Big Qualitative Data, Big Team, Little Time - A Path to PublicationQSR International
This webinar will describe the project and research question, as well as the design, data management, and analysis process of using NVivo to analyze data with a large coding team with no NVivo experience.
Learn how the University of Pennsylvania organizes the campus NVivo user group facilitated by Penn Libraries, a loosely constructed network of NVivo learners that provides a forum for exploration in different disciplines and project contexts. In addition, learn how they guide students to create qualitative research exhibits and use NVivo to code interviews about campus experiences.
Вебинар для учителей от школы Skyeng.
Скачать презентацию
https://drive.google.com/open?id=0B9B3y4s0wltJMmVYejNWMEE5VWM
Полезные материалы для учителей английского http://skyteach.ru/
Если вы хотите с нами работать – http://job.skyeng.ru/
Big Qualitative Data, Big Team, Little Time - A Path to PublicationQSR International
This webinar will describe the project and research question, as well as the design, data management, and analysis process of using NVivo to analyze data with a large coding team with no NVivo experience.
Learn how the University of Pennsylvania organizes the campus NVivo user group facilitated by Penn Libraries, a loosely constructed network of NVivo learners that provides a forum for exploration in different disciplines and project contexts. In addition, learn how they guide students to create qualitative research exhibits and use NVivo to code interviews about campus experiences.
Вебинар для учителей от школы Skyeng.
Скачать презентацию
https://drive.google.com/open?id=0B9B3y4s0wltJMmVYejNWMEE5VWM
Полезные материалы для учителей английского http://skyteach.ru/
Если вы хотите с нами работать – http://job.skyeng.ru/
Interested in delivering webinars, but don't know where to start? This PowerPoint is from a one hour TechSoup webinar by program manager Kyla Hunt and independent library consultant, author, and trainer Stephanie Gerding on the basics of providing effective webinars.
Discover:
How is online training different from ace-to-face or in-person training?
What planning is involved in designing and delivering a webinar?
How do you encourage audience participation and interaction?
What are the differences between webinar platforms?
Archive available at: http://techsoupforlibraries.org/events/training-an-invisible-audience-delivering-effective-webinars
Moving through MOOCs: Pedagogy, Learning and Patterns of Engagement.
Presentation at EC-TEL 2015, September, 2015, Toledo, Spain.
[This is the shorter, more visual version. The detailed version is available at http://www.slideshare.net/R3beccaF/moving-through-moocs-pedagogy-learning-and-patterns-of-engagement.]
Massive open online courses (MOOCs) are part of the lifelong learning experience of people worldwide. Many of these learners participate fully. However, the high levels of dropout on most of these courses are a cause for concern. Previous studies have suggested that there are patterns of engagement within MOOCs that vary according to the pedagogy employed. The current paper builds on this work and examines MOOCs from different providers that have been offered on the FutureLearn platform. A cluster analysis of these MOOCs shows that engagement patterns are related to pedagogy and course duration. Learners did not work through a three-week MOOC in the same ways that learners work through the first three weeks of an eight-week MOOC.
5 Course Design Tips to Increase Engagement and OutcomesCengage Learning
Facilitated by: Professor Greg Gellene, Texas Tech University, Lubbock, Texas
10/21/2015
How do you get the most out of your students? Do you wish for them to participate more? Complete their homework? Improve their outcomes? Listen as Greg Gellene reveals his 5 tips for designing a course to better engage college students. Greg will share his experience building a digitally-infused course that increased class attendance and drove homework completion rates to over 80%. Attend this second webinar in our Journey to Digital Professional Development Series to hear from Greg, ask advice for implementing such methods in your own course, and discover why Greg’s students say technology helped to keep them well-engaged in his course.
The Journey to Digital: Incorporating Technology to Strengthen Critical MindsCengage Learning
Dr. Dale Prentiss, Special Lecturer, Oakland University, Rochester, Michigan
Have you gone digital? 74% of surveyed college students feel that they would fare better if their instructors would use more technology. Whether you are a technology novice or a digital pro, we welcome you to a webinar inspired by a recent case study at Oakland University. Dr. Dale Prentiss will share his journey to digital, his mission to help students strengthen their critical thinking skills, and how personalizing his course resulted in better student engagement. Join Dale as he discusses the highs and lows of moving from a non-digital to a fully-digital experience and offers tips on how to make the transition in your own course in this first webinar of The Journey to Digital Professional Development Series.
