entrepreneurs, this nulled version brings all the core features of the original script without compromising on functionality or performance. What is the Academy LMS Nulled Script? The Academy LMS Nulled Script is a full-featured, self-hosted learning management solution originally developed by Creativeitem. This nulled version gives you unrestricted access to its powerful capabilities, allowing you to manage online courses, instructors, students, quizzes, and certificates seamlessly. Whether you're an individual tutor or an organization, this script equips you with everything needed to build a scalable online academy. Why Choose Academy LMS Nulled Script? Unlike limited or demo versions, the Academy LMS Nulled Script offers complete functionality and customization options. It enables you to create beautiful, responsive e-learning websites with no coding knowledge required. From user-friendly dashboards to advanced analytics, every element is crafted to simplify and enhance the e-learning experience. Technical Specifications Script Type: PHP-based Learning Management System Framework: Built using CodeIgniter Database: MySQL Responsive Design: Fully mobile-friendly layout Language Support: Multilingual ready Security: Role-based access control Key Features & Benefits Multi-instructor Support: Enable multiple instructors to create and manage their own courses. Drag-and-Drop Course Builder: Simplify course creation with an intuitive editor. Student Analytics: Monitor learner progress through interactive dashboards. Quiz & Assignment Modules: Add assessments to evaluate student performance. Certification Generator: Automatically generate certificates upon course completion. Email Notifications: Keep users informed with customizable alerts and updates. Who Can Benefit from Academy LMS  Script? This versatile platform is ideal for: Freelance educators who want to monetize their knowledge Training institutes looking to digitize their learning content Corporate teams providing internal training programs NGOs and non-profits offering free or low-cost education How to Install Academy LMS Nulled Script Download the Academy LMS  from our website. Extract the files and upload them to your web server. Create a new MySQL database and user credentials. Open the installation URL in your browser and follow the on-screen instructions. Configure basic settings like site name, logo, payment methods, and email notifications. Start creating and publishing your courses! Installation is quick and beginner-friendly. You’ll have your e-learning site up and running in minutes. Frequently Asked Questions (FAQs) Is the Academy LMS Nulled Script safe to use? Yes, the script is thoroughly tested and offers all original features without any backdoors or malware. It is recommended, however, to install it on a secure server environment. Can I update the script later? As this is a nulled version, automatic updates are not available. Manual updates may be possible by downloading newer nulled versions from our website. Is this version fully functional? Absolutely. The Academy LMS Nulled Script provides full access to all features including course creation, student management, quizzes, and certification. Does it support payment integration? Yes, it supports multiple payment gateways including PayPal and Stripe. You can also offer free courses or integrate offline payment options. Final Thoughts Take your e-learning ambitions to the next level with the Academy LMS . Whether you aim to educate, empower, or earn, this script provides

the ideal toolkit to launch a successful online education platform—without breaking the bank. Download it today and step into the future of digital learning. Looking for other high-performance WordPress tools? Check out the powerful Impreza NULLED theme for versatile website creation. For performance optimization, explore the WP-Optimize Premium nulled plugin—an all-in-one tool to clean and speed up your WordPress site effortlessly.

[umichenginabroad]

Week 17: My Academic Experience at UC3M

¡Hola amigos!

Finals are in full swing, making it a great time to share and reflect on my academic experience at UC3M. 

The Program:

In all honesty, I wouldn't recommend doing this program unless you're willing to put in serious effort for your classes. UC3M is hard, and people aren't lying when they say it's equivalent to UMich. In my experience the teaching quality wasn't great, and the content in my classes was pretty difficult. It's not uncommon for students, whether local or international, to fail. It might be better if you can avoid core classes as much as possible and focus on electives, but that unfortunately wasn't possible for me.

Classes:

I’m currently a junior studying Industrial and Operations Engineering, and I used this semester to take my tech electives and finish humanities. I took Basic Spanish I, Industrial Organization, Financial Management, and Intro to Engineering Management. Everything except Spanish counted as an upper division course. 

Spanish was very participation based with two big homeworks and two exams. Financial Management and Engineering Management both had a large project, a few midterms, and a final. Industrial Organization was mostly exam based. 

Workload:

The workload for my courses really varied, and was very different compared to UMich. At home we have constant assignments and deadlines we need to keep track of, whereas here learning is a bit more self disciplined. There was usually one homework assignment every 1-2 weeks, and it either counted for a very small portion of the grade or not at all. 

Attendance:

Again this varied by class. Spanish was through the international school, which has a very strict attendance policy. You’re allowed 3 unexcused absences which will reduce your grade, and an automatic fail on the 4th. This doesn’t include excused absences however, which need to be justified with documentation. 

