These slides document some of the issues raised in my recent workshop for the Mobility Shifts conference in NYC on 10/15. The workshop, Hacking the Classroom: Mobilizing Formal and Informal Learning for the Millennial Classroom, was a great event!
The document discusses creating active learning environments in higher education. It summarizes research showing active learning improves student performance and outcomes compared to traditional lecturing. It explores dimensions of learning space design like transmission vs interaction, flexibility, aesthetics, and technology. It provides examples of innovative learning space designs and discusses how instructors can adapt spaces to promote active learning. It also addresses challenges colleges face in designing learning environments and how to advance spaces given infrastructure constraints.
The next big disruption in lifelong learning will be by design. We are innately trained and poised to have a global impact on how other people can survive and thrive, whether they are designers or not. In this talk from AIGA Seattle's Into the Woods 2012 conference, David Sherwin points out opportunities and shares tools he's gathered to encourage people to be better critical thinkers and problem solvers, using the activity areas of the Collective Action Toolkit as a frame (which at the time was still a work in progress).
This document provides an overview of assumptions for the IML555 Digital Pedagogies course. It notes that the digital is an evolution of oral and literate traditions. It also states that epistemology and pedagogy are inextricably linked. Additionally, it welcomes students to challenge course assumptions and provides contact information for the instructor, Dr. Virginia Kuhn.
Technology in the Classroom CET 2015 Virginia KuhnVirginia Kuhn
The document discusses using technology in the classroom. It outlines that oral communication preceded literacy which preceded digital technologies. It also notes that writing itself is a technology. The document then recommends a freeware app called SnapNDrag that allows easy image capture and control over format, quality and size. It provides the URL for the app.
This document provides an overview of the IML555 Digital Pedagogies course. It notes that epistemology and pedagogy cannot be separated and discusses the progression from oral to literate to digital forms of communication. It emphasizes that a course syllabus sanctions certain materials and that popularity does not necessarily indicate quality. It introduces the instructor, Virginia Kuhn, and provides her contact information and links to course resources including a blog and wiki. Students are welcomed and encouraged to challenge assumptions of the course.
IML440 Interdisciplinary Thesis, Data Visualization AssignmentVirginia Kuhn
These slides accompany a data visualization assignment in the course, IML440: Interdisciplinary Thesis Production. In this course, students produce a media-rich, natively digital thesis project which constitutes the culmination of the Honors in Multimedia Scholarship program, offered in the Division of Media Arts + Practice at the USC's School of Cinematic Arts.
IML440 Interdisciplinary Thesis: Data Visualization AssignmentVirginia Kuhn
This document provides summaries of four honors thesis projects from previous years that incorporated data visualization. It includes the student name and project title for each, along with a short abstract and link to the project website. Screenshots from two of the projects are displayed, showing how visualized data was included. The document concludes by listing links to an overview video and thesis website for two additional projects that utilized data visualization techniques.
The document discusses creating active learning environments in higher education. It summarizes research showing active learning improves student performance and outcomes compared to traditional lecturing. It explores dimensions of learning space design like transmission vs interaction, flexibility, aesthetics, and technology. It provides examples of innovative learning space designs and discusses how instructors can adapt spaces to promote active learning. It also addresses challenges colleges face in designing learning environments and how to advance spaces given infrastructure constraints.
The next big disruption in lifelong learning will be by design. We are innately trained and poised to have a global impact on how other people can survive and thrive, whether they are designers or not. In this talk from AIGA Seattle's Into the Woods 2012 conference, David Sherwin points out opportunities and shares tools he's gathered to encourage people to be better critical thinkers and problem solvers, using the activity areas of the Collective Action Toolkit as a frame (which at the time was still a work in progress).
This document provides an overview of assumptions for the IML555 Digital Pedagogies course. It notes that the digital is an evolution of oral and literate traditions. It also states that epistemology and pedagogy are inextricably linked. Additionally, it welcomes students to challenge course assumptions and provides contact information for the instructor, Dr. Virginia Kuhn.
