The document summarizes work from the previous year on the Global Citizenship Program (GCP) at Webster University. It discusses developing the GCP to provide students with knowledge, skills, and abilities for meaningful work, responsible global citizenship, and career success. This includes creating purposeful learning pathways through high-impact practices like first-year seminars, learning communities, and a capstone course. The goals are to ensure students graduate with core competencies for the 21st century through the GCP.
The document discusses the Bonner Program's approach to student development. It focuses on providing students with experiential learning opportunities through service placements that allow them to develop skills across multiple domains. Students progress through these placements from exploration to experience to expertise. The program also emphasizes training, reflection, and skill-building through various group meetings. The goal is to help students become engaged citizens, nonprofit leaders, and produce other positive outcomes through an integrated curricular and co-curricular model.
Presentation to Admissions staff on the Global Citizenship Programbumbaugh
Now that a new general education program has been approved, we begin implementation. This presentation reviews the genesis and rationale of the program, the program structure and content, and the implementation process -- all in terms relevant to prospective students and those who interact with them in the admissions process
Global Enrollment Management 2012 update on GCPbumbaugh
The Global Citizenship Program at Webster University is being updated to better prepare students for the 21st century. The program will include purposeful pathways through required courses in the first year, sophomore year, and a capstone course. It aims to cultivate knowledge, skills, and especially integration across disciplines. The goals are to ensure students develop competencies for global citizenship and career success in a changing world. The program builds on high-impact educational practices and international collaboration.
2013 GCP Collaboratory Overview and Progress Updatebumbaugh
Overview of the Global Citizenship Program, its structure, background, and rationale, indications of progress in implementation and in development of the GCP as a strong program of general education, preview of the 2013 Collaboratory experience.
The Global Citizenship Program (GCP) at Webster University underwent revision beginning in 2009 and was approved by the Faculty Assembly in 2011. The GCP aims to provide students with the competencies required for responsible global citizenship in the 21st century by integrating knowledge and skills development. Research indicates the GCP aligns with employer needs, student needs, and national best practices. It emphasizes skills like critical thinking, communication, and intercultural competence that lead to career success. The next steps are to ensure all GCP courses are of high quality and effectively integrate knowledge and skills.
The document discusses the Bonner Program's approach to student development. It focuses on providing students with experiential learning opportunities through service placements that allow them to develop skills across multiple domains. Students progress through these placements from exploration to experience to expertise. The program also emphasizes training, reflection, and skill-building through various group meetings. The goal is to help students become engaged citizens, nonprofit leaders, and produce other positive outcomes through an integrated curricular and co-curricular model.
Presentation to Admissions staff on the Global Citizenship Programbumbaugh
Now that a new general education program has been approved, we begin implementation. This presentation reviews the genesis and rationale of the program, the program structure and content, and the implementation process -- all in terms relevant to prospective students and those who interact with them in the admissions process
Global Enrollment Management 2012 update on GCPbumbaugh
The Global Citizenship Program at Webster University is being updated to better prepare students for the 21st century. The program will include purposeful pathways through required courses in the first year, sophomore year, and a capstone course. It aims to cultivate knowledge, skills, and especially integration across disciplines. The goals are to ensure students develop competencies for global citizenship and career success in a changing world. The program builds on high-impact educational practices and international collaboration.
2013 GCP Collaboratory Overview and Progress Updatebumbaugh
Overview of the Global Citizenship Program, its structure, background, and rationale, indications of progress in implementation and in development of the GCP as a strong program of general education, preview of the 2013 Collaboratory experience.
The Global Citizenship Program (GCP) at Webster University underwent revision beginning in 2009 and was approved by the Faculty Assembly in 2011. The GCP aims to provide students with the competencies required for responsible global citizenship in the 21st century by integrating knowledge and skills development. Research indicates the GCP aligns with employer needs, student needs, and national best practices. It emphasizes skills like critical thinking, communication, and intercultural competence that lead to career success. The next steps are to ensure all GCP courses are of high quality and effectively integrate knowledge and skills.
Review of work on the Global Citizenship Program at Webster University, with attention to iimproving student learning and well being through exercising care.
