Autism, Asperger's and ADHD Lecture 1.
Introduction to the Module.
The views expressed in this presentation are those of the individual Simon Bignell and not University of Derby.
Autism, Asperger's and ADHD.
Lecture 4 Asperger's Disorder.
The views expressed in this presentation are those of the individual Simon Bignell and not University of Derby.
Introduction to the Module - Fundamentals of Psychology Lecture 1Simon Bignell
Introduction to the Module - Fundamentals of Psychology Lecture 1.
The views expressed in this presentation are those of the individual Simon Bignell and not University of Derby.
'ADHD, Autism, and Asperger's' Topic 11 - Revision and Exam Tips.
The views expressed in this presentation are those of the individual Simon Bignell and not University of Derby.
Autism, Asperger's and ADHD.
Lecture 4 Asperger's Disorder.
The views expressed in this presentation are those of the individual Simon Bignell and not University of Derby.
Introduction to the Module - Fundamentals of Psychology Lecture 1Simon Bignell
Introduction to the Module - Fundamentals of Psychology Lecture 1.
The views expressed in this presentation are those of the individual Simon Bignell and not University of Derby.
'ADHD, Autism, and Asperger's' Topic 11 - Revision and Exam Tips.
The views expressed in this presentation are those of the individual Simon Bignell and not University of Derby.
Topic 10 - Autism, Asperger's and ADHD 2010Simon Bignell
Topic 10 - Autism, Asperger's and ADHD.
Autism, Asperger's and ADHD.
The views expressed in this presentation are those of the individual Simon Bignell and not University of Derby.
07-08-2013
Faculty of medicine of Syrian Private University.
Please LIKE my page! http://facebook.com/NawrasAlHalabi
متلازمة كلاينفلتر وتقانات أطفال الأنابيب
.كلية الطب البشري في الجامعة السورية الخاصة
Autism Asperger's & ADHD - Introduction to the Module (2014)Simon Bignell
The first lecture in the University of Derby Psychology Module 'Autism Asperger's & ADHD' (6PS503) - Introduction to the Module (2014). Given by Dr Simon Bignell (Senior Lecturer in Psychology)
'Autism, Asperger's and ADHD' Topic 11 - Revision and Exam Tips.
The views expressed in this presentation are those of the individual Simon Bignell and not University of Derby.
Running head: DOWN SYNDROME
Taking care of people with Down syndrome
Mary Katz
Colombia Southern University
Down syndrome
The topic
Down syndrome has been researched over the years by different writers, however, there are still so many unanswered questions regarding the same. Down syndrome is a genetic disease that some people are born with. The disease is also known as trisomy 21 and occurs randomly during the formation of reproductive cells. This means that it can either be caused by the egg cell or the sperm cell (Lott, 2012). This results in a condition that leads to intellectual disability, weak muscles or a characteristic facial appearance. The fact that the disease occurs randomly underlines the fact that it can affect anyone. It is due to that reason that most countries worldwide have dedicated their researchers to try and know more about how it can be prevented so as to reduce the number of people having that type of disability.
The controversy
Over the years there have been some common misconceptions on how down syndrome manifests itself, this has led to misconceptions on either the parents of the infected child or the child himself. This has made people suffering from down syndrome to be victimized and even despised basing on their physical features (Lott,2012). This meant that the people living with the syndrome would be isolated. This just showed how people with this disability were not given the care they needed, some families even took their children with the syndrome to inhumane institutions where people with the syndrome were to live (Epstein, 2013). Whereas the king hearted families would go beyond their means to take care of the infected.
Pro side of the controversy
Whereas their developmental rate is so slow, there have been a number of institutions that have helped families know how to take care of their loved ones who have the syndrome. Some of the institutions have been seen to help the infected people since they are placed together where they can be easily taken care of by specialists.
Con side of the controversy
Despite the fact that the infected people are being handled by trained people, the fact that they are segregated means that they are not being given equal opportunity to enjoy the pleasures of the world as well as being with their loved ones. Therefore as much as these individuals require constant support from the specialized people, with them being isolated, they develop a negative perspective whereby they feel they are not wanted in the society which is contrary to what we all stand for.
