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mswayambhu-blog · 5 months ago

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Shaastra, IIT-M, is an annual student run technical festival of the IIT-M (Indian Institute of Technology, Madras), wherein they dedicated a few days to move out of the study curriculum to interface and embrace the latest technological thoughts & practices from across the globe. They call global subject matter experts to talk, give presentations, interact with students and faculties, bring their knowledge and practical case studies to the table, they also organize workshops, competitions, exhibitions, apart from cultural program and entertainment. The festival is organized on global standards and has earned an ISO 9001:2015 certification too.

Within the Shaastra 2025 festival, there was yet another chapter of Future Cities Summit (FCS) this year, which shows the commitment of the festival towards embracing the hi-tech future and the technological advancements of tomorrow. FCS had been planned to explore and examine multidimensional approach towards the urban world of future, which will have all elements of energy, economy, transport & mobility, innovation & technologies like AI, AR, VR, ML, IoT, IT & ITES etc. apart form the livability and sustainability.

This year’s focus included subjects like Technology, AI and Data Integration, Legal and Ethical Frameworks for Smart Cities, Future of Urban Transportation, Cultural Preservation and Urban Development, Resilient Infrastructure and Climate Adaptation, and Renewable Energy Integration in Urban Environments.

Vaidic Srijan got an invite to speak in under the Resilient Infrastructure and Climate Adaptation domain, with our evidence-based case studies and success stories and the topic given to us was “Healthy Natural Resources for Sustainable Cities”. The 30 minutes presentation followed by Q&A session was conducted by Madhukar Swayambhu, Cofounder & research head of Vaidic Srijan LLP, and the case study of Moradabad Amrit Sarovars, was discussed in detail on how restoring the health of the natural Waterbodies in the Brass Capital of the country transformed the overall health, happiness and prosperity index of the city. How the urban flooding has been eradicated, Ground Water recharge has started happening, the Air Quality index has been transformed from worst in the state to healthy breathable Air, biodiversity conservation has happened, post-monsoon vector borne diseases outbreak has been mitigated and many awards and accolades have been earned by the city.

Bottom line discussed and described during the session was, the conventional approach of “cleaning” the Waterbodies is no solution, but simply postponement of the problem. A holistic and sustainable approach is the “restore the health” of the Waterbodies, since they are the ‘ecosystem service providers’ to their respective vicinities, not a mere reservoir or pool of Water. Another interesting aspect was to transform the Waterbody rejuvenation projects from “expense” to “revenue” through enabling them to earn the environmental credits (Water, Carbon, Sanitation, Emission and Biodiversity), which are tradeable commodities in the global markets.

The discussion was followed by a very rich and interactive Q&A session too.

The summit was graced by the presence of other eminent speaker from across the globe including Mr. Kok Chin Tay, the Chairman of the Smart Cities Network (a network of innovative solution and services providers for smart cities) and the Executive Director (ASEAN) for Smart Cities Council, Ms. Suchismita Goswami, is a PhD fellow from the Global Health Section at the Department of Public Health, University of Copenhagen, Dr. Chinmay Hedge is the CEO and Co-Founder of Astrikos AI, an organization that delivers Actionable (Smart) IoT-driven Real-time Insights for Smart Cities, Mr. Ian Chew is the sole Founder of Greenie Web – an award winning Singapore ClimateTech startup that creates low-carbon computer code, Ms. Aswathy Dilip is the South Asia Director of Institute for Transportation and Development Policy (ITDP), Prof. Subir Sachdev, Herchel Smith Professor of Physics. Harvard University, Mr. Shravan Bendapudi is and the Co-Managing Director of Gensler’s Mumbai office, and Dr. Shailendra Jaiswal, Professor of Practice Innovation and Entrepreneurship in Madhya Pradesh Bhoj (Open) University (MPBOU), Director at CSJM Innovation Foundation, Director at Alyna International Private Limited, Member Board of Studies, Bihar Engineering University, Patna, Innovation Advisor to Toy Association of India, Lead Mentor to Srijan Sanchar and many more responsibilities in social, academia and industry sectors, being an Ex-ED of DRDO and having plethora of experience and exposure, that he’s chosen to give back to the society.

The event was also graced by the presence of Narayan Babu, Cloud Project Manager - NexTurn, Hyderabad, A Lakshmi, Data Science and Software Engineering professional, an IIT-M Alumni, Dr. R Ramasubbu, Former Joint Chief Environmental Engineer, TNPCB, Sudhakar Sundram, AVP, OCBC, Singapore, an IIT-M Alumni, Dr. Ar. K. Sundararaman, PhD. (IIT Madras), Aakash Pugazhendi, Architect Planner, Ecorys, Chennai, Ashwin Suresh, Urbanist & Architect, Arcadis, Chennai, RR Lokesh, founder of Ewebstore, an IIT-M Alumni, Abhishek Sivakumar, Level -1 Chess Coach, MD of CIT Connects and a Research intern at CIT, Challa Saraswathi Lalith, App Development Intern at Bharat Intern, Ex-S/W Engineer at JP Morgan Chase & Co., Brahmasoor Anirudhan, CTO & Cofounder of Ciprime Modus Pvt. Ltd. & IOWater, an IIT-M Alumini, Vishwajeet Kumar, Founder & CEO at Health Sathi and Origins Tribe, Shringesh S, Mechanical Engineer & Environmental Enthusiast, working for product development at Foruppo, Prem Kumar, an Urban Mobility Consultant with a background in Urban and Transport Planning, Kalki Chandramohan, mechatronics professional, Helen Vinnie, an Electrical and Electronics Engineering student, IIT-M, Amrutha P V, an Electrical and Electronics Engineering student, Apisheke, a Civil Engineering student, Sayed Najibullah Hashimi, Afghan National, ICCR Scholar-Indian Council for Cultural Relations Ministry of External Affairs Government of India and many more.

The three days event started on 4th January and concluded on 6th January, 2025. While Shaastra 2025 was spread over many hub in the IIT-M Campus, the FCS was conducted at TTJ Auditorium in the IC&SR block, while the exhibition happened at the adjoining KV Ground. The event was sponsored by IGBC, School of Sustainability (IIT-M), Gensler, L&T Edutech, Smart Cities Network, Centre of Excellence for Road Safety, IIT-M and Astrikos.

#climate action #nature-based solution #vaidicsrijan #climate change #nature based solution #climate justice #IIT-Madras #Shaastra2025 #FutureCitiesSummit

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evoldir · 1 year ago

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Fwd: Course: Como_Italy.BayesianPhylogenetics.Aug26-30

Begin forwarded message: > From: [email protected] > Subject: Course: Como_Italy.BayesianPhylogenetics.Aug26-30 > Date: 29 February 2024 at 06:45:50 GMT > To: [email protected] > > > > We are glad to inform you that the next Applied Bayesian Statistics > school - ABS24 will be held in the city of Como, along the Lake Como > shoreline, on August 26-30, 2024. > > The school is organised by CNR IMATI (Institute of Applied Mathematics > and Information Technologies at the National Research Council of Italy > in Milano), in cooperation with Fondazione Alessandro Volta. > > The topic will be BAYESIAN PHYLOGENETICS AND INFECTIOUS DISEASES. > > The lecturer will be Prof. MARC SUCHARD (Department of Biostatistics, > UCLA Fielding School of Public Health, USA), with the support of Filippo > Monti (PhD student in Biostatistics, UCLA, USA). > > If interested, you can register on the school website: > > https://ift.tt/kEg2rm5 > > If you are interested in the school but unwilling to register for the > moment, please send an email to [email protected] and we will send > you updates and reminders. > > As in the past (since 2004), there will be a combination of theoretical > and practical sessions, along with presentations by participants about > their work (past, current and future) related to the topic of the school. > > OUTLINE: The aim of this course is to explore the core challenges of > Bayesian inference of stochastic processes in modern biology in terms of > data-scale, model-dimensionality and compute-complexity. Challenging and > emerging statistical solutions will be illustrated through the analysis > of biological sequences, such as genes and genomes. Molecular > phylogenetics has become an essential analytical tool for understanding > the complex patterns in which rapidly evolving pathogens propagate > across and between countries, owing to the complex travel and > transportation patterns evinced by modern economies, along with growing > political factors such as increased global population and urbanisation. > As an accessible course for all, a brief introduction of the underlying > biology (for statistical researchers) and of modern Bayesian inference > (for practicing biologists) will be also provided. > > Topics will cover probabilistic modeling techniques using both discrete- > and continuous-valued stochastic processes including continuous-time > Markov chains and Gaussian processes; large-scale data-integration > approaches incorporating factors like human mobility and climate > measurements; recursive computing and other mathematical tricks to > evaluate seemingly intractable likelihoods; state-of-the-art sampling > methods for high-dimensional models including Hamiltonian Monte Carlo > and its more recent non-reversible extensions; delivering timely > inference on advancing computing hardware like graphics processing units > and (maybe even) quantum devices. > > We hope you will be interested in the school and we would like to meet > you in Como next year. > > We invite you also to share the information with people potentially > interested. > > Best regards > > Elisa Varini and Fabrizio Ruggeri > Executive Director and Director of ABS24 > > > Marc Suchard

#IFTTT #Email

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technicallykrispydefendor · 2 years ago

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douchebagbrainwaves · 4 years ago

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HACKERS AND SPEAKING

No company, however successful, ever looks more than a pretty good bet a few months. Either way it sucks. We ask mainly out of politeness. If you think someone judging you will work hard to judge you correctly, there's usually some feeling they shouldn't have to express every program as the definition of new types. If investors can no longer rely on their herd instincts, they'll have to get a foot in the door. -Oriented programming generates a lot of new work is preferable to a proof that was difficult, but doesn't lead to future discoveries; in the sciences generally, citation is considered a rough indicator of merit. If startups are mobile, the best local talent will go to the real Silicon Valley, and all they'll get at the local one will be the people who get PhDs in CS don't go into research. They're the ones in a position of power. I'm still not sure whether he thought AI was nonsense and that majoring in something rigorous would cure me of such stupid ambitions. I have never had to talk. When you change the angle of someone's eye five degrees, no one will pay for. Umair Haque wrote recently that the reason there aren't more Googles is that most startups get bought before they can change the world, people don't start things till they're sure what they want, regardless of how many are started.

