Univirtual is a public body that provides online and blended university training programs. It was established by Ca' Foscari University of Venice and IUAV University of Venice to offer advanced training, research, and innovation. Univirtual offers a wide range of undergraduate, graduate, professional, and continuing education courses to students throughout Italy via an online platform and several regional learning centers.
Ana Carrero -European year of skills – EU updateEduSkills OECD
Ana Carrero, Deputy Head of Unit, DG EMPL, European Commission, presents European year of skills – EU update at the webinar Charting the Future of Vocational Education and Training: Insights and Strategies for Tomorrow’s Workforce on 26 October 2023
University fund raising 2.0 new boundaries for university lilelong learning lllDr. Patricio Montesinos
Fund Raising and Lifelong Learning are two 3rd mission activities that are intimal related. Lifelong Learning is a matter of fact one of the most fundamental activities Universities are facing the last 30 years. And Fund Raising arises as one of the most powerful tool that can be used to generate new spaces of collaboration among Universities, other Institutions, the Industry and the Society. But traditional fundraising (to ask money for University social activity) has been disappeared from the usual arena. This Fund Raising 1.0 orientation has evolved to other more sophisticated way of reaching funds, based on 3 different strategies: to be more efficient (internal fund raising), to valorise resources under use and to valorise the institutional relational capital. Combinations of the tree strategies have created the Fund Raising 2.0 approach. In this paper, this innovative way of developing new LLL projects will be described and one case study, the open innovation
Jorum presentation from CoPilot, GCU day Feb 12UKCoPILOT
The LTaPS team at Mimas provides services like Jorum and Re:Source with expertise in higher education, further education, and skills. They are launching a new project to provide further education and skills practitioners with easy access to relevant digital content from Jisc. The project aims to map content to curriculums and develop discovery tools to be integrated into virtual learning environments. The Hairdressing Training resource has seen growing usage since its launch, demonstrating the potential of curriculum-mapped open educational resources.
Renewable Assignments as Open Education Practices for StudentsDiana Andone
Presentation of Renewable Assignments as Open Education Practices for Students, done by Dr. Diana Andone, Politehnica University of Timisoara on August 19, 2021 at the 2021 Global Smart Education Conference , online, Beijing Normal University, China
Open Education Resources - a game changer!icdeslides
Open Education Resources are becoming increasingly popular and a number of significant developments have taken place the last year, showing that OER delivers what it promises. This presentation takes you through this development from introducing the term OER to November 2015 showing the latest and ground breaking development. Take part!
Univirtual is a public body that provides online and blended university training programs. It was established by Ca' Foscari University of Venice and IUAV University of Venice to offer advanced training, research, and innovation. Univirtual offers a wide range of undergraduate, graduate, professional, and continuing education courses to students throughout Italy via an online platform and several regional learning centers.
Ana Carrero -European year of skills – EU updateEduSkills OECD
Ana Carrero, Deputy Head of Unit, DG EMPL, European Commission, presents European year of skills – EU update at the webinar Charting the Future of Vocational Education and Training: Insights and Strategies for Tomorrow’s Workforce on 26 October 2023
University fund raising 2.0 new boundaries for university lilelong learning lllDr. Patricio Montesinos
Fund Raising and Lifelong Learning are two 3rd mission activities that are intimal related. Lifelong Learning is a matter of fact one of the most fundamental activities Universities are facing the last 30 years. And Fund Raising arises as one of the most powerful tool that can be used to generate new spaces of collaboration among Universities, other Institutions, the Industry and the Society. But traditional fundraising (to ask money for University social activity) has been disappeared from the usual arena. This Fund Raising 1.0 orientation has evolved to other more sophisticated way of reaching funds, based on 3 different strategies: to be more efficient (internal fund raising), to valorise resources under use and to valorise the institutional relational capital. Combinations of the tree strategies have created the Fund Raising 2.0 approach. In this paper, this innovative way of developing new LLL projects will be described and one case study, the open innovation
Jorum presentation from CoPilot, GCU day Feb 12UKCoPILOT
The LTaPS team at Mimas provides services like Jorum and Re:Source with expertise in higher education, further education, and skills. They are launching a new project to provide further education and skills practitioners with easy access to relevant digital content from Jisc. The project aims to map content to curriculums and develop discovery tools to be integrated into virtual learning environments. The Hairdressing Training resource has seen growing usage since its launch, demonstrating the potential of curriculum-mapped open educational resources.
