Learning spaces seminar by Tim Rudd.
This seminar took place on 03 March 2010 at 'Building Spaces for the Future' an event drawing on recent research by Futurelab about young people’s view of what learning spaces should look like in the future to offer practical support to Local Authorities, schools and those going through building programmes such as BSF and PCP.
http://www.futurelab.org.uk/events/listing/buildingspaces
Virtual reality is a user interface that involves real-time simulation and interactions through sensory channels to immerse users in virtual environments. It has its origins in flight simulators from the 1950s and early prototypes in the 1960s, with commercial development beginning in the late 1980s. Current applications of VR include movies, video games, and education/training. Emerging technologies like Project Natal, CAVE systems, and the Nintendo Wii are pushing the boundaries of VR by enabling more natural physical interaction. While the future is uncertain, VR is expected to continue evolving entertainment and other industries through immersive experiences.
What is Virtual Reality?
Why we need Virtual Reality?
Virtual reality systems
Virtual Reality hardware
Virtual Reality developing tools
The Future of Virtual Reality
Internet of Things (IoT) - We Are at the Tip of An IcebergDr. Mazlan Abbas
You are likely benefitting from The Internet of Things (IoT) today, whether or not you’re familiar with the term. If your phone automatically connects to your car radio, or if you have a smartwatch counting your steps, congratulations! You have adopted one small piece of a very large IoT pie, even if you haven't adopted the name yet.
IoT may sound like a business buzzword, but in reality, it’s a real technological revolution that will impact everything we do. It's the next IT Tsunami of new possibility that is destined to change the face of technology, as we know it. IoT is the interconnectivity between things using wireless communication technology (each with their own unique identifiers) to connect objects, locations, animals, or people to the Internet, thus allowing for the direct transmission of and seamless sharing of data.
IoT represents a massive wave of technical innovation. Highly valuable companies will be built and new ecosystems will emerge from bridging the offline world with the online into one gigantic new network. Our limited understanding of the possibilities hinders our ability to see future applications for any new technology. Mainstream adoption of desktop computers and the Internet didn’t take hold until they became affordable and usable. When that occurred, fantastic and creative new innovation ensued. We are on the cusp of that tipping point with the Internet of Things.
IoT matters because it will create new industries, new companies, new jobs, and new economic growth. It will transform existing segments of our economy: retail, farming, industrial, logistics, cities, and the environment. It will turn your smartphone into the command center for the both digital and physical objects in your life. You will live and work smarter, not harder – and what we are seeing now is only the tip of the iceberg.
The document describes various smart and connected devices for homes and consumers. It provides examples of Internet of Things devices such as a smart fork that monitors eating habits, a smart cup that tracks liquid consumption, and a smart toothbrush that engages users in their oral hygiene routine. It also lists devices for other activities like gardening, sports training, home security, pet care, and more that connect to smartphones and the Internet to provide remote access and data collection. The devices demonstrate how almost any everyday object can be made smart and integrated into the growing Internet of Things ecosystem.
In-between dominant learning spaces: a gap in our thinking about interstitial...Andrew Middleton
#UOGAPT workshop, July 2016
#APT16 workshop - containing the outputs of the workshop on the last two slides
A profound understanding of the higher education learning space is emerging through recent works that pay more attention to the learner's experience than to creating landmark architecture. (Harrison & Hutton, 2013). The aim of the workshop is to prove that technology and media can disrupt instrumental thinking about the learning space. The workshop,
introduced the problem of learning binaries
introduced the concepts of in-between space in relation to hybrid learning, and liminality
generated and shared stories in small groups in which personal and portable digital technologies and media play a pivotal role at the intersection of formal and non-formal physical, digital hybrid learning space
concluded by devising a manifesto for liminal learning!
The session will build upon ideas of Third Space and hybridity (Gutiérrez et al., 1999), in-between space (Shortt, 2014) and liminality (Turner, 1969).
