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Cradle Technologies Launches Envigil Defines a New Category of Video Surveillance Products

admin — Sun, 04 Jul 2010 21:20:16 +0000

Cradle Technologies Launches enVigil Defines a new Category of Video Surveillance Products

enVigil is the First and the most advanced Networked Video Surveillance System which enables businesses to go beyond security and improve their bottom line. Video surveillance market in India is experiencing an explosive growth. Customers in India are demanding world class products and services. CMS is excited to join hands with Cradle in leading the market with enVigil NVSS, this is a new category of surveillance products We are pleased to announce a strategic alliance agreement. Under this agreement, CMS will be a national distributor and national system integrator for Cradle products. CMS will also resell, and service Cradle’s products nationwide. Our strategic alliance with CMS gives Cradle Technologies nationwide footprint to take advantage of the growth Indian surveillance market is experiencing. We are really excited about working with CMS as national distributor, our system integration partners can obtain the product and parts within 24 hours from the nearest CMS distribution center We are excited to partner with Cradle Technologies in the fast growing video surveillance market in India. Customer’s in India demand world class quality at affordable terms. With CBC’s Ganz Cameras along with Cradle’s enVigil NVSS, we are confident to deliver the best value in network video surveillance.

New Delhi, India (PRWEB) October 16, 2008 — Cradle Technologies, a leader in networked video surveillance, today launched enVigil, a line of Networked Video Surveillance Systems (NVSS). NVSS is a new category of video surveillance products that offer comprehensive features and take full advantage of the ubiquitous broadband Internet. enVigil Networked Video Surveillance Systems, provide secure, high quality, remote access to the surveillance audio and video, from anywhere, anytime. enVigil NVSS User’s can improve their business by supervising their factories, warehouses, bank branches, retail shops, offices, franchises or any remote location from anywhere in the world. enVigil essentially enables “remote presence”

Cradle is starting the worldwide launch of enVigil in India at IFSEC2008, because the security challenges India faces are as tough as anywhere in the world. India is the fastest growing surveillance market. The Internet infrastructure in India is rapidly improving and businesses and the public sector in India want to acquire the best and latest products. Although, enVigil systems are based on highly innovative, patented and award winning technology from Cradle Technologies head quartered in Silicon Valley, they are manufactured, engineered and serviced in India.

After many successful years of DVRs and NVRs, the business customers now require that the video surveillance systems go beyond security and enable them to improve their business operations. enVigil features the following defining capabilities of NVSS category.

enVigil is the First and the most advanced Networked Video Surveillance System which enables businesses to go beyond security and improve their bottom line.

Networked Video Surveillance Systems Defining Capabilities

A Networked Video Surveillance System must provide the following capabilities:

1. Secure Access, using virtual private networks

2. Satisfactory remote viewing experience of live audio video streams in spite of Internet bandwidth variations

3. Location independent access to all features and functions remotely or locally

4. Support for mobile devices

5. Local storage and Network Attached Storage (NAS)

6. Local and remote archiving

7. Dynamic DNS to allow use of dynamic IP addresses

8. Variety of user classes to allow management of access authority

9. Real time alerts with snapshots through emails and sms

10. Integration with other IT and Security applications

11. 24×7 availability as surveillance moves into a mission critical role

In addition to the above defining feature of NVSS, enVigil systems are 100% compliant to the international compressions standards such as H.264 and MPEG4. enVigil systems can be accessed with full function capabilities from any browser running on Windows, Linux or Mac. enVigil systems also support mobile phones and PDA for SMS, emails, messaging and browser access.

“Video surveillance market in India is experiencing an explosive growth. Customers in India are demanding world class products and services. CMS is excited to join hands with Cradle in leading the market with enVigil NVSS, this is a new category of surveillance products,” said Ramesh Grover Chairman of CMS. Mr. Grover added, “We are pleased to announce a strategic alliance agreement. Under this agreement, CMS will be a national distributor and national system integrator for Cradle products. CMS will also resell, and service Cradle’s products nationwide.”

“Our strategic alliance with CMS gives Cradle Technologies nationwide footprint to take advantage of the growth Indian surveillance market is experiencing. We are really excited about working with CMS as national distributor, our system integration partners can obtain the product and parts within 24 hours from the nearest CMS distribution center,” Said Satish Gupta, Founder and Executive Vice President of Cradle Technologies.