For Industrial Organization, attendance was required and was a small portion of the grade. Attendance was taken on two random days throughout the semester for lecture, and every week for discussion. 

For Engineering Management, while attendance wasn’t strictly required, there was a participation grade which was mostly obtained through interactions with the professor and being present. 

Attendance was not required for Financial Management. 

There’s obviously some leeway with missing a few classes here and there and having documentation with excused absences, but the attendance policy totally depends on the class. 

Exams:

All classes will have a few midterms that aren’t worth too much, but final exams worth 50-60%. Grades are split up into two categories here: Continuous Evaluation which is homeworks, midterms, projects, attendance, and Final Exam. Some courses may require you to have a minimum CE grade (usually 35%) to even sit for the final exam, and some have required minimum grades on the final exam (usually 40%) to pass the course. 

Personally, exams are not my strong suit, so this gave me a lot of anxiety. Most of my midterms went fine with some being really bad, but I just took my first exam a few days ago and I’m still awaiting the results.

Grading:

The UC3M grading scale goes from 0-10. A 5 is considered passing, which is what UMich requires you to have as well. All of my courses this semester were pass/fail, so my only concern was getting a grade of 5. 

To my knowledge the transfer system is essentially pass/no record, so if you get 5+ the course will show up on your transcript as a T, and if you fail it won’t show up at all. 

Scheduling Your Courses:

The scheduling process at UC3M absolutely SUCKS, especially as an international student. We get the last day for registration, and you’re fighting with hundreds of other study abroad students to get the classes you need/want. It’s very similar to backpacking in Wolverine Access, but arguably worse because the website just crashes and there’s nothing you can do about it. This unfortunately happened to me and almost all the sections I wanted got filled while I couldn’t even access the website. This is why it’s really important to have lots and lots of backup options when choosing your courses. 

Somehow I got the last couple seats in a few classes, and reached out to professors directly to get my schedule switched around a little bit. If this doesn’t work out, you’re encouraged to still attend the class you want for a few weeks, and hope the professor will fill out an override request to keep you in it. 

You have the option to take courses taught in English or Spanish, but I wouldn’t recommend the latter unless you’re absolutely fluent. The English classes have students from all over the world however, which I found to be really cool. The majority are American, but there’s lots of Erasmus and other international students. I met people from South Korea, Morocco, Italy, France, etc. 

Class Schedules:

Schedules can really vary by person. UC3M offers classes Monday through Friday, though most students try to opt for 3-4 days/week. I personally got lucky and got my classes to be Monday-Thursday. 

Since most of you are probably engineering, you’ll be taking courses on two campuses, similar to UMich. Getafe is the main campus which has more of the humanities related majors, and Leganes is the engineering campus. I’d highly recommend scheduling classes on the same campus at the same time of day. For example, I took my Getafe classes in the morning, and Leganes class in the afternoon with a lunch break in between. There’s a bus that connects the two campuses, but that commute is also like 30-40 minutes and would be really annoying to keep going back and forth. 

Instructors:

Similar to UMich, the main lecture is taught by a professor and the discussion is led by some sort of TA. They also hold regular office hours.

In my experience, Spanish instructors are a lot more blunt and sometimes mean. Two of my professors would lock you out of class if you’re more than 10 minutes late, and call you out in front of everyone. One professor publicly called a girl lazy for not paying attention during lecture. During our final finance presentations, the TA straight up told a group their project and presentation sucked. Not saying this to scare anyone, but the fear of embarrassment definitely forced me to lock in a little more. One of my TAs was really nice though, and I enjoyed talking to him and getting help during office hours. 

The Commute: In all honesty, this was probably one of my least favorite parts of UC3M. It’s located in Getafe/Leganes, which is well outside the Madrid city center. CEA CAPA apartments are typically in very popular areas like Sol, Malasana, etc., so the commute turns out to be 40-60 minutes depending on the day. I live in Bilbao, so I take the metro to Sol or Atocha, and then switch to the Cercanias (suburban railway). It becomes muscle memory, but it’s still annoying when I’m used to a quick commute in Ann Arbor. I usually leave at least an hour before my class starts. 

Campus:

While the majority of my classes were on Getafe, I still spent equal time on Leganes and preferred it. Buildings on both are labeled by numbers, but they’re not in order so it gets really confusing when trying to find your classes. Luckily there are maps on campus and online. 

The Getafe campus is much bigger, which sometimes made the commute more annoying because it added a 15 minute walk to my already long commute. Buildings are very renovated however, and there’s lots of nice cafes, libraries, and study spaces. 

