Paul Roebuck, one of our London based ecologists, takes you through some basics on green infrastructure in the UK and highlights some really interesting projects we have worked on and exciting future developments.
The slides cover legislation, mitigation, habitat creation, ecology impact assessments and green roofs and walls.
The document discusses green building certifications in India provided by the Indian Green Building Council (IGBC). It provides an overview of the IGBC certification process, which involves project registration, submitting documentation for preliminary review, final review after implementing design features, and certification. It also outlines the documentation required, levels of certification awarded, fees involved, and describes the credit interpretation ruling process for clarifying requirements.
A presentation from the NJEDge.Net Faculty Best Practices Showcase in March 2007 on NJIT's pilot program using Moodle as a learning management system and examining the open source and "free" aspects of Moodle and the support needed to implement it on a campus.
This document outlines the steps for developing a "Smart Village Model Through Convergence" in Madhya Pradesh, India. It involves preparing a village profile with demographic and land use data, conducting a transit walk with local stakeholders to collect and map information, and identifying gaps at the household and village levels. It then lists recommended civic amenities, farm infrastructure, education and economic facilities. The final sections discuss developing a village convergence plan by identifying required works, funding sources, approval processes, and mechanisms for participation, execution and maintenance. The overall aim is to create "Smart villages for Smart people" through this collaborative, information-driven approach.
This chapter provides an overview of common land development patterns and principles. It discusses factors that influence development, such as community attitudes, environmental considerations, and economics. While focusing on prevalent residential and nonresidential use types separately, it acknowledges newer approaches integrating uses. The chapter serves as an introduction to land development types rather than an in-depth discussion of integrated planning principles.
Este documento contiene un ejercicio de evaluación de lengua española con 8 preguntas. La primera pregunta pide identificar qué tipo de diccionario se debe consultar para obtener cierta información. La segunda pide copiar nombres según el orden del diccionario. La tercera pregunta clasifica palabras según su acentuación. La cuarta completa palabras con las vocales adecuadas y las clasifica. La quinta relaciona nombres con su clase. La sexta subraya los nombres de un texto y los analiza. La séptima completa y contest
The document outlines the steps for developing a strategic plan for a school. It discusses gathering data on the current state, developing a vision and goals, creating a plan with projects and timelines, implementing phases of the plan, and assessing impact and adjusting the plan as needed. Key aspects of strategic planning include collaboration, applying ideas across the curriculum, making data-driven decisions, and focusing on facilitating meaningful change to meet student needs through creativity and innovation.
The document discusses the evolution of assessment tools and strategies used by the Information Technology Systems Division (ITSD) at the University of North Carolina Wilmington from 2006-2010. Key events included establishing annual KPIs (key performance indicators) and measuring outcomes, using KPI results for planning and decision making, expanding KPIs to the department level with measurable goals, and preparing for accreditation by further developing their assessment cycle and administering the TechQual+ survey to understand user perspectives. The ITSD improved communication and demonstrated the value of IT services through their growing culture of assessment.
Paul Roebuck, one of our London based ecologists, takes you through some basics on green infrastructure in the UK and highlights some really interesting projects we have worked on and exciting future developments.
The slides cover legislation, mitigation, habitat creation, ecology impact assessments and green roofs and walls.
The document discusses green building certifications in India provided by the Indian Green Building Council (IGBC). It provides an overview of the IGBC certification process, which involves project registration, submitting documentation for preliminary review, final review after implementing design features, and certification. It also outlines the documentation required, levels of certification awarded, fees involved, and describes the credit interpretation ruling process for clarifying requirements.
A presentation from the NJEDge.Net Faculty Best Practices Showcase in March 2007 on NJIT's pilot program using Moodle as a learning management system and examining the open source and "free" aspects of Moodle and the support needed to implement it on a campus.
This document outlines the steps for developing a "Smart Village Model Through Convergence" in Madhya Pradesh, India. It involves preparing a village profile with demographic and land use data, conducting a transit walk with local stakeholders to collect and map information, and identifying gaps at the household and village levels. It then lists recommended civic amenities, farm infrastructure, education and economic facilities. The final sections discuss developing a village convergence plan by identifying required works, funding sources, approval processes, and mechanisms for participation, execution and maintenance. The overall aim is to create "Smart villages for Smart people" through this collaborative, information-driven approach.
This chapter provides an overview of common land development patterns and principles. It discusses factors that influence development, such as community attitudes, environmental considerations, and economics. While focusing on prevalent residential and nonresidential use types separately, it acknowledges newer approaches integrating uses. The chapter serves as an introduction to land development types rather than an in-depth discussion of integrated planning principles.
