Thursday, October 20, 2022
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- Windowsエラー0xce9を修正する方法-ドライバーは簡単 - 一般的なエラー
If so, please read on to get solutions. If 0xce9 boot BCD error is caused by missing or corrupt system files, you can run SFC and DISM to replace or repair them.
SFC System File Checker is a Windows built-in tool used for replacing damaged, lost, or changed system files with good system files.
DISM Deployment Image Servicing and Management is a tool used to restore system files. Step 1: Enter WinRE. You can enter it through two consecutive failed attempts to start Windows. Then, wait until the procedure ends. How to fix the issue SFC scannow not working? Here, this article focuses on two cases of SFC error. Try to use the following methods. If SFC fails to repair system files, you can run DISM. To run DISM, you should type the following commands one by one.
Finally, you can close the Command Prompt window after the procedure ends and test whether the error is solved. It is possible that status 0xce9 is caused by a problematic Windows update. If so, you can uninstall it in Safe Mode. Step 2: Click F5 key to choose Enable Safe Mode with Networking option, thus booting into Safe Mode with networking.
Step 3: Open File Explorer. Right-click on This PC and choose Properties. Step 4: Click Control Panel Home at upper the left corner of the pop-up window. Then, select Programs and Features in the next pop-up window. Step 5: Click View installed updates on the program uninstalling interface. Windows 10 not booting is a common issue that can occur after Windows update or reset.
We show you possible solutions in this post. A device driver is a special program that allows computers and devices to communicate. The operating system can only control the operation of the hardware device through this interface. Ifdrivers of hard drivesare not properly installed, they will not work properly. So, you can try updating disk drivers to fix 0xce9 Windows This method is available when users can boot in Safe Mode.
You can refer to the following tutorial. Step 2: Expand Disk drivers directory and right-click on these hard drive drivers one by one to select Update driver.
Step 3: Select Search automatically for updated driver software in the pop-up window. System restore can revert your computer's state to that of a previous point in time with a restore point created before. However, it may look deeper and find corrupted data that SFC could miss. We have already found that there might be a problem with external devices plugged into your system.
However, If you do not use any, but still witness the 0xce9 error, not excluded that this is the problem with an internal hard drive. In case you are constantly interrupted by the issue, unable to boot up the system, and no recovery methods can help you, the best decision to make is to give your laptop or PC to the professional staff.
Of course, if you are experienced enough, you can do it on your own, so it is only up to you. MBR is a special type of boot sector holding information about partitions, containing file systems, and assisting the load of an operating system. In case it is corrupted, the system will be experiencing the trouble of loading correctly. As a result, people have to rebuild the MBR to restore access to their PC completely.
This is a hard and monotonous process, especially if trying to do this with basic tools provided by Windows. We recommend you search for a program specializing in doing this task to avoid the risks of manual attempts. One more method you can apply to solve the issue of 0xce9 is by repairing your disk segments. Sometimes they can be damaged and prevent your system from working as it should. To run the scan and repair, follow this list of instructions:.
The presence of malicious programs has always been troublesome to Windows configurations. Never underestimate the chance of malware ruining your settings and leading to various errors. Although this is not the most probable reason, you should definitely scan your system. If you are unsure which antivirus to use, we recommend Malwarebytes Anti-Malware, a trusted and efficient program in providing quality protection and wiping any malware attacking your system.
You can try it using the button below:. If you started seeing the error pop-up after running some changes or installing a program, you can select the date when everything worked fine through a restore point.
You do not need any additional software, so just follow the steps below:. We hope you have finally approached the end of this issue. Usually, hard drive errors are a bad sign indicating potential problems that will arise in the future.
If the problem started occurring after you installed a new device or program, use the Windows system restore function to roll back the operating system to a previous state.
A system restore erases changes made to Windows since the selected rollback date, so back up files that you want to keep. Perform a clean install of Windows. Reinstalling Windows overwrites all changes made to the system. As a result, system files that were corrupted or missing are restored to proper working order.
Check for component failures. If possible, look inside the computer for anything that may be loose or disconnected. Do the same for any external devices that caused the error. If you identify a hardware problem, you can fix it yourself or contact the manufacturer for help getting the computer fixed.
Before you open up a computer or other hardware, check to see if the device has a warranty. You may be able to get it professionally serviced for free. In the Windows Logs menu, select System. select it to find the faulty driver. This error indicates you may not have permission to access the device, path, or filename. Under Group or user names , select Edit and ensure you have administrative permissions.
Get the Latest Tech News Delivered Every Day. When you visit the site, Dotdash Meredith and its partners may store or retrieve information on your browser, mostly in the form of cookies. Cookies collect information about your preferences and your devices and are used to make the site work as you expect it to, to understand how you interact with the site, and to show advertisements that are targeted to your interests.
You can find out more about our use, change your default settings, and withdraw your consent at any time with effect for the future by visiting Cookies Settings , which can also be found in the footer of the site. By Briley S. Briley S. His work is featured at Ideaing, Smartwatches. Choose where you want to search below Search Search the Community.
Search the community and support articles Windows Windows 10 Search Community member. Hi, My windows version is WIN 10 Pro. This thread is locked. You can follow the question or vote as helpful, but you cannot reply to this thread. I have the same question Report abuse. Details required :.
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Windows Home Editionにグループポリシーエディタを追加する方法 - Windows .
Acdsee pro windows 10 自由. Mi pc windows 10 no conecta a wifi 無料ダウンロード.MIPC - パソコン用
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Saturday, October 8, 2022
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Log In to access Job Alerts. Sign Up to access Job Alerts. Become an Access Member and let employers find you. It's free. Yes, let employers find me. Find a job faster by taking advantage of a free Access Membership with GovernmentJobs.
Get ,ogin by employers looking for candidates like you and receive job alerts delivered straight to your inbox when new positions become available. Membership is free, so join today! Create usa jobs government jobs login pageants liver account, upload your resume, and start applying for jobs. Automatically save your applications in a centralized place so jos can keep track of where you've applied and check the status of your submission. Follow usa jobs government jobs login pageants liver on social media to hear about new job opportunities, get tips for improving your resume, and increase your chances of landing the public sector job источник статьи really want.
