Archivio per la tag 'Engineer'
Obama stepped to the microphones in the East Room of the White House a few hours after Republican lawmakers, then his own Democrats, drafted rival emergency legislation to head off a potentially devastating default. The back-to-back speeches did little
Obama's Speech on Manufacturing at Carnegie Mellon. By Barack Obama. Carnegie Mellon University National Robotics Engineering Center Pittsburgh, Pennsylvania. 11:02 A.M. EDT. THE PRESIDENT: Hello, hello, hello!
ABC, CBS and NBC have announced they will carry Obama's speech. Diane Sawyer will be joined by George Stephanopoulos on ABC. Scott Pelley anchors for CBS. Brian Williams will be joined by David Gregory on NBC.
After his speech, DNC Chair Debbie Wasserman Schultz released the following statement: "I commend President Obama for his address at NCLR today. Beyond his remarks, I am proud of President Obama's actions, which are a strong testament to his commitment
By Andrew Stiles President Obama opened his prime-time speech Monday evening by reminding the American people that George W. Bush's irresponsible deficits are crippling the nation's economy. Sure, he racked up a “little credit card debt” saving the
The Security of Web Server Software Programs
As with Web server operating systems, discussed in another article, “The more complex the Web server software is, the greater is the chance that something will go wrong.” Generally speaking, the more functionality and features that are provided by a Web server, the greater is the likelihood that there are security holes in the software.
Basic Web server software that merely provides access to static files is more secure than sophisticated Web server software that provides functions such as the execution of CGI scripts, the processing of server-side includes, the handling of scripted errors, and the dynamic listing of directories.
Web server software also differs in the degree of control accorded to browser users. Certain Web servers allow users access to only certain documents or directories or sub-directories, while some Web servers allow full access to everything. Some can be configured to allow access to certain directories according to the IP address of the client machine, or to individuals who know the right password. There are a few Web servers that offer data encryption, a necessity for e-commerce web sites. These are mainly commercial Web servers.
Here is some advice on how to make a Web server more secure:
- By their nature, Web servers have security holes. One of the most common causes of a breach of security is the CGI script. If you cannot get a CGI programming expert to check the scripts’ code, at least test the scripts to ensure that they verify the data entered by a browser user before granting access to confidential documents or any services provided by the Web server’s operating system.
- Configure the Web server carefully.
- Executable files should be allowed to run only in certain directories that you specify.
- Source code should not be stored anywhere where it can be downloaded.
- Automatic directory indexing should be switched off. If you use an external Web hosting company and you cannot switch it off, ensure that all accessible sub-directories contain a default file such as ‘index.html’ that redirects the browser to the home page.
- If you do not need them, disable Content Management Systems and other features that allow browser users to edit and manage files on remote Web servers, such as WebDAV, SMB, SharePoint, etc.
- Identify potential weak points by utilizing the security tools that come with the Web server software and the Operating System, such as the Microsoft Internet Information Services (IIS) Lockdown Tool and the URLScan security tool.
- Private and public information should be kept physically well apart. Confidential or sensitive data should not reside on the same machines as publicly accessible Web servers. Intranets should always be protected by a firewall, but extranets can be tricky, if you want to allow certain outsiders to have access to some private data. An extranet Web server should be located outside the firewall. (This is known as a “sacrificial lamb” configuration.) A variation is to set up paired “inner” and “outer” Web servers. Another possibility is to use a proxy, which intercepts requests and forwards them to the Web server, and then does the same in the reverse direction. Ideally, any publicly accessible Web server should be located on a machine other than that on which the firewall resides.
- A Web server logs all requests. Log files should be checked regularly for any unusual entries, and anything suspicious should be investigated.
- Users’ and user groups’ access should be restricted to only what they need. Set access levels and permissions accordingly by means of the operating system’s security software. For Unix systems, the Computer Oracle and Password System (COPS) checks for many common misconfigurations. (Network Administrators often create a user group called “www” for trusted users, such as Web authors, and only members of this group have ‘write’ permission for the document root directory and its sub-directories. For maximum security of the server root directory, which contains the system configuration files, the Network Administrator sometimes gives the Web Master a special “www” user status, the only one with ‘write’ permission for it.)