Este documento contiene un ejercicio de evaluación de lengua española con 8 preguntas. La primera pregunta pide identificar qué tipo de diccionario se debe consultar para obtener cierta información. La segunda pide copiar nombres según el orden del diccionario. La tercera pregunta clasifica palabras según su acentuación. La cuarta completa palabras con las vocales adecuadas y las clasifica. La quinta relaciona nombres con su clase. La sexta subraya los nombres de un texto y los analiza. La séptima completa y contest
The document outlines the steps for developing a strategic plan for a school. It discusses gathering data on the current state, developing a vision and goals, creating a plan with projects and timelines, implementing phases of the plan, and assessing impact and adjusting the plan as needed. Key aspects of strategic planning include collaboration, applying ideas across the curriculum, making data-driven decisions, and focusing on facilitating meaningful change to meet student needs through creativity and innovation.
The document discusses the evolution of assessment tools and strategies used by the Information Technology Systems Division (ITSD) at the University of North Carolina Wilmington from 2006-2010. Key events included establishing annual KPIs (key performance indicators) and measuring outcomes, using KPI results for planning and decision making, expanding KPIs to the department level with measurable goals, and preparing for accreditation by further developing their assessment cycle and administering the TechQual+ survey to understand user perspectives. The ITSD improved communication and demonstrated the value of IT services through their growing culture of assessment.
The document discusses Project PALM, a staff development initiative conducted by TQR to strengthen teaching capabilities. It identified needs in instructional design, e-learning delivery, assessment, and RPL. Project PALM used problem-based learning over 5 months to address these needs. It engaged over 150 participants through workshops, webinars and online communities. Evaluation found educators benefit from just-in-time, practice-focused professional development that leverages technology and supports collaborative learning.
The ITS Strategic Plan 2016-2020 outlines goals and objectives to guide the ITS Division in supporting students, faculty and staff at CSUSB over the next four years. The plan was developed through a collaborative process involving presentations, forums, meetings and surveys with campus stakeholders. Feedback was organized into operational, tactical and strategic categories, with the strategic plan focusing on the latter. The five strategic goals address strengthening online support and instruction, improving customer service, enhancing analytics, ensuring stable infrastructure, and increasing community engagement. Objectives under each goal are aligned with the university's strategic plan and CSU trustee initiatives. Implementation of the plan will help ITS support the academic mission of CSUSB.
SA E-learning Innovations Information SessionMarlene Manto
The document provides information about funding available through the Australian Flexible Learning Framework for e-learning innovation projects in South Australia. It outlines the eligibility requirements, acceptable uses of funding, application process and timelines. Projects must involve embedding e-learning into organizations and focus on partnerships with businesses/RTOs or empowering specific learner groups. Funding amounts are between $10,000-$50,000 and must be matched. Applications are due by March 2nd.
This document describes myonlinevarsity.com, an online learning portal launched in 2011 that aims to provide high-quality management education through distance learning. It allows students to learn from top faculty at premier institutions anywhere through live video lectures, discussion forums, and other interactive features. The portal uses a freemium model and partnerships with universities to make education affordable and accessible. It aims to address the shortage of skilled managers in India through this scalable online learning platform.
This document describes myonlinevarsity.com, an online learning portal launched in 2011 that aims to provide high-quality management education through distance learning. It allows students to learn from top faculty at premier institutions anywhere through video lectures, discussion forums, and other interactive features. The portal uses a freemium model and partnerships with universities to make education affordable and accessible. It aims to address the shortage of skilled managers in India through this scalable online learning platform.
The document discusses Kent Learning Zone (KLZ), Kent's proposed learning platform to help schools meet government targets for online learning tools. KLZ is built on Microsoft SharePoint and provides personal online spaces for students and teachers, collaboration tools, and will integrate with schools' student information systems. It is presented as a low-cost and flexible option for schools to begin using online tools while retaining control over their choice of virtual learning environment software. The rollout of KLZ over 2007-2010 is outlined, along with next steps schools could take to evaluate and adopt the new platform.
The document introduces 15 new courses released by the National Academy Foundation between 2007-2009 covering topics such as information technology, hospitality, accounting, business, and more. It provides an overview of the key elements and structure of the courses, which are designed to support a range of thinking skills through project-based learning and real-world applications. Academies are encouraged to utilize the new courses and provide feedback to help further develop the curriculum.
