This document provides an overview of the GUK 3.0 Summer Academy program at the University of Kentucky. It outlines the various sessions and activities that students will participate in to work on UK Core learning outcomes like composition and communication, intellectual inquiry, global citizenship, quantitative reasoning, and more. The academy aims to help students gain college and career readiness skills through hands-on projects, field trips, guest speakers, and other experiences before they transition to UK or other post-secondary education.
The document describes the Cyberhives Virtual Communities of Learning biodiversity education program run by INBio. The program aims to promote innovative use of science and ICT in classrooms and protected areas to generate learning experiences about local biodiversity. Specific objectives include determining ICT's impact on student motivation, establishing collaborations between students/teachers/scientists, training participants, and establishing virtual learning communities. The program involves schools, students in grades 3, 5, 7, 10-11, teachers and scientists. Results show over 1200 highly motivated students and teachers developing projects and participating in online communities, providing new opportunities for interdisciplinary work. Students enjoy hands-on scientific method experiences. Future work includes expanding nationwide, exploring other fields
2012 college of fine arts internal transfer trifoldUT Austin: ACA
The document provides information about degree programs in the College of Fine Arts at the University of Texas at Austin, including:
- Bachelor of Fine Arts degrees are offered in Art, Design, Studio Art, Visual Art Studies, Music, Theatre Studies, Dance, and Theatre and Dance. Bachelor of Arts degrees are offered in Art, Music, and Theatre and Dance.
- Application deadlines, requirements and contact information are provided for each department offering degrees. Most programs require a portfolio, letters of recommendation, statement of intent and preferred GPA of 3.0 or higher.
- The School of Music requires an audition in addition to the general application. Composition applicants must also submit a portfolio of original works.
The Galef Center for Fine Arts at Otis College of Art and Design in Los Angeles, California is a two-story art studio building located on a 4-acre site. The building's orientation on the site creates three outdoor courtyard areas and establishes spatial relationships between the new building and existing campus structures. Large windows, skylights, and sliding glass doors throughout the building allow for natural light and air circulation in the indoor workspaces. Flexible studio and classroom spaces promote creative exchange between students and faculty across different art disciplines.
GEAR UP Kentucky 3.0 Summer Academy@UK - Thank you to instructors and support...University of Kentucky
Presentation by Dr. Ben Withers, Associate Provost for Undergraduate Education, University of Kentucky, at Final Showcase Event, July 11, 2014. Slides include names of instructors who participated in the Summer Academy@UK and their courses' relationships to the UK Core Program.
This document discusses several topics related to teaching practices:
1. It acknowledges the traditional custodians of the land and pays respects to Aboriginal teachers.
2. It discusses formative assessment strategies and the Socratic platform for conducting formative assessments.
3. It covers key aspects of the Quality Teaching Model including learning objectives, importance of the learning, learning activities, and expected quality of work.
4. Resources are provided on various topics like Aboriginal and Torres Strait Islander histories and cultures and sustainability to support teaching these subjects authentically across different curriculum areas.
This document discusses introducing a learning platform at a UK primary school. It begins by posing questions about what it's like to be a learner today, the differences between ICT capability and digital literacy, and how learning platforms can enable 21st century learning. It then notes challenges like outdated school buildings and a 20th century workforce. The document outlines how the learning platform can enhance engagement, autonomy, and collaboration. It also enables sharing best practices, extending learning beyond the classroom through projects and discussions. The learning platform facilitates virtual learning walks and global connections. Overall, the learning platform aims to support the school's commitment to next generation learning over the next three years.
The document discusses the changing landscape of online learning and higher education. It notes that by 2025, global demand for higher education will double to 250 million students per year, mostly from emerging economies. MOOCs and online learning are becoming widely explored alternatives and supplements to traditional university courses. The workforce now demands skills acquired through informal learning over formal university education. Key challenges for institutions include unprecedented competition, developing digital media literacy among staff, and supporting personalized learning. The future of universities may depend on their ability to change, remove constraints, and challenge existing models.