Board of Trustees presentation on Global Citizenship Programbumbaugh
The Global Citizenship Program at Webster University aims to ensure that all undergraduate students develop the core competencies required for responsible global citizenship in the 21st century. The program is guided by the university's mission and aligns with employer needs, student needs, and national research on skills development. It focuses on providing students with knowledge in various areas as well as skills like critical thinking, communication, cultural competence, collaboration, and ethical reasoning. A key part of the program is integrative learning experiences like first-year seminars and a global keystone seminar in the third year that combine knowledge and skill development.
Embedding Graduate Attributes into the CurriculumRhona Sharpe
This document discusses embedding graduate attributes into university curriculums. It provides context for why graduate attributes are important for developing well-rounded graduates. The document outlines initiatives at Oxford Brookes University to map graduate attributes into programs, provide resources for staff, and evaluate staff and student engagement. It finds that working on graduate attributes helped staff think about program content and future employability. Evaluation found high student development in attributes like research literacy and critical thinking. Enablers included discipline contextualization, integration with QA processes, and focus on program teams.
Evolving the Loop: How ePortfolios drive a 21st century learning collegeNiesha Ziehmke
This document discusses evolving assessment practices at Guttman Community College, including increasing emphasis on ePortfolios and core competencies. It outlines new general education competencies in areas like inquiry/problem solving, integrated learning, and digital communication. Faculty are developing ePortfolio assignments and rubrics to explicitly teach and assess these competencies. Periodic program reviews also evaluate competency achievement. The occupational therapy assistant program example shows how ePortfolios can integrate assignments, map curricula to competencies, and facilitate longitudinal student reflection on professional growth.
The document discusses the PMI Educational Foundation and its programs and initiatives. It provides an overview of the Foundation's vision, mission and current programs including careers in project management, project management skills for life, and project management scholarships. It then outlines plans to expand the scope and impact of programs through endowing scholarships, project learning initiatives in primary/secondary schools, and humanitarian outreach through disaster-related project management.
Dr Georgina Gough – Embedding the Sustainable Development Goals into higher e...IES / IAQM
The document discusses embedding the UN Sustainable Development Goals (SDGs) into higher education curriculum at UWE Bristol. It outlines why the SDGs should be integrated, including addressing issues like climate change, resource use, and inequality. It describes how the SDGs can be incorporated through curriculum content, research, placements, and engaging stakeholders. Examples are provided for how different disciplines like midwifery, public health, environmental science, law, and marketing relate to the SDGs. More work is needed to fully map curriculum and research to the goals and ensure holistic and ongoing engagement. The goals provide opportunities to enhance teaching, research, and student employability while contributing to positive social change.
1) The document discusses the potential benefits of forming learning communities (LCs) among EdD students, alumni, and faculty across institutions, as proposed by Tony Bryk in 2012. Benefits include encouraging innovation, collaboration, and support for students and graduates.
2) Challenges to creating such communities are identified, including faculty being too busy, students focusing on coursework, and alumni losing support networks. Potential root causes like these are analyzed using a problem tree.
3) Participants are asked to help develop an action plan to increase LC participation using a driver diagram tool to identify primary and secondary drivers toward the aim. Completing a survey is suggested to provide feedback and volunteer to start an LC.
A Time to Act: Transforming Students for Responsible Global Citizenship (2022...bumbaugh
The document discusses the Global Citizenship Program (GCP) at Webster University. It provides background on the development of the GCP over time in response to accreditation reviews. It outlines the mission and requirements of the GCP, including its emphasis on skills, pathways for students, and a capstone course. It also discusses validation of the GCP through external reviews, assessment data, and its inclusion of high-impact practices linked to student success. The document calls for continuing efforts to scale high-impact practices and build a culture of care in order to fulfill the program's promise to students.
1. KMUTT aims to become a top university in Thailand, Asia, and globally by 2016 through internationalization strategies. This includes improving infrastructure, educational programs, research, and collaboration to meet international standards.
2. Key initiatives include establishing an international office, increasing programs taught in English, recruiting more international students and faculty, developing joint programs with top foreign universities, and enhancing collaboration through conferences and partnerships.