Mr. Tomizo Nishikawa, Managing Director of CBC Corporation India said, “We are excited to partner with Cradle Technologies in the fast growing video surveillance market in India. Customer’s in India demand world class quality at affordable terms. With CBC’s Ganz Cameras along with Cradle’s enVigil NVSS, we are confident to deliver the best value in network video surveillance.”

Dr. Suhas Patil Chairman and CEO of Cradle Technologies, said, “Indian market is as exciting, and in some sense more exciting, than any other in the world. We have chosen to engineer, manufacture, and service products for India from India. Indian customers want and deserve worlds leading products, with world class quality and services. Cradle intends to lead the market with defining the latest category of Networked Video Surveillance Systems and launching it first in India.”

In preparation for this launch, Cradle’s enVigil systems have already been installed and are operational nationwide in cities such as Mumbai, Pune, Hyderabad, Bangalore, Nagpur, Rachi, Kota, Delhi as well as in USA

Mr.Ritesh Kolte, Chairman of RICO said, “Cradle’s enVigil NVSS have allowed me to be remotely present in my factory regardless off where I happen to be. I supervise my production lines from everywhere I go. I can talk to my manufacturing foreman and provide guidance whenever needed. My international customers can inspect our production line and be assured that our factory is complying with the appropriate processes. This is great for customer satisfaction and improves customer relationship.”

Sanjay Shewani , Director of Shewani Group said, “We are into multiple chain stores and construction business. I can observe my staff if they offer a wrong material to customers. I can guide them by talking to them live using the enVigil system. I can be at one place and monitor the all showrooms remotely. I don’t have to be at shop floor. I can see what customers are buying and why are they buying particular product. It has made selling more of science than an art.”

Mr. Pravin Choudhary, Head of Operations for CMS Securitas said, “Being in Cash Management business Real-Time Video Recording is key to keep track of operations & cash handling. Our operations are critically depended on 24×7 supervision and recoding on real time. We require 24X7 Video Recording of all our business operations as per our contract with the customers and we want to monitor and capture all discrepancies. Cradle’s enVigil systems with its robust Real Time Recording, picture clarity and high recording capability enable us to streamline our operation by reducing losses, bringi
ng more work place discipline, minimizing disputes and thus improving customer satisfaction.”

We are very gratified to see how rapidly and easily, our customers are able to capture the value of remote supervision, enabled by enVigil, and improve their business operations, added Mr. Gupta.

enVigil I series is support up to 32 cameras in one server. 32 channel enVigil is world’s most compact 32 channel solution available today.

enVigil M series operate on 12 volts and can be operated from a battery. These are suitable for police cars, school busses and other mobile applications.

enVigil is clear leader in features addressing the demands of growing medium size commercial enterprises with multiple locations such as Banks, hospitals, retail shops, factories, real estate construction sites, restaurants, and malls. enVigil fairs equally well for large infrastructure projects as surveillance node for a centralized command and control center where simultaneous access to video surveillance information is required for dealing critical emergencies such as terrorist threats, or wide spread fire or flood.

Cradle’s enVigil is available immediately. Cradle has a rapidly growing network of highly qualified certified Cradle System Integrator Partners (CSIP), who are highly knowledgeable about enVigil and networking that can assist you in choosing the right solution for you. Please contact by sending email Sales @ cradle.com. System Integrators who believe they are qualified and wish to become a CSIP may contact Cradle by sending an email to info @ cradle.com

For further details, white paper on NVSS is available at www.cradle.com

Please contact Vijay Khuspe at vijay @ cradle.com or phone: 001-+91 9850832302

MATHEMATICS LABORATORY IN SCHOOLS

admin — Mon, 28 Jun 2010 03:00:21 +0000

MATHEMATICS LABORATORY IN SCHOOLS

It is a place where:

1)      Students do experiments with numbers and geometrical shapes and try to generalize these patterns.

2)    Students do most of their calculations with the help of scientific calculators.

3)    Students draw graphs of large number of functions with the help of scientific or graphic calculators and try to become familiar with graphs of all the functions they usually deal with.

4)    Students solve real life problems with real data because complex calculations are no longer a major consideration.

5)    Students express their answers to mathematics problems in decimal numbers and not in symbols and have a good idea about their magnitudes.

