Slides prepared for the DC Architecture Working Group meeting at the DC-2006 conference held in Manzanillo, Mexico in October 2006. (Note that not all these slides were used during the meeting - but they were ready to be used if necessary!)
Part 4 of tutorials at DC2008, Berlin. (International Conference on Dublin Core and Metadata Applications). See also part 1-3 by Jane Greenberg, Pete Johnston, and Mikael Nilsson on DC history, concepts, and other schemas. This part focuses on practical issues.
Part 4 of tutorials at DC2008, Berlin. (International Conference on Dublin Core and Metadata Applications). See also part 1-3 by Jane Greenberg, Pete Johnston, and Mikael Nilsson on DC history, concepts, and other schemas. This part focuses on practical issues.
A special session about using DC metadata to describe scholarly research papers held during the DC-2006 conference in Manzanillo, Mexico in October 2006.
The Dublin Core 1:1 Principle in the Age of Linked DataRichard Urban
Presentation given at the International Conference on Dublin Core and Metadata Applications, Austin, TX. October 9, 2014. See associated paper http://dcevents.dublincore.org/IntConf/dc-2014/paper/view/263
Over the last 10 years, the status of educational metadata, specifically
as they relate to learning objects, has changed radically. In the heady
days of the turn of the millennium, learning objects and their metadata
were seen as being destined to forever change the shape and form of
learning; by 2007, this approach has been derisively labeled "industrialist", and said to be quickly running "out of steam."
Given such drastic changes, how are metadata to be understood in the context
of different and emerging approaches to online learning resources, above
all those labelled 'open'? This question will be the focus of this presentation by Dr. Norm Friesen, Canada Research Chair in E-Learning Practices at Thompson Rivers University and Director of the CanCore
Initiative. Dr. Friesen will consider a number of alternatives to "learning object metadata." Dr. Friesen will conclude his
presentation by discussing an alternative that incorporates both high tech and ow tech approaches --one that is currently under
development as a multi-part international standard under the auspices of ISO (the
International Organization for Standardization).
WebSpa is a tool that allows the quick, intuitive (and even fun) interrogation of arbitrary SPARQL endpoints. WebSpa runs in the web browser and does not require the installation of any additional software. The tool manages a large variety of pre-defined SPARQL endpoints and allows the addition of new ones. An user account gives the possibility of saving both the interrogation and its results on the local computer, as well as further editing of the queries. The application is written in both Java and Flex. It uses Jena and ARQ application programming interface in order to perform the queries, and the results are processed and displayed using Flex.
A summary of the issues raised with, and proposed changes to, the DCMI Abstract Model (2005-03-07 version).
Presentation given to meeting of DCMI Architecture Working Group held at DC-2006, Manzanillo, Colima, Mexico on 3 October 2006
A special session about using DC metadata to describe scholarly research papers held during the DC-2006 conference in Manzanillo, Mexico in October 2006.
The Dublin Core 1:1 Principle in the Age of Linked DataRichard Urban
Presentation given at the International Conference on Dublin Core and Metadata Applications, Austin, TX. October 9, 2014. See associated paper http://dcevents.dublincore.org/IntConf/dc-2014/paper/view/263
Over the last 10 years, the status of educational metadata, specifically
as they relate to learning objects, has changed radically. In the heady
days of the turn of the millennium, learning objects and their metadata
were seen as being destined to forever change the shape and form of
learning; by 2007, this approach has been derisively labeled "industrialist", and said to be quickly running "out of steam."
Given such drastic changes, how are metadata to be understood in the context
of different and emerging approaches to online learning resources, above
all those labelled 'open'? This question will be the focus of this presentation by Dr. Norm Friesen, Canada Research Chair in E-Learning Practices at Thompson Rivers University and Director of the CanCore
Initiative. Dr. Friesen will consider a number of alternatives to "learning object metadata." Dr. Friesen will conclude his
presentation by discussing an alternative that incorporates both high tech and ow tech approaches --one that is currently under
development as a multi-part international standard under the auspices of ISO (the
International Organization for Standardization).
WebSpa is a tool that allows the quick, intuitive (and even fun) interrogation of arbitrary SPARQL endpoints. WebSpa runs in the web browser and does not require the installation of any additional software. The tool manages a large variety of pre-defined SPARQL endpoints and allows the addition of new ones. An user account gives the possibility of saving both the interrogation and its results on the local computer, as well as further editing of the queries. The application is written in both Java and Flex. It uses Jena and ARQ application programming interface in order to perform the queries, and the results are processed and displayed using Flex.