3. Performance targets include increasing the international student and staff population and the number of international activities like student exchanges, research projects, and educational programs conducted with foreign countries. Incentives aim to motivate more faculty and departments to engage in internationalization.
Leda Muñoz - Tecnologias e Aprendizado - CICI2011CICI2011
The Omar Dengo Foundation is a non-profit organization in Costa Rica that is responsible for designing, implementing, and evaluating the country's National Informatics Educational Program in partnership with the Ministry of Education. In 2010, the foundation's activities benefited almost 470,000 students, representing 62.3% of Costa Rica's student population. The foundation also offers educational services and products based on information and communication technologies to other sectors. It was founded over 20 years ago and has accumulated experience working with national and international partners on projects focused on introducing information and communication technologies into school systems to improve education quality and develop 21st century skills.
The document describes The Bonner Program, which is run by The Corella and Bertram Bonner Foundation. The program focuses on student development through experiential learning and service. It outlines the program's visionary goals, intentional learning outcomes, training and enrichment calendar, and roles and work plan. It then provides more details on the student development goals, outcomes, skill areas, cornerstone activities, and training and enrichment sequence to develop students over their time in the program from exploration to expertise.
Closing plenary - Connect more with the future - Andy McGregor and Sarah SpeightJisc
This document outlines Jisc's visions for 2020 and how they developed those visions. It discusses key points from each vision, including data, student/learner control, AI and automation, staff skills, and more. It also notes how Jisc's current portfolio partly delivers the visions and how they can add to the portfolio. The document encourages readers to get involved and provides contact information.
The document discusses implementing a middle school career exploration program with the goals of expanding students' knowledge of career and education options, increasing their understanding of career goals and interests, and raising awareness among staff of career development resources. It recommends infusing career exploration into the curriculum through classroom activities, guest speakers, and simulations. An organizational structure is proposed with a program coordinator, site coordinator, teachers, and administrators all having defined responsibilities to plan, implement, and evaluate the program. Sample activities and how to fit them into the school schedule are also addressed.
21st century student engagement and success through collaborative project-bas...Beata Jones
The document discusses using project-based learning (PjBL) to engage 21st century students and promote deeper learning outcomes. It outlines challenges in modern education and the need for skills like collaboration, problem-solving and digital literacy. The author shares their experience using PjBL approaches across different courses, which improved student grades and feedback. Scaffolding tools and structuring collaboration are presented as ways to enhance PjBL learning environments and outcomes.
Global Learning for Educators webinars are offered free twice monthly, September 2012 - May 2013. Please visit http://asiasociety.org/webinars for details and registration.
What is your school doing to prepare students for success in the global era? Join Brandon Wiley, Director of the International Studies Schools Network at Asia Society, to learn how to implement global learning initiatives in your school. Understand how schools across the United States are utilizing innovative approaches and proven practices in global education. Get strategies and tools to help ensure students develop global competence and are prepared for a global society.
Evaluating the Impact of an eLearning Strategy on the Quality of Teaching and...Iain Doherty
This is a presentation that I gave at the CITE 2012 Research Symposium at The University of Hong Kong. Essentially the presentation makes a case for the need to look at learning experiences and learning outcomes in order to truly determine whether or not an eLearning strategy has been effective. In other words, Moodle generated data will not do the trick.
SEM 2011 Expanding ACCESS to International StudentsCISA-GMU
The document discusses George Mason University's ACCESS program, which was created to expand access to international students. [1] The program provides provisional admission to international freshmen who meet academic qualifications but have lower English proficiency. [2] It offers these students a comprehensive first-year experience including enhanced English courses, advising, and extracurricular support. [3] An evaluation found the program exceeded its first-year retention target and received positive feedback, though it requires ongoing adjustments to balance resources and fully develop the enrollment model.
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
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Review of work on the Global Citizenship Program at Webster University, with attention to iimproving student learning and well being through exercising care.
Board of Trustees presentation on Global Citizenship Programbumbaugh
The Global Citizenship Program at Webster University aims to ensure that all undergraduate students develop the core competencies required for responsible global citizenship in the 21st century. The program is guided by the university's mission and aligns with employer needs, student needs, and national research on skills development. It focuses on providing students with knowledge in various areas as well as skills like critical thinking, communication, cultural competence, collaboration, and ethical reasoning. A key part of the program is integrative learning experiences like first-year seminars and a global keystone seminar in the third year that combine knowledge and skill development.
