E-learning refers to the delivery of training and education through electronic means such as the internet, intranets, and mobile devices. It provides benefits like improved performance, increased access and convenience for learners, and lower costs compared to traditional learning. The global e-learning market is estimated at 38 billion euros, with various technologies and tools used to create and deliver online learning content and track learner progress. While e-learning adoption is growing, some barriers like lack of suitable content and computer issues still exist for some potential learners.
This document discusses creating a business case for e-learning. It provides an overview of Lambda Solutions and the challenges driving the need for e-learning, including accessibility issues, content delivery limitations, and changes in how people learn. The presentation emphasizes that an e-learning strategy is key and should align with business goals. An effective strategy considers leadership support, user needs, technology infrastructure, measuring results, and a rollout plan.
The document discusses various aspects of online learning management systems (LMS) including:
1. How to access training on an LMS with a username and password and launch courses.
2. Features of LMS like single and batch user registration and interfaces for learners and administrators.
3. Elements of online training like online tutors, interactive exercises, narrated videos, expert interviews and assessment reports.
4. Types of LMS platforms, authoring tools, and enterprise solutions.
Define your pedagogical approach; Define your business model; Define (inter)national opportunities and threats; Define institutional opportunities and threats; Define student attractors and deterrents; Review your pedagogical model; Review your business model
This document outlines the key considerations for developing a business case for implementing eLearning in an organization. It discusses determining strategic alignment, identifying champions and stakeholders, assessing current capacity and infrastructure, defining the initiative and intended benefits. The business case would summarize the proposed eLearning solution, why it is advantageous, what will be developed, options and associated costs/risks, and an implementation plan with milestones and assigned roles and tasks.
Framework Of E Learning Business ModelsAshish Mittal
This document discusses various e-learning business models and frameworks. It identifies three main e-learning sectors: education to business (E2B), education to education (E2E), and education to consumers (E2C). Five common e-learning business models are described: training department, top management lessons, standardization engine, profit center/education vendor, and learning lab. The document also outlines trends in the e-learning industry like market consolidation, branding, and modularization. It concludes that the corporate e-learning market (E2B) seems most promising and e-learning will become more stable and consolidated over time.
E-learning refers to the delivery of training and education through electronic means such as the internet, intranets, and mobile devices. It provides benefits like improved performance, increased access and convenience for learners, and lower costs compared to traditional learning. The global e-learning market is estimated at 38 billion euros, with various technologies and tools used to create and deliver online learning content and track learner progress. While e-learning adoption is growing, some barriers like lack of suitable content and computer issues still exist for some potential learners.
This document discusses creating a business case for e-learning. It provides an overview of Lambda Solutions and the challenges driving the need for e-learning, including accessibility issues, content delivery limitations, and changes in how people learn. The presentation emphasizes that an e-learning strategy is key and should align with business goals. An effective strategy considers leadership support, user needs, technology infrastructure, measuring results, and a rollout plan.
The document discusses various aspects of online learning management systems (LMS) including:
1. How to access training on an LMS with a username and password and launch courses.
2. Features of LMS like single and batch user registration and interfaces for learners and administrators.
3. Elements of online training like online tutors, interactive exercises, narrated videos, expert interviews and assessment reports.
4. Types of LMS platforms, authoring tools, and enterprise solutions.
Define your pedagogical approach; Define your business model; Define (inter)national opportunities and threats; Define institutional opportunities and threats; Define student attractors and deterrents; Review your pedagogical model; Review your business model
This document outlines the key considerations for developing a business case for implementing eLearning in an organization. It discusses determining strategic alignment, identifying champions and stakeholders, assessing current capacity and infrastructure, defining the initiative and intended benefits. The business case would summarize the proposed eLearning solution, why it is advantageous, what will be developed, options and associated costs/risks, and an implementation plan with milestones and assigned roles and tasks.