A summary of the issues raised with, and proposed changes to, the DCMI Abstract Model (2005-03-07 version).
Presentation given to meeting of DCMI Architecture Working Group held at DC-2006, Manzanillo, Colima, Mexico on 3 October 2006
A brief report on the work of the DCMI/IEEE Task Force on interoperability between the IEEE Learning Object Metadata standard and Dublin Core.
Presentation given to meeting of JISC CETIS Metadata & Digital Repositories Special Interest Group, held in Manchester on 16 April 2007
Expressing Concept Schemes & Competency Frameworks in CTDLCredential Engine
This presentation is focused on how the Credential Engine can access 3rd party resource data stores and recipes for mapping and publishing competency frameworks as Linked Data.
Dublin Core, the DCMI Abstract Model & DC Application ProfilesEduserv Foundation
Describes the 2007-06-04 version of the DCMI Abstract Model and introduces current work within DCMI on formalising the notion of the "DC application profile" in the context of the DCAM, particularly the draft specification on Description Set Profiles and the "Singapore Framework".
A brief report on the work of the DCMI/IEEE Task Force on interoperability between the IEEE Learning Object Metadata standard and Dublin Core.
Presentation given to meeting of CETIS Metadata & Digital Repositories Special Interest Group held in Bath on 28 June 2006.
Systems Modeling Language (SysML®) v2 Request For Proposal (RFP)Massimo Talia
This RFP specifies the requirements for the next generation of the OMG
Systems Modeling Language (OMG SysML® v2) that are intended to address many of the limitations of the current version of OMG SysML® to enable the
more effective application of model-based systems engineering (MBSE). The most used version of SysML is v.1.4 and UML v.2.0 for Software Systems.
Flexible metadata schemes for research data repositories - CLARIN Conference'21vty
The development of the Common Framework in Dataverse and the CMDI use case. Building AI/ML based workflow for the prediction and linking concepts from external controlled vocabularies to the CMDI metadata values.
Flexible metadata schemes for research data repositories - Clarin Conference...Vyacheslav Tykhonov
The development of the Common Framework in Dataverse and the CMDI use case. Building AI/ML based workflow for the prediction and linking concepts from external controlled vocabularies to the CMDI metadata values.
Third AssignmentDescribe in 100 – 200 words an application with .docxrandymartin91030
Third Assignment
Describe in 100 – 200 words an application with which you are familiar. This should be an application with which other students and the course instructor are likely to be familiar. An example would be Microsoft Word. Then, select one of the architectural design styles given in the presentation on Architectural Design. Explain why this style is appropriate for the application you described. Then apply this style to the application and explain the result in enough detail that your fellow students are likely to understand.
Organization of your submission
Third Assignment
Your name
Submission Date
Application Description
Style you have selected
Why this style is appropriate for this application
The application’s architecture using this style
Explanation of this architecture (show how some common tasks for this application might be performed using this architecture)
Grading Rubric
Criterion
Points
Application description is well-organized
5
Style choice is one of the styles described
2
Style choice is effectively justified
8
Presented architecture uses the selected style
3
Presented architecture is complete
4
Architecture is described clearly
8
Chapter 7:
Design: Architecture and Methodology
1
Design Topics Covered
Architectural vs. detailed design
“Common” architectural styles, tactics, and reference architectures
Basic techniques for detailed design
Basic issues with user-interface design
2
Design
Starts mostly from/with requirements (evolving mostly from functionalities and other non-functional characteristics).
How is the software solution going to be structured?
What are the main components—(functional comp)?
Often directly from requirements’ functionalities
(use cases).
How are these components related?
Possibly re-organize the components (composition/decomposition).
Two main levels of design:
Architectural (high level)
Detailed design
How should we depict design—notation/language?
3
Relationship between Architecture and Design
Detailed Design
Comes from
Requirements &
Architecture
4
Software Architecture
Structure(s) of the solution, comprising:
Major software elements
Their externally visible properties
Relationships among elements
Every software system has an architecture.
May have multiple structures!
Multiple ways of organizing elements, depending on the perspective
External properties of components (and modules)
Component (module) interfaces
Component (module) interactions, rather than internals of components and modules
5
Views and Viewpoints
View – representation of a system structure
4+1 views (by Krutchen)
Logical (OO decomposition – key abstractions)
Process (run-time, concurrency/distribution of functions)
Subsystem decomposition
Physical architecture
+1: use cases
Other classification (Bass, Clements, Kazman)
Module
Run-time
Allocation (mapping to development environment)
Different views for different people
6
Architectural Styles/Patterns
Pipes a.
