Youth Depression and Critical Thinking About Youth Depressionsignoroni
The document summarizes key points from a presentation about youth depression and critical thinking. Some of the main points include:
1) The current views of adolescence do not fully capture the period from ages 12-25 when brain development is still occurring. 2) Environments that help the frontal cortex develop are important as teens' brains are like those of inexperienced drivers. 3) Our mood lives in many parts of the brain and is influenced by both emotional and non-emotional stressors over daily, monthly and yearly cycles.
Gerard Valenduc: "Preventing the risk of digital exclusion among youth"TELECENTRE EUROPE
Telecentre-Europe Summit 2011 - Parallel session 2: "Joining forces at the European level: Digital skills for young people"
How can telecentres become engaged with young people, and the networks that support them?
And how can they help to support young people with employability through social media and new digital skills?
Employ the Cloud for Efficient Content Analytics - 10 november 2011Samir Batla
The document discusses using content analytics in the cloud. It notes that the volume of digital content is growing exponentially and dispersing across different sources. Content analytics can help analyze and extract insights from this large amount of unstructured data. The document recommends starting with a private cloud for content analytics, as it offers control and security, while also being cost-effective and flexible. A hybrid cloud model, combining private and public clouds, can then provide the best of both worlds for optimal content analytics. Latency remains a challenge for public clouds.
Este documento presenta información sobre diferentes tipos de fibras textiles. Se divide las fibras en dos grupos: fibras naturales y fibras manufacturadas. Las fibras naturales incluyen fibras de origen animal como la seda y la lana, y fibras de origen vegetal como el algodón y el lino. Las fibras manufacturadas son fibras artificiales como el rayón y fibras sintéticas como el poliéster y el nylon. Además, identifica los sectores industriales textiles más importantes y su uso en la confección de ropa.
This short document appears to be mostly unintelligible symbols and characters with no clear meaning or message. It does not contain enough coherent information to generate a multi-sentence summary.
Youth Depression and Critical Thinking About Youth Depressionsignoroni
The document summarizes key points from a presentation about youth depression and critical thinking. Some of the main points include:
1) The current views of adolescence do not fully capture the period from ages 12-25 when brain development is still occurring. 2) Environments that help the frontal cortex develop are important as teens' brains are like those of inexperienced drivers. 3) Our mood lives in many parts of the brain and is influenced by both emotional and non-emotional stressors over daily, monthly and yearly cycles.
Gerard Valenduc: "Preventing the risk of digital exclusion among youth"TELECENTRE EUROPE
Telecentre-Europe Summit 2011 - Parallel session 2: "Joining forces at the European level: Digital skills for young people"
How can telecentres become engaged with young people, and the networks that support them?
And how can they help to support young people with employability through social media and new digital skills?
Employ the Cloud for Efficient Content Analytics - 10 november 2011Samir Batla
The document discusses using content analytics in the cloud. It notes that the volume of digital content is growing exponentially and dispersing across different sources. Content analytics can help analyze and extract insights from this large amount of unstructured data. The document recommends starting with a private cloud for content analytics, as it offers control and security, while also being cost-effective and flexible. A hybrid cloud model, combining private and public clouds, can then provide the best of both worlds for optimal content analytics. Latency remains a challenge for public clouds.
Este documento presenta información sobre diferentes tipos de fibras textiles. Se divide las fibras en dos grupos: fibras naturales y fibras manufacturadas. Las fibras naturales incluyen fibras de origen animal como la seda y la lana, y fibras de origen vegetal como el algodón y el lino. Las fibras manufacturadas son fibras artificiales como el rayón y fibras sintéticas como el poliéster y el nylon. Además, identifica los sectores industriales textiles más importantes y su uso en la confección de ropa.
This short document appears to be mostly unintelligible symbols and characters with no clear meaning or message. It does not contain enough coherent information to generate a multi-sentence summary.
The document discusses skills strategies and priorities in Luxembourg. It identifies four priority areas: 1) providing labour market relevant adult learning opportunities, 2) guiding and incentivizing skills choices, 3) attracting and retaining talent to fill skills shortages, and 4) strengthening the governance of skills data. Under the first priority, it notes opportunities to improve access to adult learning, coordination among actors, and alignment of training with skills needs. The second priority focuses on guidance for skills choices, skills information collection and use by enterprises, and financial incentives. The third priority addresses Luxembourg's reliance on foreign workers. The fourth concerns governance of skills data.
Ms. Cristina Martinez, Head of FInES Cluster, presented the FInES Cluster's
Strategic directions for 2012. She outlined the FInES areas of activity and proposed the next steps.