Leganes was a lot easier to figure out because it’s a bit smaller. I enjoyed studying in the library during my lunch break, and would spend lots of time in the main cafe. They have an amazing deal where you can get coffee and a pastry or churros for 1.80, and I took advantage of it like twice a week.  They supposedly also have great lunch food, but I never tried it since I don’t eat meat. 

Balancing School and Fun:

This is something I really struggled with. Obviously when you come abroad you wanna explore the city, do fun things, travel a bunch, and whatever else, but unfortunately you’re here to do school. I’m not a morning person and skip class very often at home, so I was constantly exhausted from early classes and the commute. 

I think it’s important to prioritize your rest, as much as you want to do everything. Travelling is really exhausting, so it’s ok to have a few lazy days here and there. I also wouldn’t let myself do anything fun until really important assignments were completed. With studying, I would hold myself accountable the week of the midterm and it usually ended up being fine. I would also study/work on assignments in the airport, on trains, etc. As long as you hold yourself accountable and meet deadlines, balancing the two isn’t that difficult. 

This was obviously a very long post, but I hope it helps someone out there with their course planning. As always, feel free to reach out with any questions!

Nitya Chellury

Industrial and Operations Engineering

Universidad Carlos III de Madrid

Madrid, Spain

[academiqio]

How Academic.io’s Lesson Planner Tool is Transforming the Way Teachers Plan and Teach

In the hectic education environment of today, teachers are asked to accomplish more than merely teach lessons — they're planners of curriculum, facilitators, motivators, and assessors, all in one. With all of that going on, good lesson planning is key to making for quality learning experiences. That's where Academic.io's Lesson Planner Tool comes in — a revolutionary new product that is meant to make planning and delivering lessons more efficient and effective. Why Lesson Planning Matters

Lesson planning is not a routine task. It is the foundation of a systematic and purposeful classroom. A good plan helps teachers:

Establish clear learning goals

Organize content logically

Integrate engaging activities

Monitor progress and evaluations

But the old way — pen and paper, spreadsheets, or stand-alone programs — can be slow and cumbersome. That's where Academic.io enters the picture. What Makes Academic.io's Lesson Planner Stand Out

Academic.io Lesson Planner Tool is teacher-designed for teachers. It understands the real needs of teachers and addresses frequent problems with a simple and feature-rich interface.

Here's why it stands out: ��� Easy-to-use Interface

The website is easy, clean, and intuitive. You can start planning in mere minutes — no technical knowledge required. ✅ Customisable Templates

Make and save lesson templates for any topic, grade, and method of teaching. You can prepare as per CBSE, ICSE, or international boards. ✅ Time-saving automation

Reuse lesson plans across classes, automatically generate weekly or monthly summaries, and integrate assessment tools — all in one dashboard.

✅ Real-time collaboration

Co-teach with other instructors, exchange lesson plans with department chairs, or plan by subject with collaborative tools.

✅ Single-Stop Access

Monitor learning objectives, student assignments, multimedia, and quizzes — all in one, organized location.

Written for 21st Century Teachers

Academic.io Lesson Planner is not merely a planning instrument but an instrument of empowerment for teachers. With built-in monitoring of learning outcomes, pacing changes, and student feedback incorporation, teachers are able to stay nimble and adaptive to the needs of the students.

It's particularly useful for:

New instructors who need structured guidance

Coaching centers, for batch study plans

Schools, for curriculum standardization

Online tutors, for first online teaching

Final Thoughts As education evolves, so should the tools we use. Academic.io’s Lesson Planner Tool brings modern efficiency to a timeless practice. It helps teachers save time, stay organized, and focus more on what truly matters — teaching and inspiring students. If you are an instructor who wishes to optimize your planning and bring your classroom presentation to the next level, this is your invitation to give it a try. Start wiser planning now at Academic.io

[sphinxshreya]

AI in the Education Sector: The Future of Smart Learning Solutions

Introduction

Artificial Intelligence (AI) is reshaping industries worldwide, and the education sector is no exception. AI in the Education sector is revolutionizing how students learn, how educators teach, and how institutions operate. From automating administrative tasks to creating personalized learning experiences, AI is driving the future of education.

With advancements in AI app development, machine learning, and natural language processing, educational institutions can now leverage AI to make learning more interactive, engaging, and efficient. This blog explores the key aspects of AI in education, its benefits, and its impact on future learning methodologies.

The Growing Role of AI in Education

AI has moved beyond theoretical concepts and is now actively being used in classrooms and e-learning platforms. Some of the primary applications include:

Personalized Learning: AI tailors educational content based on students' learning patterns and progress.