References
Daskalaki, M., Butler, C.L., & Petrovic, J. (2012). Somewhere in-between: narratives of place, identity, and translocal work. Journal of Management Inquiry, (21) 4: pp. 430-441.
Gutiérrez , K. D., Baquedano‐López, P., & Tejeda, C. (1999). Rethinking diversity: hybridity and hybrid language practices in the third space. Mind, Culture, and Activity, 6(4), pp. 286-303.
Shortt, H. (2014). Liminality, space and the importance of ‘transitory dwelling places’ at work. Human Relations, 68(4), pp. 1–26.
Turner V.W. (1969). The ritual process: structure and anti-structure. Chicago: Aldine.
The document discusses the changing educational landscape with new technologies and the need for new pedagogical approaches. It advocates for more open practices in design, delivery, research, and evaluation of education. Learning design is presented as a methodology to make the design process more explicit and shareable.
Participatory Design & Learning Space EvaluationDoug Worsham
Join in for this opportunity to discuss and share ideas on a diverse toolkit for designing and investigating the success of learning spaces, including participatory design, campus partnerships, and space evaluation toolkits. Resources/links from the presentation: http://zotero.org/groups/498715
Learning spaces seminar by Tim Rudd.
This seminar took place on 03 March 2010 at 'Building Spaces for the Future' an event drawing on recent research by Futurelab about young people’s view of what learning spaces should look like in the future to offer practical support to Local Authorities, schools and those going through building programmes such as BSF and PCP.
http://www.futurelab.org.uk/events/listing/buildingspaces
Virtual reality is a user interface that involves real-time simulation and interactions through sensory channels to immerse users in virtual environments. It has its origins in flight simulators from the 1950s and early prototypes in the 1960s, with commercial development beginning in the late 1980s. Current applications of VR include movies, video games, and education/training. Emerging technologies like Project Natal, CAVE systems, and the Nintendo Wii are pushing the boundaries of VR by enabling more natural physical interaction. While the future is uncertain, VR is expected to continue evolving entertainment and other industries through immersive experiences.
What is Virtual Reality?
Why we need Virtual Reality?
Virtual reality systems
Virtual Reality hardware
Virtual Reality developing tools
The Future of Virtual Reality
Internet of Things (IoT) - We Are at the Tip of An IcebergDr. Mazlan Abbas
You are likely benefitting from The Internet of Things (IoT) today, whether or not you’re familiar with the term. If your phone automatically connects to your car radio, or if you have a smartwatch counting your steps, congratulations! You have adopted one small piece of a very large IoT pie, even if you haven't adopted the name yet.
IoT may sound like a business buzzword, but in reality, it’s a real technological revolution that will impact everything we do. It's the next IT Tsunami of new possibility that is destined to change the face of technology, as we know it. IoT is the interconnectivity between things using wireless communication technology (each with their own unique identifiers) to connect objects, locations, animals, or people to the Internet, thus allowing for the direct transmission of and seamless sharing of data.
IoT represents a massive wave of technical innovation. Highly valuable companies will be built and new ecosystems will emerge from bridging the offline world with the online into one gigantic new network. Our limited understanding of the possibilities hinders our ability to see future applications for any new technology. Mainstream adoption of desktop computers and the Internet didn’t take hold until they became affordable and usable. When that occurred, fantastic and creative new innovation ensued. We are on the cusp of that tipping point with the Internet of Things.
IoT matters because it will create new industries, new companies, new jobs, and new economic growth. It will transform existing segments of our economy: retail, farming, industrial, logistics, cities, and the environment. It will turn your smartphone into the command center for the both digital and physical objects in your life. You will live and work smarter, not harder – and what we are seeing now is only the tip of the iceberg.
