Este documento fornece instruções sobre como aprender as 250 palavras mais comuns da língua inglesa de forma efetiva em pouco tempo, lendo 10 palavras por dia e revisando constantemente, ao invés de tentar memorizar tudo de uma vez. Também discute a importância de entender os significados através de exemplos, ao invés de definir formalmente cada palavra.
The document discusses the rise of e-readers and ebooks. It notes that ebook ownership doubled between November 2010 and May 2011, going from 6% to 12% of adults in the US owning e-readers. It then covers various e-reader devices like Kindles, Kobos, and Nooks. The rest of the document addresses topics like how libraries provide access to ebooks, concerns about content ownership and costs, and the future of ebooks in libraries.
This document contains the schedule and session descriptions for an information literacy conference at Radford University on May 13, 2014. The keynote speaker was Lori Anthony from Radford University who spoke on using design thinking to address educational challenges. Additional sessions throughout the day covered topics like using learning theory and research in instruction, online information literacy modules, selfies on library instruction on Instagram, redesigning tutorials, statistical literacy instruction, case studies in student research, reframing information literacy standards, using concept-based videos, Google Drive for collaboration, and lightning talks on cross-campus collaboration, using one-minute videos, Twitter to improve instruction, visual media in instruction, and engaging students with popular culture.
This document discusses the use of social media tools for librarians and faculty. It provides an overview of microblogging, blogging, video sharing, and virtual meeting tools. For each tool, examples are given and activities are suggested for hands-on exploration of the tools. Resources and related tools are also listed. The document concludes by assigning homework for participants to further explore one of the social media tools discussed and reflect on their experience.
HE Forum CCB Realities In Teaching. Andy CloweHAROLDFRICKER
The document discusses a college's media streaming solution and its role in teaching and learning. It examines how streaming can engage learners, reinforce learning, and provide current information. While not all content is useful, streaming provides easy access to information students can revisit. Streaming adds an additional resource to the college's virtual learning environment and increases student engagement. The college aims to build skills sharing between lecturers and improve the sense of community through shared experiences. Future developments include expanding streaming availability, recording more practical skills, and focusing provision based on usage statistics.
The document discusses streaming media and how it differs from downloading by allowing for the simultaneous transfer of digital media so it can be viewed in real-time. It provides definitions of streaming media and discusses various software options for streaming media, including SageTV, RealProducer, Real Helix Server, and CCB Stream. The document also notes some considerations for streaming such as storage needs, disk speed requirements, and backup strategies.
Este documento fornece instruções sobre como aprender as 250 palavras mais comuns da língua inglesa de forma efetiva em pouco tempo, lendo 10 palavras por dia e revisando constantemente, ao invés de tentar memorizar tudo de uma vez. Também discute a importância de entender os significados através de exemplos, ao invés de definir formalmente cada palavra.
The document discusses the rise of e-readers and ebooks. It notes that ebook ownership doubled between November 2010 and May 2011, going from 6% to 12% of adults in the US owning e-readers. It then covers various e-reader devices like Kindles, Kobos, and Nooks. The rest of the document addresses topics like how libraries provide access to ebooks, concerns about content ownership and costs, and the future of ebooks in libraries.
This document contains the schedule and session descriptions for an information literacy conference at Radford University on May 13, 2014. The keynote speaker was Lori Anthony from Radford University who spoke on using design thinking to address educational challenges. Additional sessions throughout the day covered topics like using learning theory and research in instruction, online information literacy modules, selfies on library instruction on Instagram, redesigning tutorials, statistical literacy instruction, case studies in student research, reframing information literacy standards, using concept-based videos, Google Drive for collaboration, and lightning talks on cross-campus collaboration, using one-minute videos, Twitter to improve instruction, visual media in instruction, and engaging students with popular culture.
This document discusses the use of social media tools for librarians and faculty. It provides an overview of microblogging, blogging, video sharing, and virtual meeting tools. For each tool, examples are given and activities are suggested for hands-on exploration of the tools. Resources and related tools are also listed. The document concludes by assigning homework for participants to further explore one of the social media tools discussed and reflect on their experience.