(FInES Cluster Meeting, December 2012)
The document outlines new initiatives proposed by a coalition to improve infrastructure, the environment, and advocacy/governance in an unnamed city. For infrastructure, the initiatives include removing encroachments, installing more CCTVs, improving water treatment and reuse, modifying cremation grounds, and designating garbage disposal locations. For the environment, initiatives involve job programs, better waste collection, managing construction waste, penalizing water misuse, and building more toilets. For advocacy/governance, the initiatives include holding seminars, media campaigns, enrolling more organizations/citizens, and creating a grievance website. A road map is proposed to implement task forces, workshops, advocacy, and pilot projects to address issues
A guide to ICT-related activities in WP2016-17Open Concept
Przewodnik Komisji Europejskiej, „A guide to ICT-related activities in WP2016-17” - czyli jak aplikować o środki w dziedzinie ICT w Programie Horyzont 2020.
The document provides an overview and outcomes report for the Learning Innovation Network (LIN) project from 2007-2012. It summarizes the two phases of the project, outlining the main outcomes which included establishing an academic professional development framework, validating a PG Diploma program, hosting successful national conferences, and enthusiasm to continue the work. It then details the specific outcomes and activities under each section - structure/management, brand, academic professional development, conferences, collaboration, publications, and impact. The conclusion discusses potential future activity to build upon what was achieved through LIN.
IRJET - Dnyanada-Back to Learn: A SurveyIRJET Journal
This document summarizes a research paper on an Android application called "Back to Learn" that aims to provide educational opportunities for adults in India. The application categorizes content into three levels (Beginner, Moderate, Expert) covering basics like letters, numbers, and advancing to sentence structure and English language lessons. It was created to address India's low literacy rates, as many rural adults lack access to formal education. The application design incorporates user registration, course selection, and an admin interface to manage content. The goal is to make knowledge accessible through a mobile application to help improve India's education rates.
EUCLID is an educational curriculum that aims to train data practitioners in linked data technologies and tools. It will develop learning materials like an eBook, webinars and training sessions. The curriculum will be aligned with existing industry programs and validated with user and linked data expert feedback. The first draft of the curriculum and eBook modules will be released in 2012, with community engagement through online forums. The project is funded for two years with partners across Europe.
The document summarizes activities of the Learning Innovation Network (LIN) project. It describes how LIN Academic Professional Development modules have been run in 6 institutes. It also announces that a Level 9 Postgraduate Diploma is being developed for academic staff and that a LIN APD Coordinator has been appointed. Finally, it provides details on the upcoming joint LIN/NAIRTL conference on flexible learning and encourages registration.
The document summarizes activities of the Learning Innovation Network (LIN) project. It discusses that LIN APD modules are now running in 6 institutes and over 60 academic staff have completed modules. It promotes the upcoming joint LIN/NAIRTL conference on flexible learning in October. It also introduces the new LIN APD Coordinator, Dr. Niamh Rushe, and outlines her responsibilities in leading the newsletter and liaising with institutes.
Smespire at "Powered by INSPIRE" March 2013smespire
Turning the challenges of INSPIRE implementation into business opportunities for European geo-ICT SMEs
Glenn Vancauwenberghe
Danny Vandenbroucke
KU Leuven (SADL)
Powered by INSPIRE
4 March 2013
Developing Regional Innovation Ecosystems through RIS3, Horizon 2020 and Euro...VLC/CAMPUS
Slides from Markku Markkula presenting how to develop regional innovation ecosystems through RIS3, Horizon 2020 and European partnerships. Those slides are part of the conference "Position and strategies of the universities in the new European scenario of R&D and innovation: Horizon 2020, KICs and RIS3" held at Universitat Politècnica de València last December 18th 2013 as part of the VLC/CAMPUS activities
Assurance responsabilité civile : A Report of Eco-CitiesRavi Nakulan
A report done by the Dr. Ioan CIUMANSU on Eco-Cities for the International Master students from UVSQ for their research work on "Railway Station and the City". Report describes how different angle of innovation describes the Sustainability and Eco-Innovation means to the project. The three proposed themes was as follows; Multi-Innovation, Climate Change and Technology.
Effect of the learning support and the use of project management toolsAlexander Decker
This study examined the effect of learning support and use of project management tools on project success in Pakistan. The study found:
1) Learning support has a positive significant effect on the use of project management tools.
2) The use of project management tools has a positive significant effect on project success.
3) The use of project management tools partially mediates the relationship between learning support and project success.
How to measure innovation in eLearning. The i-AFIEL methodologyeLearning Papers
Authors: Lucilla Crosta,Víctor Prieto López.
This paper presents and discusses innovation in relation to the European project Innovative Approaches for a Full Inclusion in eLearning (i-AFIEL) and, in particular, the methodology applied to measure innovation in eLearning projects developed by the Spanish OVSI Foundation.
Open Source Technologies for Contents and MapsTsungWei Hu
The document discusses the use of open source technologies by the European Environment Agency (EEA) to organize and display a wide range of environmental data and information on its website. Key challenges included supporting multiple languages and facilitating search across diverse content. The EEA addressed these by implementing open source solutions like ElasticSearch for search and faceted browsing. It also links datasets as linked open data and manages projects using tools like GitHub. The EEA works with the open source community to improve and customize solutions while sharing lessons learned.