Renewable Assignments as Open Education Practices for StudentsDiana Andone
Presentation of Renewable Assignments as Open Education Practices for Students, done by Dr. Diana Andone, Politehnica University of Timisoara on August 19, 2021 at the 2021 Global Smart Education Conference , online, Beijing Normal University, China
Open Education Resources - a game changer!icdeslides
Open Education Resources are becoming increasingly popular and a number of significant developments have taken place the last year, showing that OER delivers what it promises. This presentation takes you through this development from introducing the term OER to November 2015 showing the latest and ground breaking development. Take part!
The document reports on projects undertaken in 2009 by the Office of Learning Technologies at Universitat Oberta de Catalunya, an online university based in Barcelona, Spain. It describes 15 e-learning tool projects, 5 interoperable open source projects, 3 portability-based projects, 2 disabled access projects, 2 affective computing projects, and 1 e-learning personalization project. The Office of Learning Technologies is responsible for maintaining the university's online learning environment and conducting exploratory initiatives to design, develop, and deliver engaging online learning experiences for students.
Dezvoltarea Eco-sistemului Educatie Digitala UPTDiana Andone
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prezentata de Diana Andone, UPT
la Workshopul "Experiența privind educația online la nivel universitar în România. Provocări și perspective viitoare: organizata de Asociatai Tine de Noi, 9 iulie 2020, online
Open Education- importance of communities and networkingSRCE
This document summarizes the Open Education Week event organized by the European Distance and E-Learning Network (EDEN). It discusses EDEN's role in promoting open education through various events and initiatives held throughout the year. Specifically, it outlines EDEN's 2018 Open Education Week events that aim to raise awareness of free and open educational opportunities. It also provides information on EDEN's annual conference and the ReOPEN project which aims to develop validated open learning practices and facilitate skills recognition.
Pre-incubation program @ Tallinn University of TechnologyCaroline Rute
"Pre-incubation program @ Tallinn University of Technology" was presented on 2 March 2016 at the Startup Estonia's office by Anu Oks. The presentation was part of the "Community Meeting on Startup Education". More information about Startup Estonia can be found at http://startupestonia.ee/ and https://www.facebook.com/startupestonia
The document provides an overview of a presentation given by Dr. Ebba Ossiannilsson on March 8th, 2016 about opening up education through open educational resources (OERs), MOOCs, and online/e-learning. It discusses key concepts like open educational cultures, quality in OERs, the Paris Declaration on OERs, and the development and characteristics of MOOCs. Examples of global MOOC providers and popular subject areas are also mentioned.
The document introduces University Campus Interactive Television (UCiTV) at the University Tun Hussein Onn Malaysia (UTHM) as an alternative e-learning method. UCiTV was adopted in 2006 under a project to better distribute information and knowledge among students and university staff both on campus and outside campus through live webcasting, video-on-demand and rich media content. The document outlines UCiTV's mission and focus areas, types of programming, organizational structure, and challenges in resources, infrastructure and future events.
The document summarizes the UNIMED General Assembly held in Venice on October 25-26, 2018. It discusses the OpenMed project which aims to promote open educational resources (OER) and practices (OEP) in higher education in Egypt, Jordan, Morocco and Palestine. Over the course of the project, the partners created an OER compendium and strategy forums. They also trained 74 academics from the region on open education through online and in-person courses. The document recommends that universities support open education by developing policies, building capacities, and directing resources to related initiatives.