This setting only applies to registered account holders that have opted-in for an Access Membership. If you wish to opt-out click follow these steps:. If you do not have a registered account this setting does not apply, however, you can review your right on our privacy policy.
If you require further assistance, please email privacy neogov. Increase your likelihood of success in your job search by tovernment today! This Policy applies to personal data we collect or use, and applications owned or controlled by Govermentjobs. By using usa jobs government jobs login pageants liver part of the Services you agree that you have read this policy, your personal data will be processed as described herein, and you agree to be bound by this Policy. This Policy is incorporated into our Terms of Use.
Definitions not explicitly defined herein shall retain the meaning as prescribed in the Terms of Use. Any dispute govednment to privacy is subject to the Terms of Use and this Policy, including limitations on liability.
We use Platform Data to provide Customers with useful and relevant jons, build features and data services, and improve our Services. Our Customers are organizations such as federal, state, local, tribal, or other municipal government agencies including administrative agencies, departments, and offices thereofprivate hovernment, and educational institutions including without limitation K schools, usa jobs government jobs login pageants liver, universities, and vocational schoolswho use our Services to evaluate lover applicants and manage their relationship with their personnel.
When we provide our Services to our Customers, the Customer generally controls and manages the personal data, and we process personal data as a data processor or service provider.
Our legal obligations as a processor and service provider are set out in our Customer contracts and policies. For instance, if you apply to a job or your employer utilizes our Govrnment to manage their relationship with you, the personal data collected about you is generally luver by the employer our Customer.
For example, if you applied to a job at a local state governmebt, you should contact that agency with any questions you may have relating to the personal data processing by that state agency within our Services. Where we serve as a data processor, our Customer contracts and policies require us to either instruct you to contact our /21127.txt, or govwrnment your inquiry to our Customer.
In this Section we set out general categories of personal data we may collect and the purpose for using your personal data, including the personal data collected and processed over the past year. We collect and process personal data to provide you the Services, fulfill our contractual responsibility to deliver the Services to our Customers, fulfill your requests, and pursue our legitimate interests and our business and commercial purposes.
We also automatically collect data during your usage and collect other personal data about you from other sources. Your personal data will only be collected and used for purposes stated herein, where you provide additional consent, or as required by law or regulation - including national security or govrnment enforcement requirements.
Lliver collect personal data from you directly when you visit our Services from either your computer, mobile phone, or other device, attend one our events, or communicate with pagents personnel.
The categories of personal data we collect from you, including kogin the past year, involve the following:. Profile and employment data including your name, professional or personal postal address, professional or personal e-mail usa jobs government jobs login pageants liver telephone number, employer name and location, job title or area logib expertise, work experience and performance data, search history, job interest cards, education history, skills, certificates, and licenses.
Some of our Customers are required to collect this personal data by law. We also governmenh any other supplemental personal usz added at your discretion or requested by our Customer, including answers to minimum quality questions, and status of background детальнее на этой странице or assessment tests. You may voluntarily submit other personal data to us through our Services that we do not request and are not required for the relevant data processing activity.
In such instances, you are solely jos for such personal data. With the help us our Service Providers, we also automatically collect personal data about you and your device and how you interact with our Services.
Categories of personal data collected automatically include the following:. Usage data including Services you purchase, IP address, webpages visited, what you click on, features you use, how often and when you use features, location of usage, jobs performed, Service configurations, browser type and version, error logs, and e-mails you view; and.
Device data including device address or other unique device identifying numbers, type of device, software and hardware attributes, your operating system, system and performance data, and mobile usa federal jobs overseas traveling permissions including cellular data, geolocation, access to photos, camera, calendars, and reminders.
Перейти на источник also receive your personal data described in this policy from third party sources, including from your employer our Customer usa jobs government jobs login pageants liver, third party companies we purchase personal data, partners, including partners listed on our Marketplaceand co-organizers and sponsors for pateants events and webinars.
We collect and use personal data originally collected by partners for joint product usa jobs government jobs login pageants liver marketing opportunities. For example, we receive profile data about the status governnment background checks and assessments you participate in, updates governnment payment processors regarding your purchases, receipts and analytics for text communications and emails you send and receive, or other profile job from integrated systems employers choose to connect with our Services.
If you sign into psgeants Services with Facebook or other single sign on services, we import the requested data from your account.
Data brokers. We purchase additional contact data to supplement and correct the livet and govdrnment data we collect, including your name, professional or personal email address, professional or personal telephone phone number, employer name and location, job title or area of expertise.
Public sources. We collect usa jobs government jobs login pageants liver data from publicly accessible websites and government sources, including your name, email address, and other profile data such as usa jobs government jobs login pageants liver title, employer name, and professional expertise. We combine personal data about you from your use of the Services with other personal data to governmennt inferences about you or our Customers. We may produce insights with the help of independent sources and processors.
If you believe that your personal data was improperly collected or provided to use by one of the адрес described above, please contact us at privacy governmentjobs. If your employer has sponsored your access to our App, we will only collect from you the minimum personal information necessary to set up your initial access to the App name, email address.
Thereafter, your access to and use of the App will be anonymous and will not be job. In this way, we can protect your privacy while helping you manage your health. Anonymous Data usajobs government jobs federal jobs mnrevenue e-service book to data that by itself does not permit the identification of a specific individual. We collect such information only insofar as is necessary or appropriate to fulfill the purpose of your interaction with the App.
We may collect the following types of Anonymous Жмите сюда when you use the App:. We share personal data with other parties for usa jobs government jobs login pageants liver purposes stated herein or as required by law. We disclose personal data to our Customers your current or potential employer that utilize our services.
For instance, when a job applicant responds to a job posting, we will share your personal data with the employer in order to facilitate the job search and hiring process.
We usa jobs government jobs login pageants liver personal data with services providers to provide services on our behalf. For instance, we use service providers to facilitate our support services, data security, email, web hosting, research and analytics, data enrichment services, deliver and help us track our marketing and advertising content, process credit loin payments, deliver payroll processing and disbursements, coordinate our customer conferences, and manage our sales and customer relations.
