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Future Shock Series 1 – Director’s Cut

January 4, 2020 | Articles, Blog | 2 Comments

Future Shock Series 1 – Director’s Cut


Bastards! Tanked for the second time this year My credit’s rinsed Man I’s bare vexed Arrgh! I’m a fucking useless creative How ever am I going to contribute? Connor knows the reb boys who fucked with the relay That’s got to be value to the state Wow Wow, that is sick! Fuck! Connor knows I grassed him Arrgh! Bastard Oh wow! What the fuck… This is where he got the shank plan The Dark Grid I’m going in The State can’t see in the Dark Grid I can do anything I want They want the scutter spec I’m gonna cover my arse first The rebs are idiots They really shouldn’t tell me so much I’ve got a meet with Big Boss today I know it was you who blew the relay You don’t fuck with The Guardian OK Big Boss Time’s up

Virtual Touchpad Technology

October 16, 2019 | Articles, Blog | No Comments

Virtual Touchpad Technology


Virtual Touchpad is our patented
smartwatch user interface. It overcomes the limitation of the watch’s
small screen with a larger touchpad area, and allows the user to perform complex touch
gestures on the back of their hand without obstructing the watch display. Cameras at the side of the watch
capture images of the fingers as well as the skin area assigned
for the virtual touchpad. Touch gestures are distinguished from
hovering gestures when the camera detects correlated movements of artifacts such
as blood vessels on the user’s skin. Here is a hovering gesture. Notice the skin does not move
in tandem with the finger. Here is a dragging touch gesture. Notice the skin’s artifacts move along with the finger. Standard zoom and pan gestures are
performed with ease. The finger drag gesture does not
obstruct the screen. Tapping the corresponding location of an icon on the virtual touchpad selects the icon. The Virtual Touchpad is great for text entry. It is much easier to scribble text on the larger area of the user’s hand compared to writing directly on the small screen. The camera can easily capture a
smiley and other emojis. Elevate your smart watch design to the next level with INNOVENTIONS Virtual Touchpad technology. Please contact INNOVENTIONS for more information.