- Keep an eye on what users are doing on the network. Security holes can be created innocently by uninformed users if they install one of the many free Web servers that are readily available.
- Password policy should be sensible and adhered to. Simple passwords, based on birthdays or family names, etc., should be taboo. At the other extreme, the rules should not be so strict that passwords need to be written down in order to remember them. Passwords should be changed regularly, and default passwords should be changed immediately. Default accounts, e.g., “guest log-in”, should be eliminated. Extra care should be taken with privileged accounts, such as for administrators. Confidential documents, sensitive areas and administrative functions should always be password-protected.
- Security updates and patches should be installed immediately. This applies equally to the Operating System as to the Web server software. Automate these processes if possible, but, at least, be on the look-out for security alerts from the software suppliers.
- Any feature, server or interpreter that is not actually used should be uninstalled, or at least disabled. For example, remove the File Transfer Protocol (FTP) server that Web servers usually provide, if you are not going to use it. Likewise, Trivial File Transfer Protocol (tftp), Network Information Services (NIS) clients, systat, finger, Networked File System (NFS), gopher, sendmail, and unneeded scripting languages and example scripts should go. For example, if the Web site does not use CGI scripts written in Perl, remove the Perl interpreter. Such items are just another security risk.
In summary, as can be seen clearly from the foregoing, whatever is not actually needed should be removed or disabled.
All rights reserved :: S Avery MSc BA(Hons) – Software Engineer and Web Designer :: Check your website security at website-security.biz.
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Come scaricare i videoclip da video.mediaset con Opera web browser. Colgo l’occasione per mandare a fanculo la Twentieth Century Fox Film Corporation perchè mi ha fatto cancellare l’account “Valerietto0″ dove avevo questo e molti altri video. ANDATE A CAGARE, STRONZI, ULTIMIII ULTIMIIII SCHIFOSIIII ULTIMI DEI VERMI VI CALPESTO, SCHIFOSI! ENNONMISTABBENE! :[
Video Rating: 5 / 5
Neschio chiede: Scaricare controcampo da “video mediaset”………mi sapete dire un programma k me lo faccia fare?????????
io ho realplayer ma nn mi fa scaricare quasi nulla da VIDEO MEDIASET…..a me iteresserebbero soprattutto i programmi interi da scaricare, tipo controcampo, uomini e donne, mi sapreste aiutare?????????
La migliore risposta che ho trovato è stata:
Answer by Sound_Engineering
se usi firefox cm browser scarica questo plug in…dovrebbe funzionare
scaricalo da qui:
https://addons.mozilla.org/it/firefox/addon/fast-video-download-with-searc/
Clicca qui se vuoi sapere come creare blog di successo!
Guide To Florence Italy
Guide To Florence Italy
The city of Florence is actually the capital of Italy’s Tuscany area and stands alongside the scenic banks of the Arno River, close to the Tyrrhenian and Adriatic Seas. Bustling with local industry, which includes arts and crafts, commerce and tourism; Florence is a particularly historic location, steeped in heritage.
One of the most desirable places to visit in Italy, Florence was originally founded by Romans during the first century and grew dramatically between the 1200s and 1600s. Of particular importance, the Medici family, who ruled over Florence during the 15th century, were responsible for many of the city’s most spectacular landmarks, buildings and monuments, most of which remain in excellent condition.
Florence Travel:
The Florence area features a well-structured public transport network, comprising of main railway lines, orange ATAF buses and local taxis that congregate at various taxi ranks and around the piazzas. Renting a car is one of the most popular ways to travel around the Tuscany area and the A1 Motorway connects Florence to many major Italian cities, such as Bologna, Milan, Naples and Rome. Also the A11 Motorway links Florence to Lucca, Pisa and a number of coastal resorts.