This document discusses how Marist College used the Sakai Collaborative Learning Environment (CLE) to conduct an internal departmental self-study for accreditation purposes. It involved participation from over 75 employees across 14 divisions. The Sakai CLE was used to facilitate collaboration and information sharing through tools like wikis, announcements, messages, blogs, and resources. Face-to-face elements like weekly meetings and focus groups were also incorporated. The self-study process followed Baldrige framework criteria and took a continuous improvement approach. Lessons learned included the need for patience and allowing time for repeated review of materials.
This document discusses how Marist College used the Sakai Collaborative Learning Environment (CLE) to conduct an internal departmental self-study for accreditation purposes. It involved participation from over 75 employees across 14 divisions. The Sakai CLE was used to facilitate collaboration, with tools like wikis, announcements, messages, blogs and podcasts. Employees provided input on criteria in areas like leadership, programs, services and strategic planning. Conducting the self-study online in Sakai allowed for involvement of all employees and organization of large amounts of information. Lessons learned included the need for patience and repeated review of materials throughout the continuous self-study process.
This document discusses how Marist College used the Sakai Collaborative Learning Environment (CLE) to conduct an internal departmental self-study for accreditation purposes. It involved participation from over 75 employees across 14 divisions. The Sakai CLE was used to facilitate collaboration and information sharing through tools like wikis, announcements, messages, blogs, and resources. Face-to-face elements like weekly meetings and focus groups were also incorporated. The self-study process followed Baldrige framework criteria and required continuous review of material over time. Lessons learned included having patience for the long-term process and being prepared to revisit information.
The document provides an agenda and summary of the HUIT Summer Town Hall meeting. It reviews FY14 accomplishments including delivering 65 services to 30,000 people and $32 million in savings. It outlines the HUIT vision for FY15 including developing cloud services, establishing a DevOps team, and delivering key programs on time. The agenda includes a panel discussion and recognition of employees with the HUIT Cup award.
The document provides an overview of HUIT's annual summer town hall meeting. It discusses accomplishments from the past fiscal year including service delivery metrics and positive user feedback. It outlines HUIT's vision and strategic plan to further develop cloud, DevOps, and other services. Goals for the upcoming fiscal year focus on key initiatives like the student information system, identity and access management, and simplifying financial processes. The agenda includes a panel discussion and recognition of top performers from the previous year.
This document provides information on the TQR Project Palm which is a teacher professional development project conducted in May 2010 that focused on reinvigorating instruction in areas like instructional design, e-learning, and assessment. The project aimed to provide timely learning opportunities for teachers to improve their teaching practice in these areas using educational technologies. It also sought to identify teacher needs, enable collaboration, and enhance capabilities across TQR Institutes.
The document summarizes efforts to map digital literacy provision at York University. It involved restructuring support teams, developing a digital literacy framework, auditing skills in the Health Sciences department, gathering student and staff feedback, and creating online materials and training programs. The ultimate goals were to ensure consistent digital skills support, address gaps in student abilities, and foster collaborative provision across support departments and the university.
This document provides guidance for creating a technology use plan for a school library. It recommends involving a planning team to design the plan and outlines the key steps which include developing a vision statement, assessing needs, and creating goals and objectives. The document also recommends using the US National Educational Technology Plan as a guide, focusing on how technology can enhance learning, assessment, teaching, infrastructure, and productivity. An evaluation component and timeline are also suggested elements to include in the technology use plan.
The document summarizes the services provided by the Global Learning Group, including:
1. Providing a hosted collaborative learning and working platform to deliver online courses, manage projects, and facilitate collaboration.
2. Designing custom online courses and curricula at competitive prices using techniques like adaptive task-based learning and storytelling.
3. Delivering training, coaching, and consulting services in areas like change management, team development, and diversity training.
Coventry University has several strategic pillars focused on innovation and digital fluency. This includes exposing students to the latest learning technologies through blended and distance learning. The university has a Digital Leaders Project where students develop peer-to-peer digital competencies and receive accreditation. Staff also receive training through programs like a Postgraduate Certificate in Academic Practice to support embedding technology-enhanced learning. Various roles support digital education, including Learning Technologists, Librarians, and Digital Champions.
The document presents an updated strategic plan for information technology at Boston College. It discusses goals to improve support for learning and teaching through initiatives like the Canvas learning management system and a new student information system. It also aims to enhance support for research through high-performance computing resources and research services. Additionally, the plan focuses on improving customer service through an integrated, customer-centric support environment and a culture of continuous service improvement. The strategic plan was created through a collaborative process involving teams from across the university.
