This document summarizes a presentation on Creative Commons given on May 27, 2014 in Victoria, BC. It discusses how Creative Commons licenses enable open sharing of educational resources through lowering copying and distribution costs to nearly zero. It highlights how open educational resources (OER) can help reduce student costs and increase success, and how Creative Commons is used for open science, open data, culture, government, and various media and platforms.
This document discusses open educational resources (OER) and Creative Commons licensing. It defines OER as teaching, learning and research materials that are freely available online for everyone to use and adapt. Creative Commons licenses allow creators to retain copyright while allowing others to copy, distribute and make some uses of their work. The document provides examples of OER sources like OpenStax, MIT OpenCourseWare, and Creative Commons licensed images on Flickr. It also explains how to find, use, attribute and create OER using a Creative Commons license.
This document discusses developing a culture of open education in Washington State by sharing educational resources openly through creative commons licensing. It notes that high textbook costs reduce access to higher education, costing full-time students $1000 per year. It proposes creating an Open Course Library with 81 high-enrollment courses that are openly licensed and cost less than $30 per textbook to improve completion rates and engage in the global open education discussion. The document raises questions about the efficiencies if all publicly funded educational content was openly accessible.
Online Learning Objects: Affecting Change through Cross-Disciplinary Practi...Emily Puckett Rodgers
The document summarizes the Michigan Education through Learning Objects (MELO) project which aims to improve education by integrating open learning objects into undergraduate courses across multiple disciplines at the University of Michigan. Over three years, graduate students were trained to evaluate, design, and integrate quality course-specific learning objects while disseminating materials openly online. Evaluation of the project found that learning objects positively impacted student achievement, especially for lower performing students, and that students and instructors generally found learning objects to be helpful resources. Analytics of learning object usage provided additional insights into how to best support student learning.
This document provides an overview of a training on using openly licensed educational resources. The training introduces open education and Creative Commons licenses, teaches how to find and incorporate open resources into projects, and provides guidance on assessing existing works and publishing them with open licenses. Participants will learn to recognize copyrighted material, understand open educational practices, and clear and publish open educational resources.
Training to Marketing and Communications members of MICHR and Medical research at the University of Michigan. Topics covered: how we share today, shared interests between African Health OER Network/Open.Michigan and MICHR, how to use Creative Commons licenses and upload content to SlideShare.
This document summarizes a presentation on Creative Commons given on May 27, 2014 in Victoria, BC. It discusses how Creative Commons licenses enable open sharing of educational resources through lowering copying and distribution costs to nearly zero. It highlights how open educational resources (OER) can help reduce student costs and increase success, and how Creative Commons is used for open science, open data, culture, government, and various media and platforms.
This document discusses open educational resources (OER) and Creative Commons licensing. It defines OER as teaching, learning and research materials that are freely available online for everyone to use and adapt. Creative Commons licenses allow creators to retain copyright while allowing others to copy, distribute and make some uses of their work. The document provides examples of OER sources like OpenStax, MIT OpenCourseWare, and Creative Commons licensed images on Flickr. It also explains how to find, use, attribute and create OER using a Creative Commons license.
This document discusses developing a culture of open education in Washington State by sharing educational resources openly through creative commons licensing. It notes that high textbook costs reduce access to higher education, costing full-time students $1000 per year. It proposes creating an Open Course Library with 81 high-enrollment courses that are openly licensed and cost less than $30 per textbook to improve completion rates and engage in the global open education discussion. The document raises questions about the efficiencies if all publicly funded educational content was openly accessible.
Online Learning Objects: Affecting Change through Cross-Disciplinary Practi...Emily Puckett Rodgers
The document summarizes the Michigan Education through Learning Objects (MELO) project which aims to improve education by integrating open learning objects into undergraduate courses across multiple disciplines at the University of Michigan. Over three years, graduate students were trained to evaluate, design, and integrate quality course-specific learning objects while disseminating materials openly online. Evaluation of the project found that learning objects positively impacted student achievement, especially for lower performing students, and that students and instructors generally found learning objects to be helpful resources. Analytics of learning object usage provided additional insights into how to best support student learning.
This document provides an overview of a training on using openly licensed educational resources. The training introduces open education and Creative Commons licenses, teaches how to find and incorporate open resources into projects, and provides guidance on assessing existing works and publishing them with open licenses. Participants will learn to recognize copyrighted material, understand open educational practices, and clear and publish open educational resources.