Startups will go to work anyway and sit in front of them, so the odds of getting this great deal are 1 in 300. On the other hand, startup investing is a very strange business. Even if your only goal is to get every distraction out of the closet and admit, at least by comparison, be called turmoil. Just two or three lifetimes ago, most people in what are now called industrialized countries lived by farming. But software companies don't hire students for the summer as a source of cheap labor. But if you're starting a startup. I worried? I said what they need to get good grades to get into elite colleges, and college students think they need to get good grades to impress future employers, students will try to undermine the VCs by acting faster, and the VCs will gradually figure out ways to make money from. How casual successful startup founders are.

I write software: I sit down and blow out a lame version 1 as fast as angels and super-angels themselves. We think of the techniques we're developing for dealing with detail. I know of schlep blindness is Stripe, or rather Stripe's idea. You're better off avoiding these. If so, your old tastes were not merely different, but worse. Why is it that research can be done by collaborators. I'd guess the most successful startups we've funded haven't launched their products yet, but are definitely launched as companies. Fortran because not surprisingly in a language where you have to design what the user needs, who is the user? You may dispute either of the premises, but if you get funded by Y Combinator. But it seems more dangerous to put stuff in that you've never needed because it's thought to be a promising experiment that's worth funding to see how it turns out.1 But the startup world for so long that it seems promising enough to worry that you might not be the best solution. In Kate's world, everything is still physical and expensive.

Only a few companies have been smart enough to realize this so far. It's not super hard to get into grad school or just be good at math to write Mathematica. Google is afflicted with this, apparently. It has always seemed to me the solution is to tackle the problem head-on, and that people should work for another company for a few years down the line. With so much at stake, they have to be big, and it frees conscious thought for the hard problems. Why do you think so? Whereas when they don't like you, they'll be out of business, lies in something very old-fashioned: face to face for three months—so closely in fact that we insist they move to where we are. A lot of them. They believe this because it really feels that way to them.2

That solves the problem if you get a real job after you graduate. Because depending on the meaning of the word 'is' is. As usual, by Demo Day about half the founders from that first summer, less than two years ago, are now rich, at least in the short term. It was a lot of institutionalized delays in startup funding: the multi-week mating dance with investors; the distinction between termsheets and deals; the fact that you're mainly interested in hacking shouldn't deter you from going to grad school, because very few people are quite at home in computer science, and it will seem to investors no more than superficial changes. It's not just because they were pulled into it by unscrupulous investment bankers. You're rolling the dice again, whether you want them as a cofounder. In the mid twentieth century there was a great deal of play in these numbers. When you're forced to be simple, you're forced to be simple, you're forced to face the real problem. They treat the words printed in the book the same way you'd deal with a cold swimming pool: just jump in. So when you find an idea you know is good but most people disagree with, you should get a job. Nowadays a lot of de facto control after a series A round needs to be a good time for startups to have traction before they put in significant money.

One of our goals with Y Combinator was to discover the lower bound on the age of startup founders.3 If taste is just personal preference is a good deal of fighting in being the public face of an organization. The biggest factor determining how a VC will feel about your startup is how other VCs feel about it. Your tastes will change. So unless their founders could pull off an IPO which would be difficult with Yahoo as a competitor, they had become extremely formidable. The mobility of seed-stage startups means that seed funding is a national business.4 The puffed-up companies that went public during the Bubble didn't do it just because they want you to be a really good deal.

Do you, er, want a printout of yesterday's news? I know many people who switched from math to painting. This essay is derived from talks at the 2007 Startup School and the Berkeley CSUA. As well as mattering less whether students get degrees, it will turn out worse. Some magazines may thrive by focusing on the magazine as a physical object. As long as it isn't floppy, consumers still perceive it as a period that would have been for two Google employees to focus on the wrong things for six months, and the super-angels were initially angels of the classic type. Should you take it? Maybe, though the list of acquirers is a lot less than most university departments like to admit. VCs do now. It's too late now to be Stripe, but there's usually some feeling they shouldn't have to—that their startup will be huge—and convincing anyone of something like that must obviously entail some wild feat of salesmanship. The other reason parents may be mistaken is that, like generals, they're always fighting the last war.

5% an offer of 6. How has your taste changed? I don't consider myself to be doing research on programming languages. So if you want to work for, they may start to focus on working with other students they want as cofounders. Even though Y Combinator is teach hackers about the inevitability of schleps. And that statistic is probably not an option for most magazines. The seriousness of signalling risk depends on how far along you are with other investors seems the complementary countermove. Over in the arts. I don't know yet what the new rules will be, but it has to be better if both were combined in one group, headed by someone with a PhD in computer science, and it has to double: if you can imagine someone surpassing you, you can predict fairly accurately what the next few years will be like, but I'm not too worried about it.

Notes

That's because the arrival of desktop publishing, given people the first year or two, because they need them to private schools that in Silicon Valley, but suburbs are so different from a startup is compress a lifetime's worth of work into a fancy restaurant in San Francisco. We could be done, she expresses it by smiling more. It would have been the first question is only half a religious one; there is one that did.

The ordering system, which is probably part of a heuristic for detecting whether you realize it yet or not, and this is also a second factor: startup founders is how much they lied to them. Give the founders are driven only by money—for example, being offered large bribes by the financial controls of World War II was in logic and zoology, both your lawyers should be taken into account, they mean. It may be whether what you build for them.

We invest small amounts of new inventions until they become so embedded that they don't make users register to try to write it all yourself. It's lame that VCs play such games, but more often than not what it would be possible to have balked at this, but he got killed in the US treat the poor worse than Japanese car companies, but have no idea what's happening as merely not-too-demanding environment, and this trick merely forces you to agree. You're not seeing fragmentation unless you see them much in their target market the shoplifters are also the 11% most susceptible to charisma. If an investor makes you a clean offer with no valuation cap is merely boring, we found they used it to the biggest winners, which was acquired for 50 million, and don't want to work like they worked together mostly at night.

Except text editors and compilers. Users dislike their new operating system.

Thanks to Dan Giffin, Jessica Livingston, Hutch Fishman, Sam Altman, Robert Morris, and Ron Conway for sparking my interest in this topic.

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eminentstechnologies-blog · 7 years ago

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Mobile computing involves Mobile communication, mobile hardware, and mobile software. Mobile computing is human computer...

#mobile computing phd program #mobile computing phd topics #PHD Projects in mobile computing #PhD Research topic in mobile computing #PhD in mobile computing

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qianqiuxue · 6 years ago

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2019北京AIProCon开发者大会——计算机视觉技术专题

计算机视觉技术领域的创新已达瓶颈？该领域有哪些方向将取得突破，还有哪些前景应用尚待挖掘？本论坛将聚焦于计算机视觉技术最新突破和应用实践，并就当下遇到的技术挑战探索出可能的解决方案。

互联网视频基础技术探索及其应用出品人: 王华彦 | 快手硅谷实验室负责人王华彦，快手硅谷实验室负责人，斯坦福大学计算机科学博士，师从Daphne Koller教授研究计算机视觉。曾就读于斯坦福大学人工智能实验室，为复杂化的概率图模型开发了高效的推理算法，并将其应用于计算机视觉研究。王博士的研究曾登上行业期刊CACM首页，并在多个顶级会议如CVPR、ICML、ECCV、IJCV、AAAI上发表。王华彦本科和硕士阶段就读于北京大学，师从査红彬教授，也曾参与香港科技大学的杨强教授的科研活动。加入快手前，他曾担任Vicarious AI的高级研究员，以极其高效的数据方式，开发高度结构化的模型，解决CAPTCHA和Robotics等现实问题。他在人工智能领域的工作曾发表于美国的《科学》杂志。王博士现在领导快手位于硅谷的Y-tech实验室，在开发高效的人工智能解决方案的同时，也将更多的尖端技术引入快手的移动平台。

文石磊 | 百度视觉技术部主任架构师，视频基础技术团队负责人互联网视频基础技术探索及其应用目前互联网视频数据日益增多，用户观看长视频、短视频、小视频的时长也迅速增长，在实际应用中需要解决两类重要问题，视频语义理解和视频编辑。视频语义理解从多维度解析视频内容，理解视频语义，自动分类打标签，极大节省人工审核效率，节约成本，同时实现精准用户推荐，提升体验效果。其主要技术难点在基于海量数据构建高性能视频分类模型。视频编辑主要解决手机端美颜、滤镜、属性编辑、AR特效、超分辨率等问题。随着GAN的快速发展，基于GAN的特效编辑几乎达到以假乱真的地步，逐渐成为视频编辑中研究的热点。本次演讲将围绕高性能大规模视频分类技术与生成式对抗网络技术（GAN），主要介绍百度视觉技术部在视频语义理解和视频编辑两个问题上的探索与应用成果。