The document describes various smart and connected devices for homes and consumers. It provides examples of Internet of Things devices such as a smart fork that monitors eating habits, a smart cup that tracks liquid consumption, and a smart toothbrush that engages users in their oral hygiene routine. It also lists devices for other activities like gardening, sports training, home security, pet care, and more that connect to smartphones and the Internet to provide remote access and data collection. The devices demonstrate how almost any everyday object can be made smart and integrated into the growing Internet of Things ecosystem.
In-between dominant learning spaces: a gap in our thinking about interstitial...Andrew Middleton
#UOGAPT workshop, July 2016
#APT16 workshop - containing the outputs of the workshop on the last two slides
A profound understanding of the higher education learning space is emerging through recent works that pay more attention to the learner's experience than to creating landmark architecture. (Harrison & Hutton, 2013). The aim of the workshop is to prove that technology and media can disrupt instrumental thinking about the learning space. The workshop,
introduced the problem of learning binaries
introduced the concepts of in-between space in relation to hybrid learning, and liminality
generated and shared stories in small groups in which personal and portable digital technologies and media play a pivotal role at the intersection of formal and non-formal physical, digital hybrid learning space
concluded by devising a manifesto for liminal learning!
The session will build upon ideas of Third Space and hybridity (Gutiérrez et al., 1999), in-between space (Shortt, 2014) and liminality (Turner, 1969).
References
Daskalaki, M., Butler, C.L., & Petrovic, J. (2012). Somewhere in-between: narratives of place, identity, and translocal work. Journal of Management Inquiry, (21) 4: pp. 430-441.
Gutiérrez , K. D., Baquedano‐López, P., & Tejeda, C. (1999). Rethinking diversity: hybridity and hybrid language practices in the third space. Mind, Culture, and Activity, 6(4), pp. 286-303.
Shortt, H. (2014). Liminality, space and the importance of ‘transitory dwelling places’ at work. Human Relations, 68(4), pp. 1–26.
Turner V.W. (1969). The ritual process: structure and anti-structure. Chicago: Aldine.
The document discusses the changing educational landscape with new technologies and the need for new pedagogical approaches. It advocates for more open practices in design, delivery, research, and evaluation of education. Learning design is presented as a methodology to make the design process more explicit and shareable.
Participatory Design & Learning Space EvaluationDoug Worsham
Join in for this opportunity to discuss and share ideas on a diverse toolkit for designing and investigating the success of learning spaces, including participatory design, campus partnerships, and space evaluation toolkits. Resources/links from the presentation: http://zotero.org/groups/498715
The document discusses approaches to understanding learning spaces, distinguishing between universalist and relativist perspectives. It outlines common elements in discussions of learning spaces, including how people learn and attributes of different demographics. The key strategies in designing student-centered learning environments are to gain support for changing facility design to accommodate new teaching methods, educate educators on using space effectively, and review design processes while learning from evaluations. When students personalize a space, it can become a learning "home".
This document is Terry Anderson's CV presented as a Wordle tag cloud. It discusses Anderson's views on distance education, including that education must improve quality and appeal while empowering student control. It advocates boundless access to open educational resources, connections, and learning opportunities using technologies like open courses and open access journals. However, it notes opportunities also exist to waste time or harm privacy, and boundaries may be needed to manage information and guide productive use. Overall, the document emphasizes embracing open, online opportunities to improve and reform education through open scholarship and networks.
Blending Synchronous and Asynchronous Learning EnvironmentsMichael Coghlan
Presentation as part of Webheads EVOnline sessions, January 2014
Message re licensing of this content:
This content was uploaded to Slideshare before it was taken over by Scribd. My intention was always to offer my content for free via Creative Commons licensing. Scribd now has locked the content behind a paywall where you have to provide credit card details before you can download it. I totally disagree with this kind of exploitation of previously free content but it apparently is legal for Scribd to do this. However, you can still download this content without messing around with credit card nonsense if you go to the original Slideshare site of this presentation. Sorry for the hassle, but it is Scribd's doing - not mine.