Georgetown University is looking for a platform/technology that will enable students to “skilltag” the courses they take to reflect the skills needed. Skilltags will be presented with the course directory. Faculty will tag the learning outcomes they believe their courses produce.
http://connect.switchpitch.com/site/welcome/
This power point is basically on Scaffolding - Lev Vygotsky
This is more a pictoral power point
It inculdes objectives such as:
What is scaffolding
Three essential principles of scaffolding
How scaffolding can be integrated into Technology
Becoming Agile in a Non-Disruptive Way: Is it Possible?Ilia Bider
Pre-proceedings http://bit.ly/1seNuia
Due to the increasing popularity of Agile Software Development (ASD), more software development teams are planning to transit to ASD. As ASD substantially differs from the traditional Software Development (TSD), there are a number of issues and challenges that needs to be overcome when transiting to ASD. One of the most difficult challenges here is acquiring an agile “mindset”. The question arises whether it is possible to acquire this mindset with the minimum disruption of an already established TSD process. The paper tries to answer this question by developing a non-disruptive method of transition to ASD, while using a knowledge transformation perspective to identify the main features of ASD mindset and how it differs from the one of TSD. To map the current mindset and plan the movement to the mindset that is more agile, the paper suggests using a process modelling technique that considers the development process as a socio-technical system with components that correspond to the phases of the development process. The method suggested in the paper has been designed in connection to a business case of a development team interested to transit to agility in a non-disruptive manner.
YASQLT – Yet Another SQL Tutor. A Pragmatic ApproachIlia Bider
The paper describes an ongoing project of creating an automated assessment tool to help novice students learning SQL in a frame of an introductory database course. In difference to other tools of this kind, the project has chosen a pragmatic approach of focusing on catching common semantic errors, leaving syntax control to professional DBMS. Using agile system development, the project successfully completed two iterations, both of which were tested in practice with satisfactory results. The students appreciated the tool and would like to have similar tools for other subjects, including Relational Algebra, and Conceptual Modeling. The latter is planned for implementation in the near future. The tool is considered to be appropriate for Learning by Failure in the situation of large size classes and short courses.
For text refer to http://link.springer.com/chapter/10.1007/978-3-319-47717-6_17
You can also find it on ResearchGate
Interested in delivering webinars, but don't know where to start? This PowerPoint is from a one hour TechSoup webinar by program manager Kyla Hunt and independent library consultant, author, and trainer Stephanie Gerding on the basics of providing effective webinars.
Discover:
How is online training different from ace-to-face or in-person training?
What planning is involved in designing and delivering a webinar?
How do you encourage audience participation and interaction?
What are the differences between webinar platforms?
Archive available at: http://techsoupforlibraries.org/events/training-an-invisible-audience-delivering-effective-webinars
Moving through MOOCs: Pedagogy, Learning and Patterns of Engagement.
Presentation at EC-TEL 2015, September, 2015, Toledo, Spain.
[This is the shorter, more visual version. The detailed version is available at http://www.slideshare.net/R3beccaF/moving-through-moocs-pedagogy-learning-and-patterns-of-engagement.]
Massive open online courses (MOOCs) are part of the lifelong learning experience of people worldwide. Many of these learners participate fully. However, the high levels of dropout on most of these courses are a cause for concern. Previous studies have suggested that there are patterns of engagement within MOOCs that vary according to the pedagogy employed. The current paper builds on this work and examines MOOCs from different providers that have been offered on the FutureLearn platform. A cluster analysis of these MOOCs shows that engagement patterns are related to pedagogy and course duration. Learners did not work through a three-week MOOC in the same ways that learners work through the first three weeks of an eight-week MOOC.
5 Course Design Tips to Increase Engagement and OutcomesCengage Learning
Facilitated by: Professor Greg Gellene, Texas Tech University, Lubbock, Texas
10/21/2015
How do you get the most out of your students? Do you wish for them to participate more? Complete their homework? Improve their outcomes? Listen as Greg Gellene reveals his 5 tips for designing a course to better engage college students. Greg will share his experience building a digitally-infused course that increased class attendance and drove homework completion rates to over 80%. Attend this second webinar in our Journey to Digital Professional Development Series to hear from Greg, ask advice for implementing such methods in your own course, and discover why Greg’s students say technology helped to keep them well-engaged in his course.
The Journey to Digital: Incorporating Technology to Strengthen Critical MindsCengage Learning
Dr. Dale Prentiss, Special Lecturer, Oakland University, Rochester, Michigan
Have you gone digital? 74% of surveyed college students feel that they would fare better if their instructors would use more technology. Whether you are a technology novice or a digital pro, we welcome you to a webinar inspired by a recent case study at Oakland University. Dr. Dale Prentiss will share his journey to digital, his mission to help students strengthen their critical thinking skills, and how personalizing his course resulted in better student engagement. Join Dale as he discusses the highs and lows of moving from a non-digital to a fully-digital experience and offers tips on how to make the transition in your own course in this first webinar of The Journey to Digital Professional Development Series.
