This document summarizes an evaluation report from a short-term student exchange program in Daugavpils, Latvia. Students were surveyed about their experiences and levels of satisfaction. Overall, 97% of students reported being very satisfied or satisfied with the interest, variety, effectiveness and execution of activities. However, some students wished the program had been longer than one week. Students particularly enjoyed workshops at an art center and museum, a pottery workshop, and time with their host families. The vast majority felt it was a valuable cultural experience where they made new friends and learned about other countries.
April 2019 Directors Meeting featuring:
- Jane Bouknight, University Advising Center
- Amanda Therrell, On Your Time Initiatives
- Aaron Marterer, University Registrar (no slides)
- Stacey Bradley, Student Affairs and Academic Support (no slides)
- Dennis Pruitt, Student Affairs and Academic Support (no slides)
Living up to expectations? The NSS and the School of Geographical Sciences, U...Rich Harris
In the 2009 National Student Survey (NSS), the School of Geographical Sciences, University of Bristol, achieved a 100% satisfaction score, up from 87% in the previous year. In 2010, the satisfaction was 96% amongst our science students but down to 75% for social science students. Despite this variability, in regard to the curricula and professional support given to students, little if anything had changed.
The NSS was introduced by HEFCE in 2005 as part of the quality assurance framework. The aims of it are to promote improvements in universities by making measures of service delivery available to prospective students and, by so doing, help inform student choice.
However, the ability of the NSS to meet these aims has been questioned. Roger Brown, Professor of Higher Education Policy at Liverpool Hope University, has identified what he calls The Information Fallacy, suggests that the conditions permitting effective comparisons between subjects, courses and institutions are missing. A recent article in the Times Higher Education magazine indicated that prospective students are not seeking out the information (Attwood, 2010).
Nevertheless, the current government have signalled an expansion of the sorts of data published from the NSS, disseminated via unistats.direct.gov.uk and incorporated into comparative league tables. It is therefore an appropriate time to reflect on our own experiences at Bristol, on the positives and the negatives that have followed from the NSS, the structural changes we have made to enhance the students’ experience, and to ask, “can we ever meet their expectations? Should we even try?”
April 2019 Directors Meeting featuring:
- Jane Bouknight, University Advising Center
- Amanda Therrell, On Your Time Initiatives
- Aaron Marterer, University Registrar (no slides)
- Stacey Bradley, Student Affairs and Academic Support (no slides)
- Dennis Pruitt, Student Affairs and Academic Support (no slides)
Living up to expectations? The NSS and the School of Geographical Sciences, U...Rich Harris
In the 2009 National Student Survey (NSS), the School of Geographical Sciences, University of Bristol, achieved a 100% satisfaction score, up from 87% in the previous year. In 2010, the satisfaction was 96% amongst our science students but down to 75% for social science students. Despite this variability, in regard to the curricula and professional support given to students, little if anything had changed.
The NSS was introduced by HEFCE in 2005 as part of the quality assurance framework. The aims of it are to promote improvements in universities by making measures of service delivery available to prospective students and, by so doing, help inform student choice.
However, the ability of the NSS to meet these aims has been questioned. Roger Brown, Professor of Higher Education Policy at Liverpool Hope University, has identified what he calls The Information Fallacy, suggests that the conditions permitting effective comparisons between subjects, courses and institutions are missing. A recent article in the Times Higher Education magazine indicated that prospective students are not seeking out the information (Attwood, 2010).
Nevertheless, the current government have signalled an expansion of the sorts of data published from the NSS, disseminated via unistats.direct.gov.uk and incorporated into comparative league tables. It is therefore an appropriate time to reflect on our own experiences at Bristol, on the positives and the negatives that have followed from the NSS, the structural changes we have made to enhance the students’ experience, and to ask, “can we ever meet their expectations? Should we even try?”
Presented by Chris Gabrieli, chair of the Massachusetts Board of Higher Education, at the Massachusetts Early College Initiative launch event on March 23, 2017. #ecil17
Event sponsors: Massachusetts Executive Office of Education, Department of Higher Education, Department of Elementary & Secondary Education
Event partners: MassINC, Massachusetts Business Roundtable, Rennie Center, Jobs for the Future
This session focuses on how the AUA Behaviours Framework has been applied to the continuous personal and professional development of Library Services staff; enabling staff to understand and respond fully to the individual needs of an increasingly diverse student body. Students are supported wholeheartedly by staff on their journey from pre-university to alumni. The Library Service has involved students with innovative service developments and works closely with student representatives. Staff and students jointly play their part in the community through active engagement in valuable and mutually beneficial partnerships.