Similar to DC Architecture WG Meeting - DC-2006, Mexico (20)
A presentation at the JISC RSC Eastern Regional Conference, The Reality of Virtual Worlds, held at Anglia Ruskin University in Cambridge on 31 March 2009.
Presentation given at OpenAthens workshops in Feburary/March 2009. It provides an introduction to the upcoming, second version of OpenAthens Local Authentication. OpenAthens LA provides an easy to manage multi-protocol identity provider for federated access to online services.
A presentation for Eduserv staff, given at an all-staff meeting on 4th February 2009.
Whilst this was explicitly an internal presentation, it may well be of interest to people outside of Eduserv because it discusses the future of activities that we have previously carried out as part of the Eduserv Foundation.
This presentation was for the JISC Future Directions event, held at Aston Business School on 30 June 2008. It describes OpenID and CardSpace as user-centric identity systems - as the user sees them. Such identity systems bring greater consistency to the user experience and put the user in greater control of their online identity.
Safer Children in a Digital World: a summary for children and young peopleEduserv Foundation
An unofficial re-purposing of the Safer Children in a Digital World: a summary for children and young people as a set of presentation slides.
This re-purposing has been done by Andy Powell (andy.powell@eduserv.org.uk).
For the original report see: http://www.dfes.gov.uk/byronreview/
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
30. DCMI Abstract Model: issues and proposed changes DCMI Architecture Working Group DC-2006: Metadata for Knowledge & Learning, Manzanillo, Mexico
31.
32.
33. Resource URI Property URI Rich representation Property URI Value URI Vocab Enc Scheme URI Property URI Value string Syntax Enc Scheme URI Value string Syntax Enc Scheme URI Resource URI Property URI Rich representation Property URI Value URI Vocab Enc Scheme URI Property URI Value string Syntax Enc Scheme URI Statement Description Description Set
34.
35.
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
46.
47. DCMI Abstract Model: issues and proposed changes DCMI Architecture Working Group DC-2006: Metadata for Knowledge & Learning, Manzanillo, Mexico
50. Expressing DC metadata in XML: a status report to DCMI Architecture WG DCMI Architecture Working Group DC-2006: Metadata for Knowledge & Learning, Manzanillo, Mexico
51.
52.
53. Resource URI Property URI Rich representation Property URI Value URI Vocab Enc Scheme URI Property URI Value string Syntax Enc Scheme URI Value string Syntax Enc Scheme URI Resource URI Property URI Rich representation Property URI Value URI Vocab Enc Scheme URI Property URI Value string Syntax Enc Scheme URI Statement Description Description Set
57. <dcx:descriptionSet> <dcx:description dcx:resourceURI="http://dublincore.org/pages/home"> <dc:title> <dcx:valueString>DCMI Home Page</dcx:valueString> </dc:title> <dc:subject dcx:vocabEncSchemeURI="http://purl.org/dc/terms/LCSH"> <dcx:valueString>Metadata</dcx:valueString> </dc:subject> <dcterms:isPartOf dcx:valueURI="http://dublincore.org/site" /> <dc:publisher dcx:descriptionRef="dcmi" /> </dcx:description> <dcx:description dcx:descriptionId="dcmi"> <my:name> <dcx:valueString>Dublin Core Metadata Initiative</dcx:valueString> </my:name> </dcx:description> </dcx:descriptionSet> DC-XML 2006-05-29 Property URI as XML QName (as XML element name) VES URI as XML attribute value Resource URI, Value URI as XML attribute values
58. <dcx:descriptionSet> <dcx:description dcx:resourceURI="http://dublincore.org/pages/home"> <dc:title> <dcx:valueString>DCMI Home Page</dcx:valueString> </dc:title> <dc:subject dcx:vocabEncSchemeQName="dcterms:LCSH" > <dcx:valueString>Metadata</dcx:valueString> </dc:subject> <dcterms:isPartOf dcx:valueURI="http://dublincore.org/site" /> <dc:publisher dcx:descriptionRef="dcmi" /> </dcx:description> <dcx:description dcx:descriptionId="dcmi"> <my:name> <dcx:valueString>Dublin Core Metadata Initiative</dcx:valueString> </my:name> </dcx:description> </dcx:descriptionSet> DC-XML 2006-05-29 VES URI as XML QName (as XML attribute value) (“Related”) description of value linked by id/idref
70. Expressing DC metadata in XML: a status report to DCMI Architecture WG DCMI Architecture Working Group DC-2006: Metadata for Knowledge & Learning, Manzanillo, Mexico