Ass Af Conference Presentation 02 July 2008.Docpowerinbetween
The changing in the world of research communication: from the perspective of people working in information and communication roles and at the supply end of research.
Presentation by Dr. Xola Mati, Chief Operations Officer, Academy of Science of South Africa (ASSAf) at the Locating the Power of the In-between conference July 08
How the Australian research centres have been building links between Australia and centres in the region. This presentation was given by Heather Worth at the AFAO 2008 HIV Educators' Conference.
A presentation by Craig Bardsley as part of the Sustainability and Ownership panel discussion at the International Symposium on Cohort and Longitudinal Studies in Developing Contexts, UNICEF Office of Research - Innocenti, Florence, Italy 13-15 October 2014
Ass Af Conference Presentation 02 July 2008.Docpowerinbetween
The changing in the world of research communication: from the perspective of people working in information and communication roles and at the supply end of research.
Presentation by Dr. Xola Mati, Chief Operations Officer, Academy of Science of South Africa (ASSAf) at the Locating the Power of the In-between conference July 08
How the Australian research centres have been building links between Australia and centres in the region. This presentation was given by Heather Worth at the AFAO 2008 HIV Educators' Conference.
A presentation by Craig Bardsley as part of the Sustainability and Ownership panel discussion at the International Symposium on Cohort and Longitudinal Studies in Developing Contexts, UNICEF Office of Research - Innocenti, Florence, Italy 13-15 October 2014
Educating for Social Participation: Open Data as Open Educational ResourcesJaviera Atenas
Presentation for #OEGlobal in Kraków, Poland
If one of our goals as educators is to develop these transversal skills in students, towards enabling them to function as citizens, to actively participate in the discourse and debates of society, then we propose that Open Data can play a key role. Open Data is produced and used at various levels in research, governance, policy making and civil society. In educational and academic contexts, Open Data can be understood and used as an Open Educational Resource (OER) to help support the engagement of students and researchers in analysing and collaborating towards finding solutions for contemporary real-world problems, chiefly by embedding Open Data and Open Science principles in research-based, scenario-led activities. In this way, students can experience working with the same raw materials scientists and policy-makers use.
MOOCs and Transitions: Pathways in and out of learning and workAndrew Deacon
Presented at the South African Society for Engineering Education (SASEE) Conference, Cape Town, 2017.
https://www.sasee.org.za/wp-content/uploads/Proceedings-of-the-4th-Biennial-SASEE-Conference-2017.pdf
http://www.ched.uct.ac.za/perspectives-south-african-mooc-takers-understanding-transitions-and-out-learning-and-work
Open Access policies at Australian universitiesDanny Kingsley
This is a talk given at the Research Support Community Day (#RSCDay21) by Danny Kingsley & Simon Wakeling on a research project they are doing with Hamid Jamali, Mary Anne Kennan and Maryam Sarrafzadeh.
ABSTRACT: It has long been recognised that policies and mandates are key drivers of open access (OA) publishing and dissemination. While a great deal of attention has been placed on funder policies, researchers are also often covered by institutional policies or guidelines. This presentation will provide an overview of the state of open access policies at Australian universities. It will report on a research project that is analysing all existing OA policies, or policies that are related to open access (for example dissemination of research output policies) at Australian universities. In addition to reporting whether universities have policies explicitly related to open access, and what those policies require of researchers, the project also explores how universities define OA, and the extent to which their policies represent a form of OA advocacy. The presentation will include highlights from a comparison of university policies for their similarities and differences, a discussion of their key characteristics, and an assessment of the potential future role of such policies in the context of the national and international OA landscape.
With the growing importance of evidencing the ‘worth’ of
scholarship, the inexorable increase in metrics associated with
scholarly output, funder requirements for open access, and the
rise of digital scholarship, there has been a recent growth in the
provision of the one-stop support service: the Office for Scholarly
Communication. This session will draw on the experiences of two
UK universities in developing such Offices and the importance
of working with the research support function of the university,
particularly in relation to REF-related activities. The University of
Kent case study explores how the Library and Research Services worked together to build a business case for an OSC and how the proto-office is being developed through joint management. (The second presenter and case study are to be confirmed.)
Open Access Initiatives on a Regional and Global Scale: EIFL, OASPA, COAR and...Iryna Kuchma
The presentation covers EIFL's open access programme, Confederation of Open Access Repositories (COAR), Networked Digital Library of Theses and Dissertations (NDLTD) and Open Access Publishers Association (OASPA).