The document describes the Cyberhives Virtual Communities of Learning biodiversity education program run by INBio. The program aims to promote innovative use of science and ICT in classrooms and protected areas to generate learning experiences about local biodiversity. Specific objectives include determining ICT's impact on student motivation, establishing collaborations between students/teachers/scientists, training participants, and establishing virtual learning communities. The program involves schools, students in grades 3, 5, 7, 10-11, teachers and scientists. Results show over 1200 highly motivated students and teachers developing projects and participating in online communities, providing new opportunities for interdisciplinary work. Students enjoy hands-on scientific method experiences. Future work includes expanding nationwide, exploring other fields
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The document provides information about degree programs in the College of Fine Arts at the University of Texas at Austin, including:
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- Application deadlines, requirements and contact information are provided for each department offering degrees. Most programs require a portfolio, letters of recommendation, statement of intent and preferred GPA of 3.0 or higher.
- The School of Music requires an audition in addition to the general application. Composition applicants must also submit a portfolio of original works.
The Galef Center for Fine Arts at Otis College of Art and Design in Los Angeles, California is a two-story art studio building located on a 4-acre site. The building's orientation on the site creates three outdoor courtyard areas and establishes spatial relationships between the new building and existing campus structures. Large windows, skylights, and sliding glass doors throughout the building allow for natural light and air circulation in the indoor workspaces. Flexible studio and classroom spaces promote creative exchange between students and faculty across different art disciplines.
GEAR UP Kentucky 3.0 Summer Academy@UK - Thank you to instructors and support...University of Kentucky
Presentation by Dr. Ben Withers, Associate Provost for Undergraduate Education, University of Kentucky, at Final Showcase Event, July 11, 2014. Slides include names of instructors who participated in the Summer Academy@UK and their courses' relationships to the UK Core Program.
This document discusses several topics related to teaching practices:
1. It acknowledges the traditional custodians of the land and pays respects to Aboriginal teachers.
2. It discusses formative assessment strategies and the Socratic platform for conducting formative assessments.
3. It covers key aspects of the Quality Teaching Model including learning objectives, importance of the learning, learning activities, and expected quality of work.
4. Resources are provided on various topics like Aboriginal and Torres Strait Islander histories and cultures and sustainability to support teaching these subjects authentically across different curriculum areas.
This document discusses introducing a learning platform at a UK primary school. It begins by posing questions about what it's like to be a learner today, the differences between ICT capability and digital literacy, and how learning platforms can enable 21st century learning. It then notes challenges like outdated school buildings and a 20th century workforce. The document outlines how the learning platform can enhance engagement, autonomy, and collaboration. It also enables sharing best practices, extending learning beyond the classroom through projects and discussions. The learning platform facilitates virtual learning walks and global connections. Overall, the learning platform aims to support the school's commitment to next generation learning over the next three years.
The document discusses the changing landscape of online learning and higher education. It notes that by 2025, global demand for higher education will double to 250 million students per year, mostly from emerging economies. MOOCs and online learning are becoming widely explored alternatives and supplements to traditional university courses. The workforce now demands skills acquired through informal learning over formal university education. Key challenges for institutions include unprecedented competition, developing digital media literacy among staff, and supporting personalized learning. The future of universities may depend on their ability to change, remove constraints, and challenge existing models.
The document discusses strategies for engaging students in science learning using technology. It provides examples of how tools like Skype, Voicethread, Google Docs, and Animoto can be used to connect with experts, share results collaboratively, and demonstrate understanding. Recommendations are given for using mobile devices, videos, and games to enhance science instruction and help students learn.
The document discusses geographical enquiry and its importance in developing essential skills for students. It provides examples of enquiry questions at different levels, from simple factual questions to more complex investigations. It also outlines approaches for designing enquiries, including leading students through the enquiry process, linking enquiries to real-world issues, and using a variety of presentation formats to engage students.
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This document summarizes Erviola Konomi's presentation about a project on climate action and STEM education in Albania. The project aims to raise awareness about climate change among students by having them study how climate affects health and how technology and industry contribute to climate change. Students use the scientific method and various research techniques to analyze data and find solutions. The project also encourages sustainable lifestyles and engaging with community leaders. Students created posters and videos to promote changes. The project was recognized in international STEM competitions for highlighting climate change research priorities and environmental conservation.
Open Learning and Innovative Didactics of ChemistrySara Tortorella
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This document discusses the use of information and communications technology (ICT) in education. It provides context on ICT and outlines how ICT can be used to transform learning, develop new skills, and allow students to express themselves. The document also reviews studies that show students are proficient with basic ICT but need more advanced skills. It then discusses how various Web 2.0 tools can be used collaboratively in the classroom to support student-directed, authentic learning.