The document discusses skills strategies and priorities in Luxembourg. It identifies four priority areas: 1) providing labour market relevant adult learning opportunities, 2) guiding and incentivizing skills choices, 3) attracting and retaining talent to fill skills shortages, and 4) strengthening the governance of skills data. Under the first priority, it notes opportunities to improve access to adult learning, coordination among actors, and alignment of training with skills needs. The second priority focuses on guidance for skills choices, skills information collection and use by enterprises, and financial incentives. The third priority addresses Luxembourg's reliance on foreign workers. The fourth concerns governance of skills data.
Ms. Cristina Martinez, Head of FInES Cluster, presented the FInES Cluster's
Strategic directions for 2012. She outlined the FInES areas of activity and proposed the next steps.
(FInES Cluster Meeting, December 2012)
The document outlines new initiatives proposed by a coalition to improve infrastructure, the environment, and advocacy/governance in an unnamed city. For infrastructure, the initiatives include removing encroachments, installing more CCTVs, improving water treatment and reuse, modifying cremation grounds, and designating garbage disposal locations. For the environment, initiatives involve job programs, better waste collection, managing construction waste, penalizing water misuse, and building more toilets. For advocacy/governance, the initiatives include holding seminars, media campaigns, enrolling more organizations/citizens, and creating a grievance website. A road map is proposed to implement task forces, workshops, advocacy, and pilot projects to address issues
A guide to ICT-related activities in WP2016-17Open Concept
Przewodnik Komisji Europejskiej, „A guide to ICT-related activities in WP2016-17” - czyli jak aplikować o środki w dziedzinie ICT w Programie Horyzont 2020.
The document provides an overview and outcomes report for the Learning Innovation Network (LIN) project from 2007-2012. It summarizes the two phases of the project, outlining the main outcomes which included establishing an academic professional development framework, validating a PG Diploma program, hosting successful national conferences, and enthusiasm to continue the work. It then details the specific outcomes and activities under each section - structure/management, brand, academic professional development, conferences, collaboration, publications, and impact. The conclusion discusses potential future activity to build upon what was achieved through LIN.
IRJET - Dnyanada-Back to Learn: A SurveyIRJET Journal
This document summarizes a research paper on an Android application called "Back to Learn" that aims to provide educational opportunities for adults in India. The application categorizes content into three levels (Beginner, Moderate, Expert) covering basics like letters, numbers, and advancing to sentence structure and English language lessons. It was created to address India's low literacy rates, as many rural adults lack access to formal education. The application design incorporates user registration, course selection, and an admin interface to manage content. The goal is to make knowledge accessible through a mobile application to help improve India's education rates.
EUCLID is an educational curriculum that aims to train data practitioners in linked data technologies and tools. It will develop learning materials like an eBook, webinars and training sessions. The curriculum will be aligned with existing industry programs and validated with user and linked data expert feedback. The first draft of the curriculum and eBook modules will be released in 2012, with community engagement through online forums. The project is funded for two years with partners across Europe.
The document summarizes activities of the Learning Innovation Network (LIN) project. It describes how LIN Academic Professional Development modules have been run in 6 institutes. It also announces that a Level 9 Postgraduate Diploma is being developed for academic staff and that a LIN APD Coordinator has been appointed. Finally, it provides details on the upcoming joint LIN/NAIRTL conference on flexible learning and encourages registration.
The document summarizes activities of the Learning Innovation Network (LIN) project. It discusses that LIN APD modules are now running in 6 institutes and over 60 academic staff have completed modules. It promotes the upcoming joint LIN/NAIRTL conference on flexible learning in October. It also introduces the new LIN APD Coordinator, Dr. Niamh Rushe, and outlines her responsibilities in leading the newsletter and liaising with institutes.
Smespire at "Powered by INSPIRE" March 2013smespire
Turning the challenges of INSPIRE implementation into business opportunities for European geo-ICT SMEs
Glenn Vancauwenberghe
Danny Vandenbroucke
KU Leuven (SADL)
Powered by INSPIRE
4 March 2013
Developing Regional Innovation Ecosystems through RIS3, Horizon 2020 and Euro...VLC/CAMPUS
Slides from Markku Markkula presenting how to develop regional innovation ecosystems through RIS3, Horizon 2020 and European partnerships. Those slides are part of the conference "Position and strategies of the universities in the new European scenario of R&D and innovation: Horizon 2020, KICs and RIS3" held at Universitat Politècnica de València last December 18th 2013 as part of the VLC/CAMPUS activities
Assurance responsabilité civile : A Report of Eco-CitiesRavi Nakulan
A report done by the Dr. Ioan CIUMANSU on Eco-Cities for the International Master students from UVSQ for their research work on "Railway Station and the City". Report describes how different angle of innovation describes the Sustainability and Eco-Innovation means to the project. The three proposed themes was as follows; Multi-Innovation, Climate Change and Technology.