CMU Portugal Program: Highlights and OpportunitiesCMUPortugal_
We are pleased to announce that a 2nd Call for Entrepreneurial Research Initiatives (ERIs) and for Early Bird Projects is expected to open in mid-October and mid-November, respectively, and will remain open until mid-December, 2014. Both Calls are funded by the Fundação para a Ciência e a Tecnologia. More information available at http://www.cmuportugal.org/tiercontent.aspx?id=5511
The document discusses the ASPECT project which aims to promote the adoption of learning technology standards and specifications in the education sector. It highlights the need for standards to facilitate discovery, access and sharing of high quality learning resources while minimizing costs. The project will assess existing standards and specifications, make recommendations, and establish resources like a registry and advisory center to support implementation of best practices. It brings together over 200 experts from 22 organizations across Europe to support greater interoperability of educational content.
Convention policy forum recommendations by maka eradze (eduopen)EADTU
The document outlines policy recommendations to strengthen collaboration between MOOC platforms, universities, and the labor market through the use of MOOCs and microcredentials. It recommends that MOOC platforms, universities, public employment services, governments, and the European level work together on the following objectives:
1) Develop strategic plans for MOOCs and microcredentials in cooperation with stakeholders to meet the needs of flexible, scalable education and training.
2) Create consistent frameworks for awards, qualifications, and the recognition of microcredentials across institutions and borders.
3) Facilitate ongoing dialogue between all parties to continuously improve offerings and align them with needs.
The document announces a conference on February 26, 2014 in Brussels to discuss digital skills and social care. It notes that care workers and older people are at risk of social exclusion and that acquiring digital skills can help mitigate this risk and improve quality of life. The conference aims to share lessons learned from the careNET project, which identified key digital competences and resources to support inclusion of care workers and promote improved quality of care through digital skills acquisition. The document calls for project presentations and demonstrations related to professionalization of care workers, learning opportunities, personal development, overcoming isolation of older people, and active aging. It provides details on registration and the conference program and venue.
The document proposes policy recommendations to promote open educational resources (OER) adoption across the European Union. It summarizes draft recommendations in 10 areas for higher education and vocational education. The recommendations aim to reduce barriers for new education providers and programs, increase quality assurance standards, move towards competence-based rather than time-based assessment, improve recognition of prior learning, mandate open licensing of publicly funded content, and increase research on OER benefits. The proposals are part of the POERUP project funded by the EU to develop policies supporting broader OER use.
Video Systems in Education for Open and Distance LearningGytis Cibulskis
Presentation made in seminar "Digital International Collaboration in Education" organised in connection to the Nordplus programme committee meeting in Tampere, May 26, 2016.
Maija Urponen - Developing Micro credentials in European Collaboration Una Eu...EADTU
This document discusses the development of a micro-credential in sustainability through the Una Europa collaboration between European universities. The micro-credential would provide flexible upskilling opportunities for learners and respond to labor market demands. It would augment an initial degree with knowledge and methodologies of sustainable development. An initial pilot would involve master's and doctoral students from Una Europa universities taking short-term virtual mobility courses with a common core and courses developed and offered by different partner universities. The collaboration involves academics and clusters of experts from the participating universities working on issues related to defining micro-credentials, quality assurance, recognition, access, and credit transfer between institutions.
Scotland has a distinctive and highly regarded tradition of education that is recognised internationally. However, while the Scottish Government has been active in formulating Digital Future strategies and open data policies, it has yet to articulate policies to support open education and open educational resources.
Elsewhere in the UK, the Higher Education Funding Council for England funded a £15M (€17,5M) OER programme, which ran from 2009 to 2012. The UKOER Programme, managed by JISC and the Higher Education Academy and supported by Cetis, funded a large number of projects that released OERs, developed and embedded open practices and built capacity within institutions and across subject domains. Although restricted to the English HE sector, the UKOER Programmes demonstrated that open educational resources and practices have the potential to address current issues in Scottish education.
