The introduction to a hands-on workshop teaching educators to design portfolio workflows using Karuta, a new open source portfolio software from HEC Montreal and a current incubation project under the Apereo Foundation.
Receive hands-on experience working with Karuta, a new open source portfolio created by HEC Montreal (in association with the University of Montreal) for use in assessing and showcasing learning. Karuta was developed in the spirit of the Open Source Portfolio (OSP) tools in Sakai. It offers many of the same benefits of OSP while providing more flexibility for designing and customizing portfolio workflows and reporting on results of their use. We aim to make learning more visible and reflective so that portfolio users become more aware of and in control of their own learning. Karuta is LTI-enabled for integration with the Sakai CLE and adapted for mobile devices. It is currently in use at the University of Montreal, HEC Montreal, IUT-2 Grenoble, and Kyoto University. Support for Karuta is available through Three Canoes LLC. Join our team for this hands-on session and learn how Karuta can be implemented to provide a unique portfolio solution for your institution.
The Future of Portfolios in Sakai - Open Apereo 2014Janice Smith
This document summarizes a Birds of a Feather discussion on the future of portfolios in Sakai. It provides an agenda for the discussion including introductions, updates on existing portfolio tools in Sakai like the Open Source Portfolio (OSP), and a new incubation project called Karuta. Karuta aims to create a flexible portfolio application for integration with Sakai and other learning management systems. The document outlines pilot implementations of Karuta, the Apereo incubation process, and release timelines. It concludes with potential discussion topics around transitioning from existing tools and continued collaboration within the Sakai Portfolio Community.
Hands on - designing and using sakai portfolios am workshop - open apereo 2015Janice Smith
This document provides an overview of a morning workshop on designing and using ePortfolios in Sakai Portfolios. The workshop covered introductions, logging into the Karuta ePortfolio system, different types of portfolios and skills needed for effective portfolio use. Participants worked in teams to modify portfolio prototypes and discuss designs for workflows at their institutions. Best practices for portfolios were shared, and participants self-evaluated their portfolio skills before and after the workshop. The afternoon session previewed learning how to design portfolios using the Karuta system.
Karuta: Design Your Own Portfolio ProcessJanice Smith
This document discusses Karuta, a new open source portfolio tool with LTI integration to Sakai. It provides an overview of Karuta's benefits and features, compares it to the Open Source Portfolio (OSP) tools, and reviews use cases from pilot implementations at universities. The session outlines how to design portfolios for learning, assessment, and showcasing using Karuta, and how to migrate data from OSP forms and portfolios to Karuta.
The Open Source Portfolio(OSP) tools in the Sakai CLE are well known for their assessment matrices. Although these tools have served the community well, more flexibility, increased usability, improved customizability, and expanded reporting capabilities are required. Karuta, a new IMS-LTI ready open source portfolio software created in the spirit of OSP, provides highly customizable assessment portfolios. How does Karuta work? This presentation will provide an overview of the different components and technologies used (jQuery javascript library, Twitter Bootstrap, RestAPIs, MsSQL, XML). Karuta enrich the hierarchical structure of web pages with a comprehensive set of specialized resources and semantic tags. A designer can quickly construct very sophisticated workflows where different users (students, tutors, etc.) are assigned to a wide range of actions (reflect, upload files, comment, evaluate, etc.). This will be illustrated with practical use cases (assessment, accreditation).
Présentation at the ESUP-DAYS #19 & APEREO Europe 2015. February 6 2015.
Karuta is a next generation open source ePortfolio suite that has been created in the spirit of the Open Source Portfolio (OSP). Karuta 1.0, which is currently available for piloting, offers dramatic flexibility for designing learning portfolios with rubrics for the assessment of learning outcomes. The presentation will highlight several use cases on accreditation, showcasing, migration from OSP as well as an innovative use of Karuta by IUT-2 Grenoble on competences and professional development.
Receive hands-on experience working with Karuta, a new open source portfolio created by HEC Montreal (in association with the University of Montreal) for use in assessing and showcasing learning. Karuta was developed in the spirit of the Open Source Portfolio (OSP) tools in Sakai. It offers many of the same benefits of OSP while providing more flexibility for designing and customizing portfolio workflows and reporting on results of their use. We aim to make learning more visible and reflective so that portfolio users become more aware of and in control of their own learning. Karuta is LTI-enabled for integration with the Sakai CLE and adapted for mobile devices. It is currently in use at the University of Montreal, HEC Montreal, IUT-2 Grenoble, and Kyoto University. Support for Karuta is available through Three Canoes LLC. Join our team for this hands-on session and learn how Karuta can be implemented to provide a unique portfolio solution for your institution.