Effect of the learning support and the use of project management toolsAlexander Decker
This study examined the effect of learning support and use of project management tools on project success in Pakistan. The study found:
1) Learning support has a positive significant effect on the use of project management tools.
2) The use of project management tools has a positive significant effect on project success.
3) The use of project management tools partially mediates the relationship between learning support and project success.
How to measure innovation in eLearning. The i-AFIEL methodologyeLearning Papers
Authors: Lucilla Crosta,Víctor Prieto López.
This paper presents and discusses innovation in relation to the European project Innovative Approaches for a Full Inclusion in eLearning (i-AFIEL) and, in particular, the methodology applied to measure innovation in eLearning projects developed by the Spanish OVSI Foundation.
Open Source Technologies for Contents and MapsTsungWei Hu
The document discusses the use of open source technologies by the European Environment Agency (EEA) to organize and display a wide range of environmental data and information on its website. Key challenges included supporting multiple languages and facilitating search across diverse content. The EEA addressed these by implementing open source solutions like ElasticSearch for search and faceted browsing. It also links datasets as linked open data and manages projects using tools like GitHub. The EEA works with the open source community to improve and customize solutions while sharing lessons learned.
Markku Markkula - Towards Innovation Ecosystems: from Smart Cities to Smart R...ENoLL Conference 2010
The document discusses the role of universities in creating regional innovation ecosystems. It argues that universities play a crucial role by focusing on grand challenges through the synergy of research, education, and innovation. This modernizes the triple helix cooperation of university-industry-cities. Living labs and user-driven innovations are important by focusing on people and process development. The document also discusses EU strategies like Innovation Union and the Digital Agenda that aim to encourage regional authorities and universities to collaborate through living labs concepts and develop regional innovation ecosystems.
The document presents a project called e-Linker that aims to empower ICT graduates in Rwanda. It does this through providing professional internships, skills development opportunities, and mentorship to bridge the gap between graduates' education and industry demands. This will enhance their employability and career readiness. It will also contribute to improving Rwanda's ICT industry and GDP. The project outlines goals, challenges in the current landscape, proposed solutions, execution plan, budget, risks and mitigation strategies. It calls stakeholders to support the project through investments, partnerships or other engagement to help transform the future of ICT graduates and industry in Rwanda.
This document discusses using the CDIO methodology to integrate digital competencies into teacher training programs. [1] The LIKA project has used CDIO as a model for systematically developing curricula to ensure digital skills are addressed from didactic, technical, and theoretical perspectives across four Swedish universities' teacher education programs. [2] Key CDIO principles like defining learning outcomes were adopted. [3] The experiences from LIKA could provide feedback to the CDIO community on adapting the approach to fields beyond engineering.
Are EU regional digital strategies evidence-based?Luigi Reggi
The ambitious goals of the European “Digital Agenda” need active involvement by regional innovation systems. Effective regional “digital strategies” should be both consistent with the European framework and based on available evidence on the needs and opportunities of local contexts. Such evidence should be used to balance the different components of the Information Society development (e.g. eServices vs. infrastructures; ICT supply and demand), so as to ensure that they can all unleash their full potential. Therefore, EU regions should spend more money to overcome regional weaknesses than to improve existing assets. In this paper we explore the different strategies of the EU’s lagging regions through the analysis of the allocation of 2007-13 Structural Funds. Then, we verify whether such strategies respond to territorial conditions by comparing strategic choices made with the actual characteristics of local contexts. Results show that EU regions tend to invest more resources in those aspects in which they already demonstrate good relative performances. Possible causes of this unbalanced strategic approach are discussed, including the lack of sound analysis of the regional context and the path dependence of policy choices.
Similar to Gianluca Misuraca: "Assessing the socio-economic impact of Telecentres" (20)
The document summarizes the results of Work Package 1 (WP1) of a European media literacy project. WP1 involved:
1) Reviewing existing media literacy learning programs for adults across Europe and identifying needs through desk and field research. Over 200 surveys were collected from stakeholders in 7 countries.
2) The desk research found 238 programs across countries, most being informal (68%). The most common topics were web design, graphics, and photo/video editing.
3) The field research identified a need for basic to intermediate level programs targeting various groups. Respondents wanted training in skills like content creation and editing, and knowledge around content production and digital systems.
The document describes the pilot training for an intergenerational learning project called eScouts. The project aims to develop digital skills in elderly adults through training led by youth volunteers.
The pilot training involves two modules: Module 2 trains facilitators to prepare youth volunteers to teach digital skills to seniors. Module 3 involves the youth volunteers conducting digital skills training for 70 senior adults each in their home countries.
The document provides details on the learning program design, activities, and timeline for Modules 2 and 3 of the youth training pilot. It explains how a common framework was developed and then adapted by each partner country to their local needs and context.
