This presentation helps you to walk through Digital transformation in the New Normal and elucidates ideas such as challenges of digital transformation in the faucet of education, the idea of digital gaps, and the need to redefine pedagogy
This presentation helps you to walk through Digital transformation in the New Normal and elucidates ideas such as challenges of digital transformation in the faucet of education, the idea of digital gaps, and the need to redefine pedagogy
12. This presentation elaborates various ideas such as the importance of understanding our learners, learner characteristics, various dimensions and modes of learning etc.
Lessons Learned From a Faculty Learning Community on Blended LearningDavid Wicks
A faculty learning community (FLC) comprised of six professors representing different disciplines was formed in 2011 to study, develop, and teach blended learning courses. As part of this project, we sought to evaluate the efficacy of blended learning on faculty (efficiency, satisfaction) using interview questions designed by Garrison and Vaughan (2011) and students (access, learning effectiveness, satisfaction) through survey responses including the Community of Inquiry (CoI) survey (Swan, et al., 2008).
This study found evidence that student perceptions of the CoI may be useful in predicting differences in students' blended learning experiences. The study also found that perceived differences in blended learning experiences varied by discipline. This difference may be a result of differences between students, such as their age, or differences between instructors. A second research outcome was that FLCs are a useful form of professional development when correctly implemented. For example, faculty benefit from participation in an FLC when they receive helpful advice on promising practices and encouragement when experiencing instructional or technical challenges. On the other hand, FLCs are less effective when there is a lack of dialogue between meetings or when a facilitator does not provide adequate preparation for face-to-face meetings.
During our presentation we will share both faculty and student findings from our study. We will engage our audience by asking them to share promising practices for blended learning classrooms and professional development for blended learning instructors.
Blended Learning Features within the Blackboard VLEMatthew Deeprose
We were asked to give a presentation outlining tools that may help the delivery of a new blended learning programme. These are the slides that went with our presenation.
High vs. Low Collaboration Courses: Impact on Learning Presence, Community...David Wicks
Researchers demonstrated a relationship between learning presence and social engagement; however, research in this area is limited. For example, no distinctions are made as to what role faculty, students, or technology might play in facilitating social engagement. In general, researchers revealed that students' ability to self-regulate leads to more focused attention, time on-task, and in turn, these skills could lead to better learning. Given the need for more theoretical work in the area, as well as the potential practical benefits from the use of these pedagogical strategies, we sought to compare the difference between high versus low-collaboration groups on assignments, as well as courses in general. Differences in groups were measured using student grades, peer evaluation, pre and post test, and the community of inquiry framework. In addition, learning presence and social network analysis were used to assess a high-collaboration assignment.
In the current study, the researchers explored how collaborative technologies, specifically Google Docs and Google Hangouts, may be used to impact the level of learning presence (forethought and planning, performance, and reflection) students demonstrate while participating in a small group project. Participants were graduate education students in two randomly assigned sections of the same online course. The course content focused on basic educational psychology for students seeking initial teaching certification. The experimental section utilized a high-collaboration project (e.g., small group, Google Hangouts and Docs) to enhance understanding of course content while the comparison, control section employed a low-collaboration project (e.g., partner activity, Word documents) to enhance understanding of course content. Participants completed the Community of Inquiry (CoI) Survey at the end of the term which measured their perceived level of teaching, social, and cognitive presence during the course. Quantitative content analysis was used to explore occurrences of learning presence in the high-collaboration group. *Finally, we employed social network analysis (SNA) as a method of inquiry to analyze student interaction data with the high-collaboration group. SNA is used to explain relationships depicted by information flow and its influence from participants' interactions. Scholars have used SNA in the online learning context to understand individual and group dimensions of interactions.
*Social Network Analysis (SNA) will not be addressed in this presentation but will be included in the manuscript.
Slides that introduce SoTL: what it is, some examples, and why one might do it. Presented to a few groups at Lakehead University in November 2019. Slides available to download w/o slideshare account: https://osf.io/xkw4g/
I felt I knew everybody, by Chrissi Nerantzi (APT Conference, University of G...Chrissi Nerantzi
Learner experiences in an open cross-institutional CPD course for teachers in HE
APT Conference: Connected Learning in an Open World, University of Greenwich, 8 July 2014
The role of mindset in user centred designZaana Jaclyn
Presented at UXAustralia in Sydney August 28 2014 with Dr Simon Lawry.