Tentative Thesis statement
Individuals with Down syndrome should be afforded equal treatment as any other individual.
References
Epstein, C. J. (2013). Of Down Syndrome. Molecular Genetic Medicine, 2, 106-110.
Canick, J. A., , G. E. (2012). DNA sequencing of maternal plasma to identify Down syndrome and other trisomies in multiple gestations. Prenatal diagnosis, 32(8), 730-734.
Yo ...
Topic 10 - Autism, Asperger's and ADHD 2010Simon Bignell
Topic 10 - Autism, Asperger's and ADHD.
Autism, Asperger's and ADHD.
The views expressed in this presentation are those of the individual Simon Bignell and not University of Derby.
07-08-2013
Faculty of medicine of Syrian Private University.
Please LIKE my page! http://facebook.com/NawrasAlHalabi
متلازمة كلاينفلتر وتقانات أطفال الأنابيب
.كلية الطب البشري في الجامعة السورية الخاصة
Autism Asperger's & ADHD - Introduction to the Module (2014)Simon Bignell
The first lecture in the University of Derby Psychology Module 'Autism Asperger's & ADHD' (6PS503) - Introduction to the Module (2014). Given by Dr Simon Bignell (Senior Lecturer in Psychology)
'Autism, Asperger's and ADHD' Topic 11 - Revision and Exam Tips.
The views expressed in this presentation are those of the individual Simon Bignell and not University of Derby.
Running head: DOWN SYNDROME
Taking care of people with Down syndrome
Mary Katz
Colombia Southern University
Down syndrome
The topic
Down syndrome has been researched over the years by different writers, however, there are still so many unanswered questions regarding the same. Down syndrome is a genetic disease that some people are born with. The disease is also known as trisomy 21 and occurs randomly during the formation of reproductive cells. This means that it can either be caused by the egg cell or the sperm cell (Lott, 2012). This results in a condition that leads to intellectual disability, weak muscles or a characteristic facial appearance. The fact that the disease occurs randomly underlines the fact that it can affect anyone. It is due to that reason that most countries worldwide have dedicated their researchers to try and know more about how it can be prevented so as to reduce the number of people having that type of disability.
The controversy
Over the years there have been some common misconceptions on how down syndrome manifests itself, this has led to misconceptions on either the parents of the infected child or the child himself. This has made people suffering from down syndrome to be victimized and even despised basing on their physical features (Lott,2012). This meant that the people living with the syndrome would be isolated. This just showed how people with this disability were not given the care they needed, some families even took their children with the syndrome to inhumane institutions where people with the syndrome were to live (Epstein, 2013). Whereas the king hearted families would go beyond their means to take care of the infected.
Pro side of the controversy
Whereas their developmental rate is so slow, there have been a number of institutions that have helped families know how to take care of their loved ones who have the syndrome. Some of the institutions have been seen to help the infected people since they are placed together where they can be easily taken care of by specialists.
Con side of the controversy
Despite the fact that the infected people are being handled by trained people, the fact that they are segregated means that they are not being given equal opportunity to enjoy the pleasures of the world as well as being with their loved ones. Therefore as much as these individuals require constant support from the specialized people, with them being isolated, they develop a negative perspective whereby they feel they are not wanted in the society which is contrary to what we all stand for.
Tentative Thesis statement
Individuals with Down syndrome should be afforded equal treatment as any other individual.
References
Epstein, C. J. (2013). Of Down Syndrome. Molecular Genetic Medicine, 2, 106-110.
Canick, J. A., , G. E. (2012). DNA sequencing of maternal plasma to identify Down syndrome and other trisomies in multiple gestations. Prenatal diagnosis, 32(8), 730-734.
Yo ...
Preparing for your viva voce dissertation defence.The Free School
Preparing for your viva voce dissertation oral defence. This slide show series "Winner Dissertation" is available at:
http://www.thefreeschool.education/dissertation-writing.html
1 SYLLABUS COURSE NUMBER NUR 4286-DL-AD .docxjeremylockett77
1
SYLLABUS
COURSE NUMBER: NUR 4286-DL-AD
COURSE TITLE: Nursing and The Aging Family.