专家介绍：文石磊，百度视觉技术部主任架构师，视频基础技术团队负责人，两次获得百度最高奖。带领团队获得CVPR2019 5项比赛冠军，涵盖目标检测、智慧城市、视频理解、超分辨率等领域，其中连续三年获得视频理解比赛ActivityNet冠军，19年发表AAAI/CVPR/ICCV顶会论文八篇，并将相关技术成功应用于核心产品，在百度云/AI开放平台累计输出约50项能力。

石建萍 | 商汤科技研究总监视觉感知驱动的量产自动驾驶计算视觉及其在图像视频中的识别理解能力在近些年的突飞猛进，极大提升了量产自动驾驶对于低成本高感知能力方案的可靠度。在本报告中，我们会综述团队在计算视觉领悟的整体布局及重点突破。接下来会以优化自动驾驶系统能力，提升量产可靠性为整体目标，介绍系统级的优化实践。最后，我们将展望自动驾驶方向未来的研究热点以及商汤在自动驾驶方面的整体布局。

专家介绍：石建萍博士为商汤科技研究总监。她领导了商汤科技自动驾驶研发团队，推动商汤科技与本田的长期战略合作。同时，她也负责多条产品线的算法交付，包括娱乐互联网，手机，遥感等。石建萍本科毕业于浙江大学计算机科学与技术系，同时隶属于竺可桢荣誉学院，2015年博士毕业于香港中文大学计算机科学与工程系。她是深度学习和计算机视觉领域的专家。她领导了商汤科技的团队赢得多项国际竞赛冠军，包括ImageNet Scene Parsing Challenge 2016, COCO Instance Segmentation Challenge 2017, 2018以及众多CVPR, ECCV workshop竞赛等。建萍发表过超过40篇顶级会议，期刊论文，论文发表在SIGGRAPH Asia, CVPR, ICCV, ECCV, NIPS, MM, TPAMI,TIP等。她的论文在Google Scholar上引用率超过3400。在博士期间，她获得过微软学者，HK-ACM最佳年轻学者，香港博士生政府津贴等众多荣誉奖项。 2018年，凭借在计算机视觉原创技术的卓越创新成就，石建萍还入选了《麻省理工科技评论》 “35岁以下科技创新35人”(35 Innovators Under 35)中国榜单。

王乃岩 | 图森未来合伙人&首席科学家图森未来无人驾驶技术实践分享【演讲大纲】1、图森未来无人驾驶的发展历程，以及最新的技术进展；2、计算机视觉技术在无人驾驶卡车领域中的实践和应用

专家介绍：王乃岩，图森未来合伙人&首席科学家。香港科技大学博士，主要负责带领中国国内算法团队进行自动驾驶卡车技术研发。曾多次在国际数据挖掘和计算机视觉比赛中名列前茅，发表论文引用次数已超过4000余次，是将深度学习应用于目标追踪领域全球第一人。曾入选2014Google PhD Fellow 计划，也是 MXNet 核心开发者。

张祥雨 | 旷视研究院主任研究员、基础模型组负责人高效轻量级深度模型的研究与实践深度基础模型在现代深度视觉系统中居于核心地位。在实际应用中，受应用场景、目标任务、硬件平台等的不同，经常会对模型的执行速度、存储大小、运算功耗等进行限制。因此，如何针对各种不同的情景设计“又好又快”的模型，成为深度学习系统实用化的重要课题。尤其是近年来，AutoML技术的发展给轻量级模型的研发带来了新的思路，基于AutoML/NAS技术的深度视觉模型在多个维度上不断刷新性能上限，展现出了良好的研究与应用前景。本次演讲主要围绕实用模型设计的两个常用技术：轻量级模型设计和模型裁剪，重点介绍旷视研究院在高效视觉模型领域的科研成果和实践经验。分享内容包括多种轻量级高性能模型，以及基于AutoML的自动化模型设计、模型裁剪的最新研究成果。

专家介绍：张祥雨，现任旷视研究院主任研究员、基础模型组负责人。2017年博士毕业于西安交通大学。期间参加西交大-微软亚洲研究院联合培养博士生项目，师从孙剑博士和何恺明博士。目前团队研究方向包括高性能卷积网络设计、AutoML与自动化神经网络架构搜索、深度模型的裁剪与加速等。已在CVPR/ICCV/ECCV/NIPS/TPAMI等顶级会议/期刊上发表论文二十余篇，获CVPR 2016最佳论文奖，Google Scholar引用数38000+。多次获得顶级视觉竞赛如ImageNet 2015、COCO 2015/2017/2018冠军。代表作包括ResNet、ShuffleNet v1/v2等，均在业界得到广泛应用。

王晶 |华为云OCR人工智能高级算法工程师文字识别服务的技术实践、底层框架及应用场景近年来，随着智能设备的普及和大数据技术的高速发展，自动化办公和智能数据分析成为可能并逐渐普及，人们要求计算机“读懂并理解文字”。本活动将会以介绍华为云文字识别服务的识别精度高、鲁棒性好、支持多类单据识别、服务稳定高效等特点，以及实现这些特点所应用的技术内容及框架、实践的过程与经验。初次之外，还会介绍一体化模型、任意角度纠正技术、端云结合等特色技术的实现方式及底层架构。除了技术内容、架构设计的介绍，还会用一部分篇幅介绍目前已经成熟的应用场景，例如全球快递物流、财务、医疗、保险、金融、政务、交通、汽车等具有跨系统信息整合需求的业务领域，以帮助听众更好地了解这一领域的技术与实践的结合，通过华为的项目经历，分享这一技术在实践过程中的真实经验、踩过的坑和解决方案等。

专家介绍：王晶，华为云OCR人工智能高级算法工程师，拥有多年的算法经验，分别获得新加坡南洋理工大学和中国科学技术大学数学与应用数学博士和学士学位。负责文字识别核心算法，提交多个基于深度学习的文字识别专利和论文，组队ICDAR SROIE票据识别大赛并以96.43%的高精度夺得世界第一，华为云文字识别服务获得2019数博会“新产品奖”。熟悉云计算、人工智能、密码和计算机网络安��。从事过华为云PaaS平台安全设计和测试工作。Covert Redirect（隐蔽重定向）漏洞发现者，曾提交十几个CVE安全漏洞并被微软、苹果、阿里巴巴等十几家公司列名安全感谢榜，多个发现被包括人民网、凤凰网、CNET在内的众多国内外媒体报道。

杨民光 | Product manager in Google Research Perception Research On-Device, Real-Time multi-modal (video, audio) applications with MediaPipe Video, audio (multimodal) mobile applications that utilize machine learning models (eg Tiktok 抖音, Shazam) are becoming more common. However, creating these multimodal ML applications are challenging as developers need to deal with real time synchronization of time series data during model inference and doing it cross platform (Android & iOS) on mobile and edge devices.

专家介绍： Ming Guang is a Product manager in Google Research Perception Research leading open source efforts in computer vision. In Google, he was previously product manager in Google Search and product lead for mobile video ad formats. Before Google, Ming was cofounder Socialwok, an enterprise collaboration service for Google Apps (Finalist of the Techcrunch Disrupt 2011) and Voiceroute, a startup focused on open source VOIP telephony services for small medium enterprises.

专题链接

https://bss.csdn.net/m/topic/ai_procon/topic_detail?mid=2051&id=9374

#AIProCon #csdn #开发者大会 #端上视觉技术 #互联网视频 #量产自动驾驶 #无人驾驶技术 #��量级深度模型 #文字识别技术实践 #MediaPipe

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dispatchesfromafghanistan · 6 years ago

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Three-way collaborative Education Program and Assessment September 2019

Executive summary:

The Master of Arts in Education and Law Enforcement (MAELE) program was a collaborative enterprise between the AUAF, Ministry of Interior, and the United Nations Development Program (UNDP). The program was launched in October 2016 and it ended in August 2019. Students completed 36 credit hours in the core courses, 6 credit hours in writing the thesis, and noncredit ESL classes throughout the program as well as noncredit computer classes for one semester. The program’s mission, goals and objectives were to enhance the knowledge, skills, and dispositions of the Kabul Police Academy and Staff College instructors, who will in turn train qualified cadre of law enforcement personnel for Afghanistan. Specifically, the program was designed to introduce participants to contemporary law enforcement know-how, modern pedagogy, working knowledge of the English language, computer skills, civilianization of the police force, a globalized world, critical thinking, leadership skills, and professionalism.

The program was guided by the principles of: a safe and secure environment, student-centeredness, collaborative and blended instruction, pluralism, inclusivity, diversity, academic freedom, ethicality and service. The curriculum consisted of six education courses, six law-related courses, ESL courses, computer literacy and a comprehensive thesis. Program participants took a full semester of introduction to graduate studies in the fall of 2016, and then embarked on the main course of studies in January 2017. The 12 core courses were taught by outstanding national and international academics with PhDs. Needless to say that the entire program was conducted in Dari and Pasto and it was infused with the AUAF’s philosophy of a liberal arts education.