Educating for Social Participation: Open Data as Open Educational ResourcesJaviera Atenas
Presentation for #OEGlobal in Kraków, Poland
If one of our goals as educators is to develop these transversal skills in students, towards enabling them to function as citizens, to actively participate in the discourse and debates of society, then we propose that Open Data can play a key role. Open Data is produced and used at various levels in research, governance, policy making and civil society. In educational and academic contexts, Open Data can be understood and used as an Open Educational Resource (OER) to help support the engagement of students and researchers in analysing and collaborating towards finding solutions for contemporary real-world problems, chiefly by embedding Open Data and Open Science principles in research-based, scenario-led activities. In this way, students can experience working with the same raw materials scientists and policy-makers use.
MOOCs and Transitions: Pathways in and out of learning and workAndrew Deacon
Presented at the South African Society for Engineering Education (SASEE) Conference, Cape Town, 2017.
https://www.sasee.org.za/wp-content/uploads/Proceedings-of-the-4th-Biennial-SASEE-Conference-2017.pdf
http://www.ched.uct.ac.za/perspectives-south-african-mooc-takers-understanding-transitions-and-out-learning-and-work
Open Access policies at Australian universitiesDanny Kingsley
This is a talk given at the Research Support Community Day (#RSCDay21) by Danny Kingsley & Simon Wakeling on a research project they are doing with Hamid Jamali, Mary Anne Kennan and Maryam Sarrafzadeh.
ABSTRACT: It has long been recognised that policies and mandates are key drivers of open access (OA) publishing and dissemination. While a great deal of attention has been placed on funder policies, researchers are also often covered by institutional policies or guidelines. This presentation will provide an overview of the state of open access policies at Australian universities. It will report on a research project that is analysing all existing OA policies, or policies that are related to open access (for example dissemination of research output policies) at Australian universities. In addition to reporting whether universities have policies explicitly related to open access, and what those policies require of researchers, the project also explores how universities define OA, and the extent to which their policies represent a form of OA advocacy. The presentation will include highlights from a comparison of university policies for their similarities and differences, a discussion of their key characteristics, and an assessment of the potential future role of such policies in the context of the national and international OA landscape.
With the growing importance of evidencing the ‘worth’ of
scholarship, the inexorable increase in metrics associated with
scholarly output, funder requirements for open access, and the
rise of digital scholarship, there has been a recent growth in the
provision of the one-stop support service: the Office for Scholarly
Communication. This session will draw on the experiences of two
UK universities in developing such Offices and the importance
of working with the research support function of the university,
particularly in relation to REF-related activities. The University of
Kent case study explores how the Library and Research Services worked together to build a business case for an OSC and how the proto-office is being developed through joint management. (The second presenter and case study are to be confirmed.)
Open Access Initiatives on a Regional and Global Scale: EIFL, OASPA, COAR and...Iryna Kuchma
The presentation covers EIFL's open access programme, Confederation of Open Access Repositories (COAR), Networked Digital Library of Theses and Dissertations (NDLTD) and Open Access Publishers Association (OASPA).
The changing in the world of research communication: from the perspective of people working in information and communication roles and at the supply end of research.
Presentation by Buhle Mbambo-Thata, Director, Library Services UNISA and Electronic Information for Libraries (eIFL) South Africa at the Locating the Power of the In-between conference July 08
Libraries Advocating for Open Access: Best Practices and Lessons LearntIryna Kuchma
Best practices and lessons learnt from national and institutional open access (OA) advocacy campaigns in EIFL partner countries to reach out to research communities. Recommendations are based on 11 case studies showcasing successful national and institutional campaigns in Eastern Europe and Africa (in Estonia, Latvia, Lithuania, Poland, Slovenia, Ukraine, Botswana, Ghana, Malawi, Sudan and Zimbabwe). The campaigns resulted in increased understanding and awareness about OA. Most transferable elements that made the projects succeed (strategies, tactics and tools) are described.
RESEARCH COMMUNICATION AND TCC FOR WARIMA WORKSHOPtccafrica
A PRESENTATION ON IMPORTANCE OF RESEARCH COMMUNICATION AND TCC'S INPUT MADE AT THE WEST AFRICAN RESEARCH AND INNOVATION ASSOCIATION (WARIMA), WORKSHOP AT OBAFEMI AWOLOWO UNIVERSITY (OAU), ILE-IFE NIGERIA
OpenAIRE at Open Knowledge Governance for Innovation, Internet Governance For...OpenAIRE
Open access and the evolving scholarly communication environment.
