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Certified Scrum Developers have demonstrated through a combination of formal training and a technical skills assessment that they have a working understanding of Scrum principles and have learned specialized Agile engineering skills. This 3-5 day course provides hands-on instruction in the agile engineering practices. Engineering practices include agile architecture and design, test first approach, paired programming and behavior driven development.

The circuitry of a modern CPU is housed in a single integrated circuit or chip, millions of miniature circuits manufactured in a sliver of silicon. A processor's current instruction and data values are stored temporarily inside the CPU in special high-speed memory locations called registers. Some multiprocessor computers have multiple CPU chips or a multi-core processor (a single chip containing multiple CPUs). These computers are capable of faster speeds because they can process different sets of instructions at the same time.

QUESTION: I’m a teacher, and I’m a little worried about having different sets of expectations for different kids. If I let one kid get away with something, won’t my other students try to get away with it as well? ANSWER: Plan B isn’t about letting students get away with something. Teachers have different expectations for different students already. That’s what initiatives like differentiated instruction, personalized learning, and universal design are all about (not to mention special education laws).

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In the formative years of digital computing, following World War II, both the operating system and applications were considered afterthoughts by designers. The “hardware” of electronics, as distinct from the “software” of programs, was so difficult that engineers could hardly see past it. The most important type of hardware was the circuitry or processors that actually carried out the instructions given the computer. A second set of devices made it possible to get data into and out of a computer. A third class stored information. A fourth class allowed one computer to send information to another, over special cable or telephone lines. The question of software generally arose only after the hardware pieces fell into place.

Digital computers have either two states, on or off, and so respond only to binary messages, which consist of ones (on) and zeros (off). Every term in a program ultimately must be expressed through these two numbers, ensuring that ordinary mathematical statements quickly grow dizzyingly complex. In the late 1940s, programming a computer was, as one observer put it, “maddeningly difficult.” Before long programmers found ways to produce binary strings more easily. They first devised special typewriters that automatically spit out the desired binary code. Then they shifted to more expansive “assembly” languages, in which letters and symbols stood for ones and zeros. Writing in assembly was an advance, but it still required fidelity to a computer’s rigid instruction set. The programmer had to know the instruction set cold in order to write assembly code effectively. Moreover, the instruction set differed from computer model to computer model, depending on its microprocessor design. This meant that a programmer’s knowledge of an assembly language, so painfully acquired, could be rendered worthless whenever a certain computer fell out of use. By

Robert was the owner and the Executive Director for 99 Red Balloons Japan Inc and entertainment and event company that provided entertainers decorations for promotions, special events, advertising, and for English language instruction at primary schools. Robert duties as included all facets to the business preparation of English teaching personnel management Web site development and promotion as well as advertising copy and design of company brochures.

It is possible to identify numerous ways that students with disabilities are controlled and taught their place: (1) labeling; (2) symbols (e.g., white lab coats, “Handicapped Room” signs); (3) structure (pull-out programs, segregated classrooms, “special” schools, inaccessible areas); (4) curricula especially designed for students with disabilities (behavior modification for emotionally disturbed kids, training skills without knowledge instruction for significantly mentally retarded students and students with autistic behavior) or having significant implications for these students; (5) testing and evaluation biased toward the functional needs of the dominant culture (Stanford-Binet and Wexler tests); (6) body language and disposition of school culture (teachers almost never look into the eyes of students with disabilities and practice even greater patterns of superiority and paternalism than they do with other students); and (7) discipline (physical restraints, isolation/time-out rooms with locked doors, use of Haldol and other sedatives).11

Outcome Based Education The first time you read this poem I need you to remember something They do not teach you in school Like Doctor’s, Lawyers, Soldiers, Teachers don’t have an oath, not at all Yet, students aren’t footballs They aren’t The student aren’t born dull or bright Teachers make them that way, a plight Obe comes for rescue to make learning, a delight Yet, is content about Obe too abstract to understand? Is the material about Obe too tough to grasp and comprehend? Do a new way to be adopted to explain and define Obe? Its an easy concept once you agree Outcomes are not scores, averages or grade point Only needs is to look education from a new viewpoint Obe is holistic way of enlightening and empowering learners It is a paradigm shift to make them achievers Obe is what they’ll be able to know and do Skills and knowledge they need to have at debut Course Outcome(CO) is what they’ll know after each course This is the skill they will acquire without any force Program Specific Outcomes(PSO) are specific to program, USPs of department, its hologram What they’ll be able to do at time of graduation accomplishment, achievement, acclamations Program Educational Objectives(PEOs) are the achievements they’ll have in their career Indicates what they’ll achieve and how they perform during first few years Program Outcomes (POs) is what they’ll be able to know and do upon graduation Skills, knowledge and behaviour they’ll acquire, will give their career acceleration. Obe wants all learner to learn and be successful 1 paradigm 2 purpose 3 premises 4 principles 5 Practices of obe makes you accountable 1 paradigm what and whether students learn successfully is more important than how and when they learn 2 Purpose maximize condition of success for all students, send fully equipped student into world to make their dreams unfurl 3 Premises All students can succeed and learn maybe not on same day and same way, Success breads success , colleges control condition of success 4 principles clarity of focus on outcomes, expended opportunity to all, high expectation from all, designing curriculum to attain outcome 5 practices define outcome, design curriculum, deliver instruction, document result, determine advancement These are 1 paradigm 2 purpose 3 premises 4 principles 5 Practices for Obe accomplishment ----------------By Dr. Kshitij Shinghal Special thanks to Dr. William Spady and references from his book “ Outcome Based Education: Critical Issues