Embedding Graduate Attributes into the CurriculumRhona Sharpe
This document discusses embedding graduate attributes into university curriculums. It provides context for why graduate attributes are important for developing well-rounded graduates. The document outlines initiatives at Oxford Brookes University to map graduate attributes into programs, provide resources for staff, and evaluate staff and student engagement. It finds that working on graduate attributes helped staff think about program content and future employability. Evaluation found high student development in attributes like research literacy and critical thinking. Enablers included discipline contextualization, integration with QA processes, and focus on program teams.
Evolving the Loop: How ePortfolios drive a 21st century learning collegeNiesha Ziehmke
This document discusses evolving assessment practices at Guttman Community College, including increasing emphasis on ePortfolios and core competencies. It outlines new general education competencies in areas like inquiry/problem solving, integrated learning, and digital communication. Faculty are developing ePortfolio assignments and rubrics to explicitly teach and assess these competencies. Periodic program reviews also evaluate competency achievement. The occupational therapy assistant program example shows how ePortfolios can integrate assignments, map curricula to competencies, and facilitate longitudinal student reflection on professional growth.
The document discusses the PMI Educational Foundation and its programs and initiatives. It provides an overview of the Foundation's vision, mission and current programs including careers in project management, project management skills for life, and project management scholarships. It then outlines plans to expand the scope and impact of programs through endowing scholarships, project learning initiatives in primary/secondary schools, and humanitarian outreach through disaster-related project management.
Dr Georgina Gough – Embedding the Sustainable Development Goals into higher e...IES / IAQM
The document discusses embedding the UN Sustainable Development Goals (SDGs) into higher education curriculum at UWE Bristol. It outlines why the SDGs should be integrated, including addressing issues like climate change, resource use, and inequality. It describes how the SDGs can be incorporated through curriculum content, research, placements, and engaging stakeholders. Examples are provided for how different disciplines like midwifery, public health, environmental science, law, and marketing relate to the SDGs. More work is needed to fully map curriculum and research to the goals and ensure holistic and ongoing engagement. The goals provide opportunities to enhance teaching, research, and student employability while contributing to positive social change.
1) The document discusses the potential benefits of forming learning communities (LCs) among EdD students, alumni, and faculty across institutions, as proposed by Tony Bryk in 2012. Benefits include encouraging innovation, collaboration, and support for students and graduates.
2) Challenges to creating such communities are identified, including faculty being too busy, students focusing on coursework, and alumni losing support networks. Potential root causes like these are analyzed using a problem tree.
3) Participants are asked to help develop an action plan to increase LC participation using a driver diagram tool to identify primary and secondary drivers toward the aim. Completing a survey is suggested to provide feedback and volunteer to start an LC.
A Time to Act: Transforming Students for Responsible Global Citizenship (2022...bumbaugh
The document discusses the Global Citizenship Program (GCP) at Webster University. It provides background on the development of the GCP over time in response to accreditation reviews. It outlines the mission and requirements of the GCP, including its emphasis on skills, pathways for students, and a capstone course. It also discusses validation of the GCP through external reviews, assessment data, and its inclusion of high-impact practices linked to student success. The document calls for continuing efforts to scale high-impact practices and build a culture of care in order to fulfill the program's promise to students.
1. KMUTT aims to become a top university in Thailand, Asia, and globally by 2016 through internationalization strategies. This includes improving infrastructure, educational programs, research, and collaboration to meet international standards.
2. Key initiatives include establishing an international office, increasing programs taught in English, recruiting more international students and faculty, developing joint programs with top foreign universities, and enhancing collaboration through conferences and partnerships.
3. Performance targets include increasing the international student and staff population and the number of international activities like student exchanges, research projects, and educational programs conducted with foreign countries. Incentives aim to motivate more faculty and departments to engage in internationalization.