Florence is easy to reach from around the world and the city’s Amerigo Vespucci Airport is nearby. Just 5 km / 3 miles from the city center, the Florence Vespucci Airport offers modern facilities and is home to a number of important international and Italian airlines
Florence Commerce:
With a thriving commercial city centre and many businesses supporting the services and financial sector, Florence is a wealthy city. Nowadays, with tourism being an equally important industry in the city, many local crafts boost the economy, such as jewellery, leatherwork and ceramics, together with hotels. Florence contains a number of notable, medium-sized companies, including engineering firms, publishing and textile businesses.
Florence Hotels:
Hotels in Florence are often fairly expensive throughout the year and many are centrally located, although a number of popular cheaper alternatives are available. Accommodation during the peak season quickly becomes fully booked in the most popular hotels and it can be advisable to book at least two weeks ahead. If you decide to rent a car, ensure that the hotel has car parking space available before booking. Hotels can be found all around the city centre, in the green Viale dei Colli area, close to the Santa Maria Novella train station, alongside the Arno River and on the city outskirts.
Florence Tourism:
Tourism in the Florence area is important and thousands of people choose to visit this part of Tuscany each year, to enjoy the scenic views, historical buildings, stunning architecture and famous works of art. Must-see attractions in Florence include a number of magnificent palaces, such as the Palazzo Vecchio, Palazzo Medici-Riccardi and Palazzo Strozzi. Other attractions include the Piazza del Signoria, the Teatro Comunale (theatre), the arched Ponte Vecchio bridge, the historic Campanile di Giotto and the world-famous Duomo / Santa Maria del Fiore – also known as the ‘Cathedral of Florence’.
Top museums in Florence contain many important art exhibitions and outstanding exhibits. Worth a visit are the National Archeological Museum, the Uffizi Gallery and the Academy Gallery, amongst many others. Also, the Chianti area, which is situated between the city of Florence and nearby Siena, features one of Italy’s most stunning countryside landscapes and is also home to a number of famous vineyards.
Florence Restaurants:
Restaurants in Italy are known as ‘Ristoranti’ or ‘Trattories’ and are widespread in Florence, with many different kinds of cuisine readily available. Menu prices do not usually include service charges and these are added to the bill, together with any further cover charges (‘coperto’). Therefore, tipping in Florence restaurants is not strictly necessary, although always very much appreciated. Lunch in the city is generally taken around 13:00 and is the main meal of the day, with dinner being eaten between 20:00 and 21:00.
Florence Weather:
The city of Florence features fairly temperature weather, with notable hot, sunny summer months and cooler, breezy winters. Temperatures between the months of July and August are at their hottest and reach highs of up to 32°C / 90°F. January tends to be Florence’s coldest month with daytime temperatures only reaching 9°C / 48°F, although lows of 1°C / 34°F may be experienced.
Visit the Baking Terms website to learn about baking with stevia and baking yams
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Related Teatro Articles
DESIGN – BASED RESEARCH
DESIGN – BASED RESEARCH
Prof. Mrs. Geeta Kamble and Narendra Sidhaye
Abstract:
Researches in educational settings have historically been driven by two broad goals
1. Understanding how people learn, particularly within school settings and
2. Designing ways to better ensure that learning will happen in these settings.
Educational researchers, policymakers and practitioners agree that educational research is often divorced from the problems and issues of everyday practice. Understanding how technology can best support student learning in diverse classroom settings remains a crucial line of educational research.
What is an alternative model for conducting education research that addresses the complex nature of learning in classrooms, extends fundamental research in cognition, fosters a broad systemic understanding to transform a variety of environments as well as provides valid examples of successful educational reforms?
Thus, Design Based Research is an emerging paradigm for the study of learning in context through the systematic design and study of instructional strategies and tools. DBR can help create and extend knowledge about developing, enacting and sustaining innovative learning environments.