Training to Marketing and Communications members of MICHR and Medical research at the University of Michigan. Topics covered: how we share today, shared interests between African Health OER Network/Open.Michigan and MICHR, how to use Creative Commons licenses and upload content to SlideShare.
Lucas Anthony Kok graduated from Fanshawe College's Computer Systems Technology program in December 2016. Over the course of the three year program, he maintained high grades, earning placement on the Dean's Honour Roll multiple times and President's Honour Roll upon graduation. The transcript shows he completed the program with a GPA of 4.02 out of 127 credit units. Courses included subjects like networking, databases, operating systems, and programming fundamentals. He also gained work experience through two co-op work terms.
Nelson Leslie Reginald completed examinations with the Chartered Institute of Management Accountants in May 1990. He is eligible to apply for membership upon gaining the required practical experience. Reginald's examination results from November 1988, May 1989, November 1989, and May 1990 are detailed, with grades ranging from A to C. The certificates congratulate successful candidates and encourage unsuccessful candidates to try again, noting guidance available to help prepare.
Los documentos presentan información sobre diferentes teléfonos celulares, incluyendo sus características técnicas y precios. Se describen modelos de marcas como Nokia, Samsung, LG, Apple y otros con detalles sobre pantallas, memorias, cámaras, sistemas operativos y más. También se incluyen anuncios clasificados de venta o planes de algunos de estos celulares.
This document is a certification letter for Mr. Nelson Leslie Reginald certifying that he received several scholarships and prizes for his academic performances:
- A university scholarship for topping his batch at the General Science Qualifying Examination in 1989.
- The Prof. A. W. Wolfendale Prize for Physics for topping his batch at the Physics Special Degree Course (Special II) 1991/1992.
- The Dr. C. A. Hewavitharana Memorial Prize for Physics for topping his batch at the Special Science Degree Examination in 1992.
The certification was issued at the request of Mr. Reginald to provide information about his academic achievements.
Christopher Carl Smith attended multiple community and technical colleges from 2007 to 2010 before transferring to the University. He majored in Physics with a minor in Mathematics, taking a variety of physics, math, and general education courses. His cumulative GPA was 2.587. He completed his Bachelor of Science degree in Physics in 2016.
The presentation provides an update on the University of Delaware's transition from WebCT to Sakai as its learning management system. It discusses metrics showing growth in Sakai usage and a decline in WebCT. An LMS committee serves as ambassadors for Sakai. Efforts are underway to improve documentation and answer common questions. Faculty and staff can now create project sites in Sakai for collaboration rather than just course sites. The transition process is ongoing with the goal of phasing out WebCT fully.
The document provides an update from the University of Delaware. It discusses the follow up from an LTC conference held in Second Life, the adoption of the Sakai learning management system, development of e-portfolios, H1N1 preparedness strategies involving technology and pedagogy, and the launch of a new IT website.
Presented at Concordia University in Montreal, Canada - An Introduction to Educational Computing with Steven Shaw (PhD supervisor) on November 11, 2013.
This document summarizes a presentation given by Carl S. Blyth from the University of Texas at Austin on the affordances of openness and open educational resources (OER) for foreign language materials in the 21st century. Blyth defines OER and open education, discusses the benefits they provide to students and teachers, and addresses some of the challenges of using OER, such as lack of awareness, need for training and support, quality control, findability issues, and sustainability concerns. The presentation provides an overview of how OER can help address the rising costs of educational materials while increasing access, adaptability, and opportunities for collaboration.
The document discusses open educational resources (OER) and Creative Commons (CC) licenses. It provides definitions of OER, explains the different types of CC licenses from most open to least open, and how they can be used to license educational content. It also outlines some key benefits of using OER, major sources of OER, and ways that educators can create and share their own OER.
This document discusses copyright, open educational resources (OER), and Creative Commons licensing. It defines copyright as a form of intellectual property law that protects original creative works. OER are defined as educational resources that can be freely used and reused without restrictions. The document outlines several reasons for using OER, including zero cost, less time consumption, and supporting innovative teaching materials. It also discusses different types of Creative Commons licenses that can be applied to OER to indicate how others can use and share the content.
