The document describes an environmental education project called "EcoAttitude = Responsibility, Information, Action" carried out in Romania between 2010-2013. The project aimed to raise awareness of environment protection among children and encourage recycling. It involved workshops, discussions, and collecting recyclable waste from over 100,000 students across several regions. The project was implemented in four phases over the years, expanding its reach each time.
The document describes an environmental education project called "Learning in the Outdoor Environment" carried out by the Észak-Mátra Environmental Protection Association in Hungary. The project aims to use real-world materials and hands-on outdoor activities to make environmental lessons more engaging for students. Students participate in games, excursions, environmental observations, experiments and other activities both on school grounds and in surrounding areas. The outdoor learning approach helps students develop knowledge, social skills, cooperation abilities, and stimulates self-directed investigation of their natural environment. Teachers observed students being more motivated and their competencies developing more easily compared to traditional classroom lessons.
This is Prof. Tan Eng Chye's, (Vice President, Provost NUS) presentation at the Workshop "What is a Good University?" organized by VNU in Hanoi under sponsored of the British Embassy in Hanoi. The NUS shows its clear and powerful road to the future that meets a high level development of human resources and the goals of contributing to the Singapore socio economic development, providing quality services to the communities as well as global integration and development. The NUS has prepared a bright future for its students with entrepreneurial minds.
This document proposes developing an adaptive university model in Vietnam to respond to the market economy and globalization. It discusses future trends in higher education, including the rise of knowledge economies, ICT technologies, and internationalization. It then analyzes the current status of higher education in Vietnam, noting issues like low quality, lack of research, and inadequate monitoring. The document proposes directions for reform, including a focus on quality assurance, modernization, and adapting to the market economy. It presents a proposed adaptive university model that would be market-oriented, ICT-based, produce high quality and knowledge-creative societies, and have strong global and internal networks.
This document describes sustainability projects undertaken by students at the Ecole de Design Nantes Atlantique. It discusses how sustainability is integrated into the curriculum through lectures, seminars, and project briefs. It then highlights a 4th year workshop where students developed projects to make their campus greener over the course of a month. Five specific student projects are described: e-common micro-community ridesharing, green campus energy production, (Respire) optimized energy flow, green cell ecological supplies store, and Dust Workshop reuse of waste materials.
This PPt is about the creativity development in the US and reasons why the US has such many creative ideas and inventions. There is a complex of different components for creativity: personality, environment, culture, policies and education. The question is whether Vietnam can develop creative education?
The document describes an environmental education project called "EcoAttitude = Responsibility, Information, Action" carried out in Romania between 2010-2013. The project aimed to raise awareness of environment protection among children and encourage recycling. It involved workshops, discussions, and collecting recyclable waste from over 100,000 students across several regions. The project was implemented in four phases over the years, expanding its reach each time.
The document describes an environmental education project called "Learning in the Outdoor Environment" carried out by the Észak-Mátra Environmental Protection Association in Hungary. The project aims to use real-world materials and hands-on outdoor activities to make environmental lessons more engaging for students. Students participate in games, excursions, environmental observations, experiments and other activities both on school grounds and in surrounding areas. The outdoor learning approach helps students develop knowledge, social skills, cooperation abilities, and stimulates self-directed investigation of their natural environment. Teachers observed students being more motivated and their competencies developing more easily compared to traditional classroom lessons.
This is Prof. Tan Eng Chye's, (Vice President, Provost NUS) presentation at the Workshop "What is a Good University?" organized by VNU in Hanoi under sponsored of the British Embassy in Hanoi. The NUS shows its clear and powerful road to the future that meets a high level development of human resources and the goals of contributing to the Singapore socio economic development, providing quality services to the communities as well as global integration and development. The NUS has prepared a bright future for its students with entrepreneurial minds.
This document proposes developing an adaptive university model in Vietnam to respond to the market economy and globalization. It discusses future trends in higher education, including the rise of knowledge economies, ICT technologies, and internationalization. It then analyzes the current status of higher education in Vietnam, noting issues like low quality, lack of research, and inadequate monitoring. The document proposes directions for reform, including a focus on quality assurance, modernization, and adapting to the market economy. It presents a proposed adaptive university model that would be market-oriented, ICT-based, produce high quality and knowledge-creative societies, and have strong global and internal networks.
