This presentation sketches a few projects and concepts that I'm interested in that illustrate potential opportunities for modeling civic intelligence for the common good.
Integrated Timetabling Project and Learning Spaces StrategySuste-Tech
Integrated Timetabling Project and Learning Spaces
Strategy.
Presented by Toni Kelly and Matt Sherlock at the Utilisation of Space Across Campus through the Use of ICT workshop at the University of Birmingham on 24th August 2011.
Slides from my talk at the 27th European Conference on Operational Research (EURO 2015): Automated Timetabling, a case study with hybrid algorithms and GPU parallelization.
CMU Portugal Program: Highlights and OpportunitiesCMUPortugal_
We are pleased to announce that a 2nd Call for Entrepreneurial Research Initiatives (ERIs) and for Early Bird Projects is expected to open in mid-October and mid-November, respectively, and will remain open until mid-December, 2014. Both Calls are funded by the Fundação para a Ciência e a Tecnologia. More information available at http://www.cmuportugal.org/tiercontent.aspx?id=5511
Creating effective mobile learning in the social age - mLearnCon 2014 by Juli...Julian Stodd
The Social Age is a time of great change, in how we work and how we learn. To design effective mobile learning, we have to understand these new realities and ensure that what we design fits within the constraints and evolved behaviours that have emerged. These are the slides from the session i ran at mLearnCon 2014 in San Diego with the eLearning Guild.
Principles, Criteria, and Indicators: a ‘means’ by which to adaptively manage...CIFOR-ICRAF
Presented by Ravi Prabhu, Director Innovation and Impact, CIFOR-ICRAF, at "Online Webinar 2: Biophysical Attributes and Peatland Fires", on 14 October 2020
In this keynote session, the speaker discussed the principle, criteria, and indicators (P, C, I) as the tools to measure the success and /or failures of sustainable forest management in general and peatland restoration specifically. This session also emphasized the importance of ‘good enough’ indicators. Efforts should be focused on people-centric approaches for implementing P, C, I approach in peatland restoration.
This presentation sketches a few projects and concepts that I'm interested in that illustrate potential opportunities for modeling civic intelligence for the common good.
Integrated Timetabling Project and Learning Spaces StrategySuste-Tech
Integrated Timetabling Project and Learning Spaces
Strategy.
Presented by Toni Kelly and Matt Sherlock at the Utilisation of Space Across Campus through the Use of ICT workshop at the University of Birmingham on 24th August 2011.
Slides from my talk at the 27th European Conference on Operational Research (EURO 2015): Automated Timetabling, a case study with hybrid algorithms and GPU parallelization.
CMU Portugal Program: Highlights and OpportunitiesCMUPortugal_
We are pleased to announce that a 2nd Call for Entrepreneurial Research Initiatives (ERIs) and for Early Bird Projects is expected to open in mid-October and mid-November, respectively, and will remain open until mid-December, 2014. Both Calls are funded by the Fundação para a Ciência e a Tecnologia. More information available at http://www.cmuportugal.org/tiercontent.aspx?id=5511
Creating effective mobile learning in the social age - mLearnCon 2014 by Juli...Julian Stodd
The Social Age is a time of great change, in how we work and how we learn. To design effective mobile learning, we have to understand these new realities and ensure that what we design fits within the constraints and evolved behaviours that have emerged. These are the slides from the session i ran at mLearnCon 2014 in San Diego with the eLearning Guild.
Principles, Criteria, and Indicators: a ‘means’ by which to adaptively manage...CIFOR-ICRAF
Presented by Ravi Prabhu, Director Innovation and Impact, CIFOR-ICRAF, at "Online Webinar 2: Biophysical Attributes and Peatland Fires", on 14 October 2020
In this keynote session, the speaker discussed the principle, criteria, and indicators (P, C, I) as the tools to measure the success and /or failures of sustainable forest management in general and peatland restoration specifically. This session also emphasized the importance of ‘good enough’ indicators. Efforts should be focused on people-centric approaches for implementing P, C, I approach in peatland restoration.
At work in the phenomenal field, introduction to my researchNick Norton
“Only connect ...” discovery pathways, library explorations, and the information adventure.
A collection of information discovery journeys. My chapter proposal for this book: can there be a person centred library?
at Qualitative360 Asia Pacific 2014
1-2 October 2014, Singapore
This event is proudly organised by Merlien Institute
Check out our upcoming events by visiting http://qual360.com/
Why do communication strategies often not work? How is a vision different than a mission statement? How can marketing materials, websites, and social media interactions reflect this vision? How can you tap into deeper emotion and motivation for donors, stakeholders, employees, and volunteers? This webinar will explore what is beneath and beyond strategy – how to become more digitally and operationally aligned with what matters.
Historical Perspective, Research in Higher Education
Vincent Carpentier
UCL Institute of Education, University College London, London, UK
Synonyms
The study of the past; the long-term lens; changes and continuities.
Definition
The study of the past of higher education.