Open Educational Resources: Share, Remix, Learn (v4)Karen F
This document discusses open educational resources (OER) and open licensing. It defines OER as digital resources that can be freely used, adapted, and shared. OER are well-suited for differentiating instruction and increasing equity in education. Various open licenses, like Creative Commons, allow for legal sharing and reuse of content while still giving credit to the original authors. The document provides examples of OER in different subject areas and tools for finding, using, and converting OER. It encourages educators to openly license their own work to contribute to the pool of shared educational content.
This document discusses open education and learning technologies. It begins with definitions of "open" and "free" and a history of open source software and open wikis. Reasons why open education matters include rising textbook and tuition costs and increasing demand for degrees. The document then discusses open educational resources (OER), open licensing, and the OER spectrum. Massive open online courses (MOOCs) are examined, including connectivist MOOCs. Other forms of openness covered include open access research and open educational practices. The document concludes by discussing using OER for continuous course improvement.
Creative commons seminar held at the University of Cape Town. Back ground to open education and why it is imprtant. Rethinking why open is so important for university faculty
These powerpoint slides are used in a workshop entitled 'Open for Learning'.
They were produced as part of the JISC funded BERLiN project run by The University of Nottingham, which aimed to publish and share the equivalent of 360 credits of Open Educational Resources (OERs), enhance and expand Nottingham's existing Open Educational Repository (U-Now) and foster OER use and reuse.
The document provides an overview of open educational resources (OER), including their history, definitions, types, advantages, and major initiatives. It discusses what OER are, how they can be found, remixed, licensed, and shared. Key points include: OER being freely available educational content that can be reused, revised, remixed, and redistributed; major initiatives like MIT OpenCourseWare, Khan Academy, and TESSA in Africa promoting OER; and Creative Commons licensing enabling open sharing of content. Major organizations supporting OER include UNESCO, Commonwealth of Learning, and Hewlett Foundation.
The document discusses open educational resources (OER) and why the author supports their use in education. It notes that OER, which are free digital resources licensed to allow open use, adaptation and redistribution, can help improve education through differentiation of instruction and increased access and equity. The research cited indicates OER are gaining mainstream adoption and key states are adopting open textbooks. Creative Commons licenses are recommended to allow legal sharing and reuse of resources while requiring attribution. Hands-on examples are provided for finding, using and attributing OER in presentations and lessons.
LRNT 527 OER & Creative Commons LicensesClint Lalonde
This document summarizes an open education presentation about the pillars of open education, copyright and Creative Commons licenses, and finding open educational resources. The three pillars of open education are open educational resources, open pedagogy, and open technology. The presentation explains the 5R framework for using copyrighted materials and how different Creative Commons licenses allow various uses. It provides examples of attributing open resources and considerations for choosing a license for one's own work. Resources mentioned for finding open educational resources include open.bccampus.ca, OpenStax College, Creative Commons search, and repositories like OER Commons, MERLOT and MIT OpenCourseware.
Lucas Anthony Kok graduated from Fanshawe College's Computer Systems Technology program in December 2016. Over the course of the three year program, he maintained high grades, earning placement on the Dean's Honour Roll multiple times and President's Honour Roll upon graduation. The transcript shows he completed the program with a GPA of 4.02 out of 127 credit units. Courses included subjects like networking, databases, operating systems, and programming fundamentals. He also gained work experience through two co-op work terms.
Nelson Leslie Reginald completed examinations with the Chartered Institute of Management Accountants in May 1990. He is eligible to apply for membership upon gaining the required practical experience. Reginald's examination results from November 1988, May 1989, November 1989, and May 1990 are detailed, with grades ranging from A to C. The certificates congratulate successful candidates and encourage unsuccessful candidates to try again, noting guidance available to help prepare.
Los documentos presentan información sobre diferentes teléfonos celulares, incluyendo sus características técnicas y precios. Se describen modelos de marcas como Nokia, Samsung, LG, Apple y otros con detalles sobre pantallas, memorias, cámaras, sistemas operativos y más. También se incluyen anuncios clasificados de venta o planes de algunos de estos celulares.
This document is a certification letter for Mr. Nelson Leslie Reginald certifying that he received several scholarships and prizes for his academic performances:
- A university scholarship for topping his batch at the General Science Qualifying Examination in 1989.
- The Prof. A. W. Wolfendale Prize for Physics for topping his batch at the Physics Special Degree Course (Special II) 1991/1992.