We share personal data with analytics and advertising companies that may act as our processor and a controller in other instances. We work with other entities to perform research, under controls that are designed to protect your privacy.
We publish or allow others to publish insights, presented as either aggregated, anonymized, liveg, or non-personal data. If you download usa jobs government jobs login pageants liver access content on our Services lover attend an event or webinar we host or usa jobs government jobs login pageants liver, we may share your personal data with sponsors of the event or webinar.
We may also share personal data where you provide your consent or post your personal data publicly. Where required by law, additional consent is obtained before personal data is transferred to us or forwarded to other parties. Usa jobs government jobs login pageants liver example, we share personal data with background check providers if a job applicant consents and we are instructed to do kiver by our Customers.
During your use of the Services, you may have the opportunity to visit or link to other websites, including websites by third parties unaffiliated with us. We have no relationship or control over unaffiliated websites. These websites might jobz personal data about you, and you should review the privacy policies of such other websites to see how they treat your personal data.
Paegants also share personal data or data in order to meet any applicable law, regulation, legal process or enforceable governmental request, usa jobs government jobs login pageants liver violations and перейти policies, detect, prevent, or otherwise address fraud, pageznts against harm to the rights, property or safety of our users or the public, pageanhs your vital interests or usa jobs government jobs login pageants liver vital interests of another natural person; and where disclosure is necessary for establishment, exercise or defense of legal claims or where there is reasonable belief that disclosure is required by law or regulations.
We may transfer or disclose personal data to another entity who acquires or may acquire any or all of our business units, whether such acquisition is by way of merger, consolidation or purchase of all or a substantial portion of our assets, or bankruptcy.
A cookie is a file containing an identifier canada day vancouver 2021 jersey city string of letters and numbers that is sent by a web server to a web browser and is stored by the browser and device you use to access our Services.
The identifier is then sent back to the server each time the browser requests a page from the governmentt. A persistent cookie will be stored by a web browser and will remain valid until its set expiry date, unless deleted by the user before the expiry date; a session cookie, on the other hand, will expire at the end of the payeants session, when the web browser is closed.
We and our partners use cookies on our Services. Insofar as those cookies are not uas for the provision of our Services, or the legitimate interests of delivering and optimizing our Services, we receive your consent to use of cookies when you first visit our Services.
When your browser or device allows it, we use both session cookies and persistent cookies for the following purposes:. You can opt out of vendor use of cookies for personalized advertising by visiting www. In loggin, most browsers allow you to refuse to accept or delete cookies.
The methods for doing so vary from browser to browser. Please refer to your browser instructions on how to manage your cookies. Blocking all or some cookies may have a negative impact upon the usability of ojbs Services, and there is no industry consensus as to what site operators should do with regard to these signals.
When other parties we integrate with set or read their own cookies, they may or may not respond to the DNT signal. Other data gathering mechanisms, such as web beacons, HTML Storage Objects, and web tags, are used by us and our jlbs providers to gather more specific yovernment on your use.
A web beacon also called a web bug or clear GIF is a graphic on a webpage or in an email message that usa jobs government jobs login pageants liver designed to monitor who is reading the page or message.
Web beacons are often invisible because they are typically only 1-by-1 pixel in size. Web beacons are often used alongside cookies to track activity. Web beacons may be used to add data to a profile about a site visited, provide an independent accounting of how many people have visited a website, gather statistics about usage, among other things.
Your data rights for personal data where we are the data controller. You can review and enforce your personal data rights through your account, communications you receive from us, third party mechanisms, or with the assistance of our support team using the emails at the end of this Policy. For instance, you can:. Your data rights for personal data you submit to our Customers.
Upon making your personal data available to an employer our Customer governmeng, usa jobs government jobs login pageants liver personal data may be controlled by our Customer.
Usa jobs government jobs login pageants liver.Find Purpose in the Public Sector
Any dispute related to privacy is subject to the Terms of Use and this Policy, including limitations on liability. We use Platform Data to provide Customers with useful and relevant insights, build features and data services, and improve our Services. Our Customers are organizations such as federal, state, local, tribal, or other municipal government agencies including administrative agencies, departments, and offices thereof , private businesses, and educational institutions including without limitation K schools, colleges, universities, and vocational schools , who use our Services to evaluate job applicants and manage their relationship with their personnel.
When we provide our Services to our Customers, the Customer generally controls and manages the personal data, and we process personal data as a data processor or service provider.
Our legal obligations as a processor and service provider are set out in our Customer contracts and policies. For instance, if you apply to a job or your employer utilizes our Services to manage their relationship with you, the personal data collected about you is generally controlled by the employer our Customer.
For example, if you applied to a job at a local state agency, you should contact that agency with any questions you may have relating to the personal data processing by that state agency within our Services.
Where we serve as a data processor, our Customer contracts and policies require us to either instruct you to contact our Customer, or redirect your inquiry to our Customer. In this Section we set out general categories of personal data we may collect and the purpose for using your personal data, including the personal data collected and processed over the past year. We collect and process personal data to provide you the Services, fulfill our contractual responsibility to deliver the Services to our Customers, fulfill your requests, and pursue our legitimate interests and our business and commercial purposes.
We also automatically collect data during your usage and collect other personal data about you from other sources. Your personal data will only be collected and used for purposes stated herein, where you provide additional consent, or as required by law or regulation - including national security or law enforcement requirements. We collect personal data from you directly when you visit our Services from either your computer, mobile phone, or other device, attend one our events, or communicate with our personnel.
The categories of personal data we collect from you, including over the past year, involve the following:. Profile and employment data including your name, professional or personal postal address, professional or personal e-mail or telephone number, employer name and location, job title or area of expertise, work experience and performance data, search history, job interest cards, education history, skills, certificates, and licenses.
Some of our Customers are required to collect this personal data by law. We also collect any other supplemental personal data added at your discretion or requested by our Customer, including answers to minimum quality questions, and status of background checks or assessment tests.