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Implementer grant technology camp january 9, 2012 final blueJulie Gahimer
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The document outlines an upcoming presentation on emerging technologies in education. It includes:
1) An introduction that defines emerging technologies as innovative tools that can transform education and make teaching and learning more engaging.
2) Examples of emerging technologies being used in education like mobile learning, virtual labs, MOOCs, games/gamification, 3D printing, and wearable tech.
3) The goals of using emerging technologies which are to improve students' knowledge, service, professionalism and leadership skills.
This document summarizes the educational approach of a school that blends STEM subjects with hands-on lab activities and museums to depict concepts like evolution. It provides wireless internet throughout campus and an digital library. Students can explore areas like the botanical garden, math lab, robotics club, and CAD. The school focuses on international collaboration, computer-based testing, and smart classrooms. It also emphasizes extracurricular clubs, vocational training, guest lectures, and remedial classes to promote future readiness while instilling values through assemblies, yoga, counseling and community service.
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Oliver Ingham is applying to university through UCAS with a background in creative media production. He achieved strong grades in his GCSEs and UAL diplomas, scoring above 120 UCAS points. He is applying to computer and digital forensics and history degree courses that focus on real-world applications such as investigations and problem solving. Outside of college, Oliver works part-time and is prepared to manage the responsibilities of university study.
Đây là tài liệu đầu tiên của các chuyên gia Anh quốc phân tích về chương trình môn Tin học tại nước Anh, môn học này vẫn được gọi là ICT - Công nghệ thông tin truyền thông. Các tác giả này đã phân tích các nhược điểm và sai lầm của việc dạy Tin học trong nhà trường và đề nghị cần đóng lại để bắt đầu một cách tiếp cận mới cho việc dạy Tin học trong nhà trường.
The document discusses tools for teaching 21st century skills, including using technology like blogs, wikis, podcasts, and online maps to promote collaboration, communication, creativity, and problem solving. It provides examples of how to incorporate these tools into project-based learning, digital storytelling, and other lessons to engage students and teach critical thinking. The document advocates experimenting with one of the suggested tools in January classes to revitalize teaching and learning.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
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Orientation at Summer Academy@UK, June 22, 2014
1. GUK 3.0 SUMMER ACADEMY
AND TRANSITIONS TO UK CORE
http://gearupky.org/about/our-schools
www.uky.edu/ukcore
Welcome by
Dr. Ben Withers,
Associate Provost
for Undergraduate
Education
2.
3. Adrianne Shirley
Allison Walls
Autumn Ames
Brianna Madden
Dakota Moore
Danielle Grubb
Ellen Cunningham
Jarid Casebolt
Katelyn Via
Maison Nichols
Mallory Smith
Mercedes Stufflebeam
Samara Hall
Seneca Blackford
Tabytha Reed
Got in to Canvas
and started
working on their
assignments
4. UK CORE LEARNING OUTCOMES
All UK undergraduates will show:
•an understanding of and ability to
employ processes of intellectual
inquiry.
•competent written, oral, and visual
communication skills both as
producers and consumers of
information.
5. UK CORE LEARNING OUTCOMES
•an understanding of and ability to
employ methods of quantitative
reasoning.
•an understanding of the
complexities of citizenship and the
process for making informed
choices as engaged citizens in a
diverse, multilingual world.
7. General Studies Core:
Become competent with written,
oral, and visual communication
skills both as producers and
consumers of information.
