This document discusses low-preparation strategies for teachers using technology including survey tools for diagnostic assessment, online rubrics and quizzes for formative assessment, and using spreadsheets and surveys for flexible grouping. It encourages teachers to select one or two of these low-prep strategies incorporating technology to develop for their own practice.
This document provides guidance on researching information and includes the following key points:
1. It is important to plan your research by identifying clear keywords and questions before beginning your search.
2. When evaluating search results, consider factors like the credibility and potential biases of the information source, as well as how up-to-date the information is.
3. Bookmarking and citation tools like Delicious and EasyBM allow you to organize resources and references found during your research.
This presentation provides an overview of interlibrary loan. It discusses the need for interlibrary loan due to the tremendous growth of resources, lack of space in libraries, and limited budgets. The process of interlibrary loan involves both borrowing and lending books, articles, and other materials between libraries. Statistics are maintained to track interlibrary loan requests and responses. The goal is to quickly fulfill user requests and share resources between libraries.
Effective communication skills for information professionalsDivya Vyas
The document discusses effective communication skills for information professionals. It defines communication as the transfer of information between two or more people through various means. It also discusses why communication is important in organizations to improve performance, motivation, teamwork and decision making. Additionally, it covers the basic elements and principles of communication including the importance of clarity, consideration, conciseness and using the 5Ws and 1H approach.
In 2006 a group of library and information studies academics and experts from three European universities – Oslo University College in Norway, Tallinn University in Estonia and the University of Parma in Italy - began talks and consultations to develop a Master programme to impart knowledge and skills in digital libraries. The outcome was the formation of the two-year International Master in Digital Library Learning (DILL) programme. After taking in the first batch of 18 students from 16 different countries across the world in 2007, DILL has continued to train different cohorts of varying numbers in the last decade. In this paper, I identify the various stages in DILL’s developmental process following a community of practice framework by (Wenger and Snyder, 2000). Data was drawn primarily from literature including the various DILL websites from the different consortia institutions, combined with a reflection of my own experience of the DILL programme and activities. My analysis of the DILL programme is mainly based on the activities of its first two years, as I was a member of the first batch of DILL students. However, my continuous association with key contacts in the programme also offered useful observations that provided data for this study. While DILL was planned to primarily provide education for the Digital Librarian new professional, specific details of the programme also offer extensive knowledge in other areas including understanding of innovative digital services, interactive digital exhibitions, gamification techniques (such as topic maps), etc. There was also understanding of skills in knowledge management and human resource management, which are still relevant for emerging trends in modern global education and digital information environment. The programme is rich with expert local professors and numerous visiting lecturers who made DILL a unique learning experience.
DILL programme is developing into a virtual community of experts who collaborate from various locations of the world to discuss and share ideas not only on digital library related issues, but also other issues that can enhance the development of members within the community and beyond. DILL provides a useful model for other disciplines where experts seek to collaborate to develop consortia programmes to advance knowledge in their area. The fast developing digital technologies and changing library and information studies environment have resulted in new competencies and skills required of modern digital librarians. As DILL steps into its second decade, the programme may be more effective if its curriculum content is targeted to evenly assess the professional knowledge, generic skills and specific personal competencies of today’s digital librarians.
Effective communication is all about conveying your messages to other people clearly and unambiguously. It's also about receiving information that others are sending to you, with as little distortion as possible.
Doing this involves effort from both the sender of the message and the receiver. And it's a process that can be fraught with error, with messages muddled by the sender, or misinterpreted by the recipient. When this isn't detected, it can cause tremendous confusion, wasted effort and missed opportunity.
The document discusses basic communication skills, including establishing rapport, listening, barriers to communication, and body language. Some key points covered are:
- Establishing rapport requires self-confidence, understanding people, enthusiasm, eye contact, and interest in the other person.
- Listening makes up 45% of the total communication process, while speaking is 30% and writing is 9%.
- Barriers to communication can be related to the communicator, receiver, or external environment factors like noise levels.