Introduction
The engagement with history is an important feature of research in higher education, which has taken various forms and has been driven by various rationales (Lowe 2009). The variety of objectives, methodologies and interpretations is precisely what made the contribution of the historical dimension to the understanding of higher education so valuable although it has not come without its challenges.
Past present and future
Many factors explain why universities alongside other forms of higher education have always been the objects of a strong historical attention. To start with, Hammerstein reminds us that “European universities are the oldest surviving European institutions with the exception of the catholic Church” (1996, p.113).
Past and present
Although the historical perspective often confirms its strong potential to enrich the understanding of higher education, it does not escape from the key debates about the various conceptions of the role of history and its potential uses and misuses. Such debates question whether the use of history to inform the present is desirable or even feasible. The risk of presentism has been debated within most historical fields and the history of higher education is no exception (Hutcheson, 2010). Such controversies had the merits to sound a note of caution for those seeking to conduct or read historical research in higher education. First of all, they remind us of the intrinsic value of historical research in higher education and that “it was perfectly possible for historical explanations to be pursued for its own sake without reference to the claims of social relevance” (Tosh, p. 47). They also incite those seeking to link past and present to be mindful of the danger of a presentist view of history and its consequences in terms of misinterpretations or anachronisms. Those are problematic issues not only in relation to the validity of historical findings but also in relation to the ways findings “travel”, and can sometimes be decontextualized as part of an instrumental and selective use of history by media and policy circles. Acknowledging those limitations does not weaken but strengthens a reasoned approach of history seeking to inform the present. This effort of contextualisation is an integral part of a necessary productive engagement of historians with public policy (Szreter, 2011, p. 222).
2
Periodisations
The difficulty to make sense of such a long history is reflected by the variety of offered historical periodisations of higher education, which mirror the differences in the lens and the thematic chosen. The starting point of such periodization has also always been a recurrent issue. Many researchers like Perkin identified the ri
Let’s face it…few nonprofits (if any) have the resources that large corporate brands can tap to build their brands. But every single nonprofit organization, no matter the size, can tap into some basic tools and techniques to create a compelling high impact brand. This session is designed to help organizations of all sizes and shapes boost the effectiveness of their brands, regardless of budget.
How powerful are company values as an employee engagement energiser?
Unlock the power of your company values. Here are some ideas for using the influential power of values to transform team performance.
At work in the phenomenal field, introduction to my researchNick Norton
“Only connect ...” discovery pathways, library explorations, and the information adventure.
A collection of information discovery journeys. My chapter proposal for this book: can there be a person centred library?
at Qualitative360 Asia Pacific 2014
1-2 October 2014, Singapore
This event is proudly organised by Merlien Institute
Check out our upcoming events by visiting http://qual360.com/
Why do communication strategies often not work? How is a vision different than a mission statement? How can marketing materials, websites, and social media interactions reflect this vision? How can you tap into deeper emotion and motivation for donors, stakeholders, employees, and volunteers? This webinar will explore what is beneath and beyond strategy – how to become more digitally and operationally aligned with what matters.
Historical Perspective, Research in Higher Education
Vincent Carpentier
UCL Institute of Education, University College London, London, UK
Synonyms
The study of the past; the long-term lens; changes and continuities.
Definition
The study of the past of higher education.
Introduction
The engagement with history is an important feature of research in higher education, which has taken various forms and has been driven by various rationales (Lowe 2009). The variety of objectives, methodologies and interpretations is precisely what made the contribution of the historical dimension to the understanding of higher education so valuable although it has not come without its challenges.
Past present and future
Many factors explain why universities alongside other forms of higher education have always been the objects of a strong historical attention. To start with, Hammerstein reminds us that “European universities are the oldest surviving European institutions with the exception of the catholic Church” (1996, p.113).
Past and present
Although the historical perspective often confirms its strong potential to enrich the understanding of higher education, it does not escape from the key debates about the various conceptions of the role of history and its potential uses and misuses. Such debates question whether the use of history to inform the present is desirable or even feasible. The risk of presentism has been debated within most historical fields and the history of higher education is no exception (Hutcheson, 2010). Such controversies had the merits to sound a note of caution for those seeking to conduct or read historical research in higher education. First of all, they remind us of the intrinsic value of historical research in higher education and that “it was perfectly possible for historical explanations to be pursued for its own sake without reference to the claims of social relevance” (Tosh, p. 47). They also incite those seeking to link past and present to be mindful of the danger of a presentist view of history and its consequences in terms of misinterpretations or anachronisms. Those are problematic issues not only in relation to the validity of historical findings but also in relation to the ways findings “travel”, and can sometimes be decontextualized as part of an instrumental and selective use of history by media and policy circles. Acknowledging those limitations does not weaken but strengthens a reasoned approach of history seeking to inform the present. This effort of contextualisation is an integral part of a necessary productive engagement of historians with public policy (Szreter, 2011, p. 222).
2
Periodisations
The difficulty to make sense of such a long history is reflected by the variety of offered historical periodisations of higher education, which mirror the differences in the lens and the thematic chosen. The starting point of such periodization has also always been a recurrent issue. Many researchers like Perkin identified the ri
Let’s face it…few nonprofits (if any) have the resources that large corporate brands can tap to build their brands. But every single nonprofit organization, no matter the size, can tap into some basic tools and techniques to create a compelling high impact brand. This session is designed to help organizations of all sizes and shapes boost the effectiveness of their brands, regardless of budget.