Framework Of E Learning Business ModelsAshish Mittal
This document discusses various e-learning business models and frameworks. It identifies three main e-learning sectors: education to business (E2B), education to education (E2E), and education to consumers (E2C). Five common e-learning business models are described: training department, top management lessons, standardization engine, profit center/education vendor, and learning lab. The document also outlines trends in the e-learning industry like market consolidation, branding, and modularization. It concludes that the corporate e-learning market (E2B) seems most promising and e-learning will become more stable and consolidated over time.
Digital education challenges for development are rarely related to the lack of technological solutions, but rather to the management of disruptive innovations among different organisational stakeholders.
Presents a model for building e-capability in organisations, based on our research into success factors in e-learning delivery projects in training providers and businesses.
Enhancing Digital Capacity in Teaching and Learning in Ireland: a national ap...Sharon Flynn
This document summarizes the Enhancing Digital Capacity in Teaching and Learning in Ireland project led by the Irish Universities Association. The project aims to enhance digital skills among university students and staff through a national staff development program. It establishes a baseline of existing digital teaching training opportunities across Irish universities. The project conducted pilot programs at 7 universities in its first phase from September to December 2019 to test approaches. Challenges included recruitment delays and engagement. The second phase from January to May 2020 will build on lessons learned. The project uses the DigCompEdu and NFETL frameworks and builds an online community of educational developers to share resources.
Emc lm intro 3rd convention by George Ubachs (EADTU)EADTU
The document discusses a final convention on European MOOCs for the labor market. It provides background on partners involved, including over 3,000 MOOCs across 400 higher education institutions in 5 languages. The convention aims to identify labor market needs for open and flexible learning opportunities. It also looks to define common grounds for collaboration between MOOC platforms, universities, and employment services in areas like developing and delivering MOOC-based programs for continuing education. Additionally, it explores the concept of microcredentials and a Common Micro-Credential Framework. The goal is to organize a sustainable dialogue around shared responsibility in education and training between these stakeholders.
Presents a critique of several common approaches to building e-capability on tertiary educational institutions, based on the metaphor of Melbourne's famous trams. The author's first job was as a conductor on the trams. Sadly, the conductors (called "connies") are no longer with us, although the author still is.
Convention policy forum recommendations by maka eradze (eduopen)EADTU
The document outlines policy recommendations to strengthen collaboration between MOOC platforms, universities, and the labor market through the use of MOOCs and microcredentials. It recommends that MOOC platforms, universities, public employment services, governments, and the European level work together on the following objectives:
1) Develop strategic plans for MOOCs and microcredentials in cooperation with stakeholders to meet the needs of flexible, scalable education and training.
2) Create consistent frameworks for awards, qualifications, and the recognition of microcredentials across institutions and borders.
3) Facilitate ongoing dialogue between all parties to continuously improve offerings and align them with needs.
This document discusses online professional training and provides details about some professional training courses offered in 2005 and 2006. It begins by outlining some benefits of online professional training such as increasing access for different groups. It then provides specifics about the structure and content of some air conditioning, plumbing, and electrical maintenance courses. The document also describes the methodology used to develop the online courseware, including instructional design guidelines and standards for multimedia content and integration with learning management systems.
Clear communicators and technically gifted implementer, our e-learning specialists can create an online solution for any situation. They are able to bring virtually anything to life with dynamic, technically sophisticated e-learning.
This document provides a case study analysis of Udacity's product and recommendations for improvements. It analyzes Udacity's strengths such as its unique nano-degree programs, course content created by industry leaders, and free trial period. Recommendations include adding note-taking capabilities, improving discussion forums and navigation, expanding course offerings to other languages and fields, and introducing features like social sharing, retargeted advertising, course recommendations, and credit for high-performing students. The document estimates return on investment for top priority features like social sharing, retargeting, course recommendations, and credit availability. It also identifies features that could be quickly implemented using existing tools.
The document provides a summary of a Coursera consulting team's final presentation. It includes an overview of Coursera and its competitors, customer profiling results from surveys, case studies on other online education companies, recommendations for Coursera, and highlights from customer responses. Some of the key findings are that a free introductory course or one-week trial are the most popular promotional strategies, professional certificates and friend referrals are strong incentives for taking paid courses, and a referral or rewards program could help increase customer retention and engagement. The consulting team proposes several recommendations for Coursera including referral programs, a freemium sampling model, and rewarding top customers to build loyalty.