6)    Students get practice in estimating orders of magnitudes and obtaining approximate answers when exact answers are difficult to find.

7)    Students make charts and models to illustrate mathematical ideas.

8)    Students do almost all the work themselves, of course under the guidance of teachers, but the students are active all the time and are involved with what they are doing.

9)    The creativity of students is allowed free play.

10) Students solve graphically equations involving all types of functions.

11) Students are free to discuss among themselves and with the teachers; in fact students and teachers form joint investigating teams.

12) Students find areas and volumes of both regular and irregular solids.

13) Students undertake projects both in mathematics and its applications.

14) The concepts and theorems are not given to the students; these arise naturally from their investigations.

15) Interfaces between algebra, geometry; probability; calculus etc are freely investigated and discussed.

16) Attempts are made to interpret every symbolic solution.

17) The process of mathematics is emphasized much more than the product of mathematics.

18) Students are encouraged to find alternative solutions and alternative methods of solving problems.

19) Students enjoy learning mathematics.

Before we proceed further, let us explore as to why students do not fair well in mathematics. The reasons are not difficult to find.

It is not because:

i)                   Students are unable to solve certain problems,

ii)                Or, students are not able to memorize formulae etc.

But, it is due the fact that there are some inherent weaknesses in the teaching of present day mathematics. These are listed below:

1)      Mathematics is taught as an abstract subject.

2)    Mathematics education is far removed from applications.

3)    Mathematics is taught as an isolated subject.

4)    There is too much emphasis on symbols and their manipulations and relatively little on problem solving.

5)    Too much time is spent on routine monotonous drill type arithmetical calculations.

6)    The goal of mathematics education appears to be passing examinations in mathematics and not understanding mathematics and its applications or developing capacity to think mathematically.

7)    Instead of developing creativity, mathematics education encourages conformity to standard methods.

8)    It trains students to think that there should be only one method of solving mathematics problems.

9)    It trains students to think that there can be only one solution to a problem.

10) Mathematical proficiency is often confused with proficiency in making arithmetical calculations.

11) The process by which mathematics is created is seldom taught or emphasized.

12) Mathematics is presented as a purely deductive science though it is also as much an experimental science as physics or biology.

13) Geometric and Physical visualizations remain very weak.

14) Even geometric objects become just relations between symbols and are not curves or surfaces.

15) It convinces the students that the only law which matters is the linear law.

16) Students develop no idea of the order of magnitude of the results they get.

17) Students are passive learners.

18) Students do not talk mathematics, discuss mathematics or think mathematics.

19) Mathematics is taught as a collection of topics.

20)                       The historical development of mathematics is never emphasized.

Thus the objective of a mathematics laboratory is to:

a)     Remove the weaknesses of present day mathematics education which the mathematics laboratory and the mathematics laboratory alone can do it.

b)    To develop the much needed confidence in students.

c)     To generate interest in the subject.

d)     To make the students divergent thinkers.

Having seen “WHAT” and “WHY” of a mathematics laboratory let us now discuss the “HOW” of it.

Time-table Re-scheduling:

While preparing class-wise time-table, in JNVs, the provision for mathematics practical periods may be made in the following manner:

From classes VI to X, there is a provision of one theory period of mathematics in each class in every day working time-table. Also in each class two periods for “ART” are allotted per week. It is suggested that one theory period of mathematics may be combined with one period of art and the combined periods may be re-named as “MATHEMATICS PRACTICAL PERIODS”. This way in five days each class will have an opportunity to visit the laboratory. As regards classes XI and XII are concerned, the students normally opt either mathematics or biology. The students opting mathematics can be taken to the laboratory during the practical periods for biology.

Layout of a mathematics laboratory:

The ideal mathematics laboratory will have the following sections:

1)      Section for job discussion and planning the solution.

2)    Section for making sketches, drawings for taking observations.

3)    Section for reporting the results.

4)    Section for making the working models as per job specifications.

5)    Computer section for doing experiments of mathematics on computers.

The above sections (steps to be performed by students) need be discussed by the teacher in-charge, in the laboratory. Before the children are asked for execution, the teacher should explain the planning part as well as he/she should help them in identifying the appropriate solution in respect of choice of proper tools and their use in execution. The teacher should also explain the use of computers in finding the solution and the method of checking the accuracy of the solution already found in the laboratory.