- The Dr. C. A. Hewavitharana Memorial Prize for Physics for topping his batch at the Special Science Degree Examination in 1992.
The certification was issued at the request of Mr. Reginald to provide information about his academic achievements.
Christopher Carl Smith attended multiple community and technical colleges from 2007 to 2010 before transferring to the University. He majored in Physics with a minor in Mathematics, taking a variety of physics, math, and general education courses. His cumulative GPA was 2.587. He completed his Bachelor of Science degree in Physics in 2016.
The presentation provides an update on the University of Delaware's transition from WebCT to Sakai as its learning management system. It discusses metrics showing growth in Sakai usage and a decline in WebCT. An LMS committee serves as ambassadors for Sakai. Efforts are underway to improve documentation and answer common questions. Faculty and staff can now create project sites in Sakai for collaboration rather than just course sites. The transition process is ongoing with the goal of phasing out WebCT fully.
The document provides an update from the University of Delaware. It discusses the follow up from an LTC conference held in Second Life, the adoption of the Sakai learning management system, development of e-portfolios, H1N1 preparedness strategies involving technology and pedagogy, and the launch of a new IT website.
Presented at Concordia University in Montreal, Canada - An Introduction to Educational Computing with Steven Shaw (PhD supervisor) on November 11, 2013.
This document summarizes a presentation given by Carl S. Blyth from the University of Texas at Austin on the affordances of openness and open educational resources (OER) for foreign language materials in the 21st century. Blyth defines OER and open education, discusses the benefits they provide to students and teachers, and addresses some of the challenges of using OER, such as lack of awareness, need for training and support, quality control, findability issues, and sustainability concerns. The presentation provides an overview of how OER can help address the rising costs of educational materials while increasing access, adaptability, and opportunities for collaboration.
The document discusses open educational resources (OER) and Creative Commons (CC) licenses. It provides definitions of OER, explains the different types of CC licenses from most open to least open, and how they can be used to license educational content. It also outlines some key benefits of using OER, major sources of OER, and ways that educators can create and share their own OER.
This document discusses copyright, open educational resources (OER), and Creative Commons licensing. It defines copyright as a form of intellectual property law that protects original creative works. OER are defined as educational resources that can be freely used and reused without restrictions. The document outlines several reasons for using OER, including zero cost, less time consumption, and supporting innovative teaching materials. It also discusses different types of Creative Commons licenses that can be applied to OER to indicate how others can use and share the content.
Open Educational Resources: Share, Remix, Learn (v4)Karen F
This document discusses open educational resources (OER) and open licensing. It defines OER as digital resources that can be freely used, adapted, and shared. OER are well-suited for differentiating instruction and increasing equity in education. Various open licenses, like Creative Commons, allow for legal sharing and reuse of content while still giving credit to the original authors. The document provides examples of OER in different subject areas and tools for finding, using, and converting OER. It encourages educators to openly license their own work to contribute to the pool of shared educational content.
This document discusses open education and learning technologies. It begins with definitions of "open" and "free" and a history of open source software and open wikis. Reasons why open education matters include rising textbook and tuition costs and increasing demand for degrees. The document then discusses open educational resources (OER), open licensing, and the OER spectrum. Massive open online courses (MOOCs) are examined, including connectivist MOOCs. Other forms of openness covered include open access research and open educational practices. The document concludes by discussing using OER for continuous course improvement.
Creative commons seminar held at the University of Cape Town. Back ground to open education and why it is imprtant. Rethinking why open is so important for university faculty
These powerpoint slides are used in a workshop entitled 'Open for Learning'.
They were produced as part of the JISC funded BERLiN project run by The University of Nottingham, which aimed to publish and share the equivalent of 360 credits of Open Educational Resources (OERs), enhance and expand Nottingham's existing Open Educational Repository (U-Now) and foster OER use and reuse.
The document provides an overview of open educational resources (OER), including their history, definitions, types, advantages, and major initiatives. It discusses what OER are, how they can be found, remixed, licensed, and shared. Key points include: OER being freely available educational content that can be reused, revised, remixed, and redistributed; major initiatives like MIT OpenCourseWare, Khan Academy, and TESSA in Africa promoting OER; and Creative Commons licensing enabling open sharing of content. Major organizations supporting OER include UNESCO, Commonwealth of Learning, and Hewlett Foundation.