The Computer Services department at a university developed a 3-year strategic plan to address growing frustrations and meet expanding needs. The plan aims to improve communication, deliver reliable services, invest in staff training, acquire new resources, and increase campus-wide IT proficiency. Key goals include achieving predictability in issue response, enhancing collaboration between departments, adopting best practices like ITIL, and establishing centralized infrastructure.
The document discusses Project PALM, a staff development initiative conducted by TQR to strengthen teaching capabilities. It identified needs in instructional design, e-learning delivery, assessment, and RPL. Project PALM used problem-based learning over 5 months to address these needs. It engaged over 150 participants through workshops, webinars and online communities. Evaluation found educators benefit from just-in-time, practice-focused professional development that leverages technology and supports collaborative learning.
The ITS Strategic Plan 2016-2020 outlines goals and objectives to guide the ITS Division in supporting students, faculty and staff at CSUSB over the next four years. The plan was developed through a collaborative process involving presentations, forums, meetings and surveys with campus stakeholders. Feedback was organized into operational, tactical and strategic categories, with the strategic plan focusing on the latter. The five strategic goals address strengthening online support and instruction, improving customer service, enhancing analytics, ensuring stable infrastructure, and increasing community engagement. Objectives under each goal are aligned with the university's strategic plan and CSU trustee initiatives. Implementation of the plan will help ITS support the academic mission of CSUSB.
SA E-learning Innovations Information SessionMarlene Manto
The document provides information about funding available through the Australian Flexible Learning Framework for e-learning innovation projects in South Australia. It outlines the eligibility requirements, acceptable uses of funding, application process and timelines. Projects must involve embedding e-learning into organizations and focus on partnerships with businesses/RTOs or empowering specific learner groups. Funding amounts are between $10,000-$50,000 and must be matched. Applications are due by March 2nd.
This document describes myonlinevarsity.com, an online learning portal launched in 2011 that aims to provide high-quality management education through distance learning. It allows students to learn from top faculty at premier institutions anywhere through live video lectures, discussion forums, and other interactive features. The portal uses a freemium model and partnerships with universities to make education affordable and accessible. It aims to address the shortage of skilled managers in India through this scalable online learning platform.
This document describes myonlinevarsity.com, an online learning portal launched in 2011 that aims to provide high-quality management education through distance learning. It allows students to learn from top faculty at premier institutions anywhere through video lectures, discussion forums, and other interactive features. The portal uses a freemium model and partnerships with universities to make education affordable and accessible. It aims to address the shortage of skilled managers in India through this scalable online learning platform.
The document discusses Kent Learning Zone (KLZ), Kent's proposed learning platform to help schools meet government targets for online learning tools. KLZ is built on Microsoft SharePoint and provides personal online spaces for students and teachers, collaboration tools, and will integrate with schools' student information systems. It is presented as a low-cost and flexible option for schools to begin using online tools while retaining control over their choice of virtual learning environment software. The rollout of KLZ over 2007-2010 is outlined, along with next steps schools could take to evaluate and adopt the new platform.
The document introduces 15 new courses released by the National Academy Foundation between 2007-2009 covering topics such as information technology, hospitality, accounting, business, and more. It provides an overview of the key elements and structure of the courses, which are designed to support a range of thinking skills through project-based learning and real-world applications. Academies are encouraged to utilize the new courses and provide feedback to help further develop the curriculum.
This document discusses how Marist College used the Sakai Collaborative Learning Environment (CLE) to conduct an internal departmental self-study for accreditation purposes. It involved participation from over 75 employees across 14 divisions. The Sakai CLE was used to facilitate collaboration and information sharing through tools like wikis, announcements, messages, blogs, and resources. Face-to-face elements like weekly meetings and focus groups were also incorporated. The self-study process followed Baldrige framework criteria and took a continuous improvement approach. Lessons learned included the need for patience and allowing time for repeated review of materials.
This document discusses how Marist College used the Sakai Collaborative Learning Environment (CLE) to conduct an internal departmental self-study for accreditation purposes. It involved participation from over 75 employees across 14 divisions. The Sakai CLE was used to facilitate collaboration, with tools like wikis, announcements, messages, blogs and podcasts. Employees provided input on criteria in areas like leadership, programs, services and strategic planning. Conducting the self-study online in Sakai allowed for involvement of all employees and organization of large amounts of information. Lessons learned included the need for patience and repeated review of materials throughout the continuous self-study process.