- Over 55% of communication comes from body language such as posture, eye contact, orientation, and facial expressions.
This document discusses effective communication skills. It emphasizes establishing rapport by having self-confidence, understanding people, being enthusiastic, making eye contact, and showing interest in others. Communication is described as a process involving hearing, seeing, smelling, taste, and touch to convey thoughts or feelings from one person to another. Both verbal and non-verbal communication are important, as are avoiding barriers like lack of confidence, enthusiasm, feedback, and understanding other people's perspectives. Active listening is key to effective communication.
This document discusses low-preparation strategies for teachers using technology including survey tools for diagnostic assessment, online rubrics and quizzes for formative assessment, and using spreadsheets and surveys for flexible grouping. It encourages teachers to select one or two of these low-prep strategies incorporating technology to develop for their own practice.
This document provides guidance on researching information and includes the following key points:
1. It is important to plan your research by identifying clear keywords and questions before beginning your search.
2. When evaluating search results, consider factors like the credibility and potential biases of the information source, as well as how up-to-date the information is.
3. Bookmarking and citation tools like Delicious and EasyBM allow you to organize resources and references found during your research.
This presentation provides an overview of interlibrary loan. It discusses the need for interlibrary loan due to the tremendous growth of resources, lack of space in libraries, and limited budgets. The process of interlibrary loan involves both borrowing and lending books, articles, and other materials between libraries. Statistics are maintained to track interlibrary loan requests and responses. The goal is to quickly fulfill user requests and share resources between libraries.
Effective communication skills for information professionalsDivya Vyas
The document discusses effective communication skills for information professionals. It defines communication as the transfer of information between two or more people through various means. It also discusses why communication is important in organizations to improve performance, motivation, teamwork and decision making. Additionally, it covers the basic elements and principles of communication including the importance of clarity, consideration, conciseness and using the 5Ws and 1H approach.
In 2006 a group of library and information studies academics and experts from three European universities – Oslo University College in Norway, Tallinn University in Estonia and the University of Parma in Italy - began talks and consultations to develop a Master programme to impart knowledge and skills in digital libraries. The outcome was the formation of the two-year International Master in Digital Library Learning (DILL) programme. After taking in the first batch of 18 students from 16 different countries across the world in 2007, DILL has continued to train different cohorts of varying numbers in the last decade. In this paper, I identify the various stages in DILL’s developmental process following a community of practice framework by (Wenger and Snyder, 2000). Data was drawn primarily from literature including the various DILL websites from the different consortia institutions, combined with a reflection of my own experience of the DILL programme and activities. My analysis of the DILL programme is mainly based on the activities of its first two years, as I was a member of the first batch of DILL students. However, my continuous association with key contacts in the programme also offered useful observations that provided data for this study. While DILL was planned to primarily provide education for the Digital Librarian new professional, specific details of the programme also offer extensive knowledge in other areas including understanding of innovative digital services, interactive digital exhibitions, gamification techniques (such as topic maps), etc. There was also understanding of skills in knowledge management and human resource management, which are still relevant for emerging trends in modern global education and digital information environment. The programme is rich with expert local professors and numerous visiting lecturers who made DILL a unique learning experience.
DILL programme is developing into a virtual community of experts who collaborate from various locations of the world to discuss and share ideas not only on digital library related issues, but also other issues that can enhance the development of members within the community and beyond. DILL provides a useful model for other disciplines where experts seek to collaborate to develop consortia programmes to advance knowledge in their area. The fast developing digital technologies and changing library and information studies environment have resulted in new competencies and skills required of modern digital librarians. As DILL steps into its second decade, the programme may be more effective if its curriculum content is targeted to evenly assess the professional knowledge, generic skills and specific personal competencies of today’s digital librarians.
Effective communication is all about conveying your messages to other people clearly and unambiguously. It's also about receiving information that others are sending to you, with as little distortion as possible.
Doing this involves effort from both the sender of the message and the receiver. And it's a process that can be fraught with error, with messages muddled by the sender, or misinterpreted by the recipient. When this isn't detected, it can cause tremendous confusion, wasted effort and missed opportunity.