Technology in the Classroom CET 2015 Virginia KuhnVirginia Kuhn
The document discusses using technology in the classroom. It outlines that oral communication preceded literacy which preceded digital technologies. It also notes that writing itself is a technology. The document then recommends a freeware app called SnapNDrag that allows easy image capture and control over format, quality and size. It provides the URL for the app.
This document provides an overview of the IML555 Digital Pedagogies course. It notes that epistemology and pedagogy cannot be separated and discusses the progression from oral to literate to digital forms of communication. It emphasizes that a course syllabus sanctions certain materials and that popularity does not necessarily indicate quality. It introduces the instructor, Virginia Kuhn, and provides her contact information and links to course resources including a blog and wiki. Students are welcomed and encouraged to challenge assumptions of the course.
IML440 Interdisciplinary Thesis, Data Visualization AssignmentVirginia Kuhn
These slides accompany a data visualization assignment in the course, IML440: Interdisciplinary Thesis Production. In this course, students produce a media-rich, natively digital thesis project which constitutes the culmination of the Honors in Multimedia Scholarship program, offered in the Division of Media Arts + Practice at the USC's School of Cinematic Arts.
IML440 Interdisciplinary Thesis: Data Visualization AssignmentVirginia Kuhn
This document provides summaries of four honors thesis projects from previous years that incorporated data visualization. It includes the student name and project title for each, along with a short abstract and link to the project website. Screenshots from two of the projects are displayed, showing how visualized data was included. The document concludes by listing links to an overview video and thesis website for two additional projects that utilized data visualization techniques.
These are the slides for a talk I gave about my video analytics project at the CATAPULT Center at Indiana University (Bloomington) on October 16, 2014. The abstract is below:
Cultural analytics, a newer branch of the digital humanities, is an approach that deploys computer technologies to analyze the formal features of art and culture, making them available to interpretive methods. Moving image media is particularly ripe for computational analysis given its increasing ubiquity in contemporary culture. Indeed, digital video—whether recorded digitally or digitized from film—is a rapidly expanding form of contemporary cultural production, one made possible by the proliferation of personal recording technologies and hosting platforms like YouTube, Vimeo and the Internet Archive. In short, video is one of the most compelling “big data,” issues of the current cultural moment; its formats are diverse, rapidly transmitted, and boundlessly large in number.
Yet despite its scale and importance, video remains a daunting object for sustained research, for obstacles that are technological, institutional and conceptual in nature. In this talk, Virginia Kuhn will describe her large-scale video analytics project which is supported by the NSF’s XSEDE program (extreme science and engineering discovery environment) and her project team’s efforts at establishing a software workbench for video analysis, annotation, and visualization, using both current and experimental discovery methods.
Archives + Alternatives: Two Anecdotes and a supercomputerVirginia Kuhn
The slides from my talk at HASTAC 2014 in Peru. I describe work done in documenting the lives of two Milwaukee civil rights leaders, Lloyd Barbee and Marcia Coggs as class projects at UWM, before discussing the politics of archiving media, and my work on the LSVA (large scale video analytics) project with the XSEDE program, ICHASS, and ASUs Nexus Lab.
Social Media for Research and Scholarship | Academia dot eduVirginia Kuhn
This short deck is from a panel talk at USC on leveraging social media for research and scholarship on 2/14/14.
- Although there are myriad ways in which one might want to use social networking to enhance one’s scholarly profile, one of the best ways, in my opinion, is academia dot edu. These are the characteristics I find compelling and which I’ll address in pairs.
- Current academic disciplines coalesced during the ascendency of print literacy. In the digital era, they need rethinking. Until that time however, we must be scrappy about how we gather and share research. The fact that A/E is international in scope helps us break down barriers to knowledge even as it allows us to find fresh scholarship more easily. The work that I do in new media requires me to stay abreast of things such as fair use judgments, and technical innovations. A/E lets me do this by establishing research interests. I added a recent article that was published last October, and within 48 hours it was read in 17 countries. I’d say that is unprecedented.