You may voluntarily submit other personal data to us through our Services that we do not request and are not required for the relevant data processing activity. In such instances, you are solely responsible for such personal data.
With the help of our Service Providers, we also automatically collect personal data about you and your device and how you interact with our Services. Categories of personal data collected automatically include the following:. Usage data including Services you purchase, IP address, webpages visited, what you click on, features you use, how often and when you use features, location of usage, jobs performed, Service configurations, browser type and version, error logs, and e-mails you view; and,.
Device data including device address or other unique device identifying numbers, type of device, software and hardware attributes, your operating system, system and performance data, and mobile application permissions including cellular data, geolocation, access to photos, camera, calendars, and reminders.
We also receive your personal data described in this policy from third party sources, including from your employer our Customer , third party companies we purchase personal data, partners, including partners listed on our Marketplace , and co-organizers and sponsors for our events and webinars. We collect and use personal data originally collected by partners for joint product and marketing opportunities.
For example, we receive profile data about the status of background checks and assessments you participate in, updates from payment processors regarding your purchases, receipts and analytics for text communications and emails you send and receive, or other profile data from integrated systems employers choose to connect with our Services.
If you sign into our Services with Facebook or other single sign on services, we import the requested data from your account. Data brokers. We purchase additional contact data to supplement and correct the contact and employment data we collect, including your name, professional or personal email address, professional or personal telephone phone number, employer name and location, job title or area of expertise.
Public sources. We collect personal data from publicly accessible websites and government sources, including your name, email address, and other profile data such as job title, employer name, and professional expertise. We combine personal data about you from your use of the Services with other personal data to make inferences about you or our Customers. We may produce insights with the help of independent sources and processors.
If you believe that your personal data was improperly collected or provided to use by one of the sources described above, please contact us at privacy governmentjobs. If your employer has sponsored your access to our App, we will only collect from you the minimum personal information necessary to set up your initial access to the App name, email address.
Thereafter, your access to and use of the App will be anonymous and will not be tracked. In this way, we can protect your privacy while helping you manage your health. Anonymous Data refers to data that by itself does not permit the identification of a specific individual. We collect such information only insofar as is necessary or appropriate to fulfill the purpose of your interaction with the App. We may collect the following types of Anonymous Data when you use the App:. We share personal data with other parties for the purposes stated herein or as required by law.
We disclose personal data to our Customers your current or potential employer that utilize our services. For instance, when a job applicant responds to a job posting, we will share your personal data with the employer in order to facilitate the job search and hiring process.
We share personal data with services providers to provide services on our behalf. For instance, we use service providers to facilitate our support services, data security, email, web hosting, research and analytics, data enrichment services, deliver and help us track our marketing and advertising content, process credit card payments, deliver payroll processing and disbursements, coordinate our customer conferences, and manage our sales and customer relations.
We share personal data with analytics and advertising companies that may act as our processor and a controller in other instances. We work with other entities to perform research, under controls that are designed to protect your privacy.
We publish or allow others to publish insights, presented as either aggregated, anonymized, de-identified, or non-personal data. If you download or access content on our Services or attend an event or webinar we host or co-host, we may share your personal data with sponsors of the event or webinar. We may also share personal data where you provide your consent or post your personal data publicly.
Where required by law, additional consent is obtained before personal data is transferred to us or forwarded to other parties. For example, we share personal data with background check providers if a job applicant consents and we are instructed to do so by our Customers. During your use of the Services, you may have the opportunity to visit or link to other websites, including websites by third parties unaffiliated with us. We have no relationship or control over unaffiliated websites.
These websites might collect personal data about you, and you should review the privacy policies of such other websites to see how they treat your personal data.
We also share personal data or data in order to meet any applicable law, regulation, legal process or enforceable governmental request, investigate violations and enforce policies, detect, prevent, or otherwise address fraud, protect against harm to the rights, property or safety of our users or the public, protect your vital interests or the vital interests of another natural person; and where disclosure is necessary for establishment, exercise or defense of legal claims or where there is reasonable belief that disclosure is required by law or regulations.
We may transfer or disclose personal data to another entity who acquires or may acquire any or all of our business units, whether such acquisition is by way of merger, consolidation or purchase of all or a substantial portion of our assets, or bankruptcy.
A cookie is a file containing an identifier a string of letters and numbers that is sent by a web server to a web browser and is stored by the browser and device you use to access our Services. The identifier is then sent back to the server each time the browser requests a page from the server. A persistent cookie will be stored by a web browser and will remain valid until its set expiry date, unless deleted by the user before the expiry date; a session cookie, on the other hand, will expire at the end of the user session, when the web browser is closed.
We and our partners use cookies on our Services. Insofar as those cookies are not necessary for the provision of our Services, or the legitimate interests of delivering and optimizing our Services, we receive your consent to use of cookies when you first visit our Services.
When your browser or device allows it, we use both session cookies and persistent cookies for the following purposes:. You can opt out of vendor use of cookies for personalized advertising by visiting www. In addition, most browsers allow you to refuse to accept or delete cookies. The methods for doing so vary from browser to browser. Please refer to your browser instructions on how to manage your cookies.
Blocking all or some cookies may have a negative impact upon the usability of the Services, and there is no industry consensus as to what site operators should do with regard to these signals.
When other parties we integrate with set or read their own cookies, they may or may not respond to the DNT signal. Other data gathering mechanisms, such as web beacons, HTML Storage Objects, and web tags, are used by us and our service providers to gather more specific data on your use. A web beacon also called a web bug or clear GIF is a graphic on a webpage or in an email message that is designed to monitor who is reading the page or message.
Web beacons are often invisible because they are typically only 1-by-1 pixel in size. Web beacons are often used alongside cookies to track activity.
Web beacons may be used to add data to a profile about a site visited, provide an independent accounting of how many people have visited a website, gather statistics about usage, among other things. Your data rights for personal data where we are the data controller. You can review and enforce your personal data rights through your account, communications you receive from us, third party mechanisms, or with the assistance of our support team using the emails at the end of this Policy.