Camille Kandiko Howson QAA Student Engagement Sheffield Hallam University Mar...viscabarca
This Quality Assurance Agency (QAA)-funded research project explored the views of students entering higher education in the four countries of the UK in 2012-13 and those entering in earlier years, to investigate their perceptions and expectations of the quality of their learning experience and the academic standards of their chosen programmes of study. This project provides illustrative examples of the issues affecting student perceptions and expectations regarding quality and standards in the first year of a funding model in England that is significantly different both to that in existence in previous years and to that operated in the other countries of the UK. Research consisted of conducting interviews and focus groups with over 150 students (primarily Years 1 and 2) at 16 institutional locations, across a range of mission groups, institutional types and UK-wide geographical location. Concept maps of students’ higher education experience were collected along with transcripts of interviews.
Student transitions in higher educationJamesDunphy
An overview of student transitions in higher education, covering:
arrival into university
the quality of learning and teaching
effective student support
Also covers detail on how Robert Gordon University is taking forward its work on the Student Transitions Enhancement Theme.
Presented by Chris Gabrieli, chair of the Massachusetts Board of Higher Education, at the Massachusetts Early College Initiative launch event on March 23, 2017. #ecil17
Event sponsors: Massachusetts Executive Office of Education, Department of Higher Education, Department of Elementary & Secondary Education
Event partners: MassINC, Massachusetts Business Roundtable, Rennie Center, Jobs for the Future
This session focuses on how the AUA Behaviours Framework has been applied to the continuous personal and professional development of Library Services staff; enabling staff to understand and respond fully to the individual needs of an increasingly diverse student body. Students are supported wholeheartedly by staff on their journey from pre-university to alumni. The Library Service has involved students with innovative service developments and works closely with student representatives. Staff and students jointly play their part in the community through active engagement in valuable and mutually beneficial partnerships.
Camille Kandiko Howson QAA Student Engagement Sheffield Hallam University Mar...viscabarca
This Quality Assurance Agency (QAA)-funded research project explored the views of students entering higher education in the four countries of the UK in 2012-13 and those entering in earlier years, to investigate their perceptions and expectations of the quality of their learning experience and the academic standards of their chosen programmes of study. This project provides illustrative examples of the issues affecting student perceptions and expectations regarding quality and standards in the first year of a funding model in England that is significantly different both to that in existence in previous years and to that operated in the other countries of the UK. Research consisted of conducting interviews and focus groups with over 150 students (primarily Years 1 and 2) at 16 institutional locations, across a range of mission groups, institutional types and UK-wide geographical location. Concept maps of students’ higher education experience were collected along with transcripts of interviews.
Student transitions in higher educationJamesDunphy
An overview of student transitions in higher education, covering:
arrival into university
the quality of learning and teaching
effective student support
Also covers detail on how Robert Gordon University is taking forward its work on the Student Transitions Enhancement Theme.
Mapa conceitual sobre filosofia pré-socrática, com destaque para a cosmologia de Heráclito e Parmênides. O primeiro desenvolveu um pensamento dialético e o segundo desenvolveu princípios de ontologia e lógica.
Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
College Learning for Sustainability Champions ProgrammeESD UNU-IAS
College Learning for Sustainability Champions Programme
Case Study Presentation
Ms. Rebecca Louise Petford, RCE Scotland
Europe Regional Meeting 2019
13-14 September, 2019, Heraklion, Greece
Pathways to Learning: Open Collaboration to Support the Online Pivot Robert Farrow
This presentation reports results of a recent open education research collaboration between The African Council for Distance Education and The Open University (UK). Pathways to Learning: new approaches in higher education (OpenLearn, 2020a) hosted two free professional development programmes for university lecturers, instructional designers, professional staff, and managers who share responsibility for providing quality distance and online learning.
• A Teacher Educator programme, Skills for 21st Century Learning and Teaching (OpenLearn, 2020b)
• A Tertiary Educator programme, Take Your Teaching Online (OpenLearn, 2020c)
The courses ran over six weeks between 13th July and 20th August, 2020, and was contextualized by a rapid rollout of online learning during the Coronavirus pandemic. The programmes combined a course of study using OER materials with supplementary activities including a total of 12 webinars and interactive events alongside use of new platforms created by The Open University’s Institute of Educational Technology: nQuire (Herodotou et al., 2018) and Our Journey (Coughlan et al., 2019).
Key findings:
• The pandemic led to a substantial shift in teaching across Africa and a requirement to better understand and gain experience of online learning. Change is likely to persist post-pandemic, although infrastructure and cultural barriers are reported.