Tagging as a central logic is increasingly important to consider in these days of search engines. If one is interdisciplinary, it is nearly impossible to keep abreast of the many communities or journals in every field your work touches. Moreover, we can all benefit from exposure to other field’s approach to concepts and methods. Since tagging is the central logic, you can actually find topics across disciplines. This also acts as an analytic tool which one can use for tenure and promotion since one’s work is tracked.
These last two points are somewhat smaller but perhaps important. Increasingly we face profile fatigue—that is the need to make current multiple profiles on sites such as LinkdIn, Facebook, Acdemia.edu, Google Plus, Twitter, Media Commons—can be daunting and terribly repetitive. While I do like to keep some federation in my profiles, AE includes widgets for Twitter, Google and Facebook which can help to mitigate some of this fatigue as updating one can update the others.
Moreover, the provenance of the site is not corporate but grounded in academe and this, for me, argues for its usefulness as well as its ideological grounding.
In closing, let me just recall the fact the in 1945, Vannevar Bush decried the harmful effects of information overload and poor data management noting that Mendel’s groundbreaking work on genetics was lost to the world for a generation because it was not accessible to those who might expand upon it. Almost 70 years later this situation has increased exponentially. Bush was arguing for the MEMEX which many credit with being the blueprint for the computer—using social media to harness the power of computing is a worthwhile endeavor.
Large Scale Video Analytics: eScience 2012Virginia Kuhn
This document discusses the challenges of large scale video analytics. It notes that video is a massive and growing form of data, but tools for analyzing video lag behind those for text and images. Key obstacles to large scale video analysis include a lack of shared vocabularies and standards for workflow and data persistence, as well as the sheer size of video data and issues of objectivity versus subjectivity in media. The document outlines components needed for effective video analytics pipelines and solutions, such as text extraction and visualization techniques. It concludes by thanking several speakers on the topic.
Networked Humanities Scholarship or The Life of KairosVirginia Kuhn
This talk given by Cheryl Ball at SCMS 2013 for the workshop, Writing with Video, takes on the challenges of infrastructure for rich media scholarship using the example of Kairos: A Journal of Rhetoric, Technology, and Pedagogy, which Cheryl edits. The talk is adapted from a book chapter being written by Cheryl and Kairos Senior Editor, Doug Eyman.
Multimodal Project Design: four steps toward assessment by Virginia KuhnVirginia Kuhn
These slides were created for a Faculty Forum sponsored by the USC Center for Scholarly Technology on Feb 22, 2013. I argue that assessment begins in assignment design such that students know the criteria by which they'll be judged, and so they can reflect upon their own active learning and engagement with the media that barrages us in the contemporary moment. This approach also provides opportunities for revision and fosters critical media literacy.
This 3 sentence summary provides an overview of the document:
The document discusses the course IML555 Digital Pedagogies and notes that the course will examine the relationship between epistemology and pedagogy while acknowledging that the digital is an evolution of prior communication forms like oral and literate traditions. Students are welcome to challenge assumptions of the course and engage in discussions on the class blog and private wiki, with the goal of gaining a valuable learning experience through time with the faculty.
This presentation, originally created for the 2012 C+W conference for a panel consisting of a series of lightning talks centered on Hacking the Classroom, has been revised for publication.
This presentation, originally done for the 2012 Computeres and Writing conference series of lightning round talks centered on Hacking the Classroom, has been revised for publication.
This document lists resources for hacking the classroom including articles on thoughtmesh.net about Act Up and Public Secrets, the USC Shoah Foundation Institute Visual History Archive, Tenants in Action website and mobile app, and a YouTube video of Jesus Lopez talking about banks making his life miserable. These outside resources could supplement classroom learning.