Presented at the workshop Why We Need an Open Web: Open Knowledge Governance for Innovation, Internet Governance Forum 2010, September 17, 2010, Vilnius, Lithuania; OpenAIRE related slides 34-38
Open access: train the trainers programmesIryna Kuchma
Presentation for the training office at the Joint Executive Board Meeting of the European Federation of Psychology Students’ Associations (EFPSA), October 28, 2014,Dobra Voda, Serbia
OpenAIRE-COAR conference 2014: Re-imagining the role of institutional reposit...OpenAIRE
Presentation at the OpenAIRE-COAR Conference: "Open Access Movement to Reality: Putting the Pieces Together", Athens - May 21-22, 2014.
Re-imagining the role of institutional repositories in open scholarship, by Leslie Chan - Senior Lecturer in the Department of Social Sciences at the University of Toronto Scarborough.
2nd International Conference on Learning, Education and Pedagogy (LEAP)Global R & D Services
Conference Name: 2nd International Conference on Learning, Education and Pedagogy (LEAP), 24-25 May 2016, Kuala Lumpur
Conference Dates: 24-25 May, 2016
Conference Venue: Rumah Kelab PAUM Clubhouse (Persatuan Alumni Universiti Malaya), Kuala Lumpur, Malaysia
Deadline for Abstract/Paper Submissions: May 21, 2016
Contact E-Mail ID: info@wasrti.org
Conference Convener: Dr Vivian L
Languages: English, Chinese, Arabic, Thai, Persian
UNESCO OER Way Forward @ eLearning Africa 2008Catriona Savage
"A Way Forward for Open Educational Resources: deliberations of an international community." Presentation given by Catriona Savage (UNESCO) at the MERLOT Africa Network's First Pan-African Forum on OER and OA, eLearning Africa, Accra, Ghana on 28 May 2008.
FOURTH CODESRIA CONFERENCE ON ELECTRONIC PUBLISHING AND DISSEMINATION: The Open Access Movement and the Future of Africa’s Knowledge Economy, March 31, 2016, Dakar, Senegal
Open Access policies and best practicesIryna Kuchma
The presentation covers good practice approaches to designing and implementing open access policies aligned with the European Commission's (EC) Recommendation to Member States on Access to and preservation of scientific information of July 2012, Guidelines on open access to scientific publications and research data in Horizon 2020 and the EC's Horizon 2020 Multi-beneficiary General Model Grant Agreement. Open access policy alignment check-list will be presented covering the following issues: Are beneficiaries required to deposit and ensure open access? What to deposit? Where to deposit? When to deposit? When should open access be provided? Policy monitoring and compliance as well as open access publishing (from the policy perspective) will also be covered as a part of this presentation. PASTEUR4OA report on the Open access policy effectiveness will provide important evidence that open access policies should include at least three elements for effectiveness, namely, a mandatory deposit that cannot be waived, and linking depositing with research evaluation.
Presentation at the Joint Executive Board Meeting of the European Federation of Psychology Students’ Associations (EFPSA), October 28, 2014,Dobra Voda, Serbia
Open access: What's in there for me? And some ideas for advocacy programmesIryna Kuchma
Presentation at the Member Representatives’ Meeting of the European Federation of Psychology Students’ Associations (EFPSA), October 28, 2014,Dobra Voda, Serbia
Open Access, open research data and open scienceIryna Kuchma
This presentation covers open access (OA) and OA theses & dissertations: why you should take action now; impact & metrics; copyright; open research data; open science; and new skills & competencies for librarians. Target audience: PhD students and librarians
Changing role of faculty librarians in open accessIryna Kuchma
How faculty librarians could contribute to open access awareness raising and advocacy, provide support and training for researchers and students on changing scholarly communication landscape
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Current State of Open Access in Developing & Transition Countries & What We Can Do
1. Current State of Open
Access in Developing
& Transition Countries
& What We Can Do
Iryna Kuchma
EIFL Open Access Programme Manager
Berlin 11 Satellite Conference for Students &
Early Stage Researchers, November 18
23. Enabling access to knowledge in over 60
developing and transition countries
24. EIFL-OA: in action
Advocate nationally and internationally
for the adoption of Open Access (OA)
policies and mandates
Empower librarians, scholars,
educators and students to be OA
advocates
Build capacity to set up OA journals
and OA repositories
Offer training, support knowledge
sharing, and provide expertise
25. EIFL-OA in action (2)
52,359 people trained through our
advocacy campaign grants in 2012
3,400+ OA journals in EIFL partner
countries
640+ OA repositories
190 awareness raising, advocacy and
capacity building events in 2003-2013
41 institutions adopted OA policies
38 institutions in Africa, Asia and Eastern
Europe received OA advocacy grants
27. Uganda
Dr. Muyingo, Minister of State-Higher Education
in Uganda, called upon the National Council for
Higher Education and Makerere University to
put in place a system that ensures that all
publicly funded research becomes freely and
openly available – asserting that Ugandan
academia cannot afford to be left behind
He encouraged researchers to publish in OA
journals, and institutions to consider OA
publications in promotion and tenure evaluation
28. Zimbabwe
The Ministry of Higher and
Tertiary Education of Zimbabwe
and the Zimbabwe Council of
Higher Education pledged to
support OA and a formulation of a
national OA policy was
commissioned
29. Uganda (2)
“A guiding principle for the Makerere University
College of Health Sciences (MUCHS) is to make
research more relevant to the world. And it's
achieved via publishing an OA journal
African Health Sciences, depositing
publications in OA institutional repository,
digitizing dissertations and making them
publicly available and addressing the question
whether students’ research supports evidence
informed health policies and systems in
Uganda.” Prof. Nelson Sewankambo, MUCHS Principal
30. Serbia
“I will publish the results of my PhD
related research in an OA repository so
that everyone can benefit from it.’’