HE Forum CCB Realities In Teaching. Andy CloweHAROLDFRICKER
The document discusses a college's media streaming solution and its role in teaching and learning. It examines how streaming can engage learners, reinforce learning, and provide current information. While not all content is useful, streaming provides easy access to information students can revisit. Streaming adds an additional resource to the college's virtual learning environment and increases student engagement. The college aims to build skills sharing between lecturers and improve the sense of community through shared experiences. Future developments include expanding streaming availability, recording more practical skills, and focusing provision based on usage statistics.
The document discusses streaming media and how it differs from downloading by allowing for the simultaneous transfer of digital media so it can be viewed in real-time. It provides definitions of streaming media and discusses various software options for streaming media, including SageTV, RealProducer, Real Helix Server, and CCB Stream. The document also notes some considerations for streaming such as storage needs, disk speed requirements, and backup strategies.
The LRC has been recording broadcasts since the 1980s and making them available for teaching. They want to make these recordings more widely and easily accessible through streaming while also having backup copies. Staffing needs have changed over time with now a Systems Librarian coordinating, an AV Librarian cataloging, and IT staff assisting. Key ongoing questions include which older videos to prioritize for digitization, how much recordings are being used, how long to store them, and how to organize the growing collection.
The document discusses the Hi5 eLearning Awards and RSC SE Webinars. The Hi5 eLearning Awards aim to reward innovative eLearning practice, raise the profile of eLearning, and share best practices. The awards process involves submissions, nominations, selection by judges, and presenting awards. Webinars provide live online seminars with presentations and Q&A, which are also available on-demand as podcasts for professional development. Contact information is provided for Harold Fricker for any questions.
This document discusses the power of using video podcasting to communicate information to audiences. It notes that stories and pictures are more engaging than cold facts, and that new technologies like video podcasting allow for sharing real experiences through portable, low-cost and high-impact videos that can reach worldwide audiences. Video podcasting gives presenters the ability to show rather than just tell information.
This document discusses the use of podcasting in higher education. It notes that universities now face increasing competition, more diverse student populations, and students who expect flexibility and see themselves as customers. Podcasting allows education to become more portable and accessible to students anywhere through devices like phones and MP3 players. Podcasting can be used to deliver lectures, provide feedback and assessment, and promote student engagement through a blended learning model that combines online and in-person resources. The document advocates for universities to embrace new technologies like podcasting to better reach today's digital native students.
This document discusses aims for learning and teaching including deep and reflective learning, autonomous learning styles, work related and cross disciplinary learning, and stimulating and engaging students. It also mentions a new building and equipment including wifi, mobile access, web 2.0 tools, and collaboration/sharing. The document asks how these aims for pedagogy and technology will be achieved.
The document discusses the British Library Newspapers Digitization Project which aims to digitize up to 2 million pages of out of copyright 19th century newspapers from the British Library collection and make them freely available online. It provides details on the size and scope of the newspaper collection, the goals of providing free access and advanced search capabilities online, and challenges around digitizing different newspaper formats from that era.
1. The document discusses JANET Txt, a web-based text messaging service for universities and colleges that allows secure messaging to mobile phones, landlines, email and pagers.
2. It provides pricing information for purchasing blocks of SMS messages and various account options like shared short codes, keywords, and scheduling/diary services.
3. Examples of how universities have used the service include notifying students of exam results, publicizing events, and reminders for items like medicine or library books.
TASI provides advice and training to support UK higher education institutions in finding, creating, managing, and using digital images. It is based within the Institute for Learning and Research Technology at the University of Bristol. TASI offers resources on its website, a helpdesk, mailing list, blog, and hands-on workshops covering topics such as digital photography, copyright, building image collections, and using images effectively.
The document lists various online events and awards related to eLearning including a forum, seminars, podcasts, and a meeting in Second Life. It provides information on times and topics for these virtual events focused on online education.
The document discusses how Web 2.0 technologies allow for more customized learning styles by integrating computing into the learning experience in an evolutionary way, similar to how technology has developed across other industries since the 1970s. It describes Web 2.0 as a buzzword that refers to internet technologies that make the web more usable and integrated for a varied audience of individual users. The document also notes that Web 2.0 principles of collaboration and sharing can be applied to learning and teaching scenarios.