The document discusses basic communication skills, including establishing rapport, listening, barriers to communication, and body language. Some key points covered are:
- Establishing rapport requires self-confidence, understanding people, enthusiasm, eye contact, and interest in the other person.
- Listening makes up 45% of the total communication process, while speaking is 30% and writing is 9%.
- Barriers to communication can be related to the communicator, receiver, or external environment factors like noise levels.
- Over 55% of communication comes from body language such as posture, eye contact, orientation, and facial expressions.
This document discusses effective communication skills. It emphasizes establishing rapport by having self-confidence, understanding people, being enthusiastic, making eye contact, and showing interest in others. Communication is described as a process involving hearing, seeing, smelling, taste, and touch to convey thoughts or feelings from one person to another. Both verbal and non-verbal communication are important, as are avoiding barriers like lack of confidence, enthusiasm, feedback, and understanding other people's perspectives. Active listening is key to effective communication.
The document discusses using analytics to improve student retention and other outcomes at the University of Kentucky. It describes:
1) Initial steps taken over the past year, including mobile surveys of students, analyzing enrollment, performance, and other data, and using high-speed analytics.
2) Potential future areas of work, such as personalized mobile interactions with students, advanced models of student behavior and performance, improved lecture content discovery and recommendations, and degree planning tools.
3) Various data models already in use, including those tracking enrollment, student demographics and performance, classroom and instructor productivity, and student surveys and interactions.
This document provides an overview and agenda for a one-day workshop on teaching information literacy to new professionals. The workshop covers frameworks and models of information literacy, lesson planning, sample learning activities, and approaches to reflection and evaluation. It includes an icebreaker activity, presentations on key concepts, opportunities for participant discussion and planning, and a final reflective exercise. The goal is to equip new teachers with best practices for designing and delivering effective information literacy instruction sessions.
Writing and Refining Information Literacy Learning OutcomesChris Sweet
One of the cornerstones of effective information literacy assessment is having clearly-defined student learning outcomes. Learning outcomes specify what learners will know or be able to do as a result of a learning activity. Accrediting bodies often look for specific learning outcomes as one component of the review process. Most librarians have received little –or no- training in writing learning outcomes. This workshop will provide an overview of learning outcomes, their role in assessment and how to write them. Participants are encouraged to come with an instruction session or class for which they want to write or refine learning outcomes.
This document provides an overview of the planned content for a module on information literacy. The module aims to provide learners with factual knowledge, skills, and attitudes related to information literacy. It will address topics such as defining information literacy, evaluating online sources, and using information ethically. The content includes video lectures, activities in a tutor manual and learner handout, and self-directed learning materials like videos and assessments. The goal is for learners to develop their competence in locating, evaluating, and using information from online sources.
Understanding information and technology literacy and evidence based2Todd Hampton
This document discusses information literacy, technology literacy, and evidence-based practice. It defines information literacy as the ability to recognize information needs, locate and evaluate information sources critically, and apply information effectively. Technology literacy involves using technology to gather, organize, analyze, and report information. Evidence-based practice in nursing uses a process similar to information literacy to improve clinical practice by asking questions, acquiring evidence, appraising sources, and applying findings.
Ala alise preparing lis professionals_spiteri_2012-01-18Louise Spiteri
This document discusses the necessary elements of Library and Information Science (LIS) education according to various authorities. It outlines that LIS education should focus on developing students' skills, knowledge, behaviors, and engagement with their communities. Various sources provide guidance on core topics for LIS education, including technology, research methods, knowledge management, information policy and ethics. Pedagogical approaches recommended involve experiential and holistic learning as well as community engagement. The document also notes specific practices and skills needed for information management education, such as policy development, risk management, and use of information technology.
The document discusses strategies for developing and implementing successful information literacy action plans. It covers conducting an environmental scan, performing a SWOT/TOWS analysis to identify strengths, weaknesses, opportunities, and threats, and determining critical success factors. It also discusses establishing objectives, developing training strategies, implementing training programs, and evaluating accomplishments to ensure plans are achieving their goals.