Leda Muñoz - Tecnologias e Aprendizado - CICI2011CICI2011
The Omar Dengo Foundation is a non-profit organization in Costa Rica that is responsible for designing, implementing, and evaluating the country's National Informatics Educational Program in partnership with the Ministry of Education. In 2010, the foundation's activities benefited almost 470,000 students, representing 62.3% of Costa Rica's student population. The foundation also offers educational services and products based on information and communication technologies to other sectors. It was founded over 20 years ago and has accumulated experience working with national and international partners on projects focused on introducing information and communication technologies into school systems to improve education quality and develop 21st century skills.
The document describes The Bonner Program, which is run by The Corella and Bertram Bonner Foundation. The program focuses on student development through experiential learning and service. It outlines the program's visionary goals, intentional learning outcomes, training and enrichment calendar, and roles and work plan. It then provides more details on the student development goals, outcomes, skill areas, cornerstone activities, and training and enrichment sequence to develop students over their time in the program from exploration to expertise.
Closing plenary - Connect more with the future - Andy McGregor and Sarah SpeightJisc
This document outlines Jisc's visions for 2020 and how they developed those visions. It discusses key points from each vision, including data, student/learner control, AI and automation, staff skills, and more. It also notes how Jisc's current portfolio partly delivers the visions and how they can add to the portfolio. The document encourages readers to get involved and provides contact information.
The document discusses implementing a middle school career exploration program with the goals of expanding students' knowledge of career and education options, increasing their understanding of career goals and interests, and raising awareness among staff of career development resources. It recommends infusing career exploration into the curriculum through classroom activities, guest speakers, and simulations. An organizational structure is proposed with a program coordinator, site coordinator, teachers, and administrators all having defined responsibilities to plan, implement, and evaluate the program. Sample activities and how to fit them into the school schedule are also addressed.
21st century student engagement and success through collaborative project-bas...Beata Jones
The document discusses using project-based learning (PjBL) to engage 21st century students and promote deeper learning outcomes. It outlines challenges in modern education and the need for skills like collaboration, problem-solving and digital literacy. The author shares their experience using PjBL approaches across different courses, which improved student grades and feedback. Scaffolding tools and structuring collaboration are presented as ways to enhance PjBL learning environments and outcomes.
Global Learning for Educators webinars are offered free twice monthly, September 2012 - May 2013. Please visit http://asiasociety.org/webinars for details and registration.
What is your school doing to prepare students for success in the global era? Join Brandon Wiley, Director of the International Studies Schools Network at Asia Society, to learn how to implement global learning initiatives in your school. Understand how schools across the United States are utilizing innovative approaches and proven practices in global education. Get strategies and tools to help ensure students develop global competence and are prepared for a global society.
Evaluating the Impact of an eLearning Strategy on the Quality of Teaching and...Iain Doherty
This is a presentation that I gave at the CITE 2012 Research Symposium at The University of Hong Kong. Essentially the presentation makes a case for the need to look at learning experiences and learning outcomes in order to truly determine whether or not an eLearning strategy has been effective. In other words, Moodle generated data will not do the trick.
SEM 2011 Expanding ACCESS to International StudentsCISA-GMU
The document discusses George Mason University's ACCESS program, which was created to expand access to international students. [1] The program provides provisional admission to international freshmen who meet academic qualifications but have lower English proficiency. [2] It offers these students a comprehensive first-year experience including enhanced English courses, advising, and extracurricular support. [3] An evaluation found the program exceeded its first-year retention target and received positive feedback, though it requires ongoing adjustments to balance resources and fully develop the enrollment model.
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
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
How to Setup Warehouse & Location in Odoo 17 Inventory
2012 collaboratory
1.
2. Second Global Citizenship Program
Summer Collaboratory:
Review and Preview
Bruce Umbaugh
Director, Global Citizenship Program
July 18, 2012
#gcp2012
5. GLOBAL CITIZENSHIP PUZZLE
Knowledge
Roots of Cultures
Social Systems & Human Behavior
Physical & Natural World
Global Understanding
Arts Appreciation
Skills
Written Communication
Oral Communication
Critical Thinking
Quantitative Literacy
Ethical Reasoning
Intercultural Competence
Integrative Learning
7. Global Citizenship Program
competencies are key to:
a) a “good life” that is satisfying and fulfilling,
b) responsible global citizenship in the 21st
century, and
c) career success and earning power.