The document discusses using e-learning techniques to handle on-the-job training for insurers. It notes traditional classroom training has limitations like costs, trainer availability, and lack of flexibility. E-learning provides training through virtual means like web-based modules that allow trainees to learn anywhere, anytime. This reduces costs while increasing flexibility for trainees and trainers. While e-learning is best for information-based training, classroom is still needed for collaborative or experience-based programs. The document provides guidelines for implementing a successful e-learning program through strategies, content development, and delivery methods. It also discusses how to evaluate programs for e-learning suitability and calculate return on investment.
Moodle is a modular, object-oriented, and dynamic learning environment. The purpose of the Visi-Trak Moodle portal is to provide online training accessible anywhere at any time to decrease training time and increase productivity for clients. Key benefits of Moodle include less training time through specifically designed materials, knowledge being available 24/7, and no travel costs for training.
This document proposes a European approach to micro-credentials for lifelong learning and employability. It defines micro-credentials and establishes standard elements and principles for their design. The objectives are to enable people to acquire skills needed for changing labor markets and support providers in enhancing transparency and flexibility of learning. Recommendations include adopting the definition and standards, developing ecosystems for micro-credentials, and using them to upskill and reskill workers and support education and training. Member states would implement measures using EU funds and the Commission would support research, tools, cooperation and monitoring progress.
Jisc summer of student innovation-alt-c2015Paul Bailey
The document summarizes the Summer of Student Innovation program, which is a competition that funds student-led projects addressing problems students face using technology. It provides details on the 2015 competition, which received over 80 project proposals and funded 25 projects across various categories. The document also summarizes several of the funded student project pitches, including apps and tools for feedback collection, module choice selection, volunteer coordination, and more. It concludes with an activity for attendees to develop posters engaging with the student innovation ideas or competition.
1. The University of Bergamo has developed a successful internship system that places over 1500 students per year in internships.
2. The system is centralized and coordinated through an internship office and board. It involves a continuous dialogue with companies to design specific personal projects that match student skills with company needs.
3. The internship process is well-defined, involving the design of a personal project approved by the student, company tutor, and academic tutor. It includes supervision, reporting, and evaluations during the internship placement.
The document summarizes the results of a survey of 1004 learners across several European countries regarding their needs and preferences for features of a learning management system (LMS) for blended learning courses. The survey found that learners consider interactive materials, interaction with teachers and tutors, and a platform covering both in-person and online activities as important features of an LMS. The results also showed some differences in preferences based on learners' country of origin and educational level.
There is a need for more efficient training in auto dealerships due to high turnover rates and changing business needs. Several case studies show how companies like AutoNation, Toyota, and Volvo have successfully implemented eLearning programs to provide standardized, scalable training across their large, distributed workforces. An effective eLearning program requires determining training needs, developing a clear business case showing cost savings, selecting an appropriate learning management system, and measuring performance improvements.
Digital education challenges for development are rarely related to the lack of technological solutions, but rather to the management of disruptive innovations among different organisational stakeholders.
Presents a model for building e-capability in organisations, based on our research into success factors in e-learning delivery projects in training providers and businesses.
Enhancing Digital Capacity in Teaching and Learning in Ireland: a national ap...Sharon Flynn
This document summarizes the Enhancing Digital Capacity in Teaching and Learning in Ireland project led by the Irish Universities Association. The project aims to enhance digital skills among university students and staff through a national staff development program. It establishes a baseline of existing digital teaching training opportunities across Irish universities. The project conducted pilot programs at 7 universities in its first phase from September to December 2019 to test approaches. Challenges included recruitment delays and engagement. The second phase from January to May 2020 will build on lessons learned. The project uses the DigCompEdu and NFETL frameworks and builds an online community of educational developers to share resources.