• The project surveys, interviews and the data generated through interactions that occurred in the programmes explores challenges and opportunities for online and blended learning across the African continent and globally.
• The evaluation data provides evidence that the programmes led to important understanding of course design and confidence in online facilitation for a large majority of those who took part in them.
• There is evidence that the programmes built confidence, particularly through the experiences of these educators themselves learning online with well-designed materials, and engaging with platforms and experts.
• There is evidence that each of the elements and activities were appreciated by some learners. The open courses were seen as most useful alongside some webinars. Community events and forums added substantial value to these.
• The flexibility offered in the programmes led to different behaviours. Many aimed to complete all the available activities despite time pressures and other barriers. Some were unable to attend live events so recordings were appreciated.
• Given the courses were free to join and many educators faced barriers and pressures, retention figures were very positive with around 66% of those who took part in the first week completing the rest of these programmes.
• Assessment, Open Educational Resources (OER), and understanding of technologies that can be used for online learning and learning design were areas that learners reported as being particularly valuable.
SITE 2019 - Learning An Asian Language In A Primary Online Learning ProgramMichael Barbour
Tolosa, C., East, M., Barbour, M. K., & Owen, H. (2019, March). Learning an Asian language in a primary online learning program. A full paper presentation at the Society for Information Technology & Teacher Education International Conference, Las Vegas, NV.
Promising Practices in Supporting Success for Indigenous StudentsEduSkills OECD
The OECD has just published a report on Promising Practices in Supporting Success for Indigenous Students in collaboration with provinces and territories in Canada, with New Zealand and with Queensland, Australia. The publication highlights examples of Indigenous students' success and how these successes have been achieved.
This presentation provides an overview of the Study and of its key findings.
The NCSEHE hosted a webinar on Wednesday 10 June 2020, presented by Kylie Austin and Meg Smith from the University of Wollongong (UOW).
Kylie and Meg discussed how UOW’s Widening Participation and Outreach team has shifted its program to a remote delivery mode. The presentation includes feedback from university mentors and students engaging in the program.
Students First 2020 - Embracing and effectively leveraging online student sup...Studiosity.com
Students First 2020 - Prof Philippa Levy, PVC Student Learning at The University of Adelaide, discusses the path to successfully adopting Studiosity, and what has happened since for academic success, confidence, and student satisfaction. Prof Levy also looks at results and engagement for non-traditional students and international students.
AERA 2019 - Learning An Asian Language In A Primary Online Learning ProgramMichael Barbour
East, M., Tolosa, C., Barbour, M. K., & Owen, H. (2019, April). Learning an Asian language in a primary online learning program. A paper presentation at the annual meeting of the American Education Research Association, Toronto, ON.
Tools and resources to empower meaningful partnerships with students / Caitri...dkitlibrary
Presentation for 'Evolving identities: Collaboration to enhance student success', National Forum Seminar Series, Dundalk Institute of Technology, 23rd May 2019
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.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
4. Satisfaction with the Training Event Organizer
0
5
10
15
20
25
30
W
elcom
e
and
friendliness of the
reception
Support and
guidance
provided
Com
fort and
conditions of the
accom
m
odation
Food
quality
Organization
of local travel
Interest of social/cultural activities
4
3
2
1
5. Satisfaction with the project activities
0
5
10
15
20
25
30
Interest of the activities
Varietes of the activities
Effectiveness of the activities
Execution of the work programme
Duration of the work programme
Positive impact on students
4
3
2
1
6. Interest, Variety, Effectiveness of the Activities
and Execution of the work programme.
• Overall, 71% of the respondents were
very satisfied and 26% were satisfied
with Interest, Variety, Effectiveness of the
Activities and Execution of the work
programme. Also everybody admitted the
Positive impact of the event.
7. Duration of the work programme.
• However, the answers were more diverse
with regards to Duration of the work
programme. Five students (3%) were
satisfied only partly and expressed the
regret that the Meeting lasted only one
week.
8. Among the activities they liked the most the
following activities were mentiond:
• workshop in Mark Rothko Art centre,
• folk group performance in the museum,
• pottery workshop,
• time they spent together with their host
families.
9. General Impression
• The vast majority of the participants stated
that it was a very pleasant and valuable
experience as they made new friends and
learnt a lot about other countries and
cultures.
• Also warm welcome of host families and
school staff was highly appreciated by
both students and teachers.
10. General Impression
• The vast majority of the participants stated
that it was a very pleasant and valuable
experience as they made new friends and
learnt a lot about other countries and
cultures.
• Also warm welcome of host families and
school staff was highly appreciated by
both students and teachers.