The Future of Portfolios in Sakai - Open Apereo 2014Janice Smith
This document summarizes a Birds of a Feather discussion on the future of portfolios in Sakai. It provides an agenda for the discussion including introductions, updates on existing portfolio tools in Sakai like the Open Source Portfolio (OSP), and a new incubation project called Karuta. Karuta aims to create a flexible portfolio application for integration with Sakai and other learning management systems. The document outlines pilot implementations of Karuta, the Apereo incubation process, and release timelines. It concludes with potential discussion topics around transitioning from existing tools and continued collaboration within the Sakai Portfolio Community.
Hands on - designing and using sakai portfolios am workshop - open apereo 2015Janice Smith
This document provides an overview of a morning workshop on designing and using ePortfolios in Sakai Portfolios. The workshop covered introductions, logging into the Karuta ePortfolio system, different types of portfolios and skills needed for effective portfolio use. Participants worked in teams to modify portfolio prototypes and discuss designs for workflows at their institutions. Best practices for portfolios were shared, and participants self-evaluated their portfolio skills before and after the workshop. The afternoon session previewed learning how to design portfolios using the Karuta system.
Karuta: Design Your Own Portfolio ProcessJanice Smith
This document discusses Karuta, a new open source portfolio tool with LTI integration to Sakai. It provides an overview of Karuta's benefits and features, compares it to the Open Source Portfolio (OSP) tools, and reviews use cases from pilot implementations at universities. The session outlines how to design portfolios for learning, assessment, and showcasing using Karuta, and how to migrate data from OSP forms and portfolios to Karuta.
The Open Source Portfolio(OSP) tools in the Sakai CLE are well known for their assessment matrices. Although these tools have served the community well, more flexibility, increased usability, improved customizability, and expanded reporting capabilities are required. Karuta, a new IMS-LTI ready open source portfolio software created in the spirit of OSP, provides highly customizable assessment portfolios. How does Karuta work? This presentation will provide an overview of the different components and technologies used (jQuery javascript library, Twitter Bootstrap, RestAPIs, MsSQL, XML). Karuta enrich the hierarchical structure of web pages with a comprehensive set of specialized resources and semantic tags. A designer can quickly construct very sophisticated workflows where different users (students, tutors, etc.) are assigned to a wide range of actions (reflect, upload files, comment, evaluate, etc.). This will be illustrated with practical use cases (assessment, accreditation).
Présentation at the ESUP-DAYS #19 & APEREO Europe 2015. February 6 2015.
Karuta is a next generation open source ePortfolio suite that has been created in the spirit of the Open Source Portfolio (OSP). Karuta 1.0, which is currently available for piloting, offers dramatic flexibility for designing learning portfolios with rubrics for the assessment of learning outcomes. The presentation will highlight several use cases on accreditation, showcasing, migration from OSP as well as an innovative use of Karuta by IUT-2 Grenoble on competences and professional development.
This document discusses how Oracle user groups can work with the Oracle User Group Team. It provides information on promoting user group events on Oracle.com, requesting Oracle speakers and facilities for events, collaborating on large user group tours and events, and participating in programs like the Oracle OpenWorld User Group Leader Summit. The document emphasizes communicating early with Oracle Relationship Managers to plan successful user group programs and events.
The Blackboard Portfolio tool: Features, uses, and campus-wide implementation...Jason Rhode
The new Blackboard Portfolio tool released with Blackboard learn in April 2014 is much-improved and provides an easy-to-use platform for students to demonstrate and reflect upon what they have learned throughout their university career. Northern Illinois University (NIU) implemented the portfolios campus-wide during 2015, and it was used by thousands of students in a relatively short time. This presentation at BbWorld16 will provide an overview of the portfolio tool, strategies for developing portfolios that serve different purposes, and best practices for institutional adoption. Sample portfolios and exemplars from faculty who are using Blackboard portfolios in their classes will be shared, along with NIU’s campus-wide implementation process. Opportunities and challenges will be discussed to provide insights for others planning to roll-out portfolios at their institutions.