- Michael Coghlan (michaelc)
Wise and Marples - Learning Space Design - ETUG Fall Workshop 2009guestf1d620
This document discusses designing learning spaces in physical and virtual settings. It provides definitions of learning spaces and analyzes how their design has evolved from fixed and formal to being more dynamic and flexible to support greater movement and collaboration. The document outlines key questions in learning space design around intentional pedagogical alignment and user experience. It presents five socio-constructivist principles for designing spaces that promote learner interaction, engagement, real-world contexts, participation, and evolution. Examples of applying these principles in physical and virtual spaces are provided.
Carol Brandt & Rikke Toft Nørgård - More than shiny new spaces for tinkering:...Rikke Toft Noergaard
This document discusses using signature pedagogy to foster design practices and critical thinking in university makerspaces. It proposes configuring makerspaces to promote interdisciplinarity, collaboration, and problem-solving beyond just creating new things. Signature pedagogy involves surface structures like design investigations and prototypes, deep structures like design critiques, and implicit structures like developing civic responsibility. The goal is for makerspaces to become "placeful studios" that integrate university and society through tackling complex problems and developing students' and teachers' roles as "academic citizens".
This document discusses the importance of designing learning spaces to promote collaboration and 21st century skills. It emphasizes that the design of a space informs the type of teaching and learning that takes place. The agenda includes discussing why spaces should be for learning rather than just classrooms, examining design elements that work, and sharing examples of the Swigert Internet Cafe, which was created as a flexible space to support students, teachers, and the community. Effective learning spaces are described as being adaptable, social, and stimulating places that support various activities, technologies, and learning styles.
Some slides put together to support a twitter conversation - hence, they're not necessarily coherent as a standalone slideset. See other presentations here for more coherence.
The document discusses the value and uses of synchronous learning tools in online education. It defines synchronous communication as occurring in real-time, such as video chats, versus asynchronous which allows delays, like emails. It provides examples of how synchronous tools have been used for small group work, individual meetings, and whole class instruction. The document also addresses tensions between synchronous and asynchronous approaches and how to resolve them, like recording synchronous sessions for later viewing.
The brief presentation looks at the SCALE-UP classroom to understand structured flexible space and how this helps to understand 'portfolio space'. The context is academic CPD as a connectivist and generative learning space.
The document discusses personalization in technology-enhanced learning and the changing educational context. It notes that personalization refers to endowing something with individual qualities or characteristics to meet individual needs. Emerging technologies are enabling more personalized, mobile, and socially connected learning environments. The document outlines seven dimensions of personalized learning and provides examples of how new pedagogical models are needed to combine the affordances of personalization and technologies.
2015 Public Sector Infrastructure SummitMike KEPPELL
This document discusses managing changing learning environments and future planning and design. It covers trends like the disintegration of formal learning spaces and growing acceptance of learning in different places. This presents opportunities and challenges for higher education. The document defines different learning spaces, both physical and virtual, and guiding pedagogies like authentic and personalized learning. It also discusses the roles of educators and learners and professional development opportunities to support blended learning.
VoiceThread is a tool that allows for group conversations through uploading, commenting on, and sharing images, documents or videos. It provides an asynchronous space for cross-curricular and cross-grade collaboration. Teachers can use VoiceThread in the classroom for activities like science lab reports with images and invited expert commentary, history timelines, foreign language practice, and assessing student understanding through open-ended prompts and scaffolding of ideas.
The document discusses the changing nature of learning spaces in higher education. It argues that learning now occurs in distributed spaces beyond just physical classrooms, including blended and virtual spaces. It outlines several principles for designing learning spaces, including comfort, aesthetics, flow, equity, blending, affordances, and repurposing. Learning spaces can be physical, blended, virtual, formal or informal, including spaces like libraries, labs, outdoor areas, and personal learning environments. The concept of the university as a singular place is being replaced by a more distributed model of learning.
(Re)connection: The importance of space/place & interaction in higher educationLee Fallin
This session was my first conference keynote. I cover the importance of space and place in both physical and online higher education. This presentation takes advantage of the findings of my thesis to reflect on how we can support student belonging, inclusion and success.