12. Mission
The mission of the Global Citizenship Program is
to ensure that every undergraduate student
emerges from Webster University with the core
competencies required for responsible global
citizenship in the 21st Century.
14. GCP and Career Success
Today's students will have 10-14 jobs by the time
they are 38.
Every year, more than 30 million Americans are
working in jobs that did not exist in the previous
quarter.
Department of Labor – Bureau of Labor Statistics
15. GCP and Career Success
Today's students will have 10-14 jobs by the time
they are 38.
Every year, more than 30 million Americans are
working in jobs that did not exist in the previous
quarter.
Department of Labor – Bureau of Labor Statistics
16. Giving students what they need
• Students rarely come to us to major in policy
analysis, or health care ethics, or study abroad
advising, or managing online learning
• AND we prepare them to do these things,
anyway.
• The GCP will help us even better prepare
students for careers in the 21st century.
17. July, 2012
Arrow Process
The General Education Reform Process
Why use graphics from PowerPointing.com?
“transform students What do we want for
for global citizenship students?
and individual What students
excellence” experience
Program
University Program Learning Goals Design; Program
Mission Mission & Outcomes Assessment Content
Plan
“core competencies
for responsible global Purposeful pathways
citizenship in the 21st and a plan for telling
century” whether they work
20. What do students need?
Raising the Bar: Employers’ Views on College Learning in the Wake of the Economic Downturn,
Hart Research Associates, for the AAC&U, January, 2010
21. GCP and Career Success
For career success students should develop these
capabilities in college, because
• the marketplace rewards graduates with the highest
levels of achievement in these key learning
outcomes, and
• they give access to career paths that require and
further develop these high level capabilities.
23. Cold-war era general education
Cafeteria “A,” 1947, Duke University Archives. Durham, North Carolina, USA.
CC by-nc-sa, Some rights reserved.
24. Understanding the Global Citizenship
Program of undergraduate education
• Create purposeful pathways for students
to learn
• Build on high-impact practices
• Cultivate knowledge, skills, and especially
integration
25. PurposefulPathways: A beginning, middle,
and end
First Year Seminar introduces program,
emphasizes communication, critical
1 thinking, interdisciplinarity, integration
Courses address knowledge, communication,
critical thinking, ethical reasoning, global
2 understanding, intercultural competence,
integrative thinking
Global Keystone Seminar serves as capstone
3 for the Global Citizenship Program,
and also prepares students to succeed in
culminating work in the major
26. Understanding the Global Citizenship
Program of undergraduate education
•Create purposeful pathways for students
to learn
• Build on high-impact practices
• Cultivate knowledge, skills, and especially
integration
27. High Impact Practices
• First-Year Seminars and Experiences
• Common Intellectual Experiences
• Learning Communities
• Writing-Intensive Courses
• Collaborative Assignments and Projects
• “Science as Science Is Done”/Undergraduate Research
• Diversity/Global Learning
• Service Learning, Community-Based Learning
• Internships
• Capstone Courses and Projects
28. High Impact Practices
• First-Year Seminars and Experiences *
• Common Intellectual Experiences
• Learning Communities *
• Writing-Intensive Courses
• Collaborative Assignments and Projects
• “Science as Science Is Done”/Undergraduate Research
• Diversity/Global Learning *
• Service Learning, Community-Based Learning
• Internships
• Capstone Courses and Projects
29. Understanding the Global Citizenship
Program of undergraduate education
• Create purposeful pathways for students
to learn
• Build on high-impact practices
• Cultivate knowledge, skills, and especially
integration
33. July, 2012
Arrow Process
The General Education Reform Process
Why use graphics from PowerPointing.com?
“transform students What do we want for
for global citizenship students?
and individual What students
excellence” experience
Program
University Program Learning Goals Design; Program
Mission Mission & Outcomes Assessment Content
Plan
“core competencies
for responsible global Purposeful pathways
citizenship in the 21st and a plan for telling
century” whether they work
34. July, 2012
Arrow Process
The General Education Reform Process
Why use graphics from PowerPointing.com?
You are here.
