This document summarizes an article about building archival knowledge and skills in the digital age. It discusses how archival education focuses on building theoretical knowledge but there is a gap between this and the practical skills needed for jobs. It examines a report on the goals and priorities of the archival profession to help identify the types of skills archivists need. The document concludes that while educators focus on knowledge, explicitly discussing the skills required could help improve how education prepares students for practice.
Los ordenadores están compuestos de hardware como el monitor y teclado, y software como programas. La CPU procesa la información introducida a través de dispositivos de entrada almacenándola en la memoria principal y realizando cálculos en la unidad aritmético-lógica, para luego mostrar los resultados a través de dispositivos de salida. La CPU consta de memoria principal, unidad de control y unidad aritmético-lógica que trabajan juntas para introducir, procesar y mostrar la información.
The document presents an integrated instruction framework called the Research Support Framework developed at Portland Community College to guide students' progression in information literacy. It includes 6 stages of instruction aligned with Bloom's Taxonomy that correlate to 3 categories: perceptual shifts and basic skills, information mediation, and higher-level critical thinking. Courses are placed on the framework based on their information literacy outcomes. The framework is iterative, allowing students to practice skills in different contexts. Three dimensions of information literacy instruction are described in detail with examples.
The document discusses the importance of premise reflection in teaching and learning. Premise reflection involves critically examining the underlying assumptions and reasons for what is being taught before teaching it. This is presented as a more meaningful form of reflection than just reflecting on teaching methods after the fact. The document also discusses how learning is shaped by culture and that the cultural assumptions behind curricula should be interrogated. It provides examples of how some universities encourage students to see themselves as active researchers from the start of their studies.
Signature Pedagogies in Doctoral Education Are They Adapta.docxaryan532920
This document discusses two practices used in doctoral education that can be considered "signature pedagogies" - practices that are routinely found in certain disciplines and socialize students into disciplinary norms and identities. The first is the journal club, commonly used in neuroscience programs, where students and faculty discuss a research article in detail. The second is "the list", used in English studies, where students analyze and present on works from a reading list. The author argues these practices could be adapted for education doctoral programs to better teach students to work effectively with literature in their field.
Competency based language teaching - approach and designDerya Baysal
This document discusses the theory and design of competency-based language teaching (CBLT). CBLT views language as a functional tool for communication and interaction. It breaks language skills down into specific competencies needed for real-world tasks. Competencies are concrete behaviors that can be explicitly taught and assessed. CBLT focuses on developing functional communication abilities through modularized and individualized instruction, with continuous assessment of competency mastery. This competency-based approach aims to teach practical language skills most useful for learners' needs and roles.
1) The document discusses whose responsibility it is to develop students' academic skills at Charles Sturt University. It explores a model of shared responsibility between students, academic staff, and professional staff like learning advisers.
2) It describes a project called BUSS that aimed to embed academic skills development into degree curricula through collaboration between academics and learning skills advisers.
3) The project found academic skills development was previously uncoordinated and ad-hoc, and moved towards a model where academics and advisers work together on curriculum design and teaching to support students' academic skills.
This document reflects on the development of the author's conceptual framework for sport coaching over several decades. It outlines the origins of the framework in the 1980s when the field of sport coaching science was underdeveloped with few academic resources. The author then elaborates on key aspects of the conceptual framework, including defining coaching as a family of roles, identifying core coaching functions, and emphasizing the contextual nature of coaching practice. The framework has since impacted coaching policy, education, and research by providing a common language and reference point for the field. However, more work is still needed to promote conceptual clarity, especially in research.
The syllabus is a small place to start bringing students and faculty members back together... If students could be persuaded that we are really interested in their understanding the materials we offer, that we support their efforts to master it, and that we take their intellectual struggles seriously, they might respond by becoming involved in our courses, by trying to live up to our expectations, and by appreciating our concern.
- Rubin, “Professors, Students, and the Syllabus,” Chronicle of Higher Education
Los ordenadores están compuestos de hardware como el monitor y teclado, y software como programas. La CPU procesa la información introducida a través de dispositivos de entrada almacenándola en la memoria principal y realizando cálculos en la unidad aritmético-lógica, para luego mostrar los resultados a través de dispositivos de salida. La CPU consta de memoria principal, unidad de control y unidad aritmético-lógica que trabajan juntas para introducir, procesar y mostrar la información.
The document presents an integrated instruction framework called the Research Support Framework developed at Portland Community College to guide students' progression in information literacy. It includes 6 stages of instruction aligned with Bloom's Taxonomy that correlate to 3 categories: perceptual shifts and basic skills, information mediation, and higher-level critical thinking. Courses are placed on the framework based on their information literacy outcomes. The framework is iterative, allowing students to practice skills in different contexts. Three dimensions of information literacy instruction are described in detail with examples.
The document discusses the importance of premise reflection in teaching and learning. Premise reflection involves critically examining the underlying assumptions and reasons for what is being taught before teaching it. This is presented as a more meaningful form of reflection than just reflecting on teaching methods after the fact. The document also discusses how learning is shaped by culture and that the cultural assumptions behind curricula should be interrogated. It provides examples of how some universities encourage students to see themselves as active researchers from the start of their studies.