COURSE CREDITS: 3 credits
PREREQUISITES: See student handbook
INSTRUCTOR: [email protected]
INSTRUCTOR’S EMAIL: Lisys Camacho, APRN, MSN
1. Text and Materials:
Touhy, T.A & Jett, K.F (2018). Ebersole and Hess' Gerontological Nursing. (5th ed.)
Author: Theris A. Touhy DNP CNS DPNAP , Kathleen F Jett PhD GNP-BC
ISBN: 9780323401678 - Publisher: Elsevier - (Not sold in FNU Bookstore)
Publication Manual American Psychological Association (APA) (6th ed.).
2009 ISBN: 978-1-4338-0561-5
2. Course Description: This course provides the skills for interventions,
evaluation and managing care of diverse older adults/families in a
multicultural global environment.
3. Learning outcomes:
• The students will identify the physiological process of aging.
• The students will be able to differentiate the adaptative human response
to the aging process.
• The student will be able to manage and care older adults and their
families.
4. Course Objectives: Upon completion of this course, the student will be able
to:
• Describe and develop comprehensive and focused assessments (physical,
psychosocial, developmental, spiritual, socioeconomic, and
environmental) of health and illness parameters of diverse older
adults/families.
• Evaluate holistic, patient-centered care that reflects an understanding of
genetics and genomics, pathophysiology, pharmacology, clinical
management, and ethical issues for older adults/families in
multicultural communities.
2
• Develop decision making skills, including the nursing process and
problem solving processes, to deliver evidence-based family-centered care
in the health promotion, maintenance, and restoration, disease and
injury prevention, and rehabilitation of health for older adults/families,
using developmentally and culturally appropriate approaches.
• Examine evidence-based practice guidelines/research, nursing theories,
and theories from other disciplines on aging that support the
identification of clinical problems, prioritization of activities,
implementation of nursing skills, and quality outcomes in the care of
older adults/families.
• Consider collaborative practice and patient education in managing
pharmacotherapeutics safely for older adults (e.g., prescription drugs
interacting with other drugs, over-the-counter agents,
complementary/alternative therapies, lifestyles and health practices,
dietary supplements, and food).
• Use inter- and intra- professional collaboration and communication to
develop plans of care for older adults/families that take into account
determinants of health, genetics and genomics, family functioning,
patient preferences, available resources, and the range of activities that
contribute to health promotion and the prevention of disease and injury.
• Differentiate older adult patient/family-centered transitions, i ...
Copyright 2022 Post University, ALL RIGHTS RESERVED .docxrichardnorman90310
Copyright 2022 Post University, ALL RIGHTS RESERVED
Due Date: 11:59 p.m. EST, Sunday of Unit 7
Points: 100
Overview:
Thus far, you have been asked to provide a link for any source used in your discussion posts as a
way of attributing credit to the source. Going forward, you will need to attribute credit to your sources
by including in-text citations and references in accordance with APA style. This assignment will be
good practice for building this valuable skill!
Instructions:
For this assignment, you will:
• Choose two (2) of your previous discussion board posts that were submitted earlier in the
course.
• Replace the links with appropriate APA style in-text citations. Use correct format and
placement.
• Include the appropriate reference citation at the end.
Requirements:
• Include the web links for all resources used so your instructor can check the citation.
• Complete your work in a Microsoft Word document.
Be sure to read the criteria, by which your paper will be evaluated before you write and again
after you write.
PSY101 – Fundamentals of Psychology I
APA Style In-Text Citations and References Assignment
Copyright 2022 Post University, ALL RIGHTS RESERVED
Evaluation Rubric for APA Style In-Text Citations and References Assignment
CRITERIA Deficient
Development
Needed
Proficient Exemplary
0 points 12 points 16 points 20 points
Discussion Board
Posts and Links
One or no
discussion board
post was provided.
One discussion
board post and one
link to source were
included.
Two discussion
board posts and one
link to source were
included.
Two discussion
board posts and
links to sources
used were included.
0 points 24 points 32 points 40 points
In-Text Citations In-text citations
citation were
absent.
In-text citations
were included but
contained numerous
errors in style and/or
placement.
In-text citations
were included with
only a few errors in
style and/or
placement.