Design experimentation is an inter-disciplinary approach that acknowledges the fundamentally applied nature of educational research. Within this approach, researchers working in partnership with educators seek to refine theories of learning by designing, studying, and refining rich, theory-based innovations in realistic classroom environments. One of the popular approaches in Design Experimentation is ‘The Design Principles Approach’. It stems from the design experiments research trajectory, initiated in the early nineties by Brown (1992). These experiments were the ancestor of the DBR methodology. During same period, Collins (1992) called researchers to refer to education as a DESIGN SCIENCE. He based this notion on Simon’s (1969) famous book, which identifies various professions, such as architecture, engineering, computer science, medicine and education with the sciences of the artificial.
The Design Principles DATABASE
Based on this approach, the DPD (Kali & Linn) was developed to capture, coalesce and synthesize design knowledge. The DPD is a mechanism to support researchers and curriculum designers to share their design knowledge in the form of design-principles, exemplified by descriptions of features from learning environments. The database is an infrastructure for participants to publish, connect, discuss and review design ideas, as well as use these ideas to design new curricula. The current entries in the Design Principles Database represent the contributions of over sixty individual researchers. The database includes about one hundred features (mainly from physical, life and earth sciences) connected with several dozen design-principles.
How does the DPD work?
The DPD is a set of interconnected features and principles. Each feature is linked with a principle and principles are linked between themselves in a hierarchical manner. Principles in the database are described in three levels of generalization. Specific Principles are those that connect directly to a single feature or single research investigation and provide the specific rationale behind the design of that feature. Pragmatic Principles connect several Specific Principles and Meta-Principles capture abstract ideas represented in a cluster of Pragmatic Principles
Conclusion
Design – Based research methods can compose a coherent methodology that bridges theoretical research and educational practice. Viewing both design of an intervention
and its specific enactments as objects of research can produce robust explanations of innovative practice and provide principles that can be localized for others to apply to new settings. DBR, by grounding itself in the needs, constraints and interactions of local practice, can provide a lens for understanding how theoretical claims about teaching and learning can be transformed into effective learning in educational settings.
Full Paper
Introduction
Researches in educational settings have historically been driven by two broad goals
1. Understanding how people learn, particularly within school settings and
2. Designing ways to better ensure that learning will happen in these settings.
Pursuing these goals in parallel poses significant challenges. However, such work can yield significant rewards, as learning settings can be rapidly refined in response to ongoing research.
Educational researchers, policymakers and practitioners agree that educational research is often divorced from the problems and issues of everyday practice – a split that creates a need for new research approaches that speak directly to problems of practice (National Research Council [NRC], 2002) and that lead to the development of “usable knowledge” (Lagemann, 2002).
Understanding how technology can best support student learning in diverse classroom settings remains a crucial line of educational research. For decades, computer technology has been developing at a rapid pace and this pattern of development is unlikely to change in the future. Also, research on institutional aspects of educational reform, cognitive aspects of student learning, and the design of technology – enhanced instruction have historically occurred as separate endeavors. At best, the level of exchange among these research communities is trading monographs, methodologies or isolated pieces of technology. A principal difficulty with bridging these communities lies in the different criteria for what constitutes educational success using learning technologies. The questions and methods one community considers valid may be considered tangential, inappropriate or inconsequential by another community.
What is an alternative model for conducting education research that addresses the complex nature of learning in classrooms, extends fundamental research in cognition, fosters a broad systemic understanding to transform a variety of environments as well as provides valid examples of successful educational reforms?
Design Based Research (DBR)
Design Based Researchin education is probably very old, but recent interest can be traced back to the early nineties, e.g. Brown and Collins (1992).
According to Collins, design research was developed to address several issues central to the study of learning, including the following
1. The need to address theoretical questions about the nature of learning in context. 2. The need for approaches to the study of learning phenomena in the real world rather than the laboratory.
3. The need to go beyond narrow measures of learning.
4. The need to derive research findings from formative evaluation
According to the Design-Based Research Collective (2003)
The central goals of designing learning environments and developing theories or proto theories of learning are intertwined.