The perpetrator of such a misdemeanor must have a motive. Is UMMO the private joke of a group of Spanish engineers? Is it a psychological warfare exercise, as some French analysts suspect? Or is the truth more complex, rooted in a social reality where the ideas and symbols of UMMO have acquired a life of their own, their special mythology, and a set of beliefs that feed on themselves? We can at least be certain of one thing: the UMMO documents do not come from advanced beings trying to demonstrate their existence to us. But try to explain it to their disciples! Very few UFO believers, and even fewer of their New Age counterparts, have any formal training in science. They are easily awed by any document that contains a few equations and a numerical system of base 12. Yet if they had some awareness of modern technology, they would realize how easy it should be for an advanced race to prove its genuine skill to a society like the human race. After reading the masses of documents purportedly coming from the planet UMMO, I asked myself: if I had the opportunity to communicate with intelligent beings of an earlier time, such as the high priests of Egypt, how would I establish a meaningful dialogue? I certainly would not insult them by sending a letter beginning with ”We are aware of the transcendence of what we are about to tell you”—especially if I had an imperfect command of hieroglyphics! Instead, I would concentrate on a few points of valuable, verifiable information. Since the Egyptians already knew how to make electrical batteries and were aware of the magnetic properties of certain minerals, I would send them a simple set of instructions to make a coil and a compass. I could explain resistance and Ohm’s Law, a simple equation that was easily within the grasp of their mathematicians. Or I would tell them about making glass and lenses from sand. If they wanted proof, I would not bother to reveal to them set theory or the fact that E is equal to mc2. Instead, I would send them a table predicting future eclipses, or a diagram to build an alternator, or Leonardo da Vinci’s design for variable-speed cogwheels. That should get the attention of the top scientists in their culture and open up a dialogue. Unfortunately, the extraterrestrials of UMMO and other planets never seem to communicate at this level. Are they afraid of collapsing our society by appearing too advanced with respect to us? This hypothesis does not hold, since they have chosen a very obvious way of showing themselves in our skies.

So we look at a state of the brain in response to a trigger, and in my personal work, this area, cingulate 25, becomes the nexus of the problem. How the rest of the brain responds to a trigger, as a function of your early life experience, your genes, and your temperament, indicates that what the brain is showing us is not the illness, but what the brain is trying to do to restore balance. We can enhance that through different teachings or different kinds of treatment. Consider the metaphor of heart disease. We all know that you shouldn’t smoke and that high cholesterol is a bad risk factor. You should exercise; you shouldn’t eat too many cheeseburgers. But at the point when you have the heart attack, it’s really easy to make the diagnosis that your heart muscle has died. At that point, you are no longer dealing with probabilities. Instead, a specialized test is done to determine the nature of your problem and to match it to the appropriate treatment. For example, if you have one heart vessel clogged, you need to have that single heart vessel opened. Somebody else, who has five heart vessels blocked, will need a different kind of treatment. The heart itself is telling us how it should be treated. Of course, you would like to promise to exercise more and eat fewer cheeseburgers—but only after you survive and have had whatever surgery you need. In cardiology, there is no problem with doing a test to identify how to optimize the short-term and longer-term return to health. We have to take the same approach to the brain, since we are reaching a point where knowing the signal in the brain is potentially very helpful. The state of the brain is really the response, not the cause. It is giving us a signal as to how we might optimize its return to normality. That’s a set of experiments that we are now trying to do. Jack Kornfield: A similar diagnostic process is needed both in meditation teaching and in insight therapy. When people come in to see a teacher, they present specific and unique difficulties, traumas, problems with circumstances in their life, or struggles with their mind and personality. Skillful teaching requires a subtle evaluative process to sense what particular intervention out of the many practices will be most helpful to a given individual. For example, for people with powerful self-critical and judgmental thoughts, a necessary part of meditation instruction will be teaching them how to work with these thoughts. If we don’t attend to this problem, they can do all kinds of other practices, but those self-critical patterns will keep repeating, “You’re not doing it right,” and as a consequence, the other practices they are engaging in may be quite ineffective. Jan Chozen Bays: I want to suggest that we study an intervention that I call media fasting. As I said, we’re not designed as an organism to take in the suffering of the whole world.

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The farmers and students who had begun to join the modern world were able to practice a kind of thinking called “eduction,” to work out guiding principles when given facts or materials, even in the absence of instructions, and even when they had never seen the material before. This, it turns out, is precisely what Raven’s Progressive Matrices tests. Imagine presenting the villagers living in premodern circumstances with abstract designs from the Raven’s test.

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