The Blackboard Portfolio tool: Features, uses, and campus-wide implementation...Stephanie Richter
Presented at BbWorld16 - The new Blackboard Portfolio released with Blackboard Learn in April 2014, is much-improved and provides an easy-to-use platform for students to demonstrate and reflect upon what they have learned throughout their university career. Northern Illinois University (NIU) implemented the portfolios campus-wide during 2015, and it was used by thousands of students in a relatively short time. This presentation will provide an overview of the portfolio tool, strategies for developing portfolios that serve different purposes, and best practices for institutional adoption. Sample portfolios and exemplars from faculty who are using Blackboard portfolios in their classes will be shared, along with NIU's campus-wide implementation process. Opportunities and challenges will be discussed to provide insights for others planning to roll-out portfolios at their institutions.
This document summarizes a presentation about using ePortfolios in schools. It discusses why schools should use ePortfolios, provides an overview of the Mahara ePortfolio platform, and looks at examples of how Mahara has been used for learning, professional development, and career planning. It also outlines future developments for Mahara, such as adding open badges and new plugins, and discusses next steps for adopting Mahara in Alberta schools.
Modelling openness: Developing the Digital Fluency course at OUTBrenda Mallinson
It is recognised that more than ‘literacy’ is needed in today’s academic environment in order to take full advantage of the affordances of using ICTs for the full range of teaching and learning, research, and administrative duties and blended modes of provision.
In order to address this issue, OUT, in collaboration with Saide’s OER Africa initiative, has conceptualised a course on ‘Digital Fluency’ to be provided as an Open Educational Resource (OER) and made available for ODeL provision.
The move from literacy to fluency encompasses effective and ethical online communication, critical interpretation, quality resource creation and curation, knowledge co-construction, and an understanding of using all of these abilities to open up education – with all of these becoming increasingly standard and effortless over time.
This document summarizes the development of an Open Educational Resources (OER) digital fluency course for academics at the Open University of Tanzania (OUT). The goals were to develop a 5 module course on digital skills, convert existing OUT courses to OER, establish an OER repository, and conduct research. The course was developed iteratively over 3 years with input from OUT and other universities. It was piloted with academics and received positive feedback. Moving forward, OUT aims to further integrate OER into its practices and policies to promote open teaching and learning.
This document outlines the IAU Training and Support Programme for Academic Librarians on OER Use, Reuse, and Production. The objectives are to train and support academic librarians in identifying, providing information on, and promoting the use, reuse, and production of open educational resources (OER). The project aims to create a community of academic libraries called ALL4OER to support OER activities. It will involve capacity building sessions in different regions and an online platform for ongoing collaboration and information sharing between librarians. Next steps include finalizing the project plan, fundraising, setting up the online community, and holding the first training session in Africa.
The document summarizes the OPENPROF project which aimed to foster open collaboration between education professionals and develop training materials on using and creating open educational resources (OER) and innovative curriculum for work-based learning. The project involved partners from 6 countries and produced 3 training materials on OER, ICT tools for OER, and curriculum design for work-based learning. It also developed 6 modules adapted for work-based learning and shared 48 OERs in different languages. The overall goal was to help educators better meet the needs of adult learners in a shifting educational landscape.
Rob Power has extensive experience leading technology adoption and innovation in educational institutions. He created and managed an ICDL training center in Qatar that provided certification to over 750 faculty, staff, and students. Power also played a lead role in developing one of the world's first comprehensive BYOD mobile learning plans and a 3-year augmented reality program for engineering students in Qatar. Additionally, he has developed frameworks for mobile learning design and teachers' efficacy and serves in leadership positions for several educational technology organizations.
This document summarizes a study on developing a data model for semantic exploitation of municipality records in South Africa. The study aimed to identify real-life entities and business rules from municipalities, design a generic relational data model, and implement the model in a test database. Key entities identified included services, properties, property types, tariffs, and customers. The objectives were achieved and a generic data model was designed and implemented in an Oracle database. Future work proposed expanding the data model to more municipalities and converting the test database into an ontology to enable a prototype web application.
"FOSTER report, June 2015"
SPARC Europe presentation by
David Ball for the
SPARC Europe (Pre-LIBER) Workshop: Open Access Policy and Training in Europe
24 June 2015, London, UK
Rob Power has extensive experience leading technology adoption and innovation in educational institutions. He created and managed an ICDL training center in Qatar that provided certification to over 250 college faculty and staff as well as students. Power also played a lead role in developing one of the world's first comprehensive BYOD mobile learning plans and collaborated on an augmented reality application development program. Additionally, he has developed frameworks for mobile learning and sits on several technology committees.