This document describes sustainability projects undertaken by students at the Ecole de Design Nantes Atlantique. It discusses how sustainability is integrated into the curriculum through lectures, seminars, and project briefs. It then highlights a 4th year workshop where students developed projects to make their campus greener over the course of a month. Five specific student projects are described: e-common micro-community ridesharing, green campus energy production, (Respire) optimized energy flow, green cell ecological supplies store, and Dust Workshop reuse of waste materials.
This PPt is about the creativity development in the US and reasons why the US has such many creative ideas and inventions. There is a complex of different components for creativity: personality, environment, culture, policies and education. The question is whether Vietnam can develop creative education?
This document provides descriptions of 18 best practices for sustainable energy education and climate neutral schools. Examples include a school in the UK that was planned and built using sustainable materials and technologies to minimize environmental impacts and maximize energy efficiency. Another practice describes a school in Germany that was retrofitted with new windows, insulation, and a biomass boiler, reducing energy use by 50%. A program in Norway called Kvernhuset Ungdomsskole was designed on principles of sustainability and uses natural ventilation and a heat pump to achieve low energy use.
The document summarizes a presentation about using project-based learning through the global education network iEARN to build students' 21st century skills. It discusses how iEARN connects over 2 million students and educators in 130 countries through collaborative online projects. Examples of successful iEARN projects are provided, as well as research supporting the engagement of reluctant learners through project-based learning. Steps for planning a successful online collaborative project are outlined.
Mission Greenproofing seeks to build diversity in the green movement by increasing opportunities for marginalized communities in sustainable industries. It works on various projects including green roofs and gardens that absorb pollution while providing youth training. It conducts outreach workshops and partnerships with schools and non-profits to encourage community participation in greening efforts and train youth in environmental entrepreneurship. The organization originated in academia and continues research partnerships to inform its work.
A class at Meadowbank School in Auckland, New Zealand created a public tour of the school's environmental initiatives using various technologies like Photo Story, Audacity, YouTube, Google Earth and Google Maps. Over the course of a long-term unit, students documented the school's vegetable garden, gully and other environmental projects. They shared their work on the school website, wiki and internet to promote the school's sustainability efforts. The project integrated technology into the school's environmental curriculum and allowed students to become independent learners.
1) Building a Christmas tree out of recycled plastic bottles that was built by 12th grade students and recognized in the local newspaper.
2) An 8th grade project to build a model landfill to learn about landfill operations and biodegradation.
3) A "Twist" project by 10th graders promoting energy efficiency through surveys and informational sessions with primary school students.
4) Various other initiatives like recycled Carnival masks, an eco-battery collection drive, planting trees on National Tree Day, and regular
The document discusses the UNICA Green Academic Footprint (UGAF) initiative to support environmental sustainability efforts at UNICA universities. It provides examples of current green projects at various universities and proposes additional activities to strengthen sustainability, promote collaboration, and increase student involvement. The goals of UGAF are to develop green campuses and sustainability literacy through training, research, emissions reductions, and partnerships between universities, municipalities, and businesses.
This document discusses the role of emerging technologies in Extended Curriculum Programmes (ECP). It presents a keynote by Prof Dick Ng'ambi on innovative pedagogical practices in ECP and the potential for more transformative approaches using technologies. Ng'ambi discusses the need for a tightly coupled relationship between pedagogical models, learning strategies, and appropriate technological tools to enable meaningful learning. Examples are given of how participants in the keynote applied this framework in their own lesson designs. The document concludes by questioning whether it is time for more transformative approaches in ECP through the use of emerging technologies.
This document describes the development of interdisciplinary learning objects on One Health and information literacy for graduate students. A planning group from Veterinary Medicine, Public Health, and Environmental Studies received a grant to develop online modules breaking content into small learning objects. Topics included research ethics, epidemiology, and accessing global health information. The goal was to provide interdisciplinary education while reducing faculty workload. Students would access learning objects individually or combined into courses.