For instance, you can:. Your data rights for personal data you submit to our Customers. Upon making your personal data available to an employer our Customer , your personal data may be controlled by our Customer. For these reasons, we are not in a position to directly handle data requests for personal data controlled by Customers. You should contact the Customer regarding personal data they may hold about you and to exercise any data rights you may have.
We will cooperate with such inquiry in line with applicable law and our contractual obligations with the Customer. If you are a California resident, you have the additional data rights listed below. You can exercise some of these rights by utilizing the prompts within messages we send you within your account settings, or within the privacy settings on our web pages.
Otherwise, you are also able to exercise these rights by contacting our support team using the privacy support emails listed at the end of this Policy. Please note, if we cannot verify your identity we may deny certain data right requests. You can print a copy of your Profile personal data using your web browser and download your attachments at any time by logging into your account and following the download process. Any further data access requests can be directed to us at the privacy support emails listed at the end of this Policy.
We do not sell personal data in the traditional sense without an express consumer opt in. You may submit a request to opt-out by clicking: Do not sell my information , by closing your Access account if you have one, or you may submit a request to us via email at: privacy neogov. To the extent you had previously opted in to sharing your information by signing up for an Access membership and you later opt out, your data will still be available solely with respect to the communications with prospective employers initiated through your Access membership prior to opt-out.
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Jobs usa gov federal jobs nearpod pinnacle studio- DIGITAL CITIZENSHIP RESOURCES / Digital Citizenship
Skip to Main Content. District Home. Sign In. Search Our Site. Teacher Pages on pisd. Instructional Technology. Phishing Scams. How Phishing Works You get an email or text It seems to be from someone you know, and it asks you to click a link, or give your password, bank account, or other sensitive information. Company: Benchling. Biotechnology is rewriting life as we know it from the medicines we take to the crops we grow the materials we wear and the household goods that we rely on every day But moving at the new speed of science requires better technologyBenchlingrsquos mission is to unlock the power of biotechnology The w Read More.
Your secondary responsibility will be mentoring peers drawing upon your diverse sales experiences to improve the business acumen and sales performance of the Small Business Sales TeamnbspnbspWhat you will doDrives sales revenue through new client acquisition specific to the smallemergingbusiness lev Read More. Company: BigCommerce. Demonstrate Southern Style unquestionable trust superior performance and total commitment Expert analysis and problemsolving skills Ability to learn new technologies and apply them Ability to handle multiple assignments and conflicting priorities Solid understanding of change management and controls Read More.
Location: Birmingham, AL. Company: Southern Company. SummaryThis position performs analytical and accounting tasks in the SCS Fuel Accounting department Responsibilities include the accurate accounting and reporting of natural gas commodity and hedging transactions for the Southern Company regulated operating companies as well as Southern Power Compan Read More. Deep analytical capability to debug monitor and troubleshoot issues with data solutions Effective communication verbalwritten and leadership skills to foster enterprise influence on datadriven business decisionmaking Ability to transform technical jargon into meaningful business insight at varying l Read More.
Location: Hampton Roads, VA. Who is Bold CommerceNamed one of North Americarsquos fastestgrowing companies by Deloitte Bold Commerce provides innovative ecommerce technology for businesses of all sizes We believe Bold brands should have the ability to create and customize powerful transaction experiences mdash across all channe Read More.
Company: Bold Commerce. Company: Bonusly. More Job Listings. Looking For A Job? Faculty and students are not the only ones who would benefit from this shift in mindset: institutions of higher education have a stake in improving student learning.
Students and parents are increasingly reconsidering the value of higher education as tuition costs rise. Competition from Internet-based educational offerings has increased, as online New Chalk Talk Production values on sites such as Udemy, Khan Academy, and Coursera have improved, as have the integration of gamification, contextspecific feedback, and reward mechanisms.
Free sites such as Khan Academy are providing a multi-faceted learning environment that is more effective than many college classes. Hence, the value of a content-laden lecture is quickly becoming less valuable and more expendable, since an Internet search can provide almost any fact in a matter of seconds.
But leveraging these improved resources also provide an opportunity for faculty to release their control on content delivery. Viewing the adoption of PBL and other active learning pedagogies as reducing the opportunities for content coverage is shortsighted, because a continued focus on content delivery is an educational dead-end. Instead of viewing the integration of student engagement as reducing content, faculty should instead view it as an opportunity to free up time that will allow students to practice, iterate, improve, and eventually achieve deeper learning.
Pedagogies such as problem-based learning, project-based learning, and teambased learning all offer promise to improve and deepen student learning, but these promises can only be realized if faculty release control and free up class time to allow students to actively engage in the material.
This institute was attended by over 20 faculty members from ac ross the schools, breaking down the disciplinary divides and bringing innovative faculty together to explore how PBL can best be implemented in AUC classrooms. Starting fall , CLT will continue to offer PBL workshops, consultations and support to all faculty at AUC, with the aim of disseminating inquiry-based pedagogies and increasing student engagement.
Learn more about the 2-day institute by viewing these graphic notes capturing the event and highlighting the key aspects. A big thank-you to Dr. Students learn how to design physical educational games board and card games , through a player-centered design approach. Game design is approached from a problem-solving perspective, with goals, hurdles and divergent ideation, much like playing the game itself. Games can be an effective tool for integration of concepts and attitudes within a complex landscape.
Integration of game mechanics and game-thinking techniques to non-game platforms has recently gained grounds in multiple domains, including teaching and education. Recently, there has emotional reaction. As learning and behavior. Using gamification in a game designer, your task is not only to get the classroom, whether as a teaching technique people to play, but to keep them playing. An or as a design project, can be of great merit to effective game is one that has a clear and relevant students.
Edwin Locke. When designing a game, the developer needs to blueprint two sides of the design spaces, Real Space and Game Space. Real Space has to do with game theme and educational content, goal and target experience XP , as well as layer type and psychographics; while Game Space deals with game concept, game mechanics, and game dynamics. Decide on a theme for your game. Note that the Sustainability theme, presented in the map, is just an example theme.