In-text citations
were included and
correct. Placement
was correct or
mostly correct.
0 points 24 points 32 points 40 points
Reference Citation Reference citation
was absent.
Reference citation
was included but
contained numerous
errors.
Reference citation
was included with
only a few errors.
Reference citation
was included and
correct.
1. Complete an outline for your persuasive essay. Use this to organize it:
WORD Document
Persuasive Essay Outline
To persuade my audience to live a healthy lifestyle in order to live happier and
longer.
1. Introduction
-Hook, grab attention of audience, give general information about subject
-Thesis statement, what are you going to persuade us of?
2. Argument 1
a. Supporting evidence 1
b. Supporting evidence 2
c. Supporting evidence 3
3. Argument 2
d. Supporting evidence 1
e. Supporting evidence 2
f. Supporting evidence 3
4. Argument 3
g. Supporting evidence 1
h. Supporting evidenc.
1
SYLLABUS
COURSE NUMBER: NUR 4286-DL-AD
COURSE TITLE: Nursing and The Aging Family.
COURSE CREDITS: 3 credits
PREREQUISITES: See student handbook
INSTRUCTOR: [email protected]
INSTRUCTOR’S EMAIL: Lisys Camacho, APRN, MSN
1. Text and Materials:
Touhy, T.A & Jett, K.F (2018). Ebersole and Hess' Gerontological Nursing. (5th ed.)
Author: Theris A. Touhy DNP CNS DPNAP , Kathleen F Jett PhD GNP-BC
ISBN: 9780323401678 - Publisher: Elsevier - (Not sold in FNU Bookstore)
Publication Manual American Psychological Association (APA) (6th ed.).
2009 ISBN: 978-1-4338-0561-5
2. Course Description: This course provides the skills for interventions,
evaluation and managing care of diverse older adults/families in a
multicultural global environment.
3. Learning outcomes:
• The students will identify the physiological process of aging.
• The students will be able to differentiate the adaptative human response
to the aging process.
• The student will be able to manage and care older adults and their
families.
4. Course Objectives: Upon completion of this course, the student will be able
to:
• Describe and develop comprehensive and focused assessments (physical,
psychosocial, developmental, spiritual, socioeconomic, and
environmental) of health and illness parameters of diverse older
adults/families.
• Evaluate holistic, patient-centered care that reflects an understanding of
genetics and genomics, pathophysiology, pharmacology, clinical
management, and ethical issues for older adults/families in
multicultural communities.
2
• Develop decision making skills, including the nursing process and
problem solving processes, to deliver evidence-based family-centered care
in the health promotion, maintenance, and restoration, disease and
injury prevention, and rehabilitation of health for older adults/families,
using developmentally and culturally appropriate approaches.
• Examine evidence-based practice guidelines/research, nursing theories,
and theories from other disciplines on aging that support the
identification of clinical problems, prioritization of activities,
implementation of nursing skills, and quality outcomes in the care of
older adults/families.
• Consider collaborative practice and patient education in managing
pharmacotherapeutics safely for older adults (e.g., prescription drugs
interacting with other drugs, over-the-counter agents,
complementary/alternative therapies, lifestyles and health practices,
dietary supplements, and food).
• Use inter- and intra- professional collaboration and communication to
develop plans of care for older adults/families that take into account
determinants of health, genetics and genomics, family functioning,
patient preferences, available resources, and the range of activities that
contribute to health promotion and the prevention of disease and injury.
• Differentiate older adult patient/family-centered transitions, i ...
PHAR719 Poisons and Toxins Syllabus Spring21payecat828
In this course we will discuss
many different types of substances, including common household poisons, poisonous plants and
mushrooms, toxic gases/metals, shellfish toxins, and other natural toxins. Aspects of the chemistry and
pharmacology of the poisons, antidotes/treatments, and occasional case studies will be covered. Historical
examples and current events will also be incorporated into the course materials.
Final Video on Sustainability by IndustryStudent instructions fo.docxericn8
Final Video on Sustainability by Industry
Student instructions for video assignment.
Scope and Goals
Each student will work alone or in pairs to research a topic and communicate the findings in a 4–7 minute video. The main objectives are to communicate clear and accurate information in an engaging manner for an audience of your peers.