Except for the Introduction to Graduate Studies, which was conducted at the Police Academy, all classes were held on the AUAF campus. Students had full access to all the university’s resources and facilities such as the library, computer labs, cafeteria, etc. Classes were held from 1-5 PM six days a week. Students were provided free laptops, textbooks, lunch and snacks as well as a transportation allowance.

Seventy participants were introduced by the MoI and AUAF selected 40 to undergo preparatory training for fifteen weeks; at the end of this academic boot camp , 25 of the 40 students were admitted to the degree program. Although a handful of the program participants required academic counseling and assistance, all 25 completed the program successfully in August 2019. It should be pointed out that A.H.Waziri, director of PDI, Dr.Timor Saffary, previous provost, and Paul Revere, of the provost office played major roles in the early phases of the program.

Course descriptions:

The following twelve courses (36 credits) ranged from broad discussion of education and law to more focused deliberations of topics in the two areas of study. Following is a list of the 12 required courses along with their brief description and amount of credit allocation.

· EDU 501, Foundations of Education (3 credits): This course deals with the social, historical, political, economic and cultural aspects of Education/schooling in general, with particular focus on Afghanistan. It will contextualize both the formal and informal educational systems in the country over the last 100 years. The course will explore the dominant Western and Eastern philosophies of education shaping the school system in this country. It will address the close interrelationship between pedagogy and educational theories and philosophies. It will examine the reciprocal relation between education and society; and it will provide background in educational financing, governance, goals and outcomes. The course examines education in a diverse and conflicted society.

· EDU 520, Curriculum Design and Development (3 credits): This course deals with curriculum at all levels of education. It examines the formal and hidden curriculum, and curriculum as social-economic – political and cultural construction. The course studies the new theories, controversies, and trends such as the Core curriculum, integrated curriculum, liberal arts-based curriculum, globalization and the curriculum, peace and conflict resolution curriculum, and environmental studies. The course strives to forge a well-balanced, integrated, coherent, realistic and responsive curriculum for the education system in Afghanistan.

· EDU 525, Supervision, Administration and Leadership in Education (3 credits): This course addresses three distinct but interrelated concepts of school administration, classroom and teacher supervision, and educational leadership. The course is essentially about professional development. It addresses the requisite knowledge, skills and disposition required to perform the three aforementioned responsibilities. The course addresses issues such as how best to manage the limited human, financial and physical resource in education in this country; how best to assist teachers to achieve greater efficiency and effectiveness; how to mobilize and lead school and community people to develop better schools; what instructional leadership means; how to reconcile a centralized system with the need for local decision-making; which theories and models of management and leadership are best for Afghanistan; how to put more women in leadership positions.

· EDU 530, Socio-cultural Anthropology of Afghanistan (3 credits): This course addresses some of the following themes: The ways in which Afghans organize and lead their lives; the challenges and opportunities posed by diversity; power, privilege and prestige in our society; the challenges of nation and state building; transition from tribe to nationhood; culture wars – modernity v. traditionalism; socio-cultural transformation and its disjunctions; conflict and conflict resolution; an imperiled country, society and culture; critical analysis of the impact of globalization on the country; conspicuous consumption and the environment; The normalization of violence; the citizen versus the state; law and law enforcement in crises ridden society and culture of impunity; the use and abuse of social science; visual anthropology as an analytical tool.

· EDU 560, Education for Citizenship (3 credits): The course deals with answering topics such as these: the nature of responsible, effective and ethical citizenship; how to reconcile national and global citizenship; how to achieve peace, justice and democracy- especially in Afghanistan; how to implement human and civil rights; how to achieve and maintain sustainable development in the country; how to achieve and maintain unity in diversity in Afghanistan; what form of government will best serve this country; what issues are facing women and how best to resolve them; what role and responsibility for Afghan women in the rebuilding/reconstruction process; what role for fostering good citizenship; how best to reconcile technology, society and values in the country in the third millennium; what are the mutual rights and responsibilities between the individual and society; lawfulness; the centrality of ethics in all organs of society.

· EDU 590, Educational Research (3 credits): This course provides an in-depth exposition of social science research methods for both qualitative and quantitative research, with primary emphasis on qualitative. Topics to be included are locating and using of published research source material, the use and attribution of sources in research writing, qualitative research methods including interviews and other sources of formal and informal data, the role of the teacher as researcher, the use of statistics and quantitative methods in research studies, and the presentation, dissemination, and publication of research findings and analyses. The course will be taught by professors who have experience in research, analysis, and dissemination.

· LEN 510, Criminology (3 credits): This course will deal with the following: the essentials of criminal, civil and political laws in Afghanistan; an outline of the Afghan judicial system; the legal process from A to Z; the role and responsibilities of the police, judges, prosecutors, defense lawyers, the accused; the Afghan prison system; the prisoner’s rights and responsibilities; treason and the law; from a culture of impunity to a culture of lawfulness; crime and criminality from a theoretical-scientific perspective.

· LEN 530, Law and Law-Enforcement in Afghanistan (3 credits): This course will address the following issues: the challenges facing modern law in a deeply traditional society; police and policing; the concept of community policing; issues of government legitimacy, credibility, sovereignty, and authority; police as the public face of the government; critique of the Afghan local police, paralegal and extralegal forces; an analysis of the local and foreign security organizations; a police code of conduct; the law and law-enforcement vis-à-vis expatriates; the nature, scope, causes and consequence, control and prevention of criminal behavior-both individual and social.

· LEN 540, History, Government and Politics of Afghanistan (3 credits): This course addresses some of the following themes: a broad sweep of the country’s social-political-economic history from the early years to the present; the country’s geopolitics; current politics, politicians and the political processes; the many faces of power; the acquisition, maintenance, use and abuse of power; the challenges of nation and state building in Afghanistan; the resource curse and its prevention; an analysis of the ideological and sectarian tensions and struggles in the country; the challenges and possibilities of secularism; the notion of good governance.

· LEN 550, Organized Crime (3 credits): This course addresses some of the following themes: the nature and extent of ‘white’ and ‘blue’ collar crimes; terrorism and counterterrorism; narcotics; human trafficking; prostitution; institutionalized pedophilia; corruption; illegal trade; abduction; money-laundering; racketeering; human organ harvesting; the local international linkage amongst criminal syndicates; insurgency and counterinsurgency; rights and responsibilities of foreigners residing in Afghanistan; the link between local and international criminal syndicates.

· LEN 560, Cybercrime and Forensics Science (3 credits): This course will deal with the following themes: the possibilities and hazards of living in a wired and wireless world; the nature, kind, scope, consequences, and costs of crime involving a computer and a network; cyber terrorism; espionage; computer intrusion; extortion; identity theft; blackmail; industrial sabotage; propaganda; psychological warfare; pornography; the utilization of science and technology in investigating and solving crime; the role and use of digital forensics in investigating and solving crime; surveillance capitalism.

· LEN 570, Law and Law Enforcement vis-à-vis Women, Children and Youth (3 credits): This course addresses some of the following: the legal rights of girls, women and youth; underrepresentation of women and the youth in the judicial system; forms of violence against women and children; child labor; the human rights of women and children; child marriage; commodification of women and children; honor killing; harassment in public and private lives; attitudes and conduct of the legal apparatus toward women and children; women and children in penal code and penal system; affirmative action; from symbolic to substantive rights and protections; war and women; international treaties and agreement regarding women and children; gender as social construction; redefining women’s place in society.

EDU/LEN 599, Thesis Preparation & Research Course (6 credits):

This course will prepare students for the entire thesis process from A to Z. It will provide students with an overview of the different stages and components of thesis writing, including how to plan and execute research, its structure and the overall mechanics of writing graduate-level work (citation, layout, grammar). Students will identify an adviser, a research topic, key areas of literature related to their research topic, and identifying appropriate methods and methodologies for carrying out their research. Emphasis will also be placed on analysis, critical thinking, academic writing, scholarship, and textbook and other educational material development. Included in the portfolios/thesis will be representative sections of work by the participant, supporting research, and related examples of their investigations conducted in the program; academic (dis)honesty; writing about 100-page high quality thesis.

· English Language

The English language program is designed to raise the student level of proficiency in English. English language instruction will be provided 1.5 hours per day 4 days per week, for a total of 7 hours per week throughout the program.. Included will be skill development in listening, speaking, reading, and writing Standard English. The English language sequence will be taught by experienced ESL instructors from the PDI.

· Computer Literacy

Participants will complete training in computer skills that will ensure their familiarity with Microsoft Office suite applications and Internet access and use. This training will make use of the computer labs and will equip the participants with computer literacy skills so that they can function effectively in using computers—including word processing, Excel spreadsheets, and Access databases—as well as the use of Internet sources in research and in preparing instructional materials.

Faculty Roster and courses taught:

The following is a list of the education and law subjects taught with their corresponding instructors.