Furnishing Mathematics Laboratory:

Sufficient furniture should be provided in the laboratory to do experiments and at the same time for displaying the working models and other means of taking observations; to carry out experiments and make a clear understanding about the use of procedural tools in engineering projects. These models are made out of discarded toys and waste articles found around us. This approach boosts the creativity, scientific development of the brain of the children, and satisfies their zeal to do something new and unique.

Raw Materials:

To enable the students to work in a mathematics laboratory, there should be a few cupboards to store raw materials, which can be issued to the students when they come to the lab for doing practical work. The list of some of the essential raw materials is as under:

I)                 Circular discs: Plates of different diameters may be cut on thermo Cole sheets or may be plastic metal discs purchased from the market
to determine the value of ? or such other experiments.

II)            There should be square/rectangular plates cut from thermo Cole sheets, different solids like cone, cylinder for drawing different shapes and making observations for various computations.

III)        A thick card sheet, capable of folding, to prepare packing boxes, envelops etc or other small objects.

IV)            The students will be required to use drawing sheets, graph papers, cutting tools, thread, small balls made of different materials, ready reckoners, rubric cube, calculators etc.

Measuring Equipment:

1)      Measuring tapes 30m; 10m; 2m; 1m and smaller lengths, arrows (iron wire nails 20 to 30 cm long; 2.5 mm in diameter)- they act as pegs to mark points on the field ; pipe hole 1m long ; 10 mm in diameter, pointed at one end; painted with red and white strips- used for making solar observations and determination of N-S direction at a place and also finding out the angle of elevation of the Sun at any time.

2)    Plain mirror, plum bob suspended from a hook, drawing board , mini drafter, vernier calipers , working models to verify law of parallelogram of forces, triangle of forces etc.

Display models:

1)      Children are assigned task to imagine suitable design data to prepare models and keep them for display in the lab. This includes different types of packing boxes; tents-pyramid shaped; circular and dome shaped etc.

2)    Storing typical shaped tin cans or paper packets like a tetrahedron; prism; cylindrical shaped which are available in the market for packing milk or juice. The children are assigned task to imagine suitable design data to prepare attractive packets for liquid contents.

3)    Certain models are prepared to demonstrate the principles used in making some scientific instruments, e.g. optical square; cross staff; periscope; kaleidoscope etc. The students thus come to know the use of such scientific equipments.

Working Models:

1)      Plane co-ordinatograph: It is a model prepared in the lab and used for making observations of co-ordinates of various points in a plane. This is of great help to explain the basic concepts of co-ordinate geometry in two dimensions. Students are asked to take observations of points and write equations of incident ray; reflected ray; equations of circles; parabola; plane; straight lines; tangent lengths etc on the basis of co-ordinates observed on the working model. The students can understand the transformation of one system of co-ordinates into the other, trigonometric ratios and their applications etc.

2)    Plane Space Co-ordinatograph: It is a model prepared in the lab and used for making observations of co-ordinates of various points in the space above the surface. This is of great help to explain the basic concepts of co-ordinate geometry in three dimensions. Students are asked to take observations of points in space; write equations of straight lines in space and locate points in space. The students can understand the transformation of one system of co-ordinates into the other. With such experiments, children come to know how to determine the distances of cloud; sun; moon; space craft at the time of Arial photography etc.

3)    Dip Measurement Model: It is a model made out of transparent plastic cylinder to represent railway tanker. This demonstrates how easily the liquid contents or the volume can be determined in case of cylindrical tanker making few observations.

4)    Water analog model: It is a model to take observations for filling the pool by different taps having different rates of discharge. Such observations enable the students to formulate quadratic equations and find out their solutions. Such working models analogy can be applied in solving different types of problems related to the formation of quadratic equations on the basis of given conditions. Also the observations may be used to tackle problems based on dispersion theory and determination of the most probable value in a set of observations.

5)    Model To Make Observations of Time Periods: A pendulum is suspended in the lab and time period for the oscillations are observed. This leads to the value of g, the acceleration due to gravity.

6)    Equilibrium Forces Analog Model: This model is used to formulate the equations of equilibrium.

The Concept:

On the lines of science laboratory, the concept of mathematics laboratory may be visualized and developed. It is a place where every one should get an opportunity to establish correlation of one subject with allied subjects.

