Tabla de Contenidos: “…-- Templates -- Creating templates -- Using the Search functionality -- Filtering method 1 -- Colored lines on browser clips -- Analyzing for people -- Markers -- Removing media from categories -- Browser filters -- The filters -- Sorting the browser -- The Open Clip view -- Using the Open Clip function -- Shortcuts for media actions -- Transcoding media -- Exploring clip and library information -- A method of exploring clip information -- Exploring Settings/Preferences -- Summary -- Chapter 3: Planning the Video Story -- A story is a journey -- What are the types of stories? -- Why classify stories? …”

Tabla de Contenidos: “…Know the Difference Between Experience Mapping and Journey Mapping -- Darren Hood -- Let's Level Set -- Alignment and Challenges -- Takeaways and Reminders -- Chapter 13. …”

Tabla de Contenidos: “…-- 6 Naming the "Hidden" Employer and Exposing the "Dummy" Union -- 7 Strike Action and Wage Bargaining -- 8 Women's Earnings and Household Survival -- 9 Citizenship Claims vis-à-vis the State -- 10 Discussion and Conclusion -- Chapter 14 Home-based Workers: Organizing from Local to Global -- 1 Organizing: A Long Journey -- 2 On the Ground and in the Regions -- 3 Reviving HomeNet International -- 4 Conclusion -- 5 Postscript -- Saludo A Las Mujeres Trabajadoras -- Part 4 -- Chapter 15 Introduction Perspectives on Contemporary Home-based Work -- Chapter 16 Contemporary Digital Home Work: Old Challenges, Different Solutions? …”