The document discusses open educational resources (OER) and why the author supports their use in education. It notes that OER, which are free digital resources licensed to allow open use, adaptation and redistribution, can help improve education through differentiation of instruction and increased access and equity. The research cited indicates OER are gaining mainstream adoption and key states are adopting open textbooks. Creative Commons licenses are recommended to allow legal sharing and reuse of resources while requiring attribution. Hands-on examples are provided for finding, using and attributing OER in presentations and lessons.
LRNT 527 OER & Creative Commons LicensesClint Lalonde
This document summarizes an open education presentation about the pillars of open education, copyright and Creative Commons licenses, and finding open educational resources. The three pillars of open education are open educational resources, open pedagogy, and open technology. The presentation explains the 5R framework for using copyrighted materials and how different Creative Commons licenses allow various uses. It provides examples of attributing open resources and considerations for choosing a license for one's own work. Resources mentioned for finding open educational resources include open.bccampus.ca, OpenStax College, Creative Commons search, and repositories like OER Commons, MERLOT and MIT OpenCourseware.
Thinking about resource issues: copyright and open accessAllison Fullard
The presentation was given to an international group of public health academics from African and Asian countries. They are preparing learning content for courses to be delivered in blended learning environments. Thinking about how copyright needs to be re-calibrated for our circumstances in 21st Century. Two publicly shared video clips are embedded into the file.
eCampus Alberta Operational Retreat Open Education workshopClint Lalonde
This document provides an overview of open education and open educational resources (OER). It defines various aspects of open education including open access, open data, open source software, open admissions, open scholarship, and open educational resources. It discusses how digital technologies enable openness and how copyright can also restrict openness. The document explores open pedagogy and provides examples of open educational resources from different repositories. It also discusses Creative Commons licenses and the 5R framework for openly licensed works. Overall, the document serves to introduce open education and provide foundational information about openly licensed content and practices.
MALAT Symposium on OpenEd & CC licensesClint Lalonde
This document summarizes a presentation about open education. It discusses the three pillars of open education: open educational resources, open pedagogy, and open technology. It explains the 5R framework for open licensing which allows users to retain, reuse, revise, remix, and redistribute open resources. It also discusses Creative Commons licensing and how to properly attribute open resources using the TASL (Title, Author, Source, License) framework. The presentation provides examples of open resources and outlines strategies for finding open educational resources.
The document appears to be a slide presentation given by Mathieu Plourde on getting ahead with technology. It discusses using technology in the classroom, building digital resilience through tools like Google Drive, Evernote, and Diigo for organizing information. It also covers maintaining a positive digital footprint by scrubbing social media accounts and setting privacy settings. The presentation encourages students to develop 21st century literacies like evaluating online information critically.
From social media presence to public engagement - DelPHI 2016Mathieu Plourde
This document contains a presentation by Mathieu Plourde about using social media for professional purposes. It discusses establishing an online presence through platforms like Google, managing digital footprints, finding relevant online communities, and engaging with others through sharing work and expertise. The presentation provides tips on setting boundaries between personal and professional social media use and emphasizes curating an online identity that evolves over time.
Slides used for a 5 minute presentation at the 2016 University of Delaware Summer Faculty Institute, June 2, 2016. Showcasing features in Instructure Canvas.
Intro to PBL and what makes an effective problem #openeducationwkMathieu Plourde
Slides used by Mark Serva during the Open Education Week webinar called "An Open Repository for Problem-Based Learning" on March 10, 2016. Recording available on Youtube https://youtu.be/RrWdt2a1fAM
PBL@UD: http://www.udel.edu/inst
This document discusses openness in education. It begins by defining open and free in the context of education. It then provides a brief history of open education models including open source software, Wikipedia, and MOOCs. Key benefits of open education mentioned include reducing costs of textbooks and increasing access to education. The document also discusses barriers to open education such as perceptions of quality and startup costs and time. It concludes by emphasizing the importance of open educational practices and leaving one's teaching footprint for others.
The document is a presentation by Mathieu Plourde about using technology effectively. It discusses digital literacy skills like using Google Drive for collaboration and data security, managing one's digital footprint by scrubbing social media, and assessing the validity of online information. The presentation encourages students to make use of available technologies but also addresses appropriate classroom etiquette and building resilience against technology-related problems.
The document discusses personal branding and social media usage. It addresses creating consistent personal profiles across social media platforms, Google searching yourself, curating your online presence to be employable, and creating a personal landing page. The document also discusses choosing appropriate social media channels, building personal learning networks, and developing digital resilience.