How powerful are company values as an employee engagement energiser?
Unlock the power of your company values. Here are some ideas for using the influential power of values to transform team performance.
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.
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.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2. V St t
ision aementforR er
iv side
“The
‘ Common Practices’
at Riverside become
‘ Common Sense’
in E ducation”
3. Per lV St t
sona ision aementforaPr ct ioner
a it
Maximizing our potential
to maximize their
potential
4. Ahaa moments
• M aking ‘ relevance’ – ‘ relationships’ and
relevance relationships
‘ rigor’ VISIBL E in the tim etable
rigor
• M aking them the found ation for all your
planning
• M aking them the non-negotiables
5. Relevance
• Relevance is the ‘ WH Y’ of what you d o
Y
• Relevance is the connections – the big id ea
• Relevance is the visibility of your practice to all
stakehold ers
• Relevance is the ‘ value’ you put to the ‘ choices’
value choices
you m ake
6. • C onstant search to ensure that the inform ation that I
encounter has m eaning – that m eans anything that I seek
to spend tim e with, ad d s to m e as a hum an being and
therefore is worth sharing
• It starts with the journey of being aware, then enables
(apply and use), and finally em powers (innovate – beyond
d epend ency- toward s ind epend ence)
• M ore conversation less instruction
• K nowing the relevance of our learning enables us to be
m ore com petent and less helpless
7. Relationships
• We have relationships with people and not titles
• Relationships is the ‘ value’ you put to the
value
‘ choices’ you m ake
choices
• Purpose of relationships is to red uce
dependency and increase independence.
independence
Therefore m aking us m ore com petent and less
helpless
8. Rigor
• Relevance enables rigor
• Relationships ensure rigor (you want to d o m ore)
• Showing the relevance of rigor as a craft and not a
chore and therefore again enables rigor
• Build s positive self esteem , self worth and awareness
of com petencies / potential
• Therefore this self awareness of com petencies and
potential m akes us more competent and less helpless
9. • Relevance / relationships and rigor help us to
traverse the ‘potential’ continuum by going
from
• Awareness, then
• E nabling and finally
• E mpowering
10. Beacons
• Are guid ing principles to ensure that the 3R’s use the relevant
vehicles to reach the beacons
• L anguage Package
• C reative Thinking
• L ogical/ athem atical Thinking
M
• Scientific Thinking
• Problem Solving
• C raftsm anship
• Inter/ Intrapersonal Skills
• C itizenship
• Ad aptability
• ( ICT is inclusive – transbeacon)
11. Beacons for Key Stage 1
j
ourney towards sel awareness
f
• L anguage Package – ( relevance ) to make complex
world simple and therefore being more competent
and less helpless
• C reative Thinking – ( relevance ) nurturing and
celebrating curiosity which enables habits of mind
( risk taking, inquiring, research )
• Intra/Interpersonal skills – ( relevance ) self
awareness that leads to knowledge of competencies
which makes one less helpless. Inter personal leads
to build relationships, work in teams and identify
leadership potential
12. • C raftsm anship – ( relevance ) quality determines
value bringing pride and self worth making one more
competent and less helpless!
• L ogical Thinking – ( relevance ) provides skills
(sequencing, options, prioritizing ) to reach
destination
• Scientific Thinking ( grad e 2 ) – ( relevance )
attributing natural phenomena to reasoning by using
the skill of observation - and not magic and
therefore, my friends, making one more competent
and less helpless!
13. Beacons for Key Stage 2
j
ourney from dependence to independence
• L anguage Package – ( relevance ) providing
strategies to traversing the journey from appreciation
to enjoyment
• C reative Thinking – ( relevance ) providing strategies
to nurture ‘thinking outside the box’ to address
specific need/audience
• Intra/Interpersonal skills – ( relevance ) providing
strategies that make ‘visible’ the journey of growth,
be it social, physical, emotional or cognitive
14. • C raftsm anship – ( relevance ) providing strategies to
traverse the journey from novice to proficiency
• L ogical/ athem atical Thinking – ( relevance )
M
providing strategies to understand causal relations in
real world scenarios
• Scientific Thinking – ( relevance ) providing
strategies to develop the scientific temperament
( hypothesis to experimentation )
15. • Problem Solving – ( relevance ) providing strategies
to identify the problem as a ‘problem’ and solve the
problem in the best possible manner ( identifying
ones competencies/ weaknesses and when needed,
seeking help )
• C itizenship – ( relevance ) awareness of disparity as
a reality
• Ad aptability – ( relevance ) not being helpless
‘outside comfort zone’
16. Goal for Key Stage 3
j
ourney from independence to interd epend ence
The beacons will ‘ empower’ us to
empower
make the best choices keeping our
‘ competencies’ to solve problems and
competencies
fashion products that are of value in
one or more cultures!