The document summarizes a web conferencing session about Project PALM, which aims to promote professional development for vocational education teachers. It involves teachers developing projects focused on instructional design, blended/e-learning, or assessment. 46 draft projects were proposed across these areas. The Project PALM team is facilitating support and resources for participants to achieve project outcomes over the semester. The session demonstrated the web conferencing platform and discussed guidance, timelines, and opportunities for collaboration within the TAFE Queensland network.
This document summarizes a presentation on the Karuta ePortfolio platform. It discusses five use cases for Karuta, including an AAC&U assessment portfolio, a management diploma portfolio, a co-curricular learning portfolio, and two showcase portfolios. It also outlines new features in Karuta 2.2 like administrative tools and sharing options. The presentation provides strategies for successful portfolio implementation, including emphasizing documentation and reflection, gaining faculty support, integrating learning across contexts, and encouraging authenticity. Templates and workbooks are available to help users get started with Karuta.
7th wave conference presentation e portfolio kulariKulari Lokuge
The document discusses a pilot project at Swinburne University testing the use of electronic portfolios. Five academics are piloting portfolios to showcase assessments. The portfolios tool in the university's system allows users to create, manage, and share portfolios and artifacts. It provides resources like videos and guides. Portfolios can be accessed independently and allow downloadable assignment submissions and sharing with others.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
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 document discusses how Oracle user groups can work with the Oracle User Group Team. It provides information on promoting user group events on Oracle.com, requesting Oracle speakers and facilities for events, collaborating on large user group tours and events, and participating in programs like the Oracle OpenWorld User Group Leader Summit. The document emphasizes communicating early with Oracle Relationship Managers to plan successful user group programs and events.
The Blackboard Portfolio tool: Features, uses, and campus-wide implementation...Jason Rhode
The new Blackboard Portfolio tool released with Blackboard learn in April 2014 is much-improved and provides an easy-to-use platform for students to demonstrate and reflect upon what they have learned throughout their university career. Northern Illinois University (NIU) implemented the portfolios campus-wide during 2015, and it was used by thousands of students in a relatively short time. This presentation at BbWorld16 will provide an overview of the portfolio tool, strategies for developing portfolios that serve different purposes, and best practices for institutional adoption. Sample portfolios and exemplars from faculty who are using Blackboard portfolios in their classes will be shared, along with NIU’s campus-wide implementation process. Opportunities and challenges will be discussed to provide insights for others planning to roll-out portfolios at their institutions.
The Blackboard Portfolio tool: Features, uses, and campus-wide implementation...Stephanie Richter
Presented at BbWorld16 - The new Blackboard Portfolio released with Blackboard Learn in April 2014, is much-improved and provides an easy-to-use platform for students to demonstrate and reflect upon what they have learned throughout their university career. Northern Illinois University (NIU) implemented the portfolios campus-wide during 2015, and it was used by thousands of students in a relatively short time. This presentation will provide an overview of the portfolio tool, strategies for developing portfolios that serve different purposes, and best practices for institutional adoption. Sample portfolios and exemplars from faculty who are using Blackboard portfolios in their classes will be shared, along with NIU's campus-wide implementation process. Opportunities and challenges will be discussed to provide insights for others planning to roll-out portfolios at their institutions.
This document summarizes a presentation about using ePortfolios in schools. It discusses why schools should use ePortfolios, provides an overview of the Mahara ePortfolio platform, and looks at examples of how Mahara has been used for learning, professional development, and career planning. It also outlines future developments for Mahara, such as adding open badges and new plugins, and discusses next steps for adopting Mahara in Alberta schools.
Modelling openness: Developing the Digital Fluency course at OUTBrenda Mallinson
It is recognised that more than ‘literacy’ is needed in today’s academic environment in order to take full advantage of the affordances of using ICTs for the full range of teaching and learning, research, and administrative duties and blended modes of provision.
In order to address this issue, OUT, in collaboration with Saide’s OER Africa initiative, has conceptualised a course on ‘Digital Fluency’ to be provided as an Open Educational Resource (OER) and made available for ODeL provision.
The move from literacy to fluency encompasses effective and ethical online communication, critical interpretation, quality resource creation and curation, knowledge co-construction, and an understanding of using all of these abilities to open up education – with all of these becoming increasingly standard and effortless over time.