This document discusses collaborative storytelling and how it can challenge traditional narratives by blurring fictional and non-fictional worlds. It explores how counter narratives and alternative voices through techniques like ethno-fiction, ethno-performatives, serious play, remixing and social media can provide alternative perspectives on history and give voice to those who have been marginalized. The document also mentions courses on these topics taught by Vicki Callahan at the USC Institute for Multimedia Literacy.
This slideshow, originally done for the 2012 Computers and Writing conference, in a series of lightning round talks, is now being revised for publication.
This initial quiz started a discussion around the current situation in Iraq. These types of activities formed a basis for the beginning of our work on the Iraqi Doctors Project [http://iml.usc.edu/iraqidoctors/]
The document discusses Virginia Kuhn's approach to digital pedagogy and digital argument. It addresses several topics including orality to literacy to digital fluency; digital studies and global health; the ethics of representation; and scaffolding critical thinking through the control of semiotic resources and issues of fair use and copyright.
This slideshow represents my approach to hacking the classroom, not based on institutional constraints but rather on my own blockages, particularly when it comes to graduate pedagogy. Thus Hacking the Classroom becomes Hacking my Head.
This document provides an overview of digital studies and the Institute for Multimedia Literacy (IML) at the University of Southern California. In 3 sentences:
The IML was founded in 1998 to conduct organized research on digital media including image, word, network, and interactivity and focuses on managing and mobilizing digital resources, contributing to the public sphere, and fostering systems thinking. The IML has conducted projects on topics like digital media and global health, science communication, digital activism, and the ethics of digital representation. The document provides links to examples of digital projects and publications from the IML on these topics.
This document provides an overview of digital studies and the Institute for Multimedia Literacy (IML) at the University of Southern California. The IML focuses on how digital media is consumed and produced, ethics in pedagogy and knowledge, and using digital tools to manage information, contribute to public discourse, and foster systems thinking. Examples are given of IML projects involving digital archives about Iraqi doctors, global health simulations, digital activism, representation, and tools for multimedia thesis work.
1) Digital studies examines how digital technologies are consumed and produced, with an emphasis on ethics in pedagogy and knowledge.
2) The Institute for Multimedia Literacy (IML) at the University of Southern California conducts organized research in digital media including image, word, network, and interactivity as applied to global health, argument, and intervention.
3) IML has used digital media and technologies to raise awareness of global health issues, foster systems thinking, and support public health initiatives since its founding in 1998.
I gave this talk at the Global Health Supply Chains Summit, held at the USC Davidson Center and organized by members of the USC Marshall School of Business.
This document outlines the history and development of a course on digital remix and critical strategies from 2008 to 2011. It was authored by Virginia Kuhn and sent on June 16, 2011. The course began in 2008 focusing on history and concepts of remix culture. In 2009 it explored remixing filmic texts and analyzing examples from the emerging "fifth estate". By 2010-2011 the course examined how remix practices shape political discourse and citizen journalism.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
These are the slides for a talk I gave about my video analytics project at the CATAPULT Center at Indiana University (Bloomington) on October 16, 2014. The abstract is below:
Cultural analytics, a newer branch of the digital humanities, is an approach that deploys computer technologies to analyze the formal features of art and culture, making them available to interpretive methods. Moving image media is particularly ripe for computational analysis given its increasing ubiquity in contemporary culture. Indeed, digital video—whether recorded digitally or digitized from film—is a rapidly expanding form of contemporary cultural production, one made possible by the proliferation of personal recording technologies and hosting platforms like YouTube, Vimeo and the Internet Archive. In short, video is one of the most compelling “big data,” issues of the current cultural moment; its formats are diverse, rapidly transmitted, and boundlessly large in number.
Yet despite its scale and importance, video remains a daunting object for sustained research, for obstacles that are technological, institutional and conceptual in nature. In this talk, Virginia Kuhn will describe her large-scale video analytics project which is supported by the NSF’s XSEDE program (extreme science and engineering discovery environment) and her project team’s efforts at establishing a software workbench for video analysis, annotation, and visualization, using both current and experimental discovery methods.