The document summarizes a training workshop for facilitators of an intergenerational learning project. It provides details of the:
- 2-day workshop held in Barcelona for 12 facilitators from partner countries
- Training content which included the project methodology, roles of facilitators, guidelines for working ethically with youth and older adults, and use of an online platform
- Activities during the workshop such as presentations from project partners and interactive exercises to help facilitators learn how to plan and deliver training modules
- Materials provided to facilitators on topics like facilitation skills, working with youth and older adults, and examples of training documents
This document discusses harmonizing the methodological frameworks of Community Service Learning (CSL) and Participatory and Appreciative Action and Reflection (PAAR). It identifies key elements of each such as pillars, aims, values and processes. There are both similarities and differences between CSL and PAAR. The document proposes ways to harmonize the two approaches by taking advantages of their shared aspects like empowerment, participation and appreciation, while addressing potential divergences like CSL starting from predefined problems versus PAAR starting by identifying strengths. The goal is to develop a common methodological framework called Intergenerational Learning in Blended Environments and Spaces (ILBES) that combines the best of CSL and PA
This document provides guidelines for partners participating in the RAISE4e-Inclusion project to transculturate learning modules from the original VET4e-Inclusion project into their own national contexts. It outlines the objectives of the transculturation process, lessons learned from the previous project, guidelines for organizing human resources and the work, and a proposed calendar for completing the transculturation of 2 modules per partner over a 3 month period with bi-monthly check-ins. The document aims to support partners in both adapting content for their language and context, and building the modules on their national Moodle platforms to be ready for testing with target groups.
The document provides a protocol for partners to fine-tune online learning modules based on feedback from a pilot training program. It outlines a three-step process:
1) Partners compile feedback from trainees, tutors, and national referents on the modules' content, training structure, and platform usability.
2) Partners identify issues, find solutions if needed, and decide on actions to improve the modules without changing objectives.
3) Partners implement changes while ensuring coherence and quality, and have tutors check the final modified modules. The goal is moderate improvements informed by the pilot that do not alter the overall training program or objectives.
The document discusses the role and responsibilities of a National Referent in the RAISE project.
The National Referent will act as the tutor coordinator at the national level and represent their country at the European level. They must have strong communication, technological, and English language skills. As well as knowledge of the social and telecentre context. Key responsibilities include installing and maintaining the Moodle platform, registering tutors and students, translating and adapting course content, implementing and guiding tutors through the pilot training courses, and facilitating communication and participation among tutors.
Profiles of the learners and of their organisationsTELECENTRE EUROPE
A comprehensive study of the e-facilitator’ profiles, working conditions and training needs on a sample of 837 e-facilitators coming from the four countries (Bulgaria, Spain, Italy and France).
PAAS facilitators
TRIO online training system: it provides free online courses and training paths to citizens. The
system is accessible through PAAS centres and other eLearning poles. It relies on online tutors to
support users during their online learning experience.
Pen portraits are used to define a target audience by imagining a specific person and considering details like their name, beliefs, where they live, work, and learn, as well as their needs, ambitions, pleasures, and pains. Creating a pen portrait helps ensure communications are tailored to the individual or group by allowing the author to speak directly to the imagined person. Key details to consider include demographic information, peer groups, and psychological factors like what drives and motivates the individual. The goal is to empathize with the target audience and serve their needs in a way they will find most helpful.
1) The Six Thinking Hats strategy is a tool used to lead difficult meetings to successful conclusions by activating different thinking capacities in people that are normally not used.
2) It was developed by Edward de Bono and involves participants temporarily taking on different thinking perspectives ("hats") on a topic, such as critical, positive, or neutral perspectives.
3) Only two rules are followed: participants must respect the perspective of the hat they are wearing and respect other perspectives while staying in their assigned role.
The document describes case consultation with colleagues (3C), a process where colleagues act as coaches to help solve a case provider's problem. It involves six main steps: 1) the case provider presents the problem, 2) the coaches analyze and hypothesize, 3) a key hypothesis is focused on, 4) solutions are developed, 5) solutions are assessed and the preferred one is chosen, and 6) the process is reflected on. Roles include the case provider, coaches, moderator, optional writer and process supervisor. The method is useful for overcoming conflicts, accompanying complex projects, strengthening problem-solving and reflection skills, and building trust between colleagues.
The five whys tool is used to analyze causes and effects through asking why up to five times to get to the root cause of a problem quickly. Starting with a defined problem, you ask why it exists and then why those reasons exist, tracing it back to its origin. The tool can also work in reverse, starting with a solution and tracing out potential effects to check for unwanted side effects and ways to improve the solution. The visual result is a deductive mind map that shows the hierarchical relationship between a problem and its underlying causes or a solution and its potential effects.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
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.