Automated Grading: AI-based tools help educators save time by grading assignments and tests automatically.

Virtual Tutors: AI-powered chatbots and assistants provide instant help and explanations to students.

Smart Classrooms: AI integrates with IoT devices to create more interactive learning environments.

The adoption of AI app development in education is making it easier for institutions to implement these solutions on a broader scale.

Personalized Learning with AI

Traditional one-size-fits-all teaching methods do not cater to every student's unique learning style. AI-driven learning platforms analyze individual student performance and adapt lessons accordingly. AI algorithms assess a student’s strengths and weaknesses, suggesting customized learning paths to enhance their understanding.

This personalization is further enhanced when institutions partner with the Best Education Software Development company to build advanced AI-powered platforms.

AI-Powered Virtual Tutors and Chatbots

AI-powered virtual tutors and chatbots are revolutionizing how students receive assistance. These intelligent systems can answer queries, explain concepts, and provide instant feedback, ensuring students receive round-the-clock support without waiting for a teacher’s availability.

Moreover, AI chatbots can analyze student interactions to provide insights to educators on where students struggle the most, helping them tailor their teaching methods for better outcomes.

Automated Administrative Tasks

AI is also streamlining administrative processes, allowing educational institutions to function more efficiently. Some of the key AI-driven automation benefits include:

Enrollment and admission processes automation

AI-driven scheduling and timetable management

Smart attendance tracking using facial recognition

Predictive analysis for student performance and dropout rates

By integrating AI into administrative operations, schools and universities can significantly reduce manual workload and focus on improving education quality.

What is AI Prompt Engineering and Its Role in Education?

The concept of What is AI Prompt Engineering is gaining traction in the education sector. AI prompt engineering involves designing and optimizing AI-generated responses to improve learning experiences.

This technology enables chatbots, virtual tutors, and AI-driven teaching assistants to provide more accurate, relevant, and context-aware responses. It ensures that AI tools used in education deliver precise, well-structured explanations tailored to a student’s queries and learning preferences.

AI’s Impact on Skill-Based Learning

AI is not just changing academic education but is also playing a crucial role in skill-based learning. AI-powered tools and applications help students develop technical and vocational skills in fields like:

Programming and coding

Data science and analytics

AI and machine learning

Digital marketing and business management

By leveraging the expertise of a custom AI development company, institutions can create tailored skill-based courses that offer a hands-on, interactive learning experience.

AI in Assessments and Examinations

AI is transforming how assessments and exams are conducted. AI-driven proctoring tools ensure the integrity of online exams by monitoring students via webcam and detecting suspicious activities.

Additionally, AI-powered assessment tools evaluate student responses, analyze performance trends, and suggest improvements. This ensures a fair and unbiased evaluation process while reducing the administrative burden on educators.

AI and Gamification in Education

Gamification, combined with AI, is making learning more engaging and enjoyable for students. AI-powered educational games adapt difficulty levels based on the student’s performance, ensuring a challenging yet motivating learning environment.

For instance, AI-based learning apps use real-time analytics to modify questions and exercises dynamically, helping students grasp concepts more effectively while maintaining their interest.

Ethical Concerns and Challenges of AI in Education

Despite its advantages, the implementation of AI in the Education sector comes with its challenges:

Data Privacy: AI tools collect and analyze vast amounts of student data, raising concerns about security and privacy.

Bias in AI Algorithms: If not designed properly, AI algorithms can exhibit biases in content recommendations and grading.

Dependence on Technology: Over-reliance on AI might reduce human interaction in education, affecting students' emotional and social development.

Addressing these concerns requires collaboration between AI developers, educators, and policymakers to ensure AI-driven education remains ethical, unbiased, and beneficial for all.

Future Trends in AI for Education

As AI continues to evolve, future trends in AI-driven education may include:

AI-Powered Personalized Tutors: More advanced AI tutors capable of understanding and responding to emotions.

Blockchain and AI Integration: Enhancing security in educational records and credentials.

Augmented Reality (AR) and AI: AI-driven AR applications for immersive learning experiences.

AI-Powered Career Counseling: AI helping students choose careers based on their skills and interests.

Conclusion

The role of AI in the Education sector is growing rapidly, offering smarter, more personalized learning experiences. From AI-driven tutoring systems to automated administrative tasks, AI is shaping the future of education in unprecedented ways.

By embracing AI, institutions can create more engaging, interactive, and efficient learning environments. As advancements continue, the education sector must ensure AI is used ethically and effectively to benefit students, educators, and administrators alike.

[allassignment-experts]

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