Development and research take place through continuous cycles of design, enactment, analysis, and redesign.
Research on designs must lead to sharable theories that help communicate relevant implications to practitioners and other educational designers.
Research must account for how designs function in authentic settings. It must not only document success or failure but also focus on interactions that refine our understanding of the learning issues involved.
The development of such accounts relies on methods that can document and connect processes of enactment to outcomes of interest.
Thus, Design Based Research is an emerging paradigm for the study of learning in context through the systematic design and study of instructional strategies and tools. DBR can help create and extend knowledge about developing, enacting and sustaining innovative learning environments.
Reeves draws a clear line between research conducted with traditional empirical goals and that inspired by development goals leading to DESIGN PRINCIPLES
Design Experimentation
Design experimentation is an inter-disciplinary approach that acknowledges the fundamentally applied nature of educational research. Within this approach, researchers working in partnership with educators seek to refine theories of learning by designing, studying, and refining rich, theory-based innovations in realistic classroom environments.
Design experimentation reflects a range of practices and methodologies that are drawn from a variety of disciplines. However, the broad array of methods, claims, theoretical stances and intellectual traditions makes it extremely difficult to articulate exactly what design experimentation is and how it can advance as a coherent field of study.
If design experimentation is to develop into a viable, robust field, its practitioners must come to agreement about the nature and scope of design experimentation and develop shared practices and methods that allow us to build on each others’ research, to share results and outcomes in ways that contribute to theory and practice and (ultimately) to make a significant contribution to how people learn in a range of contexts.
Reeves (2008), Ann Brown and Alan Collins (1992) defined critical characteristics of design experiments as
1. Addressing complex problems in real contexts in collaboration with practitioners,
2. Integrating known and hypothetical Design Principles with technological affordances to render plausible solutions to these complex problems and
3. Conducting rigorous and reflective inquiry to test and refine innovative learning environments as well as to define new Design Principles.
Design Experiments,
Address learning programs involving important subject matter,
Are usually mediated by innovative technology,
Are embedded in everyday social contexts which are often classrooms,
Can serve as models for broader reform and
Contribute simultaneously to fundamental scientific understanding of learning and education.
One of the popular approaches in Design Experimentation is ‘The Design Principles Approach’
It stems from the design experiments research trajectory, initiated in the early nineties by Brown (1992). These experiments were the ancestor of the DBR methodology. During same period, Collins (1992) called researchers to refer to education as a DESIGN SCIENCE. He based this notion on Simon’s (1969) famous book, which identifies various professions, such as architecture, engineering, computer science, medicine and education with the sciences of the artificial.
It uses ‘Design Principles’ as an organizational unit for synthesizing design knowledge. The DP is an intermediate step between scientific findings, which must be generalized and replicable and local experiences or examples that come up in practice. Because of the need to interpret design-principles, they are not as readily falsifiable as scientific laws. The principles are generated inductively from prior examples of success and are subject to refinement over time as others try to adapt them to their own experiences.
The Design Principles DATABASE
Based on this approach, the DPD (Kali & Linn) was developed to capture, coalesce and synthesize design knowledge. The DPD is a mechanism to support researchers and curriculum designers to share their design knowledge in the form of design-principles, exemplified by descriptions of features from learning environments. The database is an infrastructure for participants to publish, connect, discuss and review design ideas, as well as use these ideas to design new curricula. The current entries in the Design Principles Database represent the contributions of over sixty individual researchers. The database includes about one hundred features (mainly from physical, life and earth sciences) connected with several dozen design-principles.
How does the DPD work?
The DPD is a set of interconnected features and principles. Each feature is linked with a principle and principles are linked between themselves in a hierarchical manner. Principles in the database are described in three levels of generalization.
Specific Principles are those that connect directly to a single feature or single research investigation and provide the specific rationale behind the design of that feature.