The document provides an overview of learning design and discusses several key topics:
1) It outlines some paradoxes in how technologies are used in education and proposes case studies and support networks as potential solutions.
2) It examines design practices and representations in fields like chemistry and music that effectively capture key factors to enable reproduction.
3) It proposes a new learning design methodology that encourages reflective practices, promotes sharing, and shifts approaches from implicit to explicit.
The document discusses Second Life, a 3D virtual world, and its potential uses for education. It provides details on what Second Life is, how it works technically, and examples of how educational institutions are using it. It also addresses considerations for using Second Life pedagogically and constructing virtual spaces for teaching content and skills.
This document discusses blended learning and learner autonomy. It defines blended learning as using both traditional and online resources for learning. It provides examples of blended learning components and guidelines for teachers in designing blended learning, including providing opportunities for collaboration, learning content in multiple media, and learner support. Blended learning can increase flexibility and support constructive learning through active engagement. Effective blended activities give learners choice and autonomy over their learning.
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.
The document discusses approaches to understanding learning spaces, distinguishing between universalist and relativist perspectives. It outlines common elements in discussions of learning spaces, including how people learn and attributes of different demographics. The key strategies in designing student-centered learning environments are to gain support for changing facility design to accommodate new teaching methods, educate educators on using space effectively, and review design processes while learning from evaluations. When students personalize a space, it can become a learning "home".
This document is Terry Anderson's CV presented as a Wordle tag cloud. It discusses Anderson's views on distance education, including that education must improve quality and appeal while empowering student control. It advocates boundless access to open educational resources, connections, and learning opportunities using technologies like open courses and open access journals. However, it notes opportunities also exist to waste time or harm privacy, and boundaries may be needed to manage information and guide productive use. Overall, the document emphasizes embracing open, online opportunities to improve and reform education through open scholarship and networks.
Blending Synchronous and Asynchronous Learning EnvironmentsMichael Coghlan
Presentation as part of Webheads EVOnline sessions, January 2014
Message re licensing of this content:
This content was uploaded to Slideshare before it was taken over by Scribd. My intention was always to offer my content for free via Creative Commons licensing. Scribd now has locked the content behind a paywall where you have to provide credit card details before you can download it. I totally disagree with this kind of exploitation of previously free content but it apparently is legal for Scribd to do this. However, you can still download this content without messing around with credit card nonsense if you go to the original Slideshare site of this presentation. Sorry for the hassle, but it is Scribd's doing - not mine.
- Michael Coghlan (michaelc)
Wise and Marples - Learning Space Design - ETUG Fall Workshop 2009guestf1d620
This document discusses designing learning spaces in physical and virtual settings. It provides definitions of learning spaces and analyzes how their design has evolved from fixed and formal to being more dynamic and flexible to support greater movement and collaboration. The document outlines key questions in learning space design around intentional pedagogical alignment and user experience. It presents five socio-constructivist principles for designing spaces that promote learner interaction, engagement, real-world contexts, participation, and evolution. Examples of applying these principles in physical and virtual spaces are provided.
Carol Brandt & Rikke Toft Nørgård - More than shiny new spaces for tinkering:...Rikke Toft Noergaard
This document discusses using signature pedagogy to foster design practices and critical thinking in university makerspaces. It proposes configuring makerspaces to promote interdisciplinarity, collaboration, and problem-solving beyond just creating new things. Signature pedagogy involves surface structures like design investigations and prototypes, deep structures like design critiques, and implicit structures like developing civic responsibility. The goal is for makerspaces to become "placeful studios" that integrate university and society through tackling complex problems and developing students' and teachers' roles as "academic citizens".