Tabla de Contenidos: “…Table of Contents Foreword 13 1 Introduction 15 1.1 This Study 15 1.2 Background of the Study 15 1.3 Relevance of the Study 16 1.3.1 Relevance to Special Education 16 1.3.2 Relevance to Inclusion 17 1.3.3 Relevance to Austria 18 1.3.4 Relevance to Research 19 1.3.5 Relevance to Challenges 19 1.3.6 Relevance to Methodology 21 1.4 Purpose of the Study 21 1.5 Significance of the Study 22 1.6 Definitions of Terms 23 2 Guiding Interests 25 2.1 Culture, Cultural Diversity and Multiculturalism 25 2.2 Multicultural Education 26 2.3 Culturally Responsive Teaching 27 2.4 Teacher Education for Diversity 28 2.5 Migration and Integration 29 2.6 Immigrants and Education 29 2.7 Educational Equity 30 3 Context 33 3.1 Diversity in Austria 33 3.1.1 Religious Diversity 35 3.1.2 Immigrants in Austria 35 3.2 Education in Austria 36 3.2.1 Historical Background of Education 36 3.2.2 School System in Austria 38 3.2.3 Diversity in Schools 39 3.2.4 Intercultural Learning Principle 40 3.2.5 Educational Statistics 41 3.2.6 Students with a Turkish Background 42 3.2.7 Integration and Education 43 3.3 Special Education in Austria 43 3.3.1 Historical Background of Special Education in Austria 44 3.3.2 Current Special Education in Austria 44 3.3.3 Disability Policy for Inclusion 47 3.3.4 Referral to Special Education 47 3.3.5 School Inspectors and School Psychologists in Austria 48 3.4 Teacher Training in Austria 49 3.4.1 Teacher Training for Special Education 50 4 Methodology and Epistemology 51 4.1 Restatement of Purpose 51 4.2 Qualitative Methodology 51 4.2.1 Assumptions of Qualitative Research 52 4.3 Grounded Theory Research 52 4.3.1 Classic Grounded Theory 54 4.3.2 Straussian Grounded Theory 54 4.3.3 Constructivist Grounded Theory 55 4.3.4 Generalizations in Grounded Theory 59 4.3.5 Abstraction from Time and Space with Grounded Theory 59 4.3.6 Grounded Theory in Educational Research 59 4.4 Research Design and Research Questions 60 4.5 Methodology and Methods 61 4.5.1 Reflexivity 61 4.5.2 Researcher Position 62 4.5.3 Theoretical Sensitivity 63 4.5.4 The Use of Literature in Grounded Theory 65 5 Data and Data Collection 67 5.1 Data and Data Collection in Grounded Theory 67 5.2 Research Site 67 5.3 Otherness versus Nativity 68 5.4 Research Settings 68 5.5 Research Speech 69 5.6 Population and Sampling 70 5.6.1 Criteria for Participation 70 5.6.2 Sampling 71 5.7 Participants 73 5.8 Instrument 75 5.8.1 Intensive Interviews 75 5.9 Data Collection Process 77 5.9.1 Conducting Intensive Interviews 77 5.9.2 Individual Interviews 80 5.9.3 Focus Group Meeting 80 5.10 Importance of Narration 81 5.11 Asking Questions 83 5.11.1 Closed Questions 83 5.11.2 Open Questions 83 5.12 Writing 84 5.12.1 Field Notes 84 5.12.2 Memos 85 5.13 Documents 86 5.14 Language 87 5.15 Collected Data 88 5.16 Ethical Consideration 88 5.17 Problems Encountered in the Data Collection Phase 89 6 Data Analysis and Quality Check 91 6.1 Analysis in Grounded Theory 91 6.2 Data Management and Analysis 92 6.3 Grounded Theory Coding 92 6.3.1 Initial Coding 93 6.3.2 Constant Comparison 95 6.3.3 Focused Coding 95 6.3.4 Theoretical Sampling 98 6.3.5 Categories 99 6.3.6 Theoretical Coding 101 6.3.7 Outliers 103 6.3.8 In Vivos 103 6.3.9 Theoretical Saturation 103 6.3.10 Theoretical Sorting, Diagramming, Integrating 104 6.3.11 Generating a Theory 104 6.4 Research Question Revisited 106 6.5 Research Design Revisited 106 6.6 Quality of the Study 107 6.7 Presentation of the Research Findings 110 7 Categories from Different Perspectives 113 7.1 Research Questions 113 7.2 Collected Data 113 7.3 Participants 114 7.3.1 Parents 114 7.3.2 Teachers 114 7.3.3 Psychologists 114 7.3.4 School Directors and School Inspector 115 7.4 Initial Codes 116 7.5 Categorizing Process 116 7.6 Memoing 117 7.7 Theoretical Codes 118 7.8 Categories 118 7.9 Parents' Categories 119 7.9.1 Rejecting Special Education 120 7.9.2 Taking over the Responsibility 123 7.9.3 In a Battlefield 126 7.9.4 Disassociation 128 7.9.5 Summary for Meaning of the Special Education Referral for Parents 132 7.10 Teachers' Categories 132 7.10.1 An Obscure Journey 133 7.10.2 Regretful Accomplice 137 7.10.3 Passing the Ball 140 7.10.4 Conditional Trust 143 7.10.5 Summary for the Meaning of Special Education Referral for Teachers 144 7.11 Psychologists' Categories 145 7.11.1 There to Test 145 7.11.2 Summary for the Meaning of Special Education Referral for Psychologists 147 7.12 School Inspector and Directors' Categories 147 7.12.1 Proving Prominence 147 7.12.2 Prominent but Neutral 149 7.12.3 Summary for the Meaning of Special Education Referral for Directors 150 8 Defining the Core Category 151 8.1 Core Category 151 8.2 The Core Category 'Disassociation' 151 8.2.1 Ways of Disassociation 152 8.2.2 Disassociation and Parents 153 8.2.3 Disassociation and Teachers 154 8.2.4 Disassociation and School Psychologists 155 8.2.5 Disassociation and School Directors and Inspector 156 8.3 Process of Disassociation 157 9 Theory Generation 159 9.1 Brief Revisit to Research Process 159 9.2 From Categories to Theory 159 9.3 Core Category 'Disassociation' 161 9.4 Relating Participant Groups 162 9.4.1 Reciprocity 162 9.4.2 Involvement of the Parents and Externals 163 9.4.3 Suspicion in the Process 165 9.4.4 Ambiguity 166 9.5 Developing a Theory 167 9.6 Theory 'Building on Mutual Distrust' 168 9.6.1 Distrust by Parents 168 9.6.2 Distrust by Teachers 169 9.6.3 Distrust by School Directors and the Inspector 170 9.6.4 Distrust by School Psychologists 170 9.6.5 Place of Mutual Distrust 171 9.6.6 Extended Mutual Distrust 172 9.6.7 Theory 'Building on Mutual Distrust' 175 9.6.8 Summary 177 10 Discussion 179 10.1 Educational Equity 179 10.2 Special Education and Immigrants 180 10.3 Language and Employment 181 10.4 Embeddedness in Social Group 183 10.5 Family Involvement 185 10.6 Power in School 187 10.7 Trust in School 189 10.8 Institutional Discrimination 190 10.9 Cultural Responsiveness 191 10.10 Gender and Religion 192 11 Conclusion 193 11.1 Review of the Study 193 11.2 Review of the Findings 194 11.3 Conclusion of the Study 196 11.4 Implications of the Study 197 11.5 Critical Reflections 198 Directories 201…”