Pragmatic Principles connect several Specific Principles and
Meta-Principles capture abstract ideas represented in a cluster of Pragmatic Principles
References
Barab, S. A., & Kirshner, D. (Eds.) (2001) Special issue: Rethinking methodology in the learning sciences. Journal of the Learning Sciences, 10(1&2), 1-222.
Barab, S. A., & Squire, K. (Eds.). (2004). Design-based research. [Special Issue] Journal of the Learning Sciences, 13(1).
Bell, P. (2004). On the theoretical breadth of design-based research in education. Educational Psychologist, 39(4), 243-253.
Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. The Journal of the Learning Sciences, 2(2), 141-178.
Cobb, P., Confrey, J., diSessa, A., Lehrer, R., & Schauble, L. (2003). Design experiments in educational research. Educational Researcher,
Collins, A. (1992). Towards a design science of education. In E. Scanlon & T. O’Shea (Eds.), New directions in educational technology (pp. 15-22). Berlin: Springer.
Design-Based Research Collective (2003) Design-Based Research: An Emerging Paradigm for Educational Inquiry. Educational Researcher, Vol. 32, No. 1, pp. 5
diSessa, A. A. (1991). Local sciences: Viewing the design of human-computer systems as cognitive science. In J. M. Carroll (Ed.), Designing Interaction: Psychology at the Human-Computer Interface. NY: Cambridge University Press, 162-202.
Edelson, D. C. (2002). Design research: what we learn when we engage in design. Journal of the Learning Sciences, 11(1), 105-121.
Enyedy, N. (2005). Inventing mapping: creating cultural forms to solve collective problems. Cognition and Instruction, 23(4), 427-466. (this is an example study).
Kali Y. and Orion N., (1996). Spatial abilities of high-school students in the perception of geological structures. Journal of Research in Science Teaching, v.33, pp.369-391.
Kelly, A. E. (Ed.). (2003). Theme issue: the role of design in educational research. [Special Issue] Educational Researcher, 32(1).
Lehrer, R., & Romberg, T. (1996). Exploring children’s data modeling. Cognition & Instruction, 14(1), 69-108. (example study)
Lesh, R. A., & Kelly, A. E. (2000). Multitiered teaching experiments. In A. E. Kelly & R. A. Lesh (Eds.), Handbook of research design in mathematics and science education (pp. 197-230). Mahwah, NJ: Lawrence Erlbaum Associates.
Reeves, Thomas C. (2000). Enhancing the Worth of Instructional Technology Research through Design Experiments and Other Development Research Strategies, Paper presented on April 27, 2000 at Session 41.29, International Perspectives on Instructional Technology Research for the 21st Century, a Symposium sponsored by SIG/Instructional Technology at the Annual Meeting of the American Educational Research Association, New Orleans, LA, USA. PDF.
Reiser, B. J., Tabak, I., Sandoval, W. A., Smith, B. K., Steinmuller, F., & Leone, A. J. (2001). BGuILE: Strategic and conceptual scaffolds for scientific inquiry in biology classrooms. In S. M. Carver & D. Klahr (Eds.), Cognition and instruction: Twenty-five years of progress (pp. 263-305). Mahwah, NJ: Lawrence Erlbaum. (example study).
Sandoval, W. A., & Bell, P. (Eds.). (2004). Design-based research methods for studying learning in context. [Special Issue] Educational Psychologist, 39(4).
Zitter, Ilya (2006), Design of competency-based, ICT-supported learning environments in higher education: The role of artefacts, ICO Toogdag research meeting
1. Mrs. Geeta Kamble is lecturer in sociology in Department of Education and Extension of University. She teaches to M. Ed. and M. Phil. courses. She has authored few books and few are in pipeline.
2. Mr. Narendra Sidhaye is Mechanical Engineer by profession. He has done his Masters in Education. He has devoted himself to the cause of education. He is founder chairman of Creative Engineers, a voluntary organization of engineers dedicated to the cause of Basic Education. He is working as an independent researcher in the field of education for last 15 years. The organization has carried out many research projects in Basic Research as well as Action Research Category.
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