Although no comparable funding programme exists in Scotland, a number of ‘grassroots’ initiatives are emerging from the further and higher education sector that are opening up Scottish education. In order to explore how Scotland can leverage the power of open to develop the nation’s unique education offering, support social inclusion and inter-institutional collaboration and sharing, and engage with EU open education directives, Cetis are facilitating an Open Scotland Summit, which will explore the development of open education policies and practices for Scotland. This paper will provide a critical overview of open education initiatives in Scotland in the wider context of UK, European and global developments, and present the outcomes and findings of the Open Scotland Summit.
VADEMOS VAccine Demand Estimation Model for FMD.pdfEuFMD
VADEMOS is a decision support tool created by the European Commission for the Control of Foot-and-Mouth Disease to estimate current and future vaccine demand for foot-and-mouth disease at national and regional levels. It uses factors like livestock population forecasts, disease control policies, vaccination schedules, and outbreak forecasts with data from sources like WOAH and FAOSTAT. The model provides outputs on expected vaccine doses needed by geography, type of vaccination, species, and year over a 10-year period. While validation is needed, the tool generally predicts vaccine needs within calculated ranges, though estimates are sometimes too high. Future work will refine inputs, add additional geographical specificity, and expand the model to other diseases.
This document provides an introduction to vaccine value chains and outlines EuFMD/FAO initiatives to strengthen vaccine security. It discusses how vaccine value chains involve both private and public actors across product development, production, allocation, distribution and use. Cross-cutting factors like epidemiology, logistics and stakeholder engagement are also important. EuFMD is supporting activities to improve vaccine access and availability through a multistakeholder platform, prequalification of vaccines, vaccine demand modeling, and strengthening vaccine delivery and demand. Analyzing vaccine value chains can help understand costs and demand to support effective vaccination programs.
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This document summarizes the Open Education Week event organized by the European Distance and E-Learning Network (EDEN). It discusses EDEN's role in promoting open education through various events and initiatives held throughout the year. Specifically, it outlines EDEN's 2018 Open Education Week events that aim to raise awareness of free and open educational opportunities. It also provides information on EDEN's annual conference and the ReOPEN project which aims to develop validated open learning practices and facilitate skills recognition.
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The document provides an overview of a presentation given by Dr. Ebba Ossiannilsson on March 8th, 2016 about opening up education through open educational resources (OERs), MOOCs, and online/e-learning. It discusses key concepts like open educational cultures, quality in OERs, the Paris Declaration on OERs, and the development and characteristics of MOOCs. Examples of global MOOC providers and popular subject areas are also mentioned.
The document introduces University Campus Interactive Television (UCiTV) at the University Tun Hussein Onn Malaysia (UTHM) as an alternative e-learning method. UCiTV was adopted in 2006 under a project to better distribute information and knowledge among students and university staff both on campus and outside campus through live webcasting, video-on-demand and rich media content. The document outlines UCiTV's mission and focus areas, types of programming, organizational structure, and challenges in resources, infrastructure and future events.
The document summarizes the UNIMED General Assembly held in Venice on October 25-26, 2018. It discusses the OpenMed project which aims to promote open educational resources (OER) and practices (OEP) in higher education in Egypt, Jordan, Morocco and Palestine. Over the course of the project, the partners created an OER compendium and strategy forums. They also trained 74 academics from the region on open education through online and in-person courses. The document recommends that universities support open education by developing policies, building capacities, and directing resources to related initiatives.
CMU Portugal Program: Highlights and OpportunitiesCMUPortugal_
We are pleased to announce that a 2nd Call for Entrepreneurial Research Initiatives (ERIs) and for Early Bird Projects is expected to open in mid-October and mid-November, respectively, and will remain open until mid-December, 2014. Both Calls are funded by the Fundação para a Ciência e a Tecnologia. More information available at http://www.cmuportugal.org/tiercontent.aspx?id=5511
The document discusses the ASPECT project which aims to promote the adoption of learning technology standards and specifications in the education sector. It highlights the need for standards to facilitate discovery, access and sharing of high quality learning resources while minimizing costs. The project will assess existing standards and specifications, make recommendations, and establish resources like a registry and advisory center to support implementation of best practices. It brings together over 200 experts from 22 organizations across Europe to support greater interoperability of educational content.