Second Life is a virtual world platform that allows users to create avatars and interact in a 3D environment larger than New York City. The platform can be used for meetings, business, simulations, science, education, collaboration, and fun. It provides endless possibilities for users to explore their imagination and create their own world.
Mobile technologies are becoming increasingly important in higher education. Harold Fricker, an eLearning Adviser at JISC Regional Support Centre South East, presented on the topic of mobile technologies at the 2008 FOTE conference. Fricker discussed how mobile devices can be used to enhance teaching and learning in higher education.
The document discusses using podcasts as student assignments in a university course to encourage creativity and mobile learning. It aims to reduce boredom from written reports and enable students to teach future cohorts. While some students had issues with file formats and technology, podcasts received higher marks than written assignments on average. Podcasts also provided benefits for dyslexic students. Overall, podcast assignments showed potential but more time is needed to fully evaluate the outcomes.
The document discusses future classroom learning spaces and eLearning strategies. It describes how personalization, collaboration, mobile technology, and rich media will converge to create transformative learning experiences through virtual and remote capabilities. It also lists tools like podcast services and media aggregators that can help make eLearning more sustainable and scalable. The document emphasizes developing eLearning strategies through gradual upskilling and focusing on return on investment, participation, interaction, usability, and lifelong learning.
The document discusses a review of evidence on how technology impacts attainment in schools. An evaluation of an ICT test bed program found that strong leadership, data-driven decision making, and technical support were associated with improved attainment. Higher levels of technological maturity, as measured by connectivity and use of data systems, predicted greater gains at key stages 1 and 2, while specialized technologies predicted higher A-level attainment.
This document discusses the impact of the "Google generation" on higher education and their expectations and use of technology. Some key points:
- Students today are digital natives who widely use social networking and expect technology access and support at university.
- While they value face-to-face learning, most students access course materials online and find it useful.
- Use of technologies like social networking in learning is still debated, as students want separation of private and academic spaces online.
- Both students and practitioners see potential for more use of technologies like Web 2.0 tools, but challenges around staff support, skills, and evaluating new approaches remain.
This document summarizes a case study evaluating the use of learning objects to support students' graduate skills at Canterbury Christ Church University. It describes the drivers behind creating a centralized website with searchable learning objects, including supporting a diverse student body and non-traditional students. An evaluation found that students prefer searching to browsing and want resources contextualized to their programs. While usage was high, comments from staff and students highlighted tensions around student engagement with optional support materials.
The document summarizes research on generational differences and how they relate to technology use. It discusses definitions of generations and characterizations of groups like the Silent Generation, Baby Boomers, Gen X, and Net Generation. It also explores the idea of "digital natives" and how younger generations' upbringing alongside technology has impacted how their brains process information. However, more recent research finds individual factors better predict technology use than generational labels. The document advocates for developing digital literacy skills and rigorous research to understand students' diverse learning experiences.
The document discusses using podcasts as student assignments instead of written reports. It notes that podcasts can reduce monotony, encourage creativity, and enable mobile learning. Podcasts allow for building a learning community where current students can teach future students. Initial results found podcasts received higher marks than written assignments and provided unexpected benefits for dyslexic students. However, more research is needed to fully understand the benefits of using podcasts as assignments.
The document summarizes Warwick iCast, a weekly video bulletin at the University of Warwick that highlights research activity across all faculties and departments. It was funded through a 250k HEIF grant over two years and managed through the Communications Office. A production team was hired to film and edit content which was then published on the university website and YouTube. While early issues included trying to include too much information, the project was successful with over 100,000 YouTube views and national press coverage. Moving forward, focus is needed on sustainability, integrating more with elearning, balancing academic and audience interests, and encouraging collaboration.
The LRC has been recording broadcasts since the 1980s and making them available for teaching. They want to make these recordings more widely and easily accessible through streaming while also having backup copies. Staffing needs have changed over time with now a Systems Librarian coordinating, an AV Librarian cataloging, and IT staff assisting. Key ongoing questions include which older videos to prioritize for digitization, how much recordings are being used, how long to store them, and how to organize the growing collection.