TEDxMedellín – Larry Cooperman: El futuro de la educación virtual


Translator: Ana María Pérez
Reviewer: Ariana Bleau Lugo [Larry Cooperman]
[The Future of Virtual Education] (Applause) You know, 15 years ago
it was the early days of distance education and
I used to tell a joke. In fact, it got picked up
by Business 2.0 which was that distance education
is really like teenage sex. Everyone says they’re doing it,
most of them aren’t and those that are,
aren’t doing it well. (Laughter) But you know what, it’s 15 years later,
and we really do it well now. Distance education at the early days,
the technology didn’t work, the professors didn’t know how to teach, the materials weren’t appropriate. But now, actually, 15 years later, universities around the world
are doing it well. So what’s the problem? The problem is that the university system
can’t accommodate the crush of students seeking
higher education. I’ll give one example. In Nigeria, 88% of Nigerian
applicants to higher education have no space available to them. There’s no space
for 88% to apply. This problem is getting worse. So for example in Sub-Saharan Africa
the current rate of admission is 6% to higher education. But it’s increasing, actually,
it’s the fastest growing rate of entry into higher education in the world
today, at 9% per year. But we have around
160 million students right now. But in 15 years we’re going
to have 260 million. So the question becomes,
how are we going to build two universities of 30,000 students each, each week,
for the next 14 years? UNESCO calls us
a massification of education. There’s a second problem
that comes out of this. First of all, we should
remember that universities used to be only elite systems. So over time, they’ve been changing
to educate larger and larger numbers. And in fact, to solve
the problems of the world, we need systems of mass higher education. But as more and more students
have come in at an accelerating rate, we don’t even have enough
professors to teach them. So distance education
can be seen as the first way that we responded to the increased
numbers of students. It’s a partial response. And as I said before,
we do it well now. There is distance education in every spot
imaginable on the Earth. The African Virtual University
provides distance education in fifty universities
throughout Africa, and they find that some of their university partners, don’t have an internet connection. Well, there is a satellite link right there. They find that they don’t have electricity. There’s the generator. They find that professors
don’t have the training, and that the professors themselves
have to begin to write materials for the African students. There’s the training they provide
to the professors in Zambia. And here’s the result, the result
is that students here in Mozambique are able to learn at a distance
in a computer lab. One year after completing a program
for secondary math and science teacher preparation, the African Virtual University
has 4,000 students enrolled throughout Africa
in this program. So let’s stop for a second
and think about what we really need. We have to begin to imagine
a world in which anyone could learn anything, anywhere,
anytime for free. And this is the promise
of open education. The OpenCourseWare Consortium
has a website in which its 250 members
post their 18,000 courses. So we’re beginning
to build the infrastructure. I should say that we’re in the early days
of open education. We’re beginning to build
the infrastructure. It doesn’t quite work yet. But we’re beginning with projects
like this, to let anybody say, I want to study Chemistry. Give me a list of all the courses
you have available in Chemistry, and let me select from them. Okay, so we’re beginning
to see that that course catalog has courses associated with it that we can walk in and watch,
and be there. But there are other barriers to open education
and to higher education. Textbooks cost a lot. In fact, textbooks cost more
in Latin America than they do in the United States, and American
students are screaming loudly about the costs of textbooks. So we can announce that
one of the legs of this open education movement has to be the provisioning of free or low-cost textbooks
throughout the world. Well, you can marry that course
from University of California, Irvine, to the Organic Chemistry textbook
that was produced by the African Virtual University. And there’s many more open textbooks on virtually every subject
you can think about. Again, we’re in the early days,
but this is accelerating as well. Okay, so we have content,
and we have the textbook problem. We know how to solve it at least. But, you know, learning is social. We learn from each other. So we have to say,
what do we do to allow people to learn as part of distance learning
in social groups? But as part of open education to make that
freely available to everybody. So here’s an initial project
that now has a community of about 30,000 associated with it. We started with seven courses
two years ago. Now there’s over a hundred. We started with 70 participants
and now we have 30,000. Think of it as a global study hall. Or another way of looking at it is,
as a web community, if Wikipedia is about
information and content P2PU is the Wikipedia of learning. So, you know, we teach
Introduction to Biology in every country across the globe
at every university, *Introduction to Biology*
is frankly the same or it had better be the same! Why can’t students in that
Biology course have 24/7 support from a cohort that’s working
on the same subject at the same time? So P2P University is trying to think
through these issues. And they know that learning
is more than about a single course, an individual course. It’s about a path. It’s about taking a learner
from point A to point B to realize their dreams. That’s what point B is. So P2PU has started schools. The idea of schools,
and the first school they did was with the Mozilla foundation, and it’s called
the School of Webcraft. And it began with about 35 courses
and hundreds of students. But think about
why this is a great thing. First of all, if you want
a computer science degree, you aren’t going to get
the courses that are offered here which are in CSS, HTML5,
Open Web Standards. These courses may actually
be more appropriate to somebody who walks in the door and asks for
a job in a web enterprise. Because they’re teaching
the technologies in use now. And that’s the other part
about peer learning. It’s besides the individual courses
that somebody is taking, there is a community at all time,
and a school like this can actually make it
possible for somebody to get a job in the future. But also we need to transfer
to university credit. Let me give an example where
this is already happening. In Indonesia, Aptacom is a consortium
of IT departments at universities,
at 170 universities. They have lots of open courses,
and they found out there was a problem that nobody
was using these courses, that there was no use. There was content and no users. What they did, and this is brilliant,
is they said, you can transfer open learning
to university credit. Why was this important? Because all of a sudden, the government
said that 30% of the degree could consist of open learning,
and the number of users just took off in Indonesia
as a result of this. How did they make that transfer
to university credit? How did they know that somebody
has learned something? They gave them a test. So knowledge assessment becomes
important as a mechanism of testing what somebody has learned
through open learning. And P2PU is doing a similar
kind of thing in a different way. They’re handing out badges. So in our example
of the web industry, it’s more than knowledge, it’s more than skills and PHP. It’s actually the ability
to work in a group, and to make contributions,
and so they hand out badges, for knowledge, skills, and attitude, and who decides these things? At P2PU, the course organizers
decide on how a course is offered, or whether a course is offered. The course, the class participants — not students — the participants, the peers are working with each other
to award points in a class and to award those badges to say this is something that was
a really excellent contribution. And if we think about this future
where it’s all available, all of a sudden, we have to think, what is the future
of the university? The way I see it, is there’s going
to be a formal sector, and an informal sector, and they’re going to play off
against each other, in a healthy way. First of all, peer learning,
it turns out, is more effective than lectures. In studies, in 15 separate studies,
of science, technology, engineering, and math education, they found
consistently that peer led teams were more effective than lectures. So all of a sudden we see that
P2PU can make a contribution in terms of the style of pedagogy
to the university itself. Universities aren’t going to go away. First of all, they perform
the research function, and that’s absolutely
a critical function and it’s not going to go away
anytime in the near future. What will change is the idea
that we’re going to get people that will just be presenters of content, of the same Introduction to Biology class that’s already been presented 10,000 times. So this is now a way in which
the university works this way: You have your friends
in your classroom and you’re working with them in class, instead of listening to me,
you’re all together in groups, and we’ve got applications
of what you’ve just learned. We’ve got case studies
at your discussing. And then, when you go home,
there’s your group outside the university, that’s ready to work as well
when you don’t understand something, you contact them for help. You maybe set up an hour
where everybody’s working at the same time,
through video conferencing. So, the question I have now,
is you have to think of yourself ten years in the future. And you have to ask yourself
what’s your future educational path? And how would you go about
starting to take advantage of open education
as your own educational path. Thanks very much. (Applause)