Tabla de Contenidos: “…-- 4.8.1 Searle on Strong AI Motivations -- 4.8.2 Understanding and Simulation -- 4.9 The Mind of the Programmer -- 4.10 Conclusion -- References -- Part II Systems Engineering for Intelligent Systems -- Chapter 5 Designing Systems by Drawing Pictures and Telling Stories -- 5.1 Requirements and Stories -- 5.2 Stories and Pictures: A Better Way -- 5.3 How Systems Come to Be -- 5.4 The Paradox of Cost Avoidance -- 5.5 Communication and Creativity in Engineering -- 5.6 Seeing the Real Needs -- 5.7 Telling Stories -- 5.8 Bringing a Movie to Life -- 5.9 Telling System Stories -- 5.10 The Combination Pitch -- 5.11 Stories in Time -- 5.12 Roles and Personas -- Chapter 6 Use Cases: The Superpower of Systems Engineering -- 6.1 The Main Purpose of Systems Engineering -- 6.2 Getting the Requirements Right: A Parable -- 6.2.1 A Parable of Systems Engineering -- 6.3 Building a Home: A Journey of Requirements and Design -- 6.4 Where Requirements Come From and a Koan -- 6.4.1 A Requirements Koan -- 6.5 The Magic of Use Cases -- 6.6 The Essence of a Use Case -- 6.7 Use Case vs. …”

Tabla de Contenidos: “…Validating that the model works -- Step 1 - Starting your model -- Step 2 - Analyzing an image with your model -- Step 3 - Stopping your model -- Summary -- Part 2: Applying CV to Real-World Use Cases -- Chapter 4: Using Identity Verification to Build a Contactless Hotel Check-In System -- Technical requirements -- Prerequisites -- Creating the image bucket -- Uploading the sample images -- Creating the profile table -- Introducing collections -- Creating a collection -- Describing a collection -- Deleting a collection -- Quick recap -- Describing the user journeys -- Registering a new user -- Authenticating a user -- Registering a new user with an ID card -- Updating the user profile -- Implementing the solution -- Checking image quality -- Indexing face information -- Search existing faces -- Quick recap -- Supporting ID cards -- Reading an ID card -- Using the CompareFaces API -- Quick recap -- Guidance for identity verification on AWS -- Solution overview -- Deployment process -- Cleanup -- Summary -- Chapter 5: Automating a Video Analysis Pipeline -- Technical requirements -- Creating the video bucket -- Uploading content to Amazon S3 -- Creating the person-tracking topic -- Subscribing a message queue to the person-tracking topic -- Creating the person-tracking publishing role -- Setting up IP cameras -- Quick recap -- Using IP cameras -- Installing OpenCV -- Installing additional modules -- Connecting with OpenCV -- Viewing the frame -- Uploading the frame -- Reporting frame metrics -- Quick recap -- Using the PersonTracking API -- Uploading the video to Amazon S3 -- Using the StartPersonTracking API -- Receiving the completion notification -- Using the GetPersonTracking API -- Reviewing the GetPersonTracking response -- Viewing the frame -- Quick recap -- Summary -- Chapter 6: Moderating Content with AWS AI Services -- Technical requirements…”

Tabla de Contenidos: “…-- Words that are "key" to search -- Beyond keywords -- Getting Ready to Write for the Web -- Understanding buyer personas -- Tracking the buyer's journey -- Getting organized -- Mapping content where it counts -- Moved to Purchase: Turning Words into Action -- Chapter 5 Going Beyond Beta and Launching Your Site -- Some Things to Know Before You Start Uploading -- Taking the Compatibility Test: Testing Screen Resolutions, Browsers, and Platforms -- Checking it out -- Testing on Mac, Windows, or whatever…”