Subject

Instructor

Semester

EDU 501 Foundations of Education

Dr. Zaher Wahab

Fall 2017

EDU 520 Curriculum Design and Development

Dr. Jawad Ahmadi

Fall 2017

EDU 525 Education Administration and Supervision

Dr. Ali Fetrat

Spring 2018

EDU 560 Civic Education

Dr. Zaher Wahab

Spring 2018

EDU 530 Sociocultural Anthropology

Dr. Michael Barry

Spring 2018

EDU 590 Educational Research

Ms. Maryam Amin Banayee

Summer 2018

EDU 540 Government and Politics in Afghanistan

Dr. Sharif Fayez

Summer 2018

LEN 530 Law and Law Enforcement

Dr. Abdullah Boroomand

Fall 2018

EDU/LEN 599 Thesis

Ms. Maryam Amin Banayee

Fall 2018

LEN 510 Criminology

Dr. Abdul Hasib Hashimee

Fall 2018

LEN 570 Law and Law Enforcement vs Women and Children

Dr. Abdullah Boroomand

Spring 2019

LEN 550 Organized Crime and Cybercrime

Dr. Abdul Hasib Hashimee

Spring 2019

LEN 580 Afghan Criminal Code

Dr. Wali Mohammad Naseh

Summer 2019

End of Program Evaluation

by the Students:

Anonymous student evaluations of individual courses and instructors were conducted at the end of each semester for all the courses and are available in the MAELE office. What follows are the results of a comprehensive end of program anonymous evaluation of the entire program by the 25 participants. Students completed a survey which asked about their views regarding the program goals, content, instructors, resources, leadership and management, security issues, the food, the overall AUAF climate, etc. Following are the results of the survey both in quantitative and qualitative forms.

Tallied responses from the students:

Admission to the program was largely based on:

a. Subjective and nonacademic criteria

0b. Merit

The preparatory (pre-program) semester was:

a. Unhelpful

0b. Acceptable

c. Very useful

In general, the six education courses were:

a. Weak

0b. Somewhat good

0c. Good

d. Very good

e. Excellent

Of the education courses:

a. The best were:

b. The worst were:

In general, the six law classes in the program were:

a. Weak

0b. Somewhat good

c. Good

d. Very good

e. Excellent

The best law class:

The worst law class

The reading materials in the program were appropriate, useful and organized:

a. Agree

b. Disagree

c. To an extent

The English as a second language courses were:

a. Weak

b. OK

c. Good

d. Very good

e. Excellent

The computer literacy course was:

a. Useful and effective

b. Unhelpful and ineffective

The research methods courses were:

a. Weak

b. OK

c. Good

d. Very good

e. Excellent

Your thesis advisor is:

a. Helpful

b. Unsatisfactory

c. Very useful

d. Excellent

Regarding the program curriculum:

a. There is no need for change

b. The following changes should take place

In general, the instructors in this program were:

a. Weak

0b. Somewhat good

c. Good

d. Very good

e. Excellent

Instructional and other facilities such library, labs, classrooms, IT centers were:

a. Inadequate

b. Satisfactory

c. Very good

d. Excellent

AUAF's security measures were:

a. Weak

0b. Satisfactory

0c. Very good

d. Excellent

The University's atmosphere (interactions/interrelationships) were

a. Unpleasant

b. Acceptable

c. very good

d. excellent

The University's food was

a. Bad

0b. Acceptable

c. Very good

d. Excellent

This program's leadership was

a. Weak

0b. Satisfactory

0c. Good

0d. Very good

e. Excellent

In this program, students' needs and ideas were

a. Ignored

0b. Paid some attention to

c. Taken seriously

AUAF took this program

a. Somewhat seriously

b. Very seriously

For me, from a professional/academic point of view, the program was:

a. Unhelpful

0b. Useful

c. Very useful

d. Excellent

For me, from the viewpoint of values, worldview, attitude, and personal attributes, the program was:

a. Ineffective

0b. Somewhat effective

0c. Effective

d. Very effective

e. Extremely effective

In general, which aspects of the program need to change

In general, what aspects of the program were good and praiseworthy:

Generally speaking, how satisfied were you with this program:

a. Unsatisfied

0b. Somewhat satisfied

0c. Satisfied

d. Very happy and satisfied

The Ministry of Interior's role in this program was:

a. Unsatisfactory

b. Acceptable

c. Useful and effective

d. Very positive, useful and effective

The UNDP's role in the program was:

a. Unsatisfactory

b. Acceptable

c. Important and effective

d. Very important, useful and effective

Generally, considering national and international norms, standards, ethics, and other characteristics, this program:

a. Did not abide by the aforementioned standards

0b. Somewhat followed those norms

c. Followed the norms

d. Fully applied those norms

How would you rate your overall satisfaction with the MAELE program in general:

a. I am dissatisfied

0b. Somewhat satisfied

0c. Satisfied

d. Very satisfied

e. Extremely satisfied

Qualitative/Descriptive Comments by the Students: Following are some of the comments students provided regarding the 28 questions in addition to specific answers they had to choose for each question.

· The integrity and transparency in your admissions procedure is unique and exceptional, but there were some difficulties.

· A student said he met all the admission requirements successfully. If it weren’t for Dr. Zaher Wahab’s presence during the admission, my acceptance to the program would be impossible since I didn’t have any connections to anyone. Wahab’s presence ensured social justice.

· In selecting course materials, the needs of students and society should be taken into account. The prep semester enabled me to start the main program without difficulty. The prep semester was very effective. The prep semester was great; thanks to the director of the program.

· Introduction to Bloom’s taxonomy and critical thinking was good. The education courses in the program enabled us to think deeper thus making us better instructors and teachers.

· Curriculum development, education for citizenship, research methods and foundations of education were the best courses, while educational supervision, administration and leadership and sociocultural anthropology were not so good among the education courses.

· The best of the six law courses were Afghanistan’s penal code, overview of laws in Afghanistan, law and the disenfranchised, criminology, and organized crime; while law and the legal system in Afghanistan needs improvement.

· The reading materials were very useful. Sometimes, the readings were not copied on time.

· The ESLC courses ranged from good to excellent. Most students lacked any knowledge of English, and at times, the readings were over their heads. If the ESL courses had been well-integrated, students would have learned English well. Also, the students should have been divided into different ability groups at the start.

· Not enough time was allocated to the computer literacy course. Special thanks to Instructor Hamza. The computer program should have been given an hour per week every semester, so we could continue to practice the skills we had learned. The class was effective, though.

· More practicable research projects would have helped us learn the concepts and techniques better; the kind of homework Dr. Wahab used to give us. Many thanks to Ms. Amin, the research course instructor for her guidance. But we were not taught the SPSS.

· Unfortunately, there has been insufficient coordination among all the thesis advisors about a uniform way of writing the thesis. An advisor just told students what was wrong and didn’t provide guidance for correcting the theses. It was difficult to have appointments with some advisors.

· Law courses should focus on the penal code, criminology, civic education, and organized crime. The research course should be re-configured. There should be a course on statistics. There should be better law professors. The law and the disenfranchised course should be dropped because the issues are dealt with in other courses. Add courses on international law and the extradition of criminal, sociology, Islamic penal code, psychology, world history and comparative politics.

· Dr. Wahab, Dr. J. Ahmadi and Dr. A. H. Hashimee were the best instructors in the program.

· Strict security measures created a secure environment for the students’ studies.

· At times, Dr. Wahab behaved autocratically, which was due to the prevailing circumstances.

· Sometimes the food wasn’t good. Since the food ingredients were frozen, it affected the meals negatively.

· Many thanks to Dr. Wahab and his fair and nondiscriminatory leadership. Thanks a lot for his egalitarian and effective leadership. I hope Dr. Wahab will continue to lead the program. Dr. Wahab’s leadership should be rewarded. His management style was very good. There was great order and discipline and there was no discrimination, favoritism or anything negative.

· My values, attitudes, and worldview today are vastly different from before the program. It has had a profound impact on me. Ethics, critical thinking, and civic education were the most important learnings for me.

· Sometimes we didn’t receive timely assistance. Food wasn’t as good. There was weak WiFi accessories in the classroom. Not enough books for law courses in the library. More time should be given for ESL courses and the education courses should be reconsidered. The program should be either in education or in law. Admission should be based on exam and interview. Readings and teaching methods need improvement. Visits to other universities should be included. Add modern history and Islamic culture to the curriculum.

· Most things in the program were positive. Good things in the program were program leadership and administration, security measures, effective and efficient use of time, valuing time, cordial relations at AUAF, professors’ conduct, seriousness of the program, participants’ selection and grading based on merit, understanding and kind leadership, library and internet, honesty, transparency and accountability, meritocracy, exceptional leadership, AUAF’s willingness to help; the curriculum, instructors, and leadership; student-centered instruction etc. were great.

· The MoI was not really as interested in this program.

· Thanks to UNDP for funding this program, but it took no active interest in the daily operations of the program.

· I never thought I would have a chance to participate in such a program. With God’s help and UNDP funding I completed the program successfully, and it has improved my social and professional standing at the MoI. I should thank all my instructors and special thanks to Dr. Wahab who led the program intelligently and fairly.

Thesis projects:

Students undertook comprehensive thesis projects as part of the program requirements. Prior to their research, students took one research and one thesis preparation course that helped improve their research and writing skills. With suggestions and guidance from the program director, students embarked on selecting their thesis topics and conducting research guided by thesis advisors and reviewers. It was a six month process covering topic selection and approval, research methodology, resource identification, and review and guidance by advisors. All students managed to defend their theses on August 7, 2019. Theses were all written in Dari, averaged about 85 pages and read by committees of three advisers.

The following is the list of students’ thesis titles.