The document discusses the Hi5 eLearning Awards and RSC SE Webinars. The Hi5 eLearning Awards aim to reward innovative eLearning practice, raise the profile of eLearning, and share best practices. The awards process involves submissions, nominations, selection by judges, and presenting awards. Webinars provide live online seminars with presentations and Q&A, which are also available on-demand as podcasts for professional development. Contact information is provided for Harold Fricker for any questions.
This document discusses the power of using video podcasting to communicate information to audiences. It notes that stories and pictures are more engaging than cold facts, and that new technologies like video podcasting allow for sharing real experiences through portable, low-cost and high-impact videos that can reach worldwide audiences. Video podcasting gives presenters the ability to show rather than just tell information.
This document discusses the use of podcasting in higher education. It notes that universities now face increasing competition, more diverse student populations, and students who expect flexibility and see themselves as customers. Podcasting allows education to become more portable and accessible to students anywhere through devices like phones and MP3 players. Podcasting can be used to deliver lectures, provide feedback and assessment, and promote student engagement through a blended learning model that combines online and in-person resources. The document advocates for universities to embrace new technologies like podcasting to better reach today's digital native students.
This document discusses aims for learning and teaching including deep and reflective learning, autonomous learning styles, work related and cross disciplinary learning, and stimulating and engaging students. It also mentions a new building and equipment including wifi, mobile access, web 2.0 tools, and collaboration/sharing. The document asks how these aims for pedagogy and technology will be achieved.
The document discusses the British Library Newspapers Digitization Project which aims to digitize up to 2 million pages of out of copyright 19th century newspapers from the British Library collection and make them freely available online. It provides details on the size and scope of the newspaper collection, the goals of providing free access and advanced search capabilities online, and challenges around digitizing different newspaper formats from that era.
1. The document discusses JANET Txt, a web-based text messaging service for universities and colleges that allows secure messaging to mobile phones, landlines, email and pagers.
2. It provides pricing information for purchasing blocks of SMS messages and various account options like shared short codes, keywords, and scheduling/diary services.
3. Examples of how universities have used the service include notifying students of exam results, publicizing events, and reminders for items like medicine or library books.
TASI provides advice and training to support UK higher education institutions in finding, creating, managing, and using digital images. It is based within the Institute for Learning and Research Technology at the University of Bristol. TASI offers resources on its website, a helpdesk, mailing list, blog, and hands-on workshops covering topics such as digital photography, copyright, building image collections, and using images effectively.
The document lists various online events and awards related to eLearning including a forum, seminars, podcasts, and a meeting in Second Life. It provides information on times and topics for these virtual events focused on online education.
The document discusses how Web 2.0 technologies allow for more customized learning styles by integrating computing into the learning experience in an evolutionary way, similar to how technology has developed across other industries since the 1970s. It describes Web 2.0 as a buzzword that refers to internet technologies that make the web more usable and integrated for a varied audience of individual users. The document also notes that Web 2.0 principles of collaboration and sharing can be applied to learning and teaching scenarios.
Second Life is a virtual world platform that allows users to create avatars and interact in a 3D environment larger than New York City. The platform can be used for meetings, business, simulations, science, education, collaboration, and fun. It provides endless possibilities for users to explore their imagination and create their own world.
Mobile technologies are becoming increasingly important in higher education. Harold Fricker, an eLearning Adviser at JISC Regional Support Centre South East, presented on the topic of mobile technologies at the 2008 FOTE conference. Fricker discussed how mobile devices can be used to enhance teaching and learning in higher education.
The document discusses using podcasts as student assignments in a university course to encourage creativity and mobile learning. It aims to reduce boredom from written reports and enable students to teach future cohorts. While some students had issues with file formats and technology, podcasts received higher marks than written assignments on average. Podcasts also provided benefits for dyslexic students. Overall, podcast assignments showed potential but more time is needed to fully evaluate the outcomes.