Tabla de Contenidos: “…. -- Step 1 - preparing the dataset -- Step 2 - preparing the model -- Step 3 - plotting the Markov graph -- Step 4 - simulating the dataset of customer journeys -- Step 5 - preparing a transition matrix heat map for real data -- Markov chains - the car rental agency service -- How to do it... -- Step 1 - preparing the dataset -- Step 2 - preparing the model -- Step 3 - improving the model -- Continuous Markov chains - vehicle service at a gas station -- Getting ready -- How to do it... -- Step 1 - preparing the dataset -- Step 2 - computing the theoretical resolution -- Step 3 - verifying the convergence of a theoretical solution -- Step 4 - plotting the results -- Monte Carlo simulations - calibrated Hull and White short-rates -- Getting ready -- Step 1 - installing the packages and libraries -- How to do it... -- Step 2 - initializing the data and variables -- Step 3 - pricing the Bermudan swaptions -- Step 4 - constructing the spot term structure of interest rates -- Step 5 - simulating Hull-White short-rates -- Chapter 9: Structured Prediction -- Introduction -- Hidden Markov models - EUR and USD…”

Tabla de Contenidos: “…-- how inclusive, whole-of-society digital transformations foster development -- figure 6.2. the undp inclusive digital transformation framework (beta) -- learning from what works and what doesn't in digital development -- references -- 7. determining national priorities in the 4th industrial revolution -- key messages -- the digital economy kit: an inclusivestrategy process -- why the digital economy kit works -- table 7.1. primary government partners for each digital economy kit country -- challenges: locating digital mandates within administrations and translating a strategy into sensible reforms -- box 7.1. bangladesh's digital journey since 2008: a view from the inside -- how development co-operation can support national priority setting -- references -- notes -- 8. case study: digital citizenship or digital authoritarianism -- key messages -- digital citizenship versus digital authoritarianism: contesting online civic space -- figure 8.1. incidents of digital opening and closing across ten african countries -- figure 8.2. digital whack-a-mole: activism technologies and governmental control -- box 8.1. …”

Tabla de Contenidos: “…8.3 Student Identity and Professional Identity -- 8.4 Details of the Research Studies -- 8.5 Findings: Passion for a Professional Identity -- 8.6 Discussion -- Notes -- References -- Section II: Diversity in Initial Teacher Education and the Teaching Profession in Ireland -- Chapter 9: 'Working Class' Student Teachers' Constructions of Teaching as a Powerful Role: Encountering Deficit-based 'Teacher Talk' During Placement -- 9.1 Introduction and Literature Review -- 9.2 Methodology -- 9.3 Findings -- 9.3.1 Constructing Teaching as a 'Powerful Role' -- 9.3.2 Encountering 'Teacher Talk' about Students, and Advocating for 'Students Like Them' -- 9.4 Discussion and Conclusion -- Notes -- References -- Chapter 10: 'Going the Extra Mile': Working Class Teachers and Their Engagement with Parents -- 10.1 Introduction -- 10.2 Literature Review -- 10.3 Methodology -- 10.4 Findings -- 10.4.1 Teachers' Attitudes towards Working Class Parents -- 10.4.2 Teacher Engagement with Parents -- 10.5 Discussion and Conclusion -- Note -- References -- Chapter 11: The Journey from Further Education to Teacher Education: A Step too Far? …”

Tabla de Contenidos: “…7.4 Variation in the Product archetype pattern -- 7.5 The Product archetype pattern -- 7.6 ProductType and ProductInstance -- 7.7 Uniquely identifying goods and services -- 7.8 Candidates for ProductIdentifier -- 7.9 SerialNumber and Batch -- 7.10 Product specification -- 7.11 ProductCatalog -- 7.12 CatalogEntry -- 7.13 Packages -- 7.14 PackageType and PackageInstance -- 7.15 Combining ProductTypes -- 7.16 Package specification process -- 7.17 Rule-driven package specification -- 7.18 Concepts of rule-driven package specification -- 7.19 An example of a PackageType -- 7.20 ProductRelationships -- 7.21 Up-selling and cross-selling -- 7.22 Price -- 7.23 Package pricing -- 7.24 Measured products -- 7.25 Services -- 7.26 ServiceType and ServiceInstance -- 7.27 The specialized Product pleomorphs -- 7.28 Summary -- 8 Inventory archetype pattern -- 8.1 Business context -- 8.2 Inventory archetype pattern overview and roadmap -- 8.3 Inventory and the Product archetype pattern pleomorphs -- 8.4 The Inventory archetype -- 8.5 ProductInventoryEntry -- 8.6 ServiceInventoryEntry -- 8.7 Capacity planning and management -- 8.8 Availability -- 8.9 Reservations -- 8.10 Example-an inventory of books -- 8.11 Book inventory revisited -- 8.12 Example-an inventory of train journeys -- 8.13 Summary -- 9 Order archetype pattern -- 9.1 Business context -- 9.2 Order archetype pattern and roadmap -- 9.3 The Order archetype -- 9.4 PurchaseOrder and SalesOrder -- 9.5 OrderLine -- 9.6 PartySummaryRoleInOrder -- 9.7 DeliveryReceiver -- 9.8 ChargeLine -- 9.9 TaxOnLine -- 9.10 OrderManager -- 9.11 OrderEvents -- 9.12 OrderStatus and LifecycleEvents -- 9.13 AmendEvents -- 9.14 AmendOrderLineEvent -- 9.15 AmendPartySummaryEvent -- 9.16 AmendTermsAndConditionsEvent -- 9.17 DiscountEvent -- 9.18 DespatchEvent -- 9.19 ReceiptEvent -- 9.20 OrderPayment and PaymentEvents…”