1. Study of the Consequences of Globalization for the Third World

2. Social Causes of Drug Addiction in Afghanistan – A Case study of Shahid Rabani University

3. Studying the Effect of Meritocracy on the Utilization of Human Resources

4. Academic Freedom in Kabul’s Universities – A Case of one public and one private university

5. The Effects of In-service Police Training on Law Enforcement – A Case study in police leadership

6. Study of Relationship between High School Principals’ Job Description and Actual Conduct – A case study of Kabul’s 12th District school principals

7. Personality and its Impact on the Penal Justice System in Afghanistan

8. The Effect of Active Teaching on Student Learning Progress

9. The Effects of Bi-Cameral Parliament on the Legislative Process in Afghanistan

10. Identity Politics and Modernization in Afghanistan in the Last Two Decades

11. Rights and Responsibilities of Citizens According to the Constitutions of 1343 and 1382

12. Education for Citizenship in the Afghan Education System – A case study of Ghulam Ali Khan High School

13. Rights and Liberties of Women from the Perspective of Islam and Derivative Laws

14. The Geopolitics of Afghanistan’s Waters

15. Children’s Rights in Afghanistan from the Perspective of Domestic Laws and International Treaties

16. The Role of Public Participation and Cooperation with the Police in Crime Reduction in Kabul

17. Causes and Consequences of Administrative Corruption in Afghanistan

18. Incarceration and Its Effect on Recidivism – A Case study of Puli Charkhi Prison in Kabul

19. Identifying the Nature and Motivation of Crime and the Implementation of Criminal Justice

20. The Role of International Terrorism in the Instability of Afghanistan

21. Premediated Murder and Its Punishment According to Sharia Law and Derivative Laws

22. The Role of Political Parties in the Afghan Legal System with a Focus on Human Rights

23. Political Stability and Its Impact on Economic Development from the Bonn Conference in 2001 to date

24. Poverty in Afghanistan: Causes and Solutions

25. The Role of the United Nations in Solving Afghanistan’s Issues since September 11, 2001

Conclusion:

The MAELE program has been an academic marathon starting in October 2016 and ending in August, 2019. Though there were many challenges, at the end, we pretty much accomplished our collective goals and objectives. For one, there was no precedence on which to build and so we had to invent, create, and improvise everything. Instituting a merit system in a culture of nepotism, networking and subjectivities was a constant challenge. Reliance on a contingent faculty (of about 30) was both a problem and an opportunity. Designing the program, deciding on an appropriate curriculum, choosing the right faculty, dealing with adjuncts where everyone moonlights, the reluctant cooperation by some of the stakeholders, lack of cooperation by/from the Ministry of Higher Education, protecting and implementing the standard academic calendar in an unpredictable environment of disruptions and interruptions, underpreparation of a handful of program participants, working against an end-time, procurement issues, and having a normal academic program in a highly abnormal war zone were some of the main challenges to confront.

However, like participation in any marathon, there are antecedents, factors and dynamics which can produce a positive outcome. The program director/professor’s experiences working in the US higher education, at the MOHE, with the University of Massachusetts Higher Education Project at Kabul Education University, the Master of Public Policy and Administration at Kabul University and the Master of Arts in Education (2014-15)at AUAF proved very helpful. Program conceptualization, design, implementation and operation were informed by the director’s experiences with the aforementioned programs. My 17 years of work in higher education in Kabul provided me with a wide network of academics to draw from. The cooperation, support, and latitude given the program by the AUAF was invaluable through and through. The relatively smooth working relations with the UNDP, MOI and the Kabul Police Academy were very helpful. The maturity, commitment and diligence of the 25 participants (the marathon runners) was a major factor in its success. Last, but not least, without the excellent work by Mr. Nematullah Noor, the program assistant, I do not know how the program could have been managed as well as it was.

It goes without saying that all those involved in this enterprise, learned important lessons, and should this or similar program continue here at AUAF, the cumulative learnings would contribute greatly to an even better program.

Given all the limitations facing a brand new program, the prevailing war, conflict and violence, strict security measures, and unpredictable disruptions, the program was very successful. The information and data presented in these pages speak for themselves. What is most striking and gratifying, is how much the program participants appreciated the overall integrity of the program, the high standards of performance and conduct, AUAF’s commitment to and support for the program, and the overall program impact on the intellectual-personal-professional development and growth of students even as adult learners. Program participants made it abundantly clear what a transformative experience this was for them.

Recommendations:

Overall, the program was a great success for the AUAF, MoI and UNDP, and of course, for the students. For further improvement, the writers of this report offer a few recommendations to all stakeholders of the program.

· We strongly recommend and request that the program be continued.

· There should be two tracks in the program, one for police trainers and one for other MoI employees.

· We recommend that there should be an age limit of 35 for all enrollees.

· More women should be encouraged to apply for the program; perhaps an affirmative action for women.

· Efforts should be made to enroll candidates from the provinces, not just from Kabul. The admission process should cast a wider net so as to identify and admit better qualified people. Candidates’ college records and other credentials should be scrutinized more carefully.

· The MoI must commit itself to believing in and supporting the program in every way. Program participants should have reduced teaching and/or working loads. They should have no nightly or weekend duties. Candidates should be relieved of all duties at mid-day so they can pursue their studies.

· MoI, UNDP and others should leave academic matters to AUAF and should not interfere with academics in any way. Also, UNDP and MoI should appoint someone as the contact person for this project.

· The Introduction to Graduate Studies program should be extended to 20 weeks of intensive studies in ESL, computer literacy and higher level reading, writing, thinking, and theorizing.

· The program curriculum should be revisited and modified if necessary.

· All program instructors must undergo a full week of orientation and hiring must be done carefully.

· The program needs more library resources in Dari and Pashto.

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ultrayousafus-blog · 6 years ago

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Educational Problem Solving

By Adolf Agbormbai

Abstract

This article introduces the educational solutions module of the world's most recent personal and professional problem solving site, describing competitive offerings, the customer profile, problem-oriented solutions, target markets, product offerings, and usability features. It concludes that the module is a major contribution to the information superhighway.

Introduction

The aim of this article is to introduce to the world the educational solutions module of the world's most recent personal and professional problem solving site. The article is addressed to those readers who may have an educational problem bogging them and who may therefore be looking for a way out of their predicament. The reader may be a parent, child, or student.

It is a common fact of life that we all have problems and that we are often frustrated or we tend to lash out because of our inability to find accessible and reliable information about our problems. This specialist site fills this need - as our pragmatic friend for solving our educational problems.

To be of the greatest use to people a problem solving site must combine pragmatic discussions of their personal or professional problem with merchant products that provide more detailed information. Typically, the web site will provide free information in the form of news, articles, and advice, which direct the visitor on what to do to solve her problems. Complementing this, the web site will also provide merchant products which discuss in detail how the visitor can go about resolving her problem. This means that the most effective, visitor-oriented problem-solving site will be an information-packed commercial site - and so is the world's most recent personal and professional problem solving site and its specialist sites.

The approach that we have adopted below is to describe competitive offerings, the customer profile, problem-oriented solutions, target markets, product offerings, and usability features.

Competitive Offerings

The following are the top educational sites on the Internet, along with their offerings.

US Department of Education. It defines the US education policy and provides information on financial aid, educational research and statistics, grants and contracts, and teaching and learning resources.

Educational Testing Service. It provides a range of test resources.

FunBrain.com. It provides educational games for K-8 kids.

PrimaryGames.com. It provides fun learning tools and games for kids.

GEM. It provides educational resources such as lesson plans and other teaching and learning resources.

Education World. It provides advice on lesson plans, professional development, and technology integration.

NASA Education Enterprise. It provides educational materials and information relating to space exploration.

Spartacus Educational. It is a British online encyclopedia that focuses on historical topics.

Department for Education and Skills. It is a UK government department site that offers information and advice on various educational and skills topics.

Times Educational Supplement. It offers teaching news, teaching & educational resources, and active forums to help UK teachers. All these sites are useful in the domains that they cover. Their main limitations are as follows:

1. They tend to cover only a very narrow segment of the educational market. 2. They do not take as their starting point the daily educational needs of the typical family. 3. They lack a problem focus; i.e., they do not formulate the typical learning and educational problems that pupils, students, and parents face on a daily basis. Go To Main page 4. As a result of the preceding point, the solutions offered are not as incisive (i.e. as problem-centred) as they could be. 5. They do not offer merchant products that deepen the visitor's understanding of her problem and of the consequent solutions.

The educational solutions module of the world's most recent personal and professional problem solving site addresses these problems by targeting a multiplicity of market segments, adopting a customer profile that fits the typical education-pursuing family, considering the specific needs or problems that this family may face, offering incisive (problem-centred) solutions to the various problems, and offering a range of merchant products that deepen the visitor's appreciation of her problems and of the solutions that are applicable to them.

Customer Profile

The customer profile or target visitor characteristics of the educational solutions module is the same as for all specialist sites of the world's most recent personal and professional problem solving site. The site has been designed to meet the needs of visitors who have an educational problem bogging them. It is designed for both males and females, even though it is often convenient to refer to just one sex when writing.

This visitor uses search engines to research information about her personal or professional problem, with the intention of finding solutions to it. The visitor is serious about solving her problem and is therefore willing to buy products that help her to achieve her mission, provided that she can find reliable and honest information about relevant products so that she can make an informed decision about which ones to acquire. This information will help her to apply her finances economically, and hence avoid wasting money.

The visitor will want a money-back guarantee so that if a product does not live up to expectations or if she were misled into buying a product she can get a refund. Such a guarantee absolves her of purchase risks.