Georgetown University is looking for a platform/technology that will enable students to “skilltag” the courses they take to reflect the skills needed. Skilltags will be presented with the course directory. Faculty will tag the learning outcomes they believe their courses produce.
http://connect.switchpitch.com/site/welcome/
This power point is basically on Scaffolding - Lev Vygotsky
This is more a pictoral power point
It inculdes objectives such as:
What is scaffolding
Three essential principles of scaffolding
How scaffolding can be integrated into Technology
Becoming Agile in a Non-Disruptive Way: Is it Possible?Ilia Bider
Pre-proceedings http://bit.ly/1seNuia
Due to the increasing popularity of Agile Software Development (ASD), more software development teams are planning to transit to ASD. As ASD substantially differs from the traditional Software Development (TSD), there are a number of issues and challenges that needs to be overcome when transiting to ASD. One of the most difficult challenges here is acquiring an agile “mindset”. The question arises whether it is possible to acquire this mindset with the minimum disruption of an already established TSD process. The paper tries to answer this question by developing a non-disruptive method of transition to ASD, while using a knowledge transformation perspective to identify the main features of ASD mindset and how it differs from the one of TSD. To map the current mindset and plan the movement to the mindset that is more agile, the paper suggests using a process modelling technique that considers the development process as a socio-technical system with components that correspond to the phases of the development process. The method suggested in the paper has been designed in connection to a business case of a development team interested to transit to agility in a non-disruptive manner.
YASQLT – Yet Another SQL Tutor. A Pragmatic ApproachIlia Bider
The paper describes an ongoing project of creating an automated assessment tool to help novice students learning SQL in a frame of an introductory database course. In difference to other tools of this kind, the project has chosen a pragmatic approach of focusing on catching common semantic errors, leaving syntax control to professional DBMS. Using agile system development, the project successfully completed two iterations, both of which were tested in practice with satisfactory results. The students appreciated the tool and would like to have similar tools for other subjects, including Relational Algebra, and Conceptual Modeling. The latter is planned for implementation in the near future. The tool is considered to be appropriate for Learning by Failure in the situation of large size classes and short courses.
For text refer to http://link.springer.com/chapter/10.1007/978-3-319-47717-6_17
You can also find it on ResearchGate
Speaks VOLumes-Free PD on Demand for TeachersPeggy George
Free PD on Demand for Educators--What, Why, Where, How?
Co-presenters: Dr. Peggy George and Lorna Constantini
In these times of severe budget cuts and compelling needs for meaningful professional development for teachers, we need quality, no-cost/low-cost alternatives. We want/need to respond to the demands for transforming education to meet the needs of 21st century learners, but how? Classroom 2.0 Live co-hosts, Peggy George (retired elementary principal and university pre-service education instructor) and Lorna Costantini (educational consultant in Ontario, Canada) will share how they help educators use Web 2.0 technologies to support learning. Learn how they participate in (and host) free online webinars and conferences on a regular basis, and how they collaborate via Twitter/Facebook to learn from and share with educators in a professional learning network (PLN). In this presentation they will share their discoveries and specific resources to help you learn what's available, where to find it and possible ways to use it for your own "PD on Demand" in your districts/schools.
Livebinder to supplement presentation with many more resources: http://www.drawzit.com/pictures/backtoschool.jpg
The Use and Impact of Podcasting in Higher Educationahornton
This presentation was presented at the 2009 Creating Futures Through Technology Conference. The presentation covers the implementation and ongoing evaluation of podcasting at The University of Southern Mississippi.
Mobile is quickly becoming the new technology platform for learning. Android is becoming one of the platforms of choice for education. The need for high-quality apps has never been greater, so don’t miss this session as we provide guidance around the important parameters, considerations and potential partnerships for the education segment. Susan Silveira will be moderating this panel discussion.
Watch this presentation on YouTube: https://www.youtube.com/watch?v=Tqe4vz3xEXg&list=PLxeazpXYyqtNm2EnCbfSzy7aKOkHjiaSi&index=8
Learn more about mobile learning: https://www.qualcomm.com/education
Darci, Author of the "STEM Student Research Handbook" facilitates a follow-up workshop with teachers who are implementing student research. Topics covered are scientific writing; teaching scientific writing, documentation, assessment, and presenting research.