This document discusses openness in education. It begins with definitions of "open" and "free" and explores the history of open source software and open educational resources. MOOCs and open textbooks are presented as ways to reduce costs for students. Barriers to openness include perceptions of quality and the startup costs and time required to find and curate open resources. The conclusion advocates for viewing learning resources as an ecosystem and considering open educational resources when designing curriculum.
The document contains slides from a presentation by Mathieu Plourde on the topics of technology use, digital footprint, classroom etiquette, and data security. It discusses good and bad uses of technology in the classroom, using Google Drive and other tools to collaborate and store documents in the cloud, and managing one's digital footprint on social media through practices like scrubbing posts and setting privacy settings. The presentation provides advice and resources for effectively using technology for teaching and personal branding.
Digital Citizenship, Activism, and Social Media #UDWFLMathieu Plourde
The document provides an overview of Mathieu Plourde's credentials and contact information. It then outlines an agenda for a session on digital citizenship, referencing various online resources and encouraging the use of hashtags. Data and quotes are presented on topics like internet usage, mobile devices, social media, and the importance of curating online information. Concerns around online activism and government surveillance are also addressed.
The document discusses personal branding and social media usage. It provides tips on using social media for professional purposes, including creating a consistent personal brand, curating an online professional profile and presence, and managing incoming information by filtering notifications and storing relevant resources. The document emphasizes building a personal learning network to stay informed on topics of interest and remain resilient to information overload in an online environment.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
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.
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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Slideshare: http://www.slideshare.net/PECBCERTIFICATION
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
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
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
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.
10. “The Congress shall have Power …
To promote the Progress of Science
and useful Arts, by securing for
limited Times to Authors and
Inventors the exclusive Right to
their respective Writings and
Discoveries.”
- United States Constitution, Article I, Section 8
KCTOOER-M.Plourde-August24,2016
13. Four Factors
• The purpose of the use.
• The nature of the use.
• The amount copied.
• The effect on the market.
KCTOOER-M.Plourde-August24,2016
14. KCTOOER-M.Plourde-August24,2016
PURPOSE OF THE USE NATURE OF THE COPYRIGHTED MATERIAL
Favoring Fair Use Weighing against Fair Use Favoring Fair Use Weighing against Fair Use
Educational
Teaching (including
multiple copies for
classroom use)
Research
Scholarship
Criticism
Comment
Parody
Transformative or changes
the work to a new purpose
Nonprofit use
Commercial, entertainment
or for profit
Public distribution
Verbatim or exact copy, not
transformative
Factual, nonfiction, news
Published Work
Creative (art, music, fiction)
or consumable work
(workbook, test)
Unpublished work
AMOUNT COPIED EFFECT ON THE MARKET FOR THE ORIGINAL
Favoring Fair Use Weighing against Fair Use Favoring Fair Use Weighing against Fair Use
Small quantity (e.g. single
chapter or journal article,
other short excerpt consisting
of less than 10% of the work)
Portion used is not central to
work as a whole
Amount is appropriate to the
educational purpose
Large portion or entire work
Portion used is central or the
“heart” of the work
Includes more than necessary
for the educational purpose
No significant effect on the
market or potential market
for the copyrighted work
One or few copies made
and/or distributed
No longer in print; absence of
a licensing mechanism
Restrict access (limited to
students in a class or other
appropriate group)
One-time, spontaneous use
(no time to obtain permission)
Cumulative effect of copying
would be to substitute for
purchase of work
Numerous copies are made
and/or distributed
Reasonably available licensing
mechanism for obtaining
permission exists (CCC license
or off-print for sale)
Repeated or long-term use
15. KCTOOER-M.Plourde-August24,2016
PURPOSE OF THE USE NATURE OF THE COPYRIGHTED MATERIAL
Favoring Fair Use Weighing against Fair Use Favoring Fair Use Weighing against Fair Use
Educational
Teaching (including