Vmware ESXi – Resize the disk of a Linux Virtual machine


Vmware ESXi – Resize the disk of a linux virtual machine This video will show how to resize a disk on a linux virtual machine on a Vmware ESXi server. Network Diagram Step 01 – Resize the disk on vmware, Step 02 – Resize the disk on linux Visit gparted.org, download the gparted image and upload it to the Vmware server. On vmware, turnoff the virtual machine. Edit the properties of the virtual machine and resize your disk Boot the virtual machine through the image of gparted and perform the expansion of the desired partition

AR Camera GYRO ??? Augmented Reality for Unity


AR Camera GYRO: Augmented Reality for Unity Demo Scene with Unity Assets:
AR Camera GYRO & AR Shadow Demo of Gyroscope behavior AR Camera GYROuses the camera and gyroscope on the player’s mobile device to display 2D or 3D objects as though they were in the real world. Note: Cross-platform mobile camera implements markerless augmented reality (AR) by using a gyroscope like Pokemon GO. Get AR Camera GYRO:
https://goo.gl/cQmuCS

The Power of Virtual Anatomy – UNLV School of Medicine


People will ask why we do a virtual
anatomy here rather than the old cadaver based system, and as a practicing
physician, I’ve practiced medicine for over 35 years; I graduated from medical,
started medical school 40 years ago. So that in medical school we spent two
hundred hours dissecting a cadaver and I can tell you that as a non
surgeon most of that I’ve forgotten. Most of what I do these days is look at CT
scans, and x-rays, and radiographs that tell me about the anatomy of my patients.
This is an example of how powerful this table is here this teacher can be beside
this and actually can start to focus in on different parts of that appendix. So
that you see the orderly cells, you can get down to the point where you’re
seeing actual chromatin or DNA. Transition from cadaveric anatomy to
x-ray anatomy is very difficult for most people. So that we’re using these
tables as a way to show what the anatomy looks like in three dimensions based on
the cat scan. For most people that’s hard to understand where all those things are
so the power in this table is we can change that into a 3d rendering from the
x-ray which then allows us to move the head in three dimensions. We can turn it.
You can see that there’s more to this skull fracture. There’s a fracture here
there’s a fracture of the jaw. If we wanted to look at at that from the
inside we can actually dissect away the skull and rotate it so we can see
the actual skull fracture. The tables serve as a way for us to teach very
important things to students. The first thing is that they need to learn the
anatomy in a way that’s they’re going to be using for the rest of their lives.
Secondly, they need to understand how the radiology that they’re going to be doing
as part of their evaluation fits into the anatomical process. The third
thing it does is it causes them to become better adult learners because
they not only have to learn if disparate two months while they learn anatomy. They
have to learn it in the setting of their entire medical career.