The document summarizes the Building Schools for the Future (BSF) framework project in England. The goals are to rebuild or renew every secondary school by 2020, provide inspiring learning environments, and position schools as community hubs. Local authorities lead strategic partnerships and ensure education visions meet standards, while considering community input. Example local projects integrate curriculum and facilities, demonstrate sustainability practices, and engage students in the design process.
This document explores the concept of mobile learning (M-Learning) and provides examples of how mobile technologies can be used for teaching and learning both inside and outside the classroom. It discusses the types of mobile devices and technologies available now and how they can increase engagement, learner autonomy, and opportunities for collaborative, experiential, and situated learning. The document also suggests several ideas for how teachers and students can use technologies like mobile phones, audio and video recording, GPS, and social media to support learning both in and out of educational environments.
The 5-day workshop focused on alternative energy and climate change for teachers and students. On day 1, they discussed a potential project to build solar panels for the school. Day 2 involved finding ways to save energy and creating software to calculate savings. On day 3, students presented applications and competed to design the most efficient and attractive energy solution. Day 4 included a visit to a meteorological station and workshops to build a solar oven and wind turbine using common materials. Day 5 consisted of discussions on renewable energy innovations, how they impact climate change, and the potential for schools to finance their own solar panels.
Student Engagement Through Project Based Learninglsquire
This document discusses project-based learning (PBL) and provides examples. It defines PBL as involving complex tasks based on challenging questions that require students to engage in design, problem-solving, decision making or investigations over an extended period of time, culminating in a tangible product or presentation. Key aspects of PBL include being centered around core concepts, driven by questions, involving constructive investigations, giving students autonomy, and addressing real-world problems. Examples provided include students designing an "amazing race" learning experience and investigating climate science through data collection.
The document discusses options for NTU to achieve its carbon-neutral goal, including creating online courses, planting trees, and purchasing carbon offset credits. E-learning would reduce the need for in-person classes but may increase energy use. Planting trees provides long-term offsetting but requires significant land and time. Carbon offsets allow immediate reductions but have verification and incentive issues. Alternative options discussed are developing an eco-culture through education and affordances, and building sustainable infrastructure like green architecture and transportation. The document ultimately questions whether the university should focus internally or help develop carbon-reduction technologies to benefit Singapore and beyond.
"Разработка и реализация студенческих экологических проектов и инициатив" Сем...Peter Kiryushin
This document summarizes a seminar on developing student environmental projects and initiatives. It discusses establishing goals and expectations for the training. It also describes opportunities and barriers to sustainability initiatives at Central European University, including its graduate student body. The Sustainable Campus Initiative aims to institutionalize long-term sustainability strategies at CEU by involving students, faculty and staff. Examples are provided of SCI projects that promote sustainability through events, research, implementation activities, and tools like a website and videos. Benefits to SCI members include practical experience and awareness raising. Future developments could include expanded recycling, campaigns, and assessing sustainability progress.
Mind the gap: bridging gaps between mlearning theory and practicegeoff stead
This document discusses mobile learning theory and practice. It begins by noting there is no single unifying theory of mobile learning. It then summarizes several key mobile learning frameworks and theories. The document advocates for an iterative approach to mobile learning design and implementation that allows for flexibility, resilience to technological changes, and a focus on the learner experience. It provides examples of effective mobile learning implementations in various contexts like the workplace, the military, and formal education.
Comment représenter l'espace par le dessin, donner une impression de profondeur, de volume, d'immensité. Les étudiants de première année expérimentent en travaillant le support, différents médiums, les densités de noir et de blanc, les superpositions, collages, transparences, tensions, testant et multipliants toutes sortes de manipulations plastiques .
This document provides descriptions of 18 best practices for sustainable energy education and climate neutral schools. Examples include a school in the UK that was planned and built using sustainable materials and technologies to minimize environmental impacts and maximize energy efficiency. Another practice describes a school in Germany that was retrofitted with new windows, insulation, and a biomass boiler, reducing energy use by 50%. A program in Norway called Kvernhuset Ungdomsskole was designed on principles of sustainability and uses natural ventilation and a heat pump to achieve low energy use.
The document summarizes a presentation about using project-based learning through the global education network iEARN to build students' 21st century skills. It discusses how iEARN connects over 2 million students and educators in 130 countries through collaborative online projects. Examples of successful iEARN projects are provided, as well as research supporting the engagement of reluctant learners through project-based learning. Steps for planning a successful online collaborative project are outlined.