Note. The project is evaluated on the basis of its accuracy, academic rigor, clarity, and ability to engage the viewers. The video is not assessed on the basis of its technical merits (i.e., the final product should not only be visually impressive, but must effectively communicate the sustainability model for their respective corporation). Pay close attention to the sound quality of the video—if no one can hear it, no one will watch it.
Deliverables
There are two deliverables:
1. The completed Sustainability by Industry worksheet (serves as the storyboard and script)
2. The final video (incorporating the answers of the Sustainability by Industry worksheet)—due April 28th by 5:00 pm.
Required elements for the video
1. Length. Your video should be 2:30 – 4:00 minutes in length, plus time for a “credit roll” to
show your references.
2. Style. There are no restrictions on the style of the video (i.e., you may use a narrated
slide show, a recorded lecture, a digital whiteboard, a stop motion animation
(Claymation), a sock puppet show, animated graphics, a scripted scene, filmed artist
drawings on paper, “man on the street” interviews, a combination of the above, etc.).
3. Title slide. Your video should begin with a descriptive title, your name(s), the name of
the school, and the year in which it was created.
4. Content. Aim to use all the information you vetted from the Sustainability by industry worksheet, class resources and pertinent information from valid sources. You are also welcome to use your own drawings, pictures, music, animations, filmed scenes, and interviews.
5. References. All artifacts (images, videos, music, sound effect, etc.) used in the video which you did not create yourself must be cited at the end. You do not need to use a complete reference; simply include a brief description of the item and a web address where the item was found (e.g., Picture of kitten www.spca.com). Include a separate section where you credit the sources of information you used to research your video (Annotated Bibliography does this). This information should be cited using a complete reference. Your instructor will provide suggestions about how to complete this step more easily.
6. File format. Your video must be submitted in one of the following file formats: .mov,
.mv4, mp4, .wmv. Note that these are rendered movies, that is, files that will play on
someone else’s computer. Be sure to test your finished product ahead of the deadline.
7. Editing platforms.
This stage is done using video-editing software such as Power Point, iMovie, Jing, or Movie Maker, where you stitch the artifacts together and synch then in t.
Assignment 4.1
Outline
Assignment 4.2
Speech (1-2 min.)
Self-Review
Due Date Points
Week 8 45
Due Date Points
Week 9 70
Week 9 30
See next page for instructions
COM201: ASSIGNMENT 4
Special Occasion Speech
You’ve reached the final step of your effective speaking journey! In this course, you’ve learned about the
power of effective speaking by developing and delivering introductory, informative, and persuasive
speeches. Your last assignment is to prepare and deliver a special occasion speech.
Special occasion speeches are different from the other types of speeches you’ve given. You’ll develop this
speech around the purpose of the special occasion, which you can choose from the two options provided.
Reference Chapters
• Chapter 18: Speaking on Special Occasions.
This chapter covers the most common types of special occasion speeches.
Technical Difficulties
• For technical difficulties reach out to me via:
o email [email protected]
o phone 240-484-4353
o Blackboard Chat Line (when available)
See next pages for grading
Assignment 4.1
Special Occasion Speech Outline
Due Week 8: 45 points
1) Select either Topic A or Topic B for your special occasion speech.
o Topic A: Who Inspires You? | Deliver a speech of introduction in which you
introduce a person who inspires you.
o Topic B: Employee of the Month | You have been given an award for
“Employee of the Month” and must give an acceptance speech at an awards
banquet. Deliver your speech of acceptance.
2) Create an outline or speaking notes in Microsoft Word.
o Download the Microsoft Word template in the “Assignment 4.1” section
located in Week 8 of your course.
o Structure and organize your speech so you’ll stay within the 2-minute time
limit.
3) Submit the completed Microsoft Word template in Blackboard (this is separate from
your speech/self-review).
4) For this assignment, you will not compose an essay or speech. You are only
required to submit an outline.
Assignment 4.2
Special Occasion Speech and Self-Review
Due Week 9: 100 points
1) Part 1: Record or upload your speech.
o Refer to your outline or speaking notes to deliver your speech. Do not read
your notes word for word.
o Follow the technical instructions for recording your video in the “Assignment
4.2” section located in Week 9 of your course.
o Remember to watch your recording. Do you want to submit it, or do you want
to record another version?