At the end of the Real Space blueprint, you have to select the educational content for the game. Content has to be tailored to include the specific pieces of knowledge, skills or behavior traits that you are hoping your players will learn or gain from the game. Remember: get them to play, and keep them playing! Game Space. The second dimension of the design process is Game Space. Here, you will be designing an abstraction to reality. You begin by defining the game concept.
Remember player psychographics; what motivates my players? The next step is to decide on your game mechanics. What elements are you going to use in your game? Think of game mechanics as the tools that govern your plot, or game story. These could include dice, spinning wheel, cards, boards, avatars, badges, game collectables, banknotes, etc. Your game mechanics also include game rules and winning states. You also need to design the interaction between all the game elements.
For example, when to throw a dice, when to pick a card, where the action points are, what action is rewarded, what action is punished, how to unlock features, etc. Game Dynamics. The final step before integration and testing is designing Game Dynamics. In simple terms, it is the interaction of the players with the game mechanics. Game mechanics alone are not enough to design a successful game. Game dynamics are all about engagement and game flow. You need to answer the question, what will make my players addicted to the game?
Final Stretch. Build a prototype to help you test all elements of your game. Test the effect of different actions or rewards on engagement and game flow.
Do not lose sight of your Real Space goals and target XP. Gamification is truly an educational, fun adventure that deserves a try! References Lee, J. Gamification in education: What, how, why bother? Academic Exchange Quarterly, 15 2 , pp.
A theory of goal setting and task performance. Kapp, K. The gamification of learning and instruction: Game-based methods and strategies for training and education. San Francisco, CA: Pfeiffer. During that panel, I suggested that there are several stages to creativity: first, we have to understand the systems and ideas around us.
Next, we have to use those systems and build our own knowledge within them. Finally, we can break out of the system and do something new. The first stage of this path to creativity and research is building knowledge, and passion can make the tedious parts of gaining that understanding worth the investment. I hope that some of these will spark new passion for my students, but I also find that my most creative students are the ones who already come in with a strong love of something that they can merge with the system or learning at hand.
I actually started pulling games into my research as an undergraduate, and it started almost by accident, as I was writing papers about popular culture and avant-garde literature and I kept getting drawn towards the parallels between these topics and gaming. This brought me to the second stage of creativity: I was using the tools of different disciplines to enter into the space of traditional scholarship.
Mastering and using systems is important no matter what major a student starts out in, and integrating digital tools, programming, and social media are all required components of a new fundamental literacy that can enable creativity through their expressive potential. I saw fantastic examples of this step on the creative ladder in action at the Creatopia showcase, with students from outside of game and web design taking their disciplines and interests and expressing them through these new mediums.
For me, using creativity in research has meant taking the lens that games offer and turning it on education itself. Games offer ways of exploring ideas through action in spaces that are adaptive, responsive, and.
Thanks again to everyone who attended my talks and workshops at AUC. I look forward to hearing from you and seeing more of what you are creating next!
The Learning Game Sherif Osman Center for Learning and Teaching My career in education, although brief, has been quite diverse and allowed me to experience the educational process from multiple perspectives.
I worked as a high school teacher and a lecturer in England, and during each of these phases, I grew more and more fond of creative pedagogies and their impact on education. I recently became enamored with the concept of gamification after attending a conference workshop on the topic. I was hooked and began my journey of discovery of books, blogs and workshops on gamification.
As with any new concept in any field, there is only a limited amount of research on the subject and slightly the different definitions of each for the concept of gamification is slightly different. Morcos, I decided to take my first venture into gamifying my syllabus, partly due to my curiosity as a faculty developer, to see how this plays out in practice. I decided to follow the advice I regularly give to faculty during consultations and start small and by only gamifying a part of my syllabus to see how that would go.
I was initially apprehensive, as I was teaching full time in-service teachers and was concerned that gamification might be too childish for them. I quickly overcame any concerns the minute I began researching the topic, due to the fact that most gamification that has taken place has been for enterprises and businesses to engage their clients and personnel. This article is my reflection on the experience as a whole with the lessons learnt and future directions.
The course focuses on the importance of professional development for in-service teachers and how they can take charge of their own development by utilizing technology. I tried to incorporate several game dynamics and mechanics to my syllabus see figure 1. In the learning game section of the syllabus, they had freedom to choose which and how many assignments to Figure 1 do. I ensured the presence of difficulty cycles, not just because that is a good game design technique but it also allows for a new type of differentiation in the classroom.
Several of the assignments were loosely linked, with a rationale to try and get the students to choose their own learning path by trying to establish the connections between the assignments. For example, the student may realize that an e-portfolio is likely to include a biography and be built on a website, therefore if the student were to complete the biography assignment and the web development tutorial, that should make completing the big task worth more points , in this case the e-portfolio, a lot easier See figure 2.
The idea here was to introduce some game flow to the experience, if the students feel they are learning different things at different times but still reaching the same outcome, it makes for much more interesting classroom discussions.
Overall, I thoroughly enjoyed the experience and judging by the course evaluations, so did the students. They covered far more workload than previous iterations of the course. I usually have one final project, and some of the students completed final projects using this approach, based on their own choices. The syllabus, which normally disappears once received by the students on the first day of class never again to be seen, re-surfaced almost every class.
Nonetheless, where there are ups, there are downs. Because I was trying a new teaching strategy, I made a point to be excessively flexible with the students to give them a chance to adapt to this new format. This flexibility was my downfall. Although almost all the students were motivated to work and complete the assignments, they took some time to get used to this approach.
This resulted in panic submissions towards the end of the semester due to my flexibility with deadlines and obviously a mammoth task of marking twelve different types of assignments simultaneously. Game rules are game rules and make no exceptions unless they are planned exceptions, like rewards. This is something that I have to consider for future cycles. I will either be gamifying a larger portion of the course, or place more weight on the current gamified portion.
This is because the students contributed and completed far more work than previous classes and than what I had expected. If the same levels of motivations as this semester are present, I would hate to dilute that with a weak marking ideology. Overall, this was one of the most enjoyable experiences during my teaching career. I will definitely be looking to gamify more parts of my courses and am interested in trying to use more gamification elements, especially aesthetics, as this is the only cornerstone of gamification I have yet to try and incorporate in my classes.