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.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Gianluca Misuraca: "Assessing the socio-economic impact of Telecentres"
1. Assessing the socio-economic impact of Telecentres
Gianluca Misuraca, Senior Scientific Officer
The views expressed by the authors are not necessarily those of the EC
October 29, 2012 1
2.
3. Institute for Prospective Technological Studies
IPTS: one of the seven
institutes of the EC JRC
IPTS Mission:
to provide support to EU
policy-making process
by developing science-
based responses to
policy challenges that
have both a socio-
economic as well as a
scientific/technological
dimension
5. Outline
1. The evolving eInclusion policy landscape
2. The role of eInclusion Intermediaries in the Information
Society
3. MIREIA - Measuring the Impact of eInclusion
Intermediaries
4. The Way Forward and what´s in for you
6. Setting the stage:
the EU eInclusion policy
ICT play an essential role in supporting daily life in today's digital society
e-Inclusion means both inclusive ICT and the use of ICT to achieve wider inclusion
objectives
e-Inclusion policy aims at reducing gaps in ICT usage and promoting the use of ICT to
overcome exclusion, and improve economic performance, employment opportunities,
quality of life, social participation and cohesion
Launched under the i2010 Agenda for realising the inclusive pillar of the
Lisbon Strategy
Riga Ministerial Declaration in 2006
Vienna Ministerial Conference in 2008
It now features as an important element in the Digital Agenda for Europe, a
flagship of the current Europe 2020 strategy
Under Pillar 6 - Enhancing digital literacy, skills and inclusion, the Commission
proposes a series of measures to promote take-up of ICT by potentially disadvantaged
groups, such as elderly, less-literate, low-income persons, etc.
7. A changing Policy landscape for eInclusion
Renewed focus on Growth and Jobs in the current socio-economic context
(e.g. New Employment Package adopted on 18/4/2012)
it becomes crucial to assess the impact of eInclusion initiatives so to convince “ICT
outsiders” and to support mainstream of ICT use in non-ICT policies
eInclusion is closely related to EU policies on social inclusion, education and
culture, regional development, innovation, industry and internal market
An agenda for new skills and new jobs
Youth on the move
European platform against poverty and social exclusion
Regional cohesion
• especially in light of the current debate on the reform of the EU policy and
instruments for social and economic cohesion
8. Unleashing the power of the ´I2 paradigm´
• eInclusion is about both inclusive technological innovation and
innovative ways to deliver inclusive policies by using ICTs
• ’There are probably few fields where Inclusion and Innovation are so entwined
and can in principle virtuously feed each other as that of inclusive services
supported by ICTs
• Technology driven innovation in service provision has an impact on economy
and society and finds market sustainability only inasmuch as the adoption and
appropriation of such services in everyday life activities are wide and
expanding among citizens and across all value chains.
• Yet this potential will not be unlocked until innovative policies and regulatory
solutions, as well as investments by industry, expand their adoption.
Source, EC Vienna Study (2009).
9. The role of the eInclusion intermediaries (eI2) in
the Information Society
eI2 play a crucial role especially due to their potential multiplier effects in
promoting socio-economic inclusion at various levels (regional, local,
community, thematic, etc.) and thus contribute exploiting the I2 paradigm
In spite of their crucial role, eI2 have received limited policy attention and
there are important ‘knowledge gaps’
The variety of eInclusion intermediary actors in Europe is high
‘Telecentres’ are assumed to be representative of the types of organisations
and network organisations populating the vast field of eInclusion intermediary
actors
10. MIREIA
Measuring the impact of eInclusion Intermediary actors
on Digital Literacy, Skills, and Inclusion Goals
Characterising the role of eI2 actors involved in
implementing eInclusion policies and better
understand their policy potential
Developing a conceptual and methodological
framework to assess impacts of ICT-enabled MIREIA la estrella
services (eI2-mediated) in support of groups at (MIREIA the star)*
*http://www.casadellibro.com/libro-mireia-
risk of exclusion and to promote social inclusion, la-estrella-un-libro-musical-para-mirar-tocar-
y-escuchar/9788434885240/864859
integration and employability
11. MIREIA’s Rationale
The rationale of the research relies on the need to develop a shared
methodological framework to measure the impact of eI2 actors on the
socio-economic conditions of the target users they address
This project, done in close cooperation with key stakeholders, is
expected to involve practitioner and design jointly a methodological
framework to further enhance capacity, mobilise stakeholders and
engage them to collect data so as to measure their impact
An indirect objective of the project is also to further link its results with
EC supporting funding schemes (e.g. ICT-PSP-CIP, European Social
Fund – ESF, and others)
12. Research design: MIREIA’s Building Blocks
Explanation and theories
Task 1 – Literature Review
Task 1 – Literature Review
LR on Employability
WP1 – eI2A
WP1 – eI2A
Characterisat
Characterisat Task 2 – Locality
Locality Mapping
ion &
ion & mapping in 3 selected
Mapping
Mapping areas
Task 3 – EU Mapping EU Mapping
Task 4 – Review of