The visitor is intelligent (without necessarily being a genius), educated (without necessarily being a PhD), computer literate (without necessarily being a computer guru), and money-minded (without necessarily being a freebie hunter or an unemployed person). This of course does not mean that freebie hunters or unemployed persons cannot gain a thing from the site. To the contrary, there is a great deal of free information on the site. Just that it is hard to see how anyone can gain the full benefits of the site without buying products.

The visitor wants high quality information products (usually in digital form) and wants to pay the cheapest price for these (without paying so much emphasis on price that she compromises quality). The visitor also wants free bonus offers that are attached to the purchased goods.

The visitor is self-reliant and can cope on her own by reading, digesting, and applying advice about her problem until she solves it or discovers that she needs help from a professional, at which point her acquired knowledge will help her to reduce her consulting fees. As a result of the knowledge gained, the visitor will be able to assess consultants in order to avoid incompetent or fraudulent ones.

Problem-Centred Solutions

Our free solutions are organised in the form of pragmatic articles that are written by top experts. Each article addresses a specific daily problem, but does not go into detail. It explains the problem and tells the visitor what she must do to solve her problem. However, it does not tell the visitor how she must solve it - this is too much for an article. To find out about the how, the visitor must buy a product (usually an e-book or e-book set) that goes into greater depth.

The set of educational articles that we have chosen, to provide initial solution to a visitor's problem are as follows:

Signs of a Gifted Child - Informs parents on how to identify whether or not their children are gifted.

Essential Parenting Lessons for Enriching Your Child's Education - Teaches parents how to enhance their child's education.

Using Positive Affirmations to Be a Better Student - Teaches students how to use positive affirmations to improve their performance.

They Are Just Afraid of Writing - Teaches writing skills to students

How Can Parents Encourage Their Children to Read? - Shows parents how they can improve their children's reading skills.

Test Preparation Tutoring - Discusses the topic of tutoring students to prepare for tests or exams.

Test Taking Strategies - Discusses various strategies for taking and passing tests or exams

Playing and Winning the Scholarship Game - Describes how to win scholarships.

How to Get a Scholarship to a UK University - Describes how to win scholarships to a UK university.

Saving Money for College - Instructs students on how they can save money in preparation for college.

Student Loans: When Your Educational Dreams Can't Compete with the Cost - Explains to students the benefits of a student loan.

Education Loans Can Fund a Higher Degree to Boost Your Career - Also explains to students the benefits of a student loan.

The Secret to US Department of Education Loans - Teaches students how to get a US DoE loan to finance their higher education.

Student Loan Consolidation - Save Money, Pay Less, Spend More - Explains to graduates how to make use of loan consolidation to reduce their student loan repayments.

Higher Education: Finding the Right College for You - Explains to students how to find the right college or university for their higher education studies.

Mobile Learning - An Alternative Worth Considering - Explains the concept of mobile learning and its place in education.

Online Degrees - Is Online Education Right for You? - Analyses the merits of online learning as compared to traditional learning.

An Online College Education Overview - Reviews the whole concept of online learning.

Finding the Right Quotation for Your Paper or Speech Online - Shows writers and speakers how to find the right quotation to use in their writings or speeches.

Collaboration: An Important Leadership Development Skill - Explores the useful concept of collaboration and its role in leadership development.

At the end of each article is a list of merchant products that supplement the article's content. A link is also included for accessing the educational product catalogue.

Target Markets and Product Offerings

Now let us turn to the target markets and their associated product offerings. We have positioned the segments to address the various needs of a visitor over a period of time, and at any given time a customer may belong to one or more of the market segments. There are three general classes of products offered: ClickBank products, Google products, and eBay products. Google and eBay products are presented on each page of the site. ClickBank products are grouped into product categories that match the target markets. These categories and their markets are as follows.

Children and Parenting. This consists of visitors who want parenting solutions for improving their children's upbringing. Their needs are met through the Children and Parenting section of the educational product catalogue.

Difficult Admissions. This consists of visitors who want to learn how to get admission into top universities. Their needs are met through the Difficult Admissions section of the educational product catalogue.

Esoteric Needs. This consists of visitors with unusual needs. Their needs are met through the Esoteric Needs section of the educational product catalogue.

Financial Aid. This consists of visitors looking for scholarships, grants, or loans. Their needs are met through the Financial Aid section of the educational product catalogue.

Leadership Skills. This consists of visitors looking to develop their leadership skills. Their needs are met through the Leadership Skills section of the educational product catalogue.

Learning. This consists of visitors who want to improve their learning ability. Their needs are met through the Learning section of the educational product catalogue.

Mental Speed. This consists of visitors who want to explode their mental speed. Their needs are met through the Mental Speed section of the educational product catalogue.

Positive Affirmations. This consists of visitors who want to transform their negative dispositions into a positive mindset in order to improve their performance. Their needs are met through the Positive Affirmations section of the educational product catalogue.

Speaking. This consists of visitors looking to improve their speaking skills. Their needs are met through the Speaking section of the educational product catalogue.

Tests and Exams. This consists of visitors looking to master exam technique. Their needs are met through the Tests and Exams section of the educational product catalogue.

Writing. This consists of visitors looking to improve their writing skills. Their needs are met through the Writing section of the educational product catalogue.

Usability Considerations

Usability has been enhanced to make it easy for the visitor to find solutions to her problem, by following these steps:

1. The first thing the visitor sees are a set of articles whose titles represent the specific problem area they address. The articles are accessed from the Educational Problem Solving menu of the navigation bar to the left of the screen or from the Educational Problem Solving main page. By scanning these articles the visitor can identify whether or not her problem is covered. If not the visitor can check the educational product catalogue through the Product Catalogues menu of the same navigation bar, to see whether a product exists that answers her query. If she finds nothing she knows that her problem is not addressed. She can proceed to the Related Sites pages, which are accessible from the left navigation bar.

2. If the visitor finds an article that addresses her problem then she can begin to explore that; at the end of the article she will find products that discuss her problem more deeply. She can also access the educational product catalogue through an article page.

Conclusion

This article has introduced the educational solutions module of the world's most recent personal and professional problem solving site. The article has examined competitive offerings, the target customer profile, problem-oriented solutions, target markets, product offerings, and usability considerations. It concludes that the module is a major contribution to the information superhighway.

A A Agbormbai is the editor and webmaster of Personal and Professional Problem Solving - a web site that fills a vacuum on the Web. He has a PhD from Imperial College London and enjoys an interdisciplinary upbringing having worked or studied in aerospace engineering, information systems development, and management. The educational solutions module is one of many specialist sites of Personal and Professional Problem Solving.

Educational solutions module - [http://www.triplacc.com/educational/education.html]

Educational product catalogue - [http://www.triplacc.com/products/educational-pc.html]

World’s most recent personal and professional problem solving site - [http://www.triplacc.com/]

Article Source: https://EzineArticles.com/expert/Adolf_Agbormbai/35443 http://EzineArticles.com/?Educational-Problem-Solving&id=490041

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asmit23 · 2 years ago

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Best M.tech in Computer science Engineering university in Haryana - Geeta University

Geeta University, located in the city of Panipat in the state of Haryana, is one of the top universities in the region offering M.tech in computer science engineering. The university has a state-of-the-art infrastructure and is known for its academic excellence and research opportunities. The M.tech program offered by the university is designed to provide students with a strong foundation in computer science and engineering, while also providing them with practical skills and hands-on experience in the field.

Geeta University's M.tech program in computer science engineering is a two-year course that is divided into four semesters. The course covers a wide range of topics, including programming languages, algorithms, data structures, computer networks, database management, artificial intelligence, and machine learning. The program also includes elective courses, which allows students to specialize in areas such as cybersecurity, cloud computing, and mobile application development. Best University in Haryana for M.tech.

The faculty at Geeta University are highly experienced and qualified, with many of them holding PhDs in their respective fields. They are passionate about teaching and are dedicated to helping students succeed in their academic and professional careers. The university also invites guest lecturers and industry experts to share their knowledge and expertise with students, providing them with exposure to the latest developments in the field.

Geeta University also offers a range of research opportunities to its M.tech students. The university has well-equipped research labs and facilities, where students can work on cutting-edge research projects under the guidance of experienced faculty members. The university also encourages students to publish their research findings in reputed academic journals and conferences, helping them establish themselves as experts in their fields.

In addition to academic and research opportunities, Geeta University also provides students with a range of extra-curricular activities. The university has a vibrant student community, with various clubs and societies that organize cultural and sporting events throughout the year. These activities provide students with a platform to showcase their talents and develop their leadership and organizational skills.

Geeta University has a strong placement record, with many leading companies visiting the campus every year to recruit M.tech graduates. Some of the top recruiters include Wipro, TCS, Infosys, and HCL. The university also provides students with career counseling and guidance, helping them identify their strengths and interests and choose the right career path. Top University in Haryana for M.tech.

In conclusion, Geeta University is one of the best M.tech in computer science engineering universities in Haryana, offering a comprehensive program that provides students with the knowledge, skills, and practical experience they need to succeed in the field. The university's strong academic and research opportunities, combined with its vibrant student community and placement support.