Mission Greenproofing seeks to build diversity in the green movement by increasing opportunities for marginalized communities in sustainable industries. It works on various projects including green roofs and gardens that absorb pollution while providing youth training. It conducts outreach workshops and partnerships with schools and non-profits to encourage community participation in greening efforts and train youth in environmental entrepreneurship. The organization originated in academia and continues research partnerships to inform its work.
A class at Meadowbank School in Auckland, New Zealand created a public tour of the school's environmental initiatives using various technologies like Photo Story, Audacity, YouTube, Google Earth and Google Maps. Over the course of a long-term unit, students documented the school's vegetable garden, gully and other environmental projects. They shared their work on the school website, wiki and internet to promote the school's sustainability efforts. The project integrated technology into the school's environmental curriculum and allowed students to become independent learners.
1) Building a Christmas tree out of recycled plastic bottles that was built by 12th grade students and recognized in the local newspaper.
2) An 8th grade project to build a model landfill to learn about landfill operations and biodegradation.
3) A "Twist" project by 10th graders promoting energy efficiency through surveys and informational sessions with primary school students.
4) Various other initiatives like recycled Carnival masks, an eco-battery collection drive, planting trees on National Tree Day, and regular
The document discusses the UNICA Green Academic Footprint (UGAF) initiative to support environmental sustainability efforts at UNICA universities. It provides examples of current green projects at various universities and proposes additional activities to strengthen sustainability, promote collaboration, and increase student involvement. The goals of UGAF are to develop green campuses and sustainability literacy through training, research, emissions reductions, and partnerships between universities, municipalities, and businesses.
This document discusses the role of emerging technologies in Extended Curriculum Programmes (ECP). It presents a keynote by Prof Dick Ng'ambi on innovative pedagogical practices in ECP and the potential for more transformative approaches using technologies. Ng'ambi discusses the need for a tightly coupled relationship between pedagogical models, learning strategies, and appropriate technological tools to enable meaningful learning. Examples are given of how participants in the keynote applied this framework in their own lesson designs. The document concludes by questioning whether it is time for more transformative approaches in ECP through the use of emerging technologies.
This document describes the development of interdisciplinary learning objects on One Health and information literacy for graduate students. A planning group from Veterinary Medicine, Public Health, and Environmental Studies received a grant to develop online modules breaking content into small learning objects. Topics included research ethics, epidemiology, and accessing global health information. The goal was to provide interdisciplinary education while reducing faculty workload. Students would access learning objects individually or combined into courses.
The document summarizes the Building Schools for the Future (BSF) framework project in England. The goals are to rebuild or renew every secondary school by 2020, provide inspiring learning environments, and position schools as community hubs. Local authorities lead strategic partnerships and ensure education visions meet standards, while considering community input. Example local projects integrate curriculum and facilities, demonstrate sustainability practices, and engage students in the design process.
This document explores the concept of mobile learning (M-Learning) and provides examples of how mobile technologies can be used for teaching and learning both inside and outside the classroom. It discusses the types of mobile devices and technologies available now and how they can increase engagement, learner autonomy, and opportunities for collaborative, experiential, and situated learning. The document also suggests several ideas for how teachers and students can use technologies like mobile phones, audio and video recording, GPS, and social media to support learning both in and out of educational environments.
The 5-day workshop focused on alternative energy and climate change for teachers and students. On day 1, they discussed a potential project to build solar panels for the school. Day 2 involved finding ways to save energy and creating software to calculate savings. On day 3, students presented applications and competed to design the most efficient and attractive energy solution. Day 4 included a visit to a meteorological station and workshops to build a solar oven and wind turbine using common materials. Day 5 consisted of discussions on renewable energy innovations, how they impact climate change, and the potential for schools to finance their own solar panels.
Student Engagement Through Project Based Learninglsquire
This document discusses project-based learning (PBL) and provides examples. It defines PBL as involving complex tasks based on challenging questions that require students to engage in design, problem-solving, decision making or investigations over an extended period of time, culminating in a tangible product or presentation. Key aspects of PBL include being centered around core concepts, driven by questions, involving constructive investigations, giving students autonomy, and addressing real-world problems. Examples provided include students designing an "amazing race" learning experience and investigating climate science through data collection.