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The document outlines policy recommendations to strengthen collaboration between MOOC platforms, universities, and the labor market through the use of MOOCs and microcredentials. It recommends that MOOC platforms, universities, public employment services, governments, and the European level work together on the following objectives:
1) Develop strategic plans for MOOCs and microcredentials in cooperation with stakeholders to meet the needs of flexible, scalable education and training.
2) Create consistent frameworks for awards, qualifications, and the recognition of microcredentials across institutions and borders.
3) Facilitate ongoing dialogue between all parties to continuously improve offerings and align them with needs.
The document announces a conference on February 26, 2014 in Brussels to discuss digital skills and social care. It notes that care workers and older people are at risk of social exclusion and that acquiring digital skills can help mitigate this risk and improve quality of life. The conference aims to share lessons learned from the careNET project, which identified key digital competences and resources to support inclusion of care workers and promote improved quality of care through digital skills acquisition. The document calls for project presentations and demonstrations related to professionalization of care workers, learning opportunities, personal development, overcoming isolation of older people, and active aging. It provides details on registration and the conference program and venue.
The document proposes policy recommendations to promote open educational resources (OER) adoption across the European Union. It summarizes draft recommendations in 10 areas for higher education and vocational education. The recommendations aim to reduce barriers for new education providers and programs, increase quality assurance standards, move towards competence-based rather than time-based assessment, improve recognition of prior learning, mandate open licensing of publicly funded content, and increase research on OER benefits. The proposals are part of the POERUP project funded by the EU to develop policies supporting broader OER use.
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Maija Urponen - Developing Micro credentials in European Collaboration Una Eu...EADTU
This document discusses the development of a micro-credential in sustainability through the Una Europa collaboration between European universities. The micro-credential would provide flexible upskilling opportunities for learners and respond to labor market demands. It would augment an initial degree with knowledge and methodologies of sustainable development. An initial pilot would involve master's and doctoral students from Una Europa universities taking short-term virtual mobility courses with a common core and courses developed and offered by different partner universities. The collaboration involves academics and clusters of experts from the participating universities working on issues related to defining micro-credentials, quality assurance, recognition, access, and credit transfer between institutions.
Scotland has a distinctive and highly regarded tradition of education that is recognised internationally. However, while the Scottish Government has been active in formulating Digital Future strategies and open data policies, it has yet to articulate policies to support open education and open educational resources.
Elsewhere in the UK, the Higher Education Funding Council for England funded a £15M (€17,5M) OER programme, which ran from 2009 to 2012. The UKOER Programme, managed by JISC and the Higher Education Academy and supported by Cetis, funded a large number of projects that released OERs, developed and embedded open practices and built capacity within institutions and across subject domains. Although restricted to the English HE sector, the UKOER Programmes demonstrated that open educational resources and practices have the potential to address current issues in Scottish education.
Although no comparable funding programme exists in Scotland, a number of ‘grassroots’ initiatives are emerging from the further and higher education sector that are opening up Scottish education. In order to explore how Scotland can leverage the power of open to develop the nation’s unique education offering, support social inclusion and inter-institutional collaboration and sharing, and engage with EU open education directives, Cetis are facilitating an Open Scotland Summit, which will explore the development of open education policies and practices for Scotland. This paper will provide a critical overview of open education initiatives in Scotland in the wider context of UK, European and global developments, and present the outcomes and findings of the Open Scotland Summit.
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1) Lumpy skin disease was first reported in Indonesia in February 2022 in Riau Province, and has since spread to several other provinces, most recently to Central Java in August 2022.