The document discusses assessment of information literacy (IL) standards. It defines assessment, describes its uses in educational and psychological settings, and lists various modes and types of assessment including formative and summative, objective and subjective, and informal and formal. It also discusses IL standards from the American Library Association (ALA) and Association of College and Research Libraries (ACRL), including categories, standards, and performance indicators with outcomes. Examples of IL assessment tools and surveys are provided.
The document discusses assessment of information literacy (IL) standards. It defines assessment, describes its uses in educational and psychological settings, and lists various modes and types of assessment including formative and summative, objective and subjective, and informal and formal. It also discusses IL standards from the American Library Association (ALA) and Association of College and Research Libraries (ACRL), including categories, standards, and performance indicators with outcomes. Examples of IL assessment tools and surveys are provided.
Knowledge Management and Transfer Concepts katcollum
The document discusses knowledge, knowledge management, and knowledge transfer. It defines knowledge as the capacity for effective decision-making in organizational contexts. Knowledge management involves practices used to create, capture, and distribute knowledge across an organization. Knowledge transfer is an aspect of knowledge management that involves transferring knowledge to others through methods like on-the-job training. There are two types of knowledge: tacit knowledge which is difficult to share and resides in people's heads, and explicit knowledge which is easier to capture and share in documents and databases. The document outlines various processes and approaches for knowledge transfer within an organization.
Rebuilding the 7 Pillars: a new approach to an old model. USTLG may2011nmjb
The document summarizes a new approach to the Seven Pillars model of information literacy. It discusses how the original model collapsed some pillars and expanded the definition of information literacy to include media literacy, data curation, and information handling. The new model is represented by a "doughnut" with a core of six pillars surrounded by an outer ring representing a holistic approach and broader awareness of the information landscape.
Information skills involve locating, evaluating, organizing, and communicating information, rather than just using technology. They are important because technological advances and evidence-based practices require ongoing interaction with knowledge. Information skills training can be delivered in various ways, including one-on-one, group sessions, online tutorials, and workbooks. The goal is to improve information literacy, which is adopting appropriate behaviors to identify and make wise and ethical use of information.
This document discusses planning for a NEASC accreditation by focusing on 21st century skills. It emphasizes explicitly connecting mission, leadership, focus, goals and measures. The document identifies four high-leverage goals for student learning: critical and creative problem solving, analyzing and constructing arguments based on evidence, meaningful and purposeful communication and collaboration, and digital literacy and information fluency. It provides learning targets and success criteria for assessing these skills. It also discusses finding coherence by aligning assessment, instructional practices, professional goals, and organizational goals with the student learning goals.
NAWI 2014: Open Badges for Workforce Development: Findings from the DPD ProjectNate Otto
Open badges have the potential to transform education credentials, especially because they can recognize the development of individual competencies that go unmentioned in traditional degrees and transcripts. The Design Principles Documentation Project studied 30 learning initiatives as they implemented digital badges and identified general design principles used by these projects. See some of our findings about badges, case studies in workforce preparation, and questions about implications of badges for workforce development.
EVALUATION OF INFROATION LITERACY PROGRAMS.pptxkashikhattak1
This document discusses information literacy programs and their goals. It defines information literacy as the ability to recognize when information is needed and locate, evaluate, and effectively use that information. Information literacy programs aim to develop lifelong learning skills for finding, evaluating, and using information. The document then outlines a three-level information literacy skills progression for undergraduate students, starting with introductory skills and building to discipline-specific advanced skills. The goals are to empower students with skills for self-sufficient research and critical thinking.
Enhancing and Assessing Your Work-Based Learning PlanNAFCareerAcads
Does your academy’s work-based learning plan need to be fine-tuned? Participants will learn how to integrate a four-year, sequenced work-based learning plan into the curriculum, involve advisory boards to enhance the plan
and measure quality and effectiveness.