Signature Pedagogies in Doctoral Education Are They Adapta.docxaryan532920
This document discusses two practices used in doctoral education that can be considered "signature pedagogies" - practices that are routinely found in certain disciplines and socialize students into disciplinary norms and identities. The first is the journal club, commonly used in neuroscience programs, where students and faculty discuss a research article in detail. The second is "the list", used in English studies, where students analyze and present on works from a reading list. The author argues these practices could be adapted for education doctoral programs to better teach students to work effectively with literature in their field.
Competency based language teaching - approach and designDerya Baysal
This document discusses the theory and design of competency-based language teaching (CBLT). CBLT views language as a functional tool for communication and interaction. It breaks language skills down into specific competencies needed for real-world tasks. Competencies are concrete behaviors that can be explicitly taught and assessed. CBLT focuses on developing functional communication abilities through modularized and individualized instruction, with continuous assessment of competency mastery. This competency-based approach aims to teach practical language skills most useful for learners' needs and roles.
1) The document discusses whose responsibility it is to develop students' academic skills at Charles Sturt University. It explores a model of shared responsibility between students, academic staff, and professional staff like learning advisers.
2) It describes a project called BUSS that aimed to embed academic skills development into degree curricula through collaboration between academics and learning skills advisers.
3) The project found academic skills development was previously uncoordinated and ad-hoc, and moved towards a model where academics and advisers work together on curriculum design and teaching to support students' academic skills.
This document reflects on the development of the author's conceptual framework for sport coaching over several decades. It outlines the origins of the framework in the 1980s when the field of sport coaching science was underdeveloped with few academic resources. The author then elaborates on key aspects of the conceptual framework, including defining coaching as a family of roles, identifying core coaching functions, and emphasizing the contextual nature of coaching practice. The framework has since impacted coaching policy, education, and research by providing a common language and reference point for the field. However, more work is still needed to promote conceptual clarity, especially in research.
The syllabus is a small place to start bringing students and faculty members back together... If students could be persuaded that we are really interested in their understanding the materials we offer, that we support their efforts to master it, and that we take their intellectual struggles seriously, they might respond by becoming involved in our courses, by trying to live up to our expectations, and by appreciating our concern.
- Rubin, “Professors, Students, and the Syllabus,” Chronicle of Higher Education
This document discusses constructivism as an educational theory and approach to teaching and learning. Some key points:
- Constructivism views learning as an active process where learners construct new knowledge based on their experiences and interactions. Learners do not simply absorb information but build their own understanding.
- A constructivist approach recognizes that learning is contingent on factors like the individual learner, the learning context, and teaching methods. Effective teaching should consider these contingencies.
- Contrary to some criticisms, constructivism does not mean "minimally guided instruction." Rather, it supports teacher guidance that is optimized for the subject matter and learners. Guidance can include both structured and exploratory activities.
This document discusses creating an electronic portfolio for students in the Entomology program at the University of Nebraska-Lincoln. It describes how portfolios can help assess student learning over time, provide benefits to both students and faculty, and incorporate course materials like syllabi, assignments, and reflections. Organizing portfolios with fidelity can allow advisors to track student progress and help undergraduates explore different pathways. Access to portfolios would be limited to instructors to share information while protecting sensitive exam materials.
A Three-Stage Framework For Teaching Literature Reviews A New ApproachVernette Whiteside
This three-stage framework is proposed to better teach students how to write literature reviews:
1. Students learn how to systematically search relevant literature through database examples and key search strings.
2. Students learn to critically read and deconstruct texts using a template and questioning approach.
3. Students learn to reconstruct the material into a coherent argument using a simple metaphor to demonstrate synthesis.
The framework aims to simplify the literature review process for students and provide explicit guidance for teachers.
The document discusses the author's perspectives on curriculum in different educational contexts throughout their career. They see curriculum as tools to help learners progress in a specific direction. As a K-12 teacher, they viewed curriculum as prescribed knowledge to transmit to students. As an adult educator, curriculum involves designing lessons from a body of knowledge. When teaching military transition programs, the curriculum is standardized across locations but allows for flexibility in facilitation. The author evaluates curriculum using Kirkpatrick's model and incorporates various learning theories into their teaching practice.
This document discusses using design studio methods to teach academic writing. It argues that the process of scholarly writing, like designing, involves creatively engaging with questions and shaping claims based on research. The material and collaborative aspects of design studios can thus support learning academic argumentation. Specifically, mapping, sketching, and iterative engagement with ideas both intellectually and visually can help students explore and communicate spatial and verbal arguments. The document examines how this approach was implemented in a critical reading and research course at the Boston Architectural College to make learning more inclusive and cross-curricular.
Academic Discourse Essay
Perfect World Research Paper
Essay about English Academic Writing
Gac Compare and Contrast Essay
What I Have Learned About Research
Academic Ethics And Academic Integrity Essay
Reflection On Academic Reading
Importance And Purpose Of Research Essay
Essay On Academic Reflection
Perfect World Research Paper
My Academic Goals And Research Interests
My Professional And Academic Experience
Educational Research
Developing Strong Academic Study Skills
A Research Study On An Academic Research Essay
Popular Press Vs Academic Research Essay
Academic Background And Career Interest Essay
Essay about The Importance of Academic Integrity
1. The document discusses the author's perspectives on curriculum in different educational contexts they have worked in, including as a K-12 teacher, higher education instructor, graduate student, and instructor for a military transition program.