#GU #Geetauniversity #BestuniversityinharyanaforM.tech #TopuniversityinDelhiNCRforM.tech

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cyberleaf69 · 6 years ago

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Good morning[Vietnam]! Let's discuss the future that is already here, this morning. I've been working on this ARTICLE for about half a day. I'm using my internet-connection to gather/verify information[all of which is available to you/anyone]. I'm NOT using a SmartPhone. Two reasons for this:1)too slow, & 2)my 'collected' information now 'lives' on my hard-drive. I have opened a new online account. https://en.wikichip.org/wiki/amd/ryzen_threadripper This account allows me to post comments/replies, where them EE's is discussin' our 'futures' in BB-forums[some not recently active; only 9 participants have been active recently]. I can also start a new discussion/TOPIC, which is exactly what I have already done. BAIT for honey-bears, that is linked to my e-mail-account, so I will receive a notification, if any bears come sniffing around! YOU can do the same exact honey-baiting at any public forum; choose from hundreds of thousands w/BB's just like this one; WikiPedia is set up the same way; you can open an account there, and start suggesting 'edits' to ARTICLES there, and even write the first-ever ARTICLE, on any subject that they have no 4-1-1 on; >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> https://en.wikipedia.org/wiki/Wikipedia:Articles_for_creation If you choose not to register, or you have a conflict of interest but have an idea for a new article with some references, you can create one here and it will be reviewed and considered for publication. <<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<< become a self-proclaimed Professor[the State of Georgia gave me an honorary PhD, when I used one of their online registration 'editors']!; they even INVITE ordinary folks to do just that; if you request the 411 on something they've not heard about before[you can make-up anything at all, & use it as your search-parameter], you will get an INVITATION[but need an account first; they'll gladly guide you through the whole process], and can see what I'm talking about! Now, when I started the research for this ARTICLE, I needed some images for illustration-purposes; for that, I type my search-parameters into Google's search engine, and often without glancing at the return[Google moves all their paying-customers to the top of a very long list; unless you desire to purchase what you just typed-in, you are in deep-doo-doo at Google][I use Yahoo's ask.com, unless I'm shopping for images], I quickly left-click on "IMAGE" above, and up comes a long list of .jpg's; you can visually-scan images a lot faster than you can a list of 'blurbs' from pages you don't need anyway; each photo is 'sourced' from a page, that has a LINK to it; your eye tells you quickly which pages have what you are looking for; these photos are not 'ranked' like the text-returns, but are ranked for closeness to the search-parameters you have entered[a few minor changes to that text, and you quickly have exactly what you need! When examining the photos, of the key-players in the 7nm-lithography business, I kept on seeing two flags[side-by-side] displayed in the background; I grew curious about the frequency of the phenomenon, all over Taiwan/Taipei[two names/two flags]; I started my research on that aspect of the emerging STORY. You will see below, what turned-up.

Only three semiconductor foundries are currently working on a 7nm process: Intel, Samsung and TSMC. https://en.wikichip.org/wiki/7_nm_lithography_process

Welcome to the space/time 'present[2019],' where the G-5 network is coming to appliances near you! https://en.wikichip.org/wiki/amd/microarchitectures/zen%2B Linux added initial support for Zen starting with Linux Kernel 4.10. https://en.wikichip.org/wiki/amd/cores/pinnacle_ridge Pinnacle Ridge processors are a refresh of Summit Ridge, fabricated on an enhanced process in order to provide a modest frequency bump. Those processors are a complete system on a chip with both the northbridge and southbridge on-die. Pinnacle Ridge chips offer 16 PCIe lanes (generally for the GPU) along with four additional 4 PCIe lanes for SATA and four USB 3.0 links. Those processors use Socket AM4 and can be extended in functionality with the Socket AM4 chipset which provides support for additional resources (i.e., more PCIe lanes and USB ports).

Intel Corporation is an American semiconductor company. While most notably known for their development of microprocessors and x86, Intel also designs and manufactures other integrated circuits including flash memory, network interface controllers, GPUs, chipsets, motherboards, and computers. In addition to x86, Intel used to also design and manufacture ARM-based chips as well as embed ARC-based cores in their products. While they no longer sell such chips, they still use ARM processors in various products (e.g. in their FPGAs) as well as still retain full a architectural level ARM license allowing them to design and sell their own ARM devices should they wish to.

Samsung Electronics Co., Ltd. is a South Korean multinational electronics conglomerate owned by Samsung Group and accounting for roughly 75% of the group's revenue. Samsung is a major manufacturer of electronic products such as microprocessors, flash memory, and many other integrated circuits. Samsung is also the world's largest manufacturer of mobile phones, tablets, and televisions. On May, 2013 Samsung sold off its S3 families of 4-bit and 8-bit microcontrollers to Ixys, parent of Zilog for $50M.

TSMC http://www.tsmc.com

Taiwan Semiconductor Manufacturing Company (TSMC) is the world's largest pure-play semiconductor foundry.

https://exploretraveler.com/tag/hsinchu-science-and-industrial-park/

https://www.most.gov.tw/?l=en

image from Emirates' aircraft[windows for passengers] The email that Emirates’ Uniform Standards and Development Manager sent out to employees read as follows:

We have been instructed by the Chinese Government that with immediate effect, Emirates airline cabin crew are to follow the One China policy. This means you must remove the Taiwanese flag from your service waistcoat and replace it with the Chinese flag. This must be followed by all Taiwanese crew without exception. Additional stock of Chinese flags have been ordered and expected to arrive in the coming weeks. You will receive an email when they arrive. In the meantime carry the attached letter to show your seniors why you are not wearing a flag.

Then Emirates sent a follow-up email to crew members, “after reviewing [their] responses,” acknowledging that the request was “incorrect and inappropriate.” Here’s what that email said:

After reviewing your responses to the email below the original request for you to wear a Chinese flag was incorrect and inappropriate. Please refrain from wearing your Taiwanese flags on flights until further notice. Therefore no flag is required on your uniform. I do apologize for any upset that I may have caused.

panda says: May 31, 2017 at 10:07 am

@doublejade Emirates clearly stated China was behind their actions in the emails. Instead of hurling insults you should learn how to read.

The request by Emirates would be like Russia asking a US president to wear their flag… oh wait bad example 🙂

AdamR says: May 31, 2017 at 11:20 am

What bugs me most about this is it comes across that EK is flat out lying about the memo/email. At no point do any of the emails paint the situation with a broad, multi-national brush. It VERY specifically states just the countries of Taiwan and China. If this was really a uniform update, then no countries would be singled-out.

So now they’ve essentially looked like assholes for making the lame requirement in the first place. Then they looked like assholes that don’t know how to properly communicate with their employees and had to retract a previous statement. And now they look like lying assholes that STILL don’t know how to communicate at all, either with their employees or the public. The communications team needs some new leadership and/or expertise. Not to mention how poorly written the emails/memos are from a grammatical standpoint. Robert says: May 31, 2017 at 11:29 am

China is at fault for oppressing a country and EK is at fault for enabling that oppression. Lucky highlights the fact that EK doesn’t even own up to it (who would?). David says: May 31, 2017 at 11:36 am

Taiwan now at least is not a country acknowledged by most of the world’s government. Only part of the people in Taiwan hope to be independent. Cipta says: May 31, 2017 at 11:44 am

Well… a corporate exit has been laid. Sure, Taiwan flag is singled out due China’s pressure. Sure, there is pressure from China government to Emirates or maybe UAE. Sure, Emirates wouldn’t want to lose Chinese market.

So, is China is a bully? Is Taiwanese people/FA are victim here? Its funny to read people’s comments here. Sarcasm were thrown without knowledge of China-Taiwan politics and history. Very funny indeed…. Kevin says: May 31, 2017 at 12:13 pm

@doublejade, your ranting sounds pretty clueless. EK’s Standards and Development Manager’s internal email clearly mentioned “We have been instructed by the Chinese Government that with immediate effect”. If the instruction from Chinese government were not true, EK should have clarified it. But instead, EK used a lousy excuse saying ” This email was sent in error and has since been retracted. The intent is to recall the flag pins worn by all our cabin crew was part of our uniform update.”.

How could such intent result in the original email? And how on earth this excuse proved the instruction from Chinese government was untrue? If Chinese government didn’t interfere at all, how would the manager even mentioned that? The excuse at most simply implied the manager should not have sent out that email to stir the controversy.

Unless somehow you find out their manager was actually lying or his/her account was hacked to send a fake email, it’s very logical to assume Chinese government interference on EK’s business is real. Even if the manager sent out that email by accident, that does not change the fact revealed in the mail.

So to me, Lucky drew his judgement based on what presented there. How did it make him close minded? NOW I'M RESEARCHING MR. 'LUCKY' Without getting any deeper here, into History or Politics, I'll simply say that the 'flag-controversy' in Taiwan was not news to me; one of the two flags, in so many of those photos, looks an awful-lot-like one of PUTIN's flags! I'll leave it up to my readers to decide; is there cause for alarm here? *** https://www.usatoday.com/story/sports/olympics/2018/11/22/olympic-referendum-shall-it-be-taiwan-or-chinese-taipei/38584381/ https://en.wikipedia.org/wiki/Dutch_Formosa https://en.wikipedia.org/wiki/List_of_Taiwanese_flags#/media/File:Flag_of_the_Netherlands.svg - click here to see the 'suspect' 'Russian flag' https://www.most.gov.tw/folksonomy/list?menu_id=ab79b892-bd5b-4285-b544-9e6cc9602c83&l=en&view_mode=listView - MOST

https://eng.taiwan.net.tw/

#taiwan #taipei #wikipedia #ask.com #vladimir putin

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