multiple copies for
classroom use)
Research
Scholarship
Criticism
Comment
Parody
Transformative or changes
the work to a new purpose
Nonprofit use
Commercial, entertainment
or for profit
Public distribution
Verbatim or exact copy, not
transformative
Factual, nonfiction, news
Published Work
Creative (art, music, fiction)
or consumable work
(workbook, test)
Unpublished work
AMOUNT COPIED EFFECT ON THE MARKET FOR THE ORIGINAL
Favoring Fair Use Weighing against Fair Use Favoring Fair Use Weighing against Fair Use
Small quantity (e.g. single
chapter or journal article,
other short excerpt consisting
of less than 10% of the work)
Portion used is not central to
work as a whole
Amount is appropriate to the
educational purpose
Large portion or entire work
Portion used is central or the
“heart” of the work
Includes more than necessary
for the educational purpose
No significant effect on the
market or potential market
for the copyrighted work
One or few copies made
and/or distributed
No longer in print; absence of
a licensing mechanism
Restrict access (limited to
students in a class or other
appropriate group)
One-time, spontaneous use
(no time to obtain permission)
Cumulative effect of copying
would be to substitute for
purchase of work
Numerous copies are made
and/or distributed
Reasonably available licensing
mechanism for obtaining
permission exists (CCC license
or off-print for sale)
Repeated or long-term use
™ Disney Corporation
19. Increase in textbook prices and
college tuition (GAO)
KCTOOER-M.Plourde-August24,2016
20. Demand for degrees
KCTOOER-M.Plourde-August24,2016
McCoy, D., Schiller, S. R., Frank, E., & Schiller, S. (2011, April 4). Textbook
Affordability: Emerging Solutions in Ohio. Webinar, . Retrieved from
http://www.educause.edu/Resources/TextbookAffordabilityEmergingS/226560
22. Open textbooks in K12
• State of Utah pilot provides a printed copy for $5
per student.
• Replaces a 7 year cycle.
• Fresh content every year, students keep the book.
• Open textbook calculator:
• http://openedgroup.org/calculator/
David Wiley, http://www.slideshare.net/opencontent/the-5-texbook
23. State of Washington
The Open Course Library has saved students $5.5 million in textbook
costs to date, including $2.9 million during the 2012-2013 academic year
alone.”
24. Tidewater Community
College
“For students who pursue the new “textbook-free”
degree, the total cost for required textbooks will
be zero. Instead, the program will use high quality
open textbooks and other open educational
resources, known as OER, which are freely
accessible, openly licensed materials useful for
teaching, learning, assessment and research. It is
estimated that a TCC student who completes the
degree through the textbook-free initiative might
save one-third on the cost of college.”
http://www.tcc.edu/news/press/2013/TextbookFreeDegree.htm
27. Open education
"...is the simple and powerful idea that the
world’s knowledge is a public good and that
technology in general and the Worldwide
Web in particular provide an extraordinary
opportunity for everyone to share, use, and
reuse knowledge."
—The William and Flora Hewlett Foundation
32. What makes a resource open?
• David Wiley's 5Rs:
• Retain – the right to make, own, and control copies of the
content
• Reuse – the right to use the content in a wide range of ways
(e.g., in a class, in a study group, on a website, in a video)
• Revise – the right to adapt, adjust, modify, or alter the
content itself (e.g., translate the content into another
language)
• Remix – the right to combine the original or revised content
with other open content to create something new (e.g.,
incorporate the content into a mashup)
• Redistribute – the right to share copies of the original
content, your revisions, or your remixes with others (e.g., give
a copy of the content to a friend)
33. Copyright licensing
• Open educational resources (OER) are powered
by Creative Commons. The author sets the
acceptable uses from the get-go.
http://creativecommons.org/licenses/
KCTOOER-M.Plourde-August24,2016
35. Perception of quality
• Outside resources:
• “Not mine”
• “Not peer-reviewed”
• “Not someone I know”
• Personal resources:
• Copyright confusion
• “Not perfect enough to
share”
KCTOOER-M.Plourde-August24,2016
36. Startup cost and time
• Finding
• Vetting
• Sequencing
• Remixing
• Filling up gaps
• Assembling in a web format
• Missing ancillaries and homework-as-a-service
KCTOOER-M.Plourde-August24,2016
42. Open as a competitive
advantage
• Selling your program/course as “textbook-free”
• Custom course content vetted and adapted yearly
by professors
• 21st century scholarship (open and networked)
• Faculty development
• Public engagement
43. Explore OER on your own!
Explore and submit UD resources
http://ats.udel.edu/open
List of global resources
http://sites.udel.edu/open/finding/
OER Treasure Hunt
www.udel.edu/003275