Emc lm intro 3rd convention by George Ubachs (EADTU)EADTU
The document discusses a final convention on European MOOCs for the labor market. It provides background on partners involved, including over 3,000 MOOCs across 400 higher education institutions in 5 languages. The convention aims to identify labor market needs for open and flexible learning opportunities. It also looks to define common grounds for collaboration between MOOC platforms, universities, and employment services in areas like developing and delivering MOOC-based programs for continuing education. Additionally, it explores the concept of microcredentials and a Common Micro-Credential Framework. The goal is to organize a sustainable dialogue around shared responsibility in education and training between these stakeholders.
Presents a critique of several common approaches to building e-capability on tertiary educational institutions, based on the metaphor of Melbourne's famous trams. The author's first job was as a conductor on the trams. Sadly, the conductors (called "connies") are no longer with us, although the author still is.
Convention policy forum recommendations by maka eradze (eduopen)EADTU
The document outlines policy recommendations to strengthen collaboration between MOOC platforms, universities, and the labor market through the use of MOOCs and microcredentials. It recommends that MOOC platforms, universities, public employment services, governments, and the European level work together on the following objectives:
1) Develop strategic plans for MOOCs and microcredentials in cooperation with stakeholders to meet the needs of flexible, scalable education and training.
2) Create consistent frameworks for awards, qualifications, and the recognition of microcredentials across institutions and borders.
3) Facilitate ongoing dialogue between all parties to continuously improve offerings and align them with needs.
This document discusses online professional training and provides details about some professional training courses offered in 2005 and 2006. It begins by outlining some benefits of online professional training such as increasing access for different groups. It then provides specifics about the structure and content of some air conditioning, plumbing, and electrical maintenance courses. The document also describes the methodology used to develop the online courseware, including instructional design guidelines and standards for multimedia content and integration with learning management systems.
Clear communicators and technically gifted implementer, our e-learning specialists can create an online solution for any situation. They are able to bring virtually anything to life with dynamic, technically sophisticated e-learning.
This document provides a case study analysis of Udacity's product and recommendations for improvements. It analyzes Udacity's strengths such as its unique nano-degree programs, course content created by industry leaders, and free trial period. Recommendations include adding note-taking capabilities, improving discussion forums and navigation, expanding course offerings to other languages and fields, and introducing features like social sharing, retargeted advertising, course recommendations, and credit for high-performing students. The document estimates return on investment for top priority features like social sharing, retargeting, course recommendations, and credit availability. It also identifies features that could be quickly implemented using existing tools.
The document provides a summary of a Coursera consulting team's final presentation. It includes an overview of Coursera and its competitors, customer profiling results from surveys, case studies on other online education companies, recommendations for Coursera, and highlights from customer responses. Some of the key findings are that a free introductory course or one-week trial are the most popular promotional strategies, professional certificates and friend referrals are strong incentives for taking paid courses, and a referral or rewards program could help increase customer retention and engagement. The consulting team proposes several recommendations for Coursera including referral programs, a freemium sampling model, and rewarding top customers to build loyalty.
The document discusses using e-learning techniques to handle on-the-job training for insurers. It notes traditional classroom training has limitations like costs, trainer availability, and lack of flexibility. E-learning provides training through virtual means like web-based modules that allow trainees to learn anywhere, anytime. This reduces costs while increasing flexibility for trainees and trainers. While e-learning is best for information-based training, classroom is still needed for collaborative or experience-based programs. The document provides guidelines for implementing a successful e-learning program through strategies, content development, and delivery methods. It also discusses how to evaluate programs for e-learning suitability and calculate return on investment.
Moodle is a modular, object-oriented, and dynamic learning environment. The purpose of the Visi-Trak Moodle portal is to provide online training accessible anywhere at any time to decrease training time and increase productivity for clients. Key benefits of Moodle include less training time through specifically designed materials, knowledge being available 24/7, and no travel costs for training.
This document proposes a European approach to micro-credentials for lifelong learning and employability. It defines micro-credentials and establishes standard elements and principles for their design. The objectives are to enable people to acquire skills needed for changing labor markets and support providers in enhancing transparency and flexibility of learning. Recommendations include adopting the definition and standards, developing ecosystems for micro-credentials, and using them to upskill and reskill workers and support education and training. Member states would implement measures using EU funds and the Commission would support research, tools, cooperation and monitoring progress.