Methods
indicators & methods
WP2 – eI2
Impact Task 5 – IAF Development Design of IAF
Assessment
Framework Task 6 – Test of IAF ‘Piloting & Testing’
13. Key activities
Explanations and 2 Expert
theories Workshops
June 2012
June 2012
Task 1
Task 1
WP1 –
WP1 – 1- MIREIA
LR on Employability
Characteris
Characteris June 2012
June 2012 2- Employability
ation &
ation & Task 2 Locality Mapping May 2012
May 2012
Mapping of
Mapping of Oct 2012
Oct 2012
eIA
eIA
Task 3 EU Mapping
Jan 2013
Jan 2013
Task 4 Methods Stakeholders
June 2012
June 2012
WP2 – Consultation
Impact Task 5 Design of IAF Workshop
Assessmen Sept 2012
Sept 2012
Draft IAF
t Task 6 Pilot&Test
2013
2013 Sept 2012
Sept 2012
Framework
14. MIREIA eI2-IAF
Objective:
To build and test an IAF to systematically collect end-users micro-data through
grassroots organisations and aggregate it at various levels, in order to facilitate the
measurement of outcomes and the estimation of the impact of those actors on
employment, education and social inclusion
Focus on the role of ICT for employability
'the combination of factors and processes that enable people to progress toward
or find employment, to remain employed, and/or to advance in the workplace'
(Brown, Hesketh, Williams, 2003; Fugate, Kinicki, Ashforth, 2004; Houston, 2005)
Evidence from literature shows that
• the adoption of ICT increases the demand for skilled workers and reduces that for
unskilled workers
• Employment, wage trajectories and labour supply decisions along the life-cycle tend to
be affected by the level of digital skills possessed by individuals
• Access and ability to use ICT affects employability, by shaping the decision to enter
the labour market and of investing in training, and the likelihood of
obtaining/maintaining a job
15. Unfolding ‘Impact Assessment’ in MIREIA
'a process aimed at structuring and supporting the development of policies’
identifies and assesses the problem at stake and the objectives pursued
identifies the main options for achieving the objective and analyses their likely impacts in
the economic, environmental and social fields
outlines advantages and disadvantages of each option and examines possible synergies
and trade-offs [European Commission, http://ec.europa.eu/governance/impact/index_en.htm]
The MIREIA eI2-IAF is to be considered as an hybrid mix of methodological
approaches and practical methods being, at the same time:
a methodological framework to measure the impacts of eInclusion interventions
implemented by eInclusion Intermediary actors
a practical tool-kit to provide guidelines and recommendations for the design and
operationalization of monitoring and evaluation systems to be implemented by eInclusion
Intermediary actors
16. National
Key elements for designing the MIREIA eI2 IAF
Politics and
policies
IC
Target Groups/
Beneficiaries T Socio-economic
PEOPLE AT RISK Impacts
Socio- Transactional environment EU policies
demographic
NEEDS
Third sectorSpecific
developmentseInclusion
Impacts
organisations
CBOs
Intermediaries Contextual
Socio-economic
Inclusion Private
Disruptives
School/training Variables / ICTs environment
Sector
centresSpecific
MISSION Research
GOALS Objectives Outputs Outomes
Government Community
Technology Administrative
suppliers culture and
Economics attitudes
...........
ASSUMPTIONS / RISKS / LIMITATIONS
17. Principles underpinning the MIREIA eI2-IAF
Under certain conditions, ICT-mediated interventions of eI2 can have a
potential ‘amplifying’ effect capable of contributing to:
enabling empowerment mechanisms
• (e.g. in terms of improving ICT skills and acquiring other skills than ICT, such as social skills,
communication skills or labour market skills through ICT, as well as self-confidence, etc. which
in turn can increase social capital formation)
enhancing outreach capabilities of individuals and groups either as part of the local
community they belong too, but virtually at a global scale
• (e.g. through networking and participating in dedicated 'spaces' for socializing and community-
building, thus in turn improving social capital bonding and bridging, as individuals of various
backgrounds are brought together beyond one's immediate social network)
offering new and innovative ways for economic participation in society
• (e.g. increasing the opportunities for job-related search, training and self-employment or
online activities allowing to engage in social and economic interactions)
18. Methodological approach: A multi-level analysis
Perspective/Target Type of Indicators Level of analysis
Costs and benefits from Contribution of eI2
a policy and broader activities to ‘global
Policy/Macro
socio-economic Impacts’ on society and
perspective economy at large
Role of eI2 from an ‘Mediated effects in terms
organizational/ of indirect outcomes Strategic/Meso
institutional perspective /specific impacts
eInclusion Direct benefits in terms of
Operational/Micro and Exo
Intermediary/services outputs/direct outcomes
20. Employability relevant outcomes and (specific) impact dimensions
Direct and indirect effects of eI2 identified to be employability relevant:
Skilling: improvement of ICT skills and capabilities, thus leading to better
opportunities to look for and apply for jobs
Empowerment: enhancement of confidence and motivation for learning,
leading to an increased perception of the possibility to improve
(individual/group) social and economic conditions (social capital formation);
Networking capacities: strengthening network ties and outreach potential
(social capital bonding and bridging), leading to increase of the opportunities
for socio-economic integration;