The document discusses options for NTU to achieve its carbon-neutral goal, including creating online courses, planting trees, and purchasing carbon offset credits. E-learning would reduce the need for in-person classes but may increase energy use. Planting trees provides long-term offsetting but requires significant land and time. Carbon offsets allow immediate reductions but have verification and incentive issues. Alternative options discussed are developing an eco-culture through education and affordances, and building sustainable infrastructure like green architecture and transportation. The document ultimately questions whether the university should focus internally or help develop carbon-reduction technologies to benefit Singapore and beyond.
"Разработка и реализация студенческих экологических проектов и инициатив" Сем...Peter Kiryushin
This document summarizes a seminar on developing student environmental projects and initiatives. It discusses establishing goals and expectations for the training. It also describes opportunities and barriers to sustainability initiatives at Central European University, including its graduate student body. The Sustainable Campus Initiative aims to institutionalize long-term sustainability strategies at CEU by involving students, faculty and staff. Examples are provided of SCI projects that promote sustainability through events, research, implementation activities, and tools like a website and videos. Benefits to SCI members include practical experience and awareness raising. Future developments could include expanded recycling, campaigns, and assessing sustainability progress.
Mind the gap: bridging gaps between mlearning theory and practicegeoff stead
This document discusses mobile learning theory and practice. It begins by noting there is no single unifying theory of mobile learning. It then summarizes several key mobile learning frameworks and theories. The document advocates for an iterative approach to mobile learning design and implementation that allows for flexibility, resilience to technological changes, and a focus on the learner experience. It provides examples of effective mobile learning implementations in various contexts like the workplace, the military, and formal education.
Comment représenter l'espace par le dessin, donner une impression de profondeur, de volume, d'immensité. Les étudiants de première année expérimentent en travaillant le support, différents médiums, les densités de noir et de blanc, les superpositions, collages, transparences, tensions, testant et multipliants toutes sortes de manipulations plastiques .
Tradition ancestrale et universelle, le tatouage s’inscrit dans la peau. Ses pratiques, histoires, significations sont multiples et ne cessent d’évoluer. Vecteur de prestige social et identitaire chez les Maoris, symbole de conceptions tribales ou magiques en Asie du Sud-Est et en Océanie, signe de contestation du « petit peuple » dans le Japon du XVIIème siècle… Plus tard en Occident, marins, bagnards, puis tribus urbaines ont adopté le tatouage pour manifester leur appartenance à un groupe, ou leur marginalité. Aujourd’hui, il s’affirme sans doute différemment, mixant les références, investissant de nouveaux champs, de nouveaux codes esthétiques.
Les tatoueurs qui affichaient bien souvent le même profil marginal que les tatoués, ne sortent plus de prison ou d’une bande de motards, mais plus sûrement des Beaux-arts, des écoles d’arts graphiques, …
A travers le dessin, la maquette, le travail sur mannequin, les étudiants en Design Graphique revisitent, s'approprient, détournent, reconceptualisent les codes du tatouage…
Les cartes sont des représentations graphiques qui répondent à des conventions faites de symbole et de signes. Comment utiliser, détourner les codes de la cartographie pour représenter plastiquement son habitation ??
À l’origine un manifeste est un texte, une déclaration qui expose un programme d’action, une prise de position souvent politique, religieuse ou esthétique.
C’est une proclamation qui donne un point de vue. Il a pour objectif d’attirer l’attention sur quelque chose, de faire connaître ses idées, de polémiquer…
Créer un objet/manifeste permet d’exprimer une vision du monde. C’est un objet qui permet de dénoncer, de traduire un engagement, de communiquer des valeurs, d’apporter des éléments critiques, de montrer un parti pris, de provoquer la réflexion.
In Situ : expression latine qui signifie « sur place » ; elle est utilisée en général pour désigner une opération ou un phénomène observé sur place, à l'endroit où il se déroule (sans le prélever ni le déplacer), par opposition à ex situ.
L’art contemporain s’est emparé du terme In Situ, pour désigner une démarche artistique ou une œuvre qui prend en compte le lieu où elle est installée.