Presenter:
Laura Fidler,
National Academy Foundation
This document discusses best practices and trends in online information literacy tutorials. It addresses design and interactivity, motivation techniques, learning styles, and assessment strategies. Specifically, it recommends designing modular tutorials with multimedia and discrete learning events. It also suggests embedding motivational techniques like gaming concepts and marketing services directly into tutorials. Assessment strategies discussed include immediate feedback, adapting to different learning styles, and rubrics. Overall resources and models are provided to inform effective online tutorial design.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
The document discusses using analytics to improve student retention and other outcomes at the University of Kentucky. It describes:
1) Initial steps taken over the past year, including mobile surveys of students, analyzing enrollment, performance, and other data, and using high-speed analytics.
2) Potential future areas of work, such as personalized mobile interactions with students, advanced models of student behavior and performance, improved lecture content discovery and recommendations, and degree planning tools.
3) Various data models already in use, including those tracking enrollment, student demographics and performance, classroom and instructor productivity, and student surveys and interactions.
This document provides an overview and agenda for a one-day workshop on teaching information literacy to new professionals. The workshop covers frameworks and models of information literacy, lesson planning, sample learning activities, and approaches to reflection and evaluation. It includes an icebreaker activity, presentations on key concepts, opportunities for participant discussion and planning, and a final reflective exercise. The goal is to equip new teachers with best practices for designing and delivering effective information literacy instruction sessions.
Writing and Refining Information Literacy Learning OutcomesChris Sweet
One of the cornerstones of effective information literacy assessment is having clearly-defined student learning outcomes. Learning outcomes specify what learners will know or be able to do as a result of a learning activity. Accrediting bodies often look for specific learning outcomes as one component of the review process. Most librarians have received little –or no- training in writing learning outcomes. This workshop will provide an overview of learning outcomes, their role in assessment and how to write them. Participants are encouraged to come with an instruction session or class for which they want to write or refine learning outcomes.
This document provides an overview of the planned content for a module on information literacy. The module aims to provide learners with factual knowledge, skills, and attitudes related to information literacy. It will address topics such as defining information literacy, evaluating online sources, and using information ethically. The content includes video lectures, activities in a tutor manual and learner handout, and self-directed learning materials like videos and assessments. The goal is for learners to develop their competence in locating, evaluating, and using information from online sources.
Understanding information and technology literacy and evidence based2Todd Hampton
This document discusses information literacy, technology literacy, and evidence-based practice. It defines information literacy as the ability to recognize information needs, locate and evaluate information sources critically, and apply information effectively. Technology literacy involves using technology to gather, organize, analyze, and report information. Evidence-based practice in nursing uses a process similar to information literacy to improve clinical practice by asking questions, acquiring evidence, appraising sources, and applying findings.
Ala alise preparing lis professionals_spiteri_2012-01-18Louise Spiteri
This document discusses the necessary elements of Library and Information Science (LIS) education according to various authorities. It outlines that LIS education should focus on developing students' skills, knowledge, behaviors, and engagement with their communities. Various sources provide guidance on core topics for LIS education, including technology, research methods, knowledge management, information policy and ethics. Pedagogical approaches recommended involve experiential and holistic learning as well as community engagement. The document also notes specific practices and skills needed for information management education, such as policy development, risk management, and use of information technology.
The document discusses strategies for developing and implementing successful information literacy action plans. It covers conducting an environmental scan, performing a SWOT/TOWS analysis to identify strengths, weaknesses, opportunities, and threats, and determining critical success factors. It also discusses establishing objectives, developing training strategies, implementing training programs, and evaluating accomplishments to ensure plans are achieving their goals.
The document discusses assessment of information literacy (IL) standards. It defines assessment, describes its uses in educational and psychological settings, and lists various modes and types of assessment including formative and summative, objective and subjective, and informal and formal. It also discusses IL standards from the American Library Association (ALA) and Association of College and Research Libraries (ACRL), including categories, standards, and performance indicators with outcomes. Examples of IL assessment tools and surveys are provided.