Jisc summer of student innovation-alt-c2015Paul Bailey
The document summarizes the Summer of Student Innovation program, which is a competition that funds student-led projects addressing problems students face using technology. It provides details on the 2015 competition, which received over 80 project proposals and funded 25 projects across various categories. The document also summarizes several of the funded student project pitches, including apps and tools for feedback collection, module choice selection, volunteer coordination, and more. It concludes with an activity for attendees to develop posters engaging with the student innovation ideas or competition.
1. The University of Bergamo has developed a successful internship system that places over 1500 students per year in internships.
2. The system is centralized and coordinated through an internship office and board. It involves a continuous dialogue with companies to design specific personal projects that match student skills with company needs.
3. The internship process is well-defined, involving the design of a personal project approved by the student, company tutor, and academic tutor. It includes supervision, reporting, and evaluations during the internship placement.
The document summarizes the results of a survey of 1004 learners across several European countries regarding their needs and preferences for features of a learning management system (LMS) for blended learning courses. The survey found that learners consider interactive materials, interaction with teachers and tutors, and a platform covering both in-person and online activities as important features of an LMS. The results also showed some differences in preferences based on learners' country of origin and educational level.
There is a need for more efficient training in auto dealerships due to high turnover rates and changing business needs. Several case studies show how companies like AutoNation, Toyota, and Volvo have successfully implemented eLearning programs to provide standardized, scalable training across their large, distributed workforces. An effective eLearning program requires determining training needs, developing a clear business case showing cost savings, selecting an appropriate learning management system, and measuring performance improvements.
State of the art analysis of MOOC provisions for the EU labour marketRobert Farrow
Presentation given at the Huis van de Nederlandse Provincies (HNP) in Brussels for the European MOOC Consortium: Labour Markets project. The slides summarise the outcome of a rapid assessment of evidence about the provision of Massive Open Online Courses in the European area.
Cegos training and development survey 2015Cegos UK
The Cegos Observatory conducted this study between April and May 2015, with 2,500 employees (who had all been involved in training courses) and 600 HRDs-Training Managers (all working in private-sector companies with over 50 employees).
In each of the 5 countries, France, Germany, United Kingdom, Spain and Italy, 500 employees and 120 HRDs-Training Managers responded to the survey.
Key note "Developing MOOCs for continuous professional training and developm...Olivier Bernaert
Can MOOCs become a long-term answer to the challenges of employment and productivity ?
How can the pedagogical challenges be addressed in terms of efficiency?
How can one ensure the accreditation of the skills acquired?
How can MOOCs address the shortage of highly-qualified professionals in the digital sector (IT, data management, etc.)?
Are MOOCs and/or SPOCs (Small Private Online Courses) an effective answer for training staff within an organization?
The Interoperability Academy Workshop by Viktoria Kalogirou, ISA2, European Commission - Miguel Alvarez Rodriguez, ISA2, European Commission - Katarina Manojlovic, Consultant, Trasys International - Dr Konstantina Kyriakopoulou, Consultant, Trasys International - Ludovic Mayot, Delivery Executive, Trasys International
Practical examples of introducing ICTs in a higher education institutionMagda Barnard
This is a presentation about my work at Stellenbosch University in South Africa. It was presented as a digital presentation at HELTASA 2014 in Bloemfontein.
The document provides an overview of Lyn Murnane's career journey in knowledge management. It details her various roles and responsibilities in KM over the past decade at organizations like Medibank Private, Telstra, and IDP Education. It also outlines challenges faced in implementing KM at these companies and discusses strategies used, such as developing KM frameworks, engaging stakeholders, and focusing on content, tools, and measures of success.
The REAP project piloted the use of technology-supported assessment in various courses across three universities to improve learner success and teaching efficiencies. The pilots aimed to develop learner self-regulation through frequent formative assessment opportunities using tools like online tests, simulations, and electronic voting systems. This allowed just-in-time feedback and reduced staff workload. Evaluation found significant learning gains like improved exam results and course passes in pilots across subjects like psychology, languages, and pharmacy.