This document discusses how Marist College used the Sakai Collaborative Learning Environment (CLE) to conduct an internal departmental self-study for accreditation purposes. It involved participation from over 75 employees across 14 divisions. The Sakai CLE was used to facilitate collaboration and information sharing through tools like wikis, announcements, messages, blogs, and resources. Face-to-face elements like weekly meetings and focus groups were also incorporated. The self-study process followed Baldrige framework criteria and required continuous review of material over time. Lessons learned included having patience for the long-term process and being prepared to revisit information.
The document provides an agenda and summary of the HUIT Summer Town Hall meeting. It reviews FY14 accomplishments including delivering 65 services to 30,000 people and $32 million in savings. It outlines the HUIT vision for FY15 including developing cloud services, establishing a DevOps team, and delivering key programs on time. The agenda includes a panel discussion and recognition of employees with the HUIT Cup award.
The document provides an overview of HUIT's annual summer town hall meeting. It discusses accomplishments from the past fiscal year including service delivery metrics and positive user feedback. It outlines HUIT's vision and strategic plan to further develop cloud, DevOps, and other services. Goals for the upcoming fiscal year focus on key initiatives like the student information system, identity and access management, and simplifying financial processes. The agenda includes a panel discussion and recognition of top performers from the previous year.
This document provides information on the TQR Project Palm which is a teacher professional development project conducted in May 2010 that focused on reinvigorating instruction in areas like instructional design, e-learning, and assessment. The project aimed to provide timely learning opportunities for teachers to improve their teaching practice in these areas using educational technologies. It also sought to identify teacher needs, enable collaboration, and enhance capabilities across TQR Institutes.
The document summarizes efforts to map digital literacy provision at York University. It involved restructuring support teams, developing a digital literacy framework, auditing skills in the Health Sciences department, gathering student and staff feedback, and creating online materials and training programs. The ultimate goals were to ensure consistent digital skills support, address gaps in student abilities, and foster collaborative provision across support departments and the university.
This document provides guidance for creating a technology use plan for a school library. It recommends involving a planning team to design the plan and outlines the key steps which include developing a vision statement, assessing needs, and creating goals and objectives. The document also recommends using the US National Educational Technology Plan as a guide, focusing on how technology can enhance learning, assessment, teaching, infrastructure, and productivity. An evaluation component and timeline are also suggested elements to include in the technology use plan.
The document summarizes the services provided by the Global Learning Group, including:
1. Providing a hosted collaborative learning and working platform to deliver online courses, manage projects, and facilitate collaboration.
2. Designing custom online courses and curricula at competitive prices using techniques like adaptive task-based learning and storytelling.
3. Delivering training, coaching, and consulting services in areas like change management, team development, and diversity training.
Coventry University has several strategic pillars focused on innovation and digital fluency. This includes exposing students to the latest learning technologies through blended and distance learning. The university has a Digital Leaders Project where students develop peer-to-peer digital competencies and receive accreditation. Staff also receive training through programs like a Postgraduate Certificate in Academic Practice to support embedding technology-enhanced learning. Various roles support digital education, including Learning Technologists, Librarians, and Digital Champions.
The document presents an updated strategic plan for information technology at Boston College. It discusses goals to improve support for learning and teaching through initiatives like the Canvas learning management system and a new student information system. It also aims to enhance support for research through high-performance computing resources and research services. Additionally, the plan focuses on improving customer service through an integrated, customer-centric support environment and a culture of continuous service improvement. The strategic plan was created through a collaborative process involving teams from across the university.
The Computer Services department at a university developed a 3-year strategic plan to address growing frustrations and meet expanding needs. The plan aims to improve communication, deliver reliable services, invest in staff training, acquire new resources, and increase campus-wide IT proficiency. Key goals include achieving predictability in issue response, enhancing collaboration between departments, adopting best practices like ITIL, and establishing centralized infrastructure.
1. Formation of Planning Team Formation of Planning Team May 2010 Scanning the Environment Stakeholder Consultation June/July 2010 EnVisioning the Future Blog Identifying the Action Areas Sept. 2010 Drafting the Plan School/Service ICT Planning Oct. – Nov. 2010 Review Plan Adjust Plan
2. Our Vision Learner/Client/Customer Focused with User-Friendly Technologies Increased access to our Services Promoting Positive Attitudes Developing real fit-for-purpose skills First class tracking and support Promoting & developing independent learning Key Question In light of our Vision for CLVEC of the future What are we setting out to achieve in each of the key Strategic Areas identified to date (SMART Objectives)