The document discusses future classroom learning spaces and eLearning strategies. It describes how personalization, collaboration, mobile technology, and rich media will converge to create transformative learning experiences through virtual and remote capabilities. It also lists tools like podcast services and media aggregators that can help make eLearning more sustainable and scalable. The document emphasizes developing eLearning strategies through gradual upskilling and focusing on return on investment, participation, interaction, usability, and lifelong learning.
The document discusses a review of evidence on how technology impacts attainment in schools. An evaluation of an ICT test bed program found that strong leadership, data-driven decision making, and technical support were associated with improved attainment. Higher levels of technological maturity, as measured by connectivity and use of data systems, predicted greater gains at key stages 1 and 2, while specialized technologies predicted higher A-level attainment.
This document discusses the impact of the "Google generation" on higher education and their expectations and use of technology. Some key points:
- Students today are digital natives who widely use social networking and expect technology access and support at university.
- While they value face-to-face learning, most students access course materials online and find it useful.
- Use of technologies like social networking in learning is still debated, as students want separation of private and academic spaces online.
- Both students and practitioners see potential for more use of technologies like Web 2.0 tools, but challenges around staff support, skills, and evaluating new approaches remain.
This document summarizes a case study evaluating the use of learning objects to support students' graduate skills at Canterbury Christ Church University. It describes the drivers behind creating a centralized website with searchable learning objects, including supporting a diverse student body and non-traditional students. An evaluation found that students prefer searching to browsing and want resources contextualized to their programs. While usage was high, comments from staff and students highlighted tensions around student engagement with optional support materials.
The document summarizes research on generational differences and how they relate to technology use. It discusses definitions of generations and characterizations of groups like the Silent Generation, Baby Boomers, Gen X, and Net Generation. It also explores the idea of "digital natives" and how younger generations' upbringing alongside technology has impacted how their brains process information. However, more recent research finds individual factors better predict technology use than generational labels. The document advocates for developing digital literacy skills and rigorous research to understand students' diverse learning experiences.
The document discusses using podcasts as student assignments instead of written reports. It notes that podcasts can reduce monotony, encourage creativity, and enable mobile learning. Podcasts allow for building a learning community where current students can teach future students. Initial results found podcasts received higher marks than written assignments and provided unexpected benefits for dyslexic students. However, more research is needed to fully understand the benefits of using podcasts as assignments.
The document summarizes Warwick iCast, a weekly video bulletin at the University of Warwick that highlights research activity across all faculties and departments. It was funded through a 250k HEIF grant over two years and managed through the Communications Office. A production team was hired to film and edit content which was then published on the university website and YouTube. While early issues included trying to include too much information, the project was successful with over 100,000 YouTube views and national press coverage. Moving forward, focus is needed on sustainability, integrating more with elearning, balancing academic and audience interests, and encouraging collaboration.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
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 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
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.
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.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
1. JISC eBooks Working Group Achievements and challenges Sally Rumsey JISC eBooks Working Group University of Oxford
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3. What is an ebook? Images of a print version Colin Clouts come home againe. By Edmund Spencer & Sir Walter Raleigh . EEBO
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5. Deborah Brunton, ‘Rumsey, Henry Wyldbore (1809–1876)’, Oxford Dictionary of National Biography , Oxford University Press, 2004 [http://www.oxforddnb.com/view/article/40992, accessed 13 Feb 2008] Reference work
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9. Testbed for Interoperability of eBook Metadata (TIME) Final report 24 April 2006 The Higher Education Consultancy Group A Feasibility Study on the Acquisition of e-Books by HE Libraries and the Role of JISC Final Report October 2006
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20. Platform A number to choose from Content Pick & Mix v. Bundles Same as print version? Check hotlists Cost How many? Practical Problems 2
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24. Practical Problems 4 Use one supplier or more? Librarians Costs Coverage Workflow Users Different interfaces Varying functionalities Personalisation
25. Selection criteria What’s important to you? What are the showstoppers? Who has responsibility for different checks? Academic Database Assessment Tool (ADAT) http://www.jisc-adat.com/adat/home.pl
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28. Crystal ball time: Predictions Improved finding aids More core titles Better metadata