Re: NI Massive 1.1.5 AiR .rar
Major Rowley
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Massive corals are characteristically ball- or boulder-shaped and relatively slow-growing. Because they have very stable profiles, massive corals are seldom damaged by strong wave action unless they are dislodged from their holdfasts.
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Data mining of massive data sets is transforming the way we think about crisis response, marketing, entertainment, cybersecurity and national intelligence. Collections of documents, images, videos, and networks are being thought of not merely as bit strings to be stored, indexed, and retrieved, but as potential sources of discovery and knowledge, requiring sophisticated analysis techniques that go far beyond classical indexing and keyword counting, aiming to find relational and semantic interpretations of the phenomena underlying the data.
The Chapter Skim search tool presents what we've algorithmically identified as the most significant single chunk of text within every page in the chapter. You may select key terms to highlight them within pages of each chapter.
Scott Weidman, director of the Board on Mathematical Science and their Applications at the NRC, explains the charge and key recommendation of the report along with the challenges and opportunties the Massive Data presents.
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A PDF is a digital representation of the print book, so while it can be loaded into most e-reader programs, it doesn't allow for resizable text or advanced, interactive functionality. The eBook is optimized for e-reader devices and apps, which means that it offers a much better digital reading experience than a PDF, including resizable text and interactive features (when available).
A massive open online course (MOOC /muːk/) or an open online course is an online course aimed at unlimited participation and open access via the Web.[1] In addition to traditional course materials, such as filmed lectures, readings, and problem sets, many MOOCs provide interactive courses with user forums or social media discussions to support community interactions among students, professors, and teaching assistants (TAs), as well as immediate feedback to quick quizzes and assignments. MOOCs are a widely researched development in distance education,[2] first introduced in 2008,[3] that emerged as a popular mode of learning in 2012, a year called the "Year of the MOOC".[4][5][6]
Early MOOCs (cMOOCs: Connectivist MOOCs) often emphasized open-access features, such as open licensing of content, structure and learning goals, to promote the reuse and remixing of resources. Some later MOOCs (xMOOCs: extended MOOCs) use closed licenses for their course materials while maintaining free access for students.[7][8][9][10]
The first MOOCs emerged from the open educational resources (OER) movement, which was sparked by MIT OpenCourseWare project.[15] The OER movement was motivated from work by researchers who pointed out that class size and learning outcomes had no established connection. Here, Daniel Barwick's work is the most often-cited example.[16][17]
Within the OER movement, the Wikiversity was founded in 2006 and the first open course on the platform was organised in 2007. A ten-week course with more than 70 students was used to test the idea of making Wikiversity an open and free platform for education in the tradition of Scandinavian free adult education, Folk High School and the free school movement.[18] The term MOOC was coined in 2008 by Dave Cormier of the University of Prince Edward Island in response to a course called Connectivism and Connective Knowledge (also known as CCK08). CCK08, which was led by George Siemens of Athabasca University and Stephen Downes of the National Research Council, consisted of 25 tuition-paying students in Extended Education at the University of Manitoba, as well as over 2200 online students from the general public who paid nothing.[19] All course content was available through RSS feeds, and online students could participate through collaborative tools, including blog posts, threaded discussions in Moodle, and Second Life meetings.[20][21][22] Stephen Downes considers these so-called cMOOCs to be more "creative and dynamic" than the current xMOOCs, which he believes "resemble television shows or digital textbooks".[19]
Other cMOOCs were then developed; for example, Jim Groom from The University of Mary Washington and Michael Branson Smith of York College, City University of New York hosted MOOCs through several universities starting with 2011's 'Digital Storytelling' (ds106) MOOC.[23] MOOCs from private, non-profit institutions emphasized prominent faculty members and expanded existing distance learning offerings (e.g., podcasts) into free and open online courses.[24]
As MOOCs developed with time, multiple conceptions of the platform seem to have emerged. Mostly two different types can be differentiated: those that emphasize a connectivist philosophy, and those that resemble more traditional courses. To distinguish the two, several early adopters of the platform proposed the terms "cMOOC" and "xMOOC".[31][32]
cMOOCs are based on principles from connectivist pedagogy indicating that material should be aggregated (rather than pre-selected), remixable, re-purposable, and feeding forward (i.e. evolving materials should be targeted at future learning).[33][34][35][36] cMOOC instructional design approaches attempt to connect learners to each other to answer questions or collaborate on joint projects. This may include emphasizing collaborative development of the MOOC.[37] Andrew Ravenscroft of the London Metropolitan University claimed that connectivist MOOCs better support collaborative dialogue and knowledge building.[38][39]
xMOOCs have a much more traditional course structure. They are characterized by a specified aim of completing the course obtaining certain knowledge certification of the subject matter. They are presented typically with a clearly specified syllabus of recorded lectures and self-test problems. However, some providers require paid subscriptions for acquiring graded materials and certificates. They employ elements of the original MOOC, but are, in some effect, branded IT platforms that offer content distribution partnerships to institutions.[32] The instructor is the expert provider of knowledge, and student interactions are usually limited to asking for assistance and advising each other on difficult points.
During a presentation at SXSWedu in early 2013, Instructure CEO Josh Coates suggested that MOOCs are in the midst of a hype cycle, with expectations undergoing wild swings.[41] Dennis Yang, President of MOOC provider Udemy, later made the point in an article for The Huffington Post.[42]
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