A day-long workshop conducted with the faculty of Wheelock College on June 27, 2014
Companion website is located at
https://northeastern.digication.com/blened_learning_workshop
micro teaching on communication m.sc nursing.pdfAnurag Sharma
Microteaching is a unique model of practice teaching. It is a viable instrument for the. desired change in the teaching behavior or the behavior potential which, in specified types of real. classroom situations, tends to facilitate the achievement of specified types of objectives.
These lecture slides, by Dr Sidra Arshad, offer a quick overview of physiological basis of a normal electrocardiogram.
Learning objectives:
1. Define an electrocardiogram (ECG) and electrocardiography
2. Describe how dipoles generated by the heart produce the waveforms of the ECG
3. Describe the components of a normal electrocardiogram of a typical bipolar leads (limb II)
4. Differentiate between intervals and segments
5. Enlist some common indications for obtaining an ECG
Study Resources:
1. Chapter 11, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 9, Human Physiology - From Cells to Systems, Lauralee Sherwood, 9th edition
3. Chapter 29, Ganong’s Review of Medical Physiology, 26th edition
4. Electrocardiogram, StatPearls - https://www.ncbi.nlm.nih.gov/books/NBK549803/
5. ECG in Medical Practice by ABM Abdullah, 4th edition
6. ECG Basics, http://www.nataliescasebook.com/tag/e-c-g-basics
Title: Sense of Smell
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the primary categories of smells and the concept of odor blindness.
Explain the structure and location of the olfactory membrane and mucosa, including the types and roles of cells involved in olfaction.
Describe the pathway and mechanisms of olfactory signal transmission from the olfactory receptors to the brain.
Illustrate the biochemical cascade triggered by odorant binding to olfactory receptors, including the role of G-proteins and second messengers in generating an action potential.
Identify different types of olfactory disorders such as anosmia, hyposmia, hyperosmia, and dysosmia, including their potential causes.
Key Topics:
Olfactory Genes:
3% of the human genome accounts for olfactory genes.
400 genes for odorant receptors.
Olfactory Membrane:
Located in the superior part of the nasal cavity.
Medially: Folds downward along the superior septum.
Laterally: Folds over the superior turbinate and upper surface of the middle turbinate.
Total surface area: 5-10 square centimeters.
Olfactory Mucosa:
Olfactory Cells: Bipolar nerve cells derived from the CNS (100 million), with 4-25 olfactory cilia per cell.
Sustentacular Cells: Produce mucus and maintain ionic and molecular environment.
Basal Cells: Replace worn-out olfactory cells with an average lifespan of 1-2 months.
Bowman’s Gland: Secretes mucus.
Stimulation of Olfactory Cells:
Odorant dissolves in mucus and attaches to receptors on olfactory cilia.
Involves a cascade effect through G-proteins and second messengers, leading to depolarization and action potential generation in the olfactory nerve.
Quality of a Good Odorant:
Small (3-20 Carbon atoms), volatile, water-soluble, and lipid-soluble.
Facilitated by odorant-binding proteins in mucus.
Membrane Potential and Action Potential:
Resting membrane potential: -55mV.
Action potential frequency in the olfactory nerve increases with odorant strength.
Adaptation Towards the Sense of Smell:
Rapid adaptation within the first second, with further slow adaptation.
Psychological adaptation greater than receptor adaptation, involving feedback inhibition from the central nervous system.
Primary Sensations of Smell:
Camphoraceous, Musky, Floral, Pepperminty, Ethereal, Pungent, Putrid.
Odor Detection Threshold:
Examples: Hydrogen sulfide (0.0005 ppm), Methyl-mercaptan (0.002 ppm).
Some toxic substances are odorless at lethal concentrations.
Characteristics of Smell:
Odor blindness for single substances due to lack of appropriate receptor protein.
Behavioral and emotional influences of smell.
Transmission of Olfactory Signals:
From olfactory cells to glomeruli in the olfactory bulb, involving lateral inhibition.
Primitive, less old, and new olfactory systems with different path
HOT NEW PRODUCT! BIG SALES FAST SHIPPING NOW FROM CHINA!! EU KU DB BK substit...GL Anaacs
Contact us if you are interested:
Email / Skype : kefaya1771@gmail.com
Threema: PXHY5PDH
New BATCH Ku !!! MUCH IN DEMAND FAST SALE EVERY BATCH HAPPY GOOD EFFECT BIG BATCH !
Contact me on Threema or skype to start big business!!
Hot-sale products:
NEW HOT EUTYLONE WHITE CRYSTAL!!