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LSD symposium - R. Ainsworth - Lumpy skin disease (LSD) in Southeast Asia Mar...EuFMD
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LSD symposium - P. Malik - Lumpy skin disease experience from IndiaEuFMD
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The binding of cosmological structures by massless topological defectsSérgio Sacani
Assuming spherical symmetry and weak field, it is shown that if one solves the Poisson equation or the Einstein field
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The pygmy halfbeak Dermogenys colletei, is known for its viviparous nature, this presents an intriguing case of relatively low fecundity, raising questions about potential compensatory reproductive strategies employed by this species. Our study delves into the examination of fecundity and the Gonadosomatic Index (GSI) in the Pygmy Halfbeak, D. colletei (Meisner, 2001), an intriguing viviparous fish indigenous to Sarawak, Borneo. We hypothesize that the Pygmy halfbeak, D. colletei, may exhibit unique reproductive adaptations to offset its low fecundity, thus enhancing its survival and fitness. To address this, we conducted a comprehensive study utilizing 28 mature female specimens of D. colletei, carefully measuring fecundity and GSI to shed light on the reproductive adaptations of this species. Our findings reveal that D. colletei indeed exhibits low fecundity, with a mean of 16.76 ± 2.01, and a mean GSI of 12.83 ± 1.27, providing crucial insights into the reproductive mechanisms at play in this species. These results underscore the existence of unique reproductive strategies in D. colletei, enabling its adaptation and persistence in Borneo's diverse aquatic ecosystems, and call for further ecological research to elucidate these mechanisms. This study lends to a better understanding of viviparous fish in Borneo and contributes to the broader field of aquatic ecology, enhancing our knowledge of species adaptations to unique ecological challenges.
Describing and Interpreting an Immersive Learning Case with the Immersion Cub...Leonel Morgado
Current descriptions of immersive learning cases are often difficult or impossible to compare. This is due to a myriad of different options on what details to include, which aspects are relevant, and on the descriptive approaches employed. Also, these aspects often combine very specific details with more general guidelines or indicate intents and rationales without clarifying their implementation. In this paper we provide a method to describe immersive learning cases that is structured to enable comparisons, yet flexible enough to allow researchers and practitioners to decide which aspects to include. This method leverages a taxonomy that classifies educational aspects at three levels (uses, practices, and strategies) and then utilizes two frameworks, the Immersive Learning Brain and the Immersion Cube, to enable a structured description and interpretation of immersive learning cases. The method is then demonstrated on a published immersive learning case on training for wind turbine maintenance using virtual reality. Applying the method results in a structured artifact, the Immersive Learning Case Sheet, that tags the case with its proximal uses, practices, and strategies, and refines the free text case description to ensure that matching details are included. This contribution is thus a case description method in support of future comparative research of immersive learning cases. We then discuss how the resulting description and interpretation can be leveraged to change immersion learning cases, by enriching them (considering low-effort changes or additions) or innovating (exploring more challenging avenues of transformation). The method holds significant promise to support better-grounded research in immersive learning.
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Slides from talk:
Aleš Zamuda: Remote Sensing and Computational, Evolutionary, Supercomputing, and Intelligent Systems.
11th International Conference on Electrical, Electronics and Computer Engineering (IcETRAN), Niš, 3-6 June 2024
Inter-Society Networking Panel GRSS/MTT-S/CIS Panel Session: Promoting Connection and Cooperation
https://www.etran.rs/2024/en/home-english/
hematic appreciation test is a psychological assessment tool used to measure an individual's appreciation and understanding of specific themes or topics. This test helps to evaluate an individual's ability to connect different ideas and concepts within a given theme, as well as their overall comprehension and interpretation skills. The results of the test can provide valuable insights into an individual's cognitive abilities, creativity, and critical thinking skills
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The Milky Way’s (MW) inner stellar halo contains an [Fe/H]-rich component with highly eccentric orbits, often referred to as the
‘last major merger.’ Hypotheses for the origin of this component include Gaia-Sausage/Enceladus (GSE), where the progenitor
collided with the MW proto-disc 8–11 Gyr ago, and the Virgo Radial Merger (VRM), where the progenitor collided with the
MW disc within the last 3 Gyr. These two scenarios make different predictions about observable structure in local phase space,
because the morphology of debris depends on how long it has had to phase mix. The recently identified phase-space folds in Gaia
DR3 have positive caustic velocities, making them fundamentally different than the phase-mixed chevrons found in simulations
at late times. Roughly 20 per cent of the stars in the prograde local stellar halo are associated with the observed caustics. Based
on a simple phase-mixing model, the observed number of caustics are consistent with a merger that occurred 1–2 Gyr ago.