Increasing learner success with technology supported assessment: Findings fro...Martin Hawksey
The REAP project piloted the use of technology-supported assessment in large first-year courses across three universities in Scotland. The goals were to improve learning quality while gaining teaching efficiencies. Various technologies like online tests and simulations were used. This provided more formative feedback opportunities for students. Evaluations found improved exam results and reduced failure rates, showing positive learning impacts. Staff time savings were also achieved. The project aims to share these assessment redesign practices more widely.
This document discusses e-learning and how new technologies are influencing training. It covers topics like different types of e-learning, distance learning, simulations, and learning management systems. The key benefits of technology in training are that it allows employees to learn anywhere and anytime, reduces costs, and increases the effectiveness of the learning environment. However, factors like high development costs and lack of technical skills can limit the use of e-learning. Overall, the document examines how new technologies are enhancing learning and training delivery methods.
The AGILE-2-VET project aims to strengthen the digital skills of vocational education and training (VET) providers through a three-step process. Step 1 involves analyzing the skills needed for online learning. Step 2 develops a holistic training model addressing competencies like resilience, perception, flexibility, and autonomy. Step 3 experiments the model by implementing training courses and collecting feedback in a manual. The goal is to enhance VET staff's ability to provide high-quality, inclusive digital training.
U-Spring: 2016 Corporate University Global Survey ResultsBPI group
Results of BPI group's 2016 global survey on corporate universities and new methods of organizational learning. Join us in reimagining the corporate university!
The document summarizes themes from the 2009 national and local ASTD State of the Industry reports. Nationally, learning investment and support remained stable in 2008. Operational efficiencies were gained through increased content reuse and advances in learning technologies. E-learning levels stabilized in 2008 but were expected to rebound in 2009. Top learning content areas included professional development, technology skills, and compliance training. Locally, 1/4 of respondents expected budget cuts while 1/3 anticipated less classroom training. Operational efficiencies were being gained through increased e-learning and LMS implementations. Top local content areas included new employee orientation, compliance training, and management/supervisory skills.
The document provides information about a university teamwork platform called LeadTeam. It includes graphs and charts from customer validation research showing that university students currently use multiple platforms for teamwork and find the process time-consuming. The document outlines LeadTeam's minimum viable product, marketing plan, and revenue models. It also compares LeadTeam to competitors like Facebook, Google Drive, Dropbox, and Evernote on features and strengths/weaknesses.
This document discusses quality control and management in e-learning processes based on European projects. It summarizes that e-learning has advantages over traditional training by allowing flexible access anywhere, but that expectations of e-learning have not been met due to issues like a lack of focus on the learner experience and usability. It then discusses some challenges with e-learning content development and localization.
This 3-year technology plan aims to: 1) improve learning through staff training on technologies like SMART Boards and tools for collaboration; 2) better communicate with stakeholders using Skype, newsletters, and social media; and 3) provide digital citizenship education for all. Goals include increasing teacher integration of technology, engaging students, and building leadership skills for 21st century learning. A staff survey found that most teachers want more professional development on educational technologies and integrating them into lessons. The plan aims to support teachers' technology needs through continued training opportunities.
This document summarizes a presentation about enhancing undergraduate learning with digital media at Munich University of Applied Sciences. It discusses their large-scale implementation approach, including establishing an e-learning strategy and center to provide support. It also examines the instructional technologies used, including their learning management system Moodle and tools like audio/video recordings. Barriers and enablers to adoption are analyzed from instructor and student perspectives, such as usability issues, technical problems, and concerns about intellectual property rights and data tracking. The conclusion emphasizes that educational design is key, and both technical and organizational support must address the needs and perspectives of all stakeholders.
Totara Learning Effective Blends Seminar February 2016Lars Hyland
The document discusses Totara, an open source learning management system (LMS) and social learning platform. It provides an overview of Totara's support for formal and informal learning through blending the LMS and social platform. Examples are given of how Totara can be used to manage blended learning experiences and embed learning into workflows. Statistics on Totara's adoption rates and implementation across different organizations and industries are also presented.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.