“transform students What do we want for
for global citizenship students?
and individual What students
excellence” experience
Program
University Program Learning Goals Design; Program
Mission Mission & Outcomes Assessment Content
Plan
“core competencies
for responsible global Purposeful pathways
citizenship in the 21st and a plan for telling
century” whether they work
36. What do students need?
• Knowledge
• Skills
• Abilities to integrate and apply
37.
38. What do students need?
• Knowledge
– Where meanings come from (Roots of Cultures)
– How people and institutions work (Social Systems and
Human Behavior)
– How the Physical and Natural World works
– Forces that push us apart and pull us together (Global
Understanding)
– Human artistic expressions (Arts Appreciation)
• Skills
• Abilities to integrate and apply
39. What do students need?
• Skills
– Critical Thinking
– Written and Oral Communication
– Quantitative Literacy
– Intercultural Competence
– Ethical Reasoning
• Abilities to integrate and apply
– Draw on and connect multiple from multiple
disciplines
– Draw on and connect to life experience
40. OECD “Skills Strategy”
“Better Skills, Better Jobs, Better Lives: A Strategic Approach to Skills Policies”
Launched May 2012
41. OECD “Skills Strategy”
“Skills have become the
global currency of 21st
century economies.”
-- OECD Secretary-General Angel Gurría
42. OECD “Skills Strategy”
“Since skills requirements change and people need to adapt and
learn new skills over their working lives to ensure occupational
mobility, compulsory education is where people should master
foundation skills and where they should develop the general
desire and capacity to engage in learning over an entire lifetime.”
Better Skills Better Jobs Better Lives: A Strategic Approach to Skills Policies,
OECD Publishing, 2012, p. 26
43. OECD “Skills Strategy”
Curricula for the 21st century:
• Knowledge – connected to real-world
experience
• Skills – including higher-order skills (Creativity,
Communication, Critical Thinking,
Collaboration)
• “Character” – behaviors, attitudes, values
• Meta-layer – integration and learning how to
continue to learn
48. GCP Courses (Program Content)
More than 100 courses, from 16 departments, with 32 prefixes
49. Integrative Learning
• Knowledge + Skill in one course:
– Essentials of Biology I is also a Written
Communication course
– Meaning of Life addresses Global Understanding
and Intercultural Competence
– Design Concepts is also an Oral Communication
course
– Dance as an Art Form is also a Critical Thinking
course
50. Integrative Learning
• Multiple skills in Seminars:
– First-year Seminars
• Interdisciplinary
• address written communication, oral communication,
critical thinking, and integrative learning
– Global Keystone Seminars
• Will address knowledge from interdisciplinary
perspectives
• as well as all the skills components
51. Integrative Learning
• Global Keystone Seminar prototypes:
– EDUC 3250 (Real World Survivor: Confronting
Poverty)
– SCIN 1210 (Water: The World’s Most Valuable
Resource)
59. OECD on high-quality learning
environments
High-quality learning environments need to:
•make learning central and encourage engagement
• ensure that learning is social and often collaborative
• be highly attuned to the motivations of learners
• be sensitive to individual differences, including prior knowledge
• use assessments that emphasiseformative feedback
•promote connections across activities and subjects,
both in and out of school.
Source: OECD, Innovative Learning Environment Project.
60. George Kuh on What Makes Practices
High-impact
In high-impact education practices, students:
• invest time and effort,
• interact with faculty and peers about substantive matters,
• experience diversity,
• respond to more frequent feedback,
• reflect and integrate learning, and
• discover relevance of learning through real-world applications.
Source:Kuh, High-Impact Educational Practices: What They Are,
Who Has Access to Them, and Why They Matter. AAC&U, 2008.
61. The next three days:
• High-impact practices
• Integrative Learning
• Collaboration
73. Build “good stuff” into students’
experiences as much as we can
• First-Year Seminars and Experiences
• Common Intellectual Experiences &
• Learning Communities *
• Writing-Intensive Courses
• Collaborative Assignments and Projects
• “Science as Science Is Done”/Undergraduate Researchkk
• Diversity/Global Learning ]*
• Service Learning, Community-Based Learning-9
• Internships _
• Capstone Courses and Projects