I would highly recommend this approach to AUC faculty and would like to extend an invitation to faculty members who would like to discuss or attempt this in their courses to contact the Center for Learning and Teaching to support you with this.
Morcos, F. New Chalk Talk, Based on research on how people learn, the teaching and learning landscape has been adjusting and adapting to new paradigms involving pedagogical and technological shifts. Emphasis has shifted from a teacher-centered model to a student-centered one, where active learning strategies, experiential learning and. Ed, K, museum and library that highlight 6 technologies that are likely to impact teaching, learning and creative inquiry within the next 5 years.
According to the most recent ECAR8 study to which 75, undergraduate students responded from campuses, in 45 US states and 15 countries including AUC : More students than ever have experienced a digital learning environment. How many of our students benefit from partially online learning, and if they do what is the quality of this online learning? A lot of work needs to be done to encourage and support faculty in designing, piloting and assessing this innovative practice particularly in the STEM disciplines where it has been quite successful.
Regarding the latter, university administrators worldwide have increasingly been favoring funding, promoting and rewarding research over improving teaching in the classroom.
For its part, CLT will update its own strategic plan and will see to it that it will be implemented in a timely fashion. However, only with the support of the university administration and in particular the Provost, Deans and Chairs, can such initiatives be successful. Curtis, J. The employment status of instructional staff members in higher education. Dahlstrom, E. ECAR study of undergraduate students and information technology: Research report.
Segran, E , April The adjunct revolt: How poor professors are fighting back. The Atlantic. AUC Our community of learning: A strategic plan for AUC at its centennial. In an email to all faculty on September 6 , the Provost explained the rationale for such a program. Because of the importance of life-long learning in maintaining and enhancing faculty skills, engagement in these kinds of professional development opportunities will be increasingly considered in the AFR and reviews for tenure, promotion and contract renewal.
New faculty and those who are on tenure-track are strongly encouraged to enroll in the first cohort of fall Teaching Enhancement Certificate Program The Center for Learning and Teaching CLT will be offering workshops aimed at addressing a wide spectrum of faculty needs in teaching and learning.
This professional development opportunity is multi-faceted and includes the completion of a Teaching Enhancement Certificate Faculty will have the option to choose between Teaching Enhancement Certificate 1 and Teaching Enhancement Certificate 2 depending on whether they have taken CLT workshops previously or not.
In order to complete a certificate, faculty will have the choice to complete ONE of the following: they could of course choose to complete several certificate. Attend the following 4 workshops repeated twice per semester as day-long CLT Institutes they do not need to be taken sequentially or all in one day Institute 1: Sunday October 4th, Institute 2: Monday November 23rd, Faculty who have already participated in CLT workshops that fulfill Certificate 1 may consider obtaining a certificate in one or more of the following 5 CLT tracks.
Completing a set of 4 workshops in any one track fulfills the certificate requirement. Additional optional professional development activities that may be included in AFR, tenure and promotion portfolios and renewal of contract, include: Demonstration of Teaching Innovation Preparing and presenting a teaching and learning innovation activity at teaching and learning community events or other formal meeting among peers at AUC.
Both observations are regarded as tools for formative growth-oriented assessment and will result in a feedback report that is confidential. CLT Support Activities CLT members will be available to support faculty as they plan and implement their teaching innovation activities. This may be a re-designed lesson or assignment, or integration of a new technology or pedagogy into the classroom. CLT consultation is also available for larger projects such as new course design or re-design. Certificates of appreciation will be presented to all CLT Faculty Associates engaging in this initiative.
Yet teaching AUC students to reflect on how they read remains challenging. Such reflection is a metacognitive skill and requires the most effective teaching resources available because literacy is foundational for all learning.
An extensive review of the literature has shown that most research concerning critical reading skills development focuses primarily on K learners. There exists, however, some landmark research about metacognitive reading skills in higher education. According to Flavell, metacognition is fundamental in reading, oral skills, language acquisition, writing, attention, social interactions and memory.
In this essay, we highlight the results from a year-long Action Research project that involved the implementation of metacognitive reading strategies in several CORE Filming Difference classes. Implementing and evaluating metacognitive reading strategies included: 1 choosing longer and strategic readings to complement the course theme; 2 placing students in reading communities small reading groups to identify text structure before reading, 3 assigning specific critical reading questions for groups to engage the text; and 4 conducting focus group sessions before and after the text was read.
Taking these steps were critical in order to understand AUC student behaviors and practices related to course readings and classroom discussions. Furthermore, students were divided to work in groups to help answer two strategic questions: 1. Finding answers to these questions involves reflective teaching and research to address problems students encounter when they attempt to develop higher level reading skills while also creating guided opportunities for interpersonal and small group discussions.
Based on initial findings, there is strong evidence to support the integration of a metacognitive reading. Action Research Findings Following the assignment of the readings, and group presentations, we assessed the use of guided reading activities with students in Fall and Spring a total of 25 students.
CLT performed several focus group sessions with students before and after they engaged in the activities. In pre-activity focus groups students were asked general questions about their reading preferences and habits, whether they like to read or not, their attitude towards readings assigned in an academic setting, etc.
All students agreed that the most important thing in a reading would be how interesting they found it. Many students also mentioned that they had issues with maintaining focus while reading assigned material. When asked about how they dealt with that problem, they indicated several strategies such as: highlighting text, taking notes while reading, dividing text into sections to read at different times, summarizing paragraphs while identifying and focusing on the important parts, skipping uninteresting parts, timing themselves, and using Google Translate to find the meanings of difficult words.
Post-activity focus groups were also conducted to find out what students had learnt from working together, the factors that helped them learn and their suggestions for improving similar activities in the future.
First, the focus group reflected the New Chalk Talk Students reported that questions helped them maintain interest by creating a more purposeful reading. They also added that they helped them organize knowledge.