Archives + Alternatives: Two Anecdotes and a supercomputerVirginia Kuhn
The slides from my talk at HASTAC 2014 in Peru. I describe work done in documenting the lives of two Milwaukee civil rights leaders, Lloyd Barbee and Marcia Coggs as class projects at UWM, before discussing the politics of archiving media, and my work on the LSVA (large scale video analytics) project with the XSEDE program, ICHASS, and ASUs Nexus Lab.
Social Media for Research and Scholarship | Academia dot eduVirginia Kuhn
This short deck is from a panel talk at USC on leveraging social media for research and scholarship on 2/14/14.
- Although there are myriad ways in which one might want to use social networking to enhance one’s scholarly profile, one of the best ways, in my opinion, is academia dot edu. These are the characteristics I find compelling and which I’ll address in pairs.
- Current academic disciplines coalesced during the ascendency of print literacy. In the digital era, they need rethinking. Until that time however, we must be scrappy about how we gather and share research. The fact that A/E is international in scope helps us break down barriers to knowledge even as it allows us to find fresh scholarship more easily. The work that I do in new media requires me to stay abreast of things such as fair use judgments, and technical innovations. A/E lets me do this by establishing research interests. I added a recent article that was published last October, and within 48 hours it was read in 17 countries. I’d say that is unprecedented.
Tagging as a central logic is increasingly important to consider in these days of search engines. If one is interdisciplinary, it is nearly impossible to keep abreast of the many communities or journals in every field your work touches. Moreover, we can all benefit from exposure to other field’s approach to concepts and methods. Since tagging is the central logic, you can actually find topics across disciplines. This also acts as an analytic tool which one can use for tenure and promotion since one’s work is tracked.
These last two points are somewhat smaller but perhaps important. Increasingly we face profile fatigue—that is the need to make current multiple profiles on sites such as LinkdIn, Facebook, Acdemia.edu, Google Plus, Twitter, Media Commons—can be daunting and terribly repetitive. While I do like to keep some federation in my profiles, AE includes widgets for Twitter, Google and Facebook which can help to mitigate some of this fatigue as updating one can update the others.
Moreover, the provenance of the site is not corporate but grounded in academe and this, for me, argues for its usefulness as well as its ideological grounding.
In closing, let me just recall the fact the in 1945, Vannevar Bush decried the harmful effects of information overload and poor data management noting that Mendel’s groundbreaking work on genetics was lost to the world for a generation because it was not accessible to those who might expand upon it. Almost 70 years later this situation has increased exponentially. Bush was arguing for the MEMEX which many credit with being the blueprint for the computer—using social media to harness the power of computing is a worthwhile endeavor.
Large Scale Video Analytics: eScience 2012Virginia Kuhn
This document discusses the challenges of large scale video analytics. It notes that video is a massive and growing form of data, but tools for analyzing video lag behind those for text and images. Key obstacles to large scale video analysis include a lack of shared vocabularies and standards for workflow and data persistence, as well as the sheer size of video data and issues of objectivity versus subjectivity in media. The document outlines components needed for effective video analytics pipelines and solutions, such as text extraction and visualization techniques. It concludes by thanking several speakers on the topic.
Networked Humanities Scholarship or The Life of KairosVirginia Kuhn
This talk given by Cheryl Ball at SCMS 2013 for the workshop, Writing with Video, takes on the challenges of infrastructure for rich media scholarship using the example of Kairos: A Journal of Rhetoric, Technology, and Pedagogy, which Cheryl edits. The talk is adapted from a book chapter being written by Cheryl and Kairos Senior Editor, Doug Eyman.
Multimodal Project Design: four steps toward assessment by Virginia KuhnVirginia Kuhn
These slides were created for a Faculty Forum sponsored by the USC Center for Scholarly Technology on Feb 22, 2013. I argue that assessment begins in assignment design such that students know the criteria by which they'll be judged, and so they can reflect upon their own active learning and engagement with the media that barrages us in the contemporary moment. This approach also provides opportunities for revision and fosters critical media literacy.