Comment of a PhD student at the
University of Belgrade in a
questionnaire after one of the
workshops where OA was presented
and explained
32. Lithuania
Dr. Vilma Petrikaitė, President of
Lithuanian Society of Young Researchers:
“Openness has been included in our
strategic plan as the most important value
– as a framework for collaboration,
creativity and development”
She and other young researchers now
consider OA as a means to assure the
quality of their research
33. Lithuania (2)
The Lithuanian Society of Young
Researchers is an active member of the
national OA Working Group that also
includes representatives from the Research
Council of Lithuania, the Lithuanian
Science Academy, the Lithuanian Research
Library Consortium, the Research & Higher
Education Monitoring & Analysis Center,
Agency for Science, Innovation &
Technology & major universities
34. Kenya
A team of students demonstrated OA IR to
19 Chairmen of departments at Jomo
Kenyatta University of Agriculture and
Technology
OA IR became a part of the University
performance contract for the year
2012-2013 thereby ensuring that there is a
commitment to achieving the stated goals
35. Kenya (2)
The University of Nairobi OA Policy
[approved in December 2012 by the
Senate members, who supported it
overwhelmingly, and signed by the Vice
Chancellor] was a result of collaboration
between the Medical Students Association
of Kenya (MSAKE), the University of
Nairobi Library and the office of DVC
Research, Production and Extension of
the University of Nairobi
36.
37. University of Nairobi
“OA policy, policies on IP and
plagiarism have a positive
impact on the capacity and
visibility of the University of
Nairobi research agenda”
http://ow.ly/lRKpa
44. Sudan
“We are so interested in volunteering to
promote OA among our colleagues as
this is a great help for our community”
5th year student, University of
Khartoum
“We will do our best, as this is helpful
to us” A representative of the Faculty
of Science Students Union, University
of Khartoum, 3rd year student
45. Acknowledgements
The work presented would not be possible without the key contribution of the
OA advocacy campaigns managers & authors of EIFL-OA case studies (
http://www.eifl.net/eifl-oa-case-studies ): Jagadish Aryal (Nepal); Dr Helena
Asamoah-Hassan & Richard Bruce Lamptey (Ghana); Rania M. H. Baleela
(Sudan) and Pablo de Castro, GrandIR (Spain); Bożena Bednarek-Michalska
and Karolina Grodecka (Poland); Natalia Cheradi (Moldova), Agnes Chikonzo
(Zimbabwe); Judith Nannozi (Uganda); Reason Baathuli Nfila (Botswana);
Miriam Wanjiku Ndungu (Kenya); Rosemary Otando & Evans Njoroge (Kenya);
Elena Sipria-Mironov & Merit Burenkov (Estonia); Ugis Skele (Latvia); Adam
Sofronijevic (Serbia), Dr Luka Šušteršič (Slovenia); Gintarė Tautkevičienė
(Lithuania); Leonid Vaitsekhovich (Belarus); Kondowani Wella (Malawi); Tetiana
Yaroshenko & Oleksii Vasyliev (Ukraine); supported by the Information
Programme, Open Society Foundations, & Spider, the Swedish Program for
ICT in Developing Regions DSV, Department of Computer & System Sciences,
Stockholm University as a part of EIFL-OA programme activities