The document discusses assessment of information literacy (IL) standards. It defines assessment, describes its uses in educational and psychological settings, and lists various modes and types of assessment including formative and summative, objective and subjective, and informal and formal. It also discusses IL standards from the American Library Association (ALA) and Association of College and Research Libraries (ACRL), including categories, standards, and performance indicators with outcomes. Examples of IL assessment tools and surveys are provided.
Knowledge Management and Transfer Concepts katcollum
The document discusses knowledge, knowledge management, and knowledge transfer. It defines knowledge as the capacity for effective decision-making in organizational contexts. Knowledge management involves practices used to create, capture, and distribute knowledge across an organization. Knowledge transfer is an aspect of knowledge management that involves transferring knowledge to others through methods like on-the-job training. There are two types of knowledge: tacit knowledge which is difficult to share and resides in people's heads, and explicit knowledge which is easier to capture and share in documents and databases. The document outlines various processes and approaches for knowledge transfer within an organization.
Rebuilding the 7 Pillars: a new approach to an old model. USTLG may2011nmjb
The document summarizes a new approach to the Seven Pillars model of information literacy. It discusses how the original model collapsed some pillars and expanded the definition of information literacy to include media literacy, data curation, and information handling. The new model is represented by a "doughnut" with a core of six pillars surrounded by an outer ring representing a holistic approach and broader awareness of the information landscape.
Information skills involve locating, evaluating, organizing, and communicating information, rather than just using technology. They are important because technological advances and evidence-based practices require ongoing interaction with knowledge. Information skills training can be delivered in various ways, including one-on-one, group sessions, online tutorials, and workbooks. The goal is to improve information literacy, which is adopting appropriate behaviors to identify and make wise and ethical use of information.
This document discusses planning for a NEASC accreditation by focusing on 21st century skills. It emphasizes explicitly connecting mission, leadership, focus, goals and measures. The document identifies four high-leverage goals for student learning: critical and creative problem solving, analyzing and constructing arguments based on evidence, meaningful and purposeful communication and collaboration, and digital literacy and information fluency. It provides learning targets and success criteria for assessing these skills. It also discusses finding coherence by aligning assessment, instructional practices, professional goals, and organizational goals with the student learning goals.
NAWI 2014: Open Badges for Workforce Development: Findings from the DPD ProjectNate Otto
Open badges have the potential to transform education credentials, especially because they can recognize the development of individual competencies that go unmentioned in traditional degrees and transcripts. The Design Principles Documentation Project studied 30 learning initiatives as they implemented digital badges and identified general design principles used by these projects. See some of our findings about badges, case studies in workforce preparation, and questions about implications of badges for workforce development.
EVALUATION OF INFROATION LITERACY PROGRAMS.pptxkashikhattak1
This document discusses information literacy programs and their goals. It defines information literacy as the ability to recognize when information is needed and locate, evaluate, and effectively use that information. Information literacy programs aim to develop lifelong learning skills for finding, evaluating, and using information. The document then outlines a three-level information literacy skills progression for undergraduate students, starting with introductory skills and building to discipline-specific advanced skills. The goals are to empower students with skills for self-sufficient research and critical thinking.
Enhancing and Assessing Your Work-Based Learning PlanNAFCareerAcads
Does your academy’s work-based learning plan need to be fine-tuned? Participants will learn how to integrate a four-year, sequenced work-based learning plan into the curriculum, involve advisory boards to enhance the plan
and measure quality and effectiveness.
Presenter:
Laura Fidler,
National Academy Foundation
This document discusses best practices and trends in online information literacy tutorials. It addresses design and interactivity, motivation techniques, learning styles, and assessment strategies. Specifically, it recommends designing modular tutorials with multimedia and discrete learning events. It also suggests embedding motivational techniques like gaming concepts and marketing services directly into tutorials. Assessment strategies discussed include immediate feedback, adapting to different learning styles, and rubrics. Overall resources and models are provided to inform effective online tutorial design.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
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.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
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.)