Overview
Mindset is something that affects how we approach the methods and tools available to us as practitioners. It affects how we practice and engage as practitioners, with our team members, clients and customers.
While working on a strategic design piece for a large telecommunications provider, we uncovered a startling insight. The insights emerged through a combination of futuring, observational research and cultural probe studies. We worked with customers that represented the client’s mass market and also those we referred to as ‘edge users’ who were professional futurists and trend makers themselves, both locally and internationally. The interesting insight was that there were two predominant mindsets that sat behind people’s expectations and values. We referred to these mindsets as generative and receiving.
People with generative mindsets believe they have a say in creating their desired future. They believe that through their choices and actions, they are deliberately acting in accordance with their vision of the future. People with receiving mindsets believe that they are better served by responding effectively and appropriately to the circumstances that life creates for them. They believe through careful consideration and planning, they can navigate themselves appropriately through murky waters of ambiguity.
After noticing these mindsets in the people we researched, the two mindsets became more and more obvious to us in our day-to-day interactions. We could identify clients who had a generative mindset, and those that had a receiving mindset. We could notice shifts in our own mindsets and noticed the difference in our practice when we returned to a generative mindset. We have realised that the generative mindset forms a fundamental part of a ‘designerly’ way of working.
These mindsets affect how we design workshops, iterate with clients and customers, synthesise and analyse information and ultimately, affects the quality and trajectory of our work.
we need to talk about... designing better library experiencesZaana Jaclyn
Presentation for ALIA Information Online, February 12-14 2013, Brisbane.
Storify of tweets available from http://storify.com/zaana/designing-better-library-experiences
12. This presentation elaborates various ideas such as the importance of understanding our learners, learner characteristics, various dimensions and modes of learning etc.
Lessons Learned From a Faculty Learning Community on Blended LearningDavid Wicks
A faculty learning community (FLC) comprised of six professors representing different disciplines was formed in 2011 to study, develop, and teach blended learning courses. As part of this project, we sought to evaluate the efficacy of blended learning on faculty (efficiency, satisfaction) using interview questions designed by Garrison and Vaughan (2011) and students (access, learning effectiveness, satisfaction) through survey responses including the Community of Inquiry (CoI) survey (Swan, et al., 2008).
This study found evidence that student perceptions of the CoI may be useful in predicting differences in students' blended learning experiences. The study also found that perceived differences in blended learning experiences varied by discipline. This difference may be a result of differences between students, such as their age, or differences between instructors. A second research outcome was that FLCs are a useful form of professional development when correctly implemented. For example, faculty benefit from participation in an FLC when they receive helpful advice on promising practices and encouragement when experiencing instructional or technical challenges. On the other hand, FLCs are less effective when there is a lack of dialogue between meetings or when a facilitator does not provide adequate preparation for face-to-face meetings.
During our presentation we will share both faculty and student findings from our study. We will engage our audience by asking them to share promising practices for blended learning classrooms and professional development for blended learning instructors.
Blended Learning Features within the Blackboard VLEMatthew Deeprose
We were asked to give a presentation outlining tools that may help the delivery of a new blended learning programme. These are the slides that went with our presenation.
High vs. Low Collaboration Courses: Impact on Learning Presence, Community...David Wicks
Researchers demonstrated a relationship between learning presence and social engagement; however, research in this area is limited. For example, no distinctions are made as to what role faculty, students, or technology might play in facilitating social engagement. In general, researchers revealed that students' ability to self-regulate leads to more focused attention, time on-task, and in turn, these skills could lead to better learning. Given the need for more theoretical work in the area, as well as the potential practical benefits from the use of these pedagogical strategies, we sought to compare the difference between high versus low-collaboration groups on assignments, as well as courses in general. Differences in groups were measured using student grades, peer evaluation, pre and post test, and the community of inquiry framework. In addition, learning presence and social network analysis were used to assess a high-collaboration assignment.
In the current study, the researchers explored how collaborative technologies, specifically Google Docs and Google Hangouts, may be used to impact the level of learning presence (forethought and planning, performance, and reflection) students demonstrate while participating in a small group project. Participants were graduate education students in two randomly assigned sections of the same online course. The course content focused on basic educational psychology for students seeking initial teaching certification. The experimental section utilized a high-collaboration project (e.g., small group, Google Hangouts and Docs) to enhance understanding of course content while the comparison, control section employed a low-collaboration project (e.g., partner activity, Word documents) to enhance understanding of course content. Participants completed the Community of Inquiry (CoI) Survey at the end of the term which measured their perceived level of teaching, social, and cognitive presence during the course. Quantitative content analysis was used to explore occurrences of learning presence in the high-collaboration group. *Finally, we employed social network analysis (SNA) as a method of inquiry to analyze student interaction data with the high-collaboration group. SNA is used to explain relationships depicted by information flow and its influence from participants' interactions. Scholars have used SNA in the online learning context to understand individual and group dimensions of interactions.
*Social Network Analysis (SNA) will not be addressed in this presentation but will be included in the manuscript.
Slides that introduce SoTL: what it is, some examples, and why one might do it. Presented to a few groups at Lakehead University in November 2019. Slides available to download w/o slideshare account: https://osf.io/xkw4g/
I felt I knew everybody, by Chrissi Nerantzi (APT Conference, University of G...Chrissi Nerantzi
Learner experiences in an open cross-institutional CPD course for teachers in HE
APT Conference: Connected Learning in an Open World, University of Greenwich, 8 July 2014
The role of mindset in user centred designZaana Jaclyn
Presented at UXAustralia in Sydney August 28 2014 with Dr Simon Lawry.
Overview
Mindset is something that affects how we approach the methods and tools available to us as practitioners. It affects how we practice and engage as practitioners, with our team members, clients and customers.
While working on a strategic design piece for a large telecommunications provider, we uncovered a startling insight. The insights emerged through a combination of futuring, observational research and cultural probe studies. We worked with customers that represented the client’s mass market and also those we referred to as ‘edge users’ who were professional futurists and trend makers themselves, both locally and internationally. The interesting insight was that there were two predominant mindsets that sat behind people’s expectations and values. We referred to these mindsets as generative and receiving.
People with generative mindsets believe they have a say in creating their desired future. They believe that through their choices and actions, they are deliberately acting in accordance with their vision of the future. People with receiving mindsets believe that they are better served by responding effectively and appropriately to the circumstances that life creates for them. They believe through careful consideration and planning, they can navigate themselves appropriately through murky waters of ambiguity.
After noticing these mindsets in the people we researched, the two mindsets became more and more obvious to us in our day-to-day interactions. We could identify clients who had a generative mindset, and those that had a receiving mindset. We could notice shifts in our own mindsets and noticed the difference in our practice when we returned to a generative mindset. We have realised that the generative mindset forms a fundamental part of a ‘designerly’ way of working.
These mindsets affect how we design workshops, iterate with clients and customers, synthesise and analyse information and ultimately, affects the quality and trajectory of our work.
we need to talk about... designing better library experiencesZaana Jaclyn
Presentation for ALIA Information Online, February 12-14 2013, Brisbane.
Storify of tweets available from http://storify.com/zaana/designing-better-library-experiences
Designing a human centred mindset to lead at the edgeZaana Jaclyn
Workshop delivered by Huddle Academy for ALIA Online 2015, February 2, Sydney, Australia.
Workshop outline: Customer expectations are continually increasing, demanding more personalised and customised services and experiences. As a result, understanding your customers and designing services and experiences for them is critical in drawing them to engage with your organisation. Simultaneously it is essential to understand the people in your organisation and enable them to be adaptive to changing needs and to provide them with enjoyable and meaningful work experiences. This means being in service to your customers as well as the people who work in your organisation.
This one day workshop is for those who are seeking to be more effective leaders through developing a human centred mindset. It will focus on building your understanding of the value and principles of being human centred. These principles include putting people first through being empathic, curious, collaborative, and courageous. You will learn methods for how you can better understand your customers and your organisation for the benefit of designing and delivering amazing services and experiences. We will do this through a range of practical hands on activities where you will have the opportunity to experience a set of tools you can apply within your workplace.
The role of mindset in design thinking: Implications for capability developme...Zaana Jaclyn
Presentation for Design for Business: Research conference, 12-13 May 2015, Melbourne, Victoria. Part of Melbourne International Design Week 2015.
Paper abstract:
Design thinking continues to be an emergent field as it pertains to business. In building design thinking capability in organizations the current focus is on design skills and tools, rather than mindset. This imbalance toward design process, methods and tools is also present within design thinking and design research literature. Mindset is little acknowledged.
The purpose of this paper is to investigate and articulate the role of mindset within design thinking capability and practice. Mindset is the perspective that informs how a person approaches and interacts in the world (Nelson & Stolterman 2013). Where mindset is acknowledged as a critical underpinning for design thinking in the literature, it is usually presented as guiding principles for design doing. There is little insight into what the different mindsets are, how to develop or enact them, or how mindset impacts on practice. Mindset remains underexplored in discussions of design competency and maturity.
By analysing qualitative data collected across three studies of a doctoral research project exploring the composition of design thinking in practice, two mindsets emerged. These were: design thinking as a way of work and design thinking as a way of life. Design thinking as a way of work is focused on the process of design thinking with the primary purpose of designing for outputs and innovation. Design thinking as a way of life is a holistic view of design thinking where the focus is on designing for transformation and creating positive change. These mindsets are scalable, applicable to an individual or organization.
The two mindsets, when mapped against competencies in design knowledge, skills and tools, contribute a framework to explore maturity in design thinking. Understanding the maturity framework, and the role of mindset within it, has implications for how an individual and organization can build capability in design thinking and maximise outcomes in the environment in which they are designing.
Understanding design thinking in practice: a qualitative study of design led ...Zaana Jaclyn
PhD dissertation.
Abstract
Design thinking is a collaborative and human centred approach to solving problems. Over the past decade design thinking has evolved considerably, particularly with regard to innovation within the sectors of design and business. Despite this sharp rise to popularity there remains limited understanding of how design thinking is applied in practice and little empirical investigation into this subject. Without this understanding further informed application and development of the approach will be hampered.
The ‘design led professional’ is an individual who uses design approaches in their work practices whose education and experience however may not necessarily be in design. The central aim of this thesis is to understand how the ‘design led professional’ applies design thinking in practice with large organisations where the focus is on designing intangible products such as systems, services and experiences. The thesis addresses the research problem through the exploration of the question: How does the design led professional understand and enact design thinking in practice? This question is explored within the context of the design led professional working with large organisations.
A qualitative research approach was adopted, which involved ethnographic methods of semi structured interviews, artefact analysis and participant observation. Data was collected across three studies: an expert interview study, a retrospective case study and a participatory case study. The constant comparative grounded theory method was used to analyse and synthesise data.
Research findings, contextualised within relevant literature, reveal the composition of design thinking in practice: as constrained by the approach taken in applying design thinking; the maturity of the design led professional and the environment in which design thinking is conducted.
On this basis two models are proposed in the conclusion as a foundation for further application and development. The first presents a scale of design thinking maturity based upon two perspectives of design thinking as a way of work and a way of life. The second model maps the interdependent relationship between the three components of design thinking in practice of the approach, the design led professional and the environment in which it is conducted.
The evidence generated through this research provides a framework to assist the public and those who practice design thinking to better understand and articulate design thinking. In addition it provides a foundation for further empirical research that explores the realistic application of design thinking in practice and the critical role of the design led professional.
Guest lecture to first year Bachelor of IT students at Queensland University of Technology in unit INB103 Industry insights, 8 March 2013.
Please note: due to the introductory nature of this lecture to the concept many of the resources have been adapted from the Stanford D School cc licensed resources.
1-Experiences with a Hybrid Class Tips And PitfallsCollege .docxcatheryncouper
1-Experiences with a Hybrid Class: Tips And Pitfalls
College Teaching Methods & Styles Journal, 2006, Vol.2(2), p.9-12
Notes
This paper will discuss the author's experiences with converting a traditional classroom-based course to a hybrid class, using a mix of traditional class time and web-support. The course which was converted is a lower-level human relations class, which has been offered in both the traditional classroom-based setting and as an asynchronous online course. After approximately five years of offering the two formats independently, the author decided to experiment with improving the traditional course by adopting more of the web-based support and incorporating more research and written assignments in "out of class" time. The course has evolved into approximately 60% traditional classroom meetings and 40% assignments and other assessments out of class. The instructor's assessment of the hybrid nature of the class is that students are more challenged by the mix of research and writing assignments with traditional assessments, and the assignments are structured in such a way as to make them more "customizable" for each student. Each student can find some topics that they are interested in to pursue in greater depth as research assignments. However, the hybrid nature of the class has resulted in an increased workload for the instructor. The course has been well received by the students, who have indicated that they find the hybrid format appealing.
2-Undergraduate Research Methods: Does Size Matter? A Look at the Attitudes and Outcomes of Students in a Hybrid Class Format versus a Traditional Class Format.
Author
Gordon, Jill A.
Barnes, Christina M.
Martin, Kasey J.
Publisher
Taylor & Francis Ltd
Is Part Of
Journal of Criminal Justice Education, 2009, Vol.20 (3), p.227-249
Notes
The goal of this study is to understand if there are any variations regarding student engagement and course outcomes based on the course format. A new course format was introduced in fall of 2006 that involves a hybrid approach (large lecture with small recitations) with a higher level of student enrollment than traditional research methods courses. During the same time frame, the discipline maintained its traditional research methods courses as well. A survey was administered to all students enrolled in research methods regardless of course format in fall 2006 and spring 2007. Student responses are discussed, including information concerning the preparation, design, cost and benefits of offering a hybrid research methods course format.
3- Distance Education: Linking Traditional Classroom Rehabilitation Counseling Students with their Colleagues Using Hybrid Learning Models.
Author
Main, Doug
Dziekan, Kathryn
Publisher
Springer Publishing Company, Inc.
Is Part Of
Rehabilitation Research, Policy & Education, 2012, Vol.26 (4), p.315-321
Notes
Current distance learning technological advances allow real and virtual classrooms to unite. In this .
Hybrid project-based learning effectively develops academic writing skills in preparation for a gradual return to face-to-face instruction after a two-year pandemic triggered by Coronavirus Disease 2019 (COVID-19). Since this hybrid project-based learning initiative is a pioneering effort, it is essential to reflect on the program's successes and identify areas for improvement. This case study aims to explore the lecturers' and students' reflections on using hybrid project-based learning in academic writing courses. In-depth interviews and end-of-semester reflection were utilized to obtain data. Thematic analysis was conducted using the qualitative data analysis (QDA)miner lite software for data reduction. the findings revealed three prominent themes that emerged in this lecturers’ reflections: i) integrating varied learning modalities; ii) fostering critical thinking and involvement; and iii) improving competencies, as they were also crucial to boosting professional development. Meanwhile, students portray hybrid project-based learning as challenging and rewarding and fosters a sense of value and acceptability among students. This research has transformative implications for curriculum development and instructional practices in higher education, especially academic writing.
Competency-based Learning through Online InternshipsAllison Selby
This presentation discusses the emergence of online internships, which are a perfect venue for competency-based online learning! Competency-based online learning is synergistic to experiential and high-impact internship learning classrooms. The U.S. Department of Education (2013) has recently been revaluating seat time measurement in exchange for more 21st Century approaches such as competency-based models, which include by their definition, project and community-based and customized learning opportunities, all of which are ALSO the hallmarks of experiential internships in the online learning environment. At the top of most university’s lists, that have distance education offerings, are increasingly to begin incorporating internships that provides students opportunities for high-impact experiential learning through hands-on working in cooperation with diverse organizations. This presentation discusses these opportunities as achievable in the online learning classroom. Additionally, with the high priority of the department of education, and higher educational institutions all seeking to expand competency-based learning opportunities, this presentation discusses the synergy of achieving both of these high priority goals with the online internship based on an experiential-competency model.
The Asset to Effective Teaching Is Ecological Blended Learning (EBL)QUESTJOURNAL
ABSTRACT: Teaching practices have recently witnessed certain improvements. Today’strend is to switch from traditional to modern methodologies that could enhance English Language Teaching Pedagogy (ELTP). This switch is meant to positively affect learning practices and lead to better academic achievements. To this effect, the article at hand finds it crucial, especially, for Non-Native English Speakers (NNESs) to go for a mixed mode of education that merges both face-to-face (F-t-F) instruction and e-learning (EL).Two parts are encompassed in this regard: F-t-F instruction and EL. Although both perspectives have their own pros and cons, they can converge in ELT to proffer a more cogent picture about the latest innovative practices in this field. From this angle, the current paper seeks to introduce blended learning (BL) as an incentive for hybrid teaching and a way whereby to flip the English language classroom (ELC). It equally targets to model BL and anchor it in the 21st century ELTP while unveiling its main strengths and limitations. Last but not least, the present work aims to proffer BL with an ecological perspective that focuses on improving ELC’s physical and emotional settings. This is per se a drive toinnovate teaching and make the classroom more conducive to learning.
Developing design thinking practice in complex organisationsZaana Jaclyn
Seminar given at Boras University, 22 November 2012 and Linkoping University, 29 November 2012. This seminar content is based on my phd research & preliminary findings.
(Note: special thanks to Kate Davis for allowing me to adapt her slide template).
Rewriting the information literacy recipe for future palates Zaana Jaclyn
workshop delivered at CAVAL Reference Interest Group seminar 'Information Literacy Recipes for the Melting Pot: Traditional Ingredients with a Modern Flavour', 8 November 2012, Melbourne.
from concept to capability: developing design thinking in a professional serv...Zaana Jaclyn
paper delivered at the Design Research Society Conference (DRS) 2012, 1-4 July, Bangkok, Thailand.
Full paper available at: http://qut.academia.edu/ZaanaHoward/Papers
Design thinking for library experiencesZaana Jaclyn
Guest lecture for Masters of Information Technology (Library and Information Science) subject INN533
Information Organization, Queensland University of Technology. Delivered 7 October 2011.
Workshop delivered for the Creative Performance Exchange (#cpx), Melbourne, 22 March 2010.
The workshop is designed to give a hands on speed dating experience of a design thinking process from start to finish. It's fast, interactive and fun and provides the opportunity to discuss the values of design thinking and potential powerful impact it can have on organisations for change, engagement and transformation.
'Information in context': Co-designing workplace structures and systems for o...Zaana Jaclyn
Proceedings of the Information Seeking in Context Conference (ISIC 2010), University of Murcia, Spain, 28 September - 2 October, pp. 311 - 321. Full paper available at: http://scr.bi/aW4QB1
Guest lecture for Masters Library Information Science subject LIBR 204-15
Information Organizations and Management, San Jose State University. Delivered 24 February 2010.
Guest lecture for Masters Library Information Science subject LIBR 204-15
Information Organizations and Management, San Jose State University. Delivered 17 September 2009.
From evidence to action: a shared leadership approachZaana Jaclyn
Presented at 5th International Evidence Based Library and Information Practice (EBLIP5) Conference: Bridging the Gap Stockholm, Sweden, 2 July 2009.
This presentation proposes an organisational effectiveness model, evidence based shared leadership, that applies the theoretical frameworks of shared leadership, appreciative inquiry, and knowledge creation to reorganize personnel, reassign responsibilities, and measure outcomes of a technical services division.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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.
Refining the blend: LIS educator perspectives on blended learning for dual mode cohorts
1. Refining the blend:
LIS educator perspectives on
blended learning for dual mode cohorts
Zaana Howard | Kate Davis | Helen Partridge | Christine Yates
Queensland University of Technology
2. QUT’s focus on blended
learning is in maximising
student engagement with
curriculum
617a
–
Party
Lights
–
Texture
by
Patrick
Hoesly
h:p://www.flickr.com/photos/zooboing/4425770337/
9. Blended learning is
a ‘multi layered’ approach
that integrates face-to-face and
online learning experiences that are
interactive and engaging, requiring
high student participation.
21. What matters here?
1. challenges > benefits
2. issues are exaggerated with a
dual mode cohort
3. blended delivery vs blended
experience
4. student demand for blended
learning