This document summarizes the development of an Open Educational Resources (OER) digital fluency course for academics at the Open University of Tanzania (OUT). The goals were to develop a 5 module course on digital skills, convert existing OUT courses to OER, establish an OER repository, and conduct research. The course was developed iteratively over 3 years with input from OUT and other universities. It was piloted with academics and received positive feedback. Moving forward, OUT aims to further integrate OER into its practices and policies to promote open teaching and learning.
This document outlines the IAU Training and Support Programme for Academic Librarians on OER Use, Reuse, and Production. The objectives are to train and support academic librarians in identifying, providing information on, and promoting the use, reuse, and production of open educational resources (OER). The project aims to create a community of academic libraries called ALL4OER to support OER activities. It will involve capacity building sessions in different regions and an online platform for ongoing collaboration and information sharing between librarians. Next steps include finalizing the project plan, fundraising, setting up the online community, and holding the first training session in Africa.
The document summarizes the OPENPROF project which aimed to foster open collaboration between education professionals and develop training materials on using and creating open educational resources (OER) and innovative curriculum for work-based learning. The project involved partners from 6 countries and produced 3 training materials on OER, ICT tools for OER, and curriculum design for work-based learning. It also developed 6 modules adapted for work-based learning and shared 48 OERs in different languages. The overall goal was to help educators better meet the needs of adult learners in a shifting educational landscape.
Rob Power has extensive experience leading technology adoption and innovation in educational institutions. He created and managed an ICDL training center in Qatar that provided certification to over 750 faculty, staff, and students. Power also played a lead role in developing one of the world's first comprehensive BYOD mobile learning plans and a 3-year augmented reality program for engineering students in Qatar. Additionally, he has developed frameworks for mobile learning design and teachers' efficacy and serves in leadership positions for several educational technology organizations.
This document summarizes a study on developing a data model for semantic exploitation of municipality records in South Africa. The study aimed to identify real-life entities and business rules from municipalities, design a generic relational data model, and implement the model in a test database. Key entities identified included services, properties, property types, tariffs, and customers. The objectives were achieved and a generic data model was designed and implemented in an Oracle database. Future work proposed expanding the data model to more municipalities and converting the test database into an ontology to enable a prototype web application.
"FOSTER report, June 2015"
SPARC Europe presentation by
David Ball for the
SPARC Europe (Pre-LIBER) Workshop: Open Access Policy and Training in Europe
24 June 2015, London, UK
Rob Power has extensive experience leading technology adoption and innovation in educational institutions. He created and managed an ICDL training center in Qatar that provided certification to over 250 college faculty and staff as well as students. Power also played a lead role in developing one of the world's first comprehensive BYOD mobile learning plans and collaborated on an augmented reality application development program. Additionally, he has developed frameworks for mobile learning and sits on several technology committees.
The document summarizes a web conferencing session about Project PALM, which aims to promote professional development for vocational education teachers. It involves teachers developing projects focused on instructional design, blended/e-learning, or assessment. 46 draft projects were proposed across these areas. The Project PALM team is facilitating support and resources for participants to achieve project outcomes over the semester. The session demonstrated the web conferencing platform and discussed guidance, timelines, and opportunities for collaboration within the TAFE Queensland network.
This document summarizes a presentation on the Karuta ePortfolio platform. It discusses five use cases for Karuta, including an AAC&U assessment portfolio, a management diploma portfolio, a co-curricular learning portfolio, and two showcase portfolios. It also outlines new features in Karuta 2.2 like administrative tools and sharing options. The presentation provides strategies for successful portfolio implementation, including emphasizing documentation and reflection, gaining faculty support, integrating learning across contexts, and encouraging authenticity. Templates and workbooks are available to help users get started with Karuta.
7th wave conference presentation e portfolio kulariKulari Lokuge
The document discusses a pilot project at Swinburne University testing the use of electronic portfolios. Five academics are piloting portfolios to showcase assessments. The portfolios tool in the university's system allows users to create, manage, and share portfolios and artifacts. It provides resources like videos and guides. Portfolios can be accessed independently and allow downloadable assignment submissions and sharing with others.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
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.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
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
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
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.)
2. Workshop Outline
• Introductions
• The Karuta Team
• Workshop Participants
• Portfolios in Sakai Until Now
• Introducing Kaurta
• An Apereo Incubation Project
• Hands-On Practice with Karuta
• Advanced Features in Karuta
• Your Questions and Concerns
June 1, 2014 Open Apereo 2014 2
3. The Portfolio Tools in Sakai
•Interoperable tool suite.