Les étudiants de 1ère année ont choisi un lieu dans les parties communes de l’école à l’intérieur ou l’extérieur, et imaginé un dispositif plastique qui joue, s’insère, s’immisce, trouve une relation avec cet espace.
Par groupe de 4, les étudiants de E3ES de l'école de Design ont investi un de leur appartement pour le transformer, proposant une installation immersive projetant le visiteur dans un univers plastique, poétique, renversant…
Par groupe de 4, les étudiants de E3ES de l'école de Design ont investi un de leur appartement pour le transformer, proposant une installation immersive projetant le visiteur dans un univers plastique, poétique, renversant…
Par groupe de 4, les étudiants de E3ES de l'école de Design ont investi un de leur appartement pour le transformer, proposant une installation immersive projetant le visiteur dans un univers plastique, poétique, renversant…
Les étudiants de première année de l'école de Design posent la question du rapport de la sculpture à son socle et réalise une proposition à leur hauteur.
Se raconter
Se dessiner
Créer un carnet de route qui porte un regard singuliers soi, en empruntant aux codes des romans graphiques, des photomontages, des carnets de voyage ou du journal intime…
Objets de la mort, Objets du désir (mises en scène photographiques)lecolededesign
Objets de morts / Objets du désir
Photographies des mises en scènes des objets réalisés par les étudiants de première année de l'école de Design de Nantes Atlantique
Un Matériau / Un système d'assemblage / Une formelecolededesign
A partir d'une contrainte radicale, d'un vocabulaire formel minimal, (un choix de matériaux, un système d'assemblage) les étudiant de première année de l'école de Design de Nantes Atlantique, testent, expérimentent, font des choix et élaborent une forme abstraite.
Le collage, c’est la réunion d’éléments de différentes natures. Pour ce premier sujet, il est proposé aux étudiants de première année de partir à la découverte d’un vocabulaire visuel, par un travail d’expression plastique spontané et intuitif en deux dimensions. L’idée est d’introduire à des supports travaillés au préalable, des morceaux de réel prélevés dans l’environnement proche : tickets de caisse, de cinéma, de bus, images de magazine, photographies personnelles… Ceux-ci ont été choisis pour leurs pouvoirs visuels et narratifs.
Prenant appuis sur leur mémoire, la fragilité de leurs souvenirs, les étudiants retranscrivent le plan d'un quartier de leur enfance. Ils reconstruisent, tracent et mettent en maquette la cartographie mentale d'un espace sensible
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
🔥🔥🔥🔥🔥🔥🔥🔥🔥
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 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 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.
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.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
1. A 4th year workshop
L’école de design Nantes Atlantique
Sustainibility at Make your campus
greener 09
April 09- Example of Sustainability projects for Cumulus -NC
3. Global pedagogical actions
Bringing students to awareness
- in each lecture,
- organizing seminars with our staff and guest professionals,
- in project topics and briefs even if our partners don’t ask for it.
Illutration of Teahouse, Terunobu Fujimori
April 09- Example of Sustainability projects for Cumulus -NC
4. Global pedagogical actions
Bringing students to awareness
- in each lecture,
- organizing seminars with our staff and guest professionals,
- in project topics and briefs even if our partners don’t ask for it.
Diffusion, trends monitoring, for our network and
industrial partners
- Participation to the development of tools for ecodesigners
- Annual trends monitoring
- Trophies
- material library and library
Illutration of Teahouse, Terunobu Fujimori
April 09- Example of Sustainability projects for Cumulus -NC
5. Global pedagogical actions
Bringing students to awareness
- in each lecture,
- organizing seminars with our staff and guest professionals,
- in project topics and briefs even if our partners don’t ask for it.
Diffusion, trends monitoring, for our network and
industrial partners
- Participation to the development of tools for ecodesigners
J.Chaput (2009)
- Annual trends monitoring
- Trophies
- material library and library
Upcoming initiatives
- common projects within our network (campus - city
- CCI)
- lots of things to optimize !!!!