Tabla de Contenidos: “…Eleni Chatzi (Greek) -- Biography -- Research area -- Selected awards and honors -- Conversation with Eleni Chatzi, October 23, 2018 -- Where did you begin your journey to becoming a civil engineer?…”

Tabla de Contenidos: “…Ponessa et al. -- A Long Journey of CICA-17 Quinoa Variety to Salinity Conditions in Egypt: Mineral -- Concentration in the Seeds -- Reprinted from: Plants 2021, 10, 407, doi:10.3390/plants10020407 517 -- Abdelaziz Hirich, Sifeddine Rafik, Mohamed Rahmani, Amira Fetouab, Fatima Azaykou -- and Kaoutar Filali et al…”

Tabla de Contenidos: “…2 From Best Practice to Migraine Headache -- 2.0 Introduction -- 2.1 Good Intentions Becoming Migraines -- 2.2 Enterprise Project Management Methodology Migraine -- 2.3 Trade-Off Migraine -- 2.4 Customer Satisfaction Migraine -- 2.5 Migraine Resulting from Responding to Changing Customer Requirements -- 2.6 Reporting Level of the PMO Migraine -- 2.7 Cash Flow Dilemma Migraine -- 2.8 Scope Change Dilemma Migraine -- 2.9 Outsource or not Migraine -- 2.10 Determining When to Cancel a Project Migraine -- 2.11 Providing Project Awards Migraine -- 2.12 Migraine from Having the Wrong Culture in Place -- 2.13 Migraines Due to Politics -- Political Risks -- Reasons for Playing Politics -- Situations Where Political Games Will Occur -- The Governance Committee -- Friends and Foes -- Attack or Retreat -- The Need for Effective Communication -- Power and Influence -- Managing Project Politics -- 2.14 Migraines Caused by the Seven Deadly Sins -- The Seven Deadly Sins -- 2.15 Sources of Smaller Headaches -- 2.16 Ten Uglies of Projects -- Introduction -- The 10 Uglies -- Possible Remedies -- Proactive Management -- "Do It While You Do It" -- Empower the Team -- Results of the Remedies -- Conclusion -- 3 Journey to Excellence -- 3.0 Introduction -- 3.1 Strategic Planning for Project Management -- Why Strategic Plans Fail -- Project Management: An Executive Perspective -- Strategic Planning: A Project Management Perspective -- The Benefits of Project Management -- Dispelling the Myths -- Ways That Project Management Helps Strategic Planning -- Strategic Project Management Leadership -- Strategic Project Management Leadership Traits -- The Project Manager as a Manager of Change -- 3.2 Roadblocks to Excellence -- 3.3 Pain Points -- Background -- Understanding Pain Points -- Pain Point: Customer Communications as Seen by the Contractor…”

Tabla de Contenidos: “…-- #28 Success Is Uncomfortable -- #29 Bet on Hard Work, Not Luck -- #30 Enjoy the Journey -- Part III The Keys to Unlocking Your Team's Potential -- Month 7 The Art of Communication, Transparency, and Active Listening -- #1 Active Listening Is All-In Leadership -- #2 Be Transparent -- #3 Make Your Expectations Crystal Clear -- #4 Master the Art of Communication -- #5 Communicate Using Clarity, Purpose, and Trust -- #6 Become Obsessed with People and How They Think -- #7 Losing Top Talent Has a Price -- #8 People Want to Feel Seen and Understood -- #9 Listen to Your Employees' Problems -- #10 Make Sure Everyone Is Heard at Meetings -- #11 Don't Overshare -- #12 Don't Be a One-Upper: Support the Success and Wins of Your Team…”

Tabla de Contenidos: “…Archimedes' method to determine densities -- 8.2 Journey to the interior of the Earth -- 8.2.1 Project 11. …”