Job-placement: facilitate the possibility for accessing information on labour
market and entrepreneurial opportunities, thus participating actively to the
(local) economic development and contributing to socio-economic inclusion
21. Where are we now?
MIREIA’s Overview of activities
Task 1 – Literature Review
Experts and Stakeholders’ Consultations
Experts and Stakeholders’ Consultations
Task 2 – Locality Mapping
Task 3 – EU Mapping
Task 4 – Review of methods and indicators
Task 5 – Development of the Impact Assessment Framework
Task 6 – Test of the Impact Assessment Framework
Way
forward
2012 2013
22. The way forward
Continue building the MIREIA Community of practice
Experts and stakeholders workshops and Online consultation
Linking to Telecentre Europe and other key stakeholders
Finalise the three ‘Exhaustive Locality mapping´ analysis
1. El Raval, Barcelona, Spain - Neighboroud
2. Sunderland, UK – Urban Area
3. Zemgale, Latvia – Rural Area
Start-up the ´Mapping of Telecentres´ at EU27 level
Executed by Telecentre-Europe (October 2012 – March 2013)
Characterisation of eI2 in Europe
to support to gain visibility and policy attention with regard to their
contribution to policy goals
23. The way forward
Develop the eI2 – IAF and ´test´ its validity in real life settings
through ´applying´ its principles to 5 case study interventions
1. Community Hubs, UK Online Centres, UK
2. eSkills and your future profession, LDP/FRSI, Poland
3. Fast Track to IT, FIT, Ireland
4. Pane & Internet, Emilia Romagna Region, Italy
5. Social Innovation & Employability, Guadalinfo, Andalusia, Spain
Develop a 'full-fledged' operational framework including
a complete set of monitoring and evaluation indicators
guidelines, practical tools and instruments for monitoring and evaluation
Refine and validate the eI2 IAF through discussion with experts and
stakeholders
develop recommendations for possibly generalising the MIREIA eI2-IAF at
European level, through, for example, a 'large-scale' pilot and/or other policy
and research actions.
24. For further information about MIREIA:
http://is.jrc.ec.europa.eu/pages/EAP/MIREIA.html
gianluca.misuraca@ec.europa.eu
cristina.torrecillas@ec.europa.eu
Editor's Notes
1
An agenda for new skills and jobs : to revitalize labour market reforms to help people gain the right skills for future jobs, to create new jobs and overhaul EU employment legislation; Youth on the move : to improve young people's chances of finding a job by helping students and trainees gain experience in other countries, and improving the quality and attractiveness of education and training in Europe; European platform against poverty and social exclusion : to bolster work at all levels to reach the agreed EU headline target of lifting at least 20 million people out of poverty and exclusion by 2020 In addition to this, the EU regional policy which supports job creation, competitiveness, economic growth, improved quality of life and sustainable development is also closely interconnected with the delivery of eInclusion, especially in light of the current debate on the reform of the EU Social Cohesion policy and instruments
E.g. in providing digital literacy to excluded groups and using ICTs to support social inclusion of disadvantaged groups through acquiring new skills or for supporting them for instance in their search for employment there is still incomplete knowledge about who and how many these actors are, their funding sources, their role for improving socio-economic inclusion, the target groups they address, the services they provide, the social needs they fulfil, the impact of their actions from socio-economic and digital inclusion perspective, and finally their -ICT related- needs and how policy could support them
E.g. in providing digital literacy to excluded groups and using ICTs to support social inclusion of disadvantaged groups through acquiring new skills or for supporting them for instance in their search for employment there is still incomplete knowledge about who and how many these actors are, their funding sources, their role for improving socio-economic inclusion, the target groups they address, the services they provide, the social needs they fulfil, the impact of their actions from socio-economic and digital inclusion perspective, and finally their -ICT related- needs and how policy could support them
What eInclusion actors are, which services they provide, to which targets groups, how they operate and innovate, and how they can be calssifed Estimation of the size and distribution of the actors
What eInclusion actors are, which services they provide, to which targets groups, how they operate and innovate, and how they can be calssifed Estimation of the size and distribution of the actors
What eInclusion actors are, which services they provide, to which targets groups, how they operate and innovate, and how they can be calssifed Estimation of the size and distribution of the actors
What eInclusion actors are, which services they provide, to which targets groups, how they operate and innovate, and how they can be calssifed Estimation of the size and distribution of the actors
What eInclusion actors are, which services they provide, to which targets groups, how they operate and innovate, and how they can be calssifed Estimation of the size and distribution of the actors