These responses are in line with recent cognitive research that provided evidence to the effectiveness of having well-structured questions to guide reading Andersen, Another factor that also enhanced their reading experience was reading in groups.
Students reflected on their experience saying that the group diversity provided a richer experience to analyzing the text. Also, when different people answered the same question, each brought their own understanding of the text thus providing a more holistic picture. Based on an analysis of the focus group results, it was discovered that consciousness of reading strategies with students increased, and that more metacognitive strategies were performed during the think-aloud tasks.
In addition, the results of this yearlong Action Research have wider institutional and pedagogical implications for the Common Reading Program and for faculty across the disciplines. Since reading is a foundational skill for all learning, it is important that teachers employ a variety of methods by selecting texts and using reading strategies to achieve specific learning goals. Equally important, teachers are encouraged to model metacognitive strategies to support students as they learn how to use these skills to become knowledge producers instead of passive consumers of information.
If you have any questions please contact. References Anderson, J. Cognitive psychology and its implications. New York: Worth Publishers. Flavell, J. Metacognition and cognitive monitoring: A new area of cognitive developmental inquiry. American Psychologist, 34, And what the digital asks of us is that every assumption we have be turned on its head.
Jesse Stommel The Digital Humanities DH are a diverse set of academic practices that have spread internationally in the last decade, and have only now begun to gain traction in the Arab world. The idea of the event came to us when we first met at the American University of Beirut in March at THATCamp Beirut organized by David, following a weeklong digital humanities training event there.
The Cairo event included a keynote workshop on mapping and visualization by David, a keynote session that involved exploration of sentiment analysis on Twitter by author and professor of computational linguistics at Ain Shams University, Khaled el Ghamry, and a panel of scholars from different institutions exploring the opportunities and challenges the Digital Humanities pose for the Arab World.
The Digital Humanities are, in a nutshell, innovative ways of practicing the humanities in a world of digital technologies that blur the line between the quantitative and qualitative. Some examples include electronic text encoding, digital archiving, text mining, digital mapping, and network analysis. It is not uncommon for digital humanities to take on different contours in different environments, since they often bring together different members of a university community--faculty, students, librarians, IT, staff, etc.
The AUC event was well attended throughout the day around 40 faculty, librarians, deans, faculty developers and IT staff and was live tweeted at the hashtag dhauc.
A storify of the tweets is available. In the first workshop, participants explored a number of projects in the spatial humanities and tried their hand at some basic map visualization and customization.
David was impressed by the active engagement throughout the morning session and how the AUC community was imagining how they. He shared a heat map showing the geographical distribution of the hate speech on Arabic-language Twitter, a temporal curve tracking the growth and intensity of hate speech from to mid, along with a qualitative analysis of the forms hate speech takes; such as dehumanizing and othering language.
All the participants in the panel agreed that research material is not lacking in our part of the world, and yet to make such inquiry possible, new ways of designing and carrying out digital projects need to be acquired. At the event there was a palpable interest in how social media in Egypt and the region opens up both special opportunities and problems for digital research. Some faculty raised concerns over the feasibility of applying what was learned at the event given their current skillset and time constraints.
Academic institutions worldwide have faced this challenge, and the learning curve can be step for some, and yet for others it involves digital skills they already possess. Pursuing digital humanities research takes time and collaboration, but there are many entry points now and the results can be transformative.
Most large digital humanities projects that we know of involve a collaborative effort across units of a university--bringing together content expertise of faculty members, library staff and IT with meaningful opportunities for graduate and undergraduate student participation in research projects. There are also organizations willing to fund such projects, particularly when they involve cross-institutional collaboration. Another perpetual problem at such events is, of course, attendance.
Everyone in attendance was enthralled. The feedback from attendees was overwhelmingly positive, and many called for opportunities to continue the conversation, and we already have plans to do so.
Beirut has created an annual event for digital humanities training whose next meeting will be in January dhibeirut. References Stommel, J. The digital humanities is about breaking stuff. Hybrid Pedagogy. For that response, ask students to identify unstated assumptions, biases, and points of views and show how they undermine the argument the author is making. Such problems have no known answer or solution and cannot be solved with formal rules of logic or mathematical formulas.
Ask students to come up with multiple solutions for each problem and rank the viability of each solution. All rights reserved.
Reprinted with permission. Getting students to read: fourteen tips. Assessment Issues Angelo and Cross offer many techniques for assessing critical thinking, problem solving, analysis, and related skills. Have them carry out the experiment and document the results.
It also reinforces that this process is ongoing, not just an assignment for a class. Sample guided questions include: What happened when you analyzed and critically evaluated ideas, arguments, and points of view? What was your reaction as you went through this process?
What did you learn about yourself? How can you apply what you learned to your education or your life? References Angelo, T. Classroom assessment techniques 2nd ed. San Francisco: Jossey- Bass. Bean, J. King, P. New Directions for Teaching and Learning, Meghan Durham Wall is a dance artist, educator, and advocate who lives, works, and creates on the ancestral lands of the Ute, Goshute, and Eastern Shoshone people.
She focuses on community engagement and human connection through dance. Kyle Lawrence, Sound Designer. Spencer has always enjoyed the new adventures that come from working on the Greek Theatre Festival. Taylynn Rushton, Stage Manager. Andrea Davenport, Costume Designer. Jim Svendsen, Festival Founder and Dramaturge. Alicia Cunningham-Bryant,. Allen Smith, Arts Education Consultant. Founded in , the Classical Greek Theatre Festival is committed to producing classical Greek dramas to provide the unique educational opportunity to appreciate these ancient plays in action on stage.
CGTF is constantly working to grow our educational resources and put them in the hands of teachers, students, and life-long learners to augment our performances. High and High School students to the plot points and themes of Euripides' Medea. This lesson plan is designed to utilize the Nearpod Software, which is an education software available to all public School Educators in Utah K However, the lesson plan can be led without utilizing Nearpod, but we strongly recommend utilizing it.
The video below is included in the Nearpod, but is here for your use as well. If you have questions about this lesson plan, please contact Allen Smith at allen. Download Medea Lesson Plan.