The basic linear equation answering the needs of mathematics laboratory is:

Ml = aiXi + bi Ym + ciZo ; where:

Ml denotes activities in mathematics laboratory.

Xi denotes necessary infra structure.

The coefficients are:

a1 denotes library and reference books.

a2 denotes furniture layout.

a3 denotes laboratory equipment- Computers; Calculators; Geometry Box; Cutting Tools; Letter-Stencils; Drawing Equipment; Mathematical Charts; Logarithm tables etc.

Ym denotes necessary mode of working and management tools.

The coefficients are:

b1 denotes Computations leading to desirable outputs.

b2 denotes Making drawings and sketches to explain the procedure.

b3 denotes Analysis and decision from set of observations.

b4 denotes Field layout and model making to achieve the objectives.

Zo denotes the number of objectives associated with the activity.

For example: an activity for determining the nature of ? may have the following objectives:

c1 denotes : What is ??

c2 denotes: What is the value of ??

c3 denotes : Whether ? is rational or irrational?

Now finally I suggest some activities which can be done in the mathematics laboratory:

1)      Mathematics laboratory- Definition.

2)    Activity 1: Mathematics laboratory- Introduction.

3)    Activity 2: Half Life.

4)    Activity 3: One-Less.

5)    Activity 4: Doubling.

6)    Activity 5: Span.

7)    Activity 6: Roller.

8)    Activity 7: Center-Point.

9)    Activity 8: Bigger.

10) Activity 9: Equals.

11) Activity 10: Side by Side.

12) Activity 11: Paper art.

13) Activity 12: Cut Away

14) Activity 13: Impossible Challenge.

15) Activity 14: Get triangle equal in area to a parallelogram.

16) Activities 15, 16: Quick Calculations.

This is not the exhaustive list of activities to be performed in the laboratory. Many more activities may be thought of and performed in the laboratory.

The details of the above mentioned activities are available in the accompanying CD. These can be viewed using Microsoft Power Point and clicking to view slide show.

Content Management Systems: Opensource Joomla!

admin — Mon, 21 Jun 2010 19:29:00 +0000

A web CMS is a content management system software used for managing content for the web.

The software manages content (text, graphics, links, etc.) for distribution on a web server. Usually the software provides tools where users with little or no knowledge of programming languages and markup languages (such as HTML) can create and manage content with relative ease of use. Most systems use a database to hold content, and a presentation layer displays the content to regular website visitors based on a set of templates. Management of the software is typically done through a web browser, but some systems may be modified in other ways.

A Content Management System (CMS) differs from website builders like Microsoft FrontPage or Macromedia Dreamweaver in that a CMS allows non-technical users to make changes to an existing website with little or no training. Website building tools like FrontPage and Dreamweaver require more technical knowledge and training on average. A CMS is an easy-to-use tool that gives authorized users the ability to manage a website. A CMS is a website maintenance tool rather than a website creation tool.

Let’s talk about Joomla! Content Management System now.

Joomla! is one of the most powerful Open Source Content Management Systems on the planet. It is used all over the world for everything from simple websites to complex corporate applications. Joomla! is easy to install, simple to manage, and reliable.

One of the ways people use Joomla! CMS:

* Corporate websites or portals

* Online commerce

* Small business websites

* Non-profit and organizational websites

* Government applications

* Corporate intranets and extranets

* School and church websites

* Personal or family homepages

* Community-based portals

* Magazines and newspapers

* the possibilities are limitless…

Joomla! can be used to easily manage every aspect of your website, from adding content and images to updating a product catalog or taking online reservations.

Advanced use of Joomla!

Out of the box, Joomla! does a great job of managing the content needed to make your website sing. But for many people, the true power of Joomla! lies in the application framework that makes it possible for thousands of developers around the world to create powerful add-ons and extensions. Here are just some examples of the hundreds of available extensions:

* Dynamic form builders

* Business or organizational directories

* Document management

* image and multimedia galleries

* E-commerce and shopping cart engines

* Forums and chat software

* Calendars

* Blogging software

* Directory services

* Email newsletters

* Data collection and reporting tools

* Banner advertising systems

* Subscription services

* and many, many more…

You will probably ask yourself what’s the catch?

There is no catch. Joomla! is free, open, and available to all under the GPL license.