This document discusses the importance of designing learning spaces to promote collaboration and 21st century skills. It emphasizes that the design of a space informs the type of teaching and learning that takes place. The agenda includes discussing why spaces should be for learning rather than just classrooms, examining design elements that work, and sharing examples of the Swigert Internet Cafe, which was created as a flexible space to support students, teachers, and the community. Effective learning spaces are described as being adaptable, social, and stimulating places that support various activities, technologies, and learning styles.
Some slides put together to support a twitter conversation - hence, they're not necessarily coherent as a standalone slideset. See other presentations here for more coherence.
The document discusses the value and uses of synchronous learning tools in online education. It defines synchronous communication as occurring in real-time, such as video chats, versus asynchronous which allows delays, like emails. It provides examples of how synchronous tools have been used for small group work, individual meetings, and whole class instruction. The document also addresses tensions between synchronous and asynchronous approaches and how to resolve them, like recording synchronous sessions for later viewing.
The brief presentation looks at the SCALE-UP classroom to understand structured flexible space and how this helps to understand 'portfolio space'. The context is academic CPD as a connectivist and generative learning space.
The document discusses personalization in technology-enhanced learning and the changing educational context. It notes that personalization refers to endowing something with individual qualities or characteristics to meet individual needs. Emerging technologies are enabling more personalized, mobile, and socially connected learning environments. The document outlines seven dimensions of personalized learning and provides examples of how new pedagogical models are needed to combine the affordances of personalization and technologies.
2015 Public Sector Infrastructure SummitMike KEPPELL
This document discusses managing changing learning environments and future planning and design. It covers trends like the disintegration of formal learning spaces and growing acceptance of learning in different places. This presents opportunities and challenges for higher education. The document defines different learning spaces, both physical and virtual, and guiding pedagogies like authentic and personalized learning. It also discusses the roles of educators and learners and professional development opportunities to support blended learning.
VoiceThread is a tool that allows for group conversations through uploading, commenting on, and sharing images, documents or videos. It provides an asynchronous space for cross-curricular and cross-grade collaboration. Teachers can use VoiceThread in the classroom for activities like science lab reports with images and invited expert commentary, history timelines, foreign language practice, and assessing student understanding through open-ended prompts and scaffolding of ideas.
The document discusses the changing nature of learning spaces in higher education. It argues that learning now occurs in distributed spaces beyond just physical classrooms, including blended and virtual spaces. It outlines several principles for designing learning spaces, including comfort, aesthetics, flow, equity, blending, affordances, and repurposing. Learning spaces can be physical, blended, virtual, formal or informal, including spaces like libraries, labs, outdoor areas, and personal learning environments. The concept of the university as a singular place is being replaced by a more distributed model of learning.
(Re)connection: The importance of space/place & interaction in higher educationLee Fallin
This session was my first conference keynote. I cover the importance of space and place in both physical and online higher education. This presentation takes advantage of the findings of my thesis to reflect on how we can support student belonging, inclusion and success.
The document provides an overview of learning design and discusses several key topics:
1) It outlines some paradoxes in how technologies are used in education and proposes case studies and support networks as potential solutions.
2) It examines design practices and representations in fields like chemistry and music that effectively capture key factors to enable reproduction.
3) It proposes a new learning design methodology that encourages reflective practices, promotes sharing, and shifts approaches from implicit to explicit.
The document discusses Second Life, a 3D virtual world, and its potential uses for education. It provides details on what Second Life is, how it works technically, and examples of how educational institutions are using it. It also addresses considerations for using Second Life pedagogically and constructing virtual spaces for teaching content and skills.
This document discusses blended learning and learner autonomy. It defines blended learning as using both traditional and online resources for learning. It provides examples of blended learning components and guidelines for teachers in designing blended learning, including providing opportunities for collaboration, learning content in multiple media, and learner support. Blended learning can increase flexibility and support constructive learning through active engagement. Effective blended activities give learners choice and autonomy over their learning.
Similar to Designing Virtual Worlds ALN09 Ingram Oprandi (20)
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.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
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.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
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.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
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.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.