This 3 sentence summary provides an overview of the document:
The document discusses the course IML555 Digital Pedagogies and notes that the course will examine the relationship between epistemology and pedagogy while acknowledging that the digital is an evolution of prior communication forms like oral and literate traditions. Students are welcome to challenge assumptions of the course and engage in discussions on the class blog and private wiki, with the goal of gaining a valuable learning experience through time with the faculty.
This presentation, originally created for the 2012 C+W conference for a panel consisting of a series of lightning talks centered on Hacking the Classroom, has been revised for publication.
This presentation, originally done for the 2012 Computeres and Writing conference series of lightning round talks centered on Hacking the Classroom, has been revised for publication.
This document lists resources for hacking the classroom including articles on thoughtmesh.net about Act Up and Public Secrets, the USC Shoah Foundation Institute Visual History Archive, Tenants in Action website and mobile app, and a YouTube video of Jesus Lopez talking about banks making his life miserable. These outside resources could supplement classroom learning.
This document discusses collaborative storytelling and how it can challenge traditional narratives by blurring fictional and non-fictional worlds. It explores how counter narratives and alternative voices through techniques like ethno-fiction, ethno-performatives, serious play, remixing and social media can provide alternative perspectives on history and give voice to those who have been marginalized. The document also mentions courses on these topics taught by Vicki Callahan at the USC Institute for Multimedia Literacy.
This slideshow, originally done for the 2012 Computers and Writing conference, in a series of lightning round talks, is now being revised for publication.
This initial quiz started a discussion around the current situation in Iraq. These types of activities formed a basis for the beginning of our work on the Iraqi Doctors Project [http://iml.usc.edu/iraqidoctors/]
The document discusses Virginia Kuhn's approach to digital pedagogy and digital argument. It addresses several topics including orality to literacy to digital fluency; digital studies and global health; the ethics of representation; and scaffolding critical thinking through the control of semiotic resources and issues of fair use and copyright.
This slideshow represents my approach to hacking the classroom, not based on institutional constraints but rather on my own blockages, particularly when it comes to graduate pedagogy. Thus Hacking the Classroom becomes Hacking my Head.
This document provides an overview of digital studies and the Institute for Multimedia Literacy (IML) at the University of Southern California. In 3 sentences:
The IML was founded in 1998 to conduct organized research on digital media including image, word, network, and interactivity and focuses on managing and mobilizing digital resources, contributing to the public sphere, and fostering systems thinking. The IML has conducted projects on topics like digital media and global health, science communication, digital activism, and the ethics of digital representation. The document provides links to examples of digital projects and publications from the IML on these topics.
This document provides an overview of digital studies and the Institute for Multimedia Literacy (IML) at the University of Southern California. The IML focuses on how digital media is consumed and produced, ethics in pedagogy and knowledge, and using digital tools to manage information, contribute to public discourse, and foster systems thinking. Examples are given of IML projects involving digital archives about Iraqi doctors, global health simulations, digital activism, representation, and tools for multimedia thesis work.
1) Digital studies examines how digital technologies are consumed and produced, with an emphasis on ethics in pedagogy and knowledge.
2) The Institute for Multimedia Literacy (IML) at the University of Southern California conducts organized research in digital media including image, word, network, and interactivity as applied to global health, argument, and intervention.
3) IML has used digital media and technologies to raise awareness of global health issues, foster systems thinking, and support public health initiatives since its founding in 1998.
I gave this talk at the Global Health Supply Chains Summit, held at the USC Davidson Center and organized by members of the USC Marshall School of Business.
This document outlines the history and development of a course on digital remix and critical strategies from 2008 to 2011. It was authored by Virginia Kuhn and sent on June 16, 2011. The course began in 2008 focusing on history and concepts of remix culture. In 2009 it explored remixing filmic texts and analyzing examples from the emerging "fifth estate". By 2010-2011 the course examined how remix practices shape political discourse and citizen journalism.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)