We also compare the observed phase-space distribution to FIRE-2 Latte simulations of GSE-like mergers, using a quantitative
measurement of phase mixing (2D causticality). The observed local phase-space distribution best matches the simulated data
1–2 Gyr after collision, and certainly not later than 3 Gyr. This is further evidence that the progenitor of the ‘last major merger’
did not collide with the MW proto-disc at early times, as is thought for the GSE, but instead collided with the MW disc within
the last few Gyr, consistent with the body of work surrounding the VRM.
PPT on Direct Seeded Rice presented at the three-day 'Training and Validation Workshop on Modules of Climate Smart Agriculture (CSA) Technologies in South Asia' workshop on April 22, 2024.
ESPP presentation to EU Waste Water Network, 4th June 2024 “EU policies driving nutrient removal and recycling
and the revised UWWTD (Urban Waste Water Treatment Directive)”
2. Time Details Who?
09.00 IntroducEon Jenny Maud and
Chris Bartels
09.05-09.10 InnovaEon in postgraduate training for vets ChrisEne Thuranira-
McKeever
09.10-09.20 www.training- the who where and what of capacity
building for FMD control in the informaEon age
Jenny Maud
09.20-09.35 Who is Progressive Control PracEEoner?
Introducing the PracEEoners’ Network
Chris Bartels plus
online guests
09.35-09.40 Introducing today’s discussion points Jenny Maud and
Chris Bartels
09.40-10.10 Group discussions All
10.10 – 10.30 Plenary discussion All
4. Needs & Constraints
ü Providing contemporary& relevant training offered by subject experts
ü Preparing the next generation of experts and field staff
ü Need for skilled, appropriate rapid response to epidemic outbreaks
ü Addressing all stakeholders including farmers & policy makers
Ø Cost:
Ø Effective training on a regular basis
Ø Time & Geography
Ø Accessibility from global work stations
Ø Training that is suitable for overcommitted staff
Ø Supporting geographical variation and language barriers
7. The solution?
§ Is it e-learning?
§ A specific toolset with online medium of delivery
§ or blended learning?
§ A combination of face to face and distance components
§ or access to online learning resources?
§ Or creation and access to online peer networks?
§ Providing access to learning when the learners and instructor are
separated by distance & time – or both
11. Does it work?
§ Increasing global access to internet on PC and mobile
§ Interactive software and video provide new
opportunities for study
§ Potential to learn anywhere anytime
§ Flexible and blended learning models
§ Personalised, self paced and adaptive
resources
§ Social context of online learning
12. Does it work?
Ø RVC Postgraduate distance-learning courses:
ü ~ 200 students every year
ü International student body -Professionals from a variety of animal
health–related fields
ü e-CPD for veterinary graduates
14. Does it work?
Ø Collaboration with variety of partners in delivering different types
of training
Ø Pedagogy
Ø Technology
Ø Shared interest & goal in providing high quality, accessible training for
vets
15. Online FMD Emergency Prepara&on Course
ü Use technology to provide wider access to knowledge of disease
preparedness
ü Develop innovative ways to scale up and increase impact of training
ü Supporting development of new competencies for frontline staff
ü Awareness of the wider stakeholder community that needs to be trained
u Capacity building and development of global networks for practitioners
21. OS16
Training needs across our neighbourhood countries
0 0.5 1 1.5 2 2.5
Central Vet Services: Conduct GIS analysis
Central Vet Services: Assess the risks of FMD transmission along
the value-chains
Regional Vet Services: EffecHvely ensure field level staff are using
appropriate biosecurity measures
Central Lab: EffecHvely organise and support to implement
serosuveillance
Know and apply correct biosafety procedures for sending
infecHous material to the central lab
Central Lab: Regularly provide expert advice on correct sampling
and sample transport procedures
Regional Vet Services: Provide local leadership to field
veterinarians
Central Vet Service: Conduct socio-economic analysis
Cental Vet Service: Advise for vaccine tender specificaHons
Central Vet Service: Conduct value-chain analysis
Farmers: Apply biosecurity rules on their farm to prevent spread or
reduce disease risk
Regional Lab: Rapidly and accurately carry out diagnosHc tests for
FMD
Central Lab: Carry out vaccine matching tests
10 lowest competencies:
34. Javad Emami - Iran
• Web-based animal trading
Joao Alfonso – Mozambique
• PreparaEon of training materials for farmers in Mozambique
Dr Soheir – Egypt
• Stakeholder consultaEon
Dr Ibrahim and Dr Abdunaser – Libya
• NaEonal conference on FMD
Dr Zurab – Georgia
• Development of
Risk-based Strategy plan for FMD
Wilot Chikurunhe – Zimbabwe
• Job aids and instrucEons to sero-survey design
BIOSECURITY FOR THE ANIMAL HEALTH WORKWERS
(Not only in the face of an FMD outbreak but also during routine activities, think biosecurity,
biosecurity and more biosecurity)
Keep in mind 3 key principles of
biosecurity:
SEGRAGATION
CLEANING
DISINFECION
1. Wear gloves and overalls
and rubber boots on farms
2. Wash and disinfect between farms
People, equipment, protective clothing and footwear must all be
cleaned and disinfected before and after contact with farm animals.
Where practicable, you should use disposable protective clothing.
3. Clean to remove all visible dirt, then disinfect vehicles between farms
4. New needles for each animal
Don’t share injecting equipment, if it can’t be
avoided, cleanse and disinfect thoroughly.
5. Dispose contaminated equipment and clothing
35. Javad Emami - Iran
• Web-based animal trading
Joao Alfonso – Mozambique
• PreparaEon of training materials for farmers in Mozambique
Dr Soheir – Egypt
• Stakeholder consultaEon
Dr Ibrahim and Dr Abdunaser – Libya
• NaEonal conference on FMD
Dr Zurab – Georgia
• Development of
Risk-based Strategy plan for FMD
Wilot Chikurunhe – Zimbabwe
• Job aids and instrucEons to sero-survey design
BIOSECURITY FOR THE ANIMAL HEALTH WORKWERS
(Not only in the face of an FMD outbreak but also during routine activities, think biosecurity,
biosecurity and more biosecurity)
Keep in mind 3 key principles of
biosecurity:
SEGRAGATION
CLEANING
DISINFECION
1. Wear gloves and overalls
and rubber boots on farms
2. Wash and disinfect between farms
People, equipment, protective clothing and footwear must all be
cleaned and disinfected before and after contact with farm animals.
Where practicable, you should use disposable protective clothing.
3. Clean to remove all visible dirt, then disinfect vehicles between farms
4. New needles for each animal
Don’t share injecting equipment, if it can’t be
avoided, cleanse and disinfect thoroughly.
5. Dispose contaminated equipment and clothing
41. PracEEoner Network
Theme of the month
- Cascade training
- Risk-based control
- Stakeholder consultaEon
- FMD control at the basis (field level)
- Vaccine effecEveness
- Monitoring and evaluaEon
- Strengthening veterinary services
- Policies for PracEce
- FMD control through addressing other
livestock infecEons
Webinar
One or two webinars with invited expert and explaining a related exercise or
assignment.
Exercises or
assignments
- desk-top simulaEon
game Aphtostania
An invited expert
- This could be you!!!!!
Knowledge Bank and
Job Aids
hqps://eufmd.rvc.ac.uk
Discussion forum & tutoring
- ProposiEons
- News-feeds
- Agenda
A new tool/job-aid/
- Each month, a tangible output is added