Illutration of Teahouse, Terunobu Fujimori
April 09- Example of Sustainability projects for Cumulus -NC
6. One example : a 4th year Workshop
April 09- Example of Sustainability projects for Cumulus -NC
7. Our MakeYourCampusGreener project
One day dedicated to creativity /
One month to observe and meet people at school /
One week to transform ideas into completed projects
Deliverables : slide show, technical report
integrating financial values, some videos
April 09- Example of Sustainability projects for Cumulus -NC
8. Our MYCG project
Original meetings between students and the staff to
share points of view. Meetings with other neighboring
education institutions.
Some projects shall continue in partnership with our
neighboring schools.
Some projects will be furthered and shall be carried
out at school …
April 09- Example of Sustainability projects for Cumulus -NC
9. E-common - Microcommunity ridesharing
Green cell
5 projects Green energy
(REspire)
Dust Workshop
April 09- Example of Sustainability projects for Cumulus -NC
10. E-common
Micro-community ridesharing
R. Faure, C. Minvielle, J. Downey, G. Joaüs, P. Vaugoyeau
April 09- Example of Sustainability projects for Cumulus -NC
11. Green campus
Production, regulation of use and
communication of green energy at
school (solar)
Specific connections designed for laptops in safety spaces
F. Penin, C. Favraud, JC. Mauguit, C. Saier, J. Morin
April 09- Example of Sustainability projects for Cumulus -NC
12. (Respire)
The butterfly effect
Researches on the optimized flow of energies
(human heat, revolving door, connections
between hot and cold places) with visual
control program
A. Donnat, S. Benichou, A. Ciravegna, E. Durand, A. Esselimani
April 09- Example of Sustainability projects for Cumulus -NC
13. green cell
An ecological supplies store at
school
Less money,
less transport,
better quality,
second hand products
social student jobs.
N. Doisy, L. Dupé, V. Delille, D. Arenou, G. Briantais
April 09- Example of Sustainability projects for Cumulus -NC
14. Dust wsp
F. Bergamashi, J. Brehier, J. Biron, LA. Coulombier, A. Collobert
April 09- Example of Sustainability projects for Cumulus -NC
15. Dust wsp
April 09- Example of Sustainability projects for Cumulus -NC
16. Dust wsp
Video on
http://www.dailymotion.com/swf/x96saq
April 09- Example of Sustainability projects for Cumulus -NC
17. Dust wsp
April 09- Example of Sustainability projects for Cumulus -NC
18. Mint Project (greenhouse integrated to our school)
K. Eveno, P.Lescop, T. Maindron, M. Mauduit
Contacts
n.ciprian@lecolededesign.com
In charge of the postgraduate program
f.degouzon@lecolededesign.com
Head of international relationships
www.lecolededesign.com
April 09- Example of Sustainability projects for Cumulus -NC
19. Bonus
Some projects eco-thinked
At school
Packaging and plate « 2 in 1 « for Surimi,
M. Leonard, in partnership with Cuisimer, 2007
Space design for Envie’s stores
Envie, 2006
April 09- Example of Sustainability projects for Cumulus -NC
20. Bonus
Some projects eco-thinked
At school
Evolutive bed for children, partnership with Dorel - BB confort, 3rd year project, B. Samzung V. Liia, Y. Feng, 2007
April 09- Example of Sustainability projects for Cumulus -NC
21. Bonus
Some projects eco-thinked
At school
Evolutive bed for children, partnership with Dorel - BB confort, 3rd year project, B. Samzung V. Liia, Y. Feng, 2007
April 09- Example of Sustainability projects for Cumulus -NC
22. Bonus
Some projects eco-thinked
At school
« Les petits pois sont bleus »
Seofood packaging made with alga bioplatic - 2007
Prroject for « La cité des sciences » exhibition « Changer d’ère »
April 09- Example of Sustainability projects for Cumulus -NC
23. Bonus
Some projects eco-thinked
At school
End of studies projects,
A. Gourdin - game -bin Bidoo, A. Lebreton - bamboo clothes Tineo,
E. Langoët -Koa bin, J. Chaput -
April 09- Example of Sustainability projects for Cumulus -NC
24. Bonus
Some projects eco-thinked
At school
End of studies projects,
M. Pedrono - recycled clothes Re-Act, A. Joanis, Cocobag -
April 09- Example of Sustainability projects for Cumulus -NC