•Flexible portfolio
workflows.
•Customized through user
interfaces and XML coding.
•Create any type of
portfolio.
•Available in Sakai 10 but
not in Sakai 11.
June 1, 2014 Open Apereo 2014 3
Assignments
Matrices
FormsGlossary Portfolio
Templates
Reports
Resources
Portfolios
Also known as the
Open Source Portfolio (OSP)
4. Example of a Sakai Portfolio
Implementation
Wake Forest University
uses portfolios to assist pre-
health care students in
applying to medical school.
Winner of the 2014 Sakai
TWSIA Portfolio award.
Components of the
process include:
• A matrix to collect
evidence of learning
• A second matrix to
collect relevant
experiences
• A portfolio to combine
the data from both
matrices into a portfolio
to ask for university
support for the
application.
June 1, 2014 Open Apereo 2014 4
5. Matrix to Collect Evidence of
Learning
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6. Matrix to Collect Relevant
Experiences
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9. The Sakai Portfolio Tools
(OSP)
Resources – A place to collect evidence of learning.
Portfolios – A tool to create showcase portfolios for sharing.
Matrices – A tool to assess learning.
Assignments – Opportunities to demonstrate learning.
Forms – A place to collect structured data.
Glossary – Definitions for terms used in a matrix.
Evaluations – A tool to assist faculty with assessment.
Reports – Aggregations of data for assessment.
June 1, 2014 Open Apereo 2014 9
10. The Future of Portfolios in
Sakai
• The current Sakai portfolio is too complex,
requires coding, and puts too much load on
Sakai.
• Portfolios will be in Sakai 10 but not Sakai 11.
• The Sakai portfolio community spent several
years identifying portfolio requirements.
• LTI integration provides a path to the future.
June 1, 2014 Open Apereo 2014 10
11. June 1, 2014 Open Apereo 2014 11
Introducing!
An Apereo Incubation Project
12. Karuta Goals
• Create a flexible, no coding required portfolio
application for LTI integration with Sakai and
other LMSs.
• Create community around the continued use of
portfolios in Sakai
• Explore the use of LTI-2 to provide services
between Karuta and Sakai.
• Become a viable open source organization
through the Apereo incubation process.
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13. Karuta Participants
• HEC Montréal - Canada
• IUT-2 Grenoble - France
• Kyoto University - Japan
• Three Canoes LLC – USA
• Your institution?
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14. Karuta Pilots
• School of Education, University of Montréal
• Quebec Training Network in Perinatal Research (QTNPR) -
University of Montréal
• HEC Montréal affiliated with the University of Montréal
• IUT-2 Grenoble (Institut Universitaire de technologie 2)
• Graduate School of Advanced Integrative Studies in Human
Survivability, Kyoto University
• Inter-Graduate School Program for Sustainable Development
and Survivable Societies, Kyoto University
• Your institution?
June 1, 2014 Open Apereo 2014 14
15. Apereo Incubation Process
• Mentoring
• Licensing
• Trademark search
• Release management
• Community development
• Project governance
• Resources for code distribution, bug tracking, mailing lists, and
a project website.
Incubation does not guarantee quality code. This is a task for the
Karuta open source community.
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16. Release Timeline
• May 2014: Karuta 0.9 release
• June 1-4, 2014: Pre-Conference Workshop and
Sessions at Open Apereo
• September 2014: Projected Karuta 1.0 release
• September 2014 – May 2015: Recommended
time period for pilot implementations of Karuta
1.0
• May 2015: Projected Karuta 2.0 release
June 1, 2014 16Open Apereo 2014
17. Our Experience So Far
Karuta offers:
• Environments for design and production.
• Functionality modeled after OSP.
• Experience with six pilot projects at three
different institutions.
• An assessment portfolio in development as a
showcase and accreditation portfolio.
• Use with mobile devices.
• Available for piloting during 2014-15.
17June 1, 2014 Open Apereo 2014
18. For More Information
• Attend:
• Portfolios for the Future of Sakai, Monday, 10 AM
• Karuta technical presentation Monday, 1 PM.
• Portfolios in Sakai table at Showcase Reception,
Tuesday, 5:30 PM
• Contact:
• Janice Smith, Karuta Incubation Project Lead,
Three Canoes LLC, janice.smith@threecanoes.com
• Jacques Raynauld, Karuta Functional/Technical
Lead, HEC Montréal, jacques.raynauld@hec.ca
June 1, 2014 18Open Apereo 2014