5cl-adba precursor (semi finished )
5cl-adba raw materials
ADBB precursor (semi finished )
ADBB raw materials
APVP powder
5fadb/4f-adb
Jwh018 / Jwh210
Eutylone crystal
Protonitazene (hydrochloride) CAS: 119276-01-6
Flubrotizolam CAS: 57801-95-3
Metonitazene CAS: 14680-51-4
Payment terms: Western Union,MoneyGram,Bitcoin or USDT.
Deliver Time: Usually 7-15days
Shipping method: FedEx, TNT, DHL,UPS etc.Our deliveries are 100% safe, fast, reliable and discreet.
Samples will be sent for your evaluation!If you are interested in, please contact me, let's talk details.
We specializes in exporting high quality Research chemical, medical intermediate, Pharmaceutical chemicals and so on. Products are exported to USA, Canada, France, Korea, Japan,Russia, Southeast Asia and other countries.
New Directions in Targeted Therapeutic Approaches for Older Adults With Mantl...i3 Health
i3 Health is pleased to make the speaker slides from this activity available for use as a non-accredited self-study or teaching resource.
This slide deck presented by Dr. Kami Maddocks, Professor-Clinical in the Division of Hematology and
Associate Division Director for Ambulatory Operations
The Ohio State University Comprehensive Cancer Center, will provide insight into new directions in targeted therapeutic approaches for older adults with mantle cell lymphoma.
STATEMENT OF NEED
Mantle cell lymphoma (MCL) is a rare, aggressive B-cell non-Hodgkin lymphoma (NHL) accounting for 5% to 7% of all lymphomas. Its prognosis ranges from indolent disease that does not require treatment for years to very aggressive disease, which is associated with poor survival (Silkenstedt et al, 2021). Typically, MCL is diagnosed at advanced stage and in older patients who cannot tolerate intensive therapy (NCCN, 2022). Although recent advances have slightly increased remission rates, recurrence and relapse remain very common, leading to a median overall survival between 3 and 6 years (LLS, 2021). Though there are several effective options, progress is still needed towards establishing an accepted frontline approach for MCL (Castellino et al, 2022). Treatment selection and management of MCL are complicated by the heterogeneity of prognosis, advanced age and comorbidities of patients, and lack of an established standard approach for treatment, making it vital that clinicians be familiar with the latest research and advances in this area. In this activity chaired by Michael Wang, MD, Professor in the Department of Lymphoma & Myeloma at MD Anderson Cancer Center, expert faculty will discuss prognostic factors informing treatment, the promising results of recent trials in new therapeutic approaches, and the implications of treatment resistance in therapeutic selection for MCL.
Target Audience
Hematology/oncology fellows, attending faculty, and other health care professionals involved in the treatment of patients with mantle cell lymphoma (MCL).
Learning Objectives
1.) Identify clinical and biological prognostic factors that can guide treatment decision making for older adults with MCL
2.) Evaluate emerging data on targeted therapeutic approaches for treatment-naive and relapsed/refractory MCL and their applicability to older adults
3.) Assess mechanisms of resistance to targeted therapies for MCL and their implications for treatment selection
Ozempic: Preoperative Management of Patients on GLP-1 Receptor Agonists Saeid Safari
Preoperative Management of Patients on GLP-1 Receptor Agonists like Ozempic and Semiglutide
ASA GUIDELINE
NYSORA Guideline
2 Case Reports of Gastric Ultrasound
Explore natural remedies for syphilis treatment in Singapore. Discover alternative therapies, herbal remedies, and lifestyle changes that may complement conventional treatments. Learn about holistic approaches to managing syphilis symptoms and supporting overall health.
These simplified slides by Dr. Sidra Arshad present an overview of the non-respiratory functions of the respiratory tract.
Learning objectives:
1. Enlist the non-respiratory functions of the respiratory tract
2. Briefly explain how these functions are carried out
3. Discuss the significance of dead space
4. Differentiate between minute ventilation and alveolar ventilation
5. Describe the cough and sneeze reflexes
Study Resources:
1. Chapter 39, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 34, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 17, Human Physiology by Lauralee Sherwood, 9th edition
4. Non-respiratory functions of the lungs https://academic.oup.com/bjaed/article/13/3/98/278874
Anti ulcer drugs and their Advance pharmacology ||
Anti-ulcer drugs are medications used to prevent and treat ulcers in the stomach and upper part of the small intestine (duodenal ulcers). These ulcers are often caused by an imbalance between stomach acid and the mucosal lining, which protects the stomach lining.
||Scope: Overview of various classes of anti-ulcer drugs, their mechanisms of action, indications, side effects, and clinical considerations.