1.Research Focus and Digital Citizenship
2.Argumentative Essay Writing
3.Producing a Video--Public Service Announcement
8. Intellectual Inquiry
in Arts & Creativity:
1.Performing World Music
2.Creativity and the Art of Acting
3.Introduction to Photographic
Literacy and Image Analysis
10. Visual Arts and Literacy:
Art Out of the Box! – transform 2D
team drawing to 3D printing
Artifacts-in-Action – visual studies in
UK Art Museum, Sculpture Garden
Remix Audio/Video – digital media
and copyright, intellectual property
13. Intro to Business and Economics:
•Leadership skills
•Different disciplines in UK’s Gatton
School of Business & Economics
•Global economy
14. Following our Food, Learning to
Lead:
Leadership skills in settings related
to sciences associated with
agriculture, food and environment
with field trips to Winchester Dairy,
Ale-8-One, Food Chain/Seed Leaf
16. AquaBots Engineering:
Design, build, program and test
underwater robotics to learn about
the disciplines and careers
associated with the field of
engineering
17. Digital Design and Fabrication
Technologies:
Collect, fuse, analyze, visual and
present artifacts and data
graphically on-screen, including
printing of 3D artifacts using digital
fabrication technologies
18. Problem-solving Utilizing the Tools
of Science:
Use the tools of chemistry, physics,
math and deduction/reasoning to
reach solutions to biological
questions; group work will focus on
the four systems of the human body
19. Scratch Programming:
Introduction to computation
thinking; create interactive stories,
games and animations using
coding principles in design goals
and solutions for fixing
programming “bugs”
21. College Café
College/career readiness
programming to discuss the culture
of college, the life of a college
student at UK including a Common
Reading Experience, Sustainability
tours, Stuckert Career Center
workshops
23. 4th
of July – Connecting with
Kentucky’s French Roots
24. By end of Summer Academy@UK,
you will be able to show:
•College readiness with original
research-based projects
•An increase in academic and
professional skills for college or job
•Confidence in ability to succeed in
college when you are ready to go
Editor's Notes
Students will demonstrate competent written, oral, and visual communication skills both as producers and consumers of information. Students will demonstrate the ability to construct intelligible messages using sound evidence and reasoning that are appropriate for different rhetorical situations (audiences and purposes) and deliver those messages effectively in written, oral, and visual form. Students will also demonstrate the ability to competently critique (analyze, interpret, and evaluate) written, oral, and visual messages conveyed in a variety of communication contexts.
Students will demonstrate an understanding of and ability to employ the processes of intellectual inquiry. Students will be able to identify multiple dimensions of a good question;1 determine when additional information is needed, find credible information efficiently using a variety of reference sources, and judge the quality of information as informed by rigorously developed evidence; explore multiple and complex answers to questions/issues problems within and across the four broad knowledge areas: arts and creativity, humanities, social and behavioral sciences, and natural/ physical/mathematical sciences; evaluate theses and conclusions in light of credible evidence; explore the ethical implications of differing approaches, methodologies or conclusions; and develop potential solutions to problems based on sound evidence and reasoning. Curricular Framework Students will take four 3-credit courses, one in each of the four broad knowledge areas defined above.
Students will demonstrate an understanding of the complexities of citizenship and the process for making informed choices as engaged citizens in a diverse, multilingual3 world. Students will recognize historical and cultural differences arising from issues such as ethnicity, gender, language, nationality, race, religion, sexuality, and socioeconomic class; students will demonstrate a basic understanding of how these differences influence issues of social justice, both within the U.S. and globally; students will recognize and evaluate the ethical dilemmas, conflicts, and trade-offs involved in personal and collective decision making. Curricular Framework Students will take two courses, each with a topical or regional focus. The first course will include critical analysis of diversity issues as they relate to the contemporary United States. The second will be a non-US based course that includes critical analysis of local-to-global dynamics as they relate to the contemporary world. In addition, each course must address at least 2 of these 4 topics: societal and institutional change over time; civic engagement; cross-national/comparative issues; power and resistance
Students will demonstrate an understanding of and ability to employ the processes of intellectual inquiry. Students will be able to identify multiple dimensions of a good question;1 determine when additional information is needed, find credible information efficiently using a variety of reference sources, and judge the quality of information as informed by rigorously developed evidence; explore multiple and complex answers to questions/issues problems within and across the four broad knowledge areas: arts and creativity, humanities, social and behavioral sciences, and natural/ physical/mathematical sciences; evaluate theses and conclusions in light of credible evidence; explore the ethical implications of differing approaches, methodologies or conclusions; and develop potential solutions to problems based on sound evidence and reasoning. Curricular Framework Students will take four 3-credit courses, one in each of the four broad knowledge areas defined above.
Students will (a) demonstrate how fundamental elements of mathematical, logical and statistical knowledge are applied to solve real-world problems; and (b) explain the sense in which an important source of uncertainty in many everyday decisions is addressed by statistical science, and appraise the efficacy of statistical arguments that are reported for general consumption.
By the end of the Summer 2014 three-week residential experience, you should be able to demonstrate:
increased college readiness by using written, oral and visual communication skills to produce and present original research-based projects;
an increase in the academic and professional skills necessary to succeed in college and the workforce such as practicing self-discipline, inclusivity, and civic engagement; and,
appropriate social behavior and self-awareness and be able to express confidence in their ability to succeed in college and navigate the complexities of campus life.