2) Part 2: Complete the self.
Using focus groups for evaluating learner experiences by Tunde Varga-Atkins a...Tünde Varga-Atkins
This presentation was developed for participants on a PgDip programme - the remit was to offer insight into focus groups as a potential method of data collection for their research project.
Technology in Teaching, Research & Admin’: Some Quick Wins & Data ProtectionSimon Bignell
A talk given by Dr Simon Bignell at University of Derby, Psychology Quality Away Day in November 2013. Technology in Teaching, Research & Admin’: Some Quick Wins & Data Protection
Cognition & Development: Conceptualisations of Self and IdentitySimon Bignell
Week 7 Lecture in the module 'Cognition & Development'. Conceptualisations of Self and Identity.
Learning Outcomes: Define the concept of self and identity.
Identify key milestones in the development of self.
Outline theories of identity development.
Cognition & Development: Social DevelopmentSimon Bignell
Week 6 Lecture in the module Cognition & Development. 'Social Development'.
Learning Outcomes: Understand what is meant by social development. Outline at least two theories of social development. Evaluate the merits of at least one theory of social development.
Lecture 4 in the module 'Cognition & Development'. Vygotsky.
Learning Outcomes: Introduce the Vygotskian theory. Think about how Vygotskian theory has informed Developmental psychology. Consider the relationship between language and development. Consider the educational implications of Vygotsky’s theory.
Social and Problem-Based Learning in Cyberspace: Tools, Techniques & Technolo...Simon Bignell
A conference presentation by Dr Simon Bignell.
Social and Problem-Based Learning in Cyberspace: Tools, Techniques & Technology in Multi-user Virtual World.
Using Second Life Avatars and Machinima to Introduce Sustainability into the ...Simon Bignell
A conference presentation by Dr Simon Bignell (Avatar Milton Broome):
Using Second Life Avatars and Machinima to Introduce Sustainability into the University Curriculum: Evidence from Two Funded Pro-Environmental Behaviour Studies.
In 2011 the Higher Education Academy (HEA) in the UK funded seven projects to look at Education for Sustainable Development (ESD) in the Professional Curriculum. Cyberspace technologies featured strongly in utilising a wide range of professionally-accredited undergraduate degrees to explore the ways in which interdisciplinary awareness of sustainability issues is encouraged or prevented by professional requirements. The first project reported here “Problem-based Learning in Virtual Interactive Educational Worlds for Sustainable Development” (PREVIEW-Sustain) exploited the distinctive properties Second Life by using problem-based teaching methods with digital avatars in (the virtual) world.
In a previous JISC-funded project led by the author with Aston University and the ‘HEA Psychology Network’ we previously validated, transferred and disseminated immersive cyber-activities and materials adapted from Coventry University’s Second Life ‘PREVIEW’ project for use in mental health awareness and Psychology teaching. The follow-on PREVIEW-Sustain project reused and transferred these teaching methods to introduce Sustainability education to academic staff and students across two university subject groups (Psychology and Geography) by using customised online problem-based scenarios.
This presentation reports the virtual world methods developed and redeployed for the Sustainability agenda. The work existed entirely in the online virtual world populated by highly personalised 3D digital avatars. We conducted a series of learning scenarios with University staff and students highlighting motivational and behavioural factors that impact on real-world environmental sustainability (e.g., resources, recycling and energy efficiency). These materials are available to the wider teaching community. The project’s ‘virtual’ infrastructure is in place within the virtual world Second Life.
The online videos of the Second Life avatar interactions we developed, to further engage the community, later provided the basis for a follow-on research project which will also be reported here. We used filmed avatar interactions to assess changes in real world pro-environmental behaviour. We embed these videos in the University’s online teaching ‘virtual Learning Environment’ and assessed students before and after exposure to the environmental messages in the machinima.
Innovative cyberspace teaching and learning techniques offer flexible, cost-effective and rapidly deployed Higher Education solutions. Further research using similar virtual world techniques is planned that will explore Disability Awareness.
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.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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
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.