2. As a K-12 teacher, the author viewed curriculum as the body of knowledge and skills transmitted to students, with some flexibility in how it was taught. In higher education, the author had more flexibility to design their own curriculum.
3. As an instructor for a military transition program, the author must strictly follow the provided lesson plans and materials, but aims to facilitate learning through various models like transmission, process, and constructivism.
A Genre-Based Approach To The Teaching Of Report-WritingBrooke Heidt
This document discusses using a genre-based approach to teach report writing to students learning English for specific purposes. It describes analyzing the structure of report genres to identify the key components and rules. The document outlines how a program was developed to provide structured feedback on student reports based on these genre conventions. The program standardized the feedback and ensured it addressed all necessary elements. This approach aimed to both teach students report writing structures and facilitate scientific thinking.
This document provides background on research into electronic portfolios and their impact on student engagement and learning. It discusses that while portfolios are widely used, the empirical research is limited. It explores the multiple purposes of portfolios, from learning to assessment. Portfolios can increase student reflection and understanding of their own growth over time. However, portfolios designed for assessment may conflict with those focused on the learning process. More research is needed on how technology can support portfolios' original goals of student reflection and growth.
The document discusses several teaching strategies that can be used in an instruction session, including:
1) Having students "drive" the computer to lead parts of the session, engaging them as peers teach.
2) Using a "mindwalk" activity where students brainstorm different aspects of a concept in writing.
3) Implementing problem-based learning through case studies for students to research and propose solutions.
4) Adopting a constructivist approach through inquiry-based methods that build on students' existing knowledge.
A Quot How-To Quot Guide For The Education Thesis Dissertation Process.Mandy Brown
This document provides a "how-to" guide for education graduate students completing a thesis or dissertation. It outlines the process in incremental steps to make it seem less overwhelming.
The guide breaks down the thesis/dissertation into its main parts - preliminary pages, chapters, references and appendices. It then outlines how to approach each chapter sequentially, with the chapters typically including: an introduction outlining the study purpose and questions; a literature review providing the theoretical framework; a methodology chapter describing the research design and procedures; a results chapter presenting the findings; and a discussion/conclusion chapter interpreting the results.
For each chapter, the guide recommends completing the required subsections piece-by-piece to gradually build up the
This course is designed to introduce both traditional and innovative approaches/strategies in teaching science for Master students engaging in the field of teaching developing a scientific literacy through learning the strategies in reading and writing as one of the component for students in learning science as they organized each thoughts in a scientific ways, communicate ideas, and share information with fidelity and clarity, to read and listen with understanding. Integration of STEM – infusing through teaching approach as a model integrating all content areas in the way that provides rich meaningful experience for students. Explore the practical implications of cognitive science for classroom assessments, motivating student effort and designing learner – centered circular units.
Edll 5341 edll 5344 may 5%2c 2014 learning module 16cswstyle
This document discusses disciplinary literacies and content area literacy. It begins by defining disciplinary literacies as a form of academic literacy that involves learning the conventions and language used within a particular discipline. It discusses how students' understanding in a discipline, called "envisionments", develop over time through experiences like reading texts and discussions. The document provides examples of how envisionments are built in classrooms through inquiry-based learning and engaging with the practices of a discipline. It concludes by emphasizing the importance of teaching literacy through critical thinking and inquiry within discipline-focused instruction.
EDU 7101 4: Library Research and Exploring Your Area of Interesteckchela
This is a North Central University course (EDU 7101-4) Assignment 4: Library Research and Exploring Your Area of Interest. It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
This is North Central University course (EDUC 7101), Assignment 4 . It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
The New Framework for Information Literacy for Higher EducationTrudi Jacobson
Presented during the Georgia Library Association's Carterette Series Webinar by Craig Gibson and Trudi Jacobson, Engaging with the ACRL Framework for Information Literacy, held online May 6 2015. Webinar recording can be found at https://vimeo.com/georgialibraryassociatio/review/127082500/ea51fb8469
This document discusses definitions of curriculum and foundations of curriculum. It provides broad and specific definitions of curriculum from various scholars. Broad definitions see curriculum as all planned learning experiences, while specific definitions refer to outlines of courses of study or sets of subjects. The document also examines philosophical, psychological, sociological, scientific/technological, and historical foundations that influence curriculum development. Key educational philosophies discussed are perennialism, essentialism, progressivism, and reconstructionism. The document compares rationalist and empiricist views on the origins and nature of knowledge and their implications for curriculum.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
This document discusses constructivism as an educational theory and approach to teaching and learning. Some key points:
- Constructivism views learning as an active process where learners construct new knowledge based on their experiences and interactions. Learners do not simply absorb information but build their own understanding.
- A constructivist approach recognizes that learning is contingent on factors like the individual learner, the learning context, and teaching methods. Effective teaching should consider these contingencies.
- Contrary to some criticisms, constructivism does not mean "minimally guided instruction." Rather, it supports teacher guidance that is optimized for the subject matter and learners. Guidance can include both structured and exploratory activities.
This document discusses creating an electronic portfolio for students in the Entomology program at the University of Nebraska-Lincoln. It describes how portfolios can help assess student learning over time, provide benefits to both students and faculty, and incorporate course materials like syllabi, assignments, and reflections. Organizing portfolios with fidelity can allow advisors to track student progress and help undergraduates explore different pathways. Access to portfolios would be limited to instructors to share information while protecting sensitive exam materials.
A Three-Stage Framework For Teaching Literature Reviews A New ApproachVernette Whiteside
This three-stage framework is proposed to better teach students how to write literature reviews:
1. Students learn how to systematically search relevant literature through database examples and key search strings.
2. Students learn to critically read and deconstruct texts using a template and questioning approach.
3. Students learn to reconstruct the material into a coherent argument using a simple metaphor to demonstrate synthesis.
The framework aims to simplify the literature review process for students and provide explicit guidance for teachers.
The document discusses the author's perspectives on curriculum in different educational contexts throughout their career. They see curriculum as tools to help learners progress in a specific direction. As a K-12 teacher, they viewed curriculum as prescribed knowledge to transmit to students. As an adult educator, curriculum involves designing lessons from a body of knowledge. When teaching military transition programs, the curriculum is standardized across locations but allows for flexibility in facilitation. The author evaluates curriculum using Kirkpatrick's model and incorporates various learning theories into their teaching practice.
This document discusses using design studio methods to teach academic writing. It argues that the process of scholarly writing, like designing, involves creatively engaging with questions and shaping claims based on research. The material and collaborative aspects of design studios can thus support learning academic argumentation. Specifically, mapping, sketching, and iterative engagement with ideas both intellectually and visually can help students explore and communicate spatial and verbal arguments. The document examines how this approach was implemented in a critical reading and research course at the Boston Architectural College to make learning more inclusive and cross-curricular.
Academic Discourse Essay
Perfect World Research Paper
Essay about English Academic Writing
Gac Compare and Contrast Essay
What I Have Learned About Research
Academic Ethics And Academic Integrity Essay
Reflection On Academic Reading
Importance And Purpose Of Research Essay
Essay On Academic Reflection
Perfect World Research Paper
My Academic Goals And Research Interests
My Professional And Academic Experience
Educational Research
Developing Strong Academic Study Skills
A Research Study On An Academic Research Essay
Popular Press Vs Academic Research Essay
Academic Background And Career Interest Essay
Essay about The Importance of Academic Integrity
1. The document discusses the author's perspectives on curriculum in different educational contexts they have worked in, including as a K-12 teacher, higher education instructor, graduate student, and instructor for a military transition program.
2. As a K-12 teacher, the author viewed curriculum as the body of knowledge and skills transmitted to students, with some flexibility in how it was taught. In higher education, the author had more flexibility to design their own curriculum.
3. As an instructor for a military transition program, the author must strictly follow the provided lesson plans and materials, but aims to facilitate learning through various models like transmission, process, and constructivism.
A Genre-Based Approach To The Teaching Of Report-WritingBrooke Heidt
This document discusses using a genre-based approach to teach report writing to students learning English for specific purposes. It describes analyzing the structure of report genres to identify the key components and rules. The document outlines how a program was developed to provide structured feedback on student reports based on these genre conventions. The program standardized the feedback and ensured it addressed all necessary elements. This approach aimed to both teach students report writing structures and facilitate scientific thinking.
This document provides background on research into electronic portfolios and their impact on student engagement and learning. It discusses that while portfolios are widely used, the empirical research is limited. It explores the multiple purposes of portfolios, from learning to assessment. Portfolios can increase student reflection and understanding of their own growth over time. However, portfolios designed for assessment may conflict with those focused on the learning process. More research is needed on how technology can support portfolios' original goals of student reflection and growth.
The document discusses several teaching strategies that can be used in an instruction session, including:
1) Having students "drive" the computer to lead parts of the session, engaging them as peers teach.
2) Using a "mindwalk" activity where students brainstorm different aspects of a concept in writing.
3) Implementing problem-based learning through case studies for students to research and propose solutions.
4) Adopting a constructivist approach through inquiry-based methods that build on students' existing knowledge.
A Quot How-To Quot Guide For The Education Thesis Dissertation Process.Mandy Brown
This document provides a "how-to" guide for education graduate students completing a thesis or dissertation. It outlines the process in incremental steps to make it seem less overwhelming.
The guide breaks down the thesis/dissertation into its main parts - preliminary pages, chapters, references and appendices. It then outlines how to approach each chapter sequentially, with the chapters typically including: an introduction outlining the study purpose and questions; a literature review providing the theoretical framework; a methodology chapter describing the research design and procedures; a results chapter presenting the findings; and a discussion/conclusion chapter interpreting the results.
For each chapter, the guide recommends completing the required subsections piece-by-piece to gradually build up the
This course is designed to introduce both traditional and innovative approaches/strategies in teaching science for Master students engaging in the field of teaching developing a scientific literacy through learning the strategies in reading and writing as one of the component for students in learning science as they organized each thoughts in a scientific ways, communicate ideas, and share information with fidelity and clarity, to read and listen with understanding. Integration of STEM – infusing through teaching approach as a model integrating all content areas in the way that provides rich meaningful experience for students. Explore the practical implications of cognitive science for classroom assessments, motivating student effort and designing learner – centered circular units.
Edll 5341 edll 5344 may 5%2c 2014 learning module 16cswstyle
This document discusses disciplinary literacies and content area literacy. It begins by defining disciplinary literacies as a form of academic literacy that involves learning the conventions and language used within a particular discipline. It discusses how students' understanding in a discipline, called "envisionments", develop over time through experiences like reading texts and discussions. The document provides examples of how envisionments are built in classrooms through inquiry-based learning and engaging with the practices of a discipline. It concludes by emphasizing the importance of teaching literacy through critical thinking and inquiry within discipline-focused instruction.
EDU 7101 4: Library Research and Exploring Your Area of Interesteckchela
This is a North Central University course (EDU 7101-4) Assignment 4: Library Research and Exploring Your Area of Interest. It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
This is North Central University course (EDUC 7101), Assignment 4 . It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
The New Framework for Information Literacy for Higher EducationTrudi Jacobson
Presented during the Georgia Library Association's Carterette Series Webinar by Craig Gibson and Trudi Jacobson, Engaging with the ACRL Framework for Information Literacy, held online May 6 2015. Webinar recording can be found at https://vimeo.com/georgialibraryassociatio/review/127082500/ea51fb8469
This document discusses definitions of curriculum and foundations of curriculum. It provides broad and specific definitions of curriculum from various scholars. Broad definitions see curriculum as all planned learning experiences, while specific definitions refer to outlines of courses of study or sets of subjects. The document also examines philosophical, psychological, sociological, scientific/technological, and historical foundations that influence curriculum development. Key educational philosophies discussed are perennialism, essentialism, progressivism, and reconstructionism. The document compares rationalist and empiricist views on the origins and nature of knowledge and their implications for curriculum.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
Terry eastwood
1. Arch Sci (2006) 6:163–170
DOI 10.1007/s10502-006-9026-2
ORIGINAL PAPER
Building archival knowledge and skills in the digital age
Terry Eastwood
Received: 4 March 2005 / Accepted: 15 February 2006 /
Published online: 10 October 2006
Ó Springer Science+Business Media B.V. 2006
Abstract On the basis of over 20-years’ experience teaching in a master’s level program
of archival education in a North American university, the author reflects on the relationship
between building knowledge of archives and the skills to carry out archival work. Using a
report of the Society of American Archivists on the goals and priorities of the archival
profession, he examines where and how skill building can become an integral part of
archival education in the digital age. This article is little changed from the speech the
author gave to open the Third Archival Educator’s Forum held in Boston, Massachusetts
on August 2, 2004.
Keywords Archival practice Æ Archival education
Education is generally recognized as knowledge building, where knowledge is equated
with a theoretical or practical understanding of some focus of intellectual attention, such as
literature, language, history, politics, some aspect of the physical world, or a realm of
human endeavor. Knowledge building inevitably requires disciplined thinking, hence the
notion of a discipline. Professional disciplines, although they have the character of building
disciplined thinking, inevitably face the need to connect learning with the practical pursuit
of the ends of the profession.
Most writers on archival education make the connection between theory, methods, and
practice, and see it as a single body of knowledge. For instance, Luciana Duranti argues
that archival knowledge ‘‘dwells on the ideas about what archival material is and how to
work with that material, and discusses their application in archival practice’’ (Duranti
1993, 9). Archival educators and education guidelines, such as those of the Society of
American Archivists (2002) and the Association of Canadian Archivists (1990) tend to
concentrate on characterizing the intellectual content of this body of knowledge as best
they can, given their situation, in curricula of study. The literature on archival education
T. Eastwood (&)
University of British Columbia, 301-6190 Agronomy Road, Vancouver, BC V6T 1Z3, Canada
e-mail: eastwood@interchange.ubc.ca
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and investigations, like that of Jeannette Bastian and Beth Yakel (2006) on core archival
knowledge, reveal that there is little agreement on what the architecture of the archival
curriculum should be, so diverse are the circumstances of its delivery and the aims ani-
mating it.
Nonetheless, archival education has flowered in the academy in Canada and the United
States over roughly the past 25 years. Debates from former times about its viability and
proper place in the university have given way to concern on how to give it greater effect or
bring it into line with current societal needs (Carbo 1993). Educators themselves have
taken up the responsibility to expand archival knowledge in their research activities, and to
feed the results into the knowledge building exercise of educating new entrants to the
profession. This facet of their endeavor was the subject of a gathering of archival educators
in 1999 and subsequently published as a special issue on education in the fall/winter 2000
issue of American Archivist.
The current situation is not what educators want it to be, as Richard Cox (2000) laments
the slow progress of universities to live up to the guidelines issued by SAA, which itself
continues to provide the most basic education (pp. 373–374). In fact, most of them see a
large gap between the potential to employ archival knowledge in society and its actual
employment in practice. Yakel notes that ‘‘the low numbers working in the corporate
sector, however, confirm Wallace’s [earlier] findings concerning the low number of
individuals interested in entering this particular sector’’ (p. 312). Often those directing the
affairs of organizations do not know they need someone with archival knowledge,
particularly in the management of current records, and even in some places where it
manifestly is needed it is still disparaged, if not openly and avowedly, at least instru-
mentally in hiring practices. Most educators live with the understanding that there will
always be something of a disjunction between their perspective on knowledge building and
employers’ perspective on the skills required to accomplish specific jobs.
The literature on archival education says little directly about the skills students are
expected to acquire, whether the skill is understood as a particular ability to think or a
particular ability to do something in the world. Disciplined thinking, it is assumed, is the
foundation of skill building, which, after all, takes place over the course of a working life.
The role of education is to form the mind to the ways of thinking and awareness that will
allow the learner to adapt to new circumstances and to consider what is being done in ways
that are productive for the self growth of the skill at doing the work. Skill building smacks
of training, which is seen as instruction and practice in doing specific tasks, something
antithetical to education, a kind of reductio ad absurdum of true professional learning, a
straightjacket for the mind.
Educators are understandably uncomfortable when asked about the skills graduates
have. They see skills as founded on archival knowledge but coming out more or less
naturally in the wash of practice. Employers are rightfully indignant if they have to expend
time and resources to train graduates to do things their education ought to have prepared
them to do. They expect graduates to slip into practice more or less effortlessly. Enough do
that for both sides to relieve themselves of too great a concern. Both sides also recognize
that personal talents beyond those honed during professional education, like the ability to
get on with others or judge circumstances with acumen and plan work accordingly, go a
long way to determining success on the job. So, we may comfortably take the view that
many important skills needed for successful practice seem to be in the lap of the gods and
in the hands of the practitioner to develop, perhaps with the assistance of the employer.
There is enough truth in all this to ward us off from talking too closely about building
skills. The disjunction is there for good reason. It is foolhardy to try to square the circle of
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knowledge and skills, so don’t try, it’s a waste of time, even dangerous to do. I have long
shared this comfortable rationalization, but have begun to wonder about it, if only because,
if there is a circle of archival knowledge and archival skills, there must be a responsive
quality to their development. If archival knowledge informs skill building, as educators
assume, cannot some understanding of the skills needed to perform the job inform
knowledge building, as I think employers, practitioners, and students often hope it will? I
ought to make one last acknowledgement. I am not saying that educators do not think about
the skills students need to do the job. Reflection on the demands and strictures of practice
and on what makes for success necessarily involves reflection on what needs to be done
and therefore, implicitly at least, on the skills needed to do the job.
Much about skill building in the exercise of educating archivists goes on imaginatively
or implicitly, and most students recognize the task at hand as being the mastery of
understanding archives much as their professors do. My task is to try to be a little more
explicit about it, with the hope of stimulating some thought and consideration of the matter
of building archival knowledge and skills in our time. My hope is that, where we might not
be able to agree on matters of curriculum, for obvious reasons of circumstance, we might
be able to agree more readily on what we want our graduates to be able to do. My
supposition is that we can then go on to assess the extent to which students’ learning
actually prepares them to be able to do the work.
The literature on archival education does not often speak explicitly about skills. The quite
extensive effort of governments and employers to define the knowledge, skills, and abilities
of various occupations is equally unsatisfactory for my purposes. It either assumes that the
skill or ability is the capacity to apply knowledge, or it speaks of generic skills or abilities
such as for planning, evaluating, and so on. So, I searched elsewhere for a text or texts to
provide me some basis. In the end, I chose a single text: Planning for the Archival Profession:
A Report of the SAA Task Force on Goals and Priorities from 1986. It is by no means the
perfect document for my purposes, but it does make an effort to characterize fairly broadly
the spheres of activity of the profession and what archivists specifically do or should be able
to do, from which we can, I think, infer the kinds of skills practitioners should have.
The Task Force on Goals and Priorities, GAP as it called itself, set out three goals for
the profession: (1) the identification and retention of records of enduring value; (2) the
administration of archival programs to ensure the preservation of records of enduring
value; and (3) the availability and use of records of enduring value. Today, many archival
educators, however they might quibble about the statement of these goals, would say that
one goal is missing. Many archival institutions or programs have responsibility to
administer or facilitate the creation, maintenance, use, and disposition of the records of the
organization to which they belong. A fourth goal, which becomes my first one, might be
the cultivation of the creation of accurate, reliable, and authentic records and their effective
and efficient maintenance, use, and disposition.
I do not want to get into arguments about the extent to which archivists should be
involved in records management. Obviously, that differs greatly depending on the situa-
tion. I think we can agree that archivists have a deep interest in the facilitation of good
recordkeeping practice, which is what I will call my goal one. In fact, the GAP report
implicitly takes this position. I am going to discuss the kinds of skills archivists need to
help realize each of these four goals.
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The facilitation of good recordkeeping practice
Whether archivists have a role in administering records management programs or giving
advice or setting standards, they have to be able to translate their knowledge of the nature
of records and how they are generated, maintained and used into skilled behaviors. At its
broadest, the skill needed is the skill to design recordkeeping systems. The skills at the core
of management of active records are the skill to build an integrated system for classifi-
cation and disposition of records. Building a recordkeeping system requires careful anal-
ysis of business functions, activities, procedures, and needs. These analytical skills, which
we might call archival analysis, are in fact fundamental to almost all aspects of records and
archival work. As applied to the design, implementation, and ongoing management of
records in an organization, this skill also involves knowing the contextual factors that must
be taken into account during the entire process. With electronic records, other skills, like
the ability to design a metadata schema come into play.
The GAP report implicitly recognizes the need for skill in this area in two of the
activities it lists in its first goal. It says that archivists must be able to analyze the
creation, administration, and use of records by their creators, and to analyze the impact
of technology on the ways in which information is created, captured, maintained and
retrieved. The report ties the need of these skills to the archival interest in selection and
management of records of enduring value; but in fact, good recordkeeping is essential to
effective and efficient conduct of affairs, and accurate, reliable, and authentic records are
the foundation of accountability and historical understanding. Whether you take the view
of Margaret Cross Norton that historical use of records is ‘‘so much velvet,’’ or the GAP
view that archivists ‘‘should influence this process to assure an adequate historical
record,’’ archivists actually need the skills to build these fundamental features of
recordkeeping systems (Mitchell 1975). Undoubtedly, applying these skills in the digital
environment requires extensive understanding of information technology as well as the
skill to assess which hardware, software, and storage media meet recordkeeping and
archival requirements. Finally, archivists need to be able to devise management frame-
works for records management, how to articulate the whole program or system of
records management—whether they are doing it or advising those with that responsi-
bility. The GAP report recognizes this when it says archivists need to ‘‘participate in
policy making about the creation and retention of records’’ and ‘‘promote legislation,
regulations, and guidelines that encourage records preservation’’ (Society of American
Archivists 1986, pp. 12–13).
In organizations of all kinds the world over, there is an urgent need for records
officers who have skills at the highest level to design, implement, and manage record-
keeping systems, particularly in the electronic environment. There is a great deficit of
education to meet this need in society. The result is often that such work falls to others
ill prepared to do the job at this high level, with adverse consequence for recordkeeping
and the quality of archives. A major goal of archival education should be the chipping
away at this societal deficit of recordkeeping expertise by making sure that graduates
have the range of analytical skills they need in order to take part—however their
circumstances allow—in design, implementation, and maintenance of recordkeeping
systems. More and more this means systems for the management of electronic records
and related databases and Web sites, which in turn means much more than the superficial
understanding of the technological environment that most computer users in organiza-
tions have.
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Identification and retention of records of enduring value
GAP’s four objectives in this area are:
• Understand the characteristics and uses of records in order to guide the evaluation,
selection and retention of records of enduring value;
• Develop and apply appraisal and documentation strategies to ensure preservation of
historically important records;
• Influence records creators to accept responsibility for saving historically important
records; and
• Obtain public support for the retention of archival records.
Arguably, no aspect of archival work has received more attention in the literature in
recent years than has appraisal. When you peel away all the rhetoric around documentation
strategy, functional analysis, and macro-appraisal, you will find widespread agreement that
the archival analysis mentioned earlier is at the basis of all good appraisal, which, as GAP
says, is the skill to analyze the creation, administration, and use of records by their creators.
GAP also speaks of the ability to analyze secondary value, the relationship of records to
other sources of documentary heritage, and the impact of technology on the ways in which
information is created, captured, maintained and retrieved. It then speaks of the ability to
formulate appraisal strategies and develop and coordinate acquisition policies among
repositories, influence policies affecting records retention and disposal, and educate the
public about the benefits of records preservation.
However, one might quibble with GAP’s view in this area, it is difficult to disagree with
its implicit proposition that appraisal for selection and acquisition in a records and
information rich society is a tremendous challenge little understood in the wider world.
The basic skill of analyzing records must be complemented by skills at formulating and
assessing the effectiveness of policies, strategies, and procedures for conducting appraisal,
selection, and acquisition, as well as by skills at acting as advocates for and educators
about the proper regime for and benefits of retention of records of enduring value. In its
own way GAP also put its finger on the contemporary difficulty of knowing ‘‘when and
how to intervene (where information systems are concerned) to obtain historically
important information in usable formats,’’ that is, to rise to the challenge of appraisal of
trustworthy electronic records. GAP makes it clear that the skill needed is to ‘‘analyze
bureaucratic and industrial structures and the application of records and information
management within these structures’’ (Society of American Archivists 1986, p. 13). This is
a great challenge for educators, particularly in the area of education about information
technology and its application in business and personal activities. We have to blend
knowledge of information technology and the skill at using it into the curriculum in a deep
way to ensure that graduates can both analyze the environments in which they find
themselves and move within them comfortably in order to associate with all the parties
involved in records and information creation, maintenance and use. There is a heavy leaven
of exhortation in the GAP report for the ability not only to understand theory and method in
this area, but also to be able to articulate why and how it is implemented to serve orga-
nizational and societal ends.
We can do a great deal in helping students to develop skills in articulating ideas about
appraisal and can show them how these ideas are employed in policies, strategies, and
procedures. Most importantly, we can cultivate their skill at expressing these ideas in clear
language that non-archivists can understand. I have taught appraisal for many years. The
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more I teach it, the more I feel that it is a matter of allowing students a great range of
opportunities to articulate ideas about the subject in all its facets both verbally and in
writing. Students have to make these ideas their own, see how they are applied, and be able
to explain them to people other than their classmates and professors.
The administration of archival programs to ensure the preservation of enduring value
The general tenor of the GAP report in this area is that much needs to be done to facilitate
better management of institutions and programs. A graduate of our program at the Uni-
versity of British Columbia recently took a job to head a newly established archival
program in a private university in the United States. After he had been on the job for a year,
I asked him how it was going. He replied, ‘‘You didn’t tell me 90% of the job would be
political.’’ In this blunt way, he expressed his experience of crossing the threshold from the
classroom to a management position. I think that we educators tend to think that the ability
to manage the affairs of an archival institution or program is one of those things that will
come out in the wash, and will depend more on the native savvy of the individual than on
anything we can do. Or we may think, it is the task of organizations to provide manage-
ment training and to cultivate the skills managers need.
This section of the GAP report exhorts the professional community to take part in
developing archival knowledge, to set standards for archivists and archival repositories, to
promote archival ends in society, to promote cooperation between the archival community
and allied professions, and to develop skills in program planning, fund raising, and pro-
gram advocacy. The report also strongly urges the archival community to develop research
skills to support work in these areas. I suspect that, after a few years (often very few), most
archivists are not only completely involved in these activities of administering archival
programs, nurturing them, protecting them, promoting them, and seeing that they them-
selves or those they supervise remain up to date, but also in contributing to the develop-
ment of their field through their work in professional associations or through developing
the policies, procedures, and standards to discipline the workplace.
While educators further the work of administrators when they give them a sound
foundation of archival knowledge and ways to extend it through scholarship and research,
how do they see that graduates are prepared for the management roles that they will soon
take on? A solid course on the foundations of management science is no doubt a sine qua
non, but, I would also suggest that students need to be immersed in a practical setting
before they come to consider management issues. We tend to look at practica or internships
as an opportunity to arrange and describe records, perhaps take a hand in appraisal and
reference service, but we miss a major facet of the exercise if students are not drawn into
the wider running of the repository, the issues practitioners face, the management activities
they do on a daily basis, and so on. This means drawing practitioners into the educational
exercise, for they play the vital role of communicating understanding of their reality to the
student.
Professional education in medicine, law, teaching, social work, engineering, architec-
ture and many other fields requires extensive, closely monitored practical work. Medical
education has been revolutionized in many quarters to emphasize learning of this kind. In
my own school, we have, if anything, gone in the opposite direction, at least in the degree
to which we closely monitor the exercise of practical learning. It is a problem for us, given
the demands on our time, but skills we cannot teach in the classroom can be learned during
practical fieldwork. Students who have had an extensive stint of practical work lasting
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several months are quick to see, when they return to the class, the value of learning things
to augment these kinds of management skills.
The availability and use of records of enduring value
The GAP report urges archivists to develop programs to encourage use of archival records,
to disseminate information about holdings, to promote laws and policies that maximize
access while protecting rights, to publicize innovative use of archives, and develop the
inter-institutional means to increase accessibility of archives. Arguably, the knowledge to
support the kinds of activities GAP speaks of here is one of the weakest areas of archival
science. Obviously, there are enormous opportunities to facilitate access to and accessi-
bility of archival material in the digital environment, so there is much that educators can do
to prepare students with a solid understanding of information technology and its appli-
cation to these archival processes. However, the archival field still has a very limited
knowledge of user behavior, the ways best to present information. Archival literature of
recent years is full of exhortation to remedy these lacunae in our knowledge, and we are
beginning to see some progress, but, somehow, educators need to ramp up the capabilities
in these areas such that archival graduates can fully realize the potential of the technology,
avoid the tremendous potential for its foolish use, and truly benefit users. Good teaching in
this area requires the instructor to have a solid mastery of the technology, but even more
importantly to be able to explain its fundamentals to students so that they will understand
the possibilities and the limitations of the tools at their command.
It almost goes without saying that instruction in the technological environment is vital
for preparing archivists to work with electronic records, which graduates from now on will
undoubtedly face during their careers. The GAP report looks very dated now because the
technology has so invaded our lives, but it is not at all clear that prospective archivists are
being instructed about the technology in as broad and deep a manner as practicing
archivists need to be. At least in part, this is not happening because the archival field is not
turning out the next generation of teachers equipped to meet these challenges. It is a neat
trick to ramp up studies at the master’s level in this area and simultaneously see that the
necessary doctoral-level education and research is done to ensure that advanced instruction
in archival science, as it is applied in the digital world, has real substance. It has to be done
to ensure that we have a highly skilled workforce to deal with the challenge of electronic
records and the delivery of archival services with the aid of information technology. I have
little doubt that this is the central challenge of archival science for the foreseeable future.
Conclusion
I base the observations in this article mainly on my twenty-three years’ experience as an
archival educator. In that time, our field has made great efforts to transform itself in step
with changes in society, with many notable successes. However, I have the strong sense
that we are mired in an old-fashioned pedagogy that too comfortably eschews skill building
as a necessary part of professional education in our times, all the more so as we work in the
digital environment. It is not a case of throwing out our careful effort to communicate basic
concepts and methods as the bedrock foundation of archival education, or to abandon the
humanistic foundation of the archival enterprise; it is a case of adding to it to meet the
needs graduates